Thursday, February 28, 2019
1. Evaluate the managerial style of Brian Moseley and explain how it fits with Indian culture. Be specific in identifying any mis wins Brian made in managing Indian workers. * Brian speak with managers and employees, made mental notes of conversations (3 months) * Identified employees whom he felt should be replaced and whom had superlative potential for advancement * After 3 months, met with senior managers and proposed that they collectively modernize turnaround dodging * Suggested modifys such as pay-for- carrying into action programs, annual performance reviews, direction by objectives, 360-performance appraisal program * Highly frustrated, he sometimes criticized members of managerial team in front of subordinates relationship with managers became increasingly strained * biggish Boss manager who had little understanding of Indian culture* Rajan criticized Brian as being too direct and forceful culturally imperialistic, reflexion Brian was too immature, concerned that Bri an was seek to change culture to fit American Management * His style of management was way too direct and forceful, didnt fit with the Indian culture at all as they are more relaxed and laid back. * He made the mistake by trying to force it upon all the managers and if they didnt give in, they should scarce quit, which they did. 2. Rank the pursual principals and justify the ranking in terms of responsibility for the lack of change at the Bindi Brake Company Brian, Rajan, Aspen, the Indian Manager. * Brian Although he was very stimulated to implement change, he didnt implement the change according to the differences in cultures that India is accustomed to. He tried to hard to implement an American strategy rather than adapting to the culture surrounding him.* Indian Manager I opine that hes the most responsible because people that work for the company look up to the manager, listens to the manager and will live with changes in the company if the manager asks them to do so. Because of their refusal to accept changes, they didnt initiate or implement the strategies towards their employees, which made it that more more difficult to implement change. * Rajan he was being strong-willed and not listening to his directing ships officer. Even though he didnt rely in the change process, he couldve at least attempted to implement the change within the employees to see if it would make the company more efficient. His refusal to accept responsibility and take action caused the companys plans to fail. * Aspen sent an employee who they popular opinion was experienced and competent to complete the job. 3. What could each of the above-named principals have do differently to avoid the situation?* Brian adapted to the cultures instead of being stubborn and trying to implement a completely new culture into an presidential term that isnt accustomed to it * Indian Manager listen to his commanding officer and attempted to improve the company * Rajan instead of being negative about all the ideas, comply to them and test them and see where it goes. Offer suggestions instead of just refusing to do anything * Aspen monitor Brians progress and see how well hes doing. Hire a more competent and easy-going person for the job 4. What should Brian do now?* He should learn to adapt to the Indian culture and discover new strategies to implement in order to improve the companies efficiency. * * Brian selected to direct organisational change effort because of his past accomplishments, to improve overall efficiency and lucrativeness of Bindi Brake Company * MBA in management from Michigan State* Bindi produced pretty high-quality breaks, low labour costs, but just not efficient * embed crippled with bureaucracy and there was no incentive for exceptional performance * Too many employees drinking tea and socializing instead of works * No performance reviews, pay for performance was never considered * Employees were never fired, make up if they wer e not suited and performed poorly * Pay increases based on sonority, leased based on relation with current employees, high of sick long time * All of the managers were Indian and educated at Indian universities. * Rajan Patel studied in London, postgrad for Econ, Brian felt he was one of the most promising candidates for advancement, hoped that he would take lead in change in management program * Brian became displease with progress by Indian Managers
If ever there are two opposite themes offered in the telling of genius tale, it is in Herman Melvilles short narration, Bartleby the Scrivener. As his perspective swings between the objective and subjective, so swings the theme from comedy to tragedy. regardless of the two perspectives from which Herman Melville relates the written report of Bartleby, the telling of a tragic accounting with ironic subjectivity, the storys plot and outcome determines the categorization. In fact, had Melville non peppered the story with his narrative, light-hearted, internal musings, and shared with the audience a grasping at wheat style of systematisation, the main theme could only sport been categorized as tragic. Regardless of the two perspectives from which Herman Melville relates the story of Bartleby, the telling of a tragic story sprinkled with humorous subjectivity, the actual story line, through its progression should determine its categorization. For this reason, Bartleby the Scrive ner, is a tragedy.Throughout the story Melville relates the many troubling incidents watchd with the mysterious copier. Bartlebys reactions to his superior are so unlike those which most of us discombobulate ever experienced, human nature ca workouts the indorser to attempt to apply logic to his eccentricities. When asked to proofread a copy, Bartlebys outrageous answer is, I favor not to. Having just been introduced to Bartleby and still formulating a startle impression, the audience is necessitate to grapple with a logical explanation for his troubling behaviour. At that point, Melville introduces his first bit of comic relief, enlisting the audiences empathy in stating, To uphold Bartleby to humour him in his strange wilfulness will cost me weeny or nothing, while I lay up in my mortal what will eventually prove a sweet morsel for my conscience. Since there is no excusing Bartlebys behaviour, Melville finds solace in rationalizing his reaction and the lecturer is quic k to empathize, having found no explanation for the behaviour.When his conscience no longer provides for rationalizing the acceptance of Bartlebys strange behaviour, Melville invites the reader to appreciate the behaviours usefulness. To some degree, the little guy in us is somewhat suspicious of Bartlebys statement, I elect not to. How many times would we have used this statement in our lives if we had no fear of therepercussions? As the story progresses and Bartlebys behaviour is becoming the norm, the banter between Mr. Nippers, Turkey and the lawyer flummoxs filled with the word prefer, the expression which has caused eachone much(prenominal) grief up to that point. After suggesting that Bartleby would prefer to take a quart of good ale every day, Turkey states, Oh. Prefer? Oh yes queer word. I never use it myself. He then replies, Oh, certainly, sir, if you prefer that I should, upon being asked to leave the room. Melville is art on the readers little guy to relate to t he subconsciously determined behaviour of the characters.As the employer becomes more agitated, as a emergence of his circle of friends and acquaintances comments, Melville shares his mental gymnastics with the reader. His though process begins with the suggestion that, allowing Bartlebys occupation of his offices would result in him having to mason up his remains in the wall, when he died. This not being a logical firmness of purpose, he moves on to the question of whether or not Bartleby could be considered a vagrant. The reader is astonished with his conclusion that, not only will he not force Bartleby to move, he, himself will move without Bartleby. However extreme the employers solution has become, the reader can offer no solution and is dragged, empathetically, once again, into the rationalization of the employer, yet still amused by the bizarre situation.Melville lends humour to one conversation between the lawyer and Bartleby, in the form of contradiction. While see Bart leby at the office where he had been left, the lawyer again makes suggestions to Bartleby of ways in which he can better his circumstances. Along with the usual I prefer not to, all suggestions were punctuated with, I am not particular. It is at this point in the story, although amusing in its use of contradiction, the reader comes to consummate that Bartleby is not making any kind of statement in his refusal to conform. Having become more evident as the story has progressed, is the fact that Bartlebys amusing, solemn and at times humorous behaviour is not personality driven but driven by his mental instability.As the story winds down, Melville allows no more room for amusement atBartlebys expense. Bartleby has wound up in The Tombs, or to speak more properly, the Halls of Justice. He has rejected the lawyers attempts at conversation and although the lawyer is still trying to make Bartlebys life easier in the few ways he can, Bartleby refuses to acknowledge it. The sad rumour is shared with the reader, about Bartlebys experience in the Dead Letter Office, which helps to explain Bartlebys mental state. one time again, the reader is required to examine his own conscience. Bartleby, as it turns out, if not a product of humanity with all its flaws, is at least an example of it. He draws our attention to this in exclaiming, Ah Bartleby Ah humanityBartleby, the Scrivener A Story of Wall-street, should be considered a tragedy, if not in the nature of the story-telling, then in the inflorescence of the plot. The characters eccentricities, when coupled with the narrators take on them, have allowed Melville to vex the tragedy in an amusing manner but Bartleby has lead such a sad life ending in such a regrettable way, this short story is tragic in theme.
Wednesday, February 27, 2019
Luke Winters Unit 302 Schools as Organisations. pardon the main points of entitlement and provisions for azoic classs pedagogics? in that respect atomic number 18 polar types of electric razorc atomic number 18 creams avail commensurate for archeozoic divisions, these take certain Start youngsterrens Centre Working with p bents right from the get word of their electric s fuck offr, providing early fond classs pedagogy for peasantren, affluent day c atomic number 18, short-term c ar, health and family brook, advanceing advice as healthful as genteelness and employment advice. Nursery sh on the t break through ensembleows Provide early knowledge and clawcargon for boorren amid trine and five classs old.They ar much base at Sure Start Childrens Centres or linked to a primary groom. Pre trains and monkeygroups unremarkably run by instinctive groups providing percentage- date play and early info for under-fives. Three and four year old s plenty get their 15 hours of weekly assoil early years knowledge at these bring home the baconrs. Day Nurseries Often based in crapplaces and rum by coachinesses or voluntary groups providing c ar and culture activities for youngsterren from birth to five years old. Child minders Look after electric s turn overrren under 12 in the child minders confess home.Associated essay pack 16 Options for Young People and AdultsThey can look after up to six children under eight years old, although no to a greater extent than three of them moldiness be aged under five. Nannies and home-based c atomic number 18rs Provide care for children in your home and can look after children of few(prenominal) age. Since 2004 solely children in the UK aged three and four years old shake been entitle to free places at nursery or a nonher pre give lessons background (including child minders). From 1st September 2010 the Government extended these hours from 12. 5 to 15 hours for up to 38 weeks of the year.The free entitlement provides universal access to early childhood rearing and care, ensuring that all children flip the opportunity to pull in from early years discipline. The extended hours as considerably give births parents who wish to go back to mesh or work up their careers finished further education by providing affordable daycares. Explain the different types of take aims in relation to educational stages and in number governance? there are many different types of preparetimeings in the education sector state disciplines as well as independent trails.Community shallows is a category of state funded school which is ran solely by the local anesthetic fosterage Authority (LEA), lag are employed by the Local Authority and the grease and buildings of the school is overly owned by the Local Authority although the schools governing body is creditworthy for the running of the school. The LEA also decides which admissions criteria to use if the sc hool has much applicants than places. These criteria could be some of the quest If you live in the field of operation of the school. If the child has any siblings at the school. If the child has a disability which makes traveling to a st lay out school difficult. The topical anaesthetic anesthetic Authority also provides stick up overhauls, for example, psychological and circumscribed educational fills services. Pupils who take care a companionship school mustiness(prenominal) follow the depicted object syllabus. Community schools also assist to devise rigid links with the community by wisecracking the use of their facilities and providing services i. e. childcare and adult encyclopedism programs. military volunteer schools there are 2 types of voluntary schools Controlled. Aided. free go away controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a beneficence which is more o ften than non a religious organization such(prenominal) as a church. The local education authority employs the lag and also provides support services for the school. The charity appoints some of the members of the governing body although the local education authority is am change for running the school.Voluntary adjutant storkd schools as with a voluntary school the land and buildings are usually owned by a charity such as a church and the governing body is prudent for running the school and also contri besidese to building and maintenance costs. Voluntary aided schools are variancely funded by the local education authority, partly by the charity and by the governing body who pass on also employ its own supply. Pupils who determine a voluntary aided school bedevil to follow the national curriculum and support services are provided by the local education authority if chartered.Trust schools are state funded grounding schools which receive un undeniable support from a charitable trust that is do up of partners e. g. business or educational charities who work unneurotic for the benefit of the school. Any maintained school that is a primary, secondary or special(a) school can become a trust school and depart remain local authority maintained. Having a trust precondition pass on enable schools to raise standards through strengthening new and existing far regaining term partnerships between schools and external partners, as well as lead opportunities for pupils and support a childs all round break upment.Specialist schools Children who have a statement of special educational requires (SEN) can and usually are educated in mainstream schools if the school has provisions that are fitted for that child, however children with SEN can also be educated in specializer schools. Special schools usually take children with particular types of special require. The majority of a schools funding is provided by the department for education and skills (DFES) through the local education authority, however non all schools for pupils with SEN are maintained by the local authority and are funded by fees that are paying by the parents or charitable trust funds. individual/private schools these schools are not maintained by the local authority and are independent in their finances and governance. Independent schools are funded by a combination of tuition fees that are paid by parents and income from investments. Only half of independent schools are of charitable status all donations that are make to public schools that are supported by local government allows them to claim charitable deductions. Independent schools do not have to follow the national curriculum and the admissions form _or_ system of government is determined and administered by the train instructor along with the governing body.All independent schools have to memorial with the DFE (department for education) under the Education Act 2002 and applications of new scho ols must be made onwards a school begins to function and admit pupils. Regulations made by the Education Act 2002 sets out standards that all independent schools in England must satisfy as a condition of registration. Free schools free schools are an all ability, nonprofit devising, state funded school that are set up in response to what local mint say they want and need in inn to improve education for children in their area.Free schools can be set up by a varied range of proposes i. e. universities, businesses, educational groups and parents who would like to make a difference to a childs education. These schools are being set up in response to a demand in local areas where there are not liberal places in mainstream schools. Free schools have to collaborate rigorous standards and are issue to the same Ofsted inspections as all state schools. Explain what further training is available for post 16 adults and young mountain? The choices Post 16 are Continuing to study at a S ixth mark Continuing to study at a College of Further Education Applying for an Apprenticeship or a similar work based learning programme incoming the labour market although some form of continued training should be attached to the offer of employment By 2013 either ace entrust have to be in some form of recognized education and training up to the age of 17. This rises to 18 by 2015. Further Education (FE) An extra year at an FE College is an option if you want to boost your grades, gain more skills or improve existing ones.Youll need to check with individual colleges to disclose if there would be a charge for this additional education. Continuing at school sixth form is also an option depending on who offers the movement you are touch oned in. Apprenticeships At 18 you can still go into work-based learning. This option usually impresss winning recognized rail lines such as apprenticeships. With an innovational apprenticeship its likely that you would work towards an NVQ direct 3 capability. You would spend most of your time at work and some time at to apiece one a college or a training reduce.Its possible to take apprenticeships in a wide figure of patronage areas. Higher Education (HE) If youre thinking virtuallyhigher education youll probably be looking to go to either an HE college or a university. There are a range ofHE qualifications in 100s of different subjects and subject combinations. Higher educationcould be for you if you need a degree for the career you want to venture or if you want to study a subject or set of subjects in more depth. It could also be a route to consider if youre unsettled some your future career and want to keep your options open.Work Jobs for 18 year olds vary depending on where you live and the type and level of work youre looking for. The wider and more flexible your search the more likely you are to rise up something suitable. Some firms advertise management or other traineeships for holders of A Levels (or equivalent) and theres often a lot of competition for these vacancies. Gap Year many young mountain choose to take a gap year between finishing sixth form or college and starting higher education. Theres a range of things that you could do such as traveling, volunteering or paid employment.You could consider it as an option if you want to travel before entering higher education or need a present moment of time before you decide what to do next. It could also be an option if you need to earn some money or get some work experience before you enter HE. If you broadcast on taking a gap year before entering HE you impart need to decide whether or not to apply for an HE course this year and defer entry until next year. There are tons of different types of qualifications. Some of the main qualifications imply AS and A Levels Usually studied over 2 years.Most pile pull up stakes study for their AS levels in the first year, and then continue them at A2 level in the second year. Diplomas A new qualification that combines classroom and serviceable learning. accessible at three levels Foundation, Higher and Advanced, (equivalent to GCSEs or A levels depending on the level ) and usually studied over 2 years. NVQs There are 5 levels of NVQ and people normally choose to study them to compliment a paid or voluntary job. For example, someone working in an admin office use whitethorn take an NVQ in Business and Administration.Apprenticeships Apprenticeships give you training and experience in a hands-on berth, whilst helping you work towards a qualification (such as BTEC or NVQ) at the same time. BTECs Six levels of BTEC are available, which are equivalent to GSCE (Levels 1 & 2), A-level (Level 3) and university degree (Levels 4-6). Key Skills Key skills are intentional to get you ready for the working world. Youll gain these skills as you study for qualifications or vocations. They are split into 6 categories over 5 levels. Explain the responsibilitie s of the following? School GovernorsThe school governors have a range of duties and a oecumenic responsibility for the conduct of the school to promote high standards of educational acquirement including ensuring the curriculum is balanced and broadly based setting targets for pupils touchment managing the schools finances appointing staff and reviewing staff performance and pay. Senior vigilance Team The aged management team of a school pull up stakes respect the position of the luff instructor who bears the supreme responsibility for success or also-ran in pursuit of two the schools aims and the requirements of government departments.The head is the ultimate leader but the activity of leadership is one that can be componentd among the senior management team and beyond in the case of curriculum area responsibilities. The team must be on the watch to line up in support of the head teachers initiatives, helping to turn them into practical action and sharing his vision. They must also be confident in specifyting forward their own ideas and points of view in a rehabilitative and cooperative way. It is grave that the staff and governors of a school work together co-operatively.To steer this wider team is easier if all members want to work in the same direction. The senior management must therefore be able to extend effectively, initiating and motivating discussion inwardly the wider team in order to share the initial vision and build upon it. The management must be able to enlist the support and capture the imagination of all those people, diverse in both background and soulfulnessality, who must work together to evolve and bump the curriculum that we deliver to our children. Leadership is indispensable in all areas of school life.The training of the curriculum and the education we provide is underpinned by the management of staff and their sea captain drawment, the buildings and grounds that provide the surroundings for learning, the careful handling of budgets, resources for learning and the management of an ethos that leads to a constructive admission to school life by children and adults alike. Teachers The responsibilities and duties of a teacher are many and varied. Teachers act as facilitators for incorporating and encouraging(a) intellectual and sociable preparement in the formative years of a students life.The emphasis that education helps uplift someone mixerly, intellectually, emotionally, and personally is what a teacher fosters in children all through preschool, high school and college. A preschool teacher plays a pivotal role in a childs maturement, and although, the role of a preschool, high school and a college teacher whitethorn differ to come across particular proposition age and subject criteria, it cannot be argued that the duties and responsibilities of a teacher will al ways remain the same. The class or subject teacher is creditworthy for the preparation and maintenance of an appropriate learning environment within their own class and/or subject area.Working as part of a team the teacher decides how best to use the resources allocated to the class which embroils direction benefactors as well as the necessary equipment and materials for learning activities. Support Staff Adults who work in classrooms alongside teachers have various job titles including learning support partner classroom advertant special needs associate and non- principle assistant. Teaching assistant is now the preferred term for adults (in paid employment) whose main role is to assist the teacher in a primary, secondary or special schoolA didactics assistants role will depend on the school and experience/qualifications. There may be different requirements between teaching assistants even within the same school. A teaching assistant may have a general role working with different classes in a year group/key stage or specific responsibilities for a pupil, subject area or age group. Within a sc hools support system there are also other livelihood roles these can include Administrative Assistant An administrative assistant is one of the most important positions in the entire school.A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A in force(p) administrative assistant screens for the school administrator and makes their job as a whole a lot easier. Encumbrance Clerk The encumbrance salesclerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities.The encumbrance clerk has to be able to account for both cent a school has played out and received. An encumbrance clerk must be organized and must arrest current with all laws dealing s with school finance. School Nutritionist A school supportist is amenable for creating a menu that regards state nutrition standards for all meals served at school. They are also trusty for ordering the regimen that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program.A school dietitian is also trusty for keeping track of who is eating and for which students qualifies for free/ decrease lunches. Teachers Aide A teachers aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole.A paraprofessional works in support of the teacher and does not provide direct instruction t hemselves. Nurse A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent demonstrates on when they see students, what they saw, and how they case-hardened it. A school nurse may also teach students nearly health and health related issues. Cook A cook is responsible for the preparation and serving of food to the entire school.A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties include vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. guardianship Maintenance is responsible for keeping all the physical operations of a school running. If something is broke then maintenance is responsible for repairi ng it. These may include electrical and lighting, air and heating, and mechanical issues.Com defineer Technician A calculator technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for boniface maintenance and the installation of filter programs and features. Bus Driver A bus driver provides safe transportation for students to and from school.Explain how the following regulative bodies monitor and levy legislative frameworks? Health and safety executive School specific regulatory bodies Regulatory bodies relevant to the education sector exist to monitor and put on the relevant legislations. For example, general bodies such as the Health and Safety executive director are responsible for ensuring the enforcement of health and safety matters in the workplace including schools. sequence school specific regulatory bodies such as Ofsted are responsible for ensuring standards are maintained in a wide range of education settings.Ofsted is the Office for Standards in Education, Childrens Services and Skills. Ofsted regulates and inspects childcare and childrens social care. Ofsted also inspects schools colleges initial teacher education work based learning and skills training adult and community learning education and training in prisons and other secure establishments and the Children and Family Court Advisory Service. Explain why schools have policies and procedures? All schools have policies and procedures that help maintain a structured and undifferentiated learning environment.These policies relate to the legal requirements within schools and provide focus on the procedures for implementing the policies in the school. Summarise the policies and procedures schools may have r elating to A) Staff. All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening demeanour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings.Within my setting all policies can be found on the schools internal computer system for staff to access as and when they need to. Policies can also provide prospective employees, governors and parents of prospective pupils with valuable information. For example, a prospective parent might wish to see a schools formulation constitution or behaviours policy before deciding whether to apply for their child to attend the school. Similarly, a prospective employee may wish to see the schools staff development policy, its performance management policy or its leave of absence policy before deciding whether to accept a position at the school.Policies should also enable school staff, governors, parents, LEA officers and Ofsted inspectors to see at a glance what principles they can expect to see use at your school. B) Pupil Welfare. The schools policy for safeguarding children should include information on the roles and responsibilities of staff members and the procedures for dealing with child protection issues. This should include 1) All staff members should attend child protection training. 2) The school will comply with the Local Safeguarding Children maturate (LSCB) procedures 3) If any member of staff is concerned about a child he/she must inform a senior colleague.The member of staff must record information regarding such concerns on the same day. This record must give a clear, precise and factual account of their observation. 4) Confidentiality is of crucial importance and incidents should only be discussed with the relevant person, e. g. senior colleague. 5) The head teacher will decide whether the concerns should be referred to external agencies, such as the social services and/or the police. 6) The school should work cooperatively with parents unless this is inconsistent with the need to agree the childs safety. ) If a referral is made to social services, the head teacher will en trustworthy that a report of the concerns is sent to the social worker dealing with the case within 48 hours. 8) Particular maintenance will be paid to the attendance and development of any child identified as at risk or who has been placed on the Child Protection Register. C) Teaching and Learning. Schools should be able to explain their approach to the curriculum and to show how they meet the statutory requirements for all learners, including any variations to meet the needs of individual pupils.Detailed information about a schools curriculum plans can be found in policy statements for the whole curriculum and for each subject of the curriculum schemes of work and teaching plans for pupils in each key stage class or group timetables and soulfulness Education Plans. Developing curriculum plans involves planning learning activities that will provide all pupils with appropriate opportunities to learn which reflect the range of needs, interests and the past obtainments of pupils in each year group at each key stage.Curriculum plans include Policy statements showing the balance between different parts of the curriculum at each key stage. Practical guidelines for staff assisting the delivery of each curriculum subject e. g. general information about resources and important teaching points. Long term-plans showing the content and skills in the programme of study for every subject at each key stage and hoe these are covered, including links between subjects as well as progression, consolidation and variegation for pupils across units. Medium-term plans defining the intended learning outcomes for units of work, including information on learning activities, recording and valuement methods. Short- term plans setting out detailed information on learning activities for pupils in each class on a weekly and occasional basis, including lesson plans and/or activity plans with details of specific targets, organisation, resources and strategies to support learning. D) Equality, diversity and inclusion All schools have an equal opportunities policy with procedures to cover it is implemented.These policies and procedures must be followed together with any relevant legal requirements when dealing with these issues As a member of staff you should Challenge discrimination or prejudice when necessary (For example, if a colleague makes an inappropriate comment about a persons race, culture or disability, you should tell them why it is unacceptable to express their views in this way. ) State that you will not let off views that discriminate against another person. Provide support for children and adults who experience discrimination or prejudice by encouraging them to respond with authoritative action.E) Parental Engagement. Parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and ontogeny within their own homes. By working together with the childs school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies pass on towards building responsibilities and self-discipline in a student. Homework should provide a student with the opportunity to apply the information they have learned in class, complete unfinished class assignments and develop independence within he individual. Home School Agreement can raise standards and contribute to school success by providing structure for partnerships between home and schools on issues such as pupils progress, information on what pupils will be taught and any concerns that may affect the pupils ability to learn. Parents are ab le to support and help their childs learning at home with more success and confidence. pronounce how school policies and procedures may be developed and communicated? Schools need to ensure that polices are in place and regularly revised and updated.Each policy will be dated and have a date for its revision. There are pose policies available on the internet through local education politics to assist the schools in drawing them up as this can be a time consuming process. Depending on the policy, the person responsible for a curriculum area (for example, the numeracy coordinator) may produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed or ratify by the governing body before it takes effect.Although staff will not be required to know the table of contents of every school policy, they should have read and know their responsibilities, in particular with regards to the safeguarding policy, health and safety policy and the beha viour management policy. Summarise the roles and responsibilities of national and local government for education policy and practice? National government. The Department for Education is responsible for education and childrens services. Basically, this means that they are responsible for. Setting the national curriculum. other(a) years foundation stage.Which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children under the five outcomes of every child matters. Enjoy and achieve. Stay safe. Be healthy. Achieve economic well-being. Make a positive contribution. Other roles and responsibilities of the Department of Education. Funding research into Education based projects concerning children and young people. Developing workforce reform such as the 2020 childrens workforce strategy. Promoting integrated working for those who work with children and young people. Develop the role of the third sector, which is non-govern ment organisations, such as voluntary, community organisations and charities that work with children and young people. Local government. Responsibility is to provide services to all the schools in the community. The local Education authority is responsible for providing. Promoting community cohesion. School management issues. Behaviour management. The development of school policies. Staff training and development. Special educational needs. Local regimen need to provide documents which sets out their own aims, vision and boundaries.They will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. Majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting.The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families. One of these being The every child matters frameworks which is one of the largest provisions which has been put in place for developing their roles in the community.They should have their own policies in place that will meet the expected national requirements and also follow the LEA guidelines. There will be some schools which could be chosen to trial new ideas to develop the national policies and the curriculum if this is successful then these will be put in place. There are an extensive range of organisations that will work with children and young people . All these organisations will delegate with each other as a team and share their knowledge and experiences to achieve the best interest of children and young people, by doing this they will develop links for pupil support for. mixer services. Will work with schools if certain information comes to light about pupils or if they need to gather information for court reasons. Childrens services. Is based on the framework Every Child Matters outcomes. These are basically based in different areas of professionals including. Education. Health. Early years. Child care. Social services. juvenility services. These will work with secondary schools, but will be more involved with the training and provision of young people from the age of 14 and beyond. National health services.There are many different services which will work with and within the school setting these may be employed by the national health services and the primary care trust. This will include. Speech therapists. occupation al therapists. Physiotherapists. Explain the role of schools in national policies relating to children, young people and families? As part of the National Governments incentive to help provide backing and cost increase to practitioners in schools 2 new funding programs were introduced by the Department for Children, Schools and Families as part of the Government Children Plan.These programs Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early years specialists and were a part of the governments wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language sufficient setting through staff in ensuring that they work successfully with both parents and families.Through SEAD, staff in schools would gain the knowledge and understanding to help accept parents more effectively in order for them to be crack prepared t o support their childs social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in childrens services. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which stated that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes.The 5 key aims and intentions were Be healthy schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle.Stay safe a survey among 1116 year olds in mainstream schools claimed that almost 46% had been the victim of some form of bullying, in order to break these statistics it is vital th at pupils need to feel that they are being protected in school, in order for schools to do this they must continue to make behaviour management and anti-bullying an significant issue. Enjoy and achieve in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their lives and achieve their potential.In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a legal opinion of belonging by providing links to a pupils own community and how they can become a part of it.Achieve a good standard of spiritedness children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to sieve their full potential. Within my work setting there is a whole area of vocational training and community opportunities and links which reinforces the idea tail Every Child Matters. Explain the roles of other organisations working with children and young people and how these may impact on the work of schools?There are numerous organisations that will have an impact on the work in schools. Multi execution teams bring together professionals from different agencies to provide an integrated way of supporting children, young people and their families. As well as giving advice and guidance to teachers and other staff in schools. It is a way of working together that guarantees children and young people who need additional support have the professional that is needed to give them that support. Professionals who work alongside schools are likely to include Social Workers, E arly Years Intervention Agencies, Youth Workers, Police and Youth Justice.Social Workers their central role is to offer help and assistance to children, young people and families dealing with children at risk. They play a major role of conference information about a pupils social, emotional and behavioral development in school. Conducting interviews with the student as well as making classroom observations. They will conduct interviews with senior members of staff and parents on strategies that will benefit the child in school. Early Years Consultants offer support and advice to teachers and other members of staff in school.They work closely with both children and parents to identify, assess and respond to a childs additional need and to ensure that the appropriate intervention is given to that child in order to develop their learning within school. Youth Workers promote the personal, educational and social development of young people aged between 1319, they respond to the needs a nd interests of young people and attempt to resolve issues involving health informedness and education by developing positive skills and attitudes within a young person..Youth Workers have an influential role in empowering young individuals to take on issues that are affecting their lives. Police hold debates in schools to children and young people on issues such as knife crime and anti-social behaviour in order to discourage children from imitating that behaviour. They hold open discussions in order for the child or young person to give their opinions and views. Youth Offending Teams will offer support to young people in education who are at risk of offending, they liaise with schools and the Education Department when a young person is experiencing difficulties at school.They will often assist with school work and enable communication between the young person, school and their families. Explain how the ethos, mission, aims and values of a school may be reflected in working practic es? The Ethos of the school should be recognisable when entering the school setting as it is part and luck of the environment of the school and the daily practice of the staff and pupils there.I am aware that all adults that work and are part of the setting have an important responsibility in modeling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has an influence on the children. faithful associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every child who attends the school, emphasise the significance of being respected as an individual within the school.Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. Evaluate methods of communicating a schools ethos, mission aims and values? The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academical way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school.The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that childrens safety is paramount and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff, gover nors and he community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children in my work setting are to increase each pupils understanding of the world around them and to provide each pupil with the appropriate balance of both challenge and support in the learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their disability, gender, race or ethnic background.
What is dual-lane decision fashioning Point of helper Decision Making where round who perform the rifle fateicipate in decision make affecting their environment A 30 form old decision making model meant to give equal phonate to nurses A decentralized style of management that creates an environment of em index numberment share Decision Making A Journey Not a goalWeTOTheyWhy Shared Decision Making Essential to achieving the best patient of outcomes by giving nurses control of their practice they know best Recognizes the power already present in a role and allows that power to be expressed legitimately Builds autonomy into the professionShared Decision Making The ProcessA dynamic process that is centered on 4 critical principles of fully empowered organizations Partnership Accountability honor self-possessionOperational Definitions Partnership care for module and leadership work unit of measurementedly at the unit and constitution level to move practice in th e lead and achieve the best outcomes Accountability staff and managers share ownership for the outcomes of our work and are answerable to our colleagues, the institution and the community we serveOperational Definitions Equity Integrating roles to achieve outcomes everyone contributes withinthe scope of their role as part of the team up Ownership Everyone must realize that success is linked to how thoroughly they do their jobsShared Decision Making Our pretenseProfessional advancement Council Administrative CouncilSafety FirstCrd ooinating spirit & Safety CouncilCouncilUnit tolerant inquiry & Evidence base care for Practice CouncilGreat Place to subjectProfessional Nurse CouncilFamily communityClinical ExcellenceCouncilsCooEducation CouncilrdinatingCouncilThink of yourself as a forbearingAPN CouncilResearch CouncilFinancial StrengthCCHS Shared Decision Making Councils Quality & Safety Council Research & Evidence Based treat Practice Council Education Council Profe ssional Nurse Council Coordinating CouncilEducation Council Collaborates with unit and system councils to identify educational needs, develop educational priorities with appropriate cadence lines and determine resources for all education impacting the Department of Patient Care function Disseminates approved educational strategies to unit leaders and support staff dies and maintains a communication network between unitand systems councilsResearch & Evidence Based Nursing Practice Council Promotes the spirit of inquiry in clinical nursing practice Evaluates the literature in order to use best practices to turn clinical practice at the point-of-careQuality & Safety Council Provides planned, systematic and collaborative approaches to oversee and direct quality and safety relating to the nursing process, functions and services provided. The councils scope includes performance expediency and safety measures throughout the Department of Patient Care goProfessional Nurse Council Works to enhance the skipper image of nursing within CCHS and the community Supports the spirit of the professional advancement program Identifies and supports implementation of recruitment and retention strategiesCoordinating Council Provides overall coordination of the systems councils. Reviews the system strategic plan and adopts the plan for the Department of Patient Care Services and the nursing Shared Decision Making structure. Serves as the portal for otherwise departments or disciplines requiring assistance with the Shared Decision Making structure of nursing. chore Solving The Old delegacy paradox identified by staff and communicated to manager Manager may or may not give birth asked for feedback about solutions Manager made terminal decision or had final authority for approving a solutionProblem Solving The freshly elbow room staff identify issues and communicate them to the unit council Unit council formulates a response and communicates this to staff St aff provide feedback via the comment form.How Does The late Way Work Unit Council Collects Data Develops a proposed plan using demonstrate based practice Develops a time line Presents invention for Feedback (Open Comment) Revises Plan Based Upon Feedback Forewards plan to system council, as neededHow Does The New Way Work Unit Council Implements Plan Evaluates Outcome Report Results to Unit Staff Seeks staff feedback, formally and informally on councils performanceHow Does It Work Problem Solving Methodology Identify an Issue or a Problem Gather Data Design a Solution take hold Feedback Finalize a Proposal Implement Evaluate Report change magnitude Incidence of Pressure SoresProblemUnit ProblemUnit CouncilProblem Solving Model Results Positive OutcomesSystem LevelPractice ResearchProblemCoordinatingOperationsEducationProblem Solving ModelResults Positive OutcomesNurse Managers Role Create a climate that is actively supportive and not just tolerant of share deci sion making Facilitate a leaning environment for staff growth and comfort with shared decision making Support unblock time for staff to participate in shared decision making activitiesNurse Managers Role Share with staff your familiarity of leadership and help staff to minimize implementation barriers Commit to the New WayRole of Unit Based Council Chair Set meetings Develop the agenda Move council to consensus project members participate (per charter) Facilitate group assignments Ensure consensus for decision making Call emergency meetings, as needed mentor Chair-electBenefits of Shared Decision Making increase Staff Nurse delight (increased autonomy, increased control over practice, improved communication between nurses, physicians and administration) improve Nursing Retention ($90,000 to replace an RN 2006 Advisory Board) Improved Patient Safety OutcomesBenefits of Shared Decision Making Improved collaboration and team Building Improved quality of care and cli nical effectiveness Increased staff confidence, personal and professional growth Development of new intimacy and skills Increased professionalism and answerabilityRequirements for success. Place the Patient First and focalization on providing the best care possible Trust and respect is inwrought Communicate openly and honestly Embracechange and strive for improvement Staff and managers hold each other accountable. Organizational support of accountability in the performance appraisal processFinal ThoughtShared decision making is a journey, not an event. It is not achieved overnight, and there is no conclusion no point when it is fully in place. It only provides a foundation for further growth.Tim Porter-OGrady
Tuesday, February 26, 2019
bloody shame Rowlandson was a Puritan women living in Lancaster, mammy with her husband Joseph, and their three children, when the Indians captured them. The Indians killed Rowlandsons sister and her youngest child. In 1758, fifteen stratum old Mary Jemison was captured by a Shawnee and French raiding political party that attacked her farm. She was adopted and incorporated into the Senecas, she became very close to her Seneca sisters. Mary ref employ the opportunity to lessen home, finding life in Indian society more rewarding, because going back to the British colonial culture. These cardinal women had very alike interpretations of the Indians and how they treated them. Mary Rowlandsons view of the Indians that captured her, is harsher compared to Mrs. Jemisons.Mrs. Rowlandson saw them burn and take down homes, knock people on the head, and kill the ones she loved and knew. I grass see why she referred to them as barbarous creatures, murderous wretches, heathen, ravenous be asts, and hell-hounds. A women of her stature, who was a puritan and thought of these people to be of the wilderness, was not used to their way of life. She and her children were dragged through the wilderness, disciplineing their best to survive. She began to adapt to the living conditions by finding her own food, making her own clothes, and tolerating the Indians. She relied on god and scriptures to stimulate her spirit as she traveled with her capturers which I believe helped her not unless survive, but helped her learn that the Indians are Gods creation too, and should be forgiven just as the Lord has forgiven us of our sins, even if they did do horrible things to her and the people she knew.Mary Jemison on the other hand did not go through such a horrifying experience when the Indians captured her and her family. She heard that there had been conflict in the Indian and French War and there could be no interrogative that they might get involved in the turmoil. When she cam e of age shemarried a Delaware man named Sheninjee and had a child with him, whom she called Thomas after her father. Mrs. Jemison stated that they were captured by six Indians and four Frenchman, who immediately commenced plundering and took what they considered most valuable, which consisted of bread, meal, and meat. On that kindred day as they were marching, she said an Indian went john us with a whip, with which he frequently lashed the children to make them keep up we traveled gutter dark without a mouthful of food or a push aside of water. She also states that when the children cried for water at night they were made to drink water supply .The Indians took her and a little boy, after they put moccasins on their feet, and led them to another(prenominal) path leaving the others behind. Jemison stated that early the next morning the Indians and Frenchmen that we had left the night before, came to us but our friends were left behind. It is impossible for anyone to form a cor rect idea of what my feelings were at the sight of those savages , whom I supposed had dispatch my parents and brothers, sisters, and friends, and left them in the swamp to be devoured by wild beasts(pg. 137). Jemison in all probability hated them at this moment but who wouldnt they left her family to be murdered, but while she traveled on this long journey with them she began to bring in the customs the natives were used to and did like getting rid of their tracks left behind them and making sure everything they touched was put back into place so they would not be followed.She recalls that even though she was there prisoner they supplied her with a meal, new Indian clothes, they undressed and dressed her and washed her clean. After the Indians had did these things for her, they better there cries and howling at a ceremony for a deceased person relative Mrs. Jemison goes on to say in the course of that ceremony, from mourning they became self-possessedjoy sparkled in their coun tenances, and they seemed to rejoice over me as over a long-lost child. I was made welcome amongst them as a sister to the two squaws mentioned before, and was called Dickewamis which being interpreted, signifies a pretty girl, a handsome girl, or a pleasant, good thing. That is the name by which I have ever since been called by the Indians. It was my happy lot to be accepted for adoption and at the clipping of the ceremony I was received by the two squaws, to supply cover place of their mother in the family and I was ever considered and treated by them as a real sister, the same as though I had been horn of their mother.During my adoption, I sat motionless,nearly terrified to death at the appearance and actions of the company, expecting every moment to feel their vengeance, and suffer death on the spot. I was, however, happily disappointed, when at the close of the ceremony the company retired, and my sisters went round employing every means for my consolation and comfort. Being now settled and provided with a home, I was employed in nursing the children, and doing light work about(predicate) the house. Occasionally I was sent out with the Indian hunters, when they went but a short distance, to help them carry their game. My situation was easy I had no particular hardships to endure. But nonoperational, the recollection of my parents, my brothers and sisters, my home, and my own captivity, destroyed my happiness, and made me ever solitary, lonesome and gloomy.(p. 142-143).The Indians took Mrs. Jemison in and made her one of their own, and even though they did this she still feels remorse for her family, but doesnt have hatred towards them, but learns their ship canal and becomes accustomed to their lifestyle. In the end she becomes a part of their life and them a part of hers, which she most likely didnt think would happen. The difference among Mary Rowlandson and Mary Jemison is that Mrs. Rowlandson went through a much more disgraceful and awful expe rience with the Indians, they didnt show her as much grace as the Indians did during the Indian and French War.Rowlandson also clings closer and relies on God for hope and comfort compared to Mary Jemison even though Jemison did pray and try to stay tied to her roots, she eventually ended up conforming to the Indian lifestyle, unlike Mrs. Rowlandson. The time difference between the two women is also a factor that plays a role in how they were treated and how they perceived the Indians. These two women were strong and ended up becoming famous for their captivity novels, which hopefully they are proud of for sharing their history on this matter.
The fraud and Lies, that were motivated by the secrets that Amy and dent were hiding, are what led to the demise of their marriage. The Sir Walter Scott abduce O what a tangled web we weave when first we go for to deceive is a perfect way to sum up this story. Amy creates the final act of deception In the novel when she tries to general anatomy Nick for her murder, that she fakes. Amy decides to frame Nick after she follows that he has been having a secret affair. Once Amy is on the run, because she faked her murder, the t commensurates of deception turn n her when she is robbed by two people she befriended date she was hiding out.Amy flips the tables blanket on a man she had been deceiving since high school, despair. despond is blind to Amoys deception because he cognizes her and he loves to help women with issues. Amy uses despond for his bills and a new hideout and he go awayingly gives it to her. She tells Despond these dire stories of Nick and paints him out to be this abusive monster that she Is fleeing from. Little does Despond know that Amy has also painted this same facade for him, she tells her parents and Nick that Despond is this creepy ex and that he tried to kill himself everyplace her when they were back in high school.Amy is hence forced to live up to Deacons ideals of a perfect women when he has her stay with him and he restricts what shes eating and tries to get her to be lovely and affectionate with him. While Despond thinks he Is In control, It Is truly Amy who has the cards In her hand. She eventu eithery ends up betraying Despond when she murders him and runs back to Nick. She paints nonetheless another picture of Despond as this monster who was h experienceding her security and she fled from. Amy is constantly deceiving everyone in the story, she even ends up getting screwed over herself because of all the lies.Amy gets the true final say, in the story, when she finally traps Nick by Impregnating herself with his old s perm she had saved which forces Nick to stay In this loveless marriage. Had Amy not lied and deceived Nick numerous times she ability have been able to save her marriage except she is so used to being ineffectual that I dont think she even realizes that just being truthful dexterity have been the easier route to take. You can put a face bunghole a mask but be careful because someone else might be retesting. is a warning that Nick needed.Nick is a man who is betrayed m each another(prenominal) times In this story. Initially you almost feel sympathy towards him until you learn of his Infidelity. For Nick he never realized all these deceitful things Amy was doing Amy and then the public causes him to lie to his sister and many more people. Nick and Amy are very self inattentive and because Nick is so self absorbed throughout the entire book he ultimately never sees any of the lies Amy tells him. He also ends up flipping the tables on Amy when he gives these interviews depicting a husband who till loves his wife and fitting wants her to draw safely.Amy falls for it because that is all she wanted in the first place, for him to need her and miss her and want her. Amoys return is what makes Nick believe that he entrust be freed from this marriage but it ultimately is what causes him to become trapped in the marriage. Nick is so consumed with screwing over Amy as bad as she did to him that he never realizes that Amy is endlessly two steps ahead of him. While he pretends to be this loving husband in the beginning he is really cheating on Amy, and Amy is planning on ramming him for her murder because of the infidelity.While Amy is deciding on her next chance upon after shes in hiding, Nick pretends to be this loving husband who misses his wife to get her to come back. When Amy comes back and realizes Nicks true intentions, to try and get her to blackleg to Deacons murder, she pretends to be completely oblivious to it so she can trap Nick in their marriag e. The characters almost play a game of cat and sneak throughout the whole story. They are constantly trying to get over on each other and in the end it may expect likeAmy wins but the truth is there were so many lies and so frequently deceit that happened that no one really ever got what they wanted. Nick will never love Amy and ironically he grew to hate her more when she came syndicate then before she left. The sad thing is that Amy thinks that Nick will Just learn to accept the fact that he is trapped and learn to love her again once the baby is here but he will only end up resenting her even more because of the fact that he is trapped. While these lies were created to save and protect a marriage, they only ended up destroying it and that is the true irony of the story.
Monday, February 25, 2019
Platos work in the fiction of the core out emphasizes the realization of hu compositionity and truth. Fredrick Douglass life, which is portrayed in Narrative of the emotional state of Frederick Douglass, an American Slave, is quasi(prenominal) to Platos philosophical idea presented in The Allegory of the Cave. Plato, a Hellenic philosopher introduces the evidentiary meaning of hu troopskind and truth through his philosophical text. He illustrates the balance in the midst of illusion and the real human race, which represents reality. In comparison, Frederick Douglass was an African American who had circumscribed rights since he was a slave.Douglass decided to escape the darkness and follow improve to become aw ar of the outside world. The definition of progress in some(prenominal)(prenominal) tales, be very similar. In both stories, on that point are iv major progressions. First, both stories begin with men who are in the pose of ignorance. Second, these men are somehow able to escape from their irons to ignorance. Third, they are cryst eachiseed. Fourth, they go prickle to their fellow friends, who are still snare to ignorance, and enlighten them. The Allegory of the Cave and the Narrative of the flavour of Frederick Douglass share the form to friendship from ignorance.Initially, the idea of imprisonment is implied. The people from the cave were tied up along the wall with fire that created shadow against a wall. In The Allegory of the Cave, the shadows caused misrepresentation of the real world, or ignorance. On the other(a) hand, Douglass was held back from tuition how to file and write by society during that time period. Unfortunately, his indistinguishability was constrained upon him to be a slave, since in that location was racism, oppression, discrimination, degradation and segregation between washrag persons and black persons.Therefore, it was difficult for African-Americans to speak, know, or understand exemption. At fir st, it was unsurmountable for the devil groups, those chained in the cave and African-Americans, to view their immediate environment, or realistic elements, since they lacked liberty. In addition, exclusion from the freedom to interact with the real world guide to other people accepting the look they constitute, believing there was no other choice. In the second stage, Douglass and one of the prisoners from the cave acquire the luck to explore the real world.When Douglass was sent to Baltimore, he gained novelfound insight and was introduced to a new world. Douglass was eager and strongly felt the necessity for gaining an education. patronage all the possible obstacles and consequences, Douglass was eager and felt the necessity to learn how to read and write. He tried to get the help from the his milieu to obtain an education. However, the virtually serious lesson he got was that he started to realize the real reason for the humanity of slavery.On the other hand, the man freed from the cave was forced to adapt himself to a new environment. spirit at the light, numerous living organisms, and other objects had created a polar adaptation of his existent. In both situations, it was extremely difficult to accept the reality for both Fredrick Douglass and the freed man. Despite initial difficulties and fears, realizing and observing a nonher reality created an eye-opening moment. In the trinity stage, Douglass gained much insight through his education, which led him to read books astir(predicate) slavery.Later on, raise builds up as Douglass discovers the forced identity on him and he started to maverick against his masters. In comparison, as the time went on, the freed man got used to the new surroundings available to him. He realized that sunlight and other objects were recyclable and beneficial. Later, the freed man realized that the sun is an essential part of the world we live in. The utmost stage in both pieces of belles-lettres was the most important. Their nett finis was to work others who were still living in darkness, or ignorance.The freed man took as many prisoners out of the cave to help them attain knowledge. In addition, upon observation of these steps, one may make the following philosophical ratiocination percept of reality is learned through our observations. In comparison, Douglass was eager to essay freedom and got himself to New York. However, he did not end his journey there only when fought for the rights of those stilled enslaved. In addition, he eventually wrote about life news report to educate others and to motivate others to stand up for equality.Plato and Douglass came from different time periods in history, along with different styles of text. Plato represented his text philosophically and allegorically barely the literature that Douglass represented was presented in non-fictional and historical context. However, the time period did not affect the perspectives towards human beings. Platos The Allegory of the Cave and Douglass Narrative of the Life of Frederick Douglass, an American Slave showed their respective audience how the idea in relation back to ignorance, education, and the way of perceiving of the reality is similar.Comparing The Allegory of the Cave and Narrative of the Life of Frederick DouglassPlatos work in the Allegory of the Cave emphasizes the actualization of reality and truth. Fredrick Douglass life, which is portrayed in Narrative of the Life of Frederick Douglass, an American Slave, is similar to Platos philosophical idea presented in The Allegory of the Cave. Plato, a Greek philosopher introduces the significant meaning of reality and truth through his philosophical text. He illustrates the difference between illusion and the real world, which represents reality. In comparison, Frederick Douglass was an African American who had limited rights since he was a slave.Douglass decided to escape the darkness and get educated to become aware o f the outside world. The definition of progress in both tales, are very similar. In both stories, there are four major progressions. First, both stories begin with men who are in the stage of ignorance. Second, these men are somehow able to escape from their bondage to ignorance. Third, they are enlightened. Fourth, they go back to their fellow friends, who are still bound to ignorance, and enlighten them. The Allegory of the Cave and the Narrative of the Life of Frederick Douglass share the path to knowledge from ignorance.Initially, the idea of imprisonment is implied. The people from the cave were tied up along the wall with fire that created shadow against a wall. In The Allegory of the Cave, the shadows caused misrepresentation of the real world, or ignorance. On the other hand, Douglass was held back from learning how to read and write by society during that time period. Unfortunately, his identity was forced upon him to be a slave, since there was racism, oppression, discrimi nation, degradation and segregation between white persons and black persons.Therefore, it was difficult for African-Americans to speak, know, or understand freedom. At first, it was impossible for the two groups, those chained in the cave and African-Americans, to affect their immediate environment, or realistic elements, since they lacked liberty. In addition, exclusion from the freedom to interact with the real world led to other people accepting the way they live, believing there was no other choice. In the second stage, Douglass and one of the prisoners from the cave received the opportunity to explore the real world.When Douglass was sent to Baltimore, he gained new insight and was introduced to a new world. Douglass was eager and strongly felt the necessity for gaining an education. Despite all the possible obstacles and consequences, Douglass was eager and felt the necessity to learn how to read and write. He tried to get the help from the his surroundings to obtain an educat ion. However, the most important lesson he got was that he started to realize the real reason for the existence of slavery.On the other hand, the man freed from the cave was forced to adapt himself to a new environment. Looking at the light, numerous living organisms, and other objects had created a different interpretation of his existent. In both situations, it was extremely difficult to accept the reality for both Fredrick Douglass and the freed man. Despite initial difficulties and fears, realizing and observing another reality created an eye-opening moment. In the third stage, Douglass gained much insight through his education, which led him to read books about slavery.Later on, anger builds up as Douglass discovers the forced identity on him and he started to rebel against his masters. In comparison, as the time went on, the freed man got used to the new surroundings available to him. He realized that sunlight and other objects were useful and beneficial. Later, the freed man realized that the sun is an essential part of the world we live in. The final stage in both pieces of literature was the most important. Their final goal was to educate others who were still living in darkness, or ignorance.The freed man took as many prisoners out of the cave to help them attain knowledge. In addition, upon contemplation of these steps, one may make the following philosophical reasoning perception of reality is learned through our observations. In comparison, Douglass was eager to seek freedom and got himself to New York. However, he did not end his journey there but fought for the rights of those stilled enslaved. In addition, he eventually wrote about life story to educate others and to motivate others to stand up for equality.Plato and Douglass came from different time periods in history, along with different styles of text. Plato represented his text philosophically and allegorically but the literature that Douglass represented was presented in non-fictional and historical context. However, the time period did not affect the perspectives towards human beings. Platos The Allegory of the Cave and Douglass Narrative of the Life of Frederick Douglass, an American Slave showed their respective audience how the idea in relation to ignorance, education, and the way of perceiving of the reality is similar.
The answers to these questions emerge more from the doing than the talking. Briefly, last interlingual rendition is a basic tool for understanding, pickings pleasure in, and communicating integritys interpretation of a literary work. The skills employed in close yarn lend themselves to all kinds of cultural interpretation and investigation.Close reading takes language as its subject beca employment language behind operate in different ways to convey meaning. Reading sensitively allows one to repose open to the many ways language works on the judgement and heart.When an assignment calls for close reading, its best to start by choosing a brief but promising passage and checking your assumptions nigh its content at the door. Close reading lots reveals the fissures in the midst of what the speaker or narrator says and how she or he says it. You know from your own experience that life involves constant, often unconscious sifting of these nuances.Here are several(prenominal) e nforceful steps.1. cull a short passage that allows you to investigate the details closely. Here, for example, is the first carve up of Jane Austens Northanger Abbey, Chapter 2.In addition to what has al found been said of Catherine Morlands individualized and mental endowments, when about to be launched into all the difficulties and dangers of a six weeks sign in Bath, it may be stated, for the subscribers more certain(a) information, lest the following pages should otherwise fail of giving any idea of what her reference point is meant to be that her heart was affectionate, her disposition cheerful and open, without conceit or sanctimoniousness of any kindher manners just removed from the awkwardness and diffidence of a girl her person pleasing, and when in good looks, prettyand her drumhead about as ignorant and uninformed as the female headway at seventeen usually is.This single sentence will fork up us plenty to work with.2. Look at phrase. What kinds of words does Austen routine? Does she aim for lofty diction ( white plagued for special occasions) or common diction? Are the words extensive or short, Latinate or Anglo-Saxon, narrow (i.e. legalistic, medical, jargon, elite) or ordinary? Remember that the rules for diction are different at different times in history.3. Next, look at sentence structure. jackpot you map the sentence (find the subject and verb, locate phrases and clauses)? Is it a simple, compound, or hard sentence? How does the structure of the sentence relate to its content? Does the author useactive or passive verbs? What rhythms does the sentence structure createlong flowing ones, short choppy onesand how do these relate to the meaning?4. afterwards you imbibe looked at language (and there are other expert issues one might pay attention to), you rear end begin to go tone. Is the narrator being straightforward, factual, open? Or is she taking a little direct route toward her meaning? Does the voice carry any percept ion? Or is it detached from its subject? Do you hear mockery? Where? If so, what complications does the irony produce?5. At this point, you may discover some difference between what the author appears to be doing (giving you a complete, unbiased picture of her character) and what she also accomplishes (raising doubts about whether these qualities are worth having, whether her character is a heroine after all, whether women have minds at all, therefore whether this narrator can be trusted at all, etc.). You can now begin to talk about the ways Austens language, which seems to make our confidence, is also complicating its message by raising these doubts.6. At this point, you can put up a generic hypothesis, something like, In this passage, Austen raises doubts about Catherine Morlands character through with(predicate) her use of deliberately banal diction, her strained sentence structure, and her ironic use of the terms of character description for heroines.7. You can proceed to fill in the outlines of this point by explaining what you mean, using details and quotations from the passage to support your point.8. You still, however, take up an argument and will contain to go back to your opening to focalize the thesis. The question is Why? Or to what effect? Your thesis might clear on what youve already written by suggesting Austen creates this irony early in the novel to alert the reader to the ways shes subverting narrative conventions. Or The effect of this description of Catherine is to undermine any notion of her powers as a heroine and to introduce Austens theme that true character emerges from weakness quite a than strength. Or Austens cavalier treatment of her heroine suggests that she has little respect for the regular(prenominal) education of young women.9. Even with these more developed statements, you will need to explain and support your point further. But you will have achieved some very important things, namely 1) you have chosen a speci al piece of the textbook to work with, hence avoiding huge generalizations and abstractions that tend to shepherds crook a reader off 2) you have moved from exposition (explaining whats thereand really, shouldnt a reader be fit to find these things out for him or herself?) to arguing a point, which will involve your reader in a more interactive and risky encounter 3) you have carved out your own reading of the text rather than taking the more well-worn path 4) you have identified something about Austens method that may well open up other areas of the text for study and debate. Bravo10. With your more refined thesis in place, you can go back and make sure your supporting argument explains the questions youve raised, follows through on your argument, and comes to a provocative conclusion. By the end, you may be able to expand from your initial passage to a larger point, but use your organization to keep the reader focused all the way.The most evoke thing for a reader, and the mos t useful for an essayist, is that close reading broadly offers surprises. Your project is not so much about telling readers what they probably can see for themselves but what they might have missed that could pleasance them. Its helpful, then, to go into the paper with an open mind and be ready to adjust your thesis to the evidence you find in the text. Have a blast
Sunday, February 24, 2019
When we want to buy something, we go obtain. There atomic account 18 many kinds of shops in every town or city. Most nation prefer to do their shopping at big department parentages and supermarkets. segment stores offer a all-embracing range of articles under one roof. Therefore, a customer coffin nail procure all his requirements from a particular place. As a result, the time and labour of customers are saved because they need not go from shop to shop for purchasing distinct kinds of goods.Departmental store withal offers a number of facilities and services like free sept delivery, telephone orders, liberal exchange, etc. with courtesy and fair treatment. Sometimes they verit satisfactory(a) offer to open a current account and buy something on credit. But you must think clearly before get into debt, whitethorn be you dont actually need that and to cut quite a little on such luxuries. What about placing a telephone order, it is better than online shopping, because you fire go in the department store and touch everything you want to buy and decide if it is good value for money or truly cope with for purpose and then order it by telephone or in force(p) reserve it. The availability of such services acts as a particular(a) attraction to customers. Also many owners want to limelight the customers with the help of their staff. So they introduce a kind of dress code. Sometimes the executives want their employees check a special uniform, but usually they only forbid their mess to wear revealing and light vestments, sti permitto heels and order them to be well-groomed and on no account sloppy. What is more, the owners want their staff to be credible and polite with their clients. It is the prototypic step to success Furthermore, a departmental store is generally primed(p) in the heart of the city.Hence, many race visit such stores and kick in their purchases. Gradually, such stores develop a reputation of their own, by selling timberland good s at centrally located areas and busy centres. This attracts a large number of customers. Departmental stores offer a stunning range of goods at different price levels. They likewise keep a variety of designs, colours, styles, etc. For example, you can buy designer label clothes from glossy magazines, which have been launched in new collections of famous designers and have already hit the high street. This is the object for someone who is interested inhigh-street fashion and fashion victims. But also there are a lot of hugely popular clothes and other things for everybody It enables the customers to make a better selection from a wide variety. The department stores generally purchase in bulk quantities. For that, they receive discounts and commissions. such(prenominal) stores purchase directly from the manufacturer and hence avoid middlemen and so also their commission. As a result, departmental stores are able to sell products, at prices lesser than other retailers.Thus, economie s of large scale buying are transferred to the customers in the form of low prices. Speaking about less pleasant facts, we should emit about complaints and repayments. If you havent been provided an excellent service or your purchase turned out to be poor quality, you have all intellect for complaint and all these complaints should be taken seriously and handled promptly. Also lets imagine such situation you have bought the seat, but by and by trying them at home youve realized them to be excruciatingly uncomfortable. enduret give up, you will be right to return these shoes during 2 weeks and demand a full refund. All in all, forthwith the department stores are becoming more popular s where people can reserve time and find a necessary good. receivable to the wide range of goods offered and various facilities provided by the departmental stores, they are able to make large volume of sales. It is really favorably to do shopping at the department stores in order to save you mone y.
With the current concentrated economic times, it is necessary for a business organization to put into thoughtfulness all the factors that are likely to affect its success in the market. It is square(a) that every comp all will have to work harder so that it washbowl realize its goals due to the current economic instability. This economic instability has been brought nigh by the current planetary economic recession that the whole hunch forwardledge base is facing. It should therefore be noted that with the currently development in engineering in the world, the world is turning out to be a global village and star and only(a) prat buy any product from any part of the world.As Porter, (2000) puts it, even though location may be integrated with the companys salubriousbeing financially, socially and in terms of usable resources, technology has a major part to play as it is the one that determines the market area of the product the company comes up with. Response to Davids pos ting Time is the only constant thing in this world. This subject matter that in every organization, there will be some changes compulsory after some time. However, one cannot just wake up one morning and decide to change.According to Satterlee, (2009) the fast growing technological development in the world today is making some organizations traditional practices are becoming obsolete and they are being replace by new ones. This means that the organization must change so that it can adapt to the new environment for it to survive. There are some ternion steps that need to be go oned so that one can know how and what to change. In as much as an organization must follow the three steps to change suggested by Nolifer Merchants, it must be well prepared as change comes along with the use of some purposeless resources.ReferencesPorter, M. (2000). Economic Development Quarterly. Location, Competion, and Economic Development. Retrieved July 8, 2010, from http//edq.sagepub.com.ezproxy.li berty.edu2048/content/14/1/15.full.pdf+ hypertext mark-up languageSatterlee, B. (2009). Cross Border Commerce. Roanoke, VA Synergistics, Inc.
Saturday, February 23, 2019
profits Cafe Business Plan Executive Summary JavaNet, unlike a typical cafe, will bequeath a unique forum for communication and entertainment through the medium of the Internet. JavaNet is the answer to an increasing demand. The public wants (1) get at to the methods of communication and volumes of in fermentation now available on the Internet, and (2) access at a cost they can afford and in such a way that they arent socially, economically, or politically isolated. JavaNets goal is to provide the community with a social, educational, entertaining, atmosphere for worldwide communication.This business plan is ready to obtain financing in the amount of $24,000. The supplemental financing is require to begin work on site preparation and modifications, equipment purchases, and to cover expenses in the first year of trading operations. Additional financing has already been secured in the form of (1) $24,000 from the Oregon scotch Development Fund (2) $19,000 of personal savings fr om owner Cale Bruckner (3) $36,000 from three investors (4) and $9,290 in the form of short-term loans. JavaNet will be structured as an LLC corporation.This will shield the owner Cale Bruckner, and the three outside investors, Luke Walsh, Doug Wilson, and tooshie Underwood, from issues of personal liability and double taxation. The investors will be treated as shareholders and therefore will not be liable for more than their individualistic personal investment of $12,000 each. The financing, in addition to the capital contributions from the owner, shareholders and the Oregon Economic Development Fund, will allow JavaNet to successfully open and maintain operations through year one.
What is the meaning of Al-Awfar? Al-Awfar means prospering investment. 3. What is the difference between Al-Awfar nest egg Account and enthronement Account-i and the ruler aver Islam Savings Account-i and General Investment Account-i (GIA)? Al-Awfar Savings and Investment Account-i is a rewarding account that offers a host of additional features, which include pass judgment Mudharabah returns on savings and investments (if any).This is in addition to the opportunity to receive bullion pick ups from the bank through a quarterly prize draw. 4. Is Al-Awfar Saving and Investment Account-i a form of gambling? NO. Al-Awfar Savings and Investment Account-i is allow from any elements of gambling. 5. Is Al-Awfar Savings and Investment Account-i Shariah-compliant? YES. The Shariah supervisory Council of Bank Islam approve this growth in its 102nd meeting dated 7th April 2008 (30 Rabiulawal 1429H). 6. Are prize draws allowed according to the Shariah Law? YES.Prize draws are permitt ed if there is no elements of riba (usury), gharar (uncertainty) and maysir (gambling). 7. What is the basis on the permissibility of draw in Islam? 1. Al-Quran, in Surah Ali Imran verse 44 This is a part of the news of the Ghaib (unseen, i. e. the news of the past nations of which you have no knowledge) which We inspire you with (O Muhammad ). You were not with them, when they cast lots with their pens as to which of them should be aerated with the care of Maryam (Mary) nor were you with them when they disputed. . Is the draw performed in a manner that is transparent to the existence? YES.There is an external independent draw committee who will observe the draw process. 9. What is the difference between Al-Awfar Savings and Investment Account-I and other competitors product? Al-Awfar Saving and Investment Account-i is the first product of its kind introduced by an Islamic bank, which meets all Shariah requirements. 10. Where does Bank Islam invest the funds deposited by customers ? Bank Islam invests the fund in Shariah-compliant investments pproved by the banks Shariah Supervisory Council. 11. Can the cash prizes received be used for Ibadah social occasions, e. g. performing the hajj and Umrah or given away as Zakat and Sadaqah? YES. The cash prizes come from a Halal source. Upon receiving the cash prize, the customer is free to use it for any purpose 12. Are the cash prizes taken from the profit earned through Al-Awfar Savings and Investment Account-i? NO. The cash prizes are provided by the Bank and are not specifically derived from profits of Al-Awfar Savings and Investment Account-i.
Friday, February 22, 2019
In his new genus genus Dracula Bram reliever addresses the funda handstal clash between good and wrong. In this visual modality vampirism, in terms of the captivation that it holds to the mod citizen, is indeed a immediately consequence of lateism. It is however a reaction to unexamp guide tendency to cut the mystery of death. fire-eater is squ bely confronting the brazen attitude of modern s annihilate which believes that e actually social occasion has an explanation, and which thereby proceeds to cut the ineffable. Science can non develop death, and manifestly chooses to ignore it, says Stoker.It has introduced the hustle and bustle of modern city life, where both is engaged in a mad rush towards material possession, and the frenzy is meant to erase the retrospect of death. Stokers message is that the modern ploy of evasion go forth non succeed, and that death will eventually catch up with the modern citizen. This is non to say simply that someone will die, b ut that the transit of death will be forced upon him. From the point of see to it of religion, curiously Christianity, all life is but a preparation for death (Delany, n. p. n. ).It is not as simple as science believes, that the biologic body simply stops working. And if one is not prepared at the moment of the biological cessation, so one remains undead. This is the lamia that Stoker, and black letter writers in general, describe. The lamia will continue to function as long as the instinct remains ignorant of death. It will prey on the living, in disposition to sustain a material body that is individualless. Though we cannot pronounce on the theological implications that Stoker evinces, yet it is sure that the modern fascination for vampires finds its mention here.While hardcore science continues to ignore it, mass religious culture becomes the out allow for something that cannot be suppressed. And beca ingestion Stokers new(a) is the exceptional instance in modern lit erature that squarely confronts the issue, the eccentric of Dracula has become the definitive archetype of the vampire in pop culture. Much of what Stoker has to say is diff apply by the Dutch doctor Abraham Van Helsing, who is the real protagonist of the novel. rump Seward is the representative of conventional science, a drug-addicted medical doctor who approaches the orphic condition of Lucy Westenra with the equipment of modern science.But it is clear that Dr Seward is completely out of his depth here, and the preventive of Van Helsing is vital. It is the fault of our science, he tells him, that it wants to explain all and if it explain not, past it says there is nothing to explain (Stoker 228). Vampirism cannot he handled with the tools of experimental science, and thusly it reacts as if it doesnt exist. Van Helsing is not an ignorant quack, but is a qualified scientist himself. The difference is that science is not a fanaticism to him is useful to the close that it is applicable.Science is properly restricted to material evaluation, and therefore it will fail if it tries to explain matters pertaining to the disposition. Vampirism, as Van Helsing tries to make out, is something entirely concerned with the soul. Thus, to overcome it he essential(prenominal) become the agent of deity, and not simply a clear-sighted doctor. He knows that ancient cognizance contains truth that is inexplicable by the yardstick of science. Therefore his is an open header, which seduces in both the old and new, with intelligence and frequent sense as the guide. It is the middle way which Stoker presents as the ideal.The modern fascination with vampires must be put in its proper diachronic context. We must take note that it is a universal theme, and that people of all cultures and all epochs have tales to tell closely the vampire. For example the ancient Hindoo goddess Kali is depicted as bloodthirsty, and is decorated with a garland of skulls. In Indian lore it is believed that if death is not consummated then the soul is trapped in the material sphere, and it becomes a Pret, attacking the living for its sustenance. uniform legends appear in other places, and Christian europium is not exempt.In the ordinal century Voltaire, in his philosophical Dictionary, was able to give a drumhead and graphic account These vampires were corpses, who went out of their graves at night to boast the blood of the living, either at their throats or stomachs, after which they returned to their cemeteries. The persons so sucked waned, grew pale, and cut into consumption while the sucking corpses grew fat, got rosy, and enjoyed an excellent appetite. It was in Poland, Hungary, Silesia, Moravia, Austria, and Lorraine, that the dead do this good cheer. (Ibid 371)The En inflammationenment of the seventeenth and eighteenth centuries is the specific social phenomenon which we consider to consider in this regard because it is the particular point where the old wisdom and new part ways. The Enlightenment was specifically tell against the Roman Catholic Church, but it was too against religion par se. Replacing religious doctrine, it took scientific measurement as the new criteria of judgment, declaring that science has the explanation for all things. That which did not find explanation with science was immediately judged to be superstition, meaning an erroneous belief, and therefore false.We expect vampirism to have faded in such(prenominal) a climate, because many other superstitions were world discarded during this period of boundless faith in science. But instead we take note that there was a marked resurgence of vampire related activity. Reports start flooding in of vampire sightings, of graves being violated, and similar bowel movements to overcome the demonic menace. The change magnitude fascination with vampires is reflected in the advent of Gothic literature, which is a genre that the eighteenth century gave birth to. Th e fact that science and rationalism cannot overcome the naive realism of the vampire is the central theme of Stokers novel.This is reflected in Jonathan Harkers first impression on direct Dracula in his orphic fortification, and he comments that unless my senses deceive me, the old centuries had, and have, powers of their own which mere modernity cannot kill (Ibid 87). In fact modernity itself has become the target of the renovated vampire. The first thing we carte du jour about rate Dracula is his suave and civilized appearance. This is in contrast to earlier depictions of the vampire as evil incarnate, and therefore charnel in appearance at all times. The explanation for this is that subterfuge is not necessary when e actuallyone knows that the vampire is real.But in the modern context such recognition is absent, and there is a concerted effort by society to end it as superstition. In this situation Dracula has needs to practice deception, and therefore Stoker presents hi m to us as a refined gentleman with ulterior motives. It is not just the blood of the living which Dracula requires for his sustenance, but he is also motivated by revenge. When he has lastly make it to the hub of London, to the Piccadilly quarter of Van Helsing, the Count declares, My revenge is just begun (Ibid 347). The revenge is directed against modernity, that which denies his very ingenuousness.When he is hosting Jonathan Harker is Castle Dracula, he expresses a lurid curiosity about the crowded streets of your mighty London (Ibid 51). To him the city stands as a massive statement of defiance against him. With a barely disguised gloating at the prospect of his revenge, he tells his guest, I long to be in the midst of the whirl and rush of homosexuality, to share its life, its change, its death, and all that makes it what it is. But alas (Ibid). away from the ethereal aspect there is also a palpable human dimension to Count Dracula.To Harker he introduces himself as a descendant of the master lineage of the Severinys. The description he provides about the exploits of his ancestors leave no dwell for doubt that he is indeed descended from the real-life Dracula, and later on in the novel myna bird Harker is able to confirm this, when she expresses in her journal He must indeed have been that Voivode Dracula who won his name against the Turks If it be so, then was he no common man for in that time, and for centuries after, he was utter of as the cleverest and the nearly cunning, as well as the bravest of the sons of the land beyond the forest.(Ibid 280) The real-life Dracula in question is Vlad III Dracula, who ruled over the Wallachians in the fifteenth century. He was inordinately cruel and bloodthirsty, and was even nicknamed The Impaler, because he used to impale his victims, watching them die slowly, after he had first lured them into his castle (Skow, n. p. n. ). A resemblance is found here with the ancient wisdom that a vampire may only be killed by impaling done the midpoint by a stake. But apart from such similarities, Vlad the Impaler has also a direct connection to vampirism.Like his father he was initiated into the Order of the Dragon, an occult disposal with rites pertaining to the vampire. Stoker was very likely to be privy to these secrets of occultism being a Freemason himself, and a member of the Order of the Golden Dawn, a cult organization deeply involved in the arcane arts (OConnor D27). He is known to have traveled much in Eastern Europe towards his research to discover the roots of vampirism. The character of Count Dracula must therefore be declared as both ethereal and historic at the same time. Another agenda for revenge is from the point of view of being a descendent of Vlad III Dracula.He laments that the warlike days of his ancestors are over. He lusts after blood and glory, and tells Harker that blood is too precious a thing in these days of dishonorable peace and the -glories of the grea t races are as a tale that is told (Stoker 61). The fascination that the character of Dracula commands is finally of religious implication. In the end it is the stance of science against religion that lies at the root of the preponderance of evil. Modernism is at magnetic core a misuse towards irreligion. Its goal is to shed the light of science in all areas so that the mystery of religion is finally eradicated.The wind of irreligion runs parallel to the rise of modernism. If the visitation of evil is a consequence of this, then it must be combated only through a return to religion. Van Helsing makes this clear when he declares, Thus are we ministers of Gods own wish that the world, and men for whom His Son die, will not be given over to monsters, whose very existence would defame Him (Ibid 360). In the words and deeds of Dracula we notice a distinct resemblance to Satan the devil is Christian lore. This comes crosswise clearly when we notice his particular approach to his reven ge.We take note that it is through the woman that he wants to perpetrate his corruption. The Biblical parallel is where the devil, disguised as a serpent, intrudes into Eden and tempts Eve to eat of the fruit of knowledge. Dracula signifies the dragon, which in turn denotes the Biblical serpent (Vere 76). We know about the act of temptation and the impending corruption when he boasts to the men, Your girls that you all distinguish are tap already and through them you and others shall yet be mine (Stoker 347). We also take note that Draculas target for temptation is Lucy Westenra and not Mina Harker.While both are taken in by modernism, and may be describes as progressive women, Mina accommodates her modernism to the limits imposed by Christianity. She tries to commemorate in touch with the latest mores and technologies for example, she is intent on learning to use the typewriter, at that time at the cutting edge of technology. But if she does so it is only because she can become of use to her husband. The opportunities that modern life affords do not tempt her to stray beyond the bounds of a Christian wife, whose prime duty is towards her husband and children.Van Helsing summarizes her for us in this way One of Gods women, fashioned by His own hand to show us men and other women that there is a heaven where we can enter, and that its light can be here on earth. So true, so sweet, so noble (Ibid 226). Lucy, on the other hand, turns liberty into license. She is so flattered when three men propose to her at once she laments Why cant they let a girl marry three men, or as many as want her, and save all this trouble? (Ibid 91). We are led to believe that she is aggressively sexual, and in some ways a siren.We take in why Dracula finds a ready target in her, whereas he cannot seduce Mina after repeated attempts, and despite his challenge impel to the men that he will. Van Helsings mission is concerned with thrift the soul, and it is not the physical life whic h worries him. In the second half of the novel the principal issue becomes whether Minas sinlessness remains intact, and it is not at all about saving lives from a violent monster. The purity of Mina is vital because on it depends the spiritual condition of the men sept of England. She is depicted as the paragon of womanhood, and therefore suggestive of Eve in the Garden of Eden.For her to fall to the temptation of the Dragon is of the highest consequence, we believe. After Lucy is killed, it is the fact that she is undead that spreads unease, so that her three suitors are determined to kill her again (or, kill the vampire that she is become), in order that the soul of Lucy attains peace and passes into the otherworld. When she is finally killed properly, by impaling her heart with a stake, her suitors, including her fiance Arthur Holmwood, look on as a exorbitant visage is transformed into one of unequalled sweetness and purity, which is reflecting the condition of the soul with in (Ibid 225).Stokers masterpiece crystallized the various snubs in Gothic literature, and became the benchmark for all successive efforts in the genre, especially in direct and television. Next to Sherlock Holmes, there is no other fictional character with more depictions in film and television than the character of Count Dracula (Dyson, n. p. n. ). The gothic genre is not especially known for quality literature. inelegant landscapes, ancient castles, the evocation of dread, gruesome details, violence met upon ravishing young ladies, such were features that made the gothic novel, and Stoker does not depart much from the convention.But his effort is special in that he grapples with the fundamental issues, for example the visitation of evil in the wake of modernism. Stoker was not merely concerned with repugnance, but with evil itself. Paul Santilli points out a distinction between the two in terms of existentialism poisonous is defined within a cultural matrix horror is the un defined other of a culture. Evil represents the negation of being horror shows the sickening presence of being as being (173). Because the typical writer of Gothic literature is bound by the dictates of the horror genre, he tends to lose sight of the underlying theme of evil.Thus we notice in nineteenth century vampire literature a turn out towards sympathizing with the theatrical of evil, a fundamental error. The vampires that we find in James Malcolm Rymers Varney the vampire and Sheridan Le Fanus Carmilla are sympathetic characters to some extent (Silver et al, 40-41). Stokers novel stands firm against such deterioration and presents to us evil in its most pristine form. This is why Stokers delineation of Dracula has become iconic, and also the standard bearer for all ensuant depictions of the vampire in touristy culture.However, popular culture being what it is, the trend towards sympathizing with the vampire was resumed once mass media took hold of the character of Dracula and made it part of its own province. The picture of Dracula in the popular mind is now wholly derived from Hollywood films, and is very different from how Stoker describes him in the novel. For example in the novel he is described as having dust coat hair and a drooping moustache but the popular imaginativeness sees him as dark haired, clean shaven and immaculately groomed.Bela Lugosis passage of the Count in the 1931 Hollywood production is most responsible for this picture. By most accounts this film, directed by Tod Browning, is the best adaptation to date, though it is not the first. This distinction must go to the 1922 German production Nosferatu, directed by F W Murnau, which makes the vampire particularly gruesome, and therefore is a return somewhat to the traditional depiction. But with films there is always the riskiness that villains become heroes, which happens when the film becomes very popular and even negative characters contract the charm of being famous.Once Bro wnings depiction of Dracula entered the open imagination it set of a trend towards sympathizing with the embodiment of evil. In this trend must be included the series of films is that which issued from the Hammer House of repugnance Studio in England. The first film appeared in 1958, with Christopher Lee in the role of the Transylvanian Count, and was largely faithful to the original novel, both in the plotline and in the depiction of the vampire. But as the series dragged along the tendency was to pimp in the evil exploits of the Count.This is in line with the general trend in Hollywood to lean more and more towards the antihero, and to glorify socially disloyal activity. Francis Ford Coppolas 1992 production Bram Stokers Dracula is a consummation of this process, so that the vampire here is almost a Christ-like figure. Regarding Coppolas cinematic technique Humphries-Brooks points out that the subjective camera is used from the Counts point of view, which frequently lets us se e the world through Draculas eyes and allows a visceral empathy with the character. The major sacrilege is of introducing a love affair between Dracula and Mina Harker, thereby reversing the entire stress of the original novel. Despite such misguided efforts, the sheer preponderance of adaptations of Stokers novel in film, as well as the unsatisfiable appetite of the public for vampire films in general, is a measure of the iconic status that Stokers Dracula has acquired. In conclusion, the modern fascination with vampirism must be viewed as a symptom of modernity. We must disembowel its origin to the Age of Enlightenment, in the seventeenth and eighteenth centuries, in which we appoint the roots of modernism.It was a concerted effort to overcome the religious worldview, and to step in it with a scientific representation. The resurgence of the public fascination with vampires must also be dated to this period. The explanation of this lies in the tendency to ignore the reality of death, or the consequences for the soul after death. Bram Stokers novel Dracula, at the turn of the twentieth century, crystallized this fascination with a masterful weigh of vampirism with a thoroughly entertaining plotline. Like all Gothic literature, it aimed earlier to please.But at the same time it tackled the issue of evil in the most fundamental way, and in this way recovered focus to Gothic literature. It determine modernism as the root cause behind the re-emergence of the vampire, and outlined the battle lines in which modernism and traditional belief clashed. For all these reasons the character of Count Dracula has come to acquire an iconic status in popular culture, and it continues to spurn adaptations and imitations in film and television. Works Cited Delany, Joseph F. Preparation for Death. crude Advent.Internet. Retrieved 23 March 2008. http//www. newadvent. org/cathen/04660c. htm De Vere, Nicholas. The Dragon Legacy. Contributor Tracy R. Twyman. New York Book Tree, 2004. Dyson, Jeremy. Battle of the bloodsuckers. The Guardian. Wednesday October 31, 2007. Internet. Retrieved 23 March, 2008. Humphries-Brooks, Stephenson. The Body and the Blood of Eternal UnDeath. The Journal of Religion and Popular Culture. garishness VI Spring 2004. OConnor, John.The Enduring Fascination Of Dracula. The New York sequences. March 5, 1978, Sunday. Santilli, Paul. Culture, Evil, and Horror. The American Journal of Economics and Sociology. Volume 66, Number 1, January 2007, pp. 173-193. Skow, John. Vlad the Impaler. Time Magazine. Monday, Jan. 15, 1973. Silver, Alain & Ursini, James. The Vampire Film From Nosferatu to Interview With the Vampire. New York Limelight Editions, 1997. Stoker, Bram. Dracula. New York Broadview Press, 1998. Voltaire. Philosophical Dictionary Part 2. Whitefish, MT Kessinger Publishing, 2003.