My Training At High School Essay - 1689 Words

In 1999, I was a menace to society who never even stared my senior year of high school. I was a high school dropout, married, and had a baby boy named Christopher James. That year, I paid a visit to the local military recruiter’s office to ask some questions about how I could be a better provider for my family. I ended up talking to an Army recruiter outside a strip mall, and he told me the benefits of going into the Army over the Navy. I knew it would not be an easy departure, but I needed to find a means to provide for my family. For my MOS, I wanted to learn a valuable skill and that was carpentry and masonry. I even found myself having to retake the Armed Services Vocational Aptitude Battery (ASVAB) test twice just to raise my score high enough to be a carpentry and masonry specialist. In fact, the morning I left Military Entrance Processing Station (MEPS) my body weight was at the very minimum amount required to start boot camp. My recruiter ordered me to eat a lar ge breakfast that morning and not to use the restroom until after I weighed in. After, I passed the minimum weight standard, I was on my way to boot camp. It was a very long and cold bus ride from the St. Louis International Airport to Fort Leonard Wood. As I sat in the back of the bus looking out the windows at the snow, thoughts entered my head that I made a major mistake. Then, I yelled to the bus driver that I was desperate to smoke. The driver hesitantly said â€Å"okay,† but told me not to leaveShow MoreRelatedMy Organization s Programs Promote And Impact The Healthy Development Of Children And Youth Essay1133 Words   |  5 PagesValley High School is to provide a rigorous academic training that is relevant and transferrable to students’ future learning and success. As a teacher, I am responsible for the development of students academically as well as socially. I prepare them to be productive citizens while in high school and after graduation. If they are planning to attend any postsecondary training, it is my duty to make sure they are adequately prepared. As an advisor of the Council of Student Leaders, it is my purposeRead MoreGraduation Speech : High School1172 Words   |  5 PagesI have been going to school since I was four years old and, that means that I have been attending school twenty to twenty two years, including kindergarten, middle school, high school and now college. As every student, I had my ups and downs in school; I had some failures and some successes. One of the failures that affected me the most and that I will always remember was the time that I was in high school during my junior year. I failed almost all my classes and, I only passed two classes and withRead MoreEvaluation Of A School Entry Vehicle1429 Words   |  6 Pagesworking in for my yearly mission. In this market analysis paper I will discuss demographics, different school programs I will administer in my local area, and different quartile objectives that result in a full year plan as a whole. I will discuss plans I have for a school entry vehicle that will allow me to get into my biggest high school. The unit I am responsible for recruiting in is B- 1-186 Infantry, located in Klamath Falls OR and it is an Infantry Company. Demographics My assignedRead MoreMy Long Term Goals Of College Admission810 Words   |  4 PagesPersonal Statement Content My long term goal is to pursue a career as a General Internal Medicine and complete a Gastroenterology Fellowship. To me, this means delivering state-of-the-art clinical care to my patients while contributing to the evolution of medicine through education and research. I have wanted to be a doctor since childhood. To me, being a doctor means goodness of the heart and dedication to healing. My parents valued education and rigorous work ethics. They taught me that I couldRead MoreDifferences Between Caucasian American And Hispanic Americans1102 Words   |  5 PagesThey all had different personalities, accents, and appearances. Based on my experience after my nine weeks training with the platoon, I divided my friends into three different categories. The people who well planned their future, the people who didn t plan their future and the people who joined because of the family guidance. The first category was the people who well planned their future before coming to the basic training. This type of people often was married and had a degree before joiningRead MoreFinding A Career May Be A Physical Therapy1117 Words   |  5 Pagesfrom pain in the human anatomy (American Physical Therapy Association). Aspiring physical therapists should take into consideration the duties, education, requirements, offering schools, salary, and alternate jobs to ensure their decision in this profession. To make accomplishing my occupation possible, education and training will be required in the near future. A PT can choose over 200 programs that lead them to a Doctor of Physical Therapy (DPT) degree. The prerequisite classes consist of the following:Read More UNITED STATES MARINE CORPS INTELLIGENCE OFFICER Essays518 Words   |  3 Pagesdecided to apply for upon completion of my Bachelor’s Degree. One of the main reasons I have chosen this path is due to the high selection rate of the ECP. â€Å"The MCP has a selection rate of 20 to 40 percent while the ECP has selection rate of 99 percent† (Givens). Upon completion of my bachelor’s degree and after being selected through the ECP, I will receive orders to Officer Candidate School. Officer Candidate School is where I will receive the â€Å"basic training† for a commission. â€Å"This is where theRead MorePersonal Statement : Professional Nurse852 Words   |  4 PagesPersonal Statement Professional Nurse is my number one career choice. In many ways, it reflects my second, third and fourth career choices like Nursing Practitioner, Nutritionist and Health Educator. Educators teach and lead people toward success. Accountants keep and maintain a systematic and chronological record of financial transactions. And professional golfer commits themselves to extensive study and practice to master the skills of their profession. As a Professional Nurse, I see myself incorporatingRead MoreFamily And Consumer Sciences Education Essay1673 Words   |  7 Pagespublic schools and the community, far different than it was before. What was previously seen as the classes for women is now a requirement for high school graduation plans. The positive societal views of Family and Consumer Sciences is increasing the development as well as furthering the program. The following analyzes and examines the Family and Consumer Sciences curriculum that is currently being implemented in Texas pub lic schools. The role of Family and Consumer Sciences in public school is reflectedRead MoreEssay about 4 Week Training Program Design1257 Words   |  6 Pages4 Week Training Program Design My name is John Doe, Im 16 yrs old, my height is 56, and my weight is 8st 6lbs. I have been asked to design a 4-week training program for my PE coursework and to describe and explain all components of the whole program, energy systems, training principles and diets etc. I would describe myself as a fairly healthy person, and fairly fit too. Over the course of this program I aim to improve my fitness levels, and certain distances

A Social Family Institution in India Free Essays

Location: India has an area of approximately 3,287,580 sq. kilometers. It serves as a border to the Bay of Bengal the Indian Ocean, and to the Arabian Sea located to its west. We will write a custom essay sample on A Social Family Institution in India or any similar topic only for you Order Now Directly north of India are the Himalayas, the world†s biggest mountain range. India also serves as a neighbor to several different countries. Myanmar and Bangladesh located to its east, China, Nepal and Bhutan to the north, Sri Lanka to the South, and finally Afghanistan and Pakistan on the northwest. Topography: India is separated into 4 main regions, these are the Ganges, Indus Plains, Desert zone, and the Southern Peninsula. Physiologically India is divided ten times. A senior male usually heads families in India. In the senior males household a family can be very large. The senior male†s family can include his unmarried children, married children alongside their wives and kids, unmarried younger brothers and sisters, and married brothers with their wives and children. It is common however for families to separate once the father dies. This idea of family is true for both nuclear family and extended family. As already stated above the size of a typical Indian family is very large. The senior male is responsible for providing the financial assistance to the family while his wife takes care of the house. She assigns chores to all of the females in the household. The Elderly are taken care upon dearly by their family members. The marriage traditions in India have been in existence for a very long time. The have a long and important set of rules that are carefully followed by most. A marriage arrangement is a big responsibility for the parents of both the female and male. A marriage is arranged based primarily on religion, family wealth, and the hope for a good biological reproduction. Marriages in India are no different than in most of the countries around the world. It is a very special event for the bride and grooms family and friends. For both the male and the female marriage is a big change not only socially but mentally as well. Only once married is one truly considered to have made the transition to adulthood. Married couples display a strong for male children. Males are desired more because of financial contribution the may supply for the family. Girls on thew other hand are some times viewed as very big liabilities, The more one has the more liable one is. They are viewed as very expensive to support and require very expensive dowries once they are married. Families that have many girls and very few or no males are in great danger of experiencing financial disaster. The roles played by males and females in the Indian society have a very strong presence. Their roles have changed very little in the last couple of decades. Males are the dominant sex in the society. Females have very little power or control over their lives. The male†s main role is to provide financial stability. India†s educational system is one that is very similar to that held by the British. It consists of five levels of education. Level one is preprimary, followed by primary (which in the American system would equal grades 1-5), middle class (middle school), secondary (9 and 10 grades), and finally higher levels (11 and 12 grades). India s governments is currently working very hard to make the peoples education a top priority. The Indian government supplies the people with free education, even with free education only about half of the children attend school. It is viewed by the Indian people that it is more important for the males to attend school than it is for the females. Out of the 50 Indian population is illiterate, 66% of these are females. Higher education in India is not very big. Out of all of the people that attend primary and secondary education less than 10% go on to higher education. It†s popularity however is increasing greatly compared to past years. India†s collegiate system is divided into three. One of these three types is the religious college. These are colleges found by politicians and by wealthy families. They did this in order to gain popularity amongst the people. Government colleges constitute the second type; these are colleges that are found on the outskirts of big cities. They lack private investments and are therefor founded by the government. The third type is called Professional colleges. These are colleges that mainly receive both government and private aid. Professional colleges are the beset of colleges to study carriers such as medicine, engineering etc. 2-India Literacy rate is very high in numbers but very low in percentages. They have over 400 million people that can read but this constitutes only about 56% of the population. 1- India runs its government under a constitution created in 1949. The president of India is elected by the parliament and serves a term of five years. The Prime Minster of India is also a very powerful man in this country. It is said that he has more power than the president. Lok Sabah, otherwise know as the Lower House of Parliament is controlled by the ministers. The federal Parliament consists of no more than 250 members. The President appoints twelve of them and most of the others are appointed by their state. The Lower House has no more than 545 members. Just like the president they serve terms that last fore five years. In case of a national emergency the president can overrule any state government. 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Business Organisational Behaviour Workplace Emotions

Question: Describe about the Report of Business Organisational Behaviour for Workplace Emotions. Answer: Organizational behavior The article shows the workplace emotions; it gives the roles of supervision and leadership. The study sample it examines the significant roles played by the leaders involved in the organisation. There is growth in the interest in the work experiences and efficiency of the employee motivation (Erez Isen, 2002). Emotions brought into the leadership have developed the theories of transformative and charismatic. The leaders have the responsibilities in the transformative roles to have efficiency in the job satisfaction of the employees. In the study show the effects of emotional regulations that contribute to stress. In the leadership and employee emotions, there are widespread beliefs that most of the supervisor are sources of a bad mood in the workplaces. This document has the factors confounding with the employee well-being and stress. In most cases the directors are involved in the direct evaluation of performance, this leads to the creation of anxiety among the employees. Secondly, the employee's autonomy has been a need which they rarely get, this result to the employees feeling monitored and not in control, (George Zhou, 2001). The employees become irritated by the fact that they feel micromanaged in the duties and responsibilities and expectations compel the employees to constrain to the emotional expressions. This has an adverse effect on the employees. Leaders and employee emotional regulation have an influence on the employees. People have the habit of conforming to the beliefs and norms of the organisation. This will have both the positive and adverse effects to the operator and also to the organisation. There is evident empirical that supports this in both the cognitive and physiological factors confounding the relationship involved. The emotional regulation refers to all process on how an individual chose how to express their experiences in a controlled automatic way. Qualitative research method employed in the study. The empirical evidence to support this includes stress, emotional exhaustion, burnouts and physical complaints all falling under the psychological strain. The study adopted different hypothesis on how the various factors positive and negative experiences associated both with the job satisfaction and stress within the individuals, l (Watson Clark, 1997). In the research managers who are engaged in the transformative approach in the leadership behaviours. The social importance is that the managers provide the support required for the emotional management to the employees. In the research, it checks on the supervisor's role in the leadership and links it between the emotional regulation and the job satisfaction of the employees. It also looked into the administration functions and related it to the emotional control and stress, there is a positive association between psychological rules and is weaker when the supervisors engage in litt le transformational behaviours. The procedure followed is that the participants provided two types of data; survey data and the experience sampling data. The study conducted in the research used to collect the data on the job satisfaction of the employees and the stress data. On the background, data sampling is used to gather data on on the job satisfaction and the active factors. Also, there was data collected on the leadership behaviours on the data collect from a broad survey of the organisation. We used a longitudinal design in relation with an experience sampling method. In doing so, we were able to collect daily emotional regulation data across multiple locations and jobs as emotional regulation occurred. We avoided retrospective and recall bias that occurs in reporting emotional experiences. Our within-person design also allowed us confidently to link specific events of emotional regulation to stress and job satisfaction In the measures, the leadership behaviours are measured using the multifactor leadership questionnaire. This exhibited a relatively high reliability and discriminant validity. The leader's emotions act a tool to work on the motivation of the employees, also communication of the vision and excites the workers to work towards a long-term ideal and strategic objective, in the focus of the emotions leaders stimulates the others to generate a productive pattern of behaviour. In most of the organisation, the rational attitude this instils power geared toward the problem-solving skills, strategic planning. Positive emotions are associated with enhanced creativity, it encourages by helping the behaviours and cooperations, it also reduces the aggressions against the employees of the organisation. On the adverse effects lead to the low productivity of the team. The emotions affect the team's behaviour in some ways the could either be direct or indirect. This includes the motivations and perceptions; the organisational process can modify the emotions. It is evident that the feelings are obvious in the leaders in various roles of an organisation and also among the led as the employees and subordinates in the organisations. Leaders are to manage the emotions and behave in a way expected by the society. This is because the direct emotions influence the-the performance of their subordinates. Newcombe and Ashkanasy (2002 shows how the emotions have perceptions towards their leaders. The way emotional expressions of leaders are given more attention and weight, tho more a leader is enthusiastic and energetic they are likely to energise their junior staff, the same case applies to the leaders who are likely to be hostile this would be replicated to their followers. In the today world emotions at the workplaces are hard to understand, but may be used to show the organisational goals. The qualitative research shows that leaders dont always express the true feelings to conform to their roles. Leaders show their emotions by overacting or by surface acting. A good emotional leader gives ways to the employees and looks to the emotions which are suitable for the job or the organisation. This can be emphasised by creating interactions with the clients and adopting an environment aimed at achieving the goals of the organisation. For the leaders who use their emotions, strategic use them for the right purpose and on a regular basis. But the ones obliged to the fake emotions are at risk for burnout in the long run experience. The study is of importance as it relates the employees and leadership. References Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press. Blascovich, J., Tomaka, J. (1996). The biopsychosocial model of arousal regulation. Advances in Experimental Social Psychology, 28, 151. Bono, J. E., Ilies, R. (2006). Charisma, positive emotions, and mood contagion. Leadership Quarterly, 17, 317334. Bono, J. E., Judge, T. A. (2003). Self concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46, 554 571. Bono, J. E., Vey, M. A. (2007). Personality and emotional performance: Extraversion, neuroticism, and self-monitoring. Journal of Occupational Health Psychology, 12, 177192. Brayfield, A. H., Rothe, H. F. (1951). An index of job satisfaction. Journal of Applied Psychology, 35, 307311. Brief, A. P., Weiss, H. M. (2002). Organizational behavior: Affect in the workplace. Annual Review of Psychology, 53, 279 307. Conger, J. A., Kanungo, R. N. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: Sage. Danna, K., Griffin, R. W. (1999). Health and well-being in the workplace: A review and synthesis of the literature. Journal of Management, 25, 357384. Diefendorff, J. M., Richard, E. M. (2003). Antecedents and consequences of emotional display rule perceptions. Journal of Applied Psychology, 88, 284 294. Diener, E., Emmons, R. (1984). The independence of positive and negative affect. Journal of Personality and Social Psychology, 47, 11051117. Ehler, M. L., Major, D. A., Fletcher, T. D. (2003). Applying I-O to medicine: Making the case that it can be done and that it should be done. The IndustrialOrganizational Psychologist, 41, 50 54

The Story of Me free essay sample

My birth was atypical. I was born at 25 weeks – three months before my due date. My mother calls me her â€Å"miracle† or â€Å"alphabet soup† baby, for all the three-letter acronyms for my various conditions. At birth I weighed 1 pound 10 ounces and was given a 50/50 chance of survival. When I did survive, I was expected to be severely disabled – both physically and cognitively. Slowly, I was taken off the ventilator as I learned to breathe for myself. In time, I learned to breastfeed without sucking milk into my lungs. I vaguely remember my three years of physical, occupational, developmental, and speech therapies. Neither I nor my mother remembers when I first learned how to †¦ crawl? Walk? Speak? Only that it happened slowly, with two steps forward and one step back, for months. I couldn’t read – at least not independently – for the first 10 years of my life. At 15, I’m almost ashamed to say I spell only adequately. We will write a custom essay sample on The Story of Me or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Despite all this, I learned to speak fluently, honed my motor skills, and learned to follow along both physically and mentally. Steadily, I was molding myself a normal girlhood. There are always those quick to remind me of my journey. When I started school, not everyone was accepting of my differences, and even some who set limits on my future potential. These assumptions deeply angered me. To think that almost strangers could see me and decide who I was, who I was going to be, based on what I had struggled through in the past. When I saw these same biased views cast on others, I felt obligated to protect them. Experiencing my struggles attuned me to the struggles of others. Throughout middle school, I was there for my bullied friends. I supported my friends who â€Å"came out† in school. And I was the voice against racism in my Girls on the Run team as we watched a group of young black men get racially profiled by police. Throughout my life, I have learned to covet my firm belief in this, above all else: Doing what you can, when and how you can, and doing it one step at a time makes a difference. All change happens as a series of steps – we reach our destination as we keep moving, going slowly, one foot at a time.

Describe the ways in which play is said to promote children’s development The WritePass Journal

Describe the ways in which play is said to promote children’s development Introduction Describe the ways in which play is said to promote children’s development IntroductionReferencesRelated Introduction Play is an integral part of child development throughout the early years of every child’s life. This is because it permits children to practice their imagination while developing their mind, agility, bodily, cognitive, and expressive strength. Play is important to on-going healthy brain development. Children are known to use play at the early stages of life to interact and make sense of the world around them.  As they master their world, play assists children progress onto innovative abilities that lead to enriched self-confidence and the resiliency they will need to deal with challenges they may come across in the future.2 Above all, many believe that play is a simple yet effective enjoyment that is cherished as part of being a child. There are two categories of play that have been identified; Undirected play which is when children are allowed to play on their own, and directed play which is stimulated play through adult supervision or help.  Undirected play lets children learn how to work in groups, to share, to negotiate by building their communication skills, to resolve encounters, and to learn self-advocacy skills.3,4 When play is allowed to be child driven, children practice decision-making skills, move at their own pace, discover their own areas of interest, and finally participate completely in the desires they wish to follow.3,4  Rather, much of play encompasses adults, but when play is organised by adults, children comply to adult instructions and apprehensions and lose some of the advantages play offers them, particularly in developing creativity, leadership, and group skills.5  In contrast to submissive amusement, play shapes active, fit physiques. In fact, it has been proposed that inspiring unstructured play may be an excellent way to increase physical activity levels in children, which is one vital approach in the resolution of the obesity epidemic.6,7 Furthermore, the act of playing is fundamental to the academic setting. It safeguards that the school setting attends to the social and emotional growth of children as well as their cognitive development. It has been shown to help children adjust to the school setting and even to enhance children’s learning readiness, learning behaviours, and problem-solving skills.8  Social-emotional familiarity is best combined with school learning; it is worrying if some of the forces that enhance children’s ability to learn are elevated at the expense of others. Play and unscheduled time that allow for peer interactions are imperative constituents of social-emotional development. There are particular attributes that are developed in children through the activity of play which is why it is so highly regarded in the early years of the academic syllabus. The well-known psychologist, Piaget, identified play and imitation as an integral part of learning and development and outlined the benefits a child got from playing. He said play was used as a vehicle for overcoming egocentrism. This refers to the pre-school child’s inability to grasp another’s point of view by empathising. By socialising through play and social interaction, other individuals needs can become a focus for the child and therefore develop their cognition further from their own needs. Secondly, he has mentioned that it can be used as a means of accommodating and assimilating reality. Accommodating is when the child takes material into their cognition from the environment, which may mean changing the evidence of their senses to make it fit. Thus accommodating is a result of assimilatio n for the child as they ‘accommodate’ their senses through play to make them fit. Piaget had come up with the notion that play is almost pure assimilation without the need to acquaint one’s self with external realism. For example a child who plays airplane with a rectangular block is usually unconcerned about the requirement of certain essential design to overcome gravity or to make use of air pressure. The child is merely assimilating the wooden block into existing schemata of airplanes. The opposite of this almost pure assimilation is imitation, or the childs serious attempt to accommodate to outer reality. For example if an ambulance arrives outside the school due to a child falling over. A couple of days after the incident the children were playing in the playground. A child acts this out and has an accident. The children took the roles of the paramedics and the people caught in the injured child. As they play this situation through, they were making a serious attempt to accommodate the reality which they had seen and heard about. Assimilation and accommodation are both included in the interaction which unites the individual child to the environment and the childs reality. The give and take in play and imitation is one way that the child learns about the childs world. Piaget’s theory on play goes on to develop these terms further by theorising that in both play and deferred imitation, the child is learning about symbols, or he is learning that one thing can stand for something else. A child puts on a hat and becomes a police man or a cowboy. The hat is the symbol for the role. Play itself is a symbolic representation of the childs own inner world. Last but not least Piaget supports his developmental stages through play. His preoperational stage which is when the child uses its senses to discover the world is achieved through the act of playing. The child learns through first-hand experiences by touching, tasting, smelling and later through actual hands on experiences with material, equipment and ideas. Play provides the child with real experiences to try out and develop cognition and physicality. As shown above through much research and Piaget’s own research and theories, that play is a much needed part of children’s development and growing up. They are able to discover all sorts of ideas, objects, concepts and experiences through the act of playing. Playing in conclusion will always be regarded as a vital concept of life as it is taken seriously in academic situations as well as in the homes with the child’s parents. References 1, Shonkoff JP, Phillips DA, eds.  From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press; 2000 2, Erickson RJ. Play contributes to the full emotional development of the child.  Education.1985;105  :26 3, Pellegrini AD, Smith PK. The development of play during childhood: forms and possible functions.  Child Psychol Psychiatry Rev.1998;3  :51– 57 4,   McElwain EL, Volling BL. Preschool children’s interactions with friends and older siblings: relationship specificity and joint contributions to problem behaviors.  J Fam Psychol.2005;19  :486– 496 5, MacDonald KB.  Parent-Child Play: Descriptions and Implications.Albany, NY: State University of New York Press; 1993 6, Burdette HL, Whitaker RC. Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect.Arch Pediatr Adolesc Med.2005;159  :46– 50 7, American Academy of Pediatrics, Council on Sports Medicine and Fitness and Council on School Health. Active healthy living: prevention of childhood obesity through increased physical activity.Pediatrics.2006:117  :1834– 1842 8, Coolahan K, Fantuzzo J, Mendez J, McDermott P. Preschool peer interactions and readiness to learn: relationships between classroom peer play and learning behaviors and conduct.  J Educ Psychol.2000;92  :458– 465 http://departments.weber.edu/chfam/4990a/Theoryplay.html Accessed 08/08/12

Boots Preferred by Woodsmen

Boots Preferred by Woodsmen In a discussion ending with  a vote  with loggers, foresters and forest owners, I offer  you these recommendations for purchasing forestry, logging, or hiking boots. I also want to post this information along  with links to purchase boots from these recommended companies at competitive prices and online. Although many boot companies sell only through retail distributors and catalogs, you can purchase most of the boots right from this feature. The professional promoters of these boots have had years of experience in the woods and, to my knowledge, have no particular connection to any of the boot companies. I asked for their opinion and have listed the top boots in order of popularity according to a poll that has been on my site for years. With that out of the way, lets look at some of  the forestrys favorite boots. The Top Boots For Forest Work and Recreation Voted #1 - Danner Boots.  The Danner  Shoe  Company continues to manufacture a complete line of hiking, fishing, hunting, uniform, and work boots in their 30,000 square foot factory in Portland, Oregon, U.S.A. The Danner  wholesales to specialty retail stores and mail-order companies throughout the country and has one company-owned factory retail outlet. I prefer  Danner Boots...they sell insulated, non-insulated, etc. and they are a top quality boot. - STEVE SWANSON 1976 Voted #2 - Whites Boots (buy womens only from Amazon).  Whites Boots Company has been manufacturing Whites, Buffalo, and Hathorn Boots for over a century. Foresters, firefighters, linemen, loggers, and active hunter  and hikers who simply enjoy the outdoors have been Whites customer base. Whites specialty is in hand-crafting boots for customers requiring a custom fit to their exact specifications, utilizing a tri-dimensional fitting process to ensure proper measure. I only wear  Whites Boots  and use Obenaughes oil. Spendy but nice........ - RECYCLE1 Voted #3 - Herman Survivor Boots.  Herman Survivors boots sales and customer service are available only from Wal-Mart and are considered a budget boot (which probably had a lot to do with its high vote). I have owned several Herman survivors but only had a good experience with the Buffalo steel-toe boot and the engineer style. Voted #4 - Red Wing Boot.  From a tiny corner shop started in 1905 in Red Wing Minnesota, the Red Wing Shoe Company, Inc. has grown into a respected manufacturer of working boots and shoes as is confirmed by talking to loggers and foresters. Four facilities and hundreds of craftspeople making thousands of pairs by hand each day keep up with supplying a good boot at a fair price. Red Wings  and  Herman Survivors  are good and they are a little cheaper than Whites... Wearem every day, even to meetings and when Ill be in the office all day. - PHORESTER Voted #5 - Chippewa Boot Chippewa Boots, Inc. started with only logger boots in 1901 and are pioneers in manufacturing woods grade boots. They claim to use only the best materials, the best construction techniques, and the most innovative technology to build a boot. The result as is attested to by a loyal group of hikers and foresters are the best boots around. Here are companies that did not make the poles favorite ranking. Still, I believe they are good companies with a quality product and provide exceptional boot value per dollar spent. Honorable Mention #1 - Rocky Boots Headquartered in Nelsonville, Ohio, Rocky Shoes and Boots, Inc. provide quality outdoor and occupational footwear since 1932. Nearly 30,000 retail and catalog outlets carry ROCKY ® footwear. Honorable Mention #2 - Georgia Boots For over 60 years Georgia Boot has been a leader in the work footwear market. Based in Nelsonville, Ohio, the company manufactures and markets quality work and outdoor footwear. Georgia Boots safety footwear meets the highest safety standards set by OSHA. Honorable Mention #3 - Wolverine Boots Established in 1883 in Rockford, Michigan, Wolverine made original boots that helped build the railroads, erect skyscrapers, and expand highways across North America. Wolverine is a great boot company but just not caught on with forestry and logging types. Honorable Mention #4 - Timberland Boots Timberland is a global supplier of boots. Timberland services retail stores throughout North America, Europe, Asia, Latin America, South Africa, and the Middle East. The Timberland PRO line of boots is specially designed gear for working professional craftspeople.

Women's Role In Christianity Research Paper Example | Topics and Well Written Essays - 1250 words

Women's Role In Christianity - Research Paper Example In the early Christianity, there was no separation in the description of roles of men and women. But as the time passed by and the rights of religion started changing, there started arising negative aspects of Christianity, which said men and women are not equal and that women are inferior to men (Witherington & Witherington, pp.19-22). In the ancient Greece and Rome in Christian societies, men considered women as inferior to them and they treated them as some property possessed by them. In those days, women teachers used to preach about the second coming of Christ and that this world will end very soon. At that time, Christian churches started enjoying the cuff, which lead to patriarchal thought in Christianity emphasizing on unequal treatment of men and women. This cuff remained for next two thousand years and proved to be very brutal for women. People slaughtered women pitilessly giving them the names of witches. This atrocity continued until twentieth century, only after that the re was a change in this activity (Laporte, pp.15-16). This change was only possible because of initial protest of women for women rights in 1960s. This movement brought an intense change in the role of women in Christianity and women’s rights highlighted (Kung, pp.12-13). A feminist theology emerged containing prose on women’s role in Christianity and expressed God through a feminine image. Women started experiencing social, political, and cultural freedom and equality after 1960s but the patriarchal thought did not disappear completely. Its shadows still prevailed in the form of sexual dualism. This idea suggested that men and women are not only biologically different but men are more religious and stronger than women are. Whereas women were more poignant and instructive than men were. This concept was prevailing since the Greek times and only first women protest of 1960 had courage to challenge these thoughts. There aroused another concept called Marian Devotion rega rding women and it proved to be controversial because Catholics appreciated this phenomenon where as protestants were in strong opposition. Many people assumed that this was strengthening the feminine view of God while others said that it was in fact damaging the feminine movement because it was destructing womanhood of women. The sexual and civilizing rebellion of the 1970s and 80s specifically desired to get rid of elevated pedestals of probity emotionally involved in womanhood (Kung, pp. 16-20). There appeared two parallel movements one as a religious and other as societal. These two movements were modern and conventional in nature. The goddess reverence, â€Å"Jesus’ movement, and Marian devotion influenced the liberal feminist theological movement† (Kung, pp. 16-20). Whereas the religious rights in Christianity works on the key of sexual dualism. The religious right strives to discover morals only within customary tradition and they refuse to accept the amendment of any kind to a customary manner. The religious right resists the liberal reproductive rights of women particularly the right of abortion and homosexuality. It also does not accept the cloning technology look for reinstatement of traditional family principles standing on the patriarchal system. In the beginning, the religious rights were only supporting the faith but then they augmented their presence in important matters of the society, such as culture and politics so they that they affect the society with their opinions. It is very likely that religious rights have abhorrence for women because they doubt that women will

Write a restaurant proposal Research Example | Topics and Well Written Essays - 1000 words

Write a restaurant - Research Proposal Example Therefore, the Thai restaurant seeks to apply a marketing strategy that is directly opposite to the other restaurants in the neighborhood, where only 30 clients will be served at a time. The Thai restaurant will precisely be located in a busy street location, on 95st and Lexington Ave on Upper East Side, New York City. The choice of the location is based on the fact that; it is a booming and rapidly expanding business area, with exquisite infrastructure and facilities that will complement the services offered by the restaurant. The restaurant will be offering the clients healthy and delicious Thai foods in a modern, casual, and relaxing atmosphere, but with a special touch of Asian cuisines to cater for the diversity of the restaurant products. Thai food and cuisines are recognized worldwide, and it is difficult to lack one or more restaurants serving Thai Foods and Cuisines in most of the renowned Western Countries cities, due to the popularity of the food, which is based on the harmony associated with it (Wiens, 2010). Thai foods have a combination of South East Asia cuisines and some from the western cultures, which are then blended to ensure that such cuisines form a characteristic food combination and diversity of its own (Olmsted, 2013). The idea of establish a Thai restaurant was motivated by other investors who have similar businesses interests, and with a relatively long period of experience in the business. In addition, the proposed restaurant has secured the services of a well experienced chief chef, who has over 10 years of experience in creating and preparing different blended Thai cuisines. From the many years of experience in this field, the investors are confident that the combination of a good location and the offer of authentic Thai cuisines will be a success factor for the business. Further, the business

Slaughterhouse Five Essay Essay Example for Free

Slaughterhouse Five Essay Essay Kurt Vonnegut wrote the book Slaughterhouse-Five in order to express his feeling of disgust towards the brutality of World War II. It was written as a general statement against all wars. Vonnegut focuses on the shock and outrage over the havoc and destruction man is capable of reeking in the name of what he labels a worthy cause, while learning to understand and accept these horrors and ones feelings about them. Through his character, Billy Pilgrim, he conveys not only these feelings and emotions, but also the message that we must exercise our free will to alter the unfortunate happenings that might occur in our lives. Vonnegut had tremendous difficulty writing this novel. He says, I thought it would be easy for me to write about the destruction of Dresden, since all I would have to do would be to report what I had seen (Vonnegut 2). He did not count on his emotions interfering with his attempts at a factual and logical report of such atrocities. It took Vonnegut twenty years to directly face his private demon of the firebombing of Dresden in the form of this novel. He had trouble recalling any memories of substance about his time in Dresden. It could be said that he was blinded by the firebombs of Dresden. It was not until Vonnegut returned to the sight of the bombing twenty years later, along with one of his war buddies, that he was able to recall the disastrous and horrific incidents in Dresden. The novel served as a form of therapy for Vonnegut; it enabled him to examine the events of the past that impacted on his life, and to come to terms with them. Vonnegut chooses to focus the novel on events surrounding the firebombing of Dresden, Germany.

Frankenstein :: essays research papers

The Lasting Impressions of Frankenstein Frankenstein has had a lasting impression on audiences since its publication in 1818. This continuing popularity is for many reasons. On the simplest level, Frankenstein is a novel that shows audiences there is a way to defy death, but on a deeper level it reveals many things about human nature and emotion. This is why I feel the novel has persevered through so many years and still enjoys wide popularity. Beginning on the simplest level, Frankenstein is a novel about how to defy death. Human kind has been fascinated with this notion since the beginning of time. One only has to look at the ancient Egyptians and their belief of the afterlife, along with many other cultures and their beliefs of a life after death to see that overcoming death has fascinated people for centuries. This fascination can be looked at on several levels. First of all, death is frightening. It is something that is not understood completely by humans. Humans are scared of what they do not understand. This is portrayed in Frankenstein when the creature is shunned by society simply because he looked different from them and they did not understand him. People are scared of what they do not understand, which is why they were frightened by Victor’s creature. The desire to understand death leads to the desire to control it. Even though death is something that is out of the control of humans, human nature has the urge to be in control of everything. The novel Frankenstein fascinates people because death has been overcome, at least that is how it appears in the beginning. Even Victor himself is fascinated with death. In Volume 1 of the novel, Victor talks of his fascination with the human form and its decay after death. "I saw how the fine form of man was degraded and wasted; I beheld the corruption of death succeed to the blooming cheek of life; I saw how the worm inherited the wonders of the eye and brain" (931). Being able to create life from something that is non-living is just like cheating death. You have control over it, which is what humans want in the first place. It is for all these reasons that Frankenstein has enjoyed continuing popularity throughout the years. Immortality has long been a goal of many humans and stories of it have intrigued people for ages.

Educatinal Technology Essay

Examine three (3) of the issues you feel are most important in shaping the role of technology in education. Analyze why they are most important ones The role of the education in this global world is increasing each day. There are a lot of ways, strategies and approaches to increase quality of education. One of most effective way is integrating technology in to the education. That is called educational technology. There are a lot of advantages of technology in the class but I will give information about three advantages of technology in the classes which are freedom, equality of the education and creativity. Technology in the education is giving more freedom to teachers and students. How? As a mathematics teacher in a public school I can give examples from my own experiences. I use smart board and smart pad in my classes. I prepare my lesson plan as software and I reflect on the board or on the screen. While I am walking around the class I can teach. I don’t have spent my time for writing the definitions or questions and cleaning the board. I don’t have turn my back to the students which is helping me for classroom management. As another example when I am teaching geometric figures even three dimensional figures now my drawing is not a problem anymore. With Mimio smart board I can visualize better. My students have more time to learn. And I put my class notes to website for students who missed the day or who couldn’t understand well. They still have chance review everything that they missed. I think this is the most important issue for role of the technology in the education. It is giving more time for teaching. It is another sole role of the technology in teaching, giving equal opportunity to all students. There are a lot of people who are seeking for education but they cannot reach it because of lack school or teacher . Maybe it is not common in U. S. A but around the world it is common. For these people technology is only hope. Or some people like me who have to support a family and want to get a degree; online education is the only way. With technology everybody has an opportunity to learn. For some special and minor issues technology is helping us so much too, for instance I have a student who is dyslexic. To make him focus to class and understand better tablet computers are very helpful. In my country Turkish Government is giving free tablets to all students. The last and I think most important benefit of the educational technology is increasing creativity. With standing front of the board and giving lecture we cannot individualize the education. It is a known fact every bodies learning way and level is different, from this perspective each person is unique. Especially if there is a big diversity in the class lecturing will not help. And if all students learn the same thing with same way it will not develop their creativity conversely it will decrease the creativity. To enhance students’ creativity we have to integrate technology in the education. With this way the students can learn with their own way and level. There is a web site that I use in my math applying classes (www. studyisland. om) , at the beginning of the year students are taking a diagnostic test and depends their results system is giving a unique way to each student, may be the system is not perfect but the idea is so beautiful. In twenty first century we are aware of that education is more complicated than we taught. Teachers are facing with different problems such as dyslexia, ADHD/ADD, asperger syndrome. To individualize education technology is very helpful. Increasing technology using will develop creativity ,freedom and opportunity in the education. ———————– Page | 1 Page | 1

Male vs female

Nowadays, management of an organization involving the male and female executives. So, gender is an issue that is often associated with managerial effectiveness in the organization setting. Therefore, to ensure the effectiveness of organization settings the male and female manager should know the role to be play. Moreover to be competent in the organization setting both of the male and female should have the characteristic that need in organization settings.Where both of the male and female should play the role as the monitor that they should consistently to survey the environment inside and outside the organization might be limited to information that is useful for organization setting. In playing the role of the speaker, they should give the important information to the organization. As the speaker ,they should act as the representative of the organization in giving information to the external people of the organization. Based on these roles, we can determine the performance of the both gender male and female in the organization setting.Furthermore, competency perspective limitation also can be seen through both of them implies a universal approach. Where they should not be bias or focus only on certain individual in the organization setting. Alternative combination of competency might be work Just as well as the way to measure the competency of the male and female in organization setting. In addition, assume their leadership is within the person. But, sometimes leadership is also relation with the followers . Not forgetting, competency refer to leadership performances.This should be bear on in mind for the both of them in the organization setting. According to the perspective that centered by gender, an individual will attribute with the different way. Based on their gender the previous research by Bet and Fitzgerald 1987,Henning and Jarring,1997,Olden 1985 said that female have the feminine leadership behavior which are trust and caring. Moreover, Eagle, Man ikin, Slinky 1992 also said where the male manager will use the masculine leadership that interested to authority the people under them.The difference of the gender can give the influence to how male and female attributes and their leadership style. Therefore, possible gender differences may also influence the roles played by male and female managers in the organization. Aback et al (1994) ported that female always easily to improve level in organization compared to the male manager. This is based due to the female is working more professional than male in playing their role as the manager and less involving emotional and intuition.Moreover the difference in working style for both male and female can be seen when female are more to the transformational leadership and the male are more to the transactional leadership. From the perspective of the role comparison male and female, there are no significant difference in all the role between male and female but as the role of inspired inn ovation. This is because male and female understand clearly their own role should be played by each of them in the organization setting. Male are more positive in attitude towards female in their interaction or communication.Male attitude is not influence by the number of how many times they had communication but the quality of the communication and interaction. In addition, there will be more explanation about the attitude that influence the performance of the male and female in organization setting in this research. The factor of this issues that who are more competent in the organization setting also ad been discuss in this research. Then, all the question that who are more competent? Who are better performance can be answered with the evidence to strength the point given. 2. CHARACTERISTICS AND ATTITUDES OF EMPLOYEES IN AN ORGANIZATION Employing either a man or woman should have a good character and attitude and excellent for improving productivity of an organization. Excellent worker hopes to enhance the quality of the work. Employees who have excellent not only skilled and expert in employment but also a noble character. Characteristics good employees and excellent as follows: 1) Confidently In committing some employment, confidence in the Job aspect is very important to ensure a consistent quality and high quality of employment.The confidently attitude can also convince others of the quality of work we do. If one is a manufacturer of a product, confident attitude is needed to convince other men, on the benefits of the products we produce and sell. Without a sense of confidence, an entrepreneur will not be able to build a good effort. Because if there is not a confident attitude in an employee, this will cause them to quickly feel hopeless and give up. 2) Smart in communication Communication is needed in making a decision.Leading organizations prefer to hire someone who has the skill and ability in communicating in a good and wise either by writing or sp eaking. Communication of inaccurate or inappropriate can cause many problems in a company. 3) Motivated A good employee never hesitates to take responsibility or a higher position. He is also willing to work outside working hours to meet the goal or to solve a problem, though working in the discussion is not one of constant work that is usually given. Therefore, highly motivated employee who is required to advance or the success of an organization. ) Able to work in teams A develop of organization must consist of employees that have can work as a team. Many companies consist of a team. Any company that effectively requires a team effort. Employers can contribute an ideal employee. 5) Ethical Work rules are made to be followed. There is a secret place of work should be kept. A good employee by company policy and inspire others to do the same. Attitudes of an employee in an organization as follows: 1) Honesty Honest work is painstaking work. It can produce something good with a sincer e heart. Besides that, a good employee is honest about his work.Self-criticism and be willing to accept feedback is important to be a good study. For example, a farm worker who works with wages from hand to mouth, but still work well to perform sincerely and sheer devotion to his Job is to make money for the needs of the family. 2) Genius or smart The employee an excellent and wise in use of the time and resources around him. It always uses the time of his life with the best and always improves himself either in attitudes, knowledge and skills or Job performance. Employees can make the right session in making a decision.This increases the productivity of an organization. 3) Active and Energetic Employees who have excellent have an excellent practice in safeguarding the physical health, mind and emotions. In charge of not only the physical health care nutritional quality but it is also always do exercise and get enough rest or sleep. Discretion in managing themselves and the tendency to do Just that beneficial activity makes him more disciplined, healthy, active and productive. 4) Hard work Hard work is the work we must have the nature of work or workaholic able to achieve he targets to be achieved.They can take advantage of the optimum time so sometimes it does not care about time, distance and the difficulties encountered. In their work vigorously and strive hard to achieve good results and maximum. The employee who wants to excel at work need to work hard. The entrepreneur also needs to work hard to promote products released. 5) Discipline and keep time Every boss likes to keep workers past, disciplined and meticulous. Period is money. Coming through to the officials, who did not need to take breaks, and leaving officials dilly earlier than usual adverse reputable.Competition teen males and females also occur frequently in the transaction forevermore an organization. Each party between male and female compete each other to prove that they are ahead in all as pects and have a level of competence that culminated in managing things. However, the issues of competent between men and women are note easily formulated and determine without evidence and legal studies and strong on performance between boys and girls. Evaluation to prove this issue is based on videoconferencing from a reliable source so that it does not rise to a bias in determining the contents of a decision.The female cannot say that they are more efficient in managing things, and so did the men. Generally,male and female each have their own expertise in managing any work. These are not denied when the success of in an organization is the result of hard work of male and female who are as the backbone to movement and development of an organization. Without the involvement of both the survival of an organization disable continue the operation. Labor between male and female is desirable and arguably the skills of both parties to be needed to complete the task and they are complemen tary to each other.Nowadays, household now has arisen a number of male and female shows more competence in performing tasks in an Organizational. In today large organization, as a women climb up the corporate leader, getting worse crisis. While the statistics vary slightly around the world this is consistent trend. At the lowest more than half of the worker in organization is female. At the higher level in organization, the number of woman small. At the CEO Level, worldwide there are only 3% to 4% who are women. The table below showed the statistic.This phenomenon is quite surprising because when he studied information broadly ascribes the overall success of the women have when placed in a position of leadership success is very high. It raises the question of when the analysis of the success they have in the range of functionality that is dominated by men. The study about this issue making for more than a decade at 2011 and 2012 for the overall effectiveness. Overall Effectiveness i n Leadership a) Different by Age To better understanding the differences between male and female it is instructive to look at overall effectiveness by age.For female as leader appears to change over time. As female and male begin their career there is very little perceived different. Men soon are perceived in an increasingly positive way and more effective than women. As women mature they are perceived in an increasingly positive way and more effecting than their male counterparts. At the age of 25 the efficient of male and female are no difference, starting from 26 and above until 40 years old the effective level of male increase and starting to slow after 40.But for woman, the effective level is starting to increase from the age 40 and above. B) Different by level for overall leadership effectiveness by gender by position The sue about male and female who are really competent these days in organization settings have been answered and have results on the competent between both of t hem. According to Jack Zinger and Joseph Folkway (2012) article by Harvard business review based on the research stated that between male and female, advance more women than men on the competency of the organization as a whole.Survey for 360 evaluations is the Judgment of a leader's peers, bosses and direct report with asking these individuals to rate each leader's effectiveness overall and judge based on the 16 competencies overall. N fact at every level, more women were rated by their peers, their bosses, their direct reports, and their other associates as better overall leaders than their male counterparts and the higher the level, the wider that gap grow.The table below shown the overall level of competent between male and female by the gentlefolk (2011) c) Different by top competencies top leader between male and female Based on the Zinger Folkway (2011) state that as specifically, at all levels women rated are higher in full 12 of the 16 competencies that go into outstanding l eadership. The level of impotency between male and female are different in a small scale incremental for female compared to male. From the 16 competency there are two which is; take initiative and drives for result are scored the female tend to highest degree.The competent of male in the development strategy perspective are outscores female. The table below showed the 16 competency between male and female. The sources that getting from the gentlefolk (2011). Based on the table above clearly describe the difference between male and female on the level f competencies. From the 16 competencies, 14 of them are preceding by female. It confirms that women actually scored higher than male On 12 of the 16 competencies. Male scored higher in two competencies which is technical or professional expertise and development perspective. Each reader will have a several theory why this happens.The explanation about this outcome is many women live with that necessitates them getting things done in or der to survive. In Job settings, women feel that she need to work harder that male to prove them. Some expression from female in performing his work is â€Å"we feel that constant pressure to never make mistake and to continually rove our value in organization†. That is because, at least woman don't feel their performance are safe. They're afraid to rest on their laurels and feel satisfied. Besides that, they're feeling need to take initiative they are more highly motivate to take feedback to heart.Basically, those are fundamental behaviors that derive the success of every leader whether male or female. Female and Nurturing competencies The chart above demonstrate that these competencies. Those competencies highlight that women were seen more effective in getting thing done, being role models and delivering result. The skills describe leaders who take on difficult challenges, ensure that people act with integrity and who simply achieve challenge result. According to the dilem ma on June 2014 published the one article about â€Å"women in top Job are viewed as ‘better leader' than man†.Based on the new study, women in executive positions are perceived as better leaders than men. Basically, woman in business are too sensitive or not as competent can stop them from advancing through the so- called ‘slackening. But once women has breach the barrier, these qualities actually work in her favor according to a Duke University researcher. The research published in the Journal of applied psychology, found top women executives were credited with responsibility for their success. They were viewed as both more competent and more relationship-oriented than men.Because of these, it can lead them to be perceived as more effective leaders than their male counterparts. Lead researcher, Professor Lehigh Rosette said, ‘in business environment, even if women are through to be competent they are frequently through to be not nice. But on the higher run gs of the corporate ladder, competence and niceness may have a certain level of compatibility or woman top leaders. The second study also rated female as more relationship- oriented because they expected top women to involving in a more traditionally feminizes' type of leadership, an employee focused leadership style that is increasingly viewed effective.Professor Rosette (2014) said, ‘let's face it, women are often viewed as having to work twice as hard to get half as far and successful women executives may benefit from the perception, leading to a female leader advantage. Usually we always hear the business mantra â€Å"think leader, think male† this may Egan to fade as employees and other stakeholders more begin to value those leadership skills that focus on relationship and not Just traditional leader nature that are more in line with masculinity.Results of the study, the researchers pointed out and warned that women leaders should be aware that their behavior will be different at different levels within the company due to the success of women will change the impression when they move on the corporate ladder. What cause the difference between male and female? Why female are more perceives more effective, what are we frequently heard was, â€Å"in order to get the same recognition and rewards, I need to De twice as much, never make a mistake and constantly demonstrated my competence†. The short version of what we regularly heard from woman was that â€Å"we must perform twice as well to be through half as good). The result from â€Å"practicing Self Development†, the competency measure the extent to which people ask for feedback and make changes based on the feedback. We know most people begin their career perceived more motivated to ask for feedback and take action to improve. In the analysis age for male and female. Female at age 40 maintain the habit of asking for feedback and taking action to improve. The effectiveness of men on this competency continuous to decline as they age.Male assume that they are doing fine and don't really need much feedback. 4. 0 THE ISSUES OF GENDER AND THEIR PERFORMANCE BASED ON THE CURRENT ISSUE â€Å"Women are equally important role in the company†. That has being said this recently in an article released by the Tutu's Malaysia newspaper dated November 21 , 2013. Article also discusses about the problem of gender differences in the marketability of an organization, whether private sector or public sector. According to the article, It affirms the role of women in the public and private sectors should be noted comparable male servants in order to improve an organization from all angles.Minister of Women, Family and Community Development Dates Romania Abdul Karri said the matter as women nowadays qualified great responsibility on par with the skills and experience of male employees. She added, the government is also implementing efforts to promote government-linked comp anies to appoint at least 30 per cent of female employees in the highest position and promote at least one woman on the board until 2016. Government also provides incentives to encourage provide more opportunities for staff women to advance, including tax breaks for companies as well as the provision of training and consultation. Public and private sectors are also required to eliminate gender disparities in terms of experience, competence, nations and cultures to eliminate any form of discrimination,† he said when opening the Forum of Women in Rural normal 2013, here today. Add Spiritual ministry also held a Director of women's programs that provide guidance on training curriculum including technical and soft skills to enhance the ability of women to come leaders of caliber. This year, he said, a total of 645 women attended the program, while the total 790 women signed up for the course. At the same time, 83 women have been appointed directors of public companies during the y ear,† he said. In the meantime, she urged local employers do not catch quota determined by the government to achieve the target percentage of women appointed to the board of directors. Instead, he said the appointment should be given priority to quality and competent staff who are able to assume responsibility. â€Å"Quota provided the only dude, but more importantly how far a company which entitles them to higher office,† he said.Based on the article in Tutu's Malaysia newspapers, it is clear that women should take participant in the organization sector whether public or private sector. â€Å"The competency of woman implement the Job is the main criteria†. That's the title of an article released by Tutu's Malaysia newspapers dated 24 February 2010. Article discusses the influx of female employees in the public sector, particularly high-level positions. Eightieths Gung Congress Sustain Peckers-Peckers Dalai Participated Am (Spaces), Mad Shah Mood.Zinc yesterday e xpressed concern over the dominance of women in the public service is growing. Current trends show more women appointed to the post and decide which will have long-term implications for the development and growth of the country. The condition is due to the capabilities of the woman to pass the merit system for office than men. † The situation is to some extent cause an imbalance to the number of civil servants. And has raised fears him thus he suggested that something should be done to avoid any serious difference ratio between men and women in the future.Influx of female employees in the public sector, particularly for professional positions is due to their academic achievement. Thus, women are not to blame for the amount because they are also the most dominate placement in an institution of higher learning in the country than men, As a result of the lack of male staff in the public sector cause of personnel forced women do work outside the office, and it now appears differen t when women are able to perform a variety of tasks that were once dominated by men only. Based on the source of the author at his work place is also filled with women and our administrative duties.Based on the above article it is clear that women now dominate the public sector and also the position of the highest office previously is dominated by men. This occurs is due to increasing the performance of women as being more efficient when performing tasks. According to figures available, the average employee thinks the increase of women in the public sector is not alarming contrast to their efficiency and capacity to undertake the task is the key criteria that must be well on an employee regardless of male or female.What priority is given to he work of an employee should be able to perform the duties of other quality perfectly. This is because men and women, each has advantages and disadvantages and it is a matter that can't be disputed Development and economic growth over the past f our decades have also witnessed rapid progress not only contributed by the employment of men, but also involves the role and contribution of women. On-going efforts to create gender equality (gender) saw demand for female labor force shows significant improvement (Tutu's Namely Online, 2004). For example, the success of Tan Sir Dry.Katharine Aziza was appointed as the first female Governor of Bank Engage Malaysia (BAN) to prove the belief that women are capable of performing the essential duties if they are given the opportunity to do this. Besides that, there are many more women who are successful in their career such as Tune Dry. Sadomasochist. All, Dates Sere Raffish Aziza, Denationalization Small, Dates Dry. Amazon Ottoman,Dates Dry. Northeastward and Attachment Humid. This in turn saw the women were able to compete with the men, and to contribute to the development and progress of the country.As a whole, female are developing equally read with male. Women more mature and aware of all the turmoil within and outside the country since forever women are aware that their role will still be needed for advancement. Finally, the women are Just like men that have professionals in carrying out their duties, especially in the field of management, and other organizations. In addition, many women who have made their mark in the world. Currently many women have succeeded in exploring areas that have been dominated by men.Women were actively match the performance of the men and also worked as a good decision maker in the administration of the country or company. Therefore, the greatness of women do not doubt that the success that has been created. The increase of 14. 8 percent of women working in the professional field to prove that women are able to move forward in line with the men (Tutu's Borneo Online, 2013). It is clear that women are also capable of engaging in a professional line with men. The performance also proved that women also play an important role and con tribute to the development and progress of the country today.Other than that, the Tutu's Borneo also wrote that the statistical achievements of women in Malaysia is very insistent and good and covers a variety of fields, in education, the number of women is more than male students in session 2013/2014 amounting to 68. 02 percent from 41. 573 candidates. In addition, the success of women nowadays it's because women have a higher education than men and they also have the opportunity and independent to gain knowledge (ester's Actuate Eightieths Politic Actuate Minter Narrations Abraham).Conclusions, in this modern are not surprising that women are also can involve in the field more challenging. For example, fields of politics, engineering, mechanical, and other many field ventured by male. So, caused women eave a higher education resulted in an organization are more likely to choose a female employee over the male employee. Besides that, women are also having a good attitude and charac teristic of employee between men such as discipline and keep time, hard work, ethical, and others. 5. CONCLUSION There is an issue that who are more competent in the organization setting between the male and female. Therefore this issue had been discussing by given the factors and characteristic that contributes to the issue. Employing either a man or woman should have a good character and attitude and excellent for improving productivity of n organization. Excellent worker hopes to enhance the quality of the work. Employees who have excellent not only skilled and expert in employment but also a noble character. Where the characteristic is important and needed in the organization setting.These days the issues between men and women who are really competent in the organizational settings have raises various perspective and responses among them. The competent in the organization has created a lot of perception among the public either male or female. From the research and the previous r esearch also based on the statistic or any other provided evidence, we can include that female is more competent than male in organization setting. This is based on the factor influence in the aspect of attitude and the other factors such as communication, and their performance in organization setting.Besides that, women are also having a good attitude and characteristic of employee between men such as discipline and keep time, hard work, ethical, and others. Female are more active in playing their role in the organization setting compare to the male. This happen maybe because of female give more commitment in playing their role in their organization setting. This can be seen from the aspect of their passionate in encouraging others, sharing authority and information and also more interested in managing by using skills between interpersonal relationships.This including the role likes mentor, facilitator, inspired, innovation, monitor and coordinator. Moreover, female always try to p ut in others the feeling they are also the part of the organization starting from the performance decision making and to the strategies making. Thus, clearly that proven female is more interesting and hardworking in play their role to ensure the effectiveness of the organization setting. In addition male should be more hardworking and more focus in understand and play the role in organization. Furthermore, this issue can help to inspired male to increase their performance in organization setting.

First Confession essays

First Confession essays Seven years, being able to live for yourself, not answering to anyone for the wrong you have done, keeping everything to yourself. Then one day, after much anticipation, you have to do it. You must tell someone of all the bad things that you have done in your life. This person you have to tell isnt just any ole person, though; no, it is the priest; a holy man of the Almighty God! Could you imagine what a mortifying experience that would be? Well, that is what little Jackie was facing in Frank OConnors story First Confession found in An Introduction to Fiction on page 719. In the story, little Jackie, a seven-year-old boy, begins telling us of his evil grandmother that moved in due to the death of her husband. He describes to us the hatred he has for her and the way that Nora, his older sister, brown-noses to her to receive a penny every week, and this makes Jackie envious. He tells us of a time when he hid under the dinner table when Gran made dinner and of how he lunged at Nora with a knife when she tried to get him. He continues by describing another woman, Ryan, who is teaching the children ...about Hell...the first place in her heart (OConnor 720) and of the many horrible things she did and said. He decides that because of his horrible behavior, he would skip the day of his first confession, instead of make a bad confession, only to be instructed to go on a different day by himself. The day arrived and Nora brought him to the church. The way there, she told him ...my heart bleeds for you!(O Connor 721) She also reminded him of some of the bad things he did that he needed to confess. When they arrived at the church, Nora turned back into ...the malicious devil she was. (OConnor 721) When it was his turn to enter the confessional, Jackie made many mistakes, such as climbing on the elbow rest, loosing his grip and tumbl...

Pi Day Activities for the Classroom

Pi Day Activities for the Classroom Everyone loves pie, but we also love Pi. Used to calculate the width of a circle, Pi is an infinitely-long number derived from complex mathematical computations. Most of us remember that Pi is close to 3.14, but many others pride themselves on remembering the first 39 digits, which is how many you need to properly calculate the spherical volume of the universe. The numbers rise to stardom seems to have come from its challenge to memorize those 39 digits, as well as the fact that is has what many of us can agree might be the best homonym, pie. Pi enthusiasts have come to embrace March 14 as Pi Day, 3.14, a unique holiday which has launched numerous educational (not to mention delicious) ways to celebrate. Some of math teachers at Milken Community Schools in Los Angeles helped me assemble a list of some of the most popular (and yummy) ways to celebrate Pi Day. Check out our list of ideas for Pi Day Activities for you to do at home or in the classroom. Pi Plates Memorizing 39 digits of Pi can be quite the challenge, and a great way to get students thinking about those numbers can be to use Pi Plates. Using paper plates, write one digit on each plate and pass them out to students. As a group, they can work together and try to get all the numbers into the right order. For younger students, teachers may wish to only use 10 digits of Pi to make the activity a little easier. Make sure you have some painter’s tape for adhering them to wall without damaging the paint, or you can line them up in the hallway. You can even turn this into a competition between classes or grades, by asking each teacher to time her students to see how long it takes for them to get all 39 digits in the right order. What does the winner get? A pie, of course. Pi-Loop Chains Pull out the arts and crafts supplies, because this activity requires scissors, tape or glue, and construction paper. Using a different color for each digit of Pi, students can create a paper chain to use to decorate the classroom. See how many digits your class can calculate! Pi Pie This may be one of the most beloved ways to celebrate Pi Day. Baking a pie and using the dough to spell out the 39 digits of Pi as part of the crust has quickly become a tradition at many schools. At Milken School, some of the Upper School math teachers definitely enjoy having students bring in pies to celebrate, also hosting a small party which might include some special logic puzzles to kick off the class. Pizza Pi Not everyone has a sweet tooth, so another yummy way to celebrate Pi Day is with a different type of pie, a pizza pie! If your classroom has a kitchen (or access to one) students can calculate Pi for all the circular ingredients, including the pizza dough, pepperonis, olives, and even the pizza pan itself. To top it off, students can write out the symbol for pie using their circular pizza toppings.   Pi Trivia or Scavenger Hunt Set up a trivia game that asks students to compete against each other to correctly answer questions about Pi mathematicians, the history of Pi, and the uses of the famous number in the world around them: nature, art, and even architecture. Younger students might engage in a similar activity that focuses on the history of Pi by taking part in a scavenger hunt around school to find clues to these same trivia questions. Pi Philanthropy Math classes might want to celebrate Pi Day with a more philanthropic approach. According to one teacher at Milken, there are several ideas that a classroom might consider. Baking Pi Pies and selling them at a bake sale to benefit a local charity, or donating Pi Pies to a local food bank or homeless shelter can be a sweet treat for those in need. Students can also hold a food drive challenge, aiming to gather 314 cans of food for each grade level. Bonus points if you can convince your teacher or principal to reward students for reaching that goal by agreeing to receive a whipped cream pie to the face! Simon Says Pi This is a great little game for learning and memorizing the various digits of Pi. You can do this one student at a time in front of the whole class or in groups as a way to challenge each other to remember the digits of Pi and see who gets the farthest. Whether you’re doing one student at a time or breaking off into pairs, the person acting as â€Å"Simon† in this activity will have the number printed out on a card in hand, to ensure that the correct digits are being repeated, and will read out the digits, starting with 3.14. The second player will repeat those digits. Each time â€Å"Simon† adds a number, the second player must remember and repeat all the digits that were read aloud to them. The back and forth play continues until the second player makes a mistake. See who can remember the most! As an added bonus, make this an annual activity and you can create a  special  Pi Hall of Fame to honor the student who remembers the most digits each year. One school in Elmira, New York, Notre Dame High School, reportedly had one student remember 401 digits! Incredible! Some schools even suggest having different levels to honor how far students can go when it comes to memorization, with named groups to honor students who can remember 10-25 numbers, 26-50 numbers, and over 50 numbers. But if your students are recalling over 400 digits, you may need more levels than just three! Pi Attire Don’t forget to get all decked out in your very best Pi attire. Pi-tire, if you will. Teachers have long amused their students with math-themed shirts, Pi ties, and more. Bonus points if the entire math department participates! Students can get into the mathematical magic and don their own Pi digits as part of their outfits. Math Names One teacher at Milken shared this Pi-tastic tid-bit with me: â€Å"My second child was born on Pi Day, and I made his middle name be Matthew (aka, MATHew).†

Educational Research Paper Example | Topics and Well Written Essays - 1000 words

Educational - Research Paper Example These topics were as following: their family situation, employment, their non-educational activities, financial security, their evaluation of the quality of education and their opinion concerning social services and support. The results of the research showed that more students with advantage surroundings had the parents with higher education, compared with the students from disadvantage surroundings. On the contrary, the students from disadvantage surroundings revealed a stronger tendency to be involved into paid employment. As the result, the students with disadvantage surroundings were less involved into non-educational activity, and less time was devoted to the communication by these students. The research also demonstrated equal results as regards to the questions of the education quality and financial concerns. Basing upon the results of the research the authors suggest necessary changes that are to be carried out to provide more favourable conditions for the students with disadvantage backgrounds. The research approach (methodology/technique) used by the author is cohort study, carried out with the help of questionnaire. The types of study are as follows: longitudinal study, cohort study, cross sectional study, and trend study. The definition of the cohort study is as follows(Cohen et al, 2000): Where successive measures are taken at different points in time from the same respondents, the term 'follow up study' or 'cohort study' is used in the British literature. In a cohort study a specific population is tracked over a specific period of time but selective sampling within that example occurs. This means that some members of a cohort may not be included each time. Advantages of Cohort study are(Cohen et al, 2000): 1. They permit researchers to examine individual variations in characteristics or traits, and to produce individual growth curves. This approach allowed the authors represent the data with the help of diagrams, where the results for each group were represented separately and could be compared to each other. 2. Cohort analysis is especially useful in sociological research because it can show how changing properties of individuals fit together into changing properties of social systems as a whole. This study observed various aspects of students' living basing upon social background of their living and their families, and the results make evident necessary changes that are to be carried out to improve bad conditions. 3. Finally, time, always a limiting factor in experimental and interview settings, is generally more readily available in cohort studies, allowing the researcher greater opportunity to observe trends and to distinguish 'real' changes from chance occurrences (see Bailey, 1978) . As the authors state, "this data allows us to both hone in on a particular time point for thorough analysis (e.g. the third year) as well as examine trends over time." Disadvantages of Cohort study are(Cohen et al, 2000): 1. During the course of a long-term cohort study, subjects drop out, are lost or refuse further co-operation. Such attrition makes it unlikely that those who remain in the study are as representative of the population as the sample that was originally drawn. The authors admit that there could be important issues to reflect the notions of the students from disadvantage background, and these issues could have been missed in this study. Another approaches that provide for more

Evaluation of the Department of Homeland Security's Budgeting and Research Paper

Evaluation of the Department of Homeland Security's Budgeting and Cumulative Report - Research Paper Example The paper tells that the Department of Homeland Security (DHS) is expected to provide federal recovery efforts and response in the event of natural disasters and/or other large-scale emergencies. Additionally, it provides primary responsibilities to ensure that emergency responses are made in a professional way and that the state is prepared for such situations. The DHS secures the federal states against all threats and in its actions, it has five main missions that include preventing terrorism and enhancing security, enforcing and administering immigration, securing and managing the borders of the United States, ensuring resilience to disasters, and safeguarding and securing cyberspace. The Department of Homeland Security has seven operational components that lead other departments in protecting the nation. The other components of the DHS provide analysis, resources, policy development, equipment, and support in ensuring that all other front organizations have all required resources and tools to accomplish the missions of the DHS. The DHS is headed by a secretary with a deputy. With same authority and responsibilities is the chief of staff who is reported to by executive secretariat and military advisor. The holder of these offices forms the executive steering committee. This committee was established during FY 2012 to implement the integrated Investment Life Cycle Management (IILCM) as a translational initiative towards integrating budget formulation as well as the execution of the strategies that drive the budget’s strategies. Budget Overview The department of homeland security usually provides annual performance report for each fiscal year. The year 2012 to 2014 annual performance report presents the measure of performance and applicable results (APR) for the department for the FY 2012. It should be noted that the FY 2012 can only be understood with respect to the performance that targeted FY 2013 and FY 2014. The information provided by these FYs pr ovides the priority goals for the organization as it prepares its budget. The APR of the FY 2012 to 2014 was submitted as part of FY 2014 of DHS congressional budget justification. Additionally, the budget justification is usually intended towards meeting the government performance and result act (GPRA). It is worth noting that the GPRA modernization act of the year 2010 required the department to publish their performance report as well as annual performance plan to enable understand and approval of such budgets. Budgeting Assessment The Department of Homeland Security (DHS) research portfolio has a significant increase in FY 2012 as compared to the enacted budget FY 2010 fiscal year. In the year FY 2010, requested $1.05 billion and the same increased by 18.8 percent of FY 2012 that translated to $167 million. From the same budget, nearly $109 million was used for the transformational research and development (R&D) programs. From the same budget, domestic nuclear detection office ( DNDO) was transferred science and technology Directorate (Department of Homeland Security, 2012). The FY 2012 budget recognized as the technical division of nuclear and radiology. Nonetheless, the R & D funding remained in the DNDO. This FY 2012 fund transfer leads to an increase in the science technology research and development funding; the funding of Directorate of the science and technology increased by 20.2 percent that reflected an increase of $173 million.

The Bad Little Boy by Mark Twain Essay Example | Topics and Well Written Essays - 750 words

The Bad Little Boy by Mark Twain - Essay Example It is evidently clear from the discussion that Twain’s purpose in the story is to present that not all the bad boys in stories have a change of heart in its conclusion and have a happy ending because they changed from being bad to good but that in real life, bad characters also succeed. Twain’s mention of Sunday school books a number of times to compare their bad boy James to his bad boy Jim emphasizes the difference between the two characters although they have a similar name. Sunday school stories, known for the moral lessons derived from the stories indicate that the character of James is round, developing from being a nuisance to the charming boy everyone wants while Twain aims to present his Jim as a challenge to face realities that there indeed are flat characters like Jim who are static, bad from the beginning to the end of the story. The frequent contradictions of James and Jim in the story establish a strong foundation for this theory. For instance, when Jim sn eaked into the pantry for some jam, it was mentioned that he did not do as the other bad boys do in other stories, feeling sorry for their bad actions, kneeling and praying then telling their mothers what bad things they did and asking for forgiveness. Instead, it mentions that the opposite happened to Jim which now puts him in a different category, that instead of becoming better, he became worst, even feeling happy for what he did and prepared for what spanking and discipline that would come from his mother. The story also presents the fact that bad things do not happen to bad people only and likewise, good things do not happen to good people only but that good and bad happen to everyone, contrary to what is usually taught in Sunday schools. This is exemplified by the mention of the main character stealing apples from a farmer’s apple tree and yet did not fall and break his limb, nor fallen in bed for weeks, grieved for what he did but that he successfully came down from the tree with lots of stolen fruits, overpowering the dog and escaping whatever danger there might have been. Drowning on a Sunday did not also happen to Jim while he was out boating when he was supposed to be in church or at home doing what was expected of a good little boy. That he did not blow his fingers off when he run with his father’s gun to go hunting on the Sabbath nor was he caught when he stole the teacher’s pen-knife instead, he broke his moral classmate’s reputation when the pen- knife fell from his cap where Jim placed the stolen item. All throughout the story, Twain presented the argument that there is more to what is written in Sunday stories which should be taught to the children and that would be the realities of life. The author also presents sarcasm in the few times he mentioned amazement about the luck of the main chara

Dance as a Strategy for Social Inclusion

Dance as a Strategy for Social Inclusion All societies have some sort of division amongst themselves, whether based on race, religion, socioeconomic status, or some other criteria. Typically, those in the dominant group control the opportunities of those in other groups, more so in some communities than others (Levitas 1998). In overly simplistic terms, the degree to which individuals or non-dominant groups may and choose to join in the opportunities of the dominant society is called inclusion. The degree to which they are prevented or decline from joining in these opportunities is called exclusion. The terms social inclusion and its opposite, social exclusion, came into use in the 1970s in France, and have since been adopted by many countries in the EU (Reeves 2002). This study seeks to first define social inclusion and identify effective evaluation of social inclusion policy and programming. Alook at the historic role of dance as a means of social inclusion and exclusion is examined, with discussion of the roles of professional dance, dance instruction and performance, and social dance ininclusion. The study defines the requirements of dance projects intended as social inclusion tools to offer access, provision, accommodation, and empowerment. The results from such a program should include enhanced personal development, increased self-determination,and improved social unity. It is important to also consider the costto individuals participating in social inclusion activities, particularly how their changing thoughts, attitudes and goals affecttheir relationships with family and friends. The study concludes with six examples of well-run social inclusiondance programmes, and a plan for implementing a dance programme with a goal of increased social inclusion. In the examination of social inclusion or the effectiveness of aspecific tool in social inclusion, it is necessary to further definethe term. There is variation in the academic and political communitiesas to the focus and scope, not to mention purpose, of socialinclusion. Many disagree on the exact definition of inclusion andexclusion and appropriate models to describe their effect onindividuals and the community. For example, the United Nations holds that social inclusion â€Å"must bebased on respect for all human rights and fundamental freedoms, cultural and religious diversity, social justice and the special needs of vulnerable and disadvantaged groups, democratic participation andthe rule of law† (Britton and Casebourne, 2005). The European Social Fund defines social inclusion as â€Å"the development of capacity andopportunity to play a full role, not only in economic terms, but also in social, psychological and political terms† (Britton and Casebourne,2005). â€Å"Social inclusion is achieved when individuals or areas do not sufferfrom the negative effects of unemployment, poor skills, low income,poor housing, crime, bad health, family problems, limited to access toservices and rurality, e.g. remoteness, sparsity, isolation and highcosts,† according to the UK government (CESI 2005). The Laidlaw Foundation of Canada states, â€Å"social inclusion is about making surethat all children and adults are able to participate as valued, respected and contributing members of society,† while T.H. Marshall, inCitizenship and Social Class, bases the idea of social inclusion onâ€Å"the right to share to the full in the social heritage and to live thelife of a civilized being according to the standards prevailing insociety (Donnelly and Coakley, 2002; Marshall, 1950). There are even more definitions of social inclusion not listed here.However, some common elements included in most definitions aresubjective elements, such as feeling part of the community, respectedand valued, and physical elements, such as services within a reasonableproximity, or a certain level of material resources (CESI 2005). This study contends that social inclusion requires: †¢ Access allowing all members of a society entrance to and full participation in its opportunities †¢ Provision providing a mechanism for removing barriers betweenpeople groups in a society, including economic, language, and proximitybarriers †¢ Accommodation respecting and valuing the differences of itsmembers, whether physical, racial, economic, cultural, or otherwise †¢ Empowerment encouraging individuals and people groups within asociety to reach their full potential, as they define it, and fosteringtheir participation at all power levels Peter Donnelley and Jay Coakley support the above, in their report tothe Laidlaw Foundation, identifying five â€Å"cornerstones† of socialinclusion. First, all members of society must be recognized as having value. Individual differences must be respected, and necessary services provided for the entire community. Second, everyone has aright to development opportunities. This is most clearly seen inchildren; for example, recreation programs must be handicappedaccessible to allow for full participation. Third, non-dominantindividuals and groups should be involved in decisions effectingsociety in general and themselves in particular. An application of this would be senior citizens who suggest or plan their own activities,rather than simply participate in those created by paid communitystaff. Fourth, proximity is necessary for successful inclusion overtime. If the dominant group lives, works and plays in a differentlocation or one removed from m arginalised groups, social inclus ionactivities will be short-lived at best. Finally, inclusion requires the material resources necessary to truly participate (Donnelly andCoakley, 2002). A teen football player that is unable to afford theproper shoes will never be completely part of the team. Accordingly, successful social inclusion activity results in: †¢Personal development including self-esteem issues, skill attainment,creativity, and increased likelihood to participate in otheropportunities. †¢ Self-Determination in both decision-making and self-expression,for individuals and the community as a whole, with participants takinggreater responsibility over time for both the inclusion project andtheir own personal needs. †¢ Social unity improving relationships between members of the community and uniting people groups around common goals. The effectiveness of social inclusion activities and the achievement ofthe above results are often controlled by the political or leadershipmindset prevalent in the programme. It is important to note,therefore, that the above differ from the definitions set forth by theUK government. The government’s aims include â€Å"improved educationalachievement, increased employment prospects, improved health, reduced crime, and improved physical environment† (CESI 2005). Note that theserelate directly to economic concerns, with little consideration forpersonal development beyond the development as a worker, no mention ofself-determination at all, and no mention of social unity or cohesionbeyond a reduction in crime. Some local governments also take a strong economic focus. The Lancashire County Council defined social inclusion as something thatâ€Å"is to be achieved by involving the poorest of citizens so that theyexperience a rise in living standards, from which they are excluded atpresent due to a host of interrelated problems† (CESI 2005). This research supports the argument that social inclusion, while having a significant economic component, also involves the personal actionsand attitudes of individuals and people groups in a society. It is the opinion of this study, supported by numerous others, that the outlookand ownership in society of marginalised groups must first change forany true inclusion to take place. Ruth Levitas, in her book The Inclusive Society? Social Exclusion and New Labour, encapsulates the three primary models for addressing social inclusion. The first and most politically left model is there distributionist discourse, or RED. This model holds lack of materialresources to be the primary cause of exclusion. This leads to a callfor forced redistribution of material resources to achieve social inclusion. The amount of redistribution required for inclusion,however, particularly within a democratic or socialist society, isusually too much for the dominant group to bear. This channels deprived individuals and groups to reliance on â€Å"government handouts† and, ultimately, poverty in comparison to the dominant group. Thesociety practicing redistribution attempts to balance the needs of itsmarginalised citizens with the desires of those in power. This is adangerous game, as the resulting incomplete redistribution can lead tosoc ial unrest and economic difficulties for so ciety as a whole(Levitas 1998). The second model, the social integrationist discourse (SID), is the most centrist given today’s political climate. This model of inclusion focuses on equal access, opportunity, andparticipation in the labour market. The idea is that if marginalised people are given equal access to and participate equally in jobs and job training, they will become part of the greater society. Paid employment raises the standard of living or material resources, which allows them to participate in a wider range of society’s activities.Over time they integrate into the established society. The model presents the concept of community participation, or unpaid work, forthose unable to hold a paying position. This might apply to personswith severe handicaps, substance abuse issues, mental illness, or whoare the primary caregivers of young children or elderly parents. These persons should be encouraged to undertake volunteer opportunities inthe community, and thereby partici pate in society (Lev itas 1998). There are also obvious difficulties with this model. First, it ignoresthe many barriers that marginalised people face when seeking paidemployment, including language and cultural issues, and childcare forsingle parents. These can take many years to overcome, if they areovercome at all (Cook, K. 2004). The model also assumes the availability of jobs and job training, not a reality in our presentlabour market. With the concept of community participation, it isunclear how or where such unpaid work would take place, given thatthese are people who are â€Å"unwanted† by the paid employment sector. The third model, the moral underclass discourse (MUD), is the most politically right model. This assumes that marginalised people are not included in society because they choose not to participate (Levitas1998). According to this model, a young person from a deprived neighbourhood chooses to be poor and to pass by the job training or educational opportunities afforded to him by society. For social inclusion to be successful, these individuals and people groups mustchoose to participate in society. Proponents of this model oftenencourage punishment of some type to individuals who do not comply with programmes aimed at helping them, and rewards to those who comply. The moral underclass discourse overlooks the complexity of manymarginalised people’s situations. It fails to consider the pressureindividuals face from their culture groups, lack of role models andself-esteem issues, and personal resources to overcome initial barriersto societal participation. The model further fails to identify causesof non-participation. Any social inclusion activity should identify and target deprivedcommunities or people groups. In addition, an effective long-termprogramme will seek to address the causes of this deprivation, not justthe results of it. Effective solutions will value the input of thosefrom the deprived community and look at the situation from a holisticperspective (Britton and Casebourne 2005). This addressing of causesand empowering of marginalised peoples is not provided for in the moralunderclass discourse. The government currently pursues policy based on the socialintegrationist model, focusing on providing educational opportunitiesto children to prepare them for later job training, and vocationalopportunities to adults (Reeves 2002). Despite its flaws, it seems themost feasible means of delivery of social inclusion. SID supports theidea that effective inclusion goes beyond simple access issues.Non-dominant groups must be allowed to strive for their full potentialwithin society, raising their standards of participation and acceptanceuntil holistic involvement is achieved. Inclusion, as seen throughthis model, is â€Å"about closing physical, social, and economic distancesseparating people, rather than only eliminating boundaries or barriersbetween us and them† (Donnelly and Coakley 2002). While it is possiblefor individuals or groups to be included in some arenas and excluded inothers, this research assumes that inclusion in any for m contributesto inclusion holistically. True inclusion, however, goes beyond allowing those in non-dominantgroups to simply participate in the activities of the dominantsociety. They must choose to fully engage with the dominant group, andhave opportunity grow and develop to their full potential, andultimately have equal input into the decisions and actions of thesociety as a whole. Both the dominant group and the marginalisedgroups or individuals must work together for social inclusion tooccur. There are three levels of participation in inclusive situations betweenthe dominant group in a society and marginalised individuals andgroups: assimilation, accommodation, and separation. The type ofinteraction occurring is determined by the amount of change anindividual will undergo to fit into the dominant group or groups in asociety, and the willingness of the society to accept individuals orgroups with characteristics, means, or culture different from their own. Assimilation occurs when the dominant society chooses to allownon-dominant individuals and groups to adopt its activities, values,and culture, and non-dominant participants choose to adopt suchthings. Groups immigrating to North America historically valuedassimilation, and often neglected teaching their children the culture,traditions, and language of their native land. There was a great valueplaced on these second-generation immigrant children consideringthemselves â€Å"Canadian† or â€Å"American.† This à ¢â‚¬Å"melting pot† culturalmelding allowed immigrant children to quickly assimilate into thebroader culture, although often at the cost of many of their own uniqueattributes and traditions (Gamble and Gamble 2005). A more current example would be an immigrant Muslim woman whoenrolled in university. If this woman chose to adopt the dominantuniversity culture, she might abandon traditional head covering for ahat or hooded jumper. While continuing to dress modestly, she wouldwear clothing that did not distinguish her from her peers. Herinteractions would be in English. She might join clubs and participatein activities, study groups, and the like in a manner similar tonon-Muslim students, perhaps even dating in a manner typical ofuniversity women. If the other students, in general, accepted heractions, she would assimilate to their culture. If the same woman sought accommodation, rather than assimilation, shewould participate in the academic portions of university, but not tryto be like the other students. She would continue to wear whateverclothing she had worn prior to entering school. While required to speak English in the classroom, she would use hernative language often. She would abide by her religious guidelines asfar as interactions and activities were concerned. In short, she wouldbe a Muslim woman in a non-Muslim, British institution of highereducation. The university community would choose to accept her,cultural differences and all, or separate from her. Sometimes, however, inclusion is not achieved because the marginalisedgroups choose not to participate in society. This is calledseparation, and in this case the Muslim woman would not attenduniversity at all, choosing instead to stay within a community ofothers from her native country who share her religious beliefs. Shewould not make any effort to learn English or interact with thedominant society around her. The dominant society rarely makes aneffort to include individuals or groups choosing to self-separate, andsometimes encourages separation (Gamble and Gamble 2005). Successful inclusion, therefore, r equires a desire or willingness onthe parts of both the dominant society and the marginalised individualor group to join together in community. Society must accept theactions of the assimilating or accommodating person, and the personmust accept the boundaries and norms of society. Further defining social inclusion assumes a desire on the part ofmarginalised groups to join with the dominant society in theircommunity through either assimilation or accommodation. It is important to consider that some persons or groups self-excludebecause of past exclusion, or because of pressure to conform to theculture of their non-dominant group. Not all individuals from deprivedcircumstances are able to take opportunities when presented. Cultural,self-esteem, economic and other issues come into play. Dance should be considered in its use as a tool for social inclusion byfirst studying existing programmes and their effectiveness. Evaluatingthe successfulness of social inclusion programmes, particularly danceprogrammes, is difficult. Although great strides have been made inrecent years, most documentation of social inclusion success has beenwith activities focusing on other areas of the arts. Dance, as aphysical medium, is more difficult to empirically examine over time.While studies of dance tend toward feel-good stories and individualnarratives, several works of credible research have been conducted inrecent years. Evaluators also need to consider the type of dance activity they arestudying. For example, a ballroom dance class aimed atcross-generational integration and appreciation has a far differentpurpose than a performance dance programme aimed at increasing theself-confidence and empowerment of disadvantaged youth. Three types ofdance activities are used in reaching social i nclusion aims,performance dance, instructional dance (classes designed for skillattainment, recreation, or health more than public performance), andsocial dance. Research has been done primarily on the effectiveness ofthe first two types of dance, as they occur in controlled environmentslending themselves to analysis. Performance dance gives groups in the local community theopportunity to work and present their art collectively. This not onlybrings together groups from varied ages, cultures, and socioeconomicbackgrounds for a common purpose, it allows the community to view theirefforts, further reinforcing the inclusive nature of their endeavours(Donnelly and Coakley 2002). Often, professional dancers or communitymembers employed in some form of dance perform with the programme group. Performance dance programmes are typically evaluated by reactions ofparticipants and audience, fiscal results (including support documentedfrom the local community, and quality of performance (Reeves 2002).Participants and audience members are given surveys, indicating theirreaction to the programme and results of their participation. Thosesurveyed are asked about their outlook, goals, and perceptions prior tothe performance dance activity, and after. The number of peopleindicating positive life outcomes and the degr ee to which they reportpositive life outcomes can then be calculated and compared with similarprogrammes (Matarasso 1997). An arts programme for youth in Portsmouth brought togetherprofessional artists and local children, from infant to sixth form.They would work together in a workshop setting, then perform locally.One group of children, for example, worked with the Kokum dancecompany. In this programme, data was collected from the children’steachers, rather than the children themselves. Teachers were asked toevaluate specific items regarding each child’s behaviour, attitude, andperformance in the classroom, providing reliable data regarding benefitthe children derived from participation (Matarasso 1997). As many of these performance projects are funded wholly or in part bypublic funds, fiscal considerations come into play. Were members ofthe community willing to support the project by purchasing tickets?Was the project able to recoup some of its costs, and if so, how much?Francois Matarasso’s 1999 groundbreaking research, Use or Ornament?The social impact of participation in the art s, deals with the growingemphasis on economic contributions of the arts community to the overallfinancial health of communities and the country, and the importance ofthe arts as an export for the British economy. This is sometimes atconflict with the purposes of those initiating and operating danceprojects. However, as funding is required for most inclusionactivities, it remains an evaluative consideration (Matarasso 1997). Quality evaluations of performance dance activities aimed at socialinclusion are as controversial as reviews of dance performances ingeneral (Reed 1998). Consensus between those familiar with danceperformance, however, can be a useful tool in evaluation (Reeves2002). Instructional dance is even more focused on the life impact on itsparticipants. These programmes are typically held in dance schoolenvironments, often in connection with the local schools or a communitycentre, and often focus on children. The dance projects undertaken bythe Merseyside Dance Initiative’s Out of Reach programme areinstructional activities leading to performance. Research conducted byMDI on their dance programmes included survey, interviews, videos,photos, and letters, providing both empirical and subjective resultsfor these activities (Peerbhoy, Smith, and Birchall 2002). It is important to take into consideration the native languages andages of those surveyed in this type of research. Young childr en andthose for whom English is an additional language can have difficultywith written surveys. For example, Out of Reach, a report of danceinclusion programmes by the Merseyside Dance Initiative, describes howparticipants were surveyed using a Face Scale, showing seven facesgoing from broadly smiling to frowning. They were then asked toidentify the face that expressed how they felt about their life ingeneral. MDI also used a Cantrils Ladder, where participants ratedtheir life satisfaction by choosing a rung on the ladder to representit (Peerbhoy, Smith, and Birchall 2002). By using this surveytechnique before and after participation, MDI was able to quantifyparticipants’ views on their experience in their programmes. Thisallowed them to use the same survey for children and adults, regardlessof language backgrou nd. The Merseyside Dance Initiative researchers followed the above surveyswith oral interviews, including a series of questions for allparticipants, an additional que stion set for senior members of thedance programme, and a third set of questions inclusive of the firsttwo for dance leaders. These were open-ended, subjective questions,such as â€Å"What impact do you think Out of Reach has had on your group?†and â€Å"Out of Reach is a community project what does that mean to you?†(Peerbhoy, Smith, and Birchall 2002). Skill attainment is an important item of evaluation, in addition toself-esteem and similar benefits from an instructional dance activity.Skills can be measured by observation on the part of the instructor orclass leader, with data collected at the beginning and end of the classor activity. Again, results can be compared with similar programmes todetermine effectiveness, or used to project the effects of a project tobe implemented. Instructional Dance is not immune from financial considerations or thepolitical emphasis on jobs and job training in social inclusionprogrammes. The Enterprise and Cultural Committee’s submission fromthe Aberdeen City Council in 2004 included a number of such goals orachievements, including â€Å"the training and development of artists,contributing to the cultural and economic vibrancy of an area,†improved economics, â€Å"enhancing the image of Scotland both at home andabroad,† and â€Å"training for play workers, youth workers, and c areworkers to broaden their understanding and experience in utilisingdance as part of their programmes and everyday work.† Instructionaldance programmes, without performance revenues, tend to face even morevolatile financial situations, and are often offered in directcorrelation to funding availability (Aberdeen 2004). The third type of dance, social dance, is difficult to quantitativelyresearch. Social dance activities are usually offered by localorganisations and governments as recreational opportunities, withsocial inclusion aims a secondary consideration. The Aberdeen CityCouncil’s report, mentioned above, cited 1402 community dance eventsheld in 2003 / 2004 by their citymoves initiative. These eventsincluded festivals and dance events (Aberdeen 2004). While participants in a formal dance programme can be surveyed beforeand after their activity or class, this is impractical and, for thatmatter, almost impossible at a festival or public social dance type ofevent. Data can be collected on the number of attendees, any acts ofviolence or physical altercations between people groups, and similarstatistics. General observations made also be made about people’sparticipation and recorded, although subjective. Comparisons betweencommunity situations before and after a series of such progra mmes arealso often used. For example, did the juvenile crime rate andincidences of vandalism drop after the inception of a weekly youthsocial dance? Children in the community are also affected by participants in socialdance activities. They are quick to notice who attends and observe whoparticipates in what activities at a festival. The participation orlack thereof by certain groups within the community reinforces thechild’s perceptions of appropriate community interaction, laying thegroundwork for either tolerance and acceptance or bigotry and mistrust(Hanna 1983). This is an important component almost impossible tomeasure through research. Overall, the need for empirical and fact-based research remains strongfor dance activities, particularly those focused on broader goals suchas improving community social cohesion. Additional studies should beencouraged. Dance has historically reinforced distinctions between people groupsand social classes, particularly social dance. After all, social danceis usually between friends or romantic interests. There is stronginclination at all levels of society to fraternize in such settingswith members of one’s own social group. In much of Europe, for example, those of the upper levels of societyparticipated in court dances, while those at lower levels of societyparticipated in country-dances. The types of dances one learned andthe way one carried oneself at the festival, dance hall, or ballroom,quickly communicated the social level or class of that individual. Itis hard to imagine, even a hundred years ago, a duke or duchess lopingaround a typical country-dance, or the typical commoner being acceptedat a royal ball. To some extent dance remains so today, where a dress worn at formalballs of the wealthy can cost in excess of a working persons wages forsix months. The galas and events reported in the newspapers andmagazines are intended for and attended by the wealthy and theirfriends. By the same token, the patrons at a typical hip-hop club in adisadvantaged neighbourhood would exclude a clean-cut, obviouslywealthy man in business attire. There remains hesitancy between groupsto attend social functions on another group’s turf, or in a communitysignificantly different from one’s own. Many ethnic communities retain dances from their native cultures,accommodating rather than assimilating to the society around them. Ifthese dances are performed or taught to others in the community, thiscultural sharing can have a strong inclusive effect. However, ifnative dances are reserved by their cultural group to only those withinthe group, the practice of such dances becomes exclusive. Another type of exclusionary dance programme remains popular today.A number of communities offer dance activities for disadvantaged youth,or those recently released from incarceration, or a similarmarginalised group. By offering services only to one specific group,geographical area, or income level, these programmes may actually detersocial inclusion (Reeves 2002). Deprived neighbourhoods often lack thephysical facilities or funding necessary for dance activities, andindividuals from outside the community may be reluctant to venture in,fearing crime or similar deterrents. Therefore, while these activitiesare obviously designed to serve a specific population and often are ofpositive benefit, they neither allow access to all members of societynor remove barriers between people groups, and therefore cannot beconsidered truly inclusive. Dance also experiences a higher rate of self-exclusion than some otherart activities. Men are often wary about participating in a danceactivity, as dance is still considered unmanly in some cultural sets.Also, the physical expression necessary in dance is considered immodestor inappropriate by some cultural groups (Reed 1998). Matarassodescribes an art panel activity, the Mughal Tent Project, where womencreate embroidered art panels for public display (Matarasso 1997). Theprogramme serves primarily Muslim women residing in the Leicesterarea. Although there was initial resistance from some husbands,eventually most became supportive of their wives efforts, even watchingthe children so their wives could complete their art. It is unlikelythese husbands would be equally supporting if their wives wereparticipating in a public dance performance (Matarasso 1997)). New Life and Hope, a community centre serving a deprived area with ahigh number of recent immigrants in the Bronx, NY, USA, noted a similardifficulty with performance dance. Many of the people moving into thecommunity were from Middle Eastern areas, predominantly Muslim withsome Hindu. The centre initially offered several art programmes forchildren and adults, including painting, sculpture, music, theatre, anddance. Very few men participated in these activities. Women andchildren were quick to sign up for spots in painting, sculpture, andmusic, somewhat slower to engage in theatre opportunities, and onlyyounger female children enrolled in any dance offerings (Ortiz 2005). Significant promotion of the adult dance programme and changes to makeit more culturally sensitive, including dropping dress requirements,were not able to increase enrolments. Women attending other coursesoffered, when questioned why they did not participate in danceactivities, often cited disapproval from their families. It is unclearwhether discontinuing the public performance portion of the danceprogramme (all participants put on a programme for the public at theend of the course) would have made it more palatable to thispopulation, as it was apparently not implemented. Dance wasdiscontinued from the centre’s offerings after two years due to lack ofinterest (Ortiz 2005). Dance also has historical significance as a means of inclusion within acommunity. From the earliest tribal communities, dance has been a waythe group comes together and reaffirms its unity. Primitive culturesoften use dance as a means to build social cohesion, including adoptingnon-native individuals into their group and marking rites of passage,such as children coming of age or entering into marriage-typerelationships (Kaeppler 1978). Certain dances themselves have aided in social inclusion at severaltimes in the past. For example, in the early 1900s in the UnitedStates, African Americans introduced a dance called the Shimmy to thelocal Chicago nightclub scene. The dance began to be p