Educational Philosophy Essay Example | Topics and Well Written Essays - 1000 words

Educational Philosophy - Essay Example In other words, it is necessary to study all theories that are concerned with the issue of education philosophy, in order to single out the ideas that work from those that are irrelevant. The vital question that one has to answer in order to form an education philosophy is what its main goal is. The ultimate goal of the educational philosophy is to encourage the student’s interest in the subject and help them to become more familiar with the concept. In order to achieve this, teachers are expected to set several goals such as persuasiveness, make students respect the teacher, understand the subject well, have friendly relations with students, create a perfect learning environment, and a proper curriculum. â€Å"Education - like democracy, free markets, freedom of the press, and "universal human rights" - is one of those subjects whose virtue is considered self-evident† (Armitage, 2007). Being educated makes it possible for a person to achieve career goals, to make a contribution to a country’s development and to realize oneself in the field one likes. The most important thing that teachers should expect from students is the ability to think creat ively and an urge to explore life and learn more about it. The ability to analyze any problem and give sound arguments to support the teacher’s point of view does play a great role in everybody’s live and career. To put it another way, teachers wants their students to be inquisitive, creative and reasonable. There are several interactions that could occur in the educational scenario: between teachers, students, the educational community (middle school, college, and high school), parents, and society in general. Among these participants it is necessary to mark out the key participants: the student and the teacher. So, what are their roles and responsibilities? â€Å"Colleges are learning communities, and individuals accepted into these

Family Approach Research Paper Essay Example for Free

Family Approach Research Paper Essay Abstract This research paper will in detail find influences donating to the degeneration of African American marriages, increase of African American divorces, and how structural family therapy can impact it. Structural Family Therapy was developed by Salvador Minuchin and his associates in the 1960s due to the growing curiosity in alternative ways of hypothesizing suffering and familial dilemmas. Structural family therapy is reinforced by an undoubtedly expressed model of family functioning, and has been developed and used reliably in counseling sessions for children and their families (Ginginch Worthington, 2007, 343). Also, this report will examine what can be done to change this disturbing status amongst African American families. Monetary, emotional, and cognitive stability are a few of the common reasons and profits of marriage. Studies have discovered that marital couples in contrast to unattached couples are better-off, healthier, less stressed, and tend to live well into their mid-80s (Pindgerhughes, 2002, p. 269). Thus, there are numerous welfares of being married; it could be assumed that matrimony would be a shared objective for most citizens regardless of race. However, studies have publicized a radical deterioration of marriages inside the African American families alongside an increase in separations. African Americans are the least expected to wed, when they wed, they complete this task later in life, spending a smaller amount of time wedded than White Americans, and are more likely to become divorced. Keywords: African American, Marriages, Structural Family Therapy, Minuchin Family Approach Research Paper African American Marriages There is a strong importance for research of the state of African American and marriage because there have been major changes from past African Americans’ marriages relating to this major decline. According to the National Center on African American Marriage and Parenting’s (NCAAMP) Marriage Index, in 1970, 70.3% of African Americans were wedded and those ratios steadily fallen about 61% in 1982, 51.2% in 1992, 38.9% in 2003, and  41.7% in 2010. The rate is declining so noticeably that marriage has been referred to as an â€Å"alternative life† for African Americans (Dixon, 2009). The NCAAMP’s marriage index exposed the proportions of wedded Americans which comprises 77.8% in 1970, 70.1% in 1980, 59.3% in 1990, 62% in 2000, and 59.7% in 2008. An assumption can be drawn from the above Marriage index reports that there is certainly an important variance between all married Americans and married African Americans along with a change in rates of matrimony fr om 1980 to modern periods. Additionally, the declining rates of marriage, African Americans seem to be at greater hazard for matrimonial instability (Dixon, 2009, p. 30). Many of these influences are related to high male imprisonment, low sew ratio, poverty, uncertainty toward marriage and premarital sex. Rendering to research, there are numerous dynamics affecting the decline in marriages and rise of divorces among African Americans. These influences can be characterized as organizational, ethnic, individual, and interactive. Organizational issues as economic and demographic are most commonly focused on during the course of history. The extreme sex ratios between African American males and females have emotional impact on the African American nuptial rates (Rowe, 2007, p. 19). In 2003 there were an estimated 1.8 million more African American females in the population than males (U.S. Census, 2005 Pinderhuges, 2002, 269). Another donating feature is the high confinement and mortality rate of African American males (Hill, 2006, p. 421). African American males make up about seven percent of the populace but over fifty-one percent of the prison population (DuCille, 2009, p. 605). Furthermore, the desire to marry women of different races and choosing homosexual lifestyles contribute to the African American marriage rates. Another major issue that makes African American males less desirable for marriage is their struggles of the workforce. The joblessness rate among African American males has been consistently twice that of White American men from the time of the 1930s (Holland, 2009, p. 113). Research has also discovered that companies show negative opinions of African American men comprising that they are indolent, unreliable, deceitful, contain little work ethic, drag their feet, have deprived verbal skill and many others characteristics. Consequently, these men do not have the capability to deliver for their families also make African American men postpone marriage and also become regarded as less  wanted to espouse by the female population. The second sort of factor studied is ethnical. There has been shifting cultural trends disturbing African American marriage. The sexual revolt, gay and lesbian efforts, and activist movement are activities that distress wedding rates. Forty years ago, sex without marriage was not acceptable, but now it is a communal standard of culture. The feminist movement allowed women to obtain advanced positions in the labor force declining their dependence on males, triggering them not to marry or endure unhappy marriages. And, unconventional lifestyles were presented through the gay and lesbian population (LaTaillade, 2006, p. 327). Moreover, living together (cohabitation) is a cumulative behavior particularly within the African American community. Historically, living with a partner before marriage was unacceptable, but is now widespread among African Americans and many other races. In contemporary times, individuals are determining on gaining independence before becoming married (Dixon, 2009, p. 31). The mass media industries and the way relationships are depicted on television and through music contribute to the marriage decline. Because of the support of extended family networks, divorce may seem less detrimental, making it more of an option when marriages are faced with challenges among African Americans (Hill, 2006, p. 439). Individual factors are tided in by considering individuals’ desire to marry, features they look for in spouses and what makes them commit to a relationship. For an individual to get marry the desire to be married has to be present. One study found that when compared to White American men, African American men, anticipate less improvement from marriage in their sex lives and personal friendships and these account for most of the difference in the desire to marry (Holland, 2009, 107). The mate desired characteristics and expectation of marriage and whether it is realistic plays a major role in marriage. Similar to other cultures, African Americans generally believe in the husband being superior economically, educationally and acts as the provider of the family. Unfortunately for African American women, when compared to African American men, they are more likely to attend college and to marry someone below their educational and professional status. This pattern of education continues as two-thirds of African American college graduates are women (Hill, 2006, p. 423). The desire to commit is another donating factor in related to marriage. Recent studies  have revealed the beliefs of African American males having the incapacity to pledge to an eternal relationship. Lastly, as stated above separation rates are greater amongst African Americans than another culture. The features cited directly above are funding to these separation rates as well as African American not having the means to allow them to uphold vigorous long-lasting relationships. Studies have also displayed that the African American population is less expected to pursue marriage therapy adding to the state of African American divorce rate currently. Structural Family Therapy Structural family therapy (SFT) is a counseling technique of therapy developed by Salvador Minuchin which addresses problems in functioning inside a family. Structural Family Therapists attempt to pass in, or connect, the family in therapy in order to understand the boundaries and rules which oversees its effectiveness, record the associations between family members or amongst subsystems of the family, and eventually interrupt dysfunctional relations within the household, triggering it to become stable into healthier arrangements. Minuchin states that dysfunction does not rest in the singular identification, but within the entire family system. Minuchin’s tactic is originated on the interrelationship of the entire, and the foundation that individuals cannot be detached from the whole. Therefore, Minuchin assumed that a change in the conduct of one household member will necessitate a consistent transformation in the behavior of other family member. Duplicate roles can affect the ability for a mother to parenting effectively. For example, a mother attempting to a both a parent and a friend or a father that was forced to raise his younger siblings (Rowe, 2007, p, 23). Structural therapists view the facilitation of structural variations in the dysfunctional family as the main objective, supposing that individual behavioral modifications as well as lessening of altercations will follow as the framework for the family’s communication changes (Goldenberg Goldenberg, 2013, p. 329). The structural family model expresses families as systems and subsystems, roles and rules (flexible and adaptable to changes), boundaries, power, and hierarchy. Minuchin defines a functional family as one unit with clear boundaries between individuals and subsystems, promotes growth, and prevents  interruption. The primary objective when utilizing Minuchin’s model is assisting the family to change its structure or its organization. For instance, he stated that establishing a structure in which members and subsystems are clearly differentiated from one another and hierarchically integrated. Minuchin and other structuralists perceive standard family life as always altering and as a result endlessly creating adjustments to altering circumstances. What distinguishes functional from dysfunctional families is the flexibility in functional families to change or modify its structure to adjust to changing life cycle stages or to adjust to role changes or situational crises. The clarity of boundaries between subsystems within the family, and an effectively functioning spousal subsystem, help ensure stability despite changing conditions (Goldenberg Goldenberg, 2013, p. 472). Due to a recent mounting body of empirical evidence, studies continue to verify the value of structural family therapy. This method it was widely evaluated during the 1980s by radical novelists and during the 1990s by those interested in the allegations of a social constructionist point of view. Structural family therapy continues to progress in response to experiments built from within the systemic field, and as part of integrative practice and multisystem approaches, with practitioners ever mindful of the need for regular feedback from family members themselves (Rowe, 2007, p. 21). By 1965, Minuchin had become director of the Philadelphia Child Guidance Clinic, originally in the heart of the African American ghetto, where he focused on intervention techniques with low- income families (Goldenberg Goldenberg, 2013, p. 130). The structural approach to therapy has been critiqued and has withstand various experiments from disbelievers; nevertheless, it has withstood throughout the years. Personal Integration The trial of integrating Christian and non-Christian clients fluctuates between different counselors. When clients unambiguously expressed a want for Christian counseling, for example, if a client initiates a prayer within a counseling session. The Bible frequently assists clients to absorb; the implementation of scriptures can inspire progression within the session. Between sessions homework examining particular biblical themes likewise inspire development. For instance, our Worthington text states that the use  of interventions make change sensible, and thus increases hope. Such interventions can involve physical manipulations, behavioral actions or interactions or making physical products (such as reports, written lists or tapes) that are completed and verbally processed. Worthington (2005) also stated that any theory of marital counseling can be used along with the counselor’s favorite techniques. The requirements of integration are increased hope and willpower, fit within the strategic framework, and make change sensible to clients (p. 262). I believe that the frequency of use of scriptures should be guided by the consumer’s articulated openness. Although traditionally I am trained as a counselor not to reference spirituality or religion unless it is first stated by the client, I believe that many consumers who are not currently attending church would be reassured when I fling open that door. After which they can be provided the opportunity to walk through the door, lock it, or leave it partly open to be entered once ready. If my clients were to inquire for details on my beliefs, I would openly speak about my spiritual journey but also specify that I still have a ways to go. Conversely, this does not take the practice of preaching on my individual Christian principles, or persisting them to trust what I have faith in. In addition, I could look for openings to propose the matter of religiousness and faith in an overall sense as a portion of my holistic approach; I would like to reassure my clienteles to discover the notion that stability in emotional and mental remedies are not exclusively associated with the rectifying of a particular issue; rather, comprehensiveness in therapeutic healing must integrate the multiple magnitudes of the client. With this instruction and initial outline, it would be up to my client to make the decision to discover how their faith and current behavior are correlated to the complications that have been facing and how their spiritual philosophies influence their mental and physical healing. Studies proposes, that it is highly probable that counselors greatly misjudge â€Å"the sum of consumers that are experiencing faith-based problems due to† consumers â€Å"frequently misguided norms that religious concerns were not suitable for conversation† in conditions that were not plainly defined as Christian therapeutic settings (Worthington Jr, 2005, p. 262). Spiritual Genograms In this course, I began to understand how past generational beliefs can still impact my current viewpoint with assumptions and predisposition. As a result, I believe that it would be important for my clients to understand their spiritual journey on both a personal and generational level. During this course, we complete a genogram in order to observe certain behavioral and health patterns; however, I would like to integrate spiritual â€Å"family trees† into my counseling sessions. Spiritual histories, spiritual lifemaps, spiritual genograms, spiritual ecomaps, and spiritual ecograms are five harmonizing assessment approaches that have recently been developed to highlight different aspects of clients spiritual lives. Spirituality can be agreed as the client’s connection with (their) God, and religious beliefs can been understood as flowing from spirituality, the open expression of the spiritual bond in specific views, approaches, and principles that have been established in a community with other individuals who hold similar experiences of transcendence (Hodges, 2005). Consequently, spirituality and religion are similar yet present differences. Therapists must understand that a single assessment approach is not ideal for all consumers and circumstances. The assessment tools examined in this article was purposefully designed to highlight different aspects of clients spiritual worldview. In a counseling session, these assessment methods can become a useful resource to providers that require assistance with clients handling with challenging issues. These interventions can be used as coping strategies since the user can visibly see their peer support networks on paper. Spiritual assessments are beneficial for clients that have misplaced their connection with God; spiritual ecograms permits the user to see where their spiritual journey is currently and where it used to be. For example, it may benefit clients with major depressive symptoms to recognize support organizations such as professional group memberships, church, and household. An alternative intervention to complete this task would be spiritual ecomaps. Counselors geared with this assessment, can assist their clients survey their previous and existing domestic and faith-based support systems. Subsequently, some assessment approaches will be implemented more effectively in some situations but preferably these assessments are seamless for clients that have gone astray. Various assessments can be used to meet the needs of the client; however, certain assessments may be more operative  with some clients than others. Consequently, the therapist must primarily evaluate the clients’ needs and what they wish to gain from counseling. This will support the therapist in selecting a suitable spiritual intervention approach. If I am offered a client that desires to change to a diverse faith but it religiously disorganized, I would implement spiritual genograms. This intervention would aid counselors to view if the clients’ preceding descendants all practiced the same religion. Accordingly, I could determine that the client has an admiration for customs which is producing the spiritual misperception. A consumer may want to change to a different spiritual belief system but does not want to insult their families; this approach can be paired with spiritual ecograms; letting them to evaluate their previous and current rapport with God. After assessing their support systems and their spiritual journey, the client could productively create the judgment on whether to alter their religion or not; the therapist should not make this choice for them. In my opinion, couples should undergo marriage education and counseling before being able to marry. My marriage and family counseling session would contain the data of African American marriages since couples need to have insight on the problem in order to prevent from being a part of the problem. Hence, unions would gain awareness on the low marriage and high divorce rates within the African American community. Thereafter, perhaps these marriages would fight harder for their marriages and maintaining their families. Conclusion In conclusion, couples receiving education on the state of African Americans marriage and divorce along with counseling prepare them with the utensils required to maintain a healthy marriage. I believe that any union seeking assistance would profit with these counseling technique both prior and during the course of marriage. Additionally, I also have faith that this these methods can produce an upsurge in couples getting and/or staying married and a reduction in the shockingly elevated rates of African American divorces. References Berenson, S.K. (2011). Should Cohabitation Matter in Family Law?. Journal of Law Studies, 13(2), 289-328. Burton, L.M., Winn, D., Stevenson, H., Clark, S. (2004). Working with African American Clients: Considering the â€Å"Homeplace† in Marriage and Family Therapy Practices. Journal of Marital Family Therapy, 30(4), 397-410. Clarkwest, A. (2006). Premarital Characteristics, Selection into Marriage, and African American Marital Disruption. Journal of Comparative Family Studies, 37(3), 361-380. Dixon, P. (2009). Marriage Among African Americans: What Does the Research Reveal?. Journal of African American Studies, 13(1), 29-46. DuCille, A. (2009). Marriage, Family, Other â€Å"Peculiar Institutions† in African American Literary History. American Literary History, 21(3), 604-617. Gingrich, F., Worthington Jr, E. L. (2007). Supervision and the integration of faith into clinical practice: Research considerations. Journal of Psychology and Christianity, 26(4), 342-355. Goldenberg, H., Goldenberg, I. (2013). Family therapy: An overview (8th ed.). Pacific Grove, CA: Brookes/Cole. Hill, S. A.(2006). Marriage Among African American Women: A Gender Perspective. Journal of Comparative Family Studies, 37(3), 421-440. Hodge, D. R. (2005). Developing a Spiritual Assessment Toolbox: A Discussion of the Strengths and Limitations of Five Different Assessment Methods. Health Social Work, 30(4), 314-323. Holland, R. (2009). Perceptions of Mate Selection for Marriage Among African American, College- Educated, Single Mothers. Journal of Counseling Development, 87(2), 170-178. Kostenberger, A. J., Johns, D. W. (2004). God, marriage, and family: Rebuilding the biblical foundation. Wheaton, IL: Crossway Books. ISBN: 9781581345803. Leslie, L. A., Letiecq, B.L. (2004). Marital Quality of African American and White Partners in Interracial Couples. Personal Relationships, 11(4), 559-574. Marsh, K., Darity Jr., W.A., Cohen, P. N., Casper, L.M., Salters, D. (2007). The Emerging Black Middle Class: Single and Living Alone. Social Forces, 86(2), 735-762. Martin, T. L., Bielawski, D. M. (2011). What is the African American’s Experience Following Imago Education?. Journal of Humanistic Psychology, 51(2), 216-228. Mc. Clain, C. (2011). Family Stories: Black/ White Marriage During the 1960s. Western Journal of Black Studies, 35(1), 9-21. Pinderhughes, E. B. (2002). African American Marriage in the 20th Century. Family Process, 41(2), 269. Rowe, D. M. (2007). Marriage and Fathering: Raising Our Children Within the Context of Family and Community. Black Scholar, 37(2), 18-22. Worthington, E. (2005). Hope focused marriage counseling: A guide to brief therapy. Downers Grove, IL: Inter-Varsity Press.

The Use of Computer Technology in the Classroom :: Teaching Education Essays

The Use of Computer Technology in the Classroom The classroom as we know it is undergoing dramatic changes in the information age. New technologies have always been introduced into the classroom such as overhead projectors, televisions, and even instructor-operated computers, but they never significantly affected the process or the experience of teaching and learning. However, individual computers and the advent of digital textbooks have emerged to reshape and redefine the classroom. Many debate the effects of e-books and the Internet on students and the overall impact that it will have on the educational system as a whole. While keeping up to date with technology is an important aspect of growing up in the digital age, some traditional forms of teaching seem to benefit the individual student in ways that computers cannot imitate. The invention of the computer and the Internet has allowed enormous amounts of information to be accessed. This influx of information and the current rise of interactivity on the Web attract many schools eager to teach their students in a more modern fashion. The race to become a technologically advanced school has also resulted in a market push for items such as electronic textbooks and other interactive learning supplements. The information age definitely calls for a technologically based learning experience; however, many debate about how far technology should be allowed to penetrate into the classroom. Neil Postman's book, Technopoly, warns that technology produces winners and losers, and that sometimes the winner does not become clear until the loser has disappeared (Butler, 1). If this is the case, it is highly important that the affects of integrating a modern technologically advanced classroom equipped with individual laptops and e-books are studied before they are imposed up on innocent children. The debate against the implementation of electronic textbooks and the digital classroom has many elements. One of the hardest things to prove to educators and academics is the true effectiveness and advantages of e-books compared to other forms of learning. The U.S. National Science Board of Science and Engineering Indicators stated in 1998 that, â€Å"the fundamental dilemma of computer-based instruction and other IT-based educational technologies is that their cost effectiveness compared to other forms of instruction-for example, smaller class sizes, self-paced learning, peer teaching, small group learning, innovative curricula, and in class tutors-has never been proven† (Alliance, 1). It appears that in order for e-books and other technologies to enter the classroom they must prove that they have distinct advantages over traditional forms of learning, and currently there is no such proof.

Impact of Mobile Phones

Most school administrations regard cell phone use as disruptive and distracting, and have implemented policies that prohibits using them on school grounds. Cell phones are a disruption in school. Text messaging can be used to cheat on tests. Students who are text messaging are not able to give full attention to the lesson. If a student cell phone rings in class, it totally disrupts the class for a considerable period of time. Many cell phones are also camera phones. Camera phones present an invasion of privacy in the schools . One of the best ways we can protect the privacy of every student is to ban cell phones from school during the school day. During the school day, students need to be focused on classroom instruction without distractions. While the phones are very convenient and a common part of everyday life, for the most part, they are a distraction everywhere. Have you ever been on a bus or plane and somebody is carrying on a loud personal conversation? At a school, the distraction may be even greater than in a public place. For many teachers, one of the biggest concerns about including cell phones in schools is that they will be used inappropriately. Students do not need cell phones during school hours. Many schools now have telephones in the classroom, if it really is an emergency students are easily contacted. I don't really understand why some parents are so adamant about being able to contact their kids at school at a moment's notice. Teachers have a difficult job as it is. They don't need to be dealing with kids having cell phones going off, surreptitiously texting each other, going on the Internet, and taking photos and video not to mention the possibilities for cheating. There are enough distractions Students will text each other all the time during class, and there are times when the teachers won't even notice! Cellular phones are very distracting. Are we now slaves to our technology? If the student needs to call home they only need to go to the main office or guidance to contact a parent or guardian. Most calls home are not for emergencies, they are for mere simple communication that do not need to be done during school. It must have been a miracle that I made it through that time without the need of a cell phone. The majority of the calls, if not all, will be used in idle chatter. Their current uses are for distraction, social interaction, and lewd photography. And let's not ignore the parents who would call students during class to talk about non-emergency issues. If it is truly an emergency, call the school main number and have the child brought to the office. There should be NO tcell phones in the schools. There are no pros for cellular phone use in school. While cell phones are a convenience, however they don't belong in the school with our students. Students will use them in the class regardless of the rules. It will be a disruptive convenience benefiting only the students to talk to anyone. They will use it to text their friends or to play games. If there is a true emergency the parent only needs to call the school. Cell phones in the school will be a total disruption, they will be a good cheating device. Obviously the cons of allowing cell phones in school, outweigh the pros. Cell phones have become a nuisance. Youngsters have enough distractions. And, there is no difference between looking through your phone and reading a note passed in class. School is for learning. Students will take it for granted and answer calls during the class. It leaves no hope for the classroom teacher. Whether the phone is on vibrate or not, it still makes no difference because the youngster will be continuously looking at the phone in anticipation of a call or a text message. Text messaging turned out to be as popular as e-mail and is omnipresent in many students' hands, and can caused total disruption to mere chaos in the classroom. Distractions such as cellular phones don't belong in school. There is no need for cell phones in the schools, just as there was no need for them in the past. In the case of a true emergency, schools have in place systems that protect the children and notify the parents. It is the parents who are entitled to a cell phone . As a result they will always be available at a moment notice. Cellular phones in school are an unnecessary distraction that take time away from teachers and can be a source in cheating. Text messaging is an epidemic. I'm sorry to tell you this, but if you think students will not be texting each other while a teacher is teaching, you're dead wrong. Whether parents feel it is necessary to have cell phones in the schools or not, it is still a distraction to their children's education. It is a disservice to our children to allow cell phones during in the schools. Cell phones have become a huge problem. Kids text during class, leading to cheating, or coordination of othe r â€Å"bad† activities.

Somme Coursework

These three sources help us understand why the public at home supported the war. The three sources combined are very positive and are always very calm. Firstly, Source D is an extract from a book. The extract was taken from â€Å"The first years of the great war†. It was published in London 1916 already becoming biased as it is all English. The extract provides a very real clue as to why the general public, waiting at home would be behind the war. The author gives a bright description of the British soldiers. The author spends a picture to the public at home describing the soldiers â€Å"leaping from their trenches,†. The author describes the German soldiers by the use of the word â€Å"Hun†. The word â€Å"Hun† is a negative term used for the Germans. Again the author, is becoming biased as he is very negative towards the Germans whereas he describes the British as being invincible. By this source the public get a vivid description imaging that the war is in favour to Britain as it does not refer to the amounts of deaths for the British soldiers. The writer says they didn't â€Å"falter† as they reached the Germans. He describes them as brave and advancing through the war easily. He mentions they attack in â€Å"Line after line†. This makes the public at home feel secure as they think that not many British soldiers are dieing. They get this image from a few words, â€Å"didn't falter as they advanced, and move steadily as if on parade before the King, Heroes all.† This creates an unreal image in the readers mind as this is not actually happening in the war. Source E was a last letter written by Lieutenant John Raws on 19th August 1916. The person who wrote the letter shortly died during the Battle of the Somme. In his last letter he says, â€Å"Goldy† and the others officers were murdered.† For the murder of Goldy he blames â€Å"the incompetence callousness and personal vanity of those in high authority†. He suggests that the soldiers in high authority such as the seniors were not good at their jobs and cowardly. In this Source there is a lot of emotive words like â€Å"callousness†. He felt that the senior staff were all self centred and didn't care about the soldiers and their lives. When Lieutenant John Raws refers to â€Å"Goldy† Goldy was his brother his full name was Robert Gold Thorpe Raws. Source F, is an extract from a film. This was to show the public at home not to worry as everything was going in England's favor. The reason why they did this was for propaganda. The film had many real pictures however some of the footage was edited and made less violent removing a lot of deaths of the British soldiers Another vital aim for this film was to reassure the public at home the â€Å"reality† of the war. The film was made to make the public at home think that the British soldiers were on top and advancing through the war with ease. Sources D and F were to boost the support from the public at home and back the war. All three sources left out the horrific description of the war which was really occurring.

One of Few Who Are

One of Few Who Are One of Few Who Are One of Few Who Are By Maeve Maddox Each of the following quotations contains a grammatical error: 1. This process is one of several that is required to maintain nuclear SREBP1-c at very low levels –Yeshiva University website 2. A study designed by Drs. Liu and Clarke is one of several that is slated to be included in the pilot run. –Georgetown University website 3. Steve Wozniak Is One Of The Few People Who Has Met The Kimye Baby –Business Insider 4. Henry [Kissinger] is one of the few who has the trust of the keepers of the secrets. –William Safire The error is using a singular verb with a relative pronoun whose antecedent is plural. Explanations 1. The antecedent of that is not one, but several. â€Å"This process† is only one of several processes required to maintain the protein described: â€Å"several that are required.† 2. The antecedent of that is not one, but several. The pilot run will include several studies: â€Å"several that are slated.† 3. The antecedent of who is not one, but few: â€Å"one the few people who have met.† 4. The antecedent of who is not one, but few. â€Å"one of the few who have the trust of the keepers of the secrets.† Agreement errors are often the result of â€Å"the law of attraction†: the tendency to make a verb agree with the nearest noun or pronoun that precedes it. Here is an error created by the law of attraction: Incorrect: She is the only one of the board members who are in favor of more money for the arts. Correct : She is the only one of the board members who is in favor of more money for the arts. She is the antecedent of who. â€Å"She† is the only one in the group who holds that opinion. More often than not, agreement errors with â€Å"one of x† go unnoticed in speech. A perusal of many reputable sites will show that they often go unnoticed in writing as well. Professor Paul Brians (Common Errors in English Usage) acknowledges that the following sentence is incorrect according to formal grammar: â€Å"Pistachio is one of the few flavors that appeals to me.† But he feels that the only context in which one needs to worry about getting it right is when â€Å"taking a test on English grammar.† Otherwise, â€Å"sophisticated speakers† may trust to their native inner ear for what â€Å"sounds right.† The Chicago Manual of Style is more decisive, declaring that â€Å"A relative pronoun takes its number from its antecedent.† Chicago offers these examples of correct usage: [It is] one of the few countries that cultivate farm-raised fish as a staple. She is one of those people who are famous just for being famous. [BUT] He is the one among them who is trustworthy. Careful writers will pay attention to the difference. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and Toes34 Writing Tips That Will Make You a Better WriterThe Difference Between "Un-" and "Dis-"

8 Cheap and Easy Work Lunch Ideas to Save You Money

8 Cheap and Easy Work Lunch Ideas to Save You Money Sick of the same old sandwich? Or shelling out $20 to order take-out to your desk? Or just the usual spot you and your coworkers go and get the same $10 salad every single day? Save money, calories, and sanity by packing yourself an enjoyable and tasty lunch that might just help you enjoy your workday that much more. Here are some great ideas to get you started.1. Jar SaladYes, this is still a salad, but a) you make it yourself so you’re not paying a ridiculous markup, and b) you can buy in bulk and create the following package a few times a week. Boom- healthy and cheap. Pack your salad in an adorable mason jar. Just put dressing, wet ingredients, and moisture resistant veggies on the bottom, then layer other veggies, proteins, greens, grains, and crunchy bits as you work your way up the jar. Tie a fork to the side and you’re set!2. To-Go-GurtSame bulk and money-saving theory, same container, maybe a little more fun. Layer granola, compote or jam, fruit, yogurt, etc. i n a delicious mason jar parfait. Or, keep a container of yogurt, a box of cereal, and some berries in your work fridge and make this on the spot, if you’re able to. This makes a fab portable breakfast or even a pick-me-up snack for the 3 p.m. munchies.3. Wraps Made in the OfficeSandwiches are boring and don’t travel and sit in a Tupperware all too well. Instead, box up the tasty filling of your choice (leftovers work great here) and keep a pack of wraps in your work kitchen (tortillas, gluten-free wraps, whatever you fancy). You can think bigger and better than PBJ here, but still get that lunchtime sandwich fix:  chicken Caesar, creamy avocado and white bean, southwestern spiced†¦ whatever your creative filling of choice, just pop it in a   and you’re good to go.4. Sturdy SaladsInstead of the everyday lettuce, try making a grain salad for healthy whole grains and extra energy. Try quinoa, faro, barley, wheat berries, or even couscous as a base, then ad d in crunch veggies, nuts, protein, and a bit of dressing as you see fit.5. Creative SandwichesMaybe you’re committed to the classic sammie but have hit a rut. Just because you’re bored of ham and cheese or PBJ doesn’t mean sandwiches need to be off the table. Try fruit! Add apples to your turkey and brie, or your almond butter. Try a pear-walnut combo on cinnamon raisin bread. Use hummus, avocado, smashed beans. Pesto! Sweet potatoes. Veggie burger patties. Get creative. And it’s not all about tuna fish or egg salad. Try salmon salad, or curried chicken salad for a change.6. Hearty BowlsYou go buy burrito bowls or fajita bowls or Baja bowls or Buddha bowls†¦ why not make one yourself? Just layer in your grains, protein, greens, and flourishes (never underestimate a sauce or herbal garnish), and you’ll have a healthy and hearty meal for yourself at work.7. Slow CookingPut your leftovers to work for you. Make a giant batch of something in your Crockpot. It will cook while you’re at work one day, and can either be dinner one night and lunch the next, or an easy freezable lunch in Tupperware. Or practice what many savvy lunchers do- the Sunday afternoon meal prep. You can knock out at least 2 or 3 meals with one big batch cook while you’re hanging out around the house on a weekend morning. It’s worth the prep to save you money and time during the hectic work week.

Bombast Definition and Examples of Bombast

Bombast Definition and Examples of Bombast A pejorative term for pompous and inflated speech or writing. Adjective: bombastic. Unlike eloquence, a favorable term for forceful and persuasive discourse, bombast generally refers to empty rhetoric or a windy grandeur of language (Eric Partridge). Dickensian Bombast My dear Copperfield, a man who labors under the pressure of pecuniary embarrassments, is, with the generality of people, at a disadvantage. That disadvantage is not diminished, when that pressure necessitates the drawing of stipendiary emoluments before those emoluments are strictly due and payable. All I can say is, that my friend Heep has responded to appeals to which I need not more particularly refer, in a manner calculated to redound equally to the honor of his head and of his heart.(Wilkins Micawber in David Copperfield by Charles Dickens) Shakespearean Bombast Full thirty times hath Phoebus cart gone roundNeptunes salt wash, and Tellus orbed ground;And thirty dozen moons, with borrowd sheen,About the world have times twelve thirties been;Since love our hearts, and Hymen did our hands,Unite communal in most sacred bands.(Player King in the play within a play in William Shakespeares Hamlet, Act III, scene two) Bombast and Hyperbole Bombast and hyperbole . . . are not interchangeable terms. Hyperbole is a figure of thought and one of the devices used to achieve bombast. Bombast is a stylistic mode, a manner of speaking and writing characterized by turgid and inflated language. The Elizabethans seem to have understood bombast to be more of an acoustic and an almost renegade quality of language, in contrast to rhetoric which was generally organized into a system. . . . Hyperbole shares with bombast the force of exaggeration, but not necessarily its lexical limitlessness and inelegance.​(Goran Stanivukovic, Shakespeares Style in the 1590s. The Oxford Handbook of Shakespeares Poetry,  ed. by Jonathan Post. Oxford University Press, 2013) Alexis de Tocqueville on American Bombast I have often noted that Americans, who generally conduct business in clear, incisive language devoid of all ornament and often vulgar in its extreme simplicity, are likely to go in for bombast when they attempt a poetic style. In speeches their pomposity is apparent from beginning to end and, seeing how lavish they are with images at every turn, one might think they never said anything simply. ​(Alexis de Tocqueville, Democracy in America, 1835) The Lighter Side of Platitudinous Ponderosity The following remarks on style appeared anonymously in dozens of late-19th-century and early-20th-century periodicals, ranging from Cornhill Magazine and the Practical Druggist to the Brotherhood of Locomotive Engineers Monthly Journal. Decide for yourself whether the advice is still appropriate. In promulgating your esoteric cogitations, or articulating your superficial sentimentalities, and amicable, philosophical or psychological observations, beware of platitudinous ponderosity.Let your conversational communications possess a clarified conciseness, a compacted comprehensiveness, coalescent consistency, and a concatenated cogency.Eschew all conglomerations of flatulent garrulity, jejune babblement and asinine affectation.Let your extemporaneous descantings and unpremeditated expatiations have intelligibility and veracious vivacity, without rhodomontade or thrasonical bombast.Sedulously avoid all polysyllabic profundity, pompous prolixity, psittaceous vacuity, ventriloquial verbosity, and vaniloquent vapidity.Shun double entendres, prurient jocosity, and pestiferous profanity, obscurant or apparent.In other words, talk plainly, briefly, naturally, sensibly, truthfully, purely. Keep from slang; dont put on airs; say what you mean; mean what you say; and dont use big words! (Anonymous, The Basket: The Journal of the Basket Fraternity, July 1904) Honey, dont let the blonde hair fool you. Although  bombastic  forms of  circumlocution  should be generally avoided, one mustnt shy away from big words in the right  context.(Aphrodite in Punch Lines.  Xena: Warrior Princess, 2000) Etymology:From Medieval Latin, cotton padding Also Known As: grandiloquence

Case study 3 whole foods Example | Topics and Well Written Essays - 250 words

3 whole foods - Case Study Example Whole Food Market Inc. operations are fully supported by its headquarters, distribution centers, commissary kitchens, regional offices, meat and produce procurement centers, bake-house facilities, as well as specialized tea and coffee procurement and roasting facilities (Whole Foods Market, Inc.). Whole Food Market Inc. deals in a variety of products that include meat, sea food, grocery, catering and prepared foods, cheese, tea, beer, coffee, body care, nutritional supplements, as well as lifestyle products such as pet and household products. Whole Food Market Inc. 365 and 365 Organic Every Day Value trademarks account for more than half of its trademark products. Other trademark brands include the Whole family trademark brands such as Whole Catch, Whole Foods Market, Whole Living, Whole Paws, Whole Pantry and Whole Fields, Engine 2, Nature’s Rancher, Allegro Coffee and Well-shire Farms (Whole Foods Market, Inc.). Whole Food Market Inc. also has a specialized health approach known as Health Starts Here. This approach is based on four simple facets aimed at building better meals. These facets entail Healthy Fats, Plant Strong, Whole Food, and Nutrient Dense. All in all, Whole Food Market Inc. is devoted towards promoting a healthy living by offering products that are free from artificial preservatives, color, flavor, and chemicals (Whole Foods Market,

The Marginal Productivity Theory of Distribution Term Paper

The Marginal Productivity Theory of Distribution - Term Paper Example As such, each factor of production can be paid based on what it contributes to the production of the output. This paper argues that the marginal productivity theory of distribution is valid, and, on certain highly limited assumptions, bears relevance to micro-economic problems such decisions of individual firms with regard to employment of factors of production. Marginal productivity theory of distribution presented a unified inter linkage between the pricing of commodities and the â€Å"pricing of persons† by indicating that the returns to all factors of production, are grounded in a single, marginal productivity principle. However, from the start, it was apparent that the marginal productivity theory could not stand by itself and only represented a derivative section of the theory of value. Three core properties of marginal productivity theory make this apparent: (1) the theory is essentially a theory of the demand for factors rather than their supply; (2) it adopts prices o f products as derived in the determination of demand for factors; (3) the theory cannot be applied to the determination of values within an exchange economy (Rima, 2001). ... the previous political economy with a novel science of economics or a discipline that employed rigorous methods mimicking those of the physical sciences (Fetter & Rothbard, 2007). Since its inception in the early 19th century, the marginal productivity theory of distribution (MPTD) has been cited by some economists as the solution to the ethical problem of distributive justice (as a means of determining fairness in wages, interest, profits, and rent). Other economists have rebuffed this ethical claim but have perceived the MPTD as a valid demand-side criterion, which forms the basis of determining equilibrium and efficiency (Blaug, 1996). Some of the pioneers of the theory such as John Bates and Philip Henry Wicksteed argued that a business enterprise would be prepared to remunerate a productive agent only that which it adds to the firm’s utility. Clark sought to establish that each unit of labour and capital can be settled based on the value that it adds to the total product or its marginal productivity (Wicksteed & Robbins, 1935). Clark maintained that, although, all tasks within an enterprise vary in significance the remaining work can be reassigned to ensure that all essential tasks would be undertaken; hence, no single unit of labour can be considered to be more critical than the other (Stigler, 1994). Clark’s marginal productivity theory can be considered to be a rebuttal to Marx’s assertion that competitive capitalism methodically robs workers their labour since the workers contributes more to the total product relative to the wages that they receive. According to Clark, the payment to capital can be established based on its marginal productivity, and that there cannot be a â€Å"surplus value† expropriated from the labour as Marx had claimed (Blaug, 1996).

Lab Discussion Report Example | Topics and Well Written Essays - 250 words - 2

Discussion - Lab Report Example However, the box does not move due to friction. How do the magnitudes of the forces between you and the box compare to each other? The magnitude of the force holding the box onto the surface is higher as compared to that applied to move the box. This explains the reason why the box remains on the surface and does not move. The force of friction is dependent on the total force that is pressing the two surfaces together. b. You switch to a box that has a mass that is half of your mass and try to push it across the floor, but it also does not move. How do the magnitudes of the forces between you and the box compare to each other? The magnitude of the force holding the box onto the surface is lower as compared to that applied to move the box. This implies that the resisting force (friction) is lower than the force that is applied to start motion and this causes the box to remain onto the surface without any motion towards any of the directions. For motion to occur, the two forces must have equal magnitudes. c. You are able to place the box that has a mass half of your own onto a platform with wheels and you are able to push the box across the floor. How do the magnitudes of the forces between you and the box compare to each other? The magnitude of the force holding the box onto the surface is equal to the force of friction. The wheels reduce the resisting force (friction) between the floor and the box and hence the box is able to slide across the floor. Once the two forces have equal magnitudes, the box is able to slide across the floor. 3. You apply a 2 Newton force to a 0.5 kilogram cart on a track and measure the acceleration of the cart with a motion detector. The acceleration is measured to be equal to 3.5 meters/sec2. Calculate the frictional force. In which direction compared to the applied force is it directed? Newton’s third law states that for every force that is applied, there is a resultant reaction force that is

The Emerald Forest Essay Example | Topics and Well Written Essays - 1750 words

The Emerald Forest - Essay Example This cleaning of forests angered the tribes living in the forests known as the Invisible people and The Fierce People (â€Å"The Emerald Forest†). The story gets its real essence when one-day Markhem takes his family for a tour of the forest and his son Tommy gets abducted by the Invisible people (â€Å"The Emerald Forest†). The invisible people are environmental friendly people, who are very close to nature considering it as their friend and living happily in their forest in their own community unless Markhem comes to destroy their peace and take away their home (â€Å"The Emerald Forest†). They kidnap his son because they assume that Westerners or termites as they call them are the destroyers of the world, but the child is innocent and so should not live with these murderers. Tommy is adopted by the chief of the tribe Wanadi who loves and brings him up as his son. Markhem searches a lot for Tommy but does not find him until after ten years when Tommy rescues hi m while fleeing for his life from the Fierce People (â€Å"The Emerald Forest†). Markhem asks Tommy to return to him and his world but Tommy refuses and says that now his world is this forest and his people are his tribe. Markhem even asks their chief Wanadi, who is the authority of the Invisible People to convince Tommy to return but Wanadi says that â€Å"If I tell a man to do what he does not want to do, I may no longer be the chief.† Meaning that even being the authority there he has no right to force people to do something they don’t want to do.... The chief does not give any command or order to his people, not even his son to follow, rather he understands that it is the basic right of every human being to follow his will and wish (â€Å"Proyect†). However in the modern western world, lives of humans are ruled by orders and commandments given sometimes by their parents, sometimes by teachers, later by their employees, and overall by the governments, policemen etc (â€Å"Proyect†). It was not just that there was a wide gap between the authority structures of these two societies but their entire life style, culture, norms, traditions etc all were opposite. The people of the traditional societies still use artillery, spears and arrows to fight and they walk to cover long distances (â€Å"The Emerald Forest†). The use of technology is very limited or almost nonexistent in their lives as they are closer to nature and lives together. In contrast to them, modern western society uses technology to a large extent (à ¢â‚¬Å"The Emerald Forest†). There are modern methods of fighting like machine guns and bombs, aero planes, railways cars etc to travel to far away distances in just hours, large machines are used for construction and to cut off forests. This advancement in technology has both its benefits and costs (â€Å"The Emerald Forest†). With technology comes the easiness to do things and time gets saved in travelling. As Wanadi says to Markhem â€Å"When I was a boy, the edges of the world was very far away, but it comes closer each year.† However with benefits comes the cost too. As more vehicles are produced, so have the pollution from air, land and water increased as well (â€Å"The Emerald Forest†). This pollution is destroying our respiratory system by going inside us

Ethics of Buddhism and Islam Essay Example | Topics and Well Written Essays - 750 words

Ethics of Buddhism and Islam - Essay Example Several promising signs from space were noticed after his birth; moreover, a wise man predicted that he would be triumphant. He was born in a noble family, but was not satisfied with the life he lived. He realized that not everyone lived a lavish life; therefore, he sought ways to stop human suffering. Muhammad’s birth took place in Mecca. He claimed that an angel had visited him on return from one of his trips from Mount Hira, which is where he went to meditate in private. The angel told him to spread the word of God. He was reluctant at first, but he accepted the task after the angel made occasional visits to urge Muhammad to do God’s will. His wife Khadija also encouraged him to do God’s will. Muhammad claimed he was a prophet, and that his task was to pass the message given to him by God. Muhammad urged people to do what Allah wanted them to do. Buddha, in the early days, clarified to the people that he was neither God nor a savior. He claimed that he was a m an, with no superhuman powers; he was a pathfinder. He taught people how to live in a spiritual manner, and that everything that exists goes through pain and distress. He enlightened them on the path to freedom, which was the only way of getting out of the misery brought by life and death. Individuals have to know the factors that link human actions, the causes and outcomes of the actions. He was against believing in a god because he thought the act encouraged egoism, and led to suffering. On the contrary, the Islamic religion emphasizes that humans should do what God wants them to do because he is their guide and judge. Islam emphasizes on submission to the creator; moreover, Muslims had to practice peace and unity. Muhammad Urged Muslims to love and treat each other as brothers because Islam is about brotherhood; hence, it is wrong to take another Muslims possession without permission (Fasching, DeChant and Lantigua, 2011). The lives of Buddha and Muhammad inspired their followers . Both of them lived the lives they expected from their followers. Both religions believe in eternal life. Muslims believe that humans do not sin because it is their nature; they do so because they are weak. On the contrary, everyone is answerable for their actions because they are expected to do God’s will. Those who live as expected will have eternal life in paradise and those who live sinful lives will suffer in hell. Muslims are expected to fear God, and should always repent when they sin because they will be forgiven. Islamic religion claims that God is merciful to people with honest repentance. Buddhists believe that exemplary deeds are awarded excellent results while awful deeds lead to terrible results. Buddhist religion encourages its people to be wise in their actions so that they can free themselves from bondage. Buddhists do not believe that one can live eternally without change; in addition, they do not support materialism. They believe that life is about change; individual changes in terms of behavior and people suffer because of the urge to live longer. Muslims believe that eternal life is only for those who do the will of Allah, while Buddhists believe that everlasting life is determined by the actions of an individual in their present life. Islamic religion emphasizes that humans are the most prestigious creatures in the universe. The religion also claims that some animals were created for the good of the human

The Emerald Forest Essay Example | Topics and Well Written Essays - 1750 words

The Emerald Forest - Essay Example This cleaning of forests angered the tribes living in the forests known as the Invisible people and The Fierce People (â€Å"The Emerald Forest†). The story gets its real essence when one-day Markhem takes his family for a tour of the forest and his son Tommy gets abducted by the Invisible people (â€Å"The Emerald Forest†). The invisible people are environmental friendly people, who are very close to nature considering it as their friend and living happily in their forest in their own community unless Markhem comes to destroy their peace and take away their home (â€Å"The Emerald Forest†). They kidnap his son because they assume that Westerners or termites as they call them are the destroyers of the world, but the child is innocent and so should not live with these murderers. Tommy is adopted by the chief of the tribe Wanadi who loves and brings him up as his son. Markhem searches a lot for Tommy but does not find him until after ten years when Tommy rescues hi m while fleeing for his life from the Fierce People (â€Å"The Emerald Forest†). Markhem asks Tommy to return to him and his world but Tommy refuses and says that now his world is this forest and his people are his tribe. Markhem even asks their chief Wanadi, who is the authority of the Invisible People to convince Tommy to return but Wanadi says that â€Å"If I tell a man to do what he does not want to do, I may no longer be the chief.† Meaning that even being the authority there he has no right to force people to do something they don’t want to do.... The chief does not give any command or order to his people, not even his son to follow, rather he understands that it is the basic right of every human being to follow his will and wish (â€Å"Proyect†). However in the modern western world, lives of humans are ruled by orders and commandments given sometimes by their parents, sometimes by teachers, later by their employees, and overall by the governments, policemen etc (â€Å"Proyect†). It was not just that there was a wide gap between the authority structures of these two societies but their entire life style, culture, norms, traditions etc all were opposite. The people of the traditional societies still use artillery, spears and arrows to fight and they walk to cover long distances (â€Å"The Emerald Forest†). The use of technology is very limited or almost nonexistent in their lives as they are closer to nature and lives together. In contrast to them, modern western society uses technology to a large extent (à ¢â‚¬Å"The Emerald Forest†). There are modern methods of fighting like machine guns and bombs, aero planes, railways cars etc to travel to far away distances in just hours, large machines are used for construction and to cut off forests. This advancement in technology has both its benefits and costs (â€Å"The Emerald Forest†). With technology comes the easiness to do things and time gets saved in travelling. As Wanadi says to Markhem â€Å"When I was a boy, the edges of the world was very far away, but it comes closer each year.† However with benefits comes the cost too. As more vehicles are produced, so have the pollution from air, land and water increased as well (â€Å"The Emerald Forest†). This pollution is destroying our respiratory system by going inside us

Critically review the case law concerning the ascertainment of Essay

Critically review the case law concerning the ascertainment of employee status and consider whether the current tests are fit fo - Essay Example Moreover, employees usually are taxed within a diverse tax regime; under the PAYE, while the self-employed usually pay their taxes at the end of each tax year. This is due to the fact that self employed work generally falls under a contract for services while the employed work under a contract of services1. Nonetheless, there is a certain amount of ambiguity linked to the legal formula by which workers are categorized. In this view, the effectiveness of the law may be questioned. Furthermore, some perceive that the current classifications have grown to become too rigid to deal efficiently with the advancement of non-standard employment forums. Such queries have proved to be the subject of many policy-oriented and legal analyses for the last two decades. Many studies have looked into employers’ reasons as to why the employed flexible forms of work. This paper offers a critical review of the given law as it relates to the means by which employee status and a consideration as to whether the current tests are suitable for purpose. The ‘worker’ concept One way for augmenting the number of people covered by employment law includes the use of the wider definition of worker and not employee as the basis for determining protective legislation2. This would include even people who do not have employment contracts but still contract to offer their own individual services to their employers. To some extent, they are economically dependent on the business of their employer. In some way, this broader definition is useful for fair treatment legislation and that which touches on the payment of wages. Recently, the legislation was approved by the National Minimum Wage Act 1998 as well as under regulations that implement the Working Time Directive3. Nonetheless, most of its aspects with regards to its use have remained unclear. There appears to be extremely few decisions about the distinction between a self employed worker and an employee. For this reason, it is hard to comprehend how many people would be affected by extending employment protection rights to those under the definition ‘workers’ and not ‘employees’. Employment status The hardship linked with defining workers, employees, and the self-employed, as well as the issues of giving status to individuals in non-standard work, have added several practical implications to the execution of the law in practice. Ambiguities that surround the distinction between the self-employed and employees should mean that there are many of those who enjoy employment rights without their knowledge. On the other hand, those who may thing they fall under employee category, and therefore enjoy employment rights, may turn out otherwise on close legal scrutiny. This uncertainty may mean that some employers may leave out their obligations4. The Law Governing the Classification of Employment Relationships The decisive factor by which legal classification are decided on are not put down in legislation, however, they have been hugely developed through what is known as Case Law. In particular, four tests are relied on: ‘Integration’, ‘Control’, ‘mutuality of obligation’, and ‘business reality’. Behind such states are a known determinant that includes the means of payment, the stability and the overall length of the employment relationship, as well as the degree of coverage of

Principles of the early years framework Essay Example for Free

Principles of the early years framework Essay Essay about the purposes and principles of the early years framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are : * Staying safe* Being healthy * Enjoying and achieving * Making a positive contribution * Achieving economic well- being In 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a child’s healthy development these areas are: * Communication and language development* Physical and personal development * Social and emotional development The statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting children’s welfare, suitable people i. e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006. Practice guidance for the early year’s foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support children’s learning and development and welfare. Also you can get guidance for children’s development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development * Every child is different they are all individual in their own right and all children varied needs. Meeting every child’s needs can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment. Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners. * Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking. * Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children can’t in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: Community support and parental involvement. Administrative policies and organisational features. Teachers as learners. The role of the environment. Long-term projects as vehicles for learning. The hundred languages of children. * The highScope approach encourages children to make their own choice of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan – do – review cycle of planning its key features are Active learning Personal initiative Consistency Genuine relationships Building a strong partnership with parents Appropriate curriculum.

Intention of Life Interest

Intention of Life Interest 1. (a) The life interest of Parwinder which on the surface appears to be a vested, immediate and limited interest is coupled with a remainder interest for their daughters. In this instance, there is a problem with certainty of intention. Although technical words are not necessary,[1] problems arise when precatory words such as ‘in full confidence’ and ‘will respect’ are used in this provision. The wording of this provision is very similar to the wording of another provision featuring in Comiskey[2] which stated â€Å"in full confidence that †¦ at her death she will devise it†¦Ã¢â‚¬  between nieces as â€Å"she might see fit.† Therefore, following this judgment it is likely that the courts would construe from her words an intention to leave her estate to her husband with a gift over of the remaining property to be shared between her daughters according to his will and otherwise equally. However, if the court decides that intention cannot be derived from this provision, Parwinder will take the property beneficially and there is a resulting trust.[3] In this instance Parwinder will be appointed trustee of the estate thus, he can be compelled to carry out the trust. Should Parwinder become unable to allocate shares to his daughters the court will operate as trustee and distribute the estate if all certainties are found to be valid. If Parwinder is held to be a trustee, he must carry out the distribution of the estate as a trust is obligatory. Therefore, he must make a provision in his will allocating the distribution of the estate or else he must create an express trust making sure he includes valid certainties and follows the beneficiary principle inter vivos. This provision may also constitute a trust in conjunction with a power of appointment. According to Hanbury Martin, when a husband gives his estate to his â€Å"widow for her life, and after her death to their children† but allows the wife to decide the shares for each child it is a valid power to â€Å"appoint using her absolute discretion with a gift in default of equal shares â€Å"[4] Therefore, a special power exists whereby Parwinder must distribute the estate to a specified group of appointees[5] however, he is under no obligation to carry out his duty or even consider it as an obligation.[6] (b) Firstly, this provision may fail for lack of certainty of subject matter in that the size of each beneficial interest is not expressly declared.[7] However, the court may determine that the settlor has provided an effective method of determining the size of the gift therefore; the court will apply its assumption in order to prevent the gift from failing.[8] Should the courts be unable to determine any certainty of size of the beneficial interest the provision will become a resulting trust for the settlor’s estate. Assuming the share size may be determined by some means, it would appear that  £200,000 has been made over into a trust held by the trustees of the estate. However, the obligation to distribute the money to the first 100 applicants must be clarified as a discretionary trust or a power of appointment. According to Hanbury Martin it appears that the trustees who hold a trust for the benefit of â€Å"such members of a class of beneficiaries as the trustees shall in their absolute discretion select†[9], are in fact the trustees of a discretionary trust. The first requirement would then be to ascertain if there is certainty of objects using the test encouraged by the House of Lords, the Given Postulant Test.[10] The test requires the trustees to ask â€Å"Can it be said with certainty that any given individual is or is not a member of the class?†[11] Using this test it is valid to say that any postulant who has written in response to the advertisement in the Oxford Gazette and who have made a moral claim for a share will have to be considered a member of the class of beneficiaries. A slight problem arises if in response to the advertisement the following day 100+ letters are received making it impossible for the trustees to determine who the first 100 beneficiaries are as is clearly requested in the provision. This would result in administrative unworkability and the trust would become void and revert back to the settlor’s estate. (c) The wording of the provision would be construed to impose a fiduciary duty on the trustees and thus, produce an express trust. This is due to all certainties being very explicit and straightforward. Although Charles is in a coma and unlikely to recover, the trustees are still bound under the terms of the trust to distribute property to Charles according to the declaration of trust. Overall, the trustees are under a general duty to act even-handedly and â€Å"maintain equality between the beneficiaries†[12] especially in the context of successive interests. The trustees still maintain the legal title of the cars and Charles and the Oxford Motor Museum enjoy merely an equitable and beneficial interest. Therefore, it is possible for the Trustees to maintain the legal title to the cars and give the entire collection of cars to the Museum on trust as they will not automatically acquire the legal title to the cars. Should Charles die his equitable interest in one of the cars will succeed him and become part of his estate, however, if he were to recover he would still have an equitable interest in one of the cars which he could then take advantage of. Once he or a beneficiary of his estate has chosen a car the legal title of the car will be transferred to them through the appropriate procedure and the trustee’s duty to Charles will be fulfilled and the trust will end. The trustees will then hold the remaining cars on trust for the Museum. The final option available to the trustees is to make an application to the Court for Directions. As Charles is still living, he has an earnest claim on one of the vintage cars; therefore, if the trustees apply to the Court for direction and follow any subsequent directions of the court they will be protected.[13] This process has come into effect to allow difficulties in administration of the trust to be heard by the Court and alleviate the â€Å"risk of making decisions upon a false premise.†[14] 2. One of the main problems in the current law surrounding interests in the family home is in regards to the sometimes archaic nature of the law in respect to the more level field that man and woman now work and support themselves through their careers. Pettitt vPettitt[15] made clear that a women housework, childcare and contributions towards expenses do not equate to contribution towards the purchase price therefore, unless the wife demands the house to be conveyed to the spouses jointly, she may find she has no interest in the house upon dissolution of her marriage, however, the right to invoke discretionary powers of the court to distribute the property is still an option she has upon divorce. The main problem with the current law today is the lack of statutory power a court has when dealing with cohabiting couples who share a family home. Couples may often live together for years and have children and mutually contribute to the house via renovation, expenses and upkeep, however, often times the house is registered to one of the individuals only. However, a non-legal co-owner may have an equitable interest resulting in a constructive trust even where a direct financial contribution has not been made.[16] A constructive trust is another solution to this problem whereby the courts will consider contributions made to the mortgage payment by each party, refurbishment the house as this contributed to the maintenance and essential upkeep. This remedy comes into effect if one party has â€Å"acted to his detriment† in reliance on the assurance that he held a beneficial interest.[17] Lastly, and in most cases preferable is the remedy of proprietary estoppel or when the Courts â€Å"protect the expectations of the non-owner and may award the non-owner as much as a full ownership interest in the land if justice demands†[18]. The essential elements of proprietary estoppel exist where the legal owner of the property has encouraged a third party to believe that he has or will in the future obtain rights in respect of the property and the third party has acted in reliance of this assurance to his detriment.[19] This is the most just remedy available as it will consider mere oral declarations such as â€Å"the house is as much yours as mine† or â€Å"we share everything 50-50† as an assurance and the non-legal owner is likely to be granted an equitable interest in the property upon dissolution of the family home based on the amount of contribution made over the years of communal living. BIBLIOGRAPHY PEARCE, R AND STEVENS, J. (2002) The Law of Trusts and Equitable Obligations 3rd Edition London: LexisNexis Butterworth’s Tolley. PENNER, J.E. (2001) Mozley and Whitley’s Law Dictionary 12th Edition London: Butterworths. MARTIN, J.E. (2001) Hanbury Martin Modern Equity 16th Edition London: Sweet Maxwell Ltd. Footnotes [1] Paul v Constance [1977] 1 W.L.R. 527 [2] Comiskey v Bowring-Hanbury [1905] A.C. 84 [3] Watson v. Holland [1985] 1 All E.R. 290. [4] Martin (2001) page 173. [5] Re Gestetner [1953] Ch. 672. [6] Martin (2001) page 174 [7] Boyce v Boyce (1849) 16 Sim 476. [8] Re Golay [1965] 1 W.L.R. 969 [9] Martin (2001) page 175. [10] Re Gulbenkien’s Settlements [1970] AC 508 [11] Ibid per Lord Wilberforce [1971] AC 424 at pages 454-6. [12] Martin (2001) page 553. [13] Re Londonderry’s Settlement [1965] Ch. 918. [14] Martin (2001) page 550. [15] [1970] AC 777. [16] Lloyds Bank v Rossett [1991] 1 AC 107. [17] Ibid at page 536. [18] Penner (2001), page 281. [19] Gillies v Keogh [1989] 2 NZLR 327 at page 346 per Richardson J.

Arrowsmith Essay -- essays research papers

Arrowsmith is a classic American novel written by Sinclair Lewis. Lewis wrote this book in the early 1900’s as a current outlook on the world of science in that time. The main theme it focuses on is commercialism and its effect on science. During this time period there were many advances in the field of medicine; everyone was racing to find the cure to deadly diseases and then patent it and profit off it. Helping humanity was more of a business than a service to the human race as doctors and institutes became more and more capitalistic. Like a business trying to maximize its profit, many doctors and scientists cut corners and guessed at many things so they could get their products or methods on the market as fast as possible. However, there were a few scientists who stayed strictly devoted to their science, not letting money, glory, and success corrupt them. Scientists such as this despised commercialism and held contempt against the other doctors and scientists who fell into that system of capitalism. The book follows the life of Martin Arrowsmith, a scientist who is torn between pure science and commercialism. He wants to be a true scientist but he is pushed into commercialism by everyone he meets, except for a select few. Among the few is Max Gottlieb, who is Martin’s model for everything a true scientist should be. Gottlieb is a bacteriologist who is completely against the capitalist values of commercial doctors and scientists; he devotes himself religiously to his science, and he believes in being completely thorough and not guessing or accepting things without completely understanding them. Terry Wickett, a disciple of Gottlieb’s, holds all the same values and attitudes as Gottlieb toward capitalism and commercialism. He helps Martin break away from commercialism, and become a true scientist. Another person who greatly helps Martin in his life is his first wife, Leora Tozer, who stands by and supports Martin no matter what. She devotes herself to Martin as much as Gottlieb devotes himself to his science. She supports him in whatever decision he decides to make, she helps and comforts him in his times of need, and she remains completely loyal to him at all times, even when he is not completely loyal to her. The story starts with Martin Arrowsmith as a medical student at Winnemac University, where he was first introduced to commercial science and pure s... ...from the Plague. What is ironic about this is that this pure science tends to benefit humanity more than commercialism science in the long run. The notion that one significant improvement over a long period of time is better than a series of failures and half-successes is drowned out by the propaganda of commercialism. Pure science produces methods and medicines that are certain. They have been thoroughly tested and proved to be successful, as opposed to the medicines produced by commercial scientists. While they produce more, they are not certain as to what effect they will have. They hope that if their product works in one situation, it will work in every situation. However, commercial science does have positive points as pure science has negative points. While pure science is more certain it is also much more long term. Commercial science gives immediate care and help, despite how much it may actually help. Pure science is presented as something that looks toward and works for the future, while commercial science deals with what is happening at the moment, but commercialism hinders pure science so much that, in effect, it may be bringing about the destruction of its own future.

Philosophical Perspectives on Music Education Essay

Music is one subject that is very rarely given attention in the academe. The most controversial issue that is attached to this is whether or not music should be taught in schools, or why music should be taught, for that matter. Contrary to what most people believe, music education is an imperative part of student growth (Davidson, 1932). This issue has resulted to the perceived need to change public opinion. Several â€Å"music advocacies† which come in many forms were established, seeking to change this mindset that people have about music education. Most music advocacies are based on legitimate findings and scientific arguments, although many others rely on unconvincing and rather controversial data. It should be noted that students should be exposed to music so that they are able to communicate and understand their own feelings (Zbikowski, 2002). Arts, whether it be visual or audio allows us to have an insight to our emotional self and cultivates the growth of intrapersonal and interpersonal intelligence. In colleges, music education is usually one of the densest subjects. Although some schools and organizations encourage incorporation of arts in classes, such as music with other subjects such as Math, Science, or English, people still fail to see the importance of arts in the academics (Zbikowski, 2002). For many people, academic subjects should go beyond what is best for the students to learn. It should also incorporate things that will help students cultivate the need to learn. Music has taken the biggest cut on the academe—it has not been given importance as it should be. In this paper, the philosophical perspectives of three authors will explain why music is among the most important subjects that should be taught in schools and why there is a need to do so. Charles Fowler Charles Fowler believes that through artistic representations such as music, people are able to share, at some point, a common humanity. In the same manner, life would be meaningless without shared expressions which make people understand one another. He also very firmly believes that Science is not the only conveyor of what we may consider true. Science may be able to explain how flowers bloom or how humans are conceived, but it fails to convey its emotive meaning and impact, as the Arts does. He emphasizes that both are important, and that both should be given importance (Fowler, 1996). He considers Arts such as music as an act of intelligence and should be treated no less compared to other subjects as it is a form of thought that is every bit as important as science and mathematics when it comes to what these subjects convey. Inasmuch as the pyramids of Egypt, the Statue of Liberty, and the Hanging Garden of Babylon can be mathematically or scientifically explained as to how they were built, a musical piece can also show people many other evenly important aspects of its existence. Arts allow us to create our own representation to concepts, ideas and feelings as perceived by people. In the same manner, music was created for us to be able to react to the world in the form of music, to record our impressions and to analyze things and share them with other people. Like science and mathematics, music needs to be studied before being fully understood (Fowler, 1996). Because today’s schools are understood to be concerned as they should be to teaching literacy, it should be noted that literacy also includes understanding of music. This is because music allows us to fully express, represent, and communicate the full scale of human life, which is a pre-requisite to understanding the real essence of language, mathematics, science, economics, philosophy, and the list could go on and on. If one is asked, â€Å"What constitutes a good education? † one is expected to hear an answer which would mention about a full knowledge about Sciences and Math. True enough, this is very critical in a person’s life if he aims to have a place in the work force. Very few would also argue with that. However, this idea should not and never make us overlook how important music is and what it can do for the mind and spirit of people (Fowler, 1996). Fowler believes that school administrators, teachers, professors and educators should be reminded that one obligation that a school has for their students is to inspire them, in whatever way, and ignite their minds for them to be better individuals. Music often ignites that goal and serves as the fuel. It is one way to apply one’s imaginations, thoughts and feelings. In relation to the reform movement of America which focuses on improving the quality of education by inspiring them, introducing self discipline, discovering the joys of learning, the uniqueness of one’s being, the possibilities and wonders of life and the achievement and satisfaction, Fowler believes that arts can be used to attain these goals (Henry, 1958). He also emphasizes that the world does not need better and more arts education simply because the world needs more artists. He believes that there are far better reasons for schools to provide a healthy and in-depth education in Arts. Quite simply, this is one way people communicate with each other, although not generally verbally, but emotionally. Music is the language of the world which helps people express fear, anger, anxiety, curiosity, hunger, hopes, dreams and so on. Music is the universal language by which the world is able to express itself to its constituents; the world speaks through music. Music is not just important—Fowler believes that it is a center force of human existence. Arts in school should never be isolated from any other subjects in the academe. It should be included in the framework of general education and should be part of the curriculum of all American schools, or all schools in the world for that matter. Arts should at all times be related to general education because it is essential in establishing a strong curriculum. Every person should then be given the opportunity to learn as much as they can about arts (Fowler, 1996). Charles Leonhard  Leonhard believes that although it is an easy task for educators to make their students love music, they should still consider finding ways to make music education more effective and enjoyable. He discussed that there is a raising concern for higher standards of music education. For instance, students nowadays are more informed about music, which is why educators should also adapt to this by teaching higher standards of musical literature and musical performances, and using better musical instruments that will best fit the taste of students and will thus inspire them to learn more about music. By doing so, he stresses out that school administrators all over the world will be inspired to make music education as an equal part of the general education (Elliot, 1995). He was also concerned about music being part of everyone’s lives. As the motto of music educators has for years been â€Å"Music for every child and every child for music†, this applies that every child and youth should be taught to love music, regardless the degree of understanding or talent in music they have. Just as this is important, he also believes that the music teaching should be on the same footing to that of the regular academic subjects and should be made functional, instead of treating it like a fad. Leonhard feels that now is the time to firmly establish music in the school curriculum, to gain increased acceptance of the idea that music should be an essential part of general education for everyone. Achievement of this ambition requires an expanded range of communication between music educators and all other educators, plus the interested public. It is only by a wider sharing of ideas that changes can occur. To achieve this, a very sensible approach has been used. This approach is placing ideas about the values of music education in a broader context of ideas about education in general and of building relationships between the intellectual resources of music educators. This is surely advisable, even necessary. Nevertheless there are difficulties in this kind of operation. Estelle Jorgensen Estelle Jorgensen contested many philosophers who treated music as a â€Å"difficulty†, and who considered music not to be part of the general education. Jorgensen sees the importance of having people be aware of the need to understand, appreciate and use music for one to apply it in his or her everyday life. The arts then have a potential contribution to the general education, as it has in general life. While school subjects often included music, arts were not always present. She believes that most people fail to see the importance of arts in the reality of life, and what difference it does to the world. For instance, love in itself is art; the human body is an art; everything around us is an art, yet many fails to understand and realize this fact. In American schools where there is willingness on the part of the authorities to accord a reasonable amount of time to music, she believes that work in appreciation is sometimes undertaken. But to accomplish anything systematic and lasting, teachers would have to be content to attack the problem in a less spectacular manner than commonly maintains in our schools. In view of the experience which precedes this work, the study of music appreciation in the high school should begin at the beginning and be satisfied to cover comparatively little ground. There are, moreover, three requisites without which any course of this kind would be practically worthless. First, the teacher must be a reasonably well-educated musician, possessing knowledge of the subject far more extensive than that required by his immediate work, and an acquaintance with other branches of education such as would enable him to draw parallels between music and other fields of learning. He should have, too, a highly cultivated taste, and a faith in the capacity of youth to perceive and enjoy beauty without the aid of sugar-coated musical palliatives or sensational devices which are calculated to enhance interest, but which, in reality, distract attention from the music itself. And last, the illustrations should offer as nearly as possible a true presentation of the work under discussion. She believes that music should be thought in an ideal way for it to be appreciated (Rogers, 1998). Conclusion Like other subjects in the curriculum of American schools, the arts provide an opportunity for children to realize certain talents and potentials. Particularly in their creative modes, the arts ask students to reach inside themselves to explore their own fascinations and perceptions and to give them suitable and precise representation. In the process of translating their inner discernments and revelations into a symbolic form, children discover and develop their capabilities and uncover some of their human possibilities. Because they are so personal in what they require of each would-be artist, the arts can disclose important insights and impart crucial–and practical-habits of thought that are generally not taught as well through other subjects (Swanwick, 1996). Among the three philosophers, Charles Fowler had much to say about Arts being an essential part of a school’s curriculum. It is precisely because the creative act flows from the inside out rather than the outside in that it helps youngsters discover their own resources, develop their own attributes, and realize their own personal potential. Education generally does not do this. That is, usually students are told, â€Å"Here is the way the world is,† rather than asked, â€Å"What do you think the world is or might be? † Through the process of refining their own personal visions, students discover and develop their own intellectual resources. Because the arts ask students to determine their own abilities, they are self motivating. They propel and stimulate, fascinate and captivate because they engage students personally with their true inner selves, not some concept of self imposed from outside. All human beings want to know what they can do. By having to draw on their own ideas, students discover and explore their own cognitive capacities (Swanwick, 1988). All three authors, Fowler, Leonhard and Jorgensen had similar views on music education. The three agreed that music should be treated as a vital part of student education. Just who is responsible for educating the next generation in the arts –the schools, other agencies, or a combination of both? Each community is responsible for providing opportunities to its youth to ensure that they will be adequately educated in the arts. How those responsibilities are carried out differs from one community to the next. In those communities with few cultural resources, the schools must assume the primary responsibility. In urban and suburban communities that have access to museums, arts centers, and living artists of all kinds, the responsibility can and should be shared between the schools and the community.

An Analysis of Mel Lazarus’ Angry Fathers

Mel Lazarus, writer of Angry Fathers, showed by describing his relationship between him and his father, as he recalled an incident that happened when he was 9 years old, back in 1938, when corporal punishment was most used to correct bad behavior, â€Å"They’ll live, don’t worry â€Å", was the common idea, that event marked his relationship and trust with his father for life. Lazarus’ family stayed at a boarding house in Catskills for the summer during school vacations, and he and two buddies were hanging out one August afternoon, bored. So what they decided to do was engage in a little remodeling, as the owner of the place was furious, the three mothers basically decided to let their husbands discipline the boys. The bingo players felt a strong lust for vengeance; they wanted to see some beatings. As Lazarus tells it, his friends' fathers came home first, one at a time. The first dad, took off his belt and began whipping his son, the second father came home and when he learned what happened, began thrashing his boy, slamming him to the ground and kicking him. Lazarus was now terrified; his father had never raised his hand in violence, but after seeing this, the young boy was truly afraid that he'd crossed the line. His father came home; the owner explained what had happened. Lazarus's dad stared at his son for a moment. Then he suddenly left. He got back into his car and drove off. He returned an hour later with a stack of Sheetrock boards tied to the top of his car. He took the sheetrock into the remains of the casino, and then took a hammer he'd bought at the hardware store out of the front seat, and went to work. He said not a word to anyone; he just rebuilt the casino, taking most of the night to do it. Lazarus was still worried about retribution in the morning, but none came. The father never mentioned the incident and the weekend went perfectly fine. Lazarus says that, while he knew his father was angry, the father also believed that beating one's child is criminal, that children â€Å"always remembered the pain but often forgot the reason. † The father also understood that a child learns nothing by humiliation – he was not going to â€Å"play into a conspiracy of revenge and spectacle† by publicly flogging his own son. That was not his way, Although many years has passed since then, corporal punishment still being used sometimes with hard consequences, often we notice on television real cases of parents going too far, they are different ways that corporal punish is used, the most popular is within the family, typically children punished by parents or guardians; within the schools when students are punished by teachers or administrators’ or as part of a criminal sentence ordered by a court of law. Corporal punishment of minors within domestic settings is lawful in all 50 states and widely approved by parents. â€Å"They’ll live, don’t worry â€Å", Stanishly the consequences of corporal punishment are vivid, a 14% of all men in prison in the USA were abuse as children, 36% of all women in prison were abused as children and of course children who experience child abuse are 59% more likely to be arrested as a juvenile, and 28% more likely to be arrested as an adult. On the other hand we were very fortunate that my parents had the same level of understanding when it came to punishing us, (we were five kids growing up together), I called my sisters Nora and Veronica, to asked them if they recalled my parents ever punishing us that way, but they told me as I remembered, our parents used discipline on a different way, even then, almost 30 years ago, they lead us the way by using the scriptures,(Jehovah Witnesses), always talking to us, showing up â€Å"The bible’s way† and when, there was something very bad they showed us how to work, replace, put together, apologize, return anything that we just may had broken or misplaced. The golden rule, according to my parents must live in my mind and heart â€Å"Do unto others as you would have them do unto you†, somehow it work for all of us, finally Angry Fathers, show us just how important is that parents understand their children and find other ways to make sure their children are safe and trust in them. It’s a good example for all of us to see the father's refusal to get into a psychodrama are the fact that he also solves the problem of the destroyed casino. The other fathers, likely just as capable of putting up Sheetrock as Mr. Lazarus was. And Mr. Lazarus obviously understood that hitting his son was not going to fix the casino. And that the sound of the hammer banging on sheetrock not only allowed him to get out some aggression, but also served as a stern reminder to the young boy about what he did to the building, and how that lesson lasted a life time.