Flatland

First Of all, the preceding ha If of the book dived into such detail as the protagonist, Square, explained the culture and many other aspects of flatland. For instance, he explained the the nature of other people, houses, class system et c. Afterward, once the novel proceeded into the latter half of the book, square began to experience other dimensions. At first, he had a vision of a single dimensional world, Leland. Here he attempted to explain the very nature of the second dimension to the king of Leland.This proved very ineffective as t he king was unable to comprehend other dimensions and proclaimed, † Instead of moving, you mere lye exercise some magic art of vanishing and returning to sight; and instead of any lucid description of your new World, you simply tell me the numbers and sizes of some forty of my retinue, facts know n to any child in my capital. Can anything be more irrational or audacious? Acknowledge your folly or depart from my dominions. † (peg. 51 ) T hough Square tried in many ways to help the kind of line eland to comprehend a second dimension, it was useless.Later on, Square got approached by a sphere re who attempted to explain the third dimension to Square. As though Square completely disregard deed the dream he had the night prior, he found great difficulty understanding the third dimension. He is only convinced when the sphere took Square outside Of flatland and into the third dimension. Here Sq rare had been able to look upon the same perspective as the sphere. Only in this instant did Square ace apt the sphere's words as truth After the sphere's work was done, he sent Square back to flatland where e it became his job to preach about the third dimension.Due to the laws against the belief of a third dimension, and Square's ewe obsession over this dimension, Square became imprisoned. This brings us up to present tense where Square is left in the prison, where he still attempts to convert his broth retro a believer of the th ird dimension. In my opinion, the author's purpose to exercise the imagination by worlds of other dimensions was accomplished fairly well. First of all, the whole book demands understand ins of another world and how the culture works. This put my mind to the test as being such a small boo k, the explanation of flatland was surely condensed.Secondly, the author uses complex language t roughest the book. Found this very interesting as the novel became a challenge to understand at some points. This helped my improve my vocabulary and also to better comprehend and even somehow at express writing in a more complex style. Overall, I enjoyed the majority of the book. Though in the beginning when flatland and everything within it was explained, I felt as though everything WA s merely a list to follow of what I needed to know about flatland. Believe that this section of the book could have been portrayed in a much more interesting manner.However, the latter half of the book was very intrigui ng as it contained the plot of the book. Lastly, one aspect of the novel which did not quite fancy was the portrayal of uselessness of women. For instance, the women in flatland are m ere lines and considerably unintelligent as proved in the explanation, â€Å"For as they have no pretensions t o an angle, being inferior in this respect to the very lowest of the Isosceles, they are consequently wholly y devoid of brainpower, and have neither reflection, judgment nor forethought, and hardly any memo y. (peg. 12) Perhaps being a feminist may make me have a little bit Of a bias, but I would much rather pr offer for women to be portrayed as equal as men. Though I did not enjoy this particular detail of the novel, there are multiple other things I found interesting. Many aspects of were intriguing to me. Firstly, the whole concept of worlds in other dimensions were at first hard to understand, but became easier as continue d with the book. This encouraged me to think how life would be fo r me if our world was constructed d of only two dimensions.Secondly, the idea put forth by Square about a fourth dimension was very into resting to me. To me, it seemed so simple to distinguish and understand the difference between the first, second, and third dimensions. However, was stumped as I tried to attempt to think of a world made up of four dimensions. Lastly, I also found the higher level vocabulary to be a great shall Eng. Though at some parts, it was difficult to get through a paragraph without using the dictionary a couple times, I enjoyed it nevertheless. Overall I enjoyed the book fairly well.Though the parts of the novel which I did slicked, the tedious beginning and women being the inferior gender, were very prominence t, the rest of the book was still immensely intriguing to me. The book played with my mind as I attempt d to picture a world of a fourth dimension, as well as others such as second and one dimension. I would d definitely recommend this book to others if they are looking for a challenging, but also interesting b ask to read. As long as they don't mind reading through the long introduction to flatland, I'm sure the eye would enjoy the book as much as did.

The Role of Women in History

Andrew Makarian History 105 – 1002 Essay 2 In the history of western civilization were there any significant changes in the roles of women and in how these were defined? Women: cant live with them. Cant live without them. An old adage that pokes fun, yet is telling in its statement about how men view women. This sense of incompatibility curtails the differential roles men and women have played throughout history. The separation of sexes into distinct roles has inherently made them unequal.In today’s modern society, these deviations have been lessoned, but throughout the course of western development the roles of women have be markedly transformed. Looking back, three distinct points in time mark a transitional shift in female roles: the Code of Hammurabi, Spartan society, and the renaissance revival in education. Beginning in the ancient near east, the earliest accounts of women in society come to us from the Code of Hammurabi. Used as a guideline for society, the code candidly depicts daily life in ancient Babylon, defining among many things the roles of men and women.From the very beginning, the code depicts a very imbalanced view on gender roles; nearly every line in the code begins with â€Å"if a man†¦Ã¢â‚¬  making it painfully clear this code was written for men. The laws did not give credence to women unless addressed under a man: â€Å"if a man’s wife has a finger pointed at her on account of another, but has not been caught lying with him, for her husband’s sake she shall plunge into the sacred river (Beatty, 10). † women are cited inferior to men in their importance, but also their opinion has no real value in social determinations.This subservient role promises no power in ancient society, women found identity through the man they where with. If for any reason †she has not been discrete, has gone out, ruined her house, littered her husband, she shall be drowned (Beatty, 10). † There is absolutely no room for individualism. Women in ancient times where deprived of a real separate role in greater society, they are portrayed basically as extension of their male contemporaries. Although this particular near east culture defined women as patriarchal property, women would see increased development in their social roles as humanity as a whole progressed.From Babylon to Sparta, over a millennium of improvements, the roles of women would see several significant changes. In the classical age, the Spartan city-state grew into a powerful warrior based society in the Peloponnesian. The polis was based on hoplite primacy: Spartan men played the role of warrior. The importance of â€Å"manliness† for men ironically proved pivotal in strengthening women’s roles in society. There was a revolutionary shift in perspective: â€Å"Only Spartan women could rule men† and that was because â€Å"only Spartan women gave birth to real men. † These advancements for women tra nslated into increased opportunities.Spartan women could marry whomever they wanted, Spartan women could ascertain an education, and Spartan women could own land. The development roles in this time period were important for laying the foundations for future progress. Being an influential power, Spartan society expanded throughout the Aegean and spread its beliefs to forthcoming cultures. The likes of Athens, Macedon, and even the Roman Empire would come to acknowledge Spartan advancements in female status. At the height of the roman republic, this influence would translate into upper-class Roman women earning an education and practicing the rhetorical traditions.Such extraordinary advancements would unfortunately curtail the decline of society as a whole, as roles began to backslide into obscurity. Beyond Sparta and after the fall of Rome, western civilization sees a decline in many aspects, including the rights of women. During these dark ages, a shadowy cloud looms over feminine d evelopment. It is not until the renaissance that this haze is cleared away and a return to classical humanism opens the door for empowerment. As society during renaissance period began rediscovering classical thinking, liberal education became available to men and women.An important figure in this educational revival is Laura Cereta. Daughter of an upper-middle-class attorney, Cereta received an education in Latin and developed as a writer and humanist thinker. Her work, â€Å"In Defense of Liberal Education for Women†, had been written to counter growing fears against advancements in rights for women. Cereta attacks the notion that â€Å"extraordinary intellect of the sort one would have thought nature would give†¦ [man]†, was not imparted on to women (Beatty, 309). She defends that â€Å"the philosopher sees with her mind; she furnishes paths with a window of reason through which she can ascend to a state of wareness (Beatty, 309). † This powerful stateme nt is indicative of education women are capable of attaining in this time period. This role of thinker, of philosopher, of humanist had been reserved solely for men for much of western civilization. This shift is another step towards the role of modern women. Beyond education, Cereta work also comments on women in the social order by relating to her contemporaries: â€Å"others love to say cute little things, to hide their feelings behind a mask of tranquility, to indulge in dancing, and lead pet dogs around on a leash (Beatty, 311). This last passage sheds more light on some of the other roles women played during the renaissance. The parallelism from that time period to the modern era is shocking. Had this line been written about women today it would be equally as relevant. As a whole, Laura Cereta’s writing allows an intimate look at women in renaissance society, but more importantly, her work demonstrates a new sense of confidence and destiny not shared by previous women. Throughout the development of western civilization, the roles of women have markedly been transformed.The Code of Hammurabi, Spartan society, and the renaissance revival in education, where just three points that showed this growth. From property to free thinking philosophers, women have held many roles. It is important to consider the progress through the ages, as it is a reflection on society as a whole. References Beatty, J. L. , Johnson, O. A. , Reisbord, J. , & Choudhury , M. (2004). Heritage of western civilization: Ancient Civilizations and the Emergence of the West. (Vol. 1). Upper Saddle River, NJ: Pearson, Prentice Hall.

Microsoft Zune Essay Example | Topics and Well Written Essays - 750 words

Microsoft Zune - Essay Example On the other hand, through Apple iPod music can be played and the user can as well store videos, songs as well as their digital pictures so that they can listen and view them as an when required by the user. The videos can as well be watched on iPod and on the television by means of optional iPod AV cable (Apple, n.d.). Strategy Followed By Microsoft Zune In light of severe competition among the digital media brands, it becomes necessary for the firms to keep themselves updated with the new strategies to beat the competition. It has been noticed that Microsoft Zune has been trying to enlarge the features of Zune players with other hardware devices such as mobile phones, PCs as well as Televisions. It is worthy of mentioning that the strategy followed by Zune has been aimed at beating the competition that Apple presents. Microsoft has added Wi-Fi into the Zune in order to improve the features of the Microsoft Zune. The company aims at delivering its customers with new software, device s as well as services (Ganapati, 2009). Issues Related To Microsoft Zune It has been noted that the Microsoft Zune has faced certain problems. ... The other issue as identified is that although Microsoft claims to be quite compatible, the issue is that the users want their music service to be quite compatible not with the operating systems but with iPods as well (Adkins, 2006). It has also been noted that since the Zune is loaded with too much features it becomes difficult for the users to operate the device (Adkins, 2006). The product seems to have a neutered network. It can be mentioned that adding up of the wireless service in the device has been valueless since the feature did not work with more than half of the music users purchasing from Microsoft. The battery life was also too low. Despite Microsoft Zune’s efforts to provide wireless sync, it has been noticed that the device is quite slow (Slideshare, 2010). Adding up of the radio can also be considered as an issue with the system. The users may not purchase such an expensive device for listening to radio. The user’s needs to make use of the external antenn a in order to listen to the radio else the response of the radio is too poor (Dilger, 2007). Competitors of Microsoft Zune The primary competitor of Microsoft Zune is Apple iPod Nano. The secondary competitors of Microsoft Zune are Sony NWZ-A818 as well as Creative Zen. It has been found that the battery life of Sony NWZ-A818 is quite superior and even the sound quality is good. There are many features in Creative Zen and it has quite a big screen (CBS Interactive, 2011). It has been noted that the revenues of Zune reduced by around 54% and there was decline in the revenues of the company’s earnings in the entertainment as well as device divisions in the year 2008 (Slideshare, 2010). The sales of the mobile device were about 27 million in the year 2008. The figure

Environmental Psychology Article Analysis Research Paper

Environmental Psychology Article Analysis - Research Paper Example ology by Mohay and Forbes which is entitled â€Å"Reducing the Risk of Posttraumatic Stress Disorder in Children Following Natural Disasters.† The article discussed the posttraumatic stress disorder (PTSD) that can affect children due to the occurrence of natural disasters. Included in the objectives of the paper were the examination of the risk and protective factors and the application of the strategies in schools to resolve cases of PTSD (Mohay and Forbes, 2009, p.179). The subject of the research is relevant to the present era wherein numerous natural disasters are affecting the human civilization. The said disasters also come in different forms such as typhoons, tornado, tsunami, volcanic eruptions and floods. Preparedness not only in terms of shelter and basic needs but also in the emotional aspect is important. The focus of the study can be considered essential due to the fact that the children are the most susceptible to the effects of natural disasters specifically ba sed on the risk factors. The abstract of the paper presented pertinent information that summarized the content of the paper. The background information had also been helpful based on the definitions of the concepts and terms that were defined in the said part of the research paper. In addition, important and substantial information and research results of prior studies had also been included (p.179-82). The discussion of the risk factors followed. The different risk factors and resolutions that had been presented by the authors are considered important in the improvement of the consciousness regarding the issue. The risk factors that are related to PTSD included in the study were age, personality, extent of exposure to natural, amount of damage to property and infrastructure, witnessing the death or injury of others or perceiving a threat to own life (p.182-5). The age as a risk factor had been connected to the cognitive level of development of a person. For that matter, a child

Environmental Ethics in Business Assignment Example | Topics and Well Written Essays - 750 words

Environmental Ethics in Business - Assignment Example The flora and fauna are getting extinct at a fast pace and the new strains of germs and diseases are spreading around the world. Climate change is demanding new and unhealthy adjustments with nature. The natural resource base is getting narrowed. The options for rural livelihoods are narrowing down. The springs are no more cheerful and life is becoming sad and gloomy. The direct result of this situation is poverty, death, and disease. The whole world on an equitable basis has a right over the wholesome environmental conditions. In order to respectfully live and enjoy in this world, every human being has equal title to the natural resources including clean air, clean water, and clean environment. Infringing on the environmental rights by the USA and its businesses around the world is not acceptable. By not ratifying the Kyoto protocol the President Bush of USA has not admitted the universality of equal human rights around the world. An environment is not at all a country specific. ... All other countries where the USA businesses are located have to ensure compliance with the international and local standards on the environment. Any business concern found not compliant must be penalized properly. Any let up in this connection can further harm the global environment. The 25% share of USA in CO2 emissions is really an alarming proportion. The excuse or the argument of President Bush does not hold good. The unemployment generated in the USA by CO2 reduction by 2015 is not tenable. The industries have to be harnessed. Mere profit-making should not be their main aim. The USA has to look at its meager population as compared to the whole world. Local consumption of goods in the USA does not warrant sustained growth in the USA. Even the oil reserves accumulated from the Iraq war cannot for sure guarantee the sustained GDP growth for the USA. The CO2 emissions from China and India are equally bad. But this argument taken by the USA does not suit the world's largest and most sophisticated technology-based economy of the USA. Japan and Canada have equal responsibility. However, the USA has to take the lead.

Certification goals ( ISM ) Assignment Example | Topics and Well Written Essays - 500 words

Certification goals ( ISM ) - Assignment Example her ISM certification plus two years of relevant business experience or have a bachelor’s degree or equivalent with two years relevant business experience or have five years of related business experience. CSCP is an ideal certification course for the students who want to venture into general supply chain careers. This certification course opens up a person to the best practices in the supply chain field and one becomes competitive in this field. CPIM is also another recommended certification course. This course is the most ideal for students who want to get in the field of inventory management. It is also advantageous in that it teaches a person about production planning, inventory management as well as scheduling hence getting the best skills in this field. CPIM require that you take five examinations which are in five different modules. (Humphreys) I would like to take at least one professional certification course to improve my competitiveness in the job market. My most preferred choice is the CPIM; this is because, though it has many examinations, there are fewer people who have taken the same course. There are also many opportunities for inventory managers hence this course will give me an upper hand. My plan would be to take the course after my mainstream studies so that I can dedicate myself to one thing at a time. I also plan to join a higher learning institution. My choice for a higher learning institution is influenced by the reputation of the institutions. I understand very well the various tests that I have to go through as requirements. First is the Graduate Management Admission Test. This test is used wen admitting students to graduate management programs in business schools assessing quantitative, integrated reasoning, reading and writing skills of a student in a test time of three and a half hours. Secondly is the Graduate Record Examinations (GRE). This is a test which is standardized and a requirement in most American graduate schools.

English 2 Essay Example | Topics and Well Written Essays - 500 words

English 2 - Essay Example My immediate inspiration was my pictures. Looking through my pictures gave me a few ideas for scrapbook pages. In the end, my finished scrapbook had pages revolving around holidays and my birthdays and involving the gathering of my friends and family. The activity made me discover that scrap booking is a fun and creative outlet and past time activity (Carter 3). To reward my friend for her help, I told her I was cooking for dinner and asked her to stay. Being not busy on weekends, I often find cooking a great way to relax without spending a lot of money eating out. I love Chinese food and rice is one of my favorites as well, so I cooked my favorite Chinese fried rice recipe. We spent the rest of the evening eating and watching videos. I am planning to do some long overdue cleaning in my room this coming weekend. I have to admit that I am one of the most disorganized human beings there is, but cleaning my room on Saturday morning should still give me enough time for some leisure activity on Sunday. I plan to start with the cabinets and drawers of my room, which I had stuffed with all kinds of junk. Then I will organize my belongings, get rid of garbage and put my clothes in their proper place. Once I have cleaned everything in the room, I will begin throwing away all the trash. I will take all that I want to get rid of and place them in a garbage bag to be donated to charity. After organizing my room, all I have to do is to vacuum or sweep the floor, clean any mirrors or glass surfaces, and make the bed. Investing the time to change bed sheets, organize the drawers, and my table will ensure that I have a comfortable Sunday. On Sunday, I will be stressed out and in need of some rest and relaxation. That is why I am considering spending the entire day reading a novel I had recently bought. For me, reading is an effective way to relax and recharge my tired body. As soon as I come home from church in the morning, I will turn off my cell phone, play some light

I need for you to find a common theme among these three proposals Research Paper - 1

I need for you to find a common theme among these three proposals - Research Paper Example On one hand, we have the Middle East. The Arab-Israeli conflict spans about one century of open hostilities and political tensions between the Palestinians and the Israelis- this being in spite of the fact that Israel was formally established only in 1948. On the other, there is the war in Afghanistan, which was launched by the US and the UK against the Taliban regime of Afghanistan in response to the 9/11 terror attacks. The Korean Peninsula is also a troubled zone, with the seemingly never-ending rivalries between North Korea and South Korea. In South Asia, India and Pakistan are always in a state of political tension over the disputed land of Kashmir; China’s relations with India are not too friendly either. Maintaining global peace in Third World countries has largely become the responsibility of the developed nations, which are, as Klare says, â€Å"deeply involved in the process of militarization† of these countries. There needs to be a strategy that the developed countries can follow to ensure that peace and security is maintained both within and without their less developed counterparts. Klare says that these strategy should follow the hierarchy of priorities that he proposes: Both Israel and North Korea have amassed huge arsenals of nuclear weapons. As for chemical weapons and ballistic missiles, the Taliban in Afghanistan have a huge stock of rockets, missiles and similar weapons. An international black market in conventional weapons exists and there is a large and regular flow of illicit arms into Afghanistan. All these have worrisome implications and can only be effectively controlled by the superpowers. Klare gives an example of how superpowers may help to downsize the arms trade problem. â€Å"A similar approach to downsizing the arms trade problem would be to convene ‘quadrilateral’ talks involving two regional rivals and their respective superpower patrons. Assuming that Moscow and Washington

Ethics of social media Essay Example | Topics and Well Written Essays - 2500 words

Ethics of social media - Essay Example However, such responses from the veterans are subjected to continue rejections and challenges with time as the technology of the social networking is changing and facing new horizons. The main aspect of the use of this technology can be seen by the transformation of the communication process, but the social bonding is virtually ethical or not needs a constant reply. The bonding is in terms of friends, parents’ children bonding, and employer link to employee, coworker to other coworker, student and teacher, neighbors, buyer and sellers, doctor connections with patients and many others. The ethical conclusions on such networking technologies are not based on personal grounds. The interacting web service is complex in nature with connection to the online and offline world, the different motives of the developers and corporations comes out to be disputable and therefore, it is in the basic need of some strict philosophical and ethical balances for the future years of the networkin g world. Definition and history of social networking services: The phrase â€Å"social networking† has diverse meaning and concepts with no clear definition. As humans on earth are in constant reach of social networking by one way or the other since the time of the birth (Boyd 16). History has showed that humans developed several ways to came in contact with one another and in social interaction by many means and ways, thus, making the particular institutions and affiliated places like private or public clubs, lodge and church. Moreover, humans developed and invented tools for communication like telegram, telephone, postal services and others. So, when philosophers maintain the ethical balance for the social networking communication, they are of the means that what would be the ethical influence of the ambiguous social networking service, which is formed from the web 2.0 software standards. The same was evolved first in the beginning of the twenty first century. Before the ap pearance of web 2.0 standards, the internet based social networking was there for the last many years through computer operations. The first official networking was done through computer in 1970 in the U.S by the military ARPANET and after that it began to expand in order to provide facility to many newsgroups based on the internet use, mailing electronically, bulletin board system, multi user dungeons and other rooms dedicated for the chat purpose that were based on topics and social identities. The initial form of social networking communication evolves organically for the purpose of discovering medium for institutional, academic and commercial ranges. Therefore, web 2.0 standard were introduced in order to provide the users with collective, user formatted and sharing of internet based content and during this, the major purpose of the web 2.0 developers was commercialized and institutional based. They knew the potential of the internet based subsystem and worked to improved it fur ther. Particularly, the web 2.0 gave the platform to the users to make their online and offline presence- a latest practice that moved the internet communication from its general form that was based on anonymous discussions without concealing the true identities. The latest standard of interaction through internet was initiated by orkut, MySpace, LinkedIn, Friendster, habbo, bebo and facebook by revealing true identities. The next standard was based on sharing of intern

Enlightenment Period and the Scientific Revolution Essay Example for Free

Enlightenment Period and the Scientific Revolution Essay The relationship between the development of the Enlightenment Period and the Scientific Revolution was that the Scientific Revolution was an aspect of the Enlightenment on a whole. The Scientific Revolution helped in the process of the Enlightenment by bringing new advances in areas such as Nicolas Copernicus and his new theory that would soon discarded the old geocentric theory that placed the Earth at the center of the solar system and replaced it with a heliocentric theory in which the Earth was simply one of a number of planets orbiting the sun. Another great advancement during the Scientific Revolution was in the field of astronomy. Johannes Kepler proved the orbits of the planets were elliptical, but was unable to come up with an effective model of the solar system. That was left to Galileo, who in 1630 published his Dialogue on the Two Chief Systems of the World, in which he supported the Copernican, or heliocentric theory of the universe, and denounced the Aristotelian system, which maintained the geocentric theory. Galileo supported his claims with elaborate evidence derived from the study of physics. Also the achievements made in mathematics and physics were revolutionary. In the form of the development of algebra, trigonometry, the advance of geometry and the linkage of form and motion with quantifiable numeric values undertaken by Rene Descartes. Armed with these tools, the science of physics began to advance rapidly. The primary concepts changing social mores marked the beginning of the Enlightenment, as individualism, which stressed the importance of the individual and his rights as a citizen. Relativism, which was the concept that different ideas, cultures, beliefs, and value systems had equal merit. And rationalism, which was the conviction that using the power of reason, humans could arrive at truth and make progress toward improving human life. These views gained widespread adherence in the wake of the Scientific Revolution, the Age of Exploration, the weakening of traditional religion, and the decline of monarchical rule. All of these trends served to prepare Europe for the Enlightenment period. One key achievement during the Scientific Revolution was John Lockes writings of the (Second Treatise on Civil Government) Lockes writing argued that a government run by the people was the beast system for us to live by. Lockes writings remain as fresh and popular today as when he wrote them in 1688. Another key achievement during the Scientific Revolution was Sir Isaac Newtons theories on astronomy that went a step further and formulated an  accurate comprehensive model of the workings of the universe based on the law of universal gravitation. Newton explained his theories in the 1687 revolutionary work called simply the Principia. This work also went along way toward developing calculus. The difference in the perspective of Catholics and Protestants during the Enlightenment was very little. Both cults felt that any idea or ideals that might elevate man to a level of self realization or thinking that might deviate from that of the church views was both dangerous and unholy. In response to this, the church ordered genocide and mass torture upon those who it deemed outside of gods word. Do you think that there are similar cultural or religious barriers against scientific discovery today? All I can say is this. Despite scientific and physical truths of dinosaurs and the Ice Age, masses of people refuse to believe that the earth in older than a few thousand years But then, they also worship blindly to a silent god. Works cited. (1) Western Humanities Vol. II fifth edition (2) (The Panorama of the Renaissance) Edited by: Margaret Aston, Abradale Press (3) Various internet research sites.

British Identity: A Shared Culture

British Identity: A Shared Culture The concept of identity has both personal and social perspectives but, irrespective of focus, each is concerned with categorisation and assumptions of similarity and difference. Social identity relates to the links that exist between people and places, the ideas and practices that align individuals to one social group as opposed to another and the feeling of acceptance and belonging which comes from such allegiance. Great Britain consists of a group of individual countries: England, Wales and Scotland, each of which joined the union at different points in a turbulent history. Northern Ireland, whilst part of the United Kingdom, is not part of Great Britain despite its population being included in the British political process. In spite of these confusing, apparently all-encompassing titles, each individual nation retains a separate identity in addition to the collective ones conferred by the UK and GB acronyms. Historically, English dominance of the union has been a source of contention and in recent years the individual identities of Wales, Scotland and Northern Ireland have become more officially recognised by the adoption of a partially devolved political process for the former two and a power sharing agreement with the Irish Republic for the latter. The merits or shortcomings of devolution fall outside the scope of this essay, nevertheless, it could be argued that at a time when the very notion of Britishness is up for debate, separating the union, even if only for political purposes, will do nothing to strengthen a collective sense of national identity if, in fact, one ever truly existed. Diversity amongst the individual nations of the United Kingdom is only one part of the story and despite being an island and thus having an easily recognisable border, the reach of Britain extends well beyond geographical limits. Great Britains empire building past has left a web of connections that span the world. The British Empire at its height covered a quarter of the globe, and whilst many former colonies, dependencies and protectorates have since regained independence, the history of a British presence in parts of South Asia, Africa and the Caribbean left a postcolonial legacy of citizenship rights which has contributed to the multi-cultural, multi-ethnic society that exists in Britain today. Whether because of commerce or conquest, as an escape from poverty or persecution, Britains population comprises a diverse collection of people, some of whom may have connections to and, therefore, identify with places other than the British Isles. Who we are and who others think we are has a lot to do with where we live and our origins, but it takes much more than territorial borders to define national identity. It is almost impossible to say exactly what British identity is or should be in the 21st century and as a result the very idea of Britishness has been the source of much anxiety, uncertainty and political debate in recent years (Clarke, 2009, P. 210). From politicians to social commentators, newspaper editors to academics, all have suggested ways in which the meaning of Britishness could be constructed and fixed. Amongst other things, Clarke suggests that British national identity may mean having a sense of place, a shared way of life, a common history and a recognised image of race or ethnicity (2009, p. 219), but in light of the diverse nature of Britains population some of his suggestions seem more plausible than others. A sense of place can only come from a feeling of acceptance and belonging, hard to achieve when even after three generations of British citizenship your community is still viewed with suspicion and resentment. The idea of a common history may not sit well with everyone, especially those whose ancestors were the subject of domination, oppression and exploitation. A recognised image of race or ethnicity implies a singular recognition, fine if your skin is the right colour, but at risk from discrimination if it is not, legislation can protect but it cannot change attitudes. Even though a shared way of life seems to be a reasonable suggestion, cultural differences make this eq ually difficult to imagine. Culture, according to Clarke, has at least two meanings (2009, p. 219). The first suggested interpretation is what he calls high culture; this includes art, literature, theatre and music. Writers such as Shakespeare, Austen and Dickens, artists such as Turner and Constable and composers such as Elgar all supposedly provide an apparently shared set of reference points with which all British people can identify (2009, p. 221). However, Clarke also notes that the stressed importance of English names in the list of preferred cultural icons excludes not only those members of British society whose origins, whether real or imagined, lie outside its geographical limits, but those from other parts of the UK too. Raymond Williams (1958, cited in Clarke, 2009, p. 219) calls this a selective tradition. Therefore, to suggest the use of British high culture as a unifying tool is to exclude a large section of society to whom it is probably irrelevant and perhaps even unintelligible. Clarkes suggestion of a shared way of life also falls under the cultural banner. Normal everyday practices of living such as dress, food, customs and religious observance are all important in defining the meaning of culture. Common forms of behaviour, values, morals and ethics are important in a shared way of life but immediately this highlights some problems. Religious and cultural differences, for example, may make behaviour considered acceptable to people in one community completely unacceptable to those of another. Not all diversity is necessarily ethnic or religious, however, and age, gender, social background and political differences can all divide as well as unite. Having established the difficulty in accepting shared culture as a means of defining British identity, the idea of shared values has been suggested by both David Blunkett and Trevor Phillips. Mr. Blunkett, former UK Home Secretary, suggested that Britishness is defined à ¢Ã¢â€š ¬Ã‚ ¦ through our shared values, our history of tolerance, of openness (2005, cited in Clarke, 2009, P. 221). Trevor Phillips, former Chairman of the Commission for Racial Equality, also suggested that Britishness à ¢Ã¢â€š ¬Ã‚ ¦ lies in a way of living à ¢Ã¢â€š ¬Ã‚ ¦ In a diverse society, the shared values are the fundamental glue that holds us together; and the way we behave towards each other is the outward manifestation of our values. (2007, cited in Clarke, 2009, PP. 222-223). Both these statements, whilst obviously well meant, do not stand up to scrutiny. To suggest that the British people are tolerant and open is to deny history. Perhaps Blunkett and Phillips are simply stating how they would like peo ple to think and act, in which case their argument will likely fall on many deaf ears! For Blunkett and Phillips diversity is a positive thing, something to embrace and celebrate. They suggest that only through tolerance and openness to diversity can Britain gain a unifying sense of identity. Their views have been contested, however, and statements denouncing the acceptance and encouragement of diversity have been equally prominent. David Goodhart, a magazine editor, has suggested that increasing diversity in Britain has caused us to become a nation of strangers. He also suggests, As Britain becomes more diverse that common culture is being eroded (2004, cited in Clarke, 2009, pp225-226). Whatever common culture he happens to be referring to; he suggests that its loss is leading to a lack of solidarity and social cohesion. His opinion, unlike that of Blunkett and Phillips, however, does not carry the weight of authority since it is a personal opinion expressed in a magazine article. In complete contrast to Goodhart, Bhikhu Parekh, in a report for the Runnymeade Trust, suggests that diversity and collective national identity need not be mutually exclusive. Whilst acknowledging the risk of social fragmentation and racism, Parekh suggests that if all members of society feel equally valued, have access to equal opportunities, lead fulfilling lives and shoulder the burden of societal responsibility that it may be possible to develop a shared identity and common sense of belonging (2000, cited in Clarke, 2009, pp. 226-227). In a diverse society, therefore, the concept of national identity should be all-inclusive; clearly, this cannot depend on a shared culture. Moreover, simply telling people how to think or behave will not change attitudes nor make them feel united. Ultimately, perhaps economic and social equality will lead to a unified purpose and sense of collective identity or perhaps not, this is clearly a complex question without a single answer. (1500 words) Life stage analysis: Maturity – Old Age Life stage analysis: Maturity – Old Age In 2005, an estimated one in six individuals was over the age of 65, representing 16 percent of the UK population[1]. The National Statistics Office reports that the largest population increase was evidenced in the 85+ age group, growing by more than 64,000 (6 per cent) in 2005, totalling 1.2 million individuals[2]. Many factors are responsible for this the growth rate in the over 65, primarily in the later older adult stage of 85+, as healthcare and technology are improving and leading to increased survival rates, coupled by the post World War One baby boomers reaching their later adult years[3]. Increasingly, nursing and other professional groups are utilizing Enquiry Based Learning (EBL) that uses situations from real life to analyse issues while learning from a nursing perspective with an emphasis on refining capabilities in actual nursing practice[4]. Researchers emphasize the open-ended questioning used for complex problems or scenarios that allow the nurse to seek out new evidence[5]. Using an Enquiry Based Learning scenario, this paper will present the case of special needs family and with an emphasis on life stage analysis of the elderly. Following a brief case presentation, this paper will define the maturity-old age life stage, describing various factors specific to maturity that influence the person’s biological, psychological and social perspectives. Personal and practical nursing experience with mature/older patients is presented followed by what has been learned from the research on how to effectively provide nursing care in terms of knowledge, skills and attitudes to older individuals. Case presentation This is the case of a nuclear family. Mr. and Mrs. Smythe’s are adults with two children, a daughter E. who is 14 years old and pregnant and a son who is 4 years old afflicted with Downs Syndrome and suffers with intermittent breathing problems due to the Down’s syndrome. Both children live at home with their parents. Mrs. And Mrs. Smythe are reasonably healthy with no chronic health concerns at this time. Mr. Smythe works full time in a position outside of the home. Mrs. Smythe is a full-time homemaker. Mr. Smythe’s two parents are both alive at 82 years of age and living together in their own dwelling. Both parents are reasonably healthy for their age with no chronic health problems identified at this time. Mrs. Smythe’s father, Mr. Jones, is 86 and a recent widower (of three months). Following the death of her mother, Mrs. Smythe invited her father to live with her family. Mr. Jones is in fair health, although he is depressed and having difficulty adjusting to the new environment at his daughter’s home, the issues with her children and the loss of his wife all occurring within a short time. Assessment Life stage identification This paper will focus on the three individuals in Erikson’s Maturity stage of life, aged 65 to death[6]. This life stage is marked by the psychosocial integrity vs. despair conflict, such that individuals are reflecting back on their lives and either accepts the thought of their death with a sense of accomplishment and fulfilment or a feeling of despair and regret[7]. Smith[8] identifies the 65+ age group as belonging in Levinson’s late adulthood developmental stage. Factors specific to maturity – Physiological/biological As individual ages, many physiological changes take place in virtually all physiological systems, ranging from the endocrine, cardiovascular, gastrointestinal, skin, hair and nails and nervous system[9]. Globally, there is a reduction in cells and cellular metabolism, as the body gradually becomes less efficient[10]. Skin looses subcutaneous fat, things and there is a reduction of collagen and elastin combined with a 50 percent reduction in cell replacement[11]. Respiratory muscles degenerate and respiratory capacity decreases, alveoli decline in size and the lungs become more rigid as the individual ages.[12] The heart reduces in size and contractile strength and cardiac efficiency is reduced by as much as 30 – 35 percent[13]. There is a general decrease in height, bone mass, muscle mass and collagen with less joint elasticity[14]. Sleep patterns are altered, with regular wakeful periods during the night[15]. The aging body does not readily distinguish between host cells and infection along with a reduced ability to absorb vitamin B12, decreasing hematocrit and hemoglobin levels. Of particular importance is the reduced drug clearance by approximately 50 percent, often leading to increased risk of drug interactions among elderly individuals who are frequently on more than one pharmaceutical agent[16]. Factors specific to maturity – Psychological and Sociological The death of a spouse is the leading cause of disruptive life-event stress and conflict[17] affecting the way an individual understands themselves and their role in society and the family. Rokach and Brock found that loneliness has a strong correlation with self-esteem in the elderly[18]. Marital status and the death of a spouse contribute to feelings of isolation and loneliness in the elderly, creating a sense of stigma in the individual, causing emotional distress, feelings of rejection and isolation, especially when care is taken over by others such with the death of a spouse[19]. In particular, men have a difficult time with their own emotions, perceiving their social needs for companionship rather than isolation as a sign of weakness[20]. When older individuals are also faced with a reduction in income and job status, the older individual reportedly has a greater propensity towards solitude, isolation and loneliness[21]. Warner[22] found that those elderly adults who maintained their own independence had less of a need for dependent behaviour because of social cues, whereas those who were dependent, such as Mrs. Smythe’s father, Mr. Jones, reacted with a greater sense of learned dependency and associated social contact seeking behaviours. Practical nursing experience that provides a basis for nursing intervention in this case With the knowledge provided by two factors: research and LEIPAD[23], the three elderly individuals were administered the LEIPAD multidimensional assessment to gain a baseline for intervention[24]. LEIPAD is believed to be a stronger single assessment tool than using a combination of The SF-36, Barthel Index of activities of daily living and the Abbreviated Mental test, even though the Barthel Index is recommended by both the Royal College of Physicians of London and the British Geriatrics Society[25]. Mr. Jones requires the greatest intervention due to losses of his wife, independence and immediate social circle. Additionally, Mr. Jones has daily coping issues with his grandchildren. To date, practical nursing experience has primarily focused on education related to chronic diseases and disease prevention with elderly patients. Inconsistency is noted when relating to patients and relating to older members of one’s family, where greater emphasis is placed on psychological and social wellbeing. What has been learned from using the EBL approach to this case? In addition to the amount of research one can use to prepare and expand one’s horizons with an EBL approach, such as using the LEIPAD assessment rather than the Barthel Index, is the use of open-ended questions that solicit a wealth of information. Most practitioners like to keep answers to questions short or they will cut patients off in mid-sentence. Open-ended questions allow for further probing by active listening and a participatory manner. References Austin, Shari. Oral Health and Older Adults. Journal of Dental Hygiene, 2003. De Leo, Diego, Diekstra, Rene, Lonnqvist, Jouko , Trabucchi, Marco, Cleiren, Marc, Frisoni, Giovanni B., Dello Buono, Marirosa, Haltunen, Aro, Zucchetto, Mauro, Rozzini, Renzo, Grigoletto, Francesco, Sampaio-Faria, Jose. LIEPAD, An Internationally Applicable Instrument to Assess Quality of Life in the Elderly. Behavioral Medicine, 1998. Ginsberg, Gary, Hattis, Dale, Russ, Abel Sonawane, Babasaheb. Pharmacokinetic and Pharmacodynamic Factors that can Affect Sensitivity to Neurotoxic Sequelae in Elderly Individuals. Environmental Health Perspectives, 2005. Hutchins, Bill. Principles of Enquiry-Based Learning, Centre for Excellence in Enquiry-Based Learning Resources – University of Manchester, 2006. Kahn, Peter O’Rourke, Karen. Understanding Enquiry-Based Learning. In Barrett, T., McLabhrainn, I. Fallon, H. eds. Handbook of Enquiry Problem Based Learning, Galway: CELT, 2005. Lyons, Ronald Al., Crone, Peter, Monaghan, Stephen, Killalea, Dan Daley, John A. Health Status and Disability Among Elderly People in Three UK Districts. Age and Ageing, 1997. Office for National Statistics; General Register Office for Scotland and Northern Ireland Statistics and Research Agency. Population Estimates. 2006 [Online]. Available from: http://www.statistics.gov.uk/CCI/nugget.asp?ID=6 (cited 1 May 2007). Price, Robert. Enquiry-Based Learning: An Introductory Guide. Nursing Standards, 2001. Rokach, Ami Brock, Heather. Loneliness and the Effects of Life Changes. The Journal of Psychology, 1997. Smith, Mark K. Life Span Development and Lifelong Learning. [Online]. Infed. Available from: http://www.infed.org/biblio/lifecourse_development.htm (cited 1 May 2007). Tosey, Paul McDonnell, Juliet, Mapping Enquiry Based Learning: Discourse, Fractals and a Bowl of Cherries. 2006. [Online]. Available from: http://www.com.survey.ac.uk/learningtolearn (cited 30 April 2007). Warner, Dorothy Ann. Empowering the Older Adult through Folklore. Adultspan Journal, 2006. Winters, Angela. Erikson’s Theory of Human Development. [Online]. Ezine Articles. Available from: http://ezinearticles.com/?Ericksons-Theory-of-Human-Developmentid=20117 (cited 1 May 2007). Footnotes [1] Office for National Statistics; General Register Office for Scotland and Northern Ireland Statistics and Research Agency. 2006. [2] Office for National Statistics, 2006. [3] Office for National Statistics, 2006. [4] R. Price, Enquiry-Based Learning: An Introductory Guide, Nursing Standards, 2001) 18. [5] B. Hutchings, Principles of Enquiry Based Learning, Centre for Excellence in Enquiry-Based Learning, University of Manchester, 2006 and Kahn O’Rourke, 2005. [6] A. Winters, Erikson’s Theory of Human Development. Ezine articles, 2007. [7] Winters, 2007. [8] M. Smith, Life Span Development and Lifelong Learning, 2005. [9] S. Austin, Oral Health and Older Adults, Journal of Dental Hygiene, 2003) 129. [10] Austin, 2003) 129. [11] Austin, 2003) 129. [12] Austin, 2003) 129. [13] Austin, 2003) 129. [14] Austin, 2003) 130. [15] Austin, 2003) 130. [16] G. Ginsberg et al., Pharmacokinetic and Pharmacodynamic Factors that can Affect Sensitivity to Neurotoxic Sequelae in Elderly Individuals, Environmental Health Perspectives, 2005) 1249, [17] Tennant and Pogson, 1995 as cited by Smith, 2005. [18] A. Rokach H. Brock, Loneliness and the Effects of Life Change, The Journal of Psychology, 1997) 285. [19] Rokach Brock, 1997) 289. [20] Rokach Brock, 1997) 290. [21] Rokack Brock, 1997) 296. [22] D. A. Warner, Empowering the Older Adult through Folklore, Adultspan Journal, 2006. [23] D. DeLeo et al., LEIPAD, An Internationally Applicable Instrument to Assess Quality of Life in the Elderly, Behavioral Medicine, 1999) 27. The LEIPAD assessment was determined to assess physical, mental, social and occupational status, including self-assessments of health status and perceptions, inclusive of pain, self-esteem, self-confidence, levels of optimism, anxiety and depression, including feelings about friendship, happiness, loneliness, isolation and solitude. [24] DeLeo et al., 1999) 19. [25] R. A. Lyons, et al., Health Status and Disability Among Elderly People in Three UK Districts, Age and Ageing, 1997) 204. Gender issues: Who is the better teacher? Gender issues: Who is the better teacher? Gender has long been the issue in classroom for over decades. The question of who is a better teacher male of female has always been debated for years. Although this issue has dissipates following the issue of sexism and gender equity, it still knocks on the door of every classroom. Does a teachers gender affect student performance in the classroom? Does student performance increases when taught by teacher of the same sex, or is it the opposite? Many researches have been done in trying to answer these questions, but no definite conclusion has been made. Most of the researchers are still trying to figure out what actually constitutes to the students achievement in relation to teachers gender. There are two views when it comes to the influence of teachers gender effect in classroom, one accepts it and another one denies it. The first one says when students are taught by the teacher of the same sex as the students, the students achievement will increase. Some researchers are saying that students will perform better when taught by the same gender, as they feel more engaged and are able to identify themselves with the teacher because of the same gender factor. Gender role model, stereotypes, expectations, and teaching styles are some of the variables that are brought up when it comes to same-gender factor. Still, there are people who believe that teachers gender effect does not have any influence in students academic achievements. They believed that there is no ample evidence to support such notion, and even if there was, it was not sufficient and significant enough to be accepted as a sole reason for such occurrence. Although many researches had been made, there are still loopholes that need to be filled and studied. Inconsistent findings and conclusions given by previous researchers is one reason why further studies are needed. Some shortcomings and limitation from previous research are also need to be rectified. There are several elements that indirectly influence the teachers gender effect in classroom. Factors such as students perception towards teachers performance and effectiveness in class, and teachers level of interaction are some that will be touched in the article review. All of these elements will be reviewed in terms of gender differences. Because the literature on teachers gender issues is so broad, this review of literature begins by examining theories of gender role development and social learning theories. Next, gender role expectations and the stereotypical male and female student will be examined. This information will then be brought together with research specific to the classroom experience involving student and teacher interactions and research specific to teacher training. 2.1 TEACHING EFFECTIVENESS Effective teachers are those who achieve the goals which they set for themselves or which they have set for them by others (e.g ministries of education, legislators and other government officials, school administrators). As a consequence, those who study and attempt to improve teachers effectiveness must be cognizant of the goals imposed on teachers or the goals that teachers establish for themselves, or both. According to Kemp and Hall (1992), the major research finding is that student achievement is related to teacher competence in teaching. Differential teacher effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and class heterogeneity (Darling-Hammond, 2000) According to Sanders and Rivers (1996), students who are assigned to one ineffective teacher after another have significantly lower achievement and learning (that is, gains in achievement) than those who are assigned to a sequence of several highly effective teachers. It is important to note however, that the influence of teacher characteristics on teacher effectiveness is not direct; rather it is moderated or mediated by their effect on the way in which teachers organize their classrooms and operate within them. In Blooms (1972) terns, what teachers are influences what teachers do; what teachers do, in turn, influences what and how much students learn. When asked about their most effective teachers, boys and girls were able to identify a solid list of key characteristics reflected in educational research (Hill Rowe, 1996; Martin, 2002). In Ashley Lee (2003) boys tended consistently to identify the following factors as critical in the kinds of teacher they work well for and respect: à ¢Ã¢â€š ¬Ã‚ ¢ Firm, but fair: able to control the class well to inject humour but regain attention quickly à ¢Ã¢â€š ¬Ã‚ ¢ Good subject knowledge and enthusiasm for the subject à ¢Ã¢â€š ¬Ã‚ ¢ The ability to explain things clearly and with patience Fazio and Roskes (1994), said, attitudes are important to educational psychology because they strongly influence social thought, the way an individual thinks about and process social information. According to Eggen and Kauchak (2001), positive teachers attitudes are fundamental to effective teaching. A teacher must be interesting. Eggen and Kauchak (2001) identified a number of teachers attitudes that will facilitate a caring and supportive classroom environment. They are: enthusiasm, caring, firm, democratic practices to promote students responsibility, use time for lesson effectively, have established efficient routines, and interact freely with students and providing motivation for them. According to Shulman (1987), poor communication can make learning even the most simple and straightforward subject-matter far more difficult. Research findings on teachers attitudes (Brunning et al., 1999), established the following facts: Teachers characteristics such as personal teaching efficacy, modeling and enthusiasm, caring and high expectation promote learners motivation. Male teachers tend to be more authoritative and instrumental whereas female teachers tend to be more supportive and expressive (Meece, 1987; Freeman McElhinny, 1996). Teachers variable are also noted to have effect on students academic performances. These includes, teachers knowledge of subject matter, teaching skills, attitude in the classroom, teachers, qualification and teaching experience. Ehindero and Ajibade (2000) asserted that, students, who are curious stakeholders in educational enterprise, have long suspected and speculated that some of their teachers lack the necessary professional (not academic) qualification (that is, skills, techniques, strategies, temperament et cetera) required to communicate concepts, ideas principles et cetera in a way that would facilitate effective learning. According to Kelley Massoni (2004), students expect male teachers as being more knowledgeable than women, and are assumed to be more objective. 2.2 STUDENTS EXPECTATION Sociologist Robert K. Merton (1948) first coined the term self-fulfilling prophecy. As part of his explanation of the SFP, Merton drew upon the idea: If men define situations as real, they are real in their consequences (Thomas, 1928, p. 257). Then, if students really think about their teachers, somehow it will materialized in both of the teacher and students teaching and learning process. SFP research (Good, 1987) explains that teachers form expectations of and assign labels to people based upon such characteristics as body build, gender, race, ethnicity, given name and/or surname, attractiveness, dialect, and socioeconomic level, among others. Once we label a person, it affects how we act and react toward that person. With labels, we dont have to get to know the person. We can just assume what the person is like (Oakes, 1996, p. 11). Although self-fulfilling prophecy usually works based on teachers expectation, students also form their own expectation, and could also have their own self-fulfilling prophecy, working both ways, onto them, and also towards the teachers teaching process. The self-fulfilling prophecy works two ways. Not only do teachers form expectations of students, but students form expectations of teachers using the same characteristics described above (Hunsberger Cavanagh, 1988). 2.3 EVALUATION OF TEACHER Many studies reveal that students tend to rate female faculty members differently than male faculty members (Whitworth, Price Randall. 2002; Basow Silberg, 1987; Goodwin Stevens, 1993; Tartro, 1995). Students may hold biased perceptions of the differences between men and women faculty (Andersen Miller, 1997; Burns-Glover Veith, 1995). It is also possible, however, that students are accurately assessing the difference between teaching styles that is attributable to the gender of the faculty member (Centra Gaubatz, 2000). According to Kelley Massoni (2004), the impact of gender in teaching evaluations often is related to students differing gendered expectations of their women and men teachers. A study by Basow (1995) revealed that students perceived female instructors to be more sensitive and considerate of student ideas whereas male instructors were believed to be more knowledgeable. If students are, even in part, picking up on real differences, understanding the effect of gender on teaching styles is important. 2.4 PERCEPTION Perception may be defined from physical, psychological and physiological perspectives. But for the purpose of this study, it shall be limited to its scope as postulated by Allport (1966), which is the way we judge or evaluate others. That is the way individuals evaluate people with whom they are familiar in everyday life. Eggen and Kauchak (2001) gave cognitive dimension of perception; they see perception as the process by which people attach meaning to experiences. 2.5 GENDER BIAS Teachers are more likely to offer praise and remediation in response to comments by boys but mere acknowledgement in response to comments by girls (AAUW 1992, Sadker and Sadker 1994, Saltzman 1994, Kleinfeld 1998, Lewin 1998, and Sommers 2000). The only significant interaction that emerged was that girls reported a better relationship with female teachers than with male teachers, while boys reported fairly similar relationships (TES, 2005). According to Holmlund and Sund (2005), teachers are the role models for the students. If students identify themselves more with same-sex role models, it is possible that performance will be enhanced when students have a teacher of their own gender. Florian (2008) suggests that there is rich evidence within the psychology literature that girls and boys respond differently to mothers and fathers [e.g. Brown, 1990, Brown et al., 1986], and pick different celebrities and athletes to emulate. Male and female teachers are also potential role models. Harris and Barnes (2009) found that four-year-old boys preferred males to form a relationship and saw the male teacher as the person to be involved in sports and physical games. Teachers gender influences how that teacher interacts and communicates with his or her students (Constantinou, 2008). As Hurt, Scott and McCroskey (1978) have stated it, there is a difference between knowing and teaching, and that difference is communication in the classroom (p. 3). According to Dee (2006), assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teachers subject. He also found that, having a teacher of the same sex increased a students score on standardized tests significantly while having a teacher of the opposite sex decreased scores. But Florian (2008) finds that male students performing worse with female instructor, while female performance appear unaffected. According to Dee (2006), in a class taught by a man, girls were more likely to say the subject was not useful for their future and they were less likely to look forward to the class or to ask questions. 2.6 CONCLUSION Teachers may react in a different way depending on the gender of a student, or students may react in a different way depending on the gender of a teacher. Firstly, teachers discriminate, and display bias with respect to how they engage or assess boys and girls in the classroom. The mode teachers behave interacting with boys or girls may rely on whether teachers themselves are male or female. These effects may be conscious or unconscious. Secondly, students may see teachers more as role models if they are of the same sex, and show greater intellectual engagement, manner, and interest. Students may also react to teachers through negative stereotype for example, when female students are reminded about a belief they are not supposed to be good at math when being taught by a male teacher. Another probability is that male and female students respond differently to male and female teaching styles. It is important for teacher to know what he/she is expected from the students. Fulfilling the expectation can make learning process easier for the students and make them more motivated.

Engineering Report - Whipper Snipper/lawn Trimmer :: essays research papers fc

Whipper snipper/ Lawn Trimmer No one person or corporation is attributed with creating the lawn trimmer however the original lawn trimmers where developed from1968 to 1970. Prior to 1970, there were no line trimmers, as we know them today. Can you imagine edging sidewalks, driveways, parking lots and shrub beds with hand-held trimmers? Can you imagine how sore your back, arms and legs would be after a long day of pushing a manual edger along seemingly endless sidewalks and driveways? Can you imagine trimming any turf at all without a powered trimmer? Many of us take the advantages the line trimmer gives us for granted. Line trimmers are one of the most important pieces of equipment in the wide array of landscaping tools. They put an edge on sidewalks, shrub and flowerbeds and parking lots. The time we save by using these tools is something people may take for granted these days. Since the early 1970s (when the first powered line trimmers appeared), the machines have improved with stronger line, more attachments and better engines. This is all in the aid of giving more time and quicker action in the increasingly hectic lifestyles of today. The basic trimmer works by the engine driving a multi-bearing supported hardened steel shaft housed in an aluminium tube through a centrifugal clutch this shaft is connected to a â€Å"head† that holds a nylon line that spun at high revolutions per minute (RPM). This nylon line then cuts the grass by hitting the blades of grass at high speed, this cause the grass to be severed at the point of impact. Thus trimming the grass. The first models were petrol powered, as electrical lawn mowing devices had gone out of fashion due to the danger of electrocution after accidentally cutting the power cord. The original petrol powered trimmers where two stroke engines around 28 to 32 cubic centimetres in capacity powered by a mixture of â€Å"super† petrol and oil, today they are much the same with the exception of being powered by unleaded petrol and oil, but becoming more popular is the electric trimmer. A leader in engine technology Honda has taken the latest accomplishment, with Mini 4-Stroke engines. Powered by the only 360' inclinable (can be turned on any angle and still run properly) 4-stroke engine available today, the new Honda trimmers deliver smooth, dependable power and unsurpassed fuel efficiency. They require no special gas/oil mixtures so there's no chance for improperly mixed fuels.

Success and Failure in Arthur Millers Death of A Salesman Essay

Success and Failure in Arthur Miller's Death of A Salesman      Ã‚  Ã‚   Most people strive for excellence in their lives and aspire to succeed at whatever they complete. Success means many different things to different people. It includes happiness, money, and a career. In Arthur Miller's Death of a Salesman, we follow Willy Loman, the protagonist, as he reviews a life of desperate pursuit of a dream of success. Miller uses many characters to contrast the difference between success and failure within the play. Willy is a salesman whose imagination is much greater than his sales ability; he is also a failure as a father and husband. Biff and Happy are his two adult sons, who follow in their father's fallacy of life, while Ben and his father are the only members of the Loman family with that special something needed to succeed. Charlie and his son Bernard, enjoy better success in life compared to the Loman's who attempt to succeed but constantly seem to fail. Willy Loman is the main character and protagonist in Death of A Salesman. For Willy Loman, perseverance and diligence are not important but rather material success, as well as personal attractiveness. Willy cannot see who he and his sons are. He believes they are great men who have what it takes to be successful and beat the business world. Unfortunately, he is mistaken. In reality, Willy and sons are not, and cannot, be successful. Willy was not successful at anything he did in life. He was a failure as a father, husband and businessman. Willy was not a good father because he focused too much on his career and his false dreams and ignored his family. Since he was always away on business trips he never really got to know his sons well. His love for his ... ..., wrong." (Miller 138) The Loman's are all an example of what life is like if you continually live in a dream world and never train yourself for anything. Ben and his father are the exceptions in the Loman family. Charlie and his son Bernard were also able to achieve greatness and to make the system work for them. In the end, the decision to make a successful life is, up to the individual.    Works Cited and Consulted Eisinger, Chester E. "Focus on Arthur Miller's 'Death of a Salesman': The Wrong Dreams," in American Dreams, American Nightmares, (1970 rpt In clc. Detroit: Gale Research. 1976 vol. 6:331 Hoeveler, D. J.   "Success and Failure" Arthur Miller's Death of a Salesman: Modern Critical Interpretations.   Ed. Harold Blum.   Philadelphia: Chelsea House, 1988. 72-81. Miller, Arthur. Death of a Salesman. New York: Penguin Books, 1976.

Report from an Interview with a Muslim-American Woman

Oftentimes, personal narratives can become the grounding point for theoretical research. Experiences reflect the social tendencies of an individual or a community. Here social tendencies deal about the overall capacity of an individual or group to adapt to the social environment. It also includes the ability to maintain beliefs (or ideologies) and protect personal or group aspirations. Thus, a thorough study of social tendencies may provide the researcher knowledge about the nature of a given individual or community. Although the individual is an entity by itself; that is, it have an existence independent of a given group, the cultural values of such an individual usually reflect the cultural values of the community he/she originated. Thus, it can be said that personal values are often influenced by collective values. The tendency of an individual to move in certain manners is in part influenced by his/her capacity to incorporate societal values and practices. Thus, inference becomes a tool for extracting genuine data. Although uncertainties may be present (as to the reliability of the data procured), we may also assume that such uncertainties were borne out of pre-judged propositions. Remember that in the real world, propositions have no truth values unless tested by empirical research. In my case, I chose to study Muslim American communities in order to examine the conditions of this particular ethnic group in the United States. I really want to examine the specific problems, aspirations, social and economic conditions of this group of people. Rather than providing a lengthy description of the chosen community, I chose to interview an individual from that community. My best choice for the interview was an 80-year old woman who called himself Tiger Lily and usually wore huge, flamboyant hats every day. She often danced around the senior center with a wooden marionette from the center’s thrift shop just for the laughs she got. For a stranger, she may be labeled a crazy old lady (an eccentric individual who wants all the attention of people focused to her), but for the community (Muslim-American) she was the joy of the community. Her cheerfulness often got into the lives of every person in the community. Certainly, this person would be the most viable person for an interview. The range of data I could procure from her is very big. Thus, I began constructing an interview outline which would be used in the interview. I came into the house of the old lady and asked her permission for an interview. She asked me the purpose of the interview. I told her that the interview was part of the course requirements. Added to that, the interview would serve as the parting point for describing Muslim-American communities (in the United States). She told me to come back to the next day. She promised that she would prepare a delicious launch for both of us. I came back to the house of Tiger Lily. I got a little nervous and excited. I felt a little disoriented because I might offend the old lady from the questions that I would be asking in the interview. â€Å"The bitter pill is necessary† was the thought running in my mind. So when the old lady asked me to sit down, I willingly obeyed. For Muslim-Americans, respect for individual dignity is one of the greatest virtues. I thanked the old lady for approving the interview. She said that it was her duty to share her knowledge of the community to students like me. What she did not know that the interview was not about the community per se. It was about her in relation to the community. Her personal narrative would serve as the grounding point for a deeper analysis of her community. I did not show any sign of faltering. For me, an interview is not just a question and answer procedure. It is the blood life of a qualitative research. Without further ad due, I began the interview. The first part of the interview dealt with the social life of Tiger Lily. Here are some transcripts of the interview: Question: People usually call you Tiger Lily. What does Tiger Lily stands for? Are they connected with your personal attributes? Tiger Lily: I really do not know why people call me Tiger Lily. Probably because most of the people in the community perceive me as a person who could get along with everybody. Personally, I view myself as a strong woman who possesses the qualities of a fine lady. Well, that’s Tiger and Lily for sure. Question: Do you consider yourself a liberated woman; that is, a modern woman? Tiger Lily: I don’t know if I can classify myself as a modern woman. There are some things in this country I find really intriguing. There are also some things I find fine. However, I am generally conservative in worldview. Family life, the community, and of course my personal views are the finest things in life. Maybe, that’s a conservative outlook. Question: Does your religion (Islam) affect your way of life, your approach to people? Tiger Lily: There is so much in my religion that affects (sic) my way of life. In our community, everybody is expecting from everybody. Solidarity is the most cherished values for Muslims like us. One should not be detached from the community. Doing so, would give one a headache. Islam is a way of life. It is life connected and governed by the laws of Allah, the One-God. In any case, I am bound by my religion to stick to the beliefs of my community. There is no alternative but obedience. Living outside the community for a Muslim is like living in a dark cave. You have the impression that you are different. Question: Are you aware that people perceive you as different? Tiger Lily: That’s their view. I find interacting with people a lot beneficial than isolating myself in my house. For us Muslims, interaction is the key to a fulfilling life. As what I have (sic) earlier, there is no alternative. Maybe, my way of interacting with other people is different. The purpose is the same though. The second part dealt with Tiger Lily’s perception of the community she belongs (and some of the problem the community encounter).   Here are some transcripts of the interview. Question: What is your perception of your community? Tiger Lily: One, happy big family. We usually celebrate birthdays and holidays with the members of the community. Even though those nasty white policemen always suspect one of our fellows in various crimes, we console each other. That’s one way of showing respect and dignity to our fellows. Question: What are some of the problems your community is currently facing? Tiger Lily: Maybe unemployment is the most pervasive problem in our community. Most of the young adults here are facing the difficulty of finding jobs because they are Muslims. After the 9/11 attack, many of the companies here are afraid of hiring Muslims even though they are also American citizens. I am really saddened by this instance. We also find it very difficult to interact with other people outside our community. Once they know that you are a Muslim, they turn their backs and refuse further correspondence. It’s really hard for us. What we can derive from this interview can be summed up in the following statements. Tiger Lily is a conservative folk who clings to the values of her community. The problems of the community are reflected on her personal narrative. She shows magnanimity and respect for the community because she believes in the efficacy of her religion (who greatly influences her life). Work Cited Interview with Tiger Lily (transcript). (2007). Conducted on 31 October 2007 with the consent of the interviewee.   

Bullying and the Holocaust

Bullying and the Holocaust: Competition versus Cooperation When an animal is faced with starvation it often turns to cannibalism and may attack and kill a weaker animal of the same species. The German Nazis followed this system of competition versus cooperation. The Nazis felt they had no other choice to survive than to kill millions of Jews, Gypsies, and disabled people. After the Holocaust, researchers uncovered many Journals kept by those who were persecuted.Here is a short exert from a fourteen year old girl: â€Å"October 27, 1937: The other girls and I were moved for the sixth time today. This time they moved us to a factory closer to Auschwitz. I'm beginning to fear that I'm at the end and I might die soon. At some points I wish they would go ahead and kill me so I wouldn't have to endure this pain. Through all of this I still don't understand why the Nazis hate us. We never did anything to them. I often wish someone would speak up on our behalf and save us from this terrible life. Looking back on the Holocaust people wonder xactly why no one spoke up and fought for the persecuted for so long during the war. It was like they were all students in school who pretended not to notice when someone was getting bullied so they didn't have to get involved in it. Half of the mass slaughter of the Holocaust was due to bullying by peer pressure. People felt pressured by others to turn in Jews to Nazi officials. They wanted to save themselves and let the Jews be persecuted.As this happened more often no one even thought twice about it and had little regret that they probably Just sent omeone to their death. 2 As a part of the â€Å"Final Solution†, the Nazis did everything possible to exterminate the Jews. Through all of the hateful words, excruciating torture methods, and unreasonable forced labor, the Nazis believed that they threatened their way of life and the world would be better without them. World War II and the Holocaust officially ended on May 8, 1 945, but only about two-thirds of the Jewish population remained.

Cause and Effect Essay Essay

About 70% of the couples who get married take the decision of getting divorce. Divorce is one of the most serious social problems in the modern world. It has become very common recently, and it affects all levels of society. In the past, divorce was quite rare. Today, however, a majority of marriages break up in the first few years. When involved in a divorce lack of communication, infidelity, and financial problems are the causes to provoke a couple to split apart and take their lives into different path. To begin with one significant cause that leads to a divorce is lack of communication. Many couples stop communicating with each other because each one is busy doing their own things in life whether it is work, hobbies, raising children, activities, among other things. A lot of couples have different job schedules not allowing them to see each other most of the day. When they finally get to see each other is at night and unfortunately they are both tired and they just go to sleep. Since the time that they live together is not enough, the couples find it hard to find time to communicate with each other due to having a busy life and for lack of energy. Also, many married people have poor communication because they do not know how to express their feelings to their partner. Marriage cannot be a successful relationship if either one does not discuss about his/her emotions or issues, and expects their partner to guess what the whole problem is about. Finally, most couples just do actions i nstead of using words. Married couples think that they do not need to express their love for each other verbally and that only providing for the house is sufficient to know that they care and love each other. Many people think that because they provide things from the home like food, pay bills, take care of the house, etc. they do not have any other problems and they live with happiness. Unfortunately, it just makes the couple weaker ending in a divorce. Its quite clear that the less communication that is used in a marriage, the more higher divorce rates. Furthermore, infidelity in a marriage can be devastating, and most of the time leads to divorce. Boredom in a relationship is not a good idea if couples want a successful marriage. Partners who do not challenge each other with enough excitement to keep the relationship interesting cheat. The desire for self-expansion can lead a husband or wife to be aware of opportunities outside of the marriage, opening the door to infidelity. Spouses do not communicate their desires for growth, and they feel the need to cheat. In addition, many couples can cheat using social networks such as Facebook, Twitter, Myspace etc. Social network is one of the most common causes of infidelity in married couples. Today, everyone can have a computer or phone that they can access to internet making it way easier to meet new people. Many couples have many jealously problems when they found out that their spouse has being talking or going out on dates with different women/men. Most married couples cannot forgive their spouse of infidelity, leading to an unfortunate divorce. Lastly, multiple sex partners before marriage can lead to infidelity. Many people when they get married think that they will change and stay with just one sex partner, but the truth is that they find it really hard to keep their promise. This can lead to a sense of loss, betrayal, unwelcome memories and other problems. These can affect a marriage later on. After a couple of months they feel satisfied with their spouse, but when the time keep passing they cannot be with just one person, and there is when infidelity takes place in a relationship. After infidelity most or all the trust is lost; not having any other option then the divorce in marriages. Finally, a cause of divorce are financial issues. Money or aspects related to it are of course a possible cause of disagreement between couples. For example, couples that live paycheck to paycheck deal with stress from the pressure of making enough money to survive and provide the family with necessities. If the bills get behind it could start an argument between the two and that on top of being behind with bills can be overwhelming causing more stress, which leads to an unhealthy relationship. For instance, many married couples go into debt. Many couples when they do not have money to pay something tend to use credit cards, but many people end abusing them. They say I will buy it now and I will pay it later. Unfortunately, bills do not stop from coming and when people less expect it they cannot get out of debt. This situation builds up stress between the couples not knowing how to get out of it, and just blaming each other without finding a solution. Finally, gender differences of how they see their financial problems can cause a divorce. For most males when it comes to money is to provide for their family. They like to carry this burden. For most females, their need is to make sure the family is provided for. Problems starts to show when the husband might work longer to provide, but the wife thinks his work is his top priority over family. The husband sees it just the opposite. For some husbands, just because they are working hard, it doesn’t mean they love their jobs more than their families. Obviously, too much work can cause the relationship to suffer. Economic problems can cause a disaster in a marriage, not having other option for the couples then the divorce. Clearly, divorce is a serious issue that can happen to anyone due to cheating, economic problems, and poor communication. Before taking the big step of marriage every couple has to think about all the things that imply being married. Couples should consider living in free union for a short time before getting married, by doing this, you can meet your partner well before making an important decision that can have a huge impact on every couple’s life. The cause of divorce are lamentable and all couples should try to consider them if they want to have a healthy and successful relationship and avoid falling during marriage.

Coppola’s first feature film Essay

Similarly, the 1992 adaptation of Bram Stoker’s Dracula by Francis Ford Coppola has an equally complex representation of Dracula. Francis Ford Coppola was born in 1939 in Detroit, USA, but he grew up in a New York suburb in a creative, supportive Italian-American family. His father was a composer and musician, while his mother had been an actress. Francis Ford Coppola graduated with a degree in drama from Hofstra University, and did graduate work at UCLA in filmmaking. He was training as assistant with filmmaker Roger Corman, working in such capacities as soundman, dialogue director, associate producer and, eventually, director of Dementia 13 (1963), Coppola’s first feature film. In Francis Ford Coppola’s representation of Bram Stoker’s Dracula, he chose to portray a typically evil creature as a complicated, ominous yet sensitive individual. In this interpretation, Dracula apparently has human emotions; he is feeling what humans feel. He tried to suck Jonathan Harker’s fianci e’s blood but is overcome by emotions and memories of his dead wife, and spares her for the time being. He also has human urges, both physically and mentally. But despite how humanlike Dracula may seem in this version of Dracula, he is still surrounded by the obvious evidence that point to the evil part of his person . He is dressed in red and black robes which connote blood and sinister-like things. But his polite voice is used as a withdrawal from his unnatural aura. He has weathered and very pale skin which emphasizes the connotations of blood, and ghostlike hair that match the colour of his skin. Also, his ability to take on any form facilitates the fact that he is a sinister character. Also, the mis-on-scene on various occasions make Dracula seem even more sinister than normal. The music alternates, the lighting is dim on a close up shot which creates a sense of concealment and makes the viewer use their imagination. Despite this, Dracula’s distressed emotional state might make the viewer sympathise with him. This interpretation of Dracula by Francis Ford Coppola would be suitable for an even more modern audience than Nosferatu and Hammer Horror’s version. The viewers of this film will respond to it with a variety of emotions. They might have been frightened of Dracula because of his ability to transform and take on any form which might spark a sense of paranoia within their minds and make them think that anyone around them could be Dracula himself. But they might also sympathise with Dracula because of his traumatic loss, and might feel a connection with him as they might know how he feels, loosing a loved one. They could view him as a strong-willed and self-controlling villain because it is unlikely for a vampire to resist the urge to bite into fresh skin, especially when it is offered to them on a plate just as Jonathan Harker’s wife was to Dracula. So why are those 3 representations of Bram Stoker’s Dracula so different? I think it’s due to the time when the movies were made. During the time when Nosferatu was made, the technology was terrible and nothing had been invented that could create a half-decent movie. But in Dracula (1952), technology had clearly developed which made it possible to create a movie including advanced special effects and costumes. Furthermore, in Francis Ford Coppola’s version in 1992, the technology had improved even more, making room for a movie that re-defines the quality and meaning of the movie: Dracula. Another reason why representations of Dracula changed overtime because people have come up with new ideas. I think this links in with the idea of what society are scared of, which is another reason why the representations of Dracula have changed overtime. This is because as society becomes scared of new things, then people have to come up with new ideas to satisfy the needs and wants of their audience. I think that Francis Ford Coppola’s representation of Bram Stoker’s Dracula is the most effective because he portrayed a typically evil being with characteristically no emotions, as a self-controlling and strong willed individual. He turned a villain that is most likely to be a hated icon amongst most people, to something that could draw the feeling of kindness and consideration from the viewers’ hearts, eradicating the fact that he is a blood-sucking villain that deserves to have a stake pushed through his seemingly heartless chest.

Evaluation Plan

The history of quality management in the private sector shows an interesting evolution along two dimensions. First, the dominant orientation has been broadened from the product to the total system of production and delivery, and from product-related criteria to external criteria (for example, the environmental impact of products and production processes). Second, an evolution of views and practices has taken place concerning the involvement of various types of actors.These developments point to an increasing complexity of the quality management function. Therefore, the first aim of this paper is to examine the implications of this evolution for the professionalization of this function. (Dick 2001) The private and the public sector have, with respect to quality management and evaluation, followed their own lines of development. Even the key concepts–quality management and evaluation–have a different meaning, especially with respect to the relation between diagnosis and i ntervention.However, their basic question is the same: how can we assess realized performance and use the results to improve future performance? Besides, the boundaries between the private and the public sector are blurring more and more (Godfroij & Nelissen, 1993) and both sectors try to learn lessons from the other. Therefore, the second aim of this paper is to explore the relevance of the above mentioned questions for evaluation in the public sector.The relevance of private sector evaluation approaches for public sector organizations should be related to similarities and differences between the two sectors with respect to their targets and success criteria, their client systems, products and services, influence of stakeholders, and requirements with respect to public accountability. For example, compared to private enterprises, the products and services of public organizations are often less concrete and specific, and processes have to meet criteria other than technical efficienc y.For public organizations, the set of relevant stakeholders is more differentiated, client systems are often more diffuse and anonymous, and feedback processes from client groups can be more indirect and complicated. Because of these differences, public organizations have to be appraised by other and often more complex standards than do private organizations, such as equal accessibility, equity, and democracy. This suggests that public sector performance has to meet more diffuse and diverse criteria, and can be judged less easily.(Airasian 2006) On the other hand, the required performance of public organizations can be regulated quite explicitly. Procedures are often defined more clearly, with a view to accountability and democratic control. And because governments today have huge financial problems, financial criteria are often very specific. Thus, clients, products, and processes of public organizations are often clearly defined, qualitatively as well as quantitatively.Furthermor e, private enterprises also have to take into account more than just economic and technical requirements and often use quality management systems, which pay attention to internal social factors as well as societal claims and standards. Thus, the contrast between public and private organizations is only limited. In the field of evaluation, the challenge is basically the same, although public sector evaluation can be more complicated.For private enterprise, the market is supposed to be the most effective and efficient mechanism for the selection between good and poor performers. The price mechanism combines quality and efficiency criteria and reflects the added value of the products or services in the eyes of the buyers. Thus, at an aggregated level looking at profit figures is a clear and simple way of evaluation. This method has, however, little explanatory value.In order to discern causes of underperformance, quality-related factors and efficiency-related factors should be assessed separately. While efficiency evaluation looks at the cost-generating activities, quality evaluation–the focus of this paper–starts with the product itself. The evolution of quality management in the profit sector started many decades ago as quality control at the level of the finished product–defining quality standards at the product level and comparing the product characteristics with these standards.It took some time before the idea gained ground that the performance (profits) could be raised significantly by shifting attention to the steps in the production process where product deficiencies (and costs) are generated. This brought into vision the distinct process phases as well as the employees contributing to the process. Quality management began to pay attention to the role of the actors involved in production and distribution processes, and to the system of primary and supporting processes as a whole. It is now widely accepted that quality management shou ld have a broad scope: total quality management. References Airasian, P., Gay, L. R., Mills, G.. (2006). Educational Research: Competencies for Analysis and Applications (8th ed.). Dick, W. & Carey, L. (2001). The systematic design of instruction (5th ed.). Chapter 12. Longman Publishing Group. ISBN: 0321037804. Godfroij, A.J.A. and Nelissen, N.J.M. (Eds.) (1993). Verschuivingen in de besturing van de samenleving, Bussum, Dick Coutinho.

Values and Goals Assignment Essay Example | Topics and Well Written Essays - 1250 words

Values and Goals Assignment - Essay Example 2. A Comfortable Life-- personal, relative Example: The significance of working towards independent and more convenient lifestyle is still a valuable concept for me and my family. Not exactly deprived of material things and basic necessities, my parents taught me the importance of being prepared prior to establishing my own family. With personal regard, I agreed with them, at the same time, I made personal pledge to always include my family in my subsequent success in career, providing for them financially and ensuring that they are comfortable in life--as I plan to be in my own life. 3. Social Recognition -- extrinsic, relative Example: Like anybody, the need to be recognized has a strong appeal for a young person such as me. I remembered one event wherein I joined a dancing club, more to be accepted as part of a circle of friend that are popular in school rather than to enhance my dancing skills. As such, being socially accepted secures higher self-esteem and confidence in dealing with other people in social settings. If the value of social acceptability conflict with family conditions, the latter relatively hold elevated import compared to the former. B. Instrumental Values: 1. Intellectual -- absolute Example: In the performance of any activities, the value of intellectual process is consistently utilized. Intelligence constitutes objective and practical decision-making and practicality, serving as effective means in arriving at sound decisions and actions, as such when dealing with familial problems. I have to be objective in examining which actions constitute worse consequences and which may be better for all. Intellectual capacities, then, help resolve problems and reinforce actions for betterment of personal and familial status. 2. Hardworking -- intrinsic, professional Example: Hard work constitutes an internal sense of satisfaction. During a low-paying summer job, I did not deter from my hard working practices, as I derived a certain kind of fulfillme nt knowing that I had accomplished more than I expected, at reasonable times. For me, this demonstrated how efficient I am if I put my mind into it. On the professional side, such value can be an asset to the company, enhancing the degree of worth I experienced for my own accomplishments. 3. Affectionate -- relative, personal Example: Aside from my family, I pour my affectionate nature on my friends and some of my neighbors. One concrete example is the grocery store where I frequently visited, where the value of affection is translated to the staff, and most of the time, they save me one of their best goods as proof of the affectionate camaraderie we shared in such commercial setting. Affectionate value, can be reciprocated if expressed sincerely and prudently. Reflection: I used to be quite hard working when it comes to my studies, studying earlier for examinations and passing projects and assignments ahead of deadlines. However, this seemed to minimize with the participation of so cial activities and gatherings, shortening time spent on academic pursuits. My need for social recognition eclipses the desire for intrinsic fulfillment with hard work, as such that I nurture the value of the former rather than the latter. In another aspect, affectionate gestures seemed quite disconnecting in competitive world of academics. If being demonstrative in one’s kind affections may give other students the impression of emotional weakness that can easily be bullied