Strife monologue from the play by John Galsworth Essay Example For Students

Strife monologue from the play by John Galsworth Essay A monologue from the play by John Galsworthy NOTE: This monologue is reprinted from Strife and Other Plays. John Galsworthy. Arlington: Black Box Press, 2008. ANTHONY: We have been made the subject of an attack. I take it on my shoulders. I am seventy-six years old. I have been Chairman of this Company since its inception two-and-thirty years ago. I have seen it pass through good and evil report. My connection with it began in the year that this young man was born. I have had do to with men for fifty years; I\ve always stood up to them; I have never been beaten yet. I have fought the men of this Company four times, and four times I have beaten them. It has been said that I am not the man I was. However that may be, I am man enough to stand to my guns. The men have been treated justly, they have had fair wages, we have always been ready to listen to complaints. It has been said that times have changed; if they have, I have not changed with them. Neither will I. It has been said that masters and men are equal! Cant! There can only be one master in a house! Where two men meet the better man will rule. We will write a custom essay on Strife monologue from the play by John Galsworth specifically for you for only $16.38 $13.9/page Order now It has been said that Capital and Labour have the same interests. Cant! Their interests are as wide asunder as the poles. It has been said that the Board is only part of a machine. Cant! We are the machine; its brains and sinews; it is for us to lead and to determine what is to be done, and to do it without fear or favour. Fear of the men! Fear of the shareholders! Fear of our own shadows! Before I am like that, I hope to die. There is only one way of treating men—with the iron hand. This half and half business, the half and half manners of this generation, has brought all this upon us. Sentiment and softness, and what this young man, no doubt, would call his social policy. You can\t eat cake and have it! This middle-class sentiment, or socialism, or whatever it may be, is rotten. Masters are masters, men are men! Yield one demand, and they will make it six. They are like Oliver Twist, asking for more. If I were in their place I should be the same. But I am not in their plac e. Mark my words: one fine morning, when you have given way here, and given way there—you will find you have parted with the ground beneath your feet, and are deep in the bog of bankruptcy; and with you, floundering in that bog, will be the very men you have given way to. I have been accused of being a domineering tyrant, thinking only of my pride—I am thinking of the future of this country, threatened with the black waters of confusion, threatened with mob government, threatened with what I cannot see. If by any conduct of mine I help to bring this on us, I shall be ashamed to look my fellows in the face.

internship interview questions and how to answerthem

Acing an Interview Popular job/internship interview questions and how to answerthem 1. Can you tell me a little about yourself? The employer is trying to gauge your drive as a person. This is not where you talk about your love of kayaking and dogs. What to say: Talk about where you are right now, and where you want this job to take you. Begin by stating what you’re doing. Are you at a university? What are you studying? If not, what is your current job? Your employment passion? Next, say what your broad future goal is, and what you are looking for by searching for a new job. Don’t be afraid to be a little vague here, because you can open up later. Example: I’m spending an extra year at the university to wrap up my microbiology degree and attain a minor in chemistry. I plan on someday working in a laboratory, but right now I’m looking for an employment opportunity that will allow me to gain greater interpersonal skills so that I can grow as a person. 2. What do you know about our company? Don’t repeat the website’s â€Å"about† page. Don’t state what the company does, or what they sell. They want to know what you like about the company, what you think is a unique and standout feature about them in particular. What to say: What about this company do you like in particular? Think about them compared to a competitor company. What thing does this company do that is different and better? Say that. Say the thing. Example: Since I have shopped at (store name) my entire life, I’ve really grown to appreciate the organization and variety of departments of (company). I really enjoy the efforts that your company has made to incorporate local businesses into their stores, especially in the produce department. 3. How did you hear about the position? Time to be honest. Don’t bluff and say an employee told you. What to say: Tell them where you first saw the opportunity. Was it a general job site? Did you stalk their website one day? Why did the job jump out at you? Example: I saw an ad for the position on an online job website. Since I’ve shopped at (store name) my entire life, it really jumped out at me and I decided it would be a great opportunity to pursue. 4. Why do you want this job? Hint: â€Å"I want money† and â€Å"It’s in a convenient location† are NOT good answers. What to say: You want to state what you are looking for in a job, and how the position fits that criteria. Example: I am looking for a position that will allow me to grow as a person through social interactions and customer service. I believe that working here at (store name) will allow me to grow relationships with my coworkers and the management, while simultaneously helping me to gain better social skills with customers. 5. Why should we hire you? Not a trick question. Back up your answers with evidence. What to say: What skills do you possess that fit the job requirements? How will you be a valuable asset to the team? What specific experience in your history backs that up? Example: I have experience in customer service from working at (company), and I would love to bring my skills to your team here at (store name). I feel that my positive attitude and desire to grow as a person will affect not only my work,   but will be a good influence on others around me. When I worked at (company), I was often praised by the management for my optimism, and I hope I can bring that optimism to your team here. 6. What are your greatest professional strengths? You can claim whatever strengths you want, but remember to back your claims up with specific examples. What to say: Tell them what you’re good at. This is not a list, so decide on two to three things and have complete examples to explain them. You can’t simply say â€Å"I’m a team player† and expect them to believe it. Give them an example of a time you really showed your skills, and why you have those skills. Example: I’m very precise in the work that I do, and I think that stems from my chosen field of education at the university. By studying a science that requires both precision and dexterity, I find that I am more thorough in my tasks within all aspects of life. I also excel at maintaining positive relationships with others. I have remained calm throughout stressful occasions in the past, such as dealing with counterfeit money and helping impatient customers. My ability to remain calm helped my coworkers to lessen their own stress. 7. What do you consider to be your weaknesses? Here’s a tough one: you want to tell them a true weakness, not a sort-of weakness. â€Å"I’m too much of a perfectionist!† What to say: The trick here is that you own up to a real weakness. You struggle to keep track of time sometimes, you try to juggle too many tasks, or you let emotion get the best of you. However, you ALWAYS follow up your weakness with a â€Å"but- † and then go on to explain how you are improving and the steps you are taking to conquer that weakness. Example: I have found that I struggle to allow other people to assist me in my assigned tasks- sometimes I get overwhelmed because I believe I can do everything. I follow the old â€Å"if you want it done right, do it yourself† mantra. However, lately I have been working to share tasks with others because I am beginning to realize the true benefits of teamwork. By sharing tasks with others, I become less stressed and am able to work even better than before. 8. What is your greatest professional achievement? Brag! Talk about that time you were AWESOME. What to say: Even if your greatest accomplishment isn’t a real award on a plaque, you can bulk up your accomplishment to feel important and admirable. Tell a story here. Start from the beginning, explain how you met a challenge, and tell about the praise you received. If you don’t have â€Å"work† achievements, take an educational challenge and make it sound extra-rad. Example: I began working as a door-knocker for (company) last year. I thought of it as a flexible, on-the-side job to my schoolwork. Thus, I only worked occasionally. This did not allow me to really grow as an employee. However, over the last couple of months I have set a strict schedule for myself and I began working full days every weekday. As a result of my effort, I became the region’s most efficient canvasser and was recognized by my boss and his supervisor for my hard work. 9. Tell me about a challenge or conflict youve faced at work, and how you dealt with it. This is not where you talk about that really stupid guy your boss hired. This is not where you talk about disagreeing with your manager about everything. What to say: Talk about a moment where you were unsure, a moment where you felt frustrated or scared. This is a moment of weakness that you overcame. Be vulnerable here. Tell the interviewer about that time you made a mistake, or that time you ran out of change in the register when you were the only one in the store. Then, follow up your concession with an explanation of how you overcame the odds and came out on top. Example: When I worked at (shop) two years ago, there was a woman who regularly came into the store and attempted to purchase items using counterfeit bills. At first I was afraid that I was wrong in my judgment, so I treated her kindly and expected that she would react to my kindness by ceasing to try to scam us. I was wrong about her. She continued to try to exchange fake hundred dollar bills, and I knew that I had to do something. I told her we could not help her. She grew really angry, but I stood up for the store and told her that she needed to leave. I’m really proud of that moment, because although I was intimidated, I stuck to my guns and protected the store from theft. 10. Where do you see yourself in five years? â€Å"What? How am I supposed to know?† is not the correct answer. What to say: They want to see that you have goals, but also that you are realistic. If you say â€Å"I want to be a Formula One driver† when you have no record to back that up, they won’t appreciate your answer. Instead, explain what you are sure of, and talk about how their open position will help you get there. Example: In five years I see myself working hard to support my family. While I do not know what the future holds for me, I am certain that this position would be a valuable experience that will help me grow socially so that I am prepared for the future. 11. Whats your dream job? Don’t lie and say that your dream is to be a cashier at a grocery store. What to say: Tell them the truth. What is your dream? How will the position give you skills that you require to get to that dream job? Example: I would love to work in a laboratory someday to study genetic engineering. Laboratory work requires a great degree of communication, and I think that being a (store) team member would help me to grow in that department. 12. Why are you leaving your current job? â€Å"I hate my manager† is not a good choice here. What to say: Bite your tongue and don’t say the thing. Don’t complain about your past manager, or the awful coworkers, or the grimy food. Instead, praise your past job. Say something you really liked about it (or at least pretend you sort of liked it), and then follow up with a â€Å"but.† State that the reason you want to change jobs is for growth, never use conflict as your reason. It is always better to seem like you are trying to climb the ladder, rather than trying to jump onto a different ladder. Example: While I enjoy the freedom of choosing my own hours, my current position often requires that I drive for significant periods of time in a car by myself. I aspire to find a position that allows me to be more social so that I may grow relationships with coworkers and management. 13. What are you looking for in a new position? â€Å"More money† is not the answer. What to say: Tell them the qualities that you are looking for- but make sure they are qualities that the position possesses. If you’re applying at a retail position, don’t talk about your desire to handle food. Explain what skills you are looking to gain. Example: I’m looking to grow my interpersonal skills. I would like to develop relationships with my coworkers and the management, while also providing customers with the excellent service that I know I am capable of. 14. What type of work environment do you prefer? â€Å"Laid-back and low-pressure† is not the answer. What to say: If you really want the job, you need to say the exact type of environment that the position provides. If it is a social job, don’t say you prefer individual work. If it is a high-stress environment, don’t say that you like to relax. Example: I prefer a social work environment where my coworkers and I are teammates. I like knowing that if I don’t know the answer to a question, I will be able to ask someone who does, so that excellent customer service can still be provided. 15. Whats a time you exercised leadership? â€Å"I am always a leader† is not the answer they are looking for. What to say: Explain a challenge that you faced, and how you took charge. It might have been a small incident at the time, but if you can turn it into a dramatic story and explain exactly how you saved the day, your small tale will seem impressive. It’s alright to stretch the story a little here to make yourself sound like the hero. Example: Back when I worked at a frozen yogurt shop, there was an afternoon where the frozen yogurt machine for a popular flavor broke down. We could not get ahold of the management, and customers were frustrated. My coworkers were unsure of what to do to calm down the upset customers. I took the initiative to offer free samples of other flavors to those customers, because I was confident that they would enjoy them just as much as the raspberry. They did, and we met our sales goal at the end of the day because of my idea. 16. Whats a time you disagreed with a decision that was made at work? Don’t say â€Å"my boss hired an idiot.† What to say: This is not an opportunity to slam your previous management and co-workers. Instead, use it as an opportunity to show your humility. Talk about a situation that frustrated you, and then explain how you learned to cope and better yourself by the experience. Example: My boss at Red Mango once hired a young man who I felt did not have the qualifications for the position. It was very frustrating to work with him because I felt the shop was held back from its potential whenever he was behind the counter. I did not enjoy working with him. However, I decided to set aside my frustration and I worked on teaching him the ropes. After spending a few days showing him how to take care of customers, he became a much more productive co-worker. 17. How would your boss and co-workers describe you? â€Å"Best employee ever† is not a good answer. What to say: Be honest. If the hiring staff calls your references and they say that you are a bit lazy, your claim that you â€Å"get things done quickly† won’t go over so well. Try to imagine what they would really say about you- don’t be unrealistic. Example: They would describe me as thorough and flexible, because I never leave tasks unfinished. I would stay after regular store hours when I worked at (store) in order to help my manager finish difficult projects. I believe my coworkers would also describe me as calm, because no matter the size of the line or the task in front of me, I approach it with a level head. 18. How do you deal with pressure or stressful situations? â€Å"I never get stressed!† will NOT get you hired. What to say: Walk them through your stress process. Tell them exactly how you handle moments of pressure, and give an example that demonstrates your ability. Talk about that one bad Black Friday or the time the store flooded, and how you made it through without going crazy. Example: I take a deep breath, and remind myself that the situation at hand is for the good of the company. I remember that I am a key player in my work environment, and that I have a responsibility to my teammates to get things done. I approach stressful situations head-on, and I often have a calming effect on my coworkers by reminding them that as a team, we can make it through the problem. 19. Do you have any questions for us? â€Å"No† is a really bad response here. What to say: Always ask questions! Shoot for at least three. Ask things that you can’t find online, and strive to make them questions about the experience of working at the store or company. Example: What is your favorite aspect of working at (store)? What is your store’s motto for customer service? What skills do you most value in your employees?

Method Overloading Default Parameters in Delphi

Method Overloading Default Parameters in Delphi Functions and procedures are an important part of the Delphi language. Starting with Delphi 4, Delphi allows us to work with functions and procedures that support default parameters (making the parameters optional), and permits two or more routines to have an identical name  but operate as completely different routines. Lets see how Overloading and default parameters can help you code better. Overloading Simply put, overloading is declaring more than one routine with the same name. Overloading allows us to have multiple routines that share the same name, but with a different number of parameters and types. As an example, lets consider the following two functions: {Overloaded routines must be declared with the overload directive} function SumAsStr(a, b :integer): string; overload; begin   Ã‚   Result : IntToStr(a b) ; end; function SumAsStr(a, b : extended; Digits:integer): string; overload; begin   Ã‚   Result : FloatToStrF(a b, ffFixed, 18, Digits) ; end; These declarations create two functions, both called SumAsStr, that take a different number of parameters and are of two different types. When we call an overloaded routine, the compiler must be able to tell which routine we want to call. For example, SumAsStr(6, 3) calls the first SumAsStr function, because its arguments are integer-valued. Note: Delphi will help you pick the right implementation with the help of code completion and code insight. On the other hand, consider if we try to call the SumAsStr function as follows: SomeString : SumAsStr(6.0,3.0) Well get an error that reads: there is no overloaded version of SumAsStr that can be called with these arguments. This means that we should also include the Digits parameter used to specify the number of digits after the decimal point. Note: There is only one rule when writing overloaded routines, and that is that an  overloaded routine must differ in at least one parameter type. The return type, instead, cannot be used to distinguish among two routines. Two Units - One Routine Lets say we have one routine in unit A, and unit B uses unit A, but declares a routine with the same name. The declaration in unit B does not need the overload directive - we should use unit As name to qualify calls to As version of the routine from unit B. Consider something like this: unit B; ... uses A; ... procedure RoutineName; begin    Result : A.RoutineName; end; An alternative to using overloaded routines is to use default parameters, which usually results in less code to write and maintain. Default/Optional Parameters In order to simplify some statements, we can give a default value for the parameter of a function or procedure, and we can call the routine with or without the parameter, making it optional. To provide a default value, end the parameter declaration with the equal () symbol followed by a constant expression. For example, given the declaration function SumAsStr (a,b : extended; Digits : integer 2) : string; the following function calls are equivalent. SumAsStr(6.0, 3.0) SumAsStr(6.0, 3.0, 2) Note:  Parameters with default values must occur at the end of the parameter list, and must be passed by value or as const. A reference (var) parameter cannot have a default value. When calling routines with more than one default parameter, we cannot skip parameters (like in VB): function SkipDefParams(var A:string; B:integer5, C:booleanFalse):boolean; ... //this call generates an error message CantBe : SkipDefParams(delphi, , True) ; Overloading With Default Parameters When using both function or procedure overloading and default parameters, dont introduce ambiguous routine declarations. Consider the following declarations: procedure DoIt(A:extended; B:integer 0) ; overload; procedure DoIt(A:extended) ; overload; The call to DoIt procedure like DoIt(5.0), does not compile. Because of the default parameter in the first procedure, this statement might call both procedures, because it is impossible to tell which procedure is meant to be called.

Funding Healthcare Services Assignment Example | Topics and Well Written Essays - 750 words

Funding Healthcare Services - Assignment Example It is important to denote that privatized ambulatory company aim at making profits. The insurance cover of the patients under consideration also plays a role in paying the services offered by the ambulatory company/organization (Accountability Office, 2005). The society and other non-profit making organization in the health sector also provide ambulatory services. The government can use the tax payer’s money to sponsor such kind of an organization. This is because they contribute in the provision of medical services, to the public, at a cheaper cost. On this basis, to increase their efficiency, the government needs to fund these organizations. Hospitals are also responsible for the provision of ambulatory services. These services can either be paid by the insurance company, or the patient under consideration, but this mostly occurs if the hospital under consideration is a private hospital (Mossialos, 2002). The ambulatory services provided by government owned hospitals should be funded by the tax payer’s money. This is because people, who access government hospitals, are always poor, and sometimes, they cannot afford to pay for their medical costs. Funding Services in Continuum Long Term Care: For purposes of financing services in long term care, it is important to involve all the stake holders of the health industry within the country. That is during the process of policy formulation. For example, when formulating a policy on how to finance services offered under continuum long term care, it is important to analyze the various costs that hospitals offer in the provision of such kind of services (Accountability Office, 2012). For example, it is very expensive to fund patients suffering from chronic diseases. This is because the disease takes a long period of time to treat, and the medications are very expensive. On this basis, to fund the treatment and care of such kind of diseases, it is necessary to involve the taxpayers, nongovernmental organiz ations, and insurance companies. The government needs to introduce insurance health care programs that can help to reduce the high costs of long term care (Fortinash, 2012). These health insurance programs must be funded by the taxpayers. In other words, the government needs to introduce new taxes that will fund the program under consideration. However, while increasing taxes for purposes of raising money to fund long term care, the government should be careful not to raise taxes on medical equipments, and health products that are used for purposes of providing health services in long term care. In fact, the government should reduce taxes in health care products, as this will most definitely lead to a reduction in the various costs associated with the provision health services to satisfy long term care (Levy, 2012). There is also the need of providing grants to hospitals that offer services in continuum long term care. The government and other non-governmental organizations should i dentify such health care organization, and thereafter fund them through grants. However, these grants should be attached with strict conditions that the hospital under consideration must meet. That is if they wish to continue receiving those grants from the federal government, and non-governmental

BUSINESS STRATEGY Coursework Example | Topics and Well Written Essays - 500 words

BUSINESS STRATEGY - Coursework Example Currently, it has market shares in UK stock exchange with the name Tesco. This report provides an insight into the Tesco Company through the use of BCG matrix to know the current strategies of the company. The United Kingdom is currently a global business centre consisting of different races from all over the world. Due to the increased population, Tesco fulfils their demands by importing goods that are not available in the UK from other European countries. As a multinational company, Tesco has developed many supplier management mechanics so as to survey key suppliers and the satisfaction of the franchisee. After a close internal analysis of the Tesco Company, it is observed that, goods importation is one of the Tesco’s imperative strengths as they are motivated by the allegory, â€Å"Pile it high and sell it cheap.† Tesco has a very good and established customer relation that never lets its brand down. The spectacular development of this Company is based on its ability to offer its customers various incentives through promotions. The efficiency of its products has greatly been developed by the product and development department, thus creating the desired customer relationship and satisfaction. Notably, much of the company’s success has been based on its customer loyalty. Therefore, Tesco has a strategy to develop its business by setting its focus to improving its relationship with the consumers by proving them with credit card loans, insurance policies and saving schemes. Brand Image Strategy is one of the systematic plans of action that has vehemently propelled the development of Tesco Company. The company achieves this by using their own name in selling their quality products at relatively cheaper prices. Its reputation is not only growing because of the cheaper products, but also because of its own products (Lamb, Hair,& McDaniel 2008, p.34). Tesco targets lower income earners by

11 Facts About Elder Abuse Essay Example for Free

11 Facts About Elder Abuse Essay 1. Elder abuse most often takes place in the home where the senior lives. It can also happen in institutional settings, especially long-term care facilities. 2. Approximately 1.6 to 2 million seniors become victims of abuse or neglect in domestic and institutional settings in the U.S. every year. 3. The four most common forms of elder abuse are physical abuse (including sexual abuse), psychological and emotional abuse, financial/material abuse, and neglect. 4. Most elder abuse victims are dependent on their abuser for basic needs. 5. At least 1 in 9 Americans over the age of 60 has experienced some form of elder abuse. 6. Seniors who have been abused have a 300 percent higher risk of death when compared to those who weren’t. 7. In almost 90 percent of elder abuse and neglect incidents, the perpetrator is a family member. Two-thirds of perpetrators are adult children or spouses. 8. For every reported incident of elder abuse, five others go unreported. 9. Almost 50 percent of seniors with dementia (a decline in mental ability. Alzheimer’s is the most common type of dementia) experience some form of abuse. 10. While 91 percent of federal abuse prevention dollars are spent on child abuse, 7 percent is spent on domestic abuse, and only 2 percent goes towards protecting the elderly. 11. Legislatures in all 50 states have passed some type of elder abuse law. Types Although there are common themes of elder abuse across nations, there are also unique manifestations based upon history, culture, economic strength, and societal perceptions of older people within nations themselves. The fundamental common denominator is the use of power and control by one individual to affect the well-being and status of another, older, individual. There are several types of abuse of older people that are generally recognized as being elder abuse, including: Physical: e.g. hitting, punching, slapping, burning, pushing, kicking, restraining, false  imprisonment/confinement, or giving excessive or improper medication Psychological/Emotional: e.g. humiliating a person. A common theme is a perpetrator who identifies something that matters to an older person and then uses it to coerce an older person into a particular action. It may take verbal forms such as name-calling, ridiculing, constantly criticizing, accusations, blaming, or non verbal forms such as ignoring, si lence or shunning. Financial abuse: also known as financial exploitation. e.g. illegal or unauthorized use of a person’s property, money, pension book or other valuables (including changing the persons will to name the abuser as heir). It may be obtained by deception, coercion, misrepresentation, undue influence, or theft. This includes fraudulently obtaining or use of a power of attorney. Other forms include deprivation of money or other property, or by eviction from own home Scam by strangers: e.g. worthless sweepstakes that elderly persons must pay in order to collect winnings, fraudulent investment schemes, predatory lending, and lottery scams. Sexual: e.g. forcing a person to take part in any sexual activity without his or her consent, including forcing them to participate in conversations of a sexual nature against their will; may also include situations where person is no longer able to give consent (dementia) Neglect: e.g. depriving a person of food, heat, clothing or comfort or essential medication and depriving a person of needed services to force certain kinds of actions, financial and otherwise. The deprivation may be intentional (active neglect) or happen out of lack of knowledge or resources (passive neglect). Hybrid financial exploitation (HFE): e.g. financial exploitation that co-occurs with physical abuse and/or neglect. HFE victims are more likely to be co-habiting with abusive individual, to have fair/poor health, to fear the abusive individual, to perceive abusive individual as caretaker, and to have a longer duration abuse. In addition, some U.S. state laws also recognize the following as elder abuse: Abandonment: deserting a dependent person with the intent to abandon them or leave them unattended at a place for such a time period as may be likely to endanger their health or welfare. Rights abuse: denying the civil and constitutional rights of a person who is old, but not declared by court to be mentally incapacitated. This is an aspect of elder abuse that is increasingly being recognized and adopted by nations Self-neglect: elderly persons neglecting themselves by not caring about  their own health or safety. Self-neglect (harm by self) is treated as conceptually different as abuse (harm by others). Institutional abuse refers to physical or psychological harms, as well as rights violations in settings where care and assistance is provided to dependant older adults or others. What causes physical abuse of an elder? The exact cause of physical abuse is not known. Poor or crowded living conditions may be one of the reasons it occurs. The following may increase your risk of physical abuse: You have learning or memory problems. You have a long-term condition, such as dementia, diabetes, paralysis, or stroke. You have no relatives or friends who can take care of you. You have difficulty getting along with others. The carer depends heavily on you for things such as money or housing. The carer drinks alcohol or uses illegal drugs. The carer has a personality disorder, depression, or another mental illness. The carer has a history of family violence, such as physical or sexual abuse. The carer has stress due to work, taking care of you, or financial problems. What are the signs and symptoms of physical abuse of an elder? Repeated falls or injuries, or old injuries that were not treated when they happened Scratches, bite marks, or marks from objects used for restraining, such as belts, ropes, or electrical cords Broken or dislocated bones Cuts or bruises, especially on both upper arms (grab marks) Scars or burns from cigarettes, irons, or hot water Blood or discharge coming from your nose, mouth, or genitals

Families Portrayed In Roddy Doyles Books Essay -- essays research pape

Families Portrayed In Roddy Doyle's Books Why do we hear so much about family these days? Perhaps it is because relationships between family members are assumed to be the prototype for all other social relations. In the novels, The Commitments, The Snapper and The Van, Roddy Doyle shows his support of the family as an institution. Each character demonstrates strength and direction within the family unit. However, when the stability of the family is threatened, each character breaks down along with the family itself. When we think of family life we associate happiness, a life of sharing memories and developing unbreakable friendships. It is easy to create a family that is make believe, we just tend to leave the ugly side of the relationship out. It may be true that there is a family that lives like the "Cleavers" in our society today, but speaking realistically every family will breakdown eventually. In an interview about his novels the author said, "I didn't set out to capture the good in every family, or bad for that matter, I just wanted to show a typical Irish family."1 Doyle's writing is real--he deals with issues that might not hit home with every reader however, they are events that confront many people every day. The Rabbitte family is used in all three novels that make up the "Barrytown Trilogy." While the times are both good and bad for the eight members of this Irish family, in some way they find a way overcome every problem that faces them. One of Doyle's strengths is his feel for personality: his characters are neither devils nor clowns, dolts nor wits, but wobble between the extremes. "They're fish gutters and mechanics, young knockabouts and unemployed workers who spend a lot of time watching T.V. drinking Guinness and jawing at the pub, trying to stave off the feelings that they are nondescript people in a nondescript world."2 The Commitments is Doyle's first full-length novel. The main character Jimmy Rabbitte, the eldest son, puts together a band. It is almost every teenager's dream, at some point, to be famous playing music in front of large groups of people. In fact, this is how this book started off. In the end, however, it turns out to be the complete opposite. Doyle captures ... ... about unemployment and welfare. One night when the family is eating Darren says something to upset his father whose reply is: "Darren, don't you forget who paid for tha' dinner in front of you, son, righ' -I know who paid for it, said Darren. -The state did."7 This reaction not only made Jimmy Sr. upset but, he came to terms with the fact that he was going nowhere and if he wanted things to get better he had better get a job soon. The Rabittes may have gone through times when they wanted to kill each other, but other times they cared. Doyle is a down-to-earth writer, he shows the way of life for many families with the use of slang in his writing and his abillity to capture humour when the times are hard. The Rabbitte family shared many bonds, they had many memories and of course many fights, but they are a family. They may be fictional but they represent a modern family. It is true that when the stability of the family is threatened, each character breaks down along with the family itself.

Parental Involvement Essay

The goal of positive and productive family and community involvement is on every school improvement list, but few schools have implemented comprehensive programs of partnership. Research suggests that this goal is an important one to reach because families and communities contribute to children’s learning, development, and school success at every grade level. Studies are accumulating that show that well-designed programs of partnership are important for helping all families support their children’s education in elementary, middle, and high schools. That is, if schools plan and implement comprehensive programs of partnership, then many more families respond, including those who would not become involved on their own. Three questions need to be addressed to help educators move from believing in the importance of family and community involvement to conducting effective programs of partnership: What is a comprehensive program of school, family, and community partnerships? How do family and community partnerships link to other aspects of successful schools? How can all schools develop and sustain productive programs of partnerships? Components of a Comprehensive Program of Partnerships A framework of six types of involvement guides schools in establishing full and productive programs of school-family-community partnerships. This section summarizes the six types of involvement and discusses a few sample practices that are being implemented in schools across the country that are working to improve and increase family and community connections. Also noted are some of the challenges that all schools must overcome to create successful partnerships, along with examples of results that can be expected from each type of involvement for students, families, and educators. Comprehensive programs of partnerships include activities for all six types of involvement. Because there are many activities to choose from, elementary, middle, and high schools can tailor their programs of partnerships by selecting activities that match specific school goals and the interests and needs of students and families. Type 1–Parenting. Type 1 activities are conducted to help families strengthen parenting skills, understand child and adolescent development, and set home conditions to support learning at each school level. Type 1 activities also enable families to provide information to schools so that educators understand families’ backgrounds, cultures, and goals for their children. Sample practices. Among Type 1 activities, elementary, middle, and high schools may conduct workshops for parents; provide short, clear summaries of important information on parenting; and organize opportunities for parents to exchange ideas with other parents, educators, and community experts on topics of child and adolescent development. Topics may include health, nutrition, discipline, guidance, peer pressure, preventing drug abuse, and planning for the future. Type 1 activities also provide families with information on what to expect and how to prepare for students’ transitions from pre-school to elementary school, elementary to middle school, and middle to high school. Additional topics for successful parenting may concern family roles and responsibilities in student attendance, college planning, and other topics that are important for student success in school. Schools also may offer parents General Educational Development (GED) programs, family support sessions, family computer classes, and other learning and social opportunities for parents and for students. To ensure that families provide valuable information to the schools, teachers may ask parents at the start of each school year or periodically to share insights about their children’s strengths, talents, interests, needs, and goals. Challenges. One challenge for successful Type 1 activities is to get information from workshops to parents who cannot come to meetings and workshops at the school building. This may be done with videos, tape recordings, summaries, newsletters, cable broadcasts, phone calls, and other print and nonprint communications. Another Type 1 challenge is to design procedures that enable all families to share information easily and as needed about their children with teachers, counselors, and others. Results expected. If useful information flows to and from families about child and adolescent development, parents will increase their confidence about parenting, students will be more aware of parents’ continuing guidance, and teachers will better understand their students’ families. For example, if practices are targeted to help families send their children to school every day and on time, then student attendance will improve and lateness will decrease. If families are part of their children’s transitions to elementary, middle, and high school, then more students will adjust well to their new schools, and more parents will remain involved across the grades. Type 2–Communicating. Type 2 activities increase school-to-home and home-to-school communications about school programs and student progress through notices, memos, conferences, report cards, newsletters, telephone calls, e-mail and computerized messages, the Internet, open houses, and other traditional and innovative communications. Sample practices. Among many Type 2 activities, elementary, middle, and high schools may provide parents with clear information on each teacher’s criteria for report card grades; how to interpret interim progress reports; and, as necessary, how to work with students to improve grades or behavior. Type 2 activities include parent-teacher conferences; parent-teacher-student conferences; or student-led conferences with parents and teachers. Student involvement in conferences helps youngsters take personal responsibility for learning. Activities may be designed to improve school and student newsletters by including student work, a feature column for parents’ questions, calendars of important events, and parent response forms. Many schools are beginning to use e-mail, voice mail, and websites to encourage two-way communication between families and teachers, counselors, and administrators. Challenges. One challenge for successful Type 2 activities is to make communications clear and understandable for all families, including parents who have less formal education or who do not read English well, so that all families can understand and respond to the information they receive. Other Type 2 challenges are to know which families are and are not receiving and understanding the communications in order to design ways to reach all families; develop effective two-way channels of communication so that families can easily contact and respond to educators; and make sure that students understand their roles as couriers and interpreters in facilitating school and family connections. Results expected. If communications are clear and useful, and if two-way channels are easily accessed, then school-to-home and home-to-school interactions will increase; more families will understand school programs, follow their children’s progress, guide students to maintain or improve their grades, and attend parent-teacher conferences. Specifically, if computerized phone lines are used to communicate information about homework, more families will know more about their children’s daily assignments. If newsletters include respond-andreply forms, more families will send ideas, questions, and comments to teachers and administrators about school programs and activities. Type 3–Volunteering. Type 3 activities are designed to improve recruitment, training, and schedules to involve parents and others as volunteers and as audiences at the school or in other locations to support students and school programs. Sample practices. Among many Type 3 activities, schools may collect information on family members’ talents, occupations, interests, and availability to serve as volunteers. These important human resources may help enrich students’ subject classes; improve career explorations; serve as language translators; monitor attendance and call parents of absent students; conduct â€Å"parent patrols† and â€Å"morning greeters† to increase school safety; and organize and improve activities such as clothing and uniform exchanges, school stores, and fairs. Schools may organize volunteers to serve as home-room parents, neighborhood representatives, and sports and club contacts and may establish telephone trees to help parents communicate with each other about school programs and events. Schools may establish a corps of volunteers to offer a â€Å"wel-come wagon† of information about the school to students and families who enroll during the school year. Schools also may create opportunities for mentors, coaches, tutors, and leaders of after-school programs to ensure that students have experiences that build and expand their skills and talents and that keep them safe and supervised after school. Some Type 3 activities may be conducted in a parent room or family center at the school where parents obtain information, conduct volunteer work, and meet with other parents. Challenges. Challenges for successful Type 3 activities are to recruit volunteers widely so that parents and other family members feel welcome; make hours flexible for parents and other volunteers who work during the school day; provide needed training; and enable volunteers to contribute productively to the school, classroom, and after-school programs. Volunteers will be better integrated in school programs if there is a coordinator who is responsible for matching volunteers’ available times and skills with the needs of teachers, administrators, and students. Another Type 3 challenge is to change the definition of â€Å"volunteer† to mean anyone who supports school goals or students’ learning at any time and in any place. This includes parents and family members who voluntarily come to school as audiences for students’ sports events, assemblies, and musical or drama presentations, and for other events that support students’ work. It also includes volunteers who work for the school at home, through their businesses, or in the community. A related challenge is to help students understand how volunteers help their school and to encourage students to interact with volunteers who can assist them with their work and activities. Results expected. If tasks are well designed, and if schedules and locations for volunteers are varied, more parents, family members, and others in the community will assist elementary, middle, and high schools and support students as members of audiences. More families will feel comfortable with the school and staff; more students will talk and interact with varied adults; and more teachers will be aware of and use the time, talents, and resources of parents and others in the community to improve school programs and activities. Specifically, if volunteers serve as attendance monitors, more families will assist students to improve attendance. If volunteers conduct a â€Å"hall patrol† or are active in other locations, school safety will increase and student behavior problems will decrease because of a better student–adult ratio. If volunteers are well-trained as tutors in particular subjects, student tutees will improve their skills in those subjects; and if volunteers discuss careers, students will be more aware of their options for the future. Type 4–Learning at home. Type 4 activities involve families with their children in academic learning activities at home that are coordinated with students’ classwork and that contribute to student success in school. These include interactive homework, goal-setting for academic subjects, and other curricular-linked activities and decisions about courses and programs. Sample practices. Among many Type 4 activities, elementary, middle, and high schools may provide information to students and to parents about the skills needed to pass each class, course, or grade level and about each teacher’s homework policies. Schools also may implement activities that can help families encourage, praise, guide, and monitor their children’s work by using interactive homework strategies; student-teacher-family contracts for long-term projects; summer home-learning packets; student-led at-home conferences with parents on portfolios or folders of writing samples or work in other subjects; goal-setting activities for improving or maintaining good report card grades in all subjects; and other approaches that keep students and families talking about schoolwork at home. Family fun and learning nights are often used as a starting point to help parents and students focus on curricular-related topics and family interactions. These meetings require parents to come to the school building. A systematic approach to increasing academic conversations at home is found in the Teachers Involve Parents in Schoolwork (TIPS) interactive homework for the elementary and middle grades. Challenges. One challenge for successful Type 4 activities is to implement a regular schedule of interactive homework that requires students to take responsibility for discussing important things they are learning, interviewing family members, recording reactions, and sharing their work and ideas at home. Another Type 4 challenge is to create a schedule of activities that involve families regularly and systematically with students on short-term and long-term goal-setting for attendance, achievement, behavior, talent development, and plans for college or careers. Results expected. If Type 4 activities are well designed and implemented, student homework completion, report card grades, and test scores in specific subjects will improve; and more families will know what their children are learning in class and how to monitor, support, and discuss homework. More students should complete required course credits, select advanced courses, and take college entrance tests. Students and teachers will be more aware of families’ interest in students’ work. Type 5–Decision-making. Type 5 activities include families in developing schools’ mission statements and in designing, reviewing, and improving school policies that affect children and families. Family members become active participants on school improvement teams, committees, PTA/PTO or other parent organizations, Title I and other councils, and advocacy groups. Sample practices. Among Type 5 activities, elementary, middle, and high schools may organize and maintain an active parent association and include family representatives on all committees for school improvement (e.g., curriculum, safety, supplies and equipment, partnerships, fund-raising, postsecondary college planning, career development). In particular, along with teachers, administrators, students, and others from the community, parents must be members of the â€Å"Action Team for Partnerships,† which plans and conducts family and community involvement activities linked to school improvement goals. Schools may offer parents and teachers training in leadership, decision-making, policy advocacy, and collaboration. Type 5 activities help to identify and provide information desired by families about school policies, course offerings, student placements and groups, special services, tests and assessments, annual test results for students, and annual evaluations of school program s. Challenges. One challenge for successful Type 5 activities in all schools is to ensure that leadership roles are filled by parent representatives from all of the major race and ethnic groups, socioeconomic groups, and neighborhoods that are present in the school. A related challenge is to help parent leaders serve as effective representatives by obtaining information from and providing information to all parents about school issues and decisions. At the high school level, a particular challenge is to include student representatives along with parents in decisionmaking groups and in leadership positions. An ongoing challenge is to help parents, teachers, and students who serve on an Action Team for Partnerships or other committees learn to trust, respect, and listen to each other as they collaborate to reach common goals for school improvement. Results expected. If Type 5 activities are well implemented in elementary, middle, and high schools, more families will have input into decisions that affect the quality of their children’s education; students will increase their awareness that families and students have a say in school policies; and teachers will increase their understanding of family perspectives on policies and programs for improving the school. Type 6–Collaborating with the community. Type 6 activities draw upon and coordinate the work and resources of community businesses; cultural, civic, and religious organizations; senior citizen groups; colleges and universities; governmental agencies; and other associations in order to strengthen school programs, family practices, and student learning and development. Other Type 6 activities enable students, staff, and families to contribute their services to the community. Sample practices. Among many Type 6 activities, elementary, middle, and high schools may inform students and families about the availability of community programs and resources, such as after-school recreation, tutorial programs, health services, cultural events, service opportunities, and summer programs. This includes the need to assist students and families to gain access to community resources and programs. Some schools work with local businesses to organize â€Å"gold card† discounts as incentives for students to improve attendance and report card grades. Collaborations with community businesses, groups, and agencies also strengthen the other five types of involvement. Examples include enhancing Type 1 activities by conducting parent education workshops for families at community or business locations; increasing Type 2 activities by communicating about school events on the local radio or television stations, and at churches, clinics, and supermarkets; soliciting volunteers from businesses and the community to strengthen Type 3 activities; enriching Type 4 activities by offering students learning opportunities with artists, scientists, writers, mathematicians, and others whose careers link to the school curriculum; and including community members on Type 5 decision-making councils and committees. Challenges. One challenge for successful Type 6 activities is to solve problems associated with community-school collaborations, such as â€Å"turf† problems of who is responsible for funding, leading, and supervising cooperative activities. The initial enthusiasm and decisions for school-community partnerships must be followed by actions that sustain productive collaborations over the long term. Another Type 6 challenge is to recognize and link students’ valuable learning experiences in the community to the school curricula, including lessons that build on students’ nonschool skills and talents, their club and volunteer work, and, in high school, their part-time jobs. A major challenge is to inform and involve families in community-related activities that students conduct. Related challenges are to help students understand how community partners help their school and to engage students, themselves, as volunteers and in service-learning in their own schools, in other schools, and in the community. Results expected. Well-implemented Type 6 activities will increase the knowledge that families, students, and schools have about the resources and programs in their community that could help them reach important goals. Well-designed community connections will increase student access to and participation in community programs. Coordinated community services could help many students and their families prevent health, social, and educational problems or solve problems before they become too serious. Type 6 activities also should support and enrich school curricular and extracurricular programs. Summary. The six types of involvement create a comprehensive program of partnerships in elementary, middle, and high schools, but the implementation challenges for each type of involvement must be met in order for programs to be effective. The quality of the design and content of the involvement activities directly affect the expected results. Not every practice that involves families will result in higher student achievement test scores. Rather, practices for each type of involvement can be selected to help students, families, and teachers reach specific goals and results. The examples above include only a few of hundreds of suggestions that can help elementary, middle, and high schools develop strong programs of partnerships. How Partnerships Link to Other Aspects of Successful Schools Good schools have qualified and talented teachers and administrators, high expectations that all students will succeed, rigorous curricula, engaging instruction, responsive and useful tests and assessments, strong guidance for every student, and effective school, family, and community partnerships. In good schools, these elements combine to promote students’ learning and to create a school climate that is welcoming, safe, caring, stimulating, and joyful for all students, educators, and families.

Central Group and Jirathivat Family Essay

Tiang Jirathiwat moved from China to Thailand with no asset. In 1947, he started a general store in in Samphanthawong district, Bangkok’s Chinatown. In 1957, his son, Samrit Jirathiwat, opened the first Central Department Store in Wangburapha and developed later on. In 1968, Central Silom was run with loss because people thought the imported items might be too expensive ! After two years, the Jirathiwats changed the strategy and made profit. Some family members (2nd Generation) were sent to study abroad and came back to develop Central Chidlom with Siblings and relatives. So, Central Chidlom made profit since its first year. Management Styles : First Generation : Tao Kae (concerned on cost of goods, loss and profit) Second Generation : Committee (concerned more on investment and finance) Third Generation : Family Council (development by family members under the family’s rules and regulations) The business transition from the first to the second generation was not complex, but from the second to the third generation was more complex, since nowadays there were much more business factors. For Central Group, which has been operating with many family members, there must be the rules and regulations besides the business issues. To be more focused on the third generation, they must work together and compromise â€Å"conservative† and with the â€Å"aggressive† styles ! Rotation and Distribution When to business turns to be more complex and operated by the larger numbers of family members, to make decisions is not simple. All Jirathiwats must know all A, B, C and D steps. Moreover, since the family members are graduated and have experiences in various fields, the work rotation and distribution are very efficient. Different families of Jirathiwats will work together, which leads to the family relation and unity. Jirathiwats is in charge of knowledge and experience of all family members. They focus both on â€Å"Drive and Control† as well as â€Å"Transition† of the family business. â€Å"The elements of strong business are Strategy, Money and People – money will bring strategies successful, but without good people, there won’t be an effective implementation†. (Tos Jirathiwat, CEO of CRC since 2002) Challenges In general family business, the CEO is wearing three hats; head of the family, business owner and the administrative CEO. This person must well balance all three actions, to be more specific, if he is focusing more on business issues, the family relationship can be weak. He should support the family members to be gradually evolved the business to make the members feel with this â€Å"family business† and are willing to involve of the business continuously. Hence, the conflict of interest will not be existing among the business performance and family harmony. This will make the transition to the next (4th) Generation the most possibly efficient. â€Å"The business competition is same as the war, which needs not only the individual ability but team work ! â€Å" Preventions â€Å"We must separate into two main issues; issues among family members and issues among stakeholders† (Tos Chirathivat, CEO of CRC since 2002) 1. Family Council From this reason, Family Council has been set in order to direct all Jirathiwats and give them rights and compensations. Here are some issues on Family Council : – Descriptions of a good member of Jirathiwat – The Rights that all Jirathiwats will receive, for instance, funds of birth giving, education, infrastructure expenses in family house, health care and hospitality. 2. Family Business Constitution Family constitution is strategies and solutions which should be implemented to deal with family-related matters that impact on business issues. It is necessary for family business to set regulations or rules in order to prevent conflicts that can happen. By the way, conflicts are the cause that creates regulation or rules. An effective Family Business Constitution might include: – criteria for joining the family business – a definition of roles – responsibilities of active – mechanisms to be adopted for the transfer of ownership and leadership. Jirathiwat Family also has a Family Constitution which will maintain harmony and co-operation, also solve conflicts. Agreements for family business are a clear, simple, understandable and enforceable set of guidelines for the effective operation and continuance of the enterprise. The 8 following issues are the Family Constitution of Jirathiwat, which seems to be very strict, but to link all family members together and to the family business: 1. All Jirathiwat families must stay in the same house, doing all activities together. 2. Everyone must respect in seniority, for example, parents will teach children, elder brother will teach his younger siblings. 3. Ranking is more important than age. 4. Democracy comes first and everyone has a right to express ideas. 5. All boys must be sent to Assumptions, girls to Mater Dei and everyone should be sent abroad. 6. The responsibities in business will be distributed to each, based on age, not seniority. 7. A bad action will be broadcasted to all family members as a bad example. 8. Instead of giving compliments, those persons who have good outcomes, will receive more business tasks and responsibilities. Lesson Learned Joel Arthur Barker said that â€Å"a set of rules and regulations (written or unwritten) that does two things† which are 1. It establishes or defines boundaries For Central: Everyone must have 6-year-experiences outside before coming back work with family 2. It tells you how to behave inside the boundaries in order to success For Central: Not doing business that competes with family business family business or relies on the mail family business. Prevention Before Solve – by setting regulations Put the right man on the right job – separate people up to their potential Last but not learst, as Jirathiwat has a policy in a form of â€Å"Executive Committee† operated by CEO group, business issues are apart from family issues. This is why they can have a strong family relationship, in the meanwhile, the business has been very well operated and continuously worldwide expanded only by family members.

Free Essays on Pride

Pride Can Be a Fatal Trait Sometimes a person ¹s pride can overshadow their good judgment, in turn effecting their actions. The result of this over zealous pride can mean death for the person. In Edgar Allen Poe ¹s  ³The Cask of Amontillado ², Fortunato is a prime example. Through his own desire to show his skill as a wine connoisseur, he causes his own demise. Fortunato ¹s pride becomes evident when he and Montresor first meet. When Fortunato learns of Montresor ¹s cask of Amontillado, he says  ³Luchesi cannot tell Amontillado from Sherry, ² (pg 116) of the other connoisseur. He will not allow this other connoisseur to show him up. Fortunato had no reason to demean Luchesi except to keep his own pride intact. He continues throughout the story to demean the skills of Luchesi for the sole purpose of making himself look more skilled. Fortunato ¹s good judgment is also clouded by the amount of alcohol he accepts from Montresor.  ³A draught of this Medoc will defend us from the damps. ² ( pg 117) Montresor says to Fortunato who decides to stay in the damp and starts to drink because his pride will not let him leave. Montresor offers him one final chance to turn back. Once again Fortunato ¹s good judgment is overshadowed by his pride. He insists that he is fine, and furthermore, asks for more alcohol.  ³I broke and reached him a flagon of De Grave. He emptied it at a breath. ² (pg 118) Although Montresor was planning to trap Fortunato once they were deep in the catacombs, he does not force him to go. In fact, several times during the story Montresor offers a way out for Fortunato but Fortunato ¹s pride wouldn ¹t allow him to give up. Several times it was Fortunato that urges Montresor to take him to the Amontillado pipe. When Montresor says  ³My friend, no. I will not impose upon your good nature. I perceive you have an engagement, ² (pg 117) Fortunato is quick to respond that he has no engagement. He his desperate to reach the casks an... Free Essays on Pride Free Essays on Pride Pride There are several different definitions for pride. Pride can be referred to as a type of plant, a form of body decoration, or even a group of lions. The most commonly used definition of pride is being proud, or having a feeling of great accomplishment. Throughout history the word pride, (positive and negative) has had an effect on how we feel about ourselves. In 1297 AD, pride was described as â€Å"An awareness or feeling of what is befitting or due to oneself or one's position, which prevents a person from doing what he considers to be beneath him or unworthy of him; esp. as a good quality, legitimate, ‘honest’, or ‘proper pride’, self-respect; also as a mistaken or misapplied feeling, ‘false pride’.† (World Book Encyclopedia 377) This type of pride is personal pride and is an image a person must maintain to keep. A person cannot allow himself or herself to act in such a way that would be demeaning. An example of personal pride is a drill sergeant getting down with his recruits and performing the same demeaning drills. The sergeant’s years of hard work and service would not be taken seriously if he were to lower himself to the level of his recruits, as a result, lowering his sense of pride. Too much pride can lead to smugness or what we commonly call a â€Å"big head†. By 1340 AD, pride was comparable to arrogance. Later, during the Middle Ages, there were seven sins listed as the worst sins of all. These sins were called, â€Å"the seven deadly sins†. (The seven Deadly Sins) The first on the list was pride. Pride is believed to be â€Å"a high or overweening opinion of one’s own qualities, attainments, or estate, which gives rise to a feeling and attitude of superiority over and contempt for others.† This usage of the word pride gives it a negative cynical connotation-describing people as vain, arrogant. An example of a vain person could be when someone famous jokingly thanks â€Å"all the little... Free Essays on Pride Pride Webster’s New World Dictionary defines pride as â€Å"an unduly high opinion of oneself.† Flannery O’Connor uses pride in her short stories. O’Connor’s characters position themselves higher in society until someone comes along to lead them to their mistakes. In most cases, the main character is the one having an abundance of pride. One of the best examples of this is A Good Man is Hard to Find. In this short story, the grandmother is the main character. As the family leaves for their vacation the grandmother remembers to dress like a lady in case something were to happen to her. She is a racist and loves to talk about her youth when she was a maiden lady. During their trip the grandmother leads the family down an old dirt road to see a house from her childhood. Minutes into the journey she realizes that it is the wrong road. She doesn’t tell her son, who is driving, because she was embarrassed. The grandmother’s cat jumps after being startled by the grandmother. The cat lands on the son and he wreaks the car. After the wreck, The Misfit, an escaped convict, pulls up next to the family. The grandmother recognizes him, and tries to talk him out of doing any harm to the family. When she realizes that her family is in trouble, she tries to offer The Misfit her grace. She begs with him tha t a person from a good family wouldn’t do anything bad to others. She offers one last attempt at redemption as she utters, â€Å"Why you’re one of my babies. You’re one of my own children† (O’Connor 1439). In the end of the story, the entire family is killed. Because the grandmother was too ashamed to tell her son that she was wrong about the house, her family was shot (O’Connor 1428-1439). The Mays from Greenleaf also value position in society. Mrs. May is furious that her workers, the Greenleafs, might be moving up in society. The Greenleaf boys had joined the military and made something of themselves: ï ¿ ½... Free Essays on Pride Pride Can Be a Fatal Trait Sometimes a person ¹s pride can overshadow their good judgment, in turn effecting their actions. The result of this over zealous pride can mean death for the person. In Edgar Allen Poe ¹s  ³The Cask of Amontillado ², Fortunato is a prime example. Through his own desire to show his skill as a wine connoisseur, he causes his own demise. Fortunato ¹s pride becomes evident when he and Montresor first meet. When Fortunato learns of Montresor ¹s cask of Amontillado, he says  ³Luchesi cannot tell Amontillado from Sherry, ² (pg 116) of the other connoisseur. He will not allow this other connoisseur to show him up. Fortunato had no reason to demean Luchesi except to keep his own pride intact. He continues throughout the story to demean the skills of Luchesi for the sole purpose of making himself look more skilled. Fortunato ¹s good judgment is also clouded by the amount of alcohol he accepts from Montresor.  ³A draught of this Medoc will defend us from the damps. ² ( pg 117) Montresor says to Fortunato who decides to stay in the damp and starts to drink because his pride will not let him leave. Montresor offers him one final chance to turn back. Once again Fortunato ¹s good judgment is overshadowed by his pride. He insists that he is fine, and furthermore, asks for more alcohol.  ³I broke and reached him a flagon of De Grave. He emptied it at a breath. ² (pg 118) Although Montresor was planning to trap Fortunato once they were deep in the catacombs, he does not force him to go. In fact, several times during the story Montresor offers a way out for Fortunato but Fortunato ¹s pride wouldn ¹t allow him to give up. Several times it was Fortunato that urges Montresor to take him to the Amontillado pipe. When Montresor says  ³My friend, no. I will not impose upon your good nature. I perceive you have an engagement, ² (pg 117) Fortunato is quick to respond that he has no engagement. He his desperate to reach the casks an...

Benefits of Therapy and Christianity

I have found a lot about myself and how to deal with many problems for myself and others. I will learn to become more important in the classroom and the real world. This course helped me overcome worry of concern. When I first entered the class, I was not sure of myself, but I first got to know myself and other things at first by seeing my inner self and the outside self . I am always goal-oriented and I generally know the life I desire. This course will help me understand myself better. Christian counseling is a type of psychotherapy that emphasizes the importance of relationships between humans and God. Christian counseling correctly understands and treats patients using psychology of Christian psychology. Both Christian psychology and Christian counseling can help people to understand themselves psychologically and in the eyes of God. This special form of counseling combines individual's own religious perspectives to create a more personalized form of treatment. Supporters of toda y's most convincing conversion therapy are often institutions that treat fundamental Christian groups and homosexuals with religious grounds rather than as ill. The main organization advocating secular transformation therapy is the National Association for Homosexuality Research and Treatment (NARTH), which often cooperates with religious organizations. Conversion therapy techniques used in the United States and Western Europe before 1981 include treatment of hysterectomy, chemical castration and hormone therapy, treatment of aversion to things such as giving an electric shock to opponents and genitals, nausea Simultaneous administration with drugs causing homologous stimulation and masturbation repair

Research Proposal Thesis, Major Points, and Plan Essay

Research Proposal Thesis, Major Points, and Plan - Essay Example Firstly, the police force is responsible for handling crimes in the specific areas under their jurisdiction. This area covers at least a number of municipalities. The police are on the ground and are sometimes engaged in violent encounters involving a minor. They have a duty to protect public from these criminals. Lawyers on the other hand have an in-depth knowledge about the laws of the country. They have the ability to analyze various situations, from different points of view and hence can provide insightful information about the rights and obligations of the minors in the country in respect to violent crimes. Lastly, the human rights organization has the mandate to ensuring that the people of this country are accorded the best treatment deserved. They hold that every person has a right to life. Additionally, they ensure that the culprit (minors or adults) receive a fair trial. For a comprehensive and in-depth of the study, the study would cover several sections that are deemed crucial in gathering persuasive information. The major sections are outlined in the research plan below. The research objectives would be to answer a number of questions identified for this particular research study. The questions formulated aims at gathering information that address the objectives of the study. The questions are designed in a way that they address how the independent variables influence the dependent variables of the topic under study. The questions include: The research would be carried out by collection of primary data from the identified respondents. This activity will make use of personal interviews involving the selected respondents in the sample. The secondary data would be collected through review of literature. These materials are available in the library. The analysis of the collected data would make use of both qualitative and quantitative