State Policy Affect on the Family (Uk)

Using information from Items B and C and elsewhere, examine the ways in which state policy may affect families and households State policy has an influence on families and households through the laws the government create, and the messages certain policies give. Item B says that â€Å"The state has intervened significantly in families for a considerable length of time†, showing how the government considers it part of their responsibility for the families of Britain.However, the state has been accused of not doing enough to protect the traditional nuclear family. Some commentators have suggested that some liberal state policies, especially those introduced in the 1960’s (such as the 1969 divorce act and the legalisation of homosexuality in 1967), are responsible for the perceived decline in traditional family values. Those who claim that the family is in decline can be grouped under the label ‘New right’. They are usually conservative thinkers and politician s who believe strongly in tradition and dislike change.They believe that there was a ‘golden age’ of the family, in which husbands and wives were strongly committed to each other for life, and children were brought up to respect their parents, the authority, and the law. Item B says that â€Å"conservative thinkers tend to believe that there has not been enough state input into protecting the traditional family, or that state interference has actually contributed to the families decline by encouraging the development of ‘deviant’ living arrangements. They believe that equal opportunities and the equal pay legislation distracted women from their ‘natural’ careers as mothers and wives. They say that the 1969 divorce reform act undermined the commitment to marriage and that homosexuality is ‘unnatural’ and deviant. However, some state policies have tried to uphold the traditional family. Tax and welfare policies have generally favour ed and encouraged heterosexual married couples rather than cohabiting couples, single parents and same-sex couples. Graham Allen (1985) said that there policies have discouraged cohabitation and lone-parent families.Policies such as the payment of child benefit to the mother, and the government’s reluctance to fund free universal nurseries, have reinforced the idea that it is the woman (mother) who should take prime responsibility for the children. Also, the fact a coordinated set of family policies was not introduced until 1999 may reflect the state’s tendency to see the family as a private institution, and therefore reluctance to interfere. Nevertheless, the New right still think that government policies have damaged the nuclear family ideal.They claim that the government has encouraged women to return to work, and therefore ‘damaged’ children by ‘maternal deprivation’. Morgan (2000) even suggests that the government is ‘anti marriageà ¢â‚¬â„¢, and that the government is responsible for ‘deviant’ family types. Item C says that Dr Adrian Rodgers, of the group Family Focus, says that ‘homosexual couples cannot be defined as families- the basis of true love is the ability to procreate and have children’. The government has also had a positive effect on the individuals within the family. Conservative government made marital rape illegal in 1991, and the children’s acts (e. 1989) have increased rights for women and children within the family. Many people believe that this has strengthened the family, although others believe that this had undermined traditional male dominance within the family. Feminists say that the male dominance within the family is called private patriarchy, and in order to eradicate male dominance in society, we must first eradicate private patriarchy, which several state policies have attempted to do. In 2003, Labour appointed a Minister for children, and in 2007 t hey formed the Department for Children, Schools and Families.Lewis (2007) says that Labour have taken a ‘social investment in children’ and have increasingly recognized that family forms are changing. Lone mothers are no longer condemned as a moral problem and threat. Labour introduced policies such as the New Deal of 1998 to help lone mothers get back into work. They have also invested in subsidies for nursery childcare, lengthened maternity leave from 14 weeks to 9 months, and introduced the right for parents of young children to ask for flexible working patterns from their employers.However, this has attracted criticism that it is undermining family privacy and has constructed a ‘nanny state’ which over interferes in personal living arrangements. Furthermore, the government is still accused of conforming to familial ideology (the ‘ideal’ family; the preferred model is the traditional nuclear family with a clear sexual division of labour) in that the policy emphasis is still overwhelmingly on motherhood rather than parenting in general and fatherhood, for example in the way that there are limited rights of fathers to take paid paternity leave.Feminists have claimed that familial ideology is merely a patriarchal ideology, which ensures male dominance in the workplace. Oakley says that the government (and society) has the view that women have a maternal instinct, which follows on from the view that women, who choose not to have children, are ‘deviant’. In conclusion, the state has created many policies which affect families and households. The government can be seen to be encouraging marriage and discouraging cohabitation.Item C says that Lord Nicholls says that the family bond must be of a â€Å"relationship which is permanent or at least intended to be so†. Fox Harding (1996) argues that the best council housing is often allocated to married couples with children and the worst housing on ‘probl em’ estates are allocated to lone-parent families. This suggests that the tradition nuclear family is the dominant family type, and the government discouraged other types of families. The state has also encouraged families to take responsibility for the elderly and long-term sick/disabled.Female members of the family often carry the burden of this care, which means they are less likely to work full time and are more likely to be economically dependent on a man. This suggests that the government is reinforcing the traditional sexual division of labour. The new right say that the family is decline, but it may just be that it is simply changing, and the government changes its policies in accordance to how families change or need to be changed for the better.

Nurse’s Song by William Blake Essay

Compare and contrast the two versions of â€Å"Nurse’s Song†, showing how Blake illustrates the concepts of Innocence and Experience The Blakean concept of â€Å"Innocence† is focused on purity, vulnerability, trust and harmony – often illuminated through the use of children. For â€Å"Experience† the crux is on remorse, regrets and the general loss of innocence. In the two versions of â€Å"Nurse’s Song† children are used to bring out both the innocent and experienced side of the nurse. In the â€Å"Innocence† version of the poem, a repeated word pattern is used. It is reminiscent of children’s chants and nursery rhymes because of the buoyant, song-like rhythm. â€Å"Come, come leave off play†, â€Å"No, no let us play†, â€Å"Well, well go and play†. This emphasises the childlike, infantile tone of the poem bringing out the innocent, simplistic nature. It also shines a juvenile light on the nurse, which to a reader in an experienced state of mind, gives off a forced, unrealistic innocence. The use of sound in the â€Å"Innocence† version of â€Å"Nurse’s Song† is very apparent. It relates to the sounds made by the children, heard by the nurse; â€Å"laughing is heard on the hill,† this paints a pleasant picture, an unmistakeably happy image for the reader. It puts the rest of the poem into an idyllic, dreamlike context, giving a slightly surreal edge to the verses that follow. The final line â€Å"And all the hills ecchoed†, could be seen as a use of pathetic fallacy in that the children are laughing and shouting, and the hills ‘echo’ them – everything in this idealistic world is content and perfect, a utopia of purity, trust and openness. â€Å"The little ones leaped & shouted & laugh’d†, this list is presented in a puerile fashion, further illustrating the concept of innocence in the nurse herself. By using â€Å"&† instead of a comma, it makes the reader feel as if the nurse has a childlike perspective on the scene, as her narration uses basic, one-dimensional lexis giving an unsophisticated and uncomplicated view of the world. The harmonious relationship between the children and the nurse makes her seem straightforward and pure, and also inexperienced in her trust in the children. When the children refuse her request to go home to bed, she simply allows them to carry on in their own way â€Å"Well, well, go & play till the light fades away† showing her faith in the reliability of the children and simultaneously giving her an air of naivety, and reinforcing her innocence in that she is clearly open to receiving the pleasures of life. It also shows how unworldly she is, how she is blissfully unaware of the dangers around and simply concerned that the children should be in bed when the day turns to night. In the â€Å"Experience† version of â€Å"Nurse’s Song† the reader feels a distinctly bitter tone given off by the nurse. An underlying message of a bad childhood, or a disturbing youth is given off when she says â€Å"The days of my youth rise fresh in my mind, / My face turns green and pale†. To some this could imply a feeling of jealousy in the nurse, green being an indication of envy – showing the nurse envying the children’s innocence and happiness. However, I think it is simply a device to show how their purity and their inexperience are nauseating to the nurse; how it reminds her of her childhood, and how she has lost that youth and vulnerability and is sickened by her current self. In the second stanza of the â€Å"Experience† version, the first two lines are the same, although they seem somewhat more ominous because of the context. â€Å"Then come home my children, the sun is gone down / And the dews of night arise;† Also there are no speech marks around these phrases, unlike the â€Å"Innocence† version. It means that it is not direct speech from the nurse to the children, but rather an insight into the thoughts of the nurse – disguised and dark – leaving the reader with a nervous energy given off by the eerie mannerisms of the nurse. A contrast between the two poems is in the second line of the first stanza. In â€Å"Innocence† it says â€Å"and laughing is heard on the hill,† but in â€Å"Experience† it says â€Å"and whisp’rings are in the dale.† The obvious difference is between the â€Å"laughing† and the â€Å"whisp’rings†. Laughter is a sound of happiness and gaiety, but whispering has an air of secrecy, deceit and isolation. This is an obvious contrast in the levels of communication between the two states, the honest and open laughter in â€Å"Innocence† almost an antithesis to the guarded, furtive whispering. Another difference between the two is that in â€Å"Innocence† the laughter is taking place â€Å"on the hill† – an exposed place, safe and high above everything, easily seen and obvious to all. But in â€Å"Experience† the whispering is taking place â€Å"in the dale.† This is a hidden place, dark and difficult to see for the nurse – secretive. This subtle difference changes the tone completely between the two poems. â€Å"Your spring & your day are wasted in play, / And your winter and night in disguise.† These final two lines of the poem, I feel, are the most bitter and disparaging of all. Some may say that the seasons of â€Å"spring† and â€Å"winter† are metaphorical, for the â€Å"winter of your life† – the darker days, the older, more experienced times; the â€Å"spring† representing youth, purity and innocence. As though the nurse is saying that when you have the capacity to embrace the gift of â€Å"innocence†, your naivety and inexperience stop you from truly realising what you have and it is then â€Å"wasted in play†; frittered away in the menial enjoyment of life. But once that innocence is lost, you enter the winter of your life, â€Å"in disguise† – hiding from those that remind you of your innocence, and those that can see your experience. However another interpretation could be that literally in the daytime, during the spring and winter and at night you are always wasting your time; so no matter what you do time is passing by and you are gradually moving from a state of innocence to experience. That time is squandered in useless, unhelpful ways. The nurse’s bitterness is expressed in her realisation of this desecration of such a precious thing. It seems premeditated and as though she has reminisced over her youthful times and understood her mistakes; as if she has discovered how she’s capitulated to the ideals of â€Å"experience† and is unable to return to her candid, childlike self. I feel that overall, the message given by the â€Å"Experience† poem is one of bitterness, remorse and resentment. The darker tone of the poem gives it a deeper meaning – to embrace every second or to become a character like the nurse in this version: cheated in life and cynical about others. However, the playful, childlike â€Å"Innocence† version is far less evocative and conceives a simpler idea, to laugh and play â€Å"till the light fades away and the dew of night arise†.

Individual delivery of a learning and development session plus 2000 words reflection

our site – CUSTOM ESSAY WRITING –How to engage in a conversation with clients that would lead to sales?Part A: Lesson PlanThe specific group of learnersFor this study the specific group of learners included the sales and marketing attaches attached to sales agent who deals with automobiles.The training needsThe training meets the needs of knowledge how to pitch their sales to the potential customers as it was always difficult to pitch sales to potential automobile customers. Unlike in other markets where there was only one product in the automobile market there were different types of products that met various needs of the customers. Therefore it was necessary to train the new employees how to understand the customers during the initial conversation. It was important to train the trainees how to learn the needs of the customers and meet those needs by helping the customer to select a car that would meet their potential needs. The other need was to create confidence amo ng the trainees to face client and to ask tough questions.The overall aim of the whole learningThe overall aim of the learning was to equip the trainees with the sales knowledge on how to engage a conversation with clients that would lead to sales. The aim was to help the trainees to understand the potential client’s needs without first asking the price and the money that the customer has. The specific aims were to teach how to ask questions that lead to sales and how to keep from discussing price and discuss the value of automobile.Learning outcomesThe learning outcomes are improved understanding of the sales concepts such as asking question and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase.Overall timeline of the session including the content heading and contentTable 1: Session and content SessionContent IntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants. LecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Role playsOrganise trainees into pairs where one of them acts as a salesman and the other as client Table 2:Mini lesson plan Time durationLearning and development methodTrainer activityLearner participationAids and resources 0-1st minuteIntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants.Take notesPower point 1-5th minuteLecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Taking notesPower point 6-10th minuteRole play to identify of learningOrganise trainees into pairs where one of them acts as a salesman and the other as clientThe student will act as a salesman while the other students will act as the purchase with a certain budget and is looking for a car model that can fit within that model. Each student will have to act as a salesmen and a client. This will be done by organisation the students in groups of two. The student will act in front of the class.A classroom 11-12th minuteBrainstorm on potential questions to ask clientsAsk students the best type of questions to ask clients provide two questions they would ask a potential customer that would make them know the customer and the need that the customer has.The student to provide tow questions that they would ask potential automobile client.A handout with open ended questions that the sales man should ask clients 13 – 15th minute Question and answersEvaluate students on their ability to ask questions that make the customers to explain their needs. They will also be valued on the basis of the answers and personal obtained from the client such as budget and the car model the client is looking for or the functionalities that the client is looking for in car.Students to fill in a form indicating what roles they have played and the questions they have formulated as well as comment what was interesting and what they have learned about the lesson.A notebook The lesson will considered to be effective based on the students understanding of the sales concepts such as asking questions and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase. Task B: Personal ReflectionIntroductionThis is a reflection on how I planned the lesson and the activities that were undertaken to teach students about executing good auto sales. Various knowledge and theories about theory of learning were employed in this research to ensure that the lesson was effective and it attained the research objectives of making the student understand how to execute good auto sales. The first part is the introductory section. The second part of this reflection reflects on the lesson plan and takes into the consideration the theory that was used in planning the lesson and the learning activities. The third section measured the effectiveness of the lesson. The fourth section reflects on what happened in the practice aspect of the lesson and what has been learnt from this experience.Plan for the lesson and the theory taken into considerationIn planning for this lesson, I was aware of three learning theories which were the behaviourism, cognitivism and constructi vism. The behaviourism holds that teaching should be behaviour oriented and it should make the learners to respond in a particular way through stimuli-response (Salsbury and Melinda, 2008). This means that the teachers should provide stimuli and condition the learners to respond to the stimuli in particular way. This means for instance hearing a door bell rising should lead to the response of opening the door (Fink, 2005). However this theory is mostly applicable in social and in behavioural training such as training soldiers and members of the discipline forces which was not the case for this lesson. Learning is assessed through drills and real life experiences. The other learning theory that could be applied in learning is the cognitive theory. This theory holds that information can be retained in memory through deliberate cognitive activities such as memorising and doing mental exercises. The exercise should be enhanced through internal processing of information. The cognitive learning theory holds that learning is student based and should be examined through individual assessments. The other learning theory that could be used in designing the lesson plan is the constructivism which holds that learning is based on the individual’s interpretation of the information and knowledge. It holds that there is no single way of interpreting and applying knowledge as each person has their own viewpoints and experiences that shape their world view (Mccrea, 2015). Therefore every individual is expected to act differently and to understand the provided knowledge distinctly from the other person. When using this theory the most applicable teaching methods included brainstorming, case studies, simulations or role playing, and problem based learning. In my lesson the constructivism was used to impart knowledge to the students. The theory was preferred because the lesson focused on the sales training which was based on experiences of greatest salesmen. There was no given way of doing sales as different people had done it differently depending with the customers and the types of products and service that they were selling (Serdyukov and Ryan, 2008). Sales was also dependent on the types of customers as each type of customer had varying needs when purchasing an automobile as some wanted automobiles that were luxurious others wanted performance such as speed and acceleration. Other customers wanted low costs automobiles such hence price was the most significant consideration. Others wanted to conserve the environment and wanted vehicles that were environmentally friendly such as the hybrid vehicles. This meant for one to be a great salesmen they had first to understand the individual customer and then apply the knowledge that they have on selling on the individual customer (Salsbury and Melinda, 2008). Therefore constructivist approach was the most appropriate learning approach that could be employed in teaching the learners about good auto sales. When using this theory the learning activities included role playing and simulation activities that included simulating sales scenario and the type of conversations that occur between the potential customers and the salesmen (Salsbury and Melinda, 2008).How the success of the lesson was assessedThe first way of assessing the effectiveness of the lesson was ensuring that the learning objectives were met. The learning objectives for this study were met. The first objective of this lesson was to ensure that the students understood how to ask questions that led to sales. The second objective was to ensure that the students learned how to discuss the value of the automobile rather than the price of the automobiles. The other way that the effectiveness of the lesson was i dentified was through participation of the students in the lesson activities (Zimmerman, 2015). All the students that were involved in the lessons activities retained more knowledge than those who were not involved. For instance one of the ways of ensuring that the students understood the lesson was asking them to participate in role playing where they will act as a salesman and client. Those who managed to ask the open ended questions that made the client to talk about themselves and the need that was to be met by the automobile were considered to have understood the lesson or the content for that learning. Also the students who discussed the value of the car more than the price were considered to have met the objective of the lesson. However, assessing the effectiveness of the lesson was difficult especially because the time allocated for the lesson was not adequate for all the students to participate in the role play. However, it ensured that each individual understood and learne d to apply the selling techniques on their own individuals’ capacity based on the clients’ needs. Activities during the practice and what I got from the practice One of the things that happened during the practice is that the students were excited about the lesson activities. The students wanted to participate in formulating the appropriate questions that they should ask potential automobile clients. The activity was the most interesting part and each student participated in formulating questions that they would ask a potential customers. However some of the students who were not confident did not participate. The other aspect that was interesting to the students was that of role playing. The students played according to social groups which made it interesting. Some of the client were tough and made the lesson exactly like what would happen to a car salesman. However those who were shy did not perform well in the role playing because they asked direct questions that could be answered fast (Skowron, 2010). On assessing the students based on their participants in role playing most of the confident students who were outgoing had better performance than the shy students. In the written test most of the student had better scores indicating that the information was highly retained by the students after the role play and simulation of a sales scenario (Zuiker, et al., 2016). The students were also happy and excited because they were actively involved in the lesson. Based on this experience the most important thing I have learnt is that the students have the capacity to learn on their own with minimal guidance. I noted that to be effective the teacher should incorporate more doing activities in the lesson because they helped the student to apply knowledge in real life situation other than having theoretical knowledge only. However, the time allocated for the lesson was not enough to include more activities in the lesson plan.ConclusionThe reflection has echoed the learning that has been accrued during the preparation of the lesson plans. The exercise has helped me to put into use theories of learning employed in teaching. I have noted that each theory applies in different scenario based on the subject being taught. I have noted that involvement of the student in real life activities through role playing and simulation was effective especially in teaching studies that required application of knowledge in strict life situation like selling to cus tomers who are different and need differing products. References Fink, D. L. (2005) Integrated course design. Manhattan, KS: The IDEA Center. Mccrea, P. (2015) Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom. Brighton: Teacherly. Salsbury, E. and Melinda, S. (2008) Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Serdyukov, P. and Ryan, M. (2008) Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon. Skowron, J. (2010) Powerful Lesson Planning: Every Teachers Guide to Effective Instruction. 10th edn. Thousand Oaks, CA: Corwin Press. Zimmerman, B. (2015) ‘Self-Regulated Learning: Theories, Measures, and Outcomes’, International Encyclopedia of the Social & Behavioral Sciences, pp. 541-546. Zuiker, S., Anderson, K., Jordan, M. and Stewart, O. (2016) ‘Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity’, Learning, Culture and Social Interaction, 9(11), pp. 80-94

Communication Barriers Essay

The problem that is to be addressed will be the communication barriers between employees and management. Some people have a problem with the way they receive the conversation or the way people talk to them and other people have a problem with the way they use their verbal and nonverbal communication skills. There are many ways to determine the proper way to communicate and to miscommunicate. Solving the problem of non-communication in the work place can be easy, but at the same time it can be very costly. The movie Devil Wears Prada is a great example of miscommunication. The main owner, editor or â€Å"CEO† of that corporation talks to the new girl as if she has worked there for years. The new girl is given directions and does not know how to proceed with them because she was not trained properly. In the movie the CEO makes a statement â€Å"Emily? Emily? † Finally someone tells the new girl that the CEO means her and the new girl goes into the office. CEO states â€Å"Get me that guy I talked to yesterday about the skirts and scarfs on the phone. † The new girl goes back out of the office to her desk and starts looking for a phone number, but she has no idea who to look for, the first assistant, just coming back from lunch, asked the new girl â€Å"What are you doing? † The new girl tells the first assistant what the CEO said and within seconds the CEO was talk to the guy she spoke to yesterday about the skirts and scarfs. In this incident, there was minimal communication and there are also many ways to fix this. For instance, the first assistant should have taught the new girl about the phone directory, terms, and where to find other things that could be useful. If the new girl was trained correctly, then while the first assistant was at lunch, the new girl would have been able to handle the phones, but would still have problems not knowing what person the CEO talked to yesterday about the skirts or scarfs. With this part of the communication barrier, the CEO should have been more informative on the information that she gave the new girl. For instance, if the CEO had given the name of the person she talked to, then it would have narrowed down the people she to yesterday or vise-versa, or the CEO could have given the company name and with the correct training could have determined the person she talked to the day before. There are many ways to work on the communication between the CEO, manager, and another associate. The main objective should be to train the person properly before â€Å"throwing them to the wolves,† or putting them â€Å"on the sales floor† If the person is trained properly then they will learn the terminology, phone directory, and also know where to find other things related to going the job. When giving tasks to carry out, you would need to give specifics on what you want and names or descriptions of what is expected. When receiving the tasks, if you do not understand, then ask questions on what the other person is looking for or how to go about doing getting the job done.

Integrity in to Kill a Mockingbird Essay

Integrity is having a standard of morals and ethics, and living by them. It is a willingness and ability to do the right thing even when it is hard. The story To Kill a Mockingbird is filled with integrity. For example, many of the people in Maycomb share a prejudiced sense of integrity when it comes to its racist views. However, it is Atticus Finch’s integrity throughout the novel that really embodies the idea of moral and ethical principles. He puts into action every moral idea that he supports. Atticus is a role model to not only his children, but to the whole town of Maycomb, and his integrity is a great part of what makes him such a good example. Integrity breeds integrity. Harper Lee is suggesting that integrity within ourselves helps others to have integrity. Atticus brought up Jem and Scout by example. His show of integrity instilled within his children their own sense of integrity. Both Jem and Scout are exposed to experiences throughout the novel their shape their perception of right and wrong. For example, Atticus took up the case of Tom Robinson not only because he had to, but because he was fighting for an innocent life against injustice and racial prejudice. His display of integrity in Tom Robinson’s case was reflected onto his children. They soon came to know their father as a hero full of moral courage, and did their best to do him right in their own ways. Though they could have fought against their peers insults against them and Atticus, they showed adversity by not reciprocating. â€Å"As it was, we were compelled to hold our heads high and be, respectively, a gentlemen and a lady.†(Lee, pg. 247) Furthermore, Scout shows integrity through her wisdom and compassion that goes beyond her years. Atticus is a strong role model to his children with his strong sense of integrity, and Scout and Jem develop their own integrity throughout To Kill a Mockingbird with his lead. Atticus’s integrity extends not only to his family, but to the whole community of Maycomb. The community of Maycomb was heartedly against Atticus defending Tom Robinson, a black man. Yet, once again, Atticus’s integrity shines through as he stands strong through the adversity. During the trial, Atticus speaks firmly of the truth, and forces Maycomb to examine their conception of race and the equality of man. As Christians, they know that all men were equal. As Atticus finishes his speech, he says â€Å"In the name of god, believe him [Tom Robinson]† (Lee, Pg. 209). In saying this, he is reminding the jury of this integrity they are supposed to uphold. Though Maycomb convicted Tom Robinson, as Miss Maudie said â€Å"We’re making a step-it’s just a baby-step, but it’s a step.† (Lee, Pg.220) She is referring to the fact that Atticus had been able to force the jury to examine their views of race, as they were kept out so long. In this way, Atticus’s integrity got to every person of Maycomb. Another example is when Reverend Sykes says to Scout â€Å"Miss Jean Louise, stand up, your father’s passin’.†(Lee, Pg 215) Reverend Sykes is demonstrating his respect for Atticus by telling Scout to show the same respect. Atticus’s integrity had a strong impact on the black community of Maycomb, and they demonstrated a great deal of their own integrity because of him. Atticus’s integrity reflects onto all of Maycomb county’s citizens. Today’s society can easily relate to the pressures on the individual’s and community’s integrity that is found in the novel To Kill a Mockingbird. Every day peer pressure instils within us the desire to be bigger and better than what we are. The media, how other’s view us, and the pressure put on us by others will all test our integrity on a daily basis. Atticus and his children both had to deal with the adversity against them because of the communities differences in opinion. They kept their integrity through it all with Jem and scout having their father’s moral advice and support to help them. Though many succumb to the pressures put on us, there are also many Atticus’s out there that have a moral and ethical conscience backing them up. They become a role model that breeds integrity through their moral practices. â€Å"Before I can live with other folks I’ve got to live with myself. The one thing that doesn’t abide by majority rule is a person’s conscience.† (Lee, pg.108) To conclude, Atticus is a strong moral figure in the book To Kill a Mockingbird that demonstrates the quality of integrity to the fullest. His integrity helps others to have integrity. To explain, Atticus instils a strong sense of integrity within his children by teaching them by example. Furthermore, his example of integrity also extends to the community of Maycomb, as Atticus forces them to reflect upon their prejudiced racial views. We ourselves are every day tested with our own integrity, and the Atticus’s of the world and in ourselves can help strengthen our moral values. All in all, Integrity within ourselves helps others to have integrity.

The Performing Arts and Digital Reproduction Essay

The Performing Arts and Digital Reproduction - Essay Example Quality in the presentation of performing arts is not as enhanced as it is in the recorded arts, which poses a huge threat to attendance of theatre sessions. Technology has made a huge contribution in visual, audio and presentation for art, which is also taking part in the performing arts. Even if the two arts cannot be compared in terms of presentation quality, the relative role of performing arts by far out-competes recordings. According to Bendixen (2010), the status of performing arts in the society is indispensable concerning social vitality. He states that specifically, the modern society gets integrated in shaping the societies values, norms and structures using communication as the fundamental communication tool. The relative drop in the quality of art cannot therefore stand in the way of art achieving this objective. Location of attending a performance creates a lasting impression in the experience obtained in a performance. Human beings are social creatures that place a lot of importance in their emotions, especially when the environment becomes a factor. For instance, watching a movie at home with the family cannot be compared to attending a live performance with the family in a theatre. Romantic experiences have been reported to be at a pick high when an outing to a live art show is preferred in place of watching a romantic movie indoors. Social role of live performances cannot be captured in a better way than when social functions are taking place. It occupies a crucial position.

Bipolar Disorder Assignment Example | Topics and Well Written Essays - 750 words

Bipolar Disorder - Assignment Example 35). Most individuals diagnosed with bipolar disorder experience episodes of mania (or, in other words, elevated moods) and depression during their whole lives. When people experience mixed episodes, it means they are depressed and manic at once. While having mixed episodes, individuals may feel wound up, as well as they may have racing thoughts and find it difficult to stay still, as typically found in mania. At the same time, these people feel hopeless and have suicidal thoughts, as in depression (Basco, 2005, p. viii). Clinical features of bipolar disorder are associated with the following symptoms of mania: reduced need for sleep, euphoria, as well as grandiosity. Additionally, individuals’ condition is characterized by mood instability, irritability, plus reactivity. The behavior may be aggressive and oppositional with serious temper tantrums (Cutler & Marcus, 2010, p. 481). Children and adolescents diagnosed with bipolar disorder demonstrate manic behavior, for example, they may defy a teacher and make attempts to gain control over the classroom. Some other features are masturbating somewhere in a public place, taking part in life-threatening ventures, having unsafe sex with few partners, etc. Individuals with bipolar disorder are not able to sit still, have bothering thoughts which they fail to organize, act in an overly confident manner, and often â€Å"move too fast† (Cutler & Marcus, 2010, p.481). Bipolar disorder is subdivided into the following types: bipolar I, bipolar II, cyclothymia, and bipolar NOS (Not Otherwise Specified) (Blazer & Steffens, 2009, p.301). To be diagnosed with bipolar I, an individual must have had one or more manic episodes. The latter is an alteration in individual’s mood which is euphoric, irritable or extremely expansive. It lasts for a week or longer and is accompanied by the following symptoms: reduced need for sleep, lack of energy, pressured speech, having racing thoughts, etc. Depressive episodes a re not necessarily experienced, yet rather common (Blazer & Steffens, 2009, p.301). To be diagnosed with bipolar II disorder, individuals must have had at least one depressive episode occurring with at least one episode of hypomania. The latter involves at least four days of mood that is altering which is accompanied by the symptoms mentioned in the previous paragraph (Blazer & Steffens, 2009, p.301). Cyclothymia is diagnosed in patients with cycling moods which cannot be fully referred to as mania or depression. As for bipolar NOS, these are disorders which have bipolar features and cannot be fully interpreted as specific bipolar disorders (Blazer & Steffens, 2009, p.301). Bipolar disorders are especially common in individuals whose behavior is characterized by substance abuse. Specifically, Leahy provides data that â€Å"the rates of concominant alcohol and drug abuse may exceed 50% in younger men† (Leahy, 2006, p.35). The following case A clearly portrays bipolar disorder. A is a 38 y/o Caucasian female who reports long periods of depression within last 10 years. She describes having numerous episodes of feeling depressed along with 2 suicide attempts of medicine overdose. She reports losing lots of weight during those times and having considerable sleep problems, in particular having trouble falling asleep and having early wake-ups. The patient describes several periods within the last 3 years when she was able