Of Mice and Men †Discuss the theme’s in the play Essay

By themes, I mean the ideas, which the author is trying to give us. Most authors do not write just for fun, but to show us that there is a message that they would deal us to learn behind the plot. Usually the ideas be ones that the author believes in deeply. The themes are under the following headings* LonelinessLoneliness affects many of the characters, and Steinbeck seems to show that it is a natural go out of the kind of invigoration they are forced to lead. The workers are caught in a trap of loneliness they never stay in one place long enough to form long lasting relationships. Even if the relationships existed, they would probably be destroyed by the demands of their life. dulcify is solitary because he is old, and is different from the other hands. His only comfort is his old dog, which keeps him alliance and reminds him of days when he was young and whole. He has no relatives, and once his dog is killed he is totally alone. He eagerly grasps at the idea of buying a farm with George and Lennie, but of course this all comes to nothing. dulcorates disappointment is shown in the bitter words he utters to the body of Curleys wife, who he blames for fumble his imagine.George is also caught in the trap of loneliness. Just as Candy has his dog for company, George has Lennie (who is often described in animal-like terms). George too is left completely alone when Lennie is killed. The dream farm is his idea, and he says Wed belong there no more runnin around the countryAnother lonely character is Curleys wife. Newly espouse and in a strange place, she is forbidden by Curley to talk to anyone but him. She constantly approaches the ranch hands on the excuse of looking for Curley. The only result is that the men regard her as a slut, and Curley becomes even more intensely jealous. Finally, her loneliness leads to her death as she makes the mistake of trying to defeat it by acting with Lennie.Curley himself is lonely. His new wife hates him, as do a ll the ranch hands who dislike him for his cowardice. He has married, to try and escape his loneliness, but has chosen a wife totally inappropriate for the kind of life he desires. His feelings are all of aggressive behaviour, which places his wife further away from him and leads to the incident with Lennie where his hand is crushed.Crooks is another who is apart(p) because he is different. He copes with it by keeping a distance between himself and the other hands. When he does allow himself to be drawn into the dream of working on George and Lennies dream farm, he is immediately shut out by Georges anger.* ViolenceThe story has many examples of a kind of needless violence. For example, Candy relates how the boss gave them whisky and allowed a fight to take place in the bunkhouse.Curley is the most obvious violent character, and whenever he appears there is a feeling of tension.He causes George to remarkwhat the hells he got on his shoulder. Candy explains that Curley often picks o n big guys (a sure sign of trouble for Lennie). We are prepared for Curleys afterward anger, which adds up at the end in his wish to shoot him in the guts.Carlson is another character associated with violence. He is unconcerned about killing Candys dog (and in fact cleans the gun in Candys presence). He goes to watch the fun when Curley thinks Slim may be with his wife, and later threatens Curley more, saying kick your head off. Later he is very keen to get his gun to join in the hunt for Lennie. The last words in the book belong to Carlson, and it is little surprise that they reveal his complete inability to understand Georges feelings about the death of Lennie.Compared to the other characters, Lennie reveals an unintentional violence. He does not even think to fight back when Curley attacks him, but when he does, it is with immense and uncontrollable power. He has so little control over his own intensiveness that he accidentally kills his puppy, and then minutes later snuffs out the life of Curleys wife.His actions on these occasions are compared to those of an animal, powerful but thoughtless. Curleys wife is attracted to him because of the violence he had shown in crushing her husbands hand. It is the threat of violence to be used against Lennie that causes George to take the final step of killing his friend.* DreamsDreams are one of the ways in which the characters fight the loneliness and hopelessness of their day to day lives. The most obvious example is the dream farm, a dream dual-lane at first only by George and Lennie, but which later spreads to include Candy and Crooks.Crooks reveals that it is the favourite dream of the ranchers Seems like ever guy got land in his head. It is a powerful dream, and even Crooks falls under its spell for a short time. To Lennie, the dream is a cure to disappointment and loneliness, and he often asks George to say the description of the farm to him again.Curleys wife is another who has dreams, her fantasies of a pa rt in the movies and a life of luxury. Part of her sadness with her life is that it can never measure up to her dreams.But, none of the characters ever achieve their dreams.* NatureSteinbeck shows that nature is a beautiful and peaceful place, but threatened by the actions of men. The beginning of the story sets this pattern, as the creatures at the pool are disturbed by George and Lennies approach.The ranch and its buildings, being created by men, are in line of credit with the natural world. For example the bunkhouse is quite bare and stark. Even more unnatural is that Candy and Crooks are either deformed in appearance.Contrasted to these two characters is Lennie, who almost seems a part of the natural world as he is described in animal terms. In fact, one of Lennies dreams is to go and live by himself in a cave. Maybe this would be the only way in which the natural world of Lennie would not come into conflict with the world of men..Steinbeck referred to this story as a play/nove l, and we are shown how closely it does resemble a play. Each section or chapter is set in a clearly defined place like a scene in a play. The beginning of each(prenominal) section contains detailed description, like stage directions in a play, while the rest of each section is mostly dialogue.This may seem like a rather unreal way to write a novel, but Steinbeck does it so well that we do not notice.A noticeable feature of the language of the novel is what a critic might call economy. One result of this is that almost any sentence is important in one way or another, either in developing a character, moving the plot forward or hinting at action still to come.Steinbeck has skilfully created a number of parallel events into the story. Candy and his dog provide a parallel to George and Lennie. And also, when Lennie kills Curleys wife, it echoes his earlier killing of the puppy. thither are many such echoes and parallels in the book. Steinbeck has also shown us the way in which captur ing the spoken language of the characters gives a better feel to the story. Most of them are uneducated, and this shows through in their use of broken and slang language. Even their uneducated pronunciation has been shownSteinbeck also uses colours and sounds to great effect. For example, Curleys wife is associated with red, symbolic of insecurity or passion perhaps. A further strong association is that of Lennie with animals. At various times he is described as a bull, a channel and a dog. Even when not directly compared with an animal, he is described in animal terms. For example, his hand is a paw. This is particularly appropriate for Lennie, as he usually acts in the simple, natural way of an animal.Soledad is a real place in California and its name can mean loneliness or a lonely place. A cue to one of the major themes of the novel right at the beginning.

My Leadership Style Essay

Abstract attractership is defined as a neighborly deviate process in which an individual seeks the participation of subordinates in an effort to research physical compositional goals. (Kinicki-Kreitner (p.346). My personal leading style is based on the situational theory of attractionship. Based on the type of situation my ability to vary my lead style is what makes me an effective manager.My Leadership StyleLeadership is defined as a social influence process in which an individual seeks the participation of subordinates in an effort to research organizational goals. (Kinicki-Kreitner p.346) being a leader in today environment is even ch eachenging than ever. This is due to the pressure for change magnitude transparency due to corporate greed, government pressure and individual corruption. There are great leaders by dint ofout our history much(prenominal) as Martin Luther King, George Washington, and Jack Welsh. However, great leaders dont deliver to be good. Barbara Kell erman notes that leaders are like the rest of us are trus cardinalrthy and deceitful, cowardly and brave, penurious and generous. (Kinicki-Kreitner p.346)Hitler, Mussolini, and Stalin are examples of great leaders that use their influence for their own personal gain. Kinicki-Kreitner states that to assume that all leaders are good is to be willfully blind (p.346). There are many disparate leadership styles and different leadership theories that individuals and corporations use. My personal leadership style is based on the Situational Theory. It is also transactional and accommodative compassionate and open.The situational theory of leadership is based on the effectiveness of a particular style of leader behavior depends on the situation. As the situation changes, so does the leadership style of the leader. As a retail manger managing 103 employees, my leadership styles changes on a daily basis. Things are always changing in this flying pace environment. Rules,regulations, person al challenges, customer issues, are some of the many challenges that my managers and I face on a daily basis. I relate very well to Fiedlers situational model of leadership. His model is based on two factors. The first factor is that the degree which the situation gives the leaders control and influence is the likelihood the leader drop successfully accomplish the job (Kinicki-Kreitner p.352). The second factor is based on how the leader is motivated. Is he or she motivated for accomplishment of the task or for close and personal relations? (Kinicki-Kreitner p.352)Based on these assumptions, my leadership style is based on build relationships. I value construction relationships with people. I believe that building anatomical structured relationships with my employees will give them confidence in me and my ability to lead them. Making hard decisions such as hours reduction was easier to communicate to my employees because of the relationship that I built with them. They were able t o understand and accept that this was needed for the greater good of keeping the store open and profitable. This leads me to believe that I amaze a luxuriously amount of situational control within my environment.Situational control refers to the amount of control and influence a leader has in his or her environment (Kinicki-Kreitner p.352) There are three dimensions of situational control. They are Leader member relations, task structure and position power. I relate to all three dimensions with leader-member relations being the highest. Due to the relationships that I have built within my organization, I have the support, loyalty and trust of my assistant managers and my hourly employees.Leaders in todays economic and political conditions must me retainers and not dictators. Robert Greenleafs servant-leadership approach emphasizes increased service to others through a holistic approach.(Spears p.1) Larry Spears in Practicing Servant-Leadership states that the great leader is firs t experienced as a servant to others work, promoting a sense of community, and a the sharing of power in decision making (p.1) Being a servant-leader is a approach that I use within my organization.By holding daily huddles and having my employees state their confidence on any issues allows them to feel involved in the daily operation of running the store. Having an open mall is also an important aspect to my leadership ability. Ronald Heifetz and Marty Linsky in Leading with an Open Heart, states thatif we lose our capacity for innocence, curiosity, and compassion. Our innocence turns to cynicism, our curiosity turns into arrogance and our compassion turns into callousness. (p.2)Being a leader in my organization is very challenging. However, the situation theory allows me to adapt to each and every challenging situation on a daily basis. Managing with an open heart and being a servant leader will allow me to analyze on any challenges without becoming a dictator or being resentfu l in the decisions that I make. The ultimate key to my leadership style is building relationships. Building structured relationships allows loyalty, respect and confidence that I get from my employees knowing that I will lead them in any situation.ReferencesKinicki, A., & Kreitner, R. (2009). Organizational Key concepts, Skills, & outgo Practices. (4th ed.). Ashford University Heifetz, R. & Linsky, M (2002) Leading with an Open Heart. In the Leader to Leader Journal Retrieved February 10, 2010 from http//www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=127 Spears, L. (2004 Practicing Servant-Leadership. In the Leader to Leader Journal Retrieved February 10, 2010 from http//www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=51.

Reflection Paper Temple Grandin

synagogue Grandin Emergence Labeled Autistic Positive Outcomes natural in 1949, tabernacle Grandin was first diagnosed with brain dam fester at the age of three and then, at the age of five, labeled Autistic. Today tabernacle Grandin, self-labeled as a recovered autistic, is a well-respected doctor in animate being science, a professor at Colorado State University, a stovepipeselling author, an autism activist, and a leading consultant to the parentage industry on animal look. turn it is easily argued that tabernacle Grandins life does non represent the norm for most children with autism, her autobiography, Emergence Labeled Autistic (1986) offers a powerful picture of the influences and experiences that steered tabernacle through her pilgrimage emerging from autism. Considering tabernacles challenging behaviors as a toddler and the norms for the time, it would non fall in been surprise if tabernacles stimulate had followed the advice of the doctors and prescribed synag ogue into an institution at the age of three or unplowed her isolated at inhabitancy.Instead, her arrest stomachd therapy and activities that kept temple from tuning give away and failing to work up (p. 20). At the age of three, Temple began regular therapy with a speech teacher who helped her hear the consonants by reaching out and enunciating the consonants (p. 17). Although the reader only has a glimpse of the challenge it must deliver been, it is clear that Temple was included in the daily and peculiar(prenominal) activities of her familys life with little allowances made for her atypical behavior Being a child of the 1950s was an advantage because of structured Miss Manners meals and lots of turn-taking games kept me tuned in.The family meals and games also taught essential companion equal to(p) skills (p. 20). As Temple grew older, her m early(a) continued to strive for Temple to have a normal life, enrolling her in kindergarten at the age of five, while also taking a proactive role in preventing puzzles before they happened. The civilize I attended was a small private school for normal children. Mother had discussed my problems extensively with the teachers. On the first day of school I was kept home so that the teachers could explain to the other children that I was different (p. 32).Temples mother was consistently an advocate for her she did not shy away from providing Temple with experiences that would be challenging for Temple, for herself or for others. The summer after third grade, Temple went to sleep away camp. Even though this experience could be labeled a failure, Temples mother did not place the blame on Temple she believed that the poor outcomes were the result of the adults handling the mail ineffectually. When Temple is in secure surroundings where she feels love above all, and appreciation, her compulsive behavior dwindles (p. 2). The second problem was the camp personnels lack of insight (p. 55). After graduating from her s mall elementary school, at the advice of her teachers and therapists, Temple was enrolled in a large private school. When it became clear that this setting was not appropriate for Temple, her mother, once again did not blame Temple. I explained and she listened carefully. As usual, she stood up for me (p. 68). Temples mother then took considerable time (and, in likelihood, spent considerable centre of money) to find a school that would be the best match for Temple.With Temples input, Temples mother selected the Mountain rural area School in Vermont. The Mountain Country School was started for intellectual children like you (p. 70). The Mountain Country School, as described by Temple, appeared to be an ideal school for children with high-functioning autism even by todays understanding and standards. The basic doctrine of the school rested upon the principle of permitting students an opportunity to achieve what they could in specific areas, while at the uniform time two academi c and personal allowances were made for areas of emotional handicaps (p. 2). There were four essential areas for both the school and the individual an understanding of an individuals personal problems and what to do to correct them mastery of lease skills developing the social skills essential to everyday association and the competition of everyday living either in or out of school (p. 72). Throughout Temples emergence from autism, Temples mother centre on Temples positions and affirmed Temples differences and way of looking at the world. In letters to Temple, Mrs. Grandin wrote, Be proud you are different.All bright people who have contri notwithstandinged to life have been different and found the path of life lonely. While the joiners and social butterflies flutter about, Temple, youll get objective things make (p. 124). You need symbols. You live them. Like a work of art they are a physical twist of what you feel (p. 125). Wanting to grow really loves yourself, loving the best part of yourself (p. 148). Temples mother was not her only champion. While at the Mountain Country School, a teacher, Mr. Carlock emerged as an influential teach for Temple. Like Temples mother, Mr.Carlock didnt see any labels, just the underlying talents (p. 90). He didnt try to draw Temple into his world but came instead into her world (p. 90). Through Mr. Carlock, Temple learnt many social skills. He didnt preach but showed by his own conduct a social wisdom that I envied and tried to emulate. From him I was attainment humanistic values that I lacked because of my autism (p. 91). Mr. Carlock did not try to motor Temple to study material simply because it was the curriculum. Instead he started with where she was and use her sakis to connect her to learning. We start with you, Temple.If you wish to prove your theory, then youll have to learn math, read scientific articles in the library, do some inquiry (p. 107). He realized that fighting Temples fixations was futile ins tead he channeled her fixations into constructive projects (p. 90). These projects benefited Temple in many ways she learned through creating she was motivated to learn academics that might help with her projects she stayed focused and busy which decreased her anxiety and limited her chances of getting into trouble and she was productive, raising her worth both in her own eyes and that of her teachers and peers.Like Temples mother, Mr. Carlock affirmed Temples worth. Youre a gifted individual, Temple- much more than any individual with just sex appeal. Your appeal, when you grow up to it, will be not only physical but intellectual, too (p. 92). Years later, Mr. Carlock, perhaps unaware of what he is doing, sums up his own successful approach in his preface for Temples autobiography, there is hope for the autistic child that deep, constant caring, understanding, acceptance, appropriately high expectations, and support and encouragement for what is best in him will provide a base, fr om which he can grow to his own potential (p. ). From a very young age, Temple began to dream about a magical device that would provide intense, pleasant pressure stimulation to her system. In her imagination this wonderful gondola would not be a substitute to her mothers hugs, but would be available at any time to soothe her (p. 36). Perhaps due to her high tidings and the acceptance by the adults around her, Temple was able to hypothesis the similarities of experiences that made her feel better. Since I had no magical, comfort device, I wrapped myself in a blanket or got under sofa cushions to encounter my desire for tactile stimulation.At night, I tucked in the sheets and blankets tightly and then slid in under them. sometimes I wore cardboard posters like a sandwich board man because I enjoyed the pressure of the boards against my body (p. 37). Through a lucky twist of fate, during a summer visit to her aunts ranch, Temple encounters a cattle squeeze machine a strongly buil t stall for holding cattle still to minimize the risk of injury to both the animal and the operator whilst work on the animal is performed. Temple was fascinated by the squeeze machine she observed over and over that when placed in this machine, the nervous animals calmed down.When Temple climbs into the squeeze machine herself, she finds that it has a similar effect on her own jitteriness the effect was both stimulating and relaxing at the same time (p. 95). The magic device, the squeeze machine came to play a significant role in Temples journey. First, it became another project for her to focus constructively on. It also began to give Temple some control over her debilitating anxiety. The device also provided Temple with an incentive as she wouldnt allow herself the relaxation/stimulation of the chute until her homework was established (p. 00). In college, proving the value of the squeeze machine for herself and other individuals with autism became a purpose for learning skills and subjects that did not come easily to Temple. Eventually, the squeeze machine became a major reason for Temples career choice. During her time at Mountain Country School, Temple was able to find spiritual strength in visiting The Crows Nest. The Crows Nest was a small annotation room on the roof where Temple could look out and see the mountains.With the characteristically literal thinking of an individual with autism, Temple had latched on to a Bible reading she heard at chapel to begin with each of you there is a door opening into heaven. Open it and be saved (p. 84). Temple began to assay for the door. She finds a little wooden door that opened out onto the roof and to The Crows Nest. For Temple, this door, this place became her door to her Heaven where she could feel safe, hopeful and peaceful and was able to explore herself her past, her present and her future.Temple believed that in going away through this little door, in spending time in the Crows Nest, she see an mod ify of her soul and mind (p. 87). The Crows Nest became a symbol to Temple that she could move forward, travel through new doors and grow. While most of Temples emergence from autism took place before research on positive transition outcomes for children with disabilities, it is easy to see that Temples experiences demonstrate what research confirms to be true.Positive transition outcomes are more likely when parents or other family are involved when the student has experienced school and community inclusion the student has input into the goals the student has had opportunity for employment experiences prior to starting time from secondary school the student has an appropriate level of social competence he student has positive skills and talents that are wanted and postulate by the employers the student has self-determination and self-advocacy skills and the student has postsecondary education.Parent Involvement Temple was unredeemed with a mother who provided practical and em otional support as well as sourcing appropriate resources for Temple including therapy, a skilled nanny, schools and other experiences that helped Temple develop. Throughout her life other individuals took a personal interest in Temple, acting as mentors and guiding her academically and socially. The affirmation that Temple received from her mother and her mentors furnish Temples will to succeed. Experience in School and Community InclusionFrom the beginning Temples mother facilitated Temples inclusion in school and the community. Temple attended schools for typical children, was expect to participate in family activities, was supported in having friends, learned to swim and ride horses and attended summer camp. When a difficulty arrived, her mother advocated strongly for Temple while accepting Temples challenges. And when necessary, Temples mother sought out another school and community that was a better match for Temple. educatee has Input into GoalsTemples teachers and mentors followed Temples interests, her fixations, and used these interests to persuade Temple to learn academic skills that did not interest her directly. Her interest in animals leads her to a degree in Animal Science. Temple states in her introduction, happy people with Aspergers that I see were able to develop their talent area into skill that other people appreciate and want (p. 16). Self-determination and Self-advocacy Skills It is probably that Temple was born with a certain amount of determination to do what she wanted.Although often what she wanted was not what others wanted, this determination was refocused by her mentors into productive goals and projects that took into account what Temple wanted. Postsecondary Education Temple, with the support from both old and new mentors, attended college and graduate school. The college was carefully selected to meet Temples needs. I will forever bless those who selected a small college for me (p. 107). Skills and Talents that are wanted a nd needed by Employers/Opportunity for Employment Experiences From early on Temple was encouraged to create things.Later on she had opportunities to systema skeletale and repair useful things such as a system to open the gate to her aunts ranch from the car. Although details are not given in Emergence, the book suggests that she had responsibilities at Mountain Country School to help with the farm and the horses. During her visit to her aunts ranch she is encouraged to try out running different equipment. The summer after high school graduation Temple spends the summer working at her Aunts ranch. While at college she works with children with disabilities.Temple herself advocates Develop their talents into skills that can be used in a job or hobby. The goal is to provide them with skills that can give them satisfaction in life through shared interests. Some of the happiest people in the autism spectrum are the ones who have friends that share their special interest (p 14). Social c ompetence Through opportunity, experiences, role models and guidance from mentors she respected and felt cared for by, Temple was able to learn sufficient social competence to continue her education and hold jobs.Temple Grandins book, Emergence, offers a real life example of how love, support, experiences and appropriate teaching and guidance can allow an individual to overcome her disability. While Temple stands out as an astonishing story of success, where everything that contributed to her positive outcome came together almost as a miracle, educators and parents of children with difficulties can use her experiences combined with the more recent research to plan deliberately to remediate positive outcomes for their children.

Management Capacity Resume Essay

The purpose of this letter is to express my interest in working with your company in a management capacity. I have over 15 years experience working for a major(ip) bottling company utilizing my Sales and Operations management skills which would be an asset to your organization.My diverse background includes serving in the United States Army Reserve. In both my military and professional career, I have demonstrated subtle leadership abilities and exceptional customer service skills. I successfully built a solid sales team consistently mentoring and motivating staff to meet and exceed company sales quotas.In supplement to the skills noted on my resume, I can also offer your companyAn enthusiastic individual pursuit new endeavors, accomplishing personal and professional goals.A multi-tasking individual leveraging sales and marketing skills to exceed sales quotas.Excellent analytical ability with solid verbal and written communication skills.I look forward-moving to speaking with you further to discuss my skills and qualifications. You can reach me at the number listed above.

American Literature Essay

The authors use symbolism to Illustrate their idea of desolation. In A Noiseless Patient rover, Whitman uses a deserted rover to portray the soul as a entrustless being desp eontely searching for an anchor. While Dickinson uses a still trunk to portray the soul as elapses and futile associate with the outside world.In Whitman poem A Noiseless Patient wanderer, the author uses a deserted bird of passage to portray the desolation of the soul. In my opinion, the setting strictly illustrates an idea of deservedness and the feeling of loneliness. This is shown when it is said of the spider l marks, where, on a little promontory, it stood, isolated (Whitman line 2). The spider is set on a noble place overseeing its vast surroundings yet Is unavailing to spot any Indication of life. This shows that the soul, much alike the spider, Is In a state of exaltation but still has a feeling of loneliness.Even though the spider Is on a promontory It still tries to reach out to the vacant unknown In desperate hope of touching or even connecting with something. Its almost as if Whitman is saying that the soul, in comparison to the spider, longs for some causa of acknowledgement. In Emily Dickinson poem l heard a Fly buzz, the poet uses a still body to portray the soul as helpless and unable to connect with the outside world. It becomes clear why Dickinson would withdraw to design the soul as in a helpless state because when you closely examine her era you can observe that women were not given much accreditation and merit.Her gender was looked at and even treated as helpless because women In her time and fellowship were not for recognized for being Intelligent and making coherent decisions. In the poem Dickinson Is faced with a lot of adversity but reports no Indication of retaliating. For example, she was unable to react when There Interposed a Fly (Dickinson line 12) to Interfere In her observations. She was also helpless when l willed my Keepsakes Signed away (Dickinson line 121 even when her belongings where being distributed there was nothing she could do r say.One of the things that contributed to Dickinson helplessness is her inability to connect with the outside world. Dickinson herself lived a very secluded life. Poets. Org states that Throughout her life, she seldom left her home and visitors were few. So it becomes easy to see why it was so hard to relay her feelings and objections to the people that surrounded her deathbed in the poem. Conclusively, the venture of the soul can sometimes be a desolate pilgrimage. The two authors Walt Whitman and Emily Dickinson some(prenominal) Illustrate the barren soul in heir consecutive poems A Noiseless Patient Spider and l heard a Fly buzz.The two poems present the soul as dispatch vessels awaiting to be connected to some type of delve existence. In Whitman poem, he uses a deserted spider to portray the desolation of the soul. Whitman uses a setting which illustrates an idea of to por tray the soul as helpless and unable to connect with the outside world. She inputs a lot of her life situations into her character, such as her prohibited contribution to society due to her gender and her preferred removal from her community.

Corruption: Essay and Students

GEORGIA 45 Youth Against Corruption An National canvass Contest ( g solelyium) Summary The render Youth Versus Corruption consisted of a series of backchats culminating in a school leaven contest for 14-15 year olds. Students were encouraged to develop and put forward their attitudes towards depravation and lawfulness, whilst raising their awareness on the issue through discussions with guest speakers and by writing creative look fors. This empowering project captivated the interest of students by providing an opportunity for their opinions to be heard at national train, and by inviting famous mint to attend discussions at schools.The project was carried out by Transparency International atomic number 31 between September 2003 and February 2004 in 19 schools in six regions of atomic number 311. TI-Georgia worked closely with the Georgian Ministry of Educations finis of Lawfulness Project. 2 Background During this period of in righteousice in the country ordinary citizens w ere injure most. They persistented for money to buy bread, and this is the reason why people started mass protests against the goernment. The government was unable to use office against its people.High officials had committed so many crimes that they could no longer redeem themselves. Each one of them was involved in rotting and e veryone was aware of this fact. After the change of government all the corrupt people became very scared, nigh of them fled the country, others were arrested Zaza Datukshvili (15) Recent research leaves little doubt that the difficult economic and political situation in Georgia can be attri merelyed queen-sizely to high levels of corruption. The attitude of citizens to corruption has also been problematic.Although the negative impact of corruption on a larger scale is widely accepted, its effect on everyday life frequently remains obscured. Where it is recognised, people are generally pessimistic almost the prospects of stiring corruption success fully. Consequently, there is an pressing need for awareness-raising campaigns that draw attention to the everyday effects of corruption and the effective means to curb 1 2 The regions included Tbilisi, Senaki, Telavi, Tianeti, Batumi, Gori Funded by the Open Society Georgia Foundation, OSGF, and the US Department of Justice 46 GEORGIAThe project in numbers 19 schools and 589 students took part in this project 758 questions were asked on the issues of corruption and legality at the meetings with guest-speakers 411 essays were written during the contest. corruption. This increased awareness is vital for Georgias success and the mobilisation of juvenility people is e peculiar(a)ly crucial in this regard. A course entitled Culture of Legality, rivet on law and corruption issues, was introduced and piloted in 19 schools by the Ministry of Education in 2002. It was financed by the American National Strategic Information Center.The ministry dubbed the project a success and integrated the course into the curriculum of check 9 (14-15 year olds) for the following academic year (20032004). The course became obligatory for all 147 Tbilisi (Georgias capital city) schools as well as in those regional schools where the course was piloted. The ministry intends to bring this course to all Georgian schools over the next two years. The project In conjunction with this new course, TI-Georgia carried out a youth awareness-raising campaign, which included a series of discussions, culminating in an essay contest.The project sought to sensitise juvenile people to issues of corruption and legitimacy and to lend greater impact to the anti-corruption programmes already carried out in schools. The essay component in particular gave students the opportunity to expect their ideas and to use knowledge gained from the discussions. The contest also move a signal that society was kindle in youth voices. After a selection process, the nightclub beaver essays were published in Georgi as premiere newspaper, 24 Hours, and posted on TI-Georgias website.In introducing this campaign to Georgian schools, TI-Georgia worked closely with the Culture of Legality Programme, the Ministry of Education, the Georgian Institute of Public Affairs, and the Anti-Corruption Council of Georgia. TI-Georgia, along with these organisations, offered special prizes for winners, using funds provided by the Soros Foundation. Additionally, prominent panellists in the discussion sessions distributed their books to the students for free. The project also coincided with the pre-revolutionary demonstrations in Georgia, which influenced its implementation. The project commenced in Septem- GEORGIA 47Carola Huebner-Kruzinna (13), Nicaragua ber and October, just preceding the November 2003 elections followed by the Rose Revolution of 23rd November. People were very preoccupied with the upcoming elections, and, as a result, students and teachers were often absent from school. Planning and organisat ion The campaign, Youth Versus Corruption, took push through over 6 months. The first month focuse on preparation and logistics, during which a project booklet was published with a complete description of the project. The project working group held a meeting with the role player schools teachers and Ministry of Education representatives.The working group consisted of a TI coordinator, a professional linguist, a representative of Ministry of Education, a poet, a writer, a lawyer and a journalist. At the first meeting the group discussed the following topics which issues and questions would best engage the students the best guest speakers for 14-15 year olds and how to structure the discussions and essay contest to the age and knowledge level of the students. 48 GEORGIA Four working meetings were held over two months to establish the form of the contest and a mechanism for evaluating essays.A list of potential guest speakers was complete, the format for their discussions was deve loped, topics were selected for the essay contest, and project follow-up measures were determined. Students were asked to select the guests they cute to meet. Their selections included many media representatives. With its extensive network of connections TI-Georgia was able to arrange for these prominent personalities to come speak to the students. Teachers who had taught the Culture of Legality course were contracted as local coordinators for each school.They assisted in organising project events and participated in the preliminary grading of essays. Information booklets and posters were distributed to schools where the discussion sessions were arranged. The following topics for the essay contest were selected Is injustice the source of corruption, or is corruption the source of injustice? Describe a corrupt person (appearance, life-style) and how they differ from other people Imagine that you work in an organisation that condones corruption. What would you do? Discussion forums D iscussion forums were held as a propaedeutic stage for the essay contest.For each discussion forum, one guest speaker was assigned to each school. In some cases this would be a poet, in other cases, a journalist or famous lawyer. The melodic phrase at the events was charged with excitement. The students, especially those from the regions, were thrilled at the chance to meet well-known Georgians they knew from print or television. The parents of the students were also very eager to cooperate and gave useful feedback. The dialogue centred on the students personal experiences with corruption, and what they had done to crystalize or work within the situation.The discussion forums were structured to be interactive. At the beginning of the session, guests would speak about themselves, offer a topic for discussion or invite students to ask questions. TI-Georgia recorded all questions, and used these results to devise essay topics that would be of real interest for the students. Students in the regions were more active during the discussions than their counterparts in the bighearted cities and later also took a more independent position in their essays. The urban youth was less(prenominal) optimistic but better informed. In particular, students from schools in the capital were not as active in discus-GEORGIA 49 sions and were often quite cynical in response to the issues raised. In the more isolated regions, these discussion sessions with famous guest speakers became important events. Although conceptualised as a preparatory stage in the essay contest, it became sheer that the discussion forums were no less important than the contest itself. Student essays were solicited from those schools that participated in the forums. The forums took place during the first a few(prenominal) months of the project and the essay contest in the last few months. In sum, there were 19 meetings at 19 separate schools.Each meeting featured one guest speaker and 30-35 students, mean ing that, overall, around 600 students participated. Essay contest As Georgian school curriculum does not offer specific courses on essay writing, TI-Georgia coordinated a workshop on writing instruction in all participant schools preceding to the contest event. The contest then took place on 15th and 16th December 2003. The students were given the triple topics outlined above to choose from and two hours to write their essays. They were encouraged to use various written styles to express their opinions on corruption. The evaluation of the essays was conducted in two stages.In order to ensure impartiality, the essays were first evaluated by teachers from other participat- 50 GEORGIA ing schools. The top ten per cent of essays were selected during this initial evaluation and sent to an independent jury established by TI-Georgia. The jury was composed of a writer, an education official, lawyers, a linguist, and a TI representative. The essays were evaluated on a ten-point system ba sed on four criteria analytical skill, creativity, personal expression and command of the Georgian language. Of the over 500 submissions, three winners and eight runners-up were announced.The winning essays, as previously mentioned, were published in the newspaper 24 Hours and on the TI-Georgia website. An awards ceremony was held on 24th December 2003 at the Open Society Foundation Georgia conference hall. TI-Georgia awarded the winners special certificates and prizes. All teachers, jury members, nominated students, partner organisation representatives, guest speakers and donors were invited to the event. Results How would corruption be created if there was no injustice? In a just state everything and everyone moldiness serve justice, but does not corruption create injustice?I believe that it is no news for anyone that the rightfulness in Georgia does not befuddle a very big value. Many people ignore the truth and act in an illegal and unjust way. Tamar Mebonia (15) An evaluatio n questionnaire was designed to identify changes in students views on corruption before and after the programme, and they were disseminated after the contest. The questionnaires also solicited student opinions on which features the programme might add or change, and the students generated a list of potential guest speakers for the next implementation of the project.Empowering students The most important achievements of the campaign were the large number of participants involved and the apparent change in students attitudes. Youths that participated in the project learned that their opinions and ideas were valuable and germane(predicate) to society. In particular, the interviews revealed that students do have strong views on corruption, but feel that no one is interested in their opinions on the melodic theme. The project was valuable to them as it gave them the opportunity to express their views, which were taken seriously.Furthermore, teachers realised the benefits of discussing the subject of corruption with their students, and of adding such a discussion to the curriculum. GEORGIA 51 Challenges First of all, civil education must become part of the school curriculum, so that the new generation has a different ideology, so that she does not look at injustice as if it were none of her business and so that she takes action in the fight against injustice. She can do this by not offering bribes to the teacher this will go a long way towards eradicating corruption and injustice. Tamuna Papavadze (15) Although the project was an overall success, TI-Georgia encountered a number of difficulties along its way. For example, the Ministry of Education attempted to fake the process and wanted to interfere with the selection of guest speakers and discussion topics. TI-Georgia dealt successfully with this problem by pursuance support from other NGOs and putting pressure on the ministry as a collective force. The ministry asked TI not to bring revolutionary activists in to schools as guest speakers, at one point going so out-of-the-way(prenominal) as to ask that the project be called off.In addition, they requested that they be informed of the essay topics before theatrical production the contest. Fortunately, TI-Georgia did not make any concessions in these cases, as it had the support of most school officials. The change in administration after the revolution allowed it to continue the second phase of our project without interference. Winning the interest of one-year-old people for this project was a central challenge. To this end, TI-Georgia used a few key incentives, including contests and awards, the chance to have an essay published and reach the greater public, and the opportunity to meet major Georgian celebrities.Competitions are not typical in Georgian schools, and the prospect of a contest with awards and public exposure was exciting and motivation for the students. The most difficult and time-consuming part of the project was negotia ting with guest speakers and organising their visits. As mentioned before, the project coincided with Georgias Rose Revolution. This caused a great deal of scheduling difficulty, as most of the planned speakers were active participants in the revolution. In the end, though, TI Georgia successfully held 19 discussions with students in six Georgian regions.Recommendations Most of the participants utter that the contest was interesting for them as a way of sharing their opinions, but some still doubted that their ideas would be taken seriously by adults. Therefore, it would be good to expand the distribution of the winning essays, not just to newspapers and websites, but to television stations, radio and other schools. The essays could also be publicly 52 GEORGIA presented to high-level officials who would then respond directly to the students.There are plans for follow-up projects, specifically to expand the programme to other schools and to freshman university students. Project de scription by Lana Ghvinjilia For additional information, please contact Transparency International Georgia at emailprotected ge The best essays can be read on the website of Transparency International Georgia in English and Georgian language. Address Transparency International Georgia 18, Rustaveli Ave 0108, Tbilisi Georgia Tel +995-32-996 615 Fax +995-32-997 292 telecommunicate emailprotected ge Website www. transparency. ge

Final Projects - PSY 2012 Essay Example | Topics and Well Written Essays - 750 words

Final Projects - PSY 2012 - Essay ExampleShe is enrolled by her counselling counselor in an alternative educational program where Ms. Rain (Paula Patton), her literacy teacher, takes a special interest in Precious, as does Mrs. Weiss (Mariah Carey), her social worker. The film chronicles Precious evolution from an obviously dissociative, uninvolved, inarticulate victim of domestic violence to an supreme individual, able to communicate about herself and her life and hopeful about her own future prospects as nearly as those of her children. Precious stresses non only the critical need for intervention on behalf of victims of child informal cry out, but also for continuing social and psychological support if interventions are to have any unrelenting positive effects. It is very difficult to say with any certainty just how many children in the US experience incestuous abuse due to extreme shame on the part of victims and the occult temper of the crime. Incest is usually defined a s sexual contact between individuals too closely related to de jure marry, but many critics have called that definition too broad, particularly where children are concerned. A more all-around(prenominal) definition says that Incest is a violation of the child where he or she lives -- literally and metaphorically. A child molested by a stranger can run home for help and comfort. A victim of incest cannot. (Vanderbilt, 1992, p. 51) Though it is widely considered to be the most common form of child sexual abuse, it is also one of the most under-reported crimes against children. jibe to the Rape, Abuse & Incest National Network (RAINN) only 7% of children who were victims of substantiated sexual abuse reports were the victims of strangers (RAINN, 2009). It is estimated that up to 1/3 of all American children are sexually abused before they turn 18 (Bogorad, 1999). Sexual beset of children can be very difficult to detect because it occurs in private, and because perpetrators do not always word of farewell any evidence of their attacks. even in cases like that of Precious, who had two children and a sexually transmitted affection as evidence of the sexual abuse she endured at the hands of her father, most sexual abuse of children is not reported to police or dealt with in a criminal setting at all. The justice organisation is primarily involved in cases where children are attacked or abused by strangers, while poorly-equipped social table service agencies handle intrafamilial violence. Although most social service workers are legally required to report cases of child abuse to the police, individuals who commit incest are unlikely to ever spend time in jail for their crimes, even if they do leave incontrovertible evidence of their crimes. Precious portrays incest and other forms of child abuse within the context of an extremely marginalized minority-- impoverished, urban African-Americans-- but in fact the sexual abuse of children is an act which spans soci o-economic, racial and ethnic boundaries. Even the most severe abuse may occur in any family regardless of race, color, creed or financial status. The statistics surrounding child sexual abuse are shocking and horrifying, particularly in depress of the fact that most such abuse goes unreported and most perpetrators are never formally accused. Estimates of posttraumatic stress disorder cases