4. Strategic management- evaluation of the article Coursework - 1

4. Strategic management- evaluation of the article - Coursework Example It will examine the guidelines and also the code of conduct under which the directors or rather the board of directors operates under. It also shows the practices which they undertake in order to ensure the success of the company. This will also give knowledge on how the stakeholders’ diversity can be used in order to create appropriate boards that will promote the activities of the CSR. This involves taking stakeholders with different opinions on different issues that will affect the company and putting them togetherKhan, (2010). Corporate social responsibility (CSR) is a form of governance that is brand new and is mostly used by almost all modern organizations. In the different companies, there are several and different form of governance. They are used to solve several situations in order to have a good outcome and for them to be productive. There is a simple example which states that in case there is an asset that is owned by a particular organization and it is under stake, if the approach chosen to handle the issue is sole ownership, it would be the worst approach to be used by the governors of the organization. The best way to handle such a situation would be that the board of directors take action. The CSR is proving to be a strong and suitable way to solve most of these problems. The boards of directors are very positive towards the strategy. This has improved the performance of many companies. This is also very favourable since it includes and involves the shareholders and even the stakeholders. This has added the strength of the strategy. Most of the parties involved in the stakeholders group are the managers, suppliers, employees and even some outside firms might be counted in. But there are still problems and setbacks with the strategy as compared with other systems of governance. Some of the managers tend to want to exercise control over the other

Measurement Theory And The Foundations Of Utilitarianism Essay Example for Free

Measurement Theory And The Foundations Of Utilitarianism Essay Utilitarianism Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are several theories which have been put forward by scientists to explain the actions of human beings and why people tend to behave in certain ways. One of the theories which have been put forward is the theory of utilitarianism (Weymark, 527-55). Utilitarianism is an ethical theory put forward by John Stuart Mill whereby he supports the value of utilitarianism in the society. Utilitarianism as describe by Mill is that it is a moral theory that is primarily based on the principle or view that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness (Mill, 8). Happiness which originates from the actions undertaken by an individual is defined as the â€Å"absence of pain.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, according to Mills, there is difference in pleasure in terms of the quality as well as the quantity of pleasure that an individual may experience. Higher faculties, as observed by Mill, provide greater pleasure as compared to pleasure from baser faculties (Burgess-Jackson, 529-47). Furthermore, Mill observed that the achievement of goals by people as well as ends such as good lifestyle is often counted as part of the happiness that those people enjoy (Mill, 8).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition, utilitarianism is considered as the principle of the Greatest Happiness whereby any actions that an individual undertakes are considered to be right as long as they generate proportional happiness to the individual (Mill, 8). If the actions by an individual instead of promoting happiness result in the opposite, that is pain, then the actions are deemed to be wrong. Human beings perform different actions with an aim of generating satisfaction which in turn generates happiness. For example, when an individual takes up a job, the person expects to be paid for the work done and the payment received in turn helps the person to live a comfortable life (Mill, 8). Therefore, the action of working is right since the end result is good life for the person which means happiness. If the action of obtaining employment does not generate benefit but instead suffering for the person, then the action of being employed is considered as wrong be cause the end result will be pain and suffering for the person.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The consequence of the actions that one undertakes is of great importance and is what matters under utilitarianism unlike the action itself (Weymark, 527-55). Any action, event, circumstance or even an experience is desirable for human beings if the final or end result or consequence is that it will lead to happiness (Mill, 8). Another example is in marriage. People get married since the end result of being in a marriage is considered to be happiness and therefore marriage within any given society is considered as a good action and always celebrated (Woodard, 246-65). On the other hand, death is an event in the life of human beings but the end result of it is pain to the people that are bereaved which mean that the act of dying is wrong under the utilitarianism theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find that this theory of utilitarianism is very much applicable and makes a lot of sense in terms of helping us understand why people will take some actions and yet at some point there are people that may view the action as wrong (Burgess-Jackson, 357-85). Under utilitarianism, the action is only wrong if it results in pain and suffering and reduces the level of happiness but it is right if the end result is happiness and if it increases happiness. We are often faced with choices in life and what actions we are supposed to take.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From personal experience, I have always made decisions and undertook actions as a result of the end result that I will obtain. If the end result of a certain action that I am supposed to take is going to affect me negatively, I often forego the action and look for alternative. For example, I realized that if I decided to go to school and study, I will be able to get a good job and live a good life, which meant I will be happy with myself. If I choose to take on actions such as drug trafficking, I may get arrested and spend all my life in prison which will pain and suffering hence reducing my happiness (Weymark, 527-55). Based on the utilitarianism theory, I chose the action of going to school as the end results will help increase the level of happiness in my life unlike the other action of drug dealing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, this theory makes sense as it natural supports the sentiments of human beings which is found in their social nature. Human beings, we are social and always seek for happiness in all actions ad relationships that we build (Mill, 8). A woman would love a certain man and not another man because she perceives happiness with that person. According to Mill, a view which I fully support and makes sense is that, happiness is the only thing that people want in life and all the emotions, actions and activities that people go through or undertake are often directed at achieving happiness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No one in this world wants to live a life of suffering and pain but all seek for happiness. I agree to this view based on an example of a sick man. When one is sick, and feels pain in the body, they cannot stay like that and just wait to die. Instead, people always seek the help of a doctor so that they can recover from the pain and enjoy the happiness of being healthy again (Weymark, 527-55). The action of going to a doctor for treatment is aimed at attaining happiness as the end result. Therefore, happiness is the center of human life and all issues in the life of an individual are directed towards achieving happiness, often with the benefit to the majority in mind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Compared to utilitarianism, ethical egoism opposes by suggesting that people should be more self-centered and only undertake actions which will benefit them more despite the outcome ton the majority. Self-interest is the primary concern before the interest of other people under utilitarianism (Dougherty, 527-37). On the other hand, deontology is based on the rule or rules that guide the actions of an individual. However, despite morality based on rules, the element of happiness is not considered and hence no benefit to an individual (Dougherty, 527-37). It is more concerned with the actions of an individual rather than the consequences of those actions. An action can be considered as ethically wrong based on the rule despite having greater benefit to an individual and the society at large (Dougherty, 527-37). This is completely ion contrast to utilitarianism which is based on the consequences. Therefore, from the comparison of the three et hical theories, I would stand by utilitarianism since it looks after the interest of everyone, that is, the individual and the society at large. References Burgess-Jackson, Keith. Deontological Egoism. Social Theory Practice 29.3 (2003): 357-385. Academic Search Premier. Web. 9 Dec. 2014. Burgess-Jackson, Keith. Taking Egoism Seriously. Ethical Theory Moral Practice 16.3 (2013): 529-542. Academic Search Premier. Web. 9 Dec. 2014. Dougherty, Tom. Agent-Neutral Deontology. Philosophical Studies 163.2 (2013): 527-537. Academic Search Premier. Web. 9 Dec. 2014. Mill, John S. Utilitarianism. London: Longmans, Green, 1879. Print. P.8 Weymark, John A. Measurement Theory And The Foundations Of Utilitarianism. Social Choice Welfare 25.2/3 (2005): 527-555. Business Source Complete. Web. 9 Dec. 2014. Woodard, Christopher. The Common Structure Of Kantianism And Act-Utilitarianism. Utilitas 25.2 (2013): 246-265. Academic Search Premier. Web. 9 Dec. 2014. Source document

Theme of William Wordsworth as a Prophet in Tintern Abbey Essay

Poet as Prophet When I spoke last, I ended with the image of Wordsworth as a monk or priest-like figure zealously converting Dorothy and, by extension, the reader into a position within his vision of the world. But even more than priest, Wordsworth often depicts the romantic poet as prophet. This depiction is demonstrated more clearly in "The Prospectus to the Recluse" than in "Tintern Abbey." In the 1814 version of the "Prospectus" he writes: Paradise, and groves Elysian, Fortunate Fields -- like those of old Sought in the Atlantic Main -- why should they be A history only of departed things, Or a mere fiction of what never was? For the discerning intellect of Man, When wedded to this goodly universe In love and holy passion, shall find these A simple produce of the common day. (47-55) Similar to his vision in "Tintern" where perceptions are both half created by the imagination and half perceived by the senses, here Wordsworth declares that for those who recognize its power, the human mind, or imagination, can meld with nature, can heal the split between nature and mankind, the sublime and the beautiful, to re-create an edenic heaven on Earth. Wordsworth then goes on to assert: -- I, long before the blissful hour arrives, Would chant, in lonely peace, the spousal verse Of this great consummation -- and by words Which speak of nothing more than what we are, Would arouse the sensual from their sleep Of Death, and win the vacant and the vain To noble raptures (56 - 62) Wordsworth, as the romantic poet-prophet, has a preview of ... ...e romantic era ends with the sublimated subject removed from any experience outside that reflected by the romantic centre -- an ironically alienating end to a movement that began in an attempt to unite with the universe. Bibliography Abrams, M.H, General Ed. The Norton Anthology of English Literature. 4th ed. Vol. 2. New York: Norton and Company, 1979. Althusser, Louis. "Ideology and Ideological State Apparatuses." Lenin and Philosophy and other essays. Translated from the French by Ben Brewster. London: New Left Books, 1971. 121-173. Wordsworth, William. "Lines Composed a Few Miles Above Tintern Abbey." Abrams, Gen. Ed. 155-158. ---. Preface to Lyrical Ballads." Abrams, Gen. Ed. 160-175. ---. "Prospectus to The Recluse." Abrams, Gen. Ed. 227-230. ---. The Prelude, or Growth of a Poet's Mind. Abrams, Gen. Ed. 257-313.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Physiological life-long process Essay

Aging primarily is a physiological life-long process, starting at conception and ending with death (Kart, 1994). Persons grow old whether they like it or not. These changes, both positive and negative, place demands on the aging person’s abilities to cope with and adapt to new life situations. It is a challenge for any given society to assist their aged in coping with the new life situations they are facing. Unfortunately, the rapid social changes taking place in society do not always lend themselves toward helping the elderly meet the demands of their life situations. For one, the attitude toward this population is not helping them cope with it as well. According to historian Fischer, 1977 in Doress-Worters & Seigel, 1994), the old is regarded as useless, unattractive, and unwanted especially in the west. Acknowledging these realities of aging, the current research has been undertaken to study the experience of subjective well-being of senior citizens of Gladys Spellan. This shall be from the point of view of their administrators, particularly on their views on well being and the factors that influence it. Objectives / Outcomes This study therefore, will strive to achieve the following objectives: 1) Understand the experiences of the senior citizens of Gladys Spellman in the home for the aged from the perspective of their administrators: a) Their understanding or idea of well-being b) And the components of well being and factors that influence it. I personally chose this topic because I believe that as more and more elderly are placed under institutionalized care in contemporary society, a study such as this is needed to explore this phenomenon. It would shed light into the subjective lives experiences of the aged from an administrators’ view point. This would also contribute to the literature in this area and serve as groundwork for further studies in this area. This study will explore the subjective well-being (SWB) of the elderly in Gladys Spellmen who opted to live in an institutionalized set up or in a home for the aged by choice. The following framework will be used as a guide in the study: Method The first step in the research was the gathering of secondary data that are pertinent to the current topic, collating literature on the concept of well-being, indicators of the cognitive and affective components, and the factors which contribute towards it. A case study will be used in the current study, focusing on Gladys Spellmen Specialty Center. A semi- structured interview guide has been used in gathering primary data from the administrators of the institution. Interviewing. All the interview sessions with administrators will be one-on-one or individual interviews, for which the researcher has jotted down notes. A session with the participants lasted about 45 to 90 minutes,sometimes with a break in between or without it. The personal information sheet will be completed before or after the interview session with them. The researcher will take down notes while interviewing which shall be thematically analyzed. References Kart, C. S. (1994). The realities of aging: An introduction to gerontology (4th ed. ). Boston: Allyn & Bacon. Doress-Worters P. B. , & Seigel, D. L. (1994). The new ourselves growing older. Women aging with a knowledge and power. New York: Simon & Schuster.

Cremation as a theme in on of George Bernard Shaws books

Cremation as a theme in on of George Bernard Shaws books In a written exerpt from a letter about the cremation of his mother, GeorgeBernard Shaw recalls her "passage" with humor and understanding. The dark humorassociated with the horrid details of disposing of his mother's physical body are eventuallyreconciled with an understanding that her spirit lives on. He imagines how she would findhumor in the bizarre event of her own cremation. The quality of humor unites Shaw andhis mother in a bond that transcends the event of death and helps Shaw understand thather spirit will never die. The reader is also released from the horror of facing themechanics of the cremation process when "Mama's" own comments lead us to understandthat her personality and spirit will live on.Shaw's diction is effective in conveying his mood and dramatizing the process ofcremation. The traditional words of a burial service "ashes to ashes, dust to dust" are notaltered for the cremation, the interior chamber "looked cool, clean, and sunny" as by agraveside, and the cof fin was presented "feet first" as in a ground burial.Bone-picking ceremony at a Japanese funeralIn selectingaspects of a traditional burial service, Shaw's mood is revealed as ambivalent towardcremation by imposing recalled fragments of ground burial for contrast. Strangelyfascinated, he begins to wonder exactly what happens when one is cremated. This moodof awe is dramatized as he encounters several doors to observe in his chronologicalinvestigation. He sees "a door opened in the wall," and follows the coffin as it "passed outthrough it and vanished as it closed," but this is not "the door of the furnace." He findsthe coffin "opposite another door, a real unmistakable furnace door," but as the coffinbecame engulfed in flame, "the door fell" and the mystery only continues an...

Emotional, Behavioral, and Physical Disabilities Essay Essay Example

Emotional, Behavioral, and Physical Disabilities Essay Essay Example Emotional, Behavioral, and Physical Disabilities Essay Essay Emotional, Behavioral, and Physical Disabilities Essay Essay When it comes to pupils. teacher’s functions in finding how to learn a pupil with emotional and behavior upset. Physical disablements and Health Impairments. Traumatic Brain hurt. Hearing damages. and Ocular damages is to make an environment in which all pupils can experience safe and can take part to the best of their abilities. When it comes to turn outing a positive acquisition environment for pupils who has disablements it can be a great challenge within the schoolroom cause each pupil has their really ain demands. rational and physical abilities. perceptual experiences and most of all acquisition manners which may change for each pupil. It is really of import to cognize the pupils demands and place and countries of course of study before learning a pupil because may show jobs for them. In order to make that a instructor most have some instruction schemes that they can modify in order to assist learn their pupil who have disablements where it can assist place the pupils particular demands and it will offer schemes for the instructors to set within a lesson program to learn and give all pupils a alteration to success in larning. There are tonss of schemes instructors can utilize for illustration. when it comes to pupils with emotional and behavior upsets may pupils may hold gifts or even larning disablements in which instance can split from outlooks or even from criterions of behaviours. Some instruction schemes that learning can utilize for a pupil with emotional and behavior upsets are a teacher demand to work long term betterments without anticipating immediate and strong success from the pupil. seek to expose pupils with behavior upset to pupils who are non particular demand. Try and allow pupils to walk around schoolroom and talk with the pupils about what they like or dislike assisting learn about the pupil strength and failing to be able to get down doing an lineation of a lesson program for them. Structure regulations. a agenda for the pupil. set up the room for pupils comfort for a more conductive acquisition environment for the pupils to larn in. instructors need to setup pupils a manner to other mercantile establishments ways to cut down defeat and angry by theoretical account and function playing appropriate behaviour for them to see. 2010 McGraw Hill ) Most of import I think a instructor and make besides is make a cool off topographic point within the category for the pupil to quiet down one time they become defeated or angry it can assist pattern and reenforce proper behaviour from the pupils one they have common down which will assist the instructor to maintain everyone else composure. Last they need to pass on with other instructors and the pu pil parent to maintain the line of communicating unfastened about the pupil instruction. There are tonss of different characters of pupils with emotional and behavior upset and some illustrations are contending and hitting. acquiring out of their sets. upseting others by shouting and speaking loud. destructing things by throwing. make non like to follow orders and some expletives a batch in which instances some can non assist it. Next there are Physical disablements and Health Impairments where pupil are non able to larning easy without aid. For illustration pupils with Physical disablements are those who have are orthopaedic damage in which one or more limbs are badly restricted and there are those who have wellness damage. 2010 McGraw Hill ) Some instruction schemes for instructors are to larn about particular devices or processs. assist other pupils and grownups understand and accept physically handicapped pupils and to maintain in head that some pupils in wheelchairs have full utilizations of their custodies and others do non. Most of import allow pupil to take part in all activities like field trips. particular events. undertakings and do certain they have full entree to the schoolroom and nil is blocked them in like them traveling down narrow hallways and heavy doors where they can non acquire out. 2010 McGraw Hill ) Some features of Physical and wellness damages are Mobility issues. weariness. weak musculus. attending engagement and Hypotonic-low musculus tone. Recently there is traumatic encephalon hurt ( TBI ) is a signifier of Acquired encephalon hurt. occurs when a sudden injury causes harm to the encephalon. TBI can ensue when the caput all of a sudden and violently hits an object. or when an object pierces the skull and enters encephalon tissue. 2013 National Institute of Neurological Disorders and Stroke ) Some instruction schemes for instructors are cut down distractions in the student’s work country like take excess pencils and books. Divide work into smaller subdivisions where the instructor have the pupil complete one subdivision at a clip. Ask the pupil to sum up information orally that has merely been presented. Use cue words to alarm the pupil to pay attending like â€Å"listen. † â€Å"look. † and â€Å"name† in conclusion set up a gestural cueing system by utilizing oculus contact and touch to remind the pupil to pay attending. 2000 TBI Challenge Vol. 4. No. 2 ) Some Features of a individual who h as traumatic encephalon hurt are concern. confusion. behavioural or temper alterations. and problem with memory. concentration. attending. or believing. A individual with a mild TBI may stay witting or may see a loss of consciousness for a few seconds or proceedingss. 2013 National Institute of Neurological Disorders and Stroke ) In decision what can I make to foster the self-esteem and self-government. and heighten the self-advocacy accomplishments. of pupils with emotional and behavioural upsets. physical and wellness damages. and traumatic encephalon hurt is to learn cognition and accomplishments to each pupils in other to go ego determined. Besides by set personal ends for each pupil and make actions programs to accomplish the ends each and every twenty-four hours. Second Make good picks that re appropriated and that applies to the pupils mundane lives. When it comes wholly down to the bottom line I will assist my full pupil achieve academic success. What can be done to assist regular pupils understand. regard. and react suitably to pupils with disablements in a category? I will post regard regulations on my schoolroom walls. door. even in the school hallways. I will state other pupils non to pigeonhole pupils that have disablements because it is non nice to mock or badger pupils who are different and if I do catch them they will allow them cognize that is disrespectful. I will state them to demo regard to them and seek to acquire to cognize them better before doing merriment of the disable if that do non work and they are non seeking to understand pupil with disablements I will maintain doing certain that every pupil I come across so discourtesy or even feel like they do non desire to be around one of the pupil I will merely state them in a composure but nice voice â€Å"Try to walk in their places for one time. †

Decantation Definition in Chemistry

Decantation Definition in Chemistry In everyday work, the term decantation is usually associated with wine. Decanting is also a chemical laboratory process used to separate mixtures. Decanting is a process used to separate mixtures, and ii its simplest form it just means allowing a mixture of solid and liquid or two immiscible liquids to settle and separate by gravity. This process can be slow and tedious without the aid of a centrifuge. Once the mixture components have separated, the lighter liquid is poured off leaving the heavier liquid or solid behind. Typically, a small amount of the lighter liquid is left behind. In laboratory conditions, small volumes of mixtures are decanted in test tubes. If time is not a concern, the test tube is kept at a 45 ° angle in a test tube rack. This allows the heavier particles to slide down the side of the test tube while allowing the lighter liquid a path to rise to the top. If the test tube were held vertically, the heavier mixture component could block the test tube and not allow the lighter liquid to pass as it rises. A centrifuge can greatly increase the rate of separation by simulating a great increase in the force of gravity. Some Mixtures That Can Be Decanted Oil and water  Ã¢â‚¬â€œ Oil floats on top of water. Decanting the mixture allows the oil to be poured off the water.Gasoline or kerosene and water –  This mixture is an example often cited as a safety hazard. Decanting a mixture containing flammable solvents can be dangerous as the flammable material evaporates and forms dangerous fumes.Dirt and water –  Muddy water can be cleared up by decanting. The soil will sink to the bottom of the tube allowing the clear water to be poured off.Wine –  Sediment from the fermentation process can produce an undesirable taste. Wine is decanted to separate the wine from these sediments.Cream and milk –  Cream is separated from milk by decantation. Cream rises to the top of the milk mixture and is easily skimmed off.Blood and plasma –  A centrifuge is necessary for this decantation. Plasma can be removed from blood by decantation.

Risk management and Planning in Tesco plc Essay - 1

Risk management and Planning in Tesco plc - Essay Example TESCO is the third largest retailer in the world. Tesco was the first major retailer to introduce carbon labeling on products. Initially established as a grocery retailer in the UK, the company has expanded its business to various countries across the world and its operations include from clothing, electronics, furniture and petrol to books, banking, telecom and software. The phrase "The Tesco Way" coined by its CEO Terry Leahy seeks to hold out to the public the company’s philosophy and values. The company has been in the forefront in its risk management policies, technological innovations such as camera and self-service tills in the retail industry and CSR initiatives over the period of time. The business risk is different from the financial risk in relation to a company. While the financial risk is related to the capital structure and debt, the business risk is related to the economic conditions. The prevailing economic conditions in relation to an industry will affect the different companies differently, based on the relative exposure to the economy, which has been strategically structured by the companies concerned. However, failing to react in tune with the external environment is the greatest risk as it will affect the performance of the companies in the background of liberalization and globalization. Current Risk Management Process The company (2010) states â€Å"We recognise the value of the ABI [Association of British Insurers] Guidelines on Responsible Investment Disclosure and confirm that, as part of its regular risk assessment procedures, the Board takes account of the significance of SEE [Social, Ethical and Environmental] matters to the business of the Group... and incorporates SEE risks on the Key Risk Register.†

Obesity Essay Example | Topics and Well Written Essays - 250 words - 4

Obesity - Essay Example In airplanes, they should be forced to buy double seats to allow them and other passengers to travel comfortably. Those who feel aggrieved by such radical measure should look for other means of transport or board a private plane Jim is ethical because he does not steal the software but he is rather given for the being a member of the BB network. Secondly, utilitarianism demands that people act on the basis of the greater good. In this setting, it is clear that the process of procurement of software by their company is hectic, and therefore to increase their efficiency Jim and his colleagues, they opt to download software. Lastly, by telling the truth to Thelma, Jim is ethical. Thelma is being harmed because she her moral principles on copyrighted product are also being violated. In addition, the software companies lose sales because of such networks. Thus, Thelma and software companies are the major victims. Having software in BB implies that people have the privilege of accessing or downloading them. Hence, these are acting ethically in the sense that they follow the required procedure to obtain software via BB. Further, it is the easiest or the fastest way to obtain software because it takes care of people who cannot afford to buy software. In addition, these people do not hack sites for software but rather share what they have between each other. Thelma has a choice of either not associating with site if she feels it is unethical or be part of the network if she can justify the actions and values based on utilitarian principle. However, considering her first reaction she ought not join the network at

Analysis Paper Essay Example | Topics and Well Written Essays - 1000 words - 4

Analysis Paper - Essay Example After graduating, he took a personal journey by roaming through the wilderness areas of Alaska. He abandoned his car in the Mojave Desert, destroyed the license plates, threw away his maps, and burned his money. He later named himself Alexander Supertramp. With that, he liberated himself to indulge in nature freely with unfiltered experiences (Krakauer 12). John Krauker reconstructs a clear prism through which he brings together the unsettling facts of Christopher McClandess’ life. He asserts that an inner obsession and youthful desires propelled McClandess to undertake that journey. By digging deeply, Krauker unravels the wider riddles that the life of McCandless depicts. He integrates the reflective pull of the American jungle on the reader’s imagination. He integrates the fascination of the high-risk activities in the wilderness performed by young people (Krakauer 14). McCandless had grown in the affluent neighbourhood of Washington, D. C. He had graduated with an honours degree from Emory University. His ultimate desire was to undertake an Alaskan odyssey in the wild for a whole summer. He was probably harrowing with the desire to make an extraordinary step in his life. McCandless surprised the world by leaving a nearly perfect life in search of a fantasy. Interestingly, he had left a full trail of travails documents, photos and diaries. In his diaries, he depicts a journey of a hunger experience driven by a kind of immortal grandeur. He mused in the emptiness of the material world. He had planned to attend law school in the future (Krakauer 19). He traversed the country using meagre means. In few times he sought employment and in few times refused help from strangers. He can be defined as an idealist whose life was cut down before he could realise its full benefits. He had made an impact on nearly all the people he had met along his journey. His journey was hastily prepared and ill informed. He

Technology in diplomacy Research Paper Example | Topics and Well Written Essays - 2000 words

Technology in diplomacy - Research Paper Example This has resulted in Austria shifting to paperless records, during late 1990s, while MFA of Latvia was awarded for the best web-site in 2003.(â€Å"Information and Communications Technology† 193) Foreign ministries around the world are still struggling to engage the benefits of information technology in their management of external affairs. However, some of the countries have realized the potential of using â€Å"Web 2.0†. A good example in this direction is Denmark, which has created a â€Å"virtual working group†. The function of the group is to arrange meetings of all members, from all corners of the world, using video-conferencing. This way the working group has better coordination; as it has members from all units, which are relevant to the working of country’s MFA, along with its branches in Africa, America, UN and EU countries. Utilizing the full potential of information communications technology (ICT), Denmark has identified the five principals of E-management, mainly applicable to a MFA manager. These include usage of intranet, on daily basis, for sharing ideas and communication. The concerned manager is required to make use of best practices, using IT tools, to set an example for the staff. In addition, the manager must ensure that the staff members are fully familiar with information technology, having the required skills. The manager is required, personally, to be fully conversant with the E-Government Strategy of MFA; while understanding its contents, perfectly well, which would help in contributing to the policy guidelines, in a positive manner. Canada, being the other country, which is utilizing the full potential of ICT, started an e-exercise, called ‘Public Diplomacy Network’, which involves offering of suggestions and other tips to the government on its foreign affairs policy. Accordingly, public awareness has been created among the people, through this network, regarding the government policies on inte rnational issues. Mexico is yet another country, which has growing network of foreign consular posts, in United States, sharing the best consular practices, while mutually learning, through the foreign ministry’s intranet. (â€Å"Information and Communications Technology† 194-5) With the rapid developments in the field of ICT, it is essential that all concerned keep pace with same, while understanding the changes, in a positive manner; which can help solving the problems, almost instantaneously. The social network sites, like face-book, have set an example for others, regarding best use of ICT. ICT applications After the use of computers as simple machines, their versatility increased with use of ‘local area network’ (LAN), which made inter-connections possible. Hence, many MFAs are using this technology even now, to stay connected. Then came the use of ‘wide area network’ (WAN), which meant keeping different ministries and departments of a co untry connected. Most European countries have adapted to this technology, in 1990s. However, many are still hesitating to use it, as they fair leakage of sensitive data, particularly pertaining to their MFAs. ‘Virtual private network’, or intranet, has been used to cover all the embassies of a country, as it widens the scope of WAN. However, many smaller countries are not able to go for such technology, due cost and skilled manpower constrains. Countries like China, Japan and India have

Ip5 program capstone Research Paper Example | Topics and Well Written Essays - 250 words

Ip5 program capstone - Research Paper Example At the GreenHall hotel, promotions are given to the employees by merit. This means that those who have shown exemplary performance in their work are promoted. However, at the BlueShield hotel, employees are promoted whenever they get an additional academic qualification. BlueShield places a lot of importance to the academic qualifications while GreenHall places emphasis on the experiences that the employee has had in the company. Communication at GreenHall is not limited and employees can pass information freely. This means that all the employees can interact and pass information freely regardless of their position in the company. This helps the employees feel free to talk to the top officials whenever they are experiencing problems in the company (Bach, 2013). BlueShield Hotel, on the other hand, communicates strictly in a top-down direction. Both hotels use the SWOT tool to improve the operations of their hotels. They both make use of their individual strengths, recognize their weaknesses and try to improve them, realize the existing opportunities and utilize them. They also identify their strengths and makes use of them. A change in the external environment is likely to affect both companies in the same way. For instance, if there are terrorists’ threats in the area, then the hotels are likely to experience a low season (Burt, 2005). They may need to even close their businesses for a while. Terrorists’ threats are very harmful to the hospitality industry. In conclusion, both the GreenHall and BlueShield hotels operate and function in different ways to accomplish the same goals of getting more clients and thus more profits. The aim of any company is to make profits, and each company has their way of attaining their projected profits (Bou,

Technology in diplomacy Research Paper Example | Topics and Well Written Essays - 2000 words

Technology in diplomacy - Research Paper Example This has resulted in Austria shifting to paperless records, during late 1990s, while MFA of Latvia was awarded for the best web-site in 2003.(â€Å"Information and Communications Technology† 193) Foreign ministries around the world are still struggling to engage the benefits of information technology in their management of external affairs. However, some of the countries have realized the potential of using â€Å"Web 2.0†. A good example in this direction is Denmark, which has created a â€Å"virtual working group†. The function of the group is to arrange meetings of all members, from all corners of the world, using video-conferencing. This way the working group has better coordination; as it has members from all units, which are relevant to the working of country’s MFA, along with its branches in Africa, America, UN and EU countries. Utilizing the full potential of information communications technology (ICT), Denmark has identified the five principals of E-management, mainly applicable to a MFA manager. These include usage of intranet, on daily basis, for sharing ideas and communication. The concerned manager is required to make use of best practices, using IT tools, to set an example for the staff. In addition, the manager must ensure that the staff members are fully familiar with information technology, having the required skills. The manager is required, personally, to be fully conversant with the E-Government Strategy of MFA; while understanding its contents, perfectly well, which would help in contributing to the policy guidelines, in a positive manner. Canada, being the other country, which is utilizing the full potential of ICT, started an e-exercise, called ‘Public Diplomacy Network’, which involves offering of suggestions and other tips to the government on its foreign affairs policy. Accordingly, public awareness has been created among the people, through this network, regarding the government policies on inte rnational issues. Mexico is yet another country, which has growing network of foreign consular posts, in United States, sharing the best consular practices, while mutually learning, through the foreign ministry’s intranet. (â€Å"Information and Communications Technology† 194-5) With the rapid developments in the field of ICT, it is essential that all concerned keep pace with same, while understanding the changes, in a positive manner; which can help solving the problems, almost instantaneously. The social network sites, like face-book, have set an example for others, regarding best use of ICT. ICT applications After the use of computers as simple machines, their versatility increased with use of ‘local area network’ (LAN), which made inter-connections possible. Hence, many MFAs are using this technology even now, to stay connected. Then came the use of ‘wide area network’ (WAN), which meant keeping different ministries and departments of a co untry connected. Most European countries have adapted to this technology, in 1990s. However, many are still hesitating to use it, as they fair leakage of sensitive data, particularly pertaining to their MFAs. ‘Virtual private network’, or intranet, has been used to cover all the embassies of a country, as it widens the scope of WAN. However, many smaller countries are not able to go for such technology, due cost and skilled manpower constrains. Countries like China, Japan and India have

Listning quiz- english Essay Example | Topics and Well Written Essays - 250 words

Listning quiz- english - Essay Example My total score shows that I need to work more in order to improve my listening skills and it can only happen if I pay full attention towards the speaker. One of my weaknesses is that I do not listen to the speaker properly or assume everything before it actually happens and this is the thing, which stops me from improving my listening skills. I should not take listening easy. I think I deceive myself when I ask non-threatening questions to the speaker. I should listen to the other person properly in order to understand the actual scenarios. I think my habit to interrupt the speaker is not a good one because it diverts my attention from the speaker. I need to be patient during the time the other person speaks. I should let the other person state his or her viewpoint before stating my own viewpoint. I should also try to improve my creative skills instead of paraphrasing other person’s sentences. So, these were some of the points which I need to consider in order to improve my li stening skills. Works Cited Not Required.

Interpreting the First Amendment of the Constitution Essay Example for Free

Interpreting the First Amendment of the Constitution Essay The notion of being free to choose whatever religion a citizen wants to posses is notoriously known to be a liberty dictated by the first amendment. â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof,† (A-18 Brinkley) are the famous words of the constitution. Yet, this same law also states that the legislative branch of the U. S. government does not have the authority to favor one religion over the other. In fact, it dictates that the government must remain secular when it comes to the affairs of religion as it cannot respect any one particular religion over another. Thus, there can never be a national religion, an American version of the Anglican Church, as it would hinder the government from preserving the freedom to choose between religions. The other liberties guaranteed by this amendment were the rights of speech, the press, â€Å"or the right of the people peaceably to assemble, and petition the Government for a redress of grievances† (A-18 Brinkley). These are all liberties that allow for the citizens of the nation to protest the government. Civilians can protest through their speech, which may hold accusatory claims against the government, in public areas. Americans are allowed the right to publish grievances in the press, free of censorship from a legislative body, as well. These are liberties that allow for organizations to spread information and knowledge over any form of tyranny they may feel the government bestows onto the population. These are also lubricating actions that more easily allow for assemblies to form and confront the government over such issues. Really, the amendment is a formula for allowing the civilian populous to restrain the authority of the government.

Project Management in Construction

Project Management in Construction Definition: â€Å"Project management is the art of directing and coordinating human and material resources throughout the life of a project by using modern management techniques to achieve predetermined objectives of scope, cost, time, quality and participation satisfaction.† Definition according to Project Management Institute Objectives of Project Management: For construction project management the objectives depend a lot on resource constraints and the target should be accomplished with these in view. A main component of the whole process would be to investigate for better alternatives or making tradeoffs to reduce the conflicts between stated objectives and resource constraints. Especially with manual resources originating from so many cultural backgrounds, the probability of conflict is far higher. In general the objectives of project management in construction can be stated as: Stating of objectives and plans: this should include the various factors like Budgeting, Scheduling, targets and participants. Maximization of Efficiency: This should be accomplished by proper utilization of various resources, labor, material and equipment. The ultimate goal is to meet the objectives within prescribed schedules mentioned in (1). Coordination: A proper communication and coordination has to be maintained between various phases like planning, design, estimating and constructing. Conflicts and differences should be properly evaluated and resolved thus leading towards a common goal and objective Modern Management: Development in various tools and technologies along with detailed research into existing project management principles and trends lead into a new phase of management called Modern Management. Research and study into modern management processes reflected the following additional components: Management process approach: To study the management functions in detail. Management science and decision support approach: Assists managers in taking complex decisions by approaching a given problem in mathematical and scientific manner. Example: Operations Research Behavioral science approach: Involved more in interacting with people Sustainable competitive advantage: Is an indication of a proper management strategy. Modern management can be considered to be a combination of all the ingredients mentioned before, that is General Management, Project management, Special knowledge domains and supporting disciplines. The application of Modern management into construction has proven to be quite effective and efficient. Project Risk: Risk is an important factor of any project. Taking risk by a participant of a project shows his willingness to compete but has the down side of putting the whole project at stake. There are also potential chances of conflicts being arisen between participants due to this factor. There are usually many risks involved in a construction project, a brief list of which can be stated as follows: Social Problems: This includes factors like Environmental protection, public safety rules. Economic problems: Stock fluctuation, fluctuations in exchange rates. Relationships: This is one of the most common and most important factors. These risks develop due to the instability in relations between contracting agencies, participants of project, etc. Technological: Though a key factor in a project life cycle, technology can become a risky factor sometimes. It is up to the project owner and upper level managements to resolve the conflicts created by risk and to give the Go/NO-GO order to the team. Once the decision is made to take the risk, the project management and participants should strive to make the project a success. Organization: The other important factor in project management in general and construction project management in specific is the organizational structure of the company. There are various factor involved in designing and configuring the project that depend on the organizational flow. Some of the factors are Method of decomposition of project (Sequential Vs Parallel Vs Staggered decomposition, which depends on the organization needs and availabilities). Number of organizations involved in the project and the phases they are involved in. (Ex: The owner organization which is involved in the whole life cycle can call some contracting organization for their specific needs). Organizational structure which decides the number of projects being taken up at a given instance of time. (Ex: Matrix organization structure involves same teams for various projects, where as Project oriented organizational structure involves various teams for various projects). Professional Construction Management: A professional construction management normally refers to a team that specializes various phases of construction activities like Planning, Design and construction. They have the responsibility to coordinate with contracting organizations to resolve conflicts and make the project a success. A professional construction manager is a firm specialized in the practice of professional construction management whose responsibilities includes: Working with the owner and the Architectural/ Engineering teams to decide on strategies and make decisions. Consider various resources and constraints and develop alternatives if needed. Process the progress of the project making sure that the owner is well informed of the situation. Material and supply chain management. Provide other services and subcontracts. Professional construction management is involved normally for massive projects like Alaska Pipeline Project. 10 rules for Managing projects that win: Rule1: Clarify the project goal: the most important part of the project is Goal. An effective project manager always emphasizes on goal and rephrases it again and again to the team members. This will clear the vision of people (team members and end users) regarding what they have to achieve thus compelling them to strive for it. Rule2: Use objectives to define responsibilities: the objectives defined to reach the goal should be used in recognizing and allocating responsibilities. An effective team manager will recognize individual talents of team members and assign responsibilities accordingly. Rule3: Establish Checkpoints, Activities, relationships and time estimates: Team members work the best when they know what to do and have a specific target set in front of them. Creating Timelines, checkpoints and activities help the team members concentrate their energies in the proper direction. Rule4: Supercharge the plan with a picture: Try to make the project progress as clear as possible to your team members and upper management. Use Gant and Pert charts to show the progress visually which will aid them to understand the process much better than verbal explanation or presentations. Rule 5: Develop an empowered project team: Understand the elements of human behavior and recognize the differences in team members. Note that each person’s skill can be used in a unique fashion to contribute to the project. Try to find the motivating factor for team members, each person can be motivated by something different. Rule6: Reinforce People’s motivation and energy: This can be accomplished by bringing in a sense of ownership into team member’s mind. Trying to align people’s thoughts with one another and with project goal will help a lot too. By brining in this common thinking and sense of challenge, team members will be cheered and motivated at all stages of project life cycle. Rule7: Communication: Communication between team members and team management is one of the most important factors for project success. Make sure all the aspects of project including progress, successes, failures, etc, are all well informed to the team members. Another part of communication is to listen sincerely and regularly to the opinion of team members, some times listening is more important than talking. Rule8: Vitalize people with energy from conflicts: Try to use the energy generated with various conflicts in the project life cycle to encourage people. This will help them to focus and resolve issues cooperatively. Rule9: The Power of being a project manager has to be used in brining the commitment from team members. This will help them in using their individual powers to make the project a success. Rule10: Try to be creative. Case Study: Alaska Pipeline Project: Alaska Pipeline project was considered to be the most expensive private project in 1970s. With over 10billion dollars of budget and 800 miles of pipeline, this project required top notch project managements abilities to be completed and perfected. I choose this project as an example because of two reasons: (i) The Vast ness of the project and (ii) The involvement of Professional project management organization. During the planning phase, the owner assigned the whole project to a Construction Management company (contracting, called CMC) while retaining the centralized decision making ability. Initially the hierarchy from top to bottom consisted of 9 layers which created many risks and conflicts between various subcontractors and other participants of the project. There were also delays made in decision making process because of various construction sites and count of subcontractors. To eliminate this, the owner then created a Professional Project Management firm by combining a portion of Owner and CMC. The primary goal of this team was to control all the subcontractors. This change reduced the number of layers of hierarchy from 9 to about 5, in turn closing the gap between management and workforce. This also boosted the performance of decision making process as the communication and collaboration process was greatly improved. . One of the primary decisions of this team was to decentralize th e construction of 5 segments of the pipeline as a different project thus giving the organization a goal oriented look. With the introduction of this new firm, all the major rules of project management were covered and the project was successfully completed within given budget and time. References: Burke, Rory â€Å"Project Management-Planning Control†, 4th Ed, John Wiley Son 2002 Lock D, â€Å"Project Management†,   8th Ed Gower 2004 W.Alan Randolph, Barry Z.Posner, â€Å"Checkered Flag Projects†, 2nd Edition, Prentice Hall. Project management in construction Project management in construction Brief 199803 The role of the Project Manager amongst other things may be that of the partnering facilitator as identified in various literatures and by authors such as, but not limited to Latham and Egan etc. Highlight a theoretical but practical role for the project manager as a partnering facilitator.     Outlined below is a discussion and an examination of the notion that the role of the Project Manager amongst other things may be that of the partnering facilitator which enables projects to be carried out efficiently. The notion that the Project Manager amongst other things could fulfil the role of the partnering facilitator has been identified as well as being developed further in the literature of Latham and also Egan, besides others. Authors such as Latham and Egan regarded that the fulfilling of the part of being a partnering facilitator as one of the main functions of any successful Project Manager, but of course not the only one. As part of the evaluation of the role played by Project Managers, the potential role of being a partnering facilitator will highlight a theoretical but practical role for any Project Manager to carry out whilst acting as a partnering facilitator. Project Managers have played and still continue to play important parts within the public and private s ectors of the British economy. However, for the purpose of this evaluation the theoretical, yet practical role that would allow any Project Manager to act as a partnering facilitator are considered within the confines of the construction industry in the United Kingdom. It should also be remembered that the ideas relating to the concepts were actually originally developed by engineers in the United States before being widely adapted by businesses and academics alike (Deeprose, 2001 p. 3). The construction industry within the United Kingdom would upon both a theoretical as well as a practical basis provide plenty of scope for a Project Manager to fulfil or serve the role of a partnering facilitator during the course of carrying out their job. The reasons for the construction industry offering opportunities for Project Managers to be able to act out a role of being a partnering facilitator are strongly related to the nature of that industry within Britain itself. Construction firms exist to develop, plan, deliver, and finally complete building projects, Project Managers are also trained to think and function in a similar way (Deeprose, 2001 p. 18). The Project Manager thus arguably has a vital linking and organising function or purpose contained within the core responsibilities of their job, which in itself is pivotal for the efficient running of the construction industry in Britain. Any or every construction project needs to be managed effectively, and well organised i n order for it to be completed on time and within budget, a requirement that the use of a Project Manager is intended to fulfil. Even if only one company was formally engaged in completing a construction project a high degree co-ordination and organisation would still be required to make sure the efficiency of the organisation remains consistently high as well as being successful. A single company will have various stakeholders with different concepts of what needs to be done to successful complete. The more companies which are involved in a proposed project means a higher number of stakeholders need to enter working partnerships (Briner, Hastings, Geddes, 1996 pp. 10-12). In reality, construction projects normally have several contractors, sub-contractors and suppliers involved in the whole process, which further increases the need for co-ordination and sound organisation. The Project Manager is therefore ideally placed to carry out the necessary co-ordination and organisation to achieve the full completion of the project (Deeprose, 2001 p. 3). Latham and Egan, amongst others, have contended that the level of co-ordination and organisation that Project Manager have to use to get their jobs done with the British construction industry could justify the tag of partnering facilitator. Deeprose has argued that the operating methods of Project Managers and companies are very similar, which helps to explain why Project Managers are very useful in running construction programmes (Deeprose, 2001 p. 18). In theoretical and practical terms, the Project Manager needs to work in partnerships whilst facilitating the means to ensure that all are programmes are carried out. One way of exploring whether the Project Manager could theoretically and practically act as a partnering facilitator would be to look into how a project to build a housing development could actually be managed. To be able to complete a housing construction programme theoretically and indeed practically involves a great deal of partnership to move from initial planning a nd designing, through to finding contractors or suppliers, gaining planning permission, then finally construction. Even after construction has been finished partnerships could still be needed to make sure that the required standards are met, and to achieve the highest quality houses. Young argues that the key to the successful completion of any construction project is for it to be well designed with all the people that need to make the decisions having access to all relevant information (Young, 1996 p. 21). The Project Manager needs to form a partnership with the architects that design the building that make up the housing construction programme, and both need to discuss the exact specifications and materials required to make the project achievable (Young, 1996 p. 45). These architects could either work for the same company as the Project Manager or be employed by a different company if not a specialised architectural consultancy. Having a sound partnership with the architect would allow the Project Manager to examine whether the designs for the proposed housing programme are practical, are what the stakeholders actually requested, and also if they meet health and safety standards (Maylor, 1996 p. 47). Close consultation between the Project Manager and the architects will facilitate discussion with regard to the quality, as well as the practical feasibility of the housing being designed. Together the Project Manager in conjunction with the architects will draw up plans as to what will b e needed in the houses to ensure that all features and facilities are installed as planned, and altered if needs be (Young, 1996 p.45). Theoretically and practically for the successful finishing of a house building project the Project Manager needs to form a relationship with the Local Planning Authority to ensure that planning could be granted to allow building work to begin. Without planning permission the proposed housing construction will not be carried out (Deeprose, 2001 p. 18). A good relationship with the Local Planning Authority responsible for granting or not granting planning permission could be useful if the Project Manager needs to arrange for water, gas and electricity supplies have to be extended to the new houses after those have been finished (Young, 1996, p. 45). The Project Manager might even have to liase with the Local Planning Authority to arrange new roads or an extension of existing roads to the new houses. The Project Manger as the main facilitator between the company or the consortium they work for and the Local Planning Authority would have the task of sorting out any differences between th e tow to make sure that planning permission is granted as quickly as possible. Partnership between the Project Manager and the Local Planning Authority should help to facilitate the successful completion of the proposed building of new houses (Maylor, 1996 p. 6). Theoretically as well as practically the Project Manager would therefore need to facilitate a partnership between all the constructors, and sub-contractors, which are, actually needed to design, build and complete the new houses (Maylor, 1996 p. 47). New houses are completed through the combined efforts of contractors and sub-contractors, which have special skills and functions (Briner, Hastings, Geddes, 1996 pp. 10-12). For instance, new houses will need electricians, gas fitters, plumbers, as well as plasterers to complete the infrastructure of every house being built. The Project Manager will be responsible for hiring all the contractors and sub-contractors, as well as any general labourers needed to finish the new houses (Deeprose, 2001 p. 3). The Project Manager would have to make sure that everybody or firm hired to complete the construction is capable of doing their jobs to satisfactory standards or have work done again by alternative contractors (Briner, Hastings, Geddes, 1 996 pp. 10-12). Not only will the Project Manager ensure that the contracted work is done effectively, they will have to action any complaints, needs or problems that the contractors, sub-contractors, and workers have with completing the new houses (Young, 1996 p 47). Health and safety is also an issue that the Project Manager has to consider. The Project Manager has a responsibility to make sure that everybody is safe upon the construction site. Hand in hand with making sure that workers are safe, the Project Manager would also have to ensure that all the work carried out on the new houses complies with all health and safety regulations (Briner, Hastings, Geddes, 1996 pp. 10-12). Facilitating with all contractors, sub-contractors and workers not only maintain the partnership between them all, it also allows the new houses to be safe without anybody being hurt during their construction. For the Project Manager complying with health and safety standards will mean that the building p rocess runs smoothly and reduces the risk of legal action being taken against the building consortium (Deeprose, 2001 p. 18). Therefore, one way in which the function of any Project Manager as a partnering facilitator could be theoretically and practically demonstrated through the co-ordination and organisation needed to build new houses. The Project Manager could and indeed should play a pivotal role in partnering or linking all the elements needed to complete a new housing programme. The Project Manager has an essential part to play in ensuring that the parties involved in the construction of the new houses would work closely together to make sure that the building is completed successfully and to time. Without the Project Manager acting as a partnering facilitator it would arguably be more difficult to design, construct, and fully complete the new house building programme. The Project Manager co-ordinates and liases with the architects over the design as well as the features of the new houses before the plans are finalised and then submitted for planning permission. Then the Project Manager would thus us ually have to approach the appropriate Local Planning Authority to gain planning permission and then amend the building proposals if that is required. Probably the most important partnering facilitating performed by the Project Manager would be co-ordinating, as well as organising all the contractors, sub-contractors and all workers needed to build and finish the new houses once planning permission has been granted. A good working partnership actively facilitated by the Project Manager should mean that the new houses are built up to a high standard as quickly, yet effectively as possible. The Project Manager will achieve the function of partnering facilitator most effectively by involving all the relevant stakeholders that are part of the construction project. Briner W, Hastings C, Geddes M, (1996) Project Leadership – 2nd edition, Gower, Aldershot Deeprose D, (2001) Smart things to know about Managing Projects, Capstone Publishing Limited, Oxford Maylor, 1996 Young T, (1996) The Handbook of Project Management, Kogan Page, London

History of False Teeth :: Dentures Dental

False teeth, which are known today as â€Å"dentures†, are bony plates which are installed into a patient’s mouth by means of adhesion to the fleshy mandibular or maxillary arch. Although these are now relatively inexpensive and their requirement is often taken for granted, they have not always been so easy to come by. A look at the history of false teeth shows a pain-staking and quirky evolution: Though it is assumed that primitive versions of false teeth have been around since the 700s B.C., the first concrete evidence of false teeth emerges from the 15th century. These were carved of bone or ivory, or they were made from random assortments of teeth that had been dug up from graveyards. However, these had no self-contained method of attachment, but rather were fastened to any remaining teeth by means of metallic or silk thread. This attachment was visible to the observer, resulting in a smile that was not only extremely uncomfortable, but also unattractive. Thus, false teeth were originally intended to serve the sole purpose of aid in eating, not aesthetic purposes. The biggest shortcoming of these archaic appliances was the fact that they were subject to decay in the wearer’s mouth. Thus, installed false teeth would have to be replaced on a regular basis, resulting in a very costly procedure. However, this problem was rectified in 1774 by Duchateau and Dubois de Chemant with their invention of the first full set of dentures that would not rot. This was due to their porcelain composition – a material that was much more conducive to the everyday wear and tear of one’s teeth. Although an incredible improvement, even the porcelain version had its difficulties. Unable to produce anything less than a full set of teeth (the surrounding porcelain was required to keep each tooth in place), patients who were missing only one or two teeth were out of luck, unless they were willing to have the rest of their teeth removed as well. And yet, in 1808, Giuseppangelo Fonzi developed the first individual appliance – a single porc elain tooth that could be held in place by a pin drilled into the jawbone. Finally, in 1845, Claudius Ash, known as the official â€Å"inventor of dentures†, produced the porcelain version that is now used today. His contributions included a suction method of adhesion for a full set of dentures, so that no form of attachment could be seen by an onlooker. History of False Teeth :: Dentures Dental False teeth, which are known today as â€Å"dentures†, are bony plates which are installed into a patient’s mouth by means of adhesion to the fleshy mandibular or maxillary arch. Although these are now relatively inexpensive and their requirement is often taken for granted, they have not always been so easy to come by. A look at the history of false teeth shows a pain-staking and quirky evolution: Though it is assumed that primitive versions of false teeth have been around since the 700s B.C., the first concrete evidence of false teeth emerges from the 15th century. These were carved of bone or ivory, or they were made from random assortments of teeth that had been dug up from graveyards. However, these had no self-contained method of attachment, but rather were fastened to any remaining teeth by means of metallic or silk thread. This attachment was visible to the observer, resulting in a smile that was not only extremely uncomfortable, but also unattractive. Thus, false teeth were originally intended to serve the sole purpose of aid in eating, not aesthetic purposes. The biggest shortcoming of these archaic appliances was the fact that they were subject to decay in the wearer’s mouth. Thus, installed false teeth would have to be replaced on a regular basis, resulting in a very costly procedure. However, this problem was rectified in 1774 by Duchateau and Dubois de Chemant with their invention of the first full set of dentures that would not rot. This was due to their porcelain composition – a material that was much more conducive to the everyday wear and tear of one’s teeth. Although an incredible improvement, even the porcelain version had its difficulties. Unable to produce anything less than a full set of teeth (the surrounding porcelain was required to keep each tooth in place), patients who were missing only one or two teeth were out of luck, unless they were willing to have the rest of their teeth removed as well. And yet, in 1808, Giuseppangelo Fonzi developed the first individual appliance – a single porc elain tooth that could be held in place by a pin drilled into the jawbone. Finally, in 1845, Claudius Ash, known as the official â€Å"inventor of dentures†, produced the porcelain version that is now used today. His contributions included a suction method of adhesion for a full set of dentures, so that no form of attachment could be seen by an onlooker.

Thrives on Misunderstanding: Analysis of “A Doll House”

Of all the struggles of the oppressed, perhaps the most daunting has been the most silently tyrannical. Women have spent ages proving their obvious intellectual, cognitive, and social equality to the male population, especially to the men in their lives. In â€Å"A Doll House† and â€Å"Trifles,† Henrik Ibsen and Susan Glaspell illustrate how men not only underestimate their wives, but also drive them to hide their true thoughts, act in secrecy, and ultimately take formidable, yet understandable measures of overcompensation. They do so while simultaneously imposing unique male and female perspectives on the relationships they create.Through the men’s shallow view of the women around them and their inability to properly analyze their interactions, the male characters in â€Å"Trifles† and â€Å"A Doll House† create a culture of tension and resentment in their households that lead their wives to rebel against their oppression. In A â€Å"Doll House,à ¢â‚¬  Ibsen uses Torvald’s character to highlight the patronizing quality of the 19th century husband. Torvald addresses his wife, Nora, almost always by pet names, such as â€Å"Is that my little lark twittering out there?†¦ Is that my squirrel rummaging around?†¦When did my squirrel get in? † (859) For the better part of three acts, Nora internalizes the condescension and relishes the adoration—or at least she pretends to. The comments, which serve to reduce her humanity, lead Nora to realize that Torvald is ill-equipped to be a husband or a father, as he can only seem to sustain the relationships he dominates. As she comes to this realization, she tells her husband â€Å"There’s another job I have to do first. I have to try to educate myself. You can’t help me with that. I’ve got to do it alone. And that’s why I’m leaving you now. (907) Although removing herself from the hold of her husband’s patriarchy se ems logical, it is uncertain whether Nora will adapt to the realities of an independent lifestyle. The transition from her father’s patronization to the binds of Torvald’s expectations left Nora no opportunity to explore her interests or learn practical skills, like money management. Furthermore, had Nora pursued either, her husband would have forbidden her from duties associated with the male realm. The lack of these experiences forced Nora into venturing into the male world of business, taking out the loan which â€Å"saved† Torvald.When he reads Krogstad’s letter, his true sentiments about Nora come out: â€Å"I should have suspected something of the kind. I should have known†¦ All of your father’s flimsy values have come out in you. No religion, no morals, no sense of duty. † (904) Torvald’s lack of faith in Nora’s intellectual and business abilities also become clear through the outburst. The tension and shallowness i n the household become apparent when he uses pet names superficially, but when genuinely expressing emotion, he uses no names of the sort.He restricts their interactions to shallow conversation, which Nora picks up on when she announces her departure: â€Å"In eight whole years—longer even—right from our first acquaintance, we’ve never exchanged a serious word on any serious thing. † (906) Certainly, their interactions are more of a father-child dynamic than that of a married couple. Only when faced with her departure does Torvald make any concessions to the relationship, after attempting to subdue her defiance. Likewise, the women in â€Å"Trifles† are oppressed, though less subtly.Though Mrs. Peters and Mrs. Hale make significant discoveries at the Wrights’ home, their husbands treat them as children brought along to work. For instance, these women live their day to day lives pursuing the popular cultural interests deemed appropriate for w omen, and as such, are prone to discuss them in conversation. When Mrs. Hale points out Mrs. Wright’s quilt, the sheriff is quick to tease her: â€Å"They wonder if she was going to quilt it or just knot it! (The men laugh, the woman look abashed. † (917) The blatant disrespect makes the women disinclined to tell the men investigating the crime scene any of their real findings, almost out of spite and to protect their fellow woman, Mrs. Wright. The women take note of the quilt, the broken preserves, and the dead canary, which likely triggered Mrs. Wright’s rage. While the men begin their search with the preconceptions that Mrs. Wright committed the crime and attempt to find evidence to prove it, the women assume her innocence; either they choose to because of their kind nature, or perhaps because doing so is a silent form of retaliation. Such rebellion is obvious when Mrs.Hale hides the bird from the sheriff and recalls Mr. Wright’s injustice to his wife: â€Å"I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. Oh, I wish I’d come over here once in a while! That was a crime! That was a crime! Who’s going to punish that? † (921) The men do not account for the woman Mrs. Wright had once been, and are therefore blind to the motive they search for. Mrs. Wright parallels Nora in that their men drive them to acts of desperation. Whereas Nora merely leaves her oppressive husband, Mrs. Wright finishes hers off herself.The difference in sex between the authors and how they have the women deal with their husbands is especially significant. Ibsen, a man, concludes with the oppressed woman becoming aware of her situation in spite of her lack of education, summoning the courage to leave her husband and family never having experienced independence. Almost suddenly, Nora realizes the lifelong hold of patriarchy her father and husband have imposed on he r when she complains â€Å"Our home’s been nothing but a playpen. I’ve been your doll-wife here, just as at home I was Papa’s doll-child. And in turn, the children have been my dolls.I thought it fun when you played with me, just as they thought it fun when I played with them. That’s been our marriage, Torvald. † (906) Glaspell, on the other hand, brings a female perspective and ended her characters’ marriage in murder—a fit of passion and rage from a woman who had lost her identity and zeal. The female author’s conclusion of overcompensation seems more realistic than the male author’s of miraculous clarity. For example, the male author’s version of the married couple is surely one of blatant shallowness, while the female author indirectly illustrates a dynamic void of respect and love.The more subtle, sinister nuances of the relationship that Glaspell hints at are more characteristic of real relationships; the on es that deteriorate often lose civility gradually. Contrasting, the Helmers were seemingly cordial, though paternalistic, until the end. Through their oppressive behavior, intentional or not, the men in these works contribute to their wives’ emotional deaths and to the deaths of their relationships. By treating them more like pawns in their quest for superficial happiness than equals, these men fail to recognize the frailty of their marriages.In addition, by underestimating their wives’ capabilities, they are blind-sighted when the women assert their humanity. The male-dominant dynamic incites the conflicts that lead the women to rebel; had there been any depth to the husband-wife connections, the contentions of â€Å"A Doll House† and â€Å"Trifles† may have been eschewed all together. Instead, the despotism in these relationships forges irreversible consequences: for the men, the harsh reality of a broken life; for the women, resentment for their oppres sion and a future of uncertainty.