How Slavery Affected the New World

How Slavery Affected the New World Amanda Maldonado 9/11/2012 Unit 1: Essay When we think of slavery we cannot help to think of mistreated people. Slaves are responsible for making the New World succeed in the enlightenment of civilization, and the production of wealth. Without slave labor economy would not be working today. Slavery teaches us that after suffering there comes reward. At the same time however, slavery is the definition of anguish and torment. The separation of loved ones to service a stranger is erroneous.Slave labor feeds the master’s family, but distresses the laborer’s family. Slavery brings us new traditions and diversity to the New World. In her book, The Origins of American Slavery, Betty Wood explains her point of view of how slavery came to be and I will be referring to her book. Slave labor is a topic that is very important, because slaves are used to serve others, without being paid. They are used as objects and treated as so. The owner has pow er over the slave’s life, and liberty, â€Å"†¦loss of humanity; that the slave was no longer a person, a man or a woman, but an animal. (Origins10) Slaves are treated this way, even though they harvest the corn we eat. The clothes that the master wears are made by the slave, and with cotton that the slave picked. The land that is being used to harvest by the English, and the Europeans, belongs to the Native slaves, and yet they are being disconnected from their own rightful property. The foreigners are taking advantage of the people, to make themselves wealthy. They are greedy and want all the riches for themselves and no one else. The Europeans and the English fight over land, however that land belongs neither.They came and took over without the permission of the people who were there first. The slaves are moving economy forward, because their labor produces money. Money goes into the economy, and there is the start to a strong New World. Agriculture and trading make it easy for people to live in the New World, and persuades people to come. This also persuades slaves, because they believe that someday they will be free and also gain wealth. The slaves bring new customs to the New World. They bring new ways of cooking, strategies to grow crops, and they bring ideas to the Europeans and English.However the English and the Europeans believe that they are descents of Ham a sinner that is punished with servitude. The slaves are put to work because they are believed to be servants of servants. The appearance of the Africans and their culture comes off as different to the Europeans, and English. However slaves are human beings, whether or not they are said to be descendents of Ham. The first slaves are the Native Americans according to Betty Wood. The reason is because the Natives are already here when the English and the Europeans come.The Natives are lured into slavery, because when the Europeans come, they come with smiles. Not knowing, the Natives get taken advantage of. The Europeans want everything that the Natives have. The Natives eventually become slaves. However, the Europeans bring diseases, and wipe out many of the Natives. It is not only Africans and Natives that are slaves though. Some English and some Europeans are put to work as well, but a conclusion is drawn, that white skin is too weak for labor outside. So that is when they bring the Africans.The Africans also die of diseases, but become immune eventually. Their skin is not weak, and they are known to be the best slaves to have. The Europeans and the English want to civilize the African slaves, because they feel that the way they dress and their lack of intelligence is shocking. However, each culture is different, and it is unfair to change their culture, because changing their culture changes their tradition. And, tradition is not tradition if it is changed. The irony of this is the fact that Africans are traded by their own people in Africa.They are traded t o the Europeans for gold and other objects. They tear these families apart just to be self-centered and greedy. All these things, and yet the slaves keep going. Some try to escape, and get away, but others find death or punishment. Life as a slave is a terrible experience, and only they know what it really feels like to be one. All we can do is read about them and feel appalled and impotent. The Europeans and the English gain power by being leeches. They suck out all the power from the slaves, while they live the life of kings and queens. Luckily, this comes to n end eventually; it only took more than two-hundred years. But, today we are free, because they fight for our freedom. Slavery built the nation that we are today. They are responsible for our freedom and for the nation we are today. At the time they did not know it, but thanks to them today we can be free without chains. We can live life peacefully, and independently. We can walk outside and breathe fresh air without being a fraid. Slavery brought traditions, customs, and most of all diversity. We do not have to worry about being separated from our families.And, most of all we do not have to be afraid. The New World is made of immigrants. Whether brought by force or by choice, this country we are today is made of people from different countries. We made the New World, but we owe most of it to the slaves. They are the ones who work hard and experience torment so that today we can be free. Slaves make the New World succeed, economically and culturally. We are now equal to each other, no more anguish. Work Cited Wood, Betty. The Origins of American Slavery: Freedom and Bondage in the English Colonies. New York: Hill and Wang, 1998. Print.

Zoe’s Tale PART II Chapter Seventeen

The four of us moved as silently as we could into the forest, from the place where Gretchen had seen Magdy, Enzo and their two friends go into the tree line. We listened for their sounds; none of them had been trained to move quietly. It wasn't a good thing for them, especially if the creatures decided to hunt them. It was better for us, because we wanted to track them. We listened for our friends on the ground, we watched and listened for movement in the trees. We already knew whatever they were could track us. We hoped we might be able to track them, too. In the distance, we heard rustling, as if of quick, hurried movement. We headed that direction, Gretchen and I taking point, Hickory and Dickory fast behind. Gretchen and I had been training for months, learning how to move, how to defend ourselves, how to fight and how to kill, if it was necessary. Tonight, any part of what we learned might have to be used. We might have to fight. We might even have to kill. I was so scared that if I stopped running, I think I would have collapsed into a ball and never gotten up. I didn't stop running. I kept going. Trying to find Enzo and Magdy before something else did. Trying to find them, and to save them. â€Å"After Gutierrez left, Magdy didn't see any point in keeping our story quiet anymore, so he started blabbing to his friends,† Gretchen had told me. â€Å"He was giving people the idea that he'd actually faced these things and had managed to keep them off while the rest of us were getting away.† â€Å"Idiot,† I said. â€Å"When you parents came back without the hunting party, a group of his friends came to him about organizing a search,† Gretchen said. â€Å"Which was actually just an excuse for a bunch of them to stalk through the forest with guns. My dad caught wind of this and tried to step on its head. He reminded them that five adults just went into the forest and didn't come out. I thought that was the end of it, but now I hear that Magdy just waited until my dad went to go visit yours before gathering up some like-minded idiots to head off into the woods.† â€Å"Didn't anyone notice them heading off?† I asked. â€Å"They told people they were going to do a little target practice on Magdy's parents' homestead,† Gretchen said. â€Å"No one's going to complain about them doing that right about now. Once they got there they just took off. The rest of Magdy's family is here in town like everyone else. No one knows they're missing.† â€Å"How'd you find out about this?† I asked. â€Å"It's not like Magdy would tell you this right now.† â€Å"His little group left someone behind,† Gretchen said. â€Å"Isaiah Miller was going to go with him, but his dad wouldn't let him have the rifle for ‘target practice.' I heard him complaining about that and then basically intimidated the rest of it out of him.† â€Å"Has he told anybody else?† I asked. â€Å"I don't think so,† Gretchen said. â€Å"Now that he's had time to think about it I don't think he wants to get in trouble. But we should tell someone.† â€Å"We'll cause a panic if we do,† I said. â€Å"Six people have already died. If we tell people four more people – four kids – have gone off into the woods, people will go insane. Then we'll have more people heading off with guns and more people dying, either by these things or by accidentally shooting each other because they're so wired up.† â€Å"What do you want to do, then?† Gretchen asked. â€Å"We've been training for this, Gretchen,† I said. Gretchen's eyes got very wide. â€Å"Oh, no,† she said. â€Å"Zoe, I love you, but that's loopy. There's no way you're getting me out there to be a target for these things again, and there's no way I'm going to let you go out there.† â€Å"It wouldn't just be us,† I said. â€Å"Hickory and Dickory – â€Å" â€Å"Hickory and Dickory are going to tell you you're nuts, too,† Gretchen said. â€Å"They just spent months teaching you how to defend yourself, and you think they're going to be at all happy with you putting yourself out there for something to use as spear practice. I don't think so.† â€Å"Let's ask them,† I said. â€Å"Miss Gretchen is correct,† Hickory said to me, once I called for it and Dickory. â€Å"This is a very bad idea. Major Perry and Lieutenant Sagan are the ones who should deal with this matter.† â€Å"My dad's got the whole rest of the colony to worry about at the moment,† I said. â€Å"And Mom's in the medical bay, getting fixed from when she dealt with this the last time.† â€Å"You don't think that tells you something?† Gretchen said. I turned on her, a little angry, and she held up a hand. â€Å"Sorry, Zoe. That came out wrong. But think about it. Your mom was a Special Forces soldier. She fought things for a living. And if she came out of this with a wound bad enough for her to spend her night in the medical bay, it means that whatever is out there is serious business.† â€Å"Who else can do this?† I asked. â€Å"Mom and Dad went after that hunting party on their own for a reason – they had been trained to fight and deal with experiences like that. Anyone else would have gotten themselves killed. They can't go after Magdy and Enzo right now. If anyone else goes after them, they're going to be in just as much danger as those two and their other friends. We're the only ones who can do this.† â€Å"Don't get angry at me for saying this,† Gretchen said. â€Å"But it sounds like you're excited to do this. Like you want to go out there and fight something.† â€Å"I want to find Enzo and Magdy,† I said. â€Å"That's all I want to do.† â€Å"We should inform your father,† Hickory said. â€Å"If we inform my father he'll tell us no,† I said. â€Å"And the longer we talk about this the longer it's going to take to find our friends.† Hickory and Dickory put their heads together and clacked quietly for a minute. â€Å"This is not a good idea,† Hickory said, finally. â€Å"But we will help you.† â€Å"Gretchen?† I asked. â€Å"I'm trying to decide if Magdy is worth it,† she said. â€Å"Gretchen,† I said. â€Å"It's a joke,† she said. â€Å"The sort you make when you're about to wet your pants.† â€Å"If we are to do this,† Hickory said. â€Å"We must do it on the assumption that we will engage in combat. You have been trained with firearms and hand weapons. You must be prepared to use them if necessary.† â€Å"I understand,† I said. Gretchen nodded. â€Å"Then let us get ready,† Hickory said. â€Å"And let us do so quietly.† Any confidence that I had any idea what I was doing left me the moment we entered the forest, when the running through the trees brought me back to the last time I raced through them at night, some unknown thing or things pacing us invisibly. The difference between now and then was that I had been trained and prepared to fight. I thought it would make a difference in how I felt. It didn't. I was scared. And not just a little. The rustling, rushing sound we had heard was getting closer to us and heading right for us, on the ground and moving fast. The four of us halted and hid and prepared ourselves to deal with whatever was coming at us. Two human forms burst out of the brush and ran in a straight line past where Gretchen and I were hiding. Hickory and Dickory grabbed them as they passed by them; the boys screamed in terror as Hickory and Dickory took them down. Their rifles went skidding across the ground. Gretchen and I rushed over to them and tried to calm them down. Being human helped. Neither was Enzo or Magdy. â€Å"Hey,† I said, as soothingly as I could, to the one closest to me. â€Å"Hey. Relax. You're safe. Relax.† Gretchen was doing the same to the other one. Eventually I recognized who they were: Albert Yoo and Michel Gruber. Both Albert and Michel were people I had long filed away under the â€Å"kind of a twit† category, so I didn't spend any more time with them than I had to. They had returned the favor. â€Å"Albert,† I said, to the one closest to me. â€Å"Where are Enzo and Magdy?† â€Å"Get your thing off of me!† Albert said. Dickory was still restraining him. â€Å"Dickory,† I said. It let Albert go. â€Å"Where are Enzo and Magdy?† I repeated. â€Å"I don't know,† Albert said. â€Å"We got separated. Those things in the trees started chanting at us and Michel and I got spooked and took off.† â€Å"Chanting?† I asked. â€Å"Or singing or clicking or whatever,† Albert said. â€Å"We were walking along, looking for these things when all these noises started coming out of the trees. Like they were trying to show us that they had snuck up on us without us even knowing.† This worried me. â€Å"Hickory?† I asked. â€Å"There is nothing significant in the trees,† it said. I relaxed a little. â€Å"They surrounded us,† Albert said. â€Å"And then Magdy took a shot at them. And then things really got loud. Michel and I got out of there. We just ran. We didn't see where Magdy and Enzo went.† â€Å"How long ago was this?† I asked. â€Å"I don't know,† Albert said. â€Å"Ten minutes, fifteen. Something like that.† â€Å"Show us where you came from,† I said. Albert pointed. I nodded. â€Å"Get up,† I said. â€Å"Dickory will take you and Michel back to the tree line. You can get back from there.† â€Å"I'm not going anywhere with that thing,† Michel said, his first contribution to the evening. â€Å"Okay, then you have two choices,† I said. â€Å"Stay here and hope we come back for you before these things do, or hope that you make it to the tree line before they catch up with you. Or you can let Dickory help you and maybe survive. Your choice.† I said it a little more forcefully than I had to, but I was annoyed that this idiot didn't want help staying alive. â€Å"Okay,† he said. â€Å"Good,† I said. I picked up their rifles and handed them to Dickory, and took his. â€Å"Take them to the tree line near Magdy's homestead. Don't give them back their rifles until you get there. Come back and find us as soon as you can.† Dickory nodded, intimidated Albert and Michel into movement, and headed off. â€Å"I never liked them,† Gretchen said as they left. â€Å"I can see why,† I said, and gave Dickory's rifle to Hickory. â€Å"Come on. Let's keep going.† We heard them before we saw them. Actually, Hickory, whose hearing goes above human range, heard them – trilling and chirping and chanting. â€Å"They are singing,† Hickory said quietly, and led Gretchen and me to them. Dickory arrived, silently, just before we found them. Hickory handed over its rifle. In the small clearing were six figures. Enzo and Magdy were the first I recognized. They knelt on the ground, heads down, waiting for whatever was going to happen to them. The light was not good enough for me to see any expression on either of their faces, but I didn't have to see their faces to know that they were scared. Whatever had happened to the two of them had gone badly, and now they were just waiting for it to end. However it would end. I took in Enzo's kneeling form and remembered in a rush why I loved him. He was there because he was trying to be a good friend for Magdy. Trying to keep him out of trouble, or at the very least to share his trouble if he could. He was a decent human being, which is rare enough but is something of a miracle in a teenage boy. I came out here for him because I still loved him. It had been weeks since we'd said anything more than a simple â€Å"hello† at school – when you break up in a small community you have to make some space – but it didn't matter. I was still connected to him. Some part of him stayed in my heart, and I imagined would for as long as I lived. Yes, it was a really inconvenient place and time to realize all of this, but these things happen when they happen. And it didn't make any noise, so it was all right. I looked over at Magdy, and this is the thought I had: When all of this is through, I am seriously going to kick his ass. The four other figures†¦ Werewolves. It was the only way to describe them. They looked feral, and strong, and carnivorous and nightmarish, and with all of that was movement and sound that made it clear that there were brains in there to go along with everything else. They shared the four eyes of all the Roanoke animals we had seen so far, but other than that they could have been lifted right out of folklore. These were werewolves. Three of the werewolves were busy taunting and poking Magdy and Enzo, clearly toying with them and threatening them. One of them held a rifle that it had taken off of Magdy, and was jabbing him with it. I wondered if was still loaded, and what would happen to Magdy or the werewolf if it went off. Another held a spear and occasionally poked Enzo with it. The three of them were chirping and clicking at each other; I don't doubt they were discussing what to do with Magdy and Enzo, and how to do it. The fourth werewolf stood apart from the other three and acted differently. When one of the other werewolves went to poke Enzo or Magdy, it would step in and try to keep them from doing it, standing between the humans and the rest of the werewolves. Occasionally it would step in and try to talk to one of the other werewolves, gesturing back to Enzo and Magdy for emphasis. It was trying to convince the other werewolves of something. To let the humans go? Maybe. Whatever it was, the other werewolves weren't having any of it. The fourth werewolf kept at it anyway. It suddenly reminded me of Enzo, the first time I saw him, trying to keep Magdy from getting into an idiotic fight for no reason at all. It didn't work that time; Gretchen and I had to step in and do something. It wasn't working now, either. I glanced over and saw that Hickory and Dickory had both taken up positions where they could get clean shots at the werewolves. Gretchen had moved off from me and was setting up her own shot. Between the four of us we could take all of the werewolves before they even knew what had happened to them. It would be quick and clean and easy, and we'd get Enzo and Magdy out of there and back home before anyone knew anything had happened. It was the smart thing to do. I quietly moved and readied my weapon, and took a minute or two to stop shaking and steady up. I knew we'd take them in sequence, Hickory on the far left taking the first of the three group werewolves, Dickory taking the second, Gretchen the third, and I the last one, standing away from the rest. I knew the rest of them were waiting for me to make the shot. One of the werewolves moved to poke Enzo again. My werewolf hurried, too late, to stop the assault. And I knew. I didn't want to. I just didn't. Didn't want to kill it. Because it was trying to save my friends, not kill them. It didn't deserve to die just because that was the easiest way to get back Enzo and Magdy. But I didn't know what else to do. The three werewolves started chittering again, first in what seemed like a random way, but then together, and to a beat. The one with a spear began thumping it into the ground in time, and the three of them started working off the beat, playing against each other's voices for what was clearly a victory chant of some sort or another. The fourth werewolf started gesturing more frantically. I had a terrible fear of what was going to happen at the end of the chant. They kept singing, getting closer to the end of that chant. So I did what I had to do. I sang back. I opened my mouth and the first line of â€Å"Delhi Morning† came out of it. Not well, and not on key. Actually, it was really bad – all those months of practicing it and playing it at hootenannies were not paying off. It didn't matter. It was doing what I needed it to do. The werewolves immediately fell silent. I kept singing. I glanced over to Gretchen, who was not so far away that I couldn't read the Are you completely insane? look that she had on her face. I gave her a look that said, Help me out please. Her face tightened up into something unreadable and she sighted down her rifle to keep one of the werewolves squarely in target – and started to sing the counterpoint of the song, dipping above and below my part, like we had practiced so many times. With her help I found the right key to sing and homed in. And now the werewolves knew there was more than one of us. To the left of Gretchen, Dickory chimed in, mimicking the sitar of the song as he did so well. It was funny to watch, but when you closed your eyes it was hard to tell the difference between it and the real thing. I drank in the twang of his voice and kept singing. And to the left of Dickory, Hickory finally came in, using its long neck to sound off like a drum, finding the beat and keeping it from then on. And now the werewolves knew there were as many of us as them. And that we could have killed them anytime. But we didn't. My stupid plan was working. Now all I had to do was figure what I had planned to do next. Because I really didn't know what I was doing here. All I knew was that I didn't want to shoot my werewolf. The one, in fact, who had now stepped off entirely away from the rest of his pack and was walking toward where he thought my voice was coming from. I decided to meet him halfway. I set down my rifle and stepped into the clearing, still singing. The werewolf with the spear began to raise it, and suddenly my mouth was very dry. I think my werewolf noticed something on my face, because it turned and chattered madly at the spear carrier. The spear went down; my werewolf didn't know it, but he'd just saved his friend a bullet in the head from Gretchen. My werewolf turned back to me and started walking toward me again. I kept singing until the song was through. By that time, my werewolf was standing right next to me. Our song was finished. I stood there, waiting to see what my werewolf would do next. What he did next was point to my neck, to the jade elephant pendant Jane had given me. I touched it. â€Å"Elephant,† I said. â€Å"Like your fanties.† He stared at it again and then stared at me again. Finally it chirped out something. â€Å"Hello,† I said back. What else was I going to say? We had a couple more minutes of sizing each other up. Then one of the three other werewolves chirped something. He chirped something back, and then tilted his head at me, as if to say, It would really help me if you actually did something here. So I pointed to Enzo and Magdy. â€Å"Those two belong to me,† I said, making what I hoped were appropriate hand signals, so my werewolf would get the idea. â€Å"I want to take them back with me.† I motioned back in the direction of the colony. â€Å"Then we'll leave you alone.† The werewolf watched all my hand signals; I'm not sure how many of them he actually got. But when I was done, he pointed to Enzo and Magdy, then to me, and then in the direction of the colony, as if to say, Let me make sure I've got this right. I nodded, said â€Å"yes,† and then repeated all the hand signals again. We were actually having a conversation. Or maybe we weren't, because what followed was an explosion of chittering from my werewolf, along with some wild gesticulating. I tried to follow it but I had no idea what was going on. I looked at him helplessly, trying to get what he was saying. Finally he figured out I had no clue what he was doing. So he pointed at Magdy, and then pointed at the rifle one of the other werewolves was holding. And then he pointed at his side, and then motioned at me as if to take a closer look. Against my better judgment, I did, and noticed something I missed before: My werewolf was injured. An ugly furrow was carved into his side, surrounded by raw welts on either side. That idiot Magdy had shot my werewolf. Barely, sure. Magdy was lucky that his aim continued to be bad, otherwise he'd probably already be dead. But even grazing it was bad enough. I backed up from the werewolf and let him know I'd seen enough. He pointed at Enzo, pointed at me, and pointed back to the colony. Then he pointed at Magdy and pointed at his werewolf friends. This was clear enough: He was saying Enzo was free to go with me, but his friends wanted to keep Magdy. I didn't doubt that would end badly for Magdy. I shook my head and made it clear I needed the both of them. My werewolf made it equally clear they wanted Magdy. Our negotiations had just hit a really big snag. I looked my werewolf up and down. He was stocky, barely taller than me, and covered only in a sort of short skirt cinched up with a belt. A simple stone knife hung from the belt. I'd seen pictures of knives like it from history books detailing the Cro-Magnon days back on Earth. The funny thing about the Cro-Magnons was that despite the fact that they were barely above banging rocks together, their brains were actually larger than our brains are now. They were cavemen, but they weren't stupid. They had the ability to think about serious stuff. â€Å"I sure hope you have a Cro-Magnon brain,† I said to my werewolf. â€Å"Otherwise I'm about to get in trouble.† He tilted his head again, trying to figure out what I was trying to say to him. I motioned again, trying to make it clear I wanted to talk to Magdy. My werewolf didn't seem happy about this, and chattered something to his friends. They chattered back, and got pretty agitated. But in the end, my werewolf reached out to me. I let him take my wrist and he dragged me over to Magdy. His three friends fanned themselves out behind me, ready if I should try anything stupid. I knew outside the clearing Hickory and Dickory, at least, would be moving to get better sight lines. There were still lots of ways this could go very very wrong. Magdy was still kneeling, not looking at me or anything else but a spot on the ground. â€Å"Magdy,† I said. â€Å"Kill these stupid things and get us out of here already,† he said, quietly and fast, still not looking at me. â€Å"I know you know how. I know you have enough people out there to do it.† â€Å"Magdy,† I said again. â€Å"Listen to me carefully and don't interrupt me. These things want to kill you. They're willing to let Enzo go, but they want to keep you because you shot one of them. Do you understand what I'm saying to you?† â€Å"Just kill them,† Magdy said. â€Å"No,† I said. â€Å"You went after these guys, Magdy. You were hunting them. You shot at them. I'm going to try to keep you from getting killed. But I'm not going to kill them because you put yourself in their way. Not unless I have to. Do you understand me?† â€Å"They're going to kill us,† Magdy said. â€Å"You and me and Enzo.† â€Å"I don't think so,† I said. â€Å"But if you don't shut up and actually listen to what I'm trying to say to you, you're going to make that more likely.† â€Å"Just shoot – † Magdy began. â€Å"For God's sake, Magdy,† Enzo said suddenly, from Magdy's side. â€Å"One person on the entire planet is risking her own neck for you and all you can do is argue with her. You really are an ungrateful piece of crap. Now would you please shut up and listen to her. I'd like to get out of this alive.† I don't know who was more surprised by that outburst, me or Magdy. â€Å"Fine,† Magdy said, after a minute. â€Å"These things want to kill you because you shot one of them,† I said. â€Å"I'm going to try to convince them to let you go. But you're going to have to trust me and follow my lead and not argue and not fight back. For the last time: Do you understand me?† â€Å"Yes,† Magdy said. â€Å"Okay,† I said. â€Å"They think I'm your leader. So I need to give them the idea I'm angry with you for what you did. I'm going to have to punish you in front of them. And just so you know, this is going to hurt. A lot.† â€Å"Just – † Magdy began. â€Å"Magdy,† I said. â€Å"Yeah, all right, whatever,† Magdy said. â€Å"Let's just do this.† â€Å"Okay,† I said. â€Å"Sorry about this.† Then I kicked him in the ribs. Hard. He collapsed with a whoosh and fell flat to the ground. Whatever he was expecting, he wasn't expecting that. After he had gasped on the ground for a minute I grabbed him by the hair. He clutched at my hand and tried to get away. â€Å"Don't fight me,† I said, and gave him a quick punch in the ribs to make the point. He got it and stopped. I pulled his head back and yelled at him for shooting the werewolf, pointing at his rifle and then the wounded werewolf and back and forth several times to make the point. The werewolves seemed to make the connection and chittered among themselves about it. â€Å"Apologize,† I told Magdy, still holding his head. Magdy reached out to the wounded werewolf. â€Å"I'm sorry,† he said. â€Å"If I had known that shooting would mean Zoe got to beat the crap out of me, I would never have done it.† â€Å"Thanks,† I said, and then let go of his hair and smacked him hard across the face. Magdy went down again. I looked over to the werewolf to see if this was sufficient. He didn't look like he was quite there yet. I loomed over Magdy. â€Å"How are you doing?† I asked. â€Å"I think I'm going to throw up,† he said. â€Å"Good,† I said. â€Å"I think that would work. Need any help?† â€Å"I got it,† he said, and retched all over the ground. This got impressed chirps from the werewolves. â€Å"Okay,† I said. â€Å"Last part, Magdy. You really have to trust me on this one.† â€Å"Please stop hurting me now,† Magdy said. â€Å"Almost done,† I said. â€Å"Stand up, please.† â€Å"I don't think I can,† he said. â€Å"Sure you can,† I said, and wrenched his arm to give him motivation. Magdy inhaled and stood up. I marched him over to my werewolf, who eyed the both of us, curiously. I pointed at Magdy, and then to the werewolf's wound. Then I pointed to the werewolf, and made a slashing motion on Magdy's side, and then pointed at the werewolf's knife. The werewolf gave me yet another head tilt, as if to say, I want to be sure we understand each other, here. â€Å"Fair's fair,† I said. â€Å"You're going to let him stab me?† Magdy said, his voice rising dramatically at the end of that sentence. â€Å"You shot him,† I said. â€Å"He could kill me,† Magdy said. â€Å"You could have killed him,† I said. â€Å"I hate you,† Magdy said. â€Å"I really really really hate you now.† â€Å"Shut up,† I said, and then nodded to the werewolf. â€Å"Trust me,† I said to Magdy. The werewolf drew his knife, and then looked back at his companions, who were all chattering loudly and beginning to chant what they were chanting earlier. I was all right with that. The difference now was that it was my werewolf who would do whatever violence would be done. My werewolf stood there for a minute, soaking in the chant of his fellow werewolves. Then without warning he sliced at Magdy so quickly that I only got him moving back, not forward. Magdy hissed in pain. I let him go and he fell to the ground, clutching his side. I moved in front of him and grabbed his hands. â€Å"Let me see,† I said. Magdy moved his hands and winced preemptively, expecting a gush of blood. There was only the thinnest red line on his side. The werewolf had cut Magdy just enough to let him know he could have cut him a lot worse. â€Å"I knew it,† I said. â€Å"You knew what?† Magdy said. â€Å"That I was dealing with a Cro-Magnon,† I said. â€Å"I really don't understand you,† Magdy said. â€Å"Stay down,† I said. â€Å"Don't get up until I tell you.† â€Å"I'm not moving,† he said. â€Å"Really.† I stood up and faced the werewolf, who had put his knife back on his belt. He pointed to Magdy, and then pointed to me, and then pointed back toward the colony. â€Å"Thank you,† I said, and gave the werewolf a little nod of my head, which I hoped would convey the idea. When I looked up again, I saw him staring at my jade elephant again. I wondered if he'd ever seen jewelry before, or if it was simply because an elephant looks like a fantie. These werewolves followed the fantie herds; they would be a main source of food for them. They were their lives. I took off my necklace and handed it to my werewolf. He took it and gently touched the pendant, making it twirl and glitter in the dim light of the night. He cooed at it appreciatively. Then he handed it back to me. â€Å"No,† I said. I held up a hand, and then pointed to the pendant, and to him. â€Å"It's for you. I'm giving it to you.† The werewolf stood there for a moment, and then uttered a trill, which caused his friends to crowd around him. He held up the pendant for them to admire. â€Å"Here,† I said, after a minute, and motioned to him to hand me the necklace. He did, and I – very slowly, so I wouldn't surprise him – put it around his neck and fastened it. The pendant touched his chest. He touched it again. â€Å"There,† I said. â€Å"That was given to me by someone very important, so I would remember the people who loved me. I'm giving it to you, so you'll remember that I'm thanking you for giving me back people I love. Thank you.† The werewolf gave me another of his head tilts. â€Å"I know you don't have any idea what I'm saying,† I said. â€Å"Thank you anyway.† The werewolf reached to his side, pulled his knife. Then he laid it flat on his hand and offered it to me. I took it. â€Å"Wow,† I said, and admired it. I was careful not to touch the actual blade; I'd already seen how sharp it was. I tried to return it but he held up his hand or claw or whatever you want to call it, in a mirror of what I did for him. He was giving it to me. â€Å"Thank you,† I said again. He chirped, and with that he returned to his friends. The one holding Magdy's rifle dropped it, and then without looking back they walked to the nearest trees, scaled them at an unbelievable speed and were gone almost instantly. â€Å"Holy crap,† I said, after a minute. â€Å"I can't believe that actually worked.† â€Å"You can't believe it,† Gretchen said. She came out of hiding and stalked right up to me. â€Å"What the hell is wrong with you? We come out all this way and you sing at them. Sing. Like you're at a hootenanny. We are not doing this again. Ever.† â€Å"Thank you for following my lead,† I said. â€Å"And for trusting me. I love you.† â€Å"I love you too,† Gretchen said. â€Å"It still doesn't mean this is ever going to happen again.† â€Å"Fair enough,† I said. â€Å"It was almost worth it to see you beat the crap out of Magdy, though,† Gretchen said. â€Å"God, I feel horrible about that,† I said. â€Å"Really?† Gretchen said. â€Å"It wasn't just a little bit of fun?† â€Å"Oh, all right,† I said. â€Å"Maybe a little.† â€Å"I'm right here,† Magdy said, from the ground. â€Å"And you need to thank Zoe you are,† Gretchen said, and bent down to kiss him. â€Å"You stupid, exasperating person. I am so happy you are still alive. And if you ever do anything like this again, I will kill you myself. And you know I can.† â€Å"I know,† he said, and pointed to me. â€Å"And if you can't, she will. I get it.† â€Å"Good,† Gretchen said. She stood up and then held out her hand to Magdy. â€Å"Now get up. We've got a long way to go to get home, and I think we just blew all our dumb luck for the year.† â€Å"What are you going to tell your parents?† Enzo asked me, as we walked home. â€Å"Tonight? Not a thing,† I said. â€Å"Both of them have enough to worry about tonight. They don't need me coming in and saying that while they were out I faced down four werewolves who were about to kill two more colonists, and defeated them using only the power of song. I think I might wait a day or two to drop that one. That's a hint, by the way.† â€Å"Hint taken,† Enzo said. â€Å"Although you are going to tell them something.† â€Å"Yes,† I said. â€Å"We have to. If these werewolves are following the fantie herds then we're going to have problems like this every year, and every time they come back. I think we need to let people know they're not actually murdering savages, but we're all still better off if we just leave them alone.† â€Å"How did you know?† Enzo asked me, a minute later. â€Å"Know what?† I said. â€Å"That those werewolf thingies weren't just murdering savages,† Enzo said. â€Å"You held Magdy and let that werewolf take a shot at him. You thought he wouldn't stab Magdy to death. I heard you, you know. After it did it, you said ‘I knew it.' So how did you know?† â€Å"I didn't,† I said. â€Å"But I hoped. He had just spent God knows how long keeping his friends from killing the two of you. I don't think he was just doing it because he was a nice guy.† â€Å"Nice werewolf,† Enzo said. â€Å"Nice whatever he is,† I said. â€Å"Thing is, the werewolves have killed some of us. I know John and Jane killed some of them trying to get our people back. Both of us – the colonists and the werewolves – showed we were perfectly able to kill each other. I think we needed to show that we were capable of not killing each other, too. We let them know that when we sang at them instead of shooting them. I think my werewolf got that. So when I offered him a chance to get back at Magdy, I guessed he wouldn't really hurt him. Because I think he wanted us to know he was smart enough to know what would happen if he did.† â€Å"You still took a big risk,† Enzo said. â€Å"Yeah, I did,† I said. â€Å"But the only other alternative was to kill him and his friends, or have them kill all of us. Or all of us kill each other. I guess I hoped I could do something better. Besides, I didn't think it was too big a risk. What he was doing when he was keeping the others away from you two reminded me of someone I knew.† â€Å"Who?† Enzo asked. â€Å"You,† I said. â€Å"Yes, well,† Enzo said. â€Å"I think tonight marks the official last time I tag along with Magdy to keep him out of trouble. After this he's on his own.† â€Å"I have nothing bad to say about this idea,† I said. â€Å"I didn't think you would,† Enzo said. â€Å"I know Magdy gets on your last nerve sometimes.† â€Å"He does,† I said. â€Å"He really, really does. But what can I do? He's my friend.† â€Å"He belongs to you,† Enzo said. â€Å"And so do I.† I looked over at him. â€Å"You heard that part, too,† I said. â€Å"Trust me, Zoe,† Enzo said. â€Å"Once you showed up, I never stopped listening to you. I'll be able to recite everything you said for the rest of my life. Which I now have, thanks to you.† â€Å"And Gretchen and Hickory and Dickory,† I said. â€Å"And I will thank them all, too,† Enzo said. â€Å"But right now I want to focus on you. Thank you, Zoe Boutin-Perry. Thank you for saving my life.† â€Å"You're welcome,† I said. â€Å"And stop it. You're making me blush.† â€Å"I don't believe it,† Enzo said. â€Å"And now it's too dark to see.† â€Å"Feel my cheeks,† I said. He did. â€Å"You don't feel especially blushy,† he said. â€Å"You're not doing it right,† I said. â€Å"I'm out of practice,† he said. â€Å"Well, fix that,† I said. â€Å"All right,† Enzo said, and kissed me. â€Å"That was supposed to make you blush, not cry,† he said, after we stopped. â€Å"Sorry,† I said, and tried to get myself back together. â€Å"I've just really missed it. That. Us.† â€Å"It's my fault,† Enzo started. I put a hand up to his lips. â€Å"I don't care about any of that,† I said. â€Å"I really don't, Enzo. None of that matters to me. I just don't want to miss you anymore.† â€Å"Zoe,† Enzo said. He took my hands. â€Å"You saved me. You have me. You own me. I belong to you. You said it yourself.† â€Å"I did,† I admitted. â€Å"So that's settled,† Enzo said. â€Å"Okay,† I said, and smiled. We kissed some more, in the night, outside Enzo's front gate.

Ethical Considerations in school leadership Research Paper

Ethical Considerations in school leadership - Research Paper Example 42). In other words, whether a school succeeds of fails is contingent upon the individual schools culture of trust. Trust is also important to the community that surrounds the schools. If schools continue to fail, then the community will grow impatient and find ways to enroll their children in private schools. This, in turn, will mean less funding for public schools, and that the parents will be less willing to pay taxes to fund the public schools. This will further erode the public schools, and make them â€Å"a poor service for poor people† (Fullan, 2003, p. 4). Therefore, it is imperative that schools deliver, and is seen to deliver real quality. This makes schools important to the community, the parents, and the public good overall, because it might prevent the segregation that occurs when the haves go to private schools and the have-nots are languishing in ever-failing public schools. Because trust is so important for both a functioning school and for the community surrounding this school, understanding the elements of trust and what goes into building trust is crucial and is the subj ect of this paper. According to Strike (2007), trust is essential for building the community. Communities â€Å"exist to enable cooperation aimed at the achievement of certain shared goods† (Strike, 2007, p. 17). In communities, cooperation is more important than competition. The success of the educational community in question is contingent upon how successful the parts of the whole are integrated and successful in their own right - â€Å"success of each contributes to the success of all† (Strike, 2007, p. 17). Essential to keeping the community together is solidarity, which means that the community is functioning as a unit, and each member is committed to the goals of the community and the other members of the community. Trust is essential to this process because, when it

What are the key strategic decisions for keeping staff motivated and Dissertation

What are the key strategic decisions for keeping staff motivated and to increase the productivity - Dissertation Example The objective of this research is to recognize key strategic decisions of the company to motivate its employees and the importance of motivation in improving the productivity of the organization. Employees are the key assets of the organization. Motivated employees help to improve the overall productivity of the organization. In order to study the same, the researcher intends to recognize the basic motivational factors in the company. After scrutinizing the motivational factors in the particular study, the investigator comes to the conclusion that motivation is a factor which vary from person to person .It is argued that staff turnover, volunteerism, proactive behavior plays an important role in motivation of employees. Staff turnover is the main factor influencing the productivity of the organization and lower output. The employees need to be proactive at the workplace to show better performance. The motivation at work cannot be preserved constantly for a long time. This means that a person’s present motivational feature may change tomorrow. It is clear that modification in the personal or social condition will influence an employee’s motivation level. The ultimate analysis of this study does not specify any universal pattern which is capable to influence any motivation level of the employees. This study also does not elucidate any pattern of gender difference.... teness†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦26 3.6 Ethical Issues in Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.28 3.7 Limitations for Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦29 3.8 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30 Chapter 4: Findings and Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.31 4.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.31 4.2 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦31 4.3 Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦60 4.4 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..61 Chapter 5: Conclusions and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.62 5.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..62 5.2 Theoretical Implications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...63 5.3 Managerial Implications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...64 5.4 Limitations of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦65 5.5 Future Directions of the Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦66 5.6 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...67

Staffing Assignment Example | Topics and Well Written Essays - 500 words

Staffing - Assignment Example In general, staffing can be said to include several processes such as work force forecasting, work force planning, and appropriate strategizing. Staffing is also concern with placing of existing work force; relocating and relocating people based on the company’s needs, tasks of an individual, the projects related to the activities of the company and the appropriate professional skills of a worker. The actual staffing process starts by the staffing companies taking efforts in studying the job requirements and specifications of their client. It is the role of the business to understand the organization’s culture before attempting in invitations of those candidates seeking the job, interviewing the candidates, and making follow up concerning their references and other appropriate details. The final process is presenting the job seekers who qualify the interviews and found by the staffing company to possess appropriate qualities for the job. Staffing can be permanent or temporary, with temporary staffing the group in the company involved in the process forms a co-employment relationship in combination with clients this is normally achieved through taking responsibilities for the agreed company’s issues. The permanent staffing, on the other hand, undertakes other roles, in addition to recruitment permission related, to permanent fulfillments for the positions, which are open to individuals wishing to go for the job. Providing companies with candidates are usually achieved by the staffing companies, the aspects in which the companies as provided with include direct hire basis, contract and contract to high. The thorough process of interview usually enables the appropriate solutions and processes effective. Resources for learning and understanding the business, its environment, staffing needs, products and services are usually availed by the staffing company. By working out the basic

Report about an Accounting Information Systems Disaster Essay

Report about an Accounting Information Systems Disaster - Essay Example Issues include: â€Å"Cost and errors associated with manual creation and reconciliation of documentation. Lack of transparency in inventory and cash positions, when goods are in the supply chain. Disputes arising from inaccurate or missing data. Fragmented point solutions that do not address the complete end-to-end processes of the trade cycle† (Ramaswamy et al. n.d., p. 38). All the areas of business operations need to be considered, and a meeting of the team members needs to be arranged to inform them about the changeover. The changeover is made in such a way that it does not interrupt the functioning of the organization, and that which doesn’t increase time and money. System integration helps in attaining the goals of the organization by raising transaction process effectiveness, and in the excellence of the choice made. â€Å"Integrated Accounting Systems give you the ability to seamlessly transfer data between your different systems and from your business account ing system† (Accounting Systems Integration 2001). It involves the integration of various areas of the business, with the accounting information system. The areas include finance, management, and marketing. The financial management and the marketing personnels need to be very directive in their decisions, and they should be informed about the importance and functioning of the new system, as they are all involved in the new accounting information system. End-User Involvement: The ideas and suggestions of the managers, accountants, auditors, and the operations personnel should be considered in implementing the new accounting information system. â€Å"No single quality of management practice is more highly correlated with success than employee participation. The question then becomes how to structure this participation to best ensure its success for the employee, the project and the organization† (Vaughan 1876, p. 2). Upgrading of the new system results in a similar proces s, and the end users carefully evaluate the changes, promote in an effective manner, and get trained. Appropriate training should be given to the users who lack technical practices by enabling them to avail the services of the software technicians, to perform the accounting system in a more successful way. More concentration should be given to the accounting area. As end users, the accountants must be given a clear idea of their requirements to the professionals, who outline the system. The main reason for design fault and that which makes system disaster is the lack of end user involvement. Consideration of Off-the-Shelf or Tailor-Made Packages: Tailor made package is identified as a 'bespoke' method. â€Å"These packages are normally produced by a specialist computer software firm who has experience in producing accounting packages. Technically, these packages are available for any firm, but given the expense of a bespoke system and the general low cost of a 'off the shelf' syste m (one that can be used by any firm), most firms will simply purchase a general package† (Computers in Accounting n.d.). An accounting information system is a method of collection, storage and processing of accounting and financial data is utilized by decision makers. It is normally a computer-based method for

Differentiate descriptive, historical, correlational, and experimental Essay

Differentiate descriptive, historical, correlational, and experimental research methods. Provide clear definitions of each. Use examples that point out the fact - Essay Example This approach is designed to assemble quantitative data that answers questions regarding a population status and hypotheses testing. Descriptive research usually uses interviews, surveys, and natural observation to gain numerical data, which can be processed over a short-run or longitudinal period of time. Once the "technique for describing, organizing, and summarizing numerical data" is consummated, the numerical data is statistically analyzed using "mean, mode, median, variance, standard deviation, range, percentage, frequency and rank" (Quarterman et al pp 230, 2005). An organization wants to numerically define types of purchases for a selected demographic. One technique is to create a survey questionnaire that reflects specific and non-biased qualitative questions with numerical responses. Once the questionnaire is distributed and received back, the numerical data is analyzed using the descriptive statistics Quarterman describes. This is a cross-sectional method because it only deals with one instance, however if the organization wishes to follow participants through a time line, the research is considered longitudinal. The benefit of descriptive research method is that it generates a numerical value to answer a qualitative question. This can be used to test hypothesis, to find averages, and to create a measurement that can be analyzed to describe a state of being for a population. The cons of descriptive research are sample and measurement errors where a samples responses are incorrectly delivered, construed, answered or analyzed. In the above example if the organization incorrectly sends the questionnaire to the wrong demographic, the responses would be seriously negligent of the description they are trying to analyze, and the responses would be virtually useless. This method analyzes past information and the resolutions or irresolution associated with an event that has already occurred by

Conjunctiva Pathology and Treatment Essay Example | Topics and Well Written Essays - 1000 words

Conjunctiva Pathology and Treatment - Essay Example Caution must be practiced since they cause elevated pressure inside of the eye, which can lead to vision damage and cataracts if not properly supervised under the directions of the doctor. Many people develop callous-like thickenings of the conjunctiva on the front of the eye, usually located on the nasal portion of the conjunctiva. Such eyes are susceptible to irritation caused by dry climates (especially with windy conditions), as well as toxic vapors, salt water spray, excessive exposure to the sun (ultraviolet radiation), and even inadequate natural lubrication of the eye (tears). There are 2 types of these raised, yellowish or yellowish-white patches: one type is a "pinguecula" and the other a "pterygium." A pinguecula often is a benign yellowish growth due to the fatty degeneration of the conjunctival collagen fibers near the cornea to be replaced by thicker more durable fibers and sometimes calcium crystals. It can emerge following a short exposure to damaging irritation, such as excessive dryness or sun (UV radiation). Continuous exposure increases tissue destruction.Welding also may be an occupational risk factor. There has no effect on vision and takes weeks to months to resolve. The source of irritation must be eliminated; artificial lubricant drops may be used. Anti-inflammatory ointments may be prescribed for the irritation if experienced. Pterygium A pterygium, is a benign white to pink triangular wedge shaped growth in the conjunctiva, its base in the interpalpebral conjunctiva while its apex towards the cornea. Although it is caused by the same factors of a pinguecula (mainly excessive sunlight exposure, and tropical climates), it often has inflamed blood vessels infusing into it for nourishment. A pterygium does not emerge from a pinguecula. Contrary to the pinguecula, a pterygium usually evolves

ICE immigration reform Essay Example | Topics and Well Written Essays - 1000 words

ICE immigration reform - Essay Example The purpose of this essay is to discuss the effective progress that the Immigration and Customs Enforcement (ICE) and Department of Homeland Security (DHS) have done to ensure tight security within the nation. ICE has fruitfully implemented various major reforms and agendas that have ensured improvement of public security. Primarily, ICE works under two operational bodies: Enforcement and Removal Operations (ERO) and the Homeland Security Investigation (HIS). The main function of the ERO is to enforce U.S. immigration rules and regulations in a prioritized, fair, and effective approach (Camayd-Freixas, 2013). This agency arrests and detains aliens who have illegally migrated into U.S. under ICE guidance (Hayes, 2012). On the other hand, HIS’s main role is to carry out investigations concerning homeland and abroad criminal cases arising from the illicit migration of people and goods within and across U.S. borders. Since 2009, ICE has centered its resources on the detention, app rehension, and deportation of aliens who fall within its enforcement priorities. Because of this focus, ICE has prioritized deportation of immigrants who pose a national security danger or public safety risk, for example, terrorists. It also deports aliens who are against immigration laws, and illegal entrants. Through these efforts, ICE has witnessed effective success in enforcing immigration rules and regulations, and has ensured public security in U.S. For instance, in the year 2012, the Enforcement and Removal Operations removed 409,849 aliens. Out of these, 55% had criminal cases. Moreover, the ICE agency continues with its progress in removing illegal aliens from the country (Higley Nieuwenhuysen & Neerup, 2011). Prioritizing current boundary Crossers ICE’s current immigration enforcement progress is because of significant and smart priorities enforcement. For the purpose of ensuring security at the country’s boundaries, and at the same time managing inadequate r esources, ICE ensure removal and identification of current aliens and carries out focused enforcement acts with the Customs and Border Protection (CBP). This partnership with CBP is vital to DHS’s enforcement progress. Out of FY 2012 (240,363) removals, half of them were border immigrants. Additionally, the number of immigrants referred to ICE by CBP recent represents 44% the number of aliens in ICE detention on daily basis (Higley Nieuwenhuysen & Neerup, 2011). Detention and Removal ICE Detention- After aliens enters the ICE detention; the immigrants get admission, photographed, fingerprinted, and within half a day, each individual gets first health screening. This follows a comprehensive health evaluation, such as completion of documented medical history and physical assessment. ERO assists in carrying out this assessment through an immigration court order and organizes their journey from the country with aid of travel documents. DHS and Department of Justice unions, togeth er with the ICE cautiously controls the custody population in the southern border ensuring that it can deal with the substantial amendments in operational requirements that can take place in the county. Effectively, ICE has strengthened its efforts to significantly, respond to these substantial changes ensuring that it has the correct infrastructure, and

A study on gender differences in computer science Essay Example for Free

A study on gender differences in computer science Essay A study on gender differences in computer science field found that despite males and females entering kindergarten with an equal ability in overall mathematics and science performance levels, there was an observable gender gap in mathematics and science by the end of 5th grade (Varma 2010, p. 303). By the end of 5th grade, students perceive that mathematics, science, and computing is for white males (Clewell Braddock 2000, p.90). This trend identified by Varma (2010, p.303) continues from 5th grade through to high school graduation, resulting in males and females entering university with different achievement levels in mathematics and science (Varma 2010, p.303). Due to the differing achievement levels, males predictably had a higher confidence level and positive attitude than females (Varma 2010, p.303). Doube and Lang (2012, p. 66) found that males had a higher self-concept in STEM fields than females despite an equivalent and sometimes lower level of achievement. Females\ low confidence level could also deter them from selecting and persisting in computing courses (Doube Lang 2012, p.66). Vitores and Gil-Juarez (2016, p.666) found there is a decline in the number of women selecting computing and information technology (IT) degree programs across the world. Women found their teachers\ perceptions of female students to be generally lower than those of the male students which also resulted in a decrease in self-confidence and an increase in anxiety toward their field of study (Beyer et al. 2005, p.393). Due to insufficient training and unequal emphasis to male and female students, one significant factor for cultural reproduction is teachers being held responsible for continuing the belief that males dominate the mathematics, science and computing fields (Varma 2010, p.302) giving status to science and technology (Male, Bush Murray 2009, p.456). Male (2010, p.462) suggests that in order to improve the retention of female engineering students, engineering administrators must investigate the existing assumed gender neutral cultures rather than making women fit the current structure. Varma (2010, p.314) suggests teachers in primary and high school need to improve their style of teaching instead of continuing the belief that females are more suited to humanities, social sciences and arts and males are suited to mathematics, sciences, and computing. Another significant factor for cultural reproduction is the lack of significant female role models in computing which would help to change the perception of stereotypes in the field from \geeky\ or \nerdy\ (Varma 2010, p.303). Stereotypes such as antisocial \ geeks\ and having a career that doesn\t require or value personal skills or a career that doesn\t necessarily help others has been identified as a deterrent to female involvement in the computing discipline (Doube Lang 2012, p.66). Sorby (2007, p.2) proposes that \female role models and mentors will be important to increasing gender diversity in science, technology, engineering, and mathematics\ due to women in male-dominated professions reporting they felt threatened by negative stereotypes. Researchers have found that 3D spatial skills such as mentally rotating objects in space are critical to success in a variety of careers, particularly in engineering and science (Sorby 2007, p.1). Several researchers have published evidence to suggest that female spatial skills are greatly behind that of a male (Sorby 2007, p.2). One theory is that spatial ability is related to a male sex hormone, however, the skill is most likely due to a number of factors such as pre-university activities requiring hand-eye coordination such as playing with construction toys, high school classes like shop/woodwork, playing computer games and sports (Sorby 2007, p.2). Sorby (2007, p.2) states that \ since most of those activities have a fairly high degree of gender bias favoring men, it is no wonder that the spatial skills of women often fall behind those of their male peers\. In conclusion, meritocracy is not the reason a greater number of males study the Science, Engineering, Technology and Mathematics (STEM) field over females. The lower number of females in higher education STEM enrolments could be due to teachers continuing the belief that males dominate the mathematics, science and computing fields, a lack of role models for women resulting in low confidence and anxiety in this field, stereotypes such as \nerds\ and \geeks\ deterring women from enrolling and gender bias with pre-university activities which don\t allow women to develop the same skills useful to the STEM field. All of these factors could contribute toward males believing they are better suited to the STEM field, resulting in higher enrolments over females. 4102.0 Australian Social Trends 2012, \Education Differences between Men and Women\, Australian Bureau of Statistics, viewed 6 October 2017, http://www.abs.gov.au/AUSSTATS/[emailprotected]/Lookup/4102.0Main+Features20Sep+2012#HIGHER Barnett, S 2007, \Complex Questions Rarely Have Simple Answers\, Psychological Science in the Public Interest, vol. 8, no. 1, pp. iii. Doube, W Lang, C 2012, \Gender and Stereotypes in Motivation to Study Computer Programming for Careers in Multimedia\, Computer Science Education, vol. 22, no. 1, pp. 63-78. Male, S, Bush, M Murray, K 2009, \Think Engineer, Think Male?\, European Journal of Engineering Education, vol. 34, no. 5, pp. 455-464. Sorby, S 2007, \Developing 3D Spatial Skills for Engineering Students\, Australasian Journal of Engineering Education, vol. 13, no.1, pp. 1-12. Varma, R 2010, \Why So Few Women Enroll in Computing? Gender and Ethnic Differences in Students\ Perception\, Computer Science Education, vol. 20 no. 4, pp.301-316. Vitores, A Gil-Juarez, 2016, \The Trouble with \Women in Computer\: a Critical Examination of the Deployment of Research on the Gender Gap in Computer Science\, Journal of Gender Studies, vol. 25, no. 6, pp. 666-680.

Interpretivism Approach In The Study Of Workers Behaviour Psychology Essay

Interpretivism Approach In The Study Of Workers Behaviour Psychology Essay The study of workers behaviour is a very complex phenomenon as it involves peoples attitudes, feelings and behaviours, which characterise life in an organisation. The field of human behavior is solidly grounded by researcher such as Taylor, Maslow, Herzberg and Elton Mayo. With the pace of industrial revolution, studies are now more focused on areas such as job satisfaction and analysis, performance evaluation, employee motivation and the human factor at workplace. Hence, the interpretivism approach has gained momentum in the study of human behaviour. This literature review will introduce the different research philosophies which have been used in the field of human behaviour, firstly, providing a descriptive analysis of the Positivist approach, which focuses on quantitative methods as opposed to the Interpretivist approach, which focuses on qualitative methods and secondly how the early approach to research in human behaviour has shifted towards qualitative methods as it enhances understanding of workers behaviours in organisations and hence facilitate management decisions. For decades, the way in which research is conducted has produced arguments relating to which research philosophies, approaches and strategies are best to follow.   A research philosophy is a belief about the way in which data can be gathered, analysed and used. Galliers (1991) identified two major school of thoughts as Positivist (also called scientific) and interpretivist (also known as anti-positivist). Positivism is a belief that it is possible to obtain objective knowledge through observation and that such knowledge is verified by statements about the circumstances in which such knowledge is true. Smith (1998) provides a useful insight into positivist thinking within social sciences with this description: Positivist approaches to the social sciences . . . assume things can be studied as hard facts and the relationship between these facts can be established as scientific laws. For positivists, such laws have the status of truth and social objects can be studied in much the same way as natural objects. In other words, Positivism views the social world as the natural world in terms of how it can be studied, because human behaviour is determined by rules and developed with social groups. Positivism is considered to be an empirical testing of theories by means of experimentations before reaching a general principle. Positivism adopts a clear quantitative approach to investigating phenomena by using data that are objective, discernible and measurable. According to House (1983) evaluation of information is considered to be scientifically objective in the sense that they can be verified by logical inspection regardless of who uses the techniques. Hence, the positivist approach to research is favoured due its exactness and impartiality. (e-International Relations, 2010).   Positivist research is usually conducted with a large number of participants. The research design tend to be comparative, hence the use of surveys or experimental designs is usually preferred. The methods used are more likely to produce quantifiable and testable data such as official statistics, structured interviews and observation.   Typically, they are rigid, unchanging and free from social constraints. However, the use of these methods can sometimes be very expensive and time consuming. Thus, critics argue that the positivist approach yields useful, but limited data, which only provide a superficial view of the phenomenon under investigation (Bond, 1993; Moccia, 1988; Payle, 1995) Early positivist theorist in the field or organisational and human behaviour searched for underlying principles of what happens in organisational settings. They were concerned with efficiency, or how to economically maximise workers productivity (Denhardt, 2008; Simon, 1947a). However, Dahl (1947) rejects the idea that the study of human behaviour could be classified as a positivist approach and could be designed as true experiments that produce uniform, reliable and verifiable data. A major criticism of the positivist approach is that it does not allow a comprehensive study and examination of human beings and their behaviours. Hence, the increasing importance of the human factor in the workplace leads to the emergent to a shift towards the interpretivist paradigm. Interpretivism approach focuses on methods that examine people and their social behaviour (Gill and Johnson, 1997). This approach considers human beings as part of the social world, which exists due to the interaction and actions of human beings. It emphasises a search for meaning, understanding and social interaction as the basis for knowledge. According to Cantrell (1993, p84), the aims of interpretivist approach research are to understand phenomena, to interpret meaning within particular social and cultural contexts, and to uncover beliefs and elicit meaning from action and intention through dialogical interaction between researchers and participants. According to the interpretivist view, the social world is open and changing by ways people go about their lives. Research methods therefore, must be capable of capturing the quality of peoples interpretations and understanding the meanings to people course of actions. Hence, the utility of qualitative data is preferred as it is more acquiescent to the study of organisation and human behavior. Qualitative research is a class of research methods in which the researcher actively interacting with the participants of the particular study (Muchinsky, 2003).   In other words, the researcher gets involved with the phenomena being researched. Thus, qualitative research produces narrative descriptions of events as opposed to quantitative research which produces results in numerical data (Landy Conte, 2004; Strauss Corbin, 1990) The interpretivist approach makes use of flexible and multiple methods, the most desirable way of studying a small sample in depth over time. The favoured common methods used include interviews, observational research and focus groups.   The characteristics of these methods are extremes to those used in quantitative research as they are exploratory rather than explanatory and focus on meanings than establishing facts. The interpretivist paradigm disagrees with the notion that human beings and its behaviour can be studied with scientific methods. Interpretivist theorists are more concerned with the study of organisation from inside as they assumed that a better understanding of how the company functions can only be achieved from the perspective of the workers. The favoured research design in Ethnography with the use of qualitative method such as observation is useful in answering questions on why employees behave the way they do in organisations and what happens in the organisation (Ehigie, R.I Ehigie B.O, 2005:621-638). Ethnography study is by means of which you assess people in their day to day activities, their behaviour and culture in a natural setting. Fetterman (1998) describes it as the art and science of describing a group or a culture. The group can be categorised as work group, organisations or team of individuals where as culture can be the prevailing culture in an organisation. Ethnography can be used to gain understanding of the real world context, social as well as work settings (Hughes et al, 1995; Blomberg et al, 1993). Bret et al (2003) argues that since organisations are presently turning towards the use of work teams, ethnography studies have become an important research method in understanding the complex interactions with work teams. Hence, the use of ethnographic methods help in gathering information by mainly watching and talking with people, and by scrutinising documented reports and records (Riemer, 2008:205). Observation is one of the ethnographic methods used by researchers to observe the population of the phenomena to be studied to develop an understanding of their behaviour and culture. The personnel of an organisation who usually make use of this method are supervisors, human resource experts as by nature of their job responsibilities they are expected to observe workers behaviour on the job (Krumm, 2001). Frederick Taylor, one of the early contributors in the study of motivation and performance at work carried out series of experiments at the Bethlehem Steel Company which included non-participant observation of workers. As the workers were constantly aware that they were being observed, there was a drastic change in their work pattern and consequently resulted to improvement in work performance, organisation productivity and earnings. Taylor (1856-1915) advocated that monetary rewards were the main cause of motivation, therefore observational studies on workers did not affect their p erformance, as they were drive by the financial rewards they would achieve by their course of actions. A very good example of participant observation can be related to the Hawthorne experiments allegedly conducted by Elton Mayo. The researchers involved in the Hawthorne Experiments did not understand the impact of human values and interaction until they personally interacted with the workers (Denhardt, 2009:3). Thus, through this interaction they had a better understanding of the workers actions in relations to the working environment. However, observational studies are also criticised as only small samples can be investigated such as in the case of Taylors research which was only conducted on manual workers. It is believed that if the research was conducted on white collar workers the findings would have been different. Another criticism by (Muchinsky, 2003; Sackett Larsen, 1990), observation is not frequently used in the study of human behaviour as it relies extensively on time and energy. One criticism of Mayos research is that the population involved knew that they were being studies. The critics argued that to capture a clearer picture of the research, the participants should not be made aware that they are being studied. Despite these criticisms, it is believed that Taylors observational studies have immensely contributed to present day management and gave birth to the concept of performance related pay system. To summarise, it can be argued that qualitative methods found its way in the study of both organisational and human behaviour. However, as a researcher to understand the phenomenon being studied, the use of converging information from different sources, regardless of its form is more advisable. Although Spector (2005) argued that qualitative methods of research offer an alternative to the highly quantitative methods, it is opined that both quantitative and qualitative research methods can help researchers understand issues better than either of the two separately. The use of qualitative methods is growing in the study of organisational and human behaviour (Lee, 1999) as human element are substantially emphasised in an organisation. Although the qualitative methods have significantly contributed to our understanding of human behaviour in the organisations, many avenues for future research are still open and new ones continue to emerge.

A Feminist Perspective of Kate Chopins The Story of an Hour Essay

A Feminist Perspective of Kate Chopin's The Story of an Hour Kate Chopin employs the tool of irony in "The Story of an Hour" to carefully convey the problem inherent in women's unequal role in marital relationships. Chopin develops a careful plot in order to demonstrate this idea, one not socially acceptable at the end of the 19th century, and unfortunately, a concept that still does not appreciate widespread acceptance today, 100 years later as we near the end of the 20th century. Louise Mallard's death, foreshadowed in the initial line "Knowing that Mrs. Mallard was afflicted with heart trouble" takes on quite a different meaning when the plot twists and the context of her sudden death is presented unexpectedly, not upon her shock at her husband's death, but instead in her inability to endure the fact that he lives. While Chopin's employment of irony presents a socially unaccepted concept in a more acceptable format, it is the author's use of perspective that increases the impact of her message. Chopin's point might be lost, perhaps entirely, if the reader were not informed from Louise's viewpoint. While the other characters are oblivious to her actual joy in death, although it is described as such "When the doctors came they said she had died of heart disease - of joy that kills," their definition of this joy equates to her love for her husband. In contrast, because Chopin writes from the perspective of Louise, we understand that the intermittent love she feels for her husband, love itself dismissed as the "unsolved mystery," pales in comparison to the joy she feels upon the discovery that she can now live with the "possession of self-assertion which she suddenly recognized as the strongest impulse of her being." .. ...for his wife Louise, Chopin writes to stress the problematic assumption inherent in an unequal relationship in which one individual exercises their "powerful will" to bend others. Louise Mallard finds personal strength in her husband's death, ready to face the world as a whole person "She breathed a quick prayer that life might be long. It was only yesterday (prior to her husband's death) she had thought with a shudder that life might be long." The strength conveyed in the image of Louise carrying "herself unwittingly like a goddess of Victory" is unmistakable. However, the irony that her husband lives, and therefore, she cannot, conveys the limited options socially acceptable for women. Once Louise Mallard recognizes her desire to "live for herself," and the impossibility of doing so within the bounds of her marriage, her heart will not allow her to turn back.

Rural Homelessness Essay -- Exploratory Essays Research Papers

Rural Homelessness As the Joad family lost its farm and hit the road in Steinbeck's classic, The Grapes of Wrath, so to did America lose its ability to plead ignorance to the problem of rural homelessness. Yet, as the troubles of the Great Depression, and two million homeless Americans, were eclipsed by a world at war, the issue of homelessness was once again placed on the back burner, and then taken off of the stove altogether (Davis 275). Although this problem has seldom been discussed in the sixty years since, rural homelessness is again on the rise and threatens to become the major problem facing rural America (Rural Homelessness). Less than ten miles from the intersection of Sprague and Division in downtown Spokane, the problem of rural homelessness in our own community is glaringly evident. At the intersection of Sullivan Road and Interstate 90, in the Spokane Valley, where drivers are momentarily slowed in their rush to get on with life, stands testament that not everyone is sharing in the American dream. With their worn out Levi's, old coats, and sometime mismatched shoes, the homeless work these corners for handouts like pigeons gathered around an old man on a park bench. These people don't ride out here on the number three bus from the STA Plaza, and they don't commute here in the Geos, Hondas, and Cadillacs that are constantly stopping and going with the changing of the lights. The people that ply these corners with their homemade cardboard "Please Help" signs, are here because this is the closest (and therefore most convenient) corner to where they sleep. A short walk along the rocky northern bank of the Spokane River, west of Sullivan, leads to a camp tucked among the ponderosa's in... ...ousing Assistance Council. Jan. 2001. 4 Apr. 2001.http://www.ruralhome.org/pubs/infoshts/rhomeles.htm Vissing, Yvonne. "Homeless Children: Addressing the Challenge in Rural Schools." ERIC Digest. Jan. 1999. 4 Apr. 2001. http://www.ael.org/eric/digests/edorc981.htm. Wilkinson, Todd. "How small-town America handles rural homelessness." Christian Science Monitor. 16 Mar. 1999. 5 Apr. 2001. http://www.csmonitor.com/durable/1999/03/16/fp2s2-csm.shtml Zimmerman, Julie. "Rural Poverty: Myths and Realities." Rural Development News. Volume 21. Number 1. Mar. 1997. 4 Apr. 2001 http://www.ag.iastate.edu/centers/rdev/newsletter/mar97/rural.poverty.html. Zimmerman, Julie. "Rural Poverty: Myths and Realities." Rural Development News. Volume 21. Number 2. June 1997. 4 Apr. 2001. http://www.ag.iastate.edu/centers/rdev/newsletter/june97/rural.poverty.html.

Jane Eyre :: Literature Religion Papers

Jane Eyre    St. John Rivers makes some very intriguing choices in Jane Eyre. He is constantly faced with difficult decisions to make. Whether it be refusing his true love or moving to India to give his life serving others, there is always an interesting twist where St. John is concerned. His importance in the novel may be evident to readers, but they may not always understand his decisions and his actions. The choices he makes are exemplary of a man who has given his life to serve God and His people. St. John, at his introduction in the novel, is a clergyman with plans to become a missionary someday soon. This is not surprising for clergymen, according to Andrew F. Walls, author of The Missionary Movement in Christian History, since "a missionary was essentially a preacher, and a preacher should normally be a minister" (161). At this time, it was considered normal for a clergyman to become a missionary. But a missionary did have to be more than a clergyman. He also must have "common sense" and "competence," Walls says. St. John has all of these qualities and more, making him perfect for a life of sacrifice. St. John Rivers is introduced into the novel as a savior. He takes Jane into his home and under his care when she believes to have reached the end of her road. It is here, at Moor House with St. John, that she is given a new beginning with a new identity, job, and, eventually, a family with St. John and his sisters. As a clergyman, St. John is a good, moral person whose intentions are to provide for his people and his family. He also eventually wants to become a missionary someday soon. Jane likes the idea of this and it is evident to readers that Jane admires St. John and loves him like the brother he has become to her. He even gives her a job as a teacher at a school for less fortunate children. It is here that she is introduced to Rosamond Oliver and her father. After meeting Rosamond Oliver through her teaching position and hearing her talk about St. John with admiration, Jane concludes that they are meant to be for each other. She goes to St. John with her allegations and he admits his love for her to Jane: [. . .] I

American Legal and Constitutional History

As residents or citizens of the United States of America, we enjoy certain rights that many people across the world do not have. One of those rights is freedom of speech, which is guaranteed to all of us through the United States Constitution. However, in some instances, our freedom of speech rights can be limited. One of those circumstances involves freedom of political expression. At this point, one would have to ask; how can a democratic country, which, like all other democratic countries, is based on freedom of speech, limit the same under certain conditions?In order to understand why and how this can happen, we will first examine the concept of citizenship and the Constitution of the United States as it relates to freedom of political speech. In addition to that, we will analyze how freedom of speech as it relates to politics can affect security and what affects current legislation has on freedom of speech. Based on the above-mentioned research, I intend to prove that compromisi ng freedom of political expression is a violation of the United States Constitution and as such cannot be allowed.Furthermore, I will argue that passing legislature such as the US Patriot Act can be very dangerous as it provides government with the power to violate our freedom of speech rights. Citizenship In the first part of the paper, we will examine and summarize the concept of citizenship. This is a very extensive process that is defined as â€Å"the process by which some people are included and others are excluded as members of the community† (Walker, 2002). In our country, everybody living here, regardless if citizen or not, enjoys the same protections from the law.The concept of citizenship is important because it associates us with our nation and with the law of the land. â€Å"Essentially, rights granted to citizens are typically represented by a continuum; however, the mere existence of citizenship does not necessarily equate to equivalent representation across th e board, often with glaring inconsistencies across similar geographic locations or historic periods, of which history is rife with examples. † (Gans 2005). So why is citizenship so important? Citizenship is important because it gives everybody the constitutional rights.Nobody can take them away from a United States citizen, regardless of his political views or statements. As United States citizens, we are entitled to a set of rights, which is unique in the world. The United States Constitution entitles us to those rights and guarantees that we can enjoy them. The United States Constitution is the set of documents that embody the principles on which the United States is governed. The Constitution is the supreme law of the land and no other law, at any level of government, can be established without considering the rules and rights as set forth in that document.The part that is especially important to American as it relates directly to their rights is the part of the Constitutio n that is known as the Bill of Rights. The first ten amendments of the United States constitution are more commonly referred to as the â€Å"Bill of Rights,† because they define specific rights that are granted to all United States citizens by the Constitution of the United States. â€Å"The Bill of Rights is modeled on many other similar documents, all of which owe their inception to the Magna Carta, the bill of rights written in England in 1215 CE.The Bill of Rights is considered to be an important part of the Constitution, and is also an integral part of popular culture; most Americans, for example, know what someone means when he or she â€Å"pleads the fifth,† a reference to the Fifth Amendment, which protects people from self recrimination. † (Smith 2003) The part of the Bill of Rights that is of concern to this paper is its First Amendment. According to the First Amendment there are actually several rights guaranteed to all citizens equally. Many people r emember two of them, the right to free speech, and the right to a free press.There are very few exceptions to free speech and fee press. Writing or speaking words that could be constituted as a threat to the American people or seriously threatening the life of someone can definitely lead to a civil law suit or even criminal prosecution. The right to free speech and free press fully includes any political expressions, regardless of what nature. So, if these rights are guaranteed to us, why do some people have concerns about political expression? Political Expression and limitations In wake of the 9/11 attack on United States a very controversial piece of legislation called â€Å"The USA Patriot Act† has been passed.The problem with this legislation lies in its definition of terrorism or terrorist activities. â€Å"The USA PATRIOT Act section 802 defines domestic terrorism so broadly that it could apply to an individual exercising his or her freedom of speech, expression, and assembly through acts of civil disobedience. The Department of Justice has not revealed how it is using section 802†¦ Moreover, Section 215 of the USA PATRIOT Act permits the FBI to seek records from bookstores and libraries of books that a person has purchased or read, or of his or her activities on a library's computer.This change puts people at risk for exercising their free speech rights to read, recommend, or discuss a book, to write an email, or to participate in a chat room, and thus could have the effect of chilling constitutionally protected speech. It also denies booksellers and library personnel the free speech right to inform anyone, including an attorney that the FBI has asked for someone's reading list. † (BORDC, 2008) Since then the BORDC has documented several cases where individual rights to free speech have been violated as a direct result of this legislature.Many of these violations have been triggered by political activity. For example â€Å"In June 2 004, Buffalo, New York, artist Steve Kurtz was detained by law enforcement and had his home searched by FBI agents. Despite finding only harmless substances, which Kurtz uses in his politically motivated art projects, the FBI proceeded with a Grand Jury hearing to decide whether to indict Kurtz under the USA PATRIOT Act’s biological agents provision. On June 29th, Kurtz’s bio-terrorism related charges (USA PATRIOT Act section 817) were dropped. † (BORDC, 2003)The above mentioned instance, along with similar mistakes have led many people to believe that our rights to free speech, including and especially the right to political expression, have been limited by legislature such as and similar to the Patriot Act. Many however argue that such laws are necessary in order to protect the greater good and help decrease the chances for renewed attacks on the United States. Another example of limitation of political expression involves a very recent incident at the Universi ty of Berkeley in California.The City Council sent a letter to the United States Marines recruiting office stating that their recruiters were not welcome in the city or on campus. This was just a letter of statement and it contained no threats or any other suggestions of violence, protests, or demonstrations. In return for this action, which was seen as very anti-patriotic by many politicians and citizens, various pressures were placed upon the city. â€Å"Some lawmakers were threatening to withhold millions of dollars of federal and state funding to the school as retaliation.They claimed that since U. S. Marines are not good enough for Berkeley, then neither were taxpayers’ dollars†¦ After receiving significant heat, the officials decided to recognize the officials’ right to be in Berkeley and clarified their position saying they support US troops — just not the war and the recruitment of young people. (Hill, 2008) The problem that we face here is that a political view of a cities population, as reflected in the council letter, was oppressed through threats of funding elimination.Even though the political view reflected in the letter is not popular and inappropriate, that was barely an exercise of free political speech that was suppressed by threats. The fact that this happened on a college campus, which should facilitate learning through open debate, makes it especially bad as it sends a statement that everybody should be politically in line with the main stream. â€Å"†¦in dealing with college campuses (as the cultivating grounds for those of the future) we should be more understanding when sentiments show up and give them room to thrive if they wish.Suppression, such as financial deprivation, is no way to deal with a situation and absolutely no way to stifle a conflict. † (Hill, 2008). This opens the question about why political expression matters and what is so special about it? Political Expression and Democracy In order to understand the impact of free speech on a democratic society we have to analyze the basics of democracy. â€Å"Freedom of speech and expression, especially about political and other public issues, is the lifeblood of any democracy.Democratic governments do not control the content of most written and verbal speech. Thus democracies are usually filled with many voices expressing different or even contrary ideas and opinions. † (U. S. Department of State, 2008) This statement is a very effective summary in reference to importance of free speech. As a democratic government, our leadership is supposed to lead is in direction that we chose. This choosing of direction is most often done through political debates as we see them on TV.â€Å"Democracy depends upon a literate, knowledgeable citizenry whose access to information enables it to participate as fully as possible in the public life of their society and to criticize unwise or tyrannical government officials or polici es. Citizens and their elected representatives recognize that democracy depends upon the widest possible access to uncensored ideas, data, and opinions†¦ For a free people to govern themselves, they must be free to express themselves — openly, publicly, and repeatedly; in speech and in writing. † (U. S. Department of State, 2008)What we have to understand is the fact that free flow of ideas through speech and other forms of communication is essential for the survival of a democratic government and as such, it cannot be compromised in any way. Free speech creates a pool of ideas that allow us to come to the bottom of every issue at hand by finding the truth. At the same time, we cannot afford to misunderstand this concept. Many people in history have favored freedom of speech, but only the kind of speech that they agreed with. This is why we had to deal with people like Hitler, Stalin, and Saddam.Their view of freedom of speech, especially when it came to politics, was definitely a one-way street. By using them as an example, we need to make sure that we focus on allowing all views to be expressed, regardless whether we agree with them. In my opinion, in this country, we cannot afford to place any limitations on freedom of political speech. Another issue that is directly related to the freedom of speech is freedom of belief. If the government or any other institution attempts to limit our freedom of political expression, then at the same time, they are prohibiting us from having the freedom to believe what we want.The concept is very simple. If we cannot freely express our ideas, then we should not have them in a first place. Many countries across the world had such a system in place. Saddam’s Iraq, Stalin’s Soviet Union and others. The reason these governments were called totalitarian was the fact that their citizens could not freely express their ideas and political views. This proves the fact that freedom of political expressi on is what makes us a strong democracy and that it should not be compromised. Many supporters of limited free speech cite various examples where it was necessary to limit political expression in order to achieve a greater good.One such example is Germany and many argue that by prohibiting political parties and any association with them (Nazi Party) was the right thing after World War II. I fully agree with that. However, when we cannot compare Germany and the United States (at least not back at that time). German people back then did not know the concept of democracy. Ones it was introduced they accepted it and Nazis never resurfaced again. In any case, my point is that in order to help nations such as post world war II Germany reach the right conclusion and adopt democracy some drastic measures may be necessary.However, these measures should never be undertaken on our soil. We have a healthy democracy and any limitations would disturb the balance. Even though it should never be com promised, freedom of speech has some limitations. One of the limitations that is relevant to political expression is the use of fighting words. The fact is that he inflammatory nature of some speeches can cause the listener to direct violence at the speaker or other target groups as defined by the speaker. Additionally, â€Å"fighting words† have become limited to speech directed to one person and not to speech directed generally at a crowd.The idea is that if a speech is going to cause harm to somebody or limit him or her in enjoyment of his or her constitutional rights in any way, then it is prohibited. Another major issue that has come out of this is the fact that many state universities prohibit speeches that are offensive to minorities. Universities have adopted those policies in order to respond to complaints of those who are subjects of hateful speeches. â€Å"That's the wrong response, well-meaning or not. The First Amendment to the United States Constitution protect s speech no matter how offensive its content.Speech codes adopted by government-financed state colleges and universities amount to government censorship, in violation of the Constitution. And the ACLU believes that all campuses should adhere to First Amendment principles because academic freedom is bedrock of education in a free society. † (ACLU, 2008) This is a very important issue that demonstrates how political views, questionable as they are, can be legally expressed everywhere, without government interference. Conclusion Free speech and expression of political ideas are the very basis of a democratic system.As a fundamental feature of a democratic society, freedom of speech as it relates to politics is subject to only few, clearly defined restrictions. I believe that democracy demands that also those who have undemocratic views must be allowed to propagate for their ideas. A democratic state may only interfere with the right to express a political opinion if it can prove that the direct result of their speech would be violence and harm to somebody. Freedom of expression is a prerequisite for democracy and therefore without freedom of expression, there can be no democracy.This is why it continues to be important to facilitate healthy debates on this issue and help people understand why it is important to respect opinion of others, even if it is not in accordance with the mainstream. That is the best way to continue our rich democratic tradition and ensure that future generations can enjoy the same rights as we do. List of References Walker, Melissa. (2002) Unequal Freedom: How Race and Gender Shaped American Citizenship and Labor rev by Evelyn Nakano Glenn. Information retrieved on April 28th, 2008 from Website http://www.h-net. org/reviews/showrev. cgi? path=112431032792905 Gans, Judith. (2005). Citizenship in the Context of Globalization. Udall Center for Studies in Public Policy. Information retrieved on April 28th, 2008 from the Center Website ht tp://udallcenter. arizona. edu/programs/immigration/publications/Citizenship%20and%20Globalization. pdf Smith, E. S. (2003). What is The Bill of Rights Information retrieved on April 28, 2008 from Website http://www. wisegeek. com/what-is-the-bill-of-rights. htm? Bill of Rights Defense Committee. (2008).Current Treats to Freedom of Speech, Religion, and Assembly. Information retrieved on April 28, 2008 from Website http://www. bordc. org/threats/speech. php Hill, Kimberley. (2008). Threats against the Free Speech? The Campus World Information retrieved on April 28, 2008 from Campus World Website http://www. thecampusword. com/content/view/2264/593/ American Civil Liberties Union, ACLU. (1994) Hate Speech on Campus. Information retrieved on April 28, 2008 from Website http://www. aclu. org/studentsrights/expression/12808pub19941231. html