Value Neutrality

Spanking Gone Wrong Essay Example

Spanking Gone Wrong Essay Example Spanking Gone Wrong Paper Spanking Gone Wrong Paper wooden paddles, belts, sticks, pins, or others), painful body postures (such as placing in closed spaces), use of electric shock, use of excessive exercise drills, or prevention of urine or stool elimination (Par. 2). Its obvious that there is a variance between what people think is correct terminology when it comes to spanking. Its vital to step back when a situation is escalating to a point of no return in order to give the thinking part of your brain time to catch up with your emotions (Callaghan 142). Its easy to let patience run thin and get frustrated, but this leads to thoughts without actions and thats not okay. Also for some parents a spank isnt enough. Teaching them a lesson shouldnt be hitting a hill so hard it leaves bruises or marks. It may be disturbing but some parents go as far as holding a kid up by their shirt against a door, pulling them up by their hair, and even do exercises such as lifting heavy weights till their almost crushed. It doesnt stop at go to bed without dinner, wash your mouth out, taking away a toy, or locking a child in their room, it can go to the point of abuse. Some moms whove spanked their children agreenot necessarily that spanking was bad for their kids, but that it was bad for them and how they wanted to relate to their kids (Callaghan 132). Being left with regret, in fact, is going too far. Thoughts of l didnt mean it or l should of shouldnt cross your mind when disciplining a child. Its important to treat a child how you want to be treated and teach them lessons for the life ahead of them. When a child is left with a memory of l remember how I was disciplined it should be a lesson learned, not one of hurt. That means it went too far. Spanking also can leave long lasting effects on a child, whether its physical, emotional, or mental. Corporal punishment may succeed in temporarily controlling a childs behaviors. The trouble is the children may suffer from low self-esteem and depression, become overly aggressive, and exhibit antisocial behavior later as a result (Mitchell 25). Parents may think their child wont remember because they are little but thats not always the case. In teaching children to love and in truly loving them, we are called to demand more of ourselves and them (Clarke 23). Think about it, the early childhood years are when kids learn the most. Every parent wants their child to love and be loved. Children shouldnt be scared of making mistakes; they should strive and be exactly who they are. The fear of a spank and corporal punishment can scare a child into a shell they never come out of. Additionally, the spank does travel, and chances are kids will discipline their kids the way they were disciplined. A study by Childrens Voice Magazine says the more corporal punishment, the greater the chance the child is going to be higher than normal in physical aggressiveness, (Mitchell 25). This Just doesnt mean their attitude but further actions such as getting into trouble at school, theft, vandalism, and even delinquency. So whats going to keep them from not hitting their children later in life? Corporal punishment weakens the bond between child and parent it chips away at the bond, particularly if its repeated a number of times. This is a problem for parents who want to be close to their kids and who want their kids to be close to when someone is blessed with a child is that they have received them, they dont have them. No human was born with their children already handed to them at birth. It took time to understand life finding out whom to become, being raised. The way someone raised them was the key, a bond that no one could take away. It shouldnt tater they way someone was conceived, if they were an accident, or planned years in advance, whether they were born into poverty, or a rich lifestyle, to a single mom, a broken home, or even not with their original parents, all these scenarios are still a family. It all depends on how you look at it and its why being raised the right way is a big deal. Spanking takes away the moments of learning and dedication to a family bond. It goes too far sometimes leaving a scar on a relationship with someone that can never be repaired. Hitting a boss, spouse, or parent isnt okay so why hit a child? Devastatingly, sometimes spanking doesnt even stop in the household. The prevalence of corporal punishment of children in schools remains high in the United States and remains one of the few industrialized countries allowing corporal punishment in 30 states (Greensand par. 3). With that statistic, more than half of United States schools are still allowing children to be punished physically. Greensand says the top states for children being hit were Mississippi, Arkansas, and Alabama (par. 3). Its prevalent that the southern United States is allowing the smacks. According to the Office of Civil Rights (2007), school officials, including searchers, administered corporal punishment to 223,190 school children across the nation during the 2006-2007 school year (Greensand par. 3). Shouldnt it be up to the parents how they discipline? If a child lives in the south and goes to a school where corporal punishment is k and then goes home to a house where its okay as well, where does the hitting for making a mistake stop? Medical complications may prevent students from returning to school for days, weeks, or even longer. Reported medical findings include abrasions, severe muscle injury, extensive hemostat, whiplash damage, life-threatening fat hemorrhage, and others (including death! ) (Greensand par. 6). Children are supposed to go to school to learn, giving them injury for their action is not learning. Thats why spanking has to stop. Whether its at home or even worse to think, at school, its leaving long lasting life effects. Its like theirs no escape for a mistake Spanking has also been proven not to work any better than saying no to a child and theirs research to back it up. The recidivism rate for misbehaver by a 2-year-old is about 50% within two hours. Its 80% within the name day. And that applies to whether its Just saying no, removing the child, or spanking a child Mitchell said (25). Children are going to cry, pout, scream, etc. O matter what form of punishment you ensue and chances are they will be back doing it eventually. They might do it again the same day, week, or even month but learning their lesson doesnt always happen the first time. Spanking is like giving punishment without a reason why. If emotions get a chance to calm themselves, with time, parents can talk things out and a lesson has a chance of being learned better then in whapping screaming match. Mitchell a dded, It doesnt take a whole new parent to avoid corporal punishment. Parents are doing dozens and dozens of things besides spanking, even parents who are doing some spanking. If they Just left out the spanking, theyd be doing the alternatives, and their child would be better off (25). A ideas. It may sound cheesy but putting yourself in the childs shoes can be the best thing when it comes between whats right and wrong. Its always best to start from the beginning when having a child, but its never too late to start changing ways. Dry. Esther K. Chunk, a primary investigator, said the findings on the spanking studies suggest that physicians should want to consider addressing the issues of spanking and corporal punishment during routine infant visits, rather than waiting until the toddler years (Bates 25). Basically, what this means is doctors and physicians are questioning whether its right or wrong to question a parent on their discipline and when. If more parents knew the fact of what spanking and corporal punishment could bring so much could change. A lot of parents dont know another way out and thats what the problem boils down to. Theres always another option. Surprisingly, its also been on debate whether corporal punishment is legal or not. Article 19 of the Convention on the Rights of the Child requires states to take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child Said the Committee of European Ministers (peg. 29 par. 2). What this is saying is that spanking may be the next big no-no soon enough. If spanking is violating someone, a child at that, saying no to a child is the best thing to do over a spank. Just saying the word no may take a while but a spanking wont always lead to a solution, it more like the easy way out. Overall, Just once sparing the hand can make a difference. Its important to take some time out to be the best parent possible and remember its never too late to change. Spanking can lead to going too far, long lasting effects, and doesnt work any better than a typical no. A study by U. S. Catholic seed Creating a home environment free from violence will help create a world free from violence (Mitchell 23).

Interprofessional team working in healthcare delivery Essay - 1

Interprofessional team working in healthcare delivery - Essay Example Mutual team work and collaborative care have rapidly improved the health care operations and service delivery in many health care centers (Barrett and keeping, 2005, p. 40). Inter-professional team work is very effective in improving the patient health safety and heath care services (Barrett and keeping, 2005, p. 40). Inter-professional team work has reduced the backlog and burn out associated with inadequate health professionals (Barrett and keeping, 2005, p. 40). Inter-professional team work is also responsible of reducing the professional workloads and patient morbidity (Department of health 2010, p. 324). With effective inter-professional team work in health care institutions, health care professionals enjoy job satisfaction. Patient and patient caretakers need to be involved squarely in the treatment process (Zwarenstein 2008, p. 67). Their ideas and opinions are excitedly valuable and relevant in the diagnosis and treatment process (Barrett and keeping, 2005, p. 40). The core purpose of selecting the Tom case is to expound on the dangers associated with lack of inter-professional team work in the healthcare setting. The case portrays some of the very sensitive ethical and legal issues which should be the base line in designing professional legislations and policies (Cohen 2007, 340). The 20 years old Tom died out of aspiration pneumonia and reflux oesophagistis. The disease was diagnosed long time ago and measures to rectify the problem recommended. The entire concerned professionals in the hospital were not committed and willing to take prompt actions on the Toms’ health condition .The parent (Tom’s parents) concern over Tom’s pain was not listened to by the relevant health professionals. Tom was also infected with multiple learning disabilities which forced him to attend a special school. In the school, the parents raised concern over their child future but no action was taken by the school administration. The reluctance of the health professionals and the school to cooperate with Tom’s parent raised some ethical and legal issues. Ethical and Legal Issues There are several health ethical principles that are relevant in Tom’s case (Glasby 2007, p. 78). To start with, the main obligation of the health care professionals in Tom’s case was purely to protect his health and life (Prescott 2006, p 90). In this case, the hospital professionals never complied with their core obligation. According to the Department of health (2006, p. 69), under this ethical principle, the health profes

Law and the Media Essay Example | Topics and Well Written Essays - 2000 words

Law and the Media - Essay Example Cultural lag is getting shorter and shorter and the body of law has to adopt the pace so defined. This aspect is much more prominent in case of media where this pace can even be seen with the naked eyes. Media in the world has grown into an established economy in past few decades with its revenues becoming more than many nation states. Laws in this regard are also adopted and changed regularly to meet the complexities emerging in every day life. Enactments by the legislature, rules and regulations by respective departments and legal precedents are important factors in such changes. In the recent case of Fisher (original respondent and cress appellant) vs. Broker and other (original Appellants and cross-respondent) contractual obligations arising out of copyright and royalty agreements - both in express and implied terms- have been dealt in length and this case has given new dimensions to media law. In the below discussion we will discuss the details of the case in detail while lookin g at its implication for the media law. This case is about the copyrights and ownership of an all times hit song which was recorded in year 1967 by a band Procol Harum comprising of respondents of the appeal. Methew Fisher, plaintiff of the case joined the band soon after the first recording of the song, but the recording contract was agreed after inclusion of plaintiff in the band as organist. Plaintiff had contributed to the song by introducing a composition of organ solo at the start of the song which acted as counter melody through out the song. During the proceedings of the suit judge rated the contribution of the plaintiff as 40% of the total work. Before inclusion of plaintiff into the band, respondents, Mr. Brooker and Mr. Reid had entered into a contract of copyrights with Essex for the royalty of the song. It is observed that initial recording was made before the joining of

Osmosis and Diffusion Essay Example for Free

Osmosis and Diffusion Essay The basic principles of Osmosis and Diffusion were tested and examined in this lab. We examined the percent increase of mass and molarity of different concentrations of sucrose in the dialysis bag emerged in distilled water and the potato cores emerged in concentrations of sucrose. The data reinforces the principles of Osmosis and Diffusion, and in a biological context, we can simulate how water and particles move in and out of our own cells. Introduction Objective: 1. Investigate the process of osmosis and diffusion in a model of a membrane system. 2. Investigate the effect of solute concentration on water potential as it relates to living plant tissue. Background Information: Molecules are in constant motion; they tend to move from areas of high concentration, to areas of low concentration. This broad principle is divided into two categories: diffusion and osmosis. Diffusion is the random movement of molecules from an area of higher concentration to an area of lower concentration. This is considered a passive form of transportation because it does not require any additional energy to transport the molecules. In the body, carbon dioxide and oxygen can diffuse across cell membranes. Osmosis is a special type of diffusion where water moves through a selectively permeable membrane from a region of higher water potential to a region of lower water potential. In our body, water diffuses across cell membranes through osmosis. Water potential is the measure of free energy of water in a solution and is shown with the use of the symbol ÃŽ ¨. Water potential is affected by two factors: osmotic potential (ÃŽ ¨Ãâ‚¬) and pressure potential (ÃŽ ¨p). Osmotic potential is dependent on the solute concentration, and pressure potential which is the energy that forms from exertion of pressure either positive or negative on a solution. The equation to find the sum of water potential is: Water Potential = Pressure Potential + Osmotic Potential ÃŽ ¨w = ÃŽ ¨p + ÃŽ ¨Ãâ‚¬ The purpose of this lab is to observe the physical effects of osmosis and diffusion and to determine if it actually takes place. We hypothesize that, because molecules diffuse down a concentration gradient, the mass of the dialysis tubes will increase, and we believe that as the molarity increases, the percent of change in mass will also increase. Hypothesis: Diffusion and osmosis will occur until dynamic equilibrium is reached. As the sucrose concentration of the solution increases so will the mass. Materials Exercise 1: 1. 6 strips of dialysis tubing 2. Distilled water 15-20ml 3. 0.4 M sucrose 15-20ml 4. 0.8 M sucrose 15-20ml 5. 0.2 M sucrose 15-20ml 6. 0.6 M sucrose 15-20ml 7. 1.0 M sucrose 15-20ml 8. 6 Beakers Exercise 2: 1. 100ml of distilled water 2. 100ml of 0.4 M sucrose 3. 100ml of 0.8 M sucrose 4. 100ml of 0.2 M sucrose 5. 100ml of 0.6 M sucrose 6. 100ml of 1.0 M sucrose 7. 6 Beakers 8. Potato slices (4 for each solution) 9. Scale 10. Plastic wrap 11. Thermometer Methods Exercise 1: 1. Obtain 6 strips of dialysis tubing and tie a knot in one end of each. 2. Pour approximately 15-20ml of each of the following solutions into separate bags. 3. Remove most of the air from the bag and tie the baggie. 4. Rinse the baggie carefully in distilled water to remove any sucrose that may have spilled and carefully blot. 5. Record the mass of each baggie and record. 6. Fill six 250ml beakers 2/3 full with distilled water and place a bag in each of them. Make sure that you record which baggie is which. 7. Let the bag sit for 20-30 minutes. 8. After 20-30 minutes, remove baggies from the water, and carefully blot dry. 9. Measure the mass of each baggie and record. Exercise 2: 1. Pour 100ml of your assigned solution into a beaker. Slice a potato into 4 equal lengths about the shape of French fries or tubes. 2. Determine the mass of the 4 potato cylinders together and record. 3. Place the cylinders into the beaker with your assigned solutions and cover with plastic wrap. Leave overnight. 4. Remove the cylinders from the beakers and carefully dry them. Record the room temperature in Celsius. 5. Determine the mass of the 4 potato cylinders together and record. From these results, it can be concluded that the hypothesis is justified and correct. The data shows that the mass increased as the concentration of the sucrose solution increased. Osmosis is clearly being replicated in the physical form. Analysis Change in mass depends on the concentration of sucrose within the dialysis bags. If the concentration of sucrose is greater inside the bag than outside, then water will move into the bag. If the concentration of sucrose is lower inside the bag than outside, then water will move out of the bag. These two things are directly proportional. As the mass increases, so does the molarity. These are inversely proportional because whenever the sucrose molarity inside the bag is more concentrated, it will become more dilute and vise versa. The solutions will reach equilibrium somewhere between the two concentrations. The hypothesis is accepted based on the data that was obtained because as the sucrose concentration increased so did the final mass of the solutions. One possible source of error could be the tightness of the string that tied off the dialysis tubing. If there was a leak or a break in the dialysis tubing, all of the data would be off. Another possible source of error could be that the students did not pat dry the potato sample well enough causing drops to be left on the electronic balance, tarring it incorrectly, causing all other data to be off slightly. Simple mathematical errors always occur, so there is always room for simple algebraic mistakes in this section of the lab. Conclusion The purpose of this lab was to describe the physical mechanism of osmosis and diffusion and describe how molar concentration affects diffusion. We have  now observed how solutions diffuse in different situations, always from a high concentration to a low concentration, and how molar concentration affect diffusion, as the molarity goes up, more solution is diffused. We hypothesized that because molecules diffuse down a concentration gradient, the mass of the dialysis tubes will increase, and also that as the molarity increases, the percent of change in mass will also increase. Our data did support our conclusion. Exercise 1 proved that water moves across the selectively permeable membrane of the dialysis tubing much easier than sucrose sugar does. The water moved to reach equilibrium between the solutions. Sucrose must be too large a molecule to pass through the membrane quickly. Exercise 2 showed that the potato samples took in water when immersed in a distilled water solution. Potatoes must contain sucrose molecules due to the conclusion of this lab because the potatoes take in water in the distilled water beaker. Potatoes had a lower water potential and higher solute potential than the distilled water. It is just the opposite inside the beaker. Works Cited â€Å"PHSchool – The Biology Place.† Prentice Hall Bridge Page. Pearson Education, June 2007. Web. 12 Sept.2011. Moulton, Glen E. â€Å"Cell Theory, Form, and Function: Fluid Mosaic Model of Membrane Structure and Function — Infoplease.com.† Infoplease: Encyclopedia, Almanac, Atlas, Biographies, Dictionary, Thesaurus. Free Online Reference, Research Homework Help. — Infoplease.com. Web. 14 Sept. 2011. http://www.infoplease.com/cig/biology/fluid-mosaic Bowen, R. (2000, July 2). Osmosis. Retrieved February 14, 2009, from http://www.vivo.colostate.edu/hbooks/cmb/cells/pmemb/osmosis.html Sheppard, T. (2004). Diffusion and Osmosis. Retrieved February 14, 2009, from http://www.blobs.org/science/article.php?article=20 Campbell, N. A., Reece, J. B. (2005). Biology (7th ed.). New York: Pearson Education Inc.

Eating Christmas in the Kalahari | Essay

Eating Christmas in the Kalahari | Essay Eating Christmas in the Kalahari Abstract Richard Borshay Lee was a social anthropologist that had lived with and studied the southern Tswana tribe. In â€Å"Eating Christmas in the Kalahari† Richard Borshay Lee introduces us to some very useful techniques in social science. What he decided to do was take part in an ox Christmas festivity. Mr. Lee felt he had to give a gift because the tribal community thought he was a miser, this was due to the fact the Mr. Lee had been there for quite some time and never shared his food. Being Christmas and both sides believing in this spiritual holiday, he felt obligated to share. Ultimately, his beliefs does not coincide with the !Kung people and we witness the power of socializing agents. Even though Mr. Lee had lived with and was engaged in every part of the !Kung people’s lives, he was still an outsider and alien to the society. It seems after Mr. Lee decided to attend the ox Christmas festival, he felt it would be a nice gesture to buy an ox to eat at the celebration. Among the !Kungs, the slaughtering of an ox is a custom. After choosing the ox to bring to the festival, the Bushmen started complaining and calling the ox old and skinny. To Mr. Lee, the ox looked big, fat and perfect for the Christmas celebration and the reaction of the !Kung Bushmen people leave him very insulted. His feelings and how he perceived the Bushmen’s reaction was likely founded on his own culture, where people are supposed to appreciate other people’s generosity no matter the outcome. But to the Bushmen, giving an ox was no more than what they usually do every day, and was nothing special. After consulting with cultural experts, Mr. Lee discovers the native’s viewpoint. In the !kung’s culture, things such as gifts and generosity are appreciated. However, it is not easily shown and always behind closed doors. Their cultural belief is that it will cause more harm to praise any individual even for a job well done. They believe by boosting someone’s ego it will eventually swell his pride to the point where he may kill someone. The !Kung’s survival is based on their awareness of the environment around them and how people act and think in the society. This I think would be a good thing as long as people were not taken for granted. Why did the !kung people’s insult bother Mr. Lee so extensively? I feel the anthropologist thought he had gone through so much to choose, and buy the ox for the !Kungs just to be ridiculed for his efforts. Lee finally received the message of what the !Kungs were trying to put out, and this was the concept that there is some motive behind every gift and somehow, someway the gift will be repaid. However, I must disagree with this concept and disagree with the !Kungs. This is supported by the fact, every day I see many charitable acts, and the people that are giving, have no intention of receiving praise or anything in return. There are many cultural rules about gift giving in our society. Gifts in our society are given in celebrations and special occasions. Usually in our society, the amount spent on the gift is based on the rareness or the size of the event taking place. Mr. Lee’s views brought on by his own cultural beliefs, left him feeling inadequate and insulted. But to the !Kungs, it was an everyday occurrence and reaction. To understand the !kungs is to understand and accept people of different cultures. This is dually noted in the above paragraphs. The !Kungs who live in the Kalahari were raised quite differently than someone who grew up in the society we live in today. In accepting gifts in our country, we always say thank you and how much we appreciate it. This praise gives us a feeling of arrogance knowing that the receiver really likes our gift. In different cultures there are different guidelines. The people of the !kung tribe think badly of individuals that show arrogance. To eliminate these characteristics in the children, they were raised to mock and make fun of others while doing things such as hunting and viable activities. And by telling Mr. Lee that his ox was skinny and old, they were ultimately doing him a tremendous favor according to their cultural beliefs. As in contrast to our beliefs that characteristics such as bulling and mocking is very wrong. However sometimes in our society we see arrogance as a negative quality but it is not always discouraged in the same manner. Agents of Socialization was a strong influence in the article that Mr. Lee wrote. The feeling of being insulted only came from his own inadequacies and the way he was taught in his society. His status while being among the tribe was less than in his own society and also contributed to his feelings. His cultural values were very different than that of the !Kung people, and in time he came to understand and accept their attitudes learned as a social group. He realized that even though it was a celebration known to people of his culture, it could also sustain a part of the !Kung tribe. This is a documentation of another instance of how different societies of people distinguish themselves from one another with certain customs and differences, and how they conduct themselves socially. References Scavetta, Charlene (February 22, 2009). Eating Christmas in the Kalahari, Richard Borshay Lee. . retrieved 9/23/2014, from Athropology 1001 Web Site: http://scavettacharlene.blogspot.com/2009/02/eating-christmas-in-kalahari-richard.html ThatPresence ( December 2005 ). Eating Christmas in the Kalahari . retrieved 9/23/2014, from StudyMode.com Web Site: http://www.studymode.com/essays/Eating-Christmas-In-The-Kalahari-74594.html Ontaneda, Ana (February 22, 2009). Eating Christmas in the Kalahari . retrieved 9/23/2014, from anthropology Web Site: http://unam0ur.blogspot.com/2009/02/ana-ontaneda-february-22-2009-ant-1001.html Research into Truancy: Causes and Effects Research into Truancy: Causes and Effects Introductory orientation Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Truant behavior is a problem for the individual, the family, the school and society in general. Free and compulsory education is recognized as a basic entitlement under international standards, including the United Nations Universal Declaration of Human Rights (1948), the Convention of the Rights of the Child (1989) and the European Convention on Human Rights (1950). With the right to free education and the obligation corresponding to this right observed and enforced through a national emphasis on school attendance, The National Statistic Office (Malta) states that in the 2004/2005 scholastic year the figure for school absenteeism accounted for 7.7% of the total number of school days in the reference period or an overall absence rate of 9.2 absent days per pupil that for boys being 10.0 days per pupil and for girls 8.4 days per pupil. As a teacher this makes me fretful about students missing school as this can be associated with subsequent emotional and psychosocial problems in early adulthood and is a predictor of multiple problems (Fogelman and Hibbert, 1990). Truancy may have both short and long term effects on society. There is evidence that truancy is linked to delinquent behaviour and juvenile crime (Collins, 1998; Reid, 1999). According to Jones (1996), ‘Absenteeism is a sign of trouble that often leads to lower academic skills and grades, delinquency, and dropouts. Studies have shown that high school dropouts are twice as likely to be unemployed and on welfare, and overall, tend to be facing a more difficult life than their graduating counterparts. Jones (1996; p.128), All members who form part of any educational institution cannot allow these students to give up on themselves. We as a modern, fast developing society, we cannot afford to let them surrender. It is clearly far less expensive to educate them than pay for a lifetime of welfare and all of the deprivations that welfare represents. These are ominous issues, which imply that the number of students who skip school is rising and that school absenteeism is a new generations behaviour that is today a dramatic social phenomenon. This proposal drafts the intent to investigate and explore realities of how truancy manifests with Maltese youth and also explore the psychosocial world of truants in Maltese schools. Problem Analysis The Pre-Scientific Problem awareness As a supply teacher for these past five years, I have witnessed incidences of truancy in the period 2006 to 2009. One of the common truancy reducation measures used was to lock the school gates during lessons and breaks and open them after school hours (my personal exsperience). Despite the limited impact on truancy reducation, the approach of locking gates is still common and evident in some secondary schools. I found locked gates while visiting some of the schools. Gangsters, to control late coming and to stop learners from dodging classes, locked gates to prevent trespassing, sepecially. Exploring the problem Incidence and nature of truancy Malta Since 1946 education has been compulsory for all children between six to fourteen years and extended to the age of 16 by the Education Act (Malta) of 1971. Maltese law imposes a duty on parents to ensure that their children of compulsory school age receive appropriate education, whether through attendance at a state or independent school. If they fail to do so, without any reasonable excuse and if found guilty, they are liable to a fine not exceeding in previous currency one Maltese Lira (equivalent to â‚ ¬2.33) for each day during which the offence continues, unless the parent fails to give a good and sufficient explanation within three days from the date he or she receives a notice from the Director of Education (Malta Education Act 1988). From January 2001 up to December 2002 there were 8,903 arraignments before the local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the time frame of a month. It is a known fact that there are a number of students that systematically plan three days off from school each month, just for the sake that they use their monthly absence allowance and knowing that in this way their parents would not receive a citation. Surveys show that the overall absence rate between 25th September 2000 to 31st March 2001 stood at 10.5 days per pupil (NSO Malta, 2001). This figure reveals an increase of 5.2% over 1999/2000 scholastic year (NSO Malta, 2001). Thus it shows that during this period, 657,604 pupil days were lost to absenteeism and authorised absence due to sickness. Indeed, the Clark Report (2005) shows concern for the increase in unauthorised absenteeism with parental consent, particularly in state secondary schools which cater, in the main, for a student population coming from a working- class background. Family problems, psychological problems, illnesses, school phobia and bullying have, significantly, been indicated by the Clark focus group to be the topmost reasons contributing to school avoidance. Some Overseas Countries Most of the research conducted abroad seems to provide information regarding the nature and extent of truancy in secondary schools. Results of a study conducted at a school in London from 1985 to 1987 revealed that 70% of the sampled pupils admitted truanting during the three-year period (Stoll, 1990:22). In the study that involved nine secondary schools, 66% of the 765 fifth year pupils admitted truanting (ibid). Figures on truancy in 150 English secondary schools revealed that 31% of pupils in years 10 and 11 admitted that they played truant or skipped lessons (OKeefe Stoll, 1995:12). Gray and Jesson (1990:25) report about the major national survey results of truancy in English secondary schools. According to this study, 23% of all fifth year pupils were involved in truant behavior and they were less likely to stay on in full-time education. Furthermore, schools facing serious problems of truancy tend to be in the inner city rather than in other areas (ibid). on the other hand, Collins (1998:26) reports that absentee rates vary between schools in the London Education Authority. Munn and Johnstone (1992:4) found that out of a sample of 50 Scottish secondary schools, 18% of the pupils (11% in June and 7% in November) were classified as truants and were mostly form the senior years. These figures exclude truants within the school day, as â€Å"14 schools reported that they did not keep period attendance records† (ibid). Truancy has long been a subject for research in various parts of the USA. According to Nelson (1972:98), 64% of the 591 students surveyed identified themselves as class truants. Learners habitually play truant each day in Los Angeles, Pittsburg and Milwaukee (Black, 1996:33). Bos, Ruiters and Visscher (1992:393) found that the average rate of truancy in 36 schools in the four Dutch cities studied was 4.4% and that truancy increased with the level of the class in almost all schools. Some researchers further indicate that truancy does not necessarily mean missing the whole day of school but found that I could be in the form of missing a part of a day or particular lesson (Kilpartick, 1998:31; Reid, 1999:91). In a study conducted by Malan in South Africa (1972:144), 2,738 out of 69,908 pupils were identified by their teachers as truants. Masithela (Masithela, 1992:33) observed that learners tend to miss lessons during the first and second periods, as well as during the last give periods. The tendency of missing certain lessons towards the end of the school day shows that some form of â€Å"hidden truancy† is prevalent and that pupils can be marked present in the register but fail to attend all lessons (ibid:45). On the other hand, they may come late and be marked absent or be somewhere on the school premises not attending certain lessons or periods, but still be marked as being present on the class resisters. Factors associated with truancy Malta Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Tyerman (1968) defines the term truant as the child who is absent from school purely on his or her own initiative. Gabb (1994) includes in his definition of truant, that a child who is absent with leave given by his or her parents, or who are actually kept at home by the parents. Hersov (cited in Gabb, 1994) goes still further, dividing from truants, ‘school phobics and ‘school refusers. King (2001) furthermore defines school refusal/school phobics as a difficulty to attend school due to emotional distress, especially anxiety and depression. Fenech (1991) (in an unpublished research) defines ‘absenteeism as ‘being away from lessons for any period of time and for reasons not considered as legitimate, with or without the parents knowledge (p.3). She goes on to include ‘physical presence without any attention being given to a lesson in progress [as well as] masked or selective truancy (ibid., p.3). Fenech (ad. lib.) refers to the latter as ‘skiving off specific lessons or disappearance after registration (p.3) remarking that a number of sources consider absenteeism and truancy synonymous. Sultana (1997), like Fenech (1991), defines absenteeism as ‘staying away from school for reasons not justified by the law (p. 355). However, she goes on to include other ‘less overt ways (ibid., p 355) such as what Willis (1977) calls participating in ‘informal mobility (ibid., p. 355). This includes not entering the class for lesson, intentionally staying in another class, leaving the class without permission, or staying in class without bothering to follow the lesson. Studies conducted abroad When seen from a psychological viewpoint, truancy may be symptomatic of learns who are insecure and have low academic achievement levels and low self-esteem. Lewis (1995:37) states that attendance difficulties my broadly result from a combination of â€Å"pull† and â€Å"push† factors. Pull factors are personal and social aspects that â€Å"pull† a learner out of school. The pull factors may be related to the psychological indices mentioned by Reid (2002:11), such as maladjustment, a lower general level of self-esteem and academic self concept, anxiety and lower career aspirations. Factors that â€Å"push† learners away from school include academic and classroom aspects such as inapproachability of the teaching staff, incomprehensible teaching style and inappropriate classroom management. Other factors relating to the school and the classroom include bullying, the curriculum, boring lessons (Reid, 1999:91), teachers humiliating remarks (Porteus, Clacherty, Mdiya, Pelo, Matsai, Qwabe and Donald 2000:11), poor record-keeping and school organization (Bimler Kirkland, 2001:90; Coldman, 1995:29). According to Pappas (1996:1), truancy is often symptomatic of family dysfunction, since the parents of truants tend to be permissive, undisciplined and unavailable. Some authors believe that truancy is associated with a poor socio-economic background, including poverty, poor housing and unemployment (Bell, Rosen and Dynlacht, 1994:204; Tyerman, 1958:222). Some researchers state that there is a link between truancy and delinquent behavior (Collins, 1998:38; Brown, 1998:298-299; Reid, 1999:25). Truancy differentiated from school phobia There is a need to distinguish between truancy and school phobia. The concept â€Å"school phobia† describes a learner who is unwilling to attend school and stays at home with the knowledge of parents (Wicks and Nelson, 2000:123). A learners problem often stats with a vague complaint or reluctance to attend school and progresses to total refusal to go to school. Blagg (1992:121) asserts that school phobia may be induced by fear-arousing aspects of school, such as fear of failure caused by anxiety about meeting the standards. Fear may also be related to worries about the health and welfare of parents (Blagg, 1992:123). In the other hand, a learner who plays truant misses the whole school day or lessons without the knowledge of parents or caregivers. Furthermore, a truant tends to be involved in various forms of anti social behavior (Blagg, 1992:121). Milner and Blyth (1999:18) acknowledge the difficulties involved in studying the prevalence and pattern of truancy and in comparing current and past school attendance or absence. The difficulties are partly compounded by the variations in the definition of truancy itself (Boyd, 1999:22; Gabb, 1997:2) and the multifaceted nature of truancy (Edward and Malcolm, 2001:1; Reid, 1999:17). The problems associated with studies on truancy should, however, not prevent further research from being conducted. Solutions should be found, or the cause at least eliminated, because truancy is regarded as a serious problem with socio-economic implications. A preliminary review of the literature reveals that truancy is a major problem form schools and society and a most powerful predictor of juvenile delinquent behavior (Van Petegem, 1994:272; Wiehe, 2000). Reid (2002:2) maintains that the amount of money spent on truancy reduction initiatives proves the extent of truancy. Statement of the problem Data on the extent and nature of truancy in schools are often based on information obtained from class registers. This information may be inadequate or almost incomplete and limits the understanding of the phenomenon, thus making it difficult to develop appropriate intervention strategies. More insight on how truancy manifests is needed to provide a base on which to suggest, plan and develop effective intervention strategies. Therefore, further research is needed to enable education officials, schools, parents and other professionals to manage learners with attendance difficulties more efficiently. This study serves to bridge the information gap regarding the nature of truancy and to provide a picture of the life world of truants in Secondary Schools. Aims of the Research The General Aim The aim would be to describe truancy in general as stated in the literature and to conduct an empirical study in order to determine how truancy behaviour manifests in secondary schools and what the life world of truants looks likes. The findings can then be used to inform and guide future practice. The Specific aim The aim of the study would be to gather information that will be used to guide the school (college) community namely the SMT, form teachers, subject teachers, guidance teachers and school councillors, youth workers in school and other stakeholders to help in the interventional approaches and procedures that can be used for reducing truancy. In order to realise the above aims, the following questions are set to direct the research: What is the extent and degree of truancy in terms of the frequency and number of learns involved? What are the patterns, type or nature of truancy? Where do truants go when not at school or in class? What measures are used to monitor and manage truancy? Research Method The study will comprise two methods, namely, a literature study and an empirical investigation. A study of the literature will derive information on studies about poor school attendance and procedures employed to mange or reduce truancy from books, research articles, journals and other resources. A quantitative research design will be used in the empirical investigation. This investigation aims to gather data by means of a questionnaire that will be given to learns in Form 1 and Form 2 in eight randomly selected schools, , incorporating two Junior Lyceums, two Area Secondary and two Church schools. A qualitative research design will be used with guidance teachers, counselors, youth workers, form teachers, Assistant Head of Schools and Heads of School currently working in schools. A focus group and interviews with Heads will help me to investigate what the School community is doing to combat truancy. Such data will be advantageous in that they are ‘the most adequate [tool] to capture how a person thinks of a particular domain (Goldsmiths Collage, n.d.). More over since a face to face rapport with the interviewee, it is induced to continue questioning the subject in order to confirm the hypothesis about his or her beliefs, seeking appraise any underlying meaning in the process. Demarcation of research Due to time constraints, the preset research is confined to then 8 randomly selected secondary schools in Malta. A list of all secondary schools was compiled to allow for the random selection of 8 schools, which will form part of this study. This sample was mainl cohosen on the basis of cost implicaitons and accessibility. Explanation of concepts In this section a number of concepts that are relevant to this research are defined. Truancy Reids (1999:1) asserts that the term ‘truancy is often misused and can be applied both generically and with a local meaning. In the different parts of Great Britain, truancy is known as ‘dodging, ‘skipping off, ‘mitching, ‘skiving, ‘bunking off and ‘going missing, respectively. Whitney (1994:49) defines truancy as ‘absence that has not been authorized by the school and where leave has not been given or approved. Another definition provided by Collins (1998:2), who states that truancy is about pupils who have been registed with a school but identified as not attending school when the law says they should. This definition includes absences from a particular lesson or lessons, known as ‘post-registation truancy (Gabbs, 1994:5; Stoll, 1990:23). Clark Report (2005) identify as truancy when a student is voluntarily absent or not attending school without their parents permission and often, awareness (Anglicare, Werribee Family Services 2000). Truancy is defined as unjustifiable or unexplained absence from school with attempts by the student to conceal the absenteeism. Usually the child avoids home when not at school and the parents are often unaware of the childs absence (Rollings, King, Tonge, Luk, Heyne, Ramsdell, Burdett Martin, 1999). The concept blanket truancy refers to absence from the whole school day, which is usually reflected on the class register, while post-registration truancy occurs when the learner is marked present but fails to turn up at a lesson or lessons (Stoll, 1990:23). In this research, the term ‘truancy is broadly defined as unauthorized absence from school. The definition is adopted with the assumption that absence with the knowledge and permission of the school and parents or guardians does not constitute truancy. Since the study seeks to explore the type of truancy as manifested at secondary schools, both concepts of truancy (blanket and post-registration) are relevant and will be investigated. A Truant A truant is a ‘child aged 6 17 years old who absents himself or herself form school without a legitimate reason and without permission of his or her parents or the school official (Schaefer and Millman, 1981: 335). For the purpose of this research, a truant refers to a learner who, after being registered at a school, absents himself or herself from school or lessons without a legitimate reson or permission from parents or the school official. The traditional or typical truant: Traditional truants tend to be isolated that come from an unsupportive home background, possibly with a tendency to be shy. It is likely that they will have a low self-concept, be introverted and be the citim of their social circumstances. The psychological truant: could be the school phobic (school refusal) case but more othen than this psychological truant miss school for psychological related factors such as illness, opsychomatric complaints, laziness, a fear of attending scholl for any reason (such as dislike of a teacher, a lesson, an impending confrontation or fear of bullying.) The Institutional truant: Institutional truants are more likely to indulge in ‘on the spur of the moment absences from lessons and to be selective about days or lessons to miss. Secondary School A school that admits or registers and educates learners in Form 1 Form 5 is known as a secondary school. Life World In this research, the term ‘life world refers to the psychological context this is made up of elements such as interpersonal aspects, the family, school and the broader community. According to this definition, the life world involves the personal and external world of the learner. The personal word refers to intrinsic factors. The external word is made up of the broader educational systems, the home environment and the community where the child spends his time when not at school. Relevant intervention strategies would be easier to suggest if the contextual issues related to the phenomenon under investigations are understood. Research Program The research comprises give chapters, as follows: CHAPTER 1 In this chapter, the background information in the seriousness and implication of truancy are discussed. The chapter also includes an analysis of the problem, the problem statement, aims of the study, description of the research method and definition of the concepts. CHAPTER 2 Chapter 2 entails a review of the literature on types of truancy and the causes of truancy or contributing factors in different countries, including in Malta. Different approaches that the various countries and schools use to manage truancy will also be discussed. CHAPTER 3 This chapter deals with research designs and methods. A discussion of the research problem, the aim of the empirical investigation, the research tool used in the study and the selection of the sample will be included. Details of the compilation and administration of questionnaires as well as an analysis of data will be presented. CHAPTER 4 In this chapter, the results of questionnaires will be presented. The results will be analyzed to find answers to the research questions. CHAPTER 5 The chapter entails a summary of the research finding, conclusions and recommendations. A summary of the results from the literature study and the limitation of the study will be included. Conclusion This chapter focuses on the background and analysis of the problem, as well as the aims of the study. An attempt will be made to explain the research method used, relevant concepts and planned programmes of the research. The next chapter will contain the review of the literature on the types of truancy, factors contributing to truancy behavior, the rate and extent of truancy and the strategies used to manage truancy. CHAPTER 2 TYPES OF TRUANCY, CAUSAL FACTORS AND APPROACHES USED IN THE MANAGEMENT AND REDUCTION OF TRUANCY Introduction According to Tyerman (1958:217), truancy has been a problem to all concerned with education since 1870s. Approximately 750 children were charged for truancy in England and Wales in 1954 (ibid: 220). This figure could have been an underestimation as it was based on learners who were referred to courts, and therefore represented mainly incorrigible truants (ibid). Furthermore, the figure gives a general picture of truanting children in one country only and without an indication whether it was absence from certain lessons or whole school day absence. Truancy is currently a problem in communities. In Clarks report concern was expressed about truancy among school children. Data presented in this report indicates that non-attendance exists, and has become an issue of increasing concern for schools, educational and student welfare organizations. Non-attendances viewed as being among one of the key problems facing some schools. There is increasing concern for the seemingly large number of ch ildren and young people, who are, for a range of reasons, missing out on the benefits of education and possibly on a better future (Dr. L. Galea, The Times 9th February, 2005). Non-attendance can be the beginning of countless problems for students who regularly miss out on school (Heyne, King, Tonge, Rollings, Pritchard Young,1999). The extent and nature of truancy are best understood in terms of whether it implies absence for the whole day or during a particular lesson. This chapter deals with how blanket and post-registration truancy manifest, the causal factors and various measures of reducing truancy in secondary schools. Blanket Truancy Perspectives in various countries England and Wales Normab (2001:49) states that 50,000 children play truant on a normal school day in England. The number of truants increases steadily with age and most truants are found at secondary school (ibid). This confirms past research findings about the existence of truancy in secondary school in some parts of England. Gray and Jesson (1990:25) gathered information on the incidence of truancy from the youth cohort survey of England and Wales. The result of their survey shows that 6% of final-year secondary school learners reported to have played truant for several days or weeks at a time. Malcolm, Wilson, Davidson and Kirk (2003:50) state as follows: ‘In 1999, the Audit Commission noted that at least 40,000 of the 400,000 learners absent from school are truanting. Scotland In a study done at 50 Scottish secondary schools, it was found that 30% to 33% of learners had been playing truant at least once in the survey week (Munn and Johnston, 1992:38). These schools were requested to provide both the overall attendance rate and the numbers of learners (ibid). Australia Haddon (1996:110), citing a comprehensive study conducted in Victorian secondary schools in Australia, states that 40% to 60% of learners of compulsory school age reported that they engaged in truancy. Cohen and Ryan (1998:12) state that about 10,000 learners in Tasmania play truant at least one day a week. The Netherlands The research done at 36 schools in four Dutch cities indicates that the average level of truancy at all schools was 4.4% (Bos, Ruiters and Visscher, 1992:393). The average percentage of allowed absence was 4.7%, therefore suggesting that learners in most schools are just as often absent with a valid reason as without one. United States of America It appears that truancy is a problem in American schools, although at varying levels. According to Black (1996:33), approximately 2,500 and 4,000 learners play truant on a daily basis in Pittsburg and Mulwaukee, repectively, while 300,000 of the 1.6 million students in Los Angeles are habitual truants. This shows that some learners stay absent without permission every day and that a day never goes by with a recording of 100% attendance. Truancy is so much of a concern that the Department of Education has prepared a manual that gives schools some guidelines on how to reduce it (United States Department of Education, 1996). Malta From January 2001 up to December 2002 there were 8,903 arraignments before local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the space of a month. It is a known fact that there are a number of pupils that systematically take three days off from school each month just for the sake that they use up their monthly absence allowance and knowing that in this way their parents would not receive a citation. Survey results issued by the National Statistics Office Malta on December 16, 2002 showed that overall absence rate from schools between September 25, 2000 and March 31, 20001, stood at 10.5 days per pupil. That included both absenteeism and authorized absence (such as those due to sickness). During this period, 657,604 pupil days were list to absenteeism, accounting for 8.9 per cent of the total pupil days. This reveals an increase of 5. 2 per cent over the 1999/2000 scholastic year. Absences in government schools stood at 19.12 days per pupil whereas that of government dependent (church schools) and independent private schools was 5.76 days per pupil. The rate of truancy in terms of gender Some of the overseas researchers state that there is no difference in the levels of truancy reported for males and females (Gray and Jesson, 1990:26; Haddon, 1996: 110; Smith, M., 1996:226; Stoll, 1994:36; Whitney, 1994: 59). Recent research on truancy in the seven local education authorities reports that the numbers of learners in secondary school admitting truancy was almost equal for boys and girls (Malcolm et al., 2003:31). Coldman (1995:68) also states that the variation that exists in truancy levels of males and females is slight. It is, therefore, apparent that some research are in agreement with regard to the truancy levels of male and females learners. Earlier research that was conducted in South Africa suggests that more males than females tend to play truant Coldman (1995:68) warns against making assumptions and generalisations about the existence of gender differnce in truancy levels. He argues that observed findings might result from the fact that some schools have more males than females, particularly when one is dealing with a large sample. What the above studies suggest about truancy levels of males and females is that the difference might be slight, if it does exist. Furthermore, observed diffrenences may be incfluenced by other variables, such as the enrolled number of male and female learners in a sample. Truancy rate according to the geographical location of the school Serious truancy is said to be more prevalent in inner-city secondary schools in England (Gray and Jesson, 1990:36; Stoll, 1990:23). Munn and Johnstone (1992:4) also found that the Scottish school with the highest percentage of unauthorized absence was all in the inner city. Coldman (1995:69) asserts that claims that truancy is a problem mainly experienced in inner city schools are disputable, since another survey showed that the truancy level is high even in the suburban, rural and industrial areas of England. It may therefore be purely speculation, without much supporting evidence, to suggest that inner-city school experience higher levels of truancy. Hard evidence needs to be gathered, where possible, in order to verify the claim that inner-city experience higher rates of truancy. According to some researchers, truancy levels also appear to differ from school to school, since they may be more prevalent in schools than in others (Blackm 1996:33; Bos et al., 1992:385; Gray and Jesson, 1990:26; OKeefe and Stoll, 1995:12). It is therefore apparent that the levels of truancy seem to vary from country to country, and in some cases, also in terms of geographical locations within a city or town. The literature indicates that blanket truancy is common in many secondary school and that, in some cases, learners play truant on a daily basis. The levels of blanket truancy can also vary according to regional locations within the same country. In the next section, the evidence regarding the level of post-registration truancy drawn from the literature will be discussed. Post-registration Truancy Very little information is given in the literature about national trends of post-registration truancy in countries where research on truancy was conducted. Most of the studies conducted in the United Kingdom, Australia, the United St

Plato’s 4 Virtues

The Four Virtues of the Republic In the Republic, Plato sets up a framework to help us establish what the four virtues are, and their relationship between them to both the city and the soul. According to Plato, the four virtues are wisdom, courage, moderation, and justice. There are three classes within the city: guardians, auxiliaries, and artisans; and three parts within the soul include intellect, high-spirited, and appetitive. By understanding the different classes of the city or parts of the soul, one will be able to appreciate how the virtues attribute to each one specifically.Book II of the Republic opens with Plato’s two brothers, both who want to know which is the better life to live: the just or the unjust. First, Socrates wants to know, â€Å"what justice and injustice are and what power each itself has when it’s by itself in the soul† (Cahn 130). One needs to understand what the soul is before one can talk about virtue because the relationship between the soul and virtue is excellence. This sets up the foundation that the structure of the soul and the city are similar in relation to the four virtues.In order for Socrates to accomplish this, he needs to examine the larger one first, the city, representing the ontological. Then, he is going to examine the smaller one, the soul, representing the epistemological. The establishment of each of these will display how the two mirror off one another, allowing the relationship between the city and the soul to become visible. Plato sets out the depiction that the city comes into being because not everyone is self-sufficient, but rather everyone needs different things in order to survive.Each person in the city is going to have one specific function to perform, which establishes the proper order of a just city contains three different classes: the guardians, the auxiliaries, and the artisans. In having established this ideal city, one can determine that it is completely good, therefore, it should be seen as wise, courageous, moderate, and just. Each one of the classes established in the city relates to a particular virtue. For the guardian class, â€Å"a whole city established according to nature would be wise because of the smallest class and part in it, namely, the governing or ruling one.And to this class, which seems to be by nature the smallest, belongs a share of the knowledge that alone among all the other kinds of knowledge is to be called wisdom† (Cahn 144). The intellect the guardians possess, allows the city to have good judgment and be considered wise by the people, since so few have this ability. This helps them pass legislation allowing all of the other classes to be in harmony with one another bringing the city to a state of unity.For the auxiliary class, â€Å"the city is courageous, then, because of a part of itself that has the power to preserve through everything its belief about what things are to be feared† (Cahn 144). The auxiliarie s demonstrate this kind of preservation about what is to be feared and what is not to be feared and under no circumstances do they abandon their beliefs because of pains, pleasures, desires, or fears. As they fear the destruction of the city and anything that will bring it about, â€Å"this power to preserve through everything the correct and law-inculcated belief about what is to be feared and what isn’t is what I call courage† (Cahn 145).Their determination to remain dedicated to being courageous will lead to justice within the city. For the artisan class, â€Å"moderation spreads throughout the whole. It makes the weakest, the strongest, and those in between†¦all sing the same song together. And this unanimity, this agreement between the naturally worse and the naturally better as to which of the two is to rule both in the city and in each one, is rightly called moderation† (Cahn 146).By willingly accepting the dictates of the guardians by not objecting the legislation they pass, they are putting the city in a state of harmony. It can clearly be seen that only when each class is properly performing its particular role within the city, will justice be able to prevail. For Plato, â€Å"Justice, I think, is exactly what we said must be established throughout the city when we were founding it†¦everyone must practice one of the occupations in the city for which he is naturally best suited† (Cahn 147).This only happens when the city is not in a state of internal conflict with itself allowing the highest principle, good, to be seen; making it the most unified, therefore being just. Since the proper order of the city has now been established, it is time to turn inward to one’s soul to determine where justice and injustice might lie, and what the difference is between the two. Plato believes, â€Å"if an individual has these same three parts in his soul, we will expect him to be correctly called by the same names as the city if he has the same conditions in them† (Cahn 148).Now that Plato has found the four virtues within the larger environment of the city, he now wants to investigate their relationship to the smaller environment of the soul. The first part of the soul that calculates is considered rational by having the ability to make good judgment, known as its intellect. The second part of the soul that desires certain indulgences and pleasures; such as, food, drink, and sex, is considered irrational and is known as its appetitive part.The third part of the soul is known as the high-spirited, which allows a person to get angry by giving way to the use of their emotions. The appetite of one’s soul draws a person towards things, while the intellect of one’s soul pushes that person away, thus creating two different parts. The high-spirited is, â€Å"a third thing in the soul that is by nature the helper of the rational part† (Cahn 151). Originally, the spirited part was thought of as being appetitive; however, when there is a civil war within one’s soul, the anger of the high-spirit allies with the rational part of the soul.Now that the three different parts of the soul have been identified, it is clear that, â€Å"the same number and the same kinds of classes as are in the city are also in the soul of each individual†¦Therefore, it necessarily follows that the individual is wise in the same way and in the same part of himself as the city† (Cahn 151-152). Accordingly, the intellect of the soul should rule, as the guardian class does in the city because they both display the virtue of wisdom allowing them to exercise understanding on behalf of the whole soul and city.Similarly, the high-spirit of the soul should use anger, as the auxiliary class does in the city because they both demonstrate the virtue of courage allowing them to maintain proper order and harmony needed to establish justice. When the two parts of the soul and the city work together, the virtue of moderation is exhibited; because the soul’s appetitive part and city’s artisan class will be working together to maintain a state of unity. As seen with the city, justice will only emerge in the soul when each of the three parts are properly ordered and in a state of harmony with one another.In the city, the guardians and auxiliaries exist in order to control and direct the artisan class; while in the soul, the intellect and high-spirit exist in order to rule over the appetites of the individual. Justice in the city and soul are related to one another because, â€Å"in truth justice is, it seems, something of this sort†¦binds together those parts and any others there may be in between, and from having been many things he becomes entirely one, moderate and harmonious† (Cahn 153).When an individual is acting justly, then they are being true to the three parts of their soul, allowing the virtue of justice to surface. When each of the three classes in the city are properly performing their roles, then is the virtue of justice displayed. Plato describes justice as the perfect harmony between the parts both within the soul and within the city as the best possible combination to illustrate all four of the virtues.

Brand and Proper Branding

Branding Meaning of Branding: The word â€Å"brand† is derived from the Old Norse â€Å"brandr† meaning â€Å"to burn. † It refers to the practice of producers burning their mark (or brand) onto their products. Branding is the practice of giving a specified name to a product or group of product of one seller. Branding is the process of finding and fixing the means of identification. In other word, naming product, like a naming a baby, is known as branding. Parents have children and manufactures also are eager to know the character and the capacity of their names. Thus branding is management process by which product is name; i. . branding. Proper branding can result in higher sales of not only one product, but on other products associated with that brand. For example, if a customer loves Wai Wai Noodles and trusts the brand, he or she is more likely to try other products offered by the company such as Kwiks Cheese Balls or Kwiks Potato Chips. Definition of Brandin g According to the American marketing Association, â€Å"A brand is name, term, sign, symbol or a combination of them, intended to identify the goods and services of one seller or group of sellers and to differentiate them from those of competition. According to William j Stanton, â€Å"All trademarks are brands and thus include the word, letter or numbers which may be pronounced; they may also include pictorial designs. † Threes of Cs of Branding 1. Clarity: Strong bonds are clear about what they are & what they are not. They understand their unique promise of value. And this promise of value sets them apart from their competitors. It differentiates them and allows them to attract and built loyalty among a desirable set of consumers. 2.Consistency: In addition to being clear about who they are, strong brands are also consistence. They are always what they say they are. 3. Constancy: It is not enough to be clear and consistent if you are not always visible to your target aud ition. Strong brands are constant, they are always there for their customers and prospects. A brand can convey up to six level of meaning 1. Attributes: Mercedes brings to mind expensive, well built, well engineered, durable, high prestige automobiles. 2.Benefits: The attributes â€Å"Durable† could translate into the functional benefits and the attributes â€Å"Expensive† translates into the emotional benefits. 3. Values: Mercedes stands for high performance, safety and prestige. 4. Culture: Mercedes represents German culture; organized, efficient and high quality. 5. Personality: Mercedes may suggest a no nonsense boss â€Å"person†, reigning lion â€Å"animal† or an austere palace (object). 6. User: Suggest the kind of consumer who buys or uses the product. A top executive behind the wheel of a Mercedes and not a young secretary.Purpose of Branding 1. Brand is a massive asset. 2. Brand is a promotional tool. 3. Brand is a weapon to protect market. 4. B rand is antidote for middle man survival. 5. Brand is a means of identification for customers. Significance/advantage of branding 1. Advantage to producers a. Easy to advertise. b. Easy to identify the products. c. Creation of separate market. d. To get more price. e. Easy to expand the product mix. f. Personal contacts with consumers. 2. Advantage to middle man g. Easy to understand needs and wants of consumers. . Less risks. i. No need of advertisement and sales promotion. j. Increase in sales. k. Increase in profit. 3. Advantage to consumers l. Easy to recognize. m. Availability of quality product. n. Minimum fluctuation in price. o. Mental satisfaction. p. Improve packing. Branding decision Branding of products are mainly done under following criteria: 1. Founder’s names. 2. Blanket family names. 3. Separate family name for all products. 4. Corporate names combined with individual product name.

Hills Like White Elephants and In Another Country Essay Example

Hills Like White Elephants and In Another Country Essay Example Hills Like White Elephants and In Another Country Paper Hills Like White Elephants and In Another Country Paper Theodore Roethke has been quoted for saying, â€Å"In a dark time, the eye begins to see.† What Roethke is saying is when one is faced with a hardship, the truth of who they are is shown and their true darkness becomes apparent. Roethke’s quote is an agreeable one and can be proved in two short stories by Ernest Hemingway, â€Å"Hills Like White Elephants† and â€Å"In Another Country.† In â€Å"Hills Like White Elephants,† the man encounters a â€Å"dark time† and the girl realizes the man’s true character. In â€Å"In Another Country,† the soldiers of World War I expose their true colors after their acts in the war within the hospital. These stories contain evidence to prove Roethke’s quote as fact. â€Å"Hills Like White Elephants† has two main characters, the man, the antagonist, and the girl, the protagonist. The two of them share a relationship that changes and is exposed for its truth, during the conflict of the couple contradicting each other on whether or not to abort her unborn child. The two of them are sitting at a train station in Madrid and discussing the matter over a few drinks. One important symbol is incorporated into the setting itself. One side of the train station is uncared for and cluttered with grain, and has a strong overcast, representing the man’s opinion. The opposing side of the station has clear, far fields, is sunny, and has white mountains to the very background, with life of animals incorporated, representing the girl’s opinion. The white mountains represent the bright beauty of the child, it reminds her of white elephants, originating from the term white elephant meaning something the owner cannot get rid of.The man is trying to convince the girl that ridding the child would benefit them, that it’s safe, easy, and everything would return to the norm afterwards. The girl, however, wants to keep and give birth to this child, even though the man is producing a stressful argument. In the beginnin

Tricing Pendants and Lifeboat Rigging

Tricing Pendants and Lifeboat Rigging A tricing pendant is part of the rigging that allows lifeboats to be launched. The system to launch a lifeboat is complex and the tricing pendants play an essential role if the ship is heeling or laid over because of damage. The Mechanics of Launching a Lifeboat To launch a lifeboat the boats must first be freed from the cradle straps called Gripes. (Insert nautical gripe joke here.) Next small twin cranes called Davits are brought into the launch/recovery position. Each Davit is equipped with a powerful winch and emergency manual brake. These Davits are fitted with hoisting lines called Falls which attach to the lifeboat harness which is in turn fastened to the gunwales on opposite sides at the fore and aft of the boat. Lines attached to the bow and stern of the lifeboat are called Frapping Lines and are used to control the movement of the boat as it is lowered or raised. An additional line is attached to the bow of the lifeboat to keep it near the ship after all other rigging has been released. This line is called a Sea Painter. Under the boat, usually attached to the keel, is a device called a McCluny Hook which allows lines attached under the boat to be released remotely. The lines attached to the McCluny Hook are routed to the Tricing Pendants which are an apparatus used to pull the lifeboat to the embarkation station when the ship is at an abnormal angle. If lifeboats were lowered while the vessel is heeling over from the damage they will either slide down the side if they are on the high side or enter the water far away from the embarkation station if they are on the low side. Its very easy to be injured in a lifeboat. The Costa Concordia wreck off the coast of Italy is a prime example of the dangers of evacuating by lifeboat. At least two people died on the wreck because they attempted to swim to the rocky shore rather than risk the poorly deployed lifeboats. A tricing pendant is a device that is made up of three main components. The length of line or chain that is attached to the keel of the lifeboat via a McCluny Hook, a block and tackle system that increases mechanical force, and the lines and often winches that draw the lifeboat close enough for passengers to get aboard. Lifeboat Drills Under SOLAS There is an ongoing controversy surrounding SOLAS Conventions as they pertain to lifeboat training and drills. For safety reasons, SOLAS compliant vessels cannot have occupied lifeboats during launch or recovery. Lowering manned lifeboats is very hazardous to everyone involved and there are many deaths and injuries from lifeboat drills. Its a very different experience to lower a lifeboat with operators than it is to lower an empty lifeboat. This is true for the crew who will ride down in an emergency situation and for the crew running the Davit winches above and tricing pendant gear at the embarkation station. SOLAS is probably right to try and limit training injuries, but without realistic training that is used for emergency evacuation of the vessel, there is little hope for competent launch and recovery of lifeboats in a bad situation. Some ships continue to carry out lifeboat drills with a mix of skirting the rules and using allowed activities to replace prohibited training. This will result in some skills but not the best skills. To have the best training for your crew they must be exposed to the most realistic training available and that means manned lifeboat drills. If SOLAS is to be amended it will take many voices to overcome what is generally seen as a hindrance to safety training. Speak up directly to the IMO or email here and we will pass the comments along.

Information system Essay Example | Topics and Well Written Essays - 2250 words - 1

Information system - Essay Example The 4.3 billion dollar project (Dodgson & Gann, 2010) went to ruins based on the grounds that failure to predict the overall massive expansion, failure to undertake the risks of the system failure and failure to predict and handle the strategic factors consideration, all these led to the failure in the larger way resulting in the financial losses as well as the credibility and brand name loss to the British Airways Authority. However when the time of its inauguration arrived, there was a total state of confusion, panic and disorder within which gave rise to the suspicion that something had gone wrong. Ranging from the information system to the basic route maps to the basic and elementary parking lots adjustment, all this was missing and people were left to their own guidance and mercy to find out the routes and information. The passengers luggage handling and the cargo fleet services were the worst to say the least. The Information system so incorporated consisted of a Resource Management System that was aimed at working as a centralized database, support and navigation system machine. However it failed to provide the desired results and it suffered from number of short comings in terms of the real time operations and the integration of the different components of the terminal and airport activities(Pryke, 2009, 127). Information systems have become the de facto standards towards development of a more modernized network of operations and system functions .The British Airport Authority that had planned to develop Terminal 5, also had made efforts for the establishment of information system. This information system was established in the form of Resource Management System( R.M.S). the purpose was for keeping the people’s entry intact and other online information resources and repository that would help the customers finding the related information in a timely manner. Unfortunately the Information system

Analysis of Generals Die In Bed through the eyes of two chosen authors Essay

Analysis of Generals Die In Bed through the eyes of two chosen authors - Essay Example ng set the tone of this Paper, one work each of the prominent French philosopher, writer, and composer of the eighteenth-century Jean Jaques Rousseau and the renowned British naturalist of the nineteenth-century, Charles Robert Darwin, is also reviewed in the same light. Those who have seen the highly acclaimed award-winning TV Series made by the British Broadcasting Corporation (BBC), Blackadder (September-November 1989), starring comedians Rowan Atkinson, et al. will understand World War I in its true perspective. Rather than the Germans, who remain unseen, Blackadders adversary comes in the form of his superior, General Melchett who rallies his troops from a French chà ¢teau 35 miles behind the front, wining and dining on Champagne, Caviar and Cigars while his troops, rotting in damp trenches and existing on one distasteful looking meal, die of lack of medical care, sepsis, diarrhea and dysentery, a dozen to the day. Blackadders final line is poignant, just before leading his men into a suicidal final push at Flanders: â€Å"Well, I am afraid its time to go. Whatever your plans to avoid certain death were, I’m sure it was better than my plan to get out of this by pretending to be mad. I mean, who would have noticed another madman around here? Good luck, everyone.† (www.imdb.com, www.express.co.uk). New Orleans, reviewed the parody in 2002 (www.eclectica.org) as follows. â€Å"Generals Die in Bed (Harrison, 1930), is almost unknown today. It was published in 1930 to rave reviews. ‘It has a sort of flat-footed straightness about it that gets down the torture of the front line about as accurately as one can ever get it’ ( John Dos Passos, 1930). The New York Evening Post called it ‘the best of the war books.’ Harrisons novel, based on his own service as a member of the Canadian Expeditionary Force, is graphic, intense, and very powerfully anti-war while not being overtly political. It is remarkable to read about a war that was plainly hell, and for the man