Life at a Medieval University Essay

Life at a medieval university for clerics was in many regards similar to our present day college experience. When college was in session, life was basically split into two categories; life in the books, and life outside the books if you will. Scholars needed to focus their attention to the tasks at hand during learning hours. As we know today, the more time you spend studying, the better grades you’ll achieve. On the other hand, scholars needed a release from the daily grind of constant academic involvement. This may have included some popular pastimes such as drinking, gambling, and wreaking havoc downtown (nothing a modern student would do). The scholars experienced many of the problems that modern day collegians deal with as well. Some of these issues included finding the college that fits you best, shortages of funds, arguments with local residents, feuds with fellow clerics, and finding the path that would be fulfilling to them in their lives. There were only a few major differences being a life centered on religion and discussions based on theology, the fact that only males were accepted to study and the clothing that scholars wore. All in all, being at a university was for the betterment of the individual. Students back then had a similar motivation to go to school. By completing university study, you would achieve a higher status in society and live a better life. Another was to get out of a home town to see what else the world had to offer. College is the best time to explore because you’re housing and food are all accounted for. Wandering scholars took best advantage of this by traveling to different universities and getting a diverse education. One reason not many people went to school was because most were not privileged at this time (the literacy rate was very poor). Academic life was structured fairly well. Rules and rights were clearly laid out by the institution itself. Students were protected from harm by any member of the faculty, as they should be. In the â€Å"Royal Privileges Granted to the University of Paris by the King of France,† it is stated that â€Å"†¦neither our provost nor our judges shall lay hands on a student for any offence whatever; nor shall they place him in our prison, unless such a crime is committed by the student that he ought be arrested. † The article goes on to talk about how under the circumstances that the scholar is found to have committed a crime, he be handed over to an actual judge for further investigation. This shows that the university has governing powers within itself to a certain extent. If an encroachment can be resolved without going to the local or state government authorities, the scholar’s image can be protected. Even today we have University Police on campus who held regulate behavior on campuses, but do not have jurisdiction outside of the college campus. Clothing was another major aspect of scholarly life. Clerics wore long cloaks with nothing fancy that would make them stand out. Master teachers wore cloaks with the addition of a white stole. The stole was used to show status and authority over the rest of the student body. This seems to hint to the fact that all the scholars were on a level field of play, and it distinguished them from the rest of society. Typically our graduates of today’s colleges and universities adorn the traditional gowns when they receive their diploma. On a side note, I attended a private religious elementary school which enforced a policy of uniforms (shirt and tie for the guys, skirts for the girls). I believe that by wearing the same clothing as fellow students, people aren’t so concerned with what each other is wearing, and focus on learning. Religion played a major factor in medieval universities. As in my elementary experience of mass being part of the weekly routine, medieval universities had a major emphasis on religion. Robert de Sorbon tells us in his regulations that religious holidays will be followed strictly in the academic life. No meat would be allowed to be consumed on Advent and other days designated by the church. If you were at a university at this time, you would follow the religious standards, just as I could never get out of going to Friday mass at HGA. Nowadays, religion is a touchy topic. It is left to the discretion of the individual whether or not he or she wants to follow the practices and how closely. Church and state are now separated as to avoid major conflicts. Peter Abelard questions the theological teachings of medieval universities and is criticized for it. He says â€Å"Is God one, or no? † At this time scriptures were not to be questioned and were considered to be true. As we know now, science has become a major source of answers in society. Anyway, Abelard brings a whole new dimension to the table when he questions god’s existence and some of the things that the church stands for. The whole basis is to use logic and reason to ponder things in a philosophical fashion. This faith vs. reason debate involved Abelard and others who felt that god was in a persons being, or heart. Academia took up most of the students daily and weekly lives. Scholars took full advantage of down time to relax and enjoy themselves. Social life was the second major aspect of a cleric’s university experience. As we know, the student body greatly impacts the surrounding town’s economy; however social issues arise as well. When students and townspeople are in the same atmosphere, and drinking, fights are bound to break lose. These battles came to be known as â€Å"town and gown† ordeals. These were actually small wars where people would be killed! As many as three thousand students armed with weapons would flood the streets and begin fighting with townspeople, also armed with weapons. Students were also held fairly high in terms of their rights. This is what fueled most of the battles. The fact that a scholar was in progress of obtaining a degree made many seem untouchable, after all, they were going to make the world a better place with their elevated knowledge. Students were warned ahead of time by their proctors that there was a tension between the people of the town and the student body. Heavy drinking and gambling occurred frequently and poems were written as evidence. This served as a social release where students could let lose for awhile. Even today student go to the bars downtown and mix with the locals. There are rarely any incidents of deaths or injuries because of it though. The money generated by pizza shops, bars, taxi services and businesses due to the student influx is what keeps them afloat. On a lighter note, clerics needed some of the same things that modern students need. Money was a big necessity among students as it is today. In a letter home one student tells his sponsor that he is working very hard in school, and studying often, but he needs some money to pay for food, rent and other â€Å"unspecified† things (possibly beer money?). The way he words his letter makes it sound like he will not be able to go on learning without the timely delivery of some funds. The sponsor’s response shows that he knows the truth behind what the student has said. It humors me how students today do the same thing through emails and phone calls home. â€Å"I’m working so very hard in school, but the weekend is coming†¦ † Its all part of growing up and learning responsibility. In the end, life at a medieval university was not that much different from today’s experience. The focus on religion was very important, but reason came into play as well. Scholars were taught to question everything in order to get to the roots of a topic. Over time, there was a major shift from the theological answers to the scientific explanations of today. We test things in science with facts to find if they are true instead of looking toward God and scripture. As in life, there is a time for work and a time for play. We go to college because we know it is good for us, plus it gives us a little extra time in our lives to figure out what we want to be.

Impact of conflict Essay

Have you ever wonder why there are divisions and schisms around us that eventually lead to riots and wars? How can these things happen? These dilemmas happen because of conflict within the body or group of people. Sometimes conflict arises because of the superior and inferior mentality of some people. We can even notice and observe nowadays how our society is drastically changing. Our beliefs, cultures, values and morals have been changed through times. People are becoming liberal on things and somewhat approves the things that we know deep within us are wrong. They have the tendency to do things which only â€Å"benefit† them that can cause schisms and conflicts within their work, co-workers and even in their own family. They sometimes become insensitive and disregarded the right values and morals that were inculcated by their parents when they were still young in order to satisfy their selfish desires; thus, they sacrifice the welfare of their family and friends in order to meet their own desires. If an employee has conflicts with his boss, there is a tendency that he will not follow on his boss’ instructions that might be the ground of his termination. If a conflict happens within his co-workers, he might gossip about his co-workers whereabouts. But if there is conflict within the family, members within have always tension. Conflicts can bring disunity. Disunity can bring chaos and chaos can bring divisions. In the workplace, conflicts among the employees are not new. One scenario that can create conflict within the workplace is when somebody is promoted to a greater position and when you know that you are ahead of that person. Jealousy starts to creep in your heart and you feel inferior. This might lead to bitterness. On the other hand, conflicts within the family is one of the most dreadful things may happen to a person. Family can be disunited if conflict arises. Moreover, to a social psychologist, a conflict is a seemingly incompatibility of actions, goals, of ideas. The elements of conflict are much the same at all levels, from nations in an arms race to cultural disputes within a society to individuals in marital strife. In each situation, people become enmeshed in a destructive social process that produces results no one wants. Among these destructive processes are social traps and distorted perceptions (Dawes, 2000). Reference: 1. Dawes, R. M. (2000). Social Dilemmas. Annual Review of Psychology, 31 169-193.

Inclusive Leadership in Education for the Attainment of the Millennium Development Goal One: Poverty Eradication and Hunger Reduction

INCLUSIVE LEADERSHIP IN EDUCATION FOR THE ATTAINMENT OF THE MILLENNIUM DEVELOPMENT GOAL ONE: POVERTY ERADICATION AND HUNGER REDUCTION Dr. Virgy Onyene ([email  protected] com) Dr. Pat Mbah ([email  protected] com) Al–Mahroof Ashiru ([email  protected] ca) Shola Johnson ([email  protected] com) Abstract Sub Sahara Africa has the highest proportion of people living in poverty with nearly half of its population below the international poverty level of $1 a day. This means that, some 300 million people face the daily struggle of surviving on less than that income †¦ Between 1990 – 1999.The number of poverty in the region increased by ? and over 6 million per year. If current trend continues, Africa will be the only region where a number of poor people in 2015 will be higher than in 1990. It will account for nearly ? of the poor in developing world, up from less than a fifth in 1990†¦ (United Nations MDG report 2006). Although this United Nations account of poverty is for the entire Africa countries, Nigeria happened to be one of the countries that the UN Millennium Declaration 2000 rated as having income poverty and hunger affecting more than half of our population.This study took its framework from inclusive leadership as the art of influencing people in terms of income and resource distribution through a subsumed democratization process. This process will not be complete without education as a tool for human capital development. The purpose of this study therefore is to assess the extent to which people oriented Transformative Leadership and Education would be used to address poverty issues as a Millennium Development Goal (MDG) one and its expressed dynamics.An unstructured questionnaire was used to address eight identified dynamics of poverty in Nigeria which include extreme poverty and hunger; household income and standard of living; access to basic education and quality of participation; child right to education; basic health a wareness and protection of ecological values. A 25 – item questionnaire titled Inclusive Leadership in Education for Poverty Alleviation Questionnaire (ILEPAQ) was used to generate non – parametric data around the around the identifiable poverty variables.Both descriptive and inferential statistics were used with graphical illustrations of relevant data. Based on the findings of the study, projections and recommendations were made for relevant authorities, institutions, agencies and persons concerned. The research findings will help to identify critical actors and change agents for down streaming programme and innovations of government and private agencies to the grassroot for actual action based poverty alleviation. IntroductionThe picture painted by the United Nations Development Report in 2002 about a compassionate society goes a long way to illustrate factors responsible for people’s inability to achieve goals for human emancipation. He posited that the glob al society is not a very compassionate society, though we are quite fond of describing ourselves as one world, one planet, one humanity, and one global society. The blunt reality is that we are at least two worlds, two planets, two humanities, two global societies – one embarrassingly rich and the other desperately poor, and the distance between these two worlds are widening, not narrowing.We cannot really call it a compassionate society when the richest one – fifth of the world consumes 80 per cent of the natural resources of this planet and commands an income 78 times higher than the poorest one – fifth of the world. Also, it cannot be really called a compassionate society when there is so much wasted food on the table of the world’s rich at a time when 800 million people go hungry every night and 160 million children are severely malnourished and when billion adults grope around in the darkness of illiteracy, and when 1. billion people survive in absol ute poverty on less than one dollar a day. (Mahbub ul-Haq in Mhanaz Afkhami 2002). It is certainly not a compassionate society when 134 million children in South Asia alone work for over 16 hours a day in inhuman conditions for a wage of only eight cents a day and when they lose their very childhoods to feed the greed for higher profits by their indifferent employers, several of them the most powerful multinationals of our world.It is certainly not a compassionate society when over one half of humanity – the women of this world – are economically marginalized and politically ignored, when $11 trillion contribution to household activities is simply forgotten in national income accounts and when they command 50 per cent of the vote but are less than 15 per cent of the parliaments of the world. (Mahbu ul Haq 2002).A global compact was reached in March 1995 in the World Social Summit in Copenhagen that the developing nations will devote 20 per cent of their existing nation al budgets and the donors will earmark 20 per cent of their existing aid budgets to five human priority concerns, namely, universal basic education, primary health care for all, safe drinking water for all, adequate nutrition for severely malnourished children, and family planning services for all willing couples. This was the famous 20:20 compact which requires no new resources but a shift in priorities of existing budgets.Such a compact will remove the worst human deprivation within a decade. The increasing challenges in the area of information explosion, economic reforms, micro – economic development, ICT renovation, unemployment, moral laxity, religious bigotry, the Nigerian nation is consistently confronted with the realities of accountability through self/peer/community periodic reviews. There is also the need to generate data about her ever – growing population income levels, lifestyle and quality of life skills available to her populace.The Federal Government i s constitutionally permitted to design, review and entrench programmes on basic needs (food, shelter and amenities), health, finance, education, demographic data base/plan implementation, oil, federal character, youth, women and children. NEEDS is a laudable economic development programme. However at state and local council levels, key actors had been government (state and council) through political leaders who were not completely attuned to the strategic goals of NEEDS.Thus NGOs, CBO and CSO were completely not in control, so the common man and woman at the grassroots or domestic sphere was inadvertently neglected. This is so replicated along the levels and tiers of government and counter socio – economic development. Through her institutions, parastatals and agencies, MDG – driven policies ought to be implemented to achieve national needs and at the same time meet global challenges. No society succeeds without a larger percentage of her citizenry who form the basic f abric called communities.Nigeria has 774 local council areas with replicate offices to drive down national programmes. (Onyene and Ashiru 2008). The Millennium Development Goals (MDGs) embody the aspiration for human betterment, expressed in a limited set of numerical and time – bound targets. They include halving income poverty and hunger; achieving universal basic education and gender equality; reducing under – 5 mortality by two – thirds and maternal mortality by three – quarters; reversing the spread of HIV/AIDS; and halving the proportion of people without access to safe water.These targets are to be achieved by 2015, from their level in 1990. In Nigeria, the situation is disheartening as the nation is ranked as one of the 25 poorest nations on earth. This situation where about 38 million of Nigerians are extremely poor becomes pathetic and embarrassing considering the abundant supply of human and material resources that Nigerian is endowed with. Pov erty continues to manifest itself in different forms depending on nature and extent of human deprivation. Adeyemi (2001) contended that poverty in Nigeria permeates all socio – economic indicators of progress.In abid to eradicate poverty, a lot of laudable programmes such Youth Empowerment Scheme, Rural Infrastructure Development Scheme, Social and Welfare Service Scheme and Natural Resource Development and Conservation Scheme were launched. These programmes need to be backed with education and inclusive leadership in order to sustain poverty eradication. Promoting respect for democracy, the rule of law, diversity and solidarity can contribute to the elimination of institutionalized inequalities and is therefore critical to successful social integration.Countries that provide opportunities for all people to voice their grievances peacefully and allow them to participate in the political process and influence policy formulation, implementation and monitoring are less likely to experience internal conflict. Some contend that the true meaning of democracy is the ability of a person to stand in the middle of a town square and express his or her opinions without fear of punishment or reprisal. This takes democracy beyond the institutional definition to include tolerance and acceptance at individual and group level.It also underscores that democracy cannot be imposed by an outside source. Where democratic institutions are not permitted to flourish, and where there are no outlets for peaceful dissent, specific groups become marginalized, social disintegration is rife, and there is a greater chance for political upheaval. Democratic, transparent and accountable governance is indispensable in achieving social development. There are now more democratic countries and a greater degree of political participation than ever before.The 1980s witnessed what has been called the â€Å"third wave† of democratization. In 1980, 54 countries with a total of 46 per cent of the global population had some or all of the elements of representative democracy. By 2000, these figures had risen to 68 per cent of the world’s population in 121 countries. However, there is some skepticism about the consolidation of newly planted roots of democracy in some regions; the momentum gained during the 199os appears to be slowing and in some places may be receding (United Nations Development Programme, 2002).Democratic political participation consists of more than voting in elections. The idea of â€Å"one person one vote† is often undermined by unequal access to resources and political power. Thus, there is a danger of decreased motivation to participate, demonstrated by low voter turnouts, unequal capacities to influence policy outcomes. Formal political equality does not necessarily create increased capacities to participate in political processes or influence their outcomes, and the transition to democracy does not in itself guarantee the protectio n or promotion of human rights.Civil, cultural, social economic and political rights as well as inclusive leadership are essential for maintaining a democratic society. These human rights are mutually reinforcing and must include freedom of association, assembly, expression and participation for all citizens, including women, minorities, indigenous peoples and other disadvantaged groups. Respecting and upholding human rights is crucial not only for the wellbeing of individuals, but also for the active engagement of citizens and the wellbeing of society.If democracy is to flourish, it is not enough to enshrine these freedoms in legislation; they must be backed up and protected by policies, political will and inclusive leadership to ensure that all people have the opportunity to participate actively in the processes that affect their everyday lives. Inclusive Leadership Inclusive leaders are invested in building alliances across cultures, and they use their â€Å"toolkits†Ã¢â‚¬ “the behaviors, customs, and values associated with the multiple identities including class, race, national origin, gender, age, sexual orientation, geography, etc. –to do so.Inclusive leaders who understand their own areas of privilege and marginalization are best able to ensure that others from different backgrounds are treated equitably. Their awareness of self and others can foster work environments that provide opportunities for diverse interpretations and opinions to receive visibility. Inclusive leadership is particularly important in relationships between faculty members, both within and across disciplines. The first step toward becoming an inclusive leader is developing awareness of these biases, understanding their origin, and learning to correct them.Inclusive leaders are aware of, and take steps to minimize, their own and other's biases when making decisions related to faculty recruitment, particularly when that recruitment has potential to diversify the faculty . Inclusive leaders can use the same skills to enhance departmental policies and faculty development opportunities that benefit all faculty members. By fostering visible alliances across the broader faculty, these leaders may also assist faculty recruitment by demonstrating evidence of an institutional commitment to creating an inclusive environment.Multicultural Work in the Classroom. Inclusive leadership has particular significance in the classroom, where the seeds for inclusiveness as well as recruitment and retention of future scientists are planted. By demonstrating inclusive leadership to undergraduate students who are just entering the educational pipeline, faculty can enhance the learning experience for all students and stimulate those who have been historically underrepresented in the disciplines to consider advancing in the sciences.Instructors can exercise inclusive leadership in the classroom by intentionally including multiculturalism in the curriculum. The curriculum s hould include evidence of how people from a range of cultures have contributed to scientific fields (such as how indigenous African cultures applied mathematics, a history of discovery often ignored or attributed to others). This practice benefits students with race and gender privilege, who will have more comprehensive educational experiences when their coursework includes these examples.It is also beneficial to marginalized students in the same classroom, who see that their culture matters and that faculty recognize its importance. Statement of the Problem Participation is central to the development process and is essential for sustainability. Although often overlooked in the past, marginalization has emerged as a critical element in the re–evaluation of poverty reduction strategies. Nonetheless, many policy prescriptions are still designed without adequate analysis of how they might affect the poor.The most vulnerable groups in society, including the poor, remain outside t he sphere of political activity and influence, excluded from the formulation, implementation and monitoring of the very policies developed to address their plight. As a result, poverty reduction programmes may suffer from an urban bias, despite the fact that three quarters of the world’s poor live in rural areas (International Fund for Agricultural Development, 2004). In some countries, stakeholders have successfully advocated for an increase in the share of public resources allocated to social development.However, even in countries in which poverty programmes have been developed through widespread consultations, the priorities identified are not necessarily linked to budget mechanisms, and the final programmes may fail to target the poorest. The present situation requires inclusive leadership in education if the MDG one is to be achieved. There is need to know the extent to which political participation can be used as a means of achieving social empowerment.Thus, the analysi s of trends in transformative leadership in poverty eradication and hunger reduction would provide a basis for making conscious effort to reach the grassroot. Purpose of the Study The purpose of this study is to assess the extent to which people oriented Transformative Leadership and Education would be used to address poverty issues as a Millennium Development Goal (MDG) one and its expressed dynamics. Research Questions 1. Would inclusive leadership as offered by education programme facilitate poverty reduction through improved standard of living? 2.To what extent would inclusive leadership ensure access to basic education? 3. Would inclusive leadership enhance quality participation in governance starting with family, school structure and controls? 4. Would inclusive leadership help in the propagation of child right? 5. Would inclusive leadership enhance health awareness among the citizens? 6. Would inclusive leadership help in the protection of ecological values? Methodology The s tudy employed a descriptive survey research design. The population of the study consisted of youths of Ojo Local Government Area of Lagos State.The sample was made up of 120 youths. Inclusive Leadership in Education for Poverty Alleviation Questionnaire (ILEPAQ) was designed to collect data. Information was also obtained through interview. All the 120 questionnaires administered were returned, thus representing a 100% response rate. The data collected were analyzed using were analyzed using simple percentages. Research Question One: Would inclusive leadership as offered by education programme facilitate poverty reduction through improved standard of living Table 1: Inclusive leadership as offered by education programme and poverty S/N Sub-variables tested Agreed Disagreed Undecided | |Inclusive leadership enhance 73 35 12 | |the Provision of information (60. 8%) (29. 2%) (10%) | |by people in Areas of self | |sustainability. |People’s involvement in 54 60 6 | |leadership creates (45%) (50%) (5%) | |employment opportunities | |for the people | |Inclusive leadership 86 31 3 |Encourages entrepreneurship (71. 7%) (25. 8%) (2. 5%) | |Among youths | |Inclusive leadership 92 22 6 | |in education promotes (76. 7%) (18. %) (5%) | |acquisition of basic | |Survival skills. | From the above table it was observed that 73 (60. 8%) of the responds agreed that inclusive leadership enhance the provision of information by people in areas of self sustainability, 35 (29. 2%) disagreed and only 12(10%) were neutral. 4 (45%) of the respondents believed that people’s involvement in leadership creates employment opportunities for the people, 60 (50%) disagreed and 6 (5%) have no stand pertaining to the issue. 86 (71. 7%) of the respondents were of the opinion that inclusive leadership encourages entrepreneurship among youths, 31 (25. 8%) were not in tune with this opinion, while 3 (2. 5%) were positionless. 92 (76. 7%) agreed that inclusive leadership in edu cation promotes acquisition of basic survival skills, 22 (18. %) and 6 (5%) were neutral. Research Question Two: To what extent would inclusive leadership ensure access to basic education? Table 2: Utilizing inclusive leadership to ensure access to basic education. |S/N Sub-variables tested Agreed Disagreed Undecided | |1. Inclusive leadership 30 83 7 | |encourages enrollment (25%) (69. 2%) (9. %) | |expansion in schools. | |The more the number of people | |included in leadership roles the | |better the opportunities of 101 19 0 | |indentifying education of the (84. %) (15. 8%) (0%) | |people. | |Government provides more | |school only when they are 24 94 2 | |aware of the need for it and (20%) (78. 3%) (1. 7%) | |the areas affected. |Inclusive leadership enables | |the members of the community 39 79 2 | |to contribute to school plant (32. 5%) (65. 8%) (1. 7%) | |planning so that the schools | |are not sited in areas it will | |not be well utilized. | | | | The above table s hows that 30 (25%) were in tune with the fact that inclusive leadership encourages enrollment expansion in schools in response to the yearnings of the people, 83 (69. 2%) disagreed and 7 (9. 8%) had no position. 101 (84. 2%) were in conformity with the position that the more the number of people included in leadership roles the better the opportunities of identifying education needs of the people, and 19 (15. %) were not in agreement with fact. 24 (20%) of the respondents were of the opinion that government provides more school only when they are aware of the need for it and the areas affected, 94 (78. 3%) disagreed, while 2 (1. 7%) neither agreed nor disagreed. 39 (32. 5%) supported the fact that inclusive leadership enables the members of the community to contribute to school plant planning so that the schools are not sited in areas it will not be well utilized.Research Question Three: Would inclusive leadership enhance quality participation in governance starting with family lead ership, school structure and controls? Table 3: Inclusive leadership and participation in governance. |S/N Sub-variables tested Agreed Disagreed Undecided | |Involvement of masses in 54 63 3 | |governance affords them the (45%) (52. %) (2. 5%) | |Opportunity to address areas | |leaders can be of help | |When people are included 99 20 1 | |in decision making their (82. %) (16. 7%) (0. 8%) | |contributions enables the | |leaders to know their problem | |areas | |Leaders can empower the 75 41 4 | |masses to execute projects (62. 5%) (34. 2%) (3. %) | |initiated by them because | |they are more able to | |understand how to solve | |problems | |Involvement of the citizens 14 105 1 | |in governance enables (11. 7%) (87. 5%) (0. %) | |leaders to cover more | |grounds on their electoral | |promises | |Projects on social infrastructure 31 88 1 | |cannot be abandoned if there (25. 9%) (73. 3%) (0. 8%) | |more people involved in | |governance | | | The above table reveals that 54 (45%) of the respondents agreed that involvement of masses in governance affords them the opportunity to address areas leaders cannot be of help, 63 (52. 5%) disagreed, while 3 (2. %) of them did not take any stand. 99 (82. 5%) agreed that when people are included in decision making their contributions enables the leaders to know their problem areas, 20 (16. 7%) disagreed and 1 (0. 8%) were indecisive. 75 (62. 5%) supported the fact that leaders can empower the masses to execute projects initiated by them because they are more able to understand how to solve problems, 41 (34. 2%) disagreed and 4 (3. 3%) did not decide. 14 (11. 7%) agreed that involvement of citizens in governance enables leaders to cover more grounds on their electoral promises, a whooping 105 (87. 5%) disagreed and only 1 (0. 8%) were of no opinion. 31 (25. %) agreed that projects on social infrastructure cannot be abandoned if there are more people involved in governance, 88 (73. 3%) disagreed and only 1(0. 8%) neither agreed nor disagreed. Research Question four: Would inclusive leadership help in the propagation of child right? Table 4: inclusive leadership and propagation of child right. |S/N Sub-variables Agreed Disagreed Undecided | |Government will initiate 68 48 14 | |children immunization (58. 7%) (40. 0%) (3. %) | |if they are well informed | |by the people | |Strong partnership and 67 38 15 | |committed leadership (55. 8%) (31. 7%) (12. 5%) | |are needed to ensure | |children’s right. | |Promoting respect for 52 62 6 | |democracy can enhance (43. 3%) (51. 7%) (5. 0%) | |the right of children to | |be educated. | | |Birth right vouchers 64 47 9 | |should be given every (53. 3%) (39. 2%) (7. 5%) | |new born child that | |guarantees their education. | The table presents that 68(58. 7%) of the respondents agreed that government will initiate children immunization if they are well informed by the people, 48 (40. 0%) disagreed and 14 (3. 3%) Research Question Five: Would inclusive leadership enhance health awareness among the citizens?Table 5: Inclusive leadership and health awareness programmes for poverty reduction. |S/N Sub-variables tested Agreed Disagreed Undecided | |(D) (U) | | | |The leaders do not have monopoly 57 61 2 | |of information on health. (47. 5%) (50. 8%) (1. %) | | | |Inclusive leadership in education 98 22 – | |will entrench proper health (81. 7%) (18. 3%) (0%) | |programmes and facilitates their | |implementation. | | | |Inclusive leadership education 49 69 2 | |ensures that all the people have (40. 8%) (57. 5%) (1. %) | |access to basic health amenities. | | | |Involvement of masses in governance 77 35 8 | |affords the people to contribute their (64. 2%) (29. 2%) (8. 6%) | |ideas on health matters. | | | From the above table it was observed 57 (47. %) of the respondents agreed that the leaders do not have monopoly of information on health, 61 (50. 8%) disagreed and 2 (1. 7%) took no stand. 98 (81. 7%) agreed that in clusive leadership in education will entrench proper health programmes and facilitates their implementation, while 22 (18. 3%) disagreed. 49 (40. 8%) were in tune with the fact inclusive leadership in education ensures that all the people have access to basic health amenities, 69 (57. 5%) disagreed and 2 (1. 7%) were indifferent. 77 (64. 2%) supports the position that involvement of masses in governance affords the people to contribute their ideas on health matters, 35 (29. 2%) disagreed and 8 (8. 8%) had no decision on this matter. |S/N Sub-variables tested Agreed Disagreed Undecided | |(A) (D) (U) | |1. Masses can be destructive if they 58 53 9 | |don’t have the understanding of (48. 3%) (44. 2%) (7. 5%) | |government plans. | |2.There is high level of cooperation 46 71 3 | |with government while executing (38. 3%) (59. 2%) (2. 5%) | |project provided the people are well | |informed. | |3. People protects public properties if 55 64 1 | |they are given sense of belonging at (45. 8%) (53. 3%) (0. 8%) | |the planning stage. | |4.People will voluntarily protect ecological 84 35 1 | |Value if they are given proper orientation (70%) (29. 2%) (0. 8%) | | | Research Question Six: Would inclusive leadership help in the protection of ecological values? Table 6: Inclusive leadership and protection of ecological values Discussion The study shows that inclusive leadership as offered by education programmes facilitate poverty reduction.From table one; the four items are scored high showing that people involvement in leadership would not only promote the acquisition of basic survival skills (76. 7%), it will also create employment opportunities and make people self sustainable. It is therefore necessary that education programmes should include inclusive leadership as a tool – kit for re-orientating the people. These findings can contribute to the important role of inclusive leadership as a dynamic process. Kotter 2001 has argued that because of the impor tant attached to inclusive leadership government should enhance the provision of basic amenities, embark on proper information dissemination and enhancement of basic survival skills.Conclusion The findings of the study also revealed that the youths under study prefer to be given the opportunity to participate in governance and that the absence of sense of belonging will often jeopardize the implementation of most of the programmes embarked on by the government. The level of conformity to participation is seen in their willingness to contribute to decision making. References Adeyemi, A. B (2001). Relevance of Technology To Poverty Alleviation in Nigeria. In T. A. G. Oladimeji, O. T. Ibenene, O. M. Adesope, and M. A. Ogunyemi (Eds) Technology education and Poverty Alleviation in Nigeria (pp. 105 – 107). Lagos: Fembis International.Anna, Kofi (2004). A Fair Globalization: Implementing the Millennium Declaration. International Fund for Agricultural Development (2004). Over one bi llion people lack access to basic financial services. IFAD Press Release. No. 38/04. United Nations Development Fund for Women (2001). Gender Budget Initiatives. New York. Published with the Commonwealth Secretariat, London: and International Development Research Centre, Ottawa. Retrieved March 17, 2008 from http://www. gender-budgets. org/uploads/user-S/1099951666ACF31B2. pdf. Virgy Onyene, Ashiru, A. O. (2008). PROMOTING Inclusive Leadership and Innovation for MDG’s: Positioning CBO/NGO Monitoring Links.Retrieved September 18, 2008 from http//www. practices. undesire/democraticinggovernance/e-discussion//src=121515. Women in Informal Employment Globalizing and Organizing (2004). Fact sheets: Women in the Financial Economy. Retrieved September 2008 from http//www. wiego. org/minifact2. shtml. United Nations Development Programme (2002). Human Development Report, 2002: Deepening Democracy and Fragmented World. New York: Oxford University Press. United Nations (2005). 2005 Sum mit Outcome: United Nations Department of Economic and Social Allied. DESA 2006. UNDP and UNICEF (2002). The Millennium Development Goals in Africa: Promises and Progress. New York: UNDP and UNICEF.

Distribution ManagementDesign A Facility Essay Example | Topics and Well Written Essays - 4500 words

Distribution ManagementDesign A Facility - Essay Example The four major factors of production are capital, land, entrepreneurship and men. Land includes the building and premises within which the men operate and the capital is spread out apart from the fact that this is where entrepreneurship is put to its true test. Therefore, it is important that the distribution of resources within this space should be designed in such a way that the efforts of the other factors of production are put to optimum use. With a tagline of "Made for Ideas", LaCie has come to demonstrate a range of innovative ideas that are the key to its success. LaCie's success is that we run a very competitive organization. In the coordination of our various departments, we have come up with a structure that is an epitome of results and wide ranging customer satisfaction. Our financial team and IT department keep our information accurate and updated. Our procurement team can move products much faster than anyone else. This "finance IS logistics" organizational method gives us a chance to sell hot products at the lowest cost without compromising on quality or service. Thus, our base is strong and unique in its functioning. We have showed adherence to various short term and long term commitments in our planning process whether it has to do with our facilities or profit margins. Moving to a new facility is a long-term commitment and it had just one chance to get it right. LaCie new warehouse area is 17,046 sq. ft. The warehouse layout is mainly following the one-story warehouse model for design. Apart from this feature, the basic parts of warehouse are: Dock Area, Receiving Area, Reserve Area, Replacement Area, Assembly and packaging area, Delivery Zone and Office. Besides of the layout design of the warehouse, the warehouse is adopted the selective pallet storage rack system. It consists of uprights frames and pairs of load beams for each shelf elevation. Selective pallet storage system is the most common of all storage systems for palletized goods. Also, it is the simplest system in term of equipment and lowest in cost. Another important feature is the order picking process. It is the removal of mater ial from storage to fulfill customer orders. It is a critical customer service tool, which, if well done, will enhance the company's customer service level and, if badly executed, will have the opposite effect. The accuracy and efficiency of the order picking is a warehouse responsibility, which requires careful planning and control. Also, the other consideration is the choice of the material handling system. It is mainly depending on storage volume and usage pattern. On the LaCie warehouse, the product throughput is low, so it seems difficult to justify the cost of automation. Finally, today warehouse would operate much less efficiently. Information technology EDI and radio frequency systems have created advantages in warehousing, including improved customer service, lower costs, and improved operations. These advantages come

Healthcare Professionals Assuming Active Administrative Roles Annotated Bibliography

Healthcare Professionals Assuming Active Administrative Roles - Annotated Bibliography Example The section introduces healthcare’s complexity and its suggestion for medical practitioners to assume administrative roles. This is because they have adequate information and experience regarding what the field entails contrary to politicians or other policymakers. The latter groups do not have the necessary experience coupled with knowledge on how to promote the fields’ effective professional practices and ethics (Belluz, 2011). Since, besides their varied specializations, they can also receive additional education regarding management through induction. This is especially in the sections that entail their involvement. This section also offers adequate literature regarding present changes characterizing healthcare, which entails doctors’ involvement especially in assuming managerial posts. The section highlights the essence of doctors undertaking extra courses or inductions meant to refine their administrative skills. This is especially in the sections that considerably entail their involvement, for instance, being administrators. Hence, promote service delivery not only in the confinements of the healthcare facility but also outside where practitioners ought to attend while checking out patients as specified by HMO. This is an essential section because its core purpose focuses on augmenting practitioners’ knowledge, hence refine their skills to become remarkable clinical leaders. This subsection compares former federal’s proposition of increasing professionals’ distribution across the state to training the available doctors.

Environmental Impact of Balfour Beatty Company Term Paper

Environmental Impact of Balfour Beatty Company - Term Paper Example Considering the nature of activities carried out by this company such as infrastructure development and investment, and construction services, it contributes a lot towards environmental destruction. The three main negative environmental impacts contributed by this company include pollution, human and animal population displacement and destruction of natural habitat (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Pollution is the release of harmful substances to the environment which may be in different forms such as air, water, radioactive materials, soil, heat, and light. Emission of gaseous waste to the atmosphere has been caused by this company as a result of the fleet of cars owned by this company which emits carbon waste and sulfur compounds to the environment. These are as a result of the various new cars which are constantly on the roads to the construction sites. It is an estimated fact that most air pollution is caused by car emissions. Another way of increased carbon into the atmosphere by the company are the many construction plans which are distributed in the 80 countries, these industries release their waste to the atmosphere, increasing the amount of carbon dioxide. The lethal effects of carbon dioxide include the formation of smog which blocks sunlight from reaching the earth’s surface. This prevents the process of photosynthesis from taking place in plants, resulting in wilting. The destruction of the natural forest is a great worldwide concern as its effects lead to dire consequences (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Such emissions have contributed to global warming and formation of acid rain due to increased carbon levels in the atmosphere.  

COMPETITION Assignment Example | Topics and Well Written Essays - 250 words

COMPETITION - Assignment Example This will help comprehend the accurate outcome of the competition in the framework and growth of varied plant communities. The article entails testing a hypothesis that the competitive effect of multi-species mixtures on a specific objective plant can be illustrated as a plain additive function of the effects of specific species. The graph presents results of a controlled field competition among 4 common species of dry acidic grasslands (Hieracium pilosella, Jasione montana, Corynephorus canescens and Festuca ovina) with an aim of investigating the outcomes of equally, specific and multi-species neighborhoods on the target species H. pilosella. The competition in this graph is measured by the target plant biomass pointing at a competitive level of neighbor species with F. ovinaas being the leading competitor trailed by C. canescens and H. pilosella. In addition, J. Montana has a reduced impact on the target. Ultimately, the study of the competitive effect presents no sign of competitive increase or decrease with a growing number of neighboring

Phonology Case Study Example | Topics and Well Written Essays - 1000 words

Phonology - Case Study Example And when producing pp, the lips will be stretched to produce y. The whole word is uttered in half a second. Elision: Elision is the loss of a phoneme. I.e. the omission of sounds (vowel/consonant/syllable), so that the speaker can simplify the pronunciation. This usually occurs in a fast speech and is normally unintentional. Allophone: Allophone is a phonetic variant of a phoneme in a particular language. I.e. it is one of the several speech sounds belonging to the same phoneme. A change in allophone does not alter the meaning, but rather makes the word sound non-native. Minimal pairs enable the linguists to build up the phoneme inventory for a language or a dialect. Though the words differ by only one segment, there may be wide variations in terms of articulation. However, most minimal pairs are considerably distinct and hardly pose inconvenience to the speaker or listener. Complementary Distribution: it is the mutually exclusive relationship between two phonetically similar segments. It exists when one segment occurs in one particular environment and the other occurring in an entirely different environment. Example: Consider the allophones [p'] and [p]. ... Example: Consider the allophones [p'] and [p]. [p'], the aspirated phoneme occurs when there is a syllable onset and is followed by a stressed vowel (as in the word put) and the unaspirated phoneme [p] occurs all other times. Here we see complementary distribution in similar phones. Every time it need not be allophones. For example,[h] and ['] are in complementary distribution, since [h] only occurs at the beginning of a syllable and ['] only at the end. Since they have hardly anything in common in phonetic terms, they are better considered as separate phonemes. Phonological conditioning and conditioning factors: Consider the words- cats, dogs, judges. The final sounds- /s/, /z/, /s/ occur after the sounds /t/, /g/ and /'/, respectively. When the distribution of the various allomorphs can be stated in terms of their phonemic environments, the allomorphs are said to be phonologically conditioned. Phonological conditioning is the most general and productive kind of conditioning of morphemic variants in languages. Phonemic overlapping: Biuniqueness: It is a principle which provides a one-to-one correspondence between phonemic and phonetic levels of analysis. A phonemic description is said to be biunique if phonemes and allophones are unambiguously mapped on to each other. Example: send and sent pronounced as /sent/ and seed and seat pronounced as /si:t/. Neutralization: phonemes that are contrastive in certain environments may not be so in all environments. In those environments where they do not contrast, the contrast is said to be neutralized. Example: consider the word sum: /s'm/. In another word, plumber: /pl'mb'/, since /m/ is followed by a plosive sound /b/, the contrast is lost. Archiphoneme: This is an abstract phonological

Criminal justice Essay Example | Topics and Well Written Essays - 250 words

Criminal justice - Essay Example Identity theft is associated with stolen credit cards and drivers licenses, as well as a broader use of fake identifications in order to impersonate someone else or lie about age. Some of these challenges are related to gender and race issues because they can all involve discriminating among suspects due to their gender and race. For example, airport security often faces a challenge in decided who must be randomly searched, and tries to walk the line between political correctness and security by avoiding singling out Middle Eastern men and invading the privacy of women who may choose to wear clothing that covers their face. In the same sense, drivers licenses often require that a face is visible in the photo, yet this may clash with religious beliefs of Muslims. However, protection of rights in these areas can also lead to criminals avoiding detection by claiming they are discriminated against by race or gender. These challenges increase stress and burnout in law enforcement because they place great responsibility on law enforcement professionals, who must act in a manner that is respectful and polite despite the necessity to make some citizens uncomfortable. Officials often take criticism for discrimination that may indeed be necessary, and may desire to leave the public spotlight after experiencing a great amount of public scrutiny.

Psychology, Theology in Chrisitian Counseling Essay Example for Free

Psychology, Theology in Chrisitian Counseling Essay SUMMARY The book begins with at brief selection as it addresses the importance of the counselor utilizing the Christian faith in counseling in addition to focusing on the relationship between psychology and theology. It addresses the issues and concerns that religion may bring into counseling sessions and how the counselor should address and handle these challenges. McMinn addresses the facts that spiritual development must take place with the client as well as the counselor. The counselor must personally address the regulation of prayer, scripture, sin, confession, forgiveness, and redemption these formulations are a necessity for smooth sessions for the client and counselor. The objective of the sessions is to create a healthy sense of self for the client. Once this objective is achieved, the client can move from being broken, and begin a self-motivated and fulfilling relationship with God and others. In the section, Toward Psychological and Spiritual Health, McMinn focuses his main position to the varied individuality of an individual’s life. He proposes that Christian counseling strengthens three areas of a person’s life: sense of self, awareness of human need, limitations, and confiding interpersonal relationships with God and others. The book appears to be focused on the many important attributes of a Christian’s life i.e. prayer, scripture, sin, confession, forgiveness, and redemption all which should be the foundational make-up of the Christian counselor’s method of treating client’s. Dr. McMinn (1996) believes prayer should be used in and outside of the counseling session, however; with caution. According to McMinn (1996) Christian counselors should depend upon Scripture for truth by determining how to use it appropriately. The use of scripture should be utilized as a therapeutic intervention in the counseling setting. In addition, it would solely depend upon the client’s emotional, mental and spiritual health and how it is perceived. The chapters are formatted in a very straightforward layout. The chapters have sections to address the challenges counselors face, psychological and spiritual health focus points, and also expected results by each foundational element of counseling – psychological, theological, and spiritual. McMinn further discusses the topics of sin, redemption and forgiveness. From the text, it is apparent that the discussion of sin must be handled with care at all times. This subject should be approached with caution and only be discussed if there is a healthy client counselor relationship. Forgiveness is one of the other attributes discussed. Forgiveness has the ability to lead an individual to a healthy and fulfilling life with others and self. It can produce spiritual, mental and emotional reprieve for a client. Redemption is the sole objective for counseling and the counselor must first recognize his redemption before he is urged to be a vessel to redeem someone else. (Ephesians 1:7-8) In him we have redemption through his blood, the forgiveness of sins, in accordance with the riches of Gods grace 8that he lavished on us with all wisdom and understanding. (NIV) Christ’s redemption has freed us from guilt, being â€Å"justified freely by His grace through the redemption that is in Christ Jesus† (Romans 3:24). To be redeemed we first have to be lost, separated, and captive, be in slavery, and so on. In the case of the Christian redemption definition, we are separated from God and need redemption to be able to be reconcile back to God. CONCRETE RESPONSE This book is a very good outline of spiritual and psychological health and functioning. It gives a very detailed outline of what a Christian counselor should be. Having had some counseling sessions with my pastor in regards to debating on divorce, I was able to relate to McMinns outlines. My pastor was firm and consistent and did not waiver from the word of God as it related to my personal issue at the time. Before the sessions begin, one of the major items my pastor discussed with me was prayer. He asked before the sessions started if I would like for him to pray and before the end of each session. He advised me that through prayer I would be able to feel the presence of God in which I did. As I became more acclimated with my relationship with God, I was able to feel his presence. However; at some points during the sessions I felt as if he was forcing his personal beliefs on me as it related to divorce. I was at a point in my life that divorce appeared to be the only option I felt I had. With prayer and the act of forgiveness and continued efforts, I was able to forgive my spouse and move forward. After my sessions, I was able to find my healthy sense of self again which lead to a more positive, healthy and productive life with my spouse. REFLECTION The proficiency of counseling must be carefully implemented in order for the counselor and client to eventually envision and reap the benefits. This action may not happen in two or three sessions or may not happen at all depending upon the counselor and client’s relationship. We as Christian counselors must equip ourselves with the whole armor of God (Eph. 6:11, 13). The Holy Spirit should be in the midst of each counseling session in order for the sessions to be productive and prosperous. McMinn (1996) intra disciplinary approach to healing the emotional, mental, and spiritual life of man must be taken in small steps. One question that comes to mind is the section which related to counseling adolescents. According to the book, a teenager appears to be the most difficult to communicate with. In view of the fact that teenagers are faced with an array of complex situations on a daily basis, how would one effectively bring across information for a teenager to perceive who is currently going through a dilemma? Would the same outline be used in treating adults? ACTION As I read Mark McMinn’s book I began to feel a hunger and thirst for the Word of God which became more prevalent as I continued to read. My spirit began to search for more of God . It is apparent that I must fast, pray and read my bible on a daily basis so that I can focus on God and build a closer relationship with him. This book is an excellent resource for counseling for those who need guidance in incorporating spiritual disciplines in a secularly dominated society. The only way this will be instrumental in counseling is to refer to its teaching and allow the Holy Spirit to make it conducive and acceptable in the counseling session. Many Christian counselors can use this resource to reach a level of maturity that will translate into true healing and redemption. As a Christian Counselor, I must first recognize the fact that each person is different mentally, physically and emotionally. Therefore, different methods must be utilized. There is not an outline written in stone; each session evolves into a different method according to the client and the positive or negative response of the previous sessions. The information given by McMinn has truly broadened my outlook in respects to counseling and the relationship I should have with God in reference to becoming a counselor. I would truly recommend this book to any existing counselors or those perusing a counseling career. REFERENCE McMinn, Mark R. Psychology, Theology, and Spirituality In Christian Counseling. Carol Stream, IL: Tyndale House Publishers, 1996.

State And Evaluate Aristotles Function Philosophy Essay

State And Evaluate Aristotles Function Philosophy Essay In Nicomachean Ethics, Aristotle claims that to discover the human good we must identify the function of a human being. I will first explain this idea of Aristotles known as the function argument. He argues that the human function is rational activity. Our good is therefore rational activity performed well, which Aristotle takes to mean in accordance with virtue. I will then evaluate how Aristotles function argument has a great degree of relevance to Platos perception of happiness in the Republic. After Socrates tries to establish that the just life is the happiest and best, Plato Aristotles function argument is defined in book one of his book Nimoachean Ethics. The purpose of the book is to discover the human good, identified as happiness, at which we ought to aim in life. Aristotle tells us that everyone refers to this eudaimonia (happiness), but that people disagree about what it consists in (1.4 1095b). In 1.6, Aristotle suggests that we might arrive at a clearer conception of happiness if we first determine the ergon (function) of a human being (1.7 1097b). The explanation for this line of inquiry is that for all things that have a function or activity, the good and the well is thought to reside in the function (1.6 1097b). He presents the example of a flute player in the book to explain what he means by the function resides within the object conducting the activity. In order for one to be a flute player, one must know how to play the flute. Similarly, for one to be happy, happiness must exist within oneself. He also acknowledges that the human is a varia tion of the function, because the function of any task is absolute and perfect within itself. This concept can be further clarified using the example of the flute, there is an absolute and perfect way to play the flute, one of which we are incapable, therefore we play a slightly altered way, but it is still similar enough to its function form that we still consider the activity as playing the flute. The argument that follows establishes that human function is an active life of the element that has a rational principle (1.7 1098a). By this Aristotle means every action has a purpose for the sake of which others are done (1.7 1098a). The flute is played to create music, medicine is practiced to cure, and like this, every task has its purpose. Therefore, happiness is the activity of the rational part of the soul and in accordance with virtue (1.7 1098a). Any function that has a rational principle must therefore be a rational part of the soul, and because we live life seeking to find hap piness, happiness is a rational part of the soul making it a virtue. Aristotle defines virtue as a balance point between a deficiency and an excess of a trait. The point of greatest virtue lies not in the exact middle, but at a golden mean which is sometimes closer to one extreme than the other. For example, courage is the mean between cowardice and foolhardiness, confidence the mean between self-deprecation and vanity, and generosity the mean between miserliness and extravagance. Finding the golden mean requires common-sense, not necessarily high intelligence. Aristotle views virtue as an excellence at being human, a skill that helps a person survive, thrive, form meaningful relationships, and find happiness (CITATION). He also states that virtues are initially difficult, but become easier with practice and eventually become habit. Aristotles function argument, is a descendant of one offered by Plato at the end of the  ¬Ã‚ rst book of the Republic (Republic 352d-354b). Socrates tries establish that the just life is happiest and best, and he argues as follows. First of all, each thing has a function, which is what one can do only or best with that thing (R 352e). Furthermore, everything that has a function has a virtue, which enables it to perform its function well (R 352b-c). The function of the soul is taking care of things, ruling, deliberating, and the like, since these are activities you could not perform with anything except your soul. A few lines later Socrates also proposes that living is a function of the soul (R 353d). Since the soul only performs its function well if it has the virtue associated with its function, a good soul rules, takes care of things, and in general lives well, while a bad soul does all this badly (R 353e). Since earlier arguments have supposedly established that justice is the virtue of the soul, Plato concludes that the just soul lives well, and therefore is blessed and happy, while an unjust one lives badly and so is wretched. Both versions of the argument seem to depend on a connection between being a good person and having a good or happy life, and their aim is to connect both of these in turn to rationality. Aristotles version of the argument in particular has provoked a great deal of criticism, some of which I describe in the next section. In this essay, I offer an account of what Aristotle means by function and what the human function is, drawing on Aristotles metaphysical and psychological writings. I then reconstruct Aristotles argument in terms of the results. My purpose is to defend the function argument, and to show that when it is properly understood, it is possible to answer many of the objections that have been raised to it. For reasons I will explain below, I think it is essential to make good sense of the function argument, because the theoretical structure of the Nicomachean Ethics collapses without it. Part of the defense is conditional, and shows only that if one held Aristotles metaphysical beliefs, the function argument would seem as natural and obvious as it clearly seemed to him. But part of it is intended to be unconditional, and to show that, gien certain assumptions about reason and virtue, which, if not obvious, are certainly not crazy, the function argument is a good way to approach the question how to live well. The major differences that can be seen between these two arguments are seen when we examine the goals of both Plato and Aristotle. Plato has two main goals behind his argument, the first is to refute the position that injustice is better than justice. Secondly, his human function argument helps to set up the idea of his model cities, in which each person has a function and the city is virtuous when everyone performs their own function. Aristotle is examining happiness as the ultimate end and is searching for ways to get to that end. Thus, by proving that this good is found in the expression of reason, Aristotle is able to prescribe a path to happiness. If one fulfills ones function, expression of reason, and does so in an excellent manner, one will necessarily attain happiness. Another way in which the two arguments differ is on their actual conceptualization of what the human function is. For Plato, the human function is defined as deliberation, ruling, living and taking care of things. This differs greatly from Aristotle idea of the human function which is, to perform activities that express reason. Not only are these two definitions very different, but they illustrate the chasm between the ways that each philosopher is thinking of the concept of a human function. Plato thinks of it in terms of the persons place in society. His ideas of ruling, deliberatingà ¢Ã¢â€š ¬Ã‚ ¦etc pertain to the community in which one lives, and ones relation to it. Aristotle approaches the problem from a much more individualistic point of view. Expressing reason in ones action does not have anything to do with a relationship with other people or a community, but relates only to the individual. In conclusion, the biggest difference between Platos argument and Aristotles is their conceptualization of the concept of the human function. Also, their goals are vastly different. Plato uses his argument to refute those who would argue that injustice is beneficial and to set up his model city, in which virtue for the city is derived from each person fulfilling their function. Aristotle, on the other hand, uses his argument to directly set up a method for achieving the ultimate good.

How Charles Dickens’ Life Influenced Oliver Twist Essay -- essays pape

How Charles Dickens’ Life Influenced Oliver Twist â€Å"The range of his creative activity is, in the first place, limited to the world of his youth† (Cecil 169). This quote explains many people. What has previously happened to a person has a tremendous impact on them. It can affect their decisions, emotions, and life. The life of a person can sometimes be seen quite easily through what they do. Artists often reveal what their life has been like through the works that they create. The same can be said about writers. Events in authors past often show up in his works. The above quote is, in fact, made in regard to Charles Dickens. Dickens had several real life experiences of poverty and abandonment in his life that influenced his work, Oliver Twist. The times of poverty and abandonment in Charles Dickens’ life instilled a political belief in Dickens’ mind against the new poor laws of Great Britain. Dickens’ felt the new poor laws victimized the poor, failed to give the poor a voice, and were in need of change. These points are shown in Oliver Twist through the characters, scenes, and narration Dickens’ uses throughout the book. Dickens lived a life full of events that would later influence his novels. Dickens grew up during a time of change for Great Britain. By the time he was born in 1812, the Industrial Revolution was in full force. Dickens grew up as a normal middle-class child in Portsmouth, Great Britain. It was around the age of twelve that his life took a drastic turn. Dickens was still a child when his father was imprisoned for debt. Families, at this time, lived with the father in prison. Charles did not live in prison, though. Instead, he was sent to live alone and become a laborer at Warren’s Blacking Facto... ...r Twist† The Immortal Dickens. London, 1925. 63-87. Rpt in Oliver Twist. Ed. Fred Kaplan. New York: Norton & Company, 1993. Skim Greene, Graham. â€Å"The Young Dickens.† Collected Essays. 1969. Rpt. in Nineteenth Century Literary Criticism, Vol. 3. Ed. Laurie L. Harris. Detroit: Gale Research Company, 1983. Pg. 176. MacKenzie, Jeanne. Dickens, A Life. USA: British Library Cataloguing in Publication, 1979. Skim. Murray, Brian. Charles Dickens. New York: Continuum, 1994. Skim Paroissien, David. Letter to Noah Laible, 15 Feb 2000. Taine, Hippolyte A. History of English Literature, Vol 4. New York: Frederick Ungar Publishing Co., 1965. Pg. 117-163. Wall, Stephan. â€Å"The Letters of Charles Dickens, 1856-1858.† Essays in Criticism 47.1 (1997): 78-87. Wills, Garry. â€Å"Love in the lower depths.† The New York Review of Books 26 Oct 1989: 60-68.

Beowulf :: Epic of Beowulf Essays

Beowulf   Ã‚  Ã‚  Ã‚  Ã‚  The translated Anglo-Saxon epic Beowulf is the one of the most important works of Old English literature, and is well deserved of the distinction. The epic tells the story of a hero; a Scandinavian prince named Beowulf, who rids the Danes of the monster Grendel, a descendant of Cain, and of his exploits fighting Grendel’s mother and a dragon. Throughout the epic, the Anglo-Saxon author uses many elements to build a certain depth to the characters. Three main important character elements in Beowulf are wealth and honor, Biblical, and man (good) versus wild (evil) themes.   Ã‚  Ã‚  Ã‚  Ã‚  Many of the characters in Beowulf are, like in most epics, defined by their status. But, in addition to status, the Anglo-Saxon culture also adds an element of honor. To the Anglo-Saxons, a character’s importance as well as their wealth and status was measured not only in monetary terms, but it was also measured in terms of honor, fame, and accomplishments. Hrothgar, King of the Danes, is one example of Anglo-Saxon measurement of importance in Beowulf. In the Prologue, the poet describes his wealth and importance, not only as mounds of gold or jewels, but more importantly his ease of having â€Å"Friends and kinsmen flocked to his ranks, young followers, a force that grew to be a mighty army† (lines 65-67) and his ability to create a â€Å"great mead-hall meant to be a wonder of the world forever.† (lines 69-70) Through this display of proving his ‘position of King,’ Hrothgar proves the full extent of his honor and therefore the e xtent of his wealth and status. Beowulf, the hero-prince, also proves his true wealth and status through his great deeds as defender of the Danes. As he fights and defeats Grendel, Beowulf earns fame and wealth from his companions, as well as from the Danes. More importantly, he earns honor raising him to the level of an archetypical hero. Grendel, however, is the complete opposite of Beowulf. He has no wealth, no honor, and he is infamous as an evil killer. This lack of wealth and honor defines Grendel as a symbol of evil and corruption. In addition to using honor and wealth to define a character, the poet has incorporated Biblical motifs in the epic-poem.   Ã‚  Ã‚  Ã‚  Ã‚  As time progressed, the rewriting and touching up of the manuscripts by various sources caused the characters to have Christian characteristics. These Christian themes have become very important to the epic to add an element of depth that wouldn’t be possible in modern times due to the loss of Anglo-Saxon culture and beliefs.

Behind Convicts Eyes by Cerceral Prison Essay -- Behind Convicts Ey

"Behind a Convict's Eyes" by K.C. Cerceral Introduction This paper is about the book 'Behind a Convict's Eyes' by K.C. Cerceral. This book was written by a young man who enters prison on a life sentence and describes the world around him. Life in prison is a subculture of its own, this subculture has its own society, language and cast system. The book describes incidents that have happen in prison to inmates. With this paper I will attempt to explain the way of life in a prison from an inmate's view. Understanding Prison Life After reading the book I have gained a new understanding of what inmates think about in prison. Working in an institution, I have a certain cynical attitude at times with inmates and their requests. Working in a reception facility, this is a facility where inmates are brought in from the county jails to the state intake facility, we deal with a lot of requests and questions. At times, with the phone ringing off the hook from family members and inmates with their prison request forms, you get a little cynical and tired of answering the same questions over and over. As I read the book I begin to understand some of the reason for the questions. Inmate(s) now realize that the officers and administrative personnel are in control of their lives. They dictate with to get up in the morning, take showers, eat meals, go to classes, the need see people for different reason, when to exercise and when to go to bed. The lost of control over their lives is a new experience for some and they would l ike to be able to adjust to this new lost of freedom. Upon understanding this and in reading the book, I am not as cynical as I have been and try to be more patient in answering questions. So in a way I have changed some of my thinking and understanding more of prison life. Describe Strategies and Compare with Voices from the Field Some of the adaptation strategies used by ?Anonymous? and the other inmates in prison where to use nicknames to feel more individual and unique. Being in prison can cause you to lose your identity as a person, most inmates are known by numbers. Another strategy was to conform to the schedule of the prisons. You can not eat when you want, shower, get up, go to recreation and go to bed. Everyone has a schedule and working with this schedules helps to learn how to cope. Also Anonymous and other inmates would take cla... ...y. As the book showed ?dad yells and blames everyone, mom yells at the kids, the older children yell at the younger children, and the youngest child kicks the cat.? (Carceral, 2004, pp. 200). The youngest child is not able to understand what is really going on and feels worthless and not loved without conditions. This child will turn to where they will get attention. This can lead to undesirable associates and into crime. As the child grows older, and has children of this/her own the syndrome is passed on. Conclusion I have to say the reading gave me a different outlook on what inmates? do and think while in prison. They become a number not a person and do have needs that have to be address. Addressing these needs will help in running an institution smoothly and more safely. Finally Anonymous makes a powerful statement in the writing of this book on some policies that should be changed in prisons. I really enjoyed reading this book and having maybe a new outlook in dealing with inmates. References Carceral, K.C., (2004), Behind a Convict?s Eyes, Wadsworth, Thomson Learning Schmid, Thomas & Jones, Richard, (2001), Voices from the Field, Wadsworth, Thomson Learning

An Analysis of Early Years Philosophies

Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs MontessoriChildren’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory.Waldorf Education (Steiner)Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activi ties and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant.High ScopeMore recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day.Forest SchoolsFinally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

Discuss the different types of love Essay

In Act 3, Shakespeare portraits love in different characters’ point of views, also showing the different ways love can be expressed in. Orlando and Silvius both express their love openly, not fear of embarrassments. Touchstone’s love is very realistic; Phoebe’s way of express is very childish; and Rosalind’s words are very self-contradicting. Touchstone’s point of view of a â€Å"wife† is a tool that can be replaced or thrown away at any time. Just from the excuse he gave from not having a proper wedding â€Å"for he is not like to marry me well and, not being well married, it will be a good excuse for me hereafter to leave my wife†, it can show that he doesn’t really value this marriage and is already thinking about divorcing before they are even married. Also from the reason he gave about the marriage is just â€Å"by so much is a horn more precious than to want†, we can tell how he sees Audrey as a person. Audrey in Touchstone’s eyes can be seen as an object or just a releasing of sexual needs, he is not respecting her in any point. As a professional jester, people usually imagine them as very nai ve and stupid, but in a contrast to Orlando from a noble family, he acts more mature and is more realistic. By using big difference in status, Shakespeare shows that the way of thinking is actually not affected by the status and job of that person. Different from Orlando, Silvius pursues Phoebe day and night, and begs that she would accept him, while Orlando is just expressing his love without even the courage to go see Rosalind face to face. But the love between Silvius and Phoebe is one sided. We can tell this after Silvius said she is like â€Å"the common executioner, whose heart th’accustom’d sight of death makes hard† begging her to go easy on him, but just in return receives Phoebe’s mocking. She mocks him about his hyperbolic language and says â€Å"now show the wound mine eye hath made in thee†. During the whole scene, she only said Silivius’s name once, showing that she does not even spare him a glance. Not only is their love one sided, Phoebe acts really irritated and is very cruel with the words she chose to use. Like â€Å"if mine eyes can wound, now let them kill thee†, suggests that she would rather kill him than to give him a little of her love. Although she says cruel things, but she never kicked Silvius or physically hurt him. She also never said anything like â€Å"stay away†, I think is because she likes to feeling of being â€Å"popular†, and the amount of attention Silvius is giving her. I think she mistook that every man is like Silvius, only crying for her love, and falling before her knees, that’s why she acts like a queen. This shows that Phoebe actually has very little contacts with people outside even the others in the forest. Phoebe actually is very inexperienced with love. Although she didn’t say openly, but saying â€Å"I had rather hear you chide than this man woo† to a man which she has just saw reveals her affections. Shakespeare here uses dramatic irony, because Phoebe doesn’t know that Ganymede is actually a women in disguised. And denying her own love is just like the actions of a child towards his or her first love, so I think she is very inexperienced in love. The love Orlando holds for Rosalind is very inconsiderate. As Rosalind says, he â€Å"haunts the forest that abuses out young plants with carving ‘Rosalind’ on their bards; hangs odes upon hawthorns and elegies on brambles; all, forsooth, defying the name of Rosalind†. He doesn’t care how much trouble he is causing to the forest and other people that lives in the forest, just for the sake of his â€Å"quotidian of love†. He didn’t care about Rosalind’s feelings whose name is written by him all over the forest, which makes her widely known, just for the sake of his â€Å"love†. Orlando is very childish, naive, and venire. He wants the whole world to believe that he is in love with Rosalind, even the â€Å"Ganymede† for which he has only seen. He said, â€Å"fair youth, I would I could make thee believe I love† and â€Å"I swear to thee, youth, by the white hand of Rosalind, I am that unfortunate he†. From his urgent tone, we can tell that how much a stranger’s word weighs on his heart, in order for him to swear. â€Å"White† using to describe a person’s skin can mean that he or she is ill, but I think Orlando mean no harm, but this is just the word he can find to describe Rosalind. So, again, we can see the big difference in education between Rosalind and Orlando. He said the verses above right after Rosalind (now as Ganymede) said he doesn’t look like he is in love, so he reacted greatly from just a stranger’s words. Just from one side of the story, without questioning the truth, Orlando accepted the â€Å"help† of a stranger, without even knowing that person. If it was a trap, Orlando would be dead by now, so he is very nai ve. As a woman, Rosalind loves Orlando by heart. By the way she questions Celia about Orlando, â€Å"answer me in one word† shows that Rosalind is very urgent about everything that is about Orlando. Although she loves him, she doesn’t show it very much, denying the â€Å"love rule† in Shakespeare’s plays, which when characters fall in love hard and fast, they would be desperate and reacts greatly. Rosalind’s love is very self-contradicting. She says â€Å"love is merely a madness† when she also, is madly in love. She says as if she was very experienced with love, but actually she doesn’t hold much experience than Orlando does. These contradictions only happen when she is dress as a man, showing the difference in gender can bring much difference in the way of talking and gestures. Rosalind is a very ironic character. She comments on love from two different points of views when she is having two different identities. She uses her identities to her greatest benefits, but in return receives a self-contradictory image about love. It is because in Shakespeare’s period, all actors were men. Imagine a man playing a woman who plays a man in order to win a man’s love, the neat borders of gender becomes hopelessly muddled. I think Rosalind’s â€Å"Ganymede† identity is use to show that men is actually not much better than women, because the things men can do, women can also do if they want. Shakespeare displays love in many different angles, showing to the audience that love cannot be too realistic like Touchstone, but cannot be too imaginative like Orlando; love is a poison that can bring suffer like Silvius and Phoebe, but can also bring sweetness. The love in â€Å"As You Like It† is far to unrealistic that they are not likely to happen, but this is just a hyperbolic play, suggesting that it might occur in another form. Like Rosalind’s identities, love need to strike a balance; otherwise they would create problems for others and themselves.