For those not familiar with this storyline Essay

For those not familiar with this storyline, Romeo + Juliet is just your average boy-meets-girl, boy-and-girl-fall-hopelessly-in-love, boy-kills-girls-cousin, girl-feigns-death, boy-and-girl-commit-suicide plot. Not one to watch with a box of chocolates and a boyfriend bonfire, but a box of tissues may well be needed. Director Baz Lehrmann chooses to set this epic in Mexico, a perfect modern backdrop for the violent gangland culture Shakespeare’s script conveys in a modern context. The two families-the Capulets and the Montegues- are beautifully contrasted; the lighthearted Montegues in open Hawaiian shirts, against the tight black clad Capulet boys sporting many gold accessories. These two groups of arch nemeses are, however, united by their mutual habit of openly wearing guns with such flair and style they could easily pass as a fashion accessory, rather than an accessory to murder. In the prologue the role traditionally played by the chorus is adopted by a real life U. S anchorwoman. The prologue is so turned into a news bulletin. You are literally drawn in to the film as the shot slowly zooms in on the television showing the newsreader, before the shot hurtles down a metropolitan street, dragging the audience, with trailing stomachs, behind it. Lehrmann captivates his audience from the outset with a visually stunning repeat of his prologue, utilising imagery from the whole film and conveying the entire storyline in under a minute. Contrary to what you may think, this in fact draws the viewer into the film. The imagery used in the prologue directly links to and supports the words in the scripted opening, and translates them into the modern context. â€Å"Two houses, both alike in dignity† is represented by two giant skyscrapers either side of a road, one bearing a huge sign saying Capulet, the other Montague. As Romeo, Dicaprio shows the full depth of his acting ability. From lovelorn-â€Å"Did my heart love ’til now? † to murderous â€Å"Either thou or I or both must go with him† and back down again through all the levels of shock, anxiety, and of course suicidal. Clare Danes gives a beautiful portrayal of young innocent Juliet. Her facial expressions are convincing and manage to wordlessly express every feeling perfectly. Her lines are also delivered with huge compassion and emotion. Danes along with Dicaprio shows a huge variety in her performance, keeping a wide audience interested in a script labelled by many as â€Å"boring†. This is not the first time modern directors have messed around with the â€Å"star cross’d lovers†. Most notably Bernstein’s all singing all dancing West Side Story, but also China Girls and-more loosely- Romeo Must Die. However, this is the first modern adaptation to stick with Shakespeare’s script. Lehrmann has obviously had to make cuts in the text for the sake of the length of the film, but the dialogue he leaves in is fantastically effective. This spunked up version a timeless classic engrosses a viewer of any age from the outset, and keeps its grip almost complete through to hugely moving finale. Even staunch traditionalists must see that dragging this dusty play kicking and screaming in to a twentieth century riddled with guns, drugs, and rock n roll has revived it in a way no amount of Lawrence Olivier ever could.

Tardiness: High School and Copyright

A. Background of the Study Tardiness has already become a habit of the high school students of Manresa school. Most of them come to school, attend their classes and scheduled appointments not on time. They all have their own reasons; traffic, working slow, waking up late, etc. Most of the students in Manresa School, are even residents of BF Homes. Some are even residing in the Manresa Village, and still, they are arriving late. They are residents who have been probably living in the village, or subdivision all their lives, who should have already put into consideration the usual problems they would encounter when they go to school.Many teachers get disappointed, but up to now, the students are still unaware of what they are doing. Tardiness is one of the most common causes that affect the lives of the high school students. But, how can tardiness really affect our lives as a student? Will it bring down our academic grades? This study will provide information about tardiness, what caus es it, the probable consequences of being tardy, and possible solutions to overcome, or at least help the High School students of Manresa School regarding their problem of being late. B.Statement of the Problem Prevention of tardiness among the high school students of Manresa School. C. Objectives of the Study At the end of the study, the group is expected to. . . 1. To find out why the high school students of Manresa school are tardy. 2. To prove that it is possible for the students to come to school and/or attend classes early. 3. To give solutions and prevent tardiness. D. Significance of the Study The study is very important because many people would be able to benefit from this study; namely, teachers and the tardy students themselves.During the course of this study, the group will be able to find out what the causes and effects this might have on not only the students, but also the teachers and staff. The study can also help those who are experiencing tardiness over and over a gain without being consciously aware of the reason, and may also help those who wish to conduct this kind of study in the future. The group can use this information to help anyone looking for psychological, physiological and social aspects of tardiness. Anyone who wants to know more about preventing someone from being late can make use of the information retrieved from this study.The professionals, not only the students can also experience being late. They will also be able to make use of the study, and this study can virtually benefit anyone who has to be somewhere at sometime. E. Scope and Limitation The study focuses on preventing tardiness among the high school students of Manresa school. It is a specific topic but still covers a lot of factors. The study covers ways and changes that Manresa School should follow in order to lessen the number of tardy students In order to prevent tardiness, the students must know its causes and effects in many ways.The study covers the tardiness in coming to school, attending classes and other important appointments, activities, etc. these factors are all important because the students of Manresa School should know what tardiness could do to them if it becomes a habit. F. Definition of Terms 1. Attendance (n) – the act of attending; number of persons present. 2. Authority (n) – to have the power and right to control, judge or prohibit the actions of others; to be in charge. 3. Awareness (n) – realization of something; consciousness. 4. Behavior (n) – manner of behaving or acting the aggregate of responses to nternal or external stimuli. 5. Consequence (n) – outcome; unpleasant result of an action. 6. Counsel (n) – a professional guidance service for individuals, applying the techniques of psychological testing. 7. Discipline (n) – the training of the mind and character; a branch of learning; a mode of life in accordance with rules, self-control; control, order, obedience to r ules. 8. Disturbance (n) – the act of disturbing, the state of being disturbed; commotion; something that disturbs. 9. Excessive (adj) – more than is acceptable : beyond what is considered acceptable, proper, usual or unnecessary 10.Excuse (v) – to pardon or overlook (a fault, offense, etc. ); to offer a reason or apology for (an error, fault, etc. ); to serve as a reason for; justify. 11. Habit (n) – a tendency to repeat an act again and again; a behavior pattern that has a degree of automatism. 12. Late (adj) – occurring after usual or expected time. 13. Manner (n) – a method of doing something; behavior; type or kind; habit; social behavior. 14. Misconduct (n) – formal word for improper behavior, especially by a professional person; dishonest management; improper behavior. 5. Offense (n) – the act of offending; a fault, sin or crime; the act of injuring another’s feelings; the state of being offended; assault or attac k in sports, the team members. 16. Policy (n) – any system of management based on self-interest as opposed to equity finesse in general; artifice. 17. Prevention (n) – act of intervening in order to prevent something; preventing or being prevented. 18. Procrastinate (v) – a formal word meaning to delay or put off to a later time. 19. Prolong (v) – to make longer in time; extend. 20.Responsibility (n) – the state if being responsible; ability to meet obligation, or to act without superior authority or guidance. 21. Sanction (n) – permission, approval; a penalty for breaking a law, deterrent. 22. Suspend (v) – to attach to some elevated point without support from below; to hold floating on or in a fluid, or as it on or in a fluid; to debar, usually for a time, from the exercise of an office or function or the enjoyment of a privilege. 23. Tardiness (n) – late, dilatory, overdue, delayed; slow, sluggish, leisurely, torpid. 24. Tar dy (adj. – not coming, happening etc. at the schedule or proper time; moving, acting at a slow pace. 25. Time management (n) – the concept of continuous existence; the past, present and the future ; a distinct moment or period. 26. Violation (n) – the act of violating or the state of being violated. Reference list – Anonymous. (2001). Absences, Tardiness, Excuses and Work Make-up. Retrieved August 8, 2009, from Madison city. Website: http://www. madisoncity. k12. al. us/Policies/Pages/J/JBD-Absences_Tardiness_Excuses_and_Work_Make-up. htm – Anonymous. (2009). Class tardiness.Retrieved August 8, 2009, from University Laboratory High school. Website: http://www. uni. uiuc. edu/policies/tardiness – Anonymous. (2009). Excessive tardiness in school. Retrieved August 8, 2009, from Lots of Essays. com. Website: http://www. lotsofessays. com/viewpaper/168107. html – Anonymous. (2009) School Tardiness and Absences can make A Child Fall Behind. Retrieved August 10, 2009, from New York Schools. Website: http://www. newyorkschools. com/articles/school-tardiness-and-absences-can-make-a-child-fall-behind. html – Anonymous. (2008). School Tardiness.Retrieved August 8, 2009, from Martinsville Bulletin. Website: http://www. martinsvillebulletin. com/article. cfm? ID=16932 – Anonymous. (2009). Student Tardiness and Absenteeism – A Cause for Concern. Retrieved August 9, 2009 from MTCutandPaste. com Website: http://www. mtcutandpaste. com/page. cfm? thispage=060810a2 – Anonymous. (2007) Tardiness hinders student and school success. Retrieved August 10, 2009, from Cowan Crier. Website: http://www. lausd. net/Cowan_EL/cowan%20crier/Nov%2007. pdf – Anonymous. (2002). Tardy Policy. Retrieved August 8, 2009, from the Paly Voice.Wesbite: http://voice. paly. net/view_story. php? id=2189 – Anonymous. (2003). Research on School Attendance and Tardiness. Retrieved August 12, 2009, from Google Answers . Website: http://answers. google. com/answers/threadview/id/214323. html – Anonymous. (2009). Tardiness. Retrieved August 8, 2009, from Agassi prep. Website: http://www. agassiprep. org/pdfs/tardy_policy. pdf – Anonymous. (1999). The New International Webster’s Dictionary and Thesaurus. Copyright: Trident Press International – Anonymous. (2007). Truancy and Tardiness. Retrieved August 8, 2009, from Fulton.Website: http://www. fulton. cnyric. org/policies/5000/5161. 0%20Truancy%20and%20Tardiness. pdf – Austin, M. (2003). Late For School. Copyright: Peachtree Pub Ltd – Bishop, A. (2008) Tardiness. Retrieved August 10, 2009, from a teacher grows in Chicago. Website: http://ashleyltt. blogspot. com/2008/03/tardiness. html – Burningham, J. (2008). John Patrick Norman McHennessy – The Boy Who Was Always Late. Copyright: Alfred a Knopf Inc – Cayne, B. (1989). The New Lexicon Webster’s Dictionary of the English Language. Copyright: Lexicon Publications, Inc.USA – Cosby, B. (1999). My Big Lie. Copyright: Scholastic – Friedrich, O. (2002). The Easter Bunny That Overslept. Copyright: Harpercollins Children’s Books – Geddes, Grosset. (2002). Universal Dictionary and Thesaurus. Copyright: Poland – Gray, P. (2006). Psychology. Copyright 41 Madison Ave. , New York: Worth Publishers – Gross, R. (2005). Psychology: The Science of Mind and Behavior. Copyright: Hachette Livre, UK: Hodder Arnold Publishers – Guthridge, B. Clark, M. (1999). Lucky Last Luke. Copyright: Sundance – Hargreaves, R. (2008). Little Miss Late.Copyright: Publisher: Price Stern Sloan – King, J. L. (2007). CP Time: Why Some People are Always Late. Copyright: Strebor Books Intl – Kirschner, R. Brinkman, R. (2001). Life by Design. Copyright: MC Grawltill Book Co. – Lachtman, O. (2008). Icy Watermelon / Sandia Fria. Copyright: Pinata Books – Landau, S. (2006) . Webster’s Dictionary Thesaurus and Atlas. Copyright: Typhoon International Corp. – Lindenfield, G. (2000). Self Motivation: Revised Edition. Copyright: Caledonian International Book Manufacturing ltd, Glasgow – Newman, L. Ferguson, P. (2007).The Boy Who Cried Fabulous. Copyright: Tricycle Pr – Nichols, W. Stebbens, S. Bunning, C. (2001). Random House Wesbter’s Unabridged Dictionary. Copyright: USA – Nissman, B. (2008). Teacher-Tested Classroom Management Strategies. Copyright: Merril – Mayer, J. (1999). Time Management for Dummies: 2nd Edition. Copyright: Hungry Minds, Inc. – McDonald, C. (2009). Getting Students â€Å"In School, ON TIME, everyday. † Retrieved August 8, 2009, from National Association of Elementary Principals. Website: http://www. naesp. org/resources/2/Leadership_Compass/2008/LC2009v6n3a3. pdf

Henri Fayol five rules of management Essay

Fayol’s first â€Å"rule† is foresight. Coca-Cola â€Å"complete[d] a plan of action for the future† (37) by planning to find a leader that could help â€Å"Coke recapture its previous growth pace and stock value without Goizueta’s legendary leadership.† (W-7) Fayol’s second rule is organization. Coca-Cola took care of this rule of management by being â€Å"very sensitive to local market conditions.† (W-7) They used bottlers that were local or one’s not entirely owned by the Coca-Cola Company. This allocation of local bottle companies â€Å"provide[d] and mobilize[d] resources to implement [Coca-Cola’s] plan.† (37) The next of Fayol’s rules is command. Coke implemented this rule by selecting Douglas Daft to take over as chairman and CEO in 2000 for Douglas Ivester. After being appointed CEO, Daft constructed a new executive management team consisting of just ten persons. This made management of the company more efficient since there were fewer jobs to worry about and fewer resources needed to do these jobs. The fourth rule of Fayol’s model is coordination. Coke had a major problem after introducing New Coke. They solved this problem by refraining to put out new products until they were certain that it would prosper. They resisted the temptation to follow the latest trend and used the motto â€Å"If it ain’t broke, don’t fix it.† When Coca-Cola finally felt ready to put out a new product they introduced Vanilla Coke and non-carbonated beverages to appeal to a broader range of consumers. Finally, Fayol’s last rule of management was control. To keep the company on track with the plan, Daft appointed twenty-four division and operations presidents to make sure the aims of the company were being upheld and attained. 2. Consider the following quote from Coca-Cola’s statement on diversity: â€Å"We embrace our commitment to diversity in all its forms at The Coca-Cola Company as a core value. Diversity – of race, gender, sexual orientation, ideas, ways of living, cultures and business practices – provides the creativity and innovation essential to our economic well-being. Equally important is a highly motivated, healthy and productive workforce that achieves business success through superior execution and superb customer satisfaction.† This quote can be related to the Coke case by the way that Coca-Cola selects its type of advertisement based on the target location. Another way they embrace their commitment to diversity is by their release of new products such as Vanilla Coke and non-carbonated beverages to meet the diverse needs of consumers. The quote can be related to the behavioral approaches to management by Daft’s decision to make the company a more entrepreneurial organization and slimming down on the number of executive managers. 3. How does Coca-Cola score on the eight attributes of performance excellence? On the eight attribute of performance excellence, Coca-Cola scores very well. The eight attributes can clearly be seen in the company: Bias toward action by making a decision to appoint Daft as the new CEO because they feel he will get things done better than Ivester. Closeness to the customers by using local companies to bottle and distribute Coke products so that the community is getting back from the products they purchase. Autonomy and entrepreneurship by coming out with new products like Vanilla Coke, Diet Vanilla Coke, Diet Coke with lemon, and non-carbonated beverages. Productivity through people by giving responsibility for implementing the company’s six strategic priorities to Coca-Cola employees. Hands-on and value-driven by seeking to reach the status the company had  under Roberto Goizueta. Sticking to the knitting by not producing new products after the failure of New Coke and sticking with the original product that got them their success until they were truly ready to release new products. Simple form and lean staff by Daft cutting his executive management team to just ten people.   Simultaneous loose-tight properties by broadening their beverages and creative service while maintaining the same image and standards the company conveys. 4. Do you think Douglas Daft will be successful in regaining the growth and value experienced under Roberto Goizueta? I do not think Douglas Daft will be successful in regaining the growth and value experienced under Roberto Goizueta because there is so much more competition today among carbonated beverages and Pepsi is coming up in status. Another factor is the fact that people are becoming healthier and drinking less carbonated drinks and switching to a healthier choice in water and sports drinks like Gatorade.

Information Systems Security Essay Example | Topics and Well Written Essays - 750 words

Information Systems Security - Essay Example the same time, despite all the efforts made by the government to ensure cyber security and intrusion prevention, it seems that a lot more needs to be done before American can be considered secure from intrusion or attack from cyber terrorists. Kabay (2007) presents an interesting article in which he discusses a paper from by The Business Roundtable under the title, Essential Steps to Strengthen America’s Cyber Terrorism Preparedness. The author discusses how the current level of protection with regard to intrusion and attack prevention is woefully inadequate considering the critical systems and the national infrastructure which is dependent on the servers and mainframes used by the government. It is easy to agree with the idea since many have criticized the government for going in the wrong direction with regard to securing our nation’s information network. Barnes (2005) as well as Fredrickson (2005) suggest that the government is on the wrong track with regard to digital security since steps such as the USA PATRIOT Act of 2005 and the Real ID Act of 2005 come across as little more than knee-jerk reactions to the need for security. Instead of developing technologies which prevent and avert attacks in the first place, the government is more focused on creating laws which extend its power over the people and curtail the liberties of individuals. Kabay (2007) describes how the government lacks intrusion detection tools or trip wires which can let network and server administrators know that an attack is under way or an attack is imminent. Further, the government lacks a system of accountability or even strategic management plans which could come into play if an intrusion takes place or if critical systems are damaged. Considering what happened after Hurricane Katrina, it is easy to understand why analysts would be doubtful about the government’s ability to handle critical system failures especially if they take place together (Young, 2006). Finally, Kabay

Training and Development Essay Example | Topics and Well Written Essays - 1250 words

Training and Development - Essay Example Re-training is crucial for baby boomers, because it will help to avoid labour market crisis and slow growth. Following Dohm, "The current tight labor market situation could be exacerbated, hindering prospects for economic growth and putting a greater burden on those remaining in the workforce, perhaps forcing them to work longer hours" (Dohm, 2000, p. 17). There is, therefore, a continual need for the process of staff development, and training fulfils an important part of this process. Retraining should be viewed, therefore, as an integral pan of the process of social policy. Critics point out that many unions are recognising the importance of training in relevant skills for baby boomers to sustaining the job security of their members. As a result they are seeking to bring training more centrally into the collective bargaining arena, with the setting up of joint training agreements. For some employers this may be an important route to developing a joint approach to managing change. Among the recommendations is that public and private sectors should develop the line managers' contribution to training. Without re-training an... Training and development activities are important to both public and private sectors, but which may not arise as a development need because public and private sectors have been attending to it rather well. The need for re-training might only show up in the assessments if organizations stopped doing it. These may be in part things that individuals believe are desirable for the development of their own careers, routine things which line managers see as important to improve an individual's performance, and in some cases perceptions of needs which do not really exist, because of a change in the situation that neither the individual nor the line manager knew about. Today, the main task of federal agencies is to identify the gap in training and technological changes, to classify it by level and category, and to attach estimates of the numbers of people involved. Categories might include: Immediate requirements driven by organizational needs; Longer-term organizational needs (including such things as induction initiatives); Short-term remedial needs of individuals; Career development needs of individuals; Things individuals would like to do, but which have no direct corporate benefit. It is predicted that: "there will also be an increased need for employment-related services by persons between the ages of 45 and 54, below the SCSEP age level of 55" (Poulos, Nightingale, 2005). These suggestions can help to identify some of the issues that should be considered by public and private sectors when making their own policies. Economists mention that it is difficult to provide and develop a universal solution which will immediately fit every organization, but re-training policies is the best way to overcome labour shortage

Globalization on territory Research Paper Example | Topics and Well Written Essays - 1250 words

Globalization on territory - Research Paper Example Thus, globalization involves a reconfiguration of the society with increased growth and trans-planetary connections between people, territory, states and nations. Economic Globalization affects the territoriality of the nation-state, i.e. the territorial jurisdiction. Two notions can be used to explain this concept critically. The notions are based on the concept of sovereignty, and the impact of both governmental and non-governmental institutions on the national state. The notions are- Global cities are sites for carrying out specialized functions so as to run and co-ordinate the global economy. These cities located in national territories are locations for performing the major dynamics and processes in relation to financial and investment aspects, and irrespective of their geographical locations. These functions affect the growth and development of the territory. The global economy materializes in national territories to a large extent. Many national states have become deeply involved in the implementation of global economic system, and in the implementation of this process have experienced large transformation in their institutional structure, in both the aspects of economic and political. Economic Globalization has helped to strengthen certain segments of the national states, i.e. the banking functions, which have been developed as per with the development of technology. But certain segments in a territory have also been weakened under the effect of economic globalization, such as, the decline small industries as they are losing their existence under the effects of globalization. In the recent decades, although the major interstate conflicts has declined, yet territorial conflicts still persists which is difficult to resolve. Conflicts are generally created within the borders of states which determine territoriality or the territorial stakes. Globalization affects territorial

Types of Business Organisations Essay Example | Topics and Well Written Essays - 1250 words

Types of Business Organisations - Essay Example The very best thing you can do for a superintended is not to give him more money, more buildings, or a better contract. Instead, give him a tool to make his average teachers just a little bit better and you will see a vastly greater impact across the district than any model school or blue-ribbon program will ever bring. Our coaches are master teachers who are comfortable in any classroom. They love children and love working with children in schools. They possess energy and a positive outlook, making them the kind of people that others enjoy being around.Above all, they are able to communicate their deep, honest belief in teachers, even as they suggest ways for teachers to improve Preparing the stakeholders, which includes the classroom teachers, for the new instructional facilitator’s positions is essential. According to Water’s and Grubb (2004), leadership initiating a change, such as the instructional facilitator positions, must understand the magnitude of the change implemented to use the correct leadership practices. Strategically planning and outlining expectations of the new roles can provide powerful support for the new positions. When the destination is clear and goals loaded with specifics, there is little question about what work is completed or unfinished. According to Heifetz (1994), knowing how hard to push and when to let up is central to leadership. Some teachers may need more time to adapt to the idea of a professional development opportunity that exists in their district and classroom. ... There is no guarantee that the state of Wyoming will fund the instructional facilitator positions past the two-year time frame. The intent being that if a district decides the positions positively affect student achievement after the two-year time frame, the district will provide the funding for instructional facilitators and plan for their sustainability. The sustainability of the instructional facilitator positions will be greatly impacted by the attitude of the teachers towards the instructional facilitators, and what percentage of the teachers invite the instructional facilitators to help them. Researchers at the Kansas University Center for Research on Learning have been refining and evaluating instructional coaching programs. Researchers at the Kansas University Center for Research on Learning, (2004) reports that there are less tangible qualities that impact the success of instructional facilitators. Our coaches are master teachers who are comfortable in any classroom. They love children and love working with children in schools. They possess energy and a positive outlook, making them the kind of people that others enjoy being around. Above all, they are able to communicate their deep, honest belief in teachers, even as they suggest ways for teachers to improve. (p.1) An instructional facilitator's success will depend greatly on how receptive the classroom teachers are to welcoming the instructional facilitators in their classroom. Teacher's attitudes towards the instructional facilitators are crucial. According to Knight (2006) at the University of Kansas, "If teachers like a coach, they usually will try out what the coach suggests. If they don't like the coach, they will even resist helpful

EVIL Essay Example | Topics and Well Written Essays - 2000 words - 1

EVIL - Essay Example Therefore, even the ideal moral judge like God has to draw arbitrary line even when deciding on the number of evil things he would allow; therefore, the vague line guarantees that some evils in the world are gratuitous (Sullivan 398-402). Inwagen’s strategy and enlightenments to the evil problem are very significant in enhancing people’s understanding, and rather than giving an entirely critical response, he offers contributions and then explains their significance. Inwagen condemns the normal taxonomy regarding the problem of evil and provides a substitute all of which are important (Ã… ukasiewicz 448-450). The disadvantage that Inwagen points out includes analytic philosophers haste in categorizing the argument from evil into two, which involves the logical argument and evidential argument from evil. The logical problem from evil purports to indicate that the existence of both God and evil is logically impossible; nevertheless, defenders of evidential argument from e vil grant that the existence of both God and evil to be possible (Van 8). However, Inwagen insists it is unlikely that God exists given the extent as well as the degree of evil observed; hence, he notes that logical as well as evidential distinction are only but relics of history. Furthermore, Inwagen points out historical differences that usually encourage theists to consider sufficient response concerning argument from evil (Shabo 107-110). Instead of the conventional classifications, Inwagen provides an alternative way of classifying all arguments from evil with their scope of evil that is given as evidence against God’s existence. Inwagen’s global argument from evil posits that if God existed, then the world would never have evil; however, the world has vast amount of evil, which points out that God never exists. On the other hand, Inwagen’s local argument from evil posits that if God were there, then the world would never have particular evil; however, the world

Diversity Education Assignment Example | Topics and Well Written Essays - 1000 words

Diversity Education - Assignment Example of differing cultures and sub-cultures, and encouraging responsibility for social justice is an improvement because it encourages social cooperation across cultural and sub-cultural divides, and it presents the equivalent viability of all cultural orientations (Gurin, Nagda, & Lopez, The benefits of diversity in education for democratic citizenship, 2004). This is the definitive category that contextualizes a preferred approach to diversity education. It is a more holistic approach, in that teachers must first understand personal biases, resolve them, be willing to learn from student experience and feedback, and suspend any ethnocentricity they feel (Washington State University , 2012). They must also be consistent about releasing personal power privilege, so that an environment of shared power can be sustained, so that honesty and authenticity can prevail (Gurin, Dey, Hurtado, & Gurin, 2002). Research confirms this approach as being the most effective. It is best for healthy identit y formation and cognition because it presents necessary relational discontinuities (Gurin, Dey, Hurtado, & Gurin, 2002). It supports academic success (Gurin, Dey, Hurtado, & Gurin, 2002). It shapes culturally competent people who are best positioned to join the global community’s workforce (Cocchiara, 2009), respond to cultural others, and make decisions that will prove effective and widely applicable (Washington State University , 2012). Research has found that diversity education strongly instills democratic sentiments, and pro-democracy skills, such as taking on other perspectives, being comfortable in conflict situations and thus able to resolve conflict in a mutually satisfying manner (Gurin, Nagda, & Lopez, The benefits of diversity in education for democratic citizenship, 2004).... This paper approves that the research shows that diversity education emphasizing cultural relativity, integration, mutuality and social justice actually increases respect for difference, as well as commonality. This is a counter influence against marginalization. It follows, then, that a diversity-educated person will pose a substantially reduced threat. According to the paper it is a fact that society is now global. It is not possible to participate fully without diversity fluency. With widespread immigration, globalization, refugee distribution, the Internet, and global issues dominating the news, it is imperative that everyone at least knows how to fit in effectively and has the skills to be productive. With war and terrorism being ubiquitous and globally threatening, skills for fostering mutual cooperation are essential to survival. This need not impinge on religious and lifestyle choices, if mutual respect is the bottom line for everyone. This essay says that democracy can be interpreted as being best done within a pre-approved religious framework. An examination of differences can be threatening and used to justify exclusion, while a search for commonalities may be seen as requiring sacrificial dilution of treasured differences, religious truths and values. There are always multiple sides to an issue, however, and this one is no exception. Justification for the stance claimed as most excellent, in this paper, rests on certain assumptions. One of those assumptions is that the best choice is one supported by research.

Music Festival Campaign at Montgomery Social Hall Essay - 7

Music Festival Campaign at Montgomery Social Hall - Essay Example The reason why we settled on the model is because of it elaborateness in listing the ten stages while elaborately explaining them. Analysis being the very first step that is listed by Gregory is very important (Gregory, 2000). The gives room for the analysis of the analysis and definition of the problem. In undertaking the analysis will enable the campaign to have a good grounding upon which several activities will be conducted logically thereby resulting in a successful campaign. In the case of this extravaganza we used we employed the use of secondary research methods and other researched external information (Gordon, 2011). Secondary research therefore helped us to establish some of the facts the support the theme of our music festival. Most of the research conducted towards seeking to establish an understanding of the importance of music in human life. Research indicates a lot of positives about music while leaving room for future researchers to perhaps establish the negative part of it. According to the researchers music is a language spoken and understood by different parties despite not fathoming the meanings of the words or even understanding the language being used. Research has also established that music is therapeutic and it relieves off stress that one might have been subjected to during the course of work or duty. Further, due to the captivating and as well as lulling voices of singers and the instruments, music has been established.

Childcare and Education Essay Example for Free

Childcare and Education Essay E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness, Respect, autonomy, dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the practitioners in the setting following the same policies and procedures. This would also avoid conflict between staff and would not confuse the children with knowing their expectations. Another way settings can have respect in the setting could be by following parent’s preferences such as their food preferences for their child. My current placement follows parent’s preferences by having meals that are suitable for children without specific food preferences and set meals to meet cultural and health needs. Settings can promote autonomy by encouraging children to build on their life and social skills. This can be done by the setting providing games such as a simple board game where the children have to choose their game piece and where they have to turn take. This would also build on autonomy because it would teach children how to share and how to treat other children or people with a positive attitude. For an example if a child is an only child, they may not know how to share with other children, so playing a game that engages their interest would gradually teach the child how to build on his turn taking skills and how to interact positively with other children. In the setting, dignity can be maintained by removing situations where a child may feel embarrassed or ashamed. If a child wets their selves, the practitioner in the setting should take the child into the bathroom and change them. The practitioners shouldnt draw the other children’s attention to the child who has had an accident. The child would need some comfort and reassurance as this situation is almost always v ery embarrassing and distressing. The Childcare Act 2006 focuses on adult to child ratios, qualification levels of staff and types of drinks and snacks available for the children and follows the early year’s foundation stage framework. This would influence working practices because it helps to keep the children healthy. This would influence working practices because it helps to keep the children healthy. Settings can follow the Childcare Act 2006 focuses by  providing fruit, milk and water at snack time. This can also be done by having playtime outside so that the children would get vitamin D and fresh air. Also the settings would provide meals with nutrition and are aware of dietary and cultural needs. The children act 1989 and 2004 aims to protect children by working in partnership with parents and by the every child matters which have five main principles: Be healthy, Stay Safe, Enjoy and achieve through learning, achieve economic well-being and make a positive contribution to society. The Enjoy and achieve through learning will influence practice because it allows practitioners to cater for each child’s needs whilst ensuring that the children are enjoying what they are doing or learning. The Equality act 2010 has been simplified from 9 separate acts into 1 act. The main is to end all forms of discrimination. The protected characteristic of disability will help to influence practice as this will help practitioners be able to differentiate activities and to re-create the same experience using other methods or activities. The health and safety at work legislation is about keeping yourself and others safe. This will influence practice because it will ensure the utmost safety for both the children and staff of the setting. This can be done by having regular risk assessments and by finding a solution to any hazards. For an example, if there is spilt water, a staff member should mop it up as soon as possible to avoid staff or children slipping and being injured. E3. Describe how policies and procedures will help safeguard children. One policy could be the safeguarding policy. The safeguarding procedure helps to protect children because the setting would have a safe recruitment method to ensure that all staff are suitable to work with children or are qualified to work with children legally. For an example, before I could start my placement and working with the children, I had to show my CRB check to my nurserys placement officer. CRB checks helps to safeguard children because it would prevent anyone with a serious criminal offence or someone who could be a danger to children from working with them there for protecting the children from being mistreated or harmed. Another part of the safeguarding procedure that would safeguard children would be to have a designated person who has a clear and defined role and responsibility in regards to child protection. Having a designated person would help safeguard children  because they would be the person the practitioners should go to if there are concerns about a childs safety or welfare concerns about the actions of a staff member. This would safeguard children as the designated person would be able to decide what actions need to be done in order to resume the childs welfare or to decide what the disciplinary action is for the staff that has had the allegation made towards them. To avoid this, all staff should have regular child protection training. A separate policy could be the behaviour management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behaviour, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behaviour management methods should always only be used instead of physical contact. However, physical contact should only be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It would help safeguard children because it would reduce the risk of the children being physically hurt and would maintain a safe learning and play environment. It is important that the setting outlines the behaviour because management procedures because it will give consistency to the children as the practitioner within the setting will follow the same set of rules enabling children to know the rules and expectations clearly. E4. Describe how the policies and procedures promote fair, Just and inclusive strategies. A procedure that promotes fair, just an inclusive strategy is adapting resources to meet children’s needs. This can be done by having a range of equipment that helps children and their individual needs. This can be done by providing a range of different sized paint brushes and sponges for an example. This would allow children to develop their creative skills and interests whilst being able to develop their fine motor skills. A policy that promotes fair, just and inclusive strategy is the equal opportunities policy. This policy helps to include children because everyone in the setting has the right to be included in everything the setting does and every child has the right to education and developing their skills. Equal opportunities policy will also help children to feel valued and have their  progress and achievements celebrated. This can be done by displaying children’s artwork, creations and other outstanding work on a display board for all parents and staff to see. Another procedure that promotes fair, just and inclusive strategy is by showing awareness of different cultures and life styles. This can be done by having related activities or circle time celebrating different cultures, religions, life styles and things that challenge normal expectations. For an example; ‘all nurses are female’. This is inclusive practice because it involves every child’s cultural preferences and builds on children’s knowledge and understanding about the world we live in. Another policy that promotes fair, just and inclusive strategy is the Special Education Needs (SEN) policy. This policy allows every child to have the same care, attention and consideration as any other child in the setting, regardless of their disability or background. The policy states that every setting should have a SENCO worker and responsibility in adapting and adjusting the settings environment to help children have the same experience in the setting whilst having their individual needs met. This can be done by having braille books for children with a sight impairment or provide easy access in the building for wheel chair users. E5.Describe two strategies which can be used to empower children to develop independence and self-reliance One strategy that could empower children to become independent and self-reliant could be by having circle time regularly. Circle time should allow children to express their thoughts and feelings with the security of being listened to. Another strategy that would enable children to be independent and self-reliant would be to take part in food preparations such as choosing what fruit they’d like for snack time and cutting the fruit themselves. E6. Give examples of how settings may prepare children for transfer or transitions â€Å"transitions into reception classes was at best abrupt and worst traumatic† (Scott,(2005),P21) One way settings can prepare children for transfer or transitions could be by the child’s key worker taking the child to open days or visits. This would allow the child to familiarize their selves with the new teachers or key people who would be working with them as this would also make the child feel comfortable with going to the setting as they know somebody who they can talk to. Another way setting can prepare children for transitions could be by having learning partners or mentors who are older children from the setting where some of the children may be moving up to. This would help children to build relationships so that they feel confident in moving up to the setting because they’d know another child there. Final ways setting can help prepare children for transitions could be by having individual transition plans for each child. The setting would need to â€Å"make time to share previous information† (Scott,(2005),P21) to the setting that the child is transferring to because this would allow the teachers to cater and plan for the child’s needs and interests. D1. Explain the key issues relating to the practice which supports children to prepare for transitions One key issue relating to supporting children through transitions when starting nursery could be to follow a settling in procedure. The Settling in procedure often involves havin g the parent and child having a visit before the child’s official starting date. Having a visit before the child’s starting date will help the child to become more familiar with the setting. In time the child should feel more comfortable with going to the setting. The settling procedure also involves working in partnership with the parents. If the child sees the parent interacting with the staff members, it is more likely that the child will feel secure in the setting. Another key issue relating to supporting children through transitions when starting primary school would be to create a time where the children are involved. For an example, an activity could be to have a show and tell circle time, where the child brings in something from the weekend or something to do with the set topic and talks about it. This would help a child to settle in a primary school because it would give the child a chance to be involved with the class and have their discussions listened to. A third key issue relating to supporting children through transitions when starting nursery would be to find out what the child’s favourite toys are and put them out for the child to play with when they come into nursery. Also, to make the child feel welcomed, the practitio ner should also provide a range of appropriate activities for the children and always give the child an opportunity for them to participate in the activities as much or as little as they like. An alternative key issue relating to supporting children through transitions  when starting primary school would be to work in partnership with parents. This can be done by having notice boards around the school which has features such as â€Å"most improved child†, â€Å"Little stars† (Where children are placed here for good work or for doing something kind etc) and put the child who is starting in the primary school on the notice board. This would make the child and parent feel proud and would give the child a sense of achievement which hopefully would make the child want to enjoy and participate in the school more. An alternative key issue relating to supporting children through transitions when starting nursery could be by providing opportunities for the child to express their feelings. This can be done by having regular one to ones with the child and their key worker, Having areas for the children to independently draw and write in addition to having â€Å"End of the day† circle time where the children have the freedom to say what they liked about the day or what they didn’t like. This will help the practitioners in the setting know what the children really engage in and which activities they don’t like to participate in. Also It would help the practitioners learn more about the child who is starting in the nursery as it will help the practitioners provide more activities that the child is interested in. Hopefully in time, this will help the child to enjoy nursery more. A final key issue relating to supporting children through transitions when starting primary school would be to help the child develop self-help skills. This can be done by encouraging the child to take responsibility for their selves, such as putting on their coats or helping to tidy up the classroom. This would help the child settle in nursery because this give the child a sense of accomplishment and would also build on their self-esteem with the thought of â€Å"I can do that† and being able to try new things. Also helping to build on the child’s self-help skills will also help to â€Å"practice their large and small motor skills† (http://www.extension.org) C1.Evaluate one theoretical perspective which supports the development of strategies for empowering children I have chosen the constructivist theory. The theoretical perspective links in with strategies that empower children because it helps children become self-reliant. This theory also influences practice because it helps the child care practitioners to assist the children build on vital life skills such as  making decisions and communicating. For an example, at my placement during snack time, the children have a choice of milk or water. The children either has to point to or say the drink theyd like to have. This encourages children to language and encourages them to start to take responsibly for their own wellbeing. This theory also influences practice because it helps the childcare practitioners to define children who has specific needs or children who needs extra support as they may not be developing in the developmental areas as they should. The good element to this theory is that children learn to build on the childs life skills such as becoming more self-reliant. The theory is also good because play is important as it lets children use imagination and responsibility of the childs learning. It also helps to build on the childs fine and gross motor skills. However, the bad points about this theory are that children develop little without an adult although staff shouldnt allow the children to be too attached to them as the children wouldn’t interact very well with children their age as well as giving children adequate help and support so that the child can learn to be self-reliant so that in the future they, they would be able to achieve more without much support from the adult. The theory can be improved by ensuring that the staff should try and make sure that the sessions within the setting are 50% adult led and 50% child led as this would help the children to form knowledge and understanding of the world because of accurate information being shared by the childcare practitioner and will allow the children to take an active role in choosing what theyd like to learn. For an example, a child may choose to play with toy animals. To a person, the child is just playing but the child could actually be learning about the different types and sub-species of animals in a basic and simple form. In addition to this, having a balanced adult and child led setting will help children to get an equal opportunity to interact with both adult and children. E7.Exaplain the cause and effects of discrimination on children B1.Discuss  how the causes and effects of discrimination may affect practice in the setting. The staff attitudes and values can affect the atmosphere because the childcare practitioners may unintentionally teach children that it is okay to discriminate people. For an example, if a member of staff said â€Å"all ginger children are violent and aggressive†, this could influence children because it may make the children tease or leave out other children who have ginger hair during play time. It also may affect the way the practitioners work and teach because the practitioners might interact with a group of children and leave out a child because of their views. This affects the children because it â€Å"children can quickly pick up the signs given out and they can sense if there is tension† in addition to making the child feel undervalued and not accepted which can make the child withdraw from activities and communicating with other adults and children or could trigger bad behaviour. Settings should show respect for the parents and families by respecting the parents or families’ choices and requests within reason as this would show inclusion. For an example, if a parent prefers their child to be vegetarian the setting should provide vegetarian food whereas if a parent asks for a child not to play with a toy/or do an activity, the staff should challenge it every child has the right to have an equal opportunity. This can affect the practice within the setting because the practitioners may have a stereotypical view about children such as girls should wear dresses and play in the home corner whereas boys should only play with construction activities. This affects the child because it would make the child feel like they are not unique as they may become fearful of doing new activities as they have been told off or been influenced to only do what the adults say. In my nursery they avoid being discriminative by providing food options suitable for a range of cultural preferences, the setting will make sure that the child will have a vegetarian meal. Discrimination can affect children because it can make them feel awkward if there aren’t many posters, books, toys or other resources that would help other children learn about diversity, different cultures and different lifestyles that may challenge the ‘norm’. For an example not all men go to work and not all women stay at home to look after the children. Note: This answer is wrong A .Reflect on the influence of legislation on working practices within early years settings. One policy could be the behavior management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behavior, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behavior management methods should always only be used instead of physical contact. However, physical contact should be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It is important for the setting to outline the behavior management procedure to ensure adults know the limits and boundaries so that staff doesn’t receive allegations about harming children. Another legislation that influences practices within early year settings could be the safe guarding policy. This policy ensures that all children are safe and are kept from harm or neglect. The safeguarding policy and procedure influences practices in the early years setting because it is the staff within the settings role because they take on the parental responsibility to take care of the child. There should always have a designated person who staff can go to when there are concerns for a child’s welfare or if the staff member needs advice on their role within the setting or to provide safe guarding inductions for new staff. This influences settings because the designated person makes sure that the children’s welfare is paramount as well as ensuring that the child protection policy is updated yearly. This would help to make sure that the settings child protection policy is following the current laws about safeguarding children. [quote here] . Another role of the designated person would be to make sure the staff members within the setting has child protection training every two to three years and is recorded to make sure that the staffs is complying to the law. (2012 ). Ways to Encourage Self-Help Skills in Children. [ONLINE] Available at: http://www.extension.org/pages/26436/ways-to-encourage-self-help-skills-in-children. [Last Accessed 29 November 2012 ].

Comparison of Cousin Kate and The Seduction Essay Example for Free

Comparison of Cousin Kate and The Seduction Essay After she has taken the decision about what to do about the lord, she hints that she regrets her relationship with the lord by asking questions. The girl in The Seduction also admits that she regrets her fling with the boy by asking questions, the tenth, eleventh and twelfth stanzas are all asking questions for example how did she feel betrayed? . Both of the poems make the reader feel sorry for the girls featured in them. The Seduction makes you feel sorry for the girl by using phrases such as and he muttered little slag and she sobbed in the cool locked, darkness of her room. From these phrases you learn that the girl is unaware of what the boy is really thinking about her. She also seems to be unaware that she could get pregnant. Cousin Kate makes you feel sorry for the maid by using phrases such as Not mindful I was fair and now I moan an unclean thing that might have been a dove. These phrases tell the reader that she was innocent and unaware of the consequences when she met the lord. I feel more sorry for the maid in Cousin Kate than the girl in The Seduction. This is because I feel that although the girl in The Seduction knew what she was doing was wrong, she did it anyway. She didnt have to have sex with him and although she liked him and it appeared that he liked her she should have known better. I feel more sorry for the maid because she says O cousin Kate my love was true, your love was writ in sand. She truly loved the lord, more than she believes Kate does. The maid also seems innocent. Another reason I feel sorry for the maid is even when she was with the lord, they didnt have a proper relationship, he didnt treat her very well. She felt like his plaything. She didnt mean anything to him. In The Seduction the atmosphere is conveyed well. In the beginning of the poem there is a sense that something will go wrong. Descriptive phrases such as the quiet bricks, far past the silver stream of traffic and far from the blind windows are a sign that things do not all go well. The adjectives are used to show that no one will be around to see whats going on. Another sign that something is going to go wrong is that the poem keeps reminding the reader that the girl is very drunk. We are twice reminded about the number of drinks shes had, these are he handed her the vodka and she knocked it back like water and as he bought her more drinks. The poem says she sat her head rolling forward. This shows that the girl is not in control of what she is doing. The imagery used in the poem is not very positive. The girl is said to be facing the frightening scum on the water. The use of frightening scum gives a very unpleasant image of the water. In the beginning of the poem the scum she faces is only on the top of that water, in the later stages of the poem, she feels the scum facing her is the rest of her life. The Mersey, green as a septic wound is also a negative simile. It gives a bad image of the setting, which gives an image of bad things to come. After the girl has discovered she is pregnant, the atmosphere is very powerful. Using strong verbs such as ripped and flung, cheated, creates this. At the end of the poem the girl is very depressed. She says: Better to starve yourself like a sick precocious child- Than to walk through town with a belly huge and ripe. We anticipate what will happen in the future. The atmosphere also changed in Cousin Kate. In the beginning of the poem the atmosphere is good. The maids says contented with my cottage mates which tells me that she is happy with her life before she met the lord. After this point she becomes angry and depressed. This is because the lord has left her for Kate. She becomes enraged and jealous. I believe that The Seduction is aimed at a younger audience than Cousin Kate. The Seduction uses much simpler language, although this could be because The Seduction was written much later. Both poems warn about pregnancy but The Seduction is easier to understand for people my age. I found The Seduction easier to understand and relate to because the language is more modern. In Cousin Kate the maid says the neighbours call you good and pure, call me an outcast thing. In The Seduction it says: And better now, to turn away, move away, fade away, Than to have the neighbours whisper that you always looked the type. In both examples the girls are worried about what other people (the neighbours) think of them. The mood of both poems is quite angry. In Cousin Kate, the mood changes from excitement to anger and jealousy. The maid is excited because about her future with the lord and their relationship. She is then angry about the lord leaving her to be with Kate. She is jealous of Kate because she took the lord away from her. However, the maid also feels quite proud because she has a son and Kate does not, she is smug. In The Seduction the mood also changes from excitement to anger. She too is excited about her relationship with the man. She is angry because the man left her, instead of feeling proud or smug at the end of the poem, she is depressed. The tones of the two poems are very different. In Cousin Kate, the writer (Rosetti) seems to be very sympathetic to the maid. She says that the maid has sex with the lord because she loves him and does not criticize her behaviour or suggest that she has done anything wrong by doing this. The tone of The Seduction however, does seem to criticize the girl. The writer (McAuley) seems to criticise the girls behaviour, she makes out that the girl deserves what happens. The phrase and he muttered little slag suggests this. I have found The Seduction easier to understand, mainly because the language is simpler and the images described are more modern. However I prefer the imagery used in Cousin Kate because I feel it is more original and interesting. I prefer phrases such as his plaything and his love and he wore me like a silken knot to his eyes as blue as iodine and green as a septic wound. On the other hand, I think the symbolism used in The Seduction is very effective, i. e. the confetti and the high white shoes. I feel that the main reason I prefer The Seduction is its easier to relate to for my age group. It is very hard to imagine what it would be like to be singled out by a great lord and then to be left for her cousin and having the lords baby on the way. I find it much easier to relate to The Seduction as I can understand how it must feel to have a one night stand and then become pregnant. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE JRR Tolkien section.

Heinz Kohuts Theories and Practice

Heinz Kohuts Theories and Practice Heinz Kohut: The Man and His Work Although not as well known as his contemporary Sigmund Freud, Heinz Kohut is equally famous among his peers for his exploration of narcissism and the client’s need for empathy and understanding from his or her therapist. The aim of this paper is to describe the theory and practice of Heinz Kohut and his influence over the author’s practice, both describing the psychological mechanisms that drove Kohut to this line of thinking along with brief vignettes of the author’s own psychobiography that led her to include some of his theory into her work with clients. Usually, far more is known about a psychoanalyst’s work than about his life or persona. Scholars have found it useful to examine the life of a theorist to gain insight into how he may have come to the conclusions he had, especially as there is currently no grand unified theory of therapy. In one of Kohut’s biographies, Siegel (1996) described him as a walking contradiction that has more than a healthy dose of self-love. â€Å"Kohut seemed a strange mixture of aloof, aristocratic and almost puritanical austerity in a warmly responsive and considerate person. He was a very private person and was careful how he let himself appear in public. I never saw him sloppily dressed and I know that he corrected and edited his writings again and again before he was satisfied to release them for publication. He was properly discreet about his health and few of his friends knew that during the last decade of his life he was suffering from a chronic leukaemia in remission. Long before the contemporary popularity of exercise and jogging, Kohut ran, not jogged, his prescribed miles several times a week. He ate sparingly to maintain a trim figure.† Another biographer described him as someone with a profound zest for life that often ‘enraged people or hurt them badly with his intense narcissism (Strozier 2004, p. 12). Perhaps he noticed these traits quite strongly in himself which is why he became fixated on creating a theory of development with narcissism at the core. As a perfectionist, he carefully controlled how others would perceive himself as Siegel stated above. This fastidiousness may have stemmed from his personal history. As the child of two German Jews living under the sword of Damocles that was Adolf Hitler, and the German Imperium of the early twentieth century, the family had to assimilate as best as they possibly could into the society. Europe had long been hostile toward the Jewish Diaspora and conformity was a matter of life and death. Thus, there is a need to develop two selves: the public self and the private self. According to Strozier’s biography, in addition to his legal name, he also had a sep arate name to be used within the confines of his religious community (2004). His further study of the development of narcissism originated in the wholesale rejection of the academic community when he sought to begin his didactic analysis, in order to eventually become a psychoanalyst. The committee cited his narcissism as a bar to entry but his biographer noted that there were several narcissistic psychoanalysts in the 1940’s and suggested that his rejection may have been linked to his rather unorthodox sexual practices (Strozier 2004). In the time that he flourished, he and a few of his contemporaries placed a strong emphasis on the importance of the therapist’s relationship with the client. First is the premise of non-defensiveness. The adoption of an open posture enables the clients to open up and speak freely without fear of being rejected or humiliated, even if the client should express reservations about the therapist herself (Kahn 1997). Although this is extremely difficult to achieve in practice because therapists, like the general population, have ‘sore spots’ and strong value systems that they usually defend quite vigorously. However, once the therapist learns non-defensiveness, the client would feel comfortable speaking about any issue because she feels that her therapist would unconditionally support her. In early psychoanalysis, taking such a humanistic stance was seen as a bold move as psychoanalysts were careful to cultivate a detached, observational role—ensuring a noticeab le emotional distance between therapist and patient. Especially obvious, was the notion of authority—that because the therapist was the expert, his interpretation (as most psychoanalysts at the time were male) was unquestionably correct in the mind of the patient. Kohut fell into the trap himself until he finally stopped and listened to an especially difficult client. In his notes, he writes: I was inclined to argue with the patient about the correctness of my interpretations and to suspect the presence of stubborn hidden resistances†¦For a long time I insisted†¦ that the patient’s reproaches related to specific transference fantasies and wishes on the Oedipal level†¦She became [even more] violently angry, and furiously accused me of undermining her†¦and†¦wrecking her analysis (Kohut qt. Kahn 1997, p. 89). As it turned out, those so-called resistances were his client’s attempts to communicate the reality of her childhood and being constantly misunderstood and ignored. This breakthrough could not have come until Kohut stopped offering interpretations and started to truly hear where she was coming from. While this was one of his more important breakthroughs in the practice of modern therapy, his theory of on the development of the self had drawn many admirers and critics, as he views the development of narcissism with the growth of the self as one-and-the-same. However, a healthy sense of self-love is necessary to flourish, many psychologists and lay-people view narcissism as a pathological elevation of the self at the expense of others at worst, or at best a defence-mechanism against low-self esteem. On Self-Psychology According to Kohut, the grandiose self is the ‘child’s second attempt to regain the lost blissful state by creating a sense of perfection within the self. In this effort, all imperfection is assigned to the world outside’ (Siegel 1996, p. 86). For a child’s psyche, this is a survival mechanism as acknowledging imperfection or flaws within the self causes tremendous amount of psychic pain. This was especially true for one of my clients. Over time, we discovered that she could only feel worthy of respect by projecting this ‘grandiose self’-image’ of success and invincibility—not because she necessarily believes she is superior to others, but because she fears rejection by her peers and contempt from her subordinates should people discover who she really was. According to Kohut, clinging to the grandiose self usually happens if a child’s primary caretaker is not very empathic or the child has been exposed trauma at this time ( Siegel 2006). Part of her therapy includes discovering who this self is. Because she had constructed several layers of false identity, she does not know who she is, as her self-concept was buried in shame, humiliation, and neglect. Most of the patients in the author’s work have exhibited signs of an ‘injured grandiose self’, which necessitated a heavy emphasis on empathy and a mirror-transference over the course of treatment. Applying the Theory: A Case Study For the sake of privacy, no one’s name would be released, so this paper will refer to the author’s client as Nadia. She had been in therapy for several weeks because she had experienced a series of unfortunate events, which made her reflect further upon her life. Her relationships have unhealthy patterns where a suitor would appear to put her on a pedestal during the courtship phase and then when things became settled, she would break off the relationship in search of the next man that would make her feel as special. She has lapsed into a deep depression because her life had taken a course other than what she had envisioned her ‘destiny’ would entail with respect to her career and acquiring certain status symbols (i.e. house and nice car). She withdrew from family and friends not able to face the humiliation that comes with life’s setbacks, partially because she would always speak of how wonderful her life was. Meeting her own expectations and those of her family had become a compulsion as it served to validate her existence and her superiority over others that were somewhat less driven. The author’s role in the interaction is small, but significant. With patients such as Nadia, it is just necessary to listen and establish a sense of twinship—that is, cultivate the feeling that she and I are very similar, having very similar expectations of life. Initially, those seeking therapy are searching for someone to validate them and human nature being what it is, they will not feel understood by someone that seems drastically different confiding in those that are most like themselves, but this tendency is even more pronounced in the narcissist. The client must feel that it is all right to share her feelings; because she is certain that they would be understood unconditionally. According to Kohut, in the mirror/alter-ego transference: â€Å"The patient experiences you as like himself; his thoughts seem to be present in you also, and what’s going on in him he feels is going on in you too. When he feels distant, you are distant from him too. When he is enr aged, he feels you are enraged too† (Kohut, Tolpin Topin, 1996, p. 34). Intriguingly enough, narcissism often provides the patient an unparalleled degree of connectedness as she views the other as an extension of herself and loves her because she loves herself. Conversely, she may hate her therapist because she may reflect back aspects of herself that she does not like. Sometimes, when the client no longer views the therapist as a mirror-object, but another person, the therapy sessions would end because she would no longer take any narcissistic pleasure in understanding herself, however that separation may signal the beginning of deeper changes to come. According to Kohut, once the client becomes subconsciously aware that the therapist and client are two separate entities, she proceeds to narcissistic projection—where she projects aspects of herself unto the therapist (Kohut, Tolpin Tolpin 1996). The therapist then must work through the reasons why her client is sendi ng forth those particular emotions and then encourage her to reflect upon her emotions and the events of the past that brought them out and caused the client to project those emotions onto her, whether those emotions are positive or negative. Reflections To a small extent, the therapist must attempt to keep this interest in play as long as possible for significant change to occur. That does not necessarily mean that a client will be cured—in fact, a cure may not be desirable because narcissism is often necessary for life in the competitive, individualistic cultures of Western nations. This is not a rare practice for psychotherapists to control how they are perceived by their clients, as it is often necessary to project an image of competence as well as physical and mental health in order to increase credibility with them. However, there is the danger of seeming intimidating and unapproachable because clients usually cannot relate to someone that seems perfectly conscientious and undisturbed by the world at all times. They need a mirror to reflect and validate a more empowered version of their self-images. This is where empathy becomes all the more significant in practice. The therapist must always maintain her image as a compe tent professional, but she should be able to convey that she is capable of putting herself into another’s situation and then helping her clients from a position of strength. Biography Greenberg, J.R. Mitchell, S.A. (1983), Object Relations in Psychoanalytic Theory, Cambridge, MA: Harvard University Press Kahn, M. (1997), Between Therapist and Client: The New Relationship. New York, NY: Henry Holt Company, LLC Kohut, H., Tolpin, P., Tolpin, M. (1996), Heinz Kohut: The Chicago Institute Lectures, Hillsdale, NJ: The Analytic Press Siegel, A.M. (1996), Heinz Kohut and the Psychology of the Self, London: Routledge Strozier, C.B. (2004), Heinz Kohut: The Making of a Psychoanalyst, Chicago, IL: Farrar, Straus Giroux, LLC

Murder, Mystery and Intrigue in My Last Duchess Essay -- Robert Browni

Murder, mystery and intrigue all describe Robert Browning's poem, "My Last Duchess." From the speakers' indirect allusions to the death of his wife the reader is easily lead to think that the speaker committed a vengeful crime out of jealousy. His elaborate speech confuses and disguises any possible motives, and the mystery is left unsolved. Even if he did not kill his wife, he certainly has something to hide. Based on the poem's historical references, style and structure, the Duke's controlling and jealous nature becomes evident. An ambiguous quality about the Duke is his historical character. The incident the poem dramatizes clearly references the historical Alfonso II, Duke of Ferrara, who married Lucrezia, daughter of a man who later became pope, the Medici, in 1558 (Rudy 169). Within two years of their marriage she suspiciously died. We know that Browning's Duke has a nine-hundred-years-old name of which he was very proud, and, based on his collections of paintings and sculptures, that he was a patron of arts. Both facts correspond with the historical Duke. The poem's duke of Ferrara, his last duchess, the "Count" with whose servant Ferrara is here discussing re-marring and a dowry, and the new "fair daughter" are also historical, but the interpretation of what actually took place among them is Browning's own. The style and structure of this poem plays a significant role in the effect of the poem. "My Last Duchess" exemplifies the important elements of Browning's talent for dramatic monologue, his ability to evoke the unconstrained reaction of a person in a particular situation or crisis (Bloom 35). This format suits this poem particularly well because the speaker, taken to be Duke of Ferrara, comes across as being v... ... aspects of the Duke that remain unclear include his true character. As mentioned, he is presenting his best side, but through his speech the use of historical references, style, and structure helps the reader sees how he is very jealous and controlling, which leads us to believe he may have many dishonorable qualities. Works Cited Bloom, Harold. Modern Critical Views of Robert Browning. New York: Chelsea House Publishers, 1985. Browning, Robert. "My Last Duchess." Literature: An Introduction to reading and writing. Ed. Edgar V. Roberts. 6th Edition. New Jersey: Prentice-Hall Inc., 2001. 695-697. DeVane, William. A Browning Handbook. New York: Appleton-Century, Inc, 1955. Magill, Frank N., Ed. Magill's Survey of World Literature. 1 vols. New York: Marshall Cavendish Corp. 1993. Rudy, Mary K. Poetry for Students. 1 vols. Detroit: Gale. 1998. 164-171.

The Buddhas Four Noble Truths: A Logical Basis For Philosophy Essay

The Buddha's Four Noble Truths: A Logical Basis for Philosophy The Buddha Shakyamuni was born in the 6th century BCE in the area presently known as Nepal. During his 80 year lifetime, he systematically developed a pragmatic, empirically based philosophy which he claimed would lead its followers towards an enlightened existence. Buddhism is commonly called a religion; however, it differs from the usual definition of a religion in that it has no deities, does not promote worship of demigods, and is based on logical reasoning and observation rather than spiritual faith. At the heart of Buddhist philosophy is the Buddha's enumeration of Four Noble Truths: Dukkha (suffering), Samudaya (origin of suffering), Nirodha (cessation of suffering), and Magga (path to cessation of suffering). The Buddha's Four Noble Truths are based on archetypal traits that were elucidated through careful empirical observance and intensive introspection. These Four Noble Truths form a logically coherent set of axioms upon which the whole of Buddhism is based, and provide a solid foundation for a philosophy which is applicable several millennia after its formulation.{1} "What we call a 'being,' or an 'individual,' or 'I,' according to Buddhist philosophy, is only a combination of ever-changing physical and mental forces or energies...." - Walpola Rahula{2} In order to fully understand the Four Noble Truths, it is necessary to investigate the Buddhist view of the individual and its makeup. In some respects, the manner in which Buddhism deals with the mind/body problem is much more advanced than most religious views, and closer to science's understanding of the mind and body. Rather than postulating the existence of an eternal soul with no physical manifestation, the Buddha taught that the person is really a collection of five skandhas or aggregates. These include rupa (matter), vedana (sensations), sanna (perceptions), samkhara (mental formations), and vijnana (consciousness). The aggregate of matter encompasses all tangible aspects of the world. The aggregate of sensations is akin to the process of sensory input; e.g., the activation of retinal cells in the eye. Vedana does not include the process of perception, however; the act of perceiving the senses, i.e., recognition of external sensations, is within the realm... ...nbsp; The idea of the cycle of death and rebirth, a central tenet to both Buddhist philosophy and the Hindu religion, will not be brought into this discussion of the Four Noble Truths. While reincarnation was very important to Buddha's formulation of his beliefs, it is neither a necessary nor sufficient condition for the Four Noble Truths to hold true. When examined from a purely logical and empirical basis, the Four Noble Truths are still valid without the introduction of reincarnation. {2} Walpola Rahula, What the Buddha Taught. Page 25. {3} Sherab Chà ¶dzin Kohn. The Life of the Buddha. Page 19. {4} Sherab Chà ¶dzin Kohn. The Life of the Buddha. Page 19. {5} Walpola Rahula, What the Buddha Taught. Page 29. {6} Sherab Chà ¶dzin Kohn. The Life of the Buddha. Page 19. {7} B. Alan Wallace. Tibetan Buddhism From the Ground Up. Pages 40-41. {8} Walpola Rahula, What the Buddha Taught. Page 36. {9} Sherab Chà ¶dzin Kohn. The Life of the Buddha. Page 19.

Machiavelli Vs. King George III :: essays research papers

MACHIAVELLI VS. KING GEORGE III During colonial times, King George III was a tyrant ruler. He was unstable and constantly inflicted hardship upon the people of the American Colonies. King George III thought that imposing more demands on the colonists would allow him to reach his goals such as bringing in more money for the British government. Machiavelli, on the other hand, thought that a ruler needed his subjects to be on his side so that there would be less resistance. King George III did not follow Machiavelli's manual for being a good prince. Machiavelli's main lesson was "a prince must always seem to be generous, merciful, faithful, spirited, and humane.† If a prince does not have those characteristics, his people will lose all support for him. King George III did not make sure people from the American Colonies saw him as a good King. King George III did not go out of his way to cover up his wrong doings. Instead, everyone knew he did not really care about the American Colonists. They knew he only cared about the land, and acquiring the largest empire. The King continually broke his own laws, contrary to Machiavelli's principles. Machiavelli once said, â€Å"a prince should always be able to come up with a reason for war†. King George III didn’t have a reason. He kept sending armies into the American Colonies. He transported large armies of foreign mercenaries to kill people and confiscate their land. By doing this, King George was only sabotaging himself. Machiavelli spoke of a balance between good and evil. "In actual fact, a prince may not have all of the admirable qualities listed, but it is necessary that he should seem to have them. Indeed I will venture to say that when you have them and exercise them all of the time, they are harmful to you; when you just seem to have them, they are useful. It is good to appear merciful, truthful, humane, sincere, and religious; it is good to be so in reality. But you must keep your mind so disposed that, in case of need, you can turn to the exact contrary".

Poverty essay

It has been said that â€Å"Poverty is functional to society today†, the extent to which this is true have been explore by theorists of the cultural, Marxist, and functional perspectives and can be examined SSI Eng countries of the Caribbean such as Trinidad and Tobago. To begin, in the late sass, Oscar Lewis, an American anthropologist created t he culture of poverty ideology. It is in this ideology that he states that there are t here levels in the culture of poverty . The first being the individual level.Here the poor feels helpless, inferior to those around him and marginal's from society. The individual De plops a sense of acquiescence and fatalism. He goes to say that the individual desires immediate ratification even through expedient means as the are unable to delay gratifier action. Secondly, the family level. On this level, there exist consensual marriages or FRR e runs, a high rate of divorce and a significant number of matriarchal families. Lastly, the community le vel in which most people are fatalistic therefore leading to mini mum effectual corporation in the major institutions.There is non membership in try add unions and other homogeneous organizations. Not to mention, that little use is made of banks, hospitals, museums and other indistinguishable institutions. Lewis concluded his concept y suggesting that the culture of poverty emboldens poverty as the preceding characteristics of poverty act as vehicles to ensure the continuation of poverty If this is applied to the country of Trinidad and Tobago, it can be said that those e Of the Beta residence formerly known as ‘shanty town' may experience pope rotor each level.Individualistically, persons of the Beta residences and surrounding areas are often marginal's and are left to feel helpless and inferior to those belonging g to other areas in Trinidad and Tobago. Most have given up on finding a way out of poverty a ND has turn o illegal means for immediate gratification. On the family level there are ma NY common law marriages along with a high rate of divorce and separation between couple sees, therefore contributing to the existence of a notable number of matriarchal households.Also there is little participation in institutions such as schools whether as a teacher or stud antes suggested by Lewis the persons belonging to this region may never find their way out of poverty as all the aforementioned characteristics encourages poverty to be c intended . Thus, it can be said that Lewis does not believe that poverty is functional in s society. Though Lewis held great views, Critics have argued that in many countries, t poor has found ways of improving their life situation. These include, participate Ins In community groups and politics and also by maintaining strong family units.A Iso other researchers have insisted that the behavior of the poor is not culturally est. Wished but instead is due to ‘situational constraints'. For ex underemployment, unemployed m eet low income and other related factors. Conflict theorists put forward the idea that poverty is a result of the state's fail ere to allocate resources equitably. They examine poverty from different angles inch ding that of the labor market, stratification system and capitalism. They state that in the I Barbour market, there is an increasing demand for skilled workers in industrialized societies. Hose who are unemployed and underemployed are most likely unable to meet the require meets and are unable to secure high wages on the labor market,thus, remaining in poverty. A great example of this can be seen in Trinidad and Tobago where a person is now ex pecked to have at least three SEC passes in order to work as a cashier in a grocery or in KEF. Alternatively, there is a dual labor market, consisting of the primary labor racket and the secondary labor market. The primary labor market is found in large e profitable companies with job security, high wages and training opportunities.Whi le the secondary labor market is found in small companies with little job security low wages a ND few training purport nineties. Conflict theorists suggests that women and those of et hon. minorities are concentrated in the secondary labor market and take low paying jobs. T his too, can be seen in Trinidad and Tobago where the primary labor market is official go Vermont offices or non governmental organizations and the secondary labor market would be irking in hairdressing salons, hardware, groceries, in the market, CHEEP, et c.It is in most of these organizations Women and the ethnic minorities are heavily me played. In addition, Marxist theorist explores poverty from the angle of the stratification system. They indicate that this system relates poverty to class. They believe the at the ‘underclass', namely the retired elderly, the physically disabled and single par .NET families lack prestige and wealth and that their low position is a result of their low sat tutus. They go on to say that it is because of their low wages that opportunities for better pap d jobs are limited. Equally important is the angle of capitalism.It is here that Marxist states that the existence of poverty is in favor of the owners of production, as it allows the m to maintain the capitalist system and maximize profits . It is important to realism that me embers of the working class only owns their labor which is sold at a wage and for those who SSE labor is not in demand, wages are low. Therefore competitions among workers arise which keeps the wage levels in check. The conflict theorist says that the state will act in FAA our of the ruling class and therefore, the government would do little to reduce poverty.From this it can be said that Marxist view poverty as being functional in society but to non e other than the upper class or owners of production while exploiting the working class. There are researchers who disagree with the Marxist point Of view reason bee Eng, the Marxist view has failed to clearly states what causes certain groups in society to become poor, also the perspective does not distinctly distinguish the poor from other members of the working class, and therefore fails to offer an explanation for their poverty. Not to mention that the theory does not explore the income variations existing with n the working class.Another Perspective taken on poverty is the Functionalist or conservative app roach led by Herbert . J Gangs. He argues that poverty persists because it IS beneficial to certain non poor and affluent groups in society. Functionalist theorists including Gangs argues that there are certain functions of poverty.

The Mask of Melville’s Lawyer in Bartleby

Herman Melville’s Bartleby, the Scrivener gives the reader an unnerving, yet nonchalant look at a story of a man dulled by the repetitiveness of urban life. Melville’s characters are rife with symbolism, but it is also the many allegories of modern life that makes it so powerful.   Indeed setting the story in 19th century Wall Street portends of the coming wealth and power of New York City, and the real life existence of the characters in Bartleby that predated this prosperity and who continue to exist today. The character of the Lawyer in Herman Melville’s Bartleby, the Scrivener is thrust into an outright confusing situation that he has never encountered in his life. â€Å"All who know me, consider me an eminently safe man,† (Melville 2) he says as he describes himself.   Although a lawyer by profession, he does not involve himself with the intricacies and ethics of the law, merely content on dealing with property and other rich men’s businesses. As Davis says: Obviously, the lawyer is a man dedicated to the laws of the earth, and, not only has he dedicated himself to these laws, but deals exclusively with the laws of property, of rich men's bonds and mortgages and title deeds. The narrator seems to hold no interest, or, at the least, no ambition in practicing law that demands of him thoughts of â€Å"higher† things.   Before the appearance of Bartleby, by the narrator's own admission, he has not struggled with the ethics of justice, of good and evil; rather, he makes his way in this world comfortable by dealing with the physical, the tangible, that which he can know. (2) Relating this idea to Dunbar’s We Wear the Mask, the Lawyer who hires Bartleby has hidden himself from these higher functions from the world, and the people around him, by wearing this mask of feigned simple-mindedness.   Ã¢â‚¬Å"We wear the mask that grins and lies, It hides our cheeks and shades our eyes—â€Å" (Dunbar 1-2).   It prevents the Lawyer from actually accepting who Bartleby is till the end of the story.   Through the years, this mask becomes ingrained to the personality of the Lawyer, that he fails to understand anything that touches him through this shield. Yet this is exactly what Bartleby does, and what evokes the Lawyer and the reader’s interest at the same time.   We are curious as to who this strange creature is and why he is that odd.   Chisdes provides an interesting comparison   between the two main characters. This story is a story of contrast between Bartleby and the narrator.   The narrator does everything possible to reach out to his fellow humans; and Bartleby does everything possible to cut himself off from his fellow humans.   Whereas the narrator embraces life, Bartleby rejects it. (Chisdes par. 23) Bartleby does not choose a mask for himself, rather, his has already eroded into the sullen drudgery of office life.   The Lawyer’s narration of his â€Å"rumor† at the end, of how Bartleby was working at a Dead Letter Office (Melville 37) reveal that although Bartleby changed him, his mask remains on him.   In the words of Mason, â€Å"The lawyer gives Bartleby a peaceful and contented  ending to diminish his culpability in Bartleby’s demise.† (par 7). Till the end, the Lawyer does not recognize his relationship with Bartleby outside his mask of pretend virtue. He first decides to place him aside, but with his associates getting curious about this shell of a man in his office, he decides he cannot take anymore. Why should the world be over-wise, In counting all our tears and sighs?   Nay, let them only see us while, We wear the mask. (Dunbar 6-9) The Lawyer cannot stomach this aberration. Not because he is worried about himself, but about what other people think of him.   He only lets the world see him while wearing his mask. At last I was made aware that all through the circle of my professional acquaintance, a whisper of wonder was running round, having reference to the strange creature I kept at my office.   This worried me very much. (Melville 28) Bartleby only serves to highlight this deficiency in the Lawyer’s character, something that is true for each one of us. Dunbar’s poem reflects our inner weaknesses, that we only integrate with culture through a persona. As the Lawyer was presented with someone whom the mask of himself is not affecting, he becomes confused, leading to the darkly humorous events that follow. R E F E R E N C E S Chisdes, Jonathan. The Narrator in Melville's â€Å"Bartleby, the Scrivener†: Morally Corrupt or Deep Humanitarian?. May 12 1995. chisdes.com October 28, 2007. http://www.chisdes.com/bartleby.html Davis, Todd F. â€Å"The Narrator's Dilemma in â€Å"Bartleby the Scrivener†: The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Excellently Illustrated Re-statement of a Problem. Spring 1997. Studies in   Ã‚  Ã‚  Ã‚   Short Fiction. October 28, 2007.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dunbar, Paul Laurence. â€Å"We Wear the Mask†. The Complete Poems of Paul   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Laurence Dunbar. New York: Dodd, Mead, and Co., 1913. Mason, Joe. Ideological Justification in Herman Melville’s â€Å"Bartleby, the Scrivener: A Story of Wall-Street† and â€Å"Poor Man’s Pudding†. Southern Connecticut   University. 2005. October 28, 2007. Melville, Herman. Bartleby, the Scrivener. 1853.   Kessinger Publishing. 2004.   

Barbara Jordan

A woman who has made her name very well known throughout history and American Government is the late Barbara Jordan. Barbara Charline Jordan, and attorney and American politician, was born on February 21, 1936 in Houston, Texas. Throughout her career she served as a congresswoman in the United States House of Representatives from 1973 to 1979, and as a professor at various universities and institutes. Jordan’s education began at Robertson elementary and Phillis Wheatley high school in Houston’s fifth ward. While attending Wheatley, she was a member of the honor society and participated in debates and public speaking engagements. After graduating in the top 5% of her high school class, Barbara Jordan would go on to attend Texas Southern University despite hopes of attending the still segregated University of Texas at Austin. Barbara Jordan graduated Magna Cum Laude from Texas Southern with a double major in political science and history. After contemplating of attending Harvard School of Law, Jordan went on to attend Boston University Law School where she graduated in 1959. After she passed both Massachusetts and Texas bar examinations, Barbara Jordan, being a woman so eager to throw herself into her profession, set up a law practice in her parents’ kitchen until she could save up enough money to move her firm to the fifth ward, a primarily African American populated area of Houston in which Jordan began her education and career, in 1962 and 1964, Barbara Jordan campaigned for the Texas House of Representatives. In 1966, Jordan ran for the Texas Senate and won the Democratic Primary with over 60 percent of the votes. Jordan’s Victory made her the first African American woman to serve in the Texas senate and the first African American elected to that body since 1883. She was re-elected to full in 1968 to 1972, when she became the first African American woman from a southern state to be elected to the United States House of Representatives. In 1974, Barbara Jordan gained attention from the nation for her service on the committee charged with hearing and evaluating the evidence bearing on the possible impeachment of then-President Nixon in what was called the â€Å"Watergate Scandal†. At one point President Jimmy Carter expressed interest in making Jordan Attorney General as well as a U. N. Ambassador, but Jordan was deeply rooted in congress and was even thinking of challenging Sen. John Tower in a 1978 re-elect. Unfortunately, Jordan fell ill and became unable to carry out her decision and retired from politics all together. Having served as Professor of Political Science once before at the Tuskegee Institute, Jordan became a professor once again after her retirement from congress, this time as Professor of Public Affairs at the Lyndon Baines Johnson School of Public Affairs. Though she had returned to living as a â€Å"private citizen† Jordan would go on to maintain a very active stance within her community despite many unfortunate physical ailments. Sadly, Barbara Jordan passed away January 17, 1996. She would lie in state at University of Texas at Austin’s Lyndon Baines Johnson Library, and being that she was no stranger to firsts throughout her radiant career, even in her untimely passing; Jordan became the first African American woman interned at the Texas State Cemetery. Barbara Jordan Barbara Jordan A woman who has made her name very well known throughout history and American Government is the late Barbara Jordan. Barbara Charline Jordan, and attorney and American politician, was born on February 21, 1936 in Houston, Texas. Throughout her career she served as a congresswoman in the United States House of Representatives from 1973 to 1979, and as a professor at various universities and institutes. Jordan’s education began at Robertson elementary and Phillis Wheatley high school in Houston’s fifth ward. While attending Wheatley, she was a member of the honor society and participated in debates and public speaking engagements. After graduating in the top 5% of her high school class, Barbara Jordan would go on to attend Texas Southern University despite hopes of attending the still segregated University of Texas at Austin. Barbara Jordan graduated Magna Cum Laude from Texas Southern with a double major in political science and history. After contemplating of attending Harvard School of Law, Jordan went on to attend Boston University Law School where she graduated in 1959. After she passed both Massachusetts and Texas bar examinations, Barbara Jordan, being a woman so eager to throw herself into her profession, set up a law practice in her parents’ kitchen until she could save up enough money to move her firm to the fifth ward, a primarily African American populated area of Houston in which Jordan began her education and career, in 1962 and 1964, Barbara Jordan campaigned for the Texas House of Representatives. In 1966, Jordan ran for the Texas Senate and won the Democratic Primary with over 60 percent of the votes. Jordan’s Victory made her the first African American woman to serve in the Texas senate and the first African American elected to that body since 1883. She was re-elected to full in 1968 to 1972, when she became the first African American woman from a southern state to be elected to the United States House of Representatives. In 1974, Barbara Jordan gained attention from the nation for her service on the committee charged with hearing and evaluating the evidence bearing on the possible impeachment of then-President Nixon in what was called the â€Å"Watergate Scandal†. At one point President Jimmy Carter expressed interest in making Jordan Attorney General as well as a U. N. Ambassador, but Jordan was deeply rooted in congress and was even thinking of challenging Sen. John Tower in a 1978 re-elect. Unfortunately, Jordan fell ill and became unable to carry out her decision and retired from politics all together. Having served as Professor of Political Science once before at the Tuskegee Institute, Jordan became a professor once again after her retirement from congress, this time as Professor of Public Affairs at the Lyndon Baines Johnson School of Public Affairs. Though she had returned to living as a â€Å"private citizen† Jordan would go on to maintain a very active stance within her community despite many unfortunate physical ailments. Sadly, Barbara Jordan passed away January 17, 1996. She would lie in state at University of Texas at Austin’s Lyndon Baines Johnson Library, and being that she was no stranger to firsts throughout her radiant career, even in her untimely passing; Jordan became the first African American woman interned at the Texas State Cemetery. Barbara Jordan