High School and Everyday Pressures Essay

The topic sentence of the paragraph Is, a trip to the ocean can be a relaxing escape from everyday pressures of life. b. What sentence is unrelated to the topic and can be eliminated? The sentence that is unrelated to the topic is, you should always be careful to avoid overexposure to the sun at the beach. 2. List four things to look for when you’re proofreading. Four things you should look for while proofreading are, grammar, spelling, correct punctuation, and proper capitalization. 3. Complete the following two steps: a. Define the term cliche. The term cliche is a word, phrase, or idea that is over used. b. Write one sentence that contains a cliche. The mother said to the daughter angrily, â€Å"you’ll never get through school unless you get your act together. † Get your act together is the cliche. 4. Name and explain two types of prewriting. Brainstorming, make a list of every idea that comes to mind. Free writing, you fill a piece of paper with any idea that comes to mind about your topic. 5. Choose one of the topics listed below and write a five-sentence paragraph using chronological order To arrange the details of the paragraph. . Signing on to my homepage is simple. Signing on to my home page is simple. First, what I do when I turn on my computer, is click on the internet. Second, I go to the favorites tab and click High School Courses. This automatically pulls up the homepage. Then I go to the top left and click student login. Last, I type in my information and get to work. 6. Choose one of the followin g topics. Write an eight-sentence paragraph that fully develops the topic. d. A high school diploma is important to my future. I feel you can’t be successful in life without some form of education. For example, over the summer I attended a volunteer program at a Homeless shelter. My experience was not bad at all. In fact the people there were really nice. Every person I talked to had either dropped out of high school or did not apply themselves. Discussing with the people at the shelter made me realize my life wasn’t so bad and how having a education is a must in today’s society. After that experience I decided that I needed to get my high school diploma so I do not have to struggle for the rest of my life. By writing this essay I have finally accomplished my goal.

Religion 111: Introduction to the Old Testament Essay

Course: Religion 111: Introduction to the Old Testament Instructor: Email: Department Chair: Division Chair: Dean of the School of Arts and Sciences: Credit Hours: 3sh Course Expectations: Outside of class- 20 hours per week REL 111 Introduction to the Old Testament: This course is an examination of the writings of the Old Testament, using an historical and interpretive approach to these writings. GER REL and Humanities Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course, students should be able to: Means of Assessment This outcome will be indicated by successful: –Trace the chronology of Israel’s history from the patriarchal period through the end of the prophetic era emphasizing its significant events, personalities, and cultural settings. –Performance on graded exams/quizzes. — Study questions — Questions of the Week –Identify the various literary genres present in the Old Testament. –Performance on graded exams/quizzes. — Study questions –Identify aspects of the different moral, ethical, and theological messages of the Old Testament. –Completion of research project. –Performance on graded exams/quizzes. — Study Questions — Questions of the Week –Develop an interpretive framework through the use of scholarly research tools and methods. –Completion of research project. Textbooks Meeks, Wayne A. Gen. ed. The HarperCollins Study Bible New Revised Standard Version. New York: HarperOne Inc., 1996. Coogan, Michael D. A Brief Introduction to the Old Testament: The Hebrew Bible in its Context. New York: Oxford University Press, 2009. The book can be purchased online through the MOC Bookstore at: http://moc.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=53551&catalogId=10001&langId=-1 Course Requirements 1. Careful study of each unit in the textbook, along with parallel reading in the Old Testament itself, is expected. The ability to respond to questions concerning the content of each chapter in the textbook as well as content material in the Old Testament which is related to it is essential. 2. The student is to submit written responses to four sets of study questions found at the end of each chapter in the Coogan text. A list of questions to answer for each week can be found under the assignments for each week on Moodle and in the Course Outline and Assignments at the end of the syllabus. These must be submitted via Moodle by 8:00 p.m. (EST) on the following dates: [Fridays: Oct. 4; Oct. 11; Oct. 18; Oct. 25]. Each assignment is worth up to 10 points. Late assignments (i.e., assignments turned in after 8:00 p.m. on the day due, even if one minute late) will be penalized 1 point per day for the first three days late. Assignments more than three days late (i.e., after Wednesday following the original due date at 8:00 p.m.) will receive a grade  of zero. Please note: 1 point is a big penalty; it roughly equals one and a half letter grades. All assignments must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, single-spaced. In addition, you must type out each question along with its corresponding number, with your answer to the question below. You must use complete sentences and proper grammar and syntax in your answers. Failure to do so will result in grade deductions. When answering these questions keep these guidelines in mind: â€Å"Essay† means at least 300 words; â€Å"Discuss† means 125-200 words; â€Å"Identify† means two or three sentences; â€Å"List† means simply list the things asked for. All assignments must be saved in MS-Word format as a .doc or .docx file and uploaded as an attachment each week in Moodle. This is the only acceptable method to submit assignments. The file name on each assignment should follow this format: studentname-assignment#.doc (e.g., phelps-questionsweek1.doc). Failure to follow these guidelines may result in a reduced grade for the assignment. If you are unable to save and send your file as a .doc file, then you can do so as an .rtf or .txt file. Please note, however, that if you choose this latter option, you may be unable to view my comments, since I use the editing function in MS-Word to grade your assignments. It is the student’s responsibility to make sure that all sent files are in a readable format. Answers to all questions can be found in your textbook or in the Bible. There is absolutely no reason to consult other sources for the answers to the questions. Answers from the Internet or other sources will not be accepted. In addition, all answers must be written in your own words. Direct copying or cutting and pasting from the Coogan text or from any other source constitutes plagiarism and will result in a grade of zero. Be sure to cite your text and notes properly when you use them to answer questions; if you do not you are plagiarizing and will receive a zero. 3. Old Testament Research Project — in 3 parts. You will need to go into a  college or university library for research. (Your local public library will probably not have these sources.) DO NOT RELY UPON INTERNET RESOURCES FOR THIS PROJECT. A GREAT DEAL OF ONLINE CONTENT RELATED TO BIBLICAL STUDIES IS NEITHER SCHOLARLY NOR CORRECT (ESPECIALLY USER-GENERATED SITES SUCH AS WIKIPEDIA). The research project is due on Saturday November 2nd at 11:55pm, Week 5. For seated classes, they are due four days after the last day the class meets. The purpose of this project is to familiarize the student with resources that will enable them to study the Bible from a scholarly perspective. Your assignment will be graded for each section listed in this syllabus. You must use sources that are on this approved list. Please do not email me requesting to use sources not listed in each of the following sections. The sources listed represent the highest levels of scholarship and as such you will need to use one approved source from each section. Finding them will require visiting a college or university library. â€Å"I live hours from a college or university library† only means you will have to plan ahead so you can travel to one. You will need to plan, over the next 5 weeks, to go to a college or university library to find these sources. The MOC library has plenty of these sources on the shelf and they are ready to be used. Any other college- or university-level library will have some of them as well. If the college is religiously affiliated, the better chance you will have finding an increased number of approved sources. Public libraries are not the same as college- or university-level libraries. You do not need to buy these sources, which are often expensive, since you can find them in college libraries. Please note that many of these resources are reference works, and are not available for use outside the library. In other words, you cannot check out many of them. A. Scholarly Journals – Go to NCLive and access one full-text article from one of the religion journals listed below. Do not use a book review for your article. If you do not have the required password for NCLive, contact  the library. It is your responsibility to contact the library in a timely manner and understand how to access NCLive so that you can complete this portion of the assignment. Do not wait until the weekend before it is due. You need to plan ahead in order to have time to properly complete this part of the assignment. Remember you will need to have the current password for NCLive. In 2 – 3 pages: 1. Summarize the article. 2. Provide a brief biography of the author/s (one paragraph). 3. Identify three (3) things you learned about the OT or OT study from reading the article. Approved Journals available at NCLive are: Interpretation, Journal for the Study of the Old Testament, Journal of Biblical Literature, Near Eastern Archeology, and Commentary. B. Bible Dictionary – Familiarize yourself with the dictionary. In a 2 – 3 page paper: 1. Describe the contents of the dictionary (how it is organized, what kind of articles are included, who is the author/editor, whether each article is authored by a different person, etc.). 2. Choose three (3) entries related to the study of the OT. Entries should be at least one column in length. a. Summarize the entry. b. Identify the author with a brief biography (1-2 sentences). c. Share at least one thing you learned from the article. Approved Bible Dictionaries: The Dictionary of Bible and Religion, William H. Gentz, ed. Dictionary of the Bible, James Hastings, ed Mercer Dictionary of the Bible, Waston E. Mills, gen. ed. Eerdmans Dictionary of the Bible, David Noel Freedman, ed. The Westminster Dictionary of the Bible, John David The Zondervan Pictoral Bible Dictionary, Merrill C. Tenny, gen. ed. Harper’s Bible Dictionary, Madeleine S. Miller and J. Lane Miller The Interpreter’s Dictionary of the Bible, Keith Crim, gen. ed. The International Standard Bible Encyclopedia, Geoffrey W. Bromiley, gen. ed. Anchor Bible Dictionary, David Noel Freedman, ed. C. Commentary–Choose one volume from a multi-volume Bible Commentary series. Do not use a one-volume commentary. The volume chosen should be on one of the books of the Old Testament. Familiarize yourself with the Commentary. In a 2 – 3 page paper: 1. Describe the contents of the commentary (how it is organized, what kind of information is included about each book, who is the editor of the series, what translation(s) the commentary uses, who is the author of the commentary on the book of the Bible in the volume you chose, etc.). 2. Choose a scripture passage and read what the commentary says about that passage (e.g. Genesis 1:1-2:4a; 2 Samuel 18:8-18; Psalm 1; Joel 2:28-29, etc.). Summarize what the commentary says about the passage and share at least two things you learned from reading about the passage in the commentary. Approved Commentaries: The Anchor Bible Series, The Old Testament Library, Smyth & Helwys Bible Commentary, Interpretation: A Bible Commentary for Teaching and Preaching, The Cambridge Bible Commentary, Interpreter’s Bible, The New Interpreter’s Bible (note this is an updated version from The Interpreter’s Bible), Broadman Bible Commentary, Interpretation Note: The New Interpreter’s Study Bible is not an acceptable source, since it is not a multi-volume commentary. Please do not confuse this book with The New Interpreter’s Bible, which is acceptable, mentioned above. The research project must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, double-spaced. All sources must be documented using proper documentation (MLA, APA, Chicago/Turabian). Note: If you use APA, you  must still provide the page number in your documentation. In addition, although each part of this research project is self-contained, a short paper in its own right, the final product should be one document (i.e., do not send three separate documents). Each section of the final project should be delineated clearly with the start of a new page; there is no need to include a separate title page for each section, however. There is also no need to provide a bibliography after each section; simply include one bibliography at the end of the paper as a whole, which should include all sources used in each of the three sections of the project. Failure to follow these guidelines may result in a grade deduction. It is very important that you include every section as explained. Failure to use approved sources or to include each specified section will result in points that are available NOT being earned. The project is due on Saturday _Nov. 2 @ midnight_ via attachment in MS-Word in Moodle. Again, the file name on the assignment should follow this format: studentname-assignment.doc (e.g., williams-finalproject.doc) No late assignments will be accepted. This project is worth up to 20 points. 4. Learning Forum Discussion Board. There is a â€Å"question of the week† to provide opportunity for critical thinking and response to the thinking of others in your class. Each student must enter a response to the question of the week in the Course Forum for that week by Thursday at 8:00 p.m. of weeks one through four (starting right now!). The initial response must be a minimum of 400 words. The student must also respond to the comments of at least two fellow students by Sunday at 8:00 p.m. of each week. There will be no points for late work. Each week’s responses are worth up to 5 points. To receive full credit, responses must show evidence of critical analysis and that you have read the course materials. Your response to other students must be more than â€Å"I really like your idea.† Instead, tell why you liked or did not like what the other student stated? These questions are not asking for your opinion. You must interact with the textbook, Biblical readings, and other course materials as well as your  classmates. Be sure to substantiate your thoughts with cited scholarly proof. This is not the place to pronounce judgment on other religious perspectives or the perspectives of your classmates. If you disagree with something you read, then support your position with scholarly proof (e.g. â€Å"Sunday School† answers will not be accepted). Any comment deemed out-of-bounds will be flagged and no points will be rewarded. In addition to your responses, you may post any thoughts, questions, new ideas, challenges to what you have always thought that you have gained from your reading and class discussion. Be sure to check the Forum throughout the week. I may post responses to your posts from time to time. I will indicate if you did not receive credit for a post so that you may make sure you have enough posts for that week. Sometimes I may ask you to elaborate on a comment. In order to receive full credit for that post, you will need to do so. It is recommended that you read all posts by the instructor and be familiar with all material raised during the discussion. Please note that posting all responses in one day or in a short period of time is equivalent to showing up to a seated class for a brief period. If you do not actively participate in the Forum, then by definition you are not meeting the minimum requirements and you will be graded accordingly. Actively participating means checking the Forum often and responding with in-depth answers which show mastery of course material. Minimum participation will yield minimum grades (that means a â€Å"C†). In order to fully discuss your topic, you will want to state what your thoughts were before doing your reading, what you learned from your reading (being sure to cite with proper citation course material in your response) and most importantly how your reading has affected your understanding of the topic. The questions for each week are as follows: Remember, answer using a minimum of 400 words: Week One: Initial post Sept. 26 by 8:00 p.m. Responses due by Sun. Sept. 29 at 8:00 p.m. Prior to taking this course, had you ever noticed that Genesis has two creation stories (1:1-2:4a and 2:4b- 2:25)? Based on your current study, what is the purpose of these stories? What are the major themes in these stories? Compare and contrast what they reveal about God. Compare and contrast what they reveal about what it means to be human. Compare and contrast the order of creation in each story. Week Two: Initial post Oct. 3 by 8:00 p.m. Responses due by Sun. Oct. 6 at 8:00 p.m. â€Å"The Ten Commandments† are found in the Old Testament in Exodus 20 and Deuteronomy 5. Compare and contrast the versions of the Ten Commandments found in these two scripture passages. How do scholars account for their differences? What does the relationship between the Ten Commandments and Hammurabi’s Code reveal about the role of apodictic law in the Ancient Near East? Week Three: Initial post Oct. 10 by 8:00 p.m. Responses due by Sun. Oct. 13 at 8:00 p.m. Discuss the differences you have found in your studies between how judges were selected and their method of ruling, and how Kings David and Solomon were selected and how they ruled. How did the change from tribal confederacy under the judges to the monarchial society under a king impact the lives of the people? Week Four: Initial post Oct. 17 by 8:00 p.m. Responses due by Sun. Oct. 20 at 8:00 p.m. How does Coogan define Old Testament prophecy? Based on Coogan’s definition, how is the term prophecy often misunderstood today? Based on your readings in Coogan, to whom were the prophecies addressed and when were they expected to be fulfilled? What were several themes or concerns of the prophets of the Old Testament? Pay particular attention to Amos, Ezekiel, and Deutero-Isaiah (Isaiah 40-66)? 5. There will be a final exam which must be taken before 11:55 p.m. on Thursday, ___Nov. 7____. The final exam will be available beginning Saturday, _Nov. 2__. You may take the exam at your convenience during the last week of class. It is a timed exam and you will have 2 hours to complete  it. The exam may only be taken once, so once you begin the exam you must finish it. Once your time has expired, the exam is officially over. The best way to prepare for this exam is to review the text, your responses to the study questions, and your instructor’s feedback to your study question response. Please note: the student is responsible for having a reliable internet connection and a browser that are compatible with the format for the online test. Please Take Note of the Following Concerning All Assignments: If you are in an Online course: By signing up to take an online course, the student accepts all responsibility for having properly functioning computer equipment and for understanding how to navigate the online course—including but not limited to complete understanding of Moodle, the MOC email system, and how to submit assignments. In addition, students are responsible for turning all assignments in on time. In the event of an emergency that may hinder the ability to turn something in on time, students should contact the instructor before the assignment is due. If you do not contact the professor before the deadline, it is too late—not contacting me ahead of time means that you have chosen to miss the due date. Determining what constitutes an emergency and whether to accept late assignments is left solely to the instructor’s discretion. Grading System The student’s performance in this course will be evaluated as follows: Study Questions40 points (10 points per week) Discussion Board/Question of the Week responses20 points (5 points per week) Research Project20 points Final examination20 points Total Points100 points Grades will be awarded as follows (please note that the Department of Religion uses a 7-point scale): A=93-100 ptsExcellent, well above minimum requirements, superior work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of superior levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of superior critical thinking and analysis of course material.) B=85-92 ptsAbove Average, above minimum requirements, excellent work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of excellent levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of strong critical thinking and analysis of course material.) C=77-84 ptsAverage, minimum requirements completed, satisfactory understanding of subject (In papers, some grammatical, spelling or formatting errors. Work contains little to no evidence of scholarly analysis, synthesis and relevant application. Majority of work consists of recalling facts, making general summary statements and restating the thoughts of others. In discussion board posts there is evidence of understanding course material but little to no critical thinking or analysis.) D=70-76 ptsPoor, minimum requirements not met, poor work and understanding of subject (In papers, unsatisfactory amount of grammatical, spelling and formatting errors. No evidence of scholarly analysis, synthesis and relevant application. In discussion board posts there is no evidence of understanding, critical thinking or analysis of course material.) F=below 70 pts Failing, minimum requirements not met, failing work and understanding of subject. (In papers, below poor amount of grammatical, spelling and formatting error. No evidence of scholarly analysis, synthesis and relevant application.) Please note: I only give out the grade that you have earned. You are responsible for your grade. Communication The only acceptable form of e-mail communication for students is the MOC email account. Students may expect messages from me on this account. Failure to check your MOC e-mail account is not an acceptable excuse for missing messages. You are responsible for checking your e-mail on a regular basis (i.e., daily) for messages concerning this course. Failing to check your email on a regular basis is not an excuse for missing important information. If you have difficulties accessing Moodle or your e-mail account, contact Information Technology at pcsupport@moc.edu or call 919.658.2502 ext. 3022. Academic Questions, Comments or Complaints All academic issues must be first brought to your instructor. Your instructor’s contact information is at the top of this syllabus. In the event that you and your instructor cannot resolve an issue, the next step is to contact the Division Chair. The Division Chair’s contact information is also at the top of this syllabus. To access the Honor Policy and information about Student Success Center Resources and Moye library, please refer to Moodle or the following website: http://www.moc.edu/index.php/academic-honor-policy-and-info-resource Course Outline and Assignments Week One: 1. Email me to introduce yourself and to indicate that you have understood the syllabus. Note: this is the time to ask questions if you have them. If you do not have any questions at this time, I will assume that you understand the syllabus. Saying later on in the course that you have misunderstood something is not an excuse. Include the following statement: I have fully read the course syllabus and understand the assignments and  method of grading. I also fully understand what plagiarism is in relation to each assignment, study questions, forum, and project. You must type your name at the end of the email. If you do not fully understand the syllabus or the honor policy, make sure to ask any questions you may have before sending this email. 2.Read Coogan, Chapters 1-5. 3.Read related passages in the Old Testament. 4. Answer the following study questions, submitting your answers by [Friday __Oct. 4_____ ] at 8:00 p.m. (EST): Chapter 3: 1, 2, 3, 4, 5 Chapter 4: 1, 2, 3, 4 Chapter 5: 1, 2, 3, 4, 5, 6 5.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week One Initial post due Thursday Sept. 26 by 8:00 p.m. Follow up responses by Sun. Sept. 29 at 8:00 p.m. 6. Begin working on research project. Week Two: 1.Read Coogan, Chapters 6-10 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 11_____] at 8:00 p.m. (EST): Chapter 6: 1, 3, 4, 5, 6 Chapter 7: 1, 2, 3 Chapter 8: 1, 2, 3, 4, 5, 6, 7 Chapter 9: 1, 2 Chapter 10: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Two initial posts due by Thursday Oct. 3 at 8:00 p.m. Follow up responses by Sun. Oct. 6 at 8:00 p.m. 5.Continue working on research projects. Week Three: 1.Read Coogan, Chapters 11-15 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 18____] at 8:00 p.m. (EST): Chapter 11: 2, 4, 5, 6, 7 Chapter 12: 1, 2, 3 Chapter 13: 1, 2, 3, 4, 5 Chapter 14: 1, 2, 3, 4 Chapter 15: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Three initial posts due by Thursday Oct. 10 by 8:00 p.m. Follow up responses by Sun. Oct 13 at 8:00 p.m. 5. Continue working on research projects. Week Four: 1.Read Coogan, Chapters 16-22 2. Answer the following study questions, submitting your answers by [Friday __Oct. 25____] at 8:00 p.m. (EST): Chapter 16: 1, 2, 3 Chapter 17: 1, 2, 3, 4 Chapter 18: 1, 2, 3 Chapter 19: 1, 2, 3, 4, 5 Chapter 20: 1, 2, 3 Chapter 21: 1, 2, 3, 4 Chapter 22: 2, 4 3.Read related passages in the Old Testament. 4. Continue working on your research projects. 5. Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Four initial posts due by Thursday Oct. 17 at 8:00 p.m. Follow up responses by Sun. Oct. 20 at 8:00 p.m. Week Five 1. Read Coogan, Chapters 23-24 and Appendix 2.Research Project must be submitted by Saturday, [__Nov. 2____] at 11:55 p.m. (EST). 2.Take the Final Exam by Thursday, [__Nov. 7____] at 11:55 p.m. (EST). NOTE: Late week 5 work will not be accepted. Non-negotiable.

Agesim 3

Thompson, 2006,comments that it is important â€Å"that due regard is given to questions of good practice in working with older people-that is, to the development of anti-ageist practice. † The Author will now discuss the above with particular attention drawn to Ageist &Anti-Ageist practice. The Theoretical framework applicable to aging & its implications on policy & practice within social care work with elderly people. Hughes & Mtezuka (1992) describes ageism as â€Å"the social process through which negative images of & attitudes towards older people, based solely on the characteristics of old age itself, result in discrimination. The Author whilst researching this topic came across various forms of ageist practices solely for the purpose of this essay several have been selected to briefly discuss. Firstly stereotyping all elderly people with less favourable assumptions such as â€Å"All elderly people are Dependent on Society. † â€Å"Ageism has the effect of under mining a sense of dignity and the self-esteem which partly depends on it. Ageism marginalizes, excludes and demoralises. †(Thompson, 2006. In Contrast with an Anti-Ageist practice where an assessment is recommended and an intervention is then put in place based on this assessment rather than on assumptions. According to Thompson â€Å"A key task within a programme of developing anti-ageist practice must therefore be the promotion of dignity and the enhancement of self-esteem-counterbalance to the prevalence of negative stereotypes. † A very Common Drawback in Ageist practice with social care workers is the applying of Medical terminology such as â€Å"treatment† and â€Å"diagnosis†. Whereas a less ageist approach would be in the utilization of social care terminology such as â€Å"Interventions† and â€Å"Assessments†, which have less of an impact on the Elderly persons Self-esteem and Self-Image, where becoming elderly is viewed as another stage in life rather than associated with illnesses such as strokes, heart attacks and deafness. A very visible Ageist practice is one, which was developed by the welfare state. Higgs (1998) discusses the welfare States role in producing or at least, reinforcing what can be described as â€Å"structured dependency. This is very evident in the implementing of the compulsory retirement age of 65 in Ireland, which Gerontologists categorize as â€Å"young old. † Where citizens lose their independence of earning and now rely on social funding and savings. For many elderly people reaching this retirement age can have various implications to their self-esteem and self worth. Social policies like so can be very exclusive, as Elderly people don’t have a voice when they can retire. However an Anti-Ageist practice is promoting interdependency & avoidance of a dependency nature and a change in exclusive ageist policies. The retirement age in England is to be abolished in October 2011 according to Age UK who campaigned for anti age discrimination legislation for four years a step, which would be welcomed in Ireland to abolish ageism and ageist practices. As Phillipson (1989) puts it: â€Å"Fostering the idea of interdependency needs, then, to become part of a new radical philosophy for work with older people. It provides recognition of the help older people need from us, as well as the rewards to be gained from giving this help. It also reminds us of the skills possessed by older people and the resources these might provide for activities and campaigns within the community. † Another familiar form of Ageist practice is the use of de-personalising terms. Terms of which are used in a very innocent manner but can be patronising towards elderly people. Examples of such terms are â€Å"Old dears† or â€Å"How are the girls? † when addressing elderly women, suggesting they are childlike which the Author will discuss later on. To avoid this Ageist practice a more Anti-Ageist practice should be adapted with more awareness of the use of language used when addressing elderly people. Lastly as briefly pointed out previously is the adaptation of Infantilisation within the ageist practice. Here Social care workers see Elderly people as if they are children with the rise of elderly abuse social care workers now see a strong need for protection however the ageist risk that comes with this is that elderly peoples decision making capacity is now looked at and within an ageist practice there voice is not heard. Norman (1987) once said â€Å"we deny them, as we deny children, the right to take responsibility for heir sexuality, their behaviour and their risk taking. † The Author shall now explore various theories in aging and how they impact on policy and practice in social care work with older people. The first theory to explore is that of Erikson 1992 is the last stage in his lifespan development this stage is â€Å"Ego Integrity v Despair. † This is experienced according to Erikison is at the later stage of adulthood 60 and over when the older person â⠂¬Å"experiences an increasing awareness of their limits of time-a realization of inevitable, impending death. () Which in turn creates a final life crisis where she reflects back on her life at what she has achieved and what she had failed to. Failure to achieve Ego Integrity causes the individual to experience feelings of anxiety hopelessness and despair. However it is said, â€Å"Those who use their growing capacity for philosophical reflection to achieve a degree of self satification are less fearful of death†(Bee, 2006. ) Havighursts anti-ageist Activity theory 1940 then in contrast to Erikison theory is based around denying aging for as long as possible and keeping active in the later stages of adulthood. Within the context of this theory, activity can be viewed broadly as physical or intellectual. Therefore, even with illness or advancing age, the older person can remain â€Å"active† and achieve a sense of life satification†() Cumming and henrys Disengagem ent theory of the 1960s is an ageist theory, which is focused around scaling down the elderly persons life. The question here to be asked is who disengages from whom is it the society disengages from the elderly person? Does the elderly person consciously decide to disengage or is it factors out of their reach, which causes society to disengage. Returning to again the compulsory retirement age society disengages from people age 65 and older in the work place. â€Å"Continuity theory is a theory of continuous adult development and adaptation. Adult development and aging, including the evolution of various components of the self, occur in the context of particular social structures†() This theory greatly contradicts the other theory’s where the lderly person is to come to terms with what they had achieved and failed, the immense of death, to deny aging and lastly disengage and scale down there life. However this theory suggests elderly people are just continuing living there life’s whether they were highly involved in the community or where passive and satisfied with there own company. However ageist practices and attitudes prohibit such where the elderly person is seen as vulnera ble, childlike, ill and taught to take the disengagement theory or Erikisons model to scale down ones life. Therefore the Author Concludes this essay where she has pointed out the importance thatâ€Å"due regard is given to questions of good practice in working with older people-that is, to the development of anti-ageist practice† over ridding ageist theorists assumptions of elderly people in today’s society. The Author has clearly pointed out visible ageist practices but has contrasted these with the appropriated anti-ageist practices. In addition to this the Author has explored theories in aging and has given several examples on how these theories impact on policy and practice in social care work with older people.

How well Durex is managing their product line and make recommendations Essay

How well Durex is managing their product line and make recommendations for the future - Essay Example The same set of benefits from more products lead to ambiguity and consumer choose one on the cost of other, which often decline the market share for one product in favor of other. The onion is designed from the philosophy and commitment of business for providing aid maintaining health of people while allowing living happily. Company is maintaining product’s life with augmented product line and that’s strategy seems viable increase product life. Product life cycle refers to the actual position of the brand and its product line the market (Grieves, 2005a). Four phases of the time shows the future potential of growth for making investments (Terzi et al., 2010). These four phases include (Grieves, 2005b): Maturity where brand successfully achieved its potential growth and generating high revenues while moving towards expectancy by loosing essence by the time. Here investment is made to operate and reinforce the brand. The product life cycle is derived from the fact that Durex is earning high revenues and expanding the maturity phase by continuous extensions in product and communications as the blue line in the given graphic shows the extensions of brand to survive in long-run. Griffin (2012) described BCG (Boston Consulting Group) matrix as the evaluation tool for the relative to other brand present in the market. BCG technique is utilized to plot the potential of the product in the market and make investments accordingly (Schawel & Billing, 2014; Johnson et al., 2011). Four quarters of the matrix presents following categories (Doherty & Lu, 2012): The matrix shows evidence that brand is in the phase of moving from Stars to cash cows and relatively occupy a very large market share, so the competition level for the brand is not very vital in short-term. By looking at the market growth, Dettol is at the top position, which give the idea that in long-run brand will have to face competition also for investment decisions of

OVARY Essay Example | Topics and Well Written Essays - 750 words

OVARY - Essay Example During menstrual cycle there is multiple changes takes place side by side in ovary and uterus therefore on this basis menstrual cycle can be studied separately as ovarian cycle and uterine cycle. Menstrual cycle basically helps to prepare uterus for pregnancy every month and if uterus don’t receive a sperm, all of the changes that has taken place ends up in shedding of uterine epithelium accompanied with bleeding which is known as menstruation. Follicular Phase: During fetal life immature ovum trapped into primordial follicles. At puberty these primordial follicles begin to mature. Follicular phase starts from the end to menstruation, with the maturation of few of the primordial follicles under the influence of follicular stimulating hormone (FSH) and luteinizing hormone (LH), releases from anterior pituitary gland. Only one of them reaches full maturity while others remains atretic. Mature follicle at this stage called as Graffin follicle. Griffin follicle is an oval structure having three layers namely from within outside are, granulose cells, Theca Interna and Theca Externa. Follicular fluid fills the whole griffin follicle. Theca Interna is the primary source of estrogen hormone. As the follicle becomes mature it swells up and ready to release ovum. This phase extends from day 1 to day 13 of menstrual cycle. Ovulation: This is the day 14 of the menstrual cycle accompanied by the rupture of matured griffin follicle and the release of ovum in abdominal cavity which is later picked up by the fimbrae in the fallopian tubes to travel to uterine cavity. This phase is due to the raised levels of luteinizing hormone. Luteal Phase: This phase extends from day 14 to day 18 characterized by the conversion of empty griffin follicle in a yellow lipid filled cells called luteal cells and hence corpus luteum. Corpus luteum is the primary source of progesterone which is responsible for of the changes in

Investigation and evaluation of Organisation Value Strategies and how Dissertation

Investigation and evaluation of Organisation Value Strategies and how these are supported by modern Technology - Dissertation Example Any other person who uses this work should acknowledge it accordingly. Student's Signature: Date: Contents Introduction The success of an organization is highly dependent on its values and strategies used to attain those values. For an organization to be competitive, it must have a well- established business strategy that will be pivotal in helping it achieve its values. Values are the ones that guide the activities of organizations. Values can be defined as the good or worthwhile traits and qualities within the organization. They are indicators of the highest priorities of the organization. They are the ones that drive the organization towards achieving its objectives. Within an organization, value statements dictate the manner with which individuals will behave. It is worth noting that the behaviour of individuals has an impact on the performance of the organization. In addition, the way individuals behave with each other could be a motivating factor for employees. Organizational s uggests the value that the organization has put on customers, employees, suppliers and other stakeholders. Some of the most common values that can be embraced in an organization are; individuality, equality, responsibility, accountability, loyalty, credibility and honesty among others. The list of values that organizations can adopt is endless (Stein & Christiansen, 2010). Strategies can be defined as the approaches that the organization uses to achieve its values, goals and objectives. Developing strategies is very critical for any organization since this will draw the path through which the organization will attain its future success. Managers should invest enough time in defining the strategies that the organization will use to accomplish its values. For instance, value accomplishment can be facilitated by empowering employees. Employees have the ability to give the organization a competitive advantage. They are the once who facilitate the achievement of organizational goals and therefore they should be empowered. In the wake of the 20th century, technology has been advancing at a higher rate as compared to any other time in the past. Modern technology has the ability to support organizational value strategies. It offers a number of options that can be used as strategies to achieve its values. For instance, consumer value can be attained through innovation (Stein & Christiansen, 2010). In addition, accountability and loyalty can also be attained through innovation. Innovation is the lifeblood of today’s organizations. Organizations need to be highly innovative for them to survive in the economic environment. It is very difficult for any business to make it today without being innovative. Each of the businesses wants to have a large share of the market to maximize its revenue and therefore has to be creative in order to attract customers. Technology has led to emergence of businesses being conducted online which help in supporting the organizational v alue strategies. Modern technology is essential in supporting the organizational value strategies since it enables an organization to improve its innovation capability and hence gain a competitive advantage (Matheson & Matheson, 1998). Over the last couple of decades, academicians have focused their attention to modern technology. They evaluate how the technology can be used to help the organization attain a

My Big Idea regarding System of Education Assignment - 1

My Big Idea regarding System of Education - Assignment Example These issues among others are destroying the name of schoolwork in this country as the situation is moving from worse to worst. Â  Besides these issues, it is preferable to install computerized systems in schools such that students and teachers wherever they are can access the information they need. These systems should allow teachers to update syllabus, make notes, give examinations and produce results. This is well supported by virtual learning systems, and it is well done through the internet and local connections around schools. In return, the difficulties teachers and students face in schools will be limited while salaries and payments are relatively effective. The reason behind this attribute is that school staffs, students, and teachers do their core tasks required by the institution, and the rest of the other days is all for themselves to enjoy. This should be implied in the I.C.T sector. Â  Secondly, our system of education has been compromised as an orphan child among other areas in the society where it faces double standards that have created an atmosphere of frustration for primary and secondary level students. I urge the government to implant strong knowledge on practical education where specialization of one’s’ career begins at level one of secondary education. Â  I like how this craft is. As an editor of The Daily News, I would like to confirm to you that this information will be spread to people with enough courage to challenge the cabinet so that they can discuss on the implementation of these systems especially in the secondary and primary schools. Furthermore, the whole nation will be requested to give opinions on the same issue. I am sure that, once the government embarks on implementing these systems, there will be a reduced cost of manpower from the resource department.

Levers of Control, Balanced Scorecard 1, Non-Financial Performance Article

Levers of Control, Balanced Scorecard 1, Non-Financial Performance Measures - Article Example The writers say that there are still a lot of firms which do not realize the importance of nonfinancial performance measures and have no such procedures to measure them, on other hand there are many others which only use off the shelf procedures and frameworks for measuring it and do not dig deep to track the activities which actually affect the framework. Companies make many mistakes in using these off-the-shelf and even their own frameworks one of which is that they do not link the measures to the strategy and don’t know that which nonfinancial performance measure they should track. In their research they found that only 30% firms have developed their own causal models which develop cause-and-effect relationship between chosen drivers of strategic success and outcomes. Second mistakes the companies make is that even after developing causal models they do not validate the link between the selected measures and strategy, i.e. afterwards they do not examine the results to verif y that if their selected measure is actually contributing towards the goal or not, or to what extent it is effective for achieving goal, so that it may be weighed accordingly and thus they remain fail to determine the relative importance of each measure and resultantly they fail in proper allocation of resources. During their research they found that out the firms that develop causal models, only 21% of them validated the link between measures and strategy. The third mistake made by the firms is that they do not establish right performance targets. Because right performance is only beneficial or fruitful upto a certain extent and after that point it produces diminishing or even negative returns, so it’s very important to set a level for right performance so that resources are not wasted into non-productive or counterproductive activities and may be directed towards more productive factors. Fourthly, about 70% of the firms that build causal models and validate links between se lected measures and strategy and set right performance targets, adopt such metrics to measure the results which lack statistical validity and reliability. To solve the four problems discussed above writers have lined a six step procedure according to which; firstly, a causal model should be developed on the basis of the hypothesis in the strategic plan. Secondly, firm should pull up the useful data from already available data and by using all of the available data and systems of all of the departments. Thirdly, collected data should be turned into information by using different statistical tools and models. Fourthly, ongoing reassessment of results should be done regularly and causal model should be refined accordingly because effectiveness of different activities goes on changing with the passage of time and new activities/ factors keep on emerging. At fifth, results and conclusions of data analysis should be used in decision making and for future planning. Finally, results and out comes should be assessed to see the effectiveness of action plans. The writers are right in concluding that nonfinancial performance measures are more effective if they are based on more sophisticated qualitative and quantitative inquiries into the factors actually contributing to the economic results. The article â€Å"How new top managers use control systems as levers of strategic renewal†

Shri Ram Restaurant - Operations Management Essay

Shri Ram Restaurant - Operations Management - Essay Example Sometimes the customers have been quoted saying that, the services are slow and the rooms squeezed and that people should only go there when they are not in a hurry or are craving for South Indian foods. They have continuously complained that the decor is tacky and the lighting very poor (tripadvisor, 2013). Although the restaurant is well furnished and well equipped with Colourful painted walls, such comments from customers should be seriously treated taking into account that ‘the customer is always right’. Such problems have been causing slow growth of the business due to low customer turnover. To deal with these challenges, Shri Ram Restaurant needs to identify the areas with discrepancies and come up with proper solutions. The main issues that need to be handled are; inventory and capacity management, supply chain management, risk management, lean and waste management, demand forecasting and queuing calculations, quality models, and global and international issues. I n order to complete the customer’s requirements, the restaurant should manage the inventory effectively. Managing finances by use of database is very crucial for effective and accurate use of funds. Quality management remains the key point that forms basis for the business’s main stay and a pacesetter for steadfast growth and expansion.According to Laird and McCutcheon (2002), risk management is the integrated loom to the management of the constant reduction of risks to environment assets, production and people in the industrial setting... Purpose of Case Study The purpose of the study is to better the services of the restaurant through improvement of customers and staff management and production processes. Sometimes the customers have been quoted saying that, the services are slow and the rooms squeezed and that people should only go there when they are not in a hurry or are craving for South Indian foods. They have continuously complained that the decor is tacky and the lighting very poor (tripadvisor, 2013). Although the restaurant is well furnished and well equipped with Colourful painted walls, such comments from customers should be seriously treated taking into account that ‘the customer is always right’. Such problems have been causing slow growth of the business due to low customer turnover. To deal with these challenges, Shri Ram Restaurant needs to identify the areas with discrepancies and come up with proper solutions. The main issues that need to be handled are; inventory and capacity managemen t, supply chain management, risk management, lean and waste management, demand forecasting and queuing calculations, quality models, and global and international issues. In order to complete the customer’s requirements, the restaurant should manage the inventory effectively. Managing finances by use of database is very crucial for effective and accurate use of funds. Quality management remains the key point that forms basis for the business’s main stay and a pacesetter for steadfast growth and expansion. Risk Management According to Laird and McCutcheon (2002), risk management is the integrated loom to the management of the constant reduction of risks to environment assets, production and people in the industrial setting. Chandler (2003)

Vocelli Pizza Franchise Plan Essay Example | Topics and Well Written Essays - 1500 words

Vocelli Pizza Franchise Plan - Essay Example Vocelli Pizza has a franchise program that it intends to introduce in United Kingdom. Vocelli Pizza provides assistance to successful franchisees to identify business location for our products. Through the assistance of company executives, Vocelli Pizza offer market information, product entry behavior, and innovative approaches to be adopted by the franchisees. a. Strengths of Vocelli Pizza Vocelli Pizza has success record of over 22 years in the food industry. Vocelli Pizza owes its success to unique food selection that it offers to its clientele. Vocelli Pizza offer products, which are tasty and healthier. The company offers alternative to usual fast food fries which do not consider health standards. The customer experience in our restaurants is superb. The physical evidence of our restaurants attracts and provides the cool serene that many customers require. Vocelli Pizza serves its products according to needs of its customers an attribute that has promoted the success of the company. Franchise locations receive our products, which bear the same taste. Our staffs offer quality and timely services to our esteemed clients. b. Vocelli Pizza Weaknesses Transportation of our products is a great challenge that the company is facing. Sometimes our franchise outlets may register delay in product delivery. Another notable weakness of the company is poor market share command due high competition in the food industry. Some customers are reluctant to visit our restaurants because of trendy and classy looks.

Subject-Management Process Case Study Essay Example for Free

Subject-Management Process Case Study Essay This case is about Victor D’Cuhna, young executive who has joined to take charge of data processing cell. The main problems which were there in department are; there is no co-ordination between the employees due to lack of training and there is communication gap. D’Cuhna is keen of making changes immediately in the department and conducts seminar training session. D’Cuhna faces various problems during his change management, which were neglected by him and hence turns into failure. Case Analysis: Problems: * Immediate Implementation (Hasty decisions): D’Cuhna soon after joining started implementing change in the department like seminar on communication and feedback and training session. * Unable to connect and co-ordinate with his colleagues: Female sub-ordinates ignored his implementations, his senior management was also uncomfortable and his junior promoted officers also had negative prejudice. * No consent taken from higher management: He did not consider taking opinions of the regional head before firing the female employee. * Lack of formal training: Fresh recruits and junior clerk cadre were not formally trained. So, blame was always put on data processing cell in case of any discrepancies. Reasons for Failure: There are certain functions of a Manager which needs to be fulfilled like planning, organizing, staffing, leading, controlling and coordinating. D’Cuhna fulfilled few of the functions but failed to be efficient in some functions such as: †¢ Leading: He couldn’t influence most of the people in the department so that they can contribute work towards organizational goal as a group. †¢ Controlling: He couldn’t measure correct individual performance to ensure that events conform to plans. †¢ Co-ordination: He was unable to achieve harmony among individuals. †¢ Lack of Understanding: Improper communication and lack of understanding with sub-ordinates and seniors. Precautionary Steps: 1) As he was new to the office he should have first acquainted himself well with his peers, seniors and juniors. He should have spent some time in building understandability with them. 2) Before conducting seminars he should have taken the senior management into confidence by making them understand the loopholes in the process and why such seminars are required. 3) He should have tried to build a rapport with juniors as well by making them understand why they need training before imparting them the same. 4) He should have consulted the senior management and her immediate officer before firing the clerk. MINUTES OF MEETING Following is the minutes of meeting of the group discussion for this case let. †¢ Date Time: 30 January 2013, 05.30 pm to 7.00pm †¢ Members Participated: Following were the contribution of each member:- †¢ Prateek: He suggested that, D’Cuhna shouldn’t have made immediate changes to departments. †¢ Pallavi: He lacked leadership qualities highlighted the need of training. †¢ Prachi: Controlling co-ordination was missing, was suggested by her. †¢ Dinesh: Understanding employees was necessary to know the problem. †¢ Saugat: Suggested consulting with senior management was necessary before firing. †¢ Vikas: He misused the authority given to him did not make efforts to change opinion of the female employees.

A History of Pakistan Essay Example for Free

A History of Pakistan Essay â€Å"Believe it or not, India and Pakistan were once a solid and unified country: the citizens of the Indian border states of Rajasthan and Punjab were almost looking similar to the citizens of Pakistan† (Paul, 2005). â€Å"So when India became free from the British colonizers in 1947, conflicts between the India and Pakistan started to become intense. Since then, India and Pakistan have continuously been angry and uninterested towards each other—in fact, they have already participated in three major wars—and even during periods of peace, the two country’s relationship had always been on the line† (Jaffrelot, 2005). â€Å"Inspired by their conflicts regarding territories† over the region of Kashmir, anger and hatred developed between the two countries over the years. For Pakistanis, the Kashmir dispute has become a symbol of broken pledges and Indian duplicity, and they are constantly attempting to raise the issue whenever possible, thus drawing strong reactions from India; on the other hand, India considers Kashmir as a vital part of the country, and attempts of the Pakistanis are viewed as an act to smear India’s image (Conboy, 1992). Read more:  Current Political Situation of Pakistan Up to this day, Kashmir remains the worlds largest and most highly militarized territorial dispute. Worse, as the years passed by, many issues have coupled the long-lived dispute over Kashmir, such as: the linked issues of the Siachen Glacier, the Wular Lake Barrage, and the current Kashmiri struggle; communalism and the plight of the minorities; nuclear developments; periodic domestic troubles; the Afghanistan crisis; and the involvement of outside powers (King, 1998). The Benefits of Pakistan Partition â€Å"Economic programs in Pakistan after the period of its partition emphasized on core planning. The Pakistani government established objectives for controlling private industries. The partition was established in order to improve domestic businesses and reduce dependence on foreign trade. These efforts led to the stability of its economic development in the 1950s† (Jones, 2003). However, excellent results stopped coming in the two straight decades. By the early 1970s Pakistan had succeeded in conquering its goal of stability in terms of food availability, â€Å"although this food was not really available to all Pakistanis because of the flawed distribution and shortcomings in the harvest†. In the late 1970s the Pakistani government began to decrease its power over the economy, which led to slowed development toward this goal. By 1991, however, the Pakistani government still controlled or managed many industries, including mining and financing, manufacturing and construction. Economic development enhanced during this time, at least gradually as a result of economic programs supported by foreign loans (Jones, 2003). A financial crisis after the partition stimulated Pakistan to institute major economic reforms. Because the partition resulted into an incredible surge in oil prices, Pakistan was haunted by a barrage of payments problem. To gather loans from well-regarded funding organizations, Pakistan made up its mind to implement programs in order to free its economy. These economic programs eliminated many strict government policies on investment, and established tariff systems that maintained trading at a manageable level. â€Å"Also, reform deregulated many industries and privatized many public enterprises. These reforms continued through the mid-1990s, although at a slower rate because of political changes in India’s government. In 1993 Pakistan permitted Pakistan-owned private banks to be established along with a minority of foreign banks† (Holliday, 2000). â€Å"With the reforms, Pakistan incredibly made a smooth transition from a closed and very restrictive economy to one that is open and free to the world. By 1996 to 1997, foreign investment had grown to nearly $6 billion, up from $165 million in 1990 to 1991. Exports and imports also improved significantly at the same time. Economic growth since the 1980s has brought with it an expansion of the middle class, which was estimated to form 20 to 25 percent of Pakistan’s population in the mid-1990s. As a result, the demand for consumer goods has expanded rapidly† (Mittmann, 1991). In Pakistan, the upsurge of innovative activity seems to have had more to do with the advent of partition than with the Silicon Valley phenomenon. The partition has dramatically changed the market and supply conditions, from being shortage and seller driven to being buyer and competition driven. To survive and grow, firms have to focus on improving their competitiveness. They are realizing that the real source of industrial competition today lies in innovation and the rapid technological change taking place throughout the world. Technology is now a key determinant of strategic change in Pakistani firms. Industrial development based on indigenous technology development is still an elusive dream, but the process of technology acquisition and assimilation is now very much a strategic process, aligned with firms need to build competencies (Kudaisya, 2001). The partition has stimulated the rapid growth of innovation-driven industries such as information technology (IT), communications technology, biotechnology and pharmaceutical industries. This has led to a new type of business enterprise known as the knowledge enterprise and a new sector of the economy known as the knowledge economy. This sector is now a significant component of the national economy and accounts for a large portion of economic growth. The partition created renewed interest in innovative entrepreneurship as a key driver for the rapid diffusion of innovation in business and industry. Entrepreneurship occupies centre stage in the wealth creation process in the knowledge economy (Cohen, 2004). References: Cohen, S, 2004. The Idea of Pakistan. Brookings Institution Press. Conboy, K, 1992. Elite Forces of India and Pakistan. Osprey Publishing Holliday, T, 2000. Insight Guide Pakistan. Insight Guides; 3rd edition Jaffrelot, C, 2005. A History of Pakistan and Its Origins. Anthem Press; New edition Jones, O, 2003. Pakistan: Eye of the Storm. Yale University Press; 2nd edition King, J, 1998. Lonely Planet Pakistan. Lonely Planet Publications; 5th edition Kudaisya, G, 2001. The Aftermath of Partition in South Asia. Routledge; 1st edition Mittmann, K, 1991. Culture Shock! : Pakistan. Graphic Arts Center Publishing Company Paul, T, 2005. The India-Pakistan Conflict: An Enduring Rivalry. Cambridge University Pres

Reflection on Social Work Group Task

Reflection on Social Work Group Task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore group work theories, collaborative and inter-disciplinary working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professions, working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. This was evident during the group work as the group worked collaboratively to share ideas and tasks were allocated to each member according to competencies and mutual understanding. Salas et al. (2012) states that, group work started from the perspective of people working in partnership for a common goal. The theories of group work later materialised in regard to the dynamics of group work and the they provide an understanding of human behaviour when people are working in groups. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuckman and Jensen (1977), the forming stage is when the group members are establishing common interests and get to know one another with the desire to be part of the group. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. Tuchman and Jensen (1977) state that, storming stage may involve competing for ideas and perspectives, rules are developed and members may confront one another. Conflict may emerge and when unresolved, it can inhibit the team’s progress. There is then the norming stage when members take roles and responsibilities and an agenda is established. This stage involves belonging, growth and control. The performing stage is when the group is functional and tasks are implemented and evaluated. Finally, the adjourning stage involves the goals and objectives fulfilled and task completed. Tuckman and Jensen’s (1977) model of group formation can be applied to different settings and groups and it is easy to use. The model is flexible and can be applied regardless of type of group or task. However the model has no clear demarcation of the stages and is a linear format although the first four stages may not be in sequence. It does not explain time spent in each stage or if the stage can be repeated as some of the stages can recur for example norming and perfoming stages. (Halverson 2008) Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. I was in favour for a presentation using Power Point, however the majority of the group voted for a role play which I thought was not going to address all the information due to time allocated for the group to present. I was also a bit anxious for failing the task as the group had elected me to take the lead on the role play. At that time I felt that the team wanted me to do most of the task and I rejected the ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include co-ordinator, evaluator, maintainer, innovator, shaper, implementer, expert, investigator, team and completer, Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised of being inflexible with ideas of others. The feedback brought awareness on how I work with others and will help me in my practice. I think I took the role of an implementer who turns the team concepts into practical actions and plans however, inflexible and somewhat reluctant to change. However reflecting on my experience from my previous placement when I was working on a project to enable young mothers to gain independent skills, the project failed because I lost interest as a result of constraint in obtaining the resources. I think at that time I took the role of an investigator. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I think in future I need to be flexible and think of other ways of working around the plan for the benefit of the service users. I should also seek supervision with my manager to discuss such situations as it can provide best possible support. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding of working with teams or groups in an organisation. They suggested that, group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, resources and leadership structures. I abandoned a project which was going to benefit the young mothers and in a way the community as well. Although this was due to organisational constraints, as a future social worker, I should try to balance responsibilities in a way that supports well-informed decision making, using professional judgement and accountability (British Association of Social Workers 2012). Salas et a.l (2012) state that, in order for me to be grounded in theories of group work, I need to formulate theoretical frameworks that are in alignment with my perspectives and inclinations. To achieve this I need to have knowledge of the strength and weaknesses of the frameworks I use. This will help me to select theories that are appropriate to the situation. The Health and Care Professions Council (HPCP) (2012) also states that, I should â€Å"understand the key concepts of the knowledge base relevant to social work† so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop effective interpersonal skills. As a social work student, in order to work collaboratively, I need to develop skills and knowledge in decision making, effective communication and task coordination and the ability to learn from others and embrace change (DAmour et al 2005). This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that mutual understanding and collaboration is vital for teamwork to be effective. Teamwork requires respecting each other’s values, beliefs and viewpoints and also self awareness of my own beliefs, values and perspectives (Hall 2005). I also now have an understanding of the importance of effective communication, participative decision making and accepting ideas of other when working in a team. The group work enabled me to develop skills in sharing of ideas and also how to relay and support my own viewpoint with confidence. According to Crawford (2012), I must have an understanding of my own professional identity as a social worker so as to develop confidence in myself and work with other professionals effectively. The HCPC (2012) states that, I must â€Å"be able to engage in inter-professional and inter-agency communication† and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), as values are internalised, they can be invisible to other team members thereby creating obstacles in inter-professional working. As a result, I must make my professional values clear to other professionals I work with and also have an understanding of their values. The College of Social Work (2014) states that, as a social worker, I need to develop skills, competencies and the ability to recognise the challenges and dynamics of team-working and also have an awareness of team cultures so as to be able to work effectively in a multi-disciplinary team. The group work task and the feedback I received from my colleagues enabled me to develop awareness on how I work with others and I also managed to learn about my strengths and weaknesses. For example taking the role of an implementer I was able to execute a plan however resistant to change. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. In future, I need to take into consideration other people’s ideas as there are different approaches to tasks and also appreciate other people’s experiences and values especially when working with professional of different background as mine. References The College of Social Work (2014) Roles and functions of social workers in England http://www.tcsw.org.uk/uploadedfiles/thecollege/_collegelibrary/policy/rolesfunctionsadvicenote.pdf DAmour, D, Ferrada-Videla, M, Rodriguez, L, Beaulieu, M 2005, The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks,Journal Of Interprofessional Care, 19, pp. 116-131, CINAHL Plus with Full Text, EBSCOhost, viewed 14 August 2014. http://0-eds.b.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?nobk=yvid=4[emailprotected]hid=102 Claire B. Halverson, S. Aqeel Tirmizi Effective Multicultural Teams: Theory and Practice: theory and practice British Association of Social Workers (2012) The Code of Ethics for Social Work :Statement of Principles http://cdn.basw.co.uk/upload/basw_112315-7.pdf

Kalevala Koru :: essays research papers

Kalevala Koru Introduction The history of Kalevala jewellery went back to the Association of Kalevala Women who aimed to safeguard ancient Finnish culture tradition. Making-making was regarded by them as one way to honour national history and culture heritage as well as one way to raise funds for the Association of Kalevala Women. The name Kalevala came from the national epic because of its strong connection Established in 1937, Kalevala Jewellery started to produce jewellery in 1940. In 1940s, though facing difficulties of lacking raw materials and skilful workforce in production, the jewellery sold very well both at home and abroad partly due to the fact that demand exceeded supply, partly due to its attendances at jewellery exhibitions which enlarged its brand fame. 1950s saw the steady growth of Kalevala till 1960s, however modern jewellery gained an increasing market share at the same time. In the early 70s situation improved a bit then replaced by a sliding down at the end of the decade till the beginning of 80s when the Association had to give financial aid to help it out. Then thanks to a change in fashion in the mid-80s, Kalevala won over new customers when young women wanted big, ethnic jewellery. The main product ranges of Kalevala were ancient and archaeological jewellery, historical jewellery and modern jewellery. Bronze was used as main raw materials to make jewellery, next was silver and then gold. Bronze jewellery contributed a large part of total production (70%). The silver and gold works accounted for 22 % and 8 % respectively. Almost the entire Kalevala jewellery range was available in both bronze and silver. Every year over 400 models were being produced, of which most were available in various forms, like pendants, earrings, necklaces, brooches, rings for girls and tiepins and cufflinks for men. The production process was so labour-intensive that in 1996 85 out of 143 employees worked for production section. With the joining of new CEO, Kalevala stepped into a new stage. By motivating employees, investing in production machines and R&D, focusing on three market segments which targeted young women, working women and loyal users and improving customer services which included re-adjusting salesmen’ attitude towards retailers, automating administrative work, adapting to a changing environment, Marja Usvasalo managed to achieve best performances in the period from 4/1995 to 3/1996 with profit increased greatly by 39% compared with previous year though it had to be reaffirmed that from 1988 till 1996 period the corporate performances had been improving.

Human Rights Violations Against Children Essay -- Universal Declaratio

As human beings, children are entitled to all the rights guaranteed by the Universal Declaration of Human Rights (UDHR) and the various treaties that have developed from it. But children also need special protection and care. They must be able to depend on the adult world to take care of them, to defend their rights and to help them to develop and realize their potential. Yet, violence against children is endemic: each day, terrible abuses and acts of violence against children are committed worldwide. They suffer as many of the human rights abuses as the adults, but may also be targeted simply because they are dependent and vulnerable. The Fifth Article of the Universal Declaration of Human Rights states that "no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment". Nevertheless, children are being tortured and mistreated by state officials; they are detained, lawfully or arbitrarily, often in appalling conditions; in some countries they are subjected to the death penalty. Countless thousands are killed or maimed in armed conflicts; many more have fled their homes to become refugees. Children forced by poverty or abuse to live on the streets are sometimes detained, attacked and even killed in the name of social cleansing. Many millions of children work at exploitative or hazardous jobs, or are the victims of child trafficking and forced prostitution. Because children are "easy targets", they are sometimes threatened, beaten or raped in order to punish family members who are not so accessible. Amnesty International has been one of the organizations that has denounced this terrible situation in a new report published prior to the Human Rights Day. The report of Amnesty International sho... ...taining 46 children. The children fled outside where they were made to lie face down on concrete, some only in their underwear, for hours. Several were allegedly sprayed in the face with mace while on the ground. The memorandum in support of the injunction noted that "penal officers at Jena have rubbed inmates' faces into cement floors, taken away clothing, slammed youths against doors, walls, and floors, and forced naked juveniles to squat with their buttocks in the air while searches are performed ... evidence exists showing officers actually have encouraged peer violence." The situations mentioned above also apply to other institutions such as orphanages and refugee centers that in addition can be vulnerable to a great deal of exploitation by being used like subjects in drug experimentation and undergo cruelty, negligence, confinements and corporal punishment.

Lights, Camera, Action...Going for My Dream :: Personal Narrative Acting Actress Essays

Lights, Camera, Action...Going for My Dream For as long as I can recollect, I have always wanted to act. When I was younger, I would watch the Disney channel and wondering why I wasn't on one of the shows. My desire to act was strong, only my parents made it clear to me they didn't want me to get engrossed in the entertainment industry until I was older. Each year I reminded my parents that I was getting older in hope that they would get me agent, but they insisted that I wait until I turned eighteen. Since my parents wouldn't let me set foot into the crazy world of the entertainment industry, I performed in various school plays and performed with a local ballet company. Inevitably, I convinced my parents to sign me up for an acting class in Westwood, called Mode Dion. I loved performing in my school plays, dance performances and acting class but I felt like I was not completely satisfied. I wanted to perform on television, but my parents insisted that I wait. Finally the day came, my eighteenth birthday. I decided to go to a local Extra Casting Company. I signed up with Cenex Casting located in Burbank. I kid you not, I walked into the building and before I even got a chance to sign up one of the casting agents was trying to get me to work on Clueless the next day. The first show that I ended up doing was Teen Angel. Then I worked on other shows such as Buffy the Vampire Slayer, Boy Meets World, Love Boat the Next Wave and my all time favorite Party of Five. While working on these various shows I earned all the necessary vouchers to become eligible to join the Screen Actors Guild. I became a member of SAG in March. Working on the different shows was a completely exhilarating experience. I never knew how much time and effort went into creating one episode of a show. I finally understood my parents reasoning for having wait. For the most part, the experience I have had with acting has only been through drama classes at school, acting lessons, performing with the Dance Company and extra work on the set. This may seem like many experiences; however, I still had questions on how to pursue my dream as an actress. At that point, I decided to turn to the Internet to get some resources on how to

Those Winter Sundays

Those Winter Sundays Historical Context/Info about Author: Robert Hayden grew up in a poor African-American section of Detroit known as Paradise Valley. At a young age, his parents separated and his mother could no longer afford to keep him so he was sent to live with a foster family. His adoptive father was a strict Baptist and manual laborer and while he was a stern man, he always attempted to care for and nurture Hayden’s love of literature. Summary: The poem, composed in 1962, is a tribute to Hayden’s stepfather in an effort to express both his gratitude for all the hard work he had done for him as well as the regret that he feels for not appreciating him more during his lifetime. The poem’s power is emphasized through the technique of using flashbacks from his childhood and juxtaposing them against the knowledge and newfound respect he now has as a man. This short, simple poem touches on topics such as family relationships, coming of age, and sacrifice for loved ones. Literary Devices Used: Symbolism & Imagery – Those Winter Sundays has many symbols and imagery that are well utilized in order to convey Hayden’s message. He refers to his stepfathers â€Å"cracked hands†, which in this case, is used to symbolize the hard work this father was willing to go through for the love of his family. Another symbol present in the poem is his â€Å"polished good shoes† which is another symbol used to express the indirect nature of a fathers love. Even though he was strict and withdrawn he would take the time to make sure that his son would have a better life than he had. Syntax/Structure- In order to emphasize the labored existence of his father, the author repeatedly uses the â€Å"c† sound, which kind of adds the element of pain. Examples of this alliteration include, cracked, banked, thanked, and chronic. The overall structure of the poem also attributes to the underlying tone. It is constructed very simply which may help to express the simplicity of the love between a father and son. They did not lead an extravagant lifestyle and his father didn’t do go out of his way in order to show affection towards his son, but the point was he did what needed to be done even if it was hard, without calling for any appreciation and that was enough to show his love for his family. The poem also ends with a rhetorical question, â€Å"What did I know, what did I know of love’s austere and lonely offices? which helps to show the regret and change in heart the man has had through his own personal growth. Tone- the poem’s tone shifts in the beginning from a cold, harsh tone to a warmer comforting tone by the seventh line. Although by line nine the poem’s tone shifts again to a negative uncomfortable tone. The cold, harshness of the tone described in the first stanza reflects through the coldness of the house, the Father’s cracked achy hands and the fact that no one has ever thanked him. This fluctuation of tone indicates the uncertainty the son feels about his father and whether or not he truly does care for him, which of course as a man he realizes he always had.

Describe Your Learning Style

Running head: How Do I Learn Best How Do I Learn Best Kelli Powell Grand Canyon University: NRS 429V September 30, 2012 What is a learning style? Well a learning style is the way a person tends to learn best. It involves your preferred method of taking in, organizing, and making sense of information, Lake Washington Institute of Technology (2012). Some people prefer to learn by doing and touching, others prefer to learn by seeing, or by hearing the information. Still others learn using more than one learning style.If a person was interested in finding out what their particular learning style is would be to take the VARK questionnaire for learning styles. The most common learning style is the multimodal, but the learner can switch from one type of learning style to another depending on what the subject is being learned and or their mood, Fleming (2011). After taking the VARK questionnaire, Multimodal learning styles was assessed as the learning style of choice. The multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written, and kinesthetic), Sankey, Birch & Gardiner (2010).In this particular case visual and kinesthetic were the dominate methods of learning. Strategies of learning that this person uses are highlighting and underlining notes, grouping subjects together with a certain color highlighter, use of charts, graphs and images to help them learn the subject matter. They would also make graphs or note cards with the information placed in sequenced that they can take with them, listen to music while studying and try to make the material personal to them and others that they know.They would also break their study time up into smaller sections so that it would not seem so overwhelming. As a multimodal learner they would be very adaptable to the different learning styles as they could adapt more easily to different situations and learning environments. For example if their instructor w as only doing a verbal lecture an auditory learner may want to sit towards the front of the room away from windows and doors so that there was less distractions.As a visual learner they would try to take notes during the lecture, would color code their notes, and pay attention to any visual aids that were being used. Where a kinesthetic learner would ask questions and participate in discussions, take a laptop for notes so that they are doing something actively with their hands during lectures, consider taking a three hour class versus one three hour class, Student Development Centre (2009). As a multimodal learner, it is easier to learn when doing more than just reading a textbook as it harder to understand than when doing something that is interactive.As a multimodal learner some adjustments that they would need to make in their study habits would be to not to try and do the assignment all at the end of the week. By starting at the beginning of the week they would be able to break the assignment down into smaller sections so that it would not seem so overwhelming when typing a paper. Other changes that they would need to make would be finding an area and time to study where there were fewer interruptions. The use of more visual aids, for example outline of topic in chart or diagram format.This would help them keep track of where things fit together in their subjects and projects. The major benefit of having a multimodal learning style is that it â€Å"allows students to experience learning in ways in which they are most comfortable, while challenging them to experience and learn in other ways as well†. Someone who is a multimodal learner, that learners on more than one level tends to have a deeper processing of the information, maintains their attention span longer, making the information easier to understand and remember. Sankey, Birch & Gardiner (2010).The VARK Questionnaire Results My scores were: * Visual: 11 * Aural: 6 * Read/Write: 9 * Kinest hetic: 11| | You have a multimodal (VRK) learning preferenceReference Lake Washington Institute of Technology, Learning Styles: Why do They Matter? , Retrieved from http://www. lwtech. edu/trio on September 26, 2012 Sankey, M. , Birch, D. & Gardiner, M. (2010) Engaging students through multimodal learning environments: The journey continues. In C. H. Steel, M. J. Keppell, P. Gerbic S. Hopusego (Eds. ), Cirriculum, technology transformation for   an unknow future. Proceedings ascilite Sydney 2010 (pp. 852-863). http://ascilite. org/au/conferences/sydney10/procs/Sankey-full. pdf Student Development Centre, The University of Western Ontario (2009), Learning Skills Services, Handouts & Advice, Learning Styles & Preferences, Retrieved from www. sdc. uwo. ca/learning/index/html? styles on September 29, 2012 Fleming, N. D. , (2011), VARK: A Review of Those Who Are Multimodal, Retrieved from http://www. vark-learning. com/english/page_content/multimodality. htm on September 23 , 2012

Xbox

Get Free Xbox Live Membership Codes This method requires a glitched code I personally bought, the code doesn’t work when you try to redeem it, however to the employee’s at Xbox is shown on their screen as Active and working but does not tell them what the code is actually for (1 month, 3 month, 12 month, 4k msp etc. ) I know what you’re thinking already, bullshit? No, try it yourself below. Note: They could ask for the code anytime, so be ready. Make sure you’re signed in on a NEW silver account every single time you do this or it will not work.Also, on the Silver account fill out billing info with a fake address name, ect. Also, edit your bio and motto and everything else such as your gamerpicture so it looks like a real account. *Don’t just rush into this method without following the directions stated above or it will not work! * K8F3V-78HXG-YRRJ4-TW8XQ-RR7M3 1. Go to Xbox. com and get on Contact Us -> Support 2. From the drop down menu, choose Xb ox Live -> Prepaid Codes 3. 3.In the description type â€Å"Help with prepaid codes, very confusing† Or something along those lines. *Change what you write here everytime! * 4. When they welcome you, just go with what they say, act normal. Tell the Agent a scenario, say you got your code for you birthday from your mother. You got the code, wrote it down on a piece of paper and planned to use it when you needed it. Then, say that you tried to use it and it gave you an error code on the xbox. (Be creative with this story, make it convincing! ) 5.Tell them you can’t take the card back because you trashed the card after you wrote it down on a notepad on your computer for covinence. 6. If they ask you to troubleshoot the issues just don’t reply for a while, then tell them it didn’t work, or if they ask what the code was tell them it was for whatever you’re wishing to obtain. 7. If they ask what the error was when redeeming, the error on xbox. com is â⠂¬Å"This code is not valid† and the error on the console is â€Å"This code isn’t valid. Please enter a valid code. † 8.They will probably go on for a while asking you different questions , just answer the questions and feed them the lies you think they want to hear and you’ll be fine. 9. Eventually they should either : Offer you a 1 month code as they can’t give you anything else because you don’t have the original card, escalate the request for you and you will receive your desired code via email in a few days OR they will tell you they can’t do anything (If they say this to you, you have failed. You should just end the conversation then X it off and try again in an hour or so)

Book Review of a Thousand Splendid Suns

Book Review of A Thousand Splendid Suns 17th century Afghanistan poet Saib-e-Tabrizi wrote this commendatory poem after visiting Kabul. ‘Every street of Kabul is enthralling to the eye; Through the bazaars, caravans of Egypt pass; One could not count the moons that shimmer on her roofs; And the thousand splendid suns that hide behind her walls. ’ In this world there are still many women say that they are suffering unfair treatment and demand for the right to vote, the right to manage.But to the women who had experienced two Afghanistan war (The first time Afghanistan war: from 1979 to 1989, the former Soviet Union armed invasion of Afghanistan. Second Afghanistan war: the second Afghanistan war in 2001 is based on United States-led coalition forces on October 7, 2001 for Afghanistan war cover to the Organization and the Taliban, for the United States on the revenge of the 911 incident, also marks the start of the war against terrorism. Not ended. ), the only thing what t hey want is to live.Khaled Hosseini has lived in the United States since he was fifteen years old and is an American citizen. His 2003 debut novel, The Kite Runner, was an international bestseller, selling more than 12 million copies worldwide. His second, A Thousand Splendid Suns, was released on May 22, 2007. In 2008, the book was the bestselling novel in Britain (as of April 11, 2008), with more than 700,000 copies sold. In 2006, he was appointed United Nations High Commissioner for Refugees (Office) goodwill ambassadors, currently residing in Northern California.The Buffalo News says ‘Hosseini's literary abilities are such that he is able to do what all great artists do: take individual stories and, through the alchemy of insight, compassion and expression, universalize them—thereby turning them into art. ’ For reasons why he wrote this novel, Khaled Hosseini is saying ‘ although life is filled with pain and bitterness but each a sad plot can let people see hope in the Sun. Each faces behind dusty has a soul. Dedicated to Afghanistan's women.In 2003, returning to Kabul I see wearing traditional female twos and threes to go masked costume in the streets, was trailing behind their children dressed in rags, begging passers-by give change. At that moment, I would like to know, where they have been taken to life. What they dream, hope and desire? Did they talk about love? Husband how man? Spread in Afghanistan in the years to 20 years of war, they lost what? I talked with many women in Kabul; their stories are real people and heart.When I began to write of the thousand splendid Suns (a Thousand Splendid Suns), I find myself constantly think of those full of toughness of Afghanistan women. I though they may not be thrown describing Laila or Mariam source of inspiration for the role of the story, however their voices, faces and life stories of perseverance has always haunted me, and about the novel, I had a most inspiring is from Afghani stan collective spiritual power of women. ’ Mariam (She is my favorite role in this book), the illegitimate child of a Herat businessman, is forced into a loveless marriage at age fifteen to a middle-aged Kabul shoemaker, Rasheed.He demands absolute obedience from his spouse, as well as strict observance of Islamic customs restricting the movement, appearance and attire of women. In the early years of their marriage, Rasheed's mandates run counter to the modernizing forces in Kabul, where many women hold professional jobs, teach at the university, or run for public office. But with the rise of the Taliban, a whole society falls into lockstep with these dictates of Sharia, traditional Muslim law.Laila, a woman young enough to be Mariam's daughter, becomes a reluctant member of this household, when her parents are killed in a bombing, and all her friends have either die d or departed from Kabul. Rasheed takes her on as a second wife, and his bullying and overbearing behavior gr ow all the worse as the two women band together to resist his authoritarian control over their lives. When they try to escape, an Afghani man betrays them at the bus station and takes Laila's hard-saved money. This makes Rasheed even more abusive.A few years later the Taliban come into town, and all the stereotypes of the Taliban are emphasized, as if Hosseini was given the charter to reinforce them. Mariam ends up killing Rasheed in trying to save Laila from being killed by him. So, Mariam is executed by the Taliban, who â€Å"cannot† accept her story because of her being a woman. Thus, Mariam's woeful existence comes to end. Her whole life is a necklace of tragic events, pieced together one after another. And with her death, the reader is left with an enduring sense of sadness for M ariam, especially in the fact that Hosseini never did give her a break in her fictional life.As for Laila, she ends up traveling to Pakistan to marry her original love(r), eventually returning b ack to Kabul to work with an orphanage. The novel traces the trials and tribulations of Mariam and Laila as they struggle for survival, and eventually plan for a daring escape attempt that puts them at odds. Not only with Rasheed, but also with an entire society that sees them as little more than chattel. Hosseini skillfully develops the complexities and predicaments of his plot, which constantly intersects with political and social events in recent Afghan history.When I saw this book, thinking it may like The Kite Runner; finally, we will smile for the happy ending. But I was wrong. I was shocked when I read to Mariam lastly dead in order for Laila’s escaping. In the past years, Mariam has been in a miserable life. A birth is being neighbors’ laugh at, played a trick on illegitimate. Once a month to see her father. Then, naively think can and live with the father, but has to face her mother's death and father’s betrayal. At the age of 15, she is arranged to mar ry Rasheed, a shoemaker from Kabul who is thirty years her senior Also is not out of the mother's grief is far to marry someone from distance. She turned to Jalil again,’ tell them. Tell them you won’t do this’ Waiting. A silence fell over the room. Jalil kept twirling his wedding band, with a bruised, helpless look on his face. From inside the cabinet, the clock ticked on and on. † When I saw here, I feel myself becoming Mariam, despite knowing the answer is ‘ no ‘ but also hope that their father would not do such cruel things. In Kabul, Mariam becomes pregnant seven successive times, but is never able to carry a child to term, and Rasheed gradually becomes more abusive. â€Å"His powerful hands clasped her jaw.He shoved two fingers into her mouth and pried it open, then forced the cold, hard pebbles into it. Mariam struggled against him, mumbling, but he kept pushing the pebbles in, his upper lip curled in a sneer. ‘Now chew,’ h e said. Through the mouthful of grit and pebbles, Mariam mumbled a plea. Tears were leaking out of the corners of her eyes. ‘CHEW! ’ he bellowed. A gust of his smoky breath slammed against her face. Mariam chewed. Something in the back of her mouth cracked. ’Good,’ Rasheed said. His cheeks were quivering. ‘Now you know what your rice tastes like.Now you know what you've given me in this marriage. Bad food, and nothing else. ‘Then he was gone, leaving Mariam to spit out pebbles, blood, and the fragments of two broken molars†. Beside the shortly peace time of weeding,, Mariam has always been that a dozen years of life. Full of cursing and render phase. Read here, how much I hope that she will be a turning point in life. She can have a happy life, a long time to heal he pain since childhood and adolescence. But life is often not as we expected. After Laila marry to Rasheed, Mariam's identity than wife more like a maid.Mariam also abhorred La ila, but after all, both they are poor women. So, when Mariam says â€Å"There's nothing more I want. Everything I'd ever wished for as a little girl, you've already given me. You and your children have made me so very happy. It's all right, Laila jo. This is all right. Don't be sad. â€Å"Laila could find no reasonable answer for anything Mariam said. But she rambled on anyway, incoherently, childishly, about fruit trees that awaited planting and chickens that waited rising. She went on about small houses in unnamed towns, and walks to trout filled lakes.And, in the end, when the words dried up, the tears did not, and all Laila could do was surrender and sob like a child over whelmed by an adult's unassailable logic. All she could do was roll herself up and bury her face one last time in the welcoming warmth of Mariam's lap. Later that morning, Mariam packed Zalmai a small lunch of bread and dried figs. For Aziza too she packed some figs, and a few cookies shaped like animals. Sh e put it all in a paper bag and gave it to Laila. â€Å"Kiss Aziza for me,† she said. â€Å"Tell her she is the noon of my eyes and the sultan of my heart.Will you do that for me? † I can not control my excitement and couldn't help but shed tears. This great Mariam, although she was so limited in education, her fate has been so bumpy. But she still pay her own life in exchange for the freedom of Laila . And finally, as she died lonely, was killed by Taliban with stones. Her fate was unfortunate. Her fate was always driven. Even if Her one day have mastered fate, ending is ironic. She is not demanding from fate what, a little happy, it will make them happy. ‘Mariam wished for so much in those final moments.Yet as she closed her eyes, it was not regret any longer but a sensation of abundant peace that washed over her. She thought of her entry into this world, the harami child of a lowly villager, an unintended thing, a pitiable, regrettable accident. A weed. And ye t she was leaving the world as a woman who had loved and been loved back. She was leaving it as a friend, a companion, a guardian. A mother. A person of consequence at last. No. It was not so bad, Mariam thought, that she should die this way. Not so bad. This was legitimate end to a life of illegitimate beginnings. This paragraph for Mariam after her and Laila killed Rasheed, at the end of the execution ground inner monologue. ) Fate did not forgive her, but she eventually forgave fate. She was patience, she is great. Than Mariam, I personally think that Laila is much more fortunate. She was born in a wealthy family, has a good education. But war deprived this beauty girl of happy life. She was forced to separate from her lover- Tariq and all her families died because of the war. Due to be alone in the world, she was forced married Rasheed.The girl's life was completely changed because of the war. It is no doubt that she felled from heaven into hell. But luckily the nice girl met be auty minded Mariam. Because Rasheed found that the first child is not his own, also began to maltreat her. All the good luck seemed to give the Laila. After Mariam and Laila’s escape failed, Laila met Tariq again on the streets of Kabul. Finally, Mariam and Laila killed their husband together. Mariam clocked all charges and let Laila peaceful leave with Tariq. Thanks author for Laila does a person know to be grateful. As she walks to her desk at the front of the class, Laila thinks of the naming game they'd played again over dinner the night before. It has become a nightly ritual ever since Laila gave Tariq and the children the news. Back and forth they go, making a case for their own choice. Tariq likes Mohammad. Zalmai, who has recently watched Superman on tape, is puzzled as to why an Afghan boy cannot be named Clark. Aziza is campaigning hard for Aman. Laila likes Omar . But the game involves only male names. Because if it's a girl, Laila has already named her. In the end of this novel, Laila with Tariq together go back to Kabul and set up a locally school. Laila do this in order to repay this piece of land and her Savior Mariam. Finally, I want to talk about on the Mariam and Laila common husband Rasheed. Mariam and Laila live in a patriarchal authoritarian society, where women must obey their fathers, husbands and sons, only a son can give them access to social status. Rasheed for their husbands, the â€Å"me, and do not allow cursing, screaming, begging and howling, only the daily routine of playing and being hit. And that violence is a social and legal recognition. To a certain extent, we should not condemn Rasheed. Although he married to the pretty young girl Laila by telling lies, said Tariq is dead. Has a very oppressive side of his character. He was the victim of the system. He not only represents himself, mapped out a malformation of social moral values. In Afghanistan even more we don't know where in the world, there are many men are affe cted by social oppression and do the same cruel treatment of women and children.This book makes me sigh, how many injustices and tribulations a woman can bear. Originally Jalil like Nana, instead finally came into Nana seduce Jalil; just because have no child, ridiculed in a wife bear husband ridicule, irony and even beatings; to innocent little lives in the stomach, Laila can give up name node, you can discard face, She can give up everything that she can give up. Afghanistan woman in the face of suffering like a snowflake falls in General on other people's Windows, quietly melting, no sound, no moaning, only silent obedience of loneliness and despair.But suffering does not make them progressive annihilation, but shaped their great personality and will. Beset the outbreak of war, disease, families of the lost, which, on their face with a bear patiently the calm, give them the desire to live more strongly. Any suffering won't make them shaken confidence in life, because in their min d, have no â€Å"disappointed†, not â€Å"sad†. Unfortunately for it, they must endure, and it is still affordable. Normally I'm more of an action-adventure type reader when it comes to novels and recreational reading.But I was given the chance to read A Thousand Splendid Suns by Khaled Hosseini (author of The Kite Runner), so I decided to try something out of my normal genre. I am so glad I did. This is a stunning and moving novel of life and love in Afghanistan over a 30 year period. And the past Afghanistan in my eyes has been always associated with wars, the Taliban, Bin Laden, displacement, terrorists and Jihad. By the author and his beautiful writing, I saw Afghan are yearning for freedom, hope in the future In our society now, from the films, books or other media, we tend to see are both indifference of humanity in a little bit.And this book tells the inexcusable age, two Afghanistan unlikely friendships between a woman and not destroying love story. Husseini st roke light, sincere, simple, time spans forty or fifty years, depicting two different character actress: Mariam and Laila, struggling their tragic twists and turns of fate, their stories heavy despair and warm bright, behind the sad story of the stubborn looking good and hope not to be destroyed. Through it, we should realize, that human society still need to love and trust. Humanity just like the splendid suns will follow in every corner of the world.