'Kearlsey Case Study Essay\r'

'Tony Kearsley applies for a order as a reliever with the urban center of St. Catharines and was accepted on condition that he were to protract a aesculapian interrogative sentence by a doc undertake by the metropolis. However, during the medical exam the doctor discovered that Kearsley had an atrial fibrillation (an irregular warmheartednessbeat) and refused to pass him. Kearsley took it upon himself to consult a medical specialiser who advised him that his condition would indeed non affect his ability to perform his clientele as a firefighter.\r\nKearsley then filed a complaint against the city with the Ontario Human Rights Commission. At the Commissions Bored of research hearing, the doctor who had sooner examined Kearsley testified that atrial fibrillation led to increased essay for stroke meaning his heart could break up to pump sufficient blood to his organs during the extreme conditions that come with firefighting. The bestride of Inquiry call(a)ed a medical ex pert in atrial fibrillation. The expert testified that the increased fortune for stroke in someone of Kearsley’s age was inconsequential.\r\nThe expert further testified that thither was no increased risk for heart failure in someone resembling Kearsley because he was otherwise in penny-pinching health. Meanwhile, afterward Kearsley got turned down by the St. Catharines fire department, Kearsley had become a firefighter in the metropolis of Hamilton, achieving the rank of fantabulous firefighter in October 2001. 2. Why did the Board of Inquiry rule in Kearsley’s favour? The Board of Inquiry rule in Kearsley’s favour because they came to the polish that Mr. Tony Kearsley had in fact suffered discrimination.\r\nThe Board historied that it would afford been the City of St. Catharines responsibility to try on an expert opinion when confronted with a medical condition such as that put in in Kearsley. The Board also indicated that this was the functioning u sed in other municipalities. The City did non follow their responsibilities which led to Mr. Kearsley’s unfair preaching and discrimination ground on check. For these reasons, this is why I count the Board of Inquiry most emphatically ruled in Kearsley’s favour. 3. Do you agree with the closing in this bailiwick?\r\nWhy or why not? I strongly agree with the decision of the case. Tony Kearsley was without a doubt, discriminated based on check which is illegal in Canada. I witness like the city of St. Catharines defiantly should bring forth handled this matter in a more than ordered and professional way, as it seems that none of the facts in favour of the city of St. Catharines unfeignedly added up. I feel like the city jumped to conclusions too quickly not taking into account that Tony Kearsley was still fully unfastened to fulfill all duties of a firefighter. They did not treat Mr.\r\nKearsley as an equal after finding out he had a impairment; this is a n act of discrimination and this is illegal. The city of St. Catharines owes at the least these things to Mr. Tony Kearsley in drive away for their lack of knowledge towards him while doing their job. 4. In what ways in this case a question of human rights? This case is a question of human rights because it is strongly acuate against disability in the workplace. The Ontario Human Rights enroll provides in part: 5(1) E actually soulfulness has a right to equal treatment with respect to employment without discrimination because of … halter.\r\n10(1) â€Å"because of handicap” means for the reason that person has or had, or is believed to have or have had a) any degree of physical disability that is caused by illness. 17(1) a right of a person under this Act is not infringed for the reason only that the person is unable(predicate) of performing of fulfilling necessity duties or requirements be the exercise of the right because of handicap. It is obvious at once tha t a person with very bad eyesight is not discriminated against when refused a job as a hand truck driver nor a person with incapable strength when refused a job as a police officer or firefighter.\r\nThere is no doubt that St. Catharines considered that Mr. Kearsley had a physical disability, atrial fibrillation. The issue is whether St. Catharines was warrant in concluding that because of this perceived disability; Mr. Kearsley was incapable of performing or fulfilling essential duties as a firefighter. It was after put out that Mr. Kearsley could indeed perform all duties as a firefighter, as he got hired by the City of Hamilton later that year. Therefore, Mr. Kearsley was discriminated against based on disability and this is without a doubt, a question of human rights.\r\n'

'The Perceptions of American Women about “New Beauty Therapy Services for Kids”\r'

'The discover of witness therapy among American wo hands and approximatelytimes men has been around for a long diaphragm that no one can unfeignedly determine, however, the society has undergone great civilization/modernisation and recently ravisher salons for vernal kids develop started emerging. These salons draw give away all sort of viewer therapy processs ranging from manicure, pedicure, facials and many brisk(prenominal) knock place therapy go to young girls, due to the item that the imagination has non been in the grocery store for along time the few salons that offer saucer therapy services to young girls tingle a lot of money.\r\nNevertheless, this smart wind has received both positive and electronegative sentiments from the American public. I recently carried out a study to investigate the perceptions of the adept deal towards this parvenue idea. I developed a short headspringnaire consisting of five headings and distributed them to ten literate and grown up women with young daughters between the ages of ternion and eight, within my neighborhood, Brooklyn. The querynaire comprised of minds that were sensitive to different respondents’ perceptions as they allowed for the choosing of more dead resolutions. [Russ-Eft, D. F. 1980)] For instance, the present moment question required them to state whether they harbor the idea of kids’ beauty therapy services or not, with answer options ranging from, â€Å"I potently project, I support, I somewhat support, I strongly even up, I oppose, I somewhat oppose. ” The early(a) three questions were depended on the answer to the rootage question and the second questions. The questions were dispatched through a reliable deliin truth method (hand deli precise) and bounteous time provided for the answering of the questions, the respondents were also advised not to seek assistance from other people.\r\nAs expected the quite a little yielded variable respons es, with 80% of the respondents indicating that they atomic number 18 certain that kids beauty therapy services keep back been introduced in the market, spot the rest indicated that they argon not aware of the smart service. Those who were not aware of the new kids’ beauty therapy services were discontinued from the discourse as the answers to the rest of the questions depended on the cognition of the new kids’ beauty therapy service.\r\nInterestingly merely a paltry 20% of the field s antiophthalmic factorle who knew around the new kids beauty therapy services indicated that they â€Å"strongly supported” the new service and a further 20% indicated that they â€Å"somehow supported the new service. ” 40% indicated that they â€Å"strongly opposed the new service” and the be 20% showed that they â€Å"opposed the new service to kids. ” Since the answering of the other three questions of the study was dependent on the answer to ques tion number two provided 40% of the respondents went on to answer the stay questions.\r\nThis is so because the other three questions were meant to farm the answers as to what needed to be make and what should not be do near the new beauty therapy service to the kids. It was hence irrelevant for respondents who did not support the idea to continue answering the other questions as they were bound to give out punic answers since in the first place they did not declare any interests on the new service. [Wentland, E, J. & Smith, K. W. (1993)]\r\nOut of the 40% of the survey ideal that proceeded with the rest of questions (by virtue of their support to the new kids’ beauty therapy service) 20% indicated they have once or twice interpreted their young daughters to the kids beauty therapy salons while the remain 20% showed they have never done so but they were planning to do so in future. Interestingly 30% agreed that indeed the services are neat for their young daugh ters but they are being overcharged and therefore the charges need to be adjusted. The remaining 10% indicated that the charges were reasonable compared to the good beatification services done to the young kids.\r\nOn the question of whether some services currently in the kids’ beauty therapy computer software should be scrapped, they all (100%) agreed that some services needs to be remote from the package as they just did not make sense to young kids. [Wentland, E, J. & Smith, K. W. (1993)] The overall response of the five questions was very reliable as it systematically and on the nose gave out information on the perceptions of the respondents. From the results this is macroscopic from the answers to question one through question five.\r\nThe questions were also arranged in a logical manner to stay off clew giving, those who gave â€Å"NO” as their answer to question one were discontinued from the interview as the study was dependent on the association of the issue being investigated i. e. new beauty therapy services for kids. Further, those who had their answer as â€Å"I strongly oppose/ I oppose/I somewhat oppose” for question two were similarly discontinued from the interview. The remaining questions of the survey were about what needed to be done or not about the new service and therefore it was in order to discontinue those who did not have it away about the service or support it.\r\nThe main reason behind this was to avoid false and unreliable answers as those did not support the service did not have any business to comment as to what needs to be done or not about the new service. [Russ-Eft, D. F. (1980)] The childly survey comprising of five-question questionnaire gave out very precise information that could have otherwise not been possible if heavily worded questions were employ. This helped the respondents to perceive the questions as not bothersome or requiring practically of their time and energy and therefore they gave out correct answers according to their perceptions (or lack of them) on the issue being investigated.\r\nAgain, the survey sample was small (ten literate women) and the questionnaire comprised of simple questions with instruction manual written in bold abandoned on core questions to help pull out sound and reliable data. The language used in the questionnaire was simple and unambiguous, further still, the questions were very sensitive in order to cite finer details from the respondents, for instance question number two was very mesmerism to the respondents as it gave six options for answer. Russ-Eft, D. F. (1980)] In closedown the questionnaire met all the requirements of the specific criteria of a good measurement i. e. reliability, validity, and sensitivity. It is reliable because that gave out results that could repeatedly be got if the same sample was to be used again; it was valid because it followed a systematic procedure and gave out valid results, and it was sensitive because it allowed respondents a more options for answers. [Russ-Eft, D. F. (1980)]\r\n'

'Role of Hr in Service Sector\r'

'http://www. authorstream. com/ insertion/richadinker-85391- cooking-development- formulations-types-process-d2-business-finance-ppt-powerpoint/ prep ardness And organic evolution : culture And festering â€Å" reproduction is the process of altering employee behavior and positions in a way that append the probability of goal attainment. ” Features of tuition : Features of study learn accusives are tied to fundamental law’s business objectives. knowledge is modular so it tramp be equal to oeuvre schedules.\r\n instruction is tailored to trainee pauperisms and visualiseing styles. teach structure allows employees to learn at their own pace. Trainees are declare oneselfd regular, ongoing feedback concerning their progress while in the learning programme. WHY T & D : WHY T & D No one is a finished fit at the time of hiring and slightly pedagogy & development essential take place. Planned development programs leave alone return value s to the organization in terms of : outgrowthd productivity trim down costs Morale Flexibility to adjust to changing containments Slide 4:\r\nMoulds employees’ attitude Helps them achieve mend co-operation Creates greater inscription to the organization Reduces wastage and spoilage Reduces constant all oversight Improves timber Training Process : Training Process Determine the mission of the org strain description Training unavoidably sagaciousness Decide most imp objective/priorities Evaluate the curriculum Evaluate the end of Training TYPES OF TRAINING : TYPES OF TRAINING On the contemplate: Orientation Apprentice charge assignments Off the gambol: Vestibule procedure playing Lecture Case countersign Conference\r\nSlide 7: finish making: In basket telephone circuit games Case studies Role play responsible for Training : Responsible for Training round about Mgmt †Frames the Training policy HR Dept †plans, establishes and evaluates Supervisors †work through and through and apply development procedure Employees †provide feedback, revision and suggestions http://www. authorstream. com/Presentation/amit. kursija-217224-training-development-appraisals-collective-bargaining-compensation-competency-employee-relations-hr-hrm- piece-reso-education-ppt-powerpoint/ Training and emergence :\r\nTraining and Development commentary : Definition Training is the formal and systematic adaptation of behavior through encyclopaedism which occurs as a result of education, instruction, development and think birth. Development is any learning activity, which is direct towards future, ask quite an than present needs, and which is interested more than with career growth than fast accomplishment. Training, Development, and Education : Training, Development, and Education HRD programs are dual-lane into three main categories: Training, Development, and Education.\r\nTraining is the science of technology, which permits employe es to perform their present job to standards. It improves human performance on the job the employee is instanter doing or is beingness hired to do. Also, it is minded(p) when cutting-fangled technology in introduced into the workplace. Development is training people to acquire unfermented horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive.\r\nIt enables workers to create better products, faster attends, and more competitive organizations. It is learning for growth of the individual, that not related to a specialized present or future job Training, Development, and Education : Training, Development, and Education Education is training people to do a contrary job. It is often given to people who live been identified as being promotable, being considered for a new job both lateral or upward, or to join on their potential.\r\nUnlike training, which give the axe be full evaluat ed immediately upon the learners returning to work, education buttocks only be completely evaluated when the learners chance on on to their future jobs or tasks. short letter betwixt Training and Education : greenback betwixt Training and Education The sideline table draws a distinction amid training and education more clearly. Training Education Application Theoretical druthers Job Experience Classroom learning Specific Tasks General concepts Narrow eyeshot Broad perspective Distinction between Training and Development :\r\nDistinction between Training and Development Learning Training Development Who Non-managers Managers What Technical Theoretical why Specific job General When piddling term Long term place of Training : Purpose of Training To increase productivity and quality To promote versatility and adaptability to new methods To reduce the number of accidents To reduce comprehend turnover To increase job gaiety displaying itself in lower labour turn- over and le ss absenteeism To increase efficiency When does the need for training arise? : When does the need for training arise?\r\nThe installation of new equipment or techniques A change in working methods or products produced A realization that performance is inadequate Labour shortage, necessitating the upgrading of some employees A desire to reduce the amount of pan and to improve quality An increase in the number of accidents Promotion or hit of individual employees. Ensures availability of necessary skills and in that respect could be a pool of talent from which to promote from. Advantages of Training : Advantages of Training 1. Leads to amend profitability and/or more tyrannical attitudes toward profits orientation. 2.\r\nImproves the job fellowship and skills at all levels of the organization. 3. Improves the morale of the workforce. 4. Helps people come in with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. I mproves the relationship between boss and subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10. Helps prepare guidelines for work. Disadvantages of training : Disadvantages of training 1. wad be a financial run out on resources; pricy development and testing, expensive to operate? 2. Often takes people away(predicate) from their job for varying periods of time; 3.\r\nEquips ply to leave for a better job 4. Bad habits passed on 5. Narrow experience Areas of Training : Areas of Training The Areas of Training in which training is offered may be classified into the following categories: Knowledge Here the trainee learns about a set of rules and regulations about the job, the rung and the products or services offered by the company. The pattern is to make the new employee fully sensitive of what goes inside and outside the company. Technical Skills The employee is taught a specific skill (e. g. , operating a machine and handling computer) so that he can acquire that skill and afford meaningfully.\r\nAreas of Training Conti. : Areas of Training Conti. Social Skills The employee is make to learn about himself and other, develop a right mental attitude, towards the job, colleagues and the company. The principal sharpen is on teaching the employee how to be a team member and get ahead. Techniques This involves the coating of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at clouding employee attitudes: When administered properly, a training programme.\r\nIt will go a long way in obtaining employee loyalty, aliveness and commitment to company activities. Issues in Employee Training : Issues in Employee Training Communications: The increase diversity of todays workforce brings a panoptic variety of languages and customs. 2. Computer skills: Computer skills are becoming a necessity for conducting administrative and office tasks. 3. Customer serv ice: change magnitude competition in todays global market place makes it critical that employees understand and meet the needs of customers. 4.\r\nDiversity: Diversity training usually includes explanation about how people go for different perspectives and views, and includes techniques to value diversity Issues in Employee Training Conti. : Issues in Employee Training Conti. 5. ethical motive: Todays society has increasing expectations about corporate social responsibility. Also, todays diverse workforce brings a wide variety of values and ethics to the workplace. 6. Human relations: The increased stresses of todays workplace can include misunderstandings and conflict. Training can people to get along in the workplace. 7.\r\nQuality initiatives: Initiatives much(prenominal) as wide-cut Quality Management, Quality Circles, benchmarking, etc. , require basic training about quality concepts, guidelines and standards for quality, etc. 8. Safety: Safety training is critical where working with heavy equipment, dangerous chemicals, repetitive activities, etc. , but can also be useful with serviceable advice for avoiding assaults, etc. Training Process : Training Process Steps in the Training Process : Steps in the Training Process 1. organisational objectives 2. Assessment of Training needs 3. Establishment of Training goals 4.\r\n devise training programme 5. Implementation of training programme 6. Evaluation of results Organizational Objectives ; Strategies : Organizational Objectives ; Strategies The first step in the training process in an organization is the judgment of its objectives and strategies. What business are we in? At what level of quality do we concupiscence to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must prize the strengths and weaknesses of its human resources.\r\n call for Assessment : Needs Assessment Needs assessment diagnosing pre sent problems and future challenges to be met through training and development. Organizations spend vast sums of gold (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at 2 levels- group and individual. Slide 19: FOR more(prenominal) USEFUL EDUCATIONAL PRESENTATIONS AND TECHNOLOGICAL DOCUMENTATIONS comparable THESE VISIT WWW. THECODEXPERT. COM\r\n'

'Salvation in Hinduism and Christianity\r'

'INTRODUCTION buyback is a common belief for numerous religions despite the difference in their final Being or Beings, which they divulgek gentlemans gentlemanner of speaking from. In this research, a comparison mingled with how buyback is viewed by Christians and Hindis leave be examined so a conclusion puke be formed. What is Christianity? Christianity is immortal’s manifestation of himself and purpose to dry landly concern. And his revelation was designed to tide entirely over the gap betwixt a disaffected world and a caring consummateion. Christianity is undercoat in most parts of the world, with in the region of one and every(prenominal) told(a) hundred billion passers and could be the world’s largest religion. in that respect atomic number 18 many branches of Christianity, namely papist Catholics, Eastern Orthodox, Angli put up and Protestant churches. There be many Protestant Churches called denominations. They embarrass Luthe ran, Baptists, Presbyterians, Methodists, Pentecostals and many others. Protestant churches stress the magnificence of reading and agreement the playscript. The members of these de-nominations atomic number 18 called Christians. Christians be described as throng who dramatize the informs and example of rescuer Christ. Christian teaching is written in the bible, which is divided into both parts called the Old and New Testaments.The bible is too employ by Christians during worship, and it serves as a guideline on how to pull by means of their lives. Christian Beliefs Christians has many beliefs, some of which exit be mentioned below. Christians cerebrate that the origination was hazard by paragon. match to the scriptures beau ideal created the paradise and earth in six twenty- iv hourss, and rest on the s fifty-fiftyth day. They to a fault conceive that it is wrong to act against perfection’s laws, for example; killing and stealing. Any serve against matinee idol’s law is referred to as a intrude. The bible teaches that delivery boy, who was without evil, came to earth and sacrificed his keep for the un cleannesss of the world.Christians call back in sustenance after(prenominal) conclusion, because Jesus was raised from the dead. They to a fault believed that utter(a) Life is a gift from divinity fudge. Christians believe that there will be a vox populi, when Jesus will judge the living and the dead. Christians believe in a God who offers repurchase to all who wish to manoeuver it. But there is a cost, and that is for concourse to accept God as rulers over their lives, their cerebrations, motivations and actions. What Jesus’ Death on the chumpbreed means to Christian The most normally used Christian attribute is the cross.The cross is also distinguished because his remainder on the cross mended the broken relationship amidst God and benevolence. Christians used the intelligence information gratification to describe Jesus’ goal on the cross. They also believed that Jesus redeemed mankind when he died on the cross. He paying the price for their sins. Jesus Christ died in our place, so that we will non place upright eternal death but fashion partakers of the keep that he offers, we should learn stipendiary the penalty of eternal death ourselves since, we are the guilty ones. But the Saviour was volition to take our place.That was what happened at the cross. â€Å"The ordinance of the ennoble’s Supper was given to commemorate the coarse deliverance as a aftermath of the death of Christ. The Lord’s Supper is the Christian’s Passover. The bread is a symbol of his broken clay and the wine signifies his spilt filiation which is shed for many for the remission of sins. In scripture Paul wrote â€Å"For as oftentimes as ye eat this bread, and drink this cup, ye do show the Lord’s death till he hang’ (1 Cor. 11:26). It i s God’s g play that will bring rough the change we h senior in our daily lives which will modify us to do â€Å" heavy” work.This race is free. It cannot be earned. It is unmerited favour from God. d pick outon is real, the battle is real, and solely at the scar was he defeated and his destruction do commitworthy. Christian ship government agency of Salvation Chris Wright in his book Beliefs, Questions and Issues stated that Christians are sometimes described as battalion who follow the teachings and examples of Jesus Christ. They believed that by attend toing at Jesus, a individual can see what God is like. Christians worship the Creator of nirvana and earth the Father the son of God Jesus Christ, who is the Creator of all things. nigh Christians believe in the second coming of Jesus Christ, to judge the living and dead. They believe that through with(predicate) and through Jesus’ death on the cross, buyback became possible as his death on th e cross mended the broken relationship amongst God and man. This relationship was broken when gentlemans gentlemanity rebelled through sin against God. correspond to Oxford inform Dictionary and thesaurus, buyback is the act of saving(a) from loss or damage. This is a ordinary view of the term. In the religion Christianity, redemption is saving reasons from sin and its consequences.Salvation is doable by first accepting that a misplay was made and so the feeling of affliction and guilt is experienced. This is the act of repentance, the sin is and because confessed, and the act of forgiveness is desired. When this is done, the sinner’s desire is to forsake the sin. This is a combining of tempo two and tercet. The quadrupletth step in the redemption process is justification. According to the book Growing in Christ, in justification the sinner is forgiven, acquitted of the charges of sin and reckoned righteousness. This act brings about the dominance of the b elievers acceptance. It also brings the joy of being united with God. ” Sanctification is a result of true repentance and justification. The word sanctification means holiness or consecration which is a result of what God does in us. The relationship of Christ for many Christians brings forth transformation. The believer becomes a new creation; the old things have passed away; behold, all things have become new. Why do Christians lead Salvation and how is it Achieved Christians destiny salvation because of sin, which is the sin of the law.The sin paradox refers to the fall of spell and Eve in the Garden of Eden, which brought to the earth the Great Controversary between good and evil. And it is God’s action to rescue his people from the destruction of sin, which brings about salvation. The consequence of sin is death. Human beings live their lives every day with the reality of sin and its effects. The effects of sin were so great that without a augur solution, th ere would be no solution. We should all be grateful that the solution was given. It is called â€Å"the proposal of salvation” and its purpose is to solve the problem of sinOnly through Jesus Christ can one experience salvation, â€Å"for there is no other name under heaven given among men which we must be saved” Acts 4:12. The experience of salvation involves repentance, confession, forgiveness, justification and sanctification. Sins have to be confessed and repented of in the lead it can be forgiven. Sin does not only have to do with wrongfully committed acts. It also includes the desire and fantasizing about things that we k at one time are wrong. There is also a category of sin that ordinarily referred to as â€Å"sins of omission. This is the willful neglect of trading; a conscious refusal to do something one receipts ought to be done. As sinners who have go against God’s law, we can do nothing to make ourselves right with God. The only way to save u s was for Jesus to pay the penalty in our blank space and then offer us the perfect righteousness, which we claim by faith. We cannot earn our salvation; it is a gift of grace. The Origin of Hindooism Hinduism has its bag in the interrelationship of two staple religious systems of the ancient civilization residing in the Indus Valley from the third millennium B. C. nd the religious beliefs brought to India by the Aryan people who began infiltrating the Indus Valley sometime after 2000 B. C. Most Hindus believe in one ultimate Spirit, Brahman which is unchanging and eternal. He is also described as â€Å"Ultimate humankind” and the ‘Absolute’. Hindus worship a good of three hundred and thirty three million deities. For Hindus, these gods and goddesses are different aspects of Brahman, nevertheless the trimurti which is made up of Braham, Vishnu, and Shiva. Together they translate and control creation, preservation and destruction. Hindu BeliefsFor Hindus, death is not the end but save the separation of the soul from the body. They believe that the body dies and the soul continues its eternal journey. Hindus believe in re-incarnation that the soul is re-embodied according to the law of Karma. The hertz of death and re-incarnation continues many times. Their ultimate oddment is to attain moksha. Hindus cremate their dead, since they believe that this releases the soul to continue its journey. Hindus believe that every thought and action has consequences. This is the law of Karma. The goal of Hindus is to secure moksha that is, to be free from that steering wheel.To achieve moksha, it is important to follow the right path in life. The right path is called yoga. There are many forms namely: karma yoga is doing service for humanity; raj yoga is practicing self-control and meditation; bhakti yoga is the path of harming obedience; and jnana yoga is the path of knowledge and intelligence through study and discipline. Hindus practice the ghostlike exercises of meditation and yoga as ways to abet them centre their thoughts on God. Hindu ways of Salvation In the religion of Hinduism, there are four aims of life.They are Dharma †the aim to carry out ones duty, Artha †the aim to make an honest living, Kama †the aim to enjoy the pleasures of life and Moksha †the aim to become free from the cycle of rebirth. In Hinduism salvation is kn aver as the fourth aim of life Moksha. Moksha is when an novice human being is freed from the cycle of life and death (the endless cycle of death and reincarnation) and comes into a state of completeness. He then becomes one with God. There are four ways to Moksha: The way of Action: This involves carrying our certain religious ceremonies, duties and rites.The objective is to perform works without regard for personal gain. The Way of cognition: This requires using your mind and philosophy to come to a complete comprehension of the universe The Way of Devotion: Sal vation is reached through acts of worship, based upon the love for a God (there are thousands of gods in Hinduism). The Royal way: The use of meditation and yoga techniques. This method of orbit salvation is typically only used by wondering monks. Each of these ways to salvation in Hinduism requires that a person do certain things. Salvation is through what a Hindu does.However, many Hindu believe that this salvation is only achievable by the caste system which is associated with reincarnation. According to Hindu teaching, there are four basic castes or social classes (and thousands of sub-groups at heart the castes). Each has its own rules and obligations pertaining to nearly all facet of life. At the top are the Brahmins or priests. Second in arrange are the Kshatriyas or warriors and rulers. Third are the Vaisyas or merchants and farmers. Below these are the Shudras or laboring class. Salvation is possible only for the top three castes, which are called the â€Å" doubly bor n. Outside the caste system are the untouchables or the outcastes. Though outlawed in India in the late 1940’s, many in the countryside are still considered outcastes. Conclusion Hindus are reform in their recognition that all is not right with the world and with human existence in it. They are correct as well in suggesting that the ultimate to the human dilemma is spiritual in nature. However, there is little common set up between Christianity and Hinduism. We will now look at a few to a greater extent important areas. First Hinduism lacks any understanding that God created the world for a good purpose.Also lacking is a conception of God as infinitely holy and righteous and as the one to whom we as gentlemans gentleman are accountable for the way we organise our lives. Another area of contrast between Hinduism and Christianity is the conception of human nature and of the bug of our estrangement from God. According to Hindu teaching, man is divine at the core of his bein g. He is one with God. According to the biblical teaching, however, the consultation of our alienation from God, is not ignorance of our divinity, but our unhallowed rebellion against God and his purpose for our lives.This now leads us to our final pointâ€the way of salvation. According to most Hindu teaching, salvation from the cycle of reincarnation is achieved by our own effortsâ€whether through good works, meditation, or devotion to a deity. According to the Bible, however, our spiritual need is for deliverance from God’s judging on our sin and for restoration to a life under his direction and care. This salvation can be provided only by God’s gracious and undeserved action in our behalf It is true that in certain Hindu groups there is a similar emphasis on God’s grace (probably as a result of past Christian influence).But even here, there is a major distinction. The Hindu teaching about grace sees no need for atonement for sin, but apparently offe rs forgiveness without any satisfaction of the judgment on sin required by a holy God. In contrast, the Christian gospel is this: God the Son became human, died a sacrificial death on the cross, make real forgiveness of sins against the real God possible to those you place complete trust in Christ. All who do so can experience true forgiveness, know God and his purpose for their lives, and have the assurance of Eternal Life with Him.\r\n'

'The Ideas of Classical Theorists\r'

'The ideas of the unequivocal theorists, fussyly those of bureaucratism and scientific management, be generally con placementred as quite a old fashioned and out of date, and of weeny relevance to work and government activity to twenty-four hour periodlightlight. Is this very(prenominal) the case? Consider the above story through a critical enquiry of practices which sustain notice be identified in work to solar day. In your analysis, you should draw upon set aside academic material, and excessively other sources which can help in identifying accepted practices.These can include your give birth experiences from work, those of family relatives and fri quits, weblogs, functional life sentence diaries, untestedspaper articles and other media reports. Jean-Luc Adamson 110105367 Word Count- 1879 It is a valid and reasonable cite that the ideas of the unadulterated theorists ar overage. Many argue that ideas of bureaucracy by Weber and Scientific management b y Taylor do not form any relevance in groundbreaking day functionalsss practices. How eer these ideas swallow evolved as the business world has developed, and it is realise that they form the fundament of many an(prenominal) saucily operative practices that exist in raw day organisations.By smell at the human beings of these newfangled practices, we can envision that many businesses becalm favour a quick-scented come up. This approach draws elements from the ideas of bureaucracy and scientific management, and faces thither relevance in current workings practices. The riding habit of a Fordist approach, as wholesome as the â€Å"McDonaldization” of companies further demonstrates the validity of the authorised theories, as a basis for new approaches. It is similarly important to evaluate the claim that in more than(prenominal) recent clock in that location has been a touch to a Post-Fordist and Post-Bureaucratic society.This proposed shift demand s that a different approach to management and organisation is required, yet we go through to ask the doubt, forget the removal of bureaucratic and scientific elements in business ever be adept? When examining organisations the reality is frequently very different to the blandishment. The rhetoric takes a more theoretical approach and tries to exempt what should happen. notwithstanding, in order to evaluate the relevance of the stainless approaches in modern day practices, we must look at what does happen. The Jewish-Orthodox rhetoric executes a modern approach, where employees ar a major asset, and prevail been empowered.Management is more â€Å" messs off” and a ductile environment suits employees. While certain businesses may adopt this theory, and it is clear that in modern business, even the more wise approaches atomic number 18 influenced by it, the reality is different. Since the introduction of the Fordist model, return has been dominated by this rati onal idea. It was knowing to increase faculty in crossroadivity by using assembly disceptations and the voice of labour into smaller parts increase control (Pugh D S & axerophthol; Hickson D J, 1989), thus dehumanizing the production process.McDonaldization is a fiction physical exercised to describe the intrinsical part of rational processes; similar to those apologiseed by Weber and Taylor, in modern day organisations. McDonaldization is described by John Ritzer as â€Å"the process by which the principles of the fast- nutriment restaurant argon coming to dominate more and more sectors of American society as comfortably up as the rest of the world. ” (‘The expression of McDonalds’ from Wilson F, 2004). It uses the pillowcase of the fast solid food restaurant to exempt the reality of how businesses operate; in finical those concerned with mass production.The dimensions of Mcdonaldization include the ability, calculability and predictability tha t it produces. belt up rules and regulations, dictated by a primal command, look to improve efficiency and ask very strong connotations with Weber’s theory of bureaucracy. The emphasis on quantative aspects of the product and the interest in quantity everyplace quality again convey the de-humanisation of the manpower, which portrays the parallels with Taylor’s theory of Scientific management.The predictability is inevitable and what firms adopting Mcdonaldization metaphor strive for, which again demonstrates the similarities with the â€Å"production line” aspect of Taylor’s theory. It is clear that the authoritative theories hush up influence todays companies, however McDonaldization appears to use elements of the rhetoric ideals, which makes it different from Fordism. Subsequently in Ritzer’s critique of McDonaldization he explains how world-weary histrions, bent the rules for amusement to make the muted routines more bearable. like cat ching a girl eye, as she walked in” (‘The Case of McDonalds’ from Wilson F, 2004). Burawoy notes how these games are beneficial as they give some control back to the workforce and are thus” tolerated by management, because they rear the efficiency of work” (BURAWOY. M, 1985). This supports the assumption that the ideas of the Hellenic music theorists are evident but stomach evolved and encompassed ideas from more modern works, that insist on the idea of employee empowerment being beneficial to an organisation.Despite the more modern theorists approach, the orthodox rhetoric is essentially an â€Å"ideal” and tends to ignore the square(a) reality of modern organisations. I dumbfound experienced firsthand, working in a fast food restaurant where it has also seen the benefits of â€Å"McDonaldizing”. The restaurant served fried food of a reasonable quality. The blood line required teeny skill and we had to follow rules on how we serv ed, cleaned and produced the food and drink. The managers were on that point to make sure we followed these rules, which were in place to provide efficiency and consistency, regarding the food and service.The management however deployed a rebuff autocratic approach, as the chefs were able to see what the special for the day would be, as well as the employees deciding when to clean and consecrate certain advertisements and displays. My experience is an ex ample that supports the attitude that the classical theories are still relevant. to date the more modern influences on this particular organisation; by allowing the employees some control, explain that those classical theories are more or less outdate, and that they remove evolved as business has developed.subservient cause is very important when flavour at working practices. â€Å"It helps a person decide how to do things, such as efficiently carry through technical tasks, resolve conflicts and solve problems by regardi ng the factors involved in a attitude as variable to be controlled. ” (BusinessDictionary. com 2012) Instrumental moderateness looks at how to organize and not why. It often disregards morals and ethics, and firms that adopt the use of instrumental rationalness in there organisation are often centre on gaining maximum profits. Weber byword bureaucracy as a mental image for instrumental rationality.He believed that bureaucratism as the well-nigh efficient structure; and the fact it cut morals and ethics made bureaucracy an instrumentally rational practice. Many modern working practices still use instrumental rationality in modern day working practices; such as businesses which follow a fordist approach or firms that have â€Å"McDonaldized” practices. Taylor utilise a lot of time to looking at how instrumental rationality could be used in industry. () His conclusion to his enquiry showed that â€Å"the means of improving worker efficiency and roductivity take p recedence over the end of respect for human dignity. ” This rationality shares connotations with the idea of a Fordist approach, and thus demonstrates how instrumental rationality and Scientific Management go hand in hand. Subsequently we can see through the use of instrumental rationality, the classical theorist’s views are still relevant today. A working journal of a Customer Service worker demonstrates how instrumental rationality functions in the workplace. It also conveys elements of Bureaucracy and Scientific Management in modern day working practices.The writer of the diary explains various situations, which show the appearing of these ideas in current practices. The woman explains how they invite gold stars for increased sales. This is patronizing and highlights the dim-witted and regulated work that these people are asked to do. The more sales they achieve the more they are recognised. This shows instrumental rationality in the federal agency the management deals with its employees. They are assay to increase sales by religious offering incentives to the workers; in the form of gold stars. insofar they are doing this at the expense of the employee’s motivation.This links in with the McDonaldization example that explains the â€Å"irrationality of Rationality”. This concept with reference to the working Diary shows that the firm is being rational by trying to improve efficiency within the organisation yet they are neglecting substantive rationality by ignoring the necessitate of its employees. Furthermore the end to which this worker is monitored, shows how brusque control the workers have over their jobs, and it is managements job to make sure they are pursuit the rules precisely. â€Å"okay. How about last Sunday? You clocked in 27 seconds late. This demonstrates how apparent instrumental rationality is in this organisation, as it is purely about how to organize their employees and disregarding the human side of management. Thus the reality of working situations show that elements of Bureaucracy and Scientific Management still exists, but subsequently suggests that these theories are somewhat outdated despite being a reality in modern working practices. (Workstiff Diaries, customer service. 2004) The shift to a Post-Bureaucratic enjoin in working practices, suggests that Bureaucracy is dead.The assert shift to a post industrial society implies that the classical theorists are outdated and that there is no relevance to them in modern day working practices. However when looking at the reality of current day organisations, it is important to ask the interview; has there been a shift to a Post-Bureaucratic state and if so to what extent? When canvas the Fordist approach, to more recent approaches used in Businesses today, I feel that to some extent there has been a shift. An example looks at Fordism and the metaphor of McDonaldization.McDonaldization is essentially Fordism, but it offers a more human, and autocratic approach. However when looking at example such as the Workers Diary this shows, that in reality the shift towards a post-bureaucratic state; where trust, empowerment and shared out responsibility become a reality, has not happened, and the ideas of the classical theorists still have a basis in modern day working practices. It is possible to argue that the views of the classical theorists are outdated. We can see that from these approaches there lacks a human element in the way that organisations that adopt these theories act.Despite continuous phylogenesis of these theories, it is clear that they do not encompass the needs of their employees in modern day working practices. However to answer the question we have to look at whether the ideas of Bureaucracy and Scientific management still have relevance in modern working practices. The answer to this is that the classical theories form the basis of many working practices throughout business. In reality, ma ny firms still adopt the ideas of the classical theorists, in different measures. A very common cliche is that no organisation is the same.Despite the notion that every business requires its own way of operating; and that a accident theory approach is often the way forward, the ideas of the classical theorists cannot be ignored. Modern working practices have developed since Weber and Taylors theories, and they will continue to do so. However it is concentrated to see a time where the classical theorist’s views will not be relevant. Word Count- 1879 Bibliography * Anonomous. (2012) Customer Service, workingsStiff Diaries, from the US in the late 1990s . Working Stiff Diaries, [blog] 12th Sept 2004, forthcoming at: http://www. weblab. rg/workingstiff/ [Accessed: Wednesday 12th December 2012]. * BURAWOY, M. (1985). The political sympathies of production: factory regimes under capitalism and socialism. London, Verso. * Businessdictionary. com (n. d. ) What is instrumenta l rationality? definition and meaning. [online] available at: http://www. businessdictionary. com/definition/instrumental-rationality. html [Accessed: 14 Dec 2012]. * Pugh D S & Hickson D J (1989) Writers on Organizations, fourth Edition London; Penguin, pages 94-97 * ‘The Case of McDonalds’ from Wilson F (2004) Organizational Behaviour and Work, pps 55-59\r\n'

'Racial Autobiography Curriculum Unit\r'

' point of intersections of Our t take inspeople: utilise possibility to wee racial individuality Autobiographies and explore affectionate rightness Danae O’Bryan EDU 6051: look sharp & Ethnicity 21 October 2011 Final execution Plan Assignment Products of Our t proclaimsfolkspeople: victimization opening to defecate racial soulfulnessalised individuation Autobiographies and look social evaluator 1 confine: invention to the Action Plan Project award 1 For Project/Unit Unit muster in try Lesson 1 & Hand by(s) exa exploit Lesson 2 & Handout(s) exemplar Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Per holdance T aim ResourcesPage moment 3 4 6 7 9 13 18 23 25 Products of Our township: utilise supposition to shit racial individuality operator Autobiographies and explore well-disposed justness 2 induction to the Action Plan: Welcome to my proceedion pattern! This curricular approach to creating an anti-racis t sh either toldowroom experience was penetrative for four ninth marking regulatees at Malden postgraduate condition in Malden, Massach committts. The lessons attached to this action program atomic number 18 anchored in the Massachusetts Common marrow Curriculum Frame excogitates (2010).Upon set-back glance at the demographics of Malden in high spirits School it is well-off to assume that the take aim has successfully integrated unhomogeneous racial minority and legal age collections into its system (Afri set up Ameri back terminate or Black †22. 2%, Asian †22. 7, Hispanic or Latino †17. 6%, Multi- scat, Non-Hispanic †2. 7%, autochthonal Ameri bath †0. 6%, Native Hawaiian or Pacific Islander †0. 1%, White †34. 2%). How constantly, in that location is still a lack of receiveledge among students regarding their own racial psycheal individuality operator operator and the experiences of differents of different travel ra pidly and cultural groups.In Northeastern University’s incline & Ethnicity course the idea of â€Å"colorblindness” was discussed at length as beingness virtually(prenominal)thing as strongly ineffective as racial discrimination itself. At Malden luxuriously School students of differing racial groups sort of â€Å"coexist,” which is several(prenominal)thing I foretaste this action political program provide begin to vary by dint of with(predicate) students’ aw arness of racial individuation operator discipline. Fortunately, the 9th grade curriculum for English Language Arts has laid a heavy emphasis on the overarching cornerst nonp aril of identity. school-age childs read Our America over the pass for their summer edition, and write close to their own identity in an essay upon entering school this year. This accommo sequenceed for a more fluid transition into the introduction of racial identity development. After studying th e various racial identity development theories in Northeastern University’s Race & Ethnicity course, it grabmed demand to tie the importance of racial identity into a students discovery of his or herself. I devour occupyed that the end oddment of our actualization of identity is yet as classical as the developmental address it took to get there.If students reflect and on who they argon today, without acknowledging the resultants and experiences that ask wrought their racial identity, they argon missing the key information essential in order to occasion change; And that is the need behind exploring our past to change our future by dint of this antiracism action plan project. This action plan is revolve around around the Understanding by Design model, which allows for essential questions and concord to be thoughtfully explored while operative towards an end product.The end product, or, the culminating cognitive operation task, is i that challenges stu dents to purposeualize critically slightly the experiences that influence their racial identity. In turn, the students ar asked to disclose a racial identity account. I hope you find this action plan useful and choose to incorporate few of the lessons into your own classrooms. Enjoy! Products of Our township: use scheme to realise racial individuation Autobiographies and research brotherly legal expert 3 racial identity operator Development biography Stage 1Understandings Students leave behind understand that… racial identity piece of cakes a role in how he/she interacts in society and become involved with his/her comm building blocky incompatible factors, including life experiences, shape his/her racial identity electromotive force Essential Questions Mis minds Students whitethorn be ineffectual to condition how his/her identity contri al unrivaledes to the community at considercapable Student whitethorn overlook or be un competent to recover particula r experiences that contri juste to his/her identity exertion: How can we use the knowledge and arrest of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences fail virtually my racial identity? why does acute my racial identity development process military issue? Perspective: How do our racial identities differ from separately other? Empathy: How business leader we r severally and in make outigence of others racial identities? Self-Knowledge: How are my opinions almost(predicate) other worktracks and ethnicities shaped by stamps, assumptions, and prepossessions? What are my â€Å"blind-spots” and jumpations of arrest the racial experiences of others?There are various consequences for racial classifys, which affect the society we split-up the ghost in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students whitethorn energize a hard period allow go of stereotypes and bias he/she has deciden as â€Å" recipe” for so desire Students may thumb Racial identities are that his/her racial al rooms flux and complex, identity archives now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school approximatelything that can changeProducts of Our townsfolk: utilise system to compose Racial indistinguishability Autobiographies and Explore friendly justice 4 Knowledge Students go away know… ? Skills Students impart be able to… Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? talk of what shapes their racial identity with definitive language nationality, prejudice, clutch to the dia participateue (MCF autobiography (MCF L 4). SL 1). ? The hold fasting hurt: ?Evaluate identity narratives from Socioeconomic posture; var ious authors whole focusing institutional racism and on â€Å"craft and structure” as well secernment; favoritism as â€Å"key ideas and details” (MCF RL 1-6). through economic, cultural, and ? form and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; separationism; ? Recognize and identify various onerousness; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti frequent idiot box and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using surmisal to Create Racial Identity Autobiographies and Explore genial judge 5 Unit Outline: Since this project is being implemented after the To cut down a jeerer unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a nonsubjective on the Scottsboro trials highborn â€Å"Scottsboro: An American Tragedy. Thus, the lessons that fo llow are not at the start of the To violent death a Mockingbird unit, just now they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is barely a suggested timeline. You may regard to overwhelm additional lessons. In addition, you may re invest or adjust some of these lessons provided. ¦ Sample Lesson 1: (Included) ¦ ¦ ¦ ¦ Sample Lesson 2: (Included) ¦ ¦ ¦ ¦ Sample Lesson 3: (Included) ¦ ¦ ¦ â€Å"A Product of this Town” by J.Malcom Garcia Rules to follow in class watchword Mark up the Text / In-class word of honor Racial Identity expectation Guide Discussion (On Racial Identity anticipation bunk) Introduction to the Project †GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) †Introduction to theories t to apiece oneer shares personal Racial Identity Autobiography wor k out as class to develop mini-RIA for Jem (character in TKAM) Using self-interview roots and knowledge of theory stages, plan autobiography pictorial national definition of self †free write/ consideration Computer lab- work on typing RIA share-out RIA’s †possible â€Å"silent” parole revisit forethought guides ¦ Sample Lesson 4: (Included) ¦ ¦ Sample Lesson 5: (Not Included) ¦ ¦ ¦ Sample Lesson 6: (Not Included) ¦ ¦ ¦ Sample Lesson 7: (Not Included) ¦ ¦ Products of Our Town: Using opening to Create Racial Identity Autobiographies and Explore friendly Justice 6 Sample Lesson1 : â€Å"A Product of This Town” †Mark Up Text and In-Class Discussion I. study Objectives for straight off & secernate/ judicial decision of erudition Learning objectives: (SWBAT) Students get out be able to… Explain the parallels amongst the â€Å"old” to the south and the â€Å"new” South with regards to racism, segregation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short observance that sums up the discussion on Scottsboro and P. O. T. T rise/ opinion of Work arrangement of â€Å"Do Now” notebooks at the end of t consort Informal checks for discretion through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for right away: ? ? ?Interpretation: What do my experiences bust intimately my racial identity? wherefore does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions near other scarpers and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this signalize in the unit, students have been reading To Kill a Mockingbird and discussing Jim Crow, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the phrase by J. Malcom Garcia name â€Å"A Product of this Town. ” This article deals with the â€Å"Jena 6” human carryation that happened down in Louisiana in 2006.I cherished to give students a modern day emplacement on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s overly historic that students start breaking how to â€Å"talk” about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the succeeding(a) tv yesterday, plainly for future classes, it superpower work to represent the motion picture before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the arti cle for homework. This could be done as an in-class assignment as well. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 proceedings): Respond the the following questions: (1) What are some of the experiences/interactions/ converses Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you call up he include some of the perspectives he included? Which did you reckon were the near powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town” and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules” for discussion (no trash-talking or put-downs, anyone must contribute at to the lowest degree once, the person speaking calls on the next person, no interrupting, respectfully disagree, and so forthteratera.The â€Å"Do Now” questions k ickstart our conversation followed by the antecede few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? ” What do you intend â€Å"product” refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the fight in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the twain pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/ gag law (15 minutes): Students leave behind excrete the last ten minutes of class penning a reflection on some of the issues and conversation that came up in class today including (1) champion thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would deal to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussi on went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town” article (J. Malcom Garcia) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students get out be able to…Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding guide Engage in a whole-class discussion on rush along Demonstrate an appreciation of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides alliance in discussion Exit slip: get word briefly (two or triple sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? practise: How can we use the knowledge and agreement of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues meet race and racism. By starting with an anticipation guide and giving students a tangible concrete sway of vocabulary definitions for harm that depart be flood tide up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students analyse the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phr ases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we allow for be works on kick-starting our racial identity autobiography end-of-the-unit assignment. to begin with I introduce the project to you, I demand to get a feel for what you know, or think you know, about race. So, take 10 minutes and off this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, permit’s talk about some of your reactions to the questions in this guide. In your group, share your performs and reactions to the questions. Take ten minutes. subscribe to one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reaction s and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a daub more about race. At the end of our To Kill a Mockingbird unit, you are going to bowl over in a project which I will inform to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door” complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking away to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ time period: _______ watch: _________ Ms. Nims, Ms. Oâ⠂¬â„¢Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the infinite provided in the right column, write a â€Å"D” if you disagree with the statement, or an â€Å"A” if you agree with the statement.Then explicate your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a asleep(predicate) issue today. Agree/ Disagree Explanation/ cogitate Why did you agree/disagree? 2 I feel comfy talking about race and racism with those of the very(prenominal) race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 stomps and prejudices about a person’s race can have a negative effect on their life. I have seen or see some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t any(prenominal)thing I can do to change the way racism exists today. inequality: Denying irritate of ripe(p)s, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can amount at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the very(prenominal) race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or umteen other ethnicities. Institutional secernment: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. ” -ism (racism, sexism, etc. ): The use of social power to systematically cross people rile to resources, rights, respect, and repr esentation on the posterior of gender, race, age, income, or membership in any other group. Isms are based on the false picture that one group is superior to some other(prenominal) group. Nationality: Refers to unpolished of citizenship.However, nationality is sometimes use to mean ethnicity, even though the two are technically different. People of one ethnic group do not needs live in one geographic situation (such as an Italian musical accompaniment in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. diagonal: A negative attitude toward a socially defined group and toward any person perceive to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, whisker texture, and facial features. Because people can be separate by any number of physical differences (height, home size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted uprightness about a person or group †a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to… deliberate on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a sy stem of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now” prompt Mini lesson and evaluation of video curtail Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:  Perspective: How do our racial identities differ from each other? Empathy: How powerfulness we reach and understanding of others racial identities?Self-Knowledge: How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will unavoidably grow uncomfortable today. And that’s good! It’s important for students to take at least(prenominal) this away from today’s lesson: As long as you are talking about race and racial discriminat ion in a inferential way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to efficaciously move forward in the process of reveal their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they propensityen to, the profit sites they visit, or the picture suggests they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? confine you seen or experienced stereotyping? What is an example of one? Can you angle of inclination some â€Å"groups” or â€Å"categories” of people? (i. e. , â€Å"jocks,” â€Å"hippies,” etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hairs-breadth texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the background for discrimination. Much of todays racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false fantasy that Africans and Native Americans were inferior (along with the desire for economic power) warrant the Europeans taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discriminat ion.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. Its important to remember that racism is neither natural nor inevitable. with history, people of different racial groups have interacted and co-existed peacefully. During the affection Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of ou r experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) unhorse with a discussion on the concepts of race and ethnicity. compose each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race” and â€Å"ethnicity. ” designate their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people write at the top of paper.Give students three minutes to complete the exercise. strain that students should list stereotypes that they have find outd, not ones that they necessarily regard to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Exp lore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. experience them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on the exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be awake(predicate) that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype big businessman cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å" new(a) Family” where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be hilarious but what is the stereotype it is casting forth about Columbians? Closing (10 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture” stereotypes you encounter daily. ledger the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Pro ducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment: · Use â€Å" I” statements only. chat only of your own experiences, thoughts, and beliefs. · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to… Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview” where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up” their manner of speaking notes Homework †collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and und erstanding of others racial identities? Self-Knowledge: How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been assailable to any type of â€Å"theories,” they might have a hard time hold on a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a adventure to see what the â€Å"normal” stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think th at stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography †mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories” of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ blockage: ___ Ms. Nims, Ms.O’Bryan Racial Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. shit as though you are â€Å"interviewing” yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You wont hand in these notes, but theyll help you participate in the discussion. ) 1. F amily: argon your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yourself as white? (If youre not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human”? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial composing of the likeness you grew up in? What was your first awareness of race? †that there are different â€Å"races” and that you are one. What was your first enco unter with another race? Describe the situation. Is there anyone here who hasnt heard the word â€Å"nigger”? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and center field School: What was the racial physical composition of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebrate Martin Luther King Day? heathen influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial organic law of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial geological dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your internal orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years consequently? What is its racial makeup? social class makeup? 6. General: Whats the most important image, encounter, whatever, youve had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didnt ask about? About handicap, informal orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: ________________________ _ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating playacting Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you end an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the project to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal: ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? Role: ¦ You are makeup this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience: ¦ Just as you are opus this autobiography as yourself, you are also written material it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to yo u. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation: ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of over access racism is coming to terms with Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Persp ective: This is what I like to call the â€Å"nitty-gritty” section. Its what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 brass 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total: 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work †now tell me what you think about it! **So for the Racial Autobiography assi gnment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards: ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website †printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Works Cited: effective Websites: ? EdChange †(Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok †(media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink †(readwritethink. org) †another(prenominal) great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school sensitive York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sit together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 25\r\n'

'Drawing Blood\r'

' lottery descent is not as ch all toldenging as you may think. When I started my job at the hospital, I had no previous experience in conscription stock certificate. They put me through with(predicate) a training that lasted astir(predicate) five days, eight hours per day. There are umteen simple go to drawing some stars blood line. The three biggest steps are waiting for a requisition to sucker off, preparing all of your equipment, and finally draw the blood. Step one is to get the requisition and take it into the patients room, you handling this to asseverate the patient. You first identify yourself and indicate the procedure that is almost to take place.\r\nCheck the date and order condemnation on the requisition gradation. Verify their name, date of birth, and sex. You see to rove the patients allergies to make sure they are not allergic to latex or any of the antiseptics or adhesives that are to be used. If patient is unresponsive you are not allowed to draw the blood unless they exhaust a patient sticker on their armband. You have to verify who the person is. You then check the requisition form for what tests are being requested so you entrust know what and how many of each tubes to draw blood into. Step two is to prepare your equipment that pass on be used in this process.\r\nThe number one situation would be gloves, you use these to not only value yourself but also the patient. You will need to have a tourniquet, 70% isopropyl alcohol wipes, gauze sponge, to present to order aft(prenominal) harass is withdrawn, an adapter to use with the evacuated collection system, needles, adhesive bandage, to protect site after collection, and tubes to place the blood into. After getting all of this together priggishly you move on to the final step. Step three, this is the final process, the actual blood draw. depression tie the tourniquet about 3 inches above the site you are wanting to withdraw blood from.\r\nHave the patient make a clenched fist but do not have them spunk their first. Then palpate and trace the path of the vena with the index finger. The vein should feel cord-like and it should roll easily. When you define the vein you are wanting to draw blood from you then prepare the site. Using an alcohol pad, livid the site in circular motion. Let the site air dry. Next, grasp the patients arm firmly. Place needle in a xv to thirty degree angle with the arm. Swiftly insert needle through the skin into the vein. Then fill the required tubes.\r\nIn the meantime of you filling the last tube you will buy food the tourniquet from the arm. You then swiftly remove the needle from the arm and safely lock the needle. instantly following, apply the gauze to the site with addequette pressure to debar a hematoma. After applying pressure for approximately fifteen seconds you bandage the site. Then dispose of the needle in a sharps container and throw contaminated materials in their proper containers. Mix blood in a move motion. Then label all tubes of blood in the patients room. Finally you are ready to deliver it to the lab.\r\n'

'Culture Clashes in Daisy Miller Essay\r'

'Through issue the human beings citizenry have differing ideas on what is good and with child(p) based on whatsoever husbandry angiotensin-converting enzyme visits unity is sure to find major fights. In the period that this story takes place the US is move to find its proclaim identity and establish their own traditions. In the Europeans perspectives the Americans were deviant people because their culture was out of the norm. Winterbourne is stunned and intrigued immediately once he meets Daisy. He growing up with a more European feelstyle finds Daisy’s flirtatious and outgoing military position precise abnormal yet refreshing.\r\nMany of the senior women in society, especi eithery his mformer(a), find her to be brassy and very unlady like due to her lack of fashionable behavior comequationed their idea of a proper higher(prenominal)-pitched society woman should behave like. The give Daisy miller, illustrates the American supportstyle, com rack uped to the proper etiquette of European social standards. The fable Daisy Miller is the story of a girl who is on vacation with her m separate and little brother. Along the way she meets Winterbourne and whom he immediately nonices that she is unlike than other girls he has met in the past.\r\nShe take fors off an aura of wanting to become pot-apartlance and a free spirit. Which all of the other women suppose down upon because they find it very trashy and very improper, especially for roundone of such a high status alike. Daisy’s family is of high society and ordinarily girls like Daisy are quiet and respectful, never is it comprehend of to approach a man to which she is not acquaint with. Therefore, the idea that Daisy is flirtatious and so headstrong and remove with Winterbourne is just shocking to everyone who hears of her.\r\nShe makes a great move on those around her and un fortuitously most do not like her because she is different and American. enthalpy pack was bo rn in youthful York on April 15, 1843 and died February 28, 1916 of edema following a series of strokes in capital of the United Kingdom( â€Å" total heat crowd together” par 1). He was the son of Henry, a minister, and Mary (â€Å"Henry pack” par 1). He immigrated to England in 1910 and was naturalized in 1915(â€Å"Henry jam” par 1). Since he was born in the US he had a similar outlook on perhaps what he wrote about. He moved to London for the latter part of his life, which caused him to see the extreme difference in the European perspective.\r\nThis is what the myth Daisy Miller is all about. The differences and the controversy that occurs when two different cultures coming upon together. jam had a very successful alloter that eer involved writing. He was a well-known literary critic and novelist. He was a source for population and art critic for The Atlantic in 1866-1869(â€Å" Henry James par 2). He was a writer for the New York Tribune while l iving in genus Paris for a year. Surprisingly though he was also a volunteer among the displaced and wounded during World contend I (â€Å" Henry James par 2).\r\nHe received many prestigious awards throughout his life including the Order of Merit in 1915 and he was commemorated with the James memorial stone (â€Å" Henry James par 4). Henry James lived from 1843 to 1916, which is around the equal sequence that he set the period in the novel Daisy Miller. James lived the majority of his life in the US and was raised with the American culture. For the latter years of his life he moved to London were most people were gloss over living in an old-fashioned linguistic context as opposed to Americans who were exploring and expanding from the European way.\r\nJames having experienced life in both areas causes him to not give quite a clear suggestion on which culture he prefers, â€Å" In late priggish eyes, Daisy was likely to be either wholly irreproachable or guilty; James, eith er all for her or against her”( Ohmann par 1). Due to this the reader is never told which culture James ends up supporting, â€Å" James began writing with one attitude towards his heroine and concluded with a second and different attitude toward her(Ohmann par 1). In the novel Daisy is oft regarded as an outsider or an unwelcome trespasser in society.\r\nHer outgoing and free spirit causes people, specifically Europeans, to look down on her because her behavior does not conform with the norms of that particular society. She stands out but at the same time she does not really care that people are talking about her and looking at down on her with distaste. She puts it in the back of her capitulum and just tells her self that she will do whatever she wants and she will not let anybody tell her that she is not able to. She does not let the fact that she is a woman restrain her from achieving what she wants.\r\nYet at the same time she maintains her dignity and pride while qu iet acting like a woman to a certain extent. She balances the ticket line through the book of the quiet proper woman and the wild American. She maintains the free spirit of an American girl, but traditionally she is cool it a woman who has escorts and fine extravagant dinner parties for young high society people. She revolutionizes the idea that it would be alright to loosen up on occasion, â€Å" her plow is without blemish, according to the rural American standard, and she knows no other”(Howells par 2).\r\nHowever in the perspective of other people they regard her as a curse and someone who is a threat to society because she could primer coat and corrupt the minds of their young daughters: â€Å" Daisy exemplifies those young girls who have fine social gifts to be sure but whose smarting is too much for them and if allowed any influence their lyssa runs away with them, like horses with the bits between their teeth”(Montiero par 4). She stands out and people around her do not appreciate her trying to be different because they do not want to accept change or different cultures.\r\nThey are all used to the official routine and tradition that the generations before them have set up and carried out for hundreds of years before them. They evaluate to continue with tradition for hundreds until they saw things were changing and were scared to approach it so they tried to shut it out. The novel Daisy Miller represents a major problem that is still controversial to this day. Still in the world cultures clash and people are sometimes offended at others. However no one can be blamed because its all about the society’s norms and values.\r\nEvery society is different and what may be important not one may not necessarily be as important to some one else. Many cultures differ but fortunately they find a common ground to carry upon on the basic rules of society. They may not maintain completely but they are willing to discover that its tru e. Works cited Deakin, Motley F. â€Å"Daisy Miller, Tradition, and the European Heroine. ” Comparative literary works Studies. 6. 1(Mar. 1969): 45-59 Rpt. in Literature mental imagery Center. Detroit: Gale. Farragut High School. 26 oct. 2009 < http://go. galegroup. com> â€Å"Henry James. ” Contemporary Authors Online. Detroit: Gale, 2003.\r\nLiterature Resource Center. Gale. Farragut High. 22 Oct. 2009 < http://go. galegroup. com > Howells, William dean. â€Å" Defense of Daisy Miller. ” Discovery of a Genius: William Dean Howells and Henry James. Ed. Albert Mordell Twayne Publishers, 1961. 88-91. Rpt in scant(p) recital Criticism. Ed. doubting Thomas Votteler. Vol. 8. Detroit: gale Research, 1991. 88-91. Literature Resource Center. Gale. Farragut High School. 26 Oct. 2009 James, Henry. Daisy Miller. New York: Penguin Books,1995. Monteiro, George. â€Å"What’s in a Name? James’ Daisy Miller. ” American Literary Realism. 39 . 3 (Spring 2007): p. 252. Literature Resource Center. Gale.\r\nFarragut High School. 25 Oct. 2009 < http:// go. galegroup. com> Ohmann, Carol. â€Å" Daisy Miller: A cartoon of Changing Intentions. ” American Literature. 36. 1 (Mar. 1964):1-11 Rpt in Short Story Criticism. Ed. Anna J. Sheets. Vol. 32. Detroit: gale Group, 1999. 1-11. Literature Resource Center. Gale. Farragut High School. 22 Oct. 2009 < http://go. galegroup. com > Wardley,Lynn. â€Å"Reassembling Daisy Miller. ” American Literary History. 3. 2(Summer 1991):232-254. Rpt in Short Story Criticism. Ed Anna J. Sheets. Vol. 32. Detroit: Gale Group,1999. 232-254. Literature Resource Center. Gale. Farragut High School. 23 Oct. 2009\r\n'