Christine Jorgensen Biography

Christine Jorgensen Biography Christine Jorgensen  (May 30, 1926 – May 3, 1989) was the first widely known person to have  sex reassignment surgery – in this case,  male to female. She was born  George William Jorgensen, Jr. , the second child of George William Jorgensen Sr. , a carpenter and contractor, and his wife, the former Florence Davis Hansen. She grew up in the Bronx and later described herself as having been a â€Å"frail,  tow-headed, introverted little boy who ran from fistfights and rough-and-tumble games†. She graduated from  Christopher Columbus High School  in 1945 and shortly thereafter was drafted into the  Army. After being discharged from the Army, Jorgensen attended Mohawk College in  Utica, New York, the Progressive School of Photography in  New Haven, Connecticut, and the Manhattan Medical and Dental Assistant School in New York City, New York. Jorgensen briefly worked for  Pathe News. Returning to New York after military service and increasingly concerned over (as one obituary called it) her â€Å"lack of male physical development†, Jorgensen heard about the possibility of sex reassignment surgery, and began taking the female hormone  ethinyl estradiol  on her own. She researched the subject with the help of Dr. Joseph Angelo, a husband of one of Jorgensen's classmates at the Manhattan Medical and Dental Assistant School. Jorgensen intended to go to Sweden, where the only doctors in the world performing this type of surgery at the time were to be found. At a stopover in Copenhagen  to visit relatives, however, Jorgensen met Dr. Christian Hamburger, a Danish endocrinologist and specialist in rehabilitative hormonal therapy. Jorgensen ended up staying in Denmark, and under Dr. Hamburger's direction, was allowed to begin  hormone replacement therapy, eventually undergoing a series of surgeries. According to an obituary: â€Å"With special permission from the Danish Minister of Justice, Jorgensen had his [sic] testicles removed first and his still-undeveloped penis a year later. Several years later Jorgensen obtained a  vaginoplasty, when the procedure became available in the U. S. , under the direction of Dr. Angelo and a medical advisor Harry Benjamin. Jorgensen chose the name Christine in honour of Dr. Hamburger. She became a spokesperson for  transsexual  and  transgender  people. Famous Asked Questions for Women Famous Women and Their Contribution Abby Kelley Foster Year Honored:  2011 Birth:  1811 –  Death:  1887 Born In:  Massachusetts, Died In:  Massachusetts, Achievements:  Humanities Educated In:  Rhode Island Schools Attended:  Providence Friends School Worked In:  Massachusetts, New York, Pennsylvania, Connecticut, Ohio, Indiana, Michigan During her lifetime, Abby Kelley Foster followed the motto, â€Å"Go where least wanted, for there you are most needed.    A major figure in the national anti-slavery and women’s rights movements, she spent more than twenty years travelling the country as a tireless crusader for social justice and equality for all. Foster was born into a Quaker family in Pelham, Massachusetts in 1811, and raised in Worcester, Massachusetts at a time when society demanded that women be silent, submissive and obedient. Afte r attending boarding school, she held teaching positions in Worcester, Millbury and Lynn, Massachusetts. In Lynn, she joined the Female Anti-Slavery Society, where she became corresponding secretary and later, a national delegate to the first Anti-Slavery Convention of American Women in 1837. The following year, Foster made her first public speech against slavery, and was so well received that she abandoned her teaching career and returned to Millbury. There, she founded the Millbury Anti-Slavery Society and began lecturing for the American Anti-Slavery Society. During the next two decades, Foster served as a lecturer, fundraiser, recruiter and organizer in the fight for abolition and suffrage. In 1850, she helped develop plans for the National Women’s Rights Convention in Massachusetts. There, she gave one of her most well-known speeches, in which she challenged women to demand the responsibilities as well as the privileges of equality, noting â€Å"Bloody feet, sisters, have worn smooth the path by which you come hither. † In 1854, Foster became the chief fundraiser for the American Anti-Slavery Society, and by 1857, she was its general agent. Through the American Anti-Slavery Society, Foster continued to work for the ratification of the fourteenth and fifteenth amendments. In her later years, once slavery was abolished and the rights of freedmen were guaranteed, Foster focused her activism primarily on women’s rights. She held meetings, arranged lectures, and called for ‘severe language’ in any resolutions that were adopted. In 1868, she was among the organizers of the founding convention of the New England Woman Suffrage Association, the first regional association advocating woman suffrage. Foster’s efforts were among those that helped lay the groundwork for the nineteenth amendment to the U. S. Constitution. Lilly Ledbetter Year Honored:  2011 Birth:  1938 – Born In:  Alabama, Achievements:  Humanities Educated In:  Alabama Schools Attended: Worked In:  Alabama, District of Columbia For more than a decade, Lilly Ledbetter fought to achieve pay equity. It was in Alabama, where Ledbetter was born and raised, that she began a crusade that would eventually lead her all the way to the nation’s capital. In 1979, Ledbetter took a job at the Goodyear Tire & Rubber Company in Gadsen, Alabama. Although she was the only woman in her position as an overnight supervisor, Ledbetter began her career earning the same salary as her male colleagues. By the end of her career, however, Lilly was earning less than any of the men in the same position. Although she signed a contract with her employer that she would not discuss pay rates, just before Ledbetter’s retirement an anonymous individual slipped a note into her mailbox listing the salaries of the men performing the same job. In spite of the fact that Ledbetter had received a Top Performance Award from the company, she discovered that she had been paid considerably less than her male counterparts. Ledbetter filed a formal complaint with the Equal Employment Opportunities Commission and later initiated a lawsuit alleging pay discrimination. After filing her complaint with the EEOC, Ledbetter, then in her 60s, was reassigned to such duties as lifting heavy tires. The formal lawsuit claimed pay discrimination under Title VII of the Civil Rights Act of 1964 and the Equal Pay Act of 1963. Although a jury initially awarded her compensation, Goodyear appealed the decision to the United States Supreme Court. In 2007 the Supreme Court ruled on the Ledbetter v. Goodyear Tire & Rubber Co. ase. In a 5-4 decision, the court determined that employers cannot be sued under Title VII of the Civil Rights Act if the claims are based on decisions made by the employer 180 days ago or more. Due to the fact that Ledbetter’s claim regarding her discriminatory pay was filed outside of that time frame, she was not entitled to receive any monetary award. After that decision, Ledbetter lobbied tir elessly for equal pay for men and women. Her efforts finally proved successful when President Barack Obama signed the Lilly Ledbetter Fair Pay Act into law on January 29, 2009. Ledbetter said of her continuous and persistent efforts, â€Å"I told my pastor when I die; I want him to be able to say at my funeral that I made a difference. † Loretta C. Ford Year Honored:  2011 Birth:  1920 – Born In:  New York, Achievements:  Science Educated In:  New Jersey, Colorado Schools Attended:  Middlesex General Hospital; University of Colorado, School of Nursing, Boulder; University of Colorado, School of Nursing, Denver; University of Colorado, School of Education; Evergreen Institute Worked In:  New Jersey, Colorado, Washington, New York, Japan An internationally renowned nursing leader, Dr. Loretta C. Ford has transformed the profession of nursing and made health care more accessible to the general public. In 1942, Ford received her Diploma in Nursing from Middlesex General Hospital in New Jersey and began her professional career as a staff nurse with the Visiting Nurses’ Association. She went on to serve as a First Lieutenant in the U. S. Army Air Force from 1943-1946. In 1949, Ford received her B. S. from the University of Colorado, School of Nursing, and in 1951, she obtained her M. S. from the same university. From 1948-1958, Dr. Ford held several different roles at the Boulder City County Health Department, and from 1955-1972 she held various teaching positions at the University Of Colorado Schools of Nursing. In 1961, she earned her Ed. D. from the University of Colorado School of Education. In the early 1960s, Dr. Ford discovered that, because of a shortage of primary care physicians in the community, health care for children and families was severely lacking. In 1965, she partnered with Henry K. Silver, a pediatrician at the University of Colorado Medical Center, to create and implement the first pediatric nurse practitioner model and training program. The program combined clinical care and research to teach nurses to factor in the social, psychological, environmental and economic situations of patients when developing care plans. When the program became a national success in 1972, Dr. Ford was recruited to serve as the Founding Dean of the University of Rochester School of Nursing. At the university, Dr. Ford developed and implemented the unification model of nursing. Through the model, clinical practice, education and research were combined to provide nurses with a more holistic education. Dr. Ford is the author of more than 100 publications and has served as a consultant and lecturer to multiple organizations and universities. She holds many honorary doctorate degrees and is the recipient of numerous awards, including the Living Legend Award from the American Academy of Nursing and the Gustav O. Lienhard Award from the Institute of Medicine of the National Academies. Today, it is estimated there are 140,000 practicing nurse practitioners in the United States and close to 9,000 new nurse practitioners are prepared each year at over 325 colleges and universities. Oprah Winfrey Year Honored:  1994 Birth:  1954 – Born In:  Mississippi, United States of America Achievements:  Arts, Business, Philanthropy Educated In:  Tennessee Schools Attended:  Tennessee State University Worked In:  Illinois, Tennessee, Maryland, District of Columbia, California, New York At the heart of everything Oprah Winfrey does, there is a consistent message – that individuals should take personal responsibility for their lives, and to improve the world. Winfrey is the first African-American woman to own her own production company; a talented actress nominated for an Academy Award in her first movie; television's highest-paid entertainer; producer and actress n her own television specials; and the successful host of a syndicated television talk show that reaches 15 million people a day. She does all that she can to eradicate child abuse. As a victim herself, Winfrey knows the damage abuse does to young lives, and she was a major force in the drafting, lobbying and passage of the National Child Protecti on Act, signed into law by President Clinton in 1994. The Act establishes a national registry of child abusers to help employers and those working with children to screen out dangerous people. Winfrey is also a committed philanthropist, providing significant assistance to schools (Morehouse College, Tennessee State University, Chicago Academy of Arts) as well as to the Chicago Public Schools. She also funds battered women's shelters and campaigns to catch child abusers. Billie Holiday Year Honored:  2011 Birth:  1915 –  Death:  1959 Born In:  Maryland, Died In:  New York, Achievements:  Arts Educated In:  Maryland Schools Attended: Worked In:  Maryland, New York, Missouri, California, Illinois, Canada Considered by many to be one of the greatest jazz vocalists of all time, Billie Holiday triumphed over adversity to forever change the genres of jazz and pop music with her unique styling and interpretation. Holiday was born in Baltimore, Maryland, and moved to New York City with her mother at a young age. There, she began work as a maid. However, in 1931, she left that employment to pursue work as a dancer in Harlem nightclubs. At one of those clubs, she was asked to sing. She quickly began singing in many of the Harlem nightclubs and soon established a following of admirers, despite having had no formal musical training. Holiday’s career began to grow, thanks in part to the interest of John Hammond of Columbia Records, who organized her first recording with Benny Goodman in 1933. She debuted at the Apollo Theatre in 1935, and began recording under her own name in 1936. Holiday toured extensively in 1937 and 1938 with the Count Basie and Artie Shaw bands. While on tour, Holiday was often subjected to discrimination. Perhaps Holiday’s most notable collaborations were with legendary saxophonist Lester Young, who gave Holiday her moniker â€Å"Lady Day. Together, they created some of the most important jazz music of all time. Of her groundbreaking vocal style and delivery, Holiday once said, â€Å"I hate straight singing. I have to change a tune to my own way of doing it. That's all I know. † As both a vocalist and a songwriter, Holiday penned  God Bless the Child  and  Lady Sings the Blues,  among others. Her interpretation of the anti-lynching poem Strange Fruit  was als o included in the list of Songs of the Century by the Recording Industry of America and the National Endowment for the Arts. Holiday’s autobiography,  Lady Sings the Blues, was written in 1956. She won five Grammy Awards and was inducted into the Rock and Roll Hall of Fame in 2000 and the Nesuhi Ertugan Jazz Hall of Fame in 2004. Holiday, known for her deeply moving and personal vocals, remains a popular musical legend more than fifty years after her death. In spite of personal obstacles, Holiday inspired many with her vocal gifts and continues to be recognized as a seminal influence on music.

Barack Hussein Obama

Personal Information: Barack Hussein Obama jr. was born on August 4, 1961 in Honolulu, Hawaii. He grew up with his father, Barack Hussein Obama Sr., and mother, Stanley Ann Dunham. He went to college first at Occidental college in Los Angeles in 1989, then went to Columbia University, where he graduated in 1983, and finally went to Harvard Law school in 1991, where he met his wife, Michelle Robinson Obama. They had two daughters, Malia Obama and Natasha â€Å"Sasha† Obama. Constitutional Issues: Barack Obama faced many Constitutional Issues during his presidency. One significant issue he faced was in regards to the Patient Protection and Affordable Care Act (PPACA), also known as Obamacare. Obamacare increases the affordability of healthcare, providing more people with healthcare. It was extremely controversial, with republicans, in general, strongly opposing the reform, and democrats, in general, strongly supporting it. One of the most controversial and central parts of obamacare is that it was required that everyone not receiving healthcare, is required to pay for it, with exceptions for people with enough financial hardships that the insurance would cost more than eight percent of their household income or certain religious groups. This was controversial because there was a tax penalty for all people not exempted, but had remained uninsured, causing the debate over whether or not congress could penalize people for not buying healthcare. In 2012, this debate ended up in the supreme court, with a 5-4 ruling that it was indeed constitutional. Another significant issue Obama faced during his presidency was the Iraq war. In addition to Obamacare, ending the Iraq war is one thing that Obama is widely known for. The war began in March 2003 because the Bush administration believed that Iraq possessed weapons of mass destruction and that Saddam Hussein, Iraq's tyrannical dictator, was housing terrorists. Even from the beginning, Obama opposed the war, though at the time, many people disagreed with him. In August of 2010, Obama announced that the U.S.'s combat mission in Iraq had ended, but the troops were going to stay in order to support the Iraqi soldiers. By June of 2011, 100,000 troops had already left Iraq. Despite Obamacare and the Iraq war being the largest constitutional issues during Barack Obama's presidency, there were a number of other issues. These include when, in February of 2015, Obama spoke to the nation about, and in favor of the prospect of legalizing marijuana, in mid-2015, when same-sex marriage was legalized in the U.S., and First Lady: Michelle Robinson Obama was born on January 17, 1964 in Chicago, Illinois. She always was incredible in school, and even skipped 2nd grade. For college, she went to Princeton University and graduated in 1985. She later entered Harvard Law School and graduated. After graduating from Harvard, Michelle Obama joined the Chicago corporate-law firm of Sidley ; Austin and mentored Barack Obama who was a Harvard law student at the time and had joined the firm as an intern in 1988. She married Barack Obama in 1992 and was quickly plunged into politics. During Barack Obama's presidential campaign, Michelle Obama was a crucial part of their campaigning; touring the country with him, and even sometimes made her own appearances to support him. In addition, Michelle Obama had her own goals and was able to work towards them during her husband's presidency. During Barack Obama's presidency, Michelle Obama fought the epidemic of obesity in America, promoting physical activity and healthy eating. She started the program Let's Move! in February 2010, which encouraged everyone to make healthier changes. Often, she would visit schools and invite children to the white house where they would tend to her vegetable garden in order to promote healthy lifestyles. She traveled to foreign countries with and without the president, with the intent to improve the relationship with those countries. In addition, Michelle Obama and Jill Biden worked together and launched a program that supported the families of military members in April 2011.Summary of Administration: Barack Obama's presidency began in November of 2008 and ended in January of 2017. He had 8 years in office. During those years, he did many notable things. In 2009, Obama was very active. In February of 2009, he signed a $787 billion spending plan to prompt the economy, announced a salary limit of $500,000 for top executives that had requested federal bailouts, and started a $75 billion plan to help 9 million Americans faced with mortgage problems. In May, he made first supreme court nomination, judge Sonia Sotomayor who was the first Latina supreme court justice and third women on the top court. In the summer, after Obamacare was put into effect, it took over media headlines, causing immense controversy. Obama's first act in 2010 was in April, after the explosion of an oil rig in the Gulf of mexico, when he met with victims of the explosion and established a $20 billion fund for the victims. In May Obama ordered 1,200 National Guard troops to enhance security along the U.S.-Mexican Border, and Fired Stanley A. McChrystal, who was the top U.S. commander in Afghanistan, and replaced him with David Petraeus. In the late Spring, he gave speeches about the how education is important to the success of America. In August, he spoke to the nation, marking the end of the U.S. combat mission in Iraq.2011 and 2012 were not as eventful as 2009 and 2010. In June of 2011, Obama spoke to the nation, announcing the withdrawal of troops in Afghanistan in July, with 33 thousand people returning home. In May of 2012, he challenged lawmakers to help Americans with mortgage and to create jobs and disclosed his belief that same-sex marriage should be legalized. On December 14, 2012, Obama faced what he called, â€Å"the hardest day of his presidency†. Students and teachers in Newton were attacked by an armed gunman, taking the lives of six adults and twenty children. Obama traveled to newton to publically speak about the tragic event, and privately meet with the families of the victims. On December 31, 2012 the government hit the limit on money allowed to borrow, which left the middle class vulnerable to higher taxes. 2013 began with Obama announcing 23 executive orders about gun control, strengthening all background checks for the purchasing of guns on January 16. His second inauguration, took place on January 21, 2013. On the first of February, Hillary Rodham Clinton, the secretary of state, stepped down and was replaced by Senator John Kerry. In September, Congress failed to raise the national borrowing limit as a result of the debt ceiling that was hit on Dec. 31, 2012. This caused 800,000 government to be forced to take a leave of absence, essentially shutting down the government. As a result of this, republican leaders demanded the defund of obamacare, a demand that obama refused to negotiate with. After 16 days, republicans gave in to president obama, allowing temporary spending bills to pass. Dr. Janet Yellen was nominated by Obama as chair of the Board of the Federal Reserve in October. She was the first woman to ever be nominated for the position.Works Citedâ€Å"Affordable Care Act (2010).† Gale Encyclopedia of U.S. Economic History, edited by Thomas Riggs, 2nd ed., vol. 1, Gale, 2015, pp. 10-12.Biography In Context, http://link.galegroup.com/apps/doc/CX3611000019/BIC?u=mlin_c_gibbons;sid=BIC;xid=0294951f. Accessed 3 May 2018.†Barack Obama.† Contemporary Black Biography, vol. 74, Gale, 2009.Biography In Context, http://link.galegroup.com/apps/doc/K1606004418/BIC?u=mlin_c_gibbons;sid=BIC;xid=88f4b098. Accessed 3 May 2018.Devaney, Sherri, and Mark Devaney. Barack Obama(JB). MI, Lucent, 2007.Freeman, Richard, et al. â€Å"Barack Obama.† Paywizard.org, 2018, paywizard.org/main/salary/vip-check/barack-obama. Accessed 3 May 2018.†Kathleen Sebelius.† Newsmakers, vol. 4, Gale, 2008.Biography In Context, http://link.galegroup.com/apps/doc/K 1618004793/BIC?u=mlin_c_gibbons;sid=BIC;xid=3b18062b. Accessed 3 May 2018.†Michelle Obama.† Contemporary Black Biography, vol. 61, Gale, 2007.Biography In Context, http://link.galegroup.com/apps/doc/K1606003703/BIC?u=mlin_c_gibbons;sid=BIC;xid=bdb31a03. Accessed 3 May 2018.Nardo, Don. Barack Obama. Minneapolis, Compass Point Books, 2010.â€Å"President Map.† The New York Times, New York Times, 29 Nov. 2012, www.nytimes.com/elections/2012/results/president.html. Accessed 3 May 2018.Williams, Joel, et al., editors.â€Å"Barack Obama: Vetoed Legislation.† Ballotpedia, www.nytimes.com/elections/2012/results/president.html. Accessed 3 May 2018.

Analysis and Evaluation of Aspects of Pastoral Care and Mentoring in Essay

Analysis and Evaluation of Aspects of Pastoral Care and Mentoring in the Educational Contest - Essay Example ..............................10 Opportunity Costs V Opportunity Gains.....................................................11 Specific Pastoral Needs and Strategies.......................................................12 Conclusion †¦..............................................................................................14 References...................................................................................................15 Introduction This paper undertakes an in-depth enquiry into the concepts of pastoral care and mentoring in the educational context. This involves a critical analysis meant to evaluate aspects of pastoral care and mentoring. In attaining this end, the researcher undertakes a critical evaluation of the specific pastoral needs of students and examines the strategies for the attainment of this end in educational institutions. The paper examines how pastoral care and mentoring supports in effective learning. This is done through an examination of t he needs of people in the educational system. It also analyses the various strategies in the attainment of these ends. There will be an assessment of the advantages and disadvantages of each of the strategies. The analysis will conclude on the ends that each strategy meets in terms of specific pastoral care. The following objectives are examined: 1. A critical analysis of pastoral care and mentoring in the educational system. 2. ... Best states that â€Å"pastoral care marks an evolution of education from a purely academic system to one which incorporates social and family oriented lessons† (2000 p3). This means that Pastoral care seeks to integrate the important aspects of life that were primarily taught by parents and the society to children in the society before the coming of the Industrial Revolution. In other words, the social system of Britain was quite distinct in about five hundred years ago. However, in modern times, changes in the socio-economic system of Britain and other nations has caused the focus of society to shift from social values to one where efficiency, economic gains and independence are emphasized. As such, pastoral care attempts to recreate and inculcate the social value systems and structures that were taught informally before fundamental changes to the society occurred. The system through which most schools do this is through pastoral care, affective education, guidance and couns elling and personal/social education (Best, 2000). This is strongly steeped in Christian traditions and systems of trying to get people to be morally and socially upright right from an early stage. The world Pastoral care has a Latin root, pascere which means to feed. Best traces it to the early Anglican systems of Britain where Pastors were required to 'feed' their 'flocks' through care and other forms of mentoring and supervision systems which ensured that the members of the Church carried out what was taught in the Church and also raise their children in accordance with acceptable standards and traditions (Best, 2000). Pastoral Care became common in Cambridge and Oxford and gradually spread to secular state

Student Satisfaction in Distance Learning Research Proposal

Student Satisfaction in Distance Learning - Research Proposal Example Student satisfaction is currently believed to be one of the major indicators of student development in conventional higher education. The mission of higher education is not only to impart knowledge but also to enhance overall development of the students (Astin, 1993). One of the ways higher education institutions accomplish this mission is by continuously collecting information on student satisfaction, defined by various authors as an "everpresent campus variable" (Betz, Menne, Starr, and Klingensmith, 1971: 99). Student satisfaction is the key outcome of higher education and the 'quality enhancement tool designed to improve the quality of the student experience' (Harvey, Plimmer, Moon, and Geall, 1997: 3). Traditionally, the institutions of higher education have used the data on student satisfaction to improve the educational environment in order to create learning settings highly conducive for student development. Student satisfaction ... Also it is a measure of institutional effectiveness, success, and vitality. Measuring student satisfaction is also important for maintaining and increasing enrolment, managing attrition and retention problems, and making better-informed decisions in the area of student affairs (Beltyukova, 2002). Additionally, student satisfaction data have high utility as a baseline in different types of student outcomes assessment, undertaken by institutions of higher learning in response to external pressures for accountability (Upcraft and Schuh, 1996). 2. LITERATURE REVIEW Student satisfaction has not been fully examined in the literature on evaluation aspects of education: academic performance has received considerably more attention. However, some practitioners such as Sweeny and Ingram (2001) claim that student satisfaction, preferences, and attitudes should also be treated as important factors too, especially in higher education. Elliott and Shin (2002) also argue that satisfaction is a worthy outcome variable to explore because it has a number of student and course related benefits, namely: lower attrition rates, increases in motivation and a greater number of referrals. Merisotis and Phipps (1999) also consider student satisfaction a broad measure of the effectiveness of the education process. Students' satisfaction is an important research area within educational evaluation. The growing concern for accountability in educational outcomes stimulated the need for meaningful and stable measures. The conventional analysis of satisfaction has been based on the assumption that satisfaction is best seen in terms of student response to course components and the methods used by teaching staff. Much of this analysis has focused upon comparing mean

Stereotypes and fantasies about the US South have been a major theme Essay

Stereotypes and fantasies about the US South have been a major theme in the development of US popular music - Essay Example The following analysis will seek to discuss and analyze the manner by which this particular song helps the listener to come to an appreciation and understanding of what the desire of the working-class black woman would be, a promotion and understanding of the idea that a greater self-determination was possible and therefore sees, an understanding and appreciation for a renewed emphasis upon feminism and a focus upon how the freedom and equality movement had grown from merely something that sought parity with whites to something that sought parity between the sexes. As such it is the hope of this author that this particular analysis can not only help to confirm some of statements with regards to the blues of the 1920s but also offer an alternative level of understanding with respect to the way in which this music was represented and presented within the particular time in question. The ultimate meaning and understanding that the song implies is with regards to a deadbeat husband who h as run off on his wife and lives a life on his own for over a year’s time. In returning, the woman of the house, exercising a degree of power and self determinism, recalled the way in which she answers the door and ultimately tells him to leave and not bother her anymore as she has started her own life. This is of course evident of a great degree of freedom, self empowerment, and self-determination that might not likely have been evidenced within another era. The songwriter recounts the way in which even though he asks for permission to come in and start a life together again, the woman refuses and states that she does not need his laundry, his rent, or his ones and twos (likely referring to any further children from this individual). In an era gone by, it would have been the requirement of the woman to wait for her husband, regardless of his indiscretions, and necessarily forgive these at such a time that he gained to reappear in her life. However, as was represented in this blues music of the 1920s, this working-class black woman was not willing to accept this as an alternative to the freedom and self-determination that she had already been experiencing within the past months. In addition to Hazel Carby’s understanding of the way in which the concerns and cares of the black working-class woman were represented within the blues of the 1920s, a very clear level of feminism and an understanding of greater freedom and equality was represented within songs such as â€Å"Sam Jones Blues†, the songwriter ultimately less the listener be aware of the fact that Mrs. Wilson not only refuses Sam Jones entry into her house, she has also learned how to leverage the legal system , filed and received proper divorce papers, and has her own employment; thereby making the existence of a man in her life ultimately superfluous (James 173). From the information that is thus far been provided, the reader can come to a clear understanding of the fact that the b lues of this particular era, as understood through the lens of â€Å"Sam Jones Blues† not only represented a shift away from the musical integration and utilization that had been leveraged in previous eras, it also dealt with a unique subject matter that was not formally discussed within songs prior to this era. Although infidelity and issues of adultery have long been topics of the human condition, and analysis of these from an empowered black woman’s perspective and the means through which she has the ability, will, money, and self

SLP4 Coursework Example | Topics and Well Written Essays - 750 words

SLP4 - Coursework Example The Coca Cola Company can resolve this problem by using the pre-emptive strategy that allows it to provide top-notch products that cannot be substituted. As a result, the customers will continue to stick with the company and continue purchasing its products regardless of the availability of the substitutes. The Coca-Cola Company faces highest competitive rivalry particularly from Pepsi Co. Furthermore, the increased number of new entrants have also created high level of threat for the company to survive. In order to minimize these threats, Coca-Cola company has to make the most of its economies of scale in order to lower its consumer price per bottle. Eventually, the lowest possible price will be difficult for its competitors to reach. Consequently, providing competitive advantage to the Coca Cola Company. Through differentiation strategy, the Coca-Cola Company should invest more on innovation to develop unique and different bottle designs, concepts, processes, marketing campaigns, public messages, brand names, slogans, corporate social responsibility activities that are unique in their own way and address the sensitive issues of the societies. As a result, a brand image will develop that is unparalleled and cannot be matched by any of its competitors. Furthermore, the customers will become loyal to the brand due to the fact that the company is able to demonstrate higher level of concern for the health and wellness of its customers instead of its profits. Through the focus strategy, the Coca Cola company will be able to enter into the bottled water market and other booming industries like food items to maintain its competitive edge over its competitors. Most significantly, Coca Cola company has to enter into a niche market in which the competitors either are not willing to enter or do not have the required knowledge, infrastructure and expertise to sustain in that particular industry. As a

Causes of the 2007-08 Financial Crisis Essay Example | Topics and Well Written Essays - 250 words

Causes of the 2007-08 Financial Crisis - Essay Example Due to this the mortgage originators had lesser incentive to motivate them to take careful underwritings (Chapra, M., 2009). The economy of the real estate industry was affected seriously by the step. With these kinds of effects that the real estate industry had on the economy of the world, it is quite evident that real estate industry is an economic to reckon. More attention was accorded to loan volumes rather than loan quality as banks fought to increase their investment opportunities hoping to maximize their profits as a result of the economic crunch (Torres, 2010). In Greece alone, investors became reluctant to do business or even finance the Government deficits (Torres, 2010). With the decline in the confidence in government, falling by around 10% in many countries, it became very evident that the masses were discontent with the short term measures that were being taken by governments to try and solve the situation (Torres, 2010). The effects of the meltdown were felt quite deep down the social ladder. Starting at the top with the banks not trusting one another and the interbank credit being anemic, the unequal economic incomes affected the wage growth in countries where it would have been justified by the productivity

What Does it Mean to be Competent Essay Example | Topics and Well Written Essays - 5750 words

What Does it Mean to be Competent - Essay Example The undertakings are enormous and the intensity to excel is at its best (Kincheloe 1999). This is an element of discerning success which the vocational education seekers have envisaged for their own selves with regards to their very future domains. What is even better is the fact that they know that short term educational drives would turn them into instantly successful business personnel, which would ultimately help their own cause in the long run. Vocational education is an interesting mode of learning and one that aims to build new frontiers, explore new basics and learn a thing or two about the different realms that the vocational education seekers have their hands firmly grasped upon. It was until the 20th century that formal provision of vocational education remained confined to some specific trade areas. Among these, the automobile vendors like a mechanic and a welder remained supreme. They received vocational education in order to become successful at their trade first hand. It gave them the much-needed niche as well as a point of advantage when they were compared with the educated fraternity who also knew much the same trade. The builders, joiners, mechanics and welders were specialized in their trade and hence given the respect that they deserved (Jennings 1995). This was transferred to other areas of business with the passage of time. However, one aspect that remained ingrained with these welders and mechanics was that they were from the lower socio-economic classes and hence not paid according to their labour and hard work that was put in, day in day out. There was a sense of  stigmatization within the society when it came down to these professionals, wh o attained vocational education with regards to their respective work domains. In the olden times, vocational education was directly linked with apprenticeship and hence there is reason enough to believe that the two were used in an interchangeable fashion.

Design and analysis (aerodynamics) of the new engine cover for open Lab Report

Design and analysis (aerodynamics) of the new engine cover for open wheel climb race car in by using CFD (computational fluid dynamics). [2500 words] - Lab Report Example At first, the investigation will revolve around the models of turbulence like Shear Stress Transport (SST) and Spalart Allmaras (SA). These models are the best suited for the Computational Fluid Dynamics research. In practice, the Spalart Allmaras (SA) model meritoriously produce good Computational Fluid Dynamics simulations in relation to performance on the cost and stability. The model is suited for meshes without structure. However, Shear Stress Transport (SST) is on the basis of k-epsilon and k-omega baselines. K-epsilon is for the parts of the body that are a bit far from the wall while K-omega model is applicable on the parts near walls. The design model, will have a design of low level engine covers for the new car in a way of cutting down the area at the front of the car. On the basis of the nature science, the new model is created in a way of reducing the coefficient of the drag as one of the aerodynamic forces. This on the assumption that the engine cover is capable of reducing the drag as a result of a decreased area at the front of the car. The small area at the front induced by low height engine cover aids in decreasing the parts of vortices and turbulence near the engine covers and cockpits. This way, the rear wing is capable of developing an excess downward force, on condition the flow is continuous. The vital fact thus is knowledge of the best way to decrease the vortices and turbulence (complex flow). The lab was also effective in perfoming Computational Fluid Dynamics simulation on the helmet. This is the first design established in the process which incorpiorates the engine cover as a way of investigating the regions of flow near the cockpit in each section. The design of the second car is aimed at discovering new ways on basis of high hill engine cover. In accordance to the first simulation result, unstable airflow is developed. A high

Discuss the major barriers to entry of new firms into an industry and Essay

Discuss the major barriers to entry of new firms into an industry and how these barriers can either give rise to or maintain a monopoly company - Essay Example Such firms face little or, in some cases, no competition at all. Each firm in perfect competition is a price taker. This means that changes in output by one firm do not shift the industry supply curve sufficiently to alter the price. If the whole industry makes more or less output, the supply will shift and the price will change but not if one firm increases or decreases output, this means each firm can sell all it wants at the given market price. This also indicates that marginal revenue equals price. Since each unit is sold for the same price in such a market structure, marginal revenue also tends to stay constant therefore giving us a straight horizontal line. However, a monopolist faces a downward sloping demand and is able to set either the price or the output, but not both. A profit maximizing monopolist would choose the output where marginal cost equals marginal revenue. This output will be somewhere over the price range where demand is pricing elastic and will be sold at the price consumers will pay. In most instances, the total revenue for such firms are higher than the cost hence enabling monopolies to earn abnormal profits in the short run as well as the long run. In order for a firm to maintain its monopoly power and abnormal profits there must be barriers to the entry of new firms. Barriers to entry are specifically designed to prevent potential firms from entering into a market. They provide firms a degree of market power without losing their existing market share. Barrier to entry anything that allows incumbent firms to earn supernormal profits without threat of entry (Boyes and Melvin, 220-222). The barriers that can be used to create or maintain a monopoly include: The high fixed cost or setup cost can be the toughest obstacle to tackle. The barrier here is access to capital. Only large firm will be able to fund the necessary investment. An established monopoly is likely to have developed specialized

In What Ways Do Atticus Finch and Robert Ewell Differ and What Do They Have in Common Essay Example for Free

In What Ways Do Atticus Finch and Robert Ewell Differ and What Do They Have in Common Essay Atticus Finch and Robert Ewell are two very different characters, but are similar in some ways. They both live in Maycomb, Alabama, but are respected differently in their communities as Atticus is seen as a brave and courageous man, while Robert Ewell is seen as a drunken coward. Atticus ‘lives on the main residential street in town’, and Robert Ewell lives in ‘what was once a negro cabin’, but it is falling apart. The cabin’s plank walls were supplemented with sheets of corrugated iron, its roof shingled with tin cans hammered flat, so only its general shape suggested its original design: square, with four tiny rooms opening on to a shotgun hall uneasily upon four irregular lumps of limestone. ’ The Ewell’s scavenge a lot in the county dump they live behind to find bits and pieces for their house. Atticus Finch is a lawyer and has fought many battles in the court room, and has mostly won them. He is one of a handful of members in his community who can see the inequality and racism towards black people. Robert Ewell doesn’t have a job, and ‘lives off county cheques, but spends them on green bottle whisky’. He doesn’t even make an effort to try and provide for his family, and is also prejudice and racist. The men’s jobs, or lack of them, reflect their social status in Maycomb. The Ewell’s have lived and behaved in this manner for generations, while the Finches have been successful. Both the men have lost their wives, so have single-handedly raised their children. Atticus sets a good example, and ‘plays with them, reads to them and treats them with courteous detachment’. Atticus also has a maid called Calpurnia, who ‘treats the children like she’s their mother, not their maid’, unlike other maids who favour and are never strict with children. She has been with the family since Jeremy was born. His children are always well kept and polite, and have many friends at school. In contrast, Robert Ewell’s children are dirty, rude and ‘disease ridden’. They all attend school on the first day of every term, but always get sent home for having lice, or being extremely rude to the teacher and fellow classmates. Robert Ewell neglects his children, and it has now become clear that he abuses them, when it is proven that Tom Robinson didn’t harm Mayella Ewell. ‘Nobody is ever sure how many children there are, as there are always several dirty children’s faces peering out the window’. By Harper Lee describing how poor and unfortunate the children are, where they live, and how they behave, shows how neglected they are by their father and the community, and how poverty can seriously affect a family. When the case is first spoken about, people automatically favour Mayella Ewell, due to racism and prejudice, and are rude to Atticus for representing Tom Robinson. He gets called many names such as ‘nigger-lover’, and his children also get a hard time at school, but Atticus continues to defend Tom and ignores the rude remarks and names. By doing so, he still gets basic respect from the people of Maycomb, and still presents himself in a courteous manner. In the trials, he is fair to every person he defends, and always tries his best to make the jury believe that they are not guilty. He also abides by the law, making sure his children attend school; he’s not racist and wanting Jem to speak about the incident where Robert Ewell is murdered, in court. Meanwhile, Robert Ewell is a law breaker, and gets away with it. He lets his children truant from school, and goes out hunting, even though it is illegal in Maycomb. He lies a lot too, like in court he makes up which side Mayella was beat up on, and denies doing it himself. His language in the courtroom is also very bad, as he uses slang and behaves in an uncourteous manner, and his appearance is scruffy, and he doesn’t make an effort to be smart. On the other hand, Atticus looks smart and speaks properly, making sure what he says is true and says it in a clever way, so it means one thing, but implies something else. This is how he proves Tom Robinsons innocence to the spectators, even though the jury think he’s guilty. At the end of the book, Atticus decides to break the law on one occasion, and go along with Heck Tate’s version of the event, as he doesn’t want Jem growing up being told he was let off innocent, as his dad’s a lawyer. It was also easier, as Tom Robinson was dead for no reason, because of Robert Ewell, so it was fair to ‘let the dead bury the dead’. With Atticus being a polite, fair, hardworking and a responsible man, he and Robert Ewell are nothing alike. However, neither fit into their communities perfectly, but none of them are ‘normal’. So, with their being some credible similarities, Robert Ewell is a rude drunk and Atticus is courageous, so therefore Harper Lee has portrayed them to be two different completely characters.

Pharmacological rationale for the use of beta blockers and nitrates in the treatment of patients with ischaemic heart disease Essay Example for Free

Pharmacological rationale for the use of beta blockers and nitrates in the treatment of patients with ischaemic heart disease Essay The goals of treatment in acute myocardial infection are the restoration of blood flow to the coronary arteries and salvaging as much as possible of a functional myocardium. Nitrates and betablockers are some of the main medications used in the management of acute myocardial infarction. Nitrates are beneficial due to their vasodilator effect. Nitrates are metabolized to nitric oxide in the endothelium of blood vessels (Rubenstein et al, 2006, pp261). The nitric oxide has the effect of relaxing vascular smooth muscle causing the blood vessel lumen to dilate. Vasodilation leads to a reduction in cardiac afterload and preload. This decreased the oxygen requirements of the myocardium. Vasodilation in the coronary arteries leads to an improvement in the flow of blood through the partially obstructed coronary vessels and also through the collateral vessels. Nitrates reverse the vasoconstriction that occurs during coronary occlusion (ACC/AHA, 2006). When administered intravenously or sublingually, nitroglycerin has a rapid onset of action. Evidence for the use of nitroglycerin has shown substantive benefit in the long term following therapy for MI. It is useful in such cases when there is no residual ischemia or a severe pump dysfunction (McInnes, 2008, pp255). The use of nitroglycerin is however limited by side effects such as headache, low blood pressure and tachyplaxis (Reid et al, 2006, pp62-63). The tolerance to nitrates can be overcome by providing a nitrate-free interval of eight to twelve hours or by increasing the dose of nitrates. Beta blocker therapy is usually initiated within twelve hours of the start of myocardial infarction symptoms and usually continues for an indefinite period of time. Betablockers are started intravenously and then continued orally with the dose being titrated upward until the maximal dose that can be tolerated (Mozayani and Raymond, 2004, pp220-221).Treatment using a beta blocker has the effect of decreasing the occurrence of ventricular arrhythmias, reinfarction, and recurrent ischaemia. When given early enough, the beta blockers also reduce the size of the infarct and have overall reduce short-term mortality associated with myocardial infarction (ACC/AHA, 1999, pp). Beta blockers act by decreasing the force and rate of myocardial contraction. This decreases overall myocardial oxygen demand and with reduced oxygen supply, there is minimized myocardial death and injury (Roach and Ford, 2006, pp 350). Betablockers inhibit the sympathetic actions mediated by epinephrine. In blocking the sympathetic nervous system, beta blockers lead to a release of renin that in turn causes a reduction in the aldosterone release which causes the blood pressure to fall. They reduce the effect of physical exertion or excitement on the heart rate and also reduce the force of contraction as well as dilation of blood vessels (Mozayani and Raymon, 2004, pp224). The antianginal effects of the betablockers result from inotropic and chronotropinc effects that reduce the workload of the heart and the oxygen demand of the cardiac tissue. The negative chronotropic properties of beta blockers are responsible for the lifesaving property of control of heart rate. Betablockers have a number of adverse effects. Heart failure is the most recognized amongst this and the most serious. Other side effects include bronchospasm and bradycardia. The benefits in reduction of the risk for reinfarction and mortality however outweigh the side effects thus there are no absolute contradiction to the use of beta blockers in myocardial infarction. In addition to beta blockers, statins are also given for the purpose of lipid management. High LDL cholesterol levels are likely to increase incidents of acute myocardial infarction (Bolooki, 2009). Other hypertensive drugs helpful in controlling blood pressure Other treatments that can be used in the management of acute myocardial infarction include angiotensin converting enzyme inhibitors class of drugs which have been shown to decrease the mortality rates of patients who have reduced left ventricular ejection fraction. ACEIs reduce myocardial afterload by causing vasodilation. ACE Inhibotros also reduce the size of myocardial infarction and improve the remodeling of the ventricles. These effects have a benefit in reducing the mortality and morbidity of patients post infarction (American Family Physician, 2001, p1). Patients who cannot tolerate the ACEIs there Angiotensin receptor blockers are used. The angiotensin receptor blockers act by causing vasodilation and reducing the secretion of vasopressin. The angiotensin II receptor blockers also Case Presentation: Management of the patient Initial treatment for acute myocardial infarction is directed toward restoring perfusion so that the as much of the jeopardized myocardium as is possible can be salvaged. One of the ways through which this can be achieved is through thrombolytic therapy. Thrombolytic therapy is administered within twelve hours of the beginning of the symptoms (McInnes, 2008, pp255). Prehospital thrombolysis is indicated when there time of call to arrival will probably be over thirty minutes (ACC/AHA, 2006, pp240-241). The aim of thrombolytic therapy is to restore circulation through a blood vessel that has been occluded by a pathological embolus or thrombus. There is however a risk for bleeding complications especially with aspirin administration (Antithrombotic Trialists (ATT) Collaboration, 2009, pp1851). The potential for haemorrhaging increases with age, thus careful consideration is important in Andrew’s case (he is 70years old). Andrew will also have aspirin administered to him. The aspirin can be chewed or dispersible.   Aspirin has antiplatelet activity which interferes with platelet cohesion and adhesion an effect which benefits all patients with coronary syndromes (Mozayani and Raymond, 2004, pp338-339). Clopidogrel can be combined with low dose aspirin in cases of myocardial infarction with ST-segment elevation (Reid et al, 2006, pp61).The patient should also be put on supplemental oxygen to ensure that the red blood cells are fully saturated to the maximum carrying capacity. This consideration is important because myocardial infarction impairs the function of the heart in circulation which could lead to decreased oxygen uptake. To determine what treatment is appropriate it is important to view MI as part of a wide spectrum of coronary syndromes (ACC/AHA, 2006, pp238). This spectrum includes ST elevated myocardial infarction; non ST elevated myocardial infarction and unstable angina. Those patients who persistently have an elevated ST are considered for reperfusion therapy (ACC/AHA, 2006. pp238-239). Andrew is one of these hence thrombolyis is a very significant factor in his treatment process. For those who there is no ST elevation, this indicates that there may be no myocardial injury. Thus such a patient may not require immediate thrombolysis but can receive anti-ischemic therapy. The initial focus of the ECG is to determine whether there is an ST elevation or not. Once identified, then thrombolysis should be started. Because the pain from MI is intense, it requires adequate and prompt analgesia. The agent of choice for pain management is morphine sulfate. The morphine sulfate will be given at five to fifteen minute intervals. Precaution should be taken administering morphine as it has the likelihood of making hypotension worse which Andrew has. Additionally it also has the side effect of nausea which can lead to an increase in nausea. Since morophine increases the incidence of nausea, it should be administered with an anti-emetic. When myocardial ischaemia is reduced, the patient’s pain is also reduced, thus nitrates, oxygen therapy and betablocker agents all serve to complement the effect of morphine. Nitroglycerin should also be administered as it helps to relax the smooth muscles of vessels causing their dilation. It can be administered intravenously or sublingually. These modes provide a rapid onset of action. Nitroglycerin has its serum concentrations increased by aspirin thus dose adjustment may be necessary when giving both nitroglycerin and aspirin. Specific prehospital care will thus include, obtaining intravenous access, providing supplemental oxygen and providing pulse oximetry to monitor oxygen saturation levels. Immediate administration of aspirin will then follow coupled with administration of nitroglycerin to reduce the chest pain. Additionally, telemetry and a prehospital ECG will be provided for monitoring of the patient’s cardiac activity. Blood will also be taken for renal function tests, electrolytes, clotting screen, cardiac enzymes, C reactive protein, glucose, lipids and full blood count. Precaution however needs to be taken in administering nitroglycerin as Andrew already has a low systolic blood pressure. The patient is in hypotension with a blood pressure of 90/60 mmHg. Questions to ask the wife and patient Some of the questions that Andrew or his wife may be asked relate to compliance with the treatment that has been prescribed for him. Other questions include any life style habits that he may have. There is a possibility for difficulty in compliance with treatment due to the long term nature of the medication such aspirin and the beta blockers. Andrew will thus be asked about his compliance to the medication to find out whether he has been taking the medication as prescribed. It is also important to find out what effects the medication have when the patient takes them; that is does he feel relieved, does he have symptoms of nausea, haemorrhaging and   unawareness of hypoglycaemia. These are important to identify as they are some of the side effects of the drugs that could have a negative impact on his adherence to treatment. It is important for Andrew to maintain his lipid levels at a low point so other questions will revolve around the patient’s lifestyle such as whether he has modified his diet to decrease the intake of foods high in cholesterol, whether he is taking the statins to reduce cholesterol levels and whether he smokes or not and whether he has been participating in exercise. References ACC/AHA, 1999, ACC/AHA Guidelines for the Management of Patients with Acute Myocardial Infarction, 1999, A report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines (Committee on Management of Acute Myocardial Infarction). J Am Coll Cardiol. 34: 1999; 890-911. American Family Physician, 2001, Use of ACE Inhibitors in Treating Acute MI, available at http://www.aafp.org/afp/20000501/tips/4.html ACC/AHA, 2006, ACC/AHA clinical performance measures for adults with ST-elevation and non-ST-elevation myocardial infarction: a report of the American College of Cardiology/American Heart Association Task Force on Performance Measures (Writing Committee to Develop Performance Measures on ST-Elevation and Non-ST-Elevation Myocardial Infarction). J Am Coll Cardiol. 47: 2006; 236-265 Antithrombotic Trialists (ATT) Collaboration, 2009, Aspirin in the primary and secondary prevention of vascular disease: collaborative meta-analysis of individual participant data from randomised trials, Lancet.  May 30  2009; 373(9678) pp1849-1860 McInnes G, 2008, Clinical Pharmacology and therapeutics of hypertension, Elsevier Health, ISBN-13: 978-0-444-51757-9 Mozayani A and Raymon LP, 2004, Handbook of drug interactions: a clinical and forensic guide, Humana Press Reid JL, Rubin PC and Walters RM, 2006, Lecture notes: clinical pharmacology and therapeutics, Wiley-Blackwell Roach SS and Ford SM, 2006, Introductory Clinical Pharmacology, Lippincott Williams and Wilkins Rubenstein D, Wayne D and Bradley, 2003, Lecture notes on clinical medicine, Wiley-Blackwell

Teaching exam classes

Teaching exam classes Teaching exam classes Getting students to participate in writing activities in class can be an arduous task. However, our best efforts as teachers to make the prospect of writing a fun and collaborative activity, it is often met with groans of reluctance. Often, students have had negative experiences of writing in the language classroom in the past, perhaps they see it as a waste of class-time, which could be better spent practicing their oral skills, or perhaps they simply find writing a difficult and laborious task even in their first language. Whatever the reason, getting adult students motivated to write in class can be tough. However, for teachers it can be very useful to monitor students writing in class. They are at hand to answer any language difficulties, give advice on how to structure sentences in a more natural way, provide vocabulary that students are lacking and generally be available to deal with individual needs as well as noting common problem areas. This is of great benefit to students too of course, much more so than receiving a marked piece of written homework covered in red pen. Exam writing Students who are studying for exams do tend to be slightly more motivated when it comes to writing in class but still often prefer to do the actual task for homework. The following activity ideas are ways in which we can teach the nuts and bolts of academic writing in an analytical way, illustrating a step-by-step approach that will hopefully show students the value of writing in the classroom without the pressure of simply being told to put pen to paper. Each of the seven activities focuses on specific areas of writing, such as planning, layout, content, etc. However, the activities are fairly general and could be easily adapted to suit most task types that exam candidates are required to do, such as writing a formal letter or an article. In this activity students get a good idea of what examiners are looking for and learn how to avoid making common mistakes while also picking up tips on good examples of language. Students look at 2-4 model texts ranging in level from a fail to a strong pass. Real candidate answers are ideal if you get them. Students note the good and bad points about each answer and write comments under headings such as layout, organization, content, style and accuracy. Students share their comments with each other before looking at the real examiners comments if you have them. Here, students are made aware of differences in register and appropriacy of language, while building up a stock of suitable phrases they can use in formal letters. Students receive a formal letter which has several phrases written in the wrong register, i.e. informal/slang. Students identify which phrases they think are unsuitable for a formal letter and underline them. Then, they try and rewrite the phrases using a more formal style of language. Finally, students choose the correct answers from a list provided. You can make this activity more communicative by dividing the class into two groups and giving each group a different letter to work on. When they have rewritten their phrases they pair up with a student from the other group who has the answers for their letter and compare answers. How to teach an FCE class The First Certificate in English (FCE), administered by UCLES, is a general English examination for upper intermediate learners. Teaching an exam class for the first time can be daunting but experienced teachers tend to agree on the following advice. The first task will be getting to grips with the exam specifications. I need to be familiar with each of the five papers, which are Reading, Writing, Use of English, Listening and Speaking, ideally before student begin in first class. The Exams Officer in my school should have a copy of the FCE Handbook, which explains exactly what skills and language knowledge my students need to have before they take the exam, as well as providing a sample paper. Be aware of issues like learner motivation and classroom morale. Learners in exam classes tend to be more goal oriented that those in a general English class. Remember that students will have to pay a fee to sit the FCE as well as for the preparation course, the advantage of which is that having invested in an exam course then the average FCE student tends to be highly motivated to succeed. However, motivation and high morale can be very fragile things. If my students need to be familiar with the exam conditions and requirements, and regular timed practice under exam conditions will help them get used to exam rubrics, different question formats, time restraints, doing tasks efficiently and filling in the answer sheets correctly. Dont be afraid to share information with your students by explaining, for example, the marking criteria for assessing their writing tasks. Be explicit about the value of classroom activities. As well as having high expectations , I may find that my students have quite definite ideas about what an exam class should be like. A student may try to undermine by saying that discussion activities, for example, are a waste of time in an exam preparation class and that time should be spent doing grammar exercises or practice tests. However, this situation is less likely to happen if I explain at the outset that pair and group work activities are invaluable for the Speaking paper, in which candidates are examined in pairs and their ability to interact with a partner is assessed. Try to instill good study habits from the start. What my students do outside the exam classroom is just as vital in preparing for the exam. Use tutorial time to help individuals identify their strengths and weaknesses in each paper and to structure their homework/self-directed learning accordingly. Often, the most successful learners are those who keep good records of their learning. Encourage learners to keep a vocabulary notebook, organized in a way that is meaningful to them. Types of exams and exam questions There are many types of exam questions used at university and need to prepare for different types of questions in different ways. To prepare well for exams should enquire about the nature, length and value of each exam so that can allow adequate time and effort for preparation. Check assessment details in course materials and with teaching staff. May find it useful to record for each exam so that clear about what the exam will cover and when and where it will be held. This information will help guide preparation for the exam. Some different types of exams questions, with a brief description, are listed below. For each type, use the link to additional suggestions relating to this type of question, how can best prepare for it and practical strategies for answering the question: Multiple choice questions offer a range of choices from which select the most appropriate response. Short answer questions require answers of up to a paragraph. The nature of the questions may vary. Some questions may test you recall of information, others may test ability to apply concepts to new situations. Essay question require you to write an essay type response to a topic. Essay questions may be arranged in sections in the exam paper which reflect different sections of the course. Open book questions allow to bring and use reference materials in the exam room. Take home questions are questions that are given to take away and complete and then return within a specified time e.g. 24 hours. Oral questions are used to test oral language skills. Typically they are taken individually. Practical questions test practical skills and techniquesusually in laboratory, clinical or field settings. There are differences in the learning need to do for different types of questions. I previous experience of exams may mean that I have developed very good approaches for some types of questions but not for others. If I tackling new types of questions, find out about my student lecturers expectations as well as the exam requirements. The timing and duration of my preparation will be determined by a number of factors. For example, if my exam is worth a high proportion of the overall grade, I would be wise to prepare throughout the semester. If its worth a small percentage of the grade I may decide to study intensely in last few weeks, but Ill need to lay the groundwork for that study in the way I take notes and file my work throughout the semester. Exam Materials Responsible for what you leave outside the exam venue. There will be no bag drop at exam venue. Bags left outside the exam venue are left at the owners risk and are not the responsibility of the University. Responsible for what you bring into an exam. Bring only what you need for the exam, especially your student card. Cheating includes introducing into an exam venue any book, note, document, or instrument which is not authorized by the examiner or the examinations officer. The consequences are severe. About on-line learning We believe that distance learning works best when it captures, as far as possible, the dynamics of face to face learning, even when that means less flexibility (see below). A sense of isolation can cause people to drop out of distance learning courses. Our Distance/On-line Teaching Exam Classes Courses have the following key features, which ensure motivation remains high. Variety of ways of learning Through our virtual learning environment you will use the internet to communicate with tutors and fellow course members, access materials and complete learning tasks. Interaction Our virtual learning environment (VLE) allows you to communicate individually and collectively with tutors and other course members, both for social and study purposes. You will be assigned individual, group and pair tasks, as in a real classroom with the difference that, instead of all working at the same time you can log on and off and contribute at times which are convenient to you. You may, on a few occasions, be required to log on at the same time as other course members for lessons, conferences or chats in the virtual classroom. A real class of fellow students In many distance courses, learners start and finish courses at any time of the year and join an infinite number of other distance learners at various stages of their course. Our courses have start and finish dates and a defined group of participants, just like our face-to-face courses. You will have tasks and deadlines to keep and be expected to maintain an appropriate rhythm. In other words, flexibility is limited in order to maintain motivation. Learning how to learn on-line As well as learning about teaching and language you will have the opportunity to experience and reflect on the nature of on-line learning itself. Ease of use You will find it easy to use the virtual learning environment, even if you are relatively unfamiliar with this kind of learning and there will be plenty of support and guidance from tutors to deal with any queries and make sure you are on track. upload and download course information and material access materials on and off-line participate in live and non-synchronised discussions send work to tutors and receive feedback communicate with tutors and other members of the class individually and as a group. interact in ways similar to a real classroom with the advantage of being able to access it at times convenient to you. We use style/messenger or telephone for personal tutorials. You will need to have regular access to a computer with internet connection, but wont need to spend huge amounts of time actually on line. We recommend you install style if you dont have it already to take advantage of cost free calls to tutors. Conclusion All of the activities are intended to facilitate each stage of the writing process, from planning a first draft to editing the final answer. By analysis both good and bad model texts, students are made aware of what examiners are looking for and can learn to avoid common errors. Overall, this very guided approach to exam writing should make students feel more confident about attempting writing tasks.

Web Filters are Not the Solution Essay -- Critical Thinking Essays

Web Filters are Not the Solution The scene is perfectly clear in my mind. Twelve years old and just home from an overnight stay with a friend, I walked in the door with a Sex Pistols patch on my backpack, a clip-on earring in my ear, and a cherry Kool-Aid dye job. The initial looks of shock and horror on the faces of my parents were priceless - that is until they opened their mouths. I was grounded for a month, forbidden to stay overnight at any friends house for the rest of the year, and told that any music I bought would have to be screened by my parents first. In the age of the Apple IIe and long before MP3s ever existed, my parents knew - or at least believed - that such a policy would give them control over what music I heard. They were wrong. Adolescents, by nature, are resourceful and cunning, and I was no exception. Within days, I had arranged an elaborate system of shadow purchases and smuggling to ensure that the punk rock well from which I had started drinking would never run dry. To be certain, todays determined parent wou...

Parenting Education Essay -- Parenting

In a perfect world, every child would be wanted and loved, and all parents would have the capacity and the desire to raise children who are healthy, mentally and physically strong, and displaying high moral integrity. Sadly, this is not the case. Some parents are, unfortunately, not interested in what happens with their children. Other parents are not pleased with what is happening in the home with their children but do not know what to do to create effective change. Still other parents are unaware that there is another way, a better way, of parenting. Parent education could help in all of these scenarios. Studies reviewed showing that positive parenting through parenting education is an intervention that improves the quality of the relationship that parents have with their children; as well as, improving their children’s social behavior. There are a number of other teaching programs that have been particularly effective when delivered to motivated parents. Motivated parents seem to be a key to success in education programs. There has been little study of the success of programs that serve as interventions aimed at preventing and stopping a wide range of antisocial behavior of children in their teens. There have however been assessments assessed though results of troubled teenagers and the risky lifestyles that have led them to get into trouble. These older children come from broken homes with poor parenting interaction. Risky lifestyles can be gang related activities, drugs/alcohol, and truancy).There seems to be a lack of satisfactory friendships, support systems or supervisio n in these children’s lives. There are, of course, problems associated with delivery of parenting programs; the greatest challenge is getting paren... ...nteractive part. Works Cited Barna, Jennifer S., and Brott, Pamela E. â€Å"How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor’s Perspective.† Professional School Counseling 14.3 (2011): 242-249. Brannon, Diana. â€Å"Character Education—a Joint Responsibility.† Education Digest 73.8 (2008): 56- 60. Parker, David C., Nelson, Jennifer S., and Burns, Matthew K. â€Å"Comparison of Correlates of Classroom behavior problems in schools with and without a school-wide character education program. Psychology in the Schools 47.8 (2010): 817-827. Reinberg, S. (2010). U.S. kids using media almost 8 hours a day. HealthDay News January 20, 2010. Scott, Stephen; O’Connor, Thomas G.; Futh, Annabel; Mathias, Carla; Price, Jenny; and Doolan, Moira. Child Psychology & Psychiatry 51.12 (2010): 1331-1341.

With Close reference to at least two poems, examine how the poets have

With Close reference to at least two poems, examine how the poets have explored the theme of parent-child separation. In your response you should deal with * The contexts of the poems. * The contrasts and similarities in the poet's methods and approaches. * The use of language. * You personal reaction to the poems including your preference. Many poems have been written on the basic theme of parent-child separation. I have chosen to write about two poems. The first of these is "The Slave Mother" written by Frances E.W. Harper, written in the mid 1800's. It explores the idea of a black slave mother having her son stolen from her. The second poem I will study is "Walking Away" by C. Day Lewis. Both show the difficulties of Parent-Child separation. However "The Slave Mother" is much more violent and disturbing as oppose to "Walking Away" where there is no mention of violence at all. Frances E. W Harper wrote "The Slave Mother" at a time when blacks were being severely discriminated against. Society and American Law at the time promoted slavery. She was orphaned as a child and therefore has some background on parent-child separation as, similarly to "Walking Away", it is an experience she has gone through. Harper was totally against this and therefore used a polemical style of writing, as she wanted to point out this controversial issue to the public and to persuade people against it. Harper had a pioneering spirit and was prepared to be the first of a kind. She was an active part in the anti-slavery movement and used various poems including "The Slave Mother" to get her point across. When she was speaking up for what she believed her poetry became part of her efforts to campaign against slav... ...f what ahs happened. Both poems have explored the common theme of parent-child separation very well. They also both had an effect on me, although both in different ways. In "The Slave Mother" I was quite shocked and almost disturbed at what the captors had done to this poor mother whose only possession was her son. I also felt a lot of sorrow for the mother. In "Walking Away" I also felt sorry for the parent who was loosing their son. However the whole poem did not sadden me, but rather comforted me by the fact that some losses are purely natural and that it is something that most of us can relate to. Both poems - especially "The Slave Mother" - help me to form a vivid picture in my mind of the two poems. Although both poems were outstanding my favourite out of the two would be "Walking Away" as I feel it is something I can or will be able to relate to.

Is it possible to distinguish between science and pseudo-science? Essay

Introduction: For starters let us try to define both terms. Science is an organized, disciplined, unbiased search for knowledge for the world around us. Remember, Science does not discover facts, but rather finds statements (theories, formulae, descriptions) as a result of having examined the real world. These statements describe what may be expected to be found under stated conditions. Note, science is always prepared to adjust, reverse, abandon and/or subtract to/from its statement, in order to more closely approach the truth: The truth being an unreachable goal, which we will eventually and essentially get to (Randi, Internet). Pseudo-science is an established body of knowledge which tries to pass itself as science. It tries to claim legitimacy that it would not otherwise be able to do on its own. We can also call it fringe or alternative science. It basically lacks the carefully and thoughtfully interpreted experiments which provide the foundation of the natural sciences. Incidentally, this is what contributes to its advancement. A vital point to emphasize is that a body of knowledge is used because science involves elements of intuition and guesswork. In regard to this therefore we discover a major weakness in utilizing the experiments approach in science. This comes about because experiments do not always test a theory adequately, moreover results can be incorrectly interpreted or in cases be plain wrong. In legitimate science, these problems tend to be self correcting, through critical scrutiny by the original researcher of the greater scientific community (Chem1, Internet). Pseudo means fake. Thus, the surest way to spot a fake is to know as much as possible about the original, genuine or the actual science itself. Forthwith, it is of critical importance to understand the nature of science. This will include getting to grips with the criteria of evidence, the design of meaningful experiments, the weighing of possibilities, the testing of hypotheses, the establishment of theories and the many aspects of scientific methods that make it possible to draw reliable conclusions about the physical universe (Quakewatch, Internet). Having said this we ask, is there really a fine line between real science and pseudo-science? And if so, where does it lie? From an initial inspection, it is plain to see that these two are as opposite as rationality and religion are. Whereas we use basic principles such as objectivity and accuracy to establish a finding, we also use in science certain admitted assumptions about reality. These, though, eventually do support themselves; they become proven or result in false verification thus discarded. Pseudo science on its part will utilize invented modes of analysis which substitute for meeting the requirements of scientific method, though they basically violate the essential attributes. It’s easy to identify many examples of these, but it is the more subtle and insidious and convincing cases that require better definition of the attributes involved (Randi, Internet). The quest to clearly identify and determine the line dividing science and pseudo-science is indeed daunting. This is because the media has so much muddled the waters that we are, in instances, compelled to think what we see or hear in the media is the truth. It is wise to remember that, pseudo-science transcends all fields of science. Not one field is safe. For example, in the field of physics [and by extension, other natural sciences] the following are cases (Quackwatch, Internet) that have been used to try and unmask pseudo-science: †¢ It is common the find proponents of pseudo-science referring to work many years old. Unlike science were literature is updated every other year (latest editions) to take into consideration the rapid accumulation of new facts and insights, pseudo-scientists will rarely revise. †¢ This point above exposes pseudo scientists to the intense criticism of holding on to bogus facts proposed many years ago. It has been found that they research by relying on newspaper clippings, hearsay, ancient religions or mythological works as their point of fact. They never bother to perform independent investigation to check their source. †¢ Also they are fond of beginning with a hypothesis. Usually, this hypothesis is very emotionally appealing and spectacularly implausible. After the emotionally appealing hypothesis has been fronted, they then look for supporting evidence. Should any conflict be identified it is quickly ignored or rationalized. †¢ They ignore or misrepresent genuine scientific fact. Pseudo-scientists will instead rely on unverifiable eyewitness testimony, stories, tales, hearsay, rumor and dubious anecdotes. They will invariably rely heavily on subjectivity validation. Newspaper horoscope describes astrology perfectly making many people believe in them. But on close examination, it is found they describe generalities enough to cover virtually everyone (Quackwatch, Internet). No pseudo-scientist who was shouting on the roof top at the beginning of the year offering/ putting forward predictions and hypothesis will be found to analyze how many of them came to pass at the end of the year (Chem1, Internet). This is unlike science where all principles must be tested and remain continually questioned or rejected over time. In pseudo-science, such predictions or hypothesis are not often falsifiable and are equally unlikely to ever be altered or shown to be wrong. This is erroneously taken by proponents as evidence of validity. Where as scientific explanations must be stated clearly in unambiguous terms, this is the opposite in pseudo-science. They often invoke scientific terms in dubious context. For example, ‘energy vibrations’ and ‘subtle energy fields’ sound impressive but are essentially meaningless terminologies (Chem1, Internet). Looking at the case of Electromagnetic frequency for instance, f or a long time pseudo-scientists fronted a case for its likelihood to be associated with causing the onset of cancer. Communities leaving near power lines and also electricians were deemed to be most at risk of contracting cancer in this way. However, after substantive review of existing literature and interview of specialists in the field, it was found that the statistical evidence for a correlation between the two was negligible and growing smaller. Even in the case of electricians, no effort was made to eliminate other factors before placing an accusing finger at high voltage power lines by the pseudo-scientists. Further, pseudo scientists offer little or no theoretical explanation of how such electromagnetic fields [EMF] can actually produce cancer (Csicop, Internet). On the other hand, science is its own worst enemy. It allows stifling of orthodoxy of beat ideas. Science has the tendency of forgetting that many of the best ideas in human history began as heresies. Comparisons between bizarre claims and science as it is actually practiced will show that no sharp division can be established (Math, Internet). Forget the various checklists given to distinguish the two[i. e. science and pseudo science], as none perfectly achieves this. The disagreements and disparities are more to be found on the finer points. Even the most hardened skeptic does not deny the possible validity of paranormal phenomena. It is necessary to point out at this juncture that, the fathers of science; Einstein and Newton, considered today as geniuses, were in their age actually considered heretics. What they chose to bring forward as science was so much against the norm then, that nobody dared believe them. They did not produce their revolutionary ideas in one moment of brilliance as propagated by scientists (findarticles. com).

Candide by Voltaire Essay

Through Candides vex adventures and enlightening encounters, Voltaire illuminates the numerous diverse subtletys of which Europeans look themselves superior. Yet earlier than supporting the proscribedside(prenominal) practices of fagnibalism, zooerastia, and the abolishment of priests, Voltaire is ridiculing the Europeans get methods of torture in an abusive kindly hierarchy. Therefore, piece granting immunity of typeface and a consensus of the majority appoint faucets of expert carriage, the European practice of elitist receive and inequit qualified visitments is revealed as un relieve. This criticism suggests the charter for regenerate by deriving dictum from someplace new(prenominal) than the traditional roles of the royal house, clergy, and nobility, a rather revolutionary move at the time.Voltaire at first reveals the fault of Europeans done his description of the savage land of Oreillon. Upon their expostulation from Paraguay, Candide and Cacambo hu man beingsage across both women, in any nude, who cry out and spryly run out-of-door from two monkeys who snap at their tooshie (73). Instantly sympathetic, Candide shoots his musket and kills the monkeys, intellection that he has deliver himself from earlier sins by saving these put out women. However, to his surprise he discoers that he has just killed the ladies lovers. Without questioning the practices of this foreign society, Candide reacts base on his own perceptions of right and wrong. His actions reflect the naivete of Europeans concerning what is thought to be normal based on their own superior culture.As penalty for Candides rash actions, the Oreillons endeavor to guy the travelers over a sputter to eat, justifying this through with(predicate) the proclamations that Candide and Cacambo atomic number 18 Jesuits and thereof merit to die. This bearing is explained by Cacambo as cosmos beguile because if we Europeans do non act upon our right to eat oth ers, it is because we have other ingredients for a good meal (pg. 74). He recognizes that each society contains its own any bit valid practices which cannot be altered or condemned by those who think they be predominant. In addition, Voltaire is not justifying that bestiality and cannibalism constitute a righteous society, but rather satiric all toldy commenting on the Europeans own practices, for it would be insincere to condemn these practices without evaluating whether the Europeans own forms of punishment are just.As the desolate Candide ventures to eldorado, he is once again introduced to a land unlike that found in contemporary Europe. Upon their arrival, the travelers bewilderingly walk upon pavage made up of rubies, emeralds, and gold and ardor in the delights of a extra fiesta at a common inn. The generous, lower citizens then guide them to an old opus and, later, level(p) the approachable great powerfulness, in piece to answer their many questions. Through these communicators they come to realize that the most striking aspects of the settlement do not constitute its animal(prenominal) features, but rather its ideology. They are told that all men are free, and thus in that location is no drive for the establishment of courts, trials, or prisons. trance Candide is quite baffled by these assertions which solely contrast the incorporate social organization of Europe, he is even to a greater extent confused by the lack of priests or an enforced religion, upon which he exclaims, What You have no monks who lecture, debate, govern, devise, and burn state who dont agree with them? (79). These seemingly sarcastic say is a reflection of the binary thinking in which the Europeans have taught their citizens to believe. Candide had always considered the church building building as an institution which interjects in every aspect of life and constantly ridicules and punishes others date denying the fact that there are other practices and r eligions besides the baseball club of the church and Catholicism. Voltaire is not suggesting the elimination of priests, which would be a radical idea at the time, but is rather demonstrating a deeper criticism of Europeans who assume that they are superior and must punish all those who defy this idea.Although Oreillon and El Dorado are societies completely unlike that of the Europeans in law and culture, they are seen as gifting decent adult male port because they allow their citizens to express free will and they derive authority from the hold of the masses. For instance, in Oreillon, women are allowed to mate with whomever they revel without judgement or persecution from others. This freedom of expression illustrates that the culture seeks to facilitate the happiness of its people. Additionally, when the two monkeys are murdered by Candide, the leading instantly capture and attempt to punish the travelers, reflecting the societys dedication to comfort its citizens from h arm and condemn those who impinge on basic freedoms.While this culture may seem bizarre compared to more(prenominal) refine nations, the fact that it derives its authority from the people illustrates that bestiality and cannibalism are enforced as appropriate human behaviors so long as there is a general consensus. Similarly, good behavior does not necessarily need to be derived from praise towards the king or daily sacrifices to a church, as visualised in Eldorado. Unlike in Europe, the king is humble, approachable and genuinely concerned with the vigorous-being of his citizens. For example, the feast the travelers consume at the inn is free because the state is said to assist business, thus revealing that the government is free to contribute to the success of its people despite their class or wealth. Therefore, despite their practices, these societies simulate good behavior.However, Voltaire forms a critic of the Europeans delinquent to the unjust practices in which th ey derive and admit authority. In Candides hometown of Westphalia, for example, the naive Candide is exiled from the fastness of the Thunder-ten-tronckh because he kissed the Barons daughter, Cunegonde. He was unfairly punished because he stepped out of the social hierarchy to which he was born, while Cunegonde was not disciplined for her actions due to her rank. Similarly, in places like Paris, the elites haughtily criticize their colleague mans creations and do not hesitate to manipulate and greedily conspire against others.When Candide is led into a ploy by the despicable Abbe and arrested even though he had not act any crimes, he is able to buy his freedom with cardinal diamonds. The officer then exclaims, Ah sire, even if you connected every crime imaginable, youre still the best man in the field (97). Ones fate depends on the inconsiderate news program of the elite, ones wealth, and the act of bribery. Since Candide had money, he was able to get his freedom while the majority of peasants who are near penniless would have to suffer. These scenarios nominate the unjust ascertain of the elites over the consensus of the majority.While Voltaire formulates the components of good behavior based on the legitimacy the authority derives from its citizens, he in addition constitutes bad behavior as punishment without just cause. For instance, when Candide and Martin arrive in Portsmouth, they thinking the execution of a British full admiral. The Admirals crime was explained in that he had stayed too furthermost from the French resistance and that his death would encourage others to fight more fervently during war. This nonsensical behavior represents the problem of European punishments which reduce war heros to criminals. another(prenominal) such scene is presented when Candide and Pangloss reach the metropolis of Lisbon in which a miry earthquake kills thirty thousand people. expertness of a university decide that, in order to prevent another ea rthquake, they must roast several persons over a dumb fireThey had therefore seized a man from the Basque province who had been convicted of marrying the godmother of his godchild, and two Portuguese men, who when have a chicken, had removed the bacon seasoning (52-53). As a manner of electing their sacrifices, they choose those who had committed even questionable offenses, though even those forms of misconduct can be viewed as unsubstantial enough to deserve punishment, oft less death. While it is firstly completely unreasonable to attribute a vivid phenomenon to personal actions, Voltaire goes so far as to satirically illustrate that this is a commonsense European belief, for both offenses appear inconsequent to the victims punishment.Meanwhile, most Europeans would be disgusted with the culture of the Oreillons who engage in cannibalism after(prenominal) enacting a punishment. However, Candides death penalty after murdering two of its citizens is a much more equitable offen se in harm of its punishment than removing bacon seasoning from chicken, such as in Europe. Furthermore, once a tree trunk has been burnt, it seems inconsequential whether it is eaten or not. Voltaire is thus able to portray the irony as well as the unjust nature of European punishments as a bad behavior of society.The figures of the time who would be most notably perturbed by Voltaires suggestions constitute the royalty, the nobility, and the clergy. Firstly, for centuries the royalty had uncontestedly derived authority through lineage and from claims to prophesy right. Candides embrace with the King of Eldorado would probably be perceived as strange because the royalty was considered far above the common people in class, stature, and rights, and thus did not need the coincide of its citizens to govern. Thus, the monarchy would be opposed to Voltaires ideas because they undermine his authority. This is reflected in ordinal century Europe when the subject Assembly made a radi cal move by sending Louis xvi to the guillotine as a symbolization of the growing dissatisfaction of the peasants and workers.Secondly, the nobility consisted of a minute number of elites who mainly derived their elevated emplacement from patronage. Voltaires view of this social class, at least in Paris, is illustrated in the remain of Marquise de Parolignac, in which these morose intellectuals portray that their sole interests are to spread slander, hypocritically belittle art, and greedily take receipts of Candides treasures. Similarly to the monarchy, Voltaires final cause that societys values and laws should be supported by the consensus of the masses was a scandalous assertion because it would undermine the power of the elites and force them to surrender their privilege.Finally, the clergys word penetrated all aspects of life in eighteenth century Europe while sacred Orthodoxy formed local allegiances and bound communities unneurotic by preaching sacred traditions. How ever, it can also be said that the institutions of the church hypocritically valued their own self-preservation over educating the masses. Therefore, these religious authorities would not consent in being forced to stupefy to stricter laws by having to give proper, legitimate reasons as a performer to punish nonbelievers or delinquents of the church. Despite these opponents, Voltaire suggests a need for reform by deriving authority from somewhere other than the norm.Although European society appears far more advanced than that of the savages and more structured than Eldorado, that does not necessarily determine that its laws and people are superior. In fact, Voltaire constitutes good behavior in a society as something that has been consented upon by its people, while bad behavior derives from unjust punishment and the dangerous rule of elites. Voltaire thus forms a critic of Europeans through comparisons to these foreign lands and furthermore questions whether a reformation of au thority is a necessary means to benefit society.SourceVoltaire. Candide. Boston Bedford/St. Martins, 1999.