Best Summary and Analysis The Great Gatsby, Chapter 5

Best Summary and Analysis The Great Gatsby, Chapter 5 SAT / ACT Prep Online Guides and Tips Because The Great Gatsbyis nine chapters long, getting to Chapter 5 means that we’ve arrived in the exact middle of the story. Thus, it makes sense that this chapter takes a single event - Daisy and Gatsby’s perfectly romantic reunion - and uses it to both tie together everything that has been set up so far, and also to create such a delicate balance of safety and happiness that it’s clear that everything will soon crumble. But before the bubble of love pops, enjoy the world’s most magical, most carefully planned â€Å"accidental† date. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. The Great Gatsby: Chapter 5Summary Nick comes home to find all the lights on in Gatsby’s mansion. Gatsby wants to hang out, but clearly only because he wants to know what Nick has decided about asking Daisy for tea.Nick is happy to do it, and they plan for a day after Gatsby has had a chance to get Nick’s lawn cut. Gatsby then makes a totally out of place proposal to do some bond business with Nick (whose job is selling bonds, and who doesn’t seem particularly good at it or invested in it). Nick is uncomfortable about the quid pro quo (that’s Latin for â€Å"something for something† - in other words, a transaction) feeling of the deal and declines. The next day, Nick invites Daisy to tea, and cautions her not to bring Tom. Gatsby sends someone to mow the lawn, orders a huge number of flowers, isn’t thrilled with Nick’s sad tea and cakes selection, and worries that the day will be ruined because it’s raining. He then freaks out at the last second that Daisy isn’t coming, but just then she pulls up in her car. Gatsby and Daisy meet in Nick’s living room in the most awkward, strained, and tense scene imaginable. It’s unclear whether either one is happy to see the other. They are unable to speak two words. When Nick tries to leave them alone, Gatsby panics and tries to leave also. Nick calms him down, and then stands outside in the rain for an hour to give Gatsby and Daisy some privacy.When he returns, the two are totally different – no longer embarrassed, much calmer, and Gatsby is actually glowing. Gatsby suddenly brags that it only took him three years to earn the money to buy his mansion. Nick calls him out on this since earlier Gatsby had said he had inherited his wealth. Gatsby quickly says that the inheritance was lost in the financial panic of 1914 and that he’s been in several businesses since then. Daisy then exclaims that she loves Gatsby’s giant mansion (she can see it out of Nick’s window). They go over to Gatsby’s, and he shows them around the now empty house, never taking his eyes off Daisy and her reaction to his things. Gatsby is completely overwhelmed by Daisy’s presence. He is overcome with feelings that he can’t even put into words. Gatsby opens a cabinet and starts pulling out piles of shirts and throwing them onto a table. Every kind of shirt color and pattern imaginable stack higher and higher on this table until Daisy puts her head into the shirts and starts to cry about their beauty. It starts raining again, and Gatsby shows Daisy that her house is directly across the bay from his. Nick sees a photograph of Dan Cody, who Gatsby says used to be his best friend until he died. Gatsby shows Daisy a bunch of newspaper clippings about her that he’s been collecting (she would have been featured in the gossip pages that described fancy parties and rich people’s society). Hegets a phone call about Detroit but hangs up quickly. This is the first time that he hasn’t excused himself to take acall in the novel. Nick tries to leave again, but is again roped into staying.Gatsby asks Ewing Klipspringer, a guest who apparently is just always at the house, to play the piano for them. He plays a comical love song. Nick finally says goodbye and leaves.As he does, he sees Daisy whisper in Gatsby’s ear, and imagines that her siren-like voice holds him in thrall. Daisy’s constant shirt-inspired weeping has now gotten her banned from Brooks Brothers. Key Chapter 5 Quotes "You're selling bonds, aren't you, old sport?"..."Well, this would interest you. It wouldn't take up much of your time and you might pick up a nice bit of money. It happens to be a rather confidential sort of thing." I realize now that under different circumstances that conversation might have been one of the crises of my life. But, because the offer was obviously and tactlessly for a service to be rendered, I had no choice except to cut him off there. (5.22-25) Nick recognizes that what he quickly dismissed in the moment could easily have been the moral quandary that altered his whole future. It seems that Nick thinks this was his chance to enter the world of crime – if we assume that what Gatsby was proposing is some kind of insider trading or similarly illegal speculative activity – and be thus trapped on the East Coast rather than retreating to the Midwest. It’s striking that Nick recognizes that his ultimate weakness – the thing that can actually tempt him – is money. In this way, he is different from Gatsby, whose temptation is love, and Tom, whose temptation is sex – and of course, he is also different because he resists the temptation rather than going all-in. Although Nick’s refusal could be spun as a sign of his honesty, it instead underscores how much he adheres to rules of politeness. After all, he only rejects the idea because he feels he â€Å"had no choice† about the proposal because it was â€Å"tactless.† Who knows what shenanigans Nick would have been on board with if only Gatsby were a little smoother in his approach? He had passed visibly through two states and was entering upon a third. After his embarrassment and his unreasoning joy he was consumed with wonder at her presence. He had been full of the idea so long, dreamed it right through to the end, waited with his teeth set, so to speak, at an inconceivable pitch of intensity. Now, in the reaction, he was running down like an overwound clock. (5.4) On the one hand, the depth of Gatsby’s feelings for Daisy is romantic. He’s living the hyperbole of every love sonnet and torch song ever written. After all, this is the first time we see Gatsby lose control of himself and his extremely careful self-presentation. But on the other hand, does he actually know anything about Daisy as a human being? Notice that it’s â€Å"the idea† that he’s consumed with, not so much the reality. The word â€Å"wonder† makes it sound like he’s having a religious experience in Daisy’s presence. The pedestal that he has put her on is so incredibly high there’s nothing for her to do but prove disappointing. Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.121) Almost immediately when he’s finally got her, Daisy starts to fade from an ideal object of desire into a real life human being. It doesn’t even matter how potentially wonderful a person she may be – she could never live up to the idea of an â€Å"enchanted object† since she is neither magical nor a thing. There is also a question here of â€Å"what’s next?† for Gatsby. If you have only one goal in life, and you end up reaching that goal, what is your life’s purpose now? Is Gatsby more in love with the idea of love than with the actual human being he obsesses over? The Great GatsbyChapter 5 Analysis Now let's consider how this chapter plays into the book as a whole. Overarching Themes Love, Desire, and Relationships. After an earlier chapter of Tom and Myrtle together, we get a chapter of Daisy and Gatsby together. At first glance, the pairs are diametric opposites. Tom and Myrtle are crass and vulgar, constantly chattering about nothing, driven by materialism and physical desire, without a drop of love or romance between them. On the other hand, Gatsby and Daisy are modest and embarrassed, almost speechless, overwhelmed by feelings, and have a physical comfort with each other that Tom doesn’t inspire either in Daisy or in Myrtle (both of whom he physically hurts in varying degrees). Gatsby’s love for Daisy has an otherworldly quality that is several times described in either mythic or religious terms. But already the chapter anticipates that elevating the relationship to such heights makes a fall almost inevitable. Morality and Ethics. Nick is tempted by what he later comes to realize is the moral quandary of his life. Twice, Gatsby offers to do some kind of business with him. There are two ethical challenges in this offer. First, Gatsby is suggesting that Nick needs to be paid for services rendered – that asking Daisy to tea and letting Gatsby see her at Nick’s house is a transaction that needs to be reimbursed somehow. This casts an oddly pimp-and-prostitute vibe on what Nick is being asked to do, which would dispel some of the fairytale romance that Gatsby is ostensibly going for. Second, since it comes on the heels of their encounter with Mr. Wolfshiem, Gatsby’s business proposition is most likely illegal (Insider trading? Speculation? Printing fake bonds? There are several possibilities.). It connects Nick to the lawless criminality that in this novel is associated with the new â€Å"Wild East.† Symbolism: Gatsby's Shirts.Gatsby showers Daisy with his array of exquisite shirts in a display that is at the same time self-congratulation and also a submissive plea. On the one hand, this odd moment is like a male bird’s complicated mating dance – the shirts are the peacock’s plumage. These shirts are a visual representation of how far Gatsby has come – he can literally cover Daisy with his riches. But on the hand, the desperate way he shows them off ties into Nick’s observation that â€Å"think he revalued everything in his house according to the measure of response it drew from her well-loved eyes† (5.1). He wants her approval and is putting all of himself out there for her to pronounce judgment on. Motifs: Weather. For the first time, the novel dwells at length on an extremeweather event. The intermittent downpour sometimes limits and sometimes facilitates Daisy and Gatsby’s afternoon together. The rain allows for moments of physical comedy. For example, Gatsby’s plan to â€Å"accidentally† drop by Nick’s house during tea with Daisy falls apart when he makes his appearance soaking wet (meaning that he obviously wasn’t simply trying to visit Nick – who would do that in that kind of weather?). The rain also creates physical and emotional boundaries, allowing Daisy and Gatsby to stay in their private world. Literally, this happens when they can’t tour the mansion’s grounds and have to stay in his house. But more importantly, this happens when the rain creates a mist that hides Daisy’s house across the bay from view. She doesn’t have to think about her marriage or her daughter – she can exist with Gatsby surrounded by magical-sounding â€Å"pink and golden billow of foamy clouds† (5.134). As soon as one magical light experience (the green dock light) goes stale, Gatsby replaces it with another (sunlit rain clouds). Maybe he just needs a lamp. Crucial Character Beats Nick agrees to invite Daisy over for tea and an â€Å"accidental† meeting with Gatsby. He is able to resist the offer to do business with Gatsby. Daisy and Gatsby finally meet! It’s awkward and horrible at first, but after an hour alone together both of them seem very happy. Then, the trio goes to tour Gatsby’s mansion. Gatsby is overwhelmed by Daisy’s presence and is almost manic. He throws piles and piles of his shirts in front of her until she cries at how beautiful they are. Nick keeps trying to leave Gatsby and Daisy alone, but keeps being roped back into their company. Compare this to the way he was trying to get away from Tom and Myrtle in Chapter 2and also forced to stick around. Daisy and Gatsby are left alone together, clearly full of feelings for each other, and in their own little world. What’s Next? Laugh at a drenched, umbrella-less Gatsby in the most recent movie adaptation- it’s one of the few physical comedy bits in the novel, and that movie gets it just right. Explore the chapter’s other key symbol: the green light on Daisy’s dock. Review the chapter’s main motifs: the rainy weather, and the conspicuous lack of alcohol. Move on to the summary of Chapter 6, or revisit the summary of Chapter 4. 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Process Consultation Essays

Process Consultation Essays Process Consultation Paper Process Consultation Paper â€Å"Process Consultation is a set of activities on the part of the consultant that help the client to perceive, understand, and act upon the process events that occur in the client’s environment in order to improve the situation as defined by the client† (Schein 1988). The purposes of this essay is to examine some of the contextual factors of how group dynamics evolve and the role of a process consultant, by exploring the similarities and differences that characterize, to established and effective process consultation when working with a group or team. The systems approaches focuses attention on the relationship between a system or sub-system and its environment rather than trying to understand things automatically. It follows from this perspective that any enterprise aimed at studying group processes will be shaped by the environment in which it exists. A well design process implies that the consultant should always select the proper intervention that will be the most helpful at any given time; the consultant should be familiar with a variety of questions, exercises and other forms of intervention when working with groups, at the same time is very important that the proper feedback is given as the group evolves during such process. Group relations training creates multiple and at times conflictual role constellations. Proving an effective group dynamics process requires some of the multiple role relations that are contained within the consultant-team relationships. Studying group dynamics in the here-and-now evokes primitive dimension of unconscious life and along with it powerful emotions that are often suppressed in natural work organizations. Using as an example experiential group relations between students the efforts of introducing the Lewin’s model which was based on his observations of group dynamics and organizational development, â€Å"unfreezing-change-refreeze† the model focuses on how people can be motivated to accept organizational change and reject and replace the status quo with a new approach and the roles in organizational development by Schein based on a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, hat has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way you perceive, think, and feel in relation to those problems, these two models are introduce to explore group dynamics into the classroom. (Kurt Lewin 1996) (Edgar Shein 1988). While many of these experiments are either so cursory or sufficiently truncated in one way or another that they provide only a superficial taste of the aims of this experiential learning method, other efforts, such as those discussed in class, have succeeded in providing students with deep and intensive theoretical and experiential learning. One reason teaching group dynamics has been more successful in school settings than in other sorts of work organizations is that there is a basic congruence between the primary task of the group relations in class and that of the school: both are concerned primarily with learning. The general task congruence tells only part of the story, however, because the most dramatic and important difference between the two models stems from the differences in the primary task or tasks that each enterprise pursues. The defining characteristics of the freestanding group relations is that it can be designed and implemented with an extraordinarily sharp focus on a single primary task of providing learning opportunities. The consistent adherence to that focus provides a â€Å"work boundary† or referent against which interpretation of unconscious process can be made. The training program within the school, in contrast, does not pursue the learning task so single-mindedly, or ruthlessly, as it often seems to organization members. The purposes of the course must conform to the mission of its immediate school environment, which includes not only teaching and learning but credentialing and, in the case of a professional school, professional socialization as well. By its very nature, the embedded group relations training program is more varied and diffuse in its purposes, a fact that creates a different array of opportunities and constraints than those of the freestanding work organization. In systems theory it is axiomatic that the attempt to pursue more than one task diminishes the effectiveness with which any single task can be achieved. As resources-emotional, intellectual, financial, and material-are deployed against multiple tasks, fewer are available for each. Additional resources are required to manage the inevitable conflicts and strains that emerge in the effort to contain multiple aims. Understanding differences between the traditional modelled and the program embedded in the school environment requires an appreciation of this fact. Differences in design choices-in the extent to which the more primitive aspects of group and unconscious constrains imposed on the enterprise-all flow from this essential difference, which can be understood in terms of the different environments accomplish the task through balancing protection and vulnerability takes on a different character in each context. The role of grading might be an instructive example. An important part of the school’s mission is to export students’ reason for matriculating. Organizations in the school’s immediate environment that hire students often make decisions based on their performance. Grades are often used, at least on the surface, as a means of differentiating students according to performance. In keeping with the school’s multiple missions, professors in group dynamics must assign a grade to the students. This poses something of a dilemma: how can students are expected to challenge authority, explore persecutory anxieties, and explore their irrational processes if they are to be graded on their participation? A structural solution is used to provide the protection necessary to experiential learning. Students are not graded on the basis of the study group or even on classroom behaviour, but on the basis of assigned papers alone. From the group-as-a-whole perspective, doing this ultimately begs the question because it implies the papers are less ofâ€Å"group product† than other instances of members’ behaviour. In fact, from this conceptual vantage point, a paper represents the group’s influence as much as the roles that individuals find themselves in. For the purpose of grading, however, the whole-group focus must be relinquished, and for this part of the course the professor must work at the individual level of analysis. Thus the management school context creates a set of conditions that requires working at multiple levels of analysis. New avenues for learning are opened. To be sure, the tension between the individual and group levels mirrors an element of organizational reality that can offer important learning to students about the ambiguities and uncertainties of organizational life. Teachers and administrators must relate to both individual’s behaviour represents his or her group, and they must develop ways of handling the tensions. The added complexity of the credentialing process has costs in terms of depth of inquiry into the group as an entity. Important data and experience from the group as a whole gets channelled into a connection between student and professor. Sometimes students use the movement between levels of analysis defensively by lodging their capacity for inquiry and self reflection largely in the papers and avoiding the exposure of bringing in into the experiential sessions. At the same time, establishing an individual level relationship creates learning opportunities that are precluded when working solely on the group-as-a-whole level. Students are able to refine their capacity to work conceptually, to work on linking experience and theory, and to deepen their capacities to formulate hypotheses through their based relationship to the professor (which typically develops through the papers). Managing the movement between different levels of analysis and working to prevent defensively motivated oscillations between levels are challenges to students and teachers alike. The context creates a need for teachers of these courses to develop and refine this skill. To be sure, the contextual environment intrudes into the school-based group training program as well. These self-study groups serve equally as social holograms, bringing in all of the salient group, institutional, and intergroup relationships that are represented by the group membership of students. But in this model, the self-study group’s experience is mediated by a powerfully complex, interdependent, and unmanageable transactional environment- the school itself. Moving back and forth between different processes can be daunting for the group or team. For example: if we mentioned the student/ teacher relation, the tendency to confuse the differing role requirements of student/ group member and consultant /teacher is strong, and the quite different emotional textures underlying the different role relations pose important ambiguities in student-teacher relations. Students take the course for credit as well as for learning, and the consultant is in the position, at the end of the course, of evaluating students. Often group members experience interpretation as judgment and attack, leading them to create in fantasy an image of authority as punitive and critical. Interpreting those can lead to fruitful exploration of persecutory anxieties that underlie authority relations in group life. However, interpreting the image of consultants as evaluators is complicated by the close proximity of the formal evaluator role, which is filled by the same person. Question of the consultant/teacher’s capacity to keep the two roles distinguished comes sharply into view in this type of design. Will the professor be able to contain his feeling within the experiential subsystem and use them in the service of learning? Or is he likely to act out his feeling toward student in experiential groups by unconsciously downgrading the student’s thinking in the papers? If so, then it is hardly safe to explore this possibility, and an essential element of the necessary protection is covertly removed. Consultants along with the professor in the experiential sessions are expected to work with the same range of intense projections. The authority boundary between consultants and student in those groups attracts fantasies and projection and puts the teacher in the Position of having to adhere to the same sort of emotional abstinence and detachment that any group consultants must. Group relations courses posit a set of inter group relation with the other classes, faculty, and student. The transactional environment of the course is a complex and density interdependent one, comprising a wide variety of individual and groups; some groups like departments are permanent, and other, like classes area temporary. The conditions required to conduct a traditional course. To extend to which these condition can be negotiated, the course will adopt procedures. Making these choices and judgment goes against the grain of typical class enrolment procedures, and as one might expect it evokes powerful emotional; dynamic. Sometimes student feel unjustly excluded and will mobilize a network of support for their cause, which can involve other faculty, student, or administrations. The pressure brought to bear can be strong, especially for faculty members, and all of these exchanges involve not only the effort to exert interpersonal influence, but whatever intergroup relations or interdepartmental rivalries exist, these issues can serves as an irritant , or vehicles for historic tension between groups. Pressures to make alternation or special arrangement for certain students during the entry process can be great for junior faculty members when approached by senior ones. The disturbing feelings that can be evokes around this process can execute tensions between groups, especially where there are pre-existing tensions grounded in ideological, methodological, and political issues, In addition, other class exists in the transactional environment of group dynamics course that are affected by what is happening in the group dynamics course. That are subgroups of student from other course bring their shared experiences from earlier terms into the class, and subgroups of the student are also simultaneously taking other course together. I have often wondered what it means for another class to contain a small group, say four or five, students who are in the midst of such an interpersonally intense experience. While there has been almost inquiry into this, partly because of the norm of confidentiality, I am sure quite sure the reciprocal influence is great. Another part of process consultation that needs to be considered is the part of being also a coach as group dynamics take place. When coaching is applied from the process consultant, it tends to portray certain kinds of benefits that could not be seen before in the individual, skills are sharpened thus they become highly skilled individuals, through coaching areas that need development are identified thus room for improvement is created, coaching provides an avenue through which guidance can be accessed by an individual or team, coaching tends to support continual learning which is a process that should be undertaken daily by the team or individual, lastly it instils the team work spirit as well as enhances the productivity level of the team or individual. Process Consultation as a business has widely taken root; most people want to have the best when it comes to organizations, when it comes to proper learning skills and having the proper tools when working with groups. Being just skilled is not the answer but how well you tackle your client’s unique problem is the ultimate goal for each consultant in any arena.

Technology and organisations Essay Example | Topics and Well Written Essays - 1500 words

Technology and organisations - Essay Example Apart from making work easy for the company, computers assist them in strict record keeping and quick and reliable filling for future reference. However, not all good related to computer or technology are always recommended, technology also has a set of drawbacks that when not properly use, might lead to disadvantages instead of the predicted advantages in any organization or workplace (JONES & SAAD, 2003). This paper examines technology and organization by looking at the case study of the computer industry. An examination of the case study of IBM reveals that the company dominated the computer industry by creating and producing products and services throughout the value chain. Their operations ranged from the production of microprocessor to the provision of solutions to computer problems experienced by customers. However, the advent over reliance on technology has led to an anti-social change in the vertical structure of IBM. The vertical structure of the company is experiencing change because the latest technology allows for members of coalitions to specialize in the area of expertise apart from their main field. In addition, the team structure use by IBM has also faced changes due to technological advancements therefore replacing the traditional hierarchical forms that were very critical in an organization. Technology has pushed the information era age of IBM to a new era because industries which did not incorporate technology into their operation failed in the process of operation d ue to the stiff competition posed by those companies applying technology in their own operations. This saw a sudden shift of organization in the wide use of technology to cut or have an edge on the competition with rival companies. The functional structure of IBM was rigid in the beginning, hence could not allow for the process

Interactive Processes and Cognitive Development Essay

Interactive Processes and Cognitive Development - Essay Example One such theory is the Zone of Proximal Development (ZPD) by Lev Vygotsky. Vygotsky professes that there is an actual zone for development and this zone consists of a gap "between a learner's current or actual level of development determined by independent problem solving and the learners emerging or potential level of development." Schaffer (2006 p 46) The key to what Vygotsky professed is that this zone or gap is imperative to development. It contains the set of knowledge that the learner has the ability to learn at that time. However, the learner at that time does not comprehend that these things are just our of their reach. Schaffer (2006, p 181) It is the point in child development where the learner is challenged to learn. Jean Piaget has a theory regarding child development and the cognitive processes that are involved. Piaget was concerned with knowledge and how it is obtained just as Vygotsky was. Rather than being a zone that prompted or challenged further gaining of information Piaget's theory's key concept was that knowledge grows. In one respect this is essentially what Vytgosky's (ZPD) theory professed.

To write a business plan asking for supporting fund Essay

To write a business plan asking for supporting fund - Essay Example The project was established in the year 2009 with an objective of supporting the developing country in fighting for Malaria. This report will analyse the various activities that the project will be undertaking as part of their Malaria mission. The report will analyse the feasibility of the project, its scope of operation, the success factors, the marketing and financial plan, and its organization structure. The financial plan will analyse how the organization will manage the funds. Malaria has been a serious threat for the people living in this region. It has claimed the lives of many people including children.(Malaria Elimination Group, 2012) Among the children that are killed in Malaria, most of them fall below the age group of five. What makes such hazard rather sad is that Malaria is a curable disease and still children are prone to death due to unavailability of proper medical attention. Vision, Mission and Objectives Vision: The vision of Dunga Project is to empower the Zanziba r community to fight, prevent and control Malaria. Mission: Dunga Project’s mission is to drive the curative measures for Malaria in the Zanzibar region with an organized effort that works on a sustainable and eco-friendly mode. The project’s mission is to educate the children and their caretakers to take care of themselves and prevent the Malaria from spreading. Objectives: 1. To supply all required medical aids to the malaria affected region. 2. To take adequate measures for preventing the Malaria. 3. To educate the people about the causes, treatment and prevention of Malaria. Nature of Business This project is focussed on taking adequate care of the children in Zanzibar region who are affected by Malaria. The charity also aims at taking accurate preventive measures against the disease. The business will operate as a non-profit seeking organization in the form of a trust. The major activity of the business is to conduct health camps in diagnosing malaria or any other disease that has affected the people in the area. The health check-ups will be a periodic activity of the business. This will be conducted by dividing the regions into various groups for ease of management. Another major activity involved is to make available, the medical aids for infected people, mainly children. The third activity is the anti-malaria drive that will focus on spreading awareness about the disease. This will be conducted as a group activity at various sub groups in the region. (Where in City, 2012) Uniqueness of the Project The uniqueness of the project lies in the fact that it focuses more on the prevention aspect. The famous phrase ‘Prevention is better than cure’ is one of the major driving forces of the project. Though utmost attention is provided towards supply of medicine and curing the disease, a major portfolio of the activity consists of preventive measures. The team has already purchased around 400 mosquito nets to be supplied to the househol ds. The mosquito nets can help in the prevention of Malaria to a great extent. We are also actively involved in removal of waste accumulations in the region, proper treatment of stagnant water and various other preventive measures that goes to the root cause of the problem. These entire activities make Dunga project unique in terms of its mode of operation. (Easmon, 2011) Constraints Following are the major constraints that are faced by the Dunga project. 1. Lack of adequate funds: Comparatively huge funds are required for

Dignity in Care for Adults with Learning Disabilities

Dignity in Care for Adults with Learning Disabilities The primary aim of the proposed research is to analyse the meaning, perceptions and quality of dignity in healthcare with respect to adults who have learning disabilities in the United Kingdom and study the range of healthcare services available for adults with learning disabilities. Specific Objectives To assess challenges of access, inclusion, choice, attitudes and legislation faced by adults with learning disabilities in healthcare. To determine whether dignity in care for adults with learning disabilities exists in reality as proposed and promoted by the UK Department of health or not. To understand and compare the types of health care services offered and available to adults with learning disabilities. To analyse the quality of healthcare provided to adults with learning disabilities in the United Kingdom and inequalities faced by them. Methodological Details The primary method that will be utilised in this research is based on systematic literature review whereby observations are made on the basis of data accessible in the respect of people with learning disabilities. Literature search will include key words such as about learning disabilities dignity and type of services offered and available for them in the United Kingdom. This method is implemented in this research because it would definitely be helpful because of various reasons identified in the proposal. The relevant literature will be gathered from various sources including journal articles, research reports and books. Ethical Issues Confidentiality and privacy of individuals participating in a research is quite important especially if the research topic is quite sensitive as the case is with dignity in care for adults with learning disabilities. The researcher needs to understand and realise the seriousness of ethical issues and considerations in such a research. Although there is a danger of participants being named or personal information being compromised, the approval from the ethical issues committee is not necessary, as the proposed study will only present a systematic literature review of the data already accessible by public. Relevance to Practice The entire research would be quite useful in enhancing the level of dignity in adults who are suffering from learning disabilities in United Kingdom. However, one of the major points that should be focused by different agencies and social workers would be how fast and effectively they can implement all these processes. Moreover, significant research has been carried out in this regard from different perspective and from different researchers but the reviewed literature shows several gaps in the standards laid down by different government health authorities and the current practices related to dignity in health care of adults with learning disabilities. Introduction: Dignity is a broad and complicated notion that can be used in legal, religious, bioethics, scientific and political contexts with different meanings. The term dignity signifies that a person has a birthright of being respected and treated morally and ethically by others. Dignity implies that people should be treated in such a manner that they feel their value and worth as individuals within the societal context (Soulen and Woodhead 2006). Dignity can be elevated and alleviated by several factors in a healthcare facility. These factors include the facility culture, surroundings and environment, attitudes and behaviour of caregivers and the practice of care being carried out in the facility. People feel more comfortable, confident and in control for making various decisions on their own in the presence of dignity but if there is a lack of dignity they may feel discomforted, devalued, embarrassed and humiliated (Weisstub and Pintos 2007). Dignity is concerned with how people feel, think and behave in relation to the worth or value of themselves and others. To treat someone with dignity is to treat them as being of worth, in a way that is respectful of them as valued individuals (RCN, 2008). As dignity creates a sense of comfort and control, it is quite important that caregivers in medical institutions realise the importance of dignity while giving care to adults with learning disabilities. The proposed research will analyse the literature associated with dignity in care for adults with learning disabilities in the United Kingdom. The study Aim: The primary aim of the proposed research is to analyse the meaning, perceptions and quality of dignity in healthcare with respect to adults who have learning disabilities in the United Kingdom and study the range of healthcare services available for adults with learning disabilities. The Study Objectives: To assess challenges of access, inclusion, choice, attitudes and legislation faced by adults with learning disabilities in healthcare. To determine whether dignity in care for adults with learning disabilities exists in reality as proposed and promoted by the UK Department of health or not. To understand and compare the types of health care services offered and available to adults with learning disabilities. To analyse the quality of healthcare provided to adults with learning disabilities in the United Kingdom and inequalities faced by them. The following section of the research proposal will discuss the literature as methods and methodology used to achieve the research aim. As it is systematic literature review in general and as it used to this study in research particular. Methodology: Research methodology is an important aspect through which researches are conducted. A research methodology will actually depict that what is the appropriate approach of conducting a research and which research strategy will be applied in this research. In the similar manner it would also depict that which data will be collected for the research and how it will be collected. This entire research would focus on learning disabilities with adults and the issue of dignity will also be addressed in this research. The main objective of this research is to understand the issues of meaning, perceptions and quality related to learning disabilities and how dignity of these individuals is affected. The primary method that will be utilised in this research is based on systematic literature review which is useful for several reasons such gives a genuine, clear idea about the issue being studied. This method is implemented in this research because it would definitely be helpful because of several reasons. First and the foremost reason is that it would give a clear about the issue that is being studied. Wolf (2008) presented an idea about that systematic literature review that philosophy of science, development of health related materials etc can be analysed through systematic literature review. In the similar manner it gives a genuine and a clear idea about the issue that is being studied. Through this approach findings can be properly analysed and systematic literature review helps the researchers in the decision making process. Wolf (2008) believed that through this approach the information that is collected for this research can easily be summarised. The benefits of this approach would be that past researches can easily be utilised and this would definitely reduce the cost of researching. Another important factor for choosing this approach is the benefit of time that is at tached with systematic literature review. According to Britton and Jonsson (2004) systematic literature review is actually a cost effective approach for conducting a research. Both the researchers agreed with Wolf (2008) that generalisation and collection of data in this approach is quite simple and easy as compared to other approaches. Therefore, it can be said that because of these benefits this approach of systematic literature review is selected for this research. Ethical Considerations: Ethics is the term used for differentiation of right over wrong, good over evil and signification of justice or equality in the general behaviour or actions of individuals in a society (Hinman 2007). Confidentiality and privacy of individuals participating in a research is quite important especially if the research topic is quite sensitive as the case is with dignity in care for adults with learning disabilities. The researcher needs to understand and realise the seriousness of ethical issues and considerations in such a research. Although there is a danger of participants being named or personal information being compromised, the approval from the ethical issues committee is not necessary, as the proposed study will only present a systematic literature review of the data already accessible by public. The information collected in the proposed research will only be used for research purposes and real identities will be replaced by codes or false names when required. The following sect ion provides an analysis of literature relevant to the research topic that will be used in the proposed research. In this research proposal, there is no need to seek the prior approval of the research ethical issues committee because the study will be beleaguered to summarise the related literature only. All the subjects included as a part of the literature review and studied / observed are free from any such biases. This research does not use any kind of personal information of patients or people suffering from learning disabilities and hence there is no incidence of violation of rights on moral or ethical grounds. Study of the Literature: According to The UK Department of Health (2001) learning disability is a combination or collection of several disabilities and disorders. These disabilities may include disability to understand new information or skills, impaired function in society and an onset of any disability that started before adulthood and had a lasting effect. Learning disability or intellectual disability also referred to as learning difficulty in the United Kingdom is quite difficult to explain as it covers a broad collection of disorders or disabilities that people may face. These disabilities include but are not limited to challenges in processing information, understanding written or spoken language and other challenges that may affect quality of life (Corley and Taymans 2002). This notion by Corley and Taymans (2002) is backed by Turnbull and Chapman (2010) who suggest that people with learning disabilities face several problems in understanding and processing complex information and face challenges in developing new skills. These descriptions of learning disabilities indicate that adults with such disabilities may have difficulties in processing information in several social circumstances including healthcare. This implies that adults with learning disabilities will have a higher degree of healthcare needs as opposed to people with no learning disabilities at all. McGrath (2010) argued in an extensive literature review that people with intellectual disabilities have greater healthcare requirements as compared to the general population. While explaining the nature and intensity of these healthcare needs he argues that the health care needs of people with intellectual disabilities are more complex in comparison with the general population and can result in premature death, which could otherwise be prevented through effective care. This argument by McGrath (2010) is also backed by several other researches conducted in the context of healthcare needs of people with learning disabilities (Michael 2008; Leyshon et al. 2004; Cooper, Melville and Morrison 2004; Paxton and Taylor, 1998; Nocon, Sayce and Nadirshaw 2008). Gaskell and Nightingale (2010) also agree with McGrath (2010) regarding the greater healthcare needs of people with learning disabilities. They suggest that healthcare needs of adults with learning disabilities tend to be higher in comp arison to the general population due to a variety of reasons including visual and hearing impairment, challenges in mobility, heart conditions, diabetes and osteoporosis. The greater needs for healthcare of adults with learning disabilities are also perceived by caregivers as Vecchio, Cybinski and Stevens (2009) in their study analysed the effect of disability on needs of caregivers. They implemented descriptive statistics and regression analysis to conclude that caregivers of adults with disabilities indicated that they required assistance while providing care to such adults. It was also concluded in the study that the needs of adults with learning disabilities were even greater than the needs of adults with physical disabilities with respect to healthcare (Vecchio, Cybinski and Stevens 2009). Adults with learning disabilities face several challenges with respect to societal factors including unethical treatment, abuse, undue pressure in interpersonal communication and biasness from the general population due to their specific disability (Slater 2005). Slater (2005) argued that the most prominent challenges with respect to societal factors in healthcare were neglect, poor treatment and abuse by caregivers. He argues that adults with learning disabilities have every right to dignity in life as the general population and should not be subject to abuse due to a specific disability. The Department of Health (2001) provides a clear strategy regarding treatment and care of elderly people especially when they face challenges due to learning disabilities. The recommendations presented by Slater (2005) are in line with the department of health framework with respect to poor treatment and abuse. The framework clearly outlines that dignity should be a top priority in healthcare where people should be treated in an ethical, moral and respectful manner. The importance of dignity and equality in healthcare services is iterated by another report of The Department of Health (2002) by implying the importance of fair access to care services irrespective of age and any disabilities a person may have. Philp (2007) recommended that dignity in care should not be an afterthought and caregivers should understand and realise the importance of dignity in healthcare of adults with learning disabilities. He suggests that caregivers are very busy and they need to incorporate dignity into the overall framework for providing care. In his study, Philp (2007) emphasised the need for treating adults with respect and integrity while giving them a sense of freedom and control over their actions and behaviour. He concluded that there are various forms of abuse and caregivers need to provide care with thorough understanding and realisation of dignity in care of adults with learning disabilities (Philp 2007). Holland (2000) on the other hand, analysed how ageing affects people with learning disabilities with respect to social, psychological and biological issues. He argued that adults with severe learning disabilities faced more challenges in later parts of life with respect to services as compared to adults without any disabilities. He concluded in his study that gaps were present in the healthcare and social services provided to learning disabilities and the standards established by the department of health (Holland 2000). This implies that albeit healthcare providers may focus on providing the most effective quality of services but improvements can still be made to make the quality of services more effective especially with respect to dignity in care. Batesa and Davis (2004) in their study of social inclusion and services for people with learning disabilities presented several societal challenges faced by adults with learning disabilities. These challenges include hindrance in local community participation, perceptions of general population, problems in safety and trust, limited access to social networks and limited access to services being offered. The study indicates that these challenges are faced by adults with learning disabilities mainly due to the perceptions of community and general population with respect to these people. The research concludes that social capital concept provides an effective model for services that focus on promoting social inclusion of adults with learning disabilities (Batesa and Davis 2004). The concept of social capital, which is based on social networks, and standards of trust and reciprocity Batesa and Davis (2004) can also be implemented in healthcare for adults with learning disabilities for bet ter outcomes. Health care services are of utmost importance to individuals who are suffering with different learning disabilities. McGrath (2010) believed that people with learning disabilities needs health checks to monitor the discrepancies they have. Annual health checks is a type of health care service that is offered and available to adults with learning disabilities. Usually, people who are facing these difficulties are less likely to receive continuous screening and they have less frequent routine checks. That is the reason why annual health checks should be offered by different health care institutions so that they can benefit from it in both the short and the long run. However, a concern is that whether these health checks are needed or not because if they are not viable enough so there is no need to have an exercise that would engage them in such activity. Albroze (2005) discussed that these annual health checks are very important because they assist the patients in every aspects and peo ple who are suffering from these difficulties can gauge that what is their current situation. People who have learning disabilities usually live in communities and they have the right to access different mainstream health care services. Deshler, Schumaker and Bulgren (2001) discussed that individual importance should be given to people who are suffering with learning disabilities and this can be considered as a health care service. Nurses should be effectively trained in this regard and they should help the individuals who are facing learning difficulties. These researchers also believed that equal health care services should be provided to patients who are suffering from learning disabilities. In the similar manner disability awareness should be given to them in different regards like trainings and workshops should be organised so that they can easily benefit from these activities. Certain special health care services should be allotted to those individuals that have complex and special needs (Bergmark, Parker, Thorslund, 2000). In the similar manner, certain action plans should be developed for this cause so that all these health care services would be implemented in a proactive manner. Besides certain annual che cks individuals suffering from learning disabilities should be offered regular checkups. This will provide an equal opportunity to learn about their health and they can lead a happy and a prosperous life. Certain picture-based books should be provided to them so that they can learn how they can face different complex situations (Deshler, Schumaker and Bulgren 2001). Emerson, Davies and Spencer (2005) analysed that learning disability in adults is a condition that is quite long lasting. A survey showed that about 62% of all the people who are suffering from this disability live with their parents or with their relatives. Similarly, 30% of the people especially adults live in certain form of residential care or they live with people who are also suffering from learning disabilities. However, only 7% of the people live with their partners or they live alone. There are different inequalities faced by adults when they are receiving health care facilities. Michael (2008) believed that at times people receive unequal health care treatment and this can be considered as an important issue for people who are providing learning disabilities and for those who are accessing it. People that are facing learning difficulties are not always offered the same level of services and treatment as the general population. People and health care service providers assume certain things when they are dealing with individuals facing learning disabilities (Kuntz, Minnes, Garcin, Martin, Lewis, Holden, 2005). In the similar manner the routine health care services received by these adults over the year in the United Kingdom is patchy too. Finally, people who are suffering from learning disabilities as not served and perceived as a priority (Michael 2008). Cooper, Melville and Morrison (2004) believed that people who are facing learning difficulties face unequal atmosphere. They are not treated as equal citizens in many conditions and this creates a sense of inequality in them. People with learning disabilities are discriminated in the society and there are different health care professionals who do not understand much about learning disabilities. In the similar manner many professionals in the society are not familiar with the laws associated with capacity to consent. There are certain professionals who are aware with this scenario but most of them do not consult the family of these individuals who are suffering with learning disabilities (Corley and Taymans 2002). Individuals that are suffering with learning disabilities may not understand the significance and importance of health care screening or it is highly probable that they may not recognise the symbols of ill health. This factor might create issues for the carers in both the s hort and the long run. Therefore, people with learning disabilities should be dealt with extreme care and the level of dignity should be maintained so that they can lead a healthy and a prosperous life. Summary: The primary aim of the proposed research is to analyse the issues related to dignity in healthcare with respect to adults who have learning disabilities in the United Kingdom and study the range of available healthcare services. This primary aim will be accomplished by achieving several underlying objectives. All the researches that were analysed in the literature review depict that adults with learning disabilities face several challenges especially with respect to dignity and they should be dealt with extreme care. There are certain discrepancies and difficulties in this regard and there should be a proper equal approach adopted to care for adults with learning disabilities. It was also stressed in this research paper that dignity of these individuals is the main issues and once the dignity of these individuals are present they can live with self respect in the society. Relevance to Practice: The entire research would be quite useful in enhancing the level of dignity in adults who are suffering from learning disabilities in United Kingdom. However, one of the major points that should be focused by different agencies and social workers would be how fast and effectively they can implement all these processes. A significant amount of research has been conducted in this regard but the reviewed literature shows several gaps in standards laid down by government health authorities and current practices. The proposed research will be helpful in filling these gaps. The proposed research would be beneficial for adults who are facing with learning disabilities and it would be beneficial for caregivers who are planning to implement these processes.

Essay --

Dune is a novel by Frank Herbert about the rising of a messiah. The planets Dune, also called Arrakis, and Caladan serve as the setting for the story. The novel takes place in the far future, a dystopian future where humans are trained to function like computers of old, which have been banned from being built after a popular uprising against machines known as the Butlerian Jihad. Paul Maud'Dib is shown to be the Messiah the Fremen are searching for in that he starts the terraforming of Dune, the fact that he parallels Christ, his changing of the culture of the Fremen, and the fact that his genes mark him for greatness, and the irony of the Baron's actions. Ecology is a strong literary element in the novel Dune. plays a quite large part in Dune. Dune is a desert world, a sterile planet, devoid of life. Not uUntil one goes underneath the surface of Dune, then a whole new ecosystem is seen, based around water or the avoidance of it. Fremen use technology called "stillsuits" to conserve their body's water. Stillsuits recycle any moisture that is excreted by the body. This water is then drunk again, and used again. The Fremen, used to life that requires hoarding water, are astonished at the fact that there are other planets with open water on them. Sandworms are a quite important part of Dune's ecosystem. They, wWhile infants, sandworms produce the spice melange, the spice so precious to human life on Arrakis. These infant sandworms, after being in a spice blow and surviving, eventually grow into the monstrosities that are adult sandworms, the "Old Men of the Desert." (citation) The Water of Life is a potent poison and prescience drug, only obtainable by drowning a sandworm. Its opposite is the Water of Death (citation), ... ...on's actions earlier in the novel lead to his downfall and death later in the novel. His hatred for the Duke Leto Atreides leads to the rise of Paul Maud'Dib, Leto's son and heir. Another irony is the fact that the Baron Harkonnen takes the dead Leto's Mentat, Thufir Hwat, and makes Hwat his Mentat. ""Another matter," the Count said. "We learn that Duke Leto's Mentat, Thufir Hawat, is not dead but in your employ." (Herbert 212). Keynes, the Imperial Planetologist, is killed by his own planet, which is an ironic moment in itself. "Then, as his planet killed him, it occurred to Kynes†¦" (Herbert 180). Paul's mission is ultimately to make Dune a planet full of life. He is there to change Arrakis, to make it ecologically more diverse. The first part of his mission is completed in Dune. He makes Dune a safe place for the Fremen to live in, free from persecution. Essay -- Dune is a novel by Frank Herbert about the rising of a messiah. The planets Dune, also called Arrakis, and Caladan serve as the setting for the story. The novel takes place in the far future, a dystopian future where humans are trained to function like computers of old, which have been banned from being built after a popular uprising against machines known as the Butlerian Jihad. Paul Maud'Dib is shown to be the Messiah the Fremen are searching for in that he starts the terraforming of Dune, the fact that he parallels Christ, his changing of the culture of the Fremen, and the fact that his genes mark him for greatness, and the irony of the Baron's actions. Ecology is a strong literary element in the novel Dune. plays a quite large part in Dune. Dune is a desert world, a sterile planet, devoid of life. Not uUntil one goes underneath the surface of Dune, then a whole new ecosystem is seen, based around water or the avoidance of it. Fremen use technology called "stillsuits" to conserve their body's water. Stillsuits recycle any moisture that is excreted by the body. This water is then drunk again, and used again. The Fremen, used to life that requires hoarding water, are astonished at the fact that there are other planets with open water on them. Sandworms are a quite important part of Dune's ecosystem. They, wWhile infants, sandworms produce the spice melange, the spice so precious to human life on Arrakis. These infant sandworms, after being in a spice blow and surviving, eventually grow into the monstrosities that are adult sandworms, the "Old Men of the Desert." (citation) The Water of Life is a potent poison and prescience drug, only obtainable by drowning a sandworm. Its opposite is the Water of Death (citation), ... ...on's actions earlier in the novel lead to his downfall and death later in the novel. His hatred for the Duke Leto Atreides leads to the rise of Paul Maud'Dib, Leto's son and heir. Another irony is the fact that the Baron Harkonnen takes the dead Leto's Mentat, Thufir Hwat, and makes Hwat his Mentat. ""Another matter," the Count said. "We learn that Duke Leto's Mentat, Thufir Hawat, is not dead but in your employ." (Herbert 212). Keynes, the Imperial Planetologist, is killed by his own planet, which is an ironic moment in itself. "Then, as his planet killed him, it occurred to Kynes†¦" (Herbert 180). Paul's mission is ultimately to make Dune a planet full of life. He is there to change Arrakis, to make it ecologically more diverse. The first part of his mission is completed in Dune. He makes Dune a safe place for the Fremen to live in, free from persecution.

Ethnic Groups and Racism Essay

Race and ethnicity are important concepts in the field of sociology and are ones that are studied a great deal. Race plays a large role in everyday human interactions and sociologists want to study how, why, and what the outcomes are of these interactions. A race is a human population that is believed to be distinct in some way from other humans based on real or imagined physical differences. Racial classifications are rooted in the idea of biological classification of humans according to morphological features such as skin color or facial characteristics. An individual is usually externally classified (meaning someone else makes the classification) into a racial group rather than the individual choosing where they belong as part of their identity. Conceptions of race, as well as specific racial groupings, are often controversial due to their impact on social identity and how those identities influence someone’s position in social hierarchies. Ethnicity, while related to race, refers not to physical characteristics but social traits that are shared by a human population. Some of the social traits often used for ethnic classification include: †¢nationality †¢tribe †¢religious faith †¢shared language †¢shared culture †¢shared traditions Unlike race, ethnicity is not usually externally assigned by other individuals. The term ethnicity focuses more upon a group’s connection to a perceived shared past and culture. II. CONTENT/ CREATIVE REPORT DEFINITION OF RACE AND ETHNICITY Race is a socially defined category, based on real or perceived biological differences between groups of people. Ethnicity is a socially defined category based on common language, religion, nationality, history or another cultural factor. Sociologists see race and ethnicity as social constructions because they are not rooted in biological differences, they change over time, and they never have firm boundaries. Example: White The distinction between race and ethnicity can be displayed or hidden, depending on individual preferences, while racial identities are always on display. THE SOCIOLOGICAL MEANING OF ETHNIC GROUPS AND RACISM The classification of people into races and ethnic groups carries deep implication on the social and political life of different racial and ethnic groups. These classifications led to the notion of racial superiority and racial inferiority, culturally advanced groups and culturally disadvantaged, the use of derogatory undertones and parody, apartheid policy, discrimination and prejudice, and stereotyping of groups of people. Ethnic conflicts have been regular process within the same territorial borders and among the nations of the world. Ethnic conflicts have been pervasive and dangerous because they cause massive humanitarian suffering, civil wars, and destabilizing effects. Sociologically, â€Å"race† refers to a group of people whom others believe are genetically distinct and whom they treat accordingly. This term is commonly used to refer to physical differences between people brought about by physical characteristics of genetic origin. This commonness of genetic heritage may be manifested in the shape of the head and face, the shape and color of the eyes, the shape of the nose, lips, and ears, the texture and color of the hair, the skin color, height, blood type and other physical characteristics. Among the significant racial categories studied by early social scientists were the Caucasoid, Mongoloid, Negroid, and the subgroups of primary and derived races. Racial differences are seen as physical differences singled out by the community or society as ethnically significant. It is preferable to refer to ethnicity or ethnic groups rather than race for its historical and biological connotations. An ethnic group represents a number of persons who have a common cultural background as evidenced by a feeling of loyalty to a given geographical territory or leader, a feeling of identification with and unity among historical and other group experiences, or a high degree of similarity in social norms, ideas and material objects. Members of ethnic groups see themselves as culturally different from other groups in the society and are viewed by others to be so. SOCIAL CONSEQUENCES OF MEMBERSHIP IN RACIAL AND ETHNIC GROUPS. Membership in racial and ethnic groups influences people’s social status and roles as they interact with others. Physical characteristics, especially skin color and certain distinctive cultural traits, complexes, and patterns, become badges for social and economic status. Frequently, they establish a person’s or groups position in the social stratification system and make up the foundation for prejudice, discrimination, and other forms of differential treatment. Furthermore, when an ethnic group becomes a target of discrimination, such group may utilize the unique physical or cultural traits as the rallying force for promoting common loyalties and enhancing collective action. When people’s definition of physical characteristics greatly affects their relationship, such definitions generally become interlinked with cultural differences. A classic example is the white man’s justification of his technological, economic, political and military superiority. Examples are such ideologies as the God-chosen race, the white man’s burden and more recently, the apartheid policy. Since the early days of the United States, Native Americans, African-Americans and European-Americans were classified as belonging to different races. But the criteria for membership in these races were radically different. For Africans, the government considered anyone with African appearance to be purely African. Native Americans, on the other hand, were classified based on a certain percentage of Indian blood. Finally, European-Americans had to have purely white ancestry. The differing criteria for assigning membership to particular races had relatively little to do with biology; it had far more to do with maintaining a group’s defined roles and position. Racial and ethnic membership leads to a sense of people-hood. By this, we mean a sense of identification with a relatively small segment of the world’s population- those who by virtue of common ancestry or heritage we consider â€Å"our own kind†. Erich Fromm wrote in 1941: â€Å"The identity with nature, clan, religion, gives the individual security. He belongs to, he is rooted in, structuralized whole in which he has an unquestionable place. He may suffer from hunger or suppression, but he does not suffer from worst of all pains- complete aloneness and doubt. † PATTERNS OF ETHNIC GROUP RELATIONS. People who occupy a subordinate status are usually called a minority group. What determines a minority group is not the unique racial or ethnics traits nor their great number but the relationship of different groups in the society of which they are a part. A minority group, then is one that, because of the power of differences among the groups, is singled out for unequal treatment in the society. A minority refers to a group which, because of physical and cultural characteristics, occupies a subordinate position in the society and subjected to collective discrimination, in some cases, even segregation, oppression, slavery, peonage, military subjugation, religious persecution, and economic, political, educational, and social suppression. The patterns of ethnic group relations include the following: 1. Patterns of Racism a. Prejudice and discrimination †¢Racism – is behavior that is motivated by the belief that one’s own group is superior to other groups that are set apart on the basis of physical characteristics Structural racism refers to inequalities built into an organization or system. An example of structural racism can be seen in recent research on workplace discrimination. [37] There is widespread discrimination against job applicants whose names were merely perceived as â€Å"sounding black. â€Å" These applicants were 50% less likely than candidates perceived as having â€Å"white-sounding names† to receive callbacks for interviews, no matter their level of previous experience. †¢Prejudice – prejudged negative attitude or opinion about a group without bothering to verify the merits of the opinion or judgment The relationship between prejudice and discrimination is complex. Robert Merton’s study and typology of the relationship between prejudice and discrimination Four patterns 1. Unprejudiced nondiscriminatory – integration 2. Unprejudiced and discriminatory – institutional discrimination 3. Prejudiced and nondiscriminatory – latent bigotry 4. Prejudiced and discriminatory – outright bigotry In his study, (1974), Bulatao listed impressions on some ethnic groups by respondents from five Philippine cities: Ilocanos and Chinese were viewed as most industrious, serious, thrifty; Tagalogs, progressive; Bicolanos and Cebuanos, humble, friendly, warm, and peaceful; Warays, lazy but strong; and Ilongos, proud and extravagant. b. Discrimination refers to the act of disqualifying or mistreating people on the basis of their group membership or on ascriptive rounds rationally irrelevant to the situation. Whereas prejudice is a state of mind, discrimination is actual behavior. Prejudice and discrimination work hand in hand to create and sustain racial and ethnic stratification, (Jarry J. 1987) THEORIES OF PREJUDICE Light gives the following explanations on the origin of prejudice: 1. Economic Theory- assumes that racial prejudice is a social attitude transmitted by the dominant ethnic majority class for the purpose of stigmatizing some group s as inferior so that the exploitation of the group resources will be justified. 2. Symbolic Theory- asserts that prejudice arises because a racial or ethnic group is a symbol of what people hate, fear, or envy. 3. Scapegoat theory- maintains that human beings are reluctant to accept their mistakes for their troubles and failures so they look for an ethnic-minority to shoulder the blame. 4. Social norm theory- asserts that ethnocentrism is a natural development of group living. Hatred and suspicion for the out-group are the standard and normal way of doing things, particularly in dealing with people. c. Stereotypes are often simplified and unsupported generalizations about others and are used indiscriminately for all cases. A few examples are Ilokano, â€Å"bantay kuako† (heavy smokers) and â€Å"kuripot† (stingy); Pampangueno, â€Å"dugong aso† (dog blood or traitors); Batangueno, â€Å"balisong† (knife-wielding); Bicolanos, â€Å"sili† ( pepper or hot people). 2. Patterns of Competition, Conflict and Domination When ethnocentric attitudes are coupled with intergroup competition for territory and scarce resources, an explosive social situation may arise. When two groups both strive for the same things- and they perceive their respective claims to be mutually exclusively and legitimate- the stage is set for conflict. In modern societies, the state has become the vehicle that enables one group to dominate and keep the other group subordinate. In sum, competition supplies the motivation for systems of stratification, and ethnocentrism directs competition along racial and ethnic lines, but power determines which group will subjugate the other (Noel, 1972; Barth and Noel, 1975). 3. Economic and Political Subjugation The economic takeover of one nation by a more powerful one and the subsequent political and social domination of the native population is called colonialism. If the takeover of one nation is trough the military superiority of the more powerful one for the purpose of territorial expansion and establishing colonies, it is termed as military colonialism. On the other hand, if the economic takeover is made through the great technological superiority of the more powerful one, the institutionalization of their businesses in their former colonies, the control and domination of most of a colony’s natural resources, the imposition of trade policies and economic treaties favorable to their side; the establishment of outlets for their surplus capital; the need for more cheap labor, raw materials, and markets to fuel their growing economy, the process is termed neo-colonialism or economic imperialism. 4. Displacement and Segregation of the Native Population. Economic and political subjugation of a minority population by a more powerful group is not the only pattern of conquest that occurs when different racial and ethnic group meet. Displacement of native population can be made possible through the influx of powerful settlers or invaders with their vastly superior weapons. It is typically found in areas rich in natural resources and similar in geography and climate to the homeland of the invading group. Displacement takes the following forms: a. ) by attrition, that is, numbers of the weaker group may die of starvation or disease either deliberately or not; b.) by population transfer; and c. ) by genocide- deliberate and ruthless extermination of the weaker group. Segregation involves the enactment of laws and/or customs that restrict or prohibit contact between groups. Segregation may be ethnic or racial or based on sex or age. 5. Patterns of Accommodation and Tolerance Interracial and interethnic accommodation can be carried out through miscegenation or amalgamation- the intermarriage of members of the majority and minority groups. This can result in the blending of their various customs and values and the creation of a new cultural hybrid. This involves a cultural and biological blending in which the customs and values of both groups are to some extent preserved and their biological characteristics appear in the offspring. 6. Patterns of Acculturation and Assimilation Acculturation and assimilation are two very important concepts in sociology and anthropology that describe cross cultural effects on both minorities as well as majorities in societies that are multi ethnic and multi cultural in nature. Assimilation is a broader concept as described by sociologist Jean Piaget and refers to the manner in which people take new information. There are many people who think of the two concepts as same and even use them interchangeably. If you belong to a minority community in a country and retain your own culture but cannot remain isolated and are affected by the majority culture in such a way that you adapt to some aspects of the majority culture, the process is referred to as acculturation. Assimilation is a process whereby people of a culture learn to adapt to the ways of the majority culture. There is a loss of one’s own culture as a person gives more value to the cultural aspects of the majority community in the process of assimilation. What is the difference between Acculturation and Assimilation? †¢ Meeting of cultures always produces results in terms of changes in both the cultures, and acculturation and assimilation refer to two important and different changes in these cultures. †¢ Assimilation refers to the process where some of the majority community’s cultural aspects are absorbed in such a manner that the home cultural aspects get mitigated or lost. †¢ Acculturation is a process where the cultural aspects of the majority community are adapted without losing the traditions and customs of the minority community. †¢ Minority culture changes in the case of assimilation whereas it remains intact in the case of acculturation. 7. Patterns of cultural Pluralism or Ethnic Diversity Cultural pluralism refers to the coexistence of different racial or ethnic groups each of which retains its own cultural identity and social structural networks, while participating equally in the economic and political systems. (Light, 1985) In pluralistic society, each group retains its own language, religion and customs, and its members tend to interact socially primarily among themselves. Yet all jointly participate in the economic and political systems and live in harmony and peaceful â€Å"coexistence†. A prime example of such an arrangement can be found in Switzerland. There, people of German, French, and Italian heritage preserve their distinct cultural ways while coexisting peacefully and equally. No one group enjoys special privileges or is discriminated against. ETHNIC GROUPS IN THE PHILIPPINES Ethnic groups in the Philippines are classified according to certain physical, cultural, linguistic, religious and geographic criteria. A. According to distinctive physical traits 1. The Negritoes who are regarded as the aborigines of the Philippines. 2. The Indonesian- Malayan stock which is predominant among the Filipinos. 3. The Chinese who make up the largest national group. 4. The Americans and the Spaniards, and a few other Europeans who came as colonizers. B. According to cultural standpoints 1. Cultural minorities or cultural communities 2. Muslims 3. Christian groups C. According to linguistic groupings PANAMIN reports that there are about 87 ethno linguistic groups in the Philippines-e. g. , Tagalog, Ilokano, Waray, Hiligaynon, Kapampangan, Ilonggo, etc. D. According to religion 1. Roman Catholics 2. Muslims 3. Aglipayans 4. Protestants 5. Iglesia ni Cristo 6. Buddhists 7. Jehovah’s witnesses 8. Other religious sects. E. Muslims of Southern Philippines The Muslims make up the largest single non-Christian group. They have nine ethno-linguistic groups, namely: 1. Taosug 2. Maranao 3. Maguindanao 4. Samal 5. Yakan 6. Sanggil 7. Badjao 8. Molbog 9. Jama Mapun From the Spanish regime to the present, Muslim and Christian intergroup relationships have been characterized by animosity and suspicion. This has been expressed in the Muslims’ ongoing resentment of Christian settlers and attempts at secession to form an independent Mindanao. Muslim revolutionary groups the Moro National Liberation Front (MNLF) and the Bangsai Moro Liberation Front (BMLF) want Mindanao, Sulu, and Palawan to secede from the Philippines. THE CULTURAL COMMUNITIES AND THE CHRISTIAN FILIPINOS The non-Christian Filipinos now known as cultural communities make up 10% of the total national population. They have maintained their culture in their clothes, art, religion, ethnic dialect, customs, traditions and other superficial differences. There are 77 major ethno-linguistic groups in the Philippines. A. Northern Luzon 1. Isneg 11. Ivatan/Itbayat 21. Malaweg 2. Kalinga 12. Ilocano 22. Yogad 3. Ifugao 13. Apayao 23. Pangasinan 4. Bontok 14. Balangao 24. Palanan 5. Kankanai 15. Bago 25. Kapampangan 6. Ibaloi 16. Kalanguya 26. Tagalog 7. Gaddang 17. Iwak 27. Bicol 8. Tinggian 18. Isinay 28. Negrito 9. Ilongot 19. Ibanag 29. Sambal 10. Ibalahan 20. Itawit B. Smaller Groups in Luzon 1. Aetas 2. Dumagats of Quezon Province 3. Mangyans of Mindoro 4. Hanunoo C. Visayas 1. Bataks 7. Aklanon 13. Solud 2. Keney 8. Rombloanon 14. Bukidnon. 3. Negritoes 9. Bantoanon 15. Boholano 4. Alangans 10. Hiligaynon 16. Cebuano 5. Masbateno 11. Kiniray-a 17. Waray 6. Abakon 12. Hamtikanon D. Mindanao 1. Tagurays 8. Mansakas 15. Kamiguin 2. Tagabilis 9. Maranao 16. Mamanwa 3. Bilaans 10. Sangil/Sangir 17. Butuanon 4. Mandayas 11. Ilanun 18. Kamayo 5. Manobos 12. Maguindanao 19. Bagobo 6. Tasadays 13. Tiboli 20. Kalagan 7. Magtisalugs 14. Subanon 21. Kalibugan E. In Sulu/Tawi-Tawi 1. Yakan 2. Sama 3. Sama Dilaut 4. Tausug 5. Jama Mapun F. In Palawan 1. Tagbanua 2. Agutayanen 3. Kuyonen 4. Molbog 5. Palawan 6. Batak 7. Tau’t Baten III. GROUP REFLECTION Within sociology, the terms race, ethnicity, minority, and dominant group all have very specific and different meanings. To understand the sociological perspective on race and ethnicity, it is important to understand the meanings of these concepts. An ethnic group is a social category of people who share a common culture, such as a common language, a common religion, or common norms, customs, practices, and history. Ethnic groups have a consciousness of their common cultural bond. An ethnic group does not exist simply because of the common national or cultural origins of the group, however. They develop because of their unique historical and social experiences, which become the basis for the group’s ethnic identity. For example, prior to immigration to the United States, Italians did not think of themselves as a distinct group with common interests and experiences. However, the process of immigration and the experiences they faced as a group in the United States, including discrimination, created a new identity for the group. Some examples of ethnic groups include Italian Americans, Polish Americans, Mexican Americans, Arab Americans, and Irish Americans. Ethnic groups are also found in other societies, such as the Pashtuns in Afghanistan or the Shiites in Iraq, whose ethnicity is base on religious differences. Like ethnicity, race is primarily, though not exclusively, a socially constructed category. A race is a group that is treated as distinct in society based on certain characteristics. Because of their biological or cultural characteristics, which are labeled as inferior by powerful groups in society, a race is often singled out for differential and unfair treatment. It is not the biological characteristics that define racial groups, but how groups have been treated historically and socially. Society assigns people to racial categories (White, Black, etc. ) not because of science or fact, but because of opinion and social experience. In other words, how racial groups are defined is a social process; it is socially constructed. A minority group is any distinct group in society that shares common group characteristics and is forced to occupy low status in society because of prejudice and discrimination. A group may be classified as a minority on the basis of ethnicity, race, sexual preference, age, or class status. It is important to note that a minority group is not necessarily the minority in terms of numbers, but it is a group that holds low status in relation to other groups in society (regardless of the size). The group that assigns a racial or ethnic group to subordinate status in society is called the dominant group. There are several sociological theories about why prejudice, discrimination, and racism exist. Current sociological theories focus mainly on explaining the existence of racism, particular institutional racism. The three major sociological perspectives (functionalist theory, symbolic interaction theory, and conflict theory) each have their own explanations to the existence of racism. Functionalist theorists argue that in order for race and ethnic relations to be functional and contribute to the harmonious conduct and stability of society, racial and ethnic minorities must assimilate into that society. Assimilation is a process in which a minority becomes absorbed into the dominant society – socially, economically, and culturally. Symbolic interaction theorists look at two issues in relation to race and ethnicity. First, they look at the role of social interaction and how it reduces racial and ethnic hostility. Second, they look at how race and ethnicity are socially constructed. In essence, symbolic interactionists ask the question, â€Å"What happens when two people of different race or ethnicity come in contact with one another and how can such interracial or interethnic contact reduce hostility and conflict? † The basic argument made by conflict theorists is that class-based conflict is an inherent and fundamental part of society. These theorists thus argue that racial and ethnic conflict is tied to class conflict and that in order to reduce racial and ethnic conflict, class conflict must first be reduced.

Why America Should Adopt a Flat Tax System essays

Why America Should Adopt a Flat Tax System essays Our society today has strived to become accustomed to our present tax system, but some just cannot come to terms with it. The current tax code is unfair to those who are single, work for under $50, 000 dollars per year, or have large families. The high tax percentages and low exemptions make it difficult for the average worker to prosper and get ahead in todays world. The tax system also discourages citizens from saving and investing their earnings, ultimately pulling down the American economy. Over the past few years numerous proposals for a flat tax rate have surfaced and been reviewed. These proposals promise large tax cuts, fewer federal forms and costs, and larger exemptions (Armey 2). The United States should adopt a flat tax rate to better its citizens and increase the national economy. Our nations current tax code is far too significant and complicated. Over 480 different tax forms exist for business professionals and individuals (Armey 2). The tax code also discourages workers from taking risks in the business world and crushes any entrepreneurial spirit. Many Americans have become frustrated with the high tax percentages and low exemptions as well. Tax percentages are some of the highest ever at an average rate of 39.6%. Only in 1981 when they reached 70 %, and during World War II at 94%, were American taxes any higher (Bartlett 2). Tax evasion has become a dilemma with our contemporary taxes. Several people will often claim less income on their tax forms, ending up not having to pay as much in taxes. The raising of exemptions, deductions, and write-offs have increased as well. The Internal Revenue Service has also reported problems with citizens inflating such figures as exemptions, write-offs, and contributions made to charity (Dent 4). Auditing of citizens has amplified over the past few years as well as a result of tax evasion. During tax season many American lives are complica...

Lord of the Flies Summary by William Golding

Lord of the Flies Summary by William Golding Free Online Research Papers 1.)General Information about the work: a. Author : William Golding b. Title : Lord of the flies c. Year of publication : 1969 d.Genre : Lord of the Flies is a futuristic fiction novel, it takes place in an imaginary future. 2.)Specifics of the story a.Where and when is the story set? The story takes place in an imaginary future on a uninhabited tropical island somewhere in the ocean. b. Briefly describe the main characters. Ralph -> A good-looking boy with fair hair. He is in charge of all the boys on the island. Ralph is self-confident and sort of the hero of this book. He wants to be rescued as soon as possible and therefore sees no need in hunting and feasting. Piggy -> Piggy is an outcast in the group because he wears glasses, is fat and intelligent. He helps Ralph with his task of being in charge. Jack -> Jack is an aggressive type. He enjoys hunting very much; he gets caught up with it and becomes a savage. He wants himself to be the leader of the group instead of Ralph. Along the book Jack’s going slightly mad. c. Who is the speaker? The story is told by an omniscient author, who can enter the minds of his characters but who also remains at a distance. d. What do you know about the author? William Golding was born in St. Columb Minor, Cornwall in 1911. In the year 1939 he got married. He got two children. In 1940 he served in the navy. After that he became a schoolmaster on Bischop Wordsworths’ School in Salisb. He enjoys sailing and the classical Greek language, which he taught himself. He writes books and he also writes poetry. e. Does the story fit in the time period in which it was written? Yes, this century was a time of war. Golding even took part of the 2nd World War. It is no wonder that Golding started questioning humanity. 4.) Thematical a. What is the theme? It is a theme novel, the central theme is Evil. When the boys are on the island, their civilised behaviour starts to fade away and some of them become evil. b. What is the main problem in the story? Jack is the main problem. Ralph wants to keep the fire burning so they can be rescued and Jack only wants to hunt. Eventually Jack becomes a savage and becomes the leader of his own tribe. They even kill two boys of the group and are trying to kill Ralph. c. Is this problem solved? Yes, at the end of the book the boys are saved by a navy cruiser. So they are all saved from Jack. d. How would you deal with it? It’s a really difficult situation because Jack would be willing to kill you. But I guess I would flee to another part of the island and start to live there. Eventually other children would come too because of Jack’s dictatorship. e. What is the link between the title and the theme? I don’t see a link between the both of them. The title is revering to the pig’s head, which is poked on a spear to attract the beast. Because the head is covered with flies the boys call it The Lord of the Flies. 5.) Select a passage from the text which appeals to you. Copy it and elaborate on your choice. â€Å"I’m scared of him,† said Piggy, â€Å"and that’s why I know him. If you’re scared of someone you hate him but you can’t stop thinking about him. You kid yourself he’s all right really, an’ then when you see him again; it’s like asthma an’ you can’t breathe.† I think the Piggy’s fear of Jack is expressed very well here. When I read it I feel sorry for him because Jack bullies him all the time. Especially the part where he mentions his asthma, I believe for Piggy being near Jack is like having an asthma attack but not having your medicine. 6.) Opinion a. What is your opinion of the book? Golding has really made a marvellous book. The behaviour and habits of the children in the book is so well written. I wasn’t surprised when I heard that Golding examined the habits of children. He really gave an adult view of what might happen in real life if children were left alone on a tropical island. The tension in the book is built up well, the author really keeps you reading. b. Would you recommend it to others? Why (not)? I would recommend it to others because this book is not only about a group of boys left on an uninhabited island. It has a deeper meaning to it that’s really worth it. 7.) Write your own summary A group of boys are on a stuck on an uninhabited island when their plane crashes. On the beach Ralph found Piggy, one of the boys, who has found a conch shell. With this conch Ralph calls the other boys. The group voted for Ralph to be their leader. Ralph decides that Jack and his choir are the ones who hunt for food and keep the fire going so that they can be rescued. Ralph also makes a rule about the conch; the boy who has the conch may speak. When Jack and his little group weren’t keeping the fire going a ship appeared on the horizon. They could have been saved if jack didn’t let the fire go out. Ralph is very angry with Jack. Jack breaks Piggy’s glasses in his madness. From this point Jack and his little group are starting to separate themselves from the rest. The rumour about a beast was believed to be true when Eric and Sam saw something at the top of the mountain. Ralph and Jack go up the mountain to kill the beast, which was actually a dead airman who is shot down, but fled because they were scared. Many of the boys are still frightened. Jack starts his own tribe because he couldn’t live with Ralph’s rules. Jack’s tribe hunt a pig. They put the head of the pig on a stick to please the beast. Simon, who doesn’t feel at home with other people around often sneaks out into the forest so he can be alone. He pretends the pig’s head, the lord of the flies, can speak. The lord of the flies tells him that nobody can escape from the beast because the beast lives inside everyone. Simon climbs up the mountain and finds out that the beast is just a dead airman. When he goes back to the tribe to tell them the news he’s killed because the tribe thinks he’s the beast. Jack and his tribe steal Piggy’s glasses that night so they can make fire. The next day Piggy, Ralph, Sam and Eric go to Jack’s tribe to reclaim Piggy’s glasses. Suddenly they are having a big fight and piggy is killed by rock. Ralph has to run for his life, and after a long pursuit on which almost the whole island catches fire, he finds a naval man and knows he‘s saved. He can finally be himself and cries all the experiences away and so does the rest. 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How essential is the measurement of personality for organisations Essay

How essential is the measurement of personality for organisations - Essay Example Development is the growth of the body and the mind; it is the enhancement of the personality in its most fine sense, to its highest degree. Dedication is the blessing of the well disciplined and properly developed personality traits, for a dignified and noble cause. (Aiken, L. R. (2006) Discipline on the other hand, is a negative aspect of the ethics trait, and it sought to control desires, fervor and craving. Sometimes, when describing a famous person or a well-known person, we hear the words â€Å"he has a ‘beautiful personality† When a person is a possessor of such great virtues such as will power, good self confidence, earnestness, integrity, power of discrimination and pleasing manners, he is known to have a good personality. And when that is the case, then no doubt a good personality is attractive to others and that in itself, leads to external beauty. Following the famous saying â€Å"do not judge a book by its cover† we must not take good looks as a sign of a good personality. A good looking face is always deceiving. If we go by the dictionary meaning of personality, it is the incorporated compilation of a person’s psychological, emotional, intellectual, and physical characteristic, as they are shown to other people.(Neukrug, E. S., & Fawcett, R. C. (2010) Large organizations, before hiring employees, put them through tests which are specially designed to measure the different dimensions of a personality and its related characteristics.( Grout, J., & Perrin, S. (2002).   These tests are not conducted to predict the behavior of the employees but to single out individuals, who may have a tendency for troublemaking, or may be frauds or engage in theft. Employers use personality tests to understand the traits of their employee and whether the employee is the best fit for the organizational setting. Unlike normal tests, a personality test require the applicant to answer questions which are both pleasant and unpleasant, and in turn reveal

In what ways has the use of statistics in psychology helped to sustain Essay

In what ways has the use of statistics in psychology helped to sustain notions of objectivity and determinism - Essay Example That is why would-be psychologists, wrote Jock Abra, lacking mathematical skills has a tough row to hoe, holding that the clinicians should be trained as scientists particularly demonstrating abilities in statistics, in order to be able to comprehend, evaluate, and, if occasion warrants, conduct research. (p. 102) While it is acknowledged that psychology is a science it is not considered as an exact one. (Cowles 2000, p. 21) Determinism – an ideal connected with the struggle for certain knowledge - upholds the propositions of the natural sciences as it more demonstrate the order of the universe better than psychology as a social science. B.F. Skinner (1953), underscores the necessity of assuming order in nature: We cannot apply the methods of science to a subject matter which is assumed to move about capriciously. Science not only describes, it predicts. It deals not only with the past but with the future†¦ If we are to use the methods of science in the field of human affairs, we must assume that behavior is lawful and determined. (p. 6) Fortunately, determinism could coexist with probabilistic thinking. Probabilistic thinking was used as a means toward objectivity in the classical sense of separating the experimenter from his knowledge. Such was the role of inferential statistics as a mechanization of the experimenter’s inference from data to hypothesis. (Gigerenzer 1987, p. 12) According to Raymond Nickerson (2004), the appearance of objectivity was promoted by eliminating the need for an experimenter’s judgment through the application of mechanical statistical procedures to the interpretation of data, hence, statistics became a means for the mechanization of inductive inference. (p. 271) The significance of all these is that statistics maintains the objectivity of psychology as an experimental science. In light of all these, one can say that statistics is more than just a tool in psychology. It validates the field