Unit 6 Assessment professionalism Essay Example | Topics and Well Written Essays - 500 words

Unit 6 Assessment professionalism - Essay Example The person simply withdraws from the whole situation or sidesteps it. Compromising refers to when a person looks for a solution that works for both of the parties concerned in the conflict. It is sort of loose- loose situation where both parties cooperate and work together to get a solution. Accommodating means taking in the other party’s concerns more than your own. It has a higher level of cooperation than assertiveness and is a perfect style when the other party is an expert in the situation leading to the conflict. Collaborating is when both parties in conflict work jointly to tackle the situation and come up with the best resolution to the situation. This style has equal levels of cooperation and assertiveness. In most conflict management situations, I prefer the collaborating strategy of conflict management because it comes up with a resolution that is mutually satisfactory to both parties in a situation. This is a win-win situation. Collaborating is still the best style in my opinion especially when it involves a long-term relationship, and it means that the problem will be actually solved. Conflict management means preventing unproductive conflicts in the work place and addressing those conflicts that cannot be prevented (Raines, 2013). Burnout is a condition of emotional, psychological, and bodily fatigue caused by extreme and extended stress. It comes about when a person feels weighed down and incapable to meet regular demands. As the stress builds up, the levels of motivation and productivity reduce. It leads to distrust and indifference. Some of the signs of burn out I would be on the lookout for including frequent fatigue and feeling drained most of the time. This means that the person feels a lack of energy and feels emotionally and physically exhausted. Another sign is that the person has reduced concentration and higher levels of forgetfulness. This later leads to a point where your

In The Adventures of Huckleberry Finn Essay Example for Free

In The Adventures of Huckleberry Finn Essay In The Adventures of Huckleberry Finn, Mark Twain juxtaposes Huck’s adventurous and liberating journey along with Jim on the raft down the river Mississippi with the corrupt life that allows unconscious acceptance to the values of society on the shore. The novel unfolds Huck’s inner mind and records his learning and moral development as he encounters morally corrupt and crooked people on his journey to freedom. The novel contrasts between the constricting life on the shore and the freedom offered by the journey on the river.    Though Huck’s raft follows the river towards its downward journey, he goes against the stream in his life learning on his own the hard realities of life. Huck finds the two wealthy sisters Widow Douglas and Miss Watson, who adopt him, as the true representatives of the society that is based on hypocritical religious and ethical values. Though Widow Douglas is more patient and gentle towards Huck, he finds her care and concern quite restrictive. When she puts him in new clothes he could do nothing but feel cramped sweating a lot. He does not find any meaning in prayer before the dinner and in the stories of Moses and the Bulrushers who were dead long time ago. Though the life in the care of Widow Douglas is decent and dignified, cozy and comfortable, Huck does not like it much. He feels his old ways of living are the best. Living in a house and sleeping in a bed pulled on me pretty tight mostly, but before the cold weather I used to slide out and sleep in the woods sometimes, and so that was a rest to me. I liked the old ways Best. (Twain 13) He finds Miss Watson’s attempts to ‘sivilize’ him most annoying. For him, she is the best example of severe and unforgiving laws of Christian life which are against his individual freedom. He feels â€Å"Miss Watson she kept pecking at me, and it got tiresome and lonesome†.   He is so vexed with the ways of living under the care of Miss Watson that he feels one night quite depressed and feels â€Å"I felt so lonesome I most wished I was dead.†   (Twain 5) When Miss Watson insists that he should pray he can not find any reason to pray when his prayers are not answered by God. When he asks her to try for him she calls him a fool. Huck tries several times in his own way asking God for the things he wanted, but he could not find any response from God. He finds it quite impractical. He does not find any advantage for him in praying for others as told by Widow. He finds a lot of difference between Widow and Miss Watson who both pray and teach the same things to him about Providence. The following lines best illustrate his understanding of his two guardians who differ a lot in their attitude. I judged I could see that there was two Providences, and a poor chap would stand considerable show with the widow’s Providence, but if Miss Watson’s got him there warn’t no help for him any more. (Twain 11) Huck’s father, Pap, an incorrigible wreck with his disgusting and ghostlike appearance in tattered clothes, represents the generally debased white society and the failed family. Pap, who is always after the money earned by Huck, feels jealous of his son’s education when his son is living with Widow Douglas and going to school. He not only kidnaps his son but also virtually imprisons him in a cabin in the woods and beats him completely drunk. In fact, he proves dangerous and provides the immediate and most potent cause for Huck’s escape from the society on the shore. On the contrary, he finds a trusting and caring surrogate father in Jim who accompanies him in his escape from the shore. Jim, a runaway slave from the house of Miss Watson, stands for strong family relationship, nobility and loyalty. He takes the extreme step of running away from Miss Watson’s house as he suspects he would be sold for another master which will eventually separate him from his family. Though he seems superstitious and ignorant, he is an intelligent man with a deep understanding of human life. Jim he was right; he was most always right; he had an uncommon level head for a nigger. (Twain 55). There is a strong bond of friendship and understanding between Huck and Jim on the raft. Both are desperately in need of protecting themselves from the selfish people in the society. The raft on the river Mississippi provides them an opportunity to save their lives. It offers them the much needed freedom. The following passage aptly conveys their dire need to run away from society. I was powerful glad to get away from the feuds, and so was Jim to get away from the swamp. We said there warn’t no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft. (Twain 83) The life on the raft is different in many ways from the life that is found on the shore. The raft provides them not only as escape from the corrupt and selfish people, but also an opportunity to be what they are and to do what they like. It gives them a unique opportunity to explore their true identity and their stand in relation to many things in life. They are closest to their true nature on the raft in the lovely and mighty presence of the river and the woods. It offers them unrestricted and uninhibited freedom. Huck feels happy and liberated on the raft and expresses the same in the following words: It’s lovely to live on a raft. We had the sky up there, all speckled with stars, and we used to lay on our backs and look up at them, and discuss about whether they was made or only just happened. (Twain 84) Twain has brilliantly contrasted the plight of a white boy with that of a slave Jim. The story of the novel revolves around these two characters that are almost in the same boat with similar problems. As luck would have it, they share the same raft in their escape for freedom. Huck finds Jim’s presence on the raft comforting and supportive as Jim is practical, intelligent and trustworthy though, at times, he seems sentimental. Jim not only cooks food for Huck but also protects him from dangers. Jim’s acts of selflessness and his longing to meet his family have left an indelible impression on Huck. Huck is very determined till the end to save Jim and to get him free. However, the life on the raft is not without its share of dangers and threats. Huck and Jim get separated when their raft is hit by a steamer in the river. Huck’s encounter with the family of Grangerfords exposes him to pretentious importance that people attach to their family’s honor or prestige. Huck suspects behind the kindhearted and gentle people in the family, there is an unreasonable feud between them and the Shepherdsons. It makes no sense to Huck. Many of the people belonging to these families die in a bitter gun fight from which Huck luckily escapes. After facing many challenging situations Huck and Jim once again continue their journey on the raft further towards the south. The two con artists who ask for help and seek refuge on the raft prove dangerous to Huck in the end. The two con artists involve in various crimes at times claiming to be the descendants of royal family and sometimes, pretending to be great actors and evangelists. They once again remind the crookedness of the people in the society on the shore. The raft has proved an excellent place to enjoy the perfect freedom and bliss without any interference. Though Jim is there with him all the time, he is silent and provided a good company with his accommodating nature. Huck enjoys Jim’s company and the journey most. He expresses his happiness saying, It was kind of solemn, drifting down the big, still river, laying on our backs looking up at the stars, and we didn’t ever feel like talking loud, and it warn’t often that we laughed — only a little kind of a low chuckle. (Twain 47) The long journey on the raft has provided Huck with many opportunities to learn new things and develop his own logic. Every challenge he faces presents him with an opportunity to think about it deeply and to come to a conclusion which he feels right. His association with Jim on the raft has given him opportunity to think clearly and form his own opinion without any interference. He prefers to follow his own instinct and logic than to accept the unquestioned conventions of the society.   Huck’s determination to save Jim when he is caught demonstrates his maturity and broadness of understanding. Huck has to undergo an internal struggle to overcome some of the notions that have been ingrained in him by the society. Every time Huck faces a problem he applies his mind and comes out with a decision what he feels right, though it might look wrong and offending to the white community. He takes help from Tom Sawyer in rescuing Jim finally. Huck loses his faith in the society that has failed to protect him. Though the Widow tried her best to give him what he has missed, it has proved imperfect to mould him. His growing distance from the society makes him skeptical about it. His natural intelligence and his ability to think through a situation have enabled him to form his own right conclusions. Thus, he creates his own rules and develops his character throughout the journey. Twain depicts the society around Huck with people who are degraded in their values. The actions of these people defy logic and commonsense. For example, when the judge allows Pap, the wreck and disgusting drunkard, to keep custody of Huck, he gives more importance to the right of ownership than to the welfare of the innocent boy. It clearly depicts the social system that has fallen in its moral standing. It highlights the white man’s rights over his property whether it is a slave or a son. The Mississippi River plays the most important role in the novel providing freedom and refreshing experience to Huck and Jim who are in their quest for freedom. They travel from their home town St. Petersburg, Missouri, north of St. Louis, hundreds of miles into the Deep South.   The odyssey down the river lends the story a mystic element offering contentment to the people who come in search of freedom. The river with its power and grandeur sets a meaningful background to the story that contrasts life on the river with the life on the shore. The river plays the role of liberating influence on the two characters Huck and Jim. It is the only place where they can feel at home though they are on a raft. Huck arrives at the conclusion that the idyllic life, peace and brotherhood of himself and Jim have given him more satisfaction and a sense of freedom and understanding as opposed to the inhumanity, the feud and the degenerated values of society. Thus, it is a journey in search of understanding and freedom leaving behind the so called ‘sivilization’ that destroys innocence and enslaves human beings. In short, Huck’s journey is from unthinking acceptance of received values and knowledge to an independently achieved understanding of what is right. It is journey from boyhood to manhood, from servitude to freedom. T. S. Eliot, the great English poet and critic of the twentieth century who also grew up on the banks of the same river says, â€Å"the river makes the book a great book† It has fired the imagination of the boy Huck and became the only real home for him. Reference Twain, Mark. The Adventures of Huckleberry Finn http://www2.hn.psu.edu/faculty/jmanis/twain/huckfinn.pdf

Factors Influencing Academic Performance | Literature Review

Factors Influencing Academic Performance | Literature Review Ema Marie Attard Extra (or essential?) Curricular Activities As stated by (Goldberg, 1946), extra-curricular activities, before they act as and become potentially enhancing to something else, we could say that they are beneficial in themselves. We can say this because they seem to present substantial values and skills to the participant, whatever the extra-curricular activity is. Whether the activity is sports or drama, dance or music, a successful participant of this activity will, at the very least, endure â€Å"satisfaction and joy for its own sake† (Goldberg, 1946). That being said, there are ‘secondary’ uses (so to speak) for these extra-curricular activities and studies (Miller, Moyer Patricl, 1956, Sybouts Krepel among others) have proved and seem to be continuing to prove, the effects of these extra-curriculars are real and valid. So much so, that they might even lead us to temporarily forget the aforementioned intrinsic value of said activities. In fact, advocates of extracurricular activities (Fozzard, 1967; Miller, Moyer, Patrick, 1956; Sybouts Krepel, 1984) claim that this less formal aspect of education is partially responsible for contributing to the development of good citizens, the development of a healthy approach to life, both mentally and physically, the direction of use of an individual’s leisure time, the development of personal interests and talents, as well as a positive outlet for creative expression. The belief in the significance and validity of extra-curricular activity involvement pervades many academically respected institutions. For example, as McCormick (1999) noted, the University of Chicago’s undergraduate admissions could fill the ‘freshman’ class to come entirely with Valedictorians, however the university specifically chooses not to do so in favour of opting for those students who possess more than just a high academic performance. That being said, the idea that extra-curricular activities are essential for important skills is not a view that is shared universally. There is a long-standing question if extra-curricular activities have any value at all (Coleman J. S., 1959). Some research actually states that extra-curricular activities may serve for little other than social function and detracting from more important academic work (Gose, 1996). Impacts of Extra Curricular Activities on Academic Performance Immediately what comes to mind when thinking of extra-curricular activities is the idea that participation in an extra-curricular activity could potentially help a student adjust to working within a team, help build and increase his/her self-confidence, learn to become more efficient and more social (Goldberg, 1946). We can also propose that it helps reap tangible rewards; such as the payments of a service given, or merely the satisfaction of, say, a public performance. Not to mention the fact of the possibility of hobbies becoming careers (the tennis player becomes the coach) and the friendships that stand the test of time and somehow enrich the individual’s future (Goldberg, 1946). We can also talk about the discipline it requires to properly engage in an extra-curricular activity and the added discipline it takes to maintain it whilst maintaining a satisfactory academic performance. That being said, the exact opposite has also been argued; the fact that extra-curricular activities are a distraction, that they split focus, are too demanding in of themselves and are a general waste of time. In fact, one of the foremost beliefs about extra-curricular activities is that they should, whenever it was deemed possible â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930). However, as time passed activities which were not directly related to the academic were being perceived as frivolous and were beginning to be deemed as disadvantageous and detrimental to academic achievement (Marsh Kleitman, 2002), which then led to them starting to be discouraged. Another point that could also be made is that it is those adolescents who already have more developed interpersonal skills choose to participate in extra-curricular activities and therefore such activities are not necessarily responsible for the development of the skills (Rubin, Bommer, Baldwin, 2002). It has only been in more recent years that we have come full circle and educational researchers are, once again, taking a more favourable approach to extra-curricular activities and their effect on accomplishments in academia (Marsh Kleitman, 2002). According to Broh (2002), total extra-curricular activity participation (TEAP) is in fact correlated to an improved grade point average (to use American jargon), decreased absenteeism and also elevated academic goals and aspirations.. Although we can argue that, for the most part, researchers agree that extra-curricular activities do have an impact on academic performance, the National Educational Longitudinal Study found that while participation in select activities improves achievement and performance, participation in others reduces it. As cited by Broh (2002); Eccles (2003) and Marsh Willis (2003) found that participation in sports had a consistently higher rate for enrolment in colleges. Synder Spreitzer (1990) also found that college attendance was significantly higher for those who participated in sports than those who did not; to use their words â€Å"the athletic role enhances the academic role† Extra Curricular Activities Formal Education We live in a world in which it is the norm and tendency to view formal education as a place where information is simply passed on to students. These students are seen as no more than passive recipients who merely absorb and gather this knowledge which has been passed on to them. In an article, Swanson (2002), attempts to change the perspective on students’ behaviour as he begins to look at it from the point of view of â€Å"purposive action†. This view is one where both the formal as well as the non-academic pursuits serve as resources in which adolescents may deem fit to invest in, with the intention of attaining any possible future goals. In other, older, studies (Winner, 1923), emphasis is placed on the structure of schools and the formation of extra-curricular activities within the school. However, more recent literature wants to call attention away from this and focus on the possibility (and probability) of a wider selection of activities that could have a significant effect of the achievement of educational aims that occur outside the formal educational system, in other words: the classroom. At this point we have established that the way in which adolescents decide to use their free time will somehow probably affect their performance academically in some way or other. Schlesser (2004) states that students who participated in co-curricular activities were three times more likely to have a higher grade point than those who did not participate in extra-curricular activities (Schlesser, 2004). The National Centre for Educational Statistics (1999) also reported that students who used their time by engaging in extra-curricular activities had a significant (positive) difference to those who did not engage in extra-curricular activities. Factors such as unexcused absences, skipping class were significantly lower in students who participated in extra-curriculars, it was also found that theses students not only did well academically but were ranked in the highest quartile on math and reading, not to mention the fact that they were expected to earn a Bachelor’s degree or hig her. The Centre for Comprehensive School Reform (CCSR) carried out another study which talks about the correlation between the student involvement in activities and their performance in the classroom. It states that activities aid the students in forming strong and successful relationships among adults and peers alike, an attribute that is of the utmost importance both within a classroom and to the outside world. They also state that activity programmes help foster within individuals more personal expectations of excellence and dedication to academic success. Not to mention, of course, the fact that they promote a positive psychological, social, emotional and healthy well being all around. Adolescents as Rational Actors Investors Returns on Investment If when examining social behaviour we choose to take a rational choice perspective we are implying that, the reason for an adolescent taking any form of action is due to an intention of somehow increasing, to the fullest extent, that adolescent’s own personal interest in goals of importance to them. We are aware that in this respect, adolescents states of mind are more normally portrayed as being the result of their surroundings and their all-encompassing environment rather than being self motivated â€Å"rational actors† (Swanson, 2002). Despite this pre-conceived notion, as Swanson continues to argue, the decisions adolescents are confronted with, for example, in terms of time management and motivation, can in fact be seen as influential in their capability of fulfilling important milestones in their lives. Findings show that participation in activities shows criteria of both social exchange and that of investment. In the previously cited study done by Swanson (2002), there was evidence supporting high returns for college enrolment when there was involvement in both the official academic curriculum as well as in extra-curricular activities. In  economics, the law of diminishing returnsis understood to be the decrease in theoutput of aspecific production  process as the quantity of a single  factor of production  is gradually increased, while the amounts of all other aspects of production stay constant. The law of diminishing returns states that in most productive processes, increasing more of a particular factor of production, while keeping all others stable will eventually produce lower returns per unit. So, in tandem with Swanson’s idea of return on investment, when associations with overinvestment (of extra-curricular activities) were made, indications of diminishing returns were seen. The Zero Sum Hypothesis This ties in, naturally, with those studies that propose that not only do extra-curriculars not have a positive effect of academic outcomes but rather that extra-curricular activities are in fact, a hindrance to any positive educational outcomes. This hypothesis is largely credited to James Coleman (1961) who, in The Adolescent Society, is often referenced as the source on the ‘zero-sum’ model of transaction between extra-curricular activities and academics (Holland and Andre 1987; Marsh 1992). A very watered down explanation of the concept of the ‘zero-sum’ hypothesis is that one investor’s profit mirrors another investor’s loss (whereby for every 1 euro someone makes, somebody loses 1 euro). In his study, Coleman investigated the social order structure of students in the typical American High School. He notes that whereas popularity is pre-eminent (leading to participation in activities such as athletics and cheerleading), academic excellence is a ‘secondary consideration’. The zero-sum logic is very typically used in studies about participation in extra-curricular activities whereby time is a fixed commodity split among a various number of activities, due to the nature of the formulation (that there are only two competing alternatives) and that the total amount of time available is constant, the individual must reduce the time spent on one activity in order to increase time devoted to the other. Time The Zero Sum Hypothesis Hence, according to Coleman (1961) time used on extra-curricular pursuits must necessarily diminish any and all academic pursuits. We can also speculate that, it could be the case that time is not the most fitting variable to measure returns on participation in a particular activity. The amount of time dedicated to a pursuit in actual fact, tells us very little about the level of dedication the person has invested in it and even more so about how productive they have been during that time. An individual might use time from areas of strength in order to support possible weaker areas of performance. By doing this, we can see time is not a used like a ‘currency’ that can be spent on any activity but rather represents a ‘resource to invest’, used strategically on the activities that will knowledgably have the highest possible rate of returns on the investments. This idea problematises the straightforward relationship adopted by the zero-sum hypothesis regarding the return of extra-curricular activities and the time spent pursuing them (Swanson, 2002). That being said, other studies also support the idea of limiting time of extra-curricular activities so as not to encroach on time of studies. Laurence Steinberg (1996) in his book the Classroom: Why School Reform Has Failed and What Parents Need to Do, criticises the fact that a large amount of students are completely too wrapped up in extra-curricular activities. He even suggests to parents to limit the number of hours (not more than ten) that their children are allowed to take part in extra-curricular activities. However, another assumption of the above model is that all academic pursuits are uniformly beneficial versus the fact that all extra-curriculars are intrinsically disadvantageous. That said, years of research conducted have now consistently shown positive academic results associated with extra-curricular participation, thus increasing the tendency for the discreditation of the zero-sum model’s main predication. For example, the fore-mentioned Synder Spreitzer (199 0) study which showed that participation in Sports increases college enrolment, among others (Spady 1970, 1971; Otto 1975, 1976; Otto and Alwin 1977; Marsh 1992). Social Capital Cultural Capital Social Capital Mullis, Rathge Mullis in their study Predictors of academic performance during early adolescence: A contextual view (2003), attempted to decipher the relationship between academic performance in adolescents and their contextual variables. In particular, their study consisted of testing the idea that commonly known aspects of resource capital, social capital and student behaviour can in actual fact predict academic performance in young adolescents. Mullis, Rathge Mullis quantified social capital in two particular components; through parental networks and student activity networks. For the benefit of my study I will mostly be taking into consideration their findings and hypothesis on social capital in relation to student activity networks; whereby we mean student reports of school activities and non-school activities. According to their research conducted, the links between the idea of social capital and academic performance was not as significant as expected and documented in other research (Coleman, 1988; Schneider Coleman, 1993; Steinberg, 1996; Steinberg, Dornbusch, Brown, 1991) mentioned. What this research did state is that through these social networks, the student’s opportunities are somehow boosted which, in turn, could lead to a more favourable environments that lend themselves to achievement (Mullis, Rathge, Mullis, 2003). This means that, due to the fact that they have increased opportunities to succeed, they do in actual fact succeed more; however not due to the individual being more equipped to succeed but by just being more exposed to times when succeeding is an option. Cultural Capital Similar in terminology, though not so much in meaning; another concept is that of Cultural Capital. The term Cultural Capital references the social, non economic attributes that contribute positively to the idea of social mobility beyond financial means. For example, level of education, IQ and physical appearance. All these give a person advantages which in turn give them an elevated status within society. Pierre Bourdieu divided this idea of cultural capital into three subtypes: embodied, objectified and institutionalised (Bourdieu, 1986). Cultural capital is not something that one acquires instantaneously or at one moment in time. Rather, it is embedded over time as it leaves an impact on one’s ‘habitus’ (character and way of thinking). Exposure to different activities and different disciplines in the form of extra-curriculars may inherently add to the adolescent’s cultural capital by adding to their pool of knowledge and skills. At the more basic level, cultural capital refers to the understanding of the central conceptual and normative codes that are inscribed in a culture. In the article Does Cultural Capital Really Affect Academic Achievement (Jà ¦ger, 2011), Jaeger is reflecting on Bourdieu’s famous hypothesis that cultural capital is actually an important resources that adds to a person’s academic success. According to Bourdieu, as stated previously the cultural capital one has, i.e. knowledge, skills and general idea of knowing ‘the rules of the game’ is wh at in fact the educational system is after and rewards. This subject is one that has fascinated not only Bourdieu. In fact, a long series of quantitative research has been done and found that various measures of cultural capital are indeed correlated in a positive way to academic attainment and educational achievement. Among those who have researched said topics are DiMaggio, 1982; Cheadle 2008; Crook 1997; De Graaf, de Graaf, and Kraaykamp 2000; DiMaggio and Mohr 1985; Dumais 2002; Farkas et al. 1990 and van de Werfhorst and Hofstede 2007, among others. Even though we might be unawares, the educational system is in fact structured to recognise and reward cultural capital, whereby teachers and other individuals in the educational system misinterpret a child’s cultural capital as actual academic brilliance and hence encourage upwardly biased ideas of these children. In turn, these biases contribute to the possible positive returns the children with cultural capital receive as fruit of these perceptions and preferential treatment (Jà ¦ger, 2011). We could say that individuals are not academically stronger because their cultural capital has in some way affected their academic prowess but rather because their cultural capital sets them apart in terms of how their educators view them. This altered view, somehow induces preferential treatment from their teachers and peers which strengthens their academic development. Research has consistently found that participation in extra-curricular activities has had a somehow positive effect on academic achievement (Cheadle 2008; Covay and Carbonaro 2010; Lareau 2003). In terms of Jaeger’s research, he found that cultural capital has a causal direct effect of on academic achievement also, which is an important result due to the causality that is proven rather than merely an influence. Counterculture Analysis: Al Capone Counterculture Analysis: Al Capone Joey Hagel Al Capone was one of the most notorious leaders of a criminal syndicate in the 20th century (Biography). So how can Al Capones reputation as a gangster be interpreted as a counter culture? Firstly, a counter culture is a sub-culture that rejects the culture of the larger society (Thomas). Al Capone is notorious for his smuggling of alcohol during the Prohibition era (Biography). Establishing himself and the Chicago mafia as a counterculture (Biography). Alphonse Capone was an Italian immigrant living in New York at a young age (Biography). He dropped out of school during the sixth grade and joined Johnny Torrios street gang in New York City (FBI). After Johnny Torrio moved to Chicago Al Capone followed him there assuming the role as his right hand man (FBI). Torrio taught Capone the importance of an opulent and respectable front while running the businesses behind the scenes (Biography). Eventually Torrio retired giving the lead way for Al Capone to take charge after already establishing a fearsome reputation (FBI). It was the beginning of prohibition during the time Torrio retired and Capone took charge smuggling alcohol into the city conceiving the genesis of Capones fortunes (Biography). As a sign of his position Capone never walked around armed, he instead traveled with two bodyguards at all times (Biography). Capone eventually gained office in Cicero City after threatening voters with violence and kidnapped election workers (Biography). After the assassination of Capones mentor Johnny Torrio, Capone gained full titles as head of the mob, by owning Torrios nightclubs, whorehouses, breweries, and gambling dens and attaining a government position (Biography). After gaining power Capone was always out, unlike other gangsters, Capone was always well dressed and wanted to be viewed as a businessman (Biography). His bootlegging of whiskey and alcohol was making him rich, but a few incidents including the Valentines Massacre and the Adonis Club Massacre, Capone was blamed for these incidents but was never incarcerated due to lack of evidence (Biography). Finally, in October 1931 Capone was charged with tax evasion, but was never charged for smuggling alcohol (Berger). The Jury found him guilty on two misdemeanor and three felony counts (Berger). Capone was sent to Alcatraz until 1940 when he was released (Biography). The sociological perspective is a view that involves looking at social life in a scientific systematic way (Thomas). This view assists you in identifying the fact that all people are social beings, in finding a balance between personal desires and demands of your social environment, and in viewing your own life within a large social and historical context (Thomas). Using the sociological perspective one can develop a sociological imagination; which is the ability to understand your place in society and how your actions affect others in your society (Thomas). The actions of this counter cultural group has affected the American government immensely. Laws were changed due to the actions of the Chicago Mafia and Al Capone. By continuously smuggling alcohol into the cities of the United States and making a fortune for themselves, an amendment to the constitution was formulated in order to negate the amendment prohibiting alcohol (Constitution). This brought back the ability to sell liquor in the United States once again (Constitution). Not only that but they broke other important laws that brought attention to the government and fear to society (FBI). Ethnocentrism is the belief that ones culture is superior than other cultures (Thomas). Ethnocentrism is imminent in the larger society of America who restricts the sale of alcohol. Where Al Capone was smuggling and selling alcohol to the society that forbid the action to occur (Biography). The larger society of America established a law that prohibited the sale of alcohol in the United States (Constitution). Since the subculture, the Chicago Mafia, did not agree with the amendment they decided to sell the liquor illegally going against the norms of the larger society (Biography). So the larger society found this group as a counter culture for not only bootlegging alcohol, but for braking other laws and going against other norms as well. They have also murdered, ran a whorehouse, and frequently gambled (FBI). These actions have defied the laws that the larger society created and due to the attempt of their incarceration found themselves to be a more superior culture. Cultural relativism is judging a person with the standards of that persons culture not your own culture (Thomas). I believe that the Chicago Mafia acts the way they do because of the 18th amendment which prohibits the sale of alcohol (Constitution). Not only did they disagree with this they saw the opportunity to make profits off of this prohibition; which seemed to be quite fruitful considering Capone made millions of dollars (Biography). Due to the defying of these laws the U.S. government, or larger society, they attempted to incarcerate the people behind these crimes (FBI). Which brought on more crime from the Chicago Mafia involving murders and shootouts with cops (Biography). One of these shootouts resulted in the death of one of Capones brother which may have affected Capones choices of action during this time period (Biography). So due to the laws of the larger society, the Chicago Mafia made actions that defied these laws due to disagreement, desperation, and a chance at opu lence (Biography). Personally I agree with the philosophy of the sale of alcohol; although I do not agree with the direction of the actions that the Chicago Mafia underwent. I agree that the ethnocentric view from the larger society possessed its flaws through the prohibition of alcohol which could have made the government money instead Al Capone took advantage and made the profits for himself (FBI). I do not agree with the actions Capone took to have the ability to sell liquor (FBI). Some of those involving murders including some massacres (Biography). With a sociological imagination one can understand the emotions of the society Capone effected through his actions. Although by understanding cultural relativism one can understand Capones actions which involved the smuggling of alcohol into American cities (Biography). Through these sociological understandings one can understand the actions of the counter culture and the emotions and reactions of the larger society. Works Cited Al Capone. Biography.com. AE Networks Television, 03 Mar. 2016. Web. 11 Mar. 2017. Al Capone. FBI. FBI, 20 July 2016. Web. 11 Mar. 2017 Berger, Meyer. The New York Times. The New York Times, n.d. Web. 11 Mar. 2017. Eighteenth Amendment. Constitution. N.p., n.d. Web. 11 Mar. 2017. LaVerne, Thomas. Sociology. N.p., 2003. Textbook. 11 Mar. 2017.

Presidential Biography of Theodore Roosevelt :: American Presidents History Governmental Essays

Presidential Biography of Theodore Roosevelt Ascension To The White House As Governor of New York, Roosevelt would once againl stand on his own and distance himself from the political bosses and machines that got him elected. The head of the Republican machine, Thomas Platt, had misgivings about making Roosevelt governor of New York because of Roosevelt's total independence and his reform nature. But in the gubernatorial race of 1898, with the bad press the Republican Party was receiving, there seemed to be no one else who had a chance. Roosevelt was riding the crest of the wave of being a true war hero, and with Platt's help together they might keep the Democrats from winning the office. Platt in return for his help expected Roosevelt to let him make the appointments and carry the party line. Roosevelt had no intentions of being Platt's puppet, and as soon as he got in office the two would begin to battle. Roosevelt had to be careful, because to totally alienate Platt would cripple his chances to go any further politically or even threaten his chances to be reelected governor. Roosevelt made his point by declining to appoint Platt's first suggested appointee. After making his point, however, Roosevelt tried to work with the Republican boss to the extent of not abandoning his own principals. Platt for his part could not toss the war hero out on his ear in 1900, but at the same time, he wanted to find a way to gracefully get Roosevelt out of his hair. Platt's opportunity to get rid of Roosevelt came with the approach of the presidential election of 1900. McKinley was discretely looking for a new running mate to replace Hobart in the upcoming election. It was fairly obvious that the Democrats would choose William Jennings Bryan as their candidate of choice again, and McKinley would need a fiery speaking running mate to offset Bryan's oratory abilities. McKinley would simply sit back and look Presidential while his running mate would attack Bryan. Hobart was not a gifted orator, and this decision to replace him became all that much easier when he died just prior to the national Republican convention. Mark Hanna had run McKinley's campaign in 1896 and wanted nothing to do with Roosevelt in 1900. Platt on the other hand saw his opportunity to get rid of Roosevelt at the same time saving face in his own home state of New York.

Caring for Children

For unit 8 you must put together a portfolio of research into a number of different topics as indicated by the headings below. The portfolio should include current and relevant research, information and materials from a variety of sources, refer to child development and identify, where appropriate, the relevance of current legislation.The portfolio may include documents generated through different aspects of your work such as: action plans, curriculum and routine plans, notes of activities, images, audio files, narrative accounts, media other than text, reports and presentations, leaflets, booklets, diaries and other suitable ways of showing research information and materials.Throughout the portfolio you should ensure that you address diversity and inclusive practice where appropriate for the task.You may use appropriate materials from this portfolio to contribute towards your external Research assessment task.Portfolio ContentE1 Collate evidence which describes the role of the prac titioner in caring for children (Gather and present information about the role of the practitioner when caring for children. This could include: meeting the needs and supporting the rights of children, working with their families, working in a team and with other professionals, compliance with legal requirements, care of themselves (the practitioner), training and development, attitudes/values of practitioners, inclusive practice)†¦Ã¢â‚¬ ¦.A1 Include a reflective account of the role of the practitioner in caring for children (Develop the information gathered for E1 and use your experiences to consider and show understanding of your practice in caring for children.  Use this reflection to suggest appropriate ways you could develop your role as a practitioner when working with children).E2 Collate information about how care for children may be provided within families and society (Gather and present information about the many different ways children are cared for by families an d by society. This may include: types of family care plus the range of statutory, voluntary, private and independent settings)E3 Include evidence which compares the differing roles of statutory, private, voluntary and independent settings (Provide evidence that looks at the roles of statutory, private, voluntary and independent settings that care for children – their main differences and similarities. > Statutory – provided by the state, e.g. schoolsPrivate – businesses that make a profit, e.g. private day nurseries > Voluntary – national and local organisations e.g. parent and toddler groups > Independent – e.g. pre-preparatory settings; kindergartens).E4 Include a summary of the main regulations that govern the care of children in different types of settings (State in a concise way the main regulations that regulate and control the care of children in a range of settings, eg Children Act 2004. The main points of this act that regulates care of ch ildren are†¦Ã¢â‚¬ ¦.)C1 Analyse how the main regulations can influence the provision of care. (A development of E4. Consider how the main regulations and controls you identified in E4 can influence the provision of care available for children)E5 Include TWO (2) activities which will each support and maintain a different aspect of the daily care of children (Include a description of TWO (2) suitable activities. Each activity should support and maintain a different aspect of the daily care of children)E6 Include an explanation of the key issues which enable multi-professional teams to work together (Give details of the main factors that enable teams of professionals with different expertise to work successfully together, eg It is essential to respect and value the knowledge and skills of other professionals because†¦Ã¢â‚¬ ¦.)B1 Evaluate ways to work effectively in multi-professional teams to support the care of children ( A development of E6. A detailed consideration and rea soned judgements of the issues (described in E6), to ensure support for children through successful multi- professional teams. Discussion of the effectiveness of ways could include: advantages and disadvantages of multi- professional teams, overcoming barriers to communication, consultation, and holistic approach to care of children, reflective practice†¦Ã¢â‚¬ ¦.E7 Provide evidence of current and relevant research throughout the portfolio (This criterion will be met if work is supported by appropriate references to current and relevant research).D1 Provide evidence to show how knowledge of child development can contribute to the recognition of children's care needs Supply evidence of how knowledge of child development helps the practitioner recognise individual children's care needs. This may include: reliable and valid assessments of individual children, use of developmental norms, knowledge of age/stage appropriate care, prediction of next stages, understanding differences an d valuing diversity, influences on development, the particular needs of individual children†¦Ã¢â‚¬ ¦.D2 Discuss TWO (2) strategies for improving your own learning and performance (Think about and provide detailed information about two different ways you can improve and develop your own learning and performance) .E8 Show an understanding of diversity and inclusive practice (This criterion will be met if work in the portfolio demonstrates that all children and their families should have their individual rights and needs identified and met).E9 Include references and bibliography (At least TWO (2) references must be made in the text to relevant books, articles, magazines or web sites. These are sources of information and the sources used should be listed at the end of the assignment in a bibliography. Sources of background reading can also be included in the bibliography. For more information, see CACHE – Finding the Level.

Bead Bar E Commerce

Bead bar is a company which specializes in making beads jewellery for the customers. They have three divisions’ namely studios, franchises and bead bar on board. The E-Commerce site would enable all its customers and employees to collaborate evenly for synchronization of activities and operations. The customers get a chance to design their own jewellery using the beads of different dimension and nature so that it is completely custom-built and inline with their preferences. The employees in turn get all the proposed designs and contact customers for their info and other details.The e-commerce site would arrange for online payments and delivery of ones products safely with ease. E-Business for Bead Bar: Bead bar is expanding its wings in the market and wishes to capture the eyes of the customers at large. Building an e-commerce would make the Bead Bar stores to be in synchronization with resources and would be able to capture the essence of internet. Connecting all its stores a nd departments always forms a crucial portion for sharing information and quickening its operations.An intranet in place would facilitate all the connection of all its departments and divisions but would incur extra costs for getting the large bulk of customers all over the world. It is on a mission to cater its jewellery services to all and decided to make facility for online payments and delivery. The primary component is that the customers must be facilitated to make their own designs and are able to do that at anytime at their own convenience. They are provided with several options to pick and choose several options for making and designing their own product.Furthermore the site would be able to allow purchase options for the clients so that they can order their designed products and purchase it online. Delivery options are also facilitated at the site. Bead Bar can use e-business to market their website in other commercial sites for providing the customers with enough knowledge about their services and facilities it provides. It can cater to the entire world to fetch customers. Its online presence would create an anytime anywhere environment for accessing its services by the customers. Tracking the orders online and updating of inventories would be quite possible for Bead Bar.Time and effort would be capitalized for every customer and employee for making their operations planned, organized and decisive. The customer would also be freed from location dependent problems and Bead Bar in turn would create a world class facility for every customer giving them a feeling that the entire store is for them and they would get equal assistance and status in getting any services from the enterprise. Building an e-business also helps them to cater to large number of customers at the same time with no problems of call-waiting and poor support for orders.The online store would take that all relevant information is put up and make each customer feel that they own the sto re. Technology The technology required for the Bead Bar to become an e-business would require the creation of a website which would bring every resource in one page. The site must envelope all the company details and features which would provide enough background for every service the company is rendering and the striking features which make it unique in the internet marketplace in its own segment.The primary requirement is the creation of website which would include all the web technologies like HTML, DHTML, XML, ASP, JSP, PHP and may others. HTML and DHTML would be required to create the static and dynamic pages respectively. Other technologies like XML, JSP and others would be required for fetching data from a warehouse and provide dynamic updation of information. These are established standards for creating a website. Once the website details are figured out one requires figuring out the entities of the system, both internal and external entities, so that their association is ma pped.Once all the entities are found and decided upon, the properties of the entities are established, meaning their attributes which define the entities. Once the planning and analysis stage is done the association is mapped into a schema diagram and relations are normalized and then inputted into the database. A RDBMS such as DB2, Oracle, SYBASE or any other can be used to create the database. Connecting databases with the site is the next step where PHP and other technologies can be used. The Java technologies and other server technologies are used so that they facilitate making the online payments and delivery information’s (Cooke, 1997).The above discussed technologies would provide enough content to describe and market the company services and features. It would also facilitate necessary dynamic updations, make arrangements for designing their own jewellery and facilitate payment procedures and delivery options. Website traffic Website traffic is defined in the sense of generating clicks on the website and actions taken. It is also taken for the path traveled by the customers in the website. The following can be attributed for making the website traffic smooth and consistent:†¢ Creating publicity in other sites as flash images †¢ Giving promotion offers and discounts †¢ Offering seasonal packages in jewellery by experts †¢ Online support and chat facilities with the experts in design and organization †¢ Offering more options in custom design in terms of other related items and accessories Electronic payment capabilities The online payment capability for the Bead Bar is taken care well in the e-commerce site. The use of secure socket layer (SSL) technology is used for facilitating the secure means of payment and encryption of data.The use of secure connections would make sure that data is exchanged with ease and online databases must be adjusted well in accordance to handling credit card and other financial information of t he customers. Encryption The encryption of the information presented in the website and the handling of financial information for verification and payment is done through the use of encryption techniques so that it is not stolen in the process for malicious intent and the customer is also safe and has no worries for any misuse of information.The financial data is encrypted for changing their content when transferring them to other sites for checking purposes. All such personal data and preferences are also tracked and kept in an encrypted form so that they are not prone to changes or modifications. Conclusion The recommended technological suggestions would make Bead Bar to establish them well in the e-business and make sure customers’ and other agents maintain their level of trust.The usability features would make the site in accordance to the best of standards and make sure that every resource is captured and nurtured well. The web technologies would bring all the divisions of the company on the same page and synchronize all the activities and the life cycle efficiently function. References / Bibliography Cooke, M. (1997). Java e-commerce: technologies for distributed enterprise computing. Lynch, P. & Horton, S. (1999). Web Style Guide, Basic Design Principles for Creating Web Sites.

Beowulf: Sigemund Episode Essay

One of the best literary devices the author of Beowulf uses is the use of episodes and digressions. Each of these episodes and digressions tell another story apart from the main plot of Beowulf, but sets up an introduction to the main plot. One such episode, the Sigemund episode, tells of valiant King Sigemund who received glory and honor through his killing of the dragon and possession of the hoard. Sigemund became a noble and experienced king, only to be betrayed and brought to his downfall. Beowulf was much the same as Sigemund, and both were great examples of heroes. The Sigemund episode introduces a comparison to Beowulf, foreshadows Beowulf’s downfall, and parallels the irony of Beowulf’s shortcomings. As we see in the following lines: â€Å"Sigemund’s name was known everywhere. / He was utterly valiant and venturesome, / a fence round his fighters and flourished therefore† (897-898), the author introduces Sigemund as an excellent comparison to Beowulf. The author uses the Sigemund episode to set up a better understanding of the character of Beowulf by describing a king much like himself. This allows the reader to understand the character of Beowulf and know what a noble and valiant character he was. The author presents Sigemund as a brave warrior who defeated the dragon, much like the victorious warrior that Beowulf was. And within the Sigemund episode, Heremod is introduced as a wicked king, an exact opposite of Sigemund and Beowulf. This allows the reader to compare the three kings, and promote Beowulf as a noble king such as Sigemund. Another purpose of the Sigemund episode within Beowulf is to foreshadow Beowulf’s defeat and downfall. Sigemund is a noble and mighty king, but is led to his defeat in the following lines: â€Å"†¦ The king was betrayed, ambushed in Jutland, overpowered / and done away with† (901-903). This defeat of Sigemund foreshadows Beowulf’s defeat and death during the battle with the dragon. As Sigemund and Beowulf are both valiant kings, they both are led to their failure and death. This part of the Sigemund episode gives the reader a glimpse of what is to come for Beowulf in the rest of the poem. From this episode, the author uses irony that Beowulf will become a great and mighty king, but also will come face to face with his destruction. The author uses this irony to connect the characters of Sigemund and Beowulf. Not only does the Sigemund episode foreshadow the downfall of Beowulf, but it also sets up a choice that Beowulf has to make. Beowulf has to either chose to be like Sigemund, a courageous and noble king, or take the path of Heremod, an evil king. This gives the reader a sense of uncertainty of the choice Beowulf will make. As the reader, the choice that Beowulf will make is obvious, but this is a huge choice of character for Beowulf. It gives a chance for Beowulf to prove his character, and allows the reader to understand the trustworthiness of Beowulf once he does chose to be a noble king. Among the various episodes and digressions within Beowulf, Sigemund’s episode sets up the best foreshadowing of Beowulf’s life. In all, Sigemund’s episode clues the reader in with what type of character Beowulf is. Sigemund is the perfect comparison to Beowulf, and this allows the reader to expect what is to come for Beowulf. Sigemund’s hymn apart from the main plot of Beowulf accomplished the task of introducing and setting up the destiny for Beowulf.