Effective Interpersonal Communication - 1002 Words

Effective interpersonal communication requires three fundamental skills: being assertive, listening mindfully, and checking perceptions versus reality. Using each of these three skills can help avoid miscommunication and concurrent conflict. Moreover, assertiveness, mindful listening, and checking perceptions all go hand-in-hand. For example, being assertive means speaking mindfully and truthfully which makes it more possible to listen mindfully and truthfully too. Listening mindfully, and communicating mindfully in general, ensures that all parties are being treated with equal respect. When mindfulness is practiced in communication, it becomes more possible to engage the tool of perception checking, too. Being assertive, listening mindfully, and checking perceptions are three relatively simple tools that can be incorporated easily into personal and professional communications. The Mayo Clinic Staff points out that being passive rather than assertive can cause health problems like stress and seething anger. Therefore, being assertive is good for ones personal as well as interpersonal health. Being assertive can prevent the problems that lead to aggression in communication. Assertiveness is often misconstrued as aggression. In fact, assertiveness prevents aggression, when aggression is just built-up anger inside due to inability to express ones true thoughts and feelings at the time they arise. Being assertive is a core communication skill. Being assertive means thatShow MoreRelatedEffectiveness Of Effective Interpersonal Communication1037 Words   |  5 Pagesuse of effective interpersonal communication is the numer one compliance tool and resource for law enforcement officers. According to a survey, law enforcement officers spend 80 percent of the time using their interpersonal communications, whether its verbal, face-to -face, on the two way radio, writing reports, notebooks, computers, etc. It can be basically categorized into communicating within the law enforcement environment and communication within the community. Interpersonal communication can beRead MoreEffective Interpersonal Communications Essay2806 Words   |  12 Pagesï » ¿ Effective Interpersonal Communications Christopher Travers COM 200: Interpersonal Communication Instructor: Cassandra Daniel September 30, 2013 Dear Lensie and Christopher, I was thrilled to no end to hear of your engagement. You must be very excited to know that you are going to spend the restRead MoreEffective Communication And Interpersonal Communication Essay1995 Words   |  8 PagesSole). Effective communication can be measured by the ability to transfer a message from a sender to receiver and successfully have it decoded as intended. Interpersonal communications include many factors, elements and strategies. This paper will address five learning outcomes and demonstrate how these ideas can be utilized to help people increase their communication competence and improve personal and professional relationships in the work place. Principles of and barriers to effective interpersonalRead MoreCommunication : Effective Interpersonal Communication1223 Words   |  5 PagesInterpersonal communications The work of the health care professional is improved by effective interpersonal communication. Through this 800 word essay I aim to evaluate, explain and analyse effective interpersonal communication in the health care profession, how it can be improved and the positives of communication on a personal level. Communication is used as a way of interaction, passing information or even influencing other s thoughts and feelings into communication and prompting feeding backRead MoreThe Role Of Effective Communication And Interpersonal Communication1608 Words   |  7 PagesCommunication in Health and Social  Ã‚   Introduction  Ã‚   In this assignment the tasks given are to explain the role of effective communication and interpersonal, then a discussion on theories of communication and lastly an assessment of the roles of effective communication and interpersonal interaction in health and social care with reference to theories of communication.  Ã‚   Communication is the transfer of information using verbal, nonverbal or written, effective communication is important because withoutRead MoreInterpersonal Communication Is An Effective Communicator1624 Words   |  7 PagesVerderber, K, Verderber, R and Berryman-Fink, C. (2010), stated that interpersonal communication is, â€Å"The process through which people create and manage their relationships, exercising mutual responsibility in creating meaning.† (p. 5). To be an effective communicator, it is vital that the person possesses and practices effective interpersonal skills. Over this semester, important interpersonal skills have been developed through a series of six workshops and assessed in two pieces of assessmentRead MoreInterpersonal Communication Is An Effective Communicator1574 Words   |  7 PagesVerderber, K, Verderber, R and Berryman-Fink, C. 2010, stated that interpersonal communication is, â€Å"The process through which people create and manage their relati onships, exercising mutual responsibility in creating meaning.† (Pg. 5) To be an effective communicator, it is vital that the person possesses and practices effective interpersonal/communicational skills. Over this semester, important interpersonal skills have been developed through a series of six workshops and assessed in two piecesRead MoreEffective Communication And Interpersonal Skills942 Words   |  4 Pagesability to influence others, through effective communication and interpersonal skills† (American Sentinel University). Commonly, directors and senior nurse managers are confined to a different schedule than bedside nurses; working outside of clinical practice and patient interaction and focusing primarily on addressing organizational issues, increasing morale and productivity among staff all while increasing the quality of patient care. Effective communication and the ability to influence is realisticallyRead MoreEffective Interpersonal Relations : Effective Communication1908 Words   |  8 PagesEffective Interpersonal Relations Interaction with people in the workplace can be challenging and frustrating. Technology has changed the way we communicate with one another; for instance, email is a preferred method of communication compared to an in person meeting. This way of communication can create problems and tension among employees. One’s perception of the message becomes reality, causing lack of communication and for the message to be lost in translation. It is crucial to develop listeningRead MoreThe Importance Of Effective Interpersonal Communication Skills1264 Words   |  6 PagesInterpersonal communication is a fundamental skill that nurses use every day to interact and communicate. These skills include clinical empathy towards patients, diverse cultural understanding, non-verbal communication and skills used to communicate with deaf patients. This paper will discuss why it is important for nurses to use effective interpersonal communication skills and tips to overcome elderspeak to help minimiz e patient complains within the healthcare practice. To create a healthy nurse

Prisoner Education Free Essays

string(38) " as a second language, and many more\." The education of prisoners is a topic that is riddled with complications. One of the major barriers in the way of prisoner education is public indifference and ignorance. It seems that people are almost happy to simply lock people away rather than actually confront problems such as recidivism and community reintegration. We will write a custom essay sample on Prisoner Education or any similar topic only for you Order Now Our paper argues that prisoner education is not only a good thing, but is necessary to fix the underlying problems within the United States prison system. There is definitely a lack of education programs in our prison system today. Furthermore, even in those institutions that have education programs have many different problems such as; courses that are interrupted or terminated on the personal whims of prison administrators; the absence of libraries; waiting lists for programs; limited or no access to training in information technology; vocational courses that are dated paths to nowhere. By looking at effective existing programs, field studies at Massachusetts prisons, and actual prisoner interviews we will attempt to outline a model program and argue that educating prisoners is a means by which to help save out failing prison system. As we have talked about in class, the United States has one of the highest incarceration rates in the world, but we also possess one of the highest crime rates. If the previous statement is true, there is an enormous problem with our system, and we believe that education is the key to solving it. In order to properly critique our prison system it is important to look at existing educational and vocational programs in our area. The Massachusetts Department of Correction’s has a mission statement which reads, â€Å"The Massachusetts Department of Correction’s mission is to promote public safety by managing offenders while providing care and appropriate programming in preparation for successful reentry into the community. † They do this by following their four step program â€Å"Manage – Care – Program – Prepare. We found that some of the programs offered may fit this mission, but others need tweaking. The first prison we decided to research was MCI Norfolk. MCI Norfolk utilizes a myriad of different programs, from adult basic education to Welding. However, the sheer number of programs offered does not always indicate a successful educational system. In our research we found that Norfolk, although possessing a wide verity of programs, i s one of the worst educational programs in the Massachusetts Department of Corrections. However, MCI-Norfolk does offer a few programs that we thought were very unique and would be helpful in designing a model program. For example, MCI Norfolk offers a program called the â€Å"Responsible Fatherhood Program† which seeks to raise the awareness of male inmates’ parental responsibility. The program tries to emphasize the value and importance that a father’s presence can have on a child. The program lasts eight weeks and requires a minimum of eight hours of structured curriculum driven activities. The RFP program works in three stages, with the ultimate goal of reunited father’s with their children, and strengthening their bond as father and child. The â€Å"Fatherhood Graduate Maintenance Program† is for graduates of the RFP program, which allows inmates to practice and discuss the skills they were taught in the previous stage. Once they have passed the FGMP stage, the inmate moves onto the Father/Child Visitation Component, which is a structured and staff facilitated visit for inmates who have completed the first two steps of the program. What we liked about this program is not only that it seeks an important goal (preparing inmates to become better fathers), but it is very extensive and requires a lot of dedication from the inmate. Another program that we liked was the â€Å"Employment Readiness Program† which is a 10-day workshop that is designed to assist inmates in the development of the necessary skills that are needed for successful transition back into the community. The program runs 2. 5 hours per day for inmates who are within one year of their earliest possible release date. Throughout the course the participants are taught; resume building, cover letter writing, job application processes, mock interviews and how to maintain employment. Also includes social support, housing plans, financial awareness and budgeting, education referrals, criminal impact and attainable goals. All of these skills are important to learn in order to find and maintain a job, and some inmates may have never learned these skills. Our biggest critique of the program is that it is far too short. There are a lot of important skills listed in the program description, but 10-days at 2. 5 hours a day is not nearly enough time. Our suggestion is to run the same type of program, but offer it as a yearlong class. This class is offered at all of the Massachusetts Department of Corrections prisons, and we feel with the proper revamping, it could be a very successful program. The third existing program that we looked at was the Boston University Program. The program is designed to meet the needs of the students who have accumulated a minimum of twelve transferable college credits. Students eligible to enter this program have an opportunity to achieve a Bachelor’s Degree in Liberal Studies from BU’s Metropolitan College. Although this program requires inmates to have already accumulated college credits (which most have not) we thought it was important to mention because this program is donated in full by Boston University. Many times over the semester we have seen that finding funding for prisoner education is difficult. Most people are hesitant to want to pay any amount of money to fund the education of criminals, and that is why programs like the Boston University program are so important. If we can remove the stigma associated with prisoner education, finding funding will become easier, and more programs will be available. The final prison program we looked at was the Souza-Baranowski Correctional Center. As with MCI Norfolk, Souza-Baranowski offered many different programs, including; barber school, computer technology, culinary arts, educational counseling, English as a second language, and many more. You read "Prisoner Education" in category "Papers" However, like Norfolk, we found that Souza-Baranowski had certain programs that were unique to their facility. The program that we thought was most unique and interesting was the â€Å"Relapse Program† which is a vendor facilitated eight week, twenty-four session program designed to assist inmates in identifying high risk situations that may lead to relapse, and teach them skills to address those situations without relapse. We thought this program was essential because using a prison as a detox center and never teaching addicts the skills they need to avoid relapse is ineffective. This program not only helps participants identify high risk situations, but helps them develop the skills they need to avoid or combat those situations. Souza-Baranowski utilizes many different programs in order to educate their inmates, and that is part of the reason why we decided to do part of our field study at this location. Our fieldwork interview conducted by our Crime and Social Justice group focused on the Souza-Baranowski Corrections Center (SBCC) by speaking to their Education Principal. This facility, located in Shirley, MA, is considered a Maximum Security Level Prison. Sitting on top of 18 acres of land, the SBCC is one of Massachusetts’ newest correctional facilities holding close to 1300 inmates. The principal of the school, Mr. Brian Hogan, kindly volunteered his time and answered a few questions regarding the model education program available at the SBCC. Brian Hogan has held the position of principal of Souza-Baranowski Corrections Center since the prison’s founding in 1999. His experience as a public school teacher and as a case manager for the Department of Correction made him a qualified candidate for the position. The information he relayed to us about the SBCC education system as well as his opinions on the subject matter was very useful to our group in figuring out what works for prison education and what does not. According to Mr. Hogan, the school in SBCC houses around 200 inmates and offers a variety of different classes for all levels of education. The elementary school classrooms, which ranges in grade levels from 2nd to 6th is in one classroom, while the 6th to 8th grade level students are in the Middle School Classroom. At the high school level, two classrooms exist; one with a pre-GED teacher and another with grades 9-12th. In addition to these basic classrooms, specialty teachers exist for the prisoners who might have more difficulty in the learning process such as literacy, ESL and special education classes. Finally, the highest level of education available for the inmates is a limited amount of college courses available through a distance learning program and videoconferencing. In our interview, Brian Hogan thoroughly described the process necessary to be considered for the education program and the eligibility requirements for the prisoners. The MCI diagnostics department for basic educations tests all the offenders who wish to be considered for the educational program. Through this test, they determine his level based on their scores on language, math and reading exams. Subsequently, the inmate’s name is placed on a waiting list while the education level is sufficiently evaluated and based on whether spots are available or not, this determines if they are enrolled as student in the school. All of the prisoners are eligible for a spot in the program, but certain circumstances create a higher likelihood of actually being chosen. SBCC is more likely to enroll inmates with smaller sentences as well as the ones that are closest to their release date. According to Mr. Hogan, the reason for this is to effectively reach out to the prisoner right before they are released into the community when they need it most. SBCC contains a wide variety of inmates and many who are at different points in their sentences. From men who are about to be released to others who might be doing life in jail, all kinds of inmates do exist in the facility. Although these prisoners doing life do get a shot at attending the prison school, they are definitely the least priorit ized in receiving an education. Even as least likely, these men are not completely excluded and one spot by SBCC is reserved in every classroom for a â€Å"lifer†. The education system is focused wholly on a voluntary basis for the inmates. No one officer or teacher exists that goes out and recruits the inmates or encourages them to join the school. The men are given the material: handbooks, outlines and all types of information about the school to attract their participation. Whether the inmates decide to apply for a vacancy or not is totally up to them. SBCC does offer an incentive to encourage the prisoners to enroll. The incentive takes two and half days off the inmates’ sentence for every month he attends school. It should also be noted that this is all contingent upon the good behavior of the offender. As soon as he acts up, however, he is taken out of the classroom and not allowed to attend the education program any longer. One of the questions our group was interested in knowing more about concerned the funding and technology available to the prison in order to successfully to teach these prisoner students. As Mr. Hogan remarked, some funds do come from the Massachusetts State budget however, the program also depends on private state grants for a big portion of the money necessary to support the education program. The prison’s technology resources are relatively well-off with two to three computers, with no internet connection, available in each classroom. Additionally, different software programs are also availa ble for these students such as spelling and keyboard software as well as GED preparation software. The ESL learners also have the benefit of Rosetta Stone to aid them in learning English. In Hogan’s opinion, SBCC’s school can be considered as â€Å"cutting edge in education† for prisons. He believes that recent years has brought about a new focus and shift directed towards college classes, where 15 of the 200 men enrolled in education classes are currently capable of taking college-level courses and work towards an Associates’ degree. The school has helpful teachers who are experienced with public school teaching and school counselors who point the students in the right direction and encourage their schooling. The program, to Mr. Hogan, is moving in the right direction and the state and national statistics available suggests that education in prisons does work. Evidence shows that prisoners, who have some college or schooling after leaving prison, do not return. Not only are recidivism rates reduced, but these men usually find decent jobs and overall the public becomes safer because once released these guys do not commit crimes again. Mr. H ogan mentions that just by having these education classes, it goes a long way in changing the norms when it comes to education in prisons. He talked about how years ago such education programs would definitely have been frowned upon by the public. People were incapable of understanding why men, who have committed crimes and are in jail to pay for these offenses, would be rewarded with the opportunity to get an education in prison. People especially turned against such schooling whenever taxpayer’s dollars entered into the picture. As Brian Hogan put it, education systems in prison are not the most politically correct thing and that is why the public often gets in the way of the promotion of these education programs in facilities. Speaking to Mr. Hogan increased our knowledge base about the specific programs available in Massachusetts for prisoners, and compared to some of our other experiences we counted ourselves lucky that this interview went so smoothly. This was not the case with some of the other contacts that our group tried to reach out to. After submitting multiple proposals to the Suffolk House of Correc tions, in the end our request to visit the prison to speak to the inmates was denied. In another attempt to visit a prison, and if that failed, then to speak to the school principal, we contacted MCI Norfolk just as we had reached out to Souza-Baranowski. Unfortunately, Ms. Diane Wiffin was not the most obliging and went back and forth with our group as if trying to avoid the questions and unwilling to give her opinion. When we informed her that the principal of SBCC had given us the description of his education program, she asked to review his answers, and her response was as follows: Hi, Chelsea! Veronica M. Madden, Deputy Commissioner of the Classification, Programs and Reentry Division, and I have reviewed your proposal and the questions and responses from Brian Hogan, Principal at Souza Baranowski Correctional Center. Mr.   Hogan’s responses can be applied to MCI Norfolk as there are consistencies in the administration of our education programs throughout our facilities. Deputy Commissioner Madden did want to comment on your question as to why people are refusing to give you information and how hard it is to obtain an interview. We don’t know who else you have contacted, but as I indicated to you when we spoke, we get an overwhelming number of student projects and we have limited resources to be responsive to those requests. As much as we would like to be available, we just don’t have the resources. In terms of Mr. Hogan’s response to that question, Deputy Commissioner Madden wonders if Mr. Hogan was referring to potential public reaction to inmates who participate in the Boston University Prison Program, which is donated by BU at no cost to taxpayers. BU also makes several scholarships available to DOC staff. We think the public is supportive of inmates’ receiving adult basic education, GED and vocational training. Attached is a copy of our Program Description Booklet. Education information is contained in that. Also as p art of that booklet is a listing of programs and education/vocation training listed by facility. In addition, on www. mass. gov/DOC there is research material covering recidivism rates. This is should be exactly what you need for your project†¦ Diane Wiffin, Director of Public Affairs As her response shows, little time is available for the Deputy Commissioner to answer our questions and apparently the program of SBCC can be applied to MCI Norfolk. Our group was lucky that Mr. Hogan did not mind answering our questions but this reluctant behavior made us wonder why prisons were unwilling to talk to us about their facilities. Before contacting Ms. Wiffin, we had already experienced certain setbacks with the process and we decided to ask Brian Hogan what his opinion was about why so much disinclination existed to speak to a group of Boston college students. He believed the difficulties we experienced were due to their fear of the public’s reaction to education in prisons. Many times these prison education programs are not advertised for people and either they do not understand or choose to not understand just what affects it could have on the community. Mr. Hogan reflected, the taxpayer does not want to spend their money on something considered to be more of a reward, when they should be punished. In addition, he mentioned that this government funding for programs of college education receives much critique because parents have their own children that they are struggling to put through college. Consequently, seeing men in prisons able to take advantage of this makes them angry. Overall prisons are very skeptical of people’s intentions and fear that something, like education, that they believe to be good, could be misconstrued by the public. This is especially true because as he puts it, what newspapers and the media portray is often negative when it comes to crimes and inmates in prisons. From these negative images, people make their own negative assumptions and believe that all prisoners are bad and should not receive any education. As a result, many do not care that this, overall, would be something better for the community and many take no importance that such education reduces the rate of recidivism. Mr. Hogan also states, that the â€Å"reality does not make for good reading,† and so little things like watching a recently released film to prisoners becomes outrageous for some constituents. These interesting opinions from Mr. Hogan reminded our group of everything that our class had touched upon regarding the image of crime in the media. Sara Beale, in the article we read for class â€Å"The News Media’s Influence on Criminal Justice Policy: How Market-Driven News Promotes Punitiveness,† (Beale 2006) claims that the media is manipulated to show a negative image of crime in the public and as a result instills a moral panic. In framing, the media emphasizes a certain crime story, idea or feeling, often negative, resulting in the viewer’s fear in crime and offenders. The more fear they feel, the more the inclination to call for punitive policy and punish the offender. Also, television shows and news reports are used as entertainment for the public to improve ratings. This means that the entertainment sometimes does not accurately reflect the reality. (Beale 2006) This inaccurate reflection of reality encapsulates how people in the public view education for prisons and how it is portrayed to the masses. For this reason, the prisons are scared their education programs might lose funding and resources, and therefore are reluctant to give away too much information to the public and media. In general, our group’s opinion of the SBCC’s is favorable and can be considered a good education model. Other information that we have gathered shows that the only programs some prisons actually have depend upon re-entry programs. These re-entry programs tend to lecture to the inmates on the limitations on their behavior, before they are released into the community. Oftentimes no real engagement occurs with the prisoners, and if no education exists than these former inmates are more likely to commit crimes again. We believe that the college classes available to the inmates of SBCC are a significant asset to their program, and other research we conducted suggests that these classes are the most effective in reducing recidivism. Opponents do arise amongst the public concerning education in prison, but it would be more beneficial if they took into consideration that more education equals less crime and less recurring offenders. Another conclusion we arrived at from our interview is the need for other prisons to implement these education programs and to make them more available to inmates. With only 200 prisoners out of 1300 allowed to participate in schooling, there are still many who never get the opportunity to learn. If these classes were available to more of the inmate population, then perhaps recidivism could be addressed more thoroughly through these efforts. We also believe that prisons such as MCI Norfolk should improve their programs if the reason for not giving us information is because the program they have is incompetent. If the reason for not talking to us is due to fear of misrepresentation, we think this has to be addressed in a different manner, perhaps through informational pamphlets or some other form of media to get the message out to the public that education in prisons is a good thing. After many trials and tribulations, trying to break through the barriers of prison security that refuses to share the prison education information, we got creative. Pondville Correctional Center is located in the town of Norfolk, Massachusetts. The facility houses 204 inmates total. The majority of the inmates are Level 3, which means that they are minimum-security inmates, while the others are Level 2, meaning that they are pre-release inmates. Our group decided to go to one of the work placements, which was at an auction house near the facility. About fifteen inmates were present at the auction house, and we had the opportunity to speak directly with all of them during the hour before the auction. This was an incredible and interesting experience, one that none of us had ever had before. It gave us much more insight into the prison system and the people inside of it. As mentioned on the Mass. gov website, â€Å"The primary mission of Pondville Correctional Center is to protect the public’s safety by incarcerating inmates and to provide inmates the opportunity for responsible reintegration and positive behavioral change† (Public Safety, 2011). We believe that in order to fully reintegrate someone into society, inmates need to be educated and also have vocational training so that they can be a meaningful and productive addition to society once they are out of prison. When looking at the programs offered at all of the prisons, the options seem pretty extensive. For example, Pondville requires all inmates to work unless they have a medical waiver and they also give prisoners vocational, educational, and self-help opportunities. The facility boasts that their education programs are â€Å"innovative†. They offer classes including Adult Basic Education, English as a Second language, GED tutoring, and a Life Skills Computer program that focuses on resume writing, job applications, job interviews, and personal finance. If we merely looked at the website, we would conclude that the opportunities for inmates are there, they just have to get involved. After speaking with the inmates, we realized that this was not the case at all. The inside perspective from the inmates, that other prisons had so desperately tried to keep from us, made it clear that, although they have some classes, it is almost impossible to get into the programs. The reality is that there is open door access to programs at prisons, but it goes by earliest release date and overall there are not nearly enough programs. One man said that there are only about eighteen men per class, but 400 people want to be in that class. Also, because it is by earliest release date, many people will be in prison for years until they get the chance to be in the program. How we can we, as a society, expect someone to become completely educated if we only let them into the programs 6 months before they are released? We, as a society, are appalled that people are let out of prison and then go back to their old habits, but this is because they do not know how else to act. They fall back into their own uneducated ways and wind back in prison, but if we do not give them an education, what else should we expect? Another issue with the education offered to prisoners is that most of the teachers do not have high expectations for the inmates. As one inmate stated, if we show up, we pass. We do not have to do anything if we do not want to, but if we merely show up, she will pass us. From experience, our group agreed that it is extremely hard to try hard and have a strong work ethic when your teacher expects nothing from you. A lot of the teachers at the prisons, as Brian Hogan, principal at Souza Baranowski told us, have been laid off and, therefore, are relocating to prisons. This means that they are real and qualified teachers, but then why are they not expecting the same from the inmates as they did from their previous students? The teachers need to take responsibility for the success of the inmates. They need to have expectations for the prisoners and only pass them if they deserve to pass. Having education classes is a start, but they need to have education classes in which the prisoners actually learn things, and that is not going to happen if they are passed just for showing up. Denying prisoners feeds into a theory that we discussed this semester while reading The Rich Get Richer and the Poor Get Prison. (Reiman, Leighton, 2010). The Pyrrhic defeat theory states â€Å"the American criminal justice system – the entire process from law-making to law-enforcing – has failed to eliminate the rates of crime that characterize our society and threaten our citizens† (Reiman, Leighton, 2010). We discussed this theory as a group and concluded that the criminal justice system fails to liminate the rates of crime because we are sending inmates back into society the same way (or even worse) than they were when they entered the system. Instead of using the years that they are in the system to educate them and teach them better ways, we are letting them sit around watching Jerry Springer, joining gangs, or fighting each other. By denying prisoners a proper education and then just expecting them to change and not come back to prison is absurd. The ign orance of people believing that prisoners are not entitled to an education will just continue to perpetuate the crime cycle. For example, if an offender has served his time and has to face the world again with a lack of academic knowledge on top of an already perceived low morale as they will be judged for being in prison in the first place, it will be a lot easier for them to stray again and end up back in the system. However, with the prospect of being educated and having added knowledge, this will hopefully encourage and give inmates the confidence and ability to make something of their lives and also be provided with the idea that they can do other things in life than turn to crime. We need to be smart on crime. We need to educate people so that they have the ability to change once they are released. Once a prisoner gets his GED, so many more doors open up for them and more opportunities arise. Because they already have a strike against them for being in prison, inmates need credentials to get their foot into the door, and an education will help them with this. While visiting the auction house, we talked directly with a man named Tom Lyons. Tom has spent the last twenty years in prison for killing a man. When he entered the system, he was illiterate. After spending some time with Tom, we learned that a mixture of religion and education changed his life. His release date was coming up on April 15th, and he could now read and write due to the education that he received in prison. He studied poetry while in the system and his favorite author is Emily Dickinson. Tom says that having an education made him realize that he wanted to help others, and he wants to go around speaking to groups about his experiences, etc. He also said that without an education, he never would have been able to have the confidence to want to make something of his life once he gets out. While Tom was lucky enough to get an education, he also has missed out on a lot. Over the past twenty years, so much has changed in our society. Cell phones, Internet, and other technological advances have transformed us. However, Tom has never experienced most of these things. He was getting out in 15 days and they were just teaching him how to use a computer. He said that there were always programs that were interesting to him, but he could not get into them until he was really close to getting out. As Tom said, â€Å"if you’re preparing someone to change their entire life, you need to start right as we get in. Not one year before we are getting out. I was lucky and got into an education program earlier, but millions of people are not. † Tom may have learned to read and write, but he is still so far behind in terms of understanding technology, something crucial to succeeding in today’s world. From speaking with Tom, we realized that there is so much that needs to be addressed within the education department within prisons. After speaking with Tom and the other prisoners, we realized that there is an open door access to programs, but this does not mean much because a lot of people cannot get into the programs because eligibility goes by earliest release date. The prisoners gave us some of their main wishes for the education system. These included for people to have higher expectations for them, for there to be more programs and more GED programs, and to have teachers who truly care about their success instead of just showing up to get a pay check. These wishes are all things that we think many would agree with. They are not asking for things that are absurd. They are just asking to be given the chance to get an education, and if we, as a society, want them to stop ending up back in prison, that is exactly what we need to give them; a good education and skills to use outside of prison. Although there are solid arguments why it is unfair for prisoners to be getting these perks while being in prison, one must remember the structural deficits that currently exist in our society. In an ideal world, education in the prison systems would not be a necessity or a topic of discussion. Within an idealistic system, there would be adequate educational programs that created motivation and encouragement in all youth to work hard and stay on the right path. This correct path would lead students to the ample jobs awaiting them. There would be no need to resort to criminal activity in order to support oneself or one’s family. Anyone who did stray from these available opportunities would have no excuse for their irresponsible behaviors, leaving prison as their option of punishment. However, and this is a big however, because the current structural system is not giving everyone equal opportunities to climb the rungs of the social ladder. Understandable then, many individuals feel trapped into a life of crime and violence as a means to escape the grueling effects of an unfair system. This is not an excuse, nor is it justification for the crimes that many people are arrested and imprisoned for. Regardless of the unfair system, acts of violence and criminality should neither be supported nor accepted. Because society does not mirror the ideal that many wish for, there will inevitable be acts that are deemed unlawful. With an unequal system and over two million inmates the question arises, whether as a nation our desire is to rehabilitate these prisoners or just punish them and house them in prison cells for the rest of their lives. There are many sides to every story, and in this case there are those who support educational programs within prisons and there are those who are opposed to it. Some argue against education for those on death row, while others say that no one in prison should be given the opportunity of an education. Knowledge is power, but why should prisoners be given this power? The money that is being spent on prisons should be going to the education of people who are not criminals. Others argue that there is so much money being spent on housing and feeding prisoners already. Why do these prisoners deserve an education when so many children are suffering through poorly funded public school systems? The most popular reason is that people believe their tax dollars are being spent on educating prisoners while many Americans struggle to send their children to college or even good high schools. Also, educating prisoners is seen as a distant reward that benefits them individually rather than benefitting society Unfortunately America’s individualistic nature creates a shortcoming for their nation. They do not see the benefits of educating prisoners. An educated nation is a better nation. The stance that will be taken is to rehabilitate prisoners and allow them to become working members of society upon their release. Under this perspective, the education system within a prison would not only be necessary but would serve as a vital program to helping prisoners have the slightest chance at emerging into society as skillful and productive members. If inmates receive an education before they are released from prison, if they have help through this system to gain a job and work to support themselves, one can only hope that it would reduce the level of crime and reduce the number of prisoners re-entering prisons. This hope is the reality. Although Studies have clearly shown that â€Å"participants in prison education, vocation and work programs have recidivism rates 20-60 percent lower than those of non-participants† (Granoff, J 2009) many Americans still disagree with the education of prisoners. Despite these negative arguments against educating prisoners, there exist an abundant number of advantages to these programs. After discussing with the Principal and director of the prisons and discussing with the inmates themselves, it is clear that the education system is under a lot of scrutiny by the public. The principle of the Souza-Baranowski maximum-security prison said, â€Å"People don’t understand it. People are struggling to send their kids to college. People are abiding by the laws and doing the right things don’t see the benefit of educating those who have broken law†. Without information on programs and how they work to benefit society, the general population will remain oblivious to the constructive aspects of these programs. The media affects the way we view society and the programs within it. Media programs stress certain points that highlight what people want to hear, what lobbyists want said and what society deems important at the time. In order for people to realize the extent of the positive impacts of the programs available, we need to hear more success stories like that of Joan. Joan said, â€Å"I did not realize at the time that I had taken the first step on a journey of lifelong learning. Nor that the process would allow me to accumulate â€Å"human capital† (qualifications skills and abilities), â€Å"identity capital† (self-worth) and â€Å"social capital† (a supportive network of friends and colleagues). † (Erwin, J) She is just one example of the many positively impacted individuals who were transformed from caterpillars to butterflies with a little encouragement and motivation. As said before, we believe that many of the existing programs in the prison systems aim at positively influencing the prisoners. We understand the complexity of the issues at hand and the controversy that surrounds this discussion. Although these troubles exist, we came up with what our model program would consist of, and the recommendations that we have concerning the programs that are currently being utilized. Our model program is based on a rehabilitative method. We would want to prisoners to accumulate â€Å"human capital† â€Å"identity capital† and â€Å"social capital† as Joan described. The programs would be mandatory to ensure that all prisoners were getting involved. There would also be incentives to take part in the programs. Of course the prisoners should want to take advantage of these programs without being pushed to do so, however, we recognize that getting the ball rolling will show these prisoners what they are capable of. For many inmates, no one has ever pushed them to capitalize on their true potentials, which leaves them yearning for self-fulfillment in all the wrong arenas. Our hope is that once they see their capabilities, this will push them to continue to work hard and motivate them to move past their criminal behaviors once they are released from prison. It is very important for there to be vocational classes that give the inmates specific skills and talents that will ensure them some job opportunities when they are released from prison. On a higher level, GED classes and college programs need to become common in all prisons instead of being the exception to only a few. We also believe that the number of programs being offered needs to be drastically increased. As the inmate said, there are 400 hundred people who want to be in certain programs but only 18 can be. This disparity is disheartening, as the desire to change exists; however the opportunity to do it is lacking. As prison populations grow into the millions, society must decide how â€Å"tough on crime† they are going to continue to be. The individual states have the power to decide the individual educational systems within their prisons. Education, as a result of negativity towards all prisons, has not only become less of a priority but is seen as prisoners being given a free ride. The problem however, is that the current system that offers harsh punishment and little rehabilitation is not working. Harsh punishment does not however mean deliberate cruelty. Prisons should not be a place that purposely creates horrible conditions for inmates. Just having your freedom taken away from you is probably one of the worst things that can happen to an individual. Certainly, no one has the right to injure another person or to take his or er life however, if society does not work at rehabilitating these individuals, then the length of sentences and punitive measures will not only need to be increased but turned up by many notches. The cutting of education budgets within prisons increases the likelihood that upon release these prisoners will only return to prison. People in the general population are already reluctant to hire som eone with a criminal record so adding a lack of education will make it virtually impossible for released prisoners to do anything but go back to their old lifestyles of crime. This will only create a never-ending cycle that will inevitably become hurtful to society as a whole. Of course the ideal education system outside of prison is what we dream of, but until then we support the efforts to protect society by educating those who once harmed it. Work Cited Erwin, James. â€Å"In Prison, Education Is Your Best Route to a Better Life | Erwin James | Society | Guardian. co. uk. † Latest News, Comment and Reviews from the Guardian | Guardian. co. uk. Web. 27 Apr. 2011. http://www. guardian. co. uk/society/joepublic/2009/sep/17/erwin-james-education-prisoners-rehabilitation. Granoff, Gillian. â€Å"Education Update – Prison College Programs Unlock the Keys to Human Potential. † EDUCATION UPDATE – APRIL 2011 – Education News. 2009. Web. 27 Apr. 2011. http://www. educationupdate. com/archives/2005/May/html/FEAT-BehindBars. html. Public safety and security, Commonwealth of Massachusetts. (2011). Pondville correctional facility Government Printing Office. How to cite Prisoner Education, Papers

Amanda in The Glass Menagerie Essay Example For Students

Amanda in The Glass Menagerie Essay Characters, like the fruit that make a tree a fruit tree make a play, a novel, or even a sit-com. A characters personality can determine what path a story line might travel, or be used to guide a story down the correct path. Characters traits can also be called upon to give a story depth and meaning. Traits can be used to take away form the story or used to bring the story out like a bright shade of lip liner brings out a set of lips. I would like to look at the traits both good and bad, of Amanda in Tennessee Williams The Glass Menagerie. Amandas character is full of paradox, which supplies her with many good, and bad traits. All of her gains and falls play off of one another making her a good character that adds to the story, and if you ask the right person might even be the story her self. Amanda is from Blue Mountain, where she lived on a time of gentlemen callers. She was a married woman, but was abandoned by her husband. Amanda is stuck between a world of illusion and reality, which is what causes most or at least the bad traits that I pick out to talk about. Amanda lives a very boring and empty life. She uses her alternate world to help make her life better. She slips back and forth through the whole story. She demonstrates one example of using her alternate world when she says to Laura you be the lady this time and Ill be the darky. She plays games like this to make her life more exciting. However she is unable to live in her alternate world and she is forced into the pressures of everyday life, which she lives through her children. Amanda lives through her children to help make her life more bearable. Amanda living through her children brings out the bad and the good. One of Amandas good traits is the fact that she gives all to her children. She shows this when she says I know so well what becomes of unmarried women who arent prepared to occupy a position. That is her lifes main concern. She frets and worries about her children to no end. She wants the best for her children. She does not see that her wants differ form that of her children. She therefore does not gear her whole life towards their happiness, because she does not want them to end up where she has. This devotion makes Amanda fall into a trap of being overbearing, nagging and non-understanding. Amanda shows traits through out the play. She was very critical of what and how who children did things, like when Amanda calls Laura to come wish upon the moon and tells her to wish for happiness and good fortune. She shows her overbearing side and Laura says mother youve made me so nervous. Amanda then shows he inability to understand when she says, you couldnt be satisfied with just sitting home. As stated before Amanda is not all bad. She is a devoted mother with great determination. She however has let these good traits take her to bad places. After the loss of her husband Amandas life became empty and manilas. She makes up stories to replaces holes in her life. She is so devoted to her children that she starts to live through them. She flailed to recognize that her children had different wants in life and the end Amanda ends up driving one of her kids away. She used the to worlds to protect her from the brutal truth of her life. Amandas traits good or bad added a lot to this story. .u31a478f8e175ae5230a03ac34241ef7f , .u31a478f8e175ae5230a03ac34241ef7f .postImageUrl , .u31a478f8e175ae5230a03ac34241ef7f .centered-text-area { min-height: 80px; position: relative; } .u31a478f8e175ae5230a03ac34241ef7f , .u31a478f8e175ae5230a03ac34241ef7f:hover , .u31a478f8e175ae5230a03ac34241ef7f:visited , .u31a478f8e175ae5230a03ac34241ef7f:active { border:0!important; } .u31a478f8e175ae5230a03ac34241ef7f .clearfix:after { content: ""; display: table; clear: both; } .u31a478f8e175ae5230a03ac34241ef7f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u31a478f8e175ae5230a03ac34241ef7f:active , .u31a478f8e175ae5230a03ac34241ef7f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u31a478f8e175ae5230a03ac34241ef7f .centered-text-area { width: 100%; position: relative ; } .u31a478f8e175ae5230a03ac34241ef7f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u31a478f8e175ae5230a03ac34241ef7f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u31a478f8e175ae5230a03ac34241ef7f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u31a478f8e175ae5230a03ac34241ef7f:hover .ctaButton { background-color: #34495E!important; } .u31a478f8e175ae5230a03ac34241ef7f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u31a478f8e175ae5230a03ac34241ef7f .u31a478f8e175ae5230a03ac34241ef7f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u31a478f8e175ae5230a03ac34241ef7f:after { content: ""; display: block; clear: both; } READ: Coco Chanel Essay ThesisBibliography:

Organizational Culture Assessment

Introduction Every organization has its own competitive strategies. However, these strategies cannot work without a strong organizational culture. Organizational culture has the advantage of increasing employee commitment to the firm. In addition, it enables the organization to define its strategies effectively.Advertising We will write a custom essay sample on Organizational Culture Assessment specifically for you for only $16.05 $11/page Learn More This is essential as it ensures successful execution of activities necessary for achievement of organizational goals. Organizational culture is also important in maximizing production through employee motivation. This is particularly significant to human capital whose value is maximized by the right organizational culture. In essence, organizational culture forms an integral part of management competency. While these attributes can be achieved through implementation of the right organizational culture, deter mining an effective culture is quite difficult. This paper will explore corporate culture, its roles in organizations and the factors that influence its implementation (Senge, 2006, p. 55). Organizational culture encompasses concepts such as assumptions, values, beliefs, artifacts and behaviors, among others. It, therefore, works to reduce variability in the workforce. This allows for easier control and shaping of staff behavior. In essence, it defines the distinct character of an organization since it varies from one organization to another. Culture, therefore, plays a crucial role in organizational setup. Organizational culture connects employees together and ensures efficiency in execution of activities. Moreover, communication is essential for implementing the right culture. In addition, when the right culture is implemented, employees are usually motivated to maximize production.Advertising Looking for essay on business economics? Let's see if we can help you! Get your fi rst paper with 15% OFF Learn More In this regard, it is necessary that the right communication framework is put in place to achieve desired objectives. Furthermore, motivation is a central factor in determining an organization’s competitiveness (Andreas, 2006, p. 159-172.) Motivation Motivation can be defined as the urge to do something. For instance, organizations with motivated staff enjoy their work. This improves both efficiency and quality of production. Moreover, it saves time and creates opportunity for innovations. Motivation is essential to every organization. In fact, when employees are motivated, they are able to create as well as implement inventive ideas. Strong identification is important in enabling employees to be part of the organization. This gives them a sense of belonging, which is significant in entrenching spirit of unity in the team. Besides, their sense of innovation can only be achieved if the organization embraces innovative norms. Interesti ngly, these norms can only be achieved through implementation of strong organizational culture. Motivation is usually derived from effective organizational culture. Organizational culture is essential in creating commitment among employees. This strengthens their motivation to achieve organizational goals. Motivation is a very significant factor in organizations because it affects returns. When employees are not motivated then organizational objectives cannot be achieved. Moreover, it is important that employees enjoy their working conditions. This helps in influencing on the team spirit as well as motivation. Corporate culture reinforces shared and individual beliefs. This is then allowed to develop as employees share the same values. Organizational culture is thus significant in driving employee motivation. However, it is necessary to note that some organization cultures are uninspiring.Advertising We will write a custom essay sample on Organizational Culture Assessment speci fically for you for only $16.05 $11/page Learn More Such organizations face such issues as lowered standards of performance. Motivation is thus a vital factor in corporate culture (Bisel, Messersmith Keyton, 2011, p. 564-585). High preforming companies have defined goals and ways to reach them. In fact, they thrive in motivating their employees for the same course. In order to maintain such high standards, the company must envisage a long lasting motivation. Some companies have done this through incentives that may be in form of cash or not. However, it has been found that non-cash incentives work best for companies. Employees who feel valued tend to work with a common purpose. In this regard, it is important that companies involve their employees in creating organizational culture which is essential in providing motivation for work. Moreover, value-creating companies such as Proctor and Gamble, among others have managed this through implementation of effec tive organizational culture. This has proved to influence attainment of goals within desired periods. Motivation influences employees’ behavior through self-control. This enables them to explore their needs within the firm and achieve them by helping the company. In fact, motivated employees take full responsibility for their actions which is important for accountability. Motivation catalyzes employees’ desire to perform. When this is cultivated within the company, then new entrants come into the culture of that company. This is very important in keeping focus on goals and competency (Keyton, 2004, p. 215). Leadership is crucial in any organization. Moreover, a leader must understand that company’s organizational culture. This is important in reflecting its objectives and encouraging employee motivation. Leaders should enshrine company policies and mission to influence motivation in employees.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, the leader should ensure that corporate culture gives employees a sense of belonging as well as pride. This will motivate them to work hard in order to maintain such status. Leaders should look to integrate culture levels from departmental subcultures to corporate assumptions into motivation. This is essential in integrating shared vision for all employees in the company. Moreover, observable culture should be in line with objectives of the company as this determines levels of motivation for employees. In essence, effective leaders must understand cultural influences on organizations in order to come up with one that would influence motivation. In addition, the leader should involve all stakeholders in determining best corporate culture for the company (Nayak, Padhi, Barik, Mohanty Pradhan, 2011, p. 323-334.) Communication Communication is essential in any organization. It can be defined as the transfer of information between departments. Communication as a factor in orga nizational culture is quite essential since it determines the manner in which information is received and decoded. Communication is utilized to diffuse tensions that could arise due to complex organizational structures. Moreover, it is a source of constraint and creativity. This makes it vital for organizational culture. Multinational companies employ workers from different parts of the world. Moreover, they have branches in various parts of the globe. It is therefore central that effective communication is employed to achieve desired results. This can only be achieved if communication is integrated to conform to organizational culture. Employees in a company should speak in one language, that is, the company language, which is in accordance with its corporate culture. This ensures that the right information is sent and received. Barriers such as beliefs and norms that differ from one community to another would be of negligible effect when the company entrenches organizational cultu re. Moreover, employees would speak in one language that is unique to the company. In essence, communication is so vital to organizational culture that it cannot be ignored at any cost. In fact, due to the ever-changing trends, it is important that such changes are observed and worked on to establish the best mode of communication (Guide to Communication and Corporate Culture, 2008, p. 1). Effective communication is essential in every high performing company because it ensures the right chain of command is followed at the correct time. Effective communication also ensures that the right message is delivered and is acted upon as required. In this regard, companies with good organizational cultures save time in communication. Moreover, very little misunderstandings are encountered. This is good for development of the company. Time is important to companies as it improves efficiency and return, therefore, both horizontal and vertical communication lines are supposed to be integrated wi th organizational culture. This can be quite difficult at the beginning. However, with much effort and cooperation from all stakeholders, it can also be achieved (O’Reilly, 1989, p. 9). People from different cultures have different behaviors because of their environment. However, when they integrate into the company as well as learn its communication framework, this can change and bring about unity through organizational culture. This is essential for proper coordination and transfer of information from management to employees as well as between employees. Companies should, therefore, shun cultural groupings between employees as this draws them away from organizational culture. At the same time, they should embrace diversity in order to keep employees motivated and appreciated. Balancing these factors can be difficult. However, with the same organizational culture, this is practicable (Boleman Deal, 2008, p. 11). Leadership is essential in fronting for effective communicatio n since culture comes from top-level management to employees. In this regard, the kind of communication entrenched by management is vital in influencing organizational culture. Therefore, leaders have the responsibility of enshrining communication models that would integrate with the chosen organizational culture. In addition, they are supposed to have good interpersonal skills that would enable them to communicate effectively to other stakeholders. In essence, effective organizational culture should be a benchmark to management officials. This will enable them to integrate easily with other employees and work in accordance with their objectives. Leaders have the power to influence cultural traits of their employees. In fact, encouraging participative communication is instrumental in establishing a good communication culture in an organization. Autocratic leaders are therefore less likely to achieve effective communication and this has the propensity to harm the company’s org anizational culture (Schein, 2010, p. 42). Summary and Conclusion Organizational culture is instrumental to every company because it works to save time, motivate employees and add to the company’s competitiveness. Given that individuals possess varying character traits, organizations also have their own norms and values. Such values can only be strengthened if there is effective communication and motivation. In essence, motivation and effective communication work to fortify organizational culture. This is essential in maintaining healthy operations in the company. However, if motivation and communication are not ensured then the company stands to lose. It is therefore important for effective leaders to enshrine good communication mechanisms and organizational culture for the progress of the company. In addition, they should ensure that employees are motivated in order to achieve high standards of results. Leaders should also work to integrate all stakeholders in decision maki ng to tap into creative ideas and innovations (Judge Robbins, 2011, p. 112). Reference List Andreas, H. (2006). The role of organizational culture in motivating innovative behaviour in construction firms. Construction Innovation: Information, Process, Management, 6(3), 159-172. Web. Bisel, R., Messersmith, A., Keyton, J. (2011). Understanding Organizational Culture and Communication through a Gyroscope Metaphor. Journal of management Education, 35, 564-585. Web. Boleman L. G., Deal T. E. (2008). Reframing Organizations. San Francisco: Jossey-Bass. Guide to Communication and Corporate Culture. (2008). Web. Judge, T., Robbins, S. (2011). Essentials of Organizational Behavior (11th ed.). New Jersey: Prentice Hall. Keyton, J. (2004).Communication and Organizational Culture: A Key to Understanding Work Experiences. Upon Tyne, Newcastle: Sage Nayak, B., Padhi, M., Barik, A., Mohanty, A., Pradhan, S. (2011). Organizational Culture as related to motivation: A Study on Steel Manufacturi ng industries in India. European journal of Social Sciences, 26(3), 323-334. Web. O’Reilly, C. (1989). Corporations, Culture, and Commitment: Motivation and Social Control in Organizations. California management review, 31(4), 9. Web. Schein, E. (2010). Organizational Culture and Leadership. Hoboken, New Jersey: Wiley, John Sons. Senge, P. (2006). The Fifth Discipline. New York, NY: Doubleday Publishing. This essay on Organizational Culture Assessment was written and submitted by user Tristen F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Winters Tale Leontes Essays

The Winters Tale Leontes Essays The Winters Tale Leontes Essay The Winters Tale Leontes Essay From sanity to madness in 350 lines. Explore the presentation of Leontes in Act 1 focussing closely on language and imageryAs with many of Shakespeares plays, we are introduced to the protagonist through the conversation of two of the more minor characters. We are instantly made aware of Leontes and Polixenes friendship. The fact that they were trained together in their childhoods combined with the reference to them as the states of which they are head (Sicilia and Bohemia) shows their importance. More interesting is the description of their relationship. Camillo states that:there rootedbetwixt them then such an affection which cannot choose butbranch nowShakespeares use of tree-like imagery and decision to use the verb branch leaves us with two possible interpretations of this sentence. To the first time reader, it probably suggests that their relationship will thrive and proliferate. On second reading, however, this choice of language could be seen as prophe tically ironic in the sense that it predicts their divergence in opposite directions.In order for us to understand the background to Leontes downfall, Shakespeare exposes us to his relationships with the two other protagonists. Leontes refers to Polixenes, who Camillo has already told us is a childhood friend, as brother. In this circumstance, it is meant as a term of endearment. However, just 130 lines later, he asks Polixenes How ist with you, best brother?. This time brother, coupled with the sarcastic and equally plosive best, rings hollow and contains little affection.It is also essential to understand his relationship with Hermione. In the second scene, she appears very docile. She does not speak until addressed as our queen, again a term of endearment. When she does speak, she refers to her husband as sir, showing that she upholds respect for him and that he is the power figure.Almost instantly after introducing this sanity, we tumble into madness. Shakespeare interjects this paranoia quite unexpectedly, when Leontes realises that at my request he [Polixenes] would not stay with them in Sicily for longer, but at Hermiones request he will.One method Shakespeare uses to illustrate this is by Leontes picking up on seemingly innocuous words used by his wife and twisting their meaning into something far more suspect. One example is Hermiones reaction to his accusations:Hermione What is this Sport?Leontes Bear the boy hence; he shall not come about her.Away with him, and let her sport herself.Leontes takes Hermiones response, which she said in confusion as to whether or not he is being farcical, and, in his paranoia, plays on the term as if she is playing a role in an undefined game with Polixenes. This literary method can also be seen during his conversation alone with Camillo when he twists his usage of the term satisfy to a far more sexual definition.His erratic mind is perhaps best illustrated in one of his initial speeches. As with sport in the previous extract, Leontes picks up on his own use of the verb play. He switches from telling his son to innocently go, play, boy, play to a far more sinister your mother plays in one single line. This erratic mind is also illustrated through Shakepeares use of syntax. Some lines, such as the first three, a regularly punctuated and contain caesuras causing a reader to speak in a rapid and erratic manner. Equally, the seventh to fifteenth line contains one long sentence with little punctuation. The lack of pauses causes the sentence to pick up pace and sound equally as insane as the previous lines.His choice of language is equally effective on an aural level. He juxtapositions the sibilant sounds of issue and hiss with the plosive sounds of contempt and clamour. This contrast of tones aids the speechs erratic overtones.Leontes paranoia is perhaps best illustrated through his use of very exaggerated imagery, which, juxtapositioned with his term of endearment a few lines prior, show his deterior ated state. In this speech, Shakepeare uses metaphors relating to an invaded piece of property. His references to a gate opened and a barricado, show how he considers Hermione to be a possession, which has been taken from him.He also portrays Hermione using imagery relating to the lowest and least respected members of their society. He calls her a hobby-horse (whore) and as wrank as any flax-wench. These terms are shocking images for the audience to be presented with when, on stage, Hermione seems a respectable queen. This shock is shown by Camillo who, when confronted with Leontes suspicion, feels he must defend his queen referring to her as his sovereign mistress. Further imagery such as sluiced has an equally shocking and vulgar effect.His use of similes is very effective. He announces that women will say anything and that they are false as oer-dyed blacks, as wind, as waters, false as dice are to be wished by one that fixes. These extensive exaggerations show his insanity becaus e, as a member of the audience who can tell that his wifes liaisons are completely fictitious, can see the dramatic irony of how detailed he is about something false and how obsessive he is becoming. As the speech containing the aforementioned extract continues, he continues to use repetition and questions, which emphasise his confused state.Once he has become undoubtedly paranoid, it would be easy for the audience to forget his initial state, thus making his paranoia seem less of a change. In order to overcome this hurdle, Shakespeare juxtapositions his short, direct and rational commands when in company (You, my lords, look on her and mark her well) with his rambling, overstated speeches. Many of his speeches are presented as asides. This has the effect of separating his thoughts from the real world and emphasising to the audience that this entire saga is purely part of his imagination.Through his careful juxtapositions and use of exaggerated language and imagery, Shakespeare succ essfully presents the downfall of Leontes in a single scene.

US Budget Deficit History

US Budget Deficit History The budget deficit is the difference between the money federal government takes in, called receipts, and what it spends, called outlays  each year. The U.S. government has run a multibillion-dollar deficit almost every year in modern history, spending much more than it takes in. The opposite of a budget deficit, a budget surplus occurs when the government’s revenue exceeds current expenditures resulting in an excess of money that can be used as needed. In fact, the government has recorded budget  surpluses in only five years since 1969, most of them under Democratic President Bill Clinton.   In all-too-rare times when revenue equals spending, the budget is called â€Å"balanced.†Ã‚   [  Debt Ceiling History  ] Running a budget deficit adds to the national debt and, in the past, has forced Congress to increase the debt ceiling under numerous presidential administrations, both Republican and Democrat, to allow the government to meet its statutory obligations. Although federal deficits have shrunk markedly in recent years, the CBO projects that under current law increased spending for Social Security and major health care programs, like Medicare, along with increasing interest costs will cause the national debt to rise steadily over the long term. The larger deficits would cause federal debt to grow faster than the economy. By 2040, CBO projects, the national debt will be more than 100% of the nation’s Gross Domestic Product (GDP) and continue on an upward path – â€Å"a trend that cannot be sustained indefinitely,† notes the CBO.   Notice particularly the sudden jump in the deficit from $162 billion in 2007, to $1.4 trillion in 2009. This increase was due primarily to spending for special, temporary government programs intended to re-stimulate the economy during the great recession of that period. Here is the actual and projected budget deficit or surplus by fiscal year, according to Congressional Budget Office data for modern history. 2021 -  $916 billion budget deficit (projected)2020 - $987  billion budget deficit (projected)2019 - $984  billion budget deficit (projected)2018 - $833  billion budget deficit (projected)2017 - $665  billion budget deficit2016 - $585  billion budget deficit2015 - $439  billion budget deficit2014 - $514 billion budget deficit2013 - $719 billion budget deficit 2012 - $1.1 trillion budget deficit 2011 - $1.3 trillion budget deficit 2010 - $1.3 trillion budget deficit 2009 - $1.4 trillion budget deficit 2008 - $455 billion budget deficit 2007 - $162 billion budget deficit 2006 - $248.2 billion budget deficit 2005 - $319 billion budget deficit 2004 - $412.7 billion budget deficit 2003 - $377.6 billion budget deficit 2002 - $157.8 billion budget deficit 2001 - $128.2 billion budget surplus 2000 - $236.2 billion budget surplus 1999 - $125.6 billion budget surplus 1998 - $69.3 billion budget surplus 1997 - $21.9 billion budget deficit 1996 - $107.4 billion budget deficit 1995 - $164 billion budget deficit 1994 - $203.2 billion budget deficit 1993 - $255.1 billion budget deficit 1992 - $290.3 billion budget deficit 1991 - $269.2 billion budget deficit 1990 - $221 billion budget deficit 1989 - $152.6 billion budget deficit 1988 - $155.2 billion budget deficit 1987 - $149.7 billion budget deficit 1986 - $221.2 billion budget deficit 1985 - $212.3 billion budget deficit 1984 - $185.4 billion budget deficit 1983 - $207.8 billion budget deficit 1982 - $128 billion budget deficit 1981 - $79 billion budget deficit 1980 - $73.8 billion budget deficit 1979 - $40.7 billion budget deficit 1978 - $59.2 billion budget deficit 1977 - $53.7 billion budget deficit 1976 - $73.7 billion budget deficit 1975 - $53.2 billion budget deficit 1974 - $6.1 billion budget deficit 1973 - $14.9 billion budget deficit 1972 - $23.4 billion budget deficit 1971 - $23 billion budget deficit 1970 - $2.8 billion budget deficit 1969 - $3.2 billion budget surplus Looking at the Deficit as a Percent of GDP In order to put the federal deficit into proper perspective, it must be viewed in terms of the government’s ability to pay it back. Economists do this by comparing the deficit to Gross Domestic Product (GDP)- the measure of the overall size and strength of the U.S. economy. This â€Å"debt-to-GDP ratio† is a ratio between the cumulative government debt and the GDP over time. A low debt-to-GDP ratio indicates that the nation’s economy is producing and selling enough goods and services to pay back the federal deficit without incurring further debt. In simple terms, a larger economy can sustain a larger budget, and thus a larger budget deficit. According to the Senate Budget Committee, in the fiscal year 2017, the federal deficit was 3.4% of GDP. For the fiscal year 2018, when the U.S. government operated under its largest budget in history, the deficit was estimated to be 4.2% of GDP.   Remember, the lower the debt-to-GDP percentage, the better. Clearly, the more you spend, the harder it is to pay back your debts.

3 works of art Essay Example | Topics and Well Written Essays - 500 words

3 works of art - Essay Example d people are casually having conversations with each other while partying though in a moderate manner not as most young people’s style of current clubbing. The artist to bring out then impressionistic taste, he utilized intensively harmony and balance aspects coupled with rich colors in defining the exact appearance of the entire landscape’s components. This is evident in the way he manages to give clear and well-defined images like people’s skin color, their clothes and varied delicacies including wine on the table. The location depicted in this picture is along Seine River where the impressionist together with his wife and fellow colleague Gustave Caillebotte held a party for their friends. The most striking aspect in this encompasses the setting of the entire party and varied delicacies found on the table besides people’s clothing having a taste of French. Hence, this signifies the changing of French social interaction during late 19Th period due to inf luence from the then Industrial Revolution. Through this artwork, the viewer is capable seeing a barmaid standing behind a serving table and other reflected images of quests in a partying joint seated. This artwork depicts the then French social class especially in partying joints including bars where after liberation of the female gender one was capable of partying freely and without any intimidation with men. However, based on Manet’s mode of painting, besides the woman in this image selling varied types of wines and fruits, she is also selling herself as a prostitute. The depiction of this notion is by the presence of oranges, which Manet through his works associated with prostitution. This particular Manet’s image whose location is a bar, since its painting and introduction to the public for scrutiny has attracted numerous criticisms by scholars. The most intriguing aspect that catches the eye of the viewer encompasses the two images of a man and woman whereby the latter stares in front of her

Rudi Volti's Definition of Technology (History Paper) Essay

Rudi Volti's Definition of Technology (History Paper) - Essay Example . The need based correspondence between knowledge, organizational forms and physical objects to develop innovations are evident from monarchial systems to the agricultural systems as explained in the Volt's theory. Motivated by the urge to irrigate the agricultural fields, the farmer uses his skills to operate the water screw where both knowledge and the organization form is represented. In this case farmer represents the sole operator and the farm fields symbolizes the physical product .By describing how the interconnectedness between the application of knowledge, organizational forms and physical objects pertain to technical innovation Judaeus satisfactorily depicts Volti's definition of technology. The methods for effective transfer of the information related to any technological component are the drawings .All the engineering drawings are considered to constitute a universal language uninfluenced by cultural and societal variations. It is expected that information contained in it need to be comprehensible to all. But the British policy makers had a different opinion to say. According to them even the engineering presentations like drawings and various visual matters were significantly influenced by "culture, values, institutions and social relations of creators and users" (Brown, 2000,1). The effect of the roles played by the drawings in improving the professionalizing the engineering activities are explained from examples from locomotive and car designs in Britain and America. Another reason that is identified for the better capacity in design drafting is the demand exerted by the markets in both Britain and United States. The need for custom based products with emphasis for individual needs is the prime reason for creation of such a demand. The literature available shows conversion of novel designs to drafting , the firms have reduced the risk of failure besides achieving better efficiency and order (Brown, 2000,1). This have helped in the mergence of newer drafting offices that supported the production process in different sectors. Also the regional variation in the technological development is also discussed in the literature. The American approach was by introduction of design elements that are standarized while the british counterparts often worked on design creativity that led to the product development that matched the customer demand. The philosophy here was to have high quality production with very low managerial cost (Brown, 2000,1). The spread of the technology was mostly due to the movement of people who had the information from one place to the other. It was mostly gained from the personal experience guarded by the individual interests. Thus the effective diffusion of technology is dependent on the movement and interaction with the people who possessed it rather than the wide publicizing of the literature related to it (Belfanti, 2004,1). Another important motivation for the increased mobility and assembling of skilled workforce was the institutional innovations proposed in the modern era. The State laws enacted by European countries proposed to "reward and safeguard" the inventions (Belfanti, 2004,1)

Aryabhata I and How He Influenced Math Essay Example for Free

Aryabhata I and How He Influenced Math Essay Aryabhata I was born in Kerala, India, but moved to Kusumapura early in life. His contribution to mathematics and science is vast, from approximating Pi better than anyone in his time period to deducing the Earth is round. He had many scientific and mathematic discoveries, which he wrote about in his book, the Aryabhatiya. He declared that the Earth rotates on its own axis and used logic to determine that this is what created night and day. (Jain) Part of Aryabhata’s fame was brought by his debunking myths of both religious and general varieties. Instead of the previously believed â€Å"fact† distributed by the Hindu priests that it was a demon’s head named Rahu swallowing the sun and moon, Aryabhata proved them wrong by driving the theory that eclipses happen because of the shadow given off by the earth and moon in place of the Hindu myth. Another myth he disproved by declaration was the thought that the moon gave off its own light, giving it the glow that dominated the night sky. In 499 A.D., at age 23, he wrote Aryabhatiya, which would be known as his famous astronomical opus. As a result of his paper, the Gupta dynasty ruler, Buddhagupta, gave him the title of Head of the Nalanda University to recognize his intellect (Kumar). Later, it is believed that he wrote another book, called the Aryabhata-siddhanta, but it is now lost (Jain). The book is split into three parts: the Ganita, which translates to Mathematics; the Kala-Kriya, which contains Time Calculations; and the Gola, which is mainly sphere mathemati cs. The Ganita is astonishing because of its lack of proof concerning the 66 rules it provides (â€Å"Aryabhata I†). Aryabhata’s mind is also the basis of algebra, geometry, and trigonometry. He created the equation for finding the circumference of a circle using the radius instead of the diameter, like the Greeks used. For  this equation, C = 2Ï€r2, he had to have a close value for Ï€, which he successfully approximated somehow, and shared his discovery in Aryabhatiya: â€Å"’Add four to one hundred, multiply by eight and then add sixty-two thousand. The result is approximately the circumference of a circle of diameter twenty thousand. By this rule the relation of the circumference to diameter is given.’ In other words, n = 62382/20000 = 3.1416, correct to four rounded-off decimal places† (Jacobs). The advancements on finding the numerical value of Ï€ have dramatically increased since then, having calculated numbers on the upside of 5 trillion. His contributions to the mathematical world are still vast, and his discoveries are the foundation for modern algebr a and through that, most of math overall. Aryabhata I calculated the length of a sidereal rotation and year in his book as well. As for the sidereal rotation, he used the stars to determine that the time per day was 23 hours, 56 minutes, and 4.1 seconds. The present value is 23 hours, 56 minutes, and 4.091 seconds. For the sidereal year, he found it to be 365 days, 6 hours, 12 minutes, and 30 seconds, when the modern calculation is a mere 3 minutes and 20 seconds less than Aryabhata’s value. Aryabhata also impacted Trigonometry by his definitions of sine (jya), cosine (kojya), versine (utkrama-jya), and inverse sine (otkram jya). â€Å"He was the first to specify sine and versine (1-cos x) tables, in 3.75 ° intervals from 0 ° to 90 °, to an accuracy of 4 decimal places† (Kumar). The modern names â€Å"sine† and â€Å"cosine† are also believed to be mistranslations of the words introduced by Aryabhata, Jya and Kojya. In the field of Algebra, he provided results for the summation of series of squares: He did not disappoint the series of cubes: As for remembering the great Aryabhata, he has many colleges named after him, such as the Aryabhata Knowledge University in Bihar and the Aryabhata Research Institute of Observational Sciences (ARIOS) near Nainital, India. India’s first satellite also shared his name. (Kumar) Works Cited Aryabhata I. Medieval History. About.com, 2014. Web. 27 Apr. 2014. . Jacobs, James Q. The Àryabhatà ­ya of Àryabhata. The Àryabhatà ­ya of Àryabhata by J. Q. Jacobs. J.Q. Jacobs, 1997. Web. 15 Mar. 2014. . Jain, Ankur. Aryabhatta Biography. Aryabhatta Scientists | Biography. Study Helpline, 2011. Web. 27 Apr. 2014. . Kumar, Amit. Aryabhatta- The Great Indian Mathematician. The Braves and Smarts. Web. 10 Mar. 2014. . OConnor, J.J., and E.F. Robertson. Aryabhata the Elder. School of Mathematics and Statistics University of St. Andrews, Scotland. Nov. 2000. Web. 10 Mar. 2014. .

Gun Control vs. Gun Rights Essay -- Second Amendment The Right To Bear

The second amendment states â€Å" The right of the people to keep and bear arms†. What does that mean to us, basically and person in the United States is allowed to own and keep a fire arm in house. Gun control advocates believe that right does not extend to ownership of military-style firearms that are otherwise known as assault weapons. To curb gun-related violence certain checks are made, such as mandatory child safety locks, background checks on those wishing to purchase a gun, limits on the number of guns a person can buy and raising the age limit for gun ownership. Gun rights groups, led by the National Rifle Assocation, argue that these and other proposals infringe on the constitutional rights of law-abiding citizens. They maintain that bans on the sale of certain types of weapons h...

Psychology and Stress

One of things that we all experience is stress. Stress does not judge, it affects the rich, the poor, whites, blacks, male or female, children and adults. Some people may have higher stress levels depending on their livestyles. Stress is the â€Å"wear and tear† our bodies experience as we adjust to our continually changing environment; it has physical and emotional effects on us and can create positive or negative feeling. As a positive influence, stress can help compel us to action that may result in a new awareness and an exciting new perspective.As a negative influence, it can result in feelings of distrust, rejection, anger and depression, which in turn can lead to health problems such as headaches, upset stomach rashes, insomnia, high blood pressure, heart disease, stroke or depression. â€Å"Depression is among the leading causes of disability worldwide† World Health Organization. Depression is also the leading cause of suicides, â€Å"The second leading cause o f death among college students is suicide† Hardy. Many times, however, stress can become chronic and may last for a week or more.This chronic condition often results from humans’ ability to project their thoughts into the future, such as when a person keeps a recurrent and stressful thought in his or her mind. Stress may be considered as any physical, chemical, or emotional factor that causes bodily or mental tension and that may be a factor in disease causation. Physical and chemical factors that can cause stress can include trauma, infections, toxins, illnesses, and injuries of any sort. Emotional causes of stress and tension are numerous and varied.While many people associate the term â€Å"stress† with psychological stress, scientists and physicians use this term to denote any force that impairs the stability and balance of bodily functions. Stress is the combination of psychological and behavioral reactions that people have in response to events that threate n or challenge them. Stress can be good or bad. Sometimes, stress is helpful providing people with the extra energy or alertness’ they need. Stress could give the runner the edge he or she needs to persevere in a marathon, for example.Moreover, stress can increase the risk of developing health problems, such as cardiovascular disease and anxiety disorders. This bad kind of stress is called distress, the kind of stress that people usually are referring to when they use the word stress. A convenient way to think about stress is in the terms of stressors and stress responses. Stressors are events that lead to stress, such as having to make decisions, getting married and natural disasters. Stress responses are psychological, psychological and behavioral reactions to stressors.Anxiety, depression, concentration difficulties and muscle tension are all example of stress responses. The connection between stressors and stress responses however, is not as straight forward as it may see m. Mediating processes, for instance, stand in between stressors and stress responses. Whether stressors lead to stress responses depends on mediating processes like how people appraise potential stressors and how well people are able to cope with the negative impact of stressors. Furthermore, a number of moderation factors, such as personality traits and health habits, influence the links between stressors and stress responses. These mediating processes and moderating factors help determine whether people experience stress-related problems like burnout, mental disorders, and physical illness and are the focus of many stress management techniques that emphasize cognitive-behavioral approaches, relaxation, exercise, diet and nutrition and medication. † (Smither 1994) Sources of stress stressors, the sources of stress, include three types of events, referred to as daily hassles, major life events and catastrophes. Additionally specific types of stressors occurs within certain do mains in life such as family, work and school.Stressors are daily hassels or annoyances that occurs practically every day, such as having to make decisions, arguing with friends and family, trying to meet deadlines at school or work, and stepping on a piece of bubble gum that someone carelessly spitted out. Although a wide variety of daily hassles can be sources of stress, they often involve conflicts between behaviors people may or may not want to do. Kompier (1994) stated if someone is experiencing an approach-approach conflict, that person has to choose between two attractive alternatives, such as going on vacation or buying a new computer.Kompier (1994) stated if someone is experiencing an avoidance-avoidance conflict, that person has to choose between two unattractive alternatives, such as having a pet put to sleep or spending the money on an expensive surgical procedure for it. In general, major life events do not appear to be significant sources of stress. Accordingly, major life events generally do not tend to be related to the health problems that accompany stress. Under some circumstances, however, major life events can be sources of stress. Whether major life events involve positive or negative feelings, for instance is relevant.Major life events that are positive tend to have either trivially stressful or actually beneficial effects, but major life events that are negative can be stressful and are associated with medical problems. Examples of major life events are getting married, getting divorced and being fired from a job. Although they do not happen very often, when catastrophes do occur, they can be tremendous sources of stress. â€Å"Stress Responses although the presence of stressors does not mean that stress responses will necessarily follow, when they do, stress responses are the way in which people react to stressors.They are the experience of being stressed. Stress responses can be divide into three categories: psychological responses, a nd behavioral responses. † (Manson, 2000) Psychological responses are when people react to stressors, a wide variety of cognitive and emotional responses can occur. According to Fleishman (1997), â€Å"Examples of cognitive responses are as follows: Concentration problems Indecision Forgetfulness Sensitivity to criticism Self-critical thoughts Rigid attitudes. Physiological responses follow what is called the general adaption syndrome. Behavioral Responses People act differently when they are reacting to stressors.Sometimes the behaviors are somewhat subtle, such as the following responses: strained facial expressions a shaky voice, tremors, or spasms, jumpiness, accident proneness, difficulty sleeping, over eating or loss of appetite. † The connection between stressors and stress responses stressors prompt stress responses, right? Well it depends. A number of conscious and unconscious things occur in our inner world that determines whether a stressor in the external wo rld will trigger our stress response. Robbins noted that: â€Å"These inner world happenings are referred to as mediating processes and moderating factors.Alternatively, believe that a stressor is controllable, even if it really is not, tends to make it less stressful. When people are exposed to loud noises, for example they tend to see it as less stressful when they are able to stop it, even if they do not bother to stop it. how much more stressful a stressor becomes from feeling a lack of control over it depends, however on the extent to which the cause of the stressor is seen as stable or unstable, global or specific, and internal or external. † â€Å"Stable and unstable causes represent causes that are enduring and temporary, respectively.Global and specific causes represent causes that are the relevant to many events and relevant to a single occasion, respectively. Internal and external causes represent causes that are the result of personal characteristics and behavior s or the result of environmental forces, respectively. † (Manson, 2000) Stress is a part of normal life. It is impossible to completely eliminate stress, and it would not be advisable to do so. Instead, we can learn to manage stress so that we have control over our stress and its effects on our physical and mental health. Stress comes in all forms and affects persons of all ages and all walks of life. No external standards can be applied to predict stress levels in individuals – one need not to have traditionally stressful job to experience work place stress, just as a parent of one child may experience more parental stress than a parent of several children. † (Robbins). The degree of stress in our lives is highly dependent upon individual factors as you’ve read such as our physical health, the quality of our interpersonal relationships, the amount of support we receive from other and the number of changes or traumatic events that we have recently occurred in our lives.Works Cited â€Å"Facts on Stress. † Washington Post. The Washington Post, 23 Jan. 2007. Web. 05 Mar. 2013. . Hardy, Marcelina. â€Å"Statistics on College Student Stress. † LoveToKnow. N. p. , n. d. Web. 05 Mar. 2013. . Kompier, M. (1994). Stress at work: Does it concern you? Shankill, Ireland: European Foundation for the Improvement of Living & Working Conditions. Robbins, S. (1996).Organizational behavior: concepts. Controversies, applications. Englewood Cliffs, New Jersey: Prentice Hall Inc. Smither, R. D. (1994). The psychology of work and human performance. New York: Harper & Row. Fleishman, E. A. (1997). Stress and performance effectiveness. Hillsdale, N. J. :L. Erlbaum Associates. Manson, L. (200). Facts about stress [on-line]. Available: http://stress. about. com/cs/copingskills/a/stress101a. htm http://www. statisticbrain. com/stress-statistics/ http://stress. lovetoknow. com/Statistics_on_College_Student_Stress