Saturday, August 31, 2019

Aggression In Children

Aggression is any behavior that is hostile, destructive or violent. Its intended is to harm, injure or damage a person or a target object. Aggression in human beings can be blamed on very many things that affect the growth and development of the mind. Such triggers include fear, family difficulties, emotional trauma and the media.This research helps show that television does not significantly cause aggression but there are other factors help in the development of aggressive behaviors although the television cannot be ruled out to contribute slightly.Children learn behaviors through watching and imitating others peoples’ behavior as they try to equate with them. Watching the violence on the television is suggested to slightly increase violent behaviors in children, although those already in violent behavior are greatly influenced by the media as they try learning defensive ways to protect themselves from any aggression.Aggression is manifested in children through swearing, shou ting, throwing and kicking whatever is around them and it thus needs to be measured to determine its levels for the proper control measures to be taken so as to avoid further injury.The measurement can be done using a checklist, observation for any noticeable changes in the previously known behavior; a subtype scale may as well be used to determine the aggression levels (Berkowitz, 1993, pp1-25).Aggression in children is learned through enactive learning of behavior as well as observation learning by watching others. In cases where parents resolve differences through fights the children learn to use aggression as a way of dominating over others from their early days and carry on with this behavior to their later lives.Aggression portrayed in the television is jus but fantasized by children but in actual sense has minimal contribution to aggression and other related violent behaviors evident in children.Causes of AggressionAggression in children results from very many factors that af fect them as they grow up. Some of these include:Unfulfilled human needs and other personal desires are the one of the leading causes of aggression in children. The desire for children own what their parents cannot afford like being in a fancy home, getting education from expensive schools in relation to their peers and other desires result to aggression towards those children whose parents are able to afford such luxuries.Children should thus be taught to be realistic with live and get content with whatever is available within them. Failure to control such desires results to aggression ranging from petty theft to even massacres. Aggression is not part of human life, but it is a reaction to circumstances that frustration on the acquisition of basic needs that have not been fulfilled.Pain and discomforts caused to children by their parents and other elder people in an attempt to discipline them may cause aggressive behaviors to be manifested since the child cannot fight back but will direct their anger and frustration to other children of their age or young than them who cannot fight them back.It is thus important to administer pain is a light manner. Hot environmental conditions trigger discomforts that make children aggressive.Frustration is a major cause of aggression in children; children whose achievements do not much with those of their peers are usually frustrated and end up into aggressive behaviors so as to cover up for their failures. This may either in school or other social activities where children are competing.Birth complications increase aggressive behavior latter in childhood though there is direct link. Aggressive behavior develops when birth complications combine with other factors such as disadvantaged families that cannot fully provide for their children and poor parenting. Birth complications are believed to result to damage in the nervous system that affects the brain function.This is referred to as brain dysfunction. Impaired brain funct ion predisposes the child to aggressive behaviors later in their lives because their brain is poorly functioning (Berkowitz, 1993, pp 45-169).Brain dysfunction results to aggression when the prefrontal region of the brain which controls and regulates emotional reactions is functioning poorly and cannot keep aggressive impulses in check. This results to increased likelihood of aggressive acts.Some situational factors such as exposure to alcohol impair ones judgment on making decisions. Alcohol disrupts the information making processes and this is even serious in children who get drunk they view an event as a purposeful one, and act more aggressively.Children who are desperate in live tend to be more aggressive. Desperation can be a result of massive poverty, crime or even violence situations within the community where the child is being raised in.If the rich and powerful individuals in the society are drug dealers and gangers and those who live straight are poor then the children wat ching them may conclude that to succeed in life one has to become a drug dealer or a gangster which triggers aggressive behaviors in children.Consequences of Aggression.Aggression has both positive and negative consequences to both the individual and those around them. One of the positive elements of aggression is that it preserves and protects an individual from other aggressive individuals; it also helps the child to increase their dominance in the social environment through suppressing their peers and subjecting them to their way of thinking.The negative consequences of aggression are worse to both the perpetrator and the victim. Children who are aggressive in school are more likely to be rejected by their peers because they cannot accept to be dominated by them. In worst cases aggression can result fines, loss of freedom due imprisonment. Such cases make the affected person even more aggressive and can engage in criminal acts.Aggression makes the victim lack confidence and trust with themselves because others are belittling them. This makes them develop aggressive behaviors as they try to cope with the aggressor .The child within a school setup lacks trust with every around them since they view all the other people as untrustworthy and out to oppress them. This makes them feel unsafe and insecure (Berkowitz, 1993, pp 200-290 ).Aggression results to the development of an aggressive personality on the aggressor. This type of personality develops to worse aggressive behavior as the child develops to adulthood. Aggressors have a lower intellectual achievement in their academic live because their mind cannot concentrate on one specific activity rather their minds are spread across a number of activities.Control of AggressionAggression can be controlled by giving children positive attention for desired behaviors so as to reinforce it. Parents and children caretakers should always realize that anger is a common emotion in children and the way to deal with it dete rmines the levels of aggression in children.Parents should be good role models when their children display aggressive behaviors. By becoming upset and angry when dealing with an aggressive child makes them more aggressive.By providing many physical activities such as exercise and outside play helps aggressive children to direct their energies to better and more constructive activities and avoid releasing unwanted emotions.Violent television programs and toys that encourage aggressive behavior such as the guns, sticks should be eliminated. Children usually imitate what they see rather than what they are told so through avoiding some activities that may escalate and promote aggression and redirect these children to appropriate activities.To cut defiant behavior and replace it with positive experience parents should be able to play with their children, learn how to recognize and respond to their needs and develop and mend the relationship.This will help them identify any unwanted aggre ssive behaviors that may develop due to the feeling of being neglected, some parents do not play with their children and need to learn how to connect with them, recognize and respond to their needs in the most appropriate way.Rules and commands should be explicit, constant, firm and brief. Children learn their mistakes through comparing the past to the present mistakes and how they where dealt with/It is thus important to approach a similar way of administering punishments for similar mistakes without disparities.Aggression needs a firm and consistent response for any misbehavior. Shouting out or uttering a string of dire threats to an aggressive only makes the child more resistant to any change of behavior that you wish to suppress and helps develop aggression.Planning and avoiding places which trigger aggression in children such as supermarket where a child grabs whatever is around them helps in minimizing aggression behaviors incase the child does not get what they wish to have ( Berkowitz, 1993, pp 350-465)..ConclusionHuman beings are not born violent but rather bent towards brutality and self-destruction due to their aggressive behaviors. Aggression is usually a result of unfair environments that frustrate and degrade the human dignity. It’s difficult to eliminate aggression entirely but can be reduced through the creation of free societies that encourage prosperity by providing moral education to the young people and clearly explaining to them that aggression has no importance in the long-term.Aggression like all unwanted behaviors involves biological forces and social environment that regulate behavior. Aggression is thus an outcome of the regulations between the external and internal stimuli.The television should not be fully ignored as a cause towards aggressiveness in children but the society must play a communal role in providing a good environment that does not promote frustration in the lives of the young children.Parents should ensure that they provide their children with almost all the basic needs within their reach and spare enough time to relate with their children so as to learn them as well as discover any aggressive behaviors that may be developing and stop them before they get to distractive levels.Reference:Berkowitz, L (1993).Aggression: Its causes, consequences, and control. New York; McGraw-Hill

Friday, August 30, 2019

Philosophy and Knowledge in Nursing Essay

According to Kim (1999), â€Å"knowledge development in nursing is obtained through descriptive, reflective, and criticizing ourselves. We strive to correct and improve ourselves and practice through self-reflection and critiquing. This develops our nursing knowledge about practices and helps us to engage in shared learning. We do this by generating models of good practice and theories of application. We reflect by looking back at ourselves and learning what has just occurred and having a self-awareness of our practices.† Kim (1999), also describes descriptive and critical phases. During the descriptive phase, â€Å"descriptions of practice are examined for genuineness and comprehensiveness (Kim, 1999). Kim (1999), also states that â€Å"critique of practice regarding conflicts, distortions, and inconsistencies† also increase a nurse’s knowledge. McCurry (2009), states that â€Å"nursing as a profession has a moral mandate to contribute to the good of the society through knowledge based practice. Knowledge is built upon theories and theories together with the philosophical bases and disciplinary goals are the framework for practice.† According to Grace and Perry (2013), â€Å"philosophical inquiry remains critically important for nursing education, practice, and knowledge development. This is attained through three levels. Level I is cultivating and attitude of critical consciousness related to all nursing situations and actions. Level II is the analysis and application of philosophical perspectives to nursing problems and level III is generating new knowledge such as theories.† And according to Gillespie and Paterson, (2009), â€Å"knowledge acquisition and utilization is reflected in the use of knowing rather than knowledge.† In using our previously obtained knowledge, we can reflect in our practices an d grow. References Gillespie, M., Paterson, B.L. (2009). Helping novice nurses make effective clinical decisions: the situated clinical decision-making framework. Nursing Education Perspective, 12, 164-170. Grace,P.J., Perry, D.J. (2013). Philosophical inquiry and the goals of nursing: a critical approach for discipline, knowledge development, and action. Advances in Nursing Sciences, 2, 64-79. Kim, H.S. (1999). Critical reflective inquiry for knowledge development in nursing practice. Journal of Advanced Nursing, 29, 1205-1212. McCurry, M. K., Hunter-Revell, S.M, and Roy, C. (2009). Knowledge for the good of the individual and society: linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11, 42-52.

Thursday, August 29, 2019

Conflicts Are Important Worksheet Essay

In this assignment, you must write 300 to 450 words on conflict and conflict management. Record your answers in this worksheet. Part 1: The Five Conflict Types Describe each of the five conflict types using paragraph form. 1. Pseudo conflicts: Pseudo conflicts are imaginary conflicts that are a result of faulty assumptions and false dilemmas (Cheesebro, O’Conner, & Rios, 2010). Many times pseudo conflicts involve two parties with the same views on a subject arguing because they misunderstand or misperceive what the other person is trying to say. 2. Fact conflicts: Fact conflicts arise when two parties disagree about information that can be easily verified or the way it is verified (Cheesebro, O’Conner, & Rios, 2010). 3. Ego conflicts: Ego conflicts usually center on status or power and occur when one party feels as though their opinion or way of doing things is far superior than anyone else (Cheesebro, O’Conner, & Rios, 2010). 4. Value conflicts: Value conflicts usually occur in personal relationships, and arise when someone challenges another’s personal beliefs in which they hold near and dear (Cheesebro, O’Conner, & Rios, 2010). These conflicts can be very intense and long lasting. 5. Need conflicts: Need conflicts arise when the needs of one individual are put before the needs of another or when the needs of each individual are not specifically stated and understood by both parties (Cheesebro, O’Conner, & Rios, 2010). Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. 1. Avoiders: Avoiders steer clear of conflict and simply avoid the issues because they view it as trivial, unimportant, or have no chance of winning the argument. Strengths of avoiding style is to prevent an immediate conflict and weakness is that the conflict will fester longer and remains superficial (Thomas & Kilmann, 2014). 2. Accommodators: Accommodators believe conflict is destructive and allow others to determine the outcome (Cheesebro, O’Conner, & Rios, 2010). The strength of using this style is when the issue is not as important to you as it is to the other party and the weakness is you can begin to feel taken advantage of (Thomas & Kilmann, 2014). 3. Forcers: Forcers believe winning is everything and employ persuasion with emotional appeals (Cheesebro, O’Conner, & Rios, 2010). This style is best used when your core values need to be defended and weakness is you receive less input and ideas from others (Thomas & Kilmann, 2014). 4. Compromisers: Compromisers believe that those involved in the conflict must be ready to give in a little to reach a solution (Cheesebro, O’Conner, & Rios, 2010). This style is best used to achieve temporary settlements to complex issues and weakness is no one really gets what they originally wanted (Thomas & Kilmann, 2014). 5. Collaborators: Collaborators believe with hard work, both parties can and will get their needs met (Cheesebro, O’Conner, & Rios, 2010). This style is best used to integrate both sets of concerns and weakness is can take longer to resolve the problem (Thomas & Kilmann, 2014). Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. Two methods of collaborative communication are social media/software and boards. Social software such as blogs, instant messaging and social networks like Facebook and Twitter, are a great way to allow large groups to receive the same message when they are in many different places (Greene, Crystal, 2014). The use of chalkboards have been replaced by digital or electronic whiteboards and have been used for decades as way to visually demonstrate and communicate ideas that lead to brainstorming and other group collaborations. References Cheesebro, T., O’Conner, L., & Rios, F. (2010). Chapter 7: Conflict Resolution. In Communicating in the Workplace. Pearson Education. Greene, Crystal. (2014). Collaborative Communication Tools. Retrieved from eHOW.com: http://www.ehow.com/list_6828701_collaborative-communication-tools.html Thomas, K., & Kilmann, R. (2014). Five Conflict Management Styles. Retrieved from http://www.ntc.edu/studentlifeblog/wp-content/uploads/Handout-Conflict-Management-Styles.pdf

Wednesday, August 28, 2019

International Marketing Theories Essay Example | Topics and Well Written Essays - 2750 words

International Marketing Theories - Essay Example The theory that is most applicable for companies that produce fast moving consumer goods is Quelch and Hoff who suggest that it is better for companies to achieve economies of scale by concentrating on the total demand of a number of countries; this can help them achieve a higher learning curve through an accumulated experience. Companies like Procter & Gamble have concentrated their detergent production for example in fewer plants thus taking advantage of lower costs because of economies of scale. But, like products many companies can also use a global communication approach by standardizing the product and also the promotion technique at both ends. Same ads can be used to target similar markets, thus economies can be achieved if expensive commercials are used. And we see popular examples like Lux which is truly an international brand name and the same premium position that its focus is. Similarly as products grow in their life cycle national brands also go global. These global bran ds capture the global customers as its market in the sense that it really sees the customers similarity and wipe out any differences that it may see to target then with a single stick.

International Finance Case Study Example | Topics and Well Written Essays - 1500 words

International Finance - Case Study Example One of the ways through which persistently weak currencies can be stabilized is by use of the preexisting currency. This implies that the government can employ microeconomic policies in order to ensure that the currency regains its value. For example, central banks should ensure that money supply is closely monitored to avoid inflation. Other instruments that can be used to regulate money supply include open market operations, discount rate and reserve requirements among others. Most importantly, the interest rates should be controlled to ensure that the public do not excessively borrow an aspect that can result to increase of the money in circulation and inflation. Another way of solving the problem of persistent currency is introducing a new currency. This implies that the central banks should hire experienced economic analysts in order to study the implication of generating new currency. It is vital to note that due to dire causes of making new uncontrolled currencies including hy perinflation, it is essential that government should first use all the available microeconomic policies before embarking on introducing a new currency. Vietnamese Dong among other weaker currencies can also be stabilized by borrowing foreign currencies (Ellen, 2012). Most of the countries with weak currencies usually borrow US dollars in order to ensure that the value of their currencies is maintained at an appropriate rate. While all the three ways are important, the best approach that a government can use depends on political situation. Most importantly, the three approaches should be able create a domestic market, increase reserves and strengthen the existing institutions. By importing or exporting to a foreign country such as Thailand, Blades is able to benefit in various ways. First, the company is able to import the products that it is facing difficulties in producing. Based on the high costs of production that Blades is facing in the US market,

Tuesday, August 27, 2019

The Impact of Stock Markets on Economic Growth Essay

The Impact of Stock Markets on Economic Growth - Essay Example This paper describes the mechanism of the of the impact of stock market on long-term economic indicators, regarding the growth of the economy. Main channels of stock markets influence on economic growth of a country are specified. It is known that stock markets are connected with the economic growth through the creation of liquidity. It means that really profitable investments demand just long-turn capital commitment, but investors don’t want to relinquish their capital for such long time without any control. Actually liquid stock markets make their investments more secure and in such way more attractive. Stock markets allow investors to acquire equity (an asset) and then to sell it rather quickly and without any problems. Liquid stock markets facilitate long-term investments and make them more profitable. It is apparent that stock markets are necessary and important for growth, because they improve capital allocation and in such a way they enhance prospects for long-term economic development. Stock markets as it was mentioned above make investments more secure and attractive. Actually well-functioning stock market is useful and necessary for economic development through following issues: growth of investments and savings, effective and efficient resources allocation, better distribution and utilization of existing resources. Volatility of stock markets had negative influence in France and Japan. Stock market volatility didn’t affect greatly the United Kingdom. Concerning Germany the volatility was stated to be insignificant.

Monday, August 26, 2019

Security Policy Analysis Essay Example | Topics and Well Written Essays - 250 words - 2

Security Policy Analysis - Essay Example The successful executives value business information and strive to improve and maintain it using latest technologies at the expense of the organizations to promote the cyber security (Van der Zwaan et al 2010) Since lack of implementation of cyber, securities to any organization pose threats to the breach of the confidential company information and database attack. There is legislation permitting the criminal charges against the responsible personnel’s under the federal information Security Management Act of 2002 also called E-Government Act. The incessant failure to protect the firms against cyber attack would lead to the involvement of the Government. Information is an important entity of any well-run organization and failure to protect it is a crime. Cyber security being an important segment of the organization to maintain and keep data safe, the IT security applications alone is not sufficient to protect the cyber attacks and threats. The frequency of cyber crime is increasing its size and sophistication with specialized professionals involved that technology alone cannot stop cyber crime. The attacks increase because of the creation of malware by criminals to steal information, and the breaching of Firewalls to reach the organizational important data. The cyber security is no longer a technical issue because

Sunday, August 25, 2019

Assisted Suicide - Ramon Sampedro Essay Example | Topics and Well Written Essays - 750 words

Assisted Suicide - Ramon Sampedro - Essay Example He jumped into the sea and struck his head on the bottom of the sea, making him paralyzed. Ramona Maneiro was involved in the last step of the process of assisted suicide that led to the death of Ramon Sampedro. It is evident that Maneiro had a role and ethical right to facilitate Sampedro’s assisted suicide. In as much as the concept of assisted suicide presents several challenges, it is crucial to acknowledge the importance of adhering to the needs of the victims while adhering to the tenets of the law. Maneiro acted based on love by agreeing to participate in assisted suicide. She noted 7 years later that she acted based on love. Maneiro had a relationship with Sampedro that lasted for many years. After living a bedridden life, Sampedro began struggling for his right to end his life. The only person who could understand his situation and challenges was Maneiro. It is essential to note that Sampedro could not commit suicide by himself because of his quadriplegic condition (M anning 21). Maneiro acted by following the utilitarian and Kantianism principles. The principles of utilitarianism dictate that human actions should lead to happiness (Manning 41). By assisting Sampedro in committing suicide, Maneiro was accomplishing her obligations of ensuring that her fellow human was relieved of pain and suffering that he was experiencing. For 29 years, Sampedro lived a life of suffering following his paralysis. He had to depend on other people for basic human activities and needs. He lived a bedridden life afflicted with an excruciatingly painful and terminal condition that left him permanently incapable of living a dignified human life. In order to assist Sampedro in committing suicide, Maneiro was accomplishing her obligations under utilitarianism. Sampedro looked forward to a life of satisfaction and minimum suffering. However, his quadriplegic state could not let him live such a life. Having lived with Sampedro for many years, Maneiro understood his situati on and experiences. Additionally, Sampedro mercifully begged for an end to his painful life. Maneiro could not turn down these pleas given the fact that she knew him and understood his suffering. It would have been cruel and inhumane for Maneiro to turn down such pleas from a suffering man. According to the requirements for compassion, an individual should cooperate and comply with the pleas of a suffering person. Additionally, Sampedro has moral rights to ask for an end of his life. Additionally, Maneiro has the moral right of helping somebody overcome the suffering in his life. The two individuals have a right to choose freely and not inflict harm in each other’s life. Sampedro indicated expressly that he wanted an end to his life. The right of free choices included the right to end one’s life when necessary. Additionally, a person needs to opt to end his life (Manning 17). In my opinion, Maneiro chose to respect the wishes of Sampedro to end his life. Opponents of t he actions taken by Maneiro argue that the society has a right to protect the life of anybody. This means that Maneiro failed to protect the life of Sampedro. Additionally, they state that Maniero should have played a role in preserving the life of Sampedro. Therefore, assisting Sampedro in committing suicide violates the fundamental roles and duties of respecting and preserving life.  This means that a society committed to protect and preserve life should not destroy it (Manning 21).     Ã‚  

Saturday, August 24, 2019

What communication process is the most affective when advising Essay

What communication process is the most affective when advising workgroups of contract negotiations to maintain a positive workplace environment - Essay Example The literature review examines various unions and workgroups communication to particular member problem with a methodological discussion to help employee to maintain a positive workplace environment despite their grievances. Contract negotiations by the Association of flight attendants, its flight attendants members and the airlines itself has experienced an ongoing conflict for a long period of time. Workers union has the mandate of communicating effectively to the employees of a particular workgroup the means of negotiating contract agreements in a way that positive workplace environment is maintained. This is unlike the case where most unions threaten employers with strikes and go slow activities to force solutions to employee grievances. It is important for the workers to use an effective means of communication that will prevent development of unhealthy behavior among the workforce. I have observed that undesirable communications to employees have a significantly negative impact on the work environment since it may encourage negative attitudes towards work and the management. The most effective process that union representatives can use to communicate to its member’s the issues regarding to their grievances when advising them is face to face. The process of face to face communication is the most effective way that will achieve negotiation result while a positive workplace environment is maintained. Face to face communications involves a situation where a joint meeting that involves all parties holding a discussion of issues that relates to each party. The discussions help workers to maintain a positive work environment as they negotiate their grievances with employers. The employee grievances range from issues of job security for both continuing and new employees to compensation and work benefits package incase of termination of employment. The union acts as a mediator between the employer and the employees with regards to

Friday, August 23, 2019

John Calvin's doctrine in eucharist Research Paper

John Calvin's doctrine in eucharist - Research Paper Example Thereafter, Calvin’s works, writings and doctrines would become quite useful and influential in establishing consensus among various Reformation groups not only in Switzerland, Scotland, Hungary and Germany but also across the expanse of Europe and other far off lands. Born on 10 July 1509, John Calvin, a French cleric and doctor of law, was a key figure in the second generation of reformers. He not only published the theological tome, the Institutes of the Christian Religion, in 1536 but also played an influential role in the development of the system of Christian theology, which would later be renamed Calvinism.2 Calvin became a leading figure in the Reformed church in Geneva, which was the presumed headquarters of Reformed Christianity in the latter parts of the 16th century. Together with other elders, Calvin worked with pastors and elders to ensure that religious discipline reigned among the Genevan populace. An area for which Calvin’s theology is widely read and known are his doctrines of (double) predestination and the Sacrament.3 Although predestination was not the overriding idea in Calvins works, it later became a key issue, more so for most of his Reformation students andsuccessors.After Zwingli’s death on 11 October 1531, Calvin took over the mantle of spiritual leadership among the reformers. The doctrine of theLord’s Supper was surrounded with divergent opinions, contentions, disputes and controversies from the medieval period up to modern times. The Eucharist is viewed differentlyby different cultures and people .4For instance, some people believe thatthe Eucharist is a grace through which sins are forgiven.In the Catholic tradition, the Council of Trent (1545-1563) asserts that, â€Å"by the consecration of the bread and wine there takes place a change of the whole substance of the bread into the

Thursday, August 22, 2019

Negotiation Situation Essay Example for Free

Negotiation Situation Essay In the negotiation of a mortgage refinance, you can run into many different types of situations that you have to be prepared for. How we interact during a negotiation can make or break an agreement. Successful use of communication tools and preparing yourself to handle personalities will contribute to the outcome. Analyzing the Roles of Communication In this situation the initial state of the negotiation was not moving forward in a positive direction. The bank was dealing with many customers with mortgages that were months behind due to the economic crash at the time. We were one of those affected; the construction boom took a turn for the worse and work slowed down. Although we kept in contact with our bank regarding our situation, they were not willing to negotiate new terms to our agreement. As a home owner you never want to get behind on your payments, so we continued to make partial payments. The bank continued to accept the partial payments, yet didn’t want to work with us to reassess our situation. â€Å"Discussion does not mean fighting and shouting, instead it is simply the exchange of one’s ideas, thoughts and opinions with each other. One needs to have excellent communication skills for a healthy and an effective discussion. (Role of Communication in Negotiation, 2012)† The bank acted with diplomacy and tactfulness. After speaking with realtors and obtaining consultations from acquaintances, we realized for the bank to take action, we had no choice but to stop paying the mortgage. We knew at that moment that it became a game of the bank vs. the homeowners. The way you communicate varies according the formality of the situation. (Key Aspects of Communication in Negotiation) By making partial payments, the bank was content with us. We were getting further behind, and incurring penalties towards our mortgage. Taking action did get the attention of the other party. The impact of the communication, made the bank realize they needed to have more meaningful conversations with us. We finally were able to alter their perceptions and expectations concerning the situation, relationship and outcome. Through many discussions with the bank, we came to an agreement to attempt to sell the house this way to avoid foreclosure and or a short-sale. The mortgage payments were frozen during this period. We knew we were treading water, since the housing market was at a virtual standstill. After exhausting conversations with the bank, we were at the point where we were going to have to walk away from the house. Our emotions at this point, were wearing thin. This process was taking months, and also taking its toll on our patience with the bank. We wanted to be responsible for our decisions, but we were being forced to make a decision that would hurt our credibility for the future. Our sincerity was our most important personality traits exhibited in this negotiation. We had to show our sincerity for an effective negotiation. We never took the situation casually. In the eleventh hour of negotiations, the bank was willing to refinance with a co-signer. Luckily, our relatives were willing to assist, and were kind enough to co-sign. The bank was very cooperative and we were moving forward in a positive way. Analyzing Personality Failures and distortions in perception, cognition, and communication are the paramount contributors to breakdowns and failures in negotiation (Lewicki−Saunders−Barry, 2005). Negotiators use information to challenge the other party’s position or desired outcomes or to undermine the effectiveness of the other’s negotiating arguments. Even in the simplest negotiation, the parties take a position and then present arguments and facts to support that position. As the homeowners, we argued to gain terms that were within our reach to be able to afford the home and avoid a foreclosure. The bank had a different set of terms, that would stretch our ability to make ends meet, and we had to stand firm with our decision to adhere to our end goal. For us, our personality in this situation varied. At times we were very cooperative, as was the bank. But at times, the bank exhibited an aggressive behavior, and made us think we only had one option to explore. The bank exhibited a power position, to intimidate and instill fear. As homeowners, we were emotionally attached to the home. We knew that we had to remove our emotions, and treat this as a business deal. That was difficult. We were able to neutralize our emotions, and handle the situation in the most professional way. Personalities in such a high-stake situation can get intense. We viewed the bank as goliath and us as David. The bank was responsive, but we found when we got upset and put them under pressure, the bank became uncomfortable and worried about damaging the relationship with us as the customer. Contributions of those Roles to the Outcome Our ability to stand our ground and be vigilant with our information upfront, aided our ability to work with the bank to come to an agreement. To reach this agreement a third party did have to enter the discussions. This third party assisted both sides in reaching a final agreement. The process was a roller coaster; it was also a learning experience for both sides. In the end, we were happy with the final terms. The bank did make some small mistakes throughout the whole process, and due to their mistakes being presenting in writing, had to honor those terms in the paperwork. We were able to avoid a 5-year ARM agreement, and were able to secure a 30 year fixed mortgage at a very low rate, due to their mismanagement of information. The point is to never quit with a bank. As long as they keep coming back with counter offers, you do the same. At some point, youll make a deal, and it might be better than you ever expected. Looking back, it is very important to remove your personal emotions from the negotiations. Emotions need to be under control on both sides to achieve a successful end. If you have ever felt like you were stuck in a burning high rise with only one way out at times, we know that if you work with the right people, your chances of success increase with every option you have. Bibliography Key Aspects of Communication in Negotiation. (n.d.). Retrieved from http://oregonstate.edu/instruct/comm440-540/commfactors.htm (2005). How to Improve Communication in Negotiation. In Lewicki−Saunders−Barry, Negotiation, Fifth Edition (p. 175). The McGraw−Hill. Role of Communication in Negotiation. (2012). Retrieved January 19, 2013, from Management Study Guide: Pave your way to Success: http://www.managementstudyguide.com/role-of-communication-in-negotiation.htm

Wednesday, August 21, 2019

Shawshank Redemption Essay Example for Free

Shawshank Redemption Essay Analysis of The Shawshank Redemption While there often appears to be just a story line in a movie, many different techniques are used to give a deeper meaning to the scenario. This is evident in the movie, The Shawshank Redemption. The story begins when Andy Dufresne, a young vice president of a prestigious Portland, Maine bank, is wrongfully convicted of killing his wife and her lover. He is then sent to jail where he learns lessons about life through his friends and becomes part of a corrupt scheme to launder money. After nineteen years Andy tunnels out of the prison into freedom. While it appears simple on the surface, through the use of many techniques such as title, colors, symmetry, names, numbers, symbols, irony, bible references, and others, The Shawshank Redemption gains a deeper meaning. The title, The Shawshank Redemption, initially has a saving appeal to it. Websters Dictionary defines redeem as †¦to free from what distresses or harm (Webster 968). There is the initial sense of salvation for whatever Shawshank might be. However, this sense changes when it is discovered that Shawshank is a state prison in Maine. With this knowledge the title is an oxymoron. How is it that a prison can provide redemption? The title gains its full meaning at the end of the movie. Andy Dufresne is redeemed through his experience at the prison. He learns about life there, while teaching others. He is redeemed through his second chance at life after his escape from the prison. In this sense he takes the Websters meaning of redeem, to extricate from or help to overcome something detrimental (Webster 968). A movie is controlled by ideas and techniques that are engulfed in almost every aspect of the film. In The Shawshank Redemption, there are three main ideas and techniques that carry the film, being walls, lighting, and water. Both literal and figurative walls trap Andy. In the beginning, he is trapped by the figurative wall of losing his cheating wife. When he goes to prison, the prison walls trap him. Within Andys cell, the names of the previous inmates are carved into the walls. This acts as a reminder to Andy of his incarceration. It also gives him the idea of tunneling out, when he tries to carve his own name into the wall. The walls of the old library are cracked and worn. This is similar to the mental state of many of the prisoners, especially Brooks. Originally the prisoners hate the walls. Then they get used to them. Eventually they come to depend on the walls. Their lives in the prison become cracked and worn. At times these walls do provide strength. For example, Andy leans against the wall as he is talking about his dreams for Mexico. These walls give him the strength to go through with his plan to escape. Lighting plays an integral part to the deeper meaning of the movie by setting the atmosphere. There is extensive use of shadows, fadeouts, and partial sunlight to represent the cloudy mental and moral state of many of the characters. Shadows cover the majority of characters throughout the film. This is created by the fact that when the sun shines, it does so only on one side of a character, usually their back. This alludes to the thought that these people have the truth about them, yet are unable to truly see it. A good portion of the movie occurs in the dark. Lights out at the prison is an extremely dark time when the characters are left with only their own thoughts. The nighttime death of Tommy Williams alludes to the desire to stay away from the truth. Hadley walks into the light after he commits the murder to show that he partially realizes the wrongdoing he has just committed. However, at the end of the movie there are no shadows. As Red walks along the beach to Andy everything is seen as it really is. This is so figuratively and literally. Water provides the sense of purification. Andy escapes from Shawshank by crawling through a 500-yard sewage pipe. At the end of the pipe he falls into a river that is overflowing with the rain. The river and rain act as purification not only physically, but mentally and spiritually. Andy is now truly free. Andy Dufresne, who crawled through a river of **** and came out clean on the other side (Glotzer). This act of water has redeemed him. The ocean at the end of the movie also acts as a purification symbol. Andys life by the ocean redeems him for the wrongdoings that he is forced to endure. When all three of these ideas are put together, they create a connected current throughout the movie that shows the deeper meaning in its full light. Although things may seem to happen at random, such as the choice of a name or the o ccurrence of a similar situation, these things have deeper meaning behind them. Names of characters and places can reveal things about them that nothing else can. For example the name Tommy Williams appears to be just a common, wholesome name. Yet, when you look at the individual meaning of each name it comes to mean a protector that is trying to struggle between good and evil. This meaning is an accurate description of Tommys character. Symmetry plays an important role in the deeper meaning of a story. Similar things happen throughout the story that when seen upon completion shows a contrast. An example of this from the movie is freedom. In the beginning and in the end Andy is free. However, his states of freedom are very different. In the beginning Andy is involved in an unfaithful marriage. This imprisons him. Yet, at the end, Andy is completely free and capable of fulfilling his dreams. All of these seemingly minor things, when put together, aide the creation of the deeper meaning of the movie. The use of particular colours within a scene, give that scene a deeper meaning. This technique is used throughout The Shawshank Redemption. The colour red plays an integral part to the movie. In the beginning scene, as the story of Andys trial is being told, Andys wife is seen in a red dress while embraced by her lover. The red dress symbolizes the vitality of her life and the passion of her sins. The first real sense of bright color within the prison occurs when the prisoners do labour outside of the prison. They wear pants that are blue with a red stripe running down the leg. This shows the conflict between gluttonous desire for freedom and the reality that their lives are confined to behind the prison walls. The cigarette package that the Warden has before Tommys death is red and white. The red and the white together represent Tommys desire to tell the truth and the anger of Norton for trying to hide it. Warden Norton is wearing a red tie when he kills himself. This time the colour red signifies Nortons pride. He refuses to allow anyone else to control his fate. The stamp that approves Reds parole is used with red ink. The red reinforces the idea of Reds new lease on life. Red hitches a ride to Buxton in an old red pickup truck. The truck brings him one step closer to fulfilling Andys dream of a new life for him and Red. The Trailways bus that Red takes to Texas has red detail on the side. This reinforces the trucks meaning. Andys boat is red and blue. This symbolizes the pride that Andy has for taking fate into his own hands and being redeemed for his false punishment. The rest of the movie consists of darker, blander colors. While in the prison mostly everything is gray or a dark shade of blue, from the uniforms to the building itself. This creates a dark atmosphere and a sense of hopelessness. It also attempts to take away from the individuality of the characters by molding them into a uniform group. However, when blue appears in the ocean at the end of the movie, it is bright and vibrant. For this circumstance, blue means a fresh start at life. During all three of Reds parole hearings, the five members are white. On one hand, this shows the injustice that Red is put through. On the other hand, the white can symbolize goodness, and the moral correctness that the parole board is supposed to represent and judge. White also appears in the end of the movie as Red walks across the white sand. In this situation it means justice, as in the justice that is served to Andy. There is green moss on the prison walls. This symbolizes Andys envy towards those who are free. After Red is released from prison, he works at the Foodway, where he wears a green smock. He is envious of the fact that although he is no longer in prison, he is still not completely free. Red also buys a compass with green directional letters to help him find the correct field. This shows that although he is going in the right direction to freedom, he is not quite there. Andy hides the tin box under a black volcanic rock. The black rock, like Andy to the other prisoners, is out of place in its bland surroundings. While black typically represents evil, this black represents the goodness of Andy. In the first scenes of Andy at Shawshank prison, Warden Norton informs the new prisoners of his rules. The first rule that he states is, no blasphemy (Glotzer). This proves to be ironic as Norton himself blasphemies everything he comes into contact with. He uses his position of power to corrupt the prison system in order to benefit himself. Norton uses Andy to launder money that has been earned though shady deals. Norton is responsible for the deaths or the cover-ups of several of his inmates, such as Tommy Williams and Bogs Diamond. In the first meeting between the warden and the new prisoners, Norton also adds his dedication to discipline and the bible. He believes in ruling with a hard hand. The guards are allowed to beat the prisoners if they feel that it is necessary. Norton is also for the use of solitary confinement to punish his prisoners. He places Andy in the hole for two months after Andy calls him obtuse (Glotzer) for not helping Andy fight for a retrial, and then mentioning the laundering business. Norton proclaims that he believes in the bible yet he does not live by its ways. He gives each inmate their own bible in hopes that they too will be able to allow God to lead their way. There are several bible references made throughout the movie. The Warden quotes Mark 13:35, Watch, therefore; you do not know when the lord of the house is coming (Glotzer), to Andy during the cell toss-up. Using this quote allows Norton to appear powerful in his position as warden, yet also let Andy know that the purpose is to size Andy up. Andy retaliates back with John 8:12, Jesus spoke to them again, saying, I am the light of the world. Whoever follows me will not walk in darkness, but will have the light of life (Glotzer). Andy realizes that Norton is corrupt. He is challenging the warden by saying that the step to a moral life would be not following Norton. Norton ends this meeting by saying Salvation lies within (Glotzer). This is true for Andy. It is his inner strength and desire, to right the injustice that has occurred to him, that allows him to escape from Shawshank and get his life back. There is a cross-stitch, made by his wife, of the phrase, His judgment cometh and that Right Soon†¦(Glotzer) covering the safe on the wall of Warden Nortons office. This is ironic due to the fact that the wrongdoings that are hid in that safe come out to punish Norton when Andy escapes. Norton is the one who receives punishment for the crimes he commits. This fact is only reinforced when Norton discovers Andys bible in the safe. On the inside of the cover Andy writes, Dear Warden, you were right. Salvation lay within. Andy Dufresne (Glotzer). As Norton opens the bible to the book of Exodus it is revealed that the bible had held Andys rock hammer. The book of Exodus lends itself to Andys own freeing of himself and the truth as Moses freed himself and the slaves. Minor items within a movie can have extra symbolic meanings. For example chess and rocks serve as a symbol of Andys meticulous and refined nature. This meaning is evident in the quote from Red, Old Andy loved geology. I imagine it appealed to his meticulous nature (Glotzer). Chess and his rock collecting gave Andy a sense of how his life used to be. This also happened through music. This chance at freedom is the reason Andy decided to play Mozarts Duettino: SullAria over the loudspeakers. It was as if a beautiful bird flapped into our drab little cage and made those walls dissolve away, and for the briefest moments everyman at Shawshank felt free (Glotzer). Music symbolizes freedom and hope for Andy. He gives a harmonica to Red as a parole rejection present to show that Red needs to keep the hope alive, and music can do that. Andys posters symbolize the hiding of the truth. On the surface the posters appear to be just pretty girls that no one would question. However, they cover a tunnel that Andy digs that allows him to escape. Another symbol that could go by easily unnoticed is the picture of the R. M. S. Queen Mary on the lid of the tin box. The RMS Queen Mary was launched on September 26, 1934 to symbolize the end of the worldwide depression. The ship has lasted through a world war and set the standard for liners. This ship in many ways is like Andy. His escape from Shawshank symbolizes the end to the long and unjust battle that he was forced to fight. He is also the beacon that Red looks to for an example of how to truly live. Another important symbol to the movie is the Mexican town of Zihautenejo. Zihautenejo is an old fisherman town on the coast of the Pacific Ocean. It is known for its beautiful beaches and peace (Zihautenejo 1). The town symbolizes the life that Andy not only dreams of having but deserves. There he will be able to live a quiet life full of simple pleasures that were kept from him. There he can be completely free. The movie The Shawshank Redemption uses many different techniques to convey a deeper meaning than the surface story. Upon closer analysis the viewer can see that tiny items such as colors, names, symbols, references, and others, can greatly contribute to full effect of the story. Through these techniques, the viewer is able to see the true character of Andy Dufresne and the entire situation that he goes through. Form this the viewer receives a greater appreciation for the hardship that occurs throughout the movie. A deeper meaning is understood and therefore more can be taken from it.

History of the English Language in India

History of the English Language in India INTRODUCTION This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical stage for the role of English in education was set by the end of the 18th century. T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation to India which to a large extent is followed even today.. Thus by the middle of the nineteenth century the aims and objectives of teaching English were very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training in administration, imparted through English, the Indian University Act (1904) The Resolution on Educational Policy (1913). For the entire period of British rule four broad developments with regard to English education took place: 1600 -1800: During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class. 1850 -1947: During the later years more varieties (from very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular languages: As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on. Methodology: Language studies were based on literature and grammar and the means of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction. English also played a critical role in Indias struggle for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration. The Present State Twentieth century witnessed great advancements in science and technology and this enabled many new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and professional class. In India, the English speaking population is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990: 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca; the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978: 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a: 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that hea ds Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English. In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a: 8). English is used in both public and personal domains and its functions extend far beyond those normally associated with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a: 37, 2003))6. As pointed out before, the role of English is not replacive: it overlaps with local languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state language of two states in eastern India, Meghalaya and Nagaland. In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language; the regional language and the national language getting precedence. as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b:20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned with the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small span of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of Soul The University is recognised under Section 12(B) of UGC   Act. The University is also an associate member of Association of Commonwealth Universities, London (U.K.) The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, Law, Home Science, Engineering Technology. The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology. SGB,Amravati University University has been one of the foundation universities undergoing expansion and developments in the recent years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University. All undergraduate programs offered by SGBAU are of three years except Engineering (B.E.) Evaluation tools used in order to assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical. Thus, the results of this study will be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already existing program to better meet the needs of those students. 1.3 Purpose of the Study? English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no longer restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native languages is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then attempt to suggest how they can be optimally trained to perform academic and professional functions efficiently. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the researcher was constrained not to test the listening and speaking skills of the respondents. This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement in those skills. Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the central importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end result. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the outcome desired and both work in coordination to achieve the common goal. The syllabus theory has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses. 1.3.1 Research Questions The purpose of the study was to conduct a needs assessment revealing the language skills  of Undergraduate students. The following are the research questions this study sought to address: What is the present language proficiency level of students of under-graduate courses? Is the present curriculum able to meet the language needs of the students? Are their gaps between the desired and actual performance of the students ? Is there a difference in the language competency of students across different streams- Arts, Commerce and Science? Is there a difference in the language competency of students from first year of their undergraduate course to the third and final year? Does a co-relation exist between the students medium of instruction in school and present performance? Are there any specified learning outcomes of the language courses offered by SGBAU? Is a post-course analysis done to match the desired and achieved proficiency levels? Is there any mechanism in place to ensure uniformity of delivery across all colleges under SGBAU? What is the present process for syllabus designing? (More questions to be added) 1.4 Significance of the Study A needs assessment study is usually carried out for different purposes states Richards, 2001(cited in Ekici Nese, 2003). Understanding the learners problems, assessing whether the present syllabus adequately addresses those problems of the learner, identifying what skills the learners need in order to perform a specific role, analysing if a change in approach and strategy is required and identifying the gap, if any, in what the students are able to do and what they need to be able to do are the main reasons for needs assessments to be conducted. Identifying what the under- graduate students are able to do and what they need to be able to do is the main concern of this study. Smith (1989, cited in Ekici Nese, 2003) 12 mentions the concept of severity of needs. As all needs are not of equal importance, severity or importance of the need is used as a main criterion for prioritizing the needs, Smith, 1989 (cited in Ekici Nese, 2003). There are some needs which are of great necessity and thus require foremost attention. This study also aims at prioritizing such needs. The findings of the needs assessment in this study will be made use of in order to recommend changes in the existing curriculum in case such a need is identified according to the data collected from the students. Based on the democratic philosophy, information is gathered about the learning most desired by those groups and the gap between the desired performance from the students and what they are actually doing will reflect the discrepancy philosophy. Hopefully, su ggestions regarding the appropriate curriculum for undergraduate programs will be put forward. 1.5 Terms Frequently Used Clarification of the terms which will frequently be used and constitute the backbone of the study  is essential. To prevent misunderstanding or misinterpretation, some of the terms have been explained here. Need: Need is the difference between what a learner can presently do in a language and what he or she should be able to do. Needs Assessment: A needs assessment is a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. It is a systematic process for documenting relevant needs (Reviere, 1996). ESP (English for Specific Purposes): It is an approach to language learning, which is based on learner need. The foundations of all ESP are the simple question: Why does this learner need to learn a foreign language? (Hutchinson and Waters, 1987). Target Needs: Target needs refer to what the learner needs to do in the target situation (work domain) (Hutchinson and Waters, 1987). Learning Needs: They refer to what the learner needs to do in order to learn. They show how the learner learns the language items. It refers to the skills that he or she uses (Hutchinson and Waters, 1987). ENL: English as a Native Language ESL: English as a Second Language EFL: English as a Foreign Language Syllabus: Curriculum: (more terms shall be added if needed)

Tuesday, August 20, 2019

Statement of Educational Goals and Philosophy :: My Philosophy of Education

Statement of Educational Goals and Philosophy Why do I want to become a teacher? When I think about that question, I’m sure a few of my answers would be like some of the others in the class: I love being around people, the pay isn’t too bad, you get holidays, summers, even weekends off, and I don’t even mind grading papers! On the other hand, I do have another reason I’d like to become a teacher that’s probably a little different than others. Let me explain. It was January and colder that ever. The weather didn’t seem to faze me at all as I got off the bus and rushed up my hill. The few steps from the end of the driveway to my front porch seemed like miles. I opened the door only to find an empty house. No one was there like I expected. I was going to be an aunt for the first time and I was looking forward to finding out it was going to boy or a girl. It seemed as though the whole day went by until I saw our car in the driveway. I rushed to the door anxious and excited, only to find tears dropping from my mom’s eyes, and my sister-in-law Holly sadder than I’d ever seen anyone. My mom took me in the bedroom and explained to me the ultra sound showed some serious problems with the baby. He had spina-bifida and severe fluid on his brain. She explained that the doctors said my nephew had little to no chance of living, but if some miracle would happen and my nephew would live, he would live a very short life and be a complete vegetable. A month and a half went by and on May 14,1993 Terry Paul Daniels was born. His little head was the size of a basketball and he had a hole in the lower part of his back. Within the first three days of Terry’s life he had four surgeries, rode in a helicopter, and faced death a number of times. Since then, Terry’s had four more surgeries, been in a complete body cast, and went through his parents getting a horrible divorce. Through all of this something that happened to him when he was in kindergarten sticks out to me the most.

Monday, August 19, 2019

Computer Cryptography :: Exploratory Essays

Computer Cryptography When I first read the term computer cryptography, I thought that it was a technical term for â€Å"hacking.† After looking up â€Å"cryptography† on an on-line dictionary, I was sure I wasn’t far from the truth. But after further examining the topic, I find I am only partly right. Computer cryptography is a very complex thing. According to David Banisar [1], â€Å"Cryptography provides a means of accomplishing two crucial functions-encryption and authentication.† In order to understand cryptography, I think it is best to first look at encryption and authentication. Then I will examine how it affects the privacy of personal computer users and how the government is attempting to deal with the cryptography issue. I will also take a brief look at quantum computers and their effect on the computer society. Encryption is a security process, designed to secure information being sent electronically. It’s kind of like sending a message military-style. Instead of saying, â€Å"The president has left the White House,† a military official might say something like, â€Å"The eagle has left the nest.† The difference between the example above and encryption is that encryption has more to do with mathematics, since computers communicate using numbers, not letters. Authentication is just as it sounds. Authenticity means, â€Å"Not false or imitation. [2]† I also found that authenticate means, â€Å"to prove or serve to prove the authenticity of. [3]† Basically, it’s making something legitimate. Well, authenticating a computer document is the same as signing the document. The sender uses a unique â€Å"digital signature† to let the receiver know that the document is official and sent from the right person. So, to sum it up, computer cryptography software is designed to send and receive important messages using a type of secret code to send the message and an electronic signature to let you know the receiver’s software allowing him to easily read the message is real. The message is then decoded by message. When personal computer users purchase something online, they use a credit card number or bank account number to make their purchase. This number is sent through the website to the company you’re shopping with. If there are any â€Å"bugs† in the site’s programming, other users can get a hold of your account information and use it to do the same, to purchase things online, where no one is there to verify that that is you (Stephen Budianski, â€Å"Losing the Code War,† Atlantic Monthly, 2002).

Sunday, August 18, 2019

Physics and Firearms :: physics firearm gun guns ballistics

So you are into reloading and you wonder how well that little package with 77 grains of IMR 4350 powder behind a 300 grain round nose, full metal jacket bullet will do. Well, you can do two things, a little bit of physics calculations, or go out and touch it off, hoping that it doesn’t explode in the barrel! I would choose to do a little physics myself†¦ By using some basic physics equations, you can figure out just about any part of the rifles ballistics data. For instance, if you know a few variables, you can predict range with physics, or if you like you can figure things like drag on the bullet, pressure and expansion values inside the gun, on the bullet and much more, all from physics. So, lets take a look at both the potential and kinetic energies of the .338 Winchester magnum. I will use a load given by the Winchester Reloading manual, which can be found online at: http://www.winchester.com/reloader/index.html This load is a 300 grain bullet, using 59.8 grains of Winchester 760 powder, and this gives a muzzle velocity of 2285 ft/sec. For potential energy we know that PE=mgh, where PE= Potential Energy, m=mass, g=acceleration due to gravity, and h=height. So for a 300-grain bullet, the potential energy is calculated by first finding the mass. To do this, take 300grains/7000grains/pound. This gives you a value of .042857lbs. Then we need to convert pounds to slugs (slugs are the units of mass†¦) .042857lb/32.2ft/s^2=.001331slugs. Now we can calculate the potential energy of our 300-grain bullet. We will assume that h=six feet, since that is roughly the height of the barrel when I shoot from a standing position. So, since PE=mgh, we get PE=(.00133slugs)(32.2ft/sec^2)(6ft)=.256956lbft. The answer is pretty much nothing and so we can pretty much ignore the potential energy of that bullet sitting at six feet in the air, but now lets look at the Kinetic energy of this bullet when shot. Since this bullet will be twisting when it flies, it will have rotational kinetic energy, but I really don’t want to get into those calculations and from what I have read, the amount of energy given by rotation versus that of the charge behi nd the bullet is really insignificant so I will only calculate the KE as if the bullet is not rotating. The formula is KE=1/2mv^2.

Saturday, August 17, 2019

Gulliver’s Travels Essay

Swift wrote ‘Gulliver’s Travels’ to be read by the literate higher classes of the British society, he did this because he hoped that the higher class people would have the higher ranked jobs in the government and could change Britain. In chapter 6 Gulliver gave a long detailed, description of Britain’s History and the way in which it had been ruled in Swift’s time, the king was ‘perfectly astonished with the historical account’ Gulliver gave him. The king tried to protest that the affairs of Britain during the last century were ‘only a heap of conspiracies, rebellions, murders, massacres, banishments, faction, cruelty, rage, madness, hatred or ambition could produce. ‘ All of these are negative points about England which clearly shows Swift’s dislike of the country. Swift uses the King’s response to make his point even clearer; this allows Swift to show his disgust of British society without stating that he himself said it; this offended many people. Another aspect of British society which Swift was very interested in was the physical human body and its functions. The public in the 18th century found the human body embarrassing, including things such as sanitation, which is perhaps why swift satirised it to show his unusual, for his time, interest in such things. Swift however was disgusted by bodily functions and he showed his disgust by using the differences for Gulliver in Lilliput and Brobdingnag. In Lilliput, where Gulliver was the large person, the empress was disgusted when she looked up at Gulliver walking over her but in Brobdingnag Gulliver was in horror with the maids breastfeeding the child, ‘I must confess no ever object ever disgusted me so much as the sight of her monstrous breast’ and ‘It stood six feet, and could not be less than sixteen in circumference. The nipple was about the half the bigness of my head. ‘ These are both examples of Swift’s hatred for human body parts because both of the descriptions for them are all negative. A second example of Swift’s interest in bodily functions is in Lilliput when Gulliver urinates on the Empress’ palace to save her from the fire, the ironic thing about this is that although Gulliver saved the Empress’ life from the fire he was later banished from the country for displaying such an act in front of the Empress. This is perhaps another satirical point from Swift mocking the English culture, maybe Swift feels like it’s unfair that even if you do something heroic, such as saving a royal family member, you can be convicted because of the method you used. Swift also satirises women and how vain they were, such as Chapter 5 in Brobdingnag ‘They would often strip me naked and lay me at full length in their bosoms; wherewith I was much disgusted; because, to say the truth, a very offensive smell came from their skins’ This is an example of Swift suggesting that women of his time were an illusion of physical beauty and that they weren’t as beautiful as was thought. Swift suggests that people often smelt hence why they used perfumes to cover the smell. Swift later states ‘I found their natural smell was much more supportable than when they used perfumes’, Swift was disgusted with how vain women were by using perfumes to try to impress the males, He could also be satirising how men wanted women to act like this. 18th century England was very different compared with modern day fashions, in the 18th century women tended to cover skin more compared to now where the fashion is to show as much skin as possible. So when Swift wrote in chapter 5 about the maids ‘stripping to the skin’ while Gulliver was in their presence, this would have been a preposterous thought for people of the 18th century even more than it would be now. Swift loved to satirise this because it was something that fascinated, it also makes us laugh in a childish way and would therefore keep us reading. From reading â€Å"Gulliver’s Travels† it is clear that Swift had a very strong dislike of the culture and government of Britain and showed his disgust by satirising them using literature. Satire is a rude way of getting your point across often ridiculing something and will offend many people. When Swift wrote ‘Gulliver’s Travels’ he said ‘he wanted to vex the world and intended to make people angry by holding a mirror up to English society’. Swift wrote ‘Gulliver’s Travels’ as a satirical book but wasn’t sure how the British public would take it, so he first published it under the name Lemuel Gulliver, which makes it sound even more like a travelogue. Swift using Lilliput and Brobdingnag ridiculed Britain and offended the majority of the population, so when the public found out that Swift was the author of ‘Gulliver’s Travels’, he felt he could no longer work in Britain, so he left the country and went to live in Ireland. Bibliography – ‘Gulliver’s Travels’ by Jonathan Swift Word Count: 2,247 Ben Dewsnip 19th May 08 10co Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Jonathan Swift  section.

Friday, August 16, 2019

Starbucks Review

Review of Starbucks: A Step Above DeVry University Review of Starbucks: A Step Above The product I chose to review is the Starbucks Corporation; the Starbucks Corporation is an American global coffee company and Italian-style coffeehouse chain based in Seattle, Washington (â€Å"Starbucks,† 2012). Starbucks is the largest coffeehouse company in the world, with 19,972 stores in 60 countries, including 12,937 in the United States, 1,273 in Canada, 971 in Japan, 790 in the United Kingdom, 657 in China, 453 in South Korea, 356 in Mexico, 276 in Taiwan, 200 in the Philippines, 158 in Thailand and 1 in India (â€Å"How many Starbucks,† 2012) .The first Starbucks opened in Seattle, Washington, on March 30, 1971 by three partners: English teacher Jerry Baldwin, history teacher Zev Siegl, and writer Gordon Bowker. The three were inspired by coffee roasting entrepreneur Alfred Peet, whom they knew personally, to sell high-quality coffee beans and equipment (â€Å"Starbucks,† 2012). Let’s take a look at how and why Starbucks is a step above the competition and on a straight path of success.Starbucks not only sells amazing coffee blends and delectable pastries but as a corporation always looking for ways to stay ahead. I want this review to be more than just a review of coffee, this is a review of Starbucks as a corporation and how they use their position to make the communities they serve better places. Starbuck defines corporate responsibility and fairness. The most amazing observation about Starbucks is all the charities and forms of help they offer.For starters Starbucks and the Opportunity Finance Network have bracelets available for a $5 donation to support and create local jobs, these are available at all Starbucks. Starbucks also takes place in fair trade and ethical sourcing, which brings stability to other regions in which supply their corporation. Other forms of support are the millions of dollars in grant money Starbucks supplies to youth leadership programs within the communities they serve and Review of Starbucks: A Step Above thousands of hours of community service to improve those communities.Other strengths that propel Starbucks ahead of the competition are their community stores, leadership and education programs, housing initiatives and their Starbucks foundation which above all else is about helping their communities and the countries in which supply them (â€Å"Being a responsible,† 2012). Another form of strengths that really set Starbucks ahead of their competition is their beverage selection. Starbucks offers many different coffee verities from flavors to different strengths which allow them to appeal to many different consumers.You can also purchase most coffee drinks hot, cold or frozen which sets them ahead of other coffee houses. Besides coffee Starbucks also offers tea and other non-coffee beverages as well pastries and on the go sandwiches for the breakfast and lunch crowd. Most recent expansion of the Starbucks line was their addition to the K-Cup line and the release of their very own single cup brewer, this giving the consumer the ability to enjoy a hot fresh cup of Starbucks in the comfort of their own home.Also Starbucks offers a unique and comforting experience at each one of their stores, no two are the same and each store is modeled after the community it is located. Overall Starbucks is a true competitor and leader in the coffee market as well exemplifying corporate responsibility. This company not only serves refreshing beverages and delicious treats but uses their influence and power to improve the communities they serve and benefit the countries that supply them.Starbucks started as a small company in Seattle in 1971 and became a worldwide leader in the coffee industry as well a global corporation for good. This is what truly sets Starbucks a step above the competition. References Being a responsible company. (2012, November 13). Retrieved from http:// www. starbucks. com/ How many starbucks are there?. (2012, Sep 8). Retrieved from http://loxcel. com/sbux-faq. html Starbucks. (2012, Nov 13). Retrieved from http://en. wikipedia. org/wiki/Starbucks

Thursday, August 15, 2019

Father Quigley(TM)s sermon and the presentation of religion

Look again at chapter 4 in: The lonely passion of Judith Hearne and concentrate on Father Quigley's sermon and the presentation of religion. Analysing Moore's narrative methods and themes, consider in what ways this extract reveals Moore's negative attitude to organised religion. Relate your findings to the rest of the novel. Brian Moore a successful Irish novelist who was born into a privileged middle class Roman Catholic family in Belfast, on the 25th August1921. Moore is one of nine children who had a strict Roman Catholic upbringing; his two brothers are doctors and his father a successful surgeon and head of Catholic hospital. Moore remembers his father as a man who would not â€Å"tolerate failure†1. Moore went to school at Saint Malachy's College; he once described his school as a â€Å"priest factory†2 showing his displeasure for regimented organised religion. Moore confessed to becoming within a â€Å"hairs breath of being a failure,†3 as he could not pass his maths exam to follow in his father and brothers footsteps. He was a university drop-out and realised early in life that he was an atheist4. He portrayed failure and his displeasure for religion and Belfast, through the characters and descriptive language used in The Lonely Passion of Judith Hearne, written in (1955). He depicts Belfast as drab and shows us his hatred for Belfast bigotry for example, † drab facades of the buildings proclaiming the virtues of trade, hard dealing and Presbyterian righteousness,†5 he also describes Belfast as, â€Å"the protestant dearth of gaiety, the protestant surfeit of order, the dour Ulster burghers walking proudly among monuments to their mediocrity. 6 However it is Moore's negative evaluation of the Catholic Church, as personified by the interpretation of Father Quigley, which truly displays his repugnance for religion and the society that shapes it. In this novel set in the 1950s Belfast, Brian Moore closely relates to the recurrent theme of religion, he shows his distaste through the despa ir and escalating loss of faith suffered by the lonely spinster Judith Hearne, (who secretly turns to alcohol to appease her). Judith's cherished possessions and religious influences are the picture of her Aunt Darcy and the painting of The Sacred Heart. They are watchfully set out wherever she lives and instil authority, security and judge her life. Moore very skilfully uses omniscient narration and also invades Judith's stream of consciousness to give us insight to her inner thoughts and to the other characters of this novel. He reveals through the dual voice of the characters his sympathies for Judith; also Father Quigley's stern approaches and his hatred for a religious society that he left behind. However this is particularly more evident in the role that the Catholic Church played, in forming his negative attitude towards organised religion. Moore continuously reveals religion of all descriptions very negatively, for example according to Donoghue he hates Belfast â€Å"such is his bitterness that the bitterness applies to all aspects of religion; the personal and institutional†7 and also quoted by Sullivan, â€Å"my bitterness against the Catholic Church, my bitterness against the bigotry in Northern Ireland, my feelings about the narrowness of life there. â€Å"8 this reveals that Moore is not eager to live in Belfast culture again and hates everything its represents. The themes of loneliness and despair have been introduced by the beginning of chapter four, Belfast, its society and surroundings have been revealed in belittling terms. Religion is a constant theme within the novel and Moore sets the scene as Judith gets ready for Sunday Mass, the best part of the week. â€Å"She sets loneliness aside on a Sunday morning,†9 Judith approaches Sunday as a social occasion to see her friends the O'Neil's and also a day out to meet other Catholics who conformed and attended Mass. Judith never really joined any good causes within the church she followed in her Aunt Darcy's footsteps, â€Å"Church affairs tend to put one in contact with all sorts of people whom one would prefer not to know socially. â€Å"10 Moore reveals that religion is a comfort to Judith, a social interaction and a routine. â€Å"Gods ways were not our ways,†11 this reveals to the reader the negative attitude Moore has on the teachings of the Catholic Church. This view is further backed up with Madden and his unrighteous thoughts of lust for Mary the night before. Madden is more concerned with keeping his trousers clean from the dusty boards in church, and receiving absolution for his sins, than he is with worshipping god. Moore presents Catholicism in a very negative light; he depicts Maddens character to show us that many Roman Catholics see religion as insurance and a way to get forgiveness to enter heaven. Moore uses the regimented way in which father Quigley criticises his congregation to reveal, according to Donoghue â€Å"the whole catholic system whose failings one man is made to embody. 12 Moore describes Father Quigley as â€Å"shuffling†13 and â€Å"peering†14 as he makes a hasty entrance to the altar. The haste of his arrival is portrayed by the altar boys who â€Å"scuttled†15 to keep up with his swift entrance. He is further described as a tall and terribly stern man with accusing â€Å"long spatulate fingers. â€Å"16 Moore uses repetitiveness and the priests patronising narrative tone to demonstrate his misgivings of the Catholic Church. The sermon itself emphasised regimented routine, not the worship of god, as father Quigley rushed through and â€Å"mumbled the opening prayers,†17 showing no respect. The parishioners also had the same sense of haste and lack of respect, â€Å"latecomers jostled, whispered and shuffled†18 revealing the diverse absence of secularism amidst the â€Å"noise and confusion. â€Å"19 It would appear that Moore's use of pathetic fallacy heightens the mood, as the weather darkens the room â€Å"the priest's white and gold vestments shone brightly out of the murk above his congregation. â€Å"20 Moore felt this is â€Å"Like many attitudes of Irish priests, he takes the best seat in the room and considers everything to be in his due†. 21. Stood like a â€Å"watchdog†22 and â€Å"his nostrils flare like a horse. â€Å"23 To the reader this reveals he is like an owl seeking his prey, in for the kill, as he hurled abuse at his parishioners, shouting repetitively. â€Å"I mean you people up there.. , I mean coming in late.. , I mean young boys and girls dirtying up the seats.. , I mean the shocking attitude of the parishioners.. ,†24 it sounds like he is threatening the parishioners with eternal damnation â€Å"if you don't have time for god he will have no time for you. â€Å"25Mass is supposed to be a celebration to God. Moore reveals the paradox of Father Quigley's angry outburst as a contradiction, â€Å"if not a caricature, and a combination of all the worst defects observed imaginable in a Roman Catholic Priest. â€Å"26 Moore further subjects the reader to the belief that the Roman Catholic religion is controlling; he once again uses Father Quigley's embittered tone, as he tells the congregation they have â€Å"plenty of money! Plenty of time! Plenty of time. â€Å"27 He roars out â€Å"drinking the pubs dry.. Football matches.. Naked.. and foreign dances.. instead of ceildhes. 28 Moore reveals the priest is more interested in telling the congregation off for doing worldly activities, instead of putting their money in the collection plate. This seems to show preaching the word of God is secondary, the relief he offers from these immoral sins are an empty church and â€Å"sodality meeting for men and Children of Mary devotions for women†29. Moore may also be trying to emphasis the social control of the church on the faithful. Father Quigley tries to threaten his parishioners with â€Å"everlasting fire that was prepared for the devil and his angels. â€Å"30 He further accuses his parishioners of leaving the â€Å"House of God empty. 31 According to Roman Catholic faith god is supposed to live in the gate behind the â€Å"tabernacle door. â€Å"32 In the final chapters of the novel we recall Judith's crisis almost like a nervous breakdown, when she tells the reader â€Å"what good of anything unless it's more than bread. â€Å"33 Moore presents us with Judith's loss of faith as she attacks the tabernacle; this may indeed support his own atheist approach to â€Å"the world is indeed secular and empty that the world can hold its void. â€Å"34 Moore uses Judith actions to reveal his lack of belief, also Father Quigley's inability to help Judith in her time of crisis. The only thing the priest can say is â€Å"you should be on your bended knee, praying for forgiveness. A terrible terrible thing! â€Å"35 and even Father Quigley rejects her cry for help. â€Å"He heaps on penitence and guilt where forgiveness and grace are needed. â€Å"36 Moore reveals he was helpless â€Å"Shepherd, he looked at his sheep. What ails here? Priest, he could not communicate with his parishioner. No Father Quigley said, â€Å"I don't know what you are talking about,†37 revealing that he could not grasp the situation. He can not understand her loss of faith and he can not deal with it, even as another sympathetic human being. He was more worried about the protestant taxi driver seeing Judith out of control and in a state of drunkenness. Moore's attitude to religion throughout The Lonely Passion of Judith Hearne relentlessly reveals to the reader that he is not a religious person. He denounces all forms of Belfast bigotry its society and religion, almost like he is biased against Catholicism, to be critical of this it is only his side of the story. His bitterness and religious themes also applies to other novels he has written, such as Black Robe38 and Cold Heaven. 9 Moore reveals his negative feelings for organised religion both Roman Catholic and Protestant, suggesting 1950s religion was a frightening experience. Part of the reasons for these hatreds may have evolved from, As Patricia Craig tartly observes, â€Å"the fact that the family happened to live bang opposite the local Orange Order headquarters, topped by a statue of King Billy brandishing his sword,† ‘probably helped to keep their sectarian instincts up to the mark. † It may also have been the strict catholic upbringing in which Brian had to endure and also simply the troubles and life at that time.