Hotel on the Corner of Bitter and Sweet

Hotel on the Corner of Bitter and Sweet is a story that explores the experiences of Chinese and Japanese Americans during World War II with both insight and compassion. The story begins in 1986 with Henry, an elderly Chinese-American man walking past the Panama hotel in Seattle, which has been boarded up since the war. Memorabilia within the basement of the hotel take Henry back to 1942 and his fifth grade true love, a beautiful Japanese girl named Keiko. Henry and Keiko are the only Asians in their all white elementary school, to which they are â€Å"scholarshipping† and do not feel a sense of belonging or acceptance within the dominant culture. Because Henry’s nationalistic father has a hatred for Japan, Henry keeps their friendship and his love a secret until all contact is lost when Keiko’s family is sent to an internment camp. Tension between Henrys father’s traditional Chinese values and Henry’s American perspective is a key theme when forty years after meeting Keiko, Henry, now a widow sits in the basement of the condemned hotel, holding long lost items which take him back to his childhood memories, thoughts and feelings. Henry recalls his early days of being tormented by his peers, while wearing an â€Å"I am Chinese† button daily, as his father did not want anyone mistaken about Henry’s nationality. He also recalls risks taken to befriend Keiko, and their combined love for Jazz music, as well as times spent before the inevitable evacuation of her family and of a love lost. While reading Hotel on the Corner of Bitter and Sweet, we learn that Henry shares his life story with his own son, in hopes of preventing the dysfunctional relationship that he had experienced many years ago with his own father. This story teaches us to examine the present and think twice, so that we do not repeat injustices within our own families. Feelings Experienced from the Reading There were multiple emotions that were provoked in reading Hotel on the Corner of Bitter and Sweet. Disheartenment and anger were feelings provoked when Henry’s father enrolled his son into an all-white school. Henry was called derogatory names, pushed around and forced to do â€Å"chores† at school. Henry’s father gave him a pin that said, â€Å"I am Chinese† and told Henry he needed to wear it constantly. Not only were kids at Henry’s school making fun of him for wearing the pin but other Chinese kids would tease him on his way to school. Henry’s father wanted Henry to be â€Å"Americanized† however, the pin labeling him Chinese and living in a household where he was the only one who spoke English triggered a combination of anger and Disheartenmen. There was realization of what Henry’s father was attempting to do but the anger was triggered from putting his son in a situation that he was bullied on a daily bases instead of sending him to a different school. When Keiko enrolled in the school Henry attended the readers felt relief since Henry was able to relate with Keiko and develop a friendship with her. Henry was no longer the only non-Caucasian student at the school. This allowed Henry to bond with another student his age and relate to someone else that was dealing with similar situations. However, Henry and Keiko were assigned to serve in the cafeteria where it appeared that only kids who were in trouble were sent. The readers were upset that even the teachers and school staff were singling Henry and Keiko out. One of the most heart wrenching scenarios was when the Japanese American families were forced to relocate to internment camps. Feelings of empathy and sadness for their displacement were expressed by these readers for the families. The families had less than two days to gather only things they could carry and leave their homes. Henry promised Keiko he would keep her family’s belongings they were not able to take with them that identified them as Japanese in a safe place in his house. Terror set into the readers when Henrys father found Keiko’s items and disowned Henry. As Henry struggled to find himself he connected more with Sheldon who played Jazz music in the streets. This gave the reader a sense of comfort that after losing Keiko and his father he was able to connect with someone who respected him and supported who Henry was. Mrs. Beatty who was the cafeteria cook asked Henry to help her in the internment camps to serve the people living there. This scenario brought hope to the reader that Mrs. Beatty understood and empathized with what Henry was feeling when Keiko was forced to leave. Each time Henry connected with Keiko at the internment camp it elicited happiness that Henry did not allow the difference in him and Keiko to impact his feelings. It was disappointing to read Keiko never returned from the internment camp. Henry’s decision to move on with Ethyl was shocking and somewhat disappointing. After being married and sharing a son, Ethyl passed away which was another gloomy experience in the book. It was a surprise when Henry chose to look for Keiko’s items that she left behind. Henry’s reflection on his relationship with his son, Marty and the desire to improve it was heartwarming as was the relationship Henry developed with Samantha, Marty’s fiance. As the story came to an end and Henry was face to face again with Keiko it brought delight to the reader that after all these years and all the heart wrenching experience they were able to reconnect like they had never been apart. Reactive Behaviors from the Cultural Proficiency Continuum There are three points on the Cultural Proficiency Continuum that describe cultural intolerance, which include cultural destructiveness, cultural incapacity, and cultural blindness (Corwin, 2010, p. 1). According to Cross, et. al. (1989), four barriers to cultural proficiency lead an organization or individual to intolerance, including unawareness of the need to adapt, resistance to change, presumption of entitlement, and systems of oppression (p. ). Ford (2009) provided many scenes that can illustrate both the three points on the continuum reflecting both the attitudes of cultural intolerance, as well as the four barriers to cultural proficiency in the novel, Hotel on the Corner of Bitter and Sweet. According to Cross, et. al. (1989), unawareness of the need to adapt is seen when people do not think an organization needs to accommodate diversity, but instead feel as though members of non-dominant groups need to adapt to the organization (p. 1). Some illustrations Ford provided of an unawareness of the need to adapt took place in Rainier Elementary School and the United States government (Ford, 2009). The elementary school forced Henry and Keiko, the only students of color, to spend their lunch time serving all of the white students and cleaning the kitchen, and allowed them to be bullied mercilessly by classmates (Ford, 2009). Public Proclamation One, written by the United States president and the secretary of war, was distributed and executed (p. 124). It demanded immediate evacuation of all persons of Japanese ancestry (p. 124). This proclamation illustrates that the United States government was apparently unaware that it is wrong to imprison people based on their status as members of a non-dominant group. According to Cross, et. al. (1989), resistance to change is seen when organization members stick to methods that do not work for people (p. 1). Ford (2009) provided illustrations of resistance to change within the following organizations: Rhodes Department Store (pp. 12-4), and Henry's family (pp. 125-9). Primarily, in Ford's novel, Keiko was overjoyed to buy a special record for Henry, but the Rhodes Department Store clerk did not want to sell it to her as she appeared to be of Japanese heritage (p. 113-4). The clerk eventually begrudgingly sold the record to Henry when he showed her his, ‘I am Chinese' button (p. 114). The clerk showed a resistance to change in that she did not want to do business with people who appeare d to be of Asian descent. Secondly, Ford (2009) described Henry's exchange with his family once Public Proclamation One was posted, in which his father stated, â€Å"better them than us† (p. 125). Henry's mother went on to explain the trouble the family could encounter if they attempted to help Japanese American families, and explained Henry's father's background of war between China and Japan (p. 126-7). Taken together, the comments of the parents do not deny that it is wrong to force members of the non-dominant group to evacuate their homes and be imprisoned, but rather resist the idea that anything should be done about it at the current time. Ford weaves illustrations of another barrier to cultural proficiency, systems of oppression and privilege, throughout the novel. Examples of this include the way that Keiko and Henry are singled out to serve in the cafeteria, the way that Henry is bullied by his classmates, and that those of Japanese ancestry are forced to go to concentration camps. A thematic element that ties many of these scenes together is that of the â€Å"I am Chinese† button. Henry’s disdain for the button because of it hurtful meaning with his father who sends him mixed messages that he must be both â€Å"Americanized†, yet declare his Chinese ancestry through the wearing of the button is contrasted by his use of the button at times to gain privilege, such as when he was allowed to purchase the album at the store, while Keiko was not. Despite this small gain in privilege from wearing the button, it also served to foster oppression by his classmate, Chaz, who bullied him for his non-membership in the dominant culture, even ripping the pin off Henry (location 339 of 4683). The button can further be used to illustrate a final barrier to cultural proficiency: entitlement. While Henry clearly hated the button, there were also times when he used it or attempted to use it to his advantage and to the advantage of Keiko and her family, whom he cared about. For example, when the police raided the jazz hall that he and Keiko were at and arrested several Japanese couples in attendance, he used it to protect him and Keiko because there was a level of entitlement to civil rights that was inherent to being Chinese rather than Japanese (location 896 of 4683). Another clear sense of entitlement at the government level was documented by the taking away and selling of property that was owned by Japanese people. (location 1372 of 4683). Proactive Behaviors from the Cultural Proficiency Continuum The following three points on the left side of the Cultural Proficiency Continuum are proactive behaviors, shaped by principals; culture is a predominant force, people are served in varying degrees by the dominant culture, and people have individual and group identities. According to Cross et al, (1989) culture is a predominant force. It is the essence of the societal existence and cannot be over looked. In the book, Hotel on The Corner of Bitter and Sweet (Ford, 2009) Henry relates to other Chinese notables like Bruce Lee and His own son Brandon because he is of Chinese decent. Incidentally, the place was lonely because people did not talk to their neighbors due to some cultural differences. The life of Henry was lonely like a grave; this displays a cultural aspect of burying the dead which is not common in the Chinese culture. According to Cross et al, (1989) people are served in varying degrees by the dominant culture. Ford (2009) described Henry's exchange with his family once Public Proclamation One was posted, in which his father stated, â€Å"better them than us† (p. 125). His father had participated in the war between the Chinese and the Japanese. The Americans helped the Japanese American families and this made Henry’s father feel inferior to others due to the treatment such families had. Even in schools, the treatment of people was predominantly dictated by the dominant culture and teachers turned a blind eye to mischief. In a society people have individual and group identities that define their ways and behavior (Cross et al, 1989). A good example from the book is described when Henry follows a news crew to the hotel that seems to stand between life-times just like him. The news crew members form group while the camera-shy onlookers walked away to form a clear path have individual identities (Ford, 2009). Henry himself forms his own individual identity as a man in a place full of strangers (Ford, 2009). Hotel on the Corner of Bitter and Sweet by Jamie Ford, evokes the feelings that are described in the title throughout the telling of the incredible story of one of the most conflicted and volatile times during American history (Hotel on the Corner of Bitter and Sweet, Reading Group Guides, 2013)The story is told from the point of view of a young Chinese boy and simultaneously from his observations and reflections years later of the time period in which Henry witnessed and experienced the internment of Japanese Americans in his neighborhood and prejudices toward himself from being of Chinese heritage. The story elicits feelings of bitterness and sweetness: Bitterness toward unfairness, injustice, discrimination and how the experience of fear can lead to irrational actions and the inhumane treatment of others, sweetness of innocence, understanding, kindness and sympathetic responses to those same conditions. The novel inherently addresses The Tools of Cultural Proficiency (Corwin, 2010) and demonstrates examples from the continuum of destruction, incapacity, blindness, precompetence, competence, and proficiency. The author covers these phases of cultural proficiency while the reader is at the same time experiencing the conflicting emotions of bitter and sweet, hope and disappointment, and witnessing acts of fear and courage. Hotel on the Corner of Bitter and Sweet has a lasting impression on the reader. While telling the lifelong personal story of Henry it incorporates many lessons that would be difficult to forget. The reader gains knowledge of the historical account of the Japanese Americans internment during World War II, the personal effects of discrimination on individuals and the greater culture, and insight as to examples of how kindness, empathy and knowledge can be powerful forces for society to use in overcoming the result of fear, judgment and discrimination. The social work profession can gain a better understanding of generational trauma that has had a lasting result of the survivors and family members of Japanese Americans that lived this experience as well as cultural proficiency vs. the effects of prejudice and discrimination can be gained by reading this novel. The most important â€Å"take away† from this book would be incorporating the knowledge gained regarding cultural competency and utilizing it in the field of social work as well as in developing personal relationships with others.

Pennsylvania School Essay

It is my fervent wish to attend the prestigious University of Pennsylvania School of Dental Medicine primarily because of the instant respect that a graduate of this 128 year old institution commands and also because I share the university and I share the same mission objectives and beliefs. I firmly believe that my goal of becoming and exceptional citizen who strives to offer the best available, affordable and even free dental services to those in need will be lent a guiding hand by the university. This is because just like the university, I believe that dentistry is a lifelong commitment that requires a lifetime of learning and discipline that will help me achieve my objective of providing a necessary dental care to the people who need it the most regardless of their status in life and financial capability. Achieving this will be possible for me because Penn Dental Medicine encourages their students to undertake dental researches and education that most often thrusts their students into the center of innovative and improved dental care methods. It is my hope that I will be given the chance to join the roster of students of Penn Dental Medicine who have gone on to become leaders in their chosen areas of dental specialization by attending regular classes in the atmosphere of the school that is conducive to students like me who strive for constant learning. Since Penn Dental Medicine encourages free expression, reasoned discourse, and diversity of ideas, I believe that I can only blossom and reach my full intellectual potential while attending this university because I will be allowed to explore my full potential not only as dental student and future dentist, but also as an individual whose rights are respected by the university as well.

A war between the United States and Iran Essay Example for Free

A war between the United States and Iran Essay ? Preparations for a massive military strike on Iran are in full swing by the United States of America. But will these preparations convert to actual bombing on the ground? Are the two countries going to be embroiled in a war soon? These are the questions that are being asked everywhere, in hushed tones if it is the Pentagon corridors and terrified glances if it is the streets of Tehran. With Iran defying the UN’s call for restraint in its nuclear programme openly, it has only become successful in intensifying the speculations about the war. The issue here is â€Å"Is it inevitable? † Before we get in to the nitty-gritty of the Iranian crisis, let us look into the different causes of the wars that have been raged in the recent future. The twentieth century started with World War I in 1914 and since then, it is interesting to note that the wars have a particular pattern. The causes have always been dependent on three factors: Systemic factors, domestic politics and the role of the Decision maker. Hence, we would also try to view the US-Iran issue through this prism. However, comparing the pre-nuclear wars in a pre-nuclear age with wars in post-nuclear age would be a waste of space. Instead, it would do well if we look into the causes that can trigger a war in the present times where possessing nuclear power is not only a stark reality but also the bone of contention in this particular case. It is the claim by the Iranian government that they are ready to start developing nuclear weapons is what has triggered the whole issue. And ironically, it is the very reason that is playing a deterrent in the war. Remarkable is the fact that it is only America that is concerned with Iran trying to possess the deadly weapon. The first and foremost question that would help us in determining the fate of this discussion would be: Why is America so bothered? America, the self-declared big brother of all the nations on this planet, takes up the â€Å"burden† of maintaining peace on earth. To quote Eisenhower, â€Å"Freedom is indivisible.. †. America takes it as its personal duty to ensure that â€Å"Freedom† is maintained all over the world. If it was â€Å"Communism† that was a threat against â€Å"Freedom† during the cold war, today it is the irresponsible rulers of nations that possess or aspire to possess nuclear weapons that are threatening the â€Å"Freedom† in the world. And when Truman declared that â€Å"We cannot hope to maintain our freedom, if freedom elsewhere is wiped out†, he meant it. However, the reasons why Israeli attack on Palestine killing hundreds of civilians is not wiping out â€Å"Freedom† but North Korea developing nuclear capability is has interesting reasons. History has been witness to this characteristic of America where it deems it is her right to attack any country it wills to protect the attacked country’s â€Å"freedom†. According to Jutta Welders (Pg 37, culture of insecurity), the compelling reason for America to act in this fashion is to maintain its supremacy in the world. An act of aggression under the cloak of â€Å"Freedom fighters† becomes a necessity to project itself as a strong nation which can not only defend itself but protect other countries as well. A bright example would be the Cuban missile crisis. When this â€Å"crisis† occurred, many were of the view that it was quite unnecessary for America to take up such a strong and aggressive tone. However, it did do that and according to Jutta Weldes, it is the compelling reason to showcase its power that led it to act strong. In fact, Jutta Weldes considers the Cuban missile crisis as not a crisis at all. To quote her, â€Å".. crises are social constructions that are forged by state officials in the course of producing and reproducing state identity†. She is of the view that it depends on the social construction that makes us define a situation as â€Å"Crisis†. It depends on how we view a nation that determines whether it is a crisis or not. For example, Iran possessing nukes is such a big issue and is immediately converted into a â€Å"Crisis† whereas an equally notorious state like Pakistan possessing the deadly weapons is not. It has been time and again proved that large number of terrorist activities has their funds traced back to Pakistan. However, Pakistan escaped the whip but Iraq was destroyed in the name of WMDs! The only explanation for this is the prism that US uses to define its foreign policies. Attack the nations that would give it a chance to maintain her supremacy in the world. Attacking Pakistan would back fire as it has the capability to strike back. And attacking Iraq or Iran will definitely be easier as these countries have a notorious reputation which required some policing and also are comparative weaklings. Hence, the systemic reasons for US to wage a war against Iran are quite obvious: a chance to police a nation that has a history of supporting the biggest threat world faces today, that is, terrorism and simultaneously reaffirm its image as the superpower which it seems to be losing to China. If attacking Iran salvages some pride for US, the role of domestic politics in the whole affair plays another important role. US, the strongest nation in the world today, are also the most vulnerable to attacks by various terrorist outfits. After 9/11, it has taken its goal of fighting terrorism quite seriously. However, the path it has chosen to fight it is not very often appreciated. The aftermath of 9/11 saw it attacking Afghanistan and driving out the Taliban ruthlessly. Afghanistan was the target because it sheltered the most dangerous terrorist outfit in the world, Al-Qaeda. Their slogan was a regime change is essential for to â€Å"smoke out† the terrorist and the whole war was essentially to capture one man – Osama Bin Laden. The attack resulted in the killings of thousands of innocent Afghanistan who were already tired by the war torn politics of Taliban. America could never capture the villain. However, it overthrew Taliban and today, a â€Å"democratically† elected government exists in place of it. Is Afghanistan a changed country today? Has America finally left its shores after the war? Both the answers are No! Terrorism has been controlled and yes, America is still â€Å"guarding† Afghanistan with its air raids on civilians. The failure of capturing Osama in Laden was quite frustrating for the Bush administration and it was in search for a new scapegoat. And they found the perfect one in the form of Saddam Hussain. Suddenly, Iraq, the starving nation which was already bogged down by various sanctions and its citizens further troubled by the tyrannic rule of Saddam Hussain finds itself in the line of fire. The reasons given are quite fishy. America is suddenly in possession of confidential information that Iraq possesses weapons of mass destruction and Saddam Hussain should be relieved of his responsibility of taking care of them! The reasons were uttered in the same chilling tone of how Iraq, which can’t survive without taking aid from UN, poses the danger of destroying the whole world. The solution that is needed is again a â€Å"Regime Change†. America reasoned introduction of democracy in the country will solve the problem. Thus, despite the worldwide protests that marked the growing contempt against America and the UN Security Council voting against a military attack, America single-handedly went about with its â€Å"war on terrorism†. After 3 years of war, a executed Saddam Hussain, uncountable civilian deaths and threats of civil war ( not to forget the daily suicide attacks by shiities), no one found alleged WMDs. Today, it has been almost accepted that the report on WMD was wrong! The flak US received for the irresponsible behavior is enormous and its image in the middle east has gone for a beating as today, many believe that US is waging war on Islam rather than Terrorists. Its belief that a regime change is the only solution that can solve the problems of the world is quite naive. It proposes the same thing when it comes to Iran. Seymour M. Hersh, in journal â€Å"Fact: Annals of national security† had mentioned his conversation with Patrick Clawson, an Iran expert who is the deputy director for research at the Washington Institute for Near East Policy and who has been supporter of President Bush, who clearly spoke of regime change the ultimate solution. He said, â€Å"So long as Iran has an Islamic Republic, it will have a nuclear-weapons program, at least clandestinely. The key issue is therefore, how long will the present regime last? † This archaic view that regime change or toppling of government in another country and forcing them to â€Å"democracy† has never worked in bringing the much desired goal of the war – peace. In fact, statistics have shown that the transition period from any kind of rule to democracy has always been bloody and nations become quite war-prone (Democratization and war). The most recent examples are, of course, Afghanistan and Iraq, which are facing gruesome infighting among themselves. So why is America so bent upon making a regime change in those countries? Apart from the apparent reasons of dismantling the network of terrorism, experts are of the view that it is also the question of who controls the oil in the future that has been a major driving force behind the American policy. Middle East is the home for oil throughout the world and it is the control of oil that is US after. With its fast disappearance and soaring prices (reasons partly because the war that US is waging), the control of the oil fields will definitely be beneficial for America. In fact, the one who controls oil in the future is the undisputed king. This goes in line with the policy of US for whom displaying its authority is very important as it seems to be losing the crown to the exponential growth of China. Therefore, attacking Iran is also a desperate attempt by US to reiterate that it is America that is still calling the shots. However, attacking Iran has its own dangers. The most important and the immediate is the image of US in the Islamic world. Its continuous attacks on Islamic nations has made it poised against Islam and has become quite unpopular in the Middle East. If not anything else, America through these attacks is only getting successful in inviting the wrath of the people living there. In a conversation with Seymour M Hersh, Richard Armitrage was echoing the same sentiments – â€Å"What will happen in the other Islamic countries? What ability does Iran have to reach us and touch us globally – that is, terrorism? Will Syria and Lebanon up the pressure on Israel? What does the attack do to our already diminished international standing? And what does this mean for Russia, China and the U. N Security Council? † Yet how many in Washington will consider these questions? According to Seymour, there are people out there who believe it is the way to operate! If domestic politics are reasons enough to wage war, the role of the decision maker is of paramount importance. It is the head who declares wars and in this case Bush has quite a penchant for declaring wars. It is widely believed that Bush will declare war against Iran before leaving the White house. In fact, President Bush believes that â€Å"He must do what no democrat or Republican, if elected in the future, would have the courage to do, and that saving Iran is going to be his legacy†. The personal ambition of Bush also seems to make the fear of turning Teheran in to a sea of fire in to reality. Moreover, with the failure of Iraq where they achieved instant victory but not a decisive one, Bush administration is looking out for scapegoats in a large way. Iran with its close proximity with Iraq is believed to be a supplier of arms and ammunitions to the Shiite attackers in the troubled Iraq. Those attacks are not only killing innocent Iraqis but also resulting in the death of hundreds of American troops out there. In short, it is a personal failure for Bush as a president as he forced his military in to war for no reasons. It becomes very important for him to fathom some pride and Iran seems to be a ripe case. One House member told Seymour when speaking of Bush â€Å"The most worrisome thing is that this guy has a messianic vision†. Therefore, you have President Bush waiting to bomb Iran at the slightest pretext. But how can attacking Iran solve the Iraq problem? The strategy that is being followed by the Americans is to start infighting in Iran and force it to take some irresponsible action like an up in the activities along the Iraqi border. The first response to any of American disturbance in Iran is believed to be given across the Iraq border which presently houses many American troops. The white house hopes to take advantage of that situation and make it an excuse to attack Iran. This reason is widely believed to work as the blame of first strike can always be switched to Iran and America will only be fighting for â€Å"Safeguarding† its citizens. Combining the above reasons, America declaring war on Iran seems to be a matter of time. The systemic, domestic politics and decision maker reasons a need for another war. The attack on Iran will accomplish three important factors for America. 1. America is believed to be the favorite target for the terrorists and its war on terrorism is necessary to protect itself as a nation. Moreover, this would give the image of the departing super power the much needed boost. An attack on Iran will give the masculine quality to the nation that it believes will spread â€Å"awe† across the world. 2. The second and more compelling reason for the attack is the role that domestic politics plays in this issue. Attack on Iran will bring about a regime change which will help America post â€Å"Freedom† there. This in other words means another puppet government that would act on the whims of US. This is quite beneficial as this gives it direct control over the oil fields of Iran along with Iraq’s, thanks to the WMD ghosts. So, that means with a single strike, not only do they believe that terrorism and nukes will be taken care of but also the oil fields. 3. The third reason is President Bush. His stint as President of America has mainly been marred by Wars. If in the past it was Afghanistan, now it is Iraq. Apparently, both have them have been failures as there have been no decisive victories. The victories have only been fast as is expected from a war between the super power and a starving nation. Iran war will give him the much needed boost to his image as this war can be a golden opportunity to pass the blame on Iran for the Iraq fiasco. Taking all these reasons into considerations, attack by America on Iran for possessing Nukes is quite imminent. Experts say Iran is still five to ten years away from developing any kind of weapon. However, America is bent upon going ahead with its plans. Therefore, nukes or no nukes, Iran is the golden opportunity to accomplish a lot many tasks. Nuclear disarmament is just one of the small ones. A war between the United States and Iran. (2017, Mar 01).

OUTLINE of the General Safety Planning. Im looking for an expert of Essay

OUTLINE of the General Safety Planning. Im looking for an expert of Occupational Safety Please - Essay Example To help realize this, employers should identify/set up a safety team who can train all employees and contractors. This is referred to as â€Å"Safety Induction†. In this program employees will be trained on the risks, safety issues, how to tackle this issues and how to escalate anything above their capacity. Outlined herein is the general safety induction for any construction or production company. Employees must be made aware and trained on how and where to protect themselves from what safety issue by using personal protection equipments (PPE). There are several areas in a company with various risks such as chemicals, hazard spills, noise that could impair hearing, falling object and carrying of heavy objects or tools among many others. Some of the PPEs are; reflective jackets/ high visibility reflectors. All employees must have this in order for them to be easily visible to avoid accidents e.g. being knocked by a forklift. Ear plugs or ear muffs for hearing protection in hig h noise area. Heavy duty goggle for eye protection against flying objects e.g. bottle bursts. Helmets for head protection, different hand gloves for different tasks, safety boots for feet protection and also basing on the kind of work, body protection clothes e.g. overalls for engineers or lab coats for technicians. Once the employees are taken through PPEs, they will be trained on the importance of observing laid down signage and other safety protocols such as observing walkways and its importance. On top of these, employees must be made aware of the protective policies adopted for their own safety. Some of the policies are; forbidding employees or contractors reporting to work under any influence of alcohol/drugs, any levels whatsoever, or reporting to work while sick. This could be disastrous especially if an individual is operating any kind of machine, neglect to this could be a risk to self and other coworkers. Also, employees must be forbidden to report to work with hanging je welry especially when working in the area or machine with belts as this can cause accidents. Smoking on the site should also be prohibited and employees who are smokers be provided with a smoking zone to avoid any fire blasts. On the other hand, the company should stipulate maximum time for working in a particular area based on the health risks involved e.g. someone should not be allowed work for more that 6 hours, when operating a high vibrating machine like a hand drill. Having finished with personal protection, the company should play its role in providing a safe working environment. This include providing things like easily accessible emergency showers and eye wash, lavatories on site, hand wash and sanitizers, cleaners to take care of the company neatness and spillages to avoid slippage accidents. Clearly marked emergency exits without any obstruction, emergency contacts and also an emergency clinic on site. Employees should be told of all this during the safety induction (Gupt a, P 8, 2006). Safety induction could be made more exciting by a brief video to accompany the training. This could go a significant way to stress the importance and possible accidents in case of neglect. By doing this, employees will have a real picture and will take personal safety to be their number one priority. After the induction, every employee and the contractor will be given a short quiz to assess the

Psychology Literature Review on Peer Pressure and its influence on Essay

Psychology Literature Review on Peer Pressure and its influence on females appearance schemas and body dissatisfaction - Essay Example Benedikt, Wertheim, and Love (2002) and Paxton et al. (2003) found that best friends' encouragement to diet increased dieting behavior among adolescent girls. Dixon, Adair, and O'Connor (2000) also found that peer encouragement to diet (separate questions were not asked for other friends and boyfriend) was associated with both body dissatisfaction and dieting behaviors among adolescent girls. However, there was no overall association between the dieting practices of friends and those of adolescent girls, although boyfriends' dieting behavior was associated with some aspects of their girlfriends' dieting behaviors. Keel, Heatherton, Harnden, and Hornig (2001) also found that although boyfriends influenced their girlfriends' body dissatisfaction but not their eating practices, best friends had a greater influence on their girlfriends' dieting behaviors. In contrast to these findings, Steiger, Stotland, Ghadiriam, and Whitehead (2003) found no difference among binge eaters, dieters, and no dieters in the eating concerns of family members. The authors suggested that rather than an actual eating disturbance, it may be a general tendency toward some form of psychopathology that is associated with eating disturbance among adolescent girls. A follow-up study by Steiger, Stotland, Trottier, and Ghadiriam (2000) indicated that there was some association between girlfriends' and best friends' eating concerns, but that the strongest influence on disordered eating among adolescent girls was psychopathological traits of friends. Other researchers have also reported that friends of eating-disordered adolescents did not differ from control-group friends on dietary restraint or eating disturbances (Evans & le Grange, 2003; Leon, Fulkerson, Perry, & Dube, 2003), although some studies have revealed a relationship between best friends' eating restra int and that of their girlfriends but not of their sons (Ruther & Richman, 2003; Scourfield, 2003; Thelen & Cormier, 2003). The results from the aforementioned studies demonstrate a lack of clarity in the extent to which best friends and boyfriends may influence body satisfaction and disturbed eating among adolescent females and girls, with a particular focus on girls. Furthermore, that research has focused on weight loss but neglected consideration of strategies to gain weight and increase muscle tone. These are strategies that may be particularly relevant to adolescent females, but the impact of peer feedback on these strategies has not been explored. It is important to determine the nature of the feedback provided to adolescent females, how it differs from that provided to adolescent girls, and the impact of this feedback on weight gain and strategies to increase muscle, as well as weight loss. Peers also seem to exert some pressure among

Racial Violence - The Case of George Zimmerman Essay

Racial Violence - The Case of George Zimmerman - Essay Example Racial violence is not like other types of violence because its primary cause is based on beliefs of superiority and hatred of other individuals or groups who are destined to be inferior due to their ethnicity; and due to their physical features like skin color. Racial violence takes many forms. It can be as subtle as teasing or pushing and can be severe as murder, physical assault, and genocide (Browne-Marshall 15-18). This essay analyzes a recent racially charged issue—the case of George Zimmerman, a Hispanic guard who killed a young black man, Trayvon Martin, allegedly as an act of ‘self-defense’. This case is analyzed in terms of the causes and effects of racial violence. The Role of Race in Zimmerman’s Case Although racial violence is more obvious, other types of violence are similarly destructive. There is an increasing number of evidence that continuous harassment negatively affects the health of its victims. It inflicts psychological and physical pa in which is passed on to subsequent generations (Gruber 1573). Being constantly anxious or fearful because one is racially different and continuous harassment are root causes of poor self-worth and mental disorders. People who are subjected to racial violence usually accept or embrace an identity with the undesirable images they are assigned to. Resistance at times results in greater and more severe discrimination and violence (Bonilla-Silva 22). The belief that everyone is created in God’s image is hollow when the identity one embraces is that of a lowly, insignificant individual. The death of Trayvon Martin compelled Americans, once more, to confront the nation’s tragic history of racial violence. Nevertheless, possibly because the death of Martin evidently resembles the death of a huge number of young black men in the past and recent times, the debate over the issue seemed historically inclined.

Sexual selection - Then and Now Essay Example | Topics and Well Written Essays - 1000 words

Sexual selection - Then and Now - Essay Example highest number of young ones to inherit their superiority while those that protect or nourish their young and will leave their young ones to inherit weak powers (Darwin 1882, p209). The males’ modifications are generally more than the female. The male is more modified and the female almost retains a close similarity to the young of her species and the other adult members of similar group. The male is usually more eager than the female and in most cases it is the male that pursues the female and displays plumage characteristics (Darwin 1882, p221). The male’s great vigour during the love season tends to frequently intensify the individual’s colours that are entirely different from those of the female (Darwin 1882, p224). For example, most of the birds that inhabit the northern and the southern United States, the bird specimens that come from the south are dark in colour in comparison to the ones from the north. This is attributed to the direct differences in the light, temperature and other factors of the two geographical regions. The males of Ageloeus phoeniceus have their colours more intensified while in the south and the females of Cardinalis virginianus are the ones affected. In the species of Quiscalus major, the colour of the male remains uniform while the female have variations in the tint (Darwin 1882, p225). There are isolated cases where the females have pronounced sexual characters such as great size, brighter colours, pugnacity and strength. In the birds, there can be a complete transposition of the normal characters that are proper to each of the sex. In such a case, the females become more fervent in courtship and the males remain passive. Although the males are passive, they perform the role of selecting the most attractive females. There are certain hen birds that are highly ornamented and more pugnacious and powerful than the cocks; these types of characters are transmitted to the female progeny alone (Darwin 1882, p225). Double process

Introduction & corporate level strategy of Cable&Wireless Assignment

Introduction & corporate level strategy of Cable&Wireless Communication company - Assignment Example ive to mention that critical analysis of CWC will be majorly based on the annual reports and financial statement of the company due to lack of sufficient, updated and reliable alternative sources of information on the internet. According to CWC (2015b) Cable and Wireless Communications (CWC) is a British company founded in 1866 under the name Cable and Wireless Cable plc. In 2010, Cable and Wireless Plc demerged into the Cable and Wireless Communications and Cable and Wireless Worldwide Plc. The company operates as a Telecommunication Company offering mobile, broadband and fixed-line services in the Caribbean and Latin American States. The company has been identified as a mobile services market leader in 10 out of 15 countries, broadband leader in 14 out of the 15 states and the largest market shareholder of fixed line in all the 14 countries that it operates in (CWC, 2011a). CWC provides mobile and mobile data services to 3.7 million customers across its network. The company also has a broadband customer base of 388,000 and a reach of 1.1 million fixed line communications users. Cumulatively, CWC operates in 17 countries and offers the following services; voice services, broadband, texts and mobile intern et (The Guardian, 2014). The company’s impressive financial performance has further been underlined by its 2014/13 financial gains compared to the results of 2013/12. The operating cost of CWC was US $ 763m, representing a 5 % decrease compared to 806m for the year 2013/12 (CWC, 2014e). The company further adjusted its shareholders earnings per share to reflect the growth and performance of the company. The earnings per share increased by 73 % compared to 2013/12 earnings. However, the company reported operating cash flow of US $ of 302m for the financial year 2014/13, a decrease of 5 %. The revenue generated by CWC products and services for the period 2014/13 was US $ 1.873 billion (CWC, 2014e). The company impressively managed to surpass its budgeted targets

Mooting Assessment Essay Example | Topics and Well Written Essays - 1000 words

Mooting Assessment - Essay Example The event was to be a charity fundraiser involving fun and frivolity and for this reason the respondent, Kaboom Ltd were hired to provide a Bulldozer along with a driver who will give rides to children around the ground. Unfortunately on the day of the carnival, the Bulldozer driver, Dave had been under the influence when driving the Bulldozer and consequently lost control of the vehicle. This accident claimed the lives of many people and some of them incurred serious injuries as well. My appellant, Ms. Muddleton, was the passenger on the Bulldozer and though she was physically unscathed, but my Lordship, she had the misfortune of witnessing this horrific incident and now suffers from a psychological condition called Post-Traumatic Stress Disorder. Ms. Muddleton’s condition is characterized by acute anxiety and is further distressed by flashbacks of the event, causing her to relive the experiences over and over again, because of negligence on part of Dave, who was under Kaboom Ltd’s employment, which automatically holds the company liable as well for the damage and destruction caused by Dave. Order of Argument: - Now my Lordship and my distinguished friend opposite may apply the principles established in the case of Joel v Morrison, reported in 1834 that deems Dave’s actions as ‘Going on a frolic of his own’ thereby exonerating the respondent from taking responsibility for this unfortunate incident. However, I would like to make a submission of the same case principles, according to which the employer is also held liable for a tort of an employee as long as it was carried out in the process of the employment. The accident occurred in course of Dave’s duty to his employer, Kaboom Ltd; he broke a solemn traffic rule and was heavily intoxicated while operating the vehicle that ultimately led to this catastrophe and caused the appellant great psychiatric harm. The principles established by the Salmond Test further reiterate my claims, according to which the tort of an employee is the result of authorization from the employer’s side. I do agree that Dave did not have any sort of authorization from the respondent, but that still fails to vindicate them for as per the Close Connections Test, the employee; in this case Dave’s tort is closely related to his employment, which automatically holds the employer, Kaboom Ltd vicariously liable for their employee’s action. In further support of my submission, I would like your Excellency to turn his/her attention to the case of English v. Wilsons & Clyde Coal Co Ltd. Which came to light in the year 1937 and its details can be found in the parliamentary archives of the United Kingdom House of Lords Decisions. Would your Excellency benefit from a brief summary of the said case? [Let Lordship reply with a yes] The case involved Mr. English, who was under the employment of Wilson & Clyde Co. Ltd. The appellant in this case lost his life in the pro cess of repairing an airway and naturally his death was deemed as being a result of his own negligence by his employers. Mr. English’s family contested this claim of the employer’s and later on it was nullified by the distinguished House of Lords, who stated that a negligence on part of the employee is to be the employer’s responsibility. The binding contract between the employee and the employer is such that it holds the latter liable for the former’

Leadership in the African American Community Essay Example for Free

Leadership in the African American Community Essay African American community had many problems, such as freedom, economic, education, transportation, being unemployment, lack of self defense; lack of power and †¦ therefore different leaderships and organizations were established to help African American. African American wanted to be free because they were USA citizen and they did not like someone call them nigger or free of slave. They wanted to have freedom of speech, vote,, human rights, self defense, they wanted to be free to go to school and be educated, and they did not like people look at them down because of their color. Black people were the last one got hire and the first one got fire when they applied for job. They had very bad situation because they could not find a job easily. That’s why most of them become unemployment and the rest who had job their salary were low. Black people had problem with transportation because most of them did not had a car so it was hard for them to apply for job. Black people wanted to go to school like white people, they wanted to show them they are smart and they can be educated too. They wanted to be educated so they can learn all the law and learn how to talk and have self defense when someone attack to them. Black people were lack of power because of their skin color. White people could be president or having good positions, and they treat Black people as slaves. Black people had to work in white people’s farms like a slaves, and always respect them and say, ‘‘YES SIR’’. Therefore different leadership and organization stand up to defend them in from of all of these problems for example Martin Luther King in her speech said he has a dream and talks about freedom and how Black and white should be equal, he said Black people should vote, and should be free and go to school. Ella baker also helped Martin Luther King in different way, she established different organization, and she moved to different states and having different conference with different people. There are other leadership and organization which help them out which I am going to talk about it later. Work cited Ransby, Barbara. Ella Baker and the Black Freedom Movement. The University of North Carolina. Press, in Chapel Hill and London 2003. The Video: FUNDI http://moodle. wolfware. ncsu. edu/file. php/33965/FUNDI. m4v Hodak, George. Martin Luther King Assassinated. ABA Journal 97. 4 (2011): 72. Academic Search Complete. Web. 12 Apr. 2013. Brooks, Gwendolyn. Martin Luther King Jr. Storyworks 17. 4 (2010): 3. Primary Search. Web. 12 Apr. 2013. Haskins, Jim. Martin Luther King, Jr. Cobblestone 31. 1 (2010): 28. MasterFILE Complete. Web. 12 Apr. 2013. MARTIN LUTHER KING JR. (Cover Story). Scholastic Action 27. 7 (2004): 4. MasterFILE Complete. Web. 12 Apr. 2013. Tutashinda, K. , and D. C. The Grassroots Political Philosophy Of Ella Baker: Oakland, California Applicability. Journal Of Pan African Studies 3. 9 (2010): 25-42. Academic Search Complete. Web. 12 Apr. 2013. Baraka, Amiri. Black Theater Movement The Black Consciousness Movement. Kola 24. 1 (2012): 104-119. Literary Reference Center Plus. Web. 12 Apr. 2013. Stafford, Tim. The First Black Liberation Movement. Christianity Today 44. 8 (2000): 42. MasterFILE Complete. Web. 12 Apr. 2013. Taylor, Gardner. Black Freedom Fighters. Christian Century 112. 24 (1995): 777. MasterFILE Complete. Web. 12 Apr. 2013.

Challenges to Recruiting Teachers

Challenges to Recruiting Teachers Throughout regional South Australia, Australia and internationally the struggle of schools to attract and retain both talented and committed graduate teachers is becoming increasingly difficult. This is particularly apparent in an era where the demands of teaching and education are at unprecedented levels. In the United States, a similar situation is evident. Ingersoll (2012) found that the attrition rates of first-year teachers have increased by about one-third in the past two decades. Other studies more specific to Australia, have reported that the rate of new teachers leaving the profession at the end of their first year is as high as one in five (Baird et al. 2016). There is no question that the attrition rate of graduate teachers is concerning. In my present role in the senior leadership team of a country school in regional South Australia. It is pertinent for me to use my current context as a school leader, as well as my first experience as a graduate teacher as the basis for review on how the Tools for Thinking, more specifically Social Networks and Networked Communities are demonstrated and influential within a school environment. This report is undertaken with a view to magnify how the social networking opportunities and team dynamics that surround new graduate teachers can affect their experiences, as well as their realisation of a positive professional identity. There are a number of contributing factors recognised as providing the impetus for new teachers leaving the profession, including compensation, status and recognition (Rostock et al. 2014). However, increasing evidence through studies into beginning teacher induction including Alsup, 2006 and Britzman, 2003 in Rostock et al. (2014) demonstrate that a teachers ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching is having significant impact on this rate of attrition. It is a common assessment of educational research that new graduate teachers often experience the impact and weight of responsibility in the realisation and workload of their teaching duties (Flores Day 2006). Many new teachers recognise certain disconnections between the expectations theyre set and the actuality of the classroom. Flores; Huberman; Veenman in (Flores Day 2006) mention feelings of isolation and a continual struggle with an absence of clear support, encouragement and guidance. In most instances it is evident that the success of beginning teachers can be directly related to their social network, the culture of the school setting and consequently the graduate teachers fulfillment and development of a positive professional identity. It is important to reflect on the connection between social networks and identity specifically their significance to a graduate teachers development. Spencer- Oatey in (Merchant 2012) explains: Identity helps people locate themselves in social worlds. By helping to define where they belong and where they do not belong in relation to others, it helps to anchor them in their social worlds, giving them a sense of place. Following on, a simple definition of a social network could be explained as the communal links between Actors (Vera Schupp 2006). Knoke and Yang (2008) define Actors as individual persons, or a collective, such as a group or formal organization. Social networks impact on perceptions, beliefs, and actions through a variety of structural mechanisms that are socially constructed by the relations among entities (Knoke Yang 2008). Therefore, as Vera and Schupp (2006) suggest the capacities of an individual to act in society, and the implications of that action, (in this case: specifically a teacher in a school environment) depend not only on his/her attributes but also on the pattern of relations within which he/she is located. It is with the concept of social network analysis that I seek to undertake an investigation into the social network characteristics of my current context in a role of educational leadership, as well as analysing the difficulties and struggles of identity and adapting to the school context, of which I experienced as a graduate teacher. Social Network Analysis (SNA) is founded upon the derivation of a mutual relationship between the individual and society, with the intent of explaining the collective properties that are defined by relational patterns and the similarities or differences between those patterns Haines (1988) in Vera and Schupp (2006). As Merchant (2012) explains Social network analysis helps us to map the relationship between the individual and the larger social systems in which he or she participates. As a result, the relationships themselves have become the unit of analysis (Merchant 2012). The type of network representation that will be used for analysis between my graduate context and my current leadership context will be an egocentric (Knoke Yang 2008) intentional professional network (Baker-Doyle 2011). Knoke and Yang (2008) describe an egocentric network as one comprised of one actor, the ego, and all other actors, the alters, with whom all the ego has direct relations. Each ego actor can, in turn, be described by the number, intensity, and other characteristics of its linkages with its set of alters, for example, the proportion of reciprocated relations or the density of ties among its alters. (Knoke Yang 2008) An intentional professional network is formed around collective professional relationships, usually based within the local environment (school) and reflects the network of people that teachers select to collaborate and interact with (Baker-Doyle 2011). Graduate Teacher Analysis In Figure 1, I have a visual representation of my egocentric intentional professional network and diverse professional allies as a graduate teacher. I am passionate about teaching in rural communities so I was very excited when I received an appointment to a high school in the Mid North of South Australia. My specialisation was in Design and Technologies and I was appointed to support the existing Practical Technology teacher. When the school finalised my timetable I was placed with a difficult proposition of having to teach a higher load than normally allocated to a new teacher and secondary science. Secondary science was outside my area of specialisation, as can often be the case in teaching at a secondary rural school. However, my concern with science was that it was something I had last studied in Year 10 in high school, and now I was required to teach it at a senior level. I expressed my concern, but was assured support would be in place. In Figure 1, the strength of the relationships are demonstrated by the arrows linking myself to the alters (all other actors). The rectangle boxes demonstrate those professionals with whom I worked on a daily basis. In the first year or two of teaching, these relationships are pivotal to ensure teachers are able to manage the workload. Unfortunately, as is clearly demonstrated by the strength of the arrows, the strength of my relationship and support structures from those whom I needed it most, were sadly absent. More specifically the Science Coordinator, and the Technologies Coordinator, did not want to provide any form of support, induction or resources to a new teacher. This was particularly concerning due to my responsibilities in teaching science an area in which I was not confident. It was at this point in time when the feelings of isolation (Flores Day 2006) began. Without realising at this time, my small intentional professional network as a graduate certainly affected the development and confidence of my professional identity. Whilst I found teaching science, and working with the coordinator, an immense struggle, I was extremely fortunate to have a fellow technologies teacher who was incredibly supportive (The relational link in Figure 1 is strong). He assisted me in managing the technologies and daily administration portion of my teaching requirements successfully. To this day, and upon reflection, I am still incredibly grateful for his support and of the mentoring role he provided. I would certainly not have continued or been present in the teaching profession without his input or the influence of the students. Whilst some of the important relationships on the school site were incredibly difficult, I was also fortunate to have access to some Diverse Professional Allies. Baker-Doyle (2011) describes Diverse Professional Allies as nontraditional support providers who are not usually considered professionals, such as parents, volunteers, or students. Diverse Professional Allies are invested in the professional growth of the teachers (Baker-Doyle 2011). The Diverse Professional Allies are represented in Figure 1 through the hexagonal shapes. A regional group of Technologies educators and my fellow university graduates were recognised as one type of Diverse Professional Ally. Each of these groups were able to provide me with insights from across the state and encouragement to continue as well as the challenge and support to drive improvement in my existing professional practice. The most significant Diverse Professional Allies that I was fortunate to have in my social network were the students. The students, amongst all of the difficulties with staff, made it all make sense. Their personalities, enthusiasm and individual perspectives made the time in class worthwhile. They were the incentive to keep going, to go out and research more about science, to continually improve my delivery. Baker-Doyle (2011) explains Diverse Professional Alliesà ¢Ã¢â€š ¬Ã‚ ¦ help teachers challenge the traditional norms of the school or teaching and break out notions about curriculum or practice that limited the teachers personal involvement in the curriculum (Baker-Doyle 2011). This was certainly the case for the students in my network. Figure 1 Matt Linns Graduate egocentric Intentional Professional Network and Diverse Professional Allies Senior Leader Analysis 8 years on, my current context is also represented in an egocentric intentional professional network as demonstrated in Figure 2. Throughout the time since I was a graduate teacher, my intentional professional network has changed considerably. The development of my confidence and responsibilities over time have impacted on the size of my social network in a professional environment. My teaching role changed from its traditional sense approximately 4 years ago when I took on a position of directing information technology (IT). The role of IT in schools has dramatically challenged the landscape and traditional structure that schools have often used. Core school operational management systems were now all being run through IT. The whole school required IT support and knowledge to manage the abrupt changes that were taking place. Many traditional school operations were required on systems never previously used. Almost overnight, my role in IT became one supporting an entire Mid North Partnership. Whilst this was a significant responsibility, the effect this change had on my social networks particularly my intentional professional network, was transformational. This was a turning point for me as it clearly demonstrated the power and importance of having effective, but also diverse social networks. Following on, it has been possible for me to focus on building strong intentional professional networks and appreciate the support as well as realising the vital importance of effective social networks for the teaching profession. The sum of the relational links in Figure 2, are much stronger and dependable in my current context. The change in responsibilities including different forms of line-management, as well as working in senior leadership have meant that type of relations I now hold have altered considerably. Rather than only having the capacity to work with one or two key people within my intentional professional network, I have the opportunity of working very closely, with purpose, alongside a number of people throughout the week. The opportunity to relate to a number of people cannot be understated when reflecting on the significance of social networks, graduate support and the development of a positive professional identity. It is also important to note how the development of confidence and professional experience that is gained over time certainly has a significant effect in social network development. Knoke and Yang (2008) explain the dynamic nature of relations: structural relations should be viewed as dynamic processes. This principle recognizes that networks are not static structures, but are continually changing through interactions among their constituent people, groups, or organizations (Knoke Yang 2008). In my current context as a senior leader (Figure 2) I am now able work with a team across the school to reflect on our own school context how our social networks can effect a graduate teachers development. A significant focus on building a positive school culture have meant that the focus is now centred on support, induction and mentoring. Reinforcing the importance of culture on networks and professional identity, Flores and Day (2006) in their research found that perceptions of school culture and leadership impacted upon the ways in which new teachers learned and their identity developed over time. Thus, moving forward, the focus for schools and teacher education, must be in bolstering the importance of effective professional support networks for all staff. Whilst the focus of this report has been centred on new graduate teachers, the impact of networks on the establishment and development of a positive professional identity for all teachers cannot be understated. Induction programs, mentors and a supportive culture are an implicit responsibility of all schools. We all have a mutual responsibility for ensuring that new teachers have and are able to sustain and put into practice a set of values which represent aspirations for a passion for high quality teaching and learning (Flores Day 2006). Positive social networks are a paramount in ensuring new teachers are supported for long term engagement in the teaching profession. Figure 2. Matt Linns Senior Leader Intentional Professional Network and Diverse Professional Allies. Reference List Baird, J, Stroud, G, Goss, P Clark, L 2016, The Drum Friday September 16: The figures are somewhat better in five Australian teachers leaving the profession early, ABC. Baker-Doyle, KJ 2011, Looking at networks: network types and the networking practices of new teachers, The networked teacher : how new teachers build social networks for professional support, Teachers College Press, New York, pp. 18-32. Flores, MA Day, C 2006, Contexts which shape and reshape new teachers identities: A multi-perspective study, Teaching and Teacher Education, vol. 22, no. 2, pp. 219-232. Ingersoll, RM 2012, Beginning Teacher Induction What the Data Tell Us, Phi Delta Kappan Magazine, vol. 93, no. 8, pp. 47-51. Knoke, D Yang, S 2008, Network fundamentals, Social network analysis, no. 2, pp. 4-14. Merchant, G 2012, Unravelling the social network: theory and research, Learning, Media and Technology, vol. 37, no. 1, pp. 4-19. Rostock, R, Yoon, S, Remillard, J Wood, D 2014, Developing a workable teacher identity: Building and negotiating identity within a professional network, ProQuest Dissertations Publishing, University of Pennsylvania. Vera, ER Schupp, T 2006, Network analysis in comparative social sciences, Comparative Education, vol. 42, no. 3, pp. 405-429.

Claudius :: Ancient Rome Roman History

Claudius The emperor, Claudius, was a man with great integrity, individuality, common sense, patriotism and determination. From his struggles as a child to his death, was a remarkable journey. Many historians today and ancient Rome have placed him amongst the greats of all time. Despite his physical disabilities and background, Tiberius Claudius Nero contributed much to the greatness of the Roman Empire. Tiberius Claudius Nero is the youngest son of Nero Claudius Drusus and Antonia (Daughter of Antony and Octavia), giving him royal blood. He was born on August 1st, 10BC, in the city of Comata, which is in the Region of Lugdunum (Modern Day Lyon, France). He was an unwanted child since birth. It is said that he had a sick and ugly appearance, with cerebral palsy. Yet, against the odds, he became an emperor, made many contributions to the benefit of the Roman society. According to many sources, Claudius was rejected from his own family due to his appearance; even his mother frequently mocked him. He would have been the normal choice to succeed Tiberius, had the monarchical family not thought him, unfit for the office. However, only Augustus thought Claudius as not stupid and granted Claudius a non-governmental priesthood position. Claudius was trained as a scholar, by the historian Livy and wrote several histories and literary works in Latin and Greek. (None of his work has survived, although there are inscriptions and fragments that provide some insight into his thinking). Claudius was considered a fool and kept out of public life until his insane nephew, Calligula, became emperor and appointed him as consul (alongside Calligula's horse) as a joke. After the assassination of Calligula, Claudius was found hiding in the palace, scared for his own life. The Praetorian Guards, interested in keeping their job as the Emperor's bodyguard, declared Claud ius as emperor and forced the Senate to do the same. The soldiers, courtiers, freedman and foreigners were his main followers. Nevertheless, they did not dream that Claudius would be known as one of the greats. Claudius' reign is marked with the expansion of the Roman Empire. He had great sympathy for the traditions of the old Roman Republic than previous rulers of the house of Caesar. But a futile revolt in the Senate, within a year after he became emperor, made him favour the army. In 43AD, he conquered Britain, where his troops accepted him as a god (Smith, Mahlon.

Comparing the Theme of Nature with Works from Dicknson Whitman and Emer

Comparing the Theme of Nature with Works from Dicknson Whitman and Emerson Ralph Waldo Emerson once stated that â€Å"the first in time and the first in importance of the influences upon the mind is that of nature.† Nature in all its forms parallels with life, death, and the soul. Whether the sunshines or the rain falls, whether a flower blooms or willows, nature will always recreate itself and remain a mystery to mankind. To become one with nature, one must explore oneself and know that the simplicity found in it is both divine and perfect. The theme of nature plays a mayor role throughout Whitman, Dickinson, and Emerson’s writings. Each poet conveys his or her view of nature in a unique and symbolic way by searching for the individual or discovering one-self, and coming to terms with death. Emerson deals with nature in the form of discovering one’s self. His message is one of non-conformity and individuality. He feels that every man is unique within, and thinks that society and tradition are man’s downfalls. In The American Scholar, Emerson explains that â€Å"nature is the ...

The Legacy of Queen of Elizabeth II Essay -- Biography of Her Majesty

In every country, there are individuals who have had an importance to their time period. This importance is highlighted by the individual’s background, roles, and actions. â€Å"â€Å"The things which I have here before promised, I will perform and keep. So help me God.† The words the Queen said on her Coronation Day as she laid her hand on the bible† (Bradford 4). At the young age of twenty five, Princess Elizabeth Alexandra Mary became Queen. The Queen is now the second-longest reigning Monarch in England, reigning for fifty nine years thus far. From the day of her coronation until present time, her daily actions have reflected on the entire country and Commonwealth. Her impact is very significant; she holds real and reserved powers for the entire Commonwealth. Queen Elizabeth was born on April 21, 1926 in London. Queen Elizabeth’s father was the second son to King George V, so he was not expected to become King. Her uncle, King Edward VIII, did not necessarily care for the royal duties. He opted to announce his abdication and marry Wallis Simpson; the two lived their life in exile as the Duke and Duchess of Windsor (Green 11). By doing this, his younger brother, King George VI, took over the thrown. Growing up, Elizabeth enjoyed being outdoors and riding horses. Her parents were not overly pushy with her education; this gave her the time to enjoy these outdoor activities. Her parents did hire a governess named Marion Crawford to overlook her and her sister’s education. She was tutored in history and the unwritten constitution of Great Britain, languages, and music. She was also taught about the Royal Collection of Art. Elizabeth’s mother â€Å"thought one could take formal education too seriously† (Green 12-13) . When World W... ...ends meetings and ceremonies. The evenings are usually reserved for meetings with prime ministers, receptions, charity events, or film premiers. Queen Elizabeth continuously fulfills royal duties, visits the Commonwealth, and attends public engagements and ceremonies. â€Å"All over the country every year, the police, civil servants, politicians, court officials, bishops, vicars and congregants swear the Oath of Allegiance to the Queen† (Shawcross 91). Because the British monarchy is the oldest in Europe, Queen Elizabeth II is an importance and her legacy will forever live on. Works Cited Bradford, Sarah. Elizabeth: A Biography of Her Majesty the Queen. London: Penguin, 2002. Print. Green, Robert. Queen Elizabeth II. New York: F. Watts, 1997. Print. Shawcross, William. Queen Elizabeth: The Queen Mother : The Official Biography. London: Pan, 2010. Print.

Development of the Education System and Society

It is been a fact that our educational system has reached far beyond our imagination. Through the development of our educational system, we are able to enhance our technology by inventing new inventions that will be useful and meet the societies’ needs; and thus, these create positive impacts to our society. It helps our society more lively and makes things accessible and a lot easier. Furthermore, as we continue to study this issue, we should try to understand what is an education and learn a little overview which regards to this.Education is the growth and improvement of the capacity of the individual to be useful member of our society through teaching and learning precise beliefs, skills and knowledge. Confidentially, it is the procedure of taking in knowledge of numbers and language which are learned from parents and more members of the culture of the students and concerning the execution of surrounding objects.The magazines, journals, books and digest in the field of educ ation deal with the teaching and learning preparations and trainings which comprise game playing, testing, record keeping, seating arrangements, lectures, interests, scheduling, bullying, computer access and motivation. It is presently established and renowned that the greatest significant elements in some effectiveness of the teacher are the communication with students and the education and the teacher’s personality.The greatest teachers are competent to interpret knowledge of a subject, excellent adjudication, knowledge and wisdom into an important knowledge of a subject which is comprehend and kept hold of by the student. It is their capability to comprehend a subject expertly enough that they can be able to express its quintessence to a newfangled generation of students which is necessary of every teacher. The objective is to be able to establish a knowledge substance base which permits the student to develop as they are laid open into distinct life happenings. The transi tory of knowledge from generation to other generation permits the student to develop and mature into a serviceable member of our society.The purpose of this study is to explore the development of the education system and its impact it had on society.OverviewIt is generally acknowledged that the procedure of education starts at birth and endures during the course of life. There are many perceive and have confidence with that education begins previous than this- as indication by several parents who play music or read to the baby, hoping that it will persuade and motivate the development of the child. Education is frequently making used to denote to â€Å"formal education†. Moreover, it conceals a variety of occurrences since formal learning up to the constructing of understanding and knowledge amidst of our day to day living.Eventually, every situation that we undergo aids or serves as a form of our education. Distinct people study and discover in distinct approaches and severa l things will have to be made clear several times in several distinct approaches before the majority of the students â€Å"gets it†. Several students, unluckily, will never â€Å"get it† in view of the fact that they don’t give any interest on it or have not able to learn sufficiently of the foundation knowledge of a prearranged subject to go forward to the next level. Each one of us receives informal education from several sources (see â€Å"Education†. Wikipedia, the free encyclopedia. August 25, 2006.   http://en.wikipedia.org/wiki/Education). Thus, this informal education and formal education will lead us to bring change in our society by making new or advancements in our technologies, just like in the field of IT.*Development of the Educational System and its impact it had on Society*Through the progress in our educational system, we are able to improve our technologies which help us connect globally. Advance technology is part of the development o f our educational system. Moreover, it also enhances our economic stability by engaging businesses globally using the advance technology that we have learned through our education.Information technology as defined by Ben Meadowcroft in his study that â€Å"it is the technology that is utilized to store, manipulate, distribute or make information.  Several nonprofit and institutions are keen and enthusiastic to understand either developing technologies and the Internet posses an authentic positive impact on civil society and either nonprofits are taking hold of the chances to utilize technology in groundbreaking procedures in order to fulfill their assignment. On the other hand, technology can be able to utilize to gather together the people internationally around a shared cause to realize and accomplish world-changing outcomes far beyond the assurance of empowering nonprofit organizations in order to perform significant purposes like as fundraising, and recruiting unpaid workers more efficiently.In distinction to several of the undertakings expressed through William Galston, David Eisner declared that: â€Å"the truly transformative impact that the Internet will have on nonprofits is specifically in the area of building community.† James Austin stated that technology is redefining â€Å"community† while it is no longer concentrated on geography but then on another shared qualities which can connect people throughout cyberspace. He recommended a newfangled description of community â€Å"a group of people bound together by shared activities, purpose, and values.† As stated by Eisner, there are four inclinations that are unfavorable to understanding the internet’s influence in creating societiesØ   There are more people who will discover and realize that it is easier to form supplementary associations as outcomes of the internet.Ø   Inquiring each individual to give will become simple and uncomplicated since information an d action can presently be incorporated. Example, contributors can read which regard the earthquake in India and then stretched and offer all at once through the use of internet.Ø   Reports, fundraising, online societies and procedures to lend a hand, which Eisner called the â€Å"cycle of engagement,† will turn out to be frictionless, in view of the fact that the internet empowers people to learn regarding a dilemma and do something without delay and flawlessly.Ø   By mean of networking, people can be able to perform simultaneously more carefully and thoroughly in high-quality information sharing and learning societies.Online interaction gives a strong structural and administrative tool for advocacy operation and promotions. Mike Whitlam stated that â€Å"As a communication tool, as campaigning tool, it’s incredible.† But then, this strong association turn out to be a reality if not, nonprofit organizations posses the capacity to utilize technology. Ei sner stated that:â€Å"What’s really important is even where grants are related to technology,  Ã‚  Ã‚   grant makers need to take an interest in their grantee’s technological proficiency in the same way that they take an interest in their staff capability, their management, and their financial credibility.†Turning to present inclinations in e-philanthropy, Austin declared that same as the Internet business world, the e-philanthropy society (with nonprofit and for profit) is undergoing distress labor pains. As Austin continued that there will be additional terminations and merging, but then the space will not disappear. The internet technology has irrevocably altered the philanthropic capital market. Austin was able to identify the four forces as the precarious shapers of the newfangled technology-based e-philanthropy society. Ant these are economic pressures, mistrust, clashing cultures and technology readiness.An article entitled â€Å"education and Economi c Development† stated that the development of the internet has taken along newfangled chances and enhanced communication to several businesses and people. Globally, IT expenditure is foretold to upsurge by 35 percent in 2010, as stated by the research firm IDC (Worldwide Black Book, 2004). As an outcome, the need will increase for extremely equipped individuals to administer and support IT systems.In United States of America, every year there is an increase in need for those work forces have been the topmost amongst the It sector. Moreover, in several emerging countries, get into training on the newest technologies is either inadequate or unobtainable. An absence of way in to technology and education regarding its use is one issue contributing to the â€Å"gulf† amongst developed and developing economies. The said gulf is known as â€Å"digital divide† (see â€Å"Education and Economic development† http://www.cisco.com/web/about/ac227/ac111/cisco_and_socie ty/education_and_economic_development.html).On the other hand, the article entitled â€Å"Science Education System Standards stated that the science education system standards give standard for adjudicating the presentation of the modules of the science education system accountable for giving schools with essential financial and intellectual means. In spite of the recurrent usage of the terminology â€Å"educational system†, the sense is frequently ambiguous. States are element of a national education system and schools are included as elements of a local society which can comprise universities and colleges, parks and museums, laboratories, community organizations, various media, businesses and nature centers.The initial purpose of the science system is to provide society with technically and methodically well-educated citizens. Resources and information invigorate the system. The information’s nature-the greatness of resources- and the tracks along which they move ar e managed and regulated through policies which are limited and controlled in instruments like judicial rulings, legislation and budgets. Systems can be characterized in an assortment of procedures which depend on the intention and the data to be communicated. An example of this is in figure below which portrays the overlap amongst three systems which persuade the preparation of science education. This kind of illustration is a cue that actions done in sole system have insinuations not only in science education but then again for other systems too (see â€Å"Science Education System Standards†. http://www.nap.edu/readingroom/books/nses/8.html).The overlap of three systems which persuade science educationOrganization of performance amongst the systems can work for as a strong and influential force for alteration. But then, if performances are at cross intentions, their results and influences can be refuted and invalidated and make waste and conflict. The overlap in the figure a bove demonstrates that everyday pursuits of science classrooms are persuaded and manipulated indirectly and directly through several organizations that are themselves systems. National organizations and societies, private sector special- interest groups and government agencies at the local, regional, state, and national levels are three amongst many. Organizations have senior manager officer and administering body that eventually are accountable for the activities of the organizations and persuade on science education.The sovereignty of government organizations to persuade classroom science originates from two sources and these are the: (1) legislative, judicial authority or constitutional, and (2) economic and political act.   Since education is not precisely brought up as a federal power in United States Constitution, authority intended for education exists in states or regional. Federal dollars might be sought out for precise usages but since dollars move through state organiza tions to local regions, their usage is lay open to alteration to meet up the state purposes. State education agencies usually have more unswerving effect on science classroom pursuits compared with federal organizations. The science education is also considered as a network to make easy thinking which concerns the system’s several interacting modules.Science education system’s components aid an assortment of purposes which persuade the classroom’s practice of science education. The functions usually made the decision at the state-but there are times that the local will do- level comprises the substance of the school science course, the traits and qualities of the science program, the character of science teaching, and evaluation practices (see â€Å"Science Education System Standards†. http://www.nap.edu/readingroom/books/nses/8.html)Several distinct organizations and trustworthy individuals interrelate. The illustration below portrays in what way is each individual and every agency from distinct systems interrelates in the groundwork, certification and science teachers’ employment. Science education system’s components which have a main influence on teacher’s certificate match in four classifications and these are: (1) professional societies like the American Association of Physics, American Geological Institute, National Science Teachers Association,   National Association of Biology Teachers and American Chemical Society; (2) program-accrediting agencies like the National Council for Accreditation of Teacher Education which confirms teacher educations programs and National Board for Professional Teaching Standards which confirms teachers; (3) higher education’s organizations functioning within and cross state, local levels and national.Professional societies normally are not supposed of as accrediting agencies but rather their membership criterions explain what a professional is. The illustration bel ow was taken from â€Å"science Education System Standards†. http://www.nap.edu/readingroom/books/nses/8.html.A research study published in February 2005 entitled â€Å"the Impact of the State Higher Education System on the Texas Economy† and written by Carole Keeton Strayhorn explained that â€Å"Higher education has an important impact or effect on the Texas’ economy, increasing the Texas economic engine with 33.2 billion USD each year. Seeing that the system obtains just about 6 billion USD yearly in the state general revenue and regional property tariffs, each dollar capitalize in the higher education system of the state finally returns 5.50 USD to the Texas economy. This is an extraordinary and notable return, even for all-or-nothing technology instigation.But then, when it comes to the Texas higher education system, the risk factors are much higher. In favor of, the investors in Texas are capitalizing in the most significant business enterprise for the pr eparation of the young Texans’ future. With this fundamental role, state higher education funding is bringing up the rear ground to other state service industries. After regulating for inflation, expenditure on public protection and alterations increased 223 percent in the previous 15 years at the same time as real higher education spending increased only 44 percent throughout the same span of time. This study of Carole Keeton Strayton scrutinizes the economic impact of higher education by two extensive avenues. The initial and most direct impact is the supplementary sales, profits and service made by external dollars being brought into the Texas economy.The second is the long-term function higher education participates in escalating the capacity of the economy of the state by a more well-informed and beneficial work force. Her research presented that $3.1 billion in yearly student, investigation and health care-correlated higher education spending from out-of-state possessio ns is spent and re-spent by the Texas consumers and businesses every year to sum up $10.1 billion in economic amount produced. Furthermore, the Texas higher education system frequently links with the private sector to make occupations and enhance the Texans’ quality of life. Seeing together the profits and productivity-based methods, the Texas higher education system finally increases and multiplies the productivity capacity of the Texas economy having the average of 23.1 billion USD every year.Adding together the â€Å"supply-side† of profit to the $10.1 billion impacts from out-of-sate spending take along the sum total impact of the higher education system on the economy of Texas to 33.2 billion USD every year. The contribution of higher education to the Texas economy is considerable and significant than to other businesses. In reality, the totality of three years of the economic impact of the higher education exceeds Texas’ 72 billion USD gas and oil business or 62 billion USD high machinery and equipment business. Eventually, a few of higher education victories demonstrate the function of higher education in expanding and intensifying occupations and the eminence of life in every Texan individual (see Strayhorn, C. K. â€Å"The Impact of the State Higher Education System on the Texas Economy†. February 2005. http://www.window.state.tx.us/specialrpt/highered05/).In addition, the Texas higher education system comprises of 145 private and public colleges, health-related organizations and teaching centers and universities, comprising 44 private organizations and 101 state-supported. The admission every in university and college in Texas in 2004’s fall was about 1.2 million and was anticipated to range at least 1.3 million students in 2015.Texas, as one of the most populated states, the students depend heavily upon public instead of the private higher education organizations. As stated by the Texas Higher Education Coordinatin g Board, greater than 90 percent or about 1,064,620 students are admitted at its publicly-funded organizations which comprise universities (483,645), 57 community colleges and other two-year organizations (565,839), 35 and nine public health-related organizations (15,136).   The Texas’ public higher education is funded by a mixture of student fees, tuition, clinic and hospital revenue and other local endowments (see Strayhorn, C. K. â€Å"The Impact of the State Higher Education System on the Texas Economy†. February 2005. http://www.window.state.tx.us/specialrpt/highered05). References 1. â€Å"Education†. Wikipedia, the free encyclopedia. August 25, 2006.   http://en.wikipedia.org/wiki/Education 2. Meadowcroft, B. â€Å"The Impact of Information technology on work and society†. http://www.benmeadowcroft.com/reports/impact/ 3. Galston, William. â€Å"Creating Vibrant Spaces for Civil Society Organizations on the Internet after E-Commerce†. http://www.independentsector.org/PDFs/factfind4.pdf. 4. â€Å"Education and Economic development† http://www.cisco.com/web/about/ac227/ac111/cisco_and_society/education_and_economic_development.html 5. â€Å"Science Education System Standards†. http://www.nap.edu/readingroom/books/nses/8.html 6.   Strayhorn, C. K. â€Å"The Impact of the State Higher Education System on the Texas Economy†. February 2005. http://www.window.state.tx.us/specialrpt/highered05

African American Stereotypes Essay

A stereotype is a popular belief about specific types of individuals. Stereotypes are standardized and simplified conceptions of groups based on some prior assumptions. African Americans have been perceived to be someone they are not in the media, history, and in everyday life. Although some stereotypes are true, many are harmful and inaccurate. African American stereotypes are generalizations about the behavior of African Americans originated mainly in American culture and derived from how slave owners used to view slaves. African American stereotypes allow someone from getting to know a person their self. If someone has one bad interaction with an African American, they will limit their selves from getting to know how African Americans truly are. They will base every other African American off of that one bad altercation. The most damaging features of African American stereotypes are the influence they have on young African Americans. Young people tend to limit them selves because of stereotypes. African Americans are unaware that they play into and help to reinforce the African American stereotype. They believe that the African American stereotypes imposed upon them, will limit them in life. The stereotype that â€Å"African Americans will complain that the system is set up to prevent black people from attaining certain positions†, is very common. If they accept these stereotypes and believe them they will limit them selves. Barack Obama who holds the highest office in America is a good example of how this stereotype is false. Some stereotypes are set up to be positive, this does not make the practice of perpetuating these African American stereotypes right. At A & N University students (African Americans and Caucasians) were asked to give some stereotypes of African Americans. The current African American stereotypes are thought to be criminal, poor, athletic, religious, musically gifted, loud, dumb, lazy, simple-minded, obnoxious, talk with slang, opinionated, and dress urban, wear baggy pants, and have cornrows. Kool Aid , Chicken, and watermelon was also thought to be a specialty meal in their household. They were thought to live in the lower class neighbor hoods, have one parent, multiple siblings, be rather street smart versus ook smart, involved in gangs. When a group of African American children were asked in a local Baltimore elementary school what they wanted to become when they grow up they had many common answers. Many boys wanted to be a professional basketball player, football player, and become a rapper. Few wanted to be doctors, police officers, fire fighters, entrepreneurs, and nurses. Many African American males are thought to be thugs, drug dealers, high school dropouts, deadbeat fathers, janitors, trash man. A thug is someone who is going through struggles, has gone through struggles, and continues to live day by day with nothing for them. † (Tupac Shakur) No young man wants to grow up and become a thug. Tupac Shakur said that the African American trend of sagging pants is an un organized protest. The sagging pants is a part of someone attitude. It is their way to relate. It is a form of character. A young mans father may not sag his pants but, he may see his idol sagging his pants and want to relate to or admire him. Morehouse professor Bryan T. Marks held a panel at Morehouse College about African American stereotypes. He said that there are more black men enrolled in jail rather than jail. He also stated that African Americans are the most religious, but most likely to get a divorce. There are more black men in jail and prison than in college, but there are more college-age black men in college than in jail and prison. Statistics show that there were an estimated 791,600 black men in jail and prison in 2000 and a count of 603,032 in college in 1999. The more reliable U. S. Census Bureau reports were that 816,000 black men in college in 2000. When people think of black men in jail they use the entire age range of black males when making these comparisons. The age range for college-going males is generally 18 to 24, not the 18 to 55 (and up) range of the jail and prison population. Viewed this way, the ratio of black men in college compared with jail and prison is 4-to-1. Black slang is a form of informal spoken language whose origins are most often associated with African Americas. Slang is a way for young African Americans to express themselves. Many other races copy their expressions because they think it is cool. Some commonly used terms are words such as; gangsta, bling, grills, hang, hood, benjamins, dopes, aight, holla, crib, playa, roll up, straight, yo, and shawty. The Stereotype that Black women have bad attitudes is very common. In fact, it’s been around so long that it has earned the name, Angry Black Women Syndrome. Do Black women have attitudes? My guess is that most black women would fall into the unique personality type. That is a person characterized as quiet, determined, independent, serious, and interested in trying to better her self. â€Å"The idea that Black women are a species of neck rolling, lip smacking, finger snapping, ball busting sub-humans come from? People, who have no contact with Black women outside of retail shopping, see Black women going off on their husbands, boyfriends, kids, co-workers, even bosses with no constraint, remorse, or respect for authority and societal norms on sitcoms, talk shows, reality shows, news clips and even commercials. â€Å"

Avid Exiting

There are many reasons why I wish to get out of the Avid program. I personally feel like this class isn't helping me in any way shape or form, I know I'll do fine without Avid and I want to do electives which I would actually enjoy and would make my remaining two years of high school memorable. This year would be my third year in Avid. My past two years of Avid have not been enjoyable nor have they helped me.There's been many cases where I needed help on a question, and would wrote it down as a tutorial question; I stopped doing that once I realized how uncooperative the students were, I would only be helped if a tutor was in our group which was unlikely due to the low amount of tutors we have. The questions other students would write were in no way beneficial to them or the group because they already knew the answer too them. Although some questions were deceiving with their length or appearance to make the question look ‘hard' they really weren't.The students would go up and answer it within a minute and sit back down without explaining; when I wanted an explanation I would get it, but with attitude for them not wanting to at least explain how they solved the problem. This irritated me so I soon chose to Just go to tutoring when I needed any sort of help. Although I see why Avid is a well-recognized program, Vie personally had no benefit from it. It's because of this that I predict exiting from the program won't affect me.I know Avid will look good in my college transcript but I don't worry about that since I have pretty good grades and keep them that way. When I need help, I can always go to my teachers for tutoring, as I already do. I'm aware that this is a new ear and a fresh start but if it's the same thing all over again, I know I would regret staying in the program for yet another year. The only reason Vie chosen to stay in Avid the past two years want to please people who encouraged me to stay but now I shall take a stand for myself.I only have t wo years left of high school and I want them to be memorable. I want to Join the electives I actually want to be in like culinary arts or yearbook. Vie built up such a negative vibe towards Avid, I'll only people down if I do stay. Vie been told that as an Avid student I should feel, â€Å"Lucky because there is a list of people waiting to Join Avid hat actually want to be in here and work†. My exiting won't affect me or the program.Someone who I know will be a great addition to the program would simply replace I respect people's opinions of why I should stay in Avid but getting out of Avid won't stop me from being successful. I have high expectations for myself and I know I will strive with or without Avid; and in the end it's my choice. I am responsible for myself and what I believe is best for me, along with my parent's of course. My decision is made and I hope I'm given the opportunity to exit the program. By Griswold