Touching the Void: Moitivational Theories

Touching the Void is an inspiring story about the power of the human will. To my surprise, the film left me emotionally spent as it touched on the issues of friendship, mortality and survival. I am sure many of my classmates will agree that it is an amazing story. But, for me, the thing that makes it truly inspirational is the way that Joe never gave up. In this brief paper I intend to show how Self Determination and Goal Setting theory influenced Joe’s inspiring story of survival. Self Determination Theory Self-Determination Theory draws from the research that people are inherently active organisms that strive for positive interactions with the environment (Class Lecture, February 3rd 2011). The theory suggests that people have three psychological needs that must be satisfied to initiate and regulate everyday behaviour. In addition, the theory also specifies that satisfaction of these needs also enhances intrinsic motivation (Deci & Ryan, 1985b, as cited in Reeve 2008). Intrinsic motivation is self-directed process which leads to more interest based behaviour rather than behaviour based on external rewards (Deci & Ryan, 1985b, as cited in Reeve 2008). The first psychological need is to feel a sense of autonomy in performing an activity. Autonomous behaviour involves having an internal locus of control and freedom to determine own behaviour. Autonomy is increased by having a choice, flexibility and opportunities for self direction (Reeve & Jang, 2006, as cited in Reeve 2008). The second need is having a sense of relatedness. This can be achieved by having close relationships with people who care about you (Baumeister & Leary, 1995, as cited in Reeve 2008). The third fundamental need is to perceive competence in relation to an activity. Competence is increased by engaging in activities that facilate optimal challenge and provides effective feedback (Deci & Ryan, 1985b, as cited in Reeve 2008). Self Determination theory provides us with a very applicable framework to understand Joe’s behaviour during his fight to stay alive. As noted by Professor Nisbet in class, intrinsic motivation is generally inherent in people and, can flourish out of people’s need for autonomy, relatedness and competence. There are many benefits an individual can attain by embracing intrinsic motivation. One of these benefits is the importance of persistence on a challenging task (Deci & Ryan, 1985b, as cited in Reeve 2008). There are numerous occasions during the film which persistence on a task is evident. Immediately after Joe breaks his leg, it obvious the persistence level of both climbers begins to escalate. Although both men know that a broken leg during a mountain ascent is likely fatal, they still persistent and work toward the goals of reaching the bottom. Joe is in excruciating pain but he continues on simply because there are no other options. There comes a point in the film where Joe is alone, and he continues to fight even though his hope of survival is slipping. Joe describes a constant â€Å"voice† in his head that urges him to â€Å"keep going†. I believe that Joe’s inner voice represents his continued persistence and determination to survive. It is clear that Joe’s high level of persistence allowed him to push him forward when he felt like giving up. Goal Setting Theory Goal setting theory is based on the idea that specific, difficult goals lead to higher task performance than do easy goals (Locke & Latham, 1990; Mento, Steel & Karren, 1987; Tubbs, 1986, as cited in Reeve 2008). Before difficult and specific goals can raise performance, the concept of goal acceptance must take place within an individual. In general, the individual must decide either to accept or reject the goal. If the goal is both accepted, it will enhance performance and facilitate goal commitment (Erez & Kanfer, 1983, as cited in Reeve 2008). In addition, Because goals refer to a future ideal state, setting goals may uncover discrepancy between a present and ideal state. This mismatch between present and ideal state will motivate an individual to achieve an ideal state and modify an ineffective plan if necessary. (Campion & Lord, 1982, as cited in Reeve 2008). Joe’s survival story is a testament to how to effective goal setting can be. With no food, no water frostbitten fingers, and a shattered leg Joe comes to the conclusion that if he wants to survive he must â€Å"set definite targets† for himself. Faced with an enormous task, Joe consistently sets small specific, attainable goals to increase the chances of his survival. For example, Joe would challenge himself to crawl to a particular rock within twenty minutes. When he got there, he set himself another goal, and then another. This is how Joes managed to mentally deal with the seemingly impossible task of getting to the bottom of the mountain. In summary, Touching the Void is an astonishing story of determination and persistence and it probably says more to me about goal-setting than anything else I have ever watched. By focusing on Joe’s 3 psychological needs and goal setting motives, we have learned much about the reasons why Joe never gave up. Although it may seem unrealistic to compare how Joe survived a life and death ordeal to our ordinary lives, extreme stories like this help us understand what drives motivational behaviours in everyday situations.

1999 Frq on the 1920s

The 1920s was a time of great economic growth. It was during the 1920s that the United States of America became one of the richest countries of the world. The economic conditions during the 1920s had a huge effect on arts, entertainment, and technology which represented the 1920s and making it known as the Roaring Twenties because of the new technology, entertainment advances, and cultural changes. The Roaring twenties is quite known for some of the new technology which became available to the public. One of the most significant examples of this was the automobile ndustry. Cars were a luxury exclusive to the very rich before WWI and the 1920s. Now, with advancements in industry and factory production, cars were becoming a cheaper thing to buy and many people were now able to obtain one. Henry Ford’s company sold over 15 million of the Model T car which was the most popular one of that time. Another technology advancement was with radio. Radios, like cars, were now more availab le for the public to use. Radios were able to broadcast news, sports, and quite a variety of other programs as well.These technology advancements lead to a growth in the economy because of the many people who wanted to be a part of history and supply themselves with the new technology. Many Entertainment advancements of the time lead to some economic growth as well. One major entertainment was baseball. The 1920s is referred to as the Golden Age of Baseball. Millions of spectators would come out to all the games to watch the favorite teams and players who would go down in history as the greatest baseball players of all time like Babe Ruth, TyCobb, and Lou Gehrig. Although baseball was the most known for doing well during the Roaring Twenties, other sports like boxing, college and professional football, and basketball were able to bring out many spectators who would pay money to see the games. Technology like the radio and new motion picture technology was another profitable source o f entertainment. There were many cultural changes as well during the time period. Notable culture changes in the 1920s were with women and African Americans. The Harlem Renaissance was a emarkable African American culture change almost directly influenced by the good economy in the cities which influenced many African Americans out of the south and into the northern cities. African Americans started to have more time for entertainment as well. African Americans developed new forms of art and a new form of music know as jazz. African American baseball team played each other in a league known as the Negro Leagues. Basketball teams were formed with African Americans members. There were all black musicals. The GreatMigrations of African Americans lead to a new prosperous time of culture changes. Another group of Americans who went through culture change were the women. Women had gained their right to vote with the passing of the 19th amendment and now women wanted to become more a part of the society. Through this time period many women now had jobs. With the new earned wages they had, it inspired a culture change in which women had new fashions, hair styles, and habits. Places like pubs or speak easies and barber shops that were places where en could hang out without women around now had women in them. The economics of the Roaring twenties inspired the great cultural changes in the women and African American populations. Until 1929 when the United States started to take a bad turn into the Great Depression, the 1920s was a great economic times of the post war economics. The cultural changes, technology, and entertainment were results of the great economic time the twenties and really gave the time period a great reputation as the Roaring Twenties.

Faculty attitudes towards students with disabilities Essay

There have been an increasing number of disabled students who are moving from high school to post-secondary education over the last few decades. The enactment of the several laws addressing the education of students with disabilities such as the Individuals with Disabilities Act (IDEA) of 1990 and American with Disabilities Act (ADA) of 1990 instigated the rise in disabled students in higher education (Rao, 2004).   The IDEA recognizes postsecondary education as one of the aspects in which the education system should strive to achieve. This means that even the disabled persons have a right to receive postsecondary education. On the other hand, the ADA requires that students with disabilities be given access to postsecondary education just as any other member of the society. Inclusion of the Section 504 of the 1973 Rehabilitation Act is also an emphasis on the right for the disabled to access higher education (Riddell, Tinklin & Wilson, 2005). Students with disability increased in institutions of higher education since the above Acts created favorable conditions characterized by equity in accessing education. According to Eckes and Ochoa (2005) there was an increase in disabled freshmen by more than ten percent as from 1991 to 1996. A significant growth in the number of disabled students accessing post-secondary education is also noted by Rao (2004). Rao (2004) indicates that there was a 16 percent increase in the number of disabled persons who had received at least college education as from 1986 to 1994. In 1996 alone, approximately six percent of the undergraduate population was composed of persons with disabilities. Increase in college enrollment for disabled persons has been recorded in virtually all forms of disabilities. Mull, Sitlington and Alper (2001) for instance report that as from 1976, there has been a tenfold increase in the number of persons with learning disabilities reporting to college. This is also reported as the fastest growing category of disabled college freshmen. In 1996 for instance, learning disabilities constituted 29 to 35 percent of all disabilities recorded in disabled persons enrolling into colleges. Eckes and Ochoa (2005) highlight some of the disabilities that were recorded amongst freshmen in 1994. These include health impairments, impairments in seeing and hearing as well as learning disabilities. Despite the fact that there has been an increase in enrollment of disabled students in college, there has also been a concern about a good majority of these encountering difficulties in completing higher education. This is especially in comparison with students who do not have disabilities. According to Mull, Sitlington and Alper (2001), the number of students with disabilities who attain their target degree is always lower compared to students without disabilities. It is also notable that a greater number of disabled students versus students without disabilities spend more time in the postsecondary program. In one study, Mull, Sitlington and Alper (2001) report that while 80 percent of learning disability students spent more than five years to graduate from postsecondary institutions, only 56 percent of those without disabilities spent such a time. These statistics indicate problems with outcome of higher education among students with disabilities. The experiences of disabled students in higher learning institutions therefore become worth exploring since they are key to effective learning and desirable outcomes. Disability defined When addressing the attitudes of faculty towards students with disabilities, it is worth considering and understanding the various disabilities encountered. A definition of disability is therefore an important understanding in this field since it helps in comprehending some of the attitudes that may be encountered in faculties. It is recognized that disability can be defined from a medical and social perspective or the International Classification of Functioning as per the World Health Organization (Mitra, 2006). In this paper, the medical aspect of disability is considered with physical and mental disabilities taking preeminence. According to Mitra (2006) disability as per the medical model entails an individual having a problem resulting from any health condition (e.g. disease or injury). The disabling health condition is considered as unwanted since it places the individual into â€Å"sick† position which requires medical care. The medical model of disability emphasizes of the inability of the disabled person to function â€Å"normally†. As such, rehabilitative efforts are mounted to ensure that the disabled person functions as close to normal as possible. For instance, a physically disabled individual may be depending on a wheelchair to move. According to World Health Organization (2007), disability is defined under the International Classification of Functioning (ICF). The ICF recognizes that some health conditions lead to impairments more so in the functioning of the body. As such, the individual gets limited or restricted to participate in certain activities such as work and education. Lack of access to education for persons with impairments for instance may be considered as a hindered participation according to ICF. The International Classification of Functioning incorporates social and medical aspects of disability. In addition to identifying medical conditions as causes of impairment, the model also recognizes that the impairment limit an individual’s participation in certain activities, thus bringing in a social inequality (Woodcock, 2009). The restricted participation is considered as a contextual aspect whereby some factors such as personal background, law and the attitudes of the community may determine the limitation to participate. As such, a disabled person may be limited in terms of participating in education or accessing other social services. This is the reason why Mitra (2006) argues that disabled persons face certain disadvantages similar to those encountered by oppressed minority groups. Among the experienced inequalities is school segregation. One may be born with certain disabilities whereas others are acquired during day-to-day life for instance due to traumatizing event. Some of the disabilities that students who get enrolled to postsecondary learning institutions have include impaired sight, impaired hearing, impaired speech, impaired health and learning disabilities as the most common impairment. The above impairments are considered as serious and common disabilities compared to mild forms of disabilities which are less common amongst students. Learning disabilities constitute a myriad of disabilities such as dyscalculia i.e. problems with resolving mathematical computations, dysgraphia i.e. writing difficulties, aphasia i.e. language use problems and dyslexia problem whereby the student experiences problems in reading (Walker & Heffne, 2006). Important to note is that the learning disabilities may be a bit difficult for college tutors and professors to identify in students as opposed to physical disabilities such as a student using a wheelchair. Disabilities such as Attention Deficit Hyperactivity Disorder or dyslexia are particularly difficult to detect. Overview of Americans with Disability Act involving higher education Disabled persons are part of the society and as much as they are grouped as part of the minority, they are also diversity in the society (Bryan, 2010). Being part of a minority in the American society, they are faced with the potential to be segregated. In response to the need to protect the disabled Americans from discrimination and segregation in terms of access to social amenities, the Americans with Disabilities Act (ADA) was enacted in 1970. This is a law that has specifically addressed the persons with special needs and the special education has been clearly addressed more so in regard to institutions of higher education discriminating against disabled students. Students with disabilities have been advocated for in the ADA in terms of their access to higher education. The Americans with Disabilities Act was enacted in July 1990 to provide for the access of postsecondary education for students with disabilities (Bryan, 2010). There are several provisions in the ADA including instructions on accommodation of students with disabilities. One important requirement of the ADA is that the student has the responsibility of the disclosing their disability to the institution’s authorities for them to benefit from the Act’s provisions. According to (Walker, 2006), institutions of higher education are prohibited from enquiring of the disability status of the student by the ADA. On the other hand, once a student has disclosed their disability status, the institution is supposed to handle the student as per ADA’s provision. According to Title II and III of the ADA, disabled persons are not supposed to be denied access to facilities which are accessible to the public including private facilities (Hernandez, Keys & Balcazar, 2004). As such public and private learning institutions are supposed to provide accommodation for disabled students indiscriminately. While Title II prohibits discrimination of the disable from accessing public entities, Title III of the same Act adds that disabled persons should not be denied accommodation in private places so long as those entities cab be accessed by the public. Specifically, Title III states that â€Å"no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of goods, services, facilities, privileges, advantages, or accommodations† (Sullivan, Lantz & Zirkel, 2000, p 261). In view of the provisions in the Americans with Disabilities Act, the disabled student is put into the mainstream higher education community. The ADA is highly hailed by the disabled postsecondary students since their concerns are highly addressed (Hernandez, Keys & Balcazar, 2004). The attitudes of the general public towards the inclusion of the concerns of the disabled as provided in Title II and III of ADA are particularly hailed. With ADA in place, postsecondary institutions of learning have been made to provide services that support the disabled students to have the best experience during their time in the institution. Bryan (2010) states that since the enactment of the ADA, postsecondary institutions have been forced to reevaluate their services so as to accommodate the disabled persons as per the requirements of ADA. Most institutions have specifically addressed changes in programs catering for individuals with learning disabilities. If a disabled person has complied with the requirements of the ADA and the institution of learning discriminates the individual, the institution can be sued by such an individual. It is to be noted that ADA is a reinforcement of Section 504 as explored below.

New Jersey vs. Virginia Research Paper Example | Topics and Well Written Essays - 1750 words

New Jersey vs. Virginia - Research Paper Example The population of New Jersey in 2010 is 8,791,894. 14.7% people in New Jersey are 65 or over 65-year-old (U.S. Census Bureau, 2015). The unemployment rate in New Jersey was 6.5% by April 2015 (Department of Labor and Workforce Development, 2015).In New Jersey, the female population is more than the male population. 71.7% are over 21 years old. 68.6% white people lives in New Jersey, and 19.4% black people are part of New Jersey. The major source of revenue collection in New Jersey are five agricultural products that include greenhouse and nursery products, horses/mules, blueberries, dairy products, and chicken eggs. VirginiaThe State of Virginia locates on the eastern coast of the USA. West Virginia, Maryland, Tennessee, North Carolina, and Kentucky states border the State of Virginia. Virginia has 95 counties along with 38 independent cities that are considered county-equivalents for census purposes. Old Dominion is the nickname of Virginia. Richmond is the capital of Virginia. The Abbreviation of Virginia is VA. The largest city in Virginia is Virginia Beach. Total land area of Virginia is 110,785.67-square kilometers. The population of Virginia was 8,001,024 in 2010. 49.1% are males, and 50.9 % females are residents of Virginia. 13.8% peoples of Virginia are 65 years or over 65 years old.Map Observation:New JerseyThe State Capital of New Jersey is Trenton. The largest City in New Jersey is Newark. The State's abbreviation is NJ. New York, Pennsylvania, Delaware states borders New Jersey.

AT&T, Verizon, Sprint Research Paper Example | Topics and Well Written Essays - 1500 words

AT&T, Verizon, Sprint - Research Paper Example Similarly, the operators’ privacy policy remains of enormous importance and is significant in swaying preference based on how secure a client feels. While national carriers remain committed to privacy protection, the problem persists in modern times owing to clauses that seem to preserve corporate interests at the expense of the client. Focusing on AT&T, Verizon, and Sprint, this paper explores similarities and differences privacy policies with the aim of establishing areas that require improvement. Background and Visions With its origins linked to the Bell Telephone Company that was founded by Graham Bell, AT&T commands a large market share across its subsidiary companies that offer a wide range of products and services. The company boosts a large following of more than 100 million subscribers of broad range wireless voice and data services. This is facilitated by the company’s capacity and coverage that goes beyond the US and into more than 200 countries. For periods, AT&T have established consistency in innovative, reliable, and high quality products and services guided by the mission to connect people with their world. The company’s mission seeks to establish coverage in accordance to basic and daily routines of their target population (AT&T, n.d.). In this manner, AT&T seeks perfection in the provision of services by creating new solutions to cover personal and business needs, which drives innovation in the industry. An amalgamation between Bell Atlantic and GTE saw the emergence of Verizon, which has grown to become a major competitor in the provision of wired and wireless communication services. Initially, Bell Atlantic was founded as a result of the AT&T breakup in the anti-trust judgment, which saw the Bell acquire seven of Bell Operating Companies. As such, this contributed to the rise of the company to the largely competitive communications industry in the US. Verizon specializes in the provision of wire line communication servic es and boosts of a wide coverage of high-speed optical fibre line, which serves facilitate various products. This has seen the company establish partnerships with various broadcast companies to deliver a wide variety of digital entertainment including pay-tv services. This way, Verizon is able to fulfil the basic of its intentions as stipulated in the company’s mission, which is to allow communication among people and businesses. The company also indicates a great deal of commitment to its clientele, staff, and investors that works towards creating a respected brand in communication. With its base in Kansas City, Sprint Corporation serves millions of businesses and residential customers in more than 70 countries. The company is recognized for the development and deployment of state-of-the-art network technologies associated with America’s first nationwide fiber-optic network. It is through this that clients are served in various capacities including network-based voice , video, and data services. Sprint’s mission aims at the provision of enriching and productive experience to their customers with regard to communication solutions. This way, the company hopes to provide the best client service, products, and rates that will constitute the evaluation standards in the world. Similarities in Private Policies A privacy policy describes a set of regulations that govern the collection, use, and dissemination of a client’

Film research paper Example | Topics and Well Written Essays - 250 words

Film - Research Paper Example â€Å"Last Indie Standing: The Special Case of Lions Gate in the New Millennium.† Both Schamus and Perren define vertical integration with respect to independent cinema and in support of the thesis that the primary purpose of vertical integration is not to gain greater artistic control, but to ensure continued growth of revenues, although Schamus adapts a pessimistic tone by showing that vertical integration is an impossible feat for indie films by explaining the processes, money, and people involved in producing, marketing, and distributing independent films, while Perren uses a more positive tone in discussing the vertical integration success of Lions Gate by adapting to changing and numerous content demands and characteristics of niche markets. The economics of film business affects independent cinema, according to both Schamus and Perren, which affect their definitions of vertical integration. Schamus defines vertical integration in the context of independent cinema, which is still embedded in the mainstream film industry, where money-making goals remain supreme. On the one hand, indie films are supposed to be no-budget and focus on artistic, sometimes even social and political goals. On the other hand, Schamus keeps it real by underscoring that indie films are also subjected to the â€Å"poetics of late capitalism† (91). He integrates the definition of vertical integration by explaining the details of the capitalist system that drives the film industry. Like Schamus, Perren also explores the meaning of vertical integration for independent studios through their rise in the film industry. She examines how indie film studios survived the twenty-first century, when many other studios have become bankrupt or have been acquired by other larger or equally large competitors by mentioning several examples of studio success and failures. The impact of her examples is to show that not all indie studios benefit from vertical integration, and some were even financially

Landscape regeneration project Essay Example | Topics and Well Written Essays - 2500 words

Landscape regeneration project - Essay Example The broader objective of the urban regeneration project was to change people's attitudes towards the environment by increasing their awareness of environmental problems and ways to overcome them. Physical improvements and environmental protection measures were designed to complement and facilitate leisure, training, and social activities on the grounds of the Park. The Park's development was based on a well-integrated Master Plan. The Urban Pilot Project focused on the first stage, which developed an area of about 0.7 km. The Project was implemented from January 1991 to June 1995. The planned cost amounted to 7.68 MECU, 75% of which comprised co-financing from the European Regional Development. The aim of the project was to address the poor quality of the environment and the economic and social blight. This project combines a scheme which would have an immediate impact on the quality of life of the local inhabitants, but which would also be of a broader benefit in terms of increasing the environmental awareness of the general public. The objectives of the Queen's Tower Park project were: to improve the quality of the environment in West Athens : a.) to develop leisure and sports facilities; b.) to increase the public's environmental awareness; c.) to spread the benefits of economic growth to local communities; d.) to unite members of immigrant minorities into the community's; e.) to push local authorities to develop a more integrated approach to their problems; f.) to foster trade activities to support the Park; g.) to preserve historic buildings within the Park's boundaries. DISCUSSION OF THE QUOTATION AND THE EUROPEAN LANDSCAPE CONVENTION The Athens Urban Regeneration Program mirrors the key themes of the Olwig quotation, "Architects who think only in terms of the power of scenic space, ignoring the exigencies of community and place, run the risk of producing landscapes of social inequality like those of the great eighteenth-century British estates It is also possible, however, for architects to shape environments that foster the desire to maintain the continuities that maintain a collective sense of commonwealth, rooted in custom but open to change." (Olwig, 2002).This quotation is applicable to the Athens Project since the architectural developments in that area focused on fostering close interaction among communities and uplifting their socio-economic welfare through well-paved roads, telecommunication facilities and other infrastructure upgrading system.The Athens Urban Pilot Project aimed to tackle environmental and social problems in West Athens. Prior to this development, this city district has been affected b y rapid urbanization which, coupled with a lack of planned urban development, has led to a series of social and environmental problems. The district had no social amenities, inadequate social, educational, leisure and welfare facilities, and the absence of accessible green open space. Moreover, economic conditions became difficult. The decline in manufacturing employment in Western Athens led to high unemployment to the region, with a large proportion of the population on a low income. The area is filled with immigrants who transferred in the 1950s and 1960s.Graham et.al., (2000) argued that heritage exists simultaneously as an economic commodity. The economic functions of heritage have generally been presented as secondary and barely tolerated uses of monuments, sites and places, which have

Law on Euthanasia Essay Example | Topics and Well Written Essays - 3500 words

Law on Euthanasia - Essay Example A common method of active euthanasia is the administering of barbiturates or sleeping pills. The distinction between passive and active euthanasia can be summed up as actually doing something to bring about the death of a patient or doing nothing to save the patient's life. Predictably, euthanasia is the subject of much debate as it generates emotional consideration of moral and social values making it difficult for judges in the U.K. to formulate and adhere to a strict legal code. Each case has to be decided on its own merits. Each time social and moral issues have to be delicately balanced against the applicable law. In 1993, Lord Browne-Wilkinson in the House of Lords, explained that, "The judges' function in this area of the law should be to apply the principles which society, through the democratic process, adopts, not to impose their standards on society. If Parliament fails to act, then judge-made law will of necessity through a gradual and uncertain process provide a legal answer to each new question as it arises. But in my judgment that is not the best way to proceed."(Airedale N.H.S. Trust v Bland 1993) Lord Browne-Wilkinson went on to say, "For these reasons, it seems to me imperative that the moral, social and legal issues raised by this case should be considered by Parliament. " (Airedale NHS Trust v Bland 1993) Public opinion is sharply divided in cases of euthanasia. There are those opposed to any form of euthanasia on the grounds that it requires passing judgments on the quality of the patient's life. The opponents to euthanasia conclude that refusing to administer medical treatment to a patient or actively discontinuing a patient's medical treatment is morally wrong. On the other hand, those in favor of euthanasia argue that the patient is only suffering with no relief in sight, and therefore to keep the patient alive when he is for all intents and purposes, dead, is morally wrong. This is the moral and social background that makes it difficult for courts to apply strict legal guidelines. The moral and social implications were considered in both Re A [2000] HRLR 721 and Airedale NHS Trust v Bland [1993] AC 789. In Bland's case on appeal to the House of Lords, Lord Geoff said "This is because the question is not whether it is in the best interests of the patient that he should die. The question is whether it is in the best interests of the patient that his life should be prolonged by the continuance of this form of medical treatment or care." (Airedale NHS Trust v Bland [1993] AC) By saying this, Lord Geoff dispensed with the moral issue and identified the applicable legal principle upon the issue of euthanasia rests. Is it in the patient's best interests to that his life should b prolonged by continuing with the medical treatment. The court and the law is not concerned with social implications or moral values. The court and the law is only concerned with the patient himself. What is best for him, as opposed to society will guide the court. To better understand this application of legal principles and the disposal of moral

Occupational Therapy Research Paper Example | Topics and Well Written Essays - 1750 words

Occupational Therapy - Research Paper Example To qualify as an occupational therapist, one should posses a post-baccalaureate degree form a credited university or college, a university of college certification that is deemed equivalent is also accepted. The minimum entry point for an occupational therapist is a master’s degree or higher occupational therapy. In addition, occupational therapists should receive his education form a organistion that has been accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) for him to qualify to sit for the national exam. Occupational therapists practice is regulated in all the 50 states, before getting a license, one should be trained in accredited institution and sat for the national certification exam. Qualified occupational therapists are warded the ‘Occupational Therapists Registered’ (OTR), however specific licensing vary from one state to another for example some states consider an education practice certification, education related classe s or the early intervention certification. In addition, one should have competed supervised field work (Wilcock & Townsend, 2009). Occupational therapists work in large rehabilitation centers, educational institutions, nursing care facilities, home heath care services, government agencies, and community care facilities, hospitals, employed in private practice and in ambulance services. Occupation therapy works alongside the field of medicine, sociology, anthropology, law and psychology and any other discipline that contributes to developing its knowledge base. In this case these profession work along with doctors, nurses, counselors, psychologies ,social workers, public health officers, med lab scientists, family members among other key players in improving the patients life. On average it costs $ 15,000 to complete the training, given that occupational therapists are becoming more popular in almost all health institutions, undertaking the course will be very beneficial both in the long run and short run. For instance, in 2008.there were 104, 500 0ccupatonal therapist in the US alone. 2. Legal Issues The general Federal laws on the practice of occupational therapy are I regard to certification and licensing. States have laws that slightly differ from one state to another, for example South Carolina’s statutes on this practice are found in Title 40 –Of Professions and Occupations Sec 40. In Ontario, the statutes based on this profession are were constituted through the occupational Therapy Act 1991 There are the standard general laws that should be adhered to in practicing occupational therapy, the first standard is professional standing and responsibility and his practice should be in consistent with established principles and concepts of theory and practice. The screening, evaluation and re evaluation are all the responsibilities of the occupational therapist in accordance with the federal and state law among other regulatory and payer requireme nt and AOTA law. Occupational therapists should ensure that the intervention plan is in accordance with the set requirement such as external accreditation program, state and federal law and within the relevant time frame. The occupational therapist should document and interpret related to the client’

The Gift of Magi Essay Example for Free

The Gift of Magi Essay Characteristics of Jim and Della Dillingham Della Dillingham young beautiful poor courage’s loving Della is James Dillingham’s wife in story. She is a young beautiful woman with beautiful long knee length hairs. She loves her husband most and always try’s to keep him happy, whenever her husband ‘jim’ came home she hugs him gently. When the story opens Della is counting money that she has saved to buy her husband a Christmas present and she starts crying after realizing how little she has to buy a good Christmas present for her husband. They were poor, after saving for whole month she could only save $ 1.87. They only possess two worthy things one is Della’s hair and other is Jim’s watch which is given to him by his father. After thinking for a while Della makes decision to cut and sell her hairs for money to buy a good Christmas present for her husband. This shows the courage’s nature of Della. She cuts of her hair and get $20 for them. With the money from her hair she buys a beautiful platinum watch chain for her husband. Later when jim came back home and sees della in short hairs he got stunned by her appearance, della then reminds him that her hairs will grow quickly again and she wants him happy,for it is Christmas eve, and she cut and sold her hairs because she could not face Christmas without a gift for him.This incidence of story shows her unconditional and unselfish love for her husband. James Dillingham Young Hard working serious poor loving Della’s husband Jim is a thin, serious young man, 22 years old. The author of the story has described Jim to the readers by comparing him with the platinum watch chain : was like him â€Å"quietness and value – the description applies to both† Jim is a hard working man , he never returns home before 7 o’clock .and is reliable also â€Å"jim was never late†. Jim’s most prized possession is the gold watch that has been handed over to him by his father and to his father from his grandfather. But jim clearly values his wife more than his watch because he sells it in order to buy a set of beautiful combs for her beautiful long hairs as a present for Christmas. This shows how much he loves his wife.

Ireland Social Housing History and Evolution

Ireland Social Housing History and Evolution I. List of tables and Figures Table 1 Number of Private Families in Occupation of Tenements of One-Room (1911-1936) Table 2 Characteristics of Tenure among Irish Households Table 3 List of The top 10 AHBs by size Table 4 Vacancy rate by type and region in 2011 Table 5 2015-2017 Residential units minimum requirement Table 6 Additional HAP and RAS Units (2015-2020) Figure 1 Provision of Local Authority Housing 2007-2014 Figure 2 Breakdown of Social Housing Support in Ireland (Number of Units) Figure 3 House completions II. Abbreviations RAS Rental Accommodation scheme HAP Housing Assistance Payment AHBs Approved Housing Bodies CAS Capital Assistance Scheme PAA Payment and Availability Agreement CALF The Capital Advanced Lending Facility NESDO National Economic Social Development office The development of the Irish housing system from the iconic period of the 1840s to the 1970s, when a new era of development began in Ireland, laid the foundations for the system today. (CHAPTER 2. 2011, p.54). This literature review outlines the evolution of social housing in Ireland from the beginning to the present day. It comprises of seven parts. Part 1 provides a brief history of tenements in Dublin; Slum clearance and Dublins corporation housing schemes; ownership. Part 2 examines the Social housing providers in Ireland. Part 3 Funding for social housing. Part 5 analyzes Social housing Supply and Demand; Part 6 is about Social Housing Need; Part 7 describes what the sources of social housing supply in Ireland are. 2.1 Tenement life. Slums The origin of tenements in Dublin may be tracked back as far as the sixteenth century when the population probably did not exceed sixty thousand.'(Kearns, K.C.2006) Â   Â   The vast majority of the Irish population lived in rural areas. Great famine and industrialization in urban areas had led to a growth in slum housing due to increased population, as well as poor sanitation and the spread of disease. (Chapter 2. 2011). Between 1841 and 1900 Irelands population declined but Dublins increased from 236,000 to 290,000. Dublins slums were the worst in all of Europe for nearly 150 years. Between 1900 and 1938 there were over six thousand tenement houses in Dublin occupied by over one hundred thousand tenement dwellers. Those people had occupied spacious Georgian houses abandoned by their original owners who left into newly-built suburbs. House prices dropped and went into the hands of landlords who tried to fit houses with as many residents as they could. Dwellings that had once been single-family homes were increasingly divided into multiple living spaces to accommodate this growing population. It was a logical solution for the citys lower classes who were simply seeking space to sleep in and shelter. (Kearns, K.C.2006). Tenement dwellings were overcrowded, some areas had 800 people to the acre. In one house lived as many as a hundred persons. Accordingly, in a single tiny room lived fifteen to twenty family members. (Kearns, Kevin C.2006).Table 1 demonstrates how many people lived in a one room tenements. (Census of Population. 1936). Despite the fact that Dublins overall density was 38.5 persons per acre the density statistics were astonishingly high as for example: Inns Quay 103, Rotunda 113, Mountjoy 127, and Wood Quay 138. Massive population was concentrated in close-knit communities around the Liberties, dockland and Northside. Table 1Source: Census of Population 1936 The living conditions were hellish. The buildings were not properly maintained and therefore were decayed, dangerous, and sometimes collapsed, killing occupants. The greatest deterioration and decay that buildings suffered was the second half of the nineteenth century. Those tenement districts were known as slumlands. (Kearns, K.C.2006). The slums along Church Street, Beresford Street, Cumberland Street, Railway Street, Gardiner Street, and Corporation Street and on Marys Lane were particularly appalling. The worst tenement slums around Liberties were on the Coombe and Francis Street, Cork Street, Chamber Street, and Kevin Street. (Kearns, K.C.2006, p.8). Maintenance and repair of the buildings was very expensive, so only the remaining wealthy Georgian house residents were able to do so because residents had no financial resources to keep buildings in a prime form. As a result over 60,000 people were in need of re-housing. There was a critical housing shortage. Dublins slums existed until 1940s. (Kearns, K.C.2006) 2.2 Slum clearance and Dublins corporation housing schemes The first nationwide system of welfare was formed on The Poor Relief (Ireland) Act 1838. Unfortunately system was not able to manage such huge levels of poverty and homelessness. (Meghen. 1955, p.44) In the end of 19th century there were a lot of various schemes, and legislation acts such as Public Health Act 1848, Artisans and Laborers Dwellings Act 1875, Housing of the Working Classes Act 1890, etc.; Charitable trusts, Philanthropic trusts, Guinness Trust, Sutton Housing Trust and many others that had to provide affordable and good quality social housing and also housing for the working classes. (Chapter 2. 2011, p.21-25). Despite all efforts the housing shortages were growing and by the 1914 tenement housing situation was so desperate that a real solution was needed without delay. (Kearns, K.C.2006). First intentions to promote slum clearance was not successful due to high cost of slum sites and re-housing of households. (Chapter 2. 2011). Only with the creation of the 1913 Housing Bill and the 1932 Housing Act did attention focus on financing slum clearance schemes and the provision of local authority housing for the lower-income classes. For the first time local authorities were empowered to deal directly with the slum problem in a systematic way. Unfit properties could be officially condemned and acquired compulsorily to be renovated or demolished. (Kearns, K.C.2006, p.21). During the 1940s and 1950s the Corporation has set a target that was a part of slum clearance program, to build four and five-story blocks of flats across the city center. Also at the same time, new housing development projects have been implemented in Cabra, Ballyfermot, Crumlin, Glasnevin, Donnycarney and Marino. (Kearns, K.C.2006, p.21). According to the Kennys Report (1973) the Irish population had increased from 1,229,000 in 1961 to 1,556,000 in 1971. Migration and economic growth increased need for housing and White Paper (1969) estimated that 15-17,000 houses would be required by the mid-1970s annually. 2.3 Ownership In the nearly 20th century only 20% of all Irish population were the owners of their houses and the rest 90% have rented their accommodation. (Sirr L. 2014). Home ownership quelled agitation for three reasons: having improved living conditions removed a primary cause of protest and discontent; a regular income was needed in order to maintain the newly owned home in respectable manner, which implied the requirement to be in work; and home owners were less likely to strike or protest due to fact that they now had something to lose-their homes. (Sirr L. 2014. p3). There was a various sales and taxation schemes that encouraged and facilitated Home ownership. (Sirr L. 2014). Over the number of years Ireland become as a nation of home owners. (Goodbody. 2015, p.15). However there are new generation of renters, not forced, but wanting to rent for personal and professional reasons, and the private rented sector is now replete with people who choose to rent, not because they couldnt get a mortgage but because they do not want to own a property. (Sirr L. 2014. p6). The table 2 below shows the number of renters increased during decade. Goodbody states that in 2011, there were 29% of households rent, with 18.5% of those in the private sector. (2015) Table 2Source: Goodbody 2015 More people are now renting, while people on lowest incomes are squeezed out of the relatively small rental market and are at greater risk of homelessness. (Irish Times, 8 Oct, 2015) In 2011 the National Economic and Social Council stated that the main future providers of new social housing will be the housing associations. (2014). There are three main providers of social housing accommodation in Ireland: Local authorities are the largest providers of social housing that dominate for nearly 120 years and controlled approximately 137,000 dwellings in 2014. The provision of social housing units by local authorities which is evident from Figure 1. Figure 1Source: Department of the Environment, Community and Local Government Approved Housing Bodies (AHBs). There are some 500 in Ireland that manage approximately 27,000 homes. Until 2011 AHBs were 100% funded by government under Capital Assistance Scheme (CAS). The top 10 are listed by size in the table 3 below. Table 3Source: Housing Agency, 2014 Private rental sector provides accommodation for 74,000 households supported by Rent Supplement. (Environment, Community and Local Government. 2014). The breakdown of housing support in Ireland is demonstrated in a Figure 2. Figure 2Source: The Social Housing Strategy 2020 According to Social housing newsletter published in 2012 there are the main grant funding schemes in Ireland: Local authority acquisition/construction program. By this programme local authorities buy or construct new housing units. Government provides 100% capital grant. Capital Assistance Scheme (CAS). Operates since 1984. Funding up to 100%. Scheme is for AHBs that provide housing for people with specific needs i.e. elderly, homeless people, and people with disabilities. Payment and Availability Agreement (PAA). This programme is designed to assist Approved Housing Bodies that make their properties available for use as social housing for around 30 years. Capital Advance Leasing Facility (CALF) Provides a long-term government loan for a 25 year period with a simple fixed interest rate of 2% per annum. Established in 2011. The Housing Finance Agency Provides loan to local authorities and AHBs social housing and other housing-related purposes. Established in 1982. Commercial lenders. Some interest in lending to the sector with a maximum duration of 7-10 years have shown Bank of Ireland, Allied Irish Bank and Ulster Bank. (Fund Structuring Services Final Report, 2014) The Social Housing Leasing Initiative Launched in 2009. Properties are leased from private property owners. The purpose is to provide accommodation to those on social housing waiting lists. The Capital Advanced Lending Facility (CALF). This is along-term government loan, when 30 per cent of the total funding required is covered by government, and balance is covered from a financial institution. Introduced in 2011 and is for term of between 10 and 30 years. 5.1 Demand Demand for housing will continue to increase. According to new figures from the Housing Agency homes that were built in Dublin last year only met half of the demand. Irelands population increased by 30% in the last 20 years. At the moment approximately 4.6 million people live in a country. It is the highest population for 150 years. An increasing population and a declining household size will both increase demand for housing units. (2015). National Economic Social Development office (NESDO) defines the factors that stimulate housing demand: Economic growth; Demographic developments; Patterns of income distribution; The level and distribution of wealth; The cost and availability of finance; Fiscal policy; The level of housing stock. According to Goodbodys research, to meet demand the housing supply needs to increase. (2015) 5.2 Supply The Irish housing market experienced an oversupply due to an overbuilding in the 2000s boom years. As a result 11.5% of the housing stock was vacant in 2011. But at the same time there was significant supply shortages in Dublin standing at 5%. (Goodbody. 2015). Table 4 demonstrates vacancy rate by type and region in 2011. Table 4Source: Goodbody 2015 In recent years demand for social housing has been rising due to increased population. Table 5 below outlines that almost 21,000 additional residential units are required to be supplied each year over the next three years to meet demand. Table 5Source: Housing Agency. Outlook for 2015-17 Factors that may affect the slow supply: Construction sector capacity; The scale of price declines; Funding; Planning; Building regulations; There are now 100,000 people on the social housing waiting list. Government announced recently that it will supply 35,000 additional housing units over the next six years as part of its Social Housing Strategy. In 2014 Irish housing completions grew by 33% to 11,000 units (Goodbody. 2015) as the figure 3 shows below: Figure 3Source: Goodbody 2015 The Irish housing market has changed radically in recent years and the existing framework underpinning the supply and funding of social housing supports is no longer adequate to address housing need.'(Coffey, 2004). The Environment, Community and Local Government (2014) excludes six main groups in the Housing Needs Assessment: Renting with Rent Supplement (47%) Renting without Rent Supplement (26%) Living with Parents (18%) Emergency Accommodation for Homeless People (2%) People with Disability (4%) It is estimated that c.40% of households in the private rental sector are in receipt of some form of government support. (Goodbody. 2015, p.16). 7.1 Sources of social housing supply in Ireland: Rent Supplement was started in 1970s as a short-term housing or welfare support. (Sirr L. 2014, p.79). It has played a central role in the expansion of the private rented sectorp31 and has become increasingly important for low-income tenants. (Sirr L. 2014, p.31). Rent Supplement is paid to people who are jobless and whose main income comes from social welfare payments. In other words it is payable for those who cannot provide accommodation from their own resources. People who are in full-time employment cannot claim Rent Supplement. (Sirr L. 2014, p.80) Rental Accommodation Scheme (RAS) was established in 2004 for those who were getting Rent Supplement for long time (eighteen months or longer). If Social housing was not available, they were accommodated in a private rented dwellings which were leased by local government for four to ten years. (Sirr L. 2014p31). Contracts were drawn up between Local authorities and Landlords to provide housing for people with a long-term housing need. Rent is between 88 and 92 per cent of the market rent and is paid directly to the landlord. (Citizens information, 2012). Housing Assistance Payment (HAP) is a new social housing support that replaced Rent Supplement introduced in 2014. Rent is directly paid to the Landlord by Local authority. (Citizens information, 2015). Table 6 outlines the number of households that are expected to be accommodated directly under HAP and RAS during 2015-2020. Table 6Source: Environment, Community and Local Government (2014) Social Housing Strategy 2020 Minister for the Environment, Community and Local Government Alan Kelly said that Working together, and through combining public, voluntary and private investment, we can provide our growing population with the required level of quality, affordable homes. (2014) The strategy responds robustly to that challenge by providing a roadmap that will accommodate 90,000 households, the entire Housing Waiting List, by 2020. (Coffey, 2004). It has a new vision to provide an access to secure, good quality and affordable housing every household in Ireland. Over a period of six years should be provided 35,000 new social housing units, also 75,000 households should be supported through the private rental sector. (Environment, Community and Local Government. The Social Housing Strategy 2020: Support, Supply and Report. 2014). Environment, Community and Local Government states that their plans should be delivered during two phases: Phase 1, building on Budget 2015, sets a target of 18,000 additional housing units and 32,000 HAP/RAS units by end 2017. Phase 2 sets a target of 17,000 additional housing units and 43,000 HAP/RAS units by end 2020.'(2014). Census of Population, (1936), [Online]. Available: http://www.cso.ie/en/media/csoie/census/census1936results/volume1/C,1936,Vol,1.pdf [Accessed 6th October 2015]. Chapter 2, (2011) Outline of the Development of the Irish Housing System [Online]. Available: http://www.nuigalway.ie/media/housinglawrightsandpolicy/Chapter-2-Outline-of-the-Development-of-the-Irish-Housing-System-Housing-Law,-Rights-and-Policy.pdf [Accessed 6th October 2015]. Citizens information (2012) Rental Accommodation Scheme [Online]. Available: http://www.citizensinformation.ie/en/housing/local_authority_and_social_housing/rental_accommodation_scheme.html [Accessed 7th October 2015]. Coffey, P TD Minister of State Department of the Environment, Community and Local Government (2014). In Environment, Community and Local Government. The Social Housing Strategy 2020: Support, Supply and Report. [Online]. Available: http://www.environ.ie/en/PublicationsDocuments/FileDownLoad,39622,en.pdf [Accessed 30th September]. Environment, Community and Local Government (2014). The Social Housing Strategy 2020: Support, Supply and Report. [Online]. Available: http://www.environ.ie/en/PublicationsDocuments/FileDownLoad,39622,en.pdf [Accessed 30th September]. European Investment Bank (2014) Final Report for the Department of Public Expenditure and Reform: Social Housing and Energy Efficiency in Ireland. Fund Structuring Services. [Online] Available: http://per.gov.ie/wp-content/uploads/EIB-Report-on-Financial-Instruments-and-Social-Housing.pdf.[Accessed 3rd October 2015]. Goodbody (2015) Irish Housing Market: A detailed analysis. [Online] Available: http://www.finfacts.ie/biz10/Irish%20Housing%E2%80%93Goodbody_via_Finfacts.pdf [Accessed 28 September 2015]. Housing Agency (2015) National Statement of Housing Supply and Demand 2014 and Outlook for 2015-17. Housing Agency, Dublin. Kearns, K. C. (2006) Dublin Tenement Life: An Oral History of the Dublin Slums. Gill Macmillan Ltd. Kelly. A TD Minister for the Environment, Community and Local Government (2014). In Environment, Community and Local Government. The Social Housing Strategy 2020: Support, Supply and Report. [Online]. Available: http://www.environ.ie/en/PublicationsDocuments/FileDownLoad,39622,en.pdf [Accessed 30th September]. Kenny J. 1973 Committee on the Price of Building, Dublin Lorcan, S (2014) Renting in Ireland: The Social, Voluntary and Private Sectors Meghen, P.G (2011) Building the Workhouses, In Chapter 2, Outline of the Development of the Irish Housing System[Online]. Available: http://www.nuigalway.ie/media/housinglawrightsandpolicy/Chapter-2-Outline-of-the-Development-of-the-Irish-Housing-System-Housing-Law,-Rights-and-Policy.pdf [Accessed 5th October 2015]. National Economic Social Development office, Housing in Ireland: Performance and Policy Background Analysis. The demand for housing in Ireland. [Online] Available: http://files.nesc.ie/nesc_background_papers/NESC_112_bg_3.pdf. [Accessed 5th October 2015]. Norris, M. (2014) Policy drivers of the retreat and revival of private renting: Regulation, finance, taxes and subsidies. In Lorcan, S. Renting in Ireland: The Social, Voluntary and Private Sectors OConnor, N (2015) Housing crisis: Ireland needs five to 10 new Ballymun as soon as possible. Irish Times, 8th October Redmond. D (2014) The private rented sector and rent supplement: The emergence and development of social housing. In Lorcan. S. Renting in Ireland:The Social, Voluntary and Private Sectors The Irish Council for Social Housing (2012) Social Housing Newsletter: Budget 2012 Report. Impact on Social Housing [online] Available: http://www.icsh.ie/sites/default/files/attach/publication/385/socialhousing-winter2011.pdf [Accessed 1st October 2015] White Paper (2011) Housing Progress and Prospects. In Chapter 2 Outline of the Development of the Irish Housing System [Online]. Available: http://www.nuigalway.ie/media/housinglawrightsandpolicy/Chapter-2-Outline-of-the-Development-of-the-Irish-Housing-System-Housing-Law,-Rights-and-Policy.pdf [Accessed 6th October 2015].

Literature review on learning styles

Literature review on learning styles Chapter 2 Literature review on learning styles 2.1 Background of learning styles Learning styles have received considerable attention in recent years. There are more than 20 style dimensions that have been identified so far. It has come out of the more general research on cognitive styles, particularly from the field of psychology. The earliest and frequently discussed dimension of learning styles is the concept of field dependence and field independence that is advocated by psychologist Herman Witkin. Recent researchers, such as Lardner (1989), Reid(1995), Nam Oxford (1998), Bailey Onwuegbuzie (2000), Malinsky (2001), Ehrman Leaver (2003), Decapua Wintergerst (2005), have contributed greatly to the development of learning style theories. Kolbs (1976) experiential learning theory is prevalent in educational settings, because his theory explains more about the teaching and learning process (Cited by Reid, 1995). Many researchers and instructors have adopted his theory and applied it into different educational areas. The most important thing is that he has proposed four learner types on the basis of his learning theories. And the four learner types are converger, diverger, assimilator, and accommodator. Claxton and Murrell (1987) use an onion metaphor to describe the multi-constructs of learning styles (Cited by Eliason, 1995). The multi-constructs of learning styles are compared as the layers of an onion. The core is composed of personality characteristics, then from insideto outside, the layers are sequentially information-processing the second layer, social interaction the third layer, and instructional layer the fourth and the outermost layer. The core is the mostm constant and stable part, but the successive layers around it can be slightly changed to some extent. Reid (1995) divides the learning-style researches into three major categories: cognitive learning styles, sensory learning styles, and personality styles. Cognitive learning styles, according to her introduction, include field-independent and field-dependent learning styles, analytic. and global learning styles, reflective and impulsive styles, and Kolbs Experiential Model. Sensory learning styles consist of perceptual learning styles and environmental learning styles. Personality learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles, right and left hemisphere styles. Riding Rayner (1998) just discuss and describe the two basic dimensions of cognitive styles, including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners tend to organize information into wholes or parts, while verbal-imagery style learners are inclined to represent information during thinking verbally or in mental pictures. It is inevitable that diverse assessment instruments of learning styles exist. It is difficult to find a comprehensive assessment instrument because of the complex nature of learning styles. The majority of the assessment instruments are only to measure one or two dimensions of learning styles. For instance, OBriens (1990) Learning Channel Preference Checklist (LCPC) and Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) are instruments just to measure perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality traits, such as extroversion-introversion, sensing-perception and the like, and Oxfords (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes learning styles, such as perceptual learning styles, extroverted and introverted learning styles, concrete and sequential learning styles and so on. In this study, we mainly focus on perceptual learning style preference because it is one of the most obvious aspects of learning styles. Rossi-le (1989) refers to it as an individuals preferred mode for perceiving, organizing, and retaining information. Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is used in this study, because of her high reliability and validity for non-native speakers. It measures six types of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and group learning styles. Each of the learning styles possesses unique learning characteristics. Visual-style learners like to learn through eyes. For example, they prefer to obtain information through reading, computers, TV, a nd bulletin boards. Students of auditory learning styles rely heavily on listening or talking; they remember what you say. Tactile-style and kinesthetic-style learners like to learn through touching or moving and prefer to obtain information from audio tapes, lectures, class discussions, field trips, and role-plays. Individual-style learners learn best when they work alone, which contrasts strongly to group-style learners who learn effectively when work with other students or peers. It is evident that all learners have individual attributes relating to their own learning process and learn differently because of their biological and psychological differences. 2.2   Definitions of styles and learning styles The concept of style has existed in literature for approximately a century. It can be dated back to a description of personality in classical Greek literature about the ancient classification of temperament and physique created by Hippocrates (Riding Rayer, 1998). Styles are the words used to describe differences among people. They are the general, broad approaches a person uses to learn or to solve a problem. Brown (1994) defines it as consistent and rather enduring tendencies or preference within an individual. Generally speaking, styles are an individuals habitual patterns or preferred ways of doing something that remain consistent over a long period of time. Learning styles originate from the concept of style. There is a lack of concept agreement over the basic terminology. The term has been used in various and sometimes confusing ways in the literature, often interchangeably with the terms of cognitive styles, affective styles, or learning strategies. Cognitive styles and affective styles are only sub-constructs of learning styles and learning styles are more comprehensive. Cognitive styles are often referred to as an individuals preferred and habitual approach to organize and represent information. Its important dimensions are field-dependent and field independent, leveling and sharpening, holist and serialist, impulsive and reflective, and abstract and concrete etc. Affective styles are usually related to an individuals emotional states, including self-esteem, inhibition, risk-taking and anxiety and the like. Learning styles are constant and innate and difficult to be changed, whereas learning strategies can be learned and consciously applied in different learning situations. Learning strategies are specific procedures or techniques a person consciously uses in solving a problem or in working through an assignment. Literature on definitions of learning styles is also rich and diverse. Different researchers emphasize on different aspects of learning styles when rendering the definitions. Keefe (1979) defines learning styles as the cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Cited by Eliss, 1994). Reid (1995) holds the view that learning styles are an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills. It is difficult to find an overall and comprehensive definition of learning styles, but similarities can be concluded from these definitions that the characteristics of consistency and perseverance are the core of all the learning style definitions. 2.3 Models of learning styles For researchers, it is difficult to propose a comprehensive learning model that encompasses all dimensions of learning styles. Thus the majority of learning style models focus on one or two aspects. In the following part, only two learning style models are introduced and elaborated because of their great popularity in research field. 2.3.1 The Dunn and Dunn learning-style model Compared with other learning-style approaches, the Dunn and Dunn learning-style model encompasses greater comprehensiveness and consistent effectiveness. According to Dunn and Dunn (1993), learning style is the way that students begin to concentrate on, process, internalize, and remember new and difficult academic information and is composed of both biological and developmental characteristics that make the identical instructional environments, methods, and resources effective for some learners and ineffective for others (Cited by Dunn and Griggs, 2000). In this model, the Dunns describe learning style as the ways to affect an individuals abilities to master new and difficult academic information or skills. 21 elements have been identified in this model and are classified into five categories of learning stimuli. (1) Environmental. The elements are sound, light, temperature, and design. Part of an individuals learning style depends on his or her preference regarding sound versus silence, bright versus soft lighting, warm versus cool temperatures, and formal versus informal seating. (2) Emotional. These elements are motivation, persistence, responsibility (conformity versus nonconformity), and preference for structure versus choice. (3) Sociological. These elements describe the group in which a student prefers to learn, such as whether to learn alone, with peers, or with either a collegial or authoritative adult, andlor in a variety of ways as opposed to patterns or routines. (4) Physiological. These elements include perceptual strengths like auditory, visual, tactual, and kinesthetic skills; time-of-day energy levels; intake (snacking while concentrating); and mobility needs. (5) Psychological. These elements describe the way in which a student processes information. For example, analytic students focus on facts or details in step-by-step fashion. Gradually the facts build up to an understanding. Conversely, global students need to understand how they are learning relating to them and their lives before they can begin to focus on facts. Also, analytic students respond to printed words and numbers, whereas global students respond better to illustrations and pictures (Searson, R., Dunn, R., 2001). In summary, Dunn and Griggs (2000) explain the theoretical base towards the Dunn and Dunn Learning-Style Model as follows: 1. Most individuals can learn. 2. Instructional environments, resources, and approaches respond to diverse learning-style strengths. 3. Everyone has strengths, but different people have very different strengths. 4. Individual instructional preference exists and can be measured reliably (Burke, Guastello et al.,1999/2000). 5. Given responsive environments, resources, and approaches, students attain statistically higher achievement- and attitude-test scores in congruent, rather than in incongruent, treatments ( Dunn Dunn, 1992, 1993; Dunn, Dunn, Perrin, 1994; Dunn, Griggs et al., 1995); they also behave better in style-responsive environments (Oberer, 1999). 6. Teachers can learn to use learning styles as a cornerstone of their instruction ( Dunn DeBello, 1999). 7. Students can learn to capitalize on their learning-style strengths when concentrating on new and difficult information (P. Roberts, 1999; Schiering, 1999). 2.3.2 Kolbs learning style model Kolbs learning style model has attracted considerable interest since the mid-1970s and has greatly contributed to the development of learning style theories. Kolb remarks that learning is the process whereby knowledge is created through the transformation of experience (Cited by Riding Rayer, 1998). Learning style is described by Kolb (1976) as the individuals preferred method for assimilating information and makes learners actively involve in the learning process. Hauer, Straub and Wolf (2005) state that Kolbs theory of learning is based on Deweys emphasis on the need for learning in experience; on Kurt Lewins work which stresses the importance of a persons active learning; and John Piagets theory of intelligence which explains the interaction between the person and the environment.  According to Kolb, the learning model comprises two independent dimensions: perception and process. The first dimension involves concrete experiences and abstract conceptualization, and the second includes active experimentation and reflective observation. Perception reflects how individuals perceive information. For example, abstract learners comprehend information conceptually and analytically, whereas concrete learners learn most effectively through specific learning experiences. Processing describes how individuals process information. Active learners, for instance, learn primarily by manipulating the environment, while reflective individuals typically learn by introspection and internal reflection on the external world. The learning model of two dimensions can be further classified into the following four learner types: Converger (Common sense learner): these students perceive information abstractly and learn through active experimentation. They are best at finding practical uses for ideas and theories. They prefer activities, such as small-group discussions, classroom participation, and computer use. Their favorite question is How does this work?. Diverger (Innovative learner): these students learn better when they are able to perceive concretely and to process reflectively. They like to do things by themselves and have good imaginative abilities. They are interested in people and culture, and tend to be social learners. Brain-storming and lectures are their favorite activities. They usually bear the question Why do I need to learn this? in their minds. Assimilator (Analytic learner): these students learn more effectively when they are able to perceive abstractly and to process reflectively. They are good at putting the separate information into a logical organization and enjoy theoretical reading. They are more interested in facts and important things. They are more used to traditional classroom learning. Their favorite question is What do I need to learn?. Accommodator (Dynamic learner): these students learn more effectively when they are able to perceive concretely and to process actively. They are good at hands-on experience and like to connect their learning into the context of real world. They like activities of risk-taking, presentations, debates, and group discussions, but dislike authority figures. They always hold the question like What if?. The four learner types can be summarized briefly as below: accommodators are people who learn primarily from hands-on experience rather than from logical analysis; divergers are best at viewing concrete situations from many different points of view; assimilators are best at organizing information into a concise and logical form; convergers are best at finding practical use for ideas and theories.

Emotional Branding :: essays research papers

This article explaining emotional branding was an interesting read. The beginning of the story really grabbed my attention. I have always found it a comfort to realize that even truly intelligent people cannot understand everything and do sometimes have to ask for explanations. Although we have all been told that there is no such thing as a stupid question, except a question that is not asked, it is difficult in the business world to ask for help or an explanation, without feeling inferior, or worrying if your business colleagues will think you are incompetent. The author actually wrote in this article that, â€Å"after years of helping companies build their brands, I’m still baffled by the reality that so many smart business people still don’t understand the power of a brand.† At first I was irritated with this statement and worried that the rest of the article would just be egotistical praise on the author and his vast knowledge. I was glad that he recovered and redeemed himself in the next sentence by stating that, â€Å"it was the first time [he] realized that the one thing that has the most dramatic impact on the success or failure of a modern-day business is also the least understood. I completely agree with the fact that a brand is not a part of a business; it is actually the business. If a company does something to ruin its brand in the eyes of consumers, it has damaged its business and may go bankrupt. It is very important that a company is consistent with its brand. If it is not consistent with its brand, then consumers may find it hard to view that company as trustworthy. This is a rather difficult task, because branding is not something that is typically taught in business school. Trying to find a successful brand is basically trial-and-error, because there is not a definite formula that businesses can use to develop a brand.

Looking for God :: Papers

Looking for God Where are you supposed to look for God? How are you to look for God, and does it help to decide what sort of thing you are looking for first? What kind of thing is God? Looking from the perspective of someone with no previous faith, looking for general revelation, I would have to say you have to perceive what you think is God-like first. If you ask the majority of people with a faith what God is like, they would probably say 'all good and all-powerful'. So are you looking for general signs of goodness, beauty, power and awe? If you are then you can rule out finding God in evil, ugliness, weakness and un-impressiveness. Or can you? I know that black isn't white, but people thought Hitler was 'good'; beauty is in the eye of the beholder, so an 'ugly' person to me might be stunningly 'beautiful' to someone else; the queen bee is supreme over mere drones, however it looks a bit pathetic in comparison to even simple humans; and David Beckham's match and free kick against Greece last year left thousands of footy fans awe-struck, yet my brother just couldn't see what the fuss was about. God is deeply personal, so will be found in different places for everyone. If you thought that 'The Miracle Of life' was completely un-earthly, and could only be explained with a super-human being, then I bet I could find half a dozen more that just think we are here accidentally. [IMAGE][IMAGE][IMAGE]If you are solely looking for good, you can still find it in atrocities. In Sept. 11 you could find God in the 'power' and 'awe' of it all, but also in those brave people whose spirit never wavered, in those volunteers determined to help, in those fore-fighters who gave their life to save others, those selfless rescuers, counsellors, vicars, children. Osama tried to devastate American spirit and attitude as well as massacre, but he failed in crushing the love and goodness in people's heats and minds.

Harley Davidson Essay

What are the key elements of Harley Davidson’s efforts to build relationships with its customers? The main element of Harley Davidson’s success with its customers is idea that owning one of their bikes gives you an elite status and let’s you join an exclusive community. Some of the ways they have built this image is by offering events where the owners can meet each other and form friendships. They also offer services directly through the Harley Davidson Company such as insurance, theft rewards and shipping, and even an exclusive apparel line. Harley Davidson has also continued to produce its bikes in the United States and portrays itself – and in turn, its buyers- as patriotic. It has become an icon of American freedom and consumers want to be a part of it. Can you think of other companies that create such strong relationships with their customers? How do they do that? Rolex is another company that offers its customers an elite product. Like Harley Davidson they have built an elite community and offer special services to owners of Rolex watches. One of their famous services is the registration of the serial number, which not only helps trace stolen watches, but once helped identify a body in a murder case. In 1996 a murder victim was found in the English Channel- it was so decomposed that it could not be identified. Then a Rolex was found on the victims arm and the serial number was used to indentify the victim. In a twist, thanks to the precision works of the watch and its waterproof feature, the time of death was also determined within a few hours. Rolex has always been a company that provides customer service above and beyond any regular level. To own a Rolex means that you have reached a certain level of success. How else can Harley Davidson build or deepen its relationships with its customers? For a long time, Harley has been a man’s world with women being little more than the icing on the back of the bike. Today more and more women are being attracted to the riding experience. Many of them come because they have husbands or boyfriends who ride and they have found they enjoy the experience. Harley Davidson needs to expand on this interest and start offering incentives for female riders, such as bike fests targeting females and female biking apparel similar to the men’s lines. Perhaps a campaign showing real female riders in their day jobs or with their families, and then with their bikes would bring the appeal to the attention of other women that may be interested and would play on the duel role most women have.

Brand Awareness and Perception towards Branded Jewellery Essay

The gems and jewellery industry occupies an important position in the Indian economy and is one of the fastest growing industries in the country. In the late 1990s, the Indian jewellery market witnessed a shift in consumer perceptions of jewellery. Apart from its historical religious significance, Jewellery is valued as an important savings and investment vehicle in India. Even in present times, Jewellery remains the Indian bride’s `Streedhan’, the wealth she takes with her when she marries and which remains hers. Gold jewellery is the preferred jewellery worn by women in India irrespective of their religious beliefs. In marriages, gold jewellery is the gift preferred by the near relatives of the bride and the groom. Jewellery is very popular among farmers, with an upsurge in gold sales after a good agricultural season. Buying of gold is an important part of every stage of an Indian citizen’s life— at birth, marriage, construction of home, festivals, relig ious ceremonies, setting up of new business, and death. Instead of being regarded as only an investment option, jewellery was being prized for its aesthetic appeal. In other words, the focus seemed to have shifted from content to design. Trendy, affordable and lightweight jewellery soon gained familiarity. Branded jewellery also gained acceptance forcing traditional Jewellers to go in for branding. As India makes rapid progress in the retail arena, the Indian Jewellery market is undergoing a gradual metamorphosis from unorganised to organised formats. Jewellery retailing is moving from a ‘storehouse of value’ to a precious fashion accessory. Plain gold is gradually easing its stranglehold on the Indian consumer psyche to give way to diamonds, platinum and coloured gemstones. The way jewellery was worn before is undergoing a tremendous change. However branded jewellery players will continue to face lot of competition from local jewellers. In order to gain market share, they will have to come up with designs that customers want and win the trust and confidence of consumers by hallmarking and demonstrating the purity of the gold used by them. To compete with traditional players, branded players must also find some way to differentiate themselves. While the success of a particular brand will depend on differentiation, affordability and quality will be a key element  in sustaining a brand. The present study will help us to understand the brand awareness and perception of the customers towards MALABAR GOLD jewellery in Bangalore. 3. STATEMENT OF THE PROBLEM In the emerging knowledge based economy it has become necessary to know how much market power lies with the brand name. Awareness and Perception are the two key metrics that any company would use to measure their brand strength. The study of brand awareness and perception is essential in marketing planning. Customer needs and preferences keep changing where brands ultimately command customer’s loyalty. Without brand awareness occurring, no other communication effects can occur. For a consumer to buy a brand they must first be made aware of it. Brand attitude cannot be formed, and intention to buy cannot occur unless brand awareness has occurred. Brand perception is created by consumer experience with the brand’s product or service. In other words, perception is the values consumers attach to a brand. After the purchase of specialty goods or shopping goods, the customer exhibits post purchase behaviour. It may be either cognitive consonance or cognitive dissonance. The consonance leads to dissatisfaction. But when it comes to customers going in high value premium segment goods such as gold, diamond and platinum ornaments, in a high competitive with too many players in the market, then the customer surely has a wide range of choice to choose from and carefully evaluates the different showrooms before making a purchase decision. In such a situation, any purchase dissonance will lead to very high degree of dissatisfaction, which may also lead to spreading negative opinion to the prospective buyer of jeweller’s outlet. Hence a research is undertaken to understand the brand awareness and perception towards branded jewellery with specific reference to Malabar Gold and Diamonds, Bangalore. 4. OBJECTIVES OF STUDY Primary objective The main objective of the study is to determine the level of brand awareness  and brand perception of Malabar Gold Jewellery, and the use of it as a measure to increase the marketing effectiveness of Malabar Brand Jewellery. Secondary objectives i. To compare the customer preference between the branded and non branded jewellery ii. To understand the parameters the customers consider while buying jewellery iii. To know how brand preference is formed in purchasing Malabar Gold jewellery among customers iv. To measure the level of satisfaction of customers of Malabar Gold v. To analyze the marketing strategies of Malabar Gold with regard to brand awareness and perception 5. RESEARCH DESIGN TYPE OF RESEARCH The study will be descriptive in nature POPULATION Customers buying gold in Bangalore City SAMPLE SIZE The sample for the study would be limited to 105 respondents. SAMPLING UNIT For this study the respondents will be the customers buying gold and diamond jewellery TYPE OF SAMPLING Simple random sampling method will be used for the study. TOOLS OF DATA COLLECTION Primary data: Primary data will be collected using a structured questionnaire as well as personal interview method. Secondary data: The secondary data for this work will be obtained from company magazines and brochures, website, newspapers, internet, text books, reports and other promotional materials. HYPOTHESES STATED FOR THE STUDY: Hypothesis 1 Null Hypothesis (H0): Gender of customers and preference for branded and non-branded jewellery is independent. Alternative Hypothesis (H1): Gender of customers and preference for branded and non-branded jewellery is independent. Hypothesis 2 Null Hypothesis (H0): Marital Status of customers and purchase of jewellery is independent. Alternative Hypothesis (H1): Marital Status of customers and purchase of jewellery is dependent. PLAN OF ANALYSIS The data collected from various sources will be tabulated and represented using the percentage and ranking method. Graphical tools like bar diagrams, pie charts etc., will be used to illustrate the tabulated data pictorially. Inferences and interpretation of the data will be done on the basis of tabulated data. In both Hypotheses 1 and 2, the null hypotheses will be tested using Chi-Square test for independence of attributes at 5% level of significance. 6. PROPOSED CHAPTER SCHEME: a. Introduction b. Review of Literature & Research Design c. Profile of Industry/Business/Selected Organisations d. Results, Analyses and Discussions e. Summary of Findings, Conclusions and Recommendations.

Raisin in the Sun

McNevin O’GarroJanuary 7, 2013 EnglishPeriod: 9 A Raisin in the Sun Lena, Walter, Ruth, and Beneatha are all members of the family named Youngers. The name derives from Walter Senior, Lena’s husband and Walter Jr. and Beantha’s father. He worked tirelessly in construction, to the point where he finally passed away after such a long period hard work. Along with his death although came a pension worth ten thousand dollars toward the family. All the members of the family have dreams that are deferred throughout the story A Raisin in the Sun.Walter Jr. is a chauffeur who drives wealthy white people around for pay. With the pension from his father’s death he was striving to create his own liquor store. The ten thousand dollars that came in a check to the younger’s apartment was his catalyst to start of his business. During the story Walter says â€Å"Damn my eggs†¦damn all the eggs that ever was† in this quote Walter is signifying that all th e dreams he had aren’t being supported by his wife or his mother so he might as well give up on them.Also when the check came and Walter’s partner, Willy Harris, stole seven thousand dollars out of the younger’s possession Walter’s dream was deferred. Lena also known as, Mama, in the younger’s household has a dream of a beautiful garden where she can have multiple different gorgeous flowers, growing around, aside from her single plant that she is nurturing in the apartment with barebones necessities. â€Å"Well, I always wanted me a garden like I used to see sometimes at the back of the houses down home.This plant is close as I ever got to having one. † This quote explains Mama’s dreams towards having a better garden for her to care for her flowers. When the money was stolen, Mama had already put a down payment down on the family’s new home in Clybourne Park. Mama showed a strong powerful disappointment in Walter for not being able to responsibly take care of the family’s money for even a minor period of time. Her dreams toward a luscious garden were deferred right then and there.Ruth, Walter Jr. ’s wife who has wanted to escape from her rat hole of an apartment for many years, but hasn’t’ raised enough funds to ascertain better living arrangements. She works a job as a maid for wealthier lot of people outside of her apartment. The check coming in, Ruth felt that the money should all have been spent on Lena due to it officially being her property to which Walter disagreed since he could use it to start to his liquor store investment.After learning of the loss of the money, Ruth was very saddened to think that she was not going to make it out of the apartment before her newborn child would be born. When Walter finally took pride into his family and accepted the offer from the Clybourne Park representative, Mr. Linder, she expressed how happy she was to finally escape from the ap artment â€Å"All I can say is—if this is my time in life—my time—to say goodbye—to these cracking walls! —and these marching roaches! —and this cramped little closet which ain't now or never was no kitchen! . . then I say it loud and good, Hallelujah! and goodbye misery . . . I don't never want to see your ugly face again! † She personified the apartment as to having an ugly face in which she didn’t want to see again knowing she was moving up to a better place. Beneatha,Walter’s sister, who dreams of getting past the oppressive lifestyle she lives under due to the time period she lives in with oppression on both blacks, and women. Her being both, just set her back double times as much for her dream to become a doctor.With the money from the check Beneatha had a lot of hope of easily being put through her medical schooling year where she would earn her degree, to which she could become a fully realized doctor. When she l earned of the robbery from their family of the ten thousand dollars she felt absolutely dead inside knowing that she would never rise above the oppressive world the existed in. Well – I do – all right? – thank everybody! And forgive me for ever wanting to be anything at all! (Pursuing him on her knees across the floor) FORGIVE ME, FORGIVE ME, FORGIVE ME!Beneatha at one point yells out for which she doesn’t know what to do with her life when all she done is strive but never attain positive results. After all the families troubles, worries, and problems they decide ultimately to move on into their new home in Clybourne Park and experience life there. Although most of the family member’s dreams are deferred they still manage to prosper in life and look ahead rather than back at what was, but instead into the future of opportunities awaiting them at their new community. Raisin in the Sun McNevin O’GarroJanuary 7, 2013 EnglishPeriod: 9 A Raisin in the Sun Lena, Walter, Ruth, and Beneatha are all members of the family named Youngers. The name derives from Walter Senior, Lena’s husband and Walter Jr. and Beantha’s father. He worked tirelessly in construction, to the point where he finally passed away after such a long period hard work. Along with his death although came a pension worth ten thousand dollars toward the family. All the members of the family have dreams that are deferred throughout the story A Raisin in the Sun.Walter Jr. is a chauffeur who drives wealthy white people around for pay. With the pension from his father’s death he was striving to create his own liquor store. The ten thousand dollars that came in a check to the younger’s apartment was his catalyst to start of his business. During the story Walter says â€Å"Damn my eggs†¦damn all the eggs that ever was† in this quote Walter is signifying that all th e dreams he had aren’t being supported by his wife or his mother so he might as well give up on them.Also when the check came and Walter’s partner, Willy Harris, stole seven thousand dollars out of the younger’s possession Walter’s dream was deferred. Lena also known as, Mama, in the younger’s household has a dream of a beautiful garden where she can have multiple different gorgeous flowers, growing around, aside from her single plant that she is nurturing in the apartment with barebones necessities. â€Å"Well, I always wanted me a garden like I used to see sometimes at the back of the houses down home.This plant is close as I ever got to having one. † This quote explains Mama’s dreams towards having a better garden for her to care for her flowers. When the money was stolen, Mama had already put a down payment down on the family’s new home in Clybourne Park. Mama showed a strong powerful disappointment in Walter for not being able to responsibly take care of the family’s money for even a minor period of time. Her dreams toward a luscious garden were deferred right then and there.Ruth, Walter Jr. ’s wife who has wanted to escape from her rat hole of an apartment for many years, but hasn’t’ raised enough funds to ascertain better living arrangements. She works a job as a maid for wealthier lot of people outside of her apartment. The check coming in, Ruth felt that the money should all have been spent on Lena due to it officially being her property to which Walter disagreed since he could use it to start to his liquor store investment.After learning of the loss of the money, Ruth was very saddened to think that she was not going to make it out of the apartment before her newborn child would be born. When Walter finally took pride into his family and accepted the offer from the Clybourne Park representative, Mr. Linder, she expressed how happy she was to finally escape from the ap artment â€Å"All I can say is—if this is my time in life—my time—to say goodbye—to these cracking walls! —and these marching roaches! —and this cramped little closet which ain't now or never was no kitchen! . . then I say it loud and good, Hallelujah! and goodbye misery . . . I don't never want to see your ugly face again! † She personified the apartment as to having an ugly face in which she didn’t want to see again knowing she was moving up to a better place. Beneatha,Walter’s sister, who dreams of getting past the oppressive lifestyle she lives under due to the time period she lives in with oppression on both blacks, and women. Her being both, just set her back double times as much for her dream to become a doctor.With the money from the check Beneatha had a lot of hope of easily being put through her medical schooling year where she would earn her degree, to which she could become a fully realized doctor. When she l earned of the robbery from their family of the ten thousand dollars she felt absolutely dead inside knowing that she would never rise above the oppressive world the existed in. Well – I do – all right? – thank everybody! And forgive me for ever wanting to be anything at all! (Pursuing him on her knees across the floor) FORGIVE ME, FORGIVE ME, FORGIVE ME!Beneatha at one point yells out for which she doesn’t know what to do with her life when all she done is strive but never attain positive results. After all the families troubles, worries, and problems they decide ultimately to move on into their new home in Clybourne Park and experience life there. Although most of the family member’s dreams are deferred they still manage to prosper in life and look ahead rather than back at what was, but instead into the future of opportunities awaiting them at their new community.

When the Emperor Was Divine

The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation. When the Emperor Was Divine The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation.