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Feminism An Instrument Of Inclusion And Unity For All Women

In the present day, the belief prevails that all women experience oppression in different configurations and levels of intensity, but are more broadly bound together by the intersectional systems of their oppressive societies. Referred to as intersectionality, the term can be applied to the lives and experiences of women across a variety of social boundaries, such as those attached to an individual’s race, ethnicity, gender, class, and ability, among other ‘defining’ characteristics. Intersectional feminist ideology recognizes the singular lives of women living in different social spheres as being distinctly multi-layered; characterized largely by the existence of various institutions of oppression. Despite their obvious differences, the interconnectedness of these oppressive institutions with one another, according to the ideological lens, is transcendent, and thereby prevents them from being critically examined separately or regarded as mutually exclusive. Howev er, though intersectional feminism is widely regarded today as an instrument of inclusion and unity for all women, as society evolves towards equality of the sexes, it is very much a modern invention, as feminists throughout the history of the movement found themselves divided by the myriad social disparities and conventions of oppression that intersectional thought seeks to reconcile. During the 19th and early 20th centuries, the first distinguishable period, or â€Å"wave†, of feminist activity in the United StatesShow MoreRelatedDoes Cedaw Make World Better Place For Women? Essay7028 Words   |  29 Pagesplace for Women? Submitted by Ashalika Pandey Research Scholar (Law) University of Allahabad ashalikapandey@gmail.com Contact no.: 09415662408 Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chapter 1: Introduction ....................................................... Chapter 2: Convention on the Elimination of All formsRead MoreCase Study Counseling Plan4198 Words   |  17 Pageswhich progresses at varied rates between men and women with men progressing quicker than women. Women need foreplay and intimacy to become physically aroused. In this phase, physical signs of this are vaginal lubrication in women and penile erection in men, with accelerated breathing in both. Through physical touch and intercourse, arousal progress toward orgasm. The succession from the last phase of arousal to orgasm varies between men and women, while both experience muscle contractions, men areRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesHartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by MichaelRead MoreRastafarian79520 Words   |  319 PagesOxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Copyright  © 2003 by Ennis Barrington Edmonds The moral rights of the authors have been asserted Database right Oxford University Press (maker) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or underRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesobjects have essences and that an object’s identity is its essence. Aristotle distinguished between an object’s essence and its existence. Its essence is â€Å"what a thing is.† Its essence is â€Å"that a thing is.† An object’s essence is the collection of all the universals that it possesses, which if it did not possess them, it would cease to be. There are other sorts of properties that an object possesses but that do not make the object what it is. Furthermore, essentialism holds that natural things doRead MoreOrganisational Theory230255 Words   |  922 Pagessituates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book i s accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with the field of organization theory. Dr Martin Brigham, Lancaster University, UK McAuley et al. provide a

Responsibilities and Boundaries free essay sample

Roles, responsibilities and boundaries are evolving qualities within a teacher that are assessed through the teacher/training cycle. To become a successful tutor you will need to understand this cycle and include it in your daily teaching routine. The role of every tutor is to value all their learners individually and equally. A tutor has a duty of care towards learners, implicating they should carry out initial assessments of every learner, to understand their learning abilities. Every learner should be provided with any additional support they require. The learner has the responsibility to tell the tutor of any additional support they need, and the tutor should act upon this information at once to ensure the support is provided. Every organisation has different methods of teaching and providing support for learners. The tutor should know how to get access for additional support the learner needs. As learners develop a better understanding of the aims and objectives, their needs and requirements change. We will write a custom essay sample on Responsibilities and Boundaries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This should be reflected in continual reassessment. An organisation has many different initial assessments; it is the tutor’s job to know all of these. So the work can be based upon the needs of the organisation, the syllabus and the learners. As a tutor I must keep all records of teaching, plans and progression reports. I need to understand the different abilities each learner has. When I plan a lesson I must entail all the various learning methods are included, thus all learners gain some knowledge from the course. I will need to plan the lesson appropriately including the different learning styles; auditory, visual and kinaesthetic. The most common way a tutor understands the learning styles of a learner is to present them with a quiz, to analyse their own learning style. As a result the tutor will have a better understanding of the learners learning styles. To provide effective teaching I shall have to assess myself. I can do this by asking learners to fill out a questionnaire about the presentation and efficiency regarding my teaching techniques. With this information I can evaluate my teaching methods, so as to modify or make changes in the future. I shall know which new activities to plan and find the correct resources for them. Furthermore I will know what the learners expect of me and how I can stimulate their learning forward to help them reach their full potential and progress further. It is the tutor’s responsibility to make sure they have gained skills they need for the subject area they wish to teach. They are aware of all the learner abilities and to certify the learners have gained necessary skills and knowledge. The tutor has to make sure all handouts and presentations are thoroughly checked, as any mistake can have a lasting effect on the individual learner. Additionally to keep all learners engaged on the subject the tutor must use variable tactics of teaching. The boundaries of a tutor are placed to maintain a friendly but professional environment, so that the tutor or the learner cannot take advantage of either position. ‘Boundaries allow you to express your limits and to communicate the conditions or availability of certain privileges that your students desire’ (B. Jane 2010). The tutor can phone the learner, for delay of coursework or continuous absences, but it is prohibited for the teacher to harass the learner. As a tutor it is unacceptable to get emotionally involved with a student. If they require any counselling, it is the tutor’s job to reflect upon what is being said to them. As a responsible tutor it would be my utmost priority to signpost them to a counsellor within the organisation, without betraying their trust. In consequence maintaining contact on professional grounds.

My Life as a Soundtrack free essay sample

My Life as a Soundtrack Sometimes I wonder what my life would be like if there was to be a soundtrack playing in the background of it all. The soundtrack would just continue to play making sure to capture every moment in my life a significant one. When approaching a crush the soundtrack would be sure to pick a song that explained exactly how I was feeling, or on the days when nothing seems to be going my way, music that I like to call â€Å"thinking music† would continually play. Although having a soundtrack playing in the background of my life is an impossible idea to happen, there are still those certain songs that seem to sing in my head for every moment I have experienced in my life. From the days that seem perfect, to the days that have never ending misfortunes, there is almost one song to capture and describe every single one of the moments. We will write a custom essay sample on My Life as a Soundtrack or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When thinking of my childhood an endless stream of memories comes spilling to my mind. As a child the word love became a whole new meaning to me. Being naive and innocent during my childhood made me see the world as a happy, go-lucky, loving place. In the song â€Å"Love Today†, by Mika the chorus lyrics; Everybody’s gonna love today, gonna love today, Everybody’s gonna love today, gonna love today, Anyway you want to; anyway you’ve got to, Love, love me, love, love me, love, love, (1-4) really defines a part of my childhood. The lyrics relate to the times when all of the kids on my block would hang out together everyday for hours at a time. Whether it was playing with sidewalk chalk, rolling down steep hills, until hives would appear on our stomachs, eating grass at the park, seeing who could find the biggest dandelion, or even just laying in the grass for hours naming the different shapes we saw in the clouds, we all had a reason to â€Å"love the to day† we were in and love it anyway we wanted to. Everyone has had those certain on going fears when they were younger. As a child I was deathly scared of monsters. I believed that monsters lived underneath my bed, and that they could come through my bedroom window, and make a feast out of me. The only way for me to go to sleep feeling safe in my own bedroom would be if my mom would spray water at the window, and underneath my bed. I thought the water to be a magical potion to rid monsters forever from entering and living in my bedroom. The song â€Å"Lullaby†, by Jack Johnson begins the with the lyrics, When youre so lonely lying in bed Night’s closed its eyes but you cant rest your head Everyone’s sleeping all through the house You wish you could dream but forgot to somehow Sing this lullaby to yourself Sing this lullaby to yourself. (1-6) This song relates a lot to how my fears as a child would make me feel. Even though the â€Å"lullaby† tha t I may have sung to myself was not exactly a lullaby, it was always something to help me to feel safer and comforted from my fears. In my case that â€Å"lullaby† for me was the magic water potion that rid away all monsters. Every spring the bruises, dust, scars, mouth guards, goggles, beaten up sticks, and the tan lines that only a lacrosse player could possibly achieve getting, take over my life once again. Lacrosse is one of those sports that have an addicting affect on you. Whether it is during the season or off season lacrosse is still a topic that is thrilling to talk about. In the song â€Å"Down together,† by the Refreshments the chorus reminds me a lot my lacrosse team experiences. So lets go down together Down together Down together Together Lets go down together Down together Down together Together. (23-30 In lacrosse everything is done with a team outlook. If the defense does not put all of their effort into keeping a girl away from the goal, the team as a whole suffers from their little mistake. Playing on a team sport has made me realize what being on a team really means, and what affect it has on everyone. Going to state this year has showed me that up until that one game i f one girl goes down, we all go down as a whole; we go down together as a team.Mmy most recent summers are my most cherished memories. To sum up the one thing responsible for my endless memories would be Jewish summer camp. Every summer I would excitedly begin to pack my entire life away for a month and a half, and little did I know what new and exciting experiences would become of themselves. The song â€Å"Save Tonight†, by Eagle Eye Cherry is one song that can be sure to define what effect camp had on me every summer. Save tonight and fight the break of dawn Come tomorrow, Tomorrow Ill be gone. Theres a log on the fire and it burns like me for you, Tomorrow comes with one desire to take me away its true. It aint easy to say goodbye darling please dont start to cry Cause girl you know Ive got to go, oh Lord I wish it wasnt so. (13-24) Going to camp had me on my toes every second. From being initiated and initiating others in ways that cannot be said, going down a hill called Suicide Hill, in a luggage cart, discovering new meanings to words, sneaking out to see that special someone, and most importantly making friendships that last a lifetime. Camp is one of those experiences that will keep you talking non stop all year long about the inside jokes and eventful days, until the next summer would come bringing more to talk about. Every summer I would never want to come home knowing that â€Å"tomorrow I’ll be gone.† When I was 6 years old thinking what life would hold for me in six years seemed so far in the future, that I never thought I would make it. The truth of the matter is I actually did make it to 16, but now looking back on the past ten years, time has seemed to fly right past my eyes. When I think about where I want to be in ten years is a scary thought for me, knowing that those ten years will too fly right past my eyes. The funny thing about the future is that you always tend to think and hope for one thing, when in reality, the complete opposite happens. The song â€Å"Don’t Stop Believing†, by Journey really reminds me to keep on believing for the best in my future. Workin hard to get my fill Everybody wants a thrill Payin anything to roll the dice Just one more time Some will win Some will lose Some were born to sing the blues Oh, the movie never ends It goes on and on and on and on Dont stop believin Hold on to the feelin Streetlights, people Dont stop believin Hol d on Streetlights, people. (13-26) In the future I know that I will face hardships, but no matter what the circumstances are I must believe in what I want. I can talk of all of the memories that I hope to have in ten years, when the truth is what’s the fun in coming up with unreal memories instead of just waiting to find out what life has in store for you. In ten years there is one definite thing that I know that I want to have. That one thing is to have all of memories from my past and present; every single detail, never forgetting one moment. Memories are the most important thing to hold on to. They are something to laugh about, cry about, and sometimes to become angry about. Even today I am creating a memory for my future that I will be able to look back onto. Without having all of the memories in your future, you can never learn from past experiences to make better for the future. The song â€Å"Caught by the River†, by Doves, reminds me to not let go of everything that I have learned in my future. son what are you doing? you learned a hard lesson when you stood by the water you and i were so full of love and hope would you give it all up now? would you give in just to spite them all? and you give it all away would you give it all away now? dont let it come apart dont want to see you come apart. (11-20) It is important for me in my future to not give away everything that I have learned and hold onto all of my memories. From the days that seem perfect, to the days that have never ending misfortunes, there is almost one song to capture and describe every single one of the moments. Songs and their melodies have an incredible way of taking you back to a time that is most memorable. Song’s have the ability to make you feel as if you are the only one that exists for those couple of minutes. Whether you want a song to fit your free spirited mood, or songs that will make you tear up with every word sung, there is a song to capture every feelin g. Song writers use their own emotions and words to allow you to create a whole new story of your own relating to the song. Songs have much more meaning inside them than just the catchy melody; they make a lasting impression.

buy custom Family Determinants of Health Behaviors essay

buy custom Family Determinants of Health Behaviors essay Challenges do the teachers, educators and parents of this country face to fight the epidemic of obesity in children? The parents are the most affected people; they greatly worry about the health of their children, the problems they face, the scorn they receive from their peers that make them uncomfortable and always depressed. They are never active in anything they do especially when interacting with their peers in sports. Moreover, they parents also undergo difficulties selecting foodstuff that is suitable for these children. This means that they have to avoid using certain meals that they may be admiring in order to prevent the disease. Besides, they also spent a lot of money treating these children and feeding them appropriately. The teachers in school get it hard when teaching the obesity students because they are always sad, depressed and never concentrates in classroom. This fact makes them to perform poorly in education and as it has always been, the blame is put on the teachers. Therefore, the teachers actually undergo a difficult time teaching and ensuring the obesity students get the inst ruction right. Reasons why they are not physically active Before the overweight children get to the worsening conditions of the disease that leads to other diseases, they normally take an emotional charge. These children are frequenly taunted and excluded from team activities and that contributes to their low self-esteem, depression and negative body image. This in turn, makes overweight students very dull, lonely, and makes them physically inactive. Of course, any rejected persons in the society especially by the fellow colleagues and in this case, fellow peers, can never be active at all. Therefore, the main reasons as to why the children and teens with obesity are inactive are as follows; They are rejected by fellow peers and excluded in team activities They have low self-esteem thus very inactive Have negative body image Most of them have depression that makes them not to be in a position to participate in certain activities. What can be done to make them more active? There are several things that can be done to make these inactive obesity students active. The schools provide a perfect environment for the prevention of health difficulties and promoting good health. For, example, the school can provide the obesity students with good indoor air quality, approach to healthy food and opportunities to be physically active at school in sports, class work and teamwork activities. The schools also educate the students the importance of preventing bad foods that may cause obesity. Moreover, the teachers must also educate aand influence the other students to appreciate and embrace the students with obesity so that they may include them in their activities, team works and enhance their relationships. This in turn will make these students to be active and feel part of the society. The schools must also establish the National Prevention Strategy that supports healthy school environments in order to enhance the participation of obesity students in school activi ties. How does the role of family influence the obesity epidemic? The parents of these children need to ensure their children use improved nutritional standards, acquire local fresh produce and eat competitive foods. They should also embrace these children and teach them the essence of eating healthy foods and associating with other peers. This is a way that can make the overweight students feel appreciated and cared about while at home. Besides, they will also be obedient and try to follow the instructions given to them by the family thus be able to lead a positive life and even getting diagnosis over the epidemic. The parents and family in general need to support the overweight children, encourage them and give them a positive modeling image that will make them appreciate their own body images and maintain a healthy weight. In that way, they will be influencing the overweight children positively. Buy custom Family Determinants of Health Behaviors essay

Use Hasta in Spanish in Place of Until

Use 'Hasta' in Spanish in Place of 'Until' The preposition hasta typically means up to, until or including and references similar concepts in matters of time, measurement, location and situation. Hasta is commonly used in expressions or idiomatic phrases. Hasta Referencing Time Since hasta means until, which is a preposition that references a time element, like up to a certain time, hasta  is used. For example,  Se  suspendià ³ la exportacià ³n de  carne  hasta el dos de  septiembre, which translates to, The export of meat was suspended until September 2. A common idiomatic phrase, hasta luego, which literally means until later, is a common way of saying, See you later. Hasta Referencing Measurements When hasta is being used to mean up to, in many cases, the word is being used to describe measurements. For example, olas  de hasta  cinco  metros,  means waves up to five meters high. Hasta Referencing Location Hasta can be used to mean as far as, which far gives an indication of place and location. For  example, Viajà ³ hasta Nueva York, which translates to, He traveled as far as New York. A common idiomatic phrase, hasta  aquà ­, means to this point, another reference to a location or situation. Hasta Referencing Situation As a preposition meaning until, hasta can be used to describe a situation, such as   Todo  iba  bien  hasta  que  salieron, which translates to, Everything was going fine until they left. A common idiomatic expression,  hasta no  poder  ms, references a situation, such as until no more could be done. For an example of a sentence using the popular expression,   Comià ³ hasta no  poder  ms, means, He ate until he could eat no more. Common Idiomatic Expressions Using Hasta Expression Translation Spanish Sentence English Translation hasta aqu to this point Cmo hemos llegado hasta aqu? How did we get to this point? hasta aqu until now Hasta aqu creemos que tienes una buena idea. Until now weve believed that you had a good idea. estar hasta la coronilla (or las narices) had it up to here/sick and tired Estoy hasta la coronilla de la corrupcin. Im fed up to here with the corruption. hasta despus, hasta luego, hasta la vista see you later Fue un placer hablar contigo. Hasta la vista! It was nice talking to you. See you! hasta entonces see you then Hasta entonces, pues. In that case, see you then. hasta maana see you tomorrow Ya me voy. Hasta maana! Im leaving. Until tomorrow! hasta el da del juicio until the very end All permanecern hasta el da de juicio They will stay there until the end.

Manager Profile Short Report Essay Example | Topics and Well Written Essays - 1000 words

Manager Profile Short Report - Essay Example I grew up with the company and help set it up from where it is now. Me and my friends just saw this trend a decade ago when companies are breaking up their operations to save on cost. You know, the effect of globalization and stuff. We knew then that with the liberalization of business and the heightened competition brough about by this free trade, it will be inevitable that companies will be looking for somebody who could some of its work better. That is how we came in the business and that is how i came into this position. Question 2: How long have you been in that position? I held this position since this company started, give or take around 12 years. We started around 12 years ago and the company took off 2 years later. Question 3: How is your typical day in the office like? It actually depends. To properly answer that, you have to look first what my role in the company and what my objectives are. First, I am responsible for the continuity of the business and the direction of whe re it is going. I no longer do the overseeing of the day to day operation of the business, I have my managers to do it. To fulfill that function, my day typically begins with a quick browse of my emails and any other communication and documents from our clients, vendors and partners. You see, our clients, vendors and partners operate on different time zones so I have to constantly check any updates from them. That will give me a clearer picture of how the company stands for the day. Then a meeting usually ensues with my manager. Then I make my rounds with employees if time will allow. Again, I go back to the office and do creative things on how we can be more competitive as a business How does that fit in the usual Managerial concepts and functions? You know what is taught in school and stuff. Ah, you mean the planning, organizing, staffing, and controlling stuff. That is pretty much how things are done here and elsewhere only that we don’t call it strictly with such names an ymore. My role involves more on the planning organizing and leading and some creativity. In addition, a portion of my time is also dedicated on assessing the direction of the industry. You see, in IT industry, everything happens so fast and trends changes in a dizzying manner that I have to keep myself updated otherwise our company will become obsolete. When it becomes obsolete, you pretty much know what will happen next. In addition, I also have to keep in touch with our clients, vendors and partners just to have a constant pulse on them. Sort of a liaising thing but more than that because I can make decisions in behalf of the company. It’s a sort of PR thing that you want to give your client a â€Å"feel† that they are being taken cared of. I think your interaction falls on that part. When I already have the bigger picture of the industry, company and clients, that is where planning comes. But I have to know my objectives first, or what would I like to happen. Say fo r example, my objective is to have a zero percent error free, then my planning would involve how am I going to achieve that. Then I call on my managers to organize its implementation. It does not happen immediately. You see, the system and structure of the company has to allow that to happen. It will not happen by balking to everybody that you want your processing error free or telling everybody that is what you want. So I

Module 3 Cash Flow Estimation BHS427 Health Care Finance (AUG2014-1) Essay - 1

Module 3 Cash Flow Estimation BHS427 Health Care Finance (AUG2014-1) (SLP) - Essay Example Secondly, the business needs to look at some of the investments made by the organization in terms of creating future growth. Failure to outlay the investments made by the organization may result in the investments being categorized as capital expenditures (Damodaran, 2011). In the estimation of cash flows, certain advantages and disadvantages may arise from the entire process. Cash flow estimation is seen as a means of attaining an organization’s value or rate of return (Juhà ¡sz, 2011). Cash flows in and out of an organization’s projects are often used as inputs in various financial models, which in turn, assist an organization in determining the overall value placed on certain projects. Also, a business’s liquidity can be determined through cash flow estimation. It is imperative for businesses to find out if there is the availability of cash at hand, regardless of whether the business or organization is making profits from its operations. Cash flow estimations may forecast if the business is likely to fail, especially if they predict a shortage of cash in the business. Furthermore, cash flows are often used to assess the worth of income generated from certain projects (Damodaran, 2011). What this implies is that some of the projects carried out by organizations or businesses may fail to bring in the required or intended organizational targets, which means they may be of low quality. Cash flows provide the intended forecast to prevent long-term investments in such projects, which means that most organizations are capable of conducting operations that are composed of large cash items often considered high quality. Lastly, cash flows determine the risks involved with certain projects. Negative earnings need to be identified in cash flow estimations because they tend to become problematic at the end of a financial period. In this case, earnings need to be adjusted to reflect the effects of the accounting management. When an

Explain Kants Ethical theories Essay Example for Free

Explain Kants Ethical theories Essay Kant’s ethical theory is an absolute and deontological theory. This means that humans are seeking the ultimate end called the supreme good also known as the ‘summon Bonnum’. Kant says that morality is a categorical imperative, this is a duty which must always be obeyed in all possible situations. A categorical imperative is what is needed to find what is right or wrong. Kant argued that to act morally is to do one’s duty, and one’s duty is to obey the moral law. Kant also believe that there was no room for emotion. Kant believe that categorical imperative helps us to know which actions are obligatory and which are forbidden. There are three principles within the categorical imperatives these include Universal law, Treat humans as ends In themselves and Act as if you live in a kingdom of ends. Universal law is putting minority views first. If it is wrong for one person than it is wrong for everyone. An action must not be carried out unless the person believes that the same situation all people would act in the same way. Treat humans as ends in themselves is respecting a person. This means that you can never use human beings for another purpose or to exploit or enslave them, this is because humans are the highest point of creation and demand unique treatment. Act as if you live in a kingdom of ends, this means treat all with respect. Kant believed that all of these helped to create ‘maxims’. A maxim is an absolute moral statement about a universal truth. For example a maxim: Murder is wrong. Therefore it is a universal rule that murdering anyone is wrong. Kant believes that we can only be true moral agents if we are free to make our own decisions. He argues that our freedom to make rational choices is what separates us from animals. He says that is you can do something, you should be able to do something, and if you cannot do something it is unfair to be asked. E.g. it is unfair to ask someone in a wheelchair to run a marathon.

An Analysis of Uncle Toms Cabin Essay -- Uncle Toms Cabin Essays

An Analysis of Uncle Tom's Cabin "The book, Uncle Tom's Cabin, is thought of as a fantastic, even fanatic, representation of Southern life, most memorable for its emotional oversimplification of the complexities of the slave system," says Gossett (4). Harriet Beecher Stowe describes her own experiences or ones that she has witnessed in the past through the text in her novel. She grew up in Cincinnati where she had a very close look at slavery. Located on the Ohio River across from the slave state of Kentucky, the city was filled with former slaves and slaveholders. In conversation with black women who worked as servants in her home, Stowe heard many stories of slave life that found their way into the book. Some of the novel was based on her reading of abolitionist books and pamphlets, the rest came straight from her own observations of black Cincinnatians with personal experience of slavery. She uses the characters to represent popular ideas of her time, a time when slavery was the biggest issue that people were dealing with. Uncle Tom's Cabin was an unexpected factor in the dispute between the North and South. The book sold more than 300,000 copies during the first year of publication, taking thousands of people, even our nation's leaders, by surprise. Mr. Shelby is a Kentucky plantation owner who is forced by debt to sell two of his slaves to a trader named Haley. Uncle Tom, the manager of the plantation, understands why he must be sold. The other slave marked for sale is Harry, a four-year-old. His mother, Mrs. Shelby's servant, ... ...ies to wage her own battle. Eva serenely fades into death, but her presence and her dreams survive in her father and in the reader of the novel. It is doubtful if a book was ever written that attained such popularity in so short a time as did Harriet Beecher Stowe's Uncle Tom's Cabin. "The thrilling story was eagerly read by rich and poor, by the educated and uneducated, eliciting from one and all heartfelt sympathy for the poor and abused negro of the south,"(Donovan 74). It was, indeed, a veritable bombshell to slaveholders, who felt that such a work should be dangerous to the existence of slavery. They had a good cause to fear it too, for its "timely appearance was undoubtedly the means of turning the tide of public feeling against the abominable curse of slavery"(Cass 35).

Explaining the Mysteries in the Story “Lucky” by Viet Dinh Essay

Viet Dinh’s short story is about the change in relationship between a man and his Aunt and Uncle. Jae, the main character in the story used to like his Uncle Sung and Aunt Kwi better than his own parents but suddenly had a change of heart because of an incident he experienced. Jae had been working in his Uncle Sung’s store when it was robbed one day. The robber put a gun against Jae’s temple and demanded for cash. Although the robber had acquired the contents of the cash register, he also demanded Uncle Sung’s wallet, threatening to put a hole in Jae’s head. While Jae had been terrified with his current situation, fearing for his life, Uncle Sung acted as if his nephew were not in a life-threatening situation, refusing to surrender his wallet. In the end, Uncle Sung bribed Jae $20 for his silence. Despite of his Uncle Sung’s request for him to keep silent, Jae told his Aunt Kwi what really happened during the incident hoping to get the sympathy of his Aunt. To Jae’s dismay, Aunt Kwi also requested for his silence. Jae was only 12 years old during the incident. While Jae’s change of heart in his relationship with his Aunt and Uncle is understandable, there are some mysteries in the story. First, why would Uncle Sung and Aunt Kwi not want Jae to tell others what really happened during the robbery? What would Uncle Sung accomplish or get by not telling the truth or by reinventing the story? Certainly, Uncle Sung has nothing to do with the whole incident and he was a victim as much as Jae was. Second, why were Uncle Sung and Aunt Kwi still mad at Jae 16 years after the robbery incident when it did not really did them any harm whether Jae told the real story or not? As a matter of fact, they were the ones who should be sorry for what they did to their nephew. Third, Jae’s feelings towards his Aunt and Uncle were not really resolved. The answers to these questions were not very clear from the story but I will attempt to find the logic behind such actions by the characters. The answer to the first mystery may be found in Uncle Sung’s sense of adventure. At the beginning of the story, Jae, who was also the narrator, related how Uncle Sung died. Uncle Sung, with all his profit from his businesses, was able to buy different cars, all of them built for speed. Uncle Sung died while driving one of these sports cars, where he apparently lost control, probably racing on a freeway. Jae held that he always felt danger around Uncle Sung. Uncle Sung’s sense of adventure was apparent during the robbery by keeping his cool despite the presence of life-threatening danger that he bragged about it in a get-together after the robbery. He even rebuked Jae for acting cowardly during the whole incident while leaving out the important part that Jea had been held captive. The first mystery could also be solved by Uncle Sung’s greediness with money. It was apparent during the robbery incident that money was more important for Uncle Sung than the lives of his workers, especially of Jae who was held captive by the robber, imposing a real threat to his life. Although, the robber was demanding for his wallet, Uncle Sung acted as if he did not care about Jae’s life hanging in the balance. He told the robber that he did not have his wallet at the moment although he had it in his pocket all along. Although Jae ended up keeping his life, Uncle Sung refused to give the robber his wallet in exchange for Jae’s life. That Uncle Sung held his money more important than anything else is shown also by his attitude regarding money. By bribing Jae, he hoped to buy Jae’s silence, and by giving a large sum of money during Jae’s wedding, he hoped to appease Jae. Uncle Sung regarded money so much as to think he could buy people with it, as through the manifestation of their silence or approval. Note that this attitude of Uncle Sung works in tandem with his being adventurous to solve the first mystery. By asking Jae to be silent, Uncle Sung hoped the approval of those who heard his version of the incident, that he would gain their admiration by keeping his cool despite the terrifying incident. To fully accomplish this, however, it was important for him to leave out the part that he put Jae’s life on the line, which also saved him hard-earned money in his wallet. Having found the answer to the first mystery, the solution to the second becomes apparent. Uncle Sung and Aunt Kwi were still mad at Jae because they held honor an important aspect, even though this honor was not rightfully earned. Knowing the real story of what happened during the robbery and his apparent refusal to keep silent, Jae represented a threat to Uncle Sung’s honor. Although it was really not clear whether or not Jae told the story to others, he at least told it to his parents, as could be shown with their understanding why Jae would not want to see or be associated with his Uncle Sung. In fact, the whole incident was the reason why a strain in the extended family’s relationship developed. Uncle Sung and Aunt Kwi were still mad at Jae because, after all that they had done for their nephew, he still refused to keep silent threatening the reputation his uncle worked hard to achieve. They held that Jae’s refusal to keep silent is a sign of not only his disrespect for them but also of his ingratitude towards what they did for him and his family. Again, it displayed Uncle Sung’s attitude towards money, that he expected Jae and his family not to cross him by helping Jae’s family on their business. Unfortunately, the third mystery could not really be solved from the solutions to the first two mysteries. Although Jae agreed to come to his uncle’s wake, it is uncertain whether or not he had already forgiven his uncle for putting him in danger and asking him to keep silent. Maybe he agreed to come, just as he was urged to agree to invite Uncle Sung in his wedding, because of his parents’ urging that Uncle Sung is still a family member. However, in his uncle’s wake, Jae told his Aunt Kwi that his uncle looked so peaceful. It is unclear whether this was a sign of him making peace with his uncle or not and it does not help knowing the reaction of his aunt. Aunt Kwi, after hearing what Jae has to say, pushed him away saying that he was ungrateful. There are two plausible solutions why Aunt Kwi may have acted the way she did. First, she still may hold a grudge against Jae for being defiant towards Uncle Sung. There is however a flaw in this solution. It was apparent that Aunt Kwi was preventing for the relationship between her husband and Jae from getting any worse through her action during Jae’s wedding, wherein she tried to put her husband at ease while Uncle Sung was criticizing Jae in front of other people. By preventing her husband from saying any further that may ruin Jae’s reputation, despite of the fact that she disapproved of what Jae had decided to go against their wishes, then it is possible that Aunt Kwi no longer hold any grudge against Jae. The second plausible solution why Aunt Kwi acted towards Jae the way she did during the wake was that she may have found no sincerity in Jae. Remember that Jae was only urged by his parents to come to the funeral and it is all too possible that Jae went only because of this and not because of his wanting to pay respect and tribute for his uncle. Looking into his eyes, Aunt Kwi may have concluded of this fact and so pushed Jae away while stating her dismay towards him and his being ungrateful, that after all the years and after his uncle has already passed away, Jae was still unforgiving. Saying this, the solution to the third mystery may be that Jae still has not forgiven Uncle Sung. This could also be established by the fact that Jae does not approve of his uncle’s adventurism, as is apparent by stating that he always knew Uncle Sung would die in the freeway and that he always felt danger around him. Works Cited Dinh, Viet. â€Å"Lucky. † Zeotrope All-Story vol. 8, no 2, 2008.

Film Assignment Essay

For this assignment, I chose the 1996 movie â€Å"A Time to Kill† is applying Carl Roger’s Model of Argument. The film is based on the novel of the same title by John Grisham that tells the story of finding justice amidst the racial bigotry of the South. It is the story about a black man, Carl Lee Hailey, who killed the men who raped and mauled his 10-year old daughter Tonya and is looking at a death sentence should he be found guilty of murder in court in a town where racial prejudice continues to abound. It is through the efforts of his defense lawyer, Jake Brigance that Carl Lee was acquitted and released (McConnnaghuey and Jackson 1996). At first glance, a debate is very likely to ensue. Some would say Carl Lee is guilty because he broke the law by murdering the suspects. The latter had been arrested and should have been given their day in court and let the law take its course. They believe that revenge was Carl Lee’s motive for taking matters in his own hands and that the death penalty is appropriate because of what he did, consistent to the adage, â€Å"the punishment must fit the crime. † Legally, Carl Lee is indeed guilty and the jury appears to be leaning towards that decision. However, looking at it from the other side, there are others, as personified by Jake, who believe Carl Lee did the right thing though it was very drastic. While it may be true that Carl Lee was legally guilty, this does not immediately mean he is morally wrong. In the latter part of the film, Jake won the case because he was able to find common ground, not only with the jury, but also to the audience. He took their attention away from Carl Lee and his act and instead focused it somewhere else on the actual victim Tonya. Jake did this by taking everyone on a â€Å"journey† inside Carl Lee’s mind, putting themselves in his place, retracing his road to perdition on the day his daughter came to him battered and bleeding to the time he killed the suspects. He closed the â€Å"journey† by telling the jury to now â€Å"imagine she were white. † This is the common ground Jake successfully established. The â€Å"secret† behind it was Jake is able to make the jury shed off any racial bias they may have by getting them to empathize with Carl Lee. The result was instead of looking at a black man seeking redress for the attack on his daughter, but just a father who is merely looking out for his daughter. It can be inferred that everyone on the jury would have done the same thing if the victim had been their own child. They also know how biased the justice system is in town and that black people never get a fair trial but in this case, Jake succeeded in making them see it from a different perspective. It is certain that everyone knows justice is not always found in the courtroom, especially in this town and there are times when doing the right thing means breaking the law because the law is not perfect as it is administered by a racially prejudiced society. What was substituted here is a deeper sense of justice that is common to all, rooted in religious beliefs. In other words, people like Carl Lee are guided by their personal morals that are very fundamental where it becomes easy to discern right from wrong. All in all, the film shows a demonstration on how the Rogerian Model is applied as â€Å"common ground† was established with the audience by the performers in the film through the use of empathy to establish this common ground. Bibliography A Time to Kill. Directed by Joel Schumacher. Performed by Matthew McConnnaghuey and Samuel L. Jackson. 1996.

How to Use the Modifier Most in English

How to Use the Modifier Most in English The modifier most is commonly used in English in a wide variety of situations. You are probably familiar with the use of most in the superlative form, but there are other uses as well. Below you will find explanations of each of the different ways most is used to modify nouns, as well as in the superlative form and as an adverb. (The) Most is different than more which you can learn about on this page dedicated to the uses of more in English. (The) Most Superlative Form The most is used in the superlative form with adjectives of two or more syllables. The opposite of this form is the least (i.e. I enjoy corn the least of all the vegetables.) Examples: California is the most important state for the US economy.I think she is the most intelligent person I have ever met. One of the Most in the Superlative Form Its also common to use one of before the most in superlative forms to refer to something that is among a group of the most of a quality. The opposite of this form is one of the least (i.e. That is one of the least interesting films this year.) Examples: Peter is one of the most reliable people on this planet.Golden Retrievers are one of the most likable dog breeds. Most Noun Determiner Most is used before a noun as a determiner to speak in general. Remember that the plural form is used when speaking in general about countable items or people (Most people enjoy a vacation in the tropics). When speaking about uncountable objects, use the singular form (Most steel is used in construction). Examples: Most students would like to take a year off ​from studies to travel.Sharon said most food sold in supermarkets contains preservatives. Most of Determiner Noun Use most of the / a / this, etc. noun when referring more specific objects. Remember that the is used to indicate a specific object that both the listener and the speaker understand, whereas a is used to speak about something listeners do not which specific instance is referred to. This, these, that or those can be used as well as possessive adjectives such as my, your, his, etc. Examples: Most of my time is spent in a classroom teaching English.Sharon said that most of these trees were planted in 1878 by the organization. Most Alone Most can be used alone when the noun being modified is understood through context. For example, during a conversation, you may refer to a particular group of people and use most to indicate most of the people we are discussing. Examples: I think most believe the economy will continue to slowly improve.(Speaking to a friend about food items) I bought most at the supermarket downtown. (The) Most as Adverb (The) Most can also be used as an adverb to describe a that someone does or feels something the most compared to others. Examples: I like raspberry jam the most.She was hurt by John the most. Most Verb in Formal English Most can be used to mean very in formal English. This form is not common in everyday conversations, but you may certainly hear it in films such as historical fiction, stories about kings and queens, etc. Examples: I find it most disturbing that you continue to telephone.She felt the afternoon outing was most enjoyable.

Understanding Diacritical Marks in French

Understanding Diacritical Marks in French There are four French accents for vowels and one accent for a consonant. Understanding each of these accents is vital because they actually change the pronunciation of the letters that they modify, essentially creating completely different letters for the French language.   Vowel Accents The accent aigu  ´ (acute accent) can only be on an E. At the beginning of a word, it often indicates that an S used to follow that vowel, e.g., à ©tudiant (student).The accent grave (grave accent) can be found on an A, E, or U. On the A and U, it usually serves to distinguish between words that would otherwise be homographs; e.g., ou (or) vs oà ¹ (where).The accent circonflexe ˆ (circumflex) can be on an A, E, I, O, or U. The circumflex usually indicates that an S used to follow that vowel, e.g., forà ªt (forest). It also serves to distinguish between homographs; e.g., du (contraction of de le) vs dà » (past participle of devoir).The accent trà ©ma  ¨ (dieresis or umlaut) can be on an E, I, or U. It is used when two vowels are next to each other and both must be pronounced, e.g., naà ¯ve, Saà ¼l. Consonant Accent The cà ©dille  ¸ (cedilla) is found only on the letter C. It changes a hard C sound (like K) into a soft C sound (like S), e.g., garà §on. The cedilla is never placed in front of E or I, because C always sounds like an S in front of these vowels. Capital Letters It is essential to put accents in their proper places; an incorrect or missing accent is a spelling mistake just as an incorrect or missing letter would be. The only exception to this is capital letters, which are often left unaccented.

Trying To Do The Impossible At GM Essay Example | Topics and Well Written Essays - 1250 words

Trying To Do The Impossible At GM - Essay Example The World War II played a vital role in moving the GM's ratings to the top as GM got the chance to serve the U.S. Army in terms of transportation. The company was always paying attention to the management side, where as others were busy in creating luxury without realizing the needs of the people. GM paid special attention to what most of the people in U.S. were ought to prefer, the company brought models catering the needs and wants of the people as well as the other sectors of the economy, but that was wy back in 50s. GM not only ruled the automotive sector of the world but also the entire industrial sector of the world. Being the first company to cross the profit margin of $1 Billion, GM griped the market very well until the 1980s when its share started decreasing steadily. The simple reasons for that were the increased production costs and decreased product quality, it was that time when many new entrants competing GM got some hold on the market. It was that time when the exact organizational culture came in view, the company had got so many prevailing issues within it, much of that were related to the labor suggesting that they were facing a strict duty schedule and were pressurized, GM expected them to perform exceptionally well on the outdated plants, this brings in the increased pressure on the human resources which forces them to make many wrong judgments, also there was no proper training available for the employees including the engineers who had to deal with the processing and line manu facturing. Surprisingly, the organization never gave much importance to its employees in terms of their knowledge and experience as most of the times in the past they hired fresh graduates, it sounds normal for a newly established organization but for a company having an exceptional profit statements, it is really unacceptable. The employees are the ones who represent the organization's culture and in case of GM, they were just new to understand and form a culture that could have been positively self changing and lucrative for the organization in the long run. One of the poor things about GM was that the executives believed that they reached the pinnacle and hence there is no room for further improvement in any of the GM's operations, sooner this proved to be very costly when the GM's cars got improvements but the competition increased even faster to crumble GM. However there are yet many reasons for the decline of GM such as improper selection and utilization of human resources, the general populations had got lesser education which made it hard for the companies to initially hire people who were really competitive, but at the same time the company never looked for betterment in the executives and kept the same people along, it was strange to hear a top class productive executive working in GM. Initially, the company was forced do hire such people but they should have changed this policy the moment the market got

Motivation Profiles Essay Example | Topics and Well Written Essays - 1250 words

Motivation Profiles - Essay Example Maslow (In Huit, 2004) refers to these needs as physiological. Ella's needs may also include safety or security or the need to be out of danger, but it is not necessarily so. She has not strived very much to the higher levels of education but just enough to get her a job. She is contented to be paid enough for her family's daily needs for food and shelter. As her family's needs grow, she finds that she has to move for promotion which she looks at in terms of bigger take home pay, but not necessarily bigger responsibility. The fight for promotion is tight at Ella's workplace. To be promoted, she resorts to giving gifts to her supervisor or persons having to do with promotion in her place of work. Like her, she thinks people primarily find satisfaction in material gain and she may find favor from her superiors. Ella is submissive to authority and represses her own impulses. In fact, her own idea of a boss is authoritarian. The hostile boss is not a problem to her if she receives a promotion (bigger pay). She is willing to forego much personal freedom in favor of a promotion that would assure her of food and shelter every month. She defers from Marcelo and Masoko in that her needs are very basic - just of the existence level described by Alderfer (1972). Marcelo Marcelo's needs may be said to occupy the two second higher level needs described in Maslow's hierarchy: belongingness and love, and esteem needs (See Huit, 2004). Marcelo is therefore expected to easily affiliate with others and be accepted. At the same time, he sees the drive to achieve at his level, be competent, gain approval and attain recognition. There is a strong need to be liked which may not be good in terms of decision-making (See McClelland, 1987). Status is a prime motivator to Marcelo. There is greater personal satisfaction in receiving praise or recognition with Marcelo and a promotion would realize these things for him. (See McClelland, 1987). Marcelo believes that promotions are given in exchange for something given, not necessarily hard work. It is a give and take situation. So he tries to praise his supervisors, do as he is ordered without any complain that he may be liked. In exchange for pleasing his boss, he believes he is working for promotion. For all his investments in gaining approval and at the same time being affiliative with his supervisor, he expects that promotion is in store. Marcelo has been toeing every rule given in his workplace, conscious that every broken rule requires a punishment and farther away from attaining a promotion. Therefore, he keeps quiet and never questions whatever policies he disagrees with. His needs, however, are higher than that of Ella's. He needs affirmation and affiliation over and above mere biological needs. Marcelo may be said to be other-oriented in that his work life involves relationships with significant others. He is satisfied by mutually sharing thoughts and feelings, and that acceptance, confirmation, understanding, and influence are elements important to him (Alderfer, 1972). Masoko Masoko sees more freedom in thinking than Ella and Marcelo. His actions are governed by the interplay of possible

Personal Philosophy of higher education Essay Example | Topics and Well Written Essays - 2000 words

Personal Philosophy of higher education - Essay Example In particular, learning is an evolutionary process that enables the humans to survive naturally under this phenomenon, and individuals lacking in such natural skill are dead. On the other hand, education is a wider concept existing in contrast with the phenomenon of learning, as it includes different aspects that are absent in learning, such as teaching, knowledge, discipline, and procedural proficiency (Daniels, 1996). In other words, education involves intellectual, ethical, and artistic development of individuals, and thus is a process of creating hierarchy among people, families, societies based on certain principles. In this regard, it is very imperative that educators and scholars should put some efforts to distinguish the two different notions that might enable them to improve and enhance the effectiveness of current higher education system. Besides, in the past, higher education system had no requirement of global perspective; however, it is an understanding that after huge advancements in the field of science and information technology, it has now become essential to include a global perspective in the philosophy of higher education. In addition, until today, higher education institutions, particular universities are still enjoying the status of stable bodies, although there might be an alteration in their forms, however, higher education institutions will always enjoy their importance and demand in the human society. One of the reasons of such significance will be their crucial role in providing extensive interpretation of a number of things that do not make sense in the world. However, as the world is changing its form, the term stable itself has become unstable, and constancy is now becoming a short-term phenomenon. In the result, there has been a constant alteration in personal philosophy of higher education since the day one until today that is something very constructive, and it is an understanding that this process of change

Postnatal Depression In Asian Women Health And Social Care Essay

Postnatal Depression In Asian Women Health And Social Care Essay Postnatal Depression affects around 10-15% of mothers having their first baby. Depression during this time is seen as putting the mother at risk for the onset of a serious chronic mood disorder. Studies have indicated that women who do suffer from postnatal depression have a history of depression and psychosocial difficulties (Oates, 2004). Overall South Asians in Britain make up a total of 4% of the ethnic minority population living in the United Kingdom and 50% of the ethnic minority population (ONS 2004). Thus tackling the mental health needs of different cultures is a major public health concern for both commissioning and provider services. Overall research indicates the rates of suicide amongst South Asian women are higher than any other ethnic group (Bhugra, Desai Baldwin,1999). Furthermore this rate is said to double for those women under the age of 30 (Bhugra, Desai Baldwin 1999). Oates (2004) states that these factors are further exacerbated during the postnatal period. Th us the need to understand the causes and origins of depression amongst this cultural group is essential in order for health visitors to provide effective assessments and appropriate interventions. However research looking at prevalence rates of Depression show little evidence of this illness amongst South Asians. For example this conclusion has arisen when looking at hospital admission rates. Cochrane (1977) found there to be lower admission rates for Pakistani Females and Males. This was further made evident in a follow up study conducted between 1971 -1981, which found that Pakistanis had low admission rates for all types of illness and disorders (Cochrane et al, 1989). Similar findings have been found in G.P admission rates. Gillam et al (1989) provided more generalised findings in which he found that Asian women in general have low consultation rates for depression and various other mental disorders compared to white women. Thus it would be valid to conclude at this point that hospital admission rates suggest that Asians do not suffer from depression. However Nazroo (1997) disagrees with these findings. He points out that the instruments which are used in the study fail to accurately assess the prevalence of mental illness within Asians. Similarly Brewin (1980) found that there was no apparent difference in G.P consultation rates for Depression between Asian women and White women living in oxford. He also stated that the figures which have indicated low consultation and admission rates, do not reflect low rates of psychiatric treatments. One could therefore suggest that there are flaws in considering admission rates and identifying mental illness amongst South Asians. The consideration of prevalence rates is not the focus of the present review, however the possible causes of low admission rates amongst South Asians shall be considered throughout the review in relation to the research findings. 2.1 Role of the Health Visitor in assessing Postnatal Depression The National Midwifery Council (2007) highlights Specialist Community Public Health Practitioner Nurses to be equipped with the skills and training to identify and assess mental health needs of mothers during the postnatal period. Furthermore, the National Institute of Clinical Excellence (2007) highlights the importance of health professionals identifying mental illness during the postnatal period and state: at a womens first contact with primary care health care professionals (including midwives, obstetricians, health visitors and GPS) should ask two questions to identify possible depression: During the past month, have you been bothered by feeling down , depressed or hopeless? During the past month have you often be bothered by having little interest or pleasure in doing things? A third question should be considered if a women answered yes to both clinical questions, such as is this something that you would want help with . Thus it is evident that identifying and assessing postnatal depression is pertinent to the role of the health visitor as they are in the frontline in providing early intervention and prevention. However, assessment of Postnatal Depression is challenging when faced with different cultural groups where behavioural, social, and cultural practices differ making assessment and treatments difficult. Aim The purpose of the present literature review is to examine the evidence regarding the causes of Postnatal Depression amongst South Asian Women. Thus through collecting and reviewing the research evidence is it proposed it will further expand our knowledge and understanding of Postnatal Depression amongst South Asian women. Furthermore, the review aims to make some recommendations for practice and identify some key areas in which the health visiting practice can further develop and propose various interventions which may be effective in addressing Postnatal depression amongst South Asian women. 4 RESULTS OF THE LITERATURE REVIEW Overall the final results included a total of 11 studies (refer to appendix) . The results indicated there to be a limit in the research on Postnatal Depression amongst South Asian Women. A total of two studies were identified within the search which had specifically looked at the origins of Postnatal Depression amongst South Asian Women . Furthermore these studies were conducted in Goa India, therefore there was question the generalisability of these findings being applied to population living in Britain. Thus it was decided to incorporate studies looking at Depression amongst South Asian women as it would contribute to understanding the origins of mental illness within this community. A number of categories emerged from the studies . These categories were further combined into a further sub categoroes (refer to figure )? categories. As a result the diagram shown (refer to Figure 1, p ) represents how the data was organised and the categories that emerged. The origins of Depression within South Asian Women Assessment of Depression within South Asian Women Diagram to show the how findings were analysed ORIGINS OF POSTNATAL DEPRESSION IN SOUTH ASIAN WOMEN a) Research Question: CULTURAL VUNERABILITIESb) Core Theme: c) Higher Order: ASSESSMENT CULTURAL EXPECTATIONS d) Lower order: Extended Family Living Cultural Expression of Depression Gender of the Newborn Stigmatisation 5 Chapter 1: THE ORIGINS OF POSTNATAL DEPRESSION IN SOUTH ASIAN WOMEN This chapter will examine the evidence available regarding the causes or origins of depression in South Asian women. Overall the results have indicated that that the causes or origins of depression are, due to the what the researcher describes as Cultural Vulnerabilities which mean that they are a result of being exposed to an environment of which depression is a unavoidable response. The results are presented the following format, description of each theme along with the supporting evidence. 5.1.1 The theme of Cultural Expectations: The theme of cultural expectations refers to those expectations formulated by the culture. Such expectations include conforming to cultural traditions. For instance living with the extended family aswell as pressures and expectations to have a male child. Living with the extended family largely refers to living with the mother and father inlaw, husbands brothers and sisters, which can lead to feeling oppressed with a number of family expectations. For example of the 11 articles reviewed the issue of extended family living occurred a total ? times within the studies as a cause of depression for South Asian Women. Shah-Sonuga-barke (2000) conducted a study looking at the relationship between the family structure and maternal mental health of two generations of Muslim and Hindu Women along with the influence this had on childrens behavioural problems. A total of 44 Muslim families and 42 Hindu families agreed to take part in the study. The mental health of the women was monitored using a Hospital Anxiety Depression Scale which is 14 item self report questionnaires. The results indicated that of 46% of the mothers and 40 % of the grandmothers scored above the scale for anxiety. Furthermore 29% of the mothers and 44 % of the grandmothers scored above the cut off point for depression, thus indicating that the majority of the randomly selected sample suffered from significant mental health issues. The findings indicated that grandmothers and children benefited from living in the extended family environment however it had detrimental effects on the maternal mothers mental health status. Thus suggesting that the traditional extended family, amongst immigrant communities is not always of benefit to its members and in may in some circumstances contribute to the risk in mental health. Similarly Hicks and Bhugra (2003) conducted a focus group study investigating the possible causes of suicide within South Asian women. A total of 180 South Asian women formed part of the convenience sample from 9 G.P practices and 24 South Asian community organisations in London area. The study was conducted in two parts the subjects were sent questionnaires focussing on the perceived causes of suicide and the findings from these results were formed the focus of discussion within the focus groups. The findings indicated that 90% stated a unhappy family situation to be causal factors. Thus further highlighting the family to be central in experiencing mental illness for South Asian Women. The possible explanation for these results is that grandmothers that may have grown up in their country of origin where such traditions may have been easier to conform to as there is no exposure to the western world. Thus in some cases failure to understand this concept they may project the same values to a generations that is growing up and being exposed to different cultures. In contrast to this study, previous research which has looked at the benefits of extended family living have shown extended families to be a protective factor in alleviating depression in women. For example, Birchwood et al (1992) elaborates on how extended family living reduces the likelihood of suffering with depression and suggested that the support and practical advice offered in an extended family can moderate the risks associated with the development of mental illness. Furthermore, on, Stainbrook (1954) suggested that the family structure plays a role in mediation of depression western cultures might be responsible for low levels of depression within South Asian Community . For example he stated that the frustrations and the problems which may be faced with in early life, for example marriage and new born are cushioned by the provision of many family members, who play a part in parenting within the extended family. Tseng and Hsu (1969) identified how the extended family setting brings about low levels of depression. They conducted some research on Twianese family and found that living within the extended family creates a feeling of togetherness and stability and there is a feeling of belonging. Similarly Violtles et al (1967) stated that the role of the family is important in the sharing of loss, it reduces a sense of isolation which can result in depression. It is acknowledged from the studies above that they were conducted on different cultural groups thus explaining the contrast in findings. However the implications of this in relation to health visiting practice and assessment of PND in South Asian women is that the perception of living with the extended family can be perceived as being positive it may be observed that these women living in a extended family setting are in a supportive environment however it is this environment which can initiate depression for South Asian women. Furthermore previous research that has highlighted the benefits of the extended have been conducted in 50s, 60s and 70s which poses question on the historical validity of these findings to the present day. The question of whether the findings are applicable to todays population are brought to light. Further on, the research has been conducted on specific cultures therefore is not applicable to all cultural groups, and further highlights the complexity of identifying causal factors. The limitations of the two studies are that they both used a small random sample thus posing questions on the generalisability of the findings. Furthermore the Hicks and Bhugra (2003) recruited only a English speaking sample thus the results are representative of those who are educated only , however recruiting from a sample that spoke little English would have increased the validity of the findings. However the validity of the study is increased as it is conducted in two parts using both a qualitative and quantitative approach thus increasing the validity of the findings. In contrast Hussan and Cochrane (2002) conducted a qualitative study using the grounded theory approach to explore the perception and causes of depression in South Asian Women. The researchers interviewed 10 women in Punjabi, Urdu and English who were suffering from depression, along with their carers who were also interviewed about the causes of depression . The results of the study indicated that conflicting cultural expectations were initiators of depression. The women stated that moving from their country of origin had fragmented the family set up therefore there was a sense of loss and lack of support from the extended family. They stressed that the extended family provided them with support when carrying out daily activities however moving to England there was too many expectations placed upon the women to fulfil the role of the mother, and wife and carrying out all the duties to maintain the respect of the family. This finding contrasts to previous findings which highlight the extended families to be contributory in initiating depression for women. A possible explanation for these results are that migrating from their country of origin involves the individuals leaving behind their homes and their culture. It is a period of adjustment into a new environment which can inturn lead to experiencing a sense of loss and isolation. In some cases this sense of loss can be like a mourning process which can take place at least until the new culture begins to replace some of the old ties. These feelings of loss are expected to be a normal process but if a women for example emigrates from her country of origin and fails to find a substitute for what she has left behind then it interfers with the adaption process. Thus these feelings of loss can inturn result in psychological and distress and illness. Therefore the role of the extended family in this case is protective. 5.1.3. Gender of the new born The gender of the new born has been highlighted to further initiate Depression for South women. Overall the studies indicated that there was a general preference for a male child. Being a female was considered to be a burden on the family. Thus the expectation to produce a male child places a huge expectation on the mother adding to her pressure to conform to these cultural expectations. Jambunathan (1992) studied 30 women in Madhuri India and examined social cultural factors in the development of depression. The interviews revealed that females were believed to be a curse on the family. For example one of the participants within the study stated that: instead of being born a girl it is better to be born a free sparrow or a crowor one should die (p264) . The participants within the study believed that females produced a burden on the family in relation to their marriage prospects aswell as financial stress in giving of dowries. The male was preferred as it was believed they would sup port them in old age and more importantly carry on the family name (Jambunathan 1992). Furthermore, Patel et al (2002) examined the cultural specific factors such as the gender of the infant and the association with Postnatal Depression. Indian women were recruited who were mostly Hindu in origin (89%) from Goa India who participated within the study. The results of the study indicated that at 6-8 weeks 23 % of the women had postnatal depression. At 6 months a total of 22 % of the women were depressed. 14 % of the women were considered to be chronically depressed. The results indicated that gender of the newborn was significantly associated with the development of postnatal depression. The results also highlighted marital violence to be significantly higher if the infant was a girl but lower if the infant was a boy. The results suggested overall there is a preference for a male infant within this cultural group. The data was collated over a period of 6 months using two different measures. Firstly the General Health Questionniare was employed and the EPDS was used postp artum. The problem with using the two different scales were that they may both measure different aspects of depression this is not made clear within the study. Furthermore the Konki version of the scale was utilized. The validity of the scale was investigated using a two stage pilot study thus there was no confirmation this was only a pilot study. The sample was located from a hospital setting therefore it puts question on the reliability of these findings to be generalised to the population of Goa, even though thes study concludes it to be representative of the population in Goa. Roderugues et al (2003) conducted a study which looked at the attitudes and perceptions of mothers towards childbirth. The results indicated that the poor relationships with the mother-inlaw, and husbands caused a great deal of distress for the women within the study. Furthermore the women in the study further claimed that the birth of a daughter further caused problems within their relationships with the family and the In-laws. Furthermore the gender of the infant was recognised by the fathers as being a possible cause of nerves for their wives. These findings further suggest that the cultural factors initiate depression. This study adds further strength to the previous study as the study incorporates the fathers and their perceptions. Furthermore the results are compared with depressed and non depressed women , increasing the generalisability of the findings to the general population. In contrast to these findings Goyal et al (2005) investigated whether such cultural factors such as the gender of the infant and arranged marriages are associated with the development of Postnatal. This was a quantitative study which involved administering the PPDS a Postpartum Depression scale to 58 self selected immigrant Asian Indian women between 2 weeks and 12 months postpartum livin in the USA. The researchers attached additional 14 questions including the age ethnicity and education , occupation, marital status and whether it was arranged and the years living in the U.S. Furthermore medical information regarding the pregnancy, type and the gender of the newborn was recorded aswell as the gender of the previous children. 69 % of the women reported in having an arranged marriage. Women were well educated with at least 50% having a masters degree 43% were described as house makers. A total of 59 % gave birth to a male infant and 41% gave birth to a female infant. Previous history of depression was reported in 7% of the women. The results indicated that 24% screened positively for symptoms of depression and the results indicated that there was no statistically significant difference in the level of depression of those women that had an arranged marriage compared to those who had not had an arranged marriage. Furthermore there was no statistical significance in relation to the gender of the newborn and depression. A possible explanation for the difference in these results are that three of the studies which have indicated gender of the offspring to be a initiator of depression were conducted in the participants country of origin, where such cultural traditions and beliefs maybe more prevalent. Whereas Goyal et als (1998) study was conducted on a sample of women who were educated and living in an environment where they were exposed to western beliefs and traditions thus such cultural beliefs were perhaps difficult for the participant to hold. In relation to the practice implications of these studies suggest that if gender of the newborn is a factor then the antenatal visits perhaps should question whether there is a preference for male child and whether there are any expectations and pressures placed upon them by the extended family. 6 Chapter 2 Assessment of Postnatal Depression in South Asian Women This chapter will examine the evidence available regarding the assessment of depression in South Asian women. Overall there is possible reasons as to why depression is difficult to assess these being the stigma surrounding the illness , the communication of distress, and the tools employed to assess depression in south asian women to be factors which can make assessment of cultural factors which have been discussed in the previous chapter difficult to detect. The results are presented the following format, description of each theme along with the supporting evidence. 5.1.1 Communication of Distress Words that represent emotional status in many European languages have been found not exist within the South Asian culture. Wilson and McCarthy (1994) found that South Asians living in the UK express their depression somatically. The study screened a total of ? patients in G.P practices It was found that Asian patients reported having a physical problem alone rather that a mental problem compared to White patients. Thus this may lead to the indigenous population being correctly diagnosed as having depression that the Asian population. Similarly Odell et al (1997) suggested that Asian patients tended to focus much more on the physical symptoms, thus it therefore made it difficult for G.Ps to detect depression. Thus suggesting that if the G.P is unable to detect depression accurately in Asian women they are less likely to visit their G.P. This suggests a possible reason for low consultation rates between Asian patients and Health professionals. Rack (1979) found that in the Asian Cultur e there is no acknowledgement for the word of depression being a mental illness. It was found that in the Asian culture Asians perceived illness as being judged by the degree of social dysfunction. Therefore if a women failed in her social roles then her illness would become apparent. On the other hand if a women expresses internal distress it is not recognised. Karaz (2005) compared depressive symptoms within two cultural groups. 36 South Asian immigrants and 37 European Americans were presented with vignette describing symptoms of depression along with a semi structured interview. The results indicated there were significant differences in the representation of depression. It was identified that depression for South Asian Women was measured through a breakdown of relationships within the family; in particular reference was made to their relationship with the extended family and husbands. In contrast European Americans characterised depression in relation to their biology and hormonal imbalances. This suggests that even if the symptoms of depression are prevalent . the recognition, and understanding and treatment of the illness is different across cultures. Gausia et al (2009) investigated the prevalence of PND amongst South Asian Women within the sub district of Bangladesh. A total of 346 women were followed from late pregnancy to early postpartum period. The risk factors identified were formulated using a questionnaire and women were followed up and administered the EPDS scale which was validated using the BANGLA version . they identified that PND could be predicted by a number of variables these being depression in pregnancy , prenatal death, poor relationship with mother in-law or husband mother or wife. It is evident from the literature that there are clear differences in the way in which depression is expressed within cultures. In order to diagnose the symptoms it is essential to have an understanding of the language, culture beliefs and values as it appears that these values play a part in the attitude of the sufferer. Therefore due to this in-depth knowledge of the persons culture there is question on the western diagnostic tools when interpreting illness, it is questionable whether these western diagnostic tools can be used with non western populations? Research has indicated that there are a number of problems of interpreting depression in different cultural groups, they have all concluded that there is a need to be more culturally aware and to consider social, cultural and economic aspects of a persons life as well as their attitudes and beliefs. Furthermore it highlights why depression rates are reported to be low in this community it is because of these cultural specific fac tors that rates of depression within this community may be lower or higher than originally assumed. Communication of distress Words that represent various emotions have been found not to be present within the some languages. Another possible reason for depression within the South Asian women is the issue of stigma Attached to illness within the Asian community. The illness of the mind is perceived as being madness within the culture and believed to be incurable. Therefore those suffering from the illness will not come forward for treatment. Furthermore those suffering from depression before marriage, their chances of getting married were reduced as the community was aware of this. I f the women however married and their depression arises there is pressure placed on the husband to remarry (Cochrane and Hussain 2002). Similalry Karaz (2005) further highlighted the stigma associated with the illness as South Asian women would refer to depression as being pagal or crazy which inturn affects her status within the family. These studies suggest depression is part of the living experience for these women for exampl e migrating to a new country or family. Thus it appears that asian women have internalised these beliefs , it then acts as barrier to them seeking any treatment or making their illness known. For this reason depression is likely to be high amongst this group . For example the role of the family again was a key instigator and asell a)s expectations placed upon the female to fufill the duties of a mother, wife and daughter -inlaw. Further areas identified to initate depression for women were migration from their country of origin Thus it is evident at this point there is a issue of personal space when living in this environment. The women may feel their personal space is expected to be shared amongst this environment. Thus in moving away from such traditions she is forced into their way of living thus creating a conflict between the generations and cultures. 6 Assessment of Postnatal Depression in South Asian Women Problems of measurement of depression across cultures: It is evident from the literature that there are clear differences in the way in which depression is expressed within cultures. In order to diagnose the symptoms it is essential to have an understanding of the language, culture beliefs and values as it appears that these values play a part in the attitude of the sufferer. Therefore due to this in-depth knowledge of the persons culture, it is questionable whether these western diagnostic tools can be used with non western populations? Research has indicated that there are a number of problems of interpreting depression in different cultural groups, they have all concluded that there is a need to be more culturally aware and to consider social, cultural and economic aspects of a persons life as well as their attitudes and beliefs. Furthermore it highlights why depression rates are reported to be low in this community it is because of these cultural specific factors that rates of depression within this community may be lower or higher t han originally assumed. This Chapter will focuss on the the validity of such tools such as the EPDS in indentifying Depression amongst South Asian Women.

Vietnams economy :: essays research papers

The conquest of Vietnam by France began in 1858 and was completed by 1884. It became part of French Indochina in 1887. Independence was declared after World War II, but the French continued to rule until 1954 when they were defeated by Communist forces under Ho Chi MINH, who took control of the North. US economic and military aid to South Vietnam grew through the 1960s in an attempt to bolster the government, but US armed forces were withdrawn following a cease-fire agreement in 1973. Two years later, North Vietnamese forces overran the South. Despite the return of peace, for over two decades the country experienced little economic growth because of conservative leadership policies. Since 2001, Vietnamese authorities have committed to economic liberalization and enacted structural reforms needed to modernize the economy and to produce more competitive, export-driven industries. The country continues to experience protests from the Montagnard ethnic minority population of the Central Highlands over loss of land to Vietnamese settlers and religious persecution. Vietnam is a densely-populated, developing country that in the last 30 years has had to recover from the ravages of war, the loss of financial support from the old Soviet Bloc, and the rigidities of a centrally planned economy. Substantial progress was achieved from 1986 to 1997 in moving forward from an extremely low level of development and significantly reducing poverty. Growth averaged around 9% per year from 1993 to 1997. The 1997 Asian financial crisis highlighted the problems in the Vietnamese economy and temporarily allowed opponents of reform to slow progress towards a market oriented economy. GDP growth of 8.5% in 1997 fell to 6% in 1998 and 5% in 1999. Growth then rose to 7% in 2000-04 even against the background of global recession. Since 2001, however, Vietnamese authorities have reaffirmed their commitment to economic liberalization and international integration. They have moved to implement the structural reforms needed to modernize the economy and to produce more comp etitive, export-driven industries. However, equitization of state-owned enterprises and reduction in the proportion of non-performing loans has fallen behind schedule. Vietnam's membership in the ASEAN Free Trade Area (AFTA) and entry into force of the US-Vietnam Bilateral Trade in December 2001 have led to even more rapid changes in Vietnam's trade and economic regime.

How Technology Affects our Lives Essay

Technology is very much a part of modern life. Many people see technology as force that escaped from human control, others feel that technology has improved the quality of life. The issue of technology being a part of modern life is a controversial one. Some feel that the contribution of technology has made a positive impact in modern life that technology helps improve the quality of life. But still it’s in a big question. Technology’s role in our lives is astonishing. Its effect on the way we communicate has changed the English language forever. In â€Å"In the Beginning Was the Word† Christine Rosen tells how technology has a huge negative effect on our lives today. She also explains that because we are so attached to our electronic devices, we are creating more distractions for ourselves. In â€Å"Three Tweets for the Web† Tyler Cowen believes that internet soon will completely overcome books. He also says that technology is forcing us to multitask. Today for younger generation internet can provide faster and more accurate information on Google than going to a library and doing a research. Cowen begins his essay that printed word isn’t dead yet and that we won’t end up on internet. He says â€Å"For today’s younger people, Google is more likely to provide a formative cultural experience than The Catcher in the Rye or Catch-22 or even the Harry Potter novels. There is no question that books are becoming less central to our cultural life† (245). We want to get the information quickly, we don’t want to wait extra hours or even days for it. Rosen says â€Å"Today, of course, abridgment and abbreviation are the norm, and our impatience for information has trained even those of us who never cracked an issue of Reader’s Digest to prefer 60-second news cycles to 62 condensed pages per month† (204). We pay more attention to the information which we got from the internet, than we did anywhe re else. At the same time technology is making us multitask, multitasking is not an easy thing to do and it takes a lot of brain activity. Cowen writes â€Å"The mass migration of intellectual activity from print to the Web has brought one important development: We have begun paying more attention to information. Overall, that is a big plus for the new world order† (246). He also mentions â€Å"It is easy to dismiss this cornucopia as information overload. We have all seen people scrolling with one hand through a BlackBerry while pecking out instant messages (IMs) on a laptop with the other and eyeing a television (I  will not say â€Å"watching†). But even though it is easy to see signs of overload in our busy lives, the reality is that most of us carefully regulate this massive inflow of information to create something uniquely suited to our particular interests and needs – a rich and highly personalized blend of cultural gleanings† (246). Technology has even pushed authors to make the readings more consumer-friendly. Rosen explains that â€Å"The digital revolution has also transformed the experience of reading by making it more consumer-oriented. With the advent of electronic readers (and cellphones that can double as e-readers), the book is no longer merely a thing you purchase, but a service to which you subscribe. With the purchase of a traditional book, your consumer ends when you walk out of the bookstore. With a wirelessly connected Kindle or Iphone, or your Wi-Fi-enabled computer, you exist in a perpetual state of potential consumerism† (205). To sum everything up both, Christine Rosen and Tylen Cowen thinks that technology does have a huge impact to the language. It still has some good features, such as: it allows us to multitask faster and better, we can save time by just looking something up we need on Google, and for last if we still want to read a book, we can always just subscribe to a e-book provider, then you just download the e-book on your phone, tablet, or computer and here you go! So what all that means is that technology didn’t really killed printed word, even though we’re most likely to choose to read electronically, we still read.

From Practical Knowledge To Practical Theory Education Essay

Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton & A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink & A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal au thorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton & A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders & A ; McCutcheon 1986 ) . Furthermore, Sanders and McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop & A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a co nsequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell & A ; Martin 2001 ) . Teacher ‘s Practical KnowledgePersonal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell & A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one's minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell & A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin & A ; He 1997 ; Driel, Verloop & A ; De Vos 1998 ) Practical Knowledge as TheoryMarland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one's mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical TheoriesMarland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders & A ; McCutcheon 1986 ) . Teachers in sch oolrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland & A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders & A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders & A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical TheoriesLiterature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly & A ; Clandinin 1988 ; Marland & A ; Osborne 1990 ; Connelly, Clandinin & A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ RulesRules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly & A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly & A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly & A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and p upils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ MetaphorsMarland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly & A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin & A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen & A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical TheoriesMarland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedag ogues review their beliefs about pupil instructors, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one's minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in ord er to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . DecisionThis paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. 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