Women s Portrayal Of Women - 2098 Words

The portrayal of women in advertisements has changed many times over the years. Women often appear as a sexual object in any kind of advertisement or as an attractive material standing nearby a product. Many companies which include the tobacco industry, alcohol companies as well as clothing and electronic and entertainment industries have used women to reach a target demographic which is typically males between the age of 18-34, in order to sell or market a specific brand. Advertisements objectify women by selectively targeting audiences in order to portray a set of debatable images and or styles even for women to aspire to. The use of women in this particular sense is widespread amongst all major forms of media(tv, print, radio,†¦show more content†¦Magazines like Playboy claims to celebrate women s beauty but Playboy doesn t run pictures of typical women of all ages and physical types but instead run pictures of models who are young, visually appealing to the average m ale, and rarely a plus sized figure. These models are put through a highly selective† process and afterwards they are’t portrayed as multi-dimensional young women they are often posed and dressed in a way to visually reduce a woman to parts of her body, as if she is not a real, whole person almost to de-emphasize individuality. Playboy leads the charge in the objectification of women, they are Playboy’s main tool to market and sell their product to millions. Objectifying women is obviously common in mainstream media and the each industry shows no signs of letting it go. It has been argued that the use of women as a sexual object has a great number of negative effects on individuals and societies. (Berg, 38) There has been growing concerns about the usage of women as a sexual instrument in marketing practices. Parents are complaining about the common use of sexuality and trying to prevent their children from being exposed to it.(Maas, 25) Pro-women associations are voicing their concerns by arguing that these kinds of applications devalue women’s place in a society. Religious groups are

Objectives Of The Curriculum Development - 789 Words

Aims, Goals, Objectives of the Curriculum Development The aim for implementing the DII curriculum initiative at Clement Middle School was to comply with the federal mandate of No Child Left Behind. A law which required all public schools receiving federal funding to administer a statewide standardized test annually to all students. Schools that receive Title I funding through the Elementary and Secondary Education Act of 1965 must make Adequate Yearly Progress (AYP) in test scores. This aim led to setting a more specific goal of choosing DII as a curriculum strategy to consistently help raise student test scores. Once the curriculum instrument was identified, the objective was to deconstruct the power standards of each of the two subjects into explicit manageable objectives that can be measured (Ornstein Hunkins, 2013, pp. 191). With the objectives sequenced, classroom teachers are able to employ DII instructional strategies to help students learn the different concepts in each subject. Implementation Strategy CMS and the school district utilized the systems model to implement the DII curriculum initiative. According to Ornstein and Hunkins (2013) â€Å"successful implementers of curriculum realize that implementation must appeal to participants not only logically, but also emotionally and morally† (p. 218). They go on to add that, â€Å"implementation of new curriculum must be tailored to the school [since] each school is unique, with its own culture† (Ornstein Hunkins,Show MoreRelatedCurriculum Development Theories Of The Tyler Model949 Words   |  4 PagesThis chapter from Oliva and Gordon highlights three different curriculum development theories. The Tyler Model with its focus on goals and objectives gathered from three sources then filtered through a philosophical and psychological set of screening criteria. The five-step Taba Model with a bottom-up emphasis shows teachers as curriculum developers, inductively developing curriculum through learning modules developed for their classrooms then refined. The more complex Oliva Model demonstratesRead MoreModels Of Curriculum Development : Lattuca And Starks Model1466 Words   |  6 PagesThe following is an exploration of four models of curriculum development: Lattuca and Stark’s (2009) academic plan model, Richard Diamond’s (1989) model of curriculum development, Saylor, Alexander, and Lewis’s (1981) administrative model, and Oliva’s (2009) curriculum development model. The works of Saylor, Alexander, and Lewis (1981), and Oliva (2009) were chosen for this assignment, as our textbook authors cited neither. I decided on this approach because our authors do an excellent job of explainingRead MoreApplication Guidelines And Procedures For How The Curriculum Is Designed, Delivered, Monitored, And Evaluated1082 Words   |  5 Pagesguidelines and procedures for how the curriculum is designed, delivered, monitored, and evaluated. At Goodwill Seco ndary we offer a variety of courses to suit students of varying ability. Different types of instructions are expected, in order to address the unique needs of specific students. This instruction will be derived from a set of curriculum skills which are common to all the students. All students will be able to access the curriculum. Curriculum: The Goodwill Secondary School is a technicalRead MoreThe Curriculum Development Theory Within The Educational System947 Words   |  4 PagesThe curriculum development theory in the educational system in American was impelled and fashioned by the following famous curriculum theorists: â€Å"Franklin Bobbitt (1876-1956), Werret Charters (1875-1952), William Kilpatrick (1871-1965), Harold Rugg (1886-1960), Hollis Caswell (1901-1989, and Ralph Tyler (1902-1994). Each of these individuals’ philosophy of education and views on student learned currently impact how we view the development of student learning in America: 1. Bobbitt believed that theRead MoreInstructional Technology Specialist For Cedarburg School District1603 Words   |  7 PagesCurriculum development refers to a process of critical questioning used in framing the activities of teaching and learning in schools. The process of developing a curriculum translates broader statements of intent in actual plans and actio ns. Curriculum development involves designing and developing integrated plans for teaching and learning, implementation, and the evaluation of the plants if they achieve learning objectives. Accordingly, the intention of curriculum development is to align the plannedRead MoreThe Importance of Program Evaluation and Three Evaluation Models1606 Words   |  7 PagesEducation is the process by which we learn of the past and present in order to shape the future and contributes to the over-all development of each individual (Weinstein Fantini, 1973). As such, the educational process and programs are instrumental for changing the world. Parkay Hass (2000), defines curriculum as all the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objects, which is planned in terms of a frameworkRead MoreGuidelines And Books For Teaching Essay1681 Words   |  7 PagesCurriculum can be described as a as a description of information or content intended for teaching alongside the methods intended to be used in passing the given information to the learner. Kern, Thomas and Hughes (2009) pointed out some factors that underpin content information in a curriculum. These are: age reflection, culture, skills which are linguistically relevant and child development stage. Education practitioners have largely relied on laid learning standards, guidelines and books forRead MoreCurriculum Development : Teaching And Learning1606 Words   |  7 PagesCurriculum Development Interview Curriculum development refers to a process of critical questioning used in framing the activities of teaching and learning in schools. The process of developing a curriculum translates broader statements of intent in actual plans and actions. Curriculum development involves designing and developing integrated plans for teaching and learning, implementation, and the evaluation of the plants if they achieve learning objectives. Accordingly, the intention of curriculumRead MoreControlling The Work Of Teachers Essay1407 Words   |  6 PagesApple. Apple believes, that teachers are doing more work because of the curriculum and that is not fair. The curriculum is designed by people who are paid and not educators. So, the creators of the curriculum has no idea of what it is like, to be a teacher. Making the designer of the curriculum be someone who has a true interest in education, would help improve the learning environment. Those being in control of the curriculum, that have no inte rest in education is a form of control, that many mayRead MoreUnderstanding The Learning Outcomes And Objectives1357 Words   |  6 Pages6. Defining the Learning Outcomes and Objectives The basis of employee training and development in the HRDNI report is the learning outcomes and objectives. These provide clear expectations and achievement standards for all relevant learners but also provides a clear alignment to the strategic goal of upper management. 6.1 Learning outcomes According to Gagnà © (1984), learning outcomes can be grouped into five categories: intellectual skills, cognitive strategies, verbal information, motor skills;

Cna Research Free Essays

Pulling the Plug Medical Nursing Aide Jane Roberts Instructor Mary Mooney October 4, 2012 What does life support hold for a person who is living by technology of a support for a machine? The person who is ill does not have a chance of waking up and able to live a normal life. Sometimes people see life support as a lifesaver which in many cases, it can be. In this case if it was me, and I had to make a choice to take them off life support it would be a hard descsion if you know that there is a possible chance they will never come to or be in a veggie state. We will write a custom essay sample on Cna Research or any similar topic only for you Order Now Life support t is a combination of machines and therapies that work together to sustain human life (www. livestrong. com). I know that life support in some case allow a person who has been ill or in accident to get up and carry on with their lives in this case Betty Jean, had punctured her heart and stop breathing twice and had no brain activity, the doctor assured Tony, there was nothing else they could done . In life we have descsion to bring life in this world not to take life. I can agree with parents as well as the husband the parents love their daughter and know parent wants to lose a child but the husband wants his wife taken off life support Betty Jean, also had a living will that stated o ventilator. I think that Tony loved his wife so much and he followed her wishes Betty Jean, had been a nurse so she knew extent of what life support she also was active in hospice so she knew the extent of life support. Tony had to made a tough decision; I think he should of waited like the parents’ wished just a little longer there are several kinds of life support decisions rather it is ventilators or Nutrition and Hydration or (DNR) order which â€Å"Do Not Resuscitate. These are hard decisions for anyone and it best not to make this type decisions on your own. Betty Jeans, living will over power the parent’s rights but morally I would have waited just because of my own beliefs it hard to let a love one go but in this case the husband had to make the last decisions. REFERENCE PAGE Use caution in ending life support for brain-injured, experts say. (2011, U. S. News World Report, , 1. Retrieved from http://search. proquest. com; http://www. livestrong. com(2009) How to cite Cna Research, Essays

Lifespan Development for Responsibility - MyAssignmenthelp.com

Question: Discuss about theLifespan Developmentfor Maturity and Responsibility. Answer: Transition from adolescence to adulthood is considered to be the most important developmental challenge as this stage is the foundation for the future. In addition, during this transition stage, they consolidate and acquire the attitudes, competencies and values, so, they are vulnerable to healthcare issues like smoking, substance abuse and mental health problems. The following essay deals with the challenges and protective and risk factors associated with this transition. There are many challenges that this transition stage adolescents face during events like completion of high school, decisions about educational training, entry into the labor market and moving away from the family (Arnett, 2014). There is shift in the relationship with the parents as they are moving from dependency and in the increase of maturity and responsibility. There is also exploration of roles at the personal or social level along with identity formation. The most important challenge is the panning of the future as they are transitioning from high school to college. This is the time when they are about to discover self-independence, self-governance to direct their life in the college environment. Social relationships also pose a challenge to this transition stage as they provide emotional, financial and achievement support, social support and act as role models. However, they move away from them to pursue their education and pose a challenge to them. The decisions about ones c areer are made during this stage and this acts as the milestone that decides their future. During this time, they have to decide what they are and what they have to do that will decide their future (Fegran et al., 2014). There are protective as well as risk factors that are associated with this transition stage. Supportive relationships, good attainment of education and economic advantage acts as protective factors that protect them from addictions like alcohol, smoking and substance abuse (Kim et al., 2015). The attainment of proper education influences the behavior and healthier life of the adolescents. Parental and peer support presents caring and calm relationship would be helpful in reducing the minimal problems during this transition period. The proper education attainment promotes positive youth development and ample resilience to cope up with the risk factors faced during this period. There are also risk factors that make them vulnerable to addictions, financial problems and criminal behavior. Parents can also at as risk factors due to lack of support and insecure attachment. In negative family environment where parents are involved in substance abuse and alcohol use also make the adolescents subjected to these addictions and at high risk for multiple problems faced by this group (McCuish et al., 2014). Poor education is also a risk factor that leads to academic failure and eventually dropout. Peer pressure regarding academic expectations, lack of social support and other social norms results in high dropout and risky behaviors particularly substance abuse and alcohol use. These social determinants and low socio-economic status acts as risk factors for this transition stage. The transition from adolescence to adulthood is an important stage if life as it is the deciding period having serious implications for the future. During this stage, they face major developmental challenges that make them prone to risky behavior like addictions and economic disadvantage. There are many protective and risk factors that plays an important role in shaping their adolescent life. References Arnett, J. J. (2014).Adolescence and emerging adulthood. New York, NY, USA:: Pearson Education Limited. Fegran, L., Hall, E. O., Uhrenfeldt, L., Aagaard, H., Ludvigsen, M. S. (2014). Adolescents and young adults transition experiences when transferring from paediatric to adult care: a qualitative metasynthesis.International journal of nursing studies,51(1), 123-135. Kim, B. E., Oesterle, S., Catalano, R. F., Hawkins, J. D. (2015). Change in protective factors across adolescent development.Journal of Applied Developmental Psychology,40, 26-37. McCuish, E. C., Corrado, R., Lussier, P., Hart, S. D. (2014). Psychopathic traits and offending trajectories from early adolescence to adulthood.Journal of Criminal Justice,42(1), 66-76.

Spirituality and Magical Realism free essay sample

lity We communicate with people by exchange information between each other. We talk by verbal and nonverbal communication. These tools are used to help us process this information. Those tools are speaking, listening, and our body language, all of these tools help us communicate and to understand others. In the Hispanic and Latino literature they communicate through spirituality, magic, and through myth. These tools play an important part in the way they communicate to one another in their culture. We as American seem to take things for granted of things that are not important and not focus on things that are important. In the story â€Å"the Curing Woman† by Alejandro Morales, draws on the traditional Mexican folktale, it has the elements of social realism and magical realism. The story describes the life of women by the name of Dona Marcelina and Trujillo Benidorm. Marcelina leaves her home at a young age, at the age of thirteen years old, so that she could be with her mother. We will write a custom essay sample on Spirituality and Magical Realism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Marcelina mother was a healer. Marcelina became widely known for her art for curing people. The story was all about the cure of a particular young boy by the name Delfino, who had malady that could not be cured by doctors. The story is more of a myth then reality. To be a doctor we have to go to school. But to cure people like that was in the story Marcelina had no schooling. This is where the spiritual comes in, this is something I believe in. For the young boy to be healed he had to have faith. When we talk about the spirit what I take from it is the Holy Spirit that Jesus left for us and this gives us the power to heal just like Marcelina did in the story. The person that is being healed has to believe in the Holy Spirit in order for them to be healed. The evidence of spiritually and magic in the story â€Å"The Curing Women† was a major part of the story. This is about women having the power to heal the sick. How she healed was her using the spiritual natural to heal people. Humans have many deep spiritual experiences but they don’t share all of them because of what others may  think. Spiritual and magical elements are important to a story because they make the reader dream. Dreams help the reader think about what you are telling them. Spiritual is important in storytelling because it is recognized as an important part of healing, and also self-knowledge. The spiritual stories connect us to other people and to God. Magical realism is a way for the writer t o change the way in which the reader think. Magical realism sparks the reader imagination and it has the effect on the reader fusion of their dreams. It also helps the readers to see things from a different point of view. In the story â€Å"The Curing Women† the curing of the boy was the magical realism people say she can’t heal people that have to be magic. Magical realism is a literary style originated in Latin America. Magical realism is important because it takes the readers to see real but it is just fiction. Not saying magical realist is not connected to reality or political motivation, but they have both because it helps the readers see a different view of different issues. Both of these elements are important to the Hispanic literature because of their culture and to the storytelling to the culture. Both element s brings the cultures together by give the history of the culture. Spiritual, magic and myth is important to the Hispanic and Latino literature. All three elements help the story grow in a way that the readers can take the story and see it in a different way. The author takes the character and mingles what they do and also the events that happen in that story. By the author mingling

What Makes For a Bad College Recommendation

What Makes For a Bad College Recommendation SAT / ACT Prep Online Guides and Tips Generally speaking, no one is going to purposely hurt your college application and write a negative recommendation (that'd be an oxymoron). If for some reason someone feels like they can't honestly recommend you, they likely would decline or suggest someone else. That being said, there can still be bad recommendations from writers with good intentions. And admissions officers can spot them from a mile away. These letters certainly don't help your application, and they could even hurt your chances of getting accepted. Let's take a closer look at what features make for a "bad" recommendation. A Bad Letter is Lukewarm Again, I'd like to think that no one would agree to provide you with a letter of recommendation and then write damaging, critical things behind your back. This would be unethical, and a pretty mean thing to do. As long as you choose your recommenders carefully, you shouldn't have any concerns about that. The more common problem occurs if the letter writer comes off as unenthusiastic or lukewarm in her recommendation. To admissions officers who have read hundreds, if not thousands, of letters, it's pretty easy to separate the mediocre letters from the great ones. Mediocre letters might be short and generic. They might not express admiration of your academic ability or personal qualities, or express much confidence in what you'll do at college and beyond. Rather than revealing new insights into who you are, bad recommendation letters might just state facts and figures. When I was in high school, I asked a history teacher for a college recommendation. To my surprise (and disappointment), he gave me a generic letter and told me to go through and change the "he's" to "she's" to "customize" it. Needless to say, I quickly asked someone else. In this case, it would have been a good idea to seek advice from my counselor or others about which teachers take the time to write strong letters and which ones use a form letter for all their students. Admissions officers expect you to be thoughtful about who you ask for your recommendation. If you present a letter that reads as though the writer didn't have much to say or was unmotivated to recommend you, then it suggests that you either didn't put much thought into your rec letters or, worse, that this was the best recommendation you could get. If you're limited in your options for recommenders because your school has large class sizes or counselor caseloads, there are still things you can do to connect with your recommenders, like setting up meetings, writing a detailed brag sheet, or sending a supplemental recommendation. Some phrases that could come off as lukewarm include "above average" or "relatively good student." A recommender might communicate that you still have room to grow (who doesn't?), but focusing on this could also communicate that she's not too impressed with what you've done so far. This introduction is an example of a lukewarm start to a letter that doesn't sound too animated, interested, or like the writer tried to say much beyond the obvious. I'm writing to recommend Sylvia for admission to your undergraduate program. I had Sylvia in my 11th grade chemistry class. She was an above average student with an interest in science. Sylvia participated well in class and was reliable with her homework and other assignments. She performed above average throughout the year. Poor Sylvia. Her recommender didn't even say "strongly" or "highly" recommend. This introduction sounds unimpressed and unspecific. Another feature of a letter that's ineffective is that it doesn't go beyond your resume. A Bad Letter Repeats Your Resume A recommendation letter is not supposed to copy your resume. This is a common mistake of recommenders, simply listing out your grades, rank, clubs, and/or awards. Admissions officers already know all this, though. They see it in your application, or maybe you've talked about a particularly significant involvement in your personal essay. If this was all they wanted to see, then there would be no point to requiring recommendation letters. Instead, a letter should add to your story by illustrating who you are, including your values, motivations, and goals for the future. It can describe meaningful observations and interactions that give insight into your character. It adds nuance to your story, speaking to your attitude towards learning and to your personality. Plus, a strong recommendation letter shows that you've connected with your teachers and contributed to your school community. This indicates that you'll do the same once you arrive to college, a positive sign for admissions officers looking to build a dynamic and harmonious class. Here's an example of a recommendation that relies on facts and figures, but doesn't go much beyond the information that's already present in the rest of your application. Tom played football throughout all four years of high school, winning the honor of Most Valuable Player in junior year. When he wasn't practicing football, he was in Woodworking Club, which he participated in during junior and senior year. Tom has challenged himself with college prep and honors classes, earning a GPA of 3.5. He was recognized for his effort by his 10th grade English teacher, who awarded him the Best Effort certificate. Outside of school, Tom works part-time at his father's car dealership. Admissions officers should already know all this by reading Tom's Common Application. This letter just turns bullet points into full sentences. Another feature of an ineffective recommendation is that it comes off as unspecific and unsupported. About as helpful as using Apple Maps. A Bad Letter is Unspecific As discussed above, a recommendation letter should go beyond the obvious and reveal something about your commitments and character. A letter that speaks in generalities doesn't accomplish that, nor does it paint a picture of you for its readers. While it may use general adjectives to describe you, like driven or ambitious, these adjectives don't mean all that much without examples. Like a persuasive essay where you need supporting examples to prove your thesis, a recommendation letter should relate anecdotes that demonstrate something meaningful about you and provide evidence for its assertions. A bad letter might say, Abby is a hard worker. A stronger letter would say, Abby's hard work and persistence endured throughout her in depth, year long research project on the decline of the fishing industry in 19th century Gloucester. (It might go further into detail describing her long days digging through the local library's archives and how the recommender sees her conducting historical research at her college's library next year.) Without the examples to back it up, the first sentence about Abby being a hard worker doesn't explain what she works hard to accomplish or how her recommender knows this to be true. It also could be about almost anyone. If the recommendation letter does little to differentiate you from other students with similar credentials, then it hasn't done it's job. A Bad Letter Could Be About Almost Anyone That form letter I got from my history teacher wasn't just riddled with male pronouns, it also barely talked about me. It was full of generic statements about doing well in history class, working hard, and being committed to academics. All that was general, unsupported by examples, and could have been about any number of studentswho did well in history class. The truth about college admissions is that there are more qualified students than there are spots in the class, especially when it comes to highly selective schools that only let a small percentage of students in. Some may share similar academic and extracurricular profiles. They might have the same GPA, same class selection, and similar involvements in clubs and sports. That's why the recommendation letters, along with the student's own personal essay, are so important for distinguishing one student from another. Letters that are general, don't share anecdotes, and list out facts and data could be about any students that share a similar resume. They're flat, boring to read, and suggest that the teacher doesn't know anything personal about the student. Maybe the student just gave her a resume, and she turned the bulletpoints into prose. Finally, another red flag for admissions officers could be if the letter is simply too short. Not only did the recommender not have anything personal to add to the student's recommendation, but she also didn't have much to say at all. Aw. A Bad Letter is Too Short A recommendation letter should be a full page. It shouldn't usually go beyond a page, but it also shouldn't be shorter. Just having an introduction, short body paragraph, and conclusion wouldn't be sufficient. It might fulfill the application requirement, but it wouldn't look good or communicate all that much. If your letter's short, this is immediately noticeable to a reader. It suggests you didn't choose your recommender very well, she doesn't know you, and you didn't give her much material to work with. Instead of making the positive impression that a good letter of recommendation can leave, it feels lacking. Since no one wants her application dragged down by subpar recommendation letters, what can you do to avoid a bad one? Are these documents out of your hands, or do you have some say in the matter? Be proactive, be be, proactive! What to Do to Avoid a Bad Letter of Recommendation Before you even begin making requests for letters of recommendation, you should go into junior year (and high school, for that matter) with a proactive mindset. Participate in class, get to know at least one or two of your teachers well, and talk to them about your educational goals. Demonstrate your interest in a subject by taking on an independent project or joining a club of which that teacher is an advisor. If you're planning to apply to a selective school or for a certain major, showing a specific commitment like this will impress admissions officers and your future recommenders. When you're finally ready to ask, be thoughtful about who you ask. If your teacher seems hesitant at all, it's probably a good idea to thank her and then ask someone else instead. If she has reservations, that will show through in the letter. Ask early in case you need to change track, plus some teachers set quotas and have a first come, first served policy for writing letters. Give them time, at least a month, to put thought into your letter, rather than rushing through a copy so you have something to send in ahead of deadlines. As I should have done before my recommendation mistake, ask your counselor for her recommendations on who writes good letters. Seasoned teachers are often a good choice, especially if they have a reputation for helping students get into their schools of choice. If you've forged a good relationship with a relatively new teacher, it might be beneficial to share your thoughts on what could make your letter outstanding. Whether or not it's appropriate to share resources on letter writing with your recommender is a judgment call, as you wouldn't want to insult the person you're hoping will praise you. You can feel out whether it would be welcome to share guides like this one with your recommender, or whether she already has a strong sense of purpose in her letter writing. Apart from participating in class and talking to your teachers, you can also give them a detailed brag sheet. Share important information that you want them to know about you, along with specific significant experiences or challenges in your life that they could potentially speak about in their letters. Tell them what qualities and interests you're highlighting in the rest of your application, so they can complement your story without repeating too much of it. Above all, make sure your recommender is genuinely happy to help you get accepted to college and will put in the time and effort to craft a thoughtful, specific, and customized letter of recommendation. While your brag sheet can help her out a great deal, she should still have enough material and inspiration from having you in class or school to create an insightful letter of support. What's Next? Before you can invite your recommenders on the Common App, you're asked about waiving your right to access. Should you agree to this FERPA waiver? What's this question all about? Learn all about it here. If you're a teacher writing letters for your students, check out our complete guide to writing strong recommendations here. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Colonization of Mexican Americans in the United States Essay

Colonization of Mexican Americans in the United States - Essay Example (p. 303) Being a major minority group, Mexican Americans are now facing different challenges coping with contemporary American society, given that the nation is still fairly divided regarding the policies on ethnic minorities and immigrants in the United States. As stated by Healy (2006), â€Å"Of all the challenges confronting the United States today, those relating to minority groups continue to be among the most urgent and the most daunting† (p. xix). In this case, this paper aims to look into the different issues faced by Mexican Americans in the United States, in the context of them being a major minority group in this ethnically-diverse country. Specifically, this paper would try to glance into the following controversial issues: the historical background of Mexican colonization in the United States; of Mexican immigration into the United States (both in â€Å"legal† and â€Å"illegal† immigrants); major socioeconomic indicators of Mexican Americans (especi ally poverty), and the conditions of Mexican culture and ethnicity in the context of a multiracial society. In order to understand better the social context of Mexican American minority groups in the United States, it is important to look at the historical context of Mexican colonization and immigration in the country. ... e of the first Mexican presidents, the former rebel general Santa Ana† actually lost it â€Å"to the United States after a two-year war that ended in 1848† (Geographia.com, 2008). This may be one reason why, even up to the present, most Americans of Hispanic descent lives in this region, and why most Mexican Americans choose to migrate in the southwestern part of the United States. One of the main motivations why dominant group Americans conquered this area in the 19th century is because they actually needed a â€Å"cheap labor force in agriculture, ranching, mining, railroad construction, and other areas of dominant group economy in the Southwest† (Healy, 2006, p. 306). Also, because of the proximity of Mexico to the United States, there was a constant population movement across the border (Healy, 2006, p. 306). It can be seen therefore that the presence of many Mexican Americans in the American southwest, as well as their continued immigration into the area, has been largely due to both historical circumstances and economic conditions as major motive factors. This would continue to the trend as Mexican legal immigration, as well as â€Å"illegal immigration† into the United States, would continue well into the present. Concerning the immigration of Mexican Americans into the United States, Healy (2006) actually argues that By and large, the policies of the federal government have responded to these (immigration) conditions and have encouraged immigration during good times and clamped down during bad times (p. 310). As described in the history of Mexican Americans in the United States, dominant groups actually had the initiative of conquering parts of Mexico in the Mexican-American War (which later became the American Southwest), and used its population to serve as

The Broadway Cafe Case Study Example | Topics and Well Written Essays - 1750 words

The Broadway Cafe - Case Study Example One of the major significances of Porter’s five forces model is its ability to predict even the future challenges and opportunities of an organization. â€Å"Porter's 5 Forces tool is a powerful tool for understanding where power lies in a business situation because it helps you understand both the strength of your current competitive position, and the strength of a position you're considering moving into† (Porter’s Five Forces, 2011) According to Michael Porter, Threat of new entrants, bargaining power of supplier, bargaining power of buyers, threats of substitute products, industry rivalry or competition etc are the five forces which shapes the present and future of an organization. (Porter’s Five Forces Model, 2009). The figure given below illustrates the Porter’s five forces theory. (Porter’s Five Forces Model, 2009) In the given case study, Broadway cafe is struggling to survive in the current business climate, even though they had good business and reputation in the past. This is entirely because of the lack of modernizations undertaken in Broadway Cafe based on the changing trends in business and management. Broadway cafe is trying to operate their business with their older management and business methods which were big successes in the past. However, such older methods may not be successful at present because of the changing needs and life styles of the current customers. This paper analyses the given Broadway Cafe case study based on Porter’s five forces model and provide some suggestions for the rebuilding process of Broadway Cafe for the twenty first century. Analysis of Broadway Cafe with respect to Porter’s Five Forces Model According to Porter, substitute products are one of the major challenges for a product manufacturer or service provider. In his opinion, substitutes are those products which can offer a real alternative to a particular product. The Broadway cafe offers many different kinds of specialized coffees, teas, a full service bakery, and homemade sandwiches, soups, salads etc. All these products offered by Broadway cafe had a unique taste and identity in the food market earlier. However, the entry of new recipes and other food items caused big problems to Broadway cafe in recent times. The traditional food habits changed a lot and instead of the conventional restaurant or cafe items, fast foods conquered the food markets at present. Instead of nutritious people started to attract towards food items which offered greater tastes and convenience in usage. For example, the traditional food items like the Broadway’s homemade sandwiches, soups, salads etc have given way for fast food items from KFC, McDonald’s etc because of the greater tastes offered by these items. Threat of new entrants is the second factor which may affect the business of an organization according to Porter. Globalization and Liberalization have brought many new business groups to America and a substantial number of such new entrants are the restaurant groups from different countries. America is a country in which different people from different parts of the world are working and staying together. This diverse population may have their own preferences for food items and hence new food services companies find immense opportunities in America at present. It is easy for a foreign company to establish businesses in America at present because of the liberalized norms for establishing a business. Under such circumstances, Broadway cafe cannot survive in the market with the help of their traditional

If language structures thought, would the language of the aliens allow Research Paper

If language structures thought, would the language of the aliens allow for the development of sophisticated technology - Research Paper Example In his work, â€Å"Writing is a Technology that Restructures Thought,† Walter Ong says that literacy is not an innate human understanding; but a learned process which has developed along with technology as humanity progressed. He argues that many people do not make the distinction between having an idea, and putting it down on paper; a thought is only legitimate if it is written down. In this this essay I relate his argument on language to â€Å"Darmok†, an episode of Star Trek: The Next Generation, and argue whether or not the alien species as depicted would have been able to achieve advanced technological capabilities. It is quite evident in the episode that the factor that act as an obstacle between the two parties is the language barrier In the Star Trek: The Next Generation, the Federation meetings with the Tamarians have all the time been challenging because the universal translator could not translate the languages. The Tamarian captain and Picard, Dathon, try to converse from their corresponding ships, but the translator can only give ambiguous expressions like "Darmok and Jalad at Tenagra," which does not make sense to the crew. As Picard attempts to clarify that Starfleet wishes peaceful relations, Dathon lifts his hands clutching two daggers, then he and Picard are beamed from their ships to the surface of the planet below. Meanwhile Riker and the crew realize that the Tamarians have put up a field in the planets ionosphere to avert a beam out, Dathon offers Picard a dagger, of which Picard declines because he thinks the Tamarian, wants to fight him. At night, Dathon lites a fire, and then flings Picard a flaming log so that he cannot sleep cold. Dathon keeps repeating the phrase, â€Å"Shaka, when the walls fell " and Darmok and â€Å"Jalad at Tenagra," which does not make sense to Picard. In the morning, Picard and Dathon are pursued by a large alien while the Enterprise sends a shuttlecraft on a saving

Fatherhood Essay Example for Free

Fatherhood Essay Homer Simpson from The Simpsons, Peter Griffin from Family Guy, and Jerry from Wizards of Waverly Place, are just a few of the many youth television shows that present a dangerously distorted male figure. Or The Sweet Life of Zack and Cody, who run rampant throughout the hotel that they live in with their mother who was left to raise her children due to a dead beat father who left the family when the kids were young. Whether there is a Dad or there is not a Dad; they are presented as weak, childish, and brainless. These men are, at best, the whipping post for the strong-willed mothers who apparently have the real power and are the ones that essentially keep the home and the children from falling apart. It is clear that the role of Fatherhood has been distorted and watered down in the current century. Because of this, many modern day fathers fail to accomplish their duties towards their family, duties defined in Scripture, not because they do not want to but because they do not understand how crucial they are to their family, because society tells them that they are not really needed, and simply that they do not even know where to start. The task of being a father is of critical importance, and it has never been more so than in this day and age. A child’s relationship with Dad is a decisive factor in that young man or woman’s health, development and happiness. Stephen K. Baskerville, an American scholar of political science as well as a leading authority on divorce, child custody and the family court system, wrote, â€Å"A generation of fatherhood advocates has emerged who insist that fatherlessness is the most critical social issue of our time. In Fatherless America, David Blankenhorn calls the crisis of fatherless children â€Å"the most destructive trend of our generation† (1995, 1). Their case is powerful. Virtually every major social pathology issue has been linked to fatherless children: violent crime, drug and alcohol abuse, truancy, unwed pregnancy, suicide, and psychological disorders—all correlating more strongly with fatherlessness than with any other single factor, surpassing even race and poverty. The majority of prisoners, juvenile detention inmates, high school dropouts, pregnant teenagers, adolescent murderers, and rapists come from fatherless homes (Daniels 1998, passim). Children from affluent but broken families are much more likely to get into trouble than children from poor but intact ones, and white children from separated families are at higher risk than black children in intact families (McLanahan 1998, 88). The connection between single-parent households and crime is so strong that controlling for this factor erases the relationship between race and crime as well as between low income and crime (Kamarck and Galston 1990, 14)† (Baskerville, independent. org). These statistics bring forth something vastly different than what is seen in pop culture’s most-watched TV shows. Despite these staggering statistics, no attempt is being made to change this very prominent issue that American society faces every day. Instead of the government focusing on getting rid of poverty through public school systems, go to the true source of the issue which would involve eliminating one-parent families and teaching every young man the importance of fatherhood and should be preparing them to step up when that day comes. History also plays a key role in the downfall of Male leaders in the home. The Industrial Revolution came upon the world with great force. Women began entering the workforce and started becoming more and more independent. Feminists rose from this age and helped fuel the beginnings of what we see today: that being, more and more single family homes, often being run by the mother and not the father. Women think they can do it on their own but this is not always the case. There are some women out there who have been able to raise successful children but this is not the case for many other single family homes. The bible is very vocal when it comes to fatherhood. The concept of fatherhood begins with the one who created the universe. Derek Prince, an international Bible teacher, says that â€Å"The fact behind all other facts is that God created the universe as father. He left his imprint on every aspect of creation† (Prince, 57). God is indeed, the perfect father whom every earthly father should model themselves after and give their all to be the best father they can be. Proverbs 22:6-11 reads, â€Å"Train up a child in the way he should go: and when he is old, he will not depart from it† (English Standard Version). The father is the initial instructor of his children and therefore sets the path for how they are going to live their lives. Ephesians 6:4 is a summary of instruction to parents, represented by the father, in a negative and positive way which states, â€Å"and now a word to you fathers, don’t make your children angry by the way you treat them. Rather, bring them up with the discipline and instruction approved by the Lord† (English Standard Version). This is where the issue of discipline comes into play. The father should not discipline with the intention of frustrating their child or making their child feel less of themselves. Wanda L. Ball, an author, speaker, and teacher, writes, â€Å"A wise parent wants to make obedience desirable through love and gentleness. Christian discipline is needed to prevent children from growing up without reverence for God, respect for their parent’s authority, knowledge of Christian standards and self-control. 2 Timothy 3:16-17 says, ‘All scripture is given of God and is profitable for teaching, reproving, correcting and instruction in righteousness; that the man (or woman) of God may be completely equipped for all good works. ’ This is what the Bible says about being a father† (Ball-publications. com). With this being said, a solid framework for how a father should be is established. The tricky part is how to carry this all out. God is indeed the model father. As Josh McDowell writes in his book, The Father Connection, â€Å"He is a tender Father who invites us to address Him as ‘Abba’†¦He is a listening Father who bids us to approach him boldly as ‘our father in heaven’ He is a loving Father who freely and forcefully demonstrated his Father-love at the baptism of his Son, Jesus with a voice like thunder that said, ‘This is my Son, whom I love; with him I am well pleased. ’ He is a giving Father who gives good gifts to his children. He is the Father of all, the very definition of father-hood, the fount of everything that is good, moral, and worthy of imitation† (McDowell, 18). If this is not how a father would want to be then something is very wrong. Every man should be humble enough to model themselves to be like their Heavenly father who gave them the opportunity to even be a father. God is a wondrous God who is more to us than just a Creator. What follows will lay out all that a father should be towards his son, his daughter, as well as his wife. These will all be discussed separately and then related back to each-other in the end. For his son, a father must create an early bond with him, must be able to discipline his son, and lastly, must be a consistent example for his son in every aspect of life. For his daughter, a father must recognize that he is the first man in her life, must constantly encourage her, must exercise leadership and display perseverance, and needs to be there for his daughter by comforting her, being compassionate, and by supporting her. Lastly for a father, is his relationship with his wife, who is the source of his father-hood. How a husband treats his wife is crucial in raising children. A husband must be able to take input from his wife and be able to make decisions from that input, must love and cherish his wife at all time, and must also be able to give praise to his wife. A father’s children watch him constantly and one of the main ways children learn from their father is by observing how he treats their mother. The modern day man fails to accomplish his duties towards his son: to teach and guide him towards manhood. Fatherhood is not something to fool around with and take lightly. A father has the responsibility of properly raising members of the future generations. The job of a father is not just doing well in business but rather raising their son. A father’s main goal in raising his son should be to train the young boy throughout his early life how to be a man and to teach him what it means to be a man. Fatherhood is complex and requires hard work and commitment, as well as love. To start, manhood needs to be defined. Rick Johnson, a best-selling Christian author and speaker focusing on parenting, marriage, fathering, personal growth, character development, and masculinity, says that â€Å"authentic manhood is living for a cause bigger than yourself† (Johnson, 18-19). This means that one should not simply live for themselves but live for the benefit of others. A man needs to be a servant to others which includes, first and foremost, his wife and children; to be the protector and leader. When it comes to the son, he needs to be able to look at his father in a similar way to the way he looks at superheroes like superman and spider-man. In other words, his father needs to be able to look at his father and say, â€Å"I want to be like my dad when I grow up. † For a father, this type of respect must be earned. Relationships are hard work and take effort and care. As it says in Proverbs, â€Å"train a child in the way he should go, and when he is older he will not turn from it† (English Standard Version, Proverbs 22:6). A father needs to focus on his character because that is the best way to gain a young boys respect. A father could be courageous, compassionate, loving, strong, understanding, and so on. A son will notice this and seek to emulate it. To start out, a father must begin to bond with his son in his sons early years. This is much harder to do now than it did in the past. Before the Industrial Revolution, the father and son were with each other almost every moment of every day. The father would work the land at home and would train his son at an early age to do the same. Fathers did not have to take time out of there day to have â€Å"bonding time† with their son. It just happened because that’s how the times were (Johnson). Unfortunately, after the Industrial revolution, the men started to work outside of the home for hours and hours on end and were not home nearly as much. In current culture it becomes more and more difficult for fathers to bond with their sons in the early stages of life. Cheryl Erwin, a licensed marriage and family therapist who provides parent coaching, parent education, and professional training to help you develop both wisdom and skill wrote, â€Å"A fathers role in the raising of his children has changed dramatically over the past century or two. In generations past, sons expected to follow in their fathers footsteps, apprenticing in their work and in their approach to life. During the nineteenth century, however, fathers began to go out to work, and the measure of a mans success slowly changed. Rather than the closeness of his family and the strength of his family business, a mans worth could be measured in his income, the value of his house, and the size of his car. Parenting became womens work; fathers were just too busy earning a living. And generations of boys grew up hungering for closeness with a father they barely knew, someone who came home only to eat dinner, look over omework, hear about the days misbehavior, and watch a little television† (Erwin, life. familyeducation. com) Sons yearn for their fathers. In Proverbs it says, â€Å"The glory of sons is their fathers† (English Standard Version, Proverbs 17:6). Just as God’s people seek to worship him, a son seeks to worship his father. It’s clear that young boys seek to be like their father. They try to walk the same way, talk the same way, dress the same way. It is a part of our genetic makeup. Rick Johnson writes, â€Å"Our sons’ eyes are watching us constantly. They observe how we react to the many justices and injustices of the world† (Johnson, 20). They need to see a man’s ability to recover from mistakes and stay strong in tough times. A boy relies on his father to be there through all of what life brings forth. Next, a father needs to be able to discipline his son. Many men misunderstand the concept of discipline. They think that discipline should be used to instill fear in their children for what he might do to punish them for their wrongful actions. This however, is exactly the opposite of what disciplining is. Discipline is to be done in love and not anger. One does not discipline because he is angry that his child has overstepped his bounds. Instead, he should be committed to teaching the child what to do and what not to do; to know what is right and what is wrong. Dr. Lawrence Balter, a child psychologist and parenting expert wrote that â€Å"discipline is not just punishing, forcing compliance or stamping out bad behavior. Rather, discipline has to do with teaching proper deportment, caring about others, controlling oneself and putting someone else’ wishes before one’s own when the occasion calls for it. When disciplining, the focus needs to be on teaching and not on punishing. Over time, as a father bonds with his son and develops a deeper relationship with him, the son should not have to fear the wrath that is about to come but should instead fear disappointing him due to the deep respect the son has for the father. Lastly, possibly the most difficult of all, is the father being a constant example to his son. In order for the son to accept things that he is corrected about, he must see that the Father does those things that he is constantly instilling in his son. The most important of which is being respectful to everyone. In order for one’s son to respect him, they must see that the father respects everyone in all situations including his son. In order to get respect you must first give it . Respect is earned. In relation to having respect for others, the father must display self-respect. A boy must see confidence in his father. The father must know that no matter what people think of him his son will always think highly of him. This goes a long with the fact that boys yearn for their fathers love. Included in being an example is having respect for women. Chivalry, something that has been around for hundreds of years is becoming less and less implemented in young men by their fathers. One of the simplest ways a father can do this is by opening doors for women. This shows a young boy that we are willing servants of women in that we do the â€Å"dirty work. † A woman is delicate and should be treated as such. Chivalry is only the half of it. A father needs to be an example for his son by how he treats his wife. The bible calls men to be considerate of their wives and to treat them with respect. If a son sees his father disrespecting his wife he will more than likely treat women in a similar fashion and vice versa. In the end, the father plays the most crucial role in the development of a young man. It is easy for a man to become distracted with all of the things life throws at him and forget about how important he is to his son. A man needs to set his priorities straight from the moment he gets married and has children. In all things, God is first, family is second, and work is third. A man needs to, above all else, instill biblical principles in the family life. He needs to be the anchor of the family in Christ. He is the natural leader and needs to act as such. His job is to raise a son with the same values. Moving on to daughters, Meg Meeker, a Pediatrician, wrote, â€Å"Fathers, more than anyone else, set the course for a daughter’s life† (Meeker 1). Whether a father wants to believe it, he is the most important person in a young girl’s life, not the mother. The problem today is that fathers assume they do not have much of an influence on their daughters. A father automatically thinks that the mother has the bigger responsibility over the daughter because she can better relate to a girl’s problems. In media, it is very common for the father to cause their daughter to cry over an unimportant issue and then would send the mother after her to comfort her. Unfortunately, this is how it is in many homes. Fathers are becoming more and more distant from their daughters and are unaware of how detrimental this can be as they become more and more uninvolved in their daughter’s life. The modern day father fails to accomplish his duties towards his daughter and to realize how important he is to his daughter, not because he does not want to but because he does not know what to do or even where to start. A father needs to recognize that he is the first man in his daughter’s life, needs to be encouraging of his daughter, must display leadership and perseverance, and must be able to be compassionate and understanding towards his daughter’s emotions and problems.

An Analysis of Countee Cullens Any Human to Another Essay -- Countee

An Analysis of Countee Cullen's â€Å"Any Human to Another† Countee Cullen was man who struggled to be called a â€Å"poet† instead of a â€Å"Negro poet.†Ã‚   His life during the Harlem Renaissance was filled with inequality and prejudice.   These facts have lead many analysts to perceive his poem â€Å"Any Human to Another† as a cry for racial equality.   However, Cullen’s manipulation of structure, imagery, and symbols in the poem reveals that his true theme is that all humans are individually unique but must live together in harmony and equality, caring for and helping each other.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first technique Cullen uses to show his theme is the structure of the poem.   â€Å"Any Human to Another† is made up of five stanzas:   the first and second are six lines long, the third and fifth contain seven lines, and the fourth stanza is made up of only five lines.   The author uses these varying lengths for a purpose; he wants the readers to see the way in which a variety of different types join together to form one poem.   This is analogous to the way in which many unique people make up our society.   The diversity of stanza length in the poem shows that the diversity of society in the world is a main contributing factor to our culturally enriched lives.   Another example of how the structure of this poem relates to the theme is in the rhyme schemes of the five stanzas.   Each part has several lines that rhyme with other lines in that stanza; however, the rhyme scheme of one stanza does not match with that o f any other.   This again shows the unique parts of each stanza that all go together to make one beautiful poem.   Similar to the way this poem would lack excitement if it followed one rhyme pattern the whole way through, life would be not b... ... means to express his opinion is the â€Å"little tent† in the second stanza.   Cullen writes that no man is allowed his own â€Å"meadow of sun and shadow,† the sun being joyous feelings while the shadow is angst.   No man deserves the privilege of indulging himself in â€Å"sun† while others in the world have troubles; on the other hand, no man should deal with the â€Å"shadow† of inequality without a friend or companion.   As a member of the human race, each individual has their own duty to care for and help others.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Countee Cullen clearly has a message to spread through this poem.   His structure of individual stanzas coming together, imagery of diversity and grief, and symbols of emotional bonds say one thing:   society must be made of individual people who coexist in peace, aiding and respecting one another.   This message is clearly a valuable truth we must all learn.

Writing Response to Freedom Writers

People spend a good portion of their lives learning. We all sit in classrooms, we observe, we listen, and while there is someone there for us, someone to shed light on, to teach, and to guide. There is without a doubt that teachers are an important part of a someone's life, whether a child or a young adult, teachers are always there. A teacher has an impact on the person a child becomes, and also the person a child strives to be. The movie Freedom Writer is an inspiring story that throughout the film, Mrs.Erin Gruwell managed to be different as a commendable teacher, careless of the difficulties that surround her learning environment. She was fresh-faced, idealist and was ready to take on the world as she steps inside Wilson High School for her first day of teaching. Her class, a diverse group of racially charged teenagers from different walks of life (African Americans, Latinos, Asians, juvenile delinquents, gang members, and underprivileged students from poor neighborhoods) hopes f or nothing more than to make it through the day.More and more, teachers are becoming a crucial influence in children’s lives. It stands to reason that a teacher’s personality and teaching style can have an impact on children’s academic performance and general development. Mrs. Gruwell illustrated this beautifully in the film, in the beginning of the movie, her class hated each other and the understanding that they are simply being warehoused in the educational system until they are old enough to disappear. Despite her students' persistent refusal to participate in class, Mrs.Gruwell tries several means to engage them on a daily basis. However, at first, Mrs. Gruwell was timid and obviously new at her job, the kids caught onto that right away and had no respect for her. To break the ice, Mrs. Gruwell wanted to connect with them and brought music in that all of them would know and can relate to, but that didn’t do much. She took another step and moved the s tudent’s seats in the classroom because they all segregated themselves in racial groups, this definitely caused tension throughout the room and the students took it out on each other.One of the students drew an offensive picture of another student and passed it around class, this made Mrs. Gruwell furious and explained that it starts with a drawing like this, and then some kid dies in a drive-by, never even knowing what hit him. She then told the students about how the Jews went through the very same thing and they are amateurs compared to the most famous gang, the Nazis. This really opened the students’ eyes and they started to respect Mrs. Gruwell little by little. Mrs.Gruwell thought one more ice breaker would be good to show them that they are all the same and to bring them together. She put a line of duct tape in the middle of the room and asked the students various questions and if it related to them they had to step on the line. One of the questions she asked wa s if the students knew anyone that died from gang related violence and most of the students stepped onto the line. That line represented the students coming together because in reality they are all the same. Mrs. Gruwell literally threw her life away to help those kids out.While she was having problems with her personal life, she took on the responsibility of having three jobs to afford to give her students the best education, whether it was books, school trips and more. One of the books that she bought for her students was The Diary of Anne Frank, it would be a good idea for the students to read literature from another kind of ghetto and with these simple tools she opens her students' eyes to the experiences of those suffering bigotry throughout the world and the struggles of those outside their own communities.But then reality steps in to focus when a racially motivated gang shooting witnessed by a girl in Mrs. Gruwell's class became the most unsuspectingly vigorous teaching aid. It sparked a transformation in the classroom, compelled them to listen and forced her to take off her idealistic blinders. Knowing that every one of her students has a story to tell, Mrs. Gruwell encourages them to keep a daily journal (which she bought for them) of their thoughts and experiences.After sharing their stories with one another, the students see their shared experience for the first time and open up to the idea that there are possibilities in life outside of making it to the age of eighteen. A teacher plays a great role in developing a student‘s character. It is very difficult, because character is formed not only in the classroom. Despite the fact, the classroom climate influenced by a teacher has a major impact on the students’ motivation, attitude towards learning and character development. Mrs.Gruwell’s students could see how passionate she was to see them succeed and they got more comfortable and actually wanted to learn. One of her students ask ed if they could meet with Holocaust survivors and she agreed and got them to come, however, that wasn’t enough for her students, they wanted more. Mrs. Gruwell had the kids write a letter to the woman who hid Anne Frank in the attic and the students got really excited and couldn’t wait. Even after that her students wanted more, they wanted to make a difference, be heard, leave something behind and they soon did.Mrs. Gruwell made their journals that they were writing into a book ,The Freedom Writers Diary. Lastly the children who grew up in more affluent neighborhoods often do better in school but the poorer the neighborhood on an average have higher crime rates, teenage pregnancy and drug abuse. Mrs. Gruwell experience verbally and visually how her students neighborhood affected them in such a degree. Surely there was nothing she could do to prevent such thing to happen but the only thing she did was to provide them respect, loyalty, dreams and trust overall. Mrs.Gruw ell had faith on her students that no matter what is your social position, or education or where you grew up, what matter is you maintain respect and love and faith in those in need. She finally grew a tough skin and took charge instead of letting them walk all over her, which is how she succeeded in getting their attention. Once she got them to focus on what really mattered and to understand that each clique had some common ground, they hit the ground running and the rest was history. She successfully turned the classroom into a safe haven in the crazy high school they attended.A teacher is like a sculptor, they mold a personality out of a child like a sculptor creates a beautiful statue out of clay. So a teacher has the greatest impact on student‘s character, knowledge, values and this affect can go on for years even after they are not in contact with one another. Being very knowledgeable will not immediately qualify as a good teacher. What is more important, is the attitude and the skill of being able to transfer the lessons effectively to the students. Teaching requires dedication and selflessness to be able to impart your learning and knowledge to the students.

Night World : Black Dawn Chapter 18

Maggie stared at her wildly. â€Å"You†¦what?† â€Å"I shouldhave told you earlier,† Aradia said. â€Å"ButI didn't realize he was your brother until my mind became clearer. You're a lot alike, but I couldn'tthink properly to put it together.† She added,quickly and with terrible gentleness, â€Å"But, Maggie, I don't want to get your hopes up. I don't thinkthere's much chance he's all right.† Maggie went still. â€Å"Tell me.† â€Å"He actually saved me before you ever did. I wascoming to this valley, but I wasn't alone-therewere several other witches with me. We didn'tknow where the pass was exactly-we'd only man aged to get incomplete information from our spiesin Hunter Redfern's household.† Maggie controlled her breathing and nodded. â€Å"It was Samhain evening-Halloween. We werewandering around in the general area of the pass,trying to find a spell that would reveal it. All wedid was set off an avalanche.† Maggie stopped breathing entirely. â€Å"An avalanche?† â€Å"It didn't hurt your brother. He was on the road,the place we should have been, if we'd only known.But it did kill the others in my party.† â€Å"Oh,†Maggie whispered. â€Å"Oh, I'm sorry†¦Ã¢â‚¬  â€Å"I wasn't seriously hurt, but I was completely dazed. I could feel that the others were dead, butI wasn't sure where I was anymore. And that waswhen I heard your brother shouting. He and Sylvia had heard the avalanche, of course, and they cameto see if anyone was caught in it.† â€Å"Miles would always stop to help people,† Maggiesaid, still almost in a whisper. â€Å"Even if they only needed batteries or socks or things.† â€Å"I can't tell you how grateful I was to hear him.He saved my life, I'm sure-I would have wandered around dazed until I froze. And I was so happy torecognize that the girl with him was a witch †¦ â€Å"She grimaced. â€Å"Huh,† Jeanne said, but not unsympathetically.†I bet that didn't last.† â€Å"She recognized me, too, immediately,† Aradiasaid. â€Å"She knew what she had. A hostage to bargainwith all the other witches. And to buy credit withHunter Redfern. And of course, she knew that she could stop me from seeing Delos.† â€Å"All she cares about is power,† Maggie said quietly. â€Å"I heard hertalking-it'sall about her, and how the witches have given her a bad deal becauseshe's not a Harman or something.† Aradia smiled very faintly. â€Å"I'm not a Harman byname, either. But all true witches are daughters of Hellewise Hearth-Woman-if they would just realize it.† She shook her head slightly. â€Å"Sylvia was so excited about finding me that she couldn't resist explaining it all to your brother. And he †¦ wasn't happy.† â€Å"No,† Maggie said, burning with such fierce pride that for a moment the cold cell seemed warm to her. â€Å"She'd only told him before that she was taking him to some secret place where legends were stillalive. But now she told him the truth about theDark Kingdom, and how she wanted him to be apart of it. She told him that it could be theirstheir own private haven-after Delos left with Hunter Redfern. He could become a vampire orshapeshifter, whichever he liked better. They wouldboth be part of the Night World, and they couldrule here without any interference.† Maggie lifted her hands helplessly, waving themin agitation because she couldn't find words. How stupid could Sylvia be? Didn't she know Miles atall? â€Å"Miles wouldn't care about any of that,† she finally got out in a choked voice. â€Å"He didn't. He told her so. And I knew right awaythat he was in trouble with her.† Aradia sighed.†But there was nothing I could do. Sylvia played it very cool until they got me down the mountain.She pretended all she cared about was getting meto a doctor and telling the rangers about my friends. But once we were in her apartment, everything changed.† â€Å"I remember her apartment,† Maggie said slowly.†The people there were weird.† â€Å"They were Night People,† Aradia said. â€Å"And Sylvia's friends. As soon as we were inside she toldthem what to do. I was trying to explain to Miles,to see if we both could get away, but there weretoo many of them. He put himself in between meand them, Maggie. He said they'd have to kill himbefore getting to me.† Maggie's chest felt not so much tight now asswollen, like a drum barrel full of water. She couldfeel her heart thudding slowly inside, and the wayit echoed all through her. She steadied her voice and said, â€Å"Did they killhim?† â€Å"No. Not then. And maybe not ever-but that'sthe part that I don't know. All I know is that theyknocked him out, and then the two slave tradersarrived. Bern and Gavin. Sylvia had sent for them.† And they must have come fresh from kidnappingP.J., Maggie thought. What wonderful guys. â€Å"They knocked me out. And then Sylvia boundme with spells and practiced with her truth potions on me. She didn't get much information, becauseI didn't have much information. There was no armyof witches coming to invade the Dark Kingdomright now, I wish there were. And she already knew that I was coming to see Delos.† Aradia sighed again and finished quickly. â€Å"Thetruth potion poisoned me, so that for days afterwards I was delirious. I couldn't really understandwhat was going on around me -I just faded in andout. I knew that I was being kept ina warehouse until the weather cleared enough to take me to thevalley. And I knew that Miles had already been disposed of-Sylvia mentioned that before she left mein the warehouse. But I didn't know what she haddone with him-and I still don't.† Maggie swallowed. Her heart was still thumping in that slow, heavy way. â€Å"What I don't understandis why she had to set up a whole scenario to explainwhere he went. She let some rangers find her onthe mountain, and she said that he fell down acrevasse. But if he was dead, why not just let himdisappear?† â€Å"I think I know the answer to that, at least,† Aradia said. â€Å"When Miles was fighting them off he saidthat his roommates knew he'd gone climbing withher. He said that if he didn't come back, they'dremember that.† Yes. It made sense. Everything made sense-except that Maggie still didn't know what had becomeof him. There was a long silence. `†Well, he was brave,† Jeanne said finally, andwith unexpected seriousness. â€Å"If he did die, he wentout the right way. We just ought to hope we cando the same.† Maggie glanced at her, trying to read the angularfeatures in the darkness. There was no trace ofmockery or sarcasm that she could see. Well, Cady's changed into Aradia, Maiden of allthe witches, and I've changed into the Deliverernot that I've been much good at it, she thought. But I think maybe you've changed the most afterall, Jeanne â€Å"You know, I don't even know your last name,† she said to Jeanne, so abruptly and so much offthe subject that Jeanne reared back a little. â€Å"Uh-McCartney. It was-it is?CMcCartney.† Sheadded, â€Å"I was fourteen when they got me. I was at the mall playing Fist of Death at the arcade. And Iwent to go to the bathroom, and it was down this long empty corridor, and the next thing I knew Iwas waking up in a slave trader's cart. And now you know everything,† she said. Maggie put out a hand in the dimness, â€Å"Hi,Jeanne McCartney.† She felt the cold grip of slen der, callused fingers, and she shook Jeanne's hand.And then she just held on to it, and to Aradia's soft warm fingers on the other side. The three of themsat together in the dark cell, slave, human, andwitch Maiden-except that we're really all just girls,Maggie thought. â€Å"You didn't tell me one thing,† Maggie said suddenly. â€Å"What'd they callyou when you started working here? What was your job?† Jeanne snorted. â€Å"Second Assistant Stable Sweeper.And. now you know everything. â€Å" Maggie didn't think she could possibly sleep in aplace like this, but after the three of them had sat quietly for a long time she found herself dozing. And when the rattle of the dungeon door startledher, she realized that she'd been asleep. She had no idea what time it was-the flare wasburning low. She could feel Aradia and Jeannecome awake beside her. â€Å"Dinner?† Jeanne muttered. â€Å"I just hope it's not PJ.-† Maggie began, and then broke off as firm, determined steps sounded on the stone floor of the corridor. She recognized the stride and she stood up tomeet Delos. He stood outside the cell, the dying torchlightflickering on his dark hair, catching occasionalsparks off his golden eyes. He was alone. And he didn't waste time getting to the point. â€Å"I came to see if you've decided to be reasonable,† he said. â€Å"I've been reasonable from the beginning,† Maggie said quietly and completely seriously. She was searching his face and the slight link she felt between their minds at this distance, hoping to findsome change in him. But although she felt turmoilthat was almost anguish, she also felt the steel ofhis resolve. I won't let you be killed. Nothing else matters. Maggie felt her shoulders sag. She turned slightly. Aradia and Jeanne were stillsitting on the bench, Aradia motionless, Jeannecoiled and wary. But she could tell that they bothfelt this was her fight. And they're right. If I can't do it, nobody can†¦But how? â€Å"They're people,† she said, gesturing toward theother girls, but watching Delos's face. â€Å"I don't knowhow to get you to see that. They matter, too.† He hardly glanced back at them. â€Å"In the time ofdarkness that is coming,† he said, as carefully as ifreciting a lesson, â€Å"only the Night People will survive. The ancient forces of magic are rising. They'vebeen asleep for ten thousand years, but they'rewaking up again.† A low voice, not belligerent, but not afraid either,came from the back of the cell. â€Å"Some of us believethat humans can learn to live with magic.† â€Å"Some of you are idiots and fools and are goingto die,† Delos said, without even looking. He stared at Maggie. She stared back at him.They were willing each other ashard as possible to understand. And I think he's got a stronger will, Maggiethought, as she broke the locked gaze and looked away, thumping the heel of a clenched fist against her forehead. No. That's not right. I'm Steely Neely and I nevergive up. If I tell him that some things are worth dyingfor†¦ But I don't think he's afraid to die. He's justafraid for me. And he just won't listen if I say that I'd rather die than see some things happen. Butthat's the truth. There are some things that you just can't allow to happen, whatever the cost. There are some things that have just got to be stopped. She froze, and the cell seemed to disappeararound her. She was seeing, in her mind's eye, an equallydark and uncomfortable little cart. And her ownvoice was saying, Jeanne. It's got to stop. Feeling very light-headed, she turned toward thebench. â€Å"Jeanne? Come over here.† Jeanne straightened and walked up doubtfully.She looked into Maggie's face. Maggie looked at her and then at Delos. â€Å"Now you show him,† she said in a voice thatwas like her own voice, but older and much grimmer, â€Å"what his Night People do to slaves who try to escape. Like you showed me.† Jeanne's expression was inscrutable. She went onstaring at Maggie for a moment, then she raisedher eyebrows and turned around. She was wearing the same slave tunic she hadbeen wearing for the last four days. She lifted it upin the same way and showed Delos her back. He took one look and reeled back as if she'd hit him. Maggie was braced, but even so the backlash ofhis shock and horror nearly swamped her. Shegrabbed on to the iron bars of the cell and waitedit out, teeth gritted while her vision went fromblack to red to something like a normal gray. â€Å"Who did this?†Delos managed finally, in a voice like ground glass. He was dead white, except forhis eyes, which looked black in contrast. â€Å"Who?† Jeanne dropped her tunic. â€Å"I thought you didn't care about vermin.† And she walked away without answering him, leaving him speechless. Maggie watched her sit down, then turned back. â€Å"Some things have got to be stopped,† she saidto Delos. â€Å"Do you see what I mean? Some thingsyou just can't let go on.† And then she waited. I knew he didn't know that kind of thing washappening, she thought, feeling vaguely glad in avery tired, sad, and distant way. But it's good to see it proved. The silence stretched endlessly. Delos was still staring at Jeanne. He had run ahand through his hair at some point; it was disheveled and falling over his forehead. The skin of hisface seemed to be stretched, very tight and his eyeswere burning gold. He looked as if he'd completely lost his bearings,and he didn't know what to trust anymore. And then he looked at Maggie. She was still standing there, waiting and watching. Their eyes met and she realized suddenly thatshe'd never seen him so vulnerable-or so open. But if there was one thing Prince Delos had, it was resolution. After another moment of helplessness, she saw him straighten his shoulders and draw himself up. And, as usual, he got directly to the point.†You're right,† he said simply. â€Å"And I was wrong. There are some things that have got to be stopped.†Maggie leanedagainst the bars and smiled.†I'll get the key,† he said, and then went on,briskly planning. â€Å"I want the three of you out ofthe castle, at least, before I confront Hunter.†Ã¢â‚¬ You can't do it alone,† Maggie began.Sheshould have known he'd immediately start arranging everybody's life again. â€Å"Especially not with yourpower blocked-â€Å" â€Å"There's no reason for you to be in any moredanger than you have to be,† he said. â€Å"I'll send youoff with some of my people who can be trusted-â€Å" â€Å"I'm afraid that won't be possible,† a voice saidfrom the corridor. It gave Maggie a horrible jolt. They were all tired,and all caught up in the moment, and none of themhad seen the figure until it was almost behindDelos. Hunter Redfern was standing there smiling. Sylvia was behind him. And behind them,crowdedtogether, were armed guards. â€Å"We've had to dispose of the few idiots who insisted on remaining loyal to you,† Hunter said amiably. His eyes were shining like the purest gold.†The castle is now under our control. But do go onwith your plans, it's very sweet to hear you trying to save each other.† â€Å"And it's no use trying to pretend,† Sylvia addedspitefully. â€Å"We heard everything. We knew you couldn't be trusted, so we let you come down here on purpose, to see what you'd say.† For someone who'd known Delos a while, shedidn't understand him very well, Maggie thought.Maggie could have told her that pretending was thelast thing that would occur to Delos. Instead he did what Maggie knew he would; he launched himself at Hunter Redfern's throat. Delos was young and strong and very angry but it was no contest. After Sylvia had squeaked and withdrawn, the guards all came to help Hunter. After that it was over quickly. â€Å"Put him in with his friends,† Hunter said, brushing off his sleeves. â€Å"It's a real pity to see my onlysurviving heir come to this,† he added, once Deloshad been kicked and thrown into the cell. For amoment there was that note of genuine feeling in his voice that Maggie had heard before. Then the golden eyes went cold and more bitter than ever. â€Å"I think tomorrow morning we'll have a very special hunt,† he said. â€Å"And then there will be onlythree Wild Powers to worry about.† This time, when the guards left, they took all theflares with them. â€Å"I'm sorry,† Maggie whispered, trying to inspectDelos's bruises by touch alone. â€Å"Delos, I'm sorry†¦I didn't know †¦ â€Å" â€Å"It doesn't matter,† he said, holding her hands.†It would have happened eventually anyway.† â€Å"For a vampire, you didn't put up much of afight,† Jeanne's voice came from the back of the cell. Maggie frowned, but Delos turned toward herand spoke without defensiveness. â€Å"That witch bound more than just the blue fire when she putthis spell on my arm,† he said. â€Å"She took all myvampire powers. I'm essentially a human until she removes it.† â€Å"Aradia?† Maggie said. â€Å"Can you do anything? Imean, I know only Sylvia is supposed to be able totake the spell off, but †¦Ã¢â‚¬  Aradia knelt beside them, graceful in the darkness. She touched Delos's arm gently, then sighed. â€Å"I'm sorry,† she said. â€Å"Even if I were at full power, there's nothing I could do.† Maggie let out her breath. â€Å"That's the only thing I regret,† Delos said. â€Å"ThatI can't save you.† â€Å"You have to stop thinking about that,† Maggiewhispered. She was filled with a strange resignation. Itwasn't that she was giving up. But she was very tired, physically and emotionally, and there wasnothing she could do rightnow†¦. And maybe nothing ever, she thought dimly. Shefelt something steadying her and realized it was Delos's arm. She leaned against him, glad of hiswarmth and solidity in the darkness. There was a tremendous comfort in just being held by him. Sometimes just having fought is important, shethought. Even if you don't win. Her eyelids were terribly heavy. It felt absolutely wonderful to close them, just for a moment †¦ She only woke up once during the night, and thatwas because of Delos. She could sense something in himsomething in his mind. He seemed to beasleep, but very far away, and very agitated. Was he calling my name? she wondered. I thought i heard that †¦ He was thrashing and muttering, now. Maggieleaned close and caught a few words. â€Å"I love you†¦ I did love you †¦always remember that †¦Ã¢â‚¬  â€Å"Delos!† She shook him. â€Å"Delos, what are youdoing?† He came awake with a start. â€Å"Nothing.† But she knew. She remembered those wordsshe'd heard them before she had actually met Deloson the mountain. â€Å"It was my dream. You were †¦ going back intime somehow, weren't you? And giving me thatdream I had, warning me to get away from thisvalley.† She frowned. â€Å"But how can you? I thought you couldn't use your powers.† â€Å"I don't think this took vampire powers,† he said,sounding almost guilty. â€Å"It was more-I think itwas just the bond between us. The soulmate thing.I don't even know how I did it. I justwent to sleepand started dreaming about the you of the past. Itwas as if I was searching for you-and then I foundyou. I made the connection. I don't know if it's ever been done before, that kind of time travel.† Maggie shook her head. â€Å"But you already know it didn't work. The dream didn't change anything.I didn't leave as soon as I woke up in the cart,because I'm here. And if I had left, I would never have met you, and then you wouldn't have sentthe dream†¦.† â€Å"I know,† he said, and his voice was tired and abit forlorn. He sounded very young, just then. â€Å"Butit was worth a try.†

Chronic Traumatic Encephalopathy Essays

Chronic Traumatic Encephalopathy Essays Chronic Traumatic Encephalopathy Essay Chronic Traumatic Encephalopathy Essay Chronic Traumatic Encephalopathy Jenna Cottet Athletic Health Care Ms. Maull Chronic Traumatic Encephalopathy First described in the year 1928 (McKee 2010), Chronic Traumatic Encephalopathy is a progressive neurodegenerative disease that has been found to be the cause of retired NFL linebacker Junior Seau’s suicide. The disease deteriorated his brain and hindered his ability to think logically. Seau is not the only retired NFL player found to have had CTE through autopsy following their death. Mike Webster was the first football player found to have CTE, when scientists found the characteristic buildup of the tau protein in his brain.Another significant find in CTE affected brains such as his includes the shrinkage of the hippocampus, the part of the brain responsible for memory and thinking processes. The disease was originally noticed in boxers, first being called punch drunk. These boxers were described as exhibiting cuckoo and goofy characteristics. The observation in boxers led to a term meaning dementia of a fighter – dementia pugilistica which was later renamed its current name, Chronic Traumatic Encephalopathy, in the 1960s (Saulle 2012).It’s been confirmed that the cause of CTE is repetitive head trauma but it is unclear whether or not it can be brought on by a single mTBI (minor Traumatic Brain Injury) or if it can only be caused by recurrent blows to the head. The obvious group with the highest risk for CTE development is athletes, who are involved in contact sports such as football, boxing, and martial arts, but they aren’t alone. Other groups at risk for the disease include military veterans, epileptics, and victims of domestic abuse. As of today, there is no definitive diagnosis, other than postmortem autopsy, for Chronic Traumatic Encephalopathy.It is difficult due to the lack of consensus among doctors and scientists about the criteria of diagnosis and the void of clinicopathologic correlation studies. The similarity between CTE and other brain diseases also make differential diagnosis tough. Diseases like AD (Alzheimer’s disease) and FTD (frontotemporal dementia) share similar symptoms and just as CTE, come from a history of head trauma. Age can dismiss Alzheimer’s from a patient’s diagnostic options but it cannot help in differentiating between CTE and FTD (Saulle 2012).It is, however, possible to distinguish postconcussive syndrome from CTE. PCS symptoms usually improve within a year, so if they do not subside, the patient is logically considered to have CTE, but still not definitively. Due to the inability to definitively diagnose Chronic Traumatic Encephalopathy, treatment methodologies are nonexistent. Prevention is purely the only form of treatment as of now and even just that is very difficult. In football, those hard hits the players perform are not only a simple aspect of the game, but they are a huge part of the sport’s identity.It would require a collective effort on behalf of the administrators, coaches, players, referees, team physicians, and even the fans who watch the games. Policies, techniques, player’s understanding of potential dangers of downplaying injuries, rules, playing environment, return-to-play criteria, protective equipment and so much more would need to be improved in order for prevention to be effective. Boston University is extensively working to change the fact that there is no definitive diagnosis for CTE.One research program called LEGEND, Longitudinal Examination to Gather Evidence of Neurodegenerative Disease, has participants both with and without a history of concussions, take interviews over the phone as well as yearly questionnaires online. These individuals also have to opportunity to provide a saliva sample in order for BU to use it in genetic testing. The university also has a study called DETECT, Diagnosing and Evaluating Traumatic Encephalopathy Using Clinical Tests, which was the first research project on CTE ever funded by the NIH (National Institutes of Health).It is stated on their Center for the Study of Traumati c Encephalopathy website that this study’s ultimate goal is to develop methods of diagnosing the disease during life through the use of a variety of tests, including MRIs, MRSs, blood tests, and measures of the proteins in spinal fluid. The participants, who are planned to include 150 former NFL players ages forty to sixty-nine and 50 same-age athletes who played non-contact sports, will also undergo neurological, psychiatric, and cognitive assessments, as well as genetic testing.In conclusion, I think it’s safe to say that there is no question that repetitive head trauma can cause permanent brain damage. Despite the NFL’s attempts to hide these facts from the public, it is now a known fact that football players are an approximate nineteen times more likely to have a memory disease than men of the same age who have not played any contact sport. Boston University and, I’m sure, other organizations will continue to conduct experiments and studies in order t o find every clinical answer we are currently missing.In time, we will know how to definitively diagnose, treat, and prevent Chronic Traumatic Encephalopathy. Until then, I believe the only option we have is to prevent concussions with safer play and better equipment, and also to attempt to stop the progressing of damage after a player’s mTBI by following return-to-play procedures more accurately.

KOSOVO independence AND KOSOVO FACTS Essay Example | Topics and Well Written Essays - 500 words

KOSOVO independence AND KOSOVO FACTS - Essay Example In exchange, Kosovo will eventually gain self governance as guided by EU. Last year (September 10, 2012), Kosovo was given full autonomy when UN and EU peacekeeping forces withdraw its forces from Kosovo after 13 years of UN and EU oversight. Kosovo’s Declaration of Independence was adopted on February 17, 2008 at a meeting of the Assembly of Kosovo declaring itself to be independent from its former host country Serbia. The declaration of independence meant that it will be accorded its own national symbols such as a flag and coat and arms and have its own territory demarcated on its borders. This declaration however was rejected and not recognized by Serbia. Negotiations ensued and when the negotiation did not improve, Kosovo declared its independence unilaterally as Republic of Kosovo with the sight of abiding with the Ahtisaari plan in full when it formulated its own Constitution drafted by Constitutionalist both local and abroad. The law was to take effect in June of 2008, meaning, Kosovo’s formal independence will take into effect and its commitment to Ahtisaari plan of minorities guarantee of their rights and representation in the new government. The Declaration of Independence by Kosovo drew mixed reactions. For one, the northern region which is composed mainly Serbs were sympathetic towards Serbia and thus remained under Serbia’s effective control of which the latter refused to relinquish control despite UN’s order in exchange of full membership in the EU. As expected, the declaration of independence of Kosovo was also contested by Serbia in the UN’s International Court of Justice claiming that it was illegal. The court however decided in favor of Kosovo in October of 2008 by declaring that Kosovo’s declaration of its own independence did not violate any international law. Until now, Kosovo is still in the process of creating its own

Raisin in the Sun Article Essay Example | Topics and Well Written Essays - 250 words

Raisin in the Sun Article - Essay Example ch apparent universality is a positive feature, showing how insightful Hansberry’s work is, while for others this is a negative feature which involves rejecting African American values and culture in favor of imitating those of the Northern, white, and middle class people. Seaton’s conclusion suggests that the play demonstrates in fact deep appreciation of African American culture and at the same time also some elements of universality. In other words, it is not necessary to choose between these opposing critical views because â€Å"they are not exclusive positions but partial ones† (Seaton, 1992, 47). This article could be very useful as a source for an essay on A Raisin in the Sun because it clarifies some of the main themes that occur in the play such as the struggle of African Americans to achieve their dreams in a society which is inherently racist and the changing values of different generations of African Americans. The article would be particularly useful in providing a structure for setting out how the play has been viewed in the past. Seaton also provides useful evidence to support the view that the play moves beyond stereotypes because it portrays a range of different characters who view the family’s dilemma in very div erse and complex