Animal Cruelty’s Effect to Society Essay

People often think that animals are just unconscious creatures that don’t care about their daily lives. But they are actually just like us, they are living breathing creatures with simple lives and priorities. They prioritize more important things like, food, shelter and caring for their young and not like unimportant things like what they’re going to wear, who’ll look better and the like. But since we are the dominant species, then we are the ones who are supposed to help them when they are in need and care for them if they need medical care. But sometimes people just underestimate them and abuse them for fun, money , scientific experiments, etc. But they don’t see that they’re actually causing harm to them and to the society, they just think that they’re only here for food and entertainment. But that’s where they’re wrong, they’re actually the ones that should be the dominant species since they’re here first and we’re the ones that are supposed to help them know more about the world. So we should also help while they’re alive so we’ll have more use to them and we should spend our lives, sharing the world with them and not trying to wipe them out of the face of the earth. Some people say, â€Å"We help them, they help us. † That is true because if you’re kind enough to them then they’ll help you when you’re in trouble but some people misunderstood that, they think that we should help them by feeding them and they should help us by letting us kill them for profit. But that’s not how it should be, we should treat them as our own, help them as if they’re humans. Because without them, then we wouldn’t exist right now because all life begins from animals from the sea and they evolved to be available to be on land until they evolved to turn into us. Also if some animals disappeared from existence, it may have some chaotic results If the bees, butterflies, bats and other animals that can pollinate disappear then plants will not bear flowers, other plants might get extinct and lower the oxygen from our planet. If frogs, lizards, chameleons and the like disappeared then flies, locusts and possibly mosquitoes would be everywhere causing food contamination, damaged crops, dengue fever and more catastrophic things. But in some cases when animals attack people, they still shouldn’t kill them because it’s just in their instinct to attack if hey feel threatened or if their territory has been crossed. But people could still defend theirselves by tranquilizing them and sending them for check up after because in some instances they are sick and confused which causes them to attack. Sometimes they might not understand us but we should also learn understand them. Animals help humans, humans must also help animals. You can tell a lot about a person by the way they treat animals. If you treat them nicely then people would know that you can do the same to other people. But if you treat them violently then that means you have the ability to harm or kill people. â€Å"Anyone who has accustomed himself to regard the life of any living creature as worthless is in danger of arriving also at the idea of worthless human lives,† wrote humanitarian Dr. Albert Schweitzer. And according to Robert K. Ressler, who developed profiles of serial killers for the FBI, â€Å"Murderers †¦ very often start out by killing and torturing animals as kids. † This proves some murderers start out as an animal abuser which then would make them curious on if killing animals is just as â€Å"fun† as killing people. Animal cruelty is not just caused by the abusers’ curiosity, it’s also a symptom of a mental disturbance. Some researches in psychology and criminology shows that people who commit animal cruelty rarely stop there, many of them later moves on to abusing or killing their fellow humans. Most of the records of the FBI shows a history of animal cruelty to many murderers and other criminals. There was a study in Northeastern University and the SPCA of the Massachusetts(USA) which shows that people who commit animal cruelty are five times more likely commit violent crimes against humans. The majority of the inmates at San Quentin penitinary who are sentenced to be executed for committing murder, â€Å"practiced† their crimes on animals before committing their crimes according to the warden. Some people who are cruel to animals are also cruel to children and their family. People who often neglect the needs of their pets often also neglect their children’s needs. Animal abuse is also an important indicator of child abuse, sometimes when children witness their parents abusing animals they can get influenced by their parents to do so too because of reacting to anger and frustration. Their violence might be directed at the only individuals in the family who are more vulnerable than they are: animal companions. One expert says, â€Å"Children in violent homes are characterized by †¦ frequently participating in pecking-order battering,† in which they might maim or kill an animal. Childhood cruelty to animals is indeed in the history of domestic violence. But in some cases animal cruelty is often discovered before the child abuse because it is more obvious to the neighbours that often hear the cries and howls of the animals because children are often threatened not to scream by their parents or else they’ll get hurt even more. Because of that, animal control agents which are possibly called by the neighbours are allowed to go into the house to investigate and then later possibly see the children with their scars and bruises which leads to being reported to social workers. This means that both the most vulnerable creatures in the house (the children and the pets) are abused by the adults. This proves that discrimination is present in the house. Some organizations such as the Baltimore police, The New Jersey Coalition of Battered Women and The Guelph Humane Society(Canada) work with animal control. Working with other agencies is called Cross Reporting which helps solve multiple cases. A study shows that 40% of battered women delayed seeking refuge from their abuser if their animal companion is included. This could possibly mean that the animals are also being abused along with the women since they find comfort from each other. These studies have led to a collaboration among social services and government agencies to develop a program for foster care of those animals. There are currently 100 programs in the US. Violence begins early specially for boys, some adults consider their children’s abusive behaviour to animal to the saying that â€Å"Boys will be boys. † Children who abuse animals should be treated with special care or else it might lead to a horrible way of life. Animal cruelty also proves the fact that most people don’t think before they do stuff because they don’t think of the consequences of their actions. Everyone should treat animals, children and women fairly because we are all here to help each other on going through our daily lives. People should stop discrimination and learn how to live peacefully together.

A Separate Peace Essay

In the novel, A Separate Peace, by John Knowles the question is presented â€Å"what is a true friend?† The author challenges the question by manifesting two main characters, Finny and Gene, to have a type of rivalry relationship. Finny is a self-confident, outgoing, and athletic person. Awhile on the other hand Gene is quiet, competitive, and intelligent person. Gene gains jealous thoughts which in the end lead their friendship too gradually to fall apart. The author creates a challenge that frustrates both Finny and Gene to test both side of their relationship. As an example the author shows Finny’s fall in the climax of the book is due to Gene being jealous of him which then leads to Finny’s tragic injury.†I was not of the same quality as he. I couldn’t stand this†¦Ã¢â‚¬  (Knowles 52). Gene was surrounded with depression and major guilt. I feel that, with friendship there is always going to be envious feelings towards the other party no matt er what, but not to a point of possibly injuring them or hurting them really bad. Another incident is when Gene wears Finny’s clothes while he is recovering from his injury. This brings out the thought that Gene missed Finny and he had a feeling of loneness, but however he is also replacing him in his athletics.†Listen, pal, if I can’t play sports, you’re going to play for me† (Knowles 76). Due the past altercations, Gene will play for Finny, not only because he was the second best player but Finny was injured. So I guess you can say he qualifies for his replacement. This shows that in a friendship or relationship, when two friends have had an argument in the past that has lead to loneliness, an empty feeling, and non communication, but in the end this is the factors that makes a friendship stronger when they finally talk again for the first time in a long period of time and they both feel the love and welcoming type of feeling. The last incident that occurs shows the true feelings of friendship illustrated by the author is, this is when Finny falls down the stairs and  he breaks his leg for the second time. But sadly in the end e eventually dies in surgery when the doctor begins his procedure on Finny’s leg to try to fix it. The doctor then explains that the marrow of the bone escaped and went throughout his bloodstream leading to his heart killing him. Gene didn’t cry for one reason, when he was at Finny’s funeral, he felt as if this was his own.†I could not escape a feeling that this was my own funeral, and you do not cry in that case†(Knowles 184). Gene is mad at himself for endangering Finny’s life by bouncing and unbalancing the tree branch as Finny leaped out towards the water and in the end unintentionally ending his Finney’s life. John Knowles wrote the sad story of when friends obtain the feelings of envy or jealousy, on their journey to discover the true meaning of what they thought was a true friend. Their jealous cravings lead them to their tragedy and this is the major factor that brought their friendship to a end. The question â€Å"What is a true friend?† can only be answered in your opinion for there is no true definition of true friends because everyone is different and therefore think differently and has a different opinion on the subject. A Separate Peace Essay The book, A Separate Peace was written by John Knowles. It was first published in 1959. It tells the story Gene Forrester, a former student at a prep school in New Hampshire, who returns to the school after he graduates. While he is there, He remembers the summer of 1942. When he walks up to a tree by the river, he remembers his friend and roommate Phineas. Phineas was the best athlete in the entire school. From then on the story moves back to 1942 at the school named Devon. Phineas’ athleticism inspires Gene to become one of the smartest kids in the school. He starts to do well in school until he failed a test because of a trip to the beach with Phineas. When this happens, he blames Phineas for him failing. He begins to get angry with Phineas and tries to stay focused until one day when Phineas persuades Gene to go and jump from a tree into the river. Gene thinks this is just another attempt to pull him from his studies so when he and Phineas are standing on the tree limb, Gene Jounces the limb to cause Phineas to lose his balance and fall to the river bank. Phineas shatters his leg and this accident cost him his athletic career. Gene felt guilty about the incident and tries to confess to Phineas. Phineas refused to believe what happened and continued to think that it was just an accident. Once Phineas returns to the school, he convinced Gene to train for the 1944 Olympics. Gene tried to explain that this would be impossible with World War II going on so Phineas persuaded him to believe that the war is fake. Gene accepted his explanation and began to train for the Olympics. Then one day, Brinker Hadley brings the boys and some of their friends together for a mock trial to accuse Gene for being responsible for the accident. When another boy shares his view of the story saying that he saw Gene Jounce the limb, Phineas leaves the room in anger. While walking down the stairs, he fell and broke his leg again. While talking to Phineas in the hospital, Gene insists that he didn’t mean to hurt him. Phineas accepts his apology and they remain friends. The next day in surgery, marrow from Phineas’ leg leaked into his blood stream making its way to his heart and killing him. Gene looked back after the war and realized that his real enemy was his own jealousy of Phineas. A Separate Peace Essay In chapter four the doppelganger is starting to form. Gene is starting to believe that there is a deadly rivalry between Finny and him. Gene is striving to win the valedictorian which means he has to study hard. Gene thinks that when he wins valedictorian that Finny and him will finally be even. Gene asks Finny if he minds that Gene is trying to win valedictorian, Finny replies, â€Å"I’d kill myself out of jealous envy† (52). Gene believes this. Gene has a lot of bitterness towards Finny since Finny is a star athlete and can talk his way out of any trouble he gets in to. To help deal with the bitterness Gene starts to tell himself that Finny is also jealous of Gene’s academic abilities. This bitterness towards Finny helps Gene advance in classes to bother Finny. Gene starts to think that Finny purposely tries to ruin his study times. Gene is starting to realize that Finny was never trying to compete with Gene with him. Gene then goes into deeper bitterness than he was in before, Gene believes that Finny is superior. This foreshadows when Gene shakes the tree limb. When Finny falls off the tree, this is the climax of the story since Gene and Finny are doppelgangers and only one of them can exist, and the one that is trying to hurt the other Gene. Finny was never trying to hurt Gene in any way but it was all in Gene’s mind. The doppelganger is a conflict that goes on through out the whole book, Gene is always trying to get rid of Finny and compete with him meanwhile, Finny never means to harm anyone. When Finny dies, Gene shed no tears because Finny and him were one, and he couldn’t cry at his own funeral. A Separate Peace Essay It is important to confront reality, no matter how harsh it is. People will always face difficult situations, but avoiding them is often more dangerous than the situation itself. In his novel, A Separate Peace, Knowles explores what can happen when a person or even an institution tries to avoid painful circumstances. In the story, Gene, the protagonist, and his friends are students at the Devon boarding school; and the troubling issues they face are wars, the external, World War II, and the intimate conflicts that often arise between close friends. Knowles uses the motif of the transformation of Devon, Finny, and Gene to show the importance of confronting head-on the wars within and around them. Devon boarding school shields Gene and his classmates from the hardships of World War II. Gene’s class, the â€Å"Upper Middlers,† are too young for the draft. This causes the teachers at Devon to see them as the last evidence of â€Å"the life the war was being fought to preserve† (29). The teachers are afraid to expose the boys to the terror of war and so they hide it from them. While throughout the country, others participate in the war effort, Gene and his classmates remain apart and spend their time â€Å"calmly reading Virgil† (24). Because of this separation, the war becomes â€Å"completely unreal† (24) to the Upper Middlers. The entire world appears to be churning in the upheaval of the war, but Devon tries to remain the same, shielding the boys from its hardships. Unfortunately, when the effects of the war inevitably come to Devon, its attempts at avoidance result in a negative transformation with bitter and unintended consequences. In its efforts to deny the war’s existence, Devon changes from idyllic and relaxed in the Summer Session to rigid and uncompromising in the Winter Session. In the summer at Devon, the boys play games on the â€Å"healthy green turf brushed with dew† to the calming sounds of â€Å"cricket noises and the bird cries of dusk† (24). Such imagery makes Devon seem like a peaceful oasis for the Upper Middlers. However, this relaxed atmosphere of the Summer Session ends with Finny’s fall from the tree at Devon River. Jumping from the tree was an activity originally designed to prepare soldiers for war and Finny’s injury from it represents the boys’ first experience with the pain that war brings. To Devon, Finny’s fall proves that the relaxed atmosphere of the Summer Session could not protect the boys from the reality of war. As a result, Devon rejects the carefree environment of the Summer Session and changes into a strict school where â€Å"continuity is stressed† (73) in the Winter Session. This transformation proves negative as evidenced by Knowles stark change in his description of the Winter Session. For example, while in the Summer Session the boys freely roamed the â€Å"healthy green turf† of Devon’s fields, they crowd into the dark â€Å"Butt Room† a smoking room that Gene compares to a â€Å"dirty dungeon†¦ in the bowels of the dormitory† (88). Where once the boys played in beautiful fields, they are now confined in close, dark rooms. Gene further classifies the transformation as negative by immediately remarking that â€Å"peace [has] deserted Devon† (72) when he returns for the Winter Session. In attempting to avoid the effects of the war, Devon sacrifices its status as a haven for the boys. When the reality that the world is at war inevitably strikes Devon, its transformation makes it less able to deal with the effects of the war. Gene compares the inexorable arrival of the war to the snow that blankets the school grounds. He calls the snowflakes â€Å"invaders† that cover the â€Å"carefully pruned shrubbery bordering the crosswalks† and likens them to the â€Å"invasion of the war on the school† (93). In making this comparison, Gene seems to show that just as Devon’s â€Å"carefully pruned shrubbery† cannot escape the snowfall, its structured atmosphere cannot escape the war. In fact, it is that structured atmosphere that makes the war seem all the more attractive to the very boys Devon tried so desperately to protect. Representing this is the Upper Middlers’ decision to clear snow from train tracks designed to transport troops. This is their first serious contribution to the war effort and requires that they travel away from Devon, symbolizing their desire to leave their school and participate in the war effort. As they work, the boys see a train car of soldiers whom they view as â€Å"elite† in comparison to their â€Å"drab ranks† (101). Directly after seeing the troops, all they boys can discuss is the â€Å"futility of Devon and how [they] would never have war stories to tell [their] grandchildren† (102). The boys see Devon’s strict unchanging atmosphere as inadequate amidst the upheaval of the war. As a result, the Upper Middlers slowly reject Devon, resigning from clubs, leaving the school to enlist in the war, and losing their academic vigor. They resent Devon for keeping them from the war and remain forever distant from it. Gene exhibits this distance when he describes Devon after graduating. Gene calls Devon a â€Å"hard and shiny† (11) museum; he feels no connection to it. He finally concludes that â€Å"The more things stay the same, the more they change after all† (14). In trying to remain untouched by the war, Devon changed to a school that pushed its students to the very war it tried to avoid. Like Devon, Finny does not accept the hardships or existence of war in his life. Throughout the story, Finny embraces the glorified aspects of war, but refuses to accept its atrocities. For example, Finny wears his pink shirt to celebrate the Americans bombing of Central Europe. However, when he realizes that the bombing killed women and children, he tells Gene that he doesn’t think the bombing took place. He does not want to believe that innocent people are often casualties of war. Eventually, Finny decides that the war cannot exist because it causes too much suffering. Similarly, Finny calls Gene his â€Å"best pal† (48) and openly displays his affection for him. However, when Gene confesses to deliberately jouncing him from the limb out of jealousy, Finny refuses to listen. He cannot accept that a friend could become an enemy. Eventually, Finny’s denial of the conflicts in his life lead to a negative transformation. In trying to retain his rejection of the war, Finny changes from a confident, athletic leader into an embittered invalid. In the summer, Finny excels, becoming a natural leader of the boys and easily winning over teachers. Finny is also physically impressive as evidenced by Gene’s description of him playing in the Devon River. Gene says that Finny is in â€Å"exaltation,† with glowing skin and muscles â€Å"aligned in perfection† (34). In this description, Finny seems like an ideal, almost God like figure, completely in control and confident. Finny’s injury at the end of Summer Session, however, signals a dark transformation. Gene shakes the limb Finny is standing on while about to jump off the tree at Devon River and Finny falls and breaks his leg. Because Gene deliberately jounced Finny out of a tree used to prepare the seniors for war, Finny’s fall and subsequent injury symbolizes a forced confrontation with the potential pain of World War II and the war between Gene and himself. Rather than working through the hardship and pain, Finny rejects his former status as an athlete and leader and lets his injury define him as an isolated invalid. Instead of using his athletic abilities to overcome his injury, Finny seems to remain permanently maimed. Although his leg heals and his cast becomes so small that an â€Å"ordinary person could have managed it with hardly a limp noticeable† (157), Finny’s gait is permanantely changed. His inability to heal completely from his injury symbolizes his inability to confront and move on from the conflicts that caused it. Similarly, Finny loses his place as a leader among the Upper Middlers. When Finny returns to Devon for the Winter Session, he finds that the war dominates the Upper Middlers’ conversations. Finny does not believe the war exists and so he isolates himself and stops spending as much time with his peers. Where once he was a natural leader, he becomes an outcast to preserve his disbelief in the war. Finny’s negative transformation makes him more vulnerable to the wars in his life. At the end of the Winter Session, Brinker conducts a mock trial and convicts Gene of his role in Finny’s injury. Finny is again forced to face the reality of Gene’s jealousy. Furthermore, during the trial, Finny speaks to Leper for the first time after his return from the army. Leper’s insanity, induced by the war, forces Finny to confront its painful implications. Because of Finny’s transformation, he is even more susceptible to these implications. Symbolizing this are the events following the mock trial. After Brinker convicts Gene, Finny falls while trying to run away. He re-breaks his leg, reopening the wound of the summer and revisiting the pain of the wars in his life. Where before the injury only crippled Finny, this time, Finny eventually dies from it. Just as his invalid state made him more vulnerable to re-injuring his leg, Finny’s transformation in response to the war made him more vulnerable to it. Unlike Devon and Finny, Gene faces the reality of the war around him and his inner struggle with Finny. While Gene enjoys the peaceful atmosphere of Devon in the Summer Session, he recognizes its inadequacies. Gene explains, â€Å"Perhaps I alone knew†¦ Devon had slipped through their [the professors’] fingers during the warm over looked months† (73). Gene realizes that the Summer Session, and the realities it avoided, would be the undoing of Devon. Furthermore, while the other Upper Middlers deny the existence of the war, Gene understands it at a deep level. Gene explicitly says, â€Å"The war was and is reality for me† (32). He embraces the war instead of masking it. Similarly, Gene recognizes the inner war with Finny. Gene knows that he deliberately jounced the limb of the tree so that Finny would fall. He repeatedly tries to confess this to Finny, openly and inwardly confronting his jealousy. Finally, when Leper goes to war and is discharged for mental instability, Gene is the only student who visits him in his home and sees him in his worst state. Gene is able to witness the shock and horror of the war. Because of his ability to face the wars around and within him, Gene undergoes a positive transformation. Gene confronts the conflicts in his life and uses them to mature from a fearful, insecure boy to a balanced and strong man. Initially, Gene identifies the presence of fear in his life. As an adult reflecting on his childhood, Gene can see â€Å"with great clarity the fear [he] had lived in† (10). Gene is also initially in-athletic. While Finny garners many athletic awards, Gene does not often participate in sports and focuses on his studies. This makes Gene feel inferior to Finny and so he often succumbs to Finny’s desires, often at the expense of his own academic success. Gene feels inadequate and insecure in the Summer Session, but the Winter Session signals a change within him. Before returning to Devon for the Winter Session, Gene visits Finny and confesses his guilt. After confronting his jealousy and confessing to Finny, Gene returns to Devon and becomes increasingly independent and secure. Symbolizing this is Gene’s experience in the Naguamsett River. On his first day back to Devon, Gene falls into the â€Å"ugly, saline,† (79) waters of the Nagaumasett. Incidentally, Gene calls this encounter with the filthy waters a â€Å"baptism.. on the first day of this winter session† (79). This use of the word baptism, a term associated with initiation or rebirth, seems to convey that Gene is beginning a new life. Just as he emerges renewed from the gritty disgusting waters of the Nagaumasett, he emerges renewed from his painful, uncomfortable confrontation of his inner war with Finny. Directly following Gene’s â€Å"baptism,† Finny returns to Devon as an invalid and he and Gene’s roles reverse. Now, It is Finny who needs Gene, both physically and emotionally, to help him deal with his injury and his functioning at Devon. Gene’s sudden athletic prowess represents this role reversal. Since Finny cannot participate in sports, he trains Gene. As he excels in his training, Gene notices that Finny seems â€Å"older†¦. nd smaller too† (121). He then realizes that he is actually bigger and Finny is only smaller by comparison. Gene has used the conflict in his life to leave behind his insecurities and become a strong, independent man. Gene’s transformation proves positive as it enables him to grow from the conflicts in his life. The results of the mock trial do no break Gene like the do Finny. He has already confronted his jealousy and guilt, and is secure enough to withstand the pain. Likewise, when Gene finally graduates from Devon and enlists in the army, he endures the war without losing his sanity like Leper. Gene is able to do this because he â€Å"already fought [his] war† (204) at Devon. He learned to confront harsh realities, and therefore can overcome them. As an adult, Gene is able to return to Devon content and secure, having made his â€Å"escape from† (10) the fear that plagued his childhood. His ability to confront his wars enable him to mature through them. Devon, Finny, and Gene all transform throughout the story. However, Devon and Finny changed to avoid the war, but Gene changed to grow from it. These transformations and stark difference in their outcomes powerfully convey the importance of unflinchingly confronting wars without and within. A Separate Peace Essay One of the main focuses in the novel A Separate Peace is the friendship of Gene Forrester and Phineas. One would assume that two completely opposite people wouldn’t have such a strong relationship. They both have different views of the world. Where one would find strength the other finds weakness. With having two opposing personalities as the main characters, it’s easy for the reader to identify with one more than the other. It also gives the reader a chance to admire, as well as pity, both Gene and Phineas. One of the most important differences between Gene and Finny is their views of the world. Gene has a more cynical world view. On the other hand, Finny’s view of the world is very pure and naive. Finny truly believes that everyone is good in the world. Another thing that sets Gene apart from Finny is their strengths and weaknesses. Gene is one of the top students of his class, while Finny just gets by with below average grades. But what Finny lacks in academic achievements, he makes up for in athletics. Read more:  Write about a person you admire essay Finny also has the natural ability to lead others and has a non conforming attitude, whereas Gene is follower and has a more conforming attitude. As well as many other novels, A Separate Peace includes easily relatable characters. While reading the novel, I discovered that there are certain qualities of both Gene and Finny that I can identify with. After careful consideration, I realized that I most identify with Gene rather than Finny. He and I both are drawn to people with larger than life personalities. I can also relate to his insecure feelings that come with having friendships with those types of personalities. His strength in academics is another trait of his that I can identify with. Even though I identify more with Gene, I also pity him. I pity that his jealousy pushed him to do something so harmful to his supposed best friend. I also pity that fact that he doesn’t have enough self confidence to tell Finny the truth. That being said, the person I admire would be Finny. He has this natural ability for being a leader, and it’s said several times that he can get away with anything. I also admire that instead of him moping about his leg, he twisted his own reality just to be happy. In conclusion, the main relationship in A Separate Peace involves two people with opposing personalities. They both view the world differently. Gene has more of a pessimistic view of the world, while Phineas’s view of the world is very innocent. Where Phineas finds strength, Gene finds weakness. While I indentify more with the character Gene, I also pity him for the outcome of his poor decisions. Instead, I admire Phineas. I admire his self confidence and attitude towards life. A Separate Peace Essay In the book, A Separate Peace, the author, John Knowles, writes to us a novel about war, but happens to focus more on the war within the human heart. This novel tells a story of two boys’ co-dependency during World War Two, and explores the difficulties with understanding the self during adolescence. Identity is complicated enough as the narrator, Gene Forrester, enters adulthood in a time of war, but a difficult friendship with a fellow student and rival leads to a further confusion of identity. Early in the book, the boys’ relationship is charged by Gene’s jealousy and hate of Phineas’ leadership. However, after Phineas falls from the tree, Gene ejects his darker feelings from himself and turns their relationship in a new direction where co-dependency, instead of envy, drives it. The central relationship between Gene and Finny, involves a troublesome search to authorize identity outside of co-dependency. Gene Forrester is a boy with many conflicts that he must face throughout his high school year. The most significant of these troubles is, without a doubt, Gene’s struggle with his own identity. At first Gene is displeased with his personality, or lack thereof. He envies his best friend, Phineas’ (Finny’s), wit, charm, and leadership. Throughout the book, Gene repeatedly finds himself acting like his friend, a transformation occurring that Gene is unaware of. There are a number of significant transformations within this story. Phineas is transformed from an active athlete into a cripple after his accident and then sets out to transform Gene in his place. This change is the beginning process by which Gene’s identity begins to blur into Finny’s, a transformation symbolized by Gene’s putting on Finny’s clothes one evening soon after the accident. â€Å"I washed the traces off me and then put on a pair of chocolate brown slacks, a pair in which Phineas had been particularly critical of when he wasn’t wearing them, and a blue flannel shirt† (78). This is the first time in the book that we notice just how much Gene is codependent on Phineas, even when he is gone. From this point on, Gene and Phineas come to depend on each other for psychological support. Gene playing sports because Phineas cannot, â€Å"Listen, pal, if I can’t play sports, you’re going to play them for me†¦Ã¢â‚¬  this allows Finny to train Gene to be the athlete that Finny himself cannot be. This training seems to be a path for Phineas simply to live vicariously through Gene. But Gene actively welcomes his attempt, for just as Finny acquires inner strength through Gene, Gene also finds happiness in losing the person he dislikes, himself, into the person he truly likes, Phineas. †¦and I lost part of myself to him then, and a soaring sense of freedom revealed that this must have been my purpose from the first: to become part of Phineas. † (77) In this way, the boys’ relationship becomes a perfect illustration of co-dependency, with each feeling off of and becoming fulfilled by, the other. This newfound co-dependency begins the evolution of the boys’ individual identities. Finny knows himself throughout the book, and is comfortable in his own skin, at least at first. After his fall, he becomes more withdrawn and tends to hide his true feelings. He seems to lose himself as the book progresses. The innocence and general good nature that defined him early on is lost in later chapters, as he continually deludes himself as to Gene’s true intentions. Gene, on the other hand, hides his true identity from Phineas and the others through most of the novel. Yet Gene truly reveals himself at several key points such as pushing Finny from the tree. The boys are living in their own secret illusions that World War Two is a mere conspiracy created by old men and continuing to believe that Gene, Finny through him, will go to the Olympics and that the world can’t change their dreams. The boys are refusing to develop their own goals and responsibilities without each other. Not even Finny’s death, though it separates them physically, can truly disentangle Gene’s identity from Phineas’. Gene feels as though Finny’s funeral is his own. In a way, the funeral is indeed Gene’s own. So much of Gene is intermixed with Phineas that it is difficult to imagine one boy existing without the other. The entire novel becomes Gene’s recollection of building his own identity, culminating in his return to Devon years later, where he is finally able to come to terms with what he’s done. During the time I was with him, Phineas created an atmosphere in which I continued now to live, a way of sizing up the world with erratic and entirely personal reservations, letting it’s rocklike facts sift through and be accepted only a little at a time, only as much as he could assimilate without a sense of chaos and loss† (194). It is perhaps only his understanding that Phineas alone has no enemy that allows the older Gene to reestablish a separate identity. One that is inferior to Phineas’. A Separate Peace Essay One of the most asked questions for A Separate Peace is: who exactly is the protagonist and antagonist? Most would agree that Gene is the protagonist, however is it Gene or Phineas that is the enemy? I believe that the real ‘bad guy’ in this book is Gene. He envied Phineas from the very beginning but didn’t admit it until a little later on. Whether it was getting away from trouble, having a natural athletic ability, or simply being modest and humble about things, Phineas seemed to have been better at almost everything. In this novel, many events occur between Gene and Finny that foreshadow the inner conflict Gene faces. For example, Gene and Finny are rebellious and often end up in trouble with the teachers. However, because of Finny’s smooth words, he is able to get the both of them away from punishment almost every single time. After getting out of trouble multiple times, Gene admits that he couldn’t help but envy Finny â€Å"just a little bit.† Small events like those happened often, and the reader can sense a feeling of jealousy growing inside of Gene. As Finny continued to be absolutely great at everything, Gene began to envy him more. Due to Gene’s inner conflict, their friendship dramatically changes. Gene plays the main character also known as the protagonist. He’s the narrator and brings the readers back fifteen years before as he tells his story of his life at Devon School. His actions and discoveries are what create the plot. For example, because Gene becomes a bitter and jealous person, he ends up creating a theory that Phineas is his rivalry (discovery). The darkness inside himself subconsciously forces him to jounce the limb, making Phineas fall (plot). Although Gene is the protagonist, I believe he is also the antagonist. In the book, Gene and Phineas have a good friendship; there were no arguments and they got along just fine. Gene, however, begins to envy Finny with things as simple as smooth words and athletic ability. As time progressed, the darkness inside of Gene grew and eventually it was full on competition. An antagonist is someone who opposes the main character, and oddly enough Gene opposes himself. He creates this fake assumption that Phineas is trying to be the better person. Unfortunately he got his theory mixed up with reality causing his friendship with Finny to fall down hill. â€Å"I found a single sustaining thought; you and Phineas were even. You are both coldly driving ahead for yourselves alone.† When it all comes down, Phineas is both the protagonist and antagonist. He is the main character yet he is his own enemy. His inner conflicts and insecure thoughts caused him to ruin his best friend along with their friendship. This book can teach the readers a great lesson about friendship and consequences when you start losing yourself to jealousy and envy; it certainly taught me something! A Separate Peace Essay In John Knowles’ novel A Separate Peace, it begins with the protagonist, Gene Forrester coming back to his alma mater the Devon School in New Hampshire. Wandering through the campus, Gene makes his way to a tall tree by the river; the reason for his return. From here he takes the reader back to the year 1942 during World War II when he was in high school. During the summer session of 1942, he becomes close friends with his daredevil roommate Finny. Finny is able to convince Gene into making a dangerous jump out of a tree into a river, and the two start a secret society based on this ritual. Gene slowly begins to envy Finny’s athletic capabilities and his innocence, and thinks that Finny envies him in return. Gene finally realizes that there was never any rivalry between them when, one day, Finny expresses a genuine desire to see Gene succeed. While still in shock, he goes with Finny to the tree for their jumping ritual. When Finny reaches the edge of the branch, Gene’s knees bend, shaking the branch and causing Finny to fall to the bank and shatter his leg. He goes to see Finny and begins to admit what happened, but the doctor interrupts him, and Finny is sent home before Gene gets another chance to confess. On his way back to school from vacation, he stops by Finny’s house and tries to tell him the truth about what happened. Finny refuses to listen to him, and Gene rescinds his confession and continues on to school. World War II is in full swing and the boys at Devon are all eager to enlist in the military. Brinker Hadley, a prominent class politician, tells Gene that they enlist together, and Gene agrees. But later that night, he finds Finny has returned to school. Both Gene and Brinker decide not to enlist. Brinker organizes a meeting with their classmates and has Gene and Finny come without notice. The boys question the two about the fall. Finny does not say much because he cannot remember clearly, and Gene claims that he doesn’t remember the details of it. The boys now bring in Leper, who was sighted earlier in the day skulking about the bushes, and Leper begins to implicate Gene. Finny declares that he does not care about the facts and rushes out of the room. Hurrying on the stairs, he falls and breaks his leg again. Gene sneaks over to the school’s infirmary that night to see Finny, who angrily sends him away. The next morning, he goes to see Finny again, takes full blame for the tragedy and apologizes. Finny accepts these statements and the two are reconciled. Later, during an operation on Finny’s leg, something goes wrong, killing him. Gene receives the news with  relative calmness; he feels that he has become a part of Finny and will always be with him. At the end of the novel Gene reflects on the constant enmity that plagues the human heart—a curse from which he believes that only Finny was immune. I believe that John Knowles titled his novel A Separate Peace because Gene gains a separate peace with himself. Even though he hurt Finny and had lots of conflict with him and troubling finding himself, at the end he is able to feel at peace. It was a different peace than he was expecting. The novel focused on the inner wars we wage with ourselves. Even in the midst of a world war, Gene battles his inner demons and defeats his worst enemy inside himself and thus creates a different, a separate peace for himself. The four main characters in A Separate Peace are the protagonist, Gene Forrester, the antagonist, Brinker Hadley, and two of their classmates Finny and Elwin â€Å"Leper† Lepellier. If I were to describe Gene in five words, I would say that he is insecure, envious, loyal, competitive, and honest. I would describe Brinker as authoritative, demanding, intelligent, responsible, and mature. Finny is outgoing, free-spirited, mischievous, vulnerable, and charismatic. And Leper is gentle, contemplative, quiet, bright, and bold. My first impression of the protagonist, Gene was that he very much a follower and not a leader. Right from the start he â€Å"let Finny talk [him] into stupid things† (17) and felt that â€Å"he was getting some kind of hold over [him]† (17). But he still jumped from the tree anyway. Another time I was able to see this was when Finny suggested that they go to the beach and Gene had thought of all the risks such as â€Å"expulsion, destroyed . . . studying [he] was going to do for an important test the next morning, blasted the reasonable amount of order [he] wanted to maintain in [his] life, and . . . the kind of long, labored bicycle ride [he] hated† (46). But his response was still â€Å"’ [a]all right’† (46). These actions of continuing to follow what others do, specifically Phineas is on Phineas’ first day back after his fall. Finny tells Gene for the first time that he was working towards the 1944 Olympics, but with his broken leg, he can no longer achieve that goal, which gives him the idea to train Gene for them instead. â€Å"And not believing him, not forgetting that troops were being shuttled toward battlefields all over the world, [he] went along, as [he] always did† (117). Gene does not only show this willingness to go along with just Finny, but Brinker as well. My first impression of  the antagonist, Brinker Hadley was that he is very authoritative and that he is definitely a leader. The first time I was able to see this was after their long day of service to the war effort when a group of boys including Brinker and Gene were in the butt room, and Brinker had told everyone that â€Å"[he was] giving it up† (100) and that he would enlist the next day. I saw it as him taking advantage of his leadership position among the boys and to lead the way into serving in the war. A more obvious way of seeing his leadership is the way that he is described as â€Å"the hub of the class† (87). Hub is a synonym for the center of something, or the heart and core. If someone is described as the hub of the class, then it means that they are the person that keeps the class together. The final way I was able to see Brinker’s leadership was towards t he end of the book. Even though he had transformed to a more rebellious way, there was still a sign of his authority when he had arranged the trial in the Assembly Hall. His wanting to know the truth that was hidden from him drove him to hold the meeting in order to find it. Gene is definitely a dynamic and round character unlike Brinker who is a static and flat character. Gene changes very significantly in the story. He struggled a lot with finding himself and his identity, so much that he believes that he is a part of Phineas. Oddly enough, this sort of makes sense. One way to think about it is the guilt – Gene was so disgusted with himself for having caused Finny’s accident that he can’t bear to be himself, so he becomes someone else: Phineas. Another explanation is that because the struggle to define him is so difficult, he’s simply borrowed someone else’s identity instead of creating one for himself. But once Finny is gone, Gene has to rely on himself to make decisions and make up his own rules. At the end of the novel as Gene is reflecting fifteen years later, he says that â€Å"[his war ended before [he] ever put on a uniform . . . [because he] killed [his] enemy there† (204). I believe that the enemy he defeated was the part of Phineas that was in him, and by doing that he was able to gain peace. Brinker really does not transform much throughout th e story. His main change is when he steps down from his position in the Golden Fleece Debating Society and his behavior at the winter festival, but his strong and authoritative personality remains. â€Å"It wasn’t the cider which made me surpass myself, it was this liberation we had torn from the gray encroachments of 1943, the escape we had concocted, this  afternoon of momentary, illusory, special and separate peace.† (136,137) This passage stood out to me because in the midst of a raging war, these schoolboys were able to find their own peace with each other by having fun and seeing that the little things in life like a winter carnival could create such an escape for them. It was their idea of freedom that gave them such peace within themselves, and it was as if the war was not even going on. There were many themes in this novel, but the one that stood out the most to me was the difference between creating your own identity and dependence on someone else to â€Å"borrow† theirs. When Phineas told Gene that he would be participating in sports in his place, Gene had a realization that what he had been longing for was to be a part of Finny. This is very different than the end of the novel where Gene is looking back to that time and realizing that the part of Phineas that was in him had died when Phineas died. And because of that death, he had to rely on himself in order to craft his own identity and to finally gain peace. I think that one of the biggest decisions Gene had to make was to tell Finny the truth on his way back to school after the summer session. Even though Finny did not listen to him, the courage that it took Gene to do that was immense. I think that it was wise because it showed that he cared enough about Finny to tell him the truth. I also think that it helped him get rid of some of the guilt by just having Finny know what actually happened, whether he believed it or not. If I were in Gene’s position I probably would do the same thing just because I know from previous experience that if you lie, it can really hurt you in the end, and it is a pain to have it harboring over you all the time. Iâ€⠄¢ve learned two life lessons from this novel. One is to enjoy life, and not be so worried about what is going to happen next. I should not be completely apathetic to the future, but to live to the fullest and have fun. Another more serious lesson is the importance of forgiveness and love. If someone has wronged me, I should not keep a grudge against them or make them feel terrible about it, but instead I should do what Christ calls us to do which is to love one another as yourself, and to forgive. A Separate Peace has really reminded me how important these lessons, especially the latter are as I continue to mature. There really was not anything that I disliked about this book except for one quote. Gene is telling the reader one of Finny’s most important rules, and one of them was â€Å"[a]lways say your prayers  at night because it might turn out that there is a God† (35). I did not like this quote just because of what I believe in and what I know as truth. I believe that there is a God and that I should always pray no matter what. But other than this one quote, there was nothing I really disliked about it.

Leaf lab report Example | Topics and Well Written Essays - 500 words

Leaf - Lab Report Example Leaves in plants, are the photosynthetic sites. They absorb the requirements for photosynthesis among them sunlight. Since light is a key requirement for photosynthesis, plant leaves will tend to trap more or maximum sunlight they can access (Collinveaux, 1986). As such, most plants with develop leaf modification depending on their habitat and ecological niche hence broad, narrow and spiky leaves appear to various plants in various habitats. The oak leaves are not any different and so will portray different surface areas and sinus for those in shade and sun. In this experiment, graph paper, Glant press and weighing machine with an accuracy of 0.1g were used. Leaf samples were obtained from the Oak plant with emphasis laid on the relative position of each leaf. Thus 45 leaves were picked from the shade while another 45 from the light. Using the graph, the leaf surface areas were obtained and with the Glant press, polygon was traced on each leaf to determine the sinusoidal surface of each leaf. The procedure was repeated for each leaf and enough data obtained for analysis using computer software for the t-test. From the experimental results, it is established that sun leaves are narrow while shade leaves are wide. However, the sun leaves are thicker than the shade leaves based on the average sinuosity. This, points to the general requirement of light by the two types of leaves. Consequently, the results of this experiment confirm the hypothesis that leaves in the dark will grow larger and thinner to facilitate trapping and absorption of maximum sunlight (Horn,

Napoleonic War Essay Example | Topics and Well Written Essays - 2000 words

Napoleonic War - Essay Example The fierce competition started as a power struggle between the two nations. At that time, the size of Britain’s army was small, and had lost many battles in the European nations. The revolution pushed France into mayhem, the ruins of which, gave rise to the most powerful army led by Napoleon Buonaparte. Napoleon was born in 1769 in a poor family. The feudal government of France received a severe blow in 1789 from almost all other European nations. This lasted for almost two decades of warfare with all the other competing empires trying to impose their view of balanced power. Consequently, many wars were fought over many large areas and were thence referred to as the First World War. This era was divided into the French Revolution, and the Napoleonic Empire. With the advent of Napoleon Bonaparte, the French Revolution and the subsequent republic experienced tumbling of the French monarchy and its replacement by a series of intermittent violent civilian directions. At the peak of this period, known as â€Å"The Terror† the King and Queen were cruelly put to death. This stimulated the other European nations towards France, and vowed that the resulting nation would never enjoy the cooperation of other European leaders. This is when Napoleon Bonaparte seized the control of French government. With his unusual intelligence and charisma, Napoleon started climbing steps of success one after the other. Before moving as the French artillery officer, Napoleon struggled against French domination in Corscia, a place on the border of Europe. Napoleon was made the Lieutenant in 1792 at the age of 23. A year later, his genius personality led him to becoming the Brigadier-General. After two years, he was able to successfully fight the Austrian troops. Though situation was bad for the French, Napoleon was highly confident of his abilities for battle and was given the command of French armies. Napoleon Bonaparte became the first ambassador of French rebellion in

Answer the questions Assignment Example | Topics and Well Written Essays - 250 words - 4

Answer the questions - Assignment Example Under such bacterial attack, the body is unable to fight back because of weakened immunity. Because of stress, the brain functioning gets affected negatively as the learning capability of individuals and memory work poorly. The productiveness of an individual is also affected because of stress. Stress hits the brain due to which, people are unable to feel pleasure in anything. The chronic stress and telomeres are connected because chronic stress shortens the telomeres due to which, the aging process is fast. In fact, the stress hormones speed up the shortening of telomeres. The medically serious aging is because of chronic stress. According to the Dutch Hunger Winter study, the children born with fetal stress undergo the consequences of this stress even in their late lives; they have augmented risks of heart diseases, poor health and hypercholesterolemia. Therefore, the health of the children who underwent fetal stress, have dire health consequences. In the tuberculosis crisis, the alpha male baboons, the one who were aggressive and dominant got killed while the other baboons that were left behind led a more calm and non-aggressive life. The troupe lived in much harmony due to which, the stress levels were reduced. The lesson that can be learned here is that people do not worry about their status in society until others make them worried. It means that human beings working in any rank can be satisfied and less stressed out if society does not humiliate them about their ranks. The aggressive people pressurize others due to which, there is more stress with people of lower statuses. The baboons teach us about stress management that we should be more giving than receiving, should have social affiliations, should be friendly and accommodative in place of dominating, and lastly, we should be appreciative and should allow others to express themselves. A stress free life is essential for healthy

Effectiveness of a lifestyle intervention in promoting the well-being Essay

Effectiveness of a lifestyle intervention in promoting the well-being of older people - Essay Example Among such studies, there is an article by Clark, Jackson, Carlson et al. (2012) that evaluated the relevance and efficiency of a lifestyle intervention for this particular group of the population. Not only the study confirms the positive impact of the OT intervention but it also delivers the idea of readiness as one of the factors that are obligatory for the practice of this intervention becoming a working mechanism. This idea is crucial not only because it is justified by the authors but because it deals with the application of the theoretical concept of practice. The question that is posed through it is whether older adults, as well as government and administrative agents, would be able to accept the changes and utilize the tool of lifestyle intervention for improvement of the well-being of elderly people. Currently, it seems that there is still a lack of understanding, especially from older adults about the relevance of this OT practice. This is demonstrated by the number of dropout subjects who were not ready for the changes to happen despite the positive results foreseen. The questions that are to be addressed are not only within the theoretical area of research but also within increasing the awareness among the patients about the usability of the lifestyle intervention and accepting its positive impact. These questions warrant further research as they would allow the practice to become applicable in real-life situations. This would bring benefits to both older adults as well as other stakeholders.

Qualitative Vs Quantitative Research method Article

Qualitative Vs Quantitative Research method - Article Example There is a further analysis on the strengths and limitations of the two research approaches. Debra A. Friedman (2011), presents qualitative research to contain questions that have an open approach to the subject under investigation. The questions by researcher give him the benefit to expect anything from the correspondence hence approach the topic with an open mind. The definition by James Dean Brown (1988) of Quantitative research help in understanding more on what type of questions characterize this type of research approach. James definition is based on trying to understand things that are continuous in a bid to derive patterns that arise because of the continuation factor in the aspect under study. The definition narrows the questions of Quantitative research to be Consistent that ensures dependency and verifiable through the different mathematical models employed in this type of research (mean, t-tests, mode, median and variance). The questions must have fidelity that ensures the answers are credible and aim at a meaningful result this is with the aim of being able to interpret the questions with different tools of mathematics or transferable. Qualitative research has the characteristics of the manner in which the question is, and the setting of the question is crucial in this approach of doing research. Donald Freeman (2009), states that the above characteristic makes the difference between qualitative and quantitative research questions. Freeman explains that the findings that the research aims at dictate the setting of the questions and the main reason that warrants these claims is the line separating the questions in the two types of researches. All the research questions are at finding a given inquiry that makes up the main purpose of the research. To illustrate the difference between the questions we use a common inquiry of a reporter to a correspondent on the ground about a political rally. Qualitative

The Role of Federalism in Education Essay Example | Topics and Well Written Essays - 1750 words

The Role of Federalism in Education - Essay Example Civil rights leaders, such as Evers and King, publicized the unfair treatment of African Americans and other people of color, and the spotlight turned on education reform (Allen, 1996, p. 162). Since 1965 many further efforts have been made to update and improve the education system, but it's similar to plugging up leaks in a dam--eventually, the dam will fall apart through lack of structure and foundation. The No Child Left Behind Act of 2001, signed into law by George W. Bush, is the present administration's effort to rebuild the dam before it's too late, but will politics and business interests create invisible cracks during implementation Is this Act the ultimate answer and does it take into consideration the global issues that presently exist in the 21st century As America continues to evolve as a nation, the influence of the Internet on communication between countries makes it clear that education must include multicultural education, not specifically from the viewpoint of Americans with no knowledge of other cultures, but with input from those who can share their native language and their way of life with others. We live in a country of immigrants, but somewhere along the line we chose to establish a nation based on white, Anglo-Saxon, protestant tenets, ignoring the rich mix of cultures that make us who we are. According to Sonia Nieto, "Multicultural education cannot be understood in a vacuum but rather must be seen in its personal, social, historical, and political context" (1996, p. 1). Addressing Education Reform During the 1950s in the United States, the family unit seemed solid and pediatrician Dr. Benjamin Spock gave mothers credit for knowing instinctively how to raise their children. This was in contrast to behaviorist John Watson's method of rigid discipline, and Spock's book The Common Sense Book of Baby and Child Care (1946) was so popular it led to gradual erosion of the rules of behavior. In the meantime, a 1954 Supreme Court ruling that public schools must be integrated was virtually ignored until 1957 when nine black students were enrolled at a previously all-white school in Little Rock, Arkansas. This was the beginning of the public's introduction to cultural differences, and it was compounded by what was known as the "Red Threat," or communism. When the Soviet Union launched Sputnik first, it was decided that American children needed a better educational foundation, especially in math and science. This created what was called at the time an "informational flood" with children a nd their reading becoming the focus of big business. With this increased production, "children's books became less a branch of literature and more a gainful product" (Allen, p. 132). The increasing focus on children's education made its shortcomings more evident, and it was clearly necessary to address segregation and unequal educational opportunity due to poverty. The problems inherent in the education system as it existed in the 1960s called for drastic measures. Francis Keppel, dean of Harvard Graduate School of Education, was appointed U.S. Commissioner of Education and crafted the ESEA of 1965 in an effort to address the issues that extended

Marketing Approaches for Overcoming Increased Competition in the UK Assignment

Marketing Approaches for Overcoming Increased Competition in the UK Hotel Industry - Assignment Example However, in practice, problems are likely to appear when having to apply the market principles related to competition. The challenges set can be many, mostly related to the lack of effective marketing policies for ensuring the equal promotion of firms within each one of the market’s industries. At this point, the identification of the characteristics of the marketing environment is considered as critical in order to understand the needs of industries and organizations and to develop valid assumptions regarding the measures required for protecting competition. In accordance with Dibb and Simkin (2001) the marketing environment can be characterized as ‘those external trading forces that directly or indirectly influence and organization’s acquisitions of inputs and generation of outputs’ (Dibb and Simkin 2001, p.199). The marketing approaches appropriate for managing the increasing competition in a specific sector, the hotel industry, of the UK market, are rev iewed in this paper. Reference is made to the characteristics of the marketing environment, as described above, but also to the differentiation of competition, compared to the past, as mostly resulted by the high development of technology worldwide. The current status of the hotel industry in UK is also described aiming to show the ways in which marketing could help the industry’s firms to face competition, which seems to be continuously increased. It is made clear that marketing can highly support firms in the hotel industry against competition. However, it is necessary for the relevant plans to be designed and promoted using particular criteria, which are analytically presented below. 2. Hotel industry in UK 2.1 Characteristics and trends Hotel industry is one of the most important sectors of UK market. In accordance with Seaton and Bennett (1996) the strength of the industry can be related to its flexibility, meaning the availability of a wide range of rooms covering the n eeds of all visitors. It is also noted that ‘short – stay bookings’ (Seaton and Bennett 1996, p.315) which result to an important part of the industry’s profits, are carefully planned in hotels across UK ensuring that short-term visitors, which are most visitors in UK, are fully satisfied with the accommodation services provided across UK. In terms of marketing, reference should be made to the different approaches used by managers of hotels in UK in order to promote their enterprise. In this context, hotel groups are likely to emphasize on ‘brand through brochures’ (Seaton and Bennett 1996, p.315); on the other hand, ‘independent hoteliers tend to use price and market destination techniques’ (Seaton and Bennett 1996, p.315). The performance of the industry can be characterized as rather disappointing. In accordance with a recent report, in 2009, firms in the particular industry had ‘to freeze recruitment at a percentage of 2 5%’ (Prospects 2009); another 24% of firms in this industry have ‘cancelled their plans to employee new staff’ (Prospects 2009). The performance of the UK hotels from 2003 up to 2009 is presented in Graph 1, Appendix. Despite the market pressures, ‘106 new hotels (with a capacity of 11,800 rooms) opened in 2011’

Five Social Insurances and One Housing Fund Essay Example for Free

Five Social Insurances and One Housing Fund Essay According to figure 1, it showed that the pay ratio of Shanghai enterprise was higher than Beijing and Guangzhou while the ratio for individuals were the same. The reason of the high ratio fee is to protect the workers income, so that the workers would not need to pay half of their income for insurance payment. Therefore, the living standards for the workers would  keep in average. In this few years, the development of other cities in China was being fast and the insurance package was attractive to workers. So there was a competitive existed between Shanghai and the developing cities. The Shanghai enterprise wanted to retain their workers to stay in Shanghai for work and keep the quality and quantity of the business. Therefore, the standard for the percentage pay of enterprise would be higher than others. Once a worker reach the retire age, the worker will be entitled to receive the insurance premium. This policy would be one of the methods to attract and retain the local worker to work. On the other hand, as the housing provident fund was not a legal payment in the Labor Act. So the percentage for both enterprise and individuals in Shanghai was the same, 7% each. In the view of HR, the cost for the enterprise would be lower and the intense pressure would be less. And for the individual, they would save the money to buy a property. Lastly, Shanghai has done a good job in the 5 insurance and housing fund than other cities like Guangzhou. Although the enterprise need pay more than other cities, the workers would take the greatest benefits and be more loyal to the company. CHAPTER 3: IMPACTS ON EMPLOYER The social insurance system has implemented for several years, it is time to review its impacts on local enterprises in Shanghai, China. The most seriously the system imposed a heavy burden on operating cost of business. According to the Social Insurance Policy, enterprises should make a contribution to each of these types of social security on behalf of their employees. Employees are also required to make contribution to some of them. A Taiwaness enterprise in Shanghai reported the Law has increased its labour cost on insurance participation by 50 percent, which is mainly due to the extension of insurance coverage that leads to the rise in premium payment and related expenses. In 2010, urban pension, medical, unemployment, occupational injury and maternity insurance altogether recorded a person-time of 1.108 billion, 84 million more than that of 2009. The total income and expenditure of the National Social Insurance Fund reached RMB1.86 trillion and RMB1.48 trillion, increased by15.7% and 20.4% respectively when compared with those of 2009. 2 Professor Wang Yanzhong, Director, Labour and Socail Security Research Centre Chinese Academy of Social Science, Prospects and Impacts of Social Insurance Law Implementation, Road to China, Spring 2011 A significant part of the increased expenses came from the upsurge of enterprises expenses which lowered competitiveness of enterprises as most of the capital resource would constitute the main part of the payment system. Also, there were rise in the labour cost of enterprises, especially in those labour-intensive ones, and thus employers may force to lay off workers or cut wages in order to keep the company alive. However, in the long term, the expansion in social insurance coverage would establish a more standardized and stable employment environment, which is important in maintaining employers trust in their enterprises and reinforcing their sense of responsibility and cohesion. CHAPTER 4: IMPACTS ON EMPLOYEE For the impact of employee, In order to safeguard the legitimate rights and interests of employees and building a harmonious society , the government not only vigorously promotes the social security work and expanding the coverage of the five insurance in China. This policy is large extend to gain the recognition and support by the all sectors of the community . Some socially responsible company also believes that the implementation of this policy will be benefit to employees for future and so many companies  actively to purchase of five insurance for their employees . The implementation of social insurance for employees with long-term benefits , such as when an employee reaches retirement age , he or she can receive monthly pension until his death ; under the social security . If women employees pay maternity insurance can obtain limits reimbursement of expenses including prenatal examination and surgical expenses . Beside, under the employment, employees can earn 2 to 3 monthly compensation through unemployment insurance, it can effectively to solve and protection of employees living expenses during periods of unemployment . Employee also can extract the housing provident funds for housing related expenditure purposes . However, due to some local government in the development the standard payment of five insurance that requires enterprise according to the average wage to pay, rather than the actual amount of wage subject to each industry. Since the majority of employees wages is less than the average wage , if the government accordance with average wage as a payment standard, the result is employer would deduct a large sum of money in the employees their wage, eventually employees wage they earn is less. In addition, due to the policy and standard of purchases social insurance is diversity by different province in china, when foreign employees return to home town from local, Employees need require the Ministry of Labor to end of the social security relationship before they can get back the balance on the personal account. Thus, it would lead to employees on future retirement not be protected ; On the other hand , the company pay for employees social security fees cannot bring the benefit to employees ,the result that would reduce the enthusiasm of enterprises to participate in social insurance An ol d-age insurance can be interrupt ed. If the employees pay more, he will get more pensions. However, the q uality of life cannot be guaranteed after retirement . Many employees think that social security has been considered  and it is so comprehensive . Therefore they are no need to have other financial In fact, the pension formula is quite complex, but generally can be calculated as follows: 20% of the average wages of individual accounts a total of 120. Obviously, the social security pensions cannot guarantee the quality of life after retirement. Therefore, the HR of the company can choose to commercial insurance for pension supplement and provide it to the employees. For example, it can include the health protection and accident protection. Also, if the pension plan of the commercial insurance is expired, the employees will get some money as a pension supplement. Those insurance are suitable for young people such as some recently married, capital investment is not enough. Therefore, it will help to attract and retain the people to join the company. Moreover, the Health insurance is more important because i f it is interrupted for more than three months, it will lose effectiveness . There are many requirement of using the health insurance such as many restrictions about use in other p rovince . It is difficult to move and use in other province. Finally, not all medical practices have access to insurance, such as: plastic surgery, increased myopia correction and other medical expenses. Therefore the HR can design to buy some inpatient medical allowance to the employees . Those politics can help to provide the security, attract, retain and motivate to the employees.

Accounts of Evacuees in WW2

Accounts of Evacuees in WW2 When and how did evacuation happen? Introduction Evacuation was a key wartime strategy to protect the civilian population and minimise panic in areas that would likely be enemy targets, but the plans for evacuation were started well in advance of World War II. Hitler’s appointment as Chancellor, and the devastation of aerial bombing campaigns during the Spanish Civil War, served to alert the British government to the threat on war and particularly the need to be prepared for air strikes on major cities (Ross, 2001). The Anderson Committee served to divide Britain up into areas based on risk of air strike, designating areas as being for evacuation, neutral, or reception areas. In September 1938, the British government announced its plans to evacuate 2 million people in the event of war and had found accommodation for up to 4 million people. The official evacuations started in earnest in September 1939, with ‘Operation Pied Piper’. The objective was to evacuate priority groups (children, mothers and children, the pregnant, the disabled, and teachers – as outlined in source 2) from the major cities. During this phase, 3.5 million people were relocated to reception areas, mainly by train, and often on a first come first served basis. The haphazard nature of the evacuation meant that groups were sometimes split, reception areas over-subscribed, and evacuees placed with families who were expecting to receive a different priority group or evacuees of the same social class. After the fall of France, and the onset of the Blitz, further waves of evacuations continued until September 1944. The priority groups now included the elderly and people were also relocated from coastal towns and ports. In this phase of the evacuations, approximately 200,000 children were relocated including children who had been earlier evacuated to these areas from the major cities. The government also provided free domestic travel to those who wished to make their own arrangements (Brown, 2005). Experiences of the evacuees From our knowledge of the evacuation process, particularly with regard to the haphazard nature of the allocations to reception areas and host families, we might infer that the experiences of evacuees could be quite traumatic. This is the case for Mrs Preedy, who recounted her experiences of being an evacuee over 45 years later in her book based on her wartime diary (source 7). She was evacuated with her close friends but was separated from them on arrival at the designated reception area. She was billeted with another girl who was not a friend and â€Å"foisted† upon an older and childless couple, which tallies with our understanding that evacuees were often placed with hosts who were expecting a different priority group – in this case, possibly an adult. The household that Mrs Preedy describes is working-class, with the woman having previously been in service, and the house lacking in heat (as well as emotional warmth), and dimly lit. We can infer that Mrs Preedy is most likely from a middle class background, unused to assisting regularly in household chores, and used to a warmer and brighter environment. This experience again tallies with our understanding that many evacuees were mismatched with host families on the basis of social class. Mrs Preedy’s account of her wartime experiences is useful as she has based her account on her own contemporaneous diaries. The diaries will, however, likely be dominated by the discomforts she experienced (being separated from her friends, with ‘cold’ hosts, in their cold home). We are not told how old Mrs Preedy was at the time of her evacuation or how long she was evacuated for but her unhappiness with the experience is palpable. For one 10 year old (source 11), the contemporaneous account we are given is very basic. After enquiring as to her mother’s health, she says that she doesn’t like her hosts’ faces but refers to not having seen the lady in daylight. We might infer from this that the letter was written soon after a night-time arrival and these first impressions are from a child searching for signs of friendliness in her hosts, and only finding it in their dog. While the letter is not detailed, there is significant value in this child’s immediate response to her new environment. Mr Kops’ autobiography, written almost twenty years after the end of the war, recounts his awe at the cleanliness and lavishness of his new surroundings (source 10). Mr Kops was evacuated from a poor district of London to a Buckinghamshire village, making the transition from a poor working class household to a middle class home. Mr Kops does not describe his hosts, or the other evacuees he was billeted with; his recollections are solely on the material benefits of his new environment (such as hot tap water and an indoor loo!). While Mr Kops’ autobiography is not based on notes he made during the war, his account reads as though the unadulterated joy of discovering this new lifestyle is still very much fresh in his mind. Further, his transition from a working class to a middle class home appears to have been as wondrous as Mrs Preedy’s transition from a middle class to working class environment was traumatic. Experience of the host families Having seen two very different reactions from evacuees to their experiences, we shall now turn our attention to the experiences of the host families who, as with the evacuees, could be expected to find the haphazard allocations system to have been traumatic. For many, there was a feeling of horror about the condition and behaviour of the children who had been placed with them. One extract from a contemporaneous report published in 1940 (source 14), describes in detail the concerns about the children’s lack of hygiene, poor health, poor clothing, and also describes both mothers and children being in the habit of soiling their beds. While this extract undoubtedly describes the views of some, it has been taken from a wider report and it is unclear if the rest of the report is in the same light. Some of the comments made appear almost hysterical, such as the assertion that â€Å"one child was suffering from scabies and the majority had it in their hair† [this could have simply been itchiness due to nits] and that the â€Å"school had to be fumigated after the reception†. While the veracity of some of the comments may be disputed, the excerpt is useful as social commentary as it gives a good insight into the reactions and possibly prejudices of people towards the influx of children and some of their mothers from the inner cities. For one boy (source 16), having two evacuee children sharing his home didn’t appear to be such a traumatic experience. In an interview in September 1939, the boy describes being disappointed that the evacuees were girls, as he’d expected boys, but sounds relaxed and cheerful about â€Å"showing them around†. The billeting of girls rather than boys to this home may have been a mismatch in the allocation or the child (and his family) may simply have assumed that other boys would be placed in the household. The interview with the boy was made by the BBC in the first month of Operation Pied Piper and was presumably intended to reassure the families of the evacuated, the prospective evacuees, as well as possibly encouraging further host families to come forward. The radio interview is also accompanied by a photograph of the boy, leading a small child on a donkey; as it is unlikely that all radio interviewees were routinely photographed, we might infer that the there w as a propaganda aspect to this interview and that the photograph was reproduced to promote both the interview and the evacuation programme. In considering the impact of evacuees on host families, some historians writing almost fifty years after the end of the war noted the disparity in the living conditions between the urban poor and the rural middle-classes (source 18). There is a sense in this account that there was a strong class divide in Britain during the war and that the rural middle class had been oblivious to the living conditions of those in industrial areas. The exposure to the evacuees was considered to be a shocking experience, but one that had united people into a commitment to improving living conditions after the war. Conclusion In our consideration of this topic, we have accessed only a few accounts, representing the experiences of child evacuees and their hosts. That said, we are still able to conclude that evacuation had a profound effect on both evacuees and their host families. For the evacuees, there was undoubted upheaval as they were wrenched from their families and placed in unfamiliar surroundings. Being placed with host families who may not have been expecting a child (but rather an adult), or were from a different social class may have been added to the stress of the evacuation. For the host families, evacuation brought an insight into urban and industrial life that was unexpected and in some cases unwelcome. The condition of the children was for many quite shocking, with wide-ranging concerns about the children’s health, attire and conduct. Historians have access to a wide range of evidence in order to find out about the effects of the evacuation. There is contemporaneous evidence, reflective accounts, and also the works of other historians. Assessing the value of these sources is a matter of judgment as most material is produced with a purpose in mind: determining whether that purpose enhances or undermines the credibility of the source is one of the tasks of the historian. Bibliography Assignment sources 1-18 (as provided by client) Mike Brown (2005) Evacuees: Evacuation in Wartime Britain 1939-1945. Sutton Publishing Stewart Ross (2001) Evacuation (At Home in World War II). Evans Brothers Limited.

Miami Film Noir :: Film Cinema Movies

MIAMI NOIR We have much to learn from Mike Davis, CITY OF QUARTZ (Vintage, 1992) who discusses the paradoxical effects that the representations of Los Angeles in hardboiled novels and their translation into film noir cinema had on the image and myth of that city. Together they radically reworked the metaphorical figure of the city, using the crisis of the middle class (rarely the workers or the poor) to expose how the dream had become nightmare. . . . It is hard to exaggerate the damage which noir's dystopianization of Los Angeles, together with the exiles' [European intellectuals living and working in L.A.] denunciation of its counterfeit urbanity, inflicted upon the accumulated ideological capital of the region's boosters. Noir, often in illicit alliance with San Francisco or New York elitism, made Los Angeles the city that American intellectuals love to hate (although, paradoxically, this seems only to increase its fascination for postwar European intellectuals). As Richard Lehan has emphasized, "probably no city in the Western world has a more negative image". . . . It is hard to avoid the conclusion that the paramount axis of cultural conflict in Los Angeles has always been about the construction/interpretation of the city myth, which en ters the material landscape as a design for speculation and domination (Davis, 20-21). Miami, most notably in the works of Elmore Leonard and Charles Willeford, and in the Television series MIAMI VICE, has received some of the same treatment, belatedly, or in a post- or neo- noir modality of the genre. . As Davis noted, "noir was like a transformational grammar turning each charming ingredient of the boosters' arcadia into a sinister equivalent" (38). We need to sort out those aspects of this noir/booster conflict that are generic and those that are specific to Miami. Boosterism is a fundamental feature of Miami's existence. The same paradoxes of attraction are an important part of Florida tourism. However, noir carries with it a state of mind, an atmosphere and mood, that are specific to the genre and may or may not have anything to do with the spirit of place specific to our zone. In any case, we should keep in mind that a book about the mythical America of crime writers includes some discussion of the Miami River setting. The Interviewer, John Williams, spoke with James Hall, author of the hard-boiled SQUALL LINE, as they rode in Hall's boat on the bay near the river's mouth.

Kudler Fine Foods Case Study :: Kudler Fine Foods Case Study Analysis

Kudler Fine Foods is an organization that wants to evolve and mature as a company and implement practices that illustrate their growth as a company. One particular practice that Kudler Foods wants to implement is reaching out and contracting to local farmers to gain access to organic foods for sell within all three branches of Kudler Foods (UOP,2008). By implementing such a new system changes will have to be made primarily within the company’s operations management. This paper will discuss the needed changes and alterations that need to occur in order to maintain their efficiency as a company. In addition to the operations management changes, supply chain, quality control tools and performance standards will also be accessed in regards to how they are impacted by the introduction of the sale of organic foods. Operations management is the process an organization uses to obtain the materials or ideas for the product that it provides, the process of transforming them into a prod uct, and the process of providing the final product to a user (Gomez-Meija & Balkin, 2002). Under operations management there are 3 stages that consists of the process that a company typically accesses or follows through with. They include: acquiring inputs, controlling the conversion process, and delivering the output (Gomez-Meija & Balkin, 2002). In the eyes of Kudler Foods, acquiring inputs would be receiving organic foods from local farmers and growers. Acquiring product for Kudler Foods is typically done by purchasing from distribution centers and warehouses. Each of the managers will individually place an order with suppliers using a standard purchase order form based on their department’s needs or wants (UOP, 2008). In terms of price, there is not a standard price for items. Department Managers are just instructed to find the best possible price leaving disparities in costs between each store. With the implementation of organic foods, Kudler Foods should consider setti ng universal accepted prices amongst the stores and local farmers. The managers should still order their products based on their stores supply and demand. A universal or joint ordering system can result in waste or unused products. Organic foods is a special circumstance item because typically especially products such as produce, they have a short shelf-life. Which becomes especially important when purchasing organic foods, which is widely known to be more expensive than non-organic foods (2002) So, it would be best to keep the separate ordering system in place.

How are nonverbal signals sent by casual dress in the workplace? Essay

How are nonverbal signals sent by casual dress in the workplace? Business Communication Apr 11, 2005 How are nonverbal signals sent by casual dress in the workplace? The phenomenon of casual dress in the business place has come full circle. Many companies are now moving away from casual dress. Many business leaders have come to realize that the nonverbal signals sent by casual dress, conflict with the image the company is attempting to portray. A trend that was seeing more and more companies opting for casual dress, now has companies considering a complete withdraw from this popular business fashion. Companies will need to completely overhaul their dress codes if casual dress is to survive. The History The concept of business casual dress began in the early 1990’s in Silicon Valley, California. In the beginning, it was a method of getting out of those hot suits in the summer, allowing people to be more comfortable in their work environment. It was expanded to console or placate workers during hard times. â€Å"Casual Fridays were introduced, experts say, to improve morale among cynical white-collar folks who saw their coworkers falling like flies during the layoffs of the 1980s and early 1990s. Generally, the casual look was never meant to replace traditional Monday-through-Thursday business attire† (McPherson, p. 134). Business casual was hyped as an employee benefit. The casual experiment quickly gained popularity. The attitudes toward casual dress began as positive and at its peak in the mid 1990’s the business industry reported that 63.7% of all businesses were allowing some form of casual dress (Cotton, Inc., 1997). Positive Thinking Whether true or perceived, some businesses and workers have stated a positive outcome to casual dress. â€Å"Some of the more commonly touted benefits include improved employee morale, a lack of cost to the employer, increased worker productivity, more open communication between staff and managers, cost savings to employees because casual business wear is less expensive, and improved work quality (Gutierrez & Freese, 1999). Casual dress was received so well by the employees that most companies thought they had tapped into the morale gold mine. †Take Morgan & Finnegan LLP, a Park Avenue law firm in New York. It started a Casual Friday routine during the summer of 1998. It was so well received the firm decided to allow bu... ...ished and then policed. References Allen, F. L. (2003, December). Dress for the Occasion: Your Attire - Your Image. Retrieved April, 5 2005, from http://www.blacksocietypages.com/advice.html Cotton, Inc. (1997, January, 23). Corporate Casual Daze?. Retrieved April 5, 2005, from http://www.cottoninc.com/lsmarticles/?articleID=373 Cotton, Inc. (2001, November 1). Casual Dilemma. Retrieved April 5, 2005, from http://www.cottoninc.com/lsmarticles/?articleID=392 Emily Post Institute (2003). Many businesses today have a "Dress Down Friday" policy. Do you think this is a good idea?. Retrieved April 5, 2005, from http://www.emilypost.com/surveys/results/poll2.htm Gutierrez, T., & Freese, R. J. (1999, April). Benefit or burden? Dress-Down Days . Retrieved April 5, 2005, from http://www.nysscpa.org/cpajournal/1999/0499/Features/F320499.HTM McPherson, W. (1997, March). "Dressing Down" in the Business Communication Curriculum. Business Communication Quarterly, 60(1), 134-146. Taub, S., & Parsi, K.JD, PhD (2003, Feb). The Trend Toward Casual Dress and Address in the Medical Profession. Retrieved April 5, 2005, from http://www.ama-assn.org/ama/pub/category/6563.html

Schools Have Come A Long Way Education Essay

Schools have come a long manner from being a homogenous establishment. The schools of today are diverse in every facet. The diverseness in categories are no longer limited to gender and race, but surpasses to kids who are high winners, low winners, and kids with disablement. The ability to learn every kid has new significance in schoolrooms. Differentiated direction is a method through which instructors can make every kid. Harmonizing to Anita Woolfolk ( 2011 ) differentiated direction is a flexible instruction method where lessons are individualized based on what the pupil needs. Differentiated direction is carried out in several ways that affect how a schoolroom runs. In an inclusive schoolroom differential direction ensures making every pupil ‘s demands and the chance for them to larn, win, and achieve. Since pupils presents are from many different background, civilization, accomplishments, and larning manner, most instructors are intimidated by the differences. However, there are wide assortment techniques to help instructors to make every pupil. In order to win in differentiated direction, instructors need to be after and give out clear instructions. They should anticipate the highest out of pupils though outlooks may change harmonizing to the kid needs. The instructor should assist pupils to accomplish by giving the appropriate appraisals, supportive environment, and instructional stuffs ; even pupils with mild to chair disablement still can prosecute in a normal schoolroom activity. In order to accommodate and to modify an inclusive schoolroom, Tomlinson ( 1999 ) stated some knowing rules in assisting every pupil to accomplish. They are ; assessment and direction are inseparable and instructor and pupils collaborate in larning and many more. Teachers need to constantly look back to modify his or her lesson and adjust to a degree that all pupils can to the full prosecute in it. Collaborate acquisition is great for interactions between the instructor and the pupil. Connections make advancement in making and lending a good environment. In add-on, differentiate content, procedure, merchandises, and larning environment is what most instructors look for in an inclusive schoolroom. How do pupils entree information that they do non understand, or how and what the pupil needs to larn? Showing auditory and ocular lessons are inevitable because when pupils see and hear information at the same clip, they develop more ideas and will be more engaged in the schoolroom. For pupils with larning disablements, grouping and reorganizing based on their involvement are necessary. Teachers can get down with simple in writing organisers like KWL charts. In an inclusive schoolroom, some pupil may be extremely accomplishing and some may non be as the advanced pupils, therefore instructors should maintain every pupil in the category busy. Highly accomplishing pupils may work on more ambitious undertaking while instructor can work separately with LD pupils. In order to make so, instructors ‘ clip direction is significantly of import. The sum of clip instructors should pass on a pupil may change. He or she is to supply extra support for fighting scholar and give encouragement for advanced scholars. Grouping in schoolrooms plays an of import function in how differentiated direction is carried out. Two types of grouping found common are ability grouping and flexible grouping. Ability grouping is defined as grouping pupils in groups of two or three harmonizing to their ability. John Hollifield ( 1987 ) references it as one of the oldest and most controversial grouping methods. Ability grouping can be farther divided into between category and within category ability grouping. Between category ability grouping is when kids from different schoolrooms or classs are separated into groups harmonizing to their ability within a capable affair. Within-class ability grouping trades with pupils of an single category being grouped harmonizing to their abilities. Ability groupings are put together so that kids can work at their ain gait. The high winners can vie with the other high winners and excel while the low winners and the kids with disablement are put in groups where they are given exce ss attending. Some of the statements presented against ability grouping are that they do non allow the low achieving pupils get challenged by the high achieving pupils. The groups might ever remain the same which might take to labeling for pupils by the other pupils. Labeling can besides take to self carry throughing prognostication. Students will get down believing that they will ever remain as low winners. Harmonizing to Hollifield ( 1987 ) groups should be little and should invariably be changed due to reappraisals of kids. Flexible grouping was created maintaining the disadvantages of ability grouping in head. Harmonizing to Michael Ford ( 2005 ) grouping should change invariably. In flexible grouping the size of the groups vary from clip to clip. There is no set type of grouping for the whole twelvemonth. Groups are no longer homogenous but are heterogenous ; kids are no longer grouped harmonizing to their ability or disablement. Students are invariably reassessed and put into different groups. Children acquire opportunity to work with everybody in the schoolroom. Differentiated direction is achieved through integrity. Along with coming up with assorted grouping methods in the schoolroom, learning techniques are besides taken into consideration in differentiated direction. Teachers are responsible for taking into consideration the lesson/subject every bit good as the pupils go toing the lesson. It is through differentiate direction that instructors are able to see and steer pupils toward their function as an active participant in the schoolroom. This procedure is performed through invariably measuring pupil ‘s advancement by inquiring inquiries, making chances for pupils, supplying support along with making an environment most good for the pupil. The direction is differentiated to run into the demand of each pupil. It is through differentiated direction that pupils, instructors and the course of study interact every bit good as work separately. The â€Å" cog † of distinction demonstrates this relationship of association and disassociation. It exhibits the pupils as taking the function of searcher in cognition. It demonstrates the instructors as taking the functions of a guider/provider of cognition. It establishes the course of study as the construction for both the searcher and the guider of cognition. Differentiated Instruction provides opportunities to single growing. It focuses on student-based instruction that is made up of combination of different larning manners to implement huge acquisition. Harmonizing to Tulbure ( 2011 ) , â€Å" differentiate direction on the degree of higher instruction is represented by the distinction upon personal acquisition manners † ( 80 ) . If pupils are presented with differentiate direction that provides a method that works for them, it helps bring forth a positive mentality for pupils towards their engagement in academic accomplishment and success. The advantages of differentiated direction is that it promotes single difference, provides equal chances for all pupils, provides flexibleness and is pupil centered that p romotes pupil ‘s demands. The disadvantages of differentiated direction is that it loses the pupil ‘s involvement towards larning as excessively much is taken up in showing the activity. It leads to troubles in seting a whole-class direction, which reduces flexibleness. Differential direction has assorted pros and cons and has impacted the manners of direction in instruction. Another facet that plays a function on differentiated direction is engineering. Technology has become an indispensable constituent of the instruction system and the society. Today ‘s schoolrooms are enriched with diverse engineering such as smart boards, laptops, ipads, clicker, etc. It has made mundane learning engineering based without which schoolrooms have become unable to work. Technology has become highly valuable for schoolroom scenes, pupils and instructors. It has changed the society and coevals norm. Peoples of western states have become so involved with technological appliances that they are known as the â€Å" digital indigens. † Harmonizing to Mostmans, Vleugels and Bannier ( 2011 ) research has demonstrated that it has become an of import facet in development of the young person. It provides them with a digital manner of acquisition and instruction. It implements creativeness, geographic expedition and possible growing. It besides promotes individualism along with personal growing. Students are able to utilize their creativeness and do their ain picks in faculty members. The research workers besides stress that engineering in schoolrooms provides pupils with a new manner of geographic expedition, communicating and coaction. They suggest the production of new plans which will assist convey pupils together and assist them to dispute themselves intellectually. Computer-supported collaborative acquisition ( CSCL ) expresses that pupils should work together and that acquisi tion does n't take topographic point in isolation but jointly. Students will larn by oppugning and happening out solutions with aid of one another. Technology is besides considered to be highly advantageous for young person with disablements. It is known by the term â€Å" assistive engineering, † any piece of machine that implements and improves larning in persons with disablement. It is the jurisprudence made by IDEA that requires particular instruction suppliers to provide assistive engineering to all pupils with disablement. There are three keys to depict distinction harmonizing to Ellis ( 1999 ) , which are â€Å" ( a ) aiming pupil ‘s Zone of Proximal Development – ZPD, ( B ) capitalising on pupil ‘s rational accomplishments and endowments, and ( C ) furthering reliable motive. † ( p.1, Holm ) . Reaching ZPD require instructors to pay close attending to the pupil ‘s demands so they are non assigned to a easy undertaking, or a highly hard undertaking. Capitalizing pupil ‘s accomplishments and endowments can broaden their strengths and back up their failings. Giving the right motive can assist kids to reapply the same accomplishments in their day-to-day life. Making appropriate and effectual undertakings motivated pupils to take part as a squad. It helps the schoolroom go student-centered. Alternatively of the old manner manner, where the instructor entirely reads to the category, instructors are now concentrated on how a pupil performs in forepart of their equals. C lassroom activities are interactions between pupils and pupils, every bit good as pupils and instructor. If there is a peculiar LD pupil that a teacher finds particularly ambitious, he or she should take the right attack by seeking support from IEP, Individualized Education Programs aid pupils to accomplish academic ends more easy. The Considerations Packet suggests, â€Å" IEP can supply a wealth of information sing pupil involvement, preparedness, and larning profile. † ( p.3, Holm ) . It narrows down to assist each single pupil in deepness. They focus on pupils and assist them carry through what they can make. They teach based on the pupil ‘s involvement and their suited accomplishment degree. Combining professional and general instructor in a differentiated schoolroom can better the schoolroom ‘s environment into a more efficient and effectual schoolroom. General instructor can concentrate on the whole and professionals can supply services to construct on success for LD pupils. Teacher outlooks are another factor that affects differential acquisition. It can impact the overall academic public presentation of pupils in school. When one thinks of instructor outlooks, the term may mention to instructors anticipating certain behaviours and degrees of public presentations from certain pupils. In other words, the term teacher outlook may connote inequalities. What is more, the effects and cultural fluctuations of teacher outlooks can impede pupil ‘s abilities to larn at their fullest potency. Harmonizing to Rubie-Davies, Hattie and Hamilton ( 2006 ) , there are two classs of teacher outlook effects: prolonging outlook effects and self-fulfilling prognostication effects ( p. 430 ) . First, prolonging outlook effects is when instructors expect pupils to execute a certain manner that was antecedently observed and may non take into history any alterations that pupils may do after. Second, the self-fulfilling prognostication provinces that instructors ‘ wrong outlooks can take pupils to execute and carry through this prognostication. Such a point of view can impede instructor ‘s perceptual experience that the pupil can non alter or better their public presentation, and this leads to the instructor sing the pupil as low accomplishing. One difference between prolonging outlook effects and self-fulfilling prognostication effects is that the latter â€Å" creates change in pupils ‘ public presentation, while prolonging outlook effects â€Å" thwart the potency for any alteration † ( 2006, p.430 ) . Furthermore, self-fulfilling prognostication effects are besides called Golem effects and Galatea effects ( Rubie-Davies et al. , 2006, p. 430 ) . Golem effects are negative effects and consequences from instructors ‘ low outlooks that can impede the academic public presentation of pupils, while Galatea effects are positive effects and consequences from instructors ‘ high outlooks that increase the academic public presentation of pupils ( p.430 ) . Furthermore, one factor that may act upon teacher outlooks is the race and ethnicity of pupils. A great trade of research has been done on how ethnicity influences teacher outlooks, and much of the decisions have been drawn the same: instructors are more likely to hold higher outlooks for white pupils and lower outlooks for minority pupils ( Rubie-Davies et al. , 2006, p. 430 ; Tenebaum & A ; Ruck, 2007, p. 253 ) . In one survey that observed the differences in teacher outlooks of the reading public presentation of Maori, Pacific Island, Asian and New Zealand European pupils, it was found that â€Å" sustaining outlook effects explained Maori pupils ‘ limited advancement, † and self-fulfilling prognostications may hold been operated among Pacific Island, Asian and New Zealand European pupils ( Rubie-Davies et al. , 2006, p. 439 ) . In another survey that collaborated several old informations on instructor outlooks toward minorities and European American pupils, â€Å" i nstructors were found to keep the highest outlooks for Asiatic American pupils, and held more positive outlooks for European American pupils than for Latino/a and African American pupils † ( Tenebaum & A ; Ruck, 2007, p. 253 ) . When instructors hold high and positive outlooks for certain pupils, they are more likely to dispute them, give prompts, call on them, and give support and encouragement. When the instructors hold low and negative outlooks for other pupils, the opposite is true. A possible ground why instructor outlooks vary along racial and cultural lines is because of the stereotypes that exist in society and the fact that instructors may keep onto them. For one, racism has been profoundly embedded in the history of the United States. Teachers may keep true to the theoretical account minority myth that Asians perform better in STEM classs. In the survey antecedently mentioned, instructors may hold hold true to the stereotype that Maori households do non value instruction ( Rubie-Davies et al. , 2006, ) . Whatever the grounds may be, it is crucially of import that instructors address their ain prejudices, stereotypes, and unjust positions of pupils, every bit good as their households. Teaching every kid means that every kid must hold an equal chance to instruction, and instructors play a critical function. In the terminal, the result is beautiful: every kid learns to their fullest potency, and they grow and mature with the necessary competence needed to len d to this quickly changing universe.