Sex and the Sickbed Essay Example | Topics and Well Written Essays - 1000 words

Sex and the Sickbed - Essay Example Demise is one such inclination that isn't handily managed by people under differential conditions. The story ‘Sex and the Sickbed’ additionally makes reference to a similar belief system of an accomplice missing out to another’s sexual necessities and along these lines biting the dust rashly. This is an exceptionally heartbreaking act which has occurred for all an inappropriate reasons, most definitely. The story is in this way a portrayal of how an individual addresses the most critical difficulties of his life. This has been expressed inside the story itself where Jennifer needed to experience torment in light of the fact that Neil had kicked the bucket and along these lines she had lost her as an accomplice. What Jennifer missed about Neil the most was that they would not have the option to make the most of their sexual coexistence later on which was a wellspring of joy for them two. Be that as it may, this won't do the trick in the coming occasions as death ha s won for the couple and they have gone separate ways through regular methods. The case with human life is the same. One of the most disadvantageous parts of human life is that it needs to reach a conclusion startlingly. This has been demonstrated with the appearance of time as individuals bite the dust once in a while, and thus their lives get done with others having dear expectations from them. There is a critical need to discover how these difficulties can be tended to with the evolving times (Rosenthal, 2009, 61). This is on the grounds that the difficulties change and subsequently the prerequisites modify also. Be that as it may, demise is one huge imprint that leaves a great deal to be wanted of most definitely. One must understand the genuine significance of death before remarking on it, and all the more so inside the narrative of â€Å"Sex and the Sickbed†. The story gives a genuine image of how Jennifer would need to manage Neil’s inauspicious passing and what the outcomes would be in the long range plan of things. Neil left a permanent blemish on the psyche of Jennifer who can't manage it and thinks about the sexual coexistence that they shared. With this, one effectively sees that it is so convoluted to manage with life’s fluctuated buildings and difficulties that come about sometimes. Organizing them as the most significant among the few ones is an exhausting errand, and all the more so when the conversation is fixated on the story â€Å"Sex and the Sickbed†. This is on the grounds that for Jennifer, Neil’s passing is something that comes out as a genuine and grave issue which will stay with her total until the time she is alive. In addition to the fact that she is missing Neil, she would need to miss the sexual coexistence that they shared too. These are troubling occasions for Jennifer and she should grapple with the equivalent, the sooner the better for her own self (Author Unknown, 2007). The difficulties cont inue expanding as the duty increments upon one’s own self. Be that as it may, there are various ramifications for the individuals under changed conditions as has been demonstrated valid in the story â€Å"Sex and the Sickbed† itself. Along these lines what is required currently is a perceptual change in understanding that things should be understood well before they are viewed as being troublesome or complex in sum. This will comprehend various issues and concerns which have been making advances not too far off, and all the more so inside the lives of the individuals in the occasions a lot of like today. At long last, it is sound to express that the story gets the job done perfectly. This is on the grounds that individuals feel that the most intricate issues could be discovered if just the gravity of the mess is discovered. This happens through a comprehension about the highlights which hurt the most and which will make commotion for all an inappropriate reasons. The s tory is likewise critical to the extent appreciating how the issues could be handled, if and just if there is an aggregate comprehension to realize goals for holiness in this world. All

The Illiad Essays - Trojans, Mythological Kings, Ajax, Suicide

The Illiad The Illiad is a story that manages a little piece of the Trojan War. The reason for this war is when Paris, the ruler of Troy, cruised to Sparta, allured and kidnapped Helen and came back to Troy. When Menelaos found that his better half was gone, he assembled various Greek officers to go with him, vanquish Troy, and recover his significant other. In any case, the Illiad just covers a couple of months during the tenth year of the war. In this time, numerous significant occasions occurred that could have changed the result of this noteworthy occasion? Two delightful ladies whom were adversaries of the Achaians are caught during one of the numerous assaults the military had on Troy. One of the ladies, named Chryseis is the prize for Ahomemnon (the lord and officer in ?head of the Achaians). Be that as it may, Chryseis' dad, Chryses needs his little girl back. Chryses whom was the cleric God of Apollo, is planning to go to the Achaian camp and guarantee his girl. Tragically, this arrangement didn't work out. Also, along these lines, Chryses goes to Apollo for help. Apollo did in certainty help the elderly person by spreading a lethal plague through the Achaian armed force, murdering many them. Following quite a while of this, the Achaian's most regarded fighter, Achilles assembles a conference to decide the reason for the plague. A diviner of the Achaians confirms that King Agamemnon's presumption caused the plague by not restoring the lady whom was caught to be his war prize. In the wake of discovering this out, the lady is returne d however Agamemnon takes Briseis whom was the prize caught for Achilles. Achilles is irate and freely offended so accordingly he won't battle for the Achaians and withdrawals his soldiers. He at that point solicitations to his mom Thetis (an ocean fairy) to impact Zeus to enable the Trojans to overcome the Achaians. The pioneer of the Gods guarantees Thetis that he will help. Zeus sends a fantasy to Agomemnon that has him persuaded he will crush the Trojans in fight the following day. With the request from Agomemnon, the military sets itself up for assault. The Trojans and Achaians draw towards one another and Paris moves one of the Achaians to a one on one battle. The challenger of this is Menelaos. The champ will win Helen and the two sides will concede to a bargain of harmony. During the duel, Menelaos wounds Paris and starts hauling him to the Achaian's domain when out of nowhere, Aphrodite shows up and saves him. Agamemnon declares to his military that they have won and requests that Helen is offered back to them. Goddesses Hera and Athena need a total annihilation of Troy and they inquire as to whether no ceasefire were made. Zeus, thus yields and awards them their desire. Therefore, the battling before long continues. As an approach to begin the war once more, Athena looks for Pandaros, a Trojan head and instructs him to murder Menelaos. Being the sort of individual Pandaros is, he finishes her recommendation. In any case, rather than executing Menelaos, he just injuries him. The Achaians are stunned that the Trojans would do this being the détente is still all together. While Menelaos is being dealt with, other Trojan warriors' get into fight request. In any case, Agamemnon arranges his Achaian troops to get ready to battle and this starts the war (once more). The fight proceeds with much brutality and numerous men are slaughtered. When Diomedes is injured by Pandoros, he goes to Athena for help. Athena gives the Achaian warrior boldness, which encourages him to drive the Trojans back and murder Pondoros. Diomedes wounds Aeneas yet doesn't slaughter the Trojan aristocrat since his mom Aphrodite salvages him. Ares, the lord of war gets included on the Trojan's side by aiding Heckor (sovereign of the Trojans) order his powers. From the outset this arrangement works however then the Achaians get quality from Hera and Athena. The Achaians are getting more grounded by driving the Trojans back. Be that as it may, the Trojans are debilitating subsequently causing Hektor to come back to Troy. He tells the sovereign and the other imperial ladies to cause a contribution of Athena in the sanctuary in would like to get her to dial her fierceness down of the Trojans.

Fresh Ink August 5, 2014

Fresh Ink August 5, 2014 HARDCOVER RELEASES The Girl From the Well by Rin Chupeco (Sourcebooks Fire) The Ring  meets  The Exorcist  in this haunting story about an American boy whose last hope for protection lies with a vengeful ghost Okiku wants vengeanceand she gets it. Whenever theres a monster hurting a child-the same way she was hurt 300 years ago in Japan-her spirit is there to deliver punishment. But one American boy draws her like no other. The two are pulled into a world of eerie doll rituals and dark Shinto exorcisms that will take them from the American Midwest to the remote valleys and shrines of Aomori, Japan. The boy is not a monster, but something evil writhes beneath his skin, trapped by a series of intricate tattoos. Can Okiku protect him? Or is her presence only bringing more harm? The Scatter Here Is Too Great by Bilal Tanweer (Harper) A vivid and intricate novel-in-stories,  The Scatter Here Is Too Great  explores the complicated lives of ordinary people whose fates unexpectedly converge after a deadly bomb blast at the Karachi train station: an old communist poet; his wealthy, middle-aged son; a young man caught in an unpleasant, dead-end job; a girl who spins engaging tales to conceal her heartbreak; and a grief-stricken writer, who struggles to make sense of this devastating tragedy. Bilal Tanweer reveals the pain, loneliness, and longing of these characters and celebrates the power of the written word to heal lives and communities plagued by violence. Elegantly weaving together different voices into a striking portrait of a city and its people,  The Scatter Here Is Too Great  is a tale as vibrant and varied in its characters, passions, and idiosyncrasies as the city itself. The Magicians Land  by Lev Grossman (Viking Adult) Quentin Coldwater has been cast out of Fillory, the secret magical land of his childhood dreams. With nothing left to lose he returns to where his story began, the Brakebills Preparatory College of Magic. But he can’t hide from his past, and it’s not long before it comes looking for him. Along with Plum, a brilliant young undergraduate with a dark secret of her own, Quentin sets out on a crooked path through a magical demimonde of gray magic and desperate characters. But all roads lead back to Fillory, and his new life takes him to old haunts, like Antarctica, and to buried secrets and old friends he thought were lost forever. He uncovers the key to a sorcery masterwork, a spell that could create magical utopia, a new Filloryâ€"but casting it will set in motion a chain of events that will bring Earth and Fillory crashing together. To save them he will have to risk sacrificing everything. Of Metal and Wishes by Sarah Fine (Margaret K. McElderry Books) Sixteen-year-old Wen assists her father in his medical clinic, housed in a slaughterhouse staffed by the Noor, men hired as cheap factory labor. Wen often hears the whisper of a ghost in the slaughterhouse, a ghost who grants wishes to those who need them most. And after one of the Noor humiliates Wen, the ghost grants an impulsive wish of hersâ€"brutally.Guilt-ridden, Wen befriends the Noor, including the outspoken leader, a young man named Melik. At the same time, she is lured by the mystery of the ghost. As deadly accidents fuel tensions within the factory, Wen is torn between her growing feelings for Melik, who is enraged at the sadistic factory bosses and the prejudice faced by his people at the hand of Wen’s, and her need to appease the ghost, who is determined to protect her against any threatâ€"real or imagined. Will she determine whom to trust before the factory explodes, taking her down with it? Whiskey Tango Foxtrot by David Shafer (Mulholland Books) The Committee, an international cabal of industrialists and media barons, is on the verge of privatizing all information. Dear Diary, an idealistic online Underground, stands in the way of that takeover, using radical politics, classic spycraft, and technology that makes Big Data look like dial-up. Into this secret battle stumbles an unlikely trio: Leila Majnoun, a disillusioned non-profit worker; Leo Crane, an unhinged trustafarian; and Mark Deveraux, a phony self-betterment guru who works for the Committee. Leo and Mark were best friends in college, but early adulthood has set them on diverging paths. Growing increasingly disdainful of Marks platitudes, Leo publishes a withering takedown of his ideas online. But the Committee is readingand erasingLeos words. On the other side of the world, Leilas discoveries about the Committees far-reaching ambitions threaten to ruin those who are closest to her. In the spirit of William Gibson and Chuck Palahniuk,  Whiskey Tango Foxtrot  is both a suspenseful global thriller and an emotionally truthful novel about the struggle to change the world in- and outside your head. PAPERBACK RELEASES Bad Feminist by Roxane Gay (Harper Perennial) A collection of essays spanning politics, criticism, and feminism from one of the most-watched young cultural observers of her generation, Roxane Gay. “Pink is my favorite color. I used to say my favorite color was black to be cool, but it is pinkâ€"all shades of pink. If I have an accessory, it is probably pink. I read Vogue, and I’m not doing it ironically, though it might seem that way. I once live-tweeted the September issue.” In these funny and insightful essays, Roxane Gay takes us through the journey of her evolution as a woman (Sweet Valley High) of color (The Help) while also taking readers on a ride through culture of the last few years (Girls,  Django in Chains) and commenting on the state of feminism today (abortion, Chris Brown). The portrait that emerges is not only one of an incredibly insightful woman continually growing to understand herself and our society, but also one of our culture. Bad Feminist  is a sharp, funny, and spot-on look at the ways in which the culture we consume becomes who we are, and an inspiring call-to-arms of all the ways we still need to do better. Summer and Bird by Katherine Catmull (Puffin) An enchantingand twistedtale of two sisters quest to find their parents  When their parents disappear in the middle of the night, young sisters Summer and Bird set off on a quest to find them. A cryptic picture message from their mother leads them to a familiar gate in the woods, but comfortable sights quickly give way to a new world entirelyDownone inhabited by talking birds and the evil Puppeteer queen. Summer and Bird are quickly separated, and their divided hearts lead them each in a very different direction in the quest to find their parents, vanquish the Puppeteer, lead the birds back to their Green Home, and discover the identity of the true bird queen.  With breathtaking language and deliciously inventive details, Katherine Catmull has created a world unlike any other, skillfully blurring the lines between magic and reality and bringing to life a completely authentic cast of characters and creatures. The Good Lord Bird by James McBride (Riverhead Trade) Winner of the 2013 National Book Award for Fiction. Henry Shackleford is a young slave living in the Kansas Territory in 1857, when the region is a battleground between anti- and pro-slavery forces. When John Brown, the legendary abolitionist, arrives in the area, an argument between Brown and Henry’s master quickly turns violent. Henry is forced to leave townâ€"with Brown, who believes he’s a girl.Over the ensuing months, Henryâ€"whom Brown nicknames Little Onionâ€"conceals his true identity as he struggles to stay alive. Eventually Little Onion finds himself with Brown at the historic raid on Harpers Ferry in 1859â€"one of the great catalysts for the Civil War.An absorbing mixture of history and imagination, and told with McBride’s meticulous eye for detail and character,  The Good Lord Bird  is both a rousing adventure and a moving exploration of identity and survival. Black Widow, Volume 1: The Finely Woven Thread  (Marvel) Youve seen Black Widow as an Avenger and even an agent of S.H.I.E.L.D. But on her own time she searches for atonement for her past as a KGB assassin in ways of which those teams just wouldnt approve. The Black Widow goes undercover in Russia, but from its cold streets, the Hand of God reaches out to crush herand it is as merciless as its name implies. Outmatched by the brute force of a powerful new villain, Natasha faces her deadliest test, and discovers a deadly plot unfolding that spans the entire globe. From the Marvel Universes darkest corners, Nathan Edmonson (Who is Jake Ellis?) and Phil Noto (Thunderbolts, X-23) bring you a new series as gorgeous and mysterious as Natasha Romanov herself!COLLECTING:  Black Widow 1-6, All-New Marvel Now! Point One Lead Me Not by A. Meredith Walters (Gallery Books) Aubrey Duncan understands loss. She knows what rock bottom looks like, and she is determined to crawl back up to the top after the sudden death of her younger sister. She blames herself for her part in the tragedy, convinced that she could have done  something,  anything, to help her.In her effort to gain redemption, Aubrey starts fresh at Longwood University and facilitates an addiction support group, hoping she can support someone else in the way she failed her sister. But what she doesn’t count on is an all-consuming fascination with group member Maxx Demelo, a gorgeous, blond, blue-eyed enigma who hides dark secrets behind a carefully constructed mask. He only reveals what he wants others to see. But Aubrey glimpses another Maxx hidden below the surfaceâ€"a Maxx who is drowning in his own personal hell.As Aubrey and Maxx develop an attraction too intense to ignore, he pulls her into the dark underbelly of the city club scene, where she is torn by her desire to save him and an i nexplicable urge to join him in his downward spiral. Worst of all, she is beginning to love everything she should run away fromâ€"a man who threatens to ignite in her a fire that could burn her alive… ____________________ Expand your literary horizons with New Books!, a weekly newsletter spotlighting  3-5  exciting new releases, hand-picked by our very own  Liberty Hardy.  Sign up now!

America s First Serial Killer - 1347 Words

H.H. Holmes, born in 1861 as Herman Webster Mudgett, was an extremely notable con man, fraud and murderer. More popularly known as America’s first serial killer, Holmes had a vast and varying criminal record. For instance, his criminal record ranged from forging checks and life insurance claims, to killing off entire families in his â€Å"murder† hotel. The one most identifiable pattern to his offenses resides in his economic struggle. As seen in a documentary directed by John Borowski, most of the individuals that Holmes killed were sold off, illegally, as cadavers to his former medical school (Borowski, H.H. Holmes: America’s First Serial Killer). In addition, most of his other scams also revolved around obtaining more money. Such as his life†¦show more content†¦Holmes: America’s First Serial Killer). Holmes decided to invest in a small barbershop in which he could later build above and design his own hotel. Holmes designed this hotel with one goal in mind, killing his guests. According to Darcia Helle, in her blog titled The Monstrous H.H. Holmes and His Murder Castle Inc., throughout the construction of his hotel, Holmes formed a relationship with the carpenter, Benjamin Pitezel. Together, Pitezel and Holmes came up with an interesting life insurance scam. While it seemed to work out, Holmes eventually turned on his partner and killed Benjamin Pitezel. Following his criminal pattern, he took out a life insurance policy on Pitezel prior to his death. Due to the insurance companies increased suspicion, a detective was hired to look up who had taken out the insurance money, and this is where Holmes is first found and caught. At first, Holmes was only charged with life insurance fraud. The police did not yet know the extent of his criminal record. However, according to the online article by the National Museum of Crime Punishment, when Holmes was arrested he appeared as if he was ready to flee the country, which furthermore increased the suspicion of police (H.H. Holmes, 2015). This increased suspicion led to the search of Holmes’ Chicago home and the realization that Holmes was more than just an insurance fraud. Historical Background: For a serial murderer with upwards of

The Code of Ethics and Evaluation - 717 Words

Elizabeth Thomas Business Ethics February 17, 2015 Professor Mari Hadley Summary and Discussion The author provides an overview of the case of Bernard â€Å"Bernie† Madoff, a businessman and investment manager who is believed to have stolen as much as $65 billion from his investors (Stanwick Stanwick, 2014). Bernie Madoff was operating not only the largest Ponzi scheme in history, but is also believed to have perpetrated the largest financial fraud in history. His network of investors included many prominent people from the financial world as well as the social elite. Madoff’s criminal career came to an end in 2008 when the recession developed. His supply of available funds began to diminish, and he was no longer able to pay his†¦show more content†¦Question 2: Ponzi Schemes Madoff was operating what is commonly called a â€Å"Ponzi scheme,† named after a fraudulent investment plan devised by Charles Ponzi a century earlier (Stanwick Stanwick, 2014). A Ponzi scheme involves the taking of money from investors on the promise of a higher than normal return on the investment. However, the money that is collected from investors in never actually invested into any legitimate businesses or financial operations. Instead, the money that is collected from new investors is used to pay previous investors. Both Bernie Madoff and Allen Stanford were investment managers who engaged in multi-billion dollar Ponzi schemes in recent times (Tolson Schiller, 2009). Question 3: The Impact on Madoff’s Family and Friends It is true that Madoff’s two sons reported him to the authorities upon his announcement to them that his entire financial empire was a Ponzi scheme (Stanwick Stanwick, 2014). However, the question remains concerning to what degree they were entirely ignorant of their father’s activities. Is it possible that two grown men with considerable business experience could have worked with their father on a daily basis and remained unaware of his criminal behavior? It is possible though not very probable. It may be that the sons turned onShow MoreRelatedEvaluation of a Business Code of Ethics1271 Words   |  6 PagesEvaluation of a Business Code of Ethics, The Hershey’s Company PHL/323 Mission Statement Hershey’s Mission Statement noted here, (Social- Responsibility/Marketplace) â€Å"Bringing sweet moments of Hershey happiness to the world every day,† Provides the focusRead MoreEvaluation of a Business Code of Ethics Essay1369 Words   |  6 PagesFirst Energy and the Business Code of Ethics PHL/323 March 7, 2011 First Energy and the Business Code of Ethics First Energy prides itself on the ethical standards it has created. These standards are the basis that builds upon the trust between customers, shareholders, employees, and the surrounding communities. First Energy encompasses more than five states and supplies millions of customers. As a service company, First Energy expects its employees to adhere to a workplace free of harassmentRead MoreEstablishing a Code of Ethics: Planning Implementation and Evaluation Strategies within a Company1472 Words   |  6 Pagesestablishing a code of ethics, its planning, and implementation and evaluation strategies within a company. After brainstorming about the ethical values for the company it will be easier for the company to support non-profit organization as much as possible. A-Develop an appropriate standards and procedures section, such as a code of ethics. 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Harvard Referencing Guide Free Essays

Harvard System Referencing Guide 1. INTRODUCTION This guide sets out the Harvard system of referencing to be used in the Thesis and other major essays submitted as part of the course taught through out the MBA program. It is important to reference published material that you wish to use in your essay. We will write a custom essay sample on Harvard Referencing Guide or any similar topic only for you Order Now While referencing is a standard that is used to avoid plagiarism it also supports a strong scientific method. To build arguments and provide evidence you must reference any published resources you use. The spirit of referencing is embodied in Newton’s famous 1676 quote, ‘If I have seen further it is by standing on the shoulders of giants’. It means that Newton’s great discoveries were made by building on the previous work of scientists. This reference guide sets out how to reference other authors’ work properly. For each type of material you are referencing (e. g. books, journal articles, newspapers, internet sites), this guide presents two parts, how to write the reference in the text of your essay and how to write the full reference at the end of the essay. The section at the end of the essay should be called a reference section and only include those references cited in the essay. For the purposes of this guide these two sections will be called in-text referencing and the reference list format. A note on paraphrasing and quoting: Quotes are direct transcriptions of text from other sources while paraphrasing uses your own words to express others’ ideas. You should attempt to paraphrase where possible and only use quotes sparingly and strategically. Both paraphrasing and quoting require referencing, and quotes must refer to the page number from which they were taken (see Books). 2. GENERIC FORMAT The Harvard system has a generic format for in-text referencing and the reference list. While this guide provides a range of examples for books, articles, Internet sources etc, the generic format below should be used where adaptation is necessary. In-text (Author, year) or Author (year) e. g. Sillince (1996) or (Sillince, 1999) Reference List Books Author, (Year) Title. Place Published: Publisher. e. g. Sillince, J. A. A. (1996) Business Expert Systems. Hitchin: Technical Publications. Articles Author, (Year) ‘Article title’. Journal Title, volume (number): pages. e. g. Sillince, J. A. A. (1999) ‘The role of political language forms and language coherence in the organizational change process’. Organization Studies, 20 (3): 485-518. 3. BOOKS The following exemplifies several in-text references for books with one, two, more than two authors, and authors cited by another author. When citing more than two authors, list all authors’ surnames the first time, then use et al. (see example). Note the different formats for the in-text referencing of paraphrasing and quotes (with page number) and the complete references in the reference list. In-Text One Author The development of bureaucratization in the UK was fundamentally different from that of the US. The Taylorist efficiency movement occurred in the US during an expansionary period while the same movement occurred in the UK during one of the worst ever recessions (Littler, 1982). Littler (1982) concludes that for these reasons the labor movements in the UK are fundamentally different from those in the US. These differences in capitalist development had important consequences, ‘This affected the pattern of resistance, and British capitalism still carries the scars of this historical conjuncture’ (Littler, 1982: 195). Two Authors Managerial skills are a key focus for Whetton and Cameron’s (1991) introductory text. How to cite Harvard Referencing Guide, Papers

Curriculum Development for Inclusive Practice free essay sample

Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. In ones view, Inclusivity should not be believed as a natural outcome from students when entering a learning environment as barriers may be present that may alter the curriculum as it moves with the students. Curriculum was described by John Kerr and quoted by Kelly (2002 p. 12) all the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school’. The idea of curriculum is not exactly a new one; the word itself has its roots in ancient Greek and Latin. But the way it is understood and the way that it has been theorised has altered over the years. Lecturers and professors have all contributed to defining and explaining the curriculum in a series of models that can be used to stipulate in advance what exactly we are looking to achieve and how we are to achieve it, in other words learning is planned and guided. Four main approaches or models to curriculum theory and practice are syllabus, product, process, and praxis. Curriculum as a syllabus, that is to be transmitted, is concerned only with content; it is designed for the student to gain various information and to enable them to pass an examination, for example a Diploma in Bricklaying. Syllabus with its own history is devised from Greek and Latin origins, meaning to put a plan in to action. I believe it as a body of knowledge to be transmitted or delivered to the students in the best and most effective way. Curriculum as a product is concerned with specific outcomes. Objectives are set, lesson plans are devised and applied, and the outcomes or ‘products’ are measured by the success rate of session outcomes and student contribution to achieving the outcome. Curriculum as a Process can be described as not a physical outcome but rather the interaction of the author and students, and how effectively knowledge and learning is actually taking place. With each student growing more self aware and confident of applying themselves to the session whether it may be individual or group activities. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum tentatively: A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. http://cnx. org/content/m13293/latest/ Curriculum as a praxis can also be defined as practice which is explained as not focusing exclusively on individuals alone or even the group, but a more careful attention to the way in which individuals or a group create understandings and demonstrate their opinions. Such as in sessions that highlight possible experiences or different cultural and racial groups in society, this can play its part in helping students of differentiation come together and challenge opinions, debate, learn, adapt and grow within the teaching and learning cycle. As only very recently being made aware of the term Hidden Curriculum the author was very keen to learn more of what the term or special significance it held in the learning environment. In college sessions I was introduced to a new term and learned the nature of the teacher-student relationship (respect), the organisation of classes, tracking, and so on are known as the hidden curriculum. The learning associated with the hidden curriculum is smuggled in and serves as additional learning from the student’s, the best part is I didn’t even know I was doing it! Hence the term Hidden, the hidden curriculum is all of life’s little associates such as respect, team work, communicating and many more that was not highlighted in my Scheme Of Works  but was being carried out by the student. As an action to ones way of teaching and learning I now intend to adapt my Scheme Of Works to show all or at very least parts of these hidden outcomes, not to pile more work on the student but as an additional learning tool. However in order to do this I must evaluate every session strategically in order to pin point the exact time all the hidden curriculum takes place so I can then implement them into the scheme of works, this will also be an addition to the authors own Individual Learning Plan (I.L. P). Raised opinions by others say by focusing on the initial stages of a student entering a course it is possible to identify aspects of the curriculum that might prevent some students from achieving. So to assist those, in ones routine the development of strategies are key to removing or reducing potential barriers in the content or delivery of the curriculum, it is important not to make assumptions about the abilities or requirements of students. Such as, do not assume that a blind student will require all information in Braille, or that a student with dyslexia will need all handouts on a different coloured paper. Although it is a natural instinct of tutors and the author to be anticipatory in overall development of the curriculum, it is necessary to carry out initial diagnostics and hold one to one talks with individual students to determine what strategies work for them and to ensure that their needs are being in an appropriate manner, fully met. The range in own students’ previous academic experiences means that there is a need to be more explicit about academic practices and processes in the delivery of the curriculum. I clearly describe what is expected by students, for example, explaining how an essay should be structured or in own relations emphasise on how an aim or practical synoptic requires full commitment and a positive demonstration. When students with previous academic experiences enroll onto a courses it is also sometimes necessary to stretch and challenge the individual in order to help them move higher within the hierarchy, such as an assignment may require the student to explain a certain topic unit or learning outcome, negotiate with the student that due to their previous learning capabilities that a more challenging way would be needed, as I have, requested students to plan, demonstrate, devise risk assessments and method statements and self assess the topic unit or learning outcome. There are a variety of methods that the author has adopted and implemented into my Scheme Of Works in order to include not just the more able students but the weaker students also, thus ensuring each student is included without being restricted due to the many factors that a student may possess, such as learning difficulties, disabilities, impairments or because of ethnic, race and religious beliefs, In order to build and enhance inclusivity skills in teaching and learning as a teacher I am encouraged to assess own planning, delivery and success via ‘critical reflection’. Critical reflection occurs when we analyse and challenge the validity of our planned sessions and assess the appropriateness of our knowledge, understanding and beliefs given our present contexts and how we include not just all students but one’s self into the session or possible tutor support in a positive way. Mezirow (1990 p. 177). an adaption of Brookfield (1990) explains that critical reflection involves three phases. Identifying the assumptions (â€Å"those taken-for-granted ideas, commonsense beliefs, and self evident rules of thumb† that underlie our thoughts and actions. 2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our ‘real-life’ experiences and our present context(s). 3. Transforming these assumptions to become more inclusive and integrative, and using this newly-formed knowledge to more appropriately inform our future actions and practices. As a trainer who works with a very different mix of students such as age and disabilities it is important that all students are made to feel welcome and can express themselves in a constructive way, Some students are content with carrying out the course in the simplest form there is in order to achieve and progress, however other students require a more structured and challenged route that covers all angles of the course and leaves no stone unturned. The key is to blend each student’s requirements together in order to be delivered as a whole as some students may wish to develop skills of critical thinking, as a certain number of my students challenge what is said or criticising and debating, but this may be an unfamiliar approach to some students who may feel that such discourse is uncomfortable or impossible to achieve. As i make it clear that students can achieve, and why a specific approach is being used, does help to ensure that all students can flow at their own pace, as well as, adapting or learning new skills in order to achieve their chosen programme, may it be Levels: 1, 2 or 3 and age of students being of very different nature. There are many factors that can affect access to the curriculum and the actual design of the curriculum. In my subject area of Bricklaying we operate a ‘roll on roll off’ programme, meaning this Monday five new students may enter their chosen diploma level and be of very different age brackets and of very different capabilities and next Monday another different number of students starting with again their individual needs that must be addressed. The ‘roll on roll off’ is then ongoing throughout the year with each student having their own, start, middle and end to the programme and requires that the curriculum is followed. In ones position, in order to ensure the curriculum is followed and ensuring students are aware of their own position within the curriculum, students are introduced to the course standards as quickly as possible in order to prevent confusion on what is required in order to complete the programme. The method or route taken does improve and in some cases create self confidence and motivation within a student, as they can clearly view what they have achieved and what is left to do. A way in which this can be achieved is known as The Spiral Curriculum. Neary (2002 p. 104) in a linear approach to the presentation of curriculum content different topics are presented sequentially according to psychological or logical requirements. An alternative approach is that which is sometimes described as a spiral curriculum. As the author has only recently been introduced to the Spiral Curriculum as part of research into this assignment I have adapted the concept idea and transformed it to suit my own student preferences and help them relate the course they are on in a simpler context. Based on the spiral design this allows my own student’s to be very much involved in their learning journey and can draw out self developmental skills, thus allowing the student to contribute more efficiently without possible discrimination from other students. Spiral curriculum can also be discussed as the whole range of concepts being studied, and as a result students learn about all aspects of their chosen  qualification or course, creating a more sense of ownership of how they are going to achieve their overall goal. See Appendix 1 for ones version of the Spiral Curriculum: Stenhouse (1975 p. 24) A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. Ones version of the Spiral Curriculum has only recently been developed by the author and was originally developed by Mary Neary 2002. Although Mary portrays the curriculum differently to ones view I was able to adapt the concept idea and relate the message across own student activity in a way that, the difference between students now and how they were progressing before the introduction of the Pyramid (Spiral) Curriculum has been instrumental to my students way of learning and development. Students visually see their current standings in the course and what is the next chapter of their learning journey. When considering diversity and inclusion in education it is often tempting to consider the areas that are covered only by legislation, such as: race, disability, sexual orientation, religion, belief, age and gender. However, students have multiple identities and all students have aspects of their personal lives that will impact upon the classroom context (such as having to act as a carer for a relative or partner, having to work extra hours to earn additional money or have children and family commitments). An inclusive curriculum not only addresses groups of students who are covered by legislation, but also allows flexibility to accommodate issues that can potentially be faced by a much larger group of students. It has been said that good practice for inclusivity of students is good practice for all’ and by focusing on addressing the entitlements of all students with a range of impairments or obstacles may also benefit the wider student community. Ways in which inclusivity can be achieved can come in many forms such as small groups debate a particular unit that they are learning and peer teach back to other groups by presentations, role playing or possibly in the form of a game in order to highlight certain contexts of the unit. Although it is  not always as simple as it sounds there will be students who may not wish to take part in the exercise due to many different reasons, so it is important methods of inclusion are implemented accordingly such as, handouts or the way in which the activity is carried out as some students may be of different nationality, certain handouts or activities can be in a different language content in order to include each type of student, students with a disability does not mean they cannot take part in the same course as others, which is why I believe in accommodating the students and treat all as equal to those with an impairment or barrier as to those who may not have any barriers that prevent them from succeeding. I currently have a student that suffers with mental health issues and finds it difficult to carry out certain activities in he’s day to day learning and living, so the student and myself made arrangements that will help reduce he’s issues but still ensuring that the student was included in all activities that are carried out by the whole student group. Also in my own teaching practice I make students aware of the differentiation of other students within the group which does have its strong points as all students are then respectful of each other and work together in order to succeed as a group and as an individual. When planning and adapting the curriculum accordingly certain strategies and various methods of teaching need to be implemented in order to develop student knowledge and embed mastery and developmental skills in order to include every student and ensure that all student’s can achieve as well as challenging the more able learner with higher developmental tasks. My methods of teaching can come in a wide form by the use of videos, handouts, diagrams and many more, the role of myself as the teacher is to use as many methods as possible in order to include each students desired way of learning without leading students to believe that the way the session is being carried out is purely to make my role easier but is in fact to stimulate and ensure the students themselves are learning in an holistic way but still achieving the overall aim of the session. In conclusion students bring a wide variety of barriers or implementations to the table when it comes to education, the task is to address these barriers to learning and devise a way in which all students regardless of differentiation can enter a programme and be made aware of the curriculum in a productive way that will result in each student participating, learning, adapting and enhance their skills in order to achieve a common goal. As the recently developed Spiral Curriculum has helped ones way of teaching, I am also motivated and encouraged to adapt further curriculum material that will enhance own student’s way of learning.

My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare Essay Example

My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare Paper I am going to be discussing three poems, My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare. I will compare all three love poems and discuss their differences in their opinion of love. I will also be sharing their experiences that they have had in their relationships. The first poem I will be discussing is Shall I Compare Thee To A Summers Day by William Shakespeare. The opening line of this poem shall I compare thee to a summers day is a rhetorical question which is reflected throughout the whole of the poem. This sets the image of a beautiful day, which he compares to love. During the poem he slowly builds the perfect image of the person who he is comparing to a summers day. It is clear to say that he is for love and sees it as a marvellous thing to have. Thou art more lovely and more temperate tells us that the person you love should be more lovely and delightful than a summers day and will bring you more joy. Rough winds do shake the buds of May then tells us that even in summer you get winds and disturbance but love should be powerful enough to overcome these interruptions as he later on says But thy eternal summer shall not fade. We will write a custom essay sample on My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Last Duchess by Robert Browning, When We Two Parted by Lord Byron and Shall I Compare Thee To A Summers Day by William Shakespeare specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Despite the disappointments love can bring your lover will never lose the beauty that they posses is shown in the tenth line of the sonnet. Shakespeare then goes on to say that even after death your love will never fade as he writes this poem to forever keep this person into eternal memory. The end of the sonnet tells us that as long as mankind exits he hopes that his poetry too will go on and ensure the immortality of his lover. The next poem I will be talking about is My last duchess written by Robert Browning, this poem is an example of how emotions can suddenly turn from sweet to sour. The first impression we get from the poem is the title, My last duchess. This gives us a slight glimpse of what the Duke is like, My imposes his duchess to be property belonging to him, the use of the possessive word my is mildly threatening too. It would have been more formal to had said The Last Duchess. The use of Last is also suggesting that he has the intent of wanting another wife, this is then confirmed later on in the poem. He then uses the phrase Looking as if she were alive which is repeated later on in the poem to remind us of the quality that the Duke can provide and is a reminder of his wealth and power. It would also seem that he would be gloating her, now that he is in control he allows people to see her smile but when she was alive he didnt like other people seeing her smile. That piece a wonder reinforces how he is proud of the painting and the quality that he can have. Later on in the poem he tells us how he would not stoop to tell her how he was offended by her common courtesy to those of lower ranks and he thought that she was too easily pleased over a compliment or small favour. I choose never to stoop tells us he has a lot of pride and maybe thinks that she has too little pride. The Duke took offence by this as he thought it disgraced his 900 year old name, instead of telling her how he was annoyed he ruthlessly gave commands making smiles stopped altogether. This tormented the duke as he saw his name (Ferrara) as a very special gift and thought she was abusing it. Although she should have reserved her smiles for the Duke and nobody else it was still an extreme decision and shouldnt have been taken. There she stands as if alive is then repeated just after when he gave commands which gives a sinister effect as it was he himself who gave commands. Just because she was eccentric to other people who are inferiority to her doesnt give him the right to draw the curtain for his duchess. It is arguable that the Duke was jealous, as he wouldnt gloat her when she was alive but does when she is dead. Although the poem starts with a light tone when he describes her picture, there is a later a detectable change where he starts to express his feelings. As the poem closes he mentions a wonderful casting of Neptune, as if it couldnt compliment itself he points it out. Throughout the poem the Duke expresses his loathing for his last duchess to the Count. This poem demonstrates how presumably passionate love that made him marry her turned into pain and disgust resulting in a cold end to the relationship. However the pictional reference he gives to her is a wonder and yet he unjustifiably killed her. The poem is also in rhyming couplets, which gives a proud feeling. When We Two Parted by Lord Byron is in many respects similar to my last duchess as both relationships end bitterly. The title When we two parted tells us already that once again love did not last, and the next line In silence and tears tells us it was not a joyful, but solemn. Half broken-hearted suggests there was increasing sorrow after the breaking up; it also compliments the title of the poem. Lord Byron then says Pale grew thy cheek and cold, Colder thy kiss shows us how he is in despair and shows how disgusted he is with her as the love has lost its passion. However later on the poem begins to become unravelled as And light is thy fame tells us that she had a bad reputation. As he overhears other people talking about her in a non-respective way. And share in its shame, he has become humiliated to have been with her. This lights Byrons flame as he rages on to say A knell to mine ear. He has become so shameful to have been with her that when he hears her name it is like a beating to his ear. They know not I knew thee shows he knew her sexually and very intimately. Who knew thee too well tells us that other people knew her sexually. During the end of the poem we see his sadness that if he were to see her again he would greet her with Silence and tears as it would bring back all his haunted memories. From these poems I conclude that love is a very precious thing to have, but can also turn into hate and regret as we discover in Lord Byrons poem. Its clear that Shakespeare sees love to be precious whereas this is less evident in the other two poems. This is shown as Lord Byrons poem is all about dwelling, shame and hurt which makes him feel so disgusted with his lover that he cant bare to hear her name again. We see an unhappy relationship, which turns into obsession and turns in contrast to absolute hate. My Last Duchess also tells a bad experience with love which ends in the most extreme action. Shakespeare says that it is not love if it changes, but I disagree because there are all sots of possibilities. For example your lover could cheat on you. Shakespeares poem shows how love should be judged and how good it is when you have it. All in all I would say that love is a very delicate thing, which is precious whilst you have it and to be cautious not to damage the relationship, it is also short and can be unpredictable so make the most of it.

The Nature of Love According to A Midsummer Nights Dream essays

The Nature of Love According to A Midsummer Nights Dream essays According to a Midsummer Nights Dream, love is something that can transform. It is not visible, and it is hidden. True love becomes questioned after you read this play: What does true love really mean? Is there more than one person that is your true love? If not or even if there is, what is the relationship? This play encourages people to believe that love is changeable and that you are not made to fall in love with just one person. The way the pairs of lovers all interacted together proves that love really is blind. A Midsummer Nights Dream suggests that love is not constant and is changeable. An example that is used to demonstrate this is when Demetrius and Lysander are in love with both Hermia and Helena at different times. At first, Demetrius and Lysander are in love with Hermia, and Helena is in love with Demetrius. A spell is put on them both to fall in love with Helena. At the end of the play, Lysander stays with Hermia and Demetrius is with Helena. Even though a spell was put on them, this is the proof that love may change and not stay constant. Love is small and undistinguishable, like far-off mountains turned into clouds; it can constantly move and change and often hard to notice, which leads to the second concept that is introduced in this play. A Midsummer Nights Dream also proposes that we are not made to fall in love with one person. It provides the people who are reading or listening to the play to believe that there is always a possibility to have another relationship where love is involved. An example of this is the two pairs of court lovers. Demetrius and Lysander seem to be in love with Hermia. However, at a different period of time they fall in love with Helena. But at the end, Demetrius says To her, my lord, was I berothed ere I saw Hermia. But like a sickness, did I loathe this food; But, as in health, come to my natural taste, now I do w...

Environmental Research Paper Example | Topics and Well Written Essays - 250 words

Environmental - Research Paper Example They have been stereotyped as evil, terrorists, offensive and likes attacking. In addition, the Americans have viewed them as silly, uncivilized, nervous, and repressive to women. All these aspects create a rift between the two groups of people. In the documentary â€Å"Reel Bad Arabs†, Sut Jhally demonstrates the extent to which Hollywood has corrupted the image of the Arabs hence making people to believe in the proposition. All these aspects that have created this rift are politically motivated. It is apparent that there is deep relationship between Israel and the United States. However, this should not guarantee loss of Palestinian’s lives. According to Wilson Woodrow, the fact that the 111th United States Congress is dominated by Jews and by extension the Zionists is an evidence enough for the particular interest in Israel. They dominate the Committees too, which are the most active organs of the Congress. In addition, more than 52 major American Jewish organizations are meant to lobby for the interest of Israel/Jews. The American Jews also shape their position by funding individuals who in return help to keep their interests

Student's Post Week 8 Research Paper Example | Topics and Well Written Essays - 250 words

Student's Post Week 8 - Research Paper Example erstanding diversity through understanding concepts of cultural sensitivity and cultural intelligence would be a more comprehensive and general approach to adapting leadership styles in any diversified environment. Cultural sensitivity will for example allow you to detect a difference or a barrier without external assistance or force, and cultural intelligence will allow you to comprehend best practices in new cultural set ups (Kreitner, 2008). I have read your post and understood your perspective about leading in a diversified environment. You identify communication, together with knowledge, motivation, and flexibility as essential elements to leadership in a cross-cultural environment but do not develop a strategy for implementing the elements towards effective leadership in international, cultural, and ethical issues. I believe that you should have explained how you would use these elements in leadership. You could have for example explained an approach to developing cross cultural communication competence such as learning interpersonal and cross-cultural communication skills towards leadership in diversified set ups. I also think that your post focused on personal narration than on strategies to competent leadership in international, cultural, and ethical issues (DuBrin,

The Impact Of The Western Sahara Conflict

The Impact Of The Western Sahara Conflict The conflict in Western Sahara was a dispute between Western Sahara (Frente Polisario) and Morocco which constitutes a big threat to regional stability after decolonization in 1975 by Spanish powers. The war has caused thousands of lives, big numbers of prisoners of war on both sides and has led to Morocco constructing a huge fortified wall in Western Sahara (Lehtinen, 2003). This conflict has therefore had far reaching impacts on Polisario in terms of political, economical and cultural as here discussed. Frente Polisario is a national organization of the Western Sahara that was formed with the aim of obtaining independence for Western Sahara. The main political impact that the Western Sahara conflict had was the formation of Frente Polisario. This was a political front that advanced plights of Saharawi society. Frente Polisario was therefore charged with the responsibility of championing independence of the Sahrawi people. The conflict in the Western Sahara led to Polisarios adoption of socialist ideology in 1970s which was a common ideology at the time that was being adopted by most liberation movements in most nations. The ideology was meant to bring all Sahrawi people together as one big family and a united society to champion their independence course. In relation to Polisario political struggle for independence of Saharawi people, it has continued to champion for peaceful liberation efforts devoid of terrorists activities. For example, it denounced the 2003 bombing of Casablanca against civilians. In its quest for self independence from Morocco, it has advanced attack free liberation efforts. In addition, after the ceasefire in 1989, the movement committed itself to pursue peaceful independence route as long as the Moroccan side complied with the conditions set during the ceasefire. Further more, as a result of the persisted conflict in the Western Sahara region; Polisario signed a peace treaty that led to Mauritania assuming a neutral ground in the conflict which has been one of major political development that has given a glimpse of hope in the independence struggle of the Sahrawi people. The peace treaty has led to Morocco remaining as the sole hindrance to independence of the Saharawi people. In terms of political relationship with other states, Polisario has had collaborative relationship with foreign countries as such as Algeria. Algeria has helped it advance its course for independence struggle against Morocco. For example, it has continued to receive unconditional support from Algeria in terms of arms and training of its forces for a period panning to 30 years. This has been useful for Polisario as it has enabled it to withstand heavy attacks from the Moroccan forces. With the persistence of the conflict, in 1991, the United Nations Security Council (UNSC) passed a plan that gave birth to a United Nations Mission which came to be called MINURSO. This mission was sent to Western Sahara in the same year (1991) to fulfill its mandate which included arrangement of referendum that was supposed to be held in February 1992 (International Crisis Group, 2007). However, the referendum process never took place as Morocco was opposed to referendum modalities that included process of identification of legible voters. Economical Impacts and Issues on Polisario With the Spains departure from Western Sahara in 1975, the region has undergone changed in several ways. For example, the nomadic lifestyle of the Saharawi people was altered as their main economic activity changed to mining. This became their major economic activity for their livelihood as Western Sahara was now in the top six largest phosphate exporters in the world. Abundance of phosphate and other natural minerals were among the cornerstones for Moroccos desire to control the territory. However, the economic benefits accrued from exploitation of the natural resources were for the occupying power (Morocco) but not for the indigenous Saharawi people. Every territorial conflict comes along with huge economic impacts that negatively affect the well being of the participating states. In respects to Western Sahara Conflict, actual economical costs that the conflict has caused to the region and particularly to Polisario can not be actually quantified since reliable data on the same is absent. However, there are several issues that have taken place that have impacted negatively on economic situation of Polisario. One of the significant economic impact on Polisario has been widespread planting of landmine where by numerous parts of Polisario were given up due to suspected presence of mines (International Crisis Group, 2011). The conflict in the region has also resulted to most of the Sahrawi people fleeing their homes and opting to live in refugee camps. This has resulted to overdependence of aid from the international community such as WFP by the Polisario people. In addition, life in refugee camps do not provide suitable economic environment for any significant economic activities to be undertaken and this has intensified their foreign dependency. In addition, the Polisario people being pastoralists and nomads in nature, they have been affected hugely by the conflict since their nomadic and pastoralist activities were not favored by prevalence of tensions that engulfed the disputed territory. They were again affected by the closing up of the border with Mauritania between 19979 and 2002 (International Crisis Group, 2011). The closure of the border further limited the movement of the nomad and pastoral communities of Polisario which negatively impacted their economic well being. Furthermore, fishing activities also accounted for some significant economic well being of the Polisario people. However, with the conflict in place and Morocco being stronger in terms of organization and military might, the Moroccan military took advantage of the situation and obtained fishing license of the Sahrawi people and therefore denying the Polisario people one of their key economic endeavor. Cultural Impacts and Issues on Polisario Culture dimension of the Polisario people has not been spared in the Western Sahara conflict. Before the crisis, people of various tribes constituted the group that inhabited the land. During the colonial reign of Spain, Sahrawi society and culture remained intact in the entire colonial period. However, with Moroccan annexation, the Saharawi people become a minority within their own territory (Sandblast, 2011). This was due to the Moroccan policy to Moroccanize Western Sahara. Through Moroccanization of the territory, cultural practices of Saharawi people were washed away as new way of life of the Moroccan style was instilled. The government of Morocco settled more Moroccans in the Western Sahara territory hence diluting the cultural fabric of the Polisario people. Barakat (2001) notes that Western Sahara comprised of seventy four thousand Sahrawis who were living in the territory but in the late 1990s, the total Sahrawi population is believed to have reached close to three hundred thousand. This population was infiltrated by their common adversary (Moroccans) hence diluting their cultural organization. Saharawi peoples cultural organization and set up have been greatly impaired as a result of the effects of the conflict. For example, the continued repression and denial of fundamental human rights like denial of freedom of expression by the Moroccan occupiers have negatively impacted on their cultural practices. In respect to this, their pastoralist and nomadic way of life as even their movement was greatly monitored and restrained by the Moroccans. Territorial conflict in Western Sahara has resulted to war on different occasions where by Moroccan forces have gone physical with the Polisarios counterparts. In connection to this, the armed struggle has resulted to many causalities among civilians where by families and societies of the Saharawi people have been torn apart. The effects of the struggle have been wide spread. For example, there is prevalence of sexually transmitted diseases, unwanted pregnancies and stigmatization which is as a result of evils committed by armed forces involved in the armed rustle. Morocco In the Western Sahara conflict, Morocco occupied the northern two thirds of the Sahara in the late 1975 and since then, it has fought against the Polisario (Barakat, 2001). The conflict has therefore been between the Polisario and the Moroccan side. The Western Sahara conflict has therefore had political, economical and cultural impacts on Morocco as a core actor in the feud. Political impacts and issues on Morocco Morocco has been impacted in two parallel ways; both negative and positive effects. Western Sahara crisis led to Morocco withdrawal from the AU in 1984 as a way of protesting against SADR admission to the AU which was one of the interested parties in the conflict. This move by Morocco tarnished its image on the international platform since it was viewed as an illegal occupying power in the disputed territory. In addition, foreign relations of Morocco and other states suffered a blow. For example, its relations with Algeria were negatively affected as Morocco perceived Algeria to be in support of the Polisario whom Morocco considered as their subjects. Furthermore, international tensions between states have also been heightened as a result of the persisted conflict. For instance, it has impaired relationship between France and Algeria. France defends Morocco in the conflict and against Polisario while Algeria remains one to main supporter of Polisario for its independence (Norway Bergen, 2010). Moreover, Morocco has successfully ensured that referendum is intentionally delayed. Morocco disregard of referendum in Western Sahara region is in view to continue with the territorys occupation. Referendum was a resolution that was adopted by UN as a way of ending the crisis amicably but Morocco has adopted a delaying tactics by disagreeing on the formula of conducting the referendum process. Furthermore, Morocco has successful gained the support of the United States over the stand off. US support of Morocco is guided by the fact that Morocco is a key ally of the US in the Arab world (Zoubir, 2010). Although America is not opposed to the Western Sahara independence, the geopolitical consideration and particularly strategic significance of Morocco in the Arab world and it long time historical cooperation with America especial in counter terrorism war and Israel-Palestinian conflict has been the guiding principle for continued support by the US to Morocco over the entire period of the conflict. Moreover, Moroccos back up from major world super powers have been one of the reasons why the conflict has persisted for too long. France also considers Western Sahara as an integral part of Morocco and they have continued to show their opposition to independent sate of Western Sahara (Haddadi, 2002). France has therefore believed that independence of Sahrawi will make them fall under influence and control of Algeria. In addition, France also considered independence of Western Sahara as a way of weakening Moroccan kingdom in which France has vested economic, political, cultural and military interests. This was a political mileage to Morocco in terms of occupation and control of the Western Sahara since it was assured of the support of major world powers in the crisis. However, this has been one of the reasons for Moroccos disregard of several UN resolutions including frustration of referendum exercise which was planned to take place but under played by Morocco for its own partisan interests in the conflict. Furthermore, morocco image in Africa has greatly been damaged as its being seen as an occupying power. Consequently, it has AU. In addition, its ties with other African countries continued to suffer a blow, for example, South Africa cut links with Morocco in 2004 as a result of Moroccos disregard of the Baker plan (International Crisis Group, 2011). Morocco has been at the central stage of all political happenings in Western Sahara crisis. For example, its invasion of August 1979 to Western Sahara region led to adoption of General Assembly resolutions 34/37 of 21 November 1979 and 35/19 of 11 November 1980 where by the General Assembly reaffirmed inalienable right of the Saharawi people to self independence (Gillespie, 2010). This however deepened the problem as there was continued colonization of the region by Morocco. Moreover, Morocco reiterated that in forthcoming negotiation over the disputed territory of Western Sahara, it will not accept anything other than its own proposal. This stand came as a result of winning support of major superpowers like the US and France. The support therefore complicated the already worse situation since on the other hand, Polisario was not ready to tame down their quest for self independence. France and US support of Morocco in the crisis only fueled the conflict instead of helping resolve it. This has resulted to many occasions where Moroccos refused to deliberate on Saharawis proposals and has even gone a head to disregard UN resolution of negotiations without setting some pre-conditions (Darbouche Zoubir, 2008). In addition, as a result of persisted conflict in the region, and with Morocco and Algeria supporting different stands of the conflict, their borders were closed in August 1994 (Zoubir, 2010). This was followed with strained relationship between the two countries as the both have partisan interests in the Western Sahara region. The closure of the border between these two states signified strained foreign relations that existed among countries in the region. With the continued and persisted conflict in the region, Saharawi People have continued with active peaceful resistance against Moroccos occupation. This has been successful in alerting the international community of human rights issues that the Saharawi people are going through in the struggle (Zoubor, 2010). Actions such as hunger strikes have triggered international attention to the Polisarios situation and as a result a personal envoy to the UN Secretary General asked the UN Security Council to include a human rights monitoring body in the region in order to check on human rights violation being practiced by the Moroccan authorities (Cavatorta, Chari Kritzunger, 2006). Furthermore, the continued crisis in the region has given Morocco some of the super powers acclaim in the conflict due to its geopolitical relevance in the region. For instance, it has been recognized by France, US and Spain as legitimate occupying power of the Western Sahara territory. This geopolitical factor has been the major hindrance for the resolution of the stand off since Morocco has refused to lessen its stand after this assurance of support and it is only prepared to accept a resolution that identifies the territory to be within its sovereignty. Economical Impacts and Issues on Morocco Territorial conflicts in any crisis are usually an expensive affair to participating parties and it usually impacts negatively to economical well being of the states concerned. To Morocco, the economic costs of staying in Western Sahara remains high (Cordesman, 2002: 105). This comes as a result of huge spending on military facilities used in the war especially if the conflict prolongs. In relation to Western Sahara conflict, the war has spanned over beyond three decades and as a core participator, Morocco has spent a lot of resources in the territory in order to have a grip of the region. The major cause and persistence of the Western Sahara conflict have been the desire to control natural resources that are found in the territory. Morocco has continually cooperated with other foreign states to have control and exploit these resources by denying Western Sahara their outright self independence. This therefore implied that Morocco benefits from rich mineral resources of Western Sahara which include phosphate reserves, iron, oil and methane gas. Despite oppression of Saharawi by Morocco, it has continued to benefit crisis and has had a continued advance of its economic agenda. In addition, Morocco considers all resources that it has spent in Western Sahara as an investment. However, since the inception of the crisis, there has been drastic increase in security costs. About a half of the Moroccos Military budget is devoted to Morocco in its attempt to keep the region under its control. This has at times strained it economic spending on military issue in the Western Sahara at the expense of other constructive development agenda. Furthermore, apart from military spending, Morocco has intensively engaged in infrastructural development of the Western Sahara. For instance, over the passed 30 years, Morocco has invested more than 2.4 billion dollars in basic infrastructure that included airports, sea ports and a 10, 000 kilometers of road (International Crisis Group, 2011). However, despite Moroccos occupation of the territory, Moroccans have remained critical of the developments in Western Sahara since they view the move by the Moroccan authorities as an attempt to derail development in other parts of their country in the name of Western Sahara occupation. In addition, the closure of the Morocco Algeria border by Algerian authorities was detrimental to economic stability of Morocco. This closure affected the economic life of the city of Oujda that heavily depended on trade and tourism from Algeria (Cavatorta, Chari, Kritzunger, 2006). These tourism activities have been one of the major economic activities that had boosted the region in its development agenda. Morocco pleaded for reopening of the border by Algeria but Algeria remained adamant in demand for Morocco to honor self independence of Western Sahara. Furthermore, the continued tension between Morocco and Algeria due to Morocco continued occupation of Western Sahara region has led to arms race between these two countries in show of power and mighty. However, arms race is costly and each country is forced to spend significant portion of its national income in acquisition of the arms at the expense of other important development issues. This has in most cases led to stagnation of other crucial development projects especially to Morocco which is sacrificing everything in order to have control of the Western Sahara territory. Cultural Impacts and Issues on Morocco Moroccos occupation of the Western Sahara territory has at time impacted negatively to its cultural well being. For example, Moroccan authorities occupying Western Sahara have used the region as the transit point of illegal trade such as drugs and arms hence going against the cultural fabric of the Moroccan society (Boussaid, 2009). However, trafficking seems to be on increase and it is likely to in place as long as the conflict continues. In addition, with continued occupation of Western Sahara by Morocco and considerable huge investment in the territory at expense of Morocco, developments, a gap already exists where slums have mushroomed in some parts of Morocco. This has generally affected cultural well being of the Moroccan people and most of their needs are never addressed by the authority. Slum life have therefore formed part of most Moroccan population as most live as destitute in their own country. Algeria Algeria has been an active participant in the Western Sahara conflict where by it has continued to support Polisario for its independence in Western Sahara conflict against the wish of Morocco. Algeria and Morocco have since then taken their battlefield to the UN where each seeks to convince the international community of their positions over Western Sahara. However, like other interested parties in the conflict, there have been several impacts to Algeria in terms of political, economical and cultural to its well being. Political impacts and issues on Algeria Algeria has taken Morocco on task by advancing a political war in the UN where it has tried to convince the UN of legitimacy of their stand. On other hand, there has been continued lack of initiative by the Moroccan side to support their position in the UN. However, Algeria has continued to advance their course in the stand off by offering several resolutions in the UN platform. Algeria has maintained no territorial claim on Western Sahara conflict, it has continued to support Polisarios course for self determination through diplomatic means (Mundy, 2010). Important to note is that the Western Sahara conflict was already in place during the cold war period. Morocco was pro Western powers since it was a key ally of France and US. Since Algeria and Morocco were two protagonists in the Western Sahara conflict, Algeria opted for the eastern block where it became an ally of Moscow in the region. In respect to this, the continued conflict in the Western Sahara has continued to exacerbate strained relationship between Morocco and Algeria. In addition, the Western Sahara conflict strained relationship of Algeria with other states and in particular, its diplomatic relationship. Major world super powers had their own interests in the regions conflict. For example, US, France and Spain believed that Western Sahara self governance could make Morocco unstable and therefore they were always in opposition to Algerias stand on push for Western Sahara independence. Economical impacts and issues on Algeria Economic impacts on part of Algeria participation in the Western Sahara conflict are quite evident from its central role in the conflict. It is widely assumed that Algeria foots most of the bill for Polisarios international diplomatic efforts and it has generously contributed to the humanitarian needs of the refugees near Tindouf (Mundy, 2010). This means that Algeria has spend hundreds of millions in the Western Sahara conflict which would have been utilized in other development projects in the country such as infrastructural improvement. In addition, Algeria has continued to support Polisario and SADR in military aid, for instance, it provided weapons support against their fierce opponent (Morocco). The military support has been intensive and have had huge economic implications since their development program has been greatly compromised to the support for the quest of Western Sahara self governance. Algeria also faced a major economical blow when it failed to take the advantage of the Gara Djebilet iron reserves as long as the Western Sahara Conflict is still in place and as long as the tension with Moroccoo remains unresolved (Mundy, 2010). This was an economic set back to Algeria because of its stand that it had taken in the conflict. The stand off denied Algeria possible exploitations of the iron reserves that could have seen it advance more in their economic performance. Furthermore, Algeria and Morocco are the two major warring parties in the conflict and they both belong to the Maghreb Union. The Western Sahara conflict has therefore had massive economic impacts in the region since it has hindered positive regional development. The conflict have even gone a head and threatened the existence of Maghreb Union since key union members hold partisan interest in the conflict and are ever suspicious of one another. The loss of earnings due to the Arab Maghreb Unions failure is on the order of 2 percent of the average annual GDP for member countries (Algeria, Morocco, Tunisia, Libya and Mauritania) (International Crisis Group, 2007). Cultural Impacts and Issues on Algeria The Western Sahara conflict has impacted heavily on Algeria in its cultural set up. For example, as a result of persisted conflict, Algeria has been the biggest refugee host of the Saharawi people. Refugees started streaming from Western Sahara in 1975 when the conflict broke out between Morocco and Polisario and by 1976; the government of Algeria estimated 165,000 refugees of Saharawi origin that it had hosted (UNHCR, 2010). This has resulted to humanitarian crisis that puts pressure to social amenities. Since the outbreak of the conflict and forced settlement in Tindouf, Algeria women have been forced to assume complete management of these refugee camps which are taken as their homes. This is contrary to their normal way of life and in regard with their cultural practices where men are supposed to assume leadership roles of their families. In addition, the long term exile life experienced by women and neglect by international community has a great impact to the Saharawi people and Algeria as a host country. Algeria continues to serve as a point of transit for refugees. However, there have been reported cases of human smuggling in the process of handling the refugees from Western Sahara territory. There are groups in Algeria that have taken advantage of the Saharawis plight in the present crisis as they smuggle them. This have hence intensified human trafficking problem that has been reported by UNHCR in the refugee camps. Spain Spain is the former colonial power that had occupied Western Sahara. With increasing consensus that colonized states should be given their own self independence, Spain later recognized this right as decolonization process was gaining momentum in the international politics. Morocco which is the current occupant of Western Sahara was indeed of the crusaders for decolonization of Western Sahara. Political impacts and issues on Spain As a former colonial master to Western Sahara, Spain have great political impacts and issues as a result of the conflicts persistence in Western Sahara territory. It bears a huge responsibility on continued crisis that stands unresolved in the region. For instance, instead of honoring its initial commitment of self governance of the people of Western Sahara as it initially intended in its decolonization process, it has continually collaborated with Morocco and Mauritania where by in November 14, 1975, it entered into accord with these countries that allowed them to invade Western Sahara that led to its occupation and division (Bolton, 2007,). As a former colonial master that had already accepted to grant self independence to its former colony, Spain was charged with the responsibility of guarding independence of Western Sahara but it went contrary to the agreement and instead allowed African countries to replace it as colonial masters in its former colony. This has therefore led to persistence of Western Sahara colonization by Morocco which has exacerbated Western Sahara plights. Polisario was therefore forced to continue with the struggle for independence under an African colony. Spain has continued to support Morocco for its occupation of the Western Sahara territory and it has recognized Moroccos occupation as legitimate. However, in the international deliberations, it pretends to support self independence of Saharawi people. This has since the commencement of the conflict portrayed Spain as a power with no reliable stand in Western Sahara crisis which has led to loss of its credibility on the issue. Economical impacts and issues on Spain Before Western Sahara conflict with Morocco, Spain was the legitimate occupier of the territory where it benefited from its huge natural resource base. For example, Spain exploited Western Sahara fishing sector during its colonial reign and even after its decolonization, it continued to benefit from the economic activities since it signed a pact with Morocco supporting its occupation. Crisis in Western Sahara nationalism ranges back during the colonial times by the Spanish. It is during the Spanish rule in the region that Polisario movement was formed as a nationalist movement to advance self independence of the Western Sahara region. The Saharawi movement has therefore continued to fight for their self governance in the present Morocco colonization. Spain has also continued to enjoy from phosphate resources that are found in plenty in the region both during their colonial period and even in the Moroccan occupation as they are in agreement with Morocco. Cultural Impacts and Issues on Spain Spain has continued to incline to Morocco instead of supporting the independence of the Saharawi people; it destroyed good moral ties that existed between the Spanish people and the Saharawi population. Morally, the Spanish had ethical responsibility of safeguarding Western Sahara as a former colony by ensuring that another power does not occupy it after it surrender. This was not the case as Spain went a head and supported Morocco and Mauritania for their occupation. This was not a proper moral standard that was undertaken by former colonial masters and therefore, it was a breach of its moral obligations. Spain has had close cultural and colonial ties with Western Sahara, the solidarity and human right group of Spain have actively demanded that the government of Spain pressure Morocco to hold its obligation to international law (Stephan Jacob, 2008). Several activists who support Saharawi have staged several demonstrations in protests of inhumane acts and repression that have been committed to Saharawi people. During numerous protests that they have engaged in, the Spanish Human Rights League have come clear on the issues and condemned Morocco and its allies including Spain for violation of Saharawis fundamental human rights which include freedom of assembly and free speech in Western Sahara. The failure by Spain to resolve a dispute involving its former colony and continued support of the Moroccans has portrayed Spain as a power that disregards human rights. UN has initiated several initiatives to try and settle the Western Sahara crisis which has turned into a human crisis as a result of increased refugees that have seen most of Saharawi people living as displaced people in other country. Mauritania Mauritania in the Western Sahara conflict was allied to Morocco. However, the country experienced a military putsch that drove out president Moktar Daddah due to the position that he had taken over the Western Sahara conflict (Bolton, 2007). This has subsequently forced the country into a tricky balancing move and it has since then embraced neutrality over the conflict. Political impacts and issues on Mauritania Mauritania has suffered great impacts from the Western Sahara conflict since its political leadership was reshaped as a result of the conflict. Initially, President Moktar Daddah was in support of the Moroccan side of the conflict. However, this was in contrary to the wish and will of many Mauritania nationals and thus a military putsch was taken against him which saw regime change in the Mauritania political landscape. In relation to this, the incoming government sought to assume a central position in the conflict and withdraw completely from the Western Sahara war. After Mauritania withdrawal from the war, it persuaded Morocco in considering withdrawal from Western Sahara and grant it self independence. In connection to this, during the OAU (presently AU) in 1981, King Hassan II of Morocco accepted the principle of self determination and even pledged his will to support a referendum exercise that could determine independence of Western Sahara (Amirah, 2008). Consequently, Mauritania signed a peace treaty with Polisario in Algeria in 1979 5th August and condemned the war. This also led to its denouncement of territorial occupations in Western Sahara. The move taken by Mauritania gave a glimpse of hope to the struggle of Western Sahara people as the only remaining occupying force in the region was Morocco and therefore its advances could not be that strong compared to the

7 Organizational Approaches to studying the human body

There are seven organizational approaches to studying the human body. The first would be body planes and body directions. The body can be divided up into three sections, front and back, top to bottom, and left to right. The names of those three planes are the coronal, the transverse, and the sagittal planes. When you are studying organs or tissues you could use this approach to make sure the job gets done to the most accurate degree. Looking at the lungs, brains, and joints can be difficult sometimes so in that case you would use the body and planes approach.The body can be studied also according to the body cavity approach and by looking at the major internal organs. Most of the time that you see this approach being used the reasoning is to look deeper into the body and find disease. When conducting a physical exam on someone they may use an approach to identify where your internal organs are placed called the quadrants and regions approach. There are four quadrants, URQ, ULQ, LLQ, and LRQ. There are also nine regions.The nine regions are the right and left hypochondriac, the epigastric region, the right and left lumbar regions and the umbilical region; finally there is the right and left inguinal regions along with the hypogastric regions. This approach works the best when being given a physical exam for school sports or whatever. The next approach that may be used to study the human body would be the anatomy and physiology approach. This approach can be used for studying the structures in the body and how they react to certain things that you may or may not do on a daily basis.This approach is also good for examining and studying cells or the nervous system. Microscopic and macroscopic may sound similar but they are far different. This approach can be best exercised in looking to see how cells combine to make a larger cell. Next on the list is the body systems approach. In this approach you can easily study the circulatory system as well as the respiratory s ystem. The last and final approach that you can study the human body with is the medical specialty approach. In this approach you are able to study the human body for medical use.

A Feminist Criticism of a Farewell to Arms Essay

After finishing A Farewell to Arms, I found it difficult to reconcile Judith Fetterley’s feminist attack of the novel with my own personal opinions. I agree that Hemingway does kick women to the curb in his portrayal of Catherine, but my reasons for pinning this crime on Hemingway are different from hers’. Although she means well, Fetterley makes the ridiculous claim that by portraying Catherine as an angelic, selflessly loving â€Å"woman to end all women,† Hemingway disguises misogynistic attitudes and a deep-seeded hatred towards the XX chromosome. This claim is not supported by the text. If we look at Hemingway through the lens of his own words, we find that his misogyny does not spring from a â€Å"too good to be true† portrait of Catherine, but rather in his tendency to cast her down into the dirt-Catherine is a dependent, baby-manufacturing trap that stifles Lieutenant Henry: â€Å"Poor, poor dear Cat. And this was the price you paid for sleeping together. This was the end of the trap† (320). It is his penchant for sex and his need for womanly comfort that keeps Henry coming back to Catherine, not some notion of â€Å"love† or true connection. This is Hemingway’s misogyny, however unintentional, unmasked. But to get a true sense of this â€Å"anti-Fetterley† feminist view of the novel, it is important too look at the specifics of Hemingway’s construction of Catherine-facts that stand in direct opposition to Fetterley’s stated attacks. First of all, Catherine is not Fetterley’s unique and unattainable goddess-she is an object in Henry’s universe, a feast of sensations but nothing more. She is akin to good food and good drink: â€Å"‘I was made to eat. My God, yes. Eat and drink and sleep with Catherine'† (233). Indeed, Henry’s thoughts about Catherine, both when he is at the front or by her side, mingle with longings for good wine and reflections on sumptuous meals. In Henry’s world, a good Capri would be nice, a nice hunk of cheese would be grand, and sleeping with Catherine would be sublime. These things all equate to the satisfaction of basic human needs. Every now and then, Henry feels a grumbling in his loins-a periodic hunger for the â€Å"cheese† between Catherine’s legs. Hemingway dissolves Catherine into the least common denominator-the object, devoid of meaning or real importance (when Henry isn’t hungry). How can Catherine be an angel, as Fetterley claims, when she is merely an object, a small, rocklike satellite orbiting Planet Henry? This leads us to another aspect of Hemingway’s treatment of Catherine. In the novel, she is a completely dependent and subservient slave to Henry and his desires-she is placed firmly under his heel. This is evident from her dialogue: â€Å"‘I’m good. Aren’t I good? You don’t want any other girls, do you?†¦ You see? I’m good. I do what you want'† (106). Through her words, we get a sense that the only thing that concerns Catherine is the level of Henry’s satisfaction. She needs his approval; he is the beginning and end of her world. This dependency resurfaces many times in the novel. In Milan, Catherine works herself to the bone all day, so that she can have sex with Henry all night. Throughout this period, her greatest worry is that she doesn’t tack up to the girls that he has had in the past: â€Å"‘I’ll say just what you wish and I’ll do what you wish and then you will never want any other girls'† (105). When she is pregnant, her thoughts and concerns continue to center completely around Henry’s happiness: â€Å"‘But after she’s born and I’m thin again I’m going to cut it (her hair) and then I’ll be a fine new and different girl for you'† (304). Even during her long and arduous labor, Catherine’s single worry is that she is a burden on Henry: â€Å"‘Oh, I wanted so o have this baby and not make trouble, and now I’m all done and all gone to pieces and it doesn’t work'† (322). Fetterley might claim that this amounts to â€Å"selfless-love,† but I think this phrase gives Catherine (and Hemingway) too much credit. Catherine, as portrayed in the text, seems more like an obedient dog then a virtuous, unselfish being of light; she is like a mutt that serves its master because it has no one else and cannot survive on its own. By the end of the novel, Hemingway succeeds in portraying Catherine as both an object and a docile subject in Lieutenant Henry’s kingdom. This construction diminishes Catherine’s character and allows Henry (and Hemingway) to view her and the baby completely in terms of the burden they entail. They are a â€Å"trap†-flames that burn the log that â€Å"Henry the ant† scurries around on. This makes it much easier for Hemingway to kill off Catherine and wash Henry’s hands of all responsibility-the final pieces in his misogynistic puzzle. This harsh take is a more tenable alternative to Fetterley’s feminist attacks on the novel.