Repression Of Nannys Death In Their Eyes Were Watching God Essa

Repression of Nannys Death in Their Eyes Were Watching God L.R.G. Why did Zora Neale Hurston choose to move away from the subject of Nannys death so quickly in Their Eyes Were Watching God? For one, she did it to refrain from revealing any weaknesses in Janies character. The book as a whole seems to empower women, especially Janie, the main character. Portraying Janie in mourning, weeping, or being depressed over her grandmothers death would surely not embody this powerful, independent version of a woman. Instead, it would show that she is weak and emotional in troubled times and this would make her the stereotypical woman. Hurston was not trying to portray a stereotypical woman in her novel. Instead she was trying to show that women could be just as strong and able as men. Hurstons hasty treatment of Nannys death leaves the reader with a feeling of disdain towards Janie. Didnt Janie love her grandmother? Why didnt she mourn her death? This is a situation that arises from misinterpreting Hurstons intentions. Hurston was not trying to make Janie out to be cold-hearted, even if that is the feeling we get from reading. I think instead what shes really trying to do is deny the accusation that women are always overly emotional. I also think Hurston went too far in this novel by failing to allow Janie to grieve the death of the only family she knew. I understand what she was trying to do, but I think it could have been done just as effectively without making Janie out to be uncaring. Instead of avoiding the situation altogether, she should have portrayed Janie paying respect to her grandmothers life, dealing with the loss gracefully, and moving on. Simply ignoring the situation seems to cause a discrepancy in most peoples perception of how a death in the family is handled. Hurston could have laid out a scene of Janie praying at her grandmothers grave or giving a speech at her funeral about how great of a person she was. She could have, in some way, portrayed that Janie was at peace with the fact that her grandmother had passed away because she was confident that she was in heaven. None of these situations would have taken away from the fact that Janie was a strong, independent woman. Personally, I think they would have enforced it.

Peer Buddy Program

Peer Buddy Program Secondary schools that have adopted inclusion programs have enhanced performances and interactions of student with disabilities and those without disabilities.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More These schools adjust themselves according to Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) program in order to enhance learning, socialization, and friendship among all students irrespective of disabilities. Thus, the study shows how peer buddy programs serve purposes of enhancing inclusion (Hess and Chester, 2007). Authors like Carolyn Hughes and Erik Carter are outstanding in the field of peer buddy programs. They note that implementation of peer buddy programs step-by-step always gives successful results. Consequently, they identify several reasons and purposes why peer buddy program is important in promoting educational achievem ents among learners with disabilities and those without disabilities (Hughes and Carter, 2008). Well implemented peer buddy programs increase learners’ interests in learning and at the same time establish the role of each participating individuals in inclusion programs. The success of peer buddy program depends on educators, parents, counselors and students. Similarly, program implementations must also create inclusion by identifying unique students’ needs, strengths, weaknesses and common interests. This research paper seeks to establish the purpose, importance, and rationale of the study of peer buddy program on students with disabilities in high school, in both social and academic grounds. The paper will explore how provisions of suitable inclusion programs enhance academic, support, and promote socialization in the school environment. This is only possible through assessing and expanding peer buddy program, and including feedback of all participants. The proven str ategies of peer buddy program should change high schools into supporting and compassionate environment where all learners support one another. However, some studies show that some sections of educators are reluctant to make changes to their current teaching approaches in response to IDEA and NCLB programs.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their methods still tend to exclude students with severe cases of learning disabilities (Cowne, 1998). At the same time, some teachers show relaxed approaches to inclusion programs because they do not have experience in such programs. This necessitates the purpose for this research paper. Importance of study This study seeks to find out the importance of peer buddy program in enhancing social and academic achievements of students in high school. Peer buddy programs for students with disabilities in the learning environment have been sources of fundamental concerns for educators and society at large. Consequently, inclusion issues have attracted both legislative and political supports. In every society, there are segments that are fighting to access equality of opportunity and social justice in the national educational systems. Therefore, the study is important in addressing the needs of learners with disabilities in high schools using peer buddy programs. Studies by Troyna and Hatcher established that education systems are necessary in perpetuating or lessening limitations associated with education for marginalized learners (Troyna and Hatcher, 1992). These findings led scholars like Slee, Vlachou, and Pijl critically analyze importance of special education on students with disabilities (Pijl, 1997). On the other hand, Tomlison has concentrated on the impacts of educational underperformance and disadvantages on individuals. In addition, society has placed education at the center of security, employment and opp ortunity (Tomlinson, 2000). Social justice systems have recognized the fact that individual’s characteristics and available resources are not the only factors controlling opportunities in education, and chances in life. Some factors like living conditions, family members and community influence life chances and educational opportunities. In all these, the key to success is social capital. Social capital entails ways of getting networks, trusts and norms that enhance cooperation and coordination for a mutual benefit (Putnamm, 1993). Therefore, a healthy society must rely on its social capital in order to make life possible for its members.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More The current political situations favor the principle of inclusion and education for an inclusive society. Despite these favors, the failure by many education systems to support inclu sive learning programs is noticeable. Therefore, the aim has been to develop education systems and programs that will enhance the potential of every learner in society, and recognize and appreciate their differences. Chances are that learners who lack access to inclusive and mainstream education will not have all rounded experience. The problem is that people who invented past curriculums never meant schooling to accommodate every child. The disadvantaged learners are students with special educational needs. However, the current education systems tend to accommodate such learners through various programs like peer buddy program. Thus, the importance of the study is to identify how peer buddy programs promote equal learning for learners with disabilities in high school through distribution of social capital. Like any other social program, peer buddy program has also experienced some challenges. The main challenge lies in creating a sustainable social capital and social well-being in a fragmented and struggling school system. However, we must realize that peer buddy program is important when all participants get in an interactive mainstream school environment. For instance, scholars make references to the success of Metropolitan Nashville Peer Buddy Program. Despite these benefits and importance, educators rarely use such achievements to inclusion programs because of their invisibility. Educators must be aware of the contributions students with disabilities make to a school community. This is a problem because not many researchers have concentrated on peer buddy programs. In addition, available information concentrates on the needs of students with disability instead of focusing on the value students with disabilities add to education in a school environment. According to Young, the programs of inclusions have not gone unopposed. Most scholars note that people identify students with disabilities in terms of the relatively low share of social goods they have (You ng, 1990). Educators use various educational programs to reduce noticeable disadvantages in learners with special needs. The challenge is that all these programs rarely contain inputs of those most affected.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the programs become undemocratic because the procedures and processes of distributing social goods are not favorable to some of the stakeholders. These procedures and processes show the values and interests of people who are in charge of the education system (Smith, 1986). The participatory approach works well in peer buddy programs. This is because the model advocates for the inputs of all participants. Policymakers use this approach in distribution of the predetermined public goods, status, and inputs of the participants. Participants identify social goods, policies, needs, and practices, which they negotiate and investigate using democratic and justice principles as the ideal approaches. Stenhouse also expresses his concern for the principle of difference because of a balance between an approach that gives all learners equal chances to access cultural goods, and a curriculum developed for the purpose of productive use (Stenhouse, 1975). Stenhouse indicates that student s with natural abilities and suited for the curriculum will gain more than other students. However, the participatory and peer buddy program will benefit all learners in long-term irrespective of disabilities (O’Donoghue and Chalmers, 2000). According to Elliot, accesses to programs like peer buddy enable students to acquire self-esteem in a learning community. This serves the importance of enhancing primary goods of promoting students’ achievements and social status (Elliott, 1991). However, achievements in education also depend on practices and policies of education. Educators have realized that it is only through carrying out comprehensive reforms to the existing educational, and institutional control that primary aims of peer buddy programs can achieve its missions. Past studies on the importance of peer buddy programs focused on education as a whole and ignored individual contributions. These approaches made teachers, learners and other educators irrelevant in the feedback but were only subjects of influence by forces in society. In conclusion, scholars like Bogdan and Biklin noted that any educational achievements knowledge learners got through such means were not helpful but misleading. This is because the approaches did not include the moral dimension of education according to inclusion and justice in education (Bogdan and Biklin, 1982). Rationale of study There are changes taking place in the education system. These changes show that peer buddy programs in education enable schools to accept and retain students with various disabilities. Therefore, this study highlights reasons why studying peer buddy program is necessary among educators. These were the students the education system initially segregated, or were in special schools. There are ways that schools can increase and participate in the provision of inclusion through curriculum support and development of socially representative students’ fellowship. This is the rationale be hind of the peer buddy program study. The issue of how best to give students with superior learning abilities and those who have disabilities is a matter of concern among the educators. Researchers like Oliver argue that mainstreaming does not help gifted learners. Oliver states that gifted students do not suffer from stigmatization and separation, which students with disabilities experience. He insists that separation works better for gifted students. This is because the program provides small class size, and wise use of time and resources than in regular class. In addition, Oliver insists that placement of gifted students in regular class limits their potential and creative abilities. He concludes that mainstreaming and inclusion programs like peer buddy in schools contribute to a diminution of potential in gifted learners. Oliver proposes a system whereby students’ placement should permit and encourage special classes and schools for gifted learners and those with disabili ties (Oliver, 1996). Most professional changes in education systems or structures aim at inclusive practices. Occasionally, these changes begin with an individual through enhancing self-awareness, self-evaluation and changing attitude towards inclusion programs like peer buddy. However, educators only implement those practices they believe promote inclusion. The professional approach to peer buddy program should encourage openness in discussions among participants. It is also necessary for educators to learn how to avoid hasty judgments in introducing new practices (Osgood, 2005). Educators use their own different approaches in peer buddy programs because there are no standard structures of rationality for general inclusion programs. However, there are criteria for making a judgment about peer buddy programs. Educators can only develop such criteria by dialogues among various participants. These discussions and dialogues are mandatory for any in peer buddy program. Educators must mo nitor goals and quality of a peer buddy program as an inclusive approach to learning through the use of problems and feedback. The education system remains the only alternative to solving social challenges in a school environment democratically. Participants can address issues of moral concerns in quality, equality and inclusion. Therefore, the aim of education is to provide a way so that people can comprehend educational equality and equal opportunity as social goods of the education system (Ainscow, 1999). Educators should determine the quality of education with no exceptions of equality. Consequently, educators must note that any peer buddy program must apply reputable educational practices. Researchers have noted that poor educational practices enhance negative practices among participants, to the extent of socially marginalizing learners within and beyond a school environment. Educators believe that equity in education is a matter of physical and human resource. Therefore, they may change peer buddy program into a resource of risk management whereby extents of the learners’ disabilities determine the limits of resource allocation in order to maintain equilibrium in a school environment (Slee, 1996). Slee argues that resources should support the development in school to enhance positive cultures through curriculum, teaching methodologies and extracurricular involvements. Conversely, she argues that the use of resources to enhance peer buddy program and mainstreaming should be challenged. According to Slee, a mere mainstreaming may conceal the underlying issues in peer buddy program, in a school environment. Students’ differences and diversity in a learning environment increase and strengthen the scope of educational culture. Therefore, a change in access to teacher and professional training for the creation of a professional diversity needs to occur in parallel with the increasing student peer buddy program so as to provide role models for di verse and different pupils. Peer buddy programs have situations which are complex in nature and require reconstruction of educational institutions. Therefore, it is better for educators to have insight and reliable knowledge on how such institutions operate. It is advisable to carry out inquiries rather than stick to preconceived ideas. In this regard, experimental inquiry is the basis of a democratic life, which implies a willingness to entertain novel ideas and the personal flexibility to carry out new ways of perceiving and acting. In peer buddy program, promoting students with disabilities to make their own choice is an important step to inclusion. Subsequently, educators must inculcate such choices into teaching programs. Educators must know that students with severe disabilities have limited chances of learning what depends on personal preferences. For instance, students with communication difficulties may not be able to express themselves verbally. Therefore, educators must b e able to identify problem behavior in their actions. At the same time, learners who have intensive support may learn by other means of making preferences. According to Shevin and Klein, teachers should incorporate students choice earlier enough in their instructional programs. Likewise, they should also increase the number of choices and domains for every activity students undertake. In making choices, educators must engage students in clear communication and indentify the extents of such choices (Shevin and Klein, 1984). Peer buddy program must involve goal setting and support. This idea comes from a theory of goal setting and attainment. The theory notes that goals are the main control of people’s actions. Teachers must base their goal setting strategies on identification and clear formulation of ideas in terms of objectives, actions, and tracking techniques. This is a participatory process. Peer buddy program must help students with severe disabilities achieve a step-by-s tep system in setting their goals. This process must ensure that students with disabilities remain as point of learning in the inclusion process. An example of a success story of the inclusion programs is the Metropolitan Nashville Peer Buddy Program. The peer buddy program aimed at inclusion among all learners. The program also aimed at increasing the knowledge capacity in inclusion programs. Finally, peer buddy program also focused on the distribution of information collected for social goods of other inclusion programs. The peer buddy program also aimed at giving support and resources to high school students with severe disabilities so that they become actively engaged in school life. Educators designed the inclusion program to promote students social skills. The Nashville program teaches normal students different manifestations of disabilities and their associated learning difficulties. At the same time, teachers and students learned motivational, instructional, and basic concep ts and techniques on how to help their colleagues with disabilities become part of the main school system (Guth and Hughes, 2011). Learners spent their time (at least a period per day) in activities of their choices, such as games, eating lunch, attending lessons, joining clubs, or just relaxing. The program created role models for students with disabilities. Students with disabilities received support from normal students for skill developments. Peer buddy engaged in collaboration activities with regular, special education teachers, vocational, students, and parents. They also carried out research on transition and inclusion activities. Educators used their findings as a benchmark for implementation of peer buddy programs, or similar ones in other states. In Nashville, there was general improve in all areas of focus. For instance, participants realized fundamental changes in both students with and without disabilities. In addition, students with disabilities participated in school activities than before. At the same time, all participants noticed improved activities and participation in community programs (Presley and Hughes, 1999). The significant social achievement was that all peer buddies showed improvement in interaction and involvements among regular students and students with disabilities. There were the formation of partnerships and friendships among students with disabilities and those without disabilities. Participants also noticed increased activities in leisure and recreational involvements. It is also of interest to note that all high schools in Metropolitan Nashville have incorporated peer buddy programs in their main school systems. There is a peer buddy grant coordinator. The coordinator works with administrators and guidance and counseling teachers in enhancing inclusion among learners with disabilities and learners without disabilities. In this regard, all participants recorded increased acceptance and awareness among participants concerning disabilities. The program developed permanent models that educators used outside Nashville area. Increased tolerance of others Reduced fear of human differences Increased awareness of disabilities Developed friendship with students with disabilities Increased social-cognitive growth 6% 12% 20% 43% 92% Source: Metropolitan Nashville Peer Buddy Program This is how important peer buddy programs have been in Nashville high schools. The programs adopted the use of peer teaching and tutoring to support inclusion in schools. Regular interaction among students without disabilities and those with disabilities built friendship, and promoted learning of new ideas among all participants. In this process, both students acquired new social interaction basic skills. In conclusion, peer buddy program has been important program in enhancing student inclusion and interaction. This is the rationale, importance and purpose of the study. We notice these gains in results of peer buddy program of Metropolitan Nashville high schools. For instance, participants recorded improvement in both social and academic achievements notably in disability awareness, changes in communication skills, understandings among participants in schools and community, making friends, and recognizing individuals’ differences. Reference List Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer Press. Bogdan, R. and Biklin, S. (1982). Qualitative Research in Education. Boston: Allyn and Bacon. Cowne, E. (1998). The Senco Handbook: Working within a Whole-school Approach. London: David Fulton. Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press. Guth, C. and Hughes, C. (2011). Inclusion on the High School Level: The Metropolitan Nashville Peer Buddy Program. Baltimore: Brooke Publishing. Hess, F. M. and Chester E. (2007). No Remedy Left Behind: Lessons from a Half- Decade of NCLB. Washington, DC: The AEI Press. Hughes, C. and Carter, E. (2008). Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore, MD: Paul H. Brookes Publishing Co. O’Donoghue, T. and Chalmers, R. (2000). How teachers manage their work in inclusive classrooms. Teaching and Teacher Education, 16(8), 889–905. Oliver, M. (1996). Understanding Disability: From Theory to Practice. London: Macmillan. Osgood, R. L. (2005). The History of Inclusion in the United States. Washington, D.C.: Gallaudet University Press. Pijl, S. (1997). Inclusive Education: A Global Agenda. London : Routledge. Presley, J. and Hughes, C. (1999). Peer Buddy Program Manual: Metropolitant Nashville Peer Buddy Manual. Washington, D.C: Vanderbilt University Press. Putnamm, R. (1993). The prosperous community: social capital and public life. American Prospect, 13, 307–308. Shevin, M. and Klein, N. (1984). The Importance of Choice-Making Skills for Students with Severe Disabilities. The Journal of thc Association for Perons with S evere Handicaps, 9(3), 159-166. Slee, R. (1996). Inclusive education in Australia? Not yet! Cambridge Journal of Education, 26(1), 19-32. Smith, F. (1986). Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms. New York: Arbor House. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Tomlinson, S. (2000). Ethnic minorities and education: new disadvantages. London: Falmer Press. Troyna, B. and Hatcher, R. (1992). Racism in Children’s Lives. London: Routledge. London: Routledge. Young, I. (1990). Justice and the Politics of Difference. Princeton, NJ: Princeton University Press.

Afflict vs. Inflict

Afflict vs. Inflict Afflict vs. Inflict Afflict vs. Inflict By Guest Author Although the words afflict and inflict have similar meanings and are often used in similar ways, they are far from interchangeable in modern English usage. The OED offers the following definitions of afflict: Afflict: 1. trans. To dash down, overthrow, cast down, deject, humble, in mind, body, or estate. 2. intr. To become downcast (with trouble). 3. trans. To distress with bodily or mental suffering; to trouble grievously, torment. refl. To distress oneself, grieve. In the case of afflict the third definition is the closest to the most common use of the word. The emphasis is on the physical or psychological distress caused by whatever the affliction may be. The word afflict is most commonly used when describing an illness or condition. For example: He was severely afflicted with gout. She suffers from a terrible affliction. These sentences demonstrate an accurate use of the word as they describe a form of physical distress. Inflict is defined by the OED as follows: Inflict: 1. trans. To lay on as a stroke, blow, or wound; to impose as something that must be suffered or endured; to cause to be borne. 2. To impose something unwelcome. (Often jocular). The emphasis of the word inflict is upon the imposition, the force and the unwelcome nature with which whatever is being inflicted upon a person is being inflicted. For example: A severe punishment was inflicted on the hooligan. The teacher inflicted a thirty minute detention upon the rowdy pupil. This is an accurate use of the word as it concentrates not on the punishment and the distress it causes but the force with which the punishment was administered. It is of little surprise that these two words are so regularly confused as the OED mentions the word affliction in a further definition of the word inflict as follows: With inverted construction: To afflict, assail, trouble (a person) with something painful or disagreeable. An additional note added to this strand of the definition explains that this is now a rare use of the word inflict. Traditionally the words were more interchangeable but in modern English they are clearly very separate entities. When in doubt ask yourself whether or not you are talking about something somebody is doing to another person – inflict or whether you are talking about something with which somebody is suffering and the distress it is causing them – afflict. This will enable you to use each of the words in the most commonly understood terms. 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 Misused Words category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidPrecedent vs. PrecedenceConfusion of Subjective and Objective Pronouns

Health Informatics in the Clinical, Administrative and Research Case Study

Health Informatics in the Clinical, Administrative and Research Settings - Case Study Example Even looking considering the estimate of 44,000,it clearly brings the impression that medical mistakes lead to higher death toll compared to 43,458 from motor vehicle accidents and breast cancer 42,297. Management of care.Continuity of care has been shown to suffer when several healthcare expertsmonitor the same patient, since all involved practitioners may have incomplete complete information about the medicines prescribed. Health IT and Quality improvement Lawwas introduced purposely to establish health IT fund program for hospital, domestic health agencies and skilled nurses (Bates et al 37). It requires human and health services to implement and establish a methodology under the care of Medicareprogram. They are basically for providing the hospitals with compensation of costs met by the hospitals as a result of implementing IT systems. Many errors may be detected and rectified through human inspection and knowledge; thisis an indication of weak fault reduction strategies.In 1995, it was demonstrated that about half of errors in medication, were associated with inadequate information regarding patient and drug. It has been found in a monitored trial that computerized general practitioner order, systems amounted to 55% reduction in critical medication errors. In another study of time series, the group found that 83% reduction in the entiremedication error was observed and 64% reduction done using a simple system. Another different category of medical decisional support is alerting systems which are computerized, they can notify physicians about occurring asynchronously. A developing body of evidence proposes that such system may reduce error rates while improving therapy and therefore improving outcome, the duration a patients spends in a dangerous state, survival, the length of staying in the hospital, costs. The research show that introduction of IT in hospital is very vital. It is associated with many factors. The

Research Project Assignment Paper Example | Topics and Well Written Essays - 1500 words

Project Assignment - Research Paper Example There have been varied views on the matter as others support it while others object to the use of identical tests in testing the competency of learners. It has been widely applied in determining the ability of a student to move to the next level. They, especially, measure a student’s ability at mastering given content. States also use the system as required by the federal laws to assess the capability of a student. Educationists have relied on standardized testing because of its perceived objectivity. This method of assessment, however, constrains the real role of leaning. This method of assessment creates an unnecessary competition that pressurizes students to overwork themselves. Research shows that it is unproductive to work under pressure. Students work under pressure in order to avoid the punishment associated with poor performance. This result to anxiety among young children as critical educational decisions are made based on standardized testing. Students end up suffering as the pressure to portray good performance weights heavily on them. Sociologists argue that perceived intellectual abilities closely relate to conception of the self. Students, therefore, who do not manifest relatively high performance, suffer from reduced self worth. The theories of sociologists, such as Emile Durkheim, propose that everyone should receive education. In this view, not only the intelligent students should receive education. This is because every person has entitlement to acquire knowledge. In addition, since education seeks to transform the whole society, eve ry individual should receive the education that is appropriate for living a worthy life. In spite of this complaint, the corporate world blames the education system for not realizing that the outside world is even more demanding than the pressure perceived in schools. In this view, standardized tests should be a means of creating consistency in learners

Mathematics in Daily Life Essay Example for Free

Mathematics in Daily Life Essay People use math in their daily life. When you go to the grocery story you have to find out if you have enough money. When there are sales how much money it is and how much you save!! People use math every day. You use math whenever money, time, weight, height, calories or distance are involved for starters. Money You are going to book a hotel room for a trip. You have a coupon for a 15% discount. The rate is $120 before your discount. What is your rate ($102) and is it better than the internet rate, of $99.95? You will also want to consider the 10% hotel tax rate and the fees charged by the internet travel site (tax + $5.00.) With tax the room with the coupon is now $112.20, but with taxes and fees the rate for the internet room is $114.95. Good thing we know math. Time You get home at 4:15pm and you have a friend coming to pick you up to go to a party at 8:30. If you need to switch the laundry (10min), walk the dog (20min), take out the trash (15min), cook and eat dinner (60min) and do the dishes (20 min). How much time do you have to pick out clothes (?), shower (10min), iron clothes (10min), do your hair (?), do makeup (?), find shoes (?) and if you do the laundry first will there be enough time to use a piece of clothing that you put in the dryer earlier? Weight Your child is 4 and weighs 35lb and has tended to be of average weight/height. You want to buy something for your child that will hold up to 75lb. How many other kids can play on the item also? If 11 year olds weigh about 77lbs how long will he be able to use the item? Height If you have a 9ft ceilings,your tree topper is 7 tall and your tree stand adds 9 in height, what is the tallest Christmas tree you can fit? What if you get an artificial tree with its own stand that adds 0 to the height? Calories If you are serving a 600 calorie meal and you want to serve spaghetti, garlic bread, salad, wine and desert you will need to know how much they all are. 1 serving of spaghetti (5oz) is about 182c and sauce adds another 93c. Salad is only 17c a serving but dressing adds calories. If you let people add their own they tend to use two servings. Ranch adds 73c per serving , Italian only has 43c. Garlic bread is 170c per piece. You want to serve either tiramisu or poached pears for dessert. Tiramisu is about 450c per serving and the pears would be about 112xc per pear. The wine adds about 120c per glass and most people will have 2 glasses. What dessert should you serve? Does changing the dressing or adding it to the salad (so you limit the amount people get) change anything? What if you only serve wine with dinner (1 glass) and coffee (black = 0c, cream + 39c, whole milk + 18c, skim milk + 11c, sugar + 18c) with dessert? What if you serve smaller portions? Distance If you average 50mph on a day long trip and you need to go about 420 miles to visit your grandparents, how long will you be driving. If you stop for 30min for lunch and have two buy gas/use restroom/walk around breaks that are about 10-15min long, what time will you arrive if you leave at 7am? If you need to be there by 3pm, what time do you need to get going?

Susan Glaspells Trifles - The Loyalty of Mrs. Hale :: Trifles Essays

The Loyalty of Mrs. Hale in Trifles The major idea I want to write about has to do with the way Mrs. Hale stands behind Mrs. Wright even though it seems like everyone else especially (the men) would rather lock her up and throw away the key. We see this right away when she gets on the County Attorney for putting down Mrs. Wright’s house keeping. I find this to be wonderfully symbolic in that most women of this time usually allowed the men to say whatever they wanted about their sex, never standing up for themselves or each other You notice this to be so because Mrs. Peters is struggling against what she is hearing the men say versus what she feels herself. When Mrs. Hale tells Mrs. Peters that she would hate for the men to be in her kitchen snooping around and criticizing, Mrs. Peters responds by saying "Of course it’s no more than their duty". This reflects to me a lady who has been so brain washed by the manly view of her time that she can’t even see the simple feelings that women feel for and between each other. We then come to the part where the ladies are talking about Mrs. Peter’s interactions with the other women in town. Mrs. Hale said she was not part of the Ladies’ Aid (which seemed like the thing for the women to do in that town), she dressed shabbily which she never did before becoming Mr. Wright’s wife. Mrs. Hale also clearly states that she does not believe that Mrs. Wright killed her husband whereas Mrs. Peters is struggling with this, saying that the Attorney thinks it looks bad because she did not wake up when her husband was being killed in bed right beside her. Mrs. Hale takes the view I would by saying don’t blame her because obviously he didn’t wake up either or maybe he would be alive or at least maybe he could have awakened her in his struggle. Another symbolic part of the play is when the men overhear the women talking about Mrs. Wright’s quilt, wondering if she was going to quilt it or knot it, and they laugh at them. Mrs. Hale is immediately offended by the way they laughed at them where Mrs. Peters is apologizing for them because "they have a lot on their minds".

Aristotle Virtue Theory Essay

Aristotle’s Virtue theory is based on Teleology and the Golden Mean. He says that to be virtuous that we need to act with excellence. He believed that everything on this earth has its own virtue, meaning that if it performs the way it’s supposed to by its nature then it is virtuous. He asserted that every event had four causes or four factors that work on it and to bring it into being; 1) Material Cause- the â€Å"stuff the thing is made of. 2) Efficient Cause- the force that has brought it into being. 3) Formal cause- the shape or idea (the Form) of the thing. 4) Final cause- the purpose of the thing. Virtue is not just for humans; it means that everything that exists has a purpose. The Golden Mean-is an action or feeling that corresponds to a particular situation at the right time, in the right way, in the right amount, and for the right reason. Not too much, not too little, everything in moderation. It is what is â€Å"Good for man† where a human can excel, what a human is meant to do and where a human will find happiness. He determined that if we are able to choose the proper response to every situation in life then we are morally good. It is all about the reasonably thought  out decisions we make and the action we take after we have made them. The virtuous person finds and choses the one that is intermediate. These are human concerns that are constant and remain the same concerns throughout the ages. Since we are human beings and capable of rational decision making we can be prone to go toward one extreme or the other, we must beware of our own short comings. It is only through habitually practicing to try to make the right decisions that we can aspire to become virtuous. It is not our response to a single situation but how we respond as a general rule. We need to be consistent in our actions. Aristotle realized that this is something that doesn’t come overnight but that it takes time to mold ourselves. How we find out what the mean is in every situation is through reason, the more times we have done it and acted correctly the better we can build the habit of responding appropriately. He specifies that there are some acts that are just wrong by themselves, i. e. stealing, lying and murdering, and cannot be done in the right amount. There are also acts that cannot be done too often such as justice. You can never be â€Å"too just†. It takes a lifetime of training and commitment we are not inherently born this way. It is not enough that you just act on your intentions but you need to succeed in order to be virtuous. Once you have succeeded in living a virtuous life then as a virtuous person your future actions will be generally virtuous because you developed virtuous habits. There are three dispositions to every situation: two vices, one on either side of virtue which in the middle. Aristotle advises us to keep trying until we get it right. Some extremes are closer to the middle than others. If you don’t know which one to choose, stay away from the extreme that is more opposed to the mean than the other extreme. We each have our own ideals and failings but our responses to a situation need to remain flexible and a virtuous response will reveal itself. The appropriate way to handle the situation will fall within a range that is recognized by other virtuous people. He believed that there could be a perfectly virtuous person. He also believed that if you are virtuous in one respect but fail terribly in another then you have lost out completely. If you deviate only slightly you are still a virtuous person, a person who is good at being human and at realizing the human potential. His thoughts on courage were that if you had too little courage you were a coward and that if you had too much courage you could be fool hardy, rush in and make rash decisions. He felt that there was nothing wrong with enjoying pleasure, but if you overdid it you are intemperate. If you are not capable of enjoying pleasure at all then you are unimpressionable. The virtue is to know in what amount to enjoy your pleasure, which would be temperance. The key is to enjoy in moderation. His opinion on spending money was that if you spend too much you are prodigal and spend too little  you’re a miser, just the right amount at the right time on the right people for the right reason makes you liberal. It is also possible to overestimate your honor, and become vain or underestimate it and become humble. He described proper pride as the virtuous way to estimate yourself and your accomplishments. There is nothing wrong with feeling angry but you need to be even tempered. Being hot tempered is 1 / 2 a vice but so is also being meek. Let your anger be in proportion to the offense against you. Truthfulness is a virtue but his idea of a deficiency of truthfulness is irony â€Å"mock modesty†Ã‚  (downplaying the situation), the excess of truthfulness, bragging. It is all about assessing the situation and acting accordingly, don’t underplay the truth but don’t overplay the truth either. The sole reason for designing the development of virtuous character was that Aristotle felt that being virtuous makes you happy. Happiness is what is good for a man. A good life means a happy life, but a good person also means a moral person. We can be happy only if we are good. Our highest goal, our purpose as a human being, is to live well, be happy, and to do well. He also warned that if  we rely too much on pleasures that one day they won’t give us the thrill they used to. What is good for us can’t be something that harms us and over indulgence in too many pleasures can be harmful. The requirement of true happiness is that it must be stand the test of time. Something that no one can take away from us and that is not harmful but beneficial that would be our good reasoning and contemplation. The ultimate happy life is that of the life of a thinker. He did not believe in an afterlife or a god that watches over humanity. He states that the soul is the  Ã¢â‚¬Å"form† of a human and the body is the â€Å"matter†, but since form cannot exist separately from matter when the body dies the soul ceases to exist. Happiness is only for the living and must be achieved in the here and now for a person to have fulfilled their purpose. One of the weaknesses of Virtue Ethics is that Aristotle was talking about the ruling class. If there is to be equality for all then there needs to be a moral theory that everyone follows regardless of whom they are. The laws need to be reasonable and clear. Virtues were also too vague and weren’t helpful in solving problems. When you have two virtuous  people that disagree how can you tell which one is correct. How is it decided which one is more virtuous than the other? With a clear set of morals and laws the problem is much easier resolved. Also why can’t humans have more than one purpose? There are many people that are equally good at several different things. Look at the musician that is equally good at playing the guitar and singing. Which purpose are they supposed to choose? Aristotle’s Virtue theory is basically based on the fact that everything has a purpose and as humans our happiness is determined by the choices that we make. We should always strive to achieve our purpose whatever that may be and during that struggle hopefully we will achieve happiness. His theory may have some weaknesses but some of the ideas are supportable in my opinion. You need to use your logic to make informed decisions. Practice making the right choices, this practice will eventually turn into a habit. Make decisions that don’t cause harm to yourself or others. Lastly everything in moderation is a good rule to live by. This I believe will go a long way in helping human beings to achieve happiness. POWERED BY TCPDF (WWW. TCPDF. ORG).

Pilgrimage of Grace

DBQ Pilgrimage of Grace The Pilgrimage of Grace was to protest Henry VIII’s actions such as his Act of Supremacy. This lead to the implementation of new polices such as taxes, the expansion of the royal power in the North of England, the dissolution of monasteries, and the confiscation of Catholic Church lands. These actions took their toll on the country, and led to the Pilgrimage of Grace from October 1536 to February 1537. The Pilgrimage consisted of marches and protests and armed demonstrations. The re-creation of a banner of a marcher depicts God suffering, a plow and a cattle horn.This symbolizes the motivation for the Pilgrimage of Grace. It can represent the peasants who are suffering just as Jesus did (3). Peasants, clergy and gentlemen were involved in the Pilgrimage of Grace. Each of these groups of people had a distinct part in the pilgrimage. Those who opposed the movement killed many of the rebels, as they feared the rebellion of authority. The participants of th e Pilgrimage of Grace were concerned for their country and safety from enemies, and therefore, their goals were more representation, and a restoration of the Catholic organizations such as monasteries.The peasants and clergy were the largest group in the Pilgrimage of Grace, and the most affected by Henry VIII’s actions. Due to the closure of the monasteries by the government, the peasants made a declaration that they must now rely on charity, faith, poverty, and that they must be ready to help one another should thieves or Scots try to rob them (2). This reason for protest contradicts other reasons such as the â€Å"Oath of Honorable Men†, which states that one should not enter the Pilgrimage for wordy gain, but for his love of God (1).The Catholic clergy, who now could not practice their faith in England, had their land taken away and were heavily convicted by the government, as shown in the lyrics to a ballad a monk wrote, â€Å"†¦And held in bonds. Robbed, sp oiled and shorn†¦Ã¢â‚¬  (4). The clergy and peasants were concerned for their future in northern England, and protested to get back the land and religion, which the government had taken from them. Gentlemen also were involved in the Pilgrimage of Grace.Some who were members of Parliament did not like Thomas Cromwell’s influence on the King, which took power from the Parliament. In an anonymous pamphlet, Cromwell is called a traitor and that he should be removed from office to restore authority to Parliament (6). Robert Aske gives the goals of all those who participated in the Pilgrimage in his petition to the member of the King’s Council, which includes having the head of the church be the pope in Rome, to have Thomas Crowell punished, and to have the monasteries and church lands restored (5).Throughout the Pilgrimage, there were riots in which both commoners and gentlemen were involved (8). Many of them were arrested and convicted. The closing of the monastery w as a detriment to the country in the eyes of the gentlemen, as can be seen in Robert Aske’s testimony, in which he asks the king to return to the ways of the Catholic Church (11). Although many common people, clergy, and gentlemen supported the Pilgrimage, it was opposed by the creators of these laws, King Henry, and high ranking officials.In Richard Madison’s â€Å"A Remedy for Sedition†, Madison argues that the inferior must be content that the wiser rule them, which is necessary in a commonwealth. If this order isn’t in place, then no one would obey and there would be chaos (7). Nicholas Leche criticizes the gentlemen who did not stand up against the opposition in his testimony (8). Henry VII himself gives a speech pardoning the commoners would have rebelled against him on the grounds of ignorance, so long as they immediately stop protesting and submit to his monarchy (9).In the trials against those involved in the Pilgrimage of Grace, 67 percent of th e gentlemen tried were convicted, and 62 percent of the peasants that were tried were convicted. In comparison, 80 percent of the clergy tried were convicted. This reflects heavy opposition against the clergy, who in the government’s eyes were the cause of the Pilgrimage. In spite of the efforts of the participants of the pilgrimage of Grace, none of their goals were met. England was not reconciled to the Catholic Church, nor did the monasteries reopen. Cromwell’s moves toward Protestantism were final.

Roadhog essays

Roadhog essays According to the SUV info link website, Roadhog is any of several vehicle type exhibiting excessive size, creating dangerous highway condition, and emitting increased pollution, also formally known as SUV (Sports Utility Vehicle) These are the enormous looking vehicles that I constantly have to seek refuge form while I am driving on the road. For some reason, all the SUV drivers seems to have this urge to run over small cars such as my modest Corolla. Surprisingly enough, the number of these people is rapidly growing. From the downtowns to the winding highways, people are having a love afire with these monsters. Last year Americans purchased a record number of 3.36 million of them, most of which were domestic made. This year foreign made such as BMW and Honda Acura are reporting record number of sale. This is a concerning matter when SUV proven to be most inadequate vehicle for the consumer. The purpose of this paper is to establish the fact that SUVs (Sports Utility Vehicles) are the most inadequate vehicle for the consumer. The three reasons that support this argument are, first the safety concern, second its damage to the environment and third its excessive cost. The cleaver marketing and overstated advertisement has made an impression that SUVs are the safest vehicle on this planet. There is increasing evidence that SUVs are not as safe as they appear. Recent studies show that SUVs pose a significant threat to drivers and passengers of other cars on the road. In addition, there are indications that safety problems threaten passengers and drivers of SUVs themselves. The propensity of sport utility vehicles to roll over is a major safety concern. Sport utility vehicles are more than three times more likely to roll over in crash than normal passenger cars. SUVs are built on the base of the pick truck platform. This meant that a taller and heavier body would be riding on a frame designed for a pick-up truck. The result is ...

Case Study

Case Analysis # 4Elaine Decides to Try Her Hand at Investing Elaine Tolbert is a 28-year-old management trainee at a large chemical company. She is single and has no plans for marriage. Her annual salary is $34,000 (placing her in the 15 percent tax bracket), and her monthly expenditures come to approximately $1,500. During the past year or so, Elaine has managed to save around $8,000, and she expects to continue saving at least that amount each year for the foreseeable future. Her company pays the premium on her $35,000 life insurance policy. Because Elaine’s entire education was financed by scholarships, she was able to save money from the summer and part-time jobs she held as a student. Altogether, she has a nest egg of nearly $18,000, out of which she’d like to invest about $15,000. She’ll keep the remaining $3,000 in a bank CD that pays 3 percent interest and will use this money only in an emergency. Elaine can afford to take more risks than someone with family obligations can, but she doesn’t wish to be a speculator; she simply wants to earn an attractive rate of return on her investments. Critical Thinking Questions 1. What investment options are open to Elaine? 2. What chance does she have of earning a satisfactory return if she invests her $15,000 in (a) blue-chip stocks, (b) growth stocks, (c) speculative stocks, (d) corporate bonds, or (e) municipal bonds? 3. Discuss the factors you would consider when analyzing these alternate investment vehicles. 4. What recommendation would you make to Elaine regarding her available investment alternatives? Explain.

Commercialization product and service Essay Example | Topics and Well Written Essays - 750 words

Commercialization product and service - Essay Example In most cases, there is the existence of confusion between commercialization and sales. While differentiating the two, major consideration is on three crucial aspects. The funnel, which involves the identification of products or businesses that are sustainable in a long time, determines the kind of products and services to put across on the international market. Commercialization as a stage-by-stage process classifies each stage with its own key goals and milestones. Finally, it puts into consideration key stakeholders including customers of the products on launch (Rafinejad, 2007). A number of implications face an organization that seeks to commercialize its products. While going international, an organization has to strategically plan for the challenges, draw its budget and later make a consideration on the opportunities it hopes to achieve by the intended plans. Saxena (2006) advises that proper planning lead to high results and increased levels of sales. Additionally, it ensures that an organization captures its intended market perfectly to increase revenue from the new market. There are instances where companies eying the fruits of globalization have gone ahead to aggressively commercialize their operations, only to make losses. Such incidences, facing companies in the fashion industry and retail chain marketing warrant a proper planning for commercialization. Initially, an organization has to plan for the risks that the organization is likely going to face in the international market. Fierce competition from the existing brands is one of the major implications (Graham & Smith, 2003). As organizations plan to introduce their products in an international market, they have to consider the competition and design ways of countering the existing competitors. One of the main factors to put into consideration is how to counter companies that already have their brands in the target market. Subsequently, the company should device ways and means of capturing this ma rket. While quality of products earns the company brand superiority, it has to ensure that it places it in the minds if the customers such that they prefer it to other brands. As such, any marketing plan that the organization settles on should aim at winning customer’s hearts, which translates to customer loyalty. Budgeting is yet another consideration in the entire commercialization plan. As businesses seek to commercialize their products in the outside market, they have to consider the amount of money they have to spend. First, they have to determine the countries that they wish to introduce their products in. Secondly, they have to determine the number of products to introduce to the market. Subsequently, they have to draw a budget on these expenditures. However, this should be within its budget. The biggest problem facing an organization while drawing its budget is budgeting for the limited resources to achieve high returns and revenues (Saxena, 2006). While drawing a com mercialization plan, an organization has to put into consider three crucial aspects facing its products. The timing of the product, which involves the time of the year and the season, is an important factor to put into consideration. Launching a product in its peak season is the best way in which a company can push its products, while at the