Foil between Mr.Darcy and Mr.Wickham

Way to Elizabeth's Heart Criticism and habits decide the picture given to an individual from society. The parody, â€Å"Pride and Prejudice† by Jane Austen, depicts the public activity of young ladies who wed for adoration or cash. The Bennet family turns into the focal point of consideration through the chatting between Jane Bennet with Mr. Bingley, and Elizabeth Bennet with Mr. Darcy. Ladies wedded the well off for security and blessed living. In any case, the men devise their own particular manners of seeking ladies. Mr.Wickham and Mr. Darcy become foils of one another, through their numerous colleagues with Elizabeth. Early introductions make bias of an individual, which can't be handily changed. Elizabeth’s first experience with Mr. Darcy is during a ball, â€Å"Mr. Darcy before long drew the consideration of the room by his fine, tall, attractive highlights, honorable mien†¦ the men of their word articulated him to be a fine figure of a man† (6). His p hysical highlights mirrors his riches, just as the portrayal of a fine figure of a man.However, his physical highlights were not by any means the only qualities that were uncovered during their first experience, â€Å"his habits gave an appall which switched things around of his notoriety; for he was found to be glad, to be over his company† (6). Mr. Darcy’s discussions with outsiders were transformed into revelations of prevalence and detestment. Elizabeth considered this to be an ungentlemanly way which lead her to abhor Mr. Darcy on her first experience with him that night. Mr.Wickham on the other, â€Å"was the cheerful man towards whom pretty much every female eye was turned and the pleasing way in which he promptly fell into conversation†¦ that the commonest, bluntest, most tattered theme may be rendered interesting† (52) Elizabeth likewise sees Mr. Wickham’s appeal to making companions just as his courteous way of talking with others. She addi tionally checks out what Mr. Wickham needs to state, due to the conformational inclination of Mr. Wickham’s history with Mr. Darcy supporting her assessment of Mr. Darcy.She in a flash trusts Mr. Wickham simply because of hisâ manners and early introduction of being of acceptable habits. Mr. Darcy additionally expresses that, â€Å"Mr. Wickham is honored with such glad habits as may guarantee his creation friends† (63). Mr. Wickham is pleasing yet he additionally has no enthusiasm for poor people, since he just warms up to those that will profit him right now, and throw away any individual who has had their impact. The complexity between the men makes incongruity, since she in the end weds the man whom she despise from the outset instead of the man who was pleasing from the start. Notwithstanding, her impact on him changes once she gets the letter from Mr.Darcy. He uncovers Mr. Wickham’s genuine nature during his visit in Pemberley was, â€Å"unquestionably my sister's fortune, which is thirty thousand pounds; yet I can't resist assuming that the desire for vindicating himself on me was a solid incitement. †(137) This progressions Elizabeth’s impact on Mr. Wickham and it impacts her to survey all that she had thought and said to Mr. Darcy. She expresses that she didn't comprehend herself any more, making her understand the soldier of fortune consideration Mr. Wickham had given to Miss King. She was unable to call upon the characteristics to protect Mr. Wickham other than his manners.The jobs of Mr. Wickham and Mr. Darcy have exchanged, Elizabeth visits Pemberley and reunites with Mr. Darcy, â€Å"they before long drew from those enquiries the full conviction that one of them at any rate comprehended what it was to love†¦ flooding with deference was obvious enough,†(175). Uncovering the genuine sentiments that Elizabeth has for Darcy and the obvious profound respect from Darcy, Austen depicts a perfect love scene from the fantasies of a lady during the period. The foils of Mr. Darcy and Mr. Wickham stresses the partiality of society and early introductions which spread reality. The history between Mr. Darcy and Mr.Wickham show a forked way to their own characters. Mr. Wickham was the child of Mr. Darcy’s father’s steward who was â€Å"of a truly decent man, who had for a long time the administration of all the Pemberley estates,† (135). The juxtaposition of being the child of the master and the child of the steward who worked under him, shows the differentiation of Mr. Darcy’s and Mr. Wickham’s characters. Darcy would have been taught by his dad or tutoring, and subsequently he went through years alone, with his sister, after his dad kicked the bucket, in the mean time Wickham took in his habits from being a steward under Pemberley.Their own ways framed the characters which they have become. Another model shows up inside Darcy’s letter, Mr. Wickham à ¢â‚¬Å"had some intention†¦ of considering the law, and I should know that the enthusiasm of one thousand pounds would be a lacking help therein† (136). The heritage of one-thousand pounds that Mr. Darcy’s father left to Wickham was insufficient to permit Wickham to make due through is years. Darcy gives Wickham 3,000 objectives to permit Wickham to go to graduate school, anyway the law before long declined and was not a productive field to enter.Coming back to Darcy for right hand, Wickham gets prevented from claiming cash. Wickham looking for retaliation, â€Å"he so far prescribed himself to Georgiana, whose friendly heart held a solid impression of his generosity to her as a kid, that she was convinced to trust herself in adoration, and to agree to an elopement† (137). Wickham was after the fortune on Miss Darcy as vengeance for not helping him during his time of pain. Differentiation between malicious expectations and unadulterated hearts uncovered the p arody behind Austen’s writing.The incongruity of experiencing passionate feelings for a debased man while being unadulterated on the most fundamental level, underscores blinding affection. Darcy’s and Wickham’s history with one another uncovers the various ways which them two take. Jane Austen communicates her perspectives on public activity of poor people and the rich through Darcy’s and Wickham’s initial introduction on Elizabeth. Her partiality and pride blinds her from understanding reality behind Darcy and Wickham. The foils of the pleasing Wickham and recognizing Darcy, depicts society as a cold deformity with just cash on their brains. Foil among Mr.Darcy and Mr.Wickham Way to Elizabeth's Heart Criticism and habits decide the picture given to an individual from society. The parody, â€Å"Pride and Prejudice† by Jane Austen, depicts the public activity of young ladies who wed for adoration or cash. The Bennet family turns into the focal point of consideration through the talking between Jane Bennet with Mr. Bingley, and Elizabeth Bennet with Mr. Darcy. Ladies wedded the well off for security and lucky living. Be that as it may, the men devise their own specific manners of seeking women.Mr. Wickham and Mr. Darcy become foils of one another, through their numerous associates with Elizabeth. Initial introductions make partiality of an individual, which can't be handily changed. Elizabeth’s first experience with Mr. Darcy is during a ball, â€Å"Mr. Darcy before long drew the consideration of the room by his fine, tall, attractive highlights, honorable mien†¦ the men of their word articulated him to be a fine figure of a man† (6). His physical highlights mirrors his riches, just as the depiction of a fine figure of a man.However, his physical highlights were by all account not the only qualities that were uncovered during their first experience, â€Å"his habits gave a nauseate which switched things around of his fame; for he was found to be pleased, to be over his company† (6). Mr. Darcy’s discussions with outsiders were transformed into revelations of predominance and detestment. Elizabeth considered this to be an ungentlemanly way which lead her to abhor Mr. Darcy on her first experience with him that night.Mr. Wickham on the other, â€Å"was the glad man towards whom pretty much every female eye was turned and the pleasant way in which he quickly fell into conversation†¦ that the commonest, bluntest, most ragged theme may be rendered interesting† (52) Elizabeth likewise sees Mr. Wickham’s appeal to making companions just as his respectful way of chatting with others. She additionally looks into what Mr. Wickham needs to state, due to the conformational predisposition of Mr. Wickham’s history with Mr. Darcy supporting her assessment of Mr. Darcy.She in a split second trusts Mr. Wickham simply because of hisâ manners and initial introduction of being of acceptable habits. Mr. Darcy additionally expresses that, â€Å"Mr. Wickham is honored with such upbeat habits as may guarantee his creation friends† (63). Mr. Wickham is pleasing yet he likewise has no enthusiasm for poor people, since he just befriends those that will profit him right now, and throw away any individual who has had their impact. The difference between the men makes incongruity, since she in the long run weds the man whom she despise from the outset as opposed to the man who was pleasant from the outset. Be that as it may, her impact on him changes once she gets the letter from Mr. Darcy.He uncovers Mr. Wickham’s genuine nature during his visit in Pemberley wa s, â€Å"unquestionably my sister's fortune, which is thirty thousand pounds; yet I can't resist assuming that the expectation of vindicating himself on me was a solid instigation. †(137) This progressions Elizabeth’s impact on Mr. Wickham and it impacts her to survey all that she had thought and said to Mr. Darcy. She expresses that she didn't comprehend herself any more, making her understand the soldier of fortune consideration Mr. Wickham had given to Miss King. She was unable to call upon the characteristics to shield Mr. Wickham other than his manners.The jobs of Mr. Wickham and Mr. Darcy have exchanged, Elizabeth visits Pemberley and reunites with Mr. Darcy, â€Å"they before long drew from those enquiries the full conviction that one of them at any rate comprehended what it was to love†¦

Free Essays on Adaptation Of Historic Costuming

Mesopotamia The Mesopotamians wore the utilization of tufts, periphery and wrapped articles of clothing. Today Harpers Bazaar shows a similar style articles of clothing, which are presently viewed as the â€Å"Winter Wonders† of the Fall/Winter assortment in the 21st century. History of Costume, pg.19 Bazaar Magazine, Oct '02 pg.228 Pg.119 Egyptian Egyptians utilized a plain, fundamental yet old style of sheer hanging cloth for their articles of clothing. In today’s style world we wear similar articles of clothing to grants services that are planned by the top architects of this today’s design industry. History of Costume, pg.40 In Style, Aug '02 pg.101 Cretan The Cretans were known for their open bodices and layered skirts, the photos that are appeared above are a similar kind of pieces of clothing intended for the 21st century, I imagine that the open bodices are getting very well known alongside the short skirts in today’s universe of request. History of Costume, pg.63 Bazaar, Sept '02 pg.17 IN Style, Aug '02 pg.264 Grecian â€Å" It’s not about what you wear; it’s about how you wear it and decipher it,† Greek pieces of clothing were made of fine material that was very tenacious to the body without being excessively uncovering. Belting and blousing can abbreviate the Chilton; Christian Dior depicts this exemplary hanging style. History of Costume, pg.83 Bazaar, Jul '02 pg.311 Oct '02 pg.253 Roman â€Å"This slyly hung dress is absolutely a Greek myth.† That was a statement by a fashioner on this specific article of clothing above. The roman robe is an around six to eight feet in length, the article of clothing regularly has numerous layers, a fine look that was adjusted such a long time ago in the Romans period. History of Costume, pg.102 Elle, Jun '02 pg.111 Jun '02 spread Byzantine Britney Spears is wearing excellent pieces of clothing that are secured with gems, weaving and brocades, similarly as the Byzantines wore, in spite of the fact that it was a sign an extravagance at that point, somehow or another I get it still... Free Essays on Adaptation Of Historic Costuming Free Essays on Adaptation Of Historic Costuming Mesopotamia The Mesopotamians wore the utilization of tufts, periphery and wrapped articles of clothing. Today Harpers Bazaar shows a similar style articles of clothing, which are currently viewed as the â€Å"Winter Wonders† of the Fall/Winter assortment in the 21st century. History of Costume, pg.19 Bazaar Magazine, Oct '02 pg.228 Pg.119 Egyptian Egyptians utilized a plain, essential yet traditional style of sheer hanging cloth for their pieces of clothing. In today’s style world we wear similar articles of clothing to grants services that are structured by the top originators of this today’s design industry. History of Costume, pg.40 In Style, Aug '02 pg.101 Cretan The Cretans were known for their open bodices and layered skirts, the photos that are appeared above are a similar sort of articles of clothing intended for the 21st century, I believe that the open bodices are getting very well known alongside the short skirts in today’s universe of claim. History of Costume, pg.63 Bazaar, Sept '02 pg.17 IN Style, Aug '02 pg.264 Grecian â€Å" It’s not about what you wear; it’s about how you wear it and decipher it,† Greek articles of clothing were made of fine material that was very tenacious to the body without being excessively uncovering. Belting and blousing can abbreviate the Chilton; Christian Dior depicts this great hanging style. History of Costume, pg.83 Bazaar, Jul '02 pg.311 Oct '02 pg.253 Roman â€Å"This shrewdly hung dress is out and out a Greek myth.† That was a statement by an architect on this specific article of clothing above. The roman robe is an around six to eight feet in length, the piece of clothing regularly has numerous layers, a fine look that was adjusted such a long time ago in the Romans period. History of Costume, pg.102 Elle, Jun '02 pg.111 Jun '02 spread Byzantine Britney Spears is wearing excellent pieces of clothing that are secured with gems, weaving and brocades, similarly as the Byzantines wore, in spite of the fact that it was a sign an extravagance at that point, here and there I get it still...

Check Out Episode One of OppU Answers, Our New Financial Advice Show!

Check Out Episode One of OppU Answers, Our New Financial Advice Show! Check Out Episode One of OppU Answers, Our New Financial Show! Check Out Episode One of OppU Answers, Our New Financial Show!If youre a fan of the OppLoans Financial Sense Blog, youll know how much we love helping readers sort out complicated financial issues. Its  kind of our thing!Thats why we are so excited to present our new video series, OppU Answers. Its an animated advice show  thats designed to answer real consumer questions with the help of  bonafide financial experts.  Every month, we reach out to our fans on  Twitter  and  Facebook  and ask them to give us their biggest questions about all things money. Then, we pick a question and do the research so you dont have to.This months question  came from Lisa, one of our Facebook fans. She wanted  to know about emergency funds, so we sat down with financial expert Katie Ross from American Consumer Credit Counseling to get the lowdown on what they are, how to start one, and how much you should have saved. Check it out:If you have a big question about money and would like to see it explained in detail to an adorable animated version of yourself, drop us a line on  Facebook,  Twitter, or  YouTube for a chance to star in our next episode!  And if you want to  take your personal finance skills to the next level,  be sure to  take a look at  all the courses  on OppU, OppLoans whip-smart, education-focused sister site.

Movie Review Mall Cop - 2111 Words

Literature Review As if being and officer is hard enough, every step you take is closely watched. Individuals see security officers in two different ways as previously mentioned, mall security personnel are either held to a high standard such as, police officers, or treated as a hoax. The article, â€Å"Terror, War, Crime, Budget Cuts and Now This – ‘Mall Cop,† discusses the negative image of mall security officers brought on by the movie Mall Cop. The movie takes place in New Jersey and is the story of a failed New Jersey State police academy candidate who becomes a shopping mall security officer. The fateful line, â€Å"Our mall security is fine, but ultimately we rely on the hope that nothing ever goes down,† is only one of the ways that the†¦show more content†¦Scott Born, vice president of corporate relations with Valor Security, and member of ICSC stated: â€Å"the key reason for creating this program is because of the fact that malls are possible terrorist t argets and will continue to be social and financial centers within communities,† (Anti-terror training program introduced for nation s malls, 2007). The anti-terror training program cost $1.8 million. The focus of the program is to increase the terrorism awareness of security in shopping centers. The teaching methods of this program consist of a blended learning process of scenario gaming and short video presentations that are conducted in the shopping center. ICSC strives to train and implement up to 20,000 security officers across the country in terrorism awareness and deterrence. The diverse groups of participants and input received allows for the producers to evaluate security measures and apply real world scenarios in the planning procedures to ensure the effectiveness of the program, (Anti-terror training program introduced for nation s malls, 2007). Although the anti-terror training program only relates to one part of a security officers training, it still has the ability to assist officers in different parts of the training process. For example, the anti-terrorism training program aims to teach security guards to be more

Synthesis of Banana Flavor - 2281 Words

Synthesis of Banana Flavor CHEMISTRY 200L EXPT 02 PAGE 01 - 11 Gerome B. Vallejos*, Ellis Mika C. Trino, Jahn Camille B. Valdez, Ariza Yamashita Department of Biological Sciences, College of Science Group 11 Corresponding author: gerome_911@yahoo.com Abstract The purpose of this experiment was to synthesize isopentyl acetate via Fischer esterification reaction between acetic anhydride and isoamyl alcohol, using concentrated sulfuric acid as a catalyst. This reaction is characterized by the combining of an alcohol and an acid (with an acid catalyst) to yield and ester plus water. In order to accomplish this reaction, the reactants were refluxed for 30 minutes at 80 degrees Celsius ,to yield a mixture, the mixture was then mixed with†¦show more content†¦Isopentyl acetate is known as banana oil because of its characteristic odor. This ester has also been shown to be one of the active substances in the alarm pheromone of the honeybee. The pheromone causes other bees to become aggressive and attack the intruder. In the experiment, the Fischer esterification will make the acid and alcohol reactants to be in equilibrium with the assigned ester, isopentyl acetate, to prepare an artificial Banana flavoring. Then isoamyl alcohol will be r efluxed with acetic anhydride and with concentrated Sulfuric acid as the catalyst. The product is isolated using a combination of technique such as acid-base extraction, drying, and in special case of distillation. Results and Discussion Isopentyl acetate Acetic anhydride Isoamyl alcohol Scheme 1.1 Fischer Esterification of Banana Flavor The scheme above summarize the whole experiment, its shows the reaction between isoamyl alcohol and acetic anhydride together with the catalyst which is sulfuric acid. Before the experiment was performed, the Limiting reagent was first computed between isoamyl alcohol and acetic anhydride, to obtain the theoretical yield. The computation would not be possible without the different molecular weight, volumes and densities given in Table 1.0: Table 1.0 Molecular Weight, Volumes and Densities of the Reagents and Products. Isoamyl alcohol | | MW = 88 g/mol | |Show MoreRelatedThe lack of Regulation for Food‎ Flavoring by Government Essay964 Words   |  4 Pagesartificial flavors by accident. They created methyl anthranilate as artificial grape flavor while mixing chemicals. Now methyl anthranilate is the main ingredient for grape Kool-Aid. Food flavoring in America began during the industrial revolution. According to Schlossers â€Å"Fast Food Nation,† synthetic flavor additives were used mainly in baked goods, candies, and sodas until the 1950s, when sales of processed food skyrocketed. The invention of machines increased the number of flavors that couldRead MoreNucleophilic Acyl Substitution: the Synthesis of Esters4130 Words   |  17 PagesSubstitution: The Synthesis of Esters Razon, Valjean Paulo Mella Rico, Fatima Sarah Rogel Institute of Chemistry, University of the Philippines, Diliman, Quezon City 1101 Philippines Department of Food and Nutrition, College of Home Economics, University of the Philippines, Diliman, Quezon City 1101 Philippines Abstract ------------------------------------------------- ------------------------------------------------- The purpose of this experiment is to observe the synthesis of estersRead MoreSynthesis of Isopentyl Acetate (Banana Oil) Using a Fischer Esterification Reaction1308 Words   |  6 PagesSynthesis of Isopentyl Acetate (Banana Oil) Using a Fischer Esterification Reaction Zhenshu Wang (Stan) TA: Aaron League September 23, 2012 Purpose: The purpose of the experiment was to perform the acid-catalyzed Fischer Esterification of acetic acid and isopentyl alcohol to form isopentyl acetate, or banana oil, which is used in flavor industries. The equilibrium of the reaction was changed by adding an excess amount of acetic acid. The reaction was refluxed and product was purified by extractionRead MoreEffects Of Pre Harvest Factors On The Final Quality Of A Product1968 Words   |  8 Pagespost-harvest technologies (Hewett, 2006). Depending on the cultivar, maturity, climate, soil type and fertility, the nutritional composition of a fruit at harvest can vary widely. For example Banana and papayas increase in carotenoid content with maturation and ripeness, but the ascorbic acid content decrease in bananas and increase in papayas during ripening (Lee, 2000).Even within a cultivar, there is a large plant-to-plant variation and within-plant variation in nutrient composition of fruit harvestedRead MoreAnti Diabetic And Antioxidant Effects Of Grapefruit, Mango And Strawberry Juice1468 Words   |  6 Pagesflavonoids compounds. INTRODUCTION The popularity of citrus juice is certainly due to its pleasant and refreshing flavor plus consumers know that they get the nutritional benefits from Vitamin C, folic acid, flavonoids compounds and the dietary fiber in one serving, but the quick changes and degradation of the chemical and physical characteristics of the juice which is reflected in the taste, flavor, and appearance need to be treated carefully with differing technological processes (Johnson, 2006). ConsumingRead MoreThe Effects Of Grapefruit, Mango And Strawberry Fruit Juice As A Natural Antioxidants And Lowering Diabetics1464 Words   |  6 Pagesexperimental. INTRODUCTION The popularity of citrus juice is certainly due to it s pleasant and refreshing flavor plus consumers know that they get the nutritional benefits from Vitamin C, folic acid, flavonoids compounds and the dietary fiber in one serving, but the quick changes and degradation on the chemical and physical characteristics of the juice which is reflected on the taste, flavor and appearance need to be treated carefully with differ technological processes (Johnson, 2006). ConsumingRead More The Transgenic Tomato Essay2480 Words   |  10 Pagesartificially induce ripening (Engel 108). Treating green tomatoes with gas to make the red color appear before the tomato ripens allows them to be shipped with less bruising and spoilage because they are still hard, but this practice detracts from their flavor and makes them taste, as some like to say, like cardboard! After the tomatoes are gassed, the red (but tough) tomatoes are distributed to the supermarkets. The cardboard tomato problem illustrates a larger problem in agriculture - crop spoilageRead MoreVolatile Organic Compound Detection Using Graphene6793 Words   |  28 Pagesstandards involved- State of the art 4. Introduction to Volatile Organic Compound (VOC) 4.1 VOCs related to fruit ripening 4.2 Chemical reactions involved 5. What is Nano Sensor? 6. Different types of Carbon Nano materials 7. Graphene - 7.1 Easy Synthesis approach 7.2 Properties related to sensing 8. Determination of fruit ripeness 8.1 Effect of relative humidity 9. Measurement techniques 10. Summary Chapter Title: Volatile Organic Compound detection using Graphene: DeterminingRead MoreHealthy Snacks vs. Unhealthy Snacks2325 Words   |  10 Pagesslice of cake. * Fats * Many foods have full-fat and reduced-fat or fat-free versions. Generally, the less fat in the snack, the healthier it is, but because some  fat-free products  contain sugar and other unhealthy ingredients to enhance the flavor, reading the nutrition label is important. * For example, cheese with whole-grain crackers is a healthy snack as long as you use reduced-fat cheese. Full-fat cheese contains too much saturated fat, while and fat-free cheese may contain addedRead MoreEssay on Baked Potatoes or French Fries3308 Words   |  14 Pagesprotein from meat, fish, cheese and nuts is important in maintaining a healthy system. While the human body requires all twenty of the existing amino acids, it can only synthesize twelve of them. When any one of the amino acids is necessary for the synthesis of a particular protein is unavailable, the protein cannot be made... (Curtis, 728) This can do great harm, especially to an active person who relies on his bodys resources to rebuild necessary proteins. The eight amino acids that the human body

Great Memory Free Essays

Memory†¦ is the diary that we all carry about with us† is a quote by Oscar Wilde that in my personal opinion describes memory pretty well. Memory is something that people carry with them all the time. It is a powerful thing and something that most people never want to lose. We will write a custom essay sample on Great Memory or any similar topic only for you Order Now In some cases memories can be of something good or they can also be a bad memory. It all depends on how you want to remember it. Samuel Taylor Coleridge talks about memory in one of his poems he wrote called â€Å"Frost at Midnight. † Also there is talk about memory in â€Å"Ode to the West Wind† written by Percy Bysshe Shelly. Both of these poems show how the authors are using their memories to write the pomes. Both writers talk about a memory they have and they tell a story using it. Coleridge talks about how he feels now and reflects to how he felt as a child while raising his own child. Shelly talks about how he wishes he felt different now and how he wants to feel like he did when he was young. Both authors I think are sort of depressed. In their poems the tone is kind of melancholy and sad. In â€Å"Frost at Midnight† it is winter time hence the name. And in the winter is when he feels lonelier. The author lives in a cottage and it is very late at night. In the poem he talks about it being so quite. In the poem he says â€Å"The inmates of my cottage, all at rest. Have lett me to that solitude, which suits abstract musings: save that at my side my cradled infant slumbers peacefully’ (as cited in Damrosch, 2004, p. 344). Everyone is asleep even his child is sound asleep; he is the only one up. And he is starting to feel lonely with all the stillness. The only other thing that is up is a piece of soot in the fire place. As Coleridge says in the poem â€Å"Only that film, which fluttered on the rate, still flutters there, the sole unquiet thing. Great Memory 3 Methinks, its motion in this hush nature gives it dim sympathies with me who live, making it a companionable form† (p. 344). This piece of â€Å"film† or soot makes him think back to his childhood. This is where the memory part comes into play. He is thinking back to his child hood. He is thinking about his birthplace, the old church-tower, and the bells of the poor man and thinking about this is making him homesick. Then he talks about how he was a lonely child. In the poem he says â€Å"save if the door half opened, and I natched a hasty glance , and still my heart leaped up, for still I hoped to see the stranger’s face, townsman, or aunt, or sister, more beloved, my playmate when we both were clothed alike† (p. 344). This is when I think that the author is most depressed in this poem. Reflecting back to his childhood makes him sad and feel lonely. Reflecting back on his childhood and how he felt that loneliness he talks later on about how he wants better for his child. He doesn’t want his kid to feel the emptiness and loneliness that he is feeling and has felt as a child. He says â€Å"but thou, my babe! Shalt wander like a breeze by lakes and sandy shores, beneath the crags of ancient mountain, beneath the clouds, which image in their bulk both lakes and shores and mountain crags: so shalt thou see and hear the lovely shapes and sounds intelligible of that eternal language† (p. 345). He wants his child to have better childhood than he did. He wants his child to have more and be better than he was a child. He says that he wants all seasons to be sweet for his child. In this poem he uses his 4 memory to tell a story and he was as a child and how he doesn’t was his child to row up feeling like he did as a kid. In â€Å"Ode to the West Wind† Percy Shelly is talking about a storm that is going to hit. In this poem he talks about being weighed down and he wants to be free again. And he feels like this storm will do that for him. In this poem he wants the wind to inspire him to write poetry, and wants new thoughts. The writer doesn’t even care that this storm is going to hit. He is welcoming it with open arms. The wind is blowing the leaves and clouds and is blowing over the ocean. He wants to be the wind. Memory is talked about in this poem when the talks about how he wants to be ree again. He wants to feel Joy and emotion again. He feels like this storm can do that for him that’s why he wants it to come. In the poem he says â€Å"The impulse of thy strength, only less free than thou, o uncontrollable! If even I were as in my boyhood, and could be free the comrade of thy wanderings over heaven, as then, when to outstrip the skiey speed scarce seemed a vision, I would ne’er have striven† (as cited in Damrosch, 2004, p. 401). This says if he was in his boyhood he would be free and as an adult he is not. So that is why he refers to going back to his childhood to be ree again. His childh memory is a g one. And as ne got older ne teels like ne isn’t free and wants a free spirit. I think his tone in this is also sad. But when he talks about his boyhood I think he is feeling better. In both of these poem that I discussed go back to a memory. But however, both of the memories are different. In Coleridge’s â€Å"Frost at Midnight† the memory he refers to is sad and Great Memory 5 not one that a person wants to remember. He talks about how lonely he was as a child how he hoped he would see someone he knows while he was at school. Every ay he hoped that he would see someone threw the window that he would know. And he hoped that his child would never feel like this. He wanted to make sure his child had better and felt better than he did. In Percy Shellys â€Å"Ode to the West Wind† the memory also goes back to his childhood, but in this poem his childhood was a good time. In this poem he talks about how he wished he was back in his boyhood because was free then. As an adult he doesn’t feel free, he feels weighed down. That’s why he wants to storm to come he feels it will make him feel something again. This memory is a happy one. One that a person would want to remember, not like the one is Coleridge’s â€Å"Frost as Midnight. In both of these poems I think that there is a common theme of emotion and nature. Both of them describe how they are feeling. One is lonely and one feels no joy. But they both use nature to describe it. Coleridge uses the winter and the frost. And Shelly uses the big storm that is about to his to describe how he feels in the poem. With bot h of these poem is shows that a memory is not always good or bad, happy or sad. They can be both. And In the two poems I picked to write about the authors, Samuel Coleridge and Percy Shelly, talk about memorys they had. Both of them happen to be different. One is a happy memory and one that he wants to remember. And the other is one that is not so happy, more of a gloomy memory that he doesn’t want to remember. Memories are what you make of them. You are the only person who can decide how they are going to be remembered. Great Memory 6 No one else can tell you how to feel or how to keep things in your memory. â€Å"Memory is a way of holding onto the things you love, the things you are, the things ou never want to lose – From the television show The Wonder Years† I think this is a perfect quote for memory. How to cite Great Memory, Papers

National Employment Standards Compassionate Business

Question: Describe about the National Employment Standards for Compassionate Business. Answer: 1. The National Employment Standards (NES) prescribes a list of ten legislated minimum employment standards which is applicable to every employee, be it full time, part time, skilled; as the case may be. Section 61 of the Australian Fair Work Act, 2009 (Rules, 2010)specifies the standards which cannot be displaced when it comes to employment. These minimum standards relate to the following matters: (i) Maximum Weekly hours (38 hours a week) (ii) request for flexible working hours applicable in case of working mothers, care takers, or people with disabilities, who can request for flexibility to work from home, or for job sharing etc. (iii) Maternity and paternity leave- where the employees are entitled to 12 months of unpaid leave, besides making request for an additional 12 months of leave (iv) Annual leave-where full-time and part-time employees are entitled for 4 weeks of annual leave, and shift workers up to 5 weeks of annual leave. (v) Personal carers leave and compassionate leave- where employees are entitled to take leave to tend to their immediate family members. (vi) Community service leaves (vii) Long service leave (viii) Public holidays (ix) Notice of termination and redundancy pay provisions as regards dismissal and final pay. (x) Fair Work Information Statement- provides new employee the conditions and information of his employment. (Australian Government fair work Ombudsman, 2012) As a Head of Human Resources in the Engineering Company, I would ensure that all rules as stipulated under the National Employment Standards are complied with during the course of employment. I would pay special care and due attention while drafting of the Fair Work Information sheet, detailing every condition and area of work. It is vital to provide a comprehensive safety rules in the workplace, stating the exclusion zone procedures, due care and precaution to be taken relating to handling of machinery, and working material. It is also my duty to ensure that the employer makes provisions to provide regular training to employees to ensure compliance of these safety rules. I would give instructions to my team members that the workers are hired and dismissed after following the necessary provisions under the Fair Work Act, 2009. In order to resolve the issue at the workplace, I would talk about it to the management, suggesting ways in which it could be resolved. If such a scenario aris es where I would require further assistance, I would take further assistance from the Fair work Ombudsman. 2. In this case, Dave persuaded an otherwise reluctant Rebecca to purchase the Ono Water filter from him, thereby causing to mislead and deceive her by engaging in an unconscionable conduct. By taking advantage of Rebeccas old age and vulnerability, Dave caused undue influence and pressure on Rebecca, who was old and fragile, thereby and exerting unfair tactics(Turner, 2011) in selling his machine. While such acts involving unconscionable conduct violates the provisions of Section 20 of the act, it is against the principles of equity to take advantage of anothers disability; infirmity, in the present case. Section 21(1) of the Consumer Law prohibits supplying goods or services through unconscionable conduct as illegal. The Federal court, while deciding the matter in the case of ACC v Lux Pty Ltd,(ACC v Lux pty Ltd, 2011) held that the salesman and his company had indulged in the act of unconscionable conduct by selling the machine to an illiterate and a disabled woman. It held that s uch contracts were invalid where the customers are not in a position to take voluntary and informed decisions, and those which have been done through sheer misrepresentation of facts and by taking undue advantage of the persons disability. Under the given circumstances of the case, Dave by taking advantage of Rebeccas vulnerable condition used unreasonable tactics to convince her to buy the machine, and hence she is entitled to equitable remedy under the provisions of the Australian Consumer Law. In determining whether the act was unconscionable or not, the courts have laid down several yardsticks to prove the act. It is important to consider whether the consumer was in a bargaining position or not, or whether the supplier use undue influence, unfairness and pressure in selling service or product to the consumer. Applying these parameters to the present case, Rebecca was subject to undue influence that led her to purchase the machine from Dave, thereby leading to an unconscionable act. The remedy available to Rebecca is by way of civil damages through an injunction, or claiming damages for the loss and mental agony. Alternatively, she can also approach the Australian Competition and Consumer Commission to seek equitable remedy (Vickery, 2012)against Dave, wherefore the ACCC can conduct appropriate investigation and enforce Section 236 of the ACL. She is entitled to compensation suffered,(Katy Barnett, 2014) under ss 237 and 238 where the court can order compensation for the loss that the plaintiff is likely to suffer in such cases of coercion and undue influence. References ACC v Lux pty Ltd, 600 (Federal Court of Australia 2011). Australian Government fair work Ombudsman. (2012). National Employment Standards. Retrieved 09 30, 2016, from Fair work Ombudsman: https://www.fairwork.gov.au/employee-entitlements/national-employment-standards Katy Barnett, S. H. (2014). Remedies in Australian Private Law. Melbourne: Cambridge University Press. Rules, A. F. (2010). National Employment Standards. Sydney: CCH Australia Limited. Turner, C. (2011). Consumer Protection (28th ed.). Queensland: Law Bok Company. Vickery, R. (2012). Consumer Protection and Competition Law. In Australian Business Law (7th Edition ed.). Book Papers.

Chad vale ICT Workforce Professional Development Plan

Introduction Professional development is very important in workforce. It enables co-workers to gain crucial skills paramount for success in their places of work (Balducchi et al, 2004). On top of this, professional development plans helps co-workers to grow professionally and execute the activities within their area of duty effectively. In addition, professional development motivates and changes the attitudes of co-workers (Mathews, et al, 2010).Advertising We will write a custom coursework sample on Chad vale ICT Workforce Professional Development Plan specifically for you for only $16.05 $11/page Learn More This is because workers are competent to perform their roles without difficulties. This ensures that companies achieve a faster growth within a short period. This report is a one-year professional development plan in the automobile industry. The plan targets co-workers to increase awareness of local employers and partnership. Awareness Strategies fo r Co-workers The challenges that come with unprecedented technological advancement in the working environment require competent co-workers. Rapid changes call for knowledgeable and skilled labor force (Beers, 2007). Employees should have a strong partnership with their local employers. On top of this, the workers should be flexible, adoptive, and focused on the goals of the enterprise or company in which they work. Employers should be in the forefront to ensure that their employees get the necessary training and encouragement for their development (Bissell and Dolan, 2012). Some of strategies to achieve partnership between employees and local employers are in the outline below. Employee Development and Training This is an initiative of employers for employees to access skills, interests, and enables workers to develop prowess in order to achieve employers’ set goal (Bissell and Dolan, 2012). Most of development plans should entail management development, supervisory skills, t echnical training, career development, basic, and professional skills as well as equipping them with computer literacy. This will improve their competitiveness and update them to the very competitive ICT world. The table below shows the professional development plan for the Chad vale ICT which, is an international company in UK Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Retrieved from http://chadvaleictmark.blogspot.com/2010/02/updated-action-plan-030210-impact-on.html  23 July 2012 This plan will enable the local employers to equip and upgrade the skills of employees to work to their full potential. On top of this, employees will be in a position to deal with changing demands of the job. Moreover, workers will have high morale, motivation, creativity, and career satisfaction (Farrell, and Fenwick, 2007). Further, training of co-workers will increase productivity and responsive ness in fulfilling objectives of companies. Orientation This entails preparing co-workers for their jobs after recruitment team selects them. The co-workers are able to get basic information of their employers (Hughes Cain, 2011). This is very important because it creates an important link between employees and their employers. The bond between the two parties forms a strong partnership, which is beneficial for the growth of industries or enterprises. Orientation has a big potential to satisfy and improve their work output per annum. This is because the co-workers feel that they are in included in the organizations. After orientation, employers should assign seasoned employees to co-workers for mentoring purposes. This should encompass both the on and off-job mentoring programs (Stiglitz Walsh, 2006). The overall effect of the mentoring program is to build a strong relationship among co-workers and employers. Workplace Education This is a strategy to equip co-workers with essenti al skills, which are crucial in workplace. It is cognizant due to the fact that 21st century requires a skilled workforce, which is efficient, reliable, effective, and adaptable (Farrell, and Fenwick, 2007). The education program should encompass educating co-workers on their basic rights in the work environment. On top of this, the education program should focus on the co-worker benefits such as health insurance for employees, retention programs, performance appraisals, and promotion benefits. Moreover, education programs should encourage co-workers to embrace diversity in order to interact smoothly with their fellow workmates and employers. This will create a strong partnership between co-workers and their local employers (Toyota Motor Manufacturing, Incorporated, 2012).Advertising We will write a custom coursework sample on Chad vale ICT Workforce Professional Development Plan specifically for you for only $16.05 $11/page Learn More References Balduc chi, D., et al (2004). Labor Exchange Policy in the United States. Michigan: W.E. Upjohn Institute. Beers, S. (2007). Strategies for Designing, Implementing, and Evaluating Professional Development. New York: ASCD. Bissell G. and Dolan, P. (2012). Organisational Behaviour for Social Work. Bristol: The Policy Press. Farrell, L. and Fenwick, T. (2007). World Yearbook of Education 2007: Educating the Global Workforce : Knowledge, Knowledge Work and Knowledge Workers. New York: Taylor Francis. Hughes, J. R. T., Cain, L. P. (2011). American economic history. Boston: Addison-Wesley. Mathews, S., et al (2010). Professional Development in Social Work: Complex Issues in Practice. New York: Taylor Francis. Stiglitz, J. E., Walsh, C. E. (2006). Economics. New York: John Wiley Sons.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Toyota Motor Manufacturing, Incorporated (2012). Retrieved from https://www.toyota.com/usa/ This coursework on Chad vale ICT Workforce Professional Development Plan was written and submitted by user Kat1eP0wer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Sex Ed.

Should Sex Ed. Be Offered In Public Schools? â€Å" Should Sex Education be offered in Public Schools? † Sex can be traced back as far as Adam and Eve, the first two people on this planet. Today, all age groups encounter things associated with sex, but it is not a problem that concerns everyone. The problem that has been at hand for more than thirty years is should sex education classes be offered in Public Schools? (1.Teaching Fear; 1996) The reason such debate has arose over the years is because there are many diverse opinions about the topic. Children are now faced with problems at a much earlier age than years passed. There must be a way to reach the children before they are in such need of help and are clueless about the devastating problems around them. Sex education is one step in the right direction, when it comes to the health of our children, and the guarantee of a solid future. Although some people disagree with the idea of sex education classes, in the public school system, the majorities seem to favor it. On the other hand, some people agree with the idea of sex education, but feel like the problem lies more in the way that it is taught, rather than being totally against the idea. Those who are against sex education in class feel as though all the classes would do is create more problems. They are uncertain about the outcome, whether or not it would cause students to be more or less likely to engage in sexual activities and intercourse.( 2.Keen, Cathy. Florida Teens Get Inadequate Sex Education; 1999) The main concerns for most people, especially parents, are what can the students learn from the classes and how can they apply it to their lives. In some cases, people feel as though new methods of teaching the subject would bring better results, such as lower teenage pregnancies, a decline in sexually transmitted diseases, more responsible thinking, and maybe even lower the rate of sexual harassment and rape. Another qu... Free Essays on Sex Ed. Free Essays on Sex Ed. Should Sex Ed. Be Offered In Public Schools? â€Å" Should Sex Education be offered in Public Schools? † Sex can be traced back as far as Adam and Eve, the first two people on this planet. Today, all age groups encounter things associated with sex, but it is not a problem that concerns everyone. The problem that has been at hand for more than thirty years is should sex education classes be offered in Public Schools? (1.Teaching Fear; 1996) The reason such debate has arose over the years is because there are many diverse opinions about the topic. Children are now faced with problems at a much earlier age than years passed. There must be a way to reach the children before they are in such need of help and are clueless about the devastating problems around them. Sex education is one step in the right direction, when it comes to the health of our children, and the guarantee of a solid future. Although some people disagree with the idea of sex education classes, in the public school system, the majorities seem to favor it. On the other hand, some people agree with the idea of sex education, but feel like the problem lies more in the way that it is taught, rather than being totally against the idea. Those who are against sex education in class feel as though all the classes would do is create more problems. They are uncertain about the outcome, whether or not it would cause students to be more or less likely to engage in sexual activities and intercourse.( 2.Keen, Cathy. Florida Teens Get Inadequate Sex Education; 1999) The main concerns for most people, especially parents, are what can the students learn from the classes and how can they apply it to their lives. In some cases, people feel as though new methods of teaching the subject would bring better results, such as lower teenage pregnancies, a decline in sexually transmitted diseases, more responsible thinking, and maybe even lower the rate of sexual harassment and rape. Another qu...

Human trafficking Research Paper Example | Topics and Well Written Essays - 1500 words

Human trafficking - Research Paper Example Human trafficking is affecting every country and every economy. Almost 161 countries are involved in this and people are trafficked from 127 countries to 137 countries. Human trafficking is most comprehensively defined by United Nation Office on Drug and Crime on unodc.com as: it is an act of forcefully or by power, recruiting, transporting, transferring and harbouring a person with an aim to exploit them .It is a Umbrella term used for a process in which many people are enslaved . Annually a lot of population globally that includes males, females and children become victim of this crime within their country and abroad .Every country is affected by trafficking- either people are transported from there or it is in transit or destination where they are exploited. Human trafficking is also known as Trafficking in persons or TIP.Expolitation could include prostitution, sexual exploitation, forced labour or services, slavery, removal of organs, servitude etc. United Nations Convention aga inst Transnational Organized Crime and its Protocols states on website unodc.com that definition given by UNODC has three elements: Any of these parts can create human trafficking case. First part is â€Å"Acts what is done† it means Recruitment, transportation, transferring, harbouring and receipt of person. Second part is â€Å"the means used to commit those Acts(How it is done )† these are refer to warning given to use power, fraud, abuse, punishment, cruelty, dishonesty or giving payments or awarding a person in control of the victim. Third element is â€Å"the goals for which the act was committed (Why it is done)† it means the reason of misuse, which includes exploiting the prostitution of others, sexual exploitation, forced labour, slavery, removal of organs. UNODC states in its report Trafficking in Person: Global Patterns that victims of human trafficking who are sexually exploited are of 79% and forced labour 18%.Women exploitation is more seen especia lly in city centres and along high ways. Other forms are domestic servant, forced marriage, children begging, sex trade and war fare, prostitution, pornography, and nude dancing. Shelley in his book Human Trafficking:   A Global Perspective states that millions of people are being exploited each years at brick kilns ,sweatshop ,chicken forms mines ,rock quarries , fisheries , public or service work, beside females and children ,boys are also exploited in particular sex industry(281-285). Human trafficking is referred as modern day slavery by Shelley in his book Human Trafficking:   A Global Perspective: it is an evil which the modern world thinks has conquered and relegated to the history book. But today’s media, Nongovernmental organizations, human right organizations and the police cases paints a different picture. Reports form these organizations point out that trafficking is one of the most important sources to keep the deadly slavery practices alive. International Or ganization for Migration has given figures of victims’ exploitation such as physical and sexual violence 95%, forced economic exploitation 32%, forced commercial sexual exploitation 43 %( 98% of these are females). Shelley has written in his book Human Trafficking:  a Global Perspective that person’s consent becomes irrelevant when any means of trafficking is used. Child consent is not considered even if particular means are not used in trafficking. Migrant smuggling and human trafficking

Implementation of Project Management Essay Example | Topics and Well Written Essays - 2250 words

Implementation of Project Management - Essay Example Founded essentially as an automotive component manufacturer, the company started manufacturing electronic components for the military during the Gulf war. Soon after the Gulf war the company emerged a major component supplier for the space programme and when that business segment did not grow well, the company embarked upon the production of various other items relating to energy management, building products and machine tools in addition to automotive components. With a turnover of $ 600 million, the automotive components manufacture remained the major business activity of Hyten Corporation. The coordination of any new project or a new product from concept to market is the responsibility the ‘Business Development Department’ started to substitute the non-existent project management department. The business development department was taking decisions on the undertaking of any new products or services in a crude way based on macro factors like economic and industry indica tors without really going into the other details of the product or service. The activities of the department were conducted through informal meetings of the functional directors and the manpower for the department was met with people both from within and outside the organisation. With a view to redefine the functions of the business development department as a full fledged project management department Wilbur Donley, with five years experience as a project manager was hired by Hyten Corporation. When the process of establishing the formal project department in Hyten Corporation, there were different ideas and views expressed by the various departments of the company about the implementation of the project management which are summarized below: 3.0 General Observations on the Introduction of Project Management in Hyten Corporation: As a result of the discussion between Wilbur Donley, the project manager, Frank Harrel, the Manger for quality and reliability and George Hub, the Manager of manufacturing engineering the following points about the integration of formal project management in Hytel Corporation emerged: Presently due to lack of coordination among different departments, the marketing and manufacturing departments do not understand and appreciate the functions of the quality department

Epidemiolgy of Chikungunya Fever in Srikakulam District

Epidemiolgy of Chikungunya Fever in Srikakulam District Abstract Background: Chikungunya virus is no stranger to the Indian sub-continent. Since its first isolation in Calcutta, in 1963, the last outbreak of chikungunya virus infection occurred in India in 1971. Subsequently, there has been no active or passive surveillance carried out in the country and seemed that the virus has disappeared till the large outbreaks of fever occurred in several parts of Southern India. We report a prospective analysis of cases of chikungunya fever referred from various primary health centers of rural, tribal and semiurban areas of Srikakulam district, Andhra Pradesh. Aims of study: To analyse the burden of Chikungunya fever in the Srikakulam district of Andhra Pradesh Material and Methods: A prospective descriptive study was under taken between January-2013 to December-2014 by testing clinically suspected chikungunya fever patients attending tertiary care centre in the Srikakulam district, Andhra Pradesh. The sera collected from suspected patients were analyzed for CHIK specific IgM antibody by IgM antibody capture enzyme linked immunosorbent assay (ELISA) using NIVCHIK kit. The data was analyzed. Results:-During the study period the total number of samples screened with clinical suspicion of chikungunya fever was 127, out of which 23(18.11%) were positive for IgM antibodies. The number of seropositive cases referred from rural area was 3 in number and from tribal areas 20.The seasonal distribution of cases was variable. Conclusion: Chikungunya fever is self limiting disease. Efforts have to be made through community awareness and early institution of supportive therapy. Vector control measures should be in full swing. Key words: Chikungunya fever, IgM positivity, Srikakulam district EPIDEMIOLGY OF CHIKUNGUNYA FEVER IN SRIKAKULAM DISTRICT Introduction Chikungunya (that which bends up) is an infection caused by the chikungunya virus (arbo virus). It features the sudden onset of fever usually lasting two to seven days, and joint pains typically lasting weeks or months but sometimes years.[1] The mortality rate is a little less than 1 in 1000, with the elderly most likely to die.[2] The arbo virus is passed to humans by two species of mosquito of the genus Aedes: A.albopictus and A.aegypti. Animal reservoirs of the virus include monkeys, birds, cattle, and rodents. This is in contrast to dengue, for which only primates are hosts. [3] The best means of prevention is overall mosquito control and the avoidance of bites by mosquitoes in countries where the disease is common. [4] No specific treatment is known, but medications can be used to reduce symptoms. Rest and fluids may also be useful. Material and Methods: A prospective descriptive study was under taken between January-2013 to December-2014 by testing clinically suspected primary Chikungunya patients attending tertiary care centre in the Srikakulam District, Andhra.Pradesh.This centre receives samples from semiurban, rural and tribal areas from Srikakulam district. Blood samples were collected from patients with clinically suspected Chikungunya fever attending the Pediatric and Medicine clinics. The patents were diagnosed as having Chikungunya fever based on standard criteria; presentation with febrile illness of 2 to 7 days duration with skin rash and features like joint pains typically lasting weeks or months but sometimes years. Mixed infection with dengue and chikungunya fever and secondary infection were excluded from the study. The exact date of sampling was not available for most of the patents .Approximately 3 ml of blood was collected, serum was separated. The sera collected from suspected patients were analyzed for CHIK specific IgM antibody by IgM antibody capture enzyme linked immunosorbent assay (ELISA) using NIVCHIK kit. The data was analyzed. Results During the study period (2013 and 2014), the total number of samples screened was 127 of which 23 (18.11%) were positive for IgM antibodies (Table 12). There was increase in the percentage positivity in the year 2014(28.78%) when compared to 2013(6.55%) with (P value of .005). Of the 23 reactive cases, 1(4.34%) was positive in a child of four years and 22 (95.65%) were adults. The IgM positivity was 12 (52.17%) in males and 11 (47.82%) in females. The distribution of seropositive cases in adults was uniform in the age group ranging from 29 years to 62 years. (Table 34). The observed chikungunya IgM seropositivity month wise is illustrated for the year 2013 and 2014.The percentage of IgM positivity recorded was found to be variable, high during the months of September in 2013 and May in 2014. (Table 12).The number of seropositive cases referred from tribal area was more 18(78.26%). Discussion The word chikungunya is thought to derive from a description in the Makonde language, meaning that which bends up, of the contorted posture of people affected with the severe joint pain and arthritic symptoms associated with this disease. The disease was first described by Marion Robinson and W.H.R. Lumsden in 1955, following an outbreak in 1952 on the Makonde Plateau, along the border between Mozambique and Tanganyika (the mainland part of modern day Tanzania).According to the initial 1955 report about the epidemiology of the disease, the term chikungunya is derived from the Makonde root verb kungunyala, meaning to dry up or become contorted. The first recorded outbreak of this disease may have been in 1779. This is in agreement with the molecular genetics evidence that suggests it evolved around the year 1700. [5] In India first outbreak of Chikungunya was documented in Kolkata during 1963 and after that 4 to 5 outbreaks had occurred. [6] The last outbreak was reported in 1971 and after that no such outbreak occurred. [7]It was assumed that virus had vanished from this region. Surprisingly since December 2005, more than 1,80,000 cases of Chikungunya was detected in India which clearly indicates re-emergence of Chikungunya in India.[8] Since then Chikungunya become a major public health problem in India. An estimate of prevalence of infection due to Chikungunya from several surveys conducted during an outbreak gives us an idea of burden of problem in a specific region which seems crucial for initiating any intervention strategy.[9] It is evident from prior survey that the main reason for this outbreak is lack of herd immunity, in-appropriate vector control strategy, emergence of rapid mutation of the virus.[7.9] Another issue with such outbreak is non-availability of proper laboratory diagnosis .[6,7] The reasons for outbreak for Chikungunya virus is unclear and yet to be explored Andhra Pradesh (AP) was the first state to report this disease in December 2005, and one of the worst affected (over 80,000 suspected cases). Several districts of Karnataka state such as Gulbarga, Tumkur, Bidar, Raichur, Bellary, Chitradurga, Davanagere, Kolar and Bijapur districts have also recorded large number of chikungunya virus related fever cases. Over, 2000 cases of chikungunya fever have also been reported from Malegaon town in Nasik district, Maharashtra state, India between February-March 2006. During the same period, 4904 cases of fever associated with myalgia and headache have been reported from Orissa state as well. According to the National Institute of Virology, Pune, out of 362 samples collected from different places in AP such as Kadapa, Secunderabad, Chittoor, Anantapur, Nalgonda and Prakasam, Kurnool and Guntur districts, 139 were found positive for chikungunya.[10] Laboratory diagnosis of Chikungunya poses a great threat as most commonly practiced test like ELISA for detection of IgM antibodies is not standardized and interpretation of test results should be done with caution. Diagnosis is usually done based on triad of clinical symptoms like sudden onset of fever, skin rash and arthalgia. [11] As Chikungunya is self-limiting disease and treatment is mainly supportive. The best strategy for control of such outbreak is raising awareness of the community through mass education by public health officials. Vector control measures like spraying insecticides for example temephos, fenthion, malathion and DDT, clearing stored water and personal protective measures is also a key element in control of such outbreak.Research has shown that most important reservoir of vector of Chikungunya is in stored water in plastic or metal container and also available at construction sites. During this present survey community received education regarding safe water storage practices and personal hygiene which seems important issues in control of such outbreak. [12] In the present study 127 cases presented with clinical features of chikungunya fever out which IgM positive cases were 23(18.11%).The ratio of IgM positive dengue fever to chikungunya fever was 2.2:1 in 2013 and 1:3.3 in 2014.Maximum number of cases presented beyond 28 years of age with only one case in a four year old boy with male preponderance. Cases recorded were more from tribal area (78.26%). Conclusion: Seasonal transmission of chikungunya fever is highly variable and more cases are recorded from the tribal area in the present study. Intensive efforts have to be made through community awareness and vector control measures should be in full swing throughout the year. Education regarding safe water storage practices is very much essential. References Powers AM, Logue CH (September 2007). Changing patterns of chikungunya virus: re-emergence of azoonotic arbovirus. J. Gen. Virol. 88 (Pt 9): 2363–77 Mavalankar D, Shastri P, Bandyopadhyay T, Parmar J, Ramani KV (2008). Increased Mortality Rate Associated with Chikungunya Epidemic, Ahmedabad, India. Emerging Infectious Diseases 14 (3): 412–5. Lahariya C, Pradhan SK (December 2006). Emergence of chikungunya virus in Indian subcontinent after 32 years: A review (PDF). J Vector Borne Dis 43 (4): 151–60 Caglioti C, Lalle E, Castilletti C, Carletti F, Capobianchi MR, Bordi L (Jul 2013). Chikungunya virus infection: an overview.. The new microbiologica 36 (3): 211–27 Cherian SS, Walimbe AM, Jadhav SM, Gandhe SS, Hundekar SL, Mishra AC, Arankalle VA (January 2009). Evolutionary rates and timescale comparison of Chikungunya viruses inferred from the whole genome/E1 gene with special reference to the 2005-07 outbreak in the Indian subcontinent. Infect. Genet. Evol. 9 (1): 16–23. Inamadar AC, Palit A, Sampagavi VV, Raghunath S, Deshmukh NS. Cutaneous manifestations of chikungunya fever: observations made during a recent outbreak in south India. Int J Dermatol 2008;47:154-9. Ravi V. Re-emergence of chikungunya virus in India. Indian J Med Microbiol 2006; 24:83-4. Chhabra M, Mittal V, Bhattacharya D, Rana U, Lal S. Chikungunya fever: a re-emerging viral infection. Indian J Med Microbiol 2008;26:5-12 Kalantri SP, Joshi R, Riley LW. Chikungunya epidemic: an Indian perspective. Natl Med J India 2006;19:315-22 Chikungunya and Dengue in the south west Indian Ocean. Epidemic and Pandemic Alert and Response (EPR).2006. Mohan A, Kiran DH, Manohar IC, Kumar DP. Epidemiology, clinical manifestations, and diagnosis of Chikungunya fever: lessons learned from the re-emerging epidemic. Indian J Dermatol 2010;55:54-63. Tikar SN, Mendki MJ, Chandel K, Parashar BD, Prakash S. Susceptibility of immature stages of Aedes (Stegomyia) aegypti; vector of dengue and chikungunya to insecticides from India. Parasitol Res 2008;102:907-13. TABLES TABLE 1: DISTRIBUTION OF CASES MONTH WISE IN THE YEAR-2013 TABLE-2: DISTRIBUTION OF CASES MONTH WISE IN THE YEAR-2014 TABLE 3: SEX WISE DISTRIBUTION OF IgM POSITIVE CASES TABLE 4: AGE WISE DISTRIBUTION OF IgM POSITIVE CASES TABLE 5: DISTRIBUTION OF IgM POSITIVE CASES AS PER HABITAT

Malcolm X :: essays research papers

Malcolm X is born Malcolm Little in Omaha, Nebraska. His life is full of discrimination and racial violence. When Malcolm as a child he moved to Michigan with his family where they continue to experience persecution and violence. White people murder Malcolm’s father and forced his mother into a mental hospital. Malcolm moves to Boston, to live with his half-sister, Ella. In Boston Malcolm quickly becomes involved in urban nightlife. Malcolm was into gambling, drinking, doing drugs, and dating an older white woman, Sophia. He then moves to New York, where he begins working as a hustler in Harlem. Malcolm’s various jobs there include running numbers, selling drugs, and steering white people to black brothels. When life becomes too dangerous is Harlem, he returns to Boston, where he becomes a house burglar and is eventually arrested. In prison, Malcolm transforms himself, converting to the branch of Islam promoted by the Nation of Islam. Inspired by faith, Malcolm stops us ing drugs, he reads voraciously, prays, and studies English and Latin. The prison releases Malcolm on parole. Malcolm rises quickly from the rank of temple assistant in Detroit to the Nation’s first national minister. Malcolm X becomes known throughout the United States, even outside of Muslim circles, as a fiery advocate for black unity and militancy. The Nation of Islam’s leaders resent and fear Malcolm despite his allegiance to their cause, and they suspend him from the organization. The Nation of Islam’s frustration with Malcolm intensifies, and Malcolm begins receiving death threats. After a divisive argument with Elijah Muhammad the leader of Nation of Islam, Malcolm leaves organisation.

Disposition & Early Childhood Teachers Essay

Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs. Disposition & Early Childhood Teachers 3 Introduction As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. They mirror what Jung (2009) found in the study of teacher technology. Jung studied technology teacher dispositions and found education significantly increased competence level and disposition measures. The study also found there are no statistically significant differences in technology proficiency level in terms of age or gender, female and older students should be strongly encouraged to use technology without fear of failure. Since the major difference in the technology disposition score was due to the male students’ stronger selfconfidence level toward technology, teacher educators should pay attention for female students to be more self-assured through repeated contact to the technology experience. Jung made the following recommendations: (1)The importance of technology should be stressed frequently and intensely throughout the curriculum. (2) Future teachers should see successful role models continuously for adopting technology. (3) Numerous technology literacy and integration classes, and other forms of technology education need to be included in the curriculum- to make them competent and perceive themselves technologically competent. (4) Future teachers Disposition & Early Childhood Teachers 4  should be exposed to the experiences, which repeatedly connect the value of technology with their career, which enable them to see and to experience the value of using technology and living with technology, which let them frequently use technology for their learning, problem solving, and future instruction. Disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) have almost no illuminating value and very little significance presently. This conclusion comes from an examination of the cited teacher dispositions in  terms of Underwood’s levels of meaning in the behavioral sciences and shows that these dispositional paradigms are little more than labels for particular behaviors. Although the construct, disposition, in teacher education may be redundant now, it is not entirely inadequate as it may provide a pilot hypothesis for further investigations (Murray, 2007; Windschitl, 2003). The implications from the previous studies provide the groundwork for exploring teacher dispositions. In order to effectively investigate this, a definition for dispositions by our governing bodies must be identified. â€Å"NCATE now defines Professional Dispositions as: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development† (2007). Institutions take their own stab at defining dispositions in many ways. The National Association for the Education of Young Children states in order to enact and examine surface disposition: â€Å"All teaching staff evaluates and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an Disposition & Early Childhood Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their continuous professional development†. The National Association for the Education of Young Children also states that disposition is defined through: â€Å"All teaching staff continuously strengthening their leadership skills and relationships with others and works to improve the conditions of children and families within their programs, the local community or region, and beyond. Teaching staff participate in informal or formal ways in local, state, or regional public-awareness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program (2005)†. The University of West Georgia surfaces disposition through its conceptual framework. â€Å"The Conceptual Framework is the rationale and organizing principle that guides the curriculum for Developing Educators for School Improvement. The Conceptual Framework is grounded in research, knowledge, and experience that describe what undergraduate and graduate candidates should know and apply to foster transformational systemic change. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs). The following beliefs give credence to our professional commitments—the 10 descriptors used to describe the qualities and dispositions that we feel educators must possess to positively impact school improvement—and provide further delineation of the Conceptual Framework: Disposition & Early Childhood Teachers 6 1. Decision Makers: We believe that candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. 2. Leaders: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. 3. Life Long Learners: We believe that candidates should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change. 5. Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change. 6. Culturally Sensitive: We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic: We believe that candidates should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. 8. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & Early Childhood Teachers 7 9. Proactive: We believe that candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change. 10. Reflective: We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change. According to Merriam-Webster (2010), disposition is defined as a â€Å"prevailing tendency, mood, or inclination b : temperamental makeup c : the tendency of something to act in a certain manner under given circumstances†. Katz (1985) defines disposition as â€Å"the notion of disposition was defined as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts† (p.301). Now that the definitions for this context have been identified, let us examine what the research says about them. What Does Research Say about Disposition? The arena of literature on dispositions in the field of teacher education is one of great concern. In light of the fact that our professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergraduate levels, universities are now being required to provide concrete evidence as to how dispositions are being addressed. At the same time, teacher education programs are continuously providing opportunities for reflection in induction, courses, field and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must marry this concept with teaching dispositions. Within action, reflection has the ability to surface. This study seeks to examine this relationship within the coursework through three points of view: the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as â€Å"a teacher education student working to attain an. Disposition & Early Childhood Teachers 8 undergraduate degree in education or initial certification after receiving a four-year degree in another field†. Disposition Origin â€Å"The study of dispositions had its roots in the 1960’s when Arthur W. Combs began a series of studies on the personal perceptions of effective helpers, which he called perceptual characteristics† (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks. In issues of accreditation, dispositions play an important role in the making of teacher candidates. Similarly, Giovannelli (2003) stated that dispositions serve as an accurate measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such as dispositions, emphasize a â€Å"technical-rational† approach to teaching and ignore â€Å"social, philosophical, and political understandings† needed by educators† (p. 96). The major teacher accrediting bodies have battled with this for a while now. McKnight (2006) states, â€Å"Where as before NCATE held college of education faculty accountable for proving each preservice teacher had mastered certain knowledge and skills, new policies and standards now dictate faculty must generate evidence as to whether the teacher candidate is the right sort of person† (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are highlighted in its’ standards. They should be assessed at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions. Time and opportunity may be in question. There is also the concern of whether dispositions towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found, â€Å"These dispositions have been reinforced in the general process of schooling, as Disposition & Early Childhood Teachers 9 part of the hidden curriculum and academic achievement discourse, according to those who analyze schooling from a critical lens (e. g. Bowers and Flinders 1990; Cherryholmes 1988; Doll 1993; Zeichner 1991, p.214)†. Presence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would denote presence. Raider-Roth and Rodgers, (2006) defines this â€Å"engagement as ‘presence’- a state of alert awareness, receptivity and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the ability to respond with a considered and compassionate best next step † (p.266). The authors also hold that reflective teaching cannot be compacted to a set of behaviors or skills, but is a practice that requires presence. â€Å"It requires self-knowledge, trust, relationship and compassion† (p. 266). Research from past studies confirm that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to depend on what they know (Midgley & Urdan. , 2001; Pianta, 1999; Roeser Eccles & Sameroff. , 2000; Rodgers, in press; Raider-Roth, 2005a,b). This research illustrated that the quality of these relationships is not a light or surface factor of schooling; it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related capital of the teacher†. If this is the case, preservice teachers must be prepared and primed for such a relationship. â€Å"Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on ‘wide-awakeness. ’ Through the act of reflection the human being confronts and becomes aware of ‘his relation to his surroundings, his manner of conducting himself with. Disposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him† (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorized listening at the crux of what it is to teach, defined listening as â€Å"an active, rational, and interpretive process that is focused on creating meaning† (p. 118). As with other thinkers and practitioners mentioned here she saw the teacher’s job as one of attentiveness. Attending to students in this manner, implies becoming deeply engaged in understanding what a person has to say through words, gesture, and action. â€Å"Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation† (p. 270). Transmission of Dispositions Oftentimes, dispositions are aligned with skills. For example, critical-thinking skills include the ability to create justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and serious ways, but these skills are powerless if certain dispositions are not in place. Attending to concepts and enacting these skills requires openminded and prejudice-free dispositions. â€Å"Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998; Wright 2002)†. There are multiple approaches to this. The author suggests: â€Å"Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and democratic rights of liberty, opportunity, and dissent, as well as freedoms of participation, inquiry, expression, and worship, are mush easier to prescribe than enact. Developing these dispositions is central to the charge Disposition & Early Childhood Teachers 11 of democratic education: creating widening and enlarging experiences (Barton and Levstik, 2004; Dewey, 1916)†. Instead of attempting the edification of dispositions via transmission of instruction, learners can instead appropriately surface them habitually when students have continued exposure to various kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers react to reinforcement similarly as students do. In this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a strategy will more than likely use the approach at another opportunity. If the success is a lasting one, then the teacher gets consistent confirmation about the usefulness of his or her practice. Regrettably, the reverse is also true. If a teacher uses a strategy that does not appear to operate, he or she is likely to employ the approach again. Achieving enduring change is often slow and seemingly unresponsive to initial positive interventions. Teachers need to be capable and ready to interpret preliminary intervention outcomes in the full framework of the student’s milieu while also resisting the temptation to follow subjective appraisals of the intervention’s effectiveness. The authors describe such teachers as having high personal teaching efficacy (PTE; Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior. Problem with Dispositions Due to concerns with the students’ communication to the instructor, and the nature of the language in that communication, the question of disposition arose. This is based on Schon’s definition of reflection in action. Reflection-in-action is defined by Schon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to ‘think about what they are doing while they are doing it’. Schon views this as a fundamental skill. He emphasizes that the only way to manage the ‘indeterminate zones of (professional) practice’ is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a score on an assignment of project with a positive teaching disposition. This is not an automatic correlation and is often misinterpreted in various areas; student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning; as well as the instructional environment at large. In this particular case, dispositions manifest themselves in all of the previously mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced major problems with maintaining the teacher dispositions as indicated by the College of Education’s Conceptual Framework, the instructor soon discovered that a more explicit system for aiding students in surfacing and monitoring their own dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation. She instituted a simple instrument that served a three-pronged purpose: to engage students in assessing themselves, each other, and assisting the instructor in assessing the student’s disposition as well. The review of literature and the instructor’s concerns of developing the â€Å"whole† teacher raised an essential question. How and under what conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 13 2. To what degree do preservice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The sample consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were middle grades education majors and three were special education majors. The study was voluntary and this population, and its sequences through the methods course blocks, was appropriate for this study because this is the structured progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). Though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institution’s program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations. Measurement Measures The Likert Scale is an ordered, one-dimensional scale from which respondents choose one option that that most appropriately supports their view. There are usually between four and seven options. An advantage is that questions used are usually simple to understand and show the way to consistent responses. A disadvantage is that limited options are presented; with which respondents may not completely agree. Disposition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert scale with three major response categories: satisfactory, areas of concern, and not observed. With in the category of satisfactory were two response subcategories: exemplary performance and expected performance. Within the category of areas of concern was below expected performance. Finally, there was the category of not observed. This makes for four responses in total. Exemplary performance was rated as a three, expected performance was rated as a two and below expected performance was rated as a one. The dispositions being assessed were belonging, mastery, independence and generosity. Within the category of belonging were samples of descriptors. Descriptors included: relates easily, positively, and tactfully with others, is friendly, courteous, and professional; actively seeks opportunities for personal and professional growth; appropriate professional appearance and personal hygiene. Within the category of mastery were samples of descriptors. They were: demonstrates a commitment to continuous learning and reflection; exhibits an interest in and a commitment to teaching and learning; responds with a positive attitude when receiving feedback. Within the category of independence were samples of descriptors. Descriptors included: demonstrates initiative and positive attitude; is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc. ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in collaborative situations; shares ideas and concerns, and appreciates multiple perspectives. There was also an open-ended comments section for those responses that students felt were important to the survey but not included in the checklist (See Appendix A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered twice to the students and completed once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester. Each checklist was submitted the day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of percentages. Self-Reporting In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance; with 39 (83%) reporting exemplary performance and 8 (17%) reporting expected performance. In the category of mastery disposition 27 (57%) of the participants rated themselves as exemplary performance, 17 (36%) reported expected performance, and a small percentage; 3 (7%) rated themselves an area of concern-below expected performance. In the category of the independence disposition, 100% rated themselves as satisfactory in the area with 25 (53%) of them rated as exemplary performance and 22 (47%) at expected performance. Finally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See Appendix B, Table 1). Disposition & Early Childhood Teachers 16 Figure 1. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Peer Reporting In the category of belonging, 40 (85%) of the participants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance. Five percent of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. Fifteen percent of participants rated their peers with expected performance and a small percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance. Seven percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed er y nd en ce gi n B el on. In de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage; 25 (53%) of the participants were rated as below expected performance area of concern. In the category of independence, 9 (19%) of the students were rated as displaying exemplary performance. Twenty-five percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See Appendix B, Table 3). G en er os M as t ity g Disposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students’ Scores 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer Discussion This tool provided three views of major disposition categories. The most marked difference was between the instructors view of the participants’ disposition of independence (Figure 4). The discrepancy solicits questions about the definition of independence based on objectives and the context provided by the program’s conceptual framework. It is possible that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This, like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was actually consistent across all three reporting groups. This disposition is critiqued because it sets the stage for collegiality; an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for planting seeds of empathy; a descriptor in the university’s conceptual framework. As far as limitations are concerned, the research acknowledges a few of them. First of all, of the university’s descriptors are not discreetly measured or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program. The researcher questions what this data would reveal if the students were assessed towards the end of the program. Conclusion The study found a significant difference between the instructor’s view of the student’s disposition and their view of themselves. The research found this to be of importance and planned to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points. First, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institution’s teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of comparative disposition data in our accreditation and institutional reports that inform a dynamic curriculum. As issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. (2004). Constructing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behavior Interventions. Vol. 6. 251-254. Barton, K. C. , and McCully, A. W. (2004). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies Vol. 37, 85-116. Beckham, L. ; Julian, K. ; Roberson, T. ; Whitsett, G. (2007). First Year Teachers’ Reported Levels of Functioning on Selected Professional Dispositions. Education. Vol. 128. 95102. Beyer, L. E. (2002). The politics of standardization: Teacher education in the USA. Journal of Education for Teaching, 28, 239-246 PD. Bowers, C. A. , & Flinders, David J. (1990). Responsive teaching: An ecological approach to classroom patterns f language, culture, and thought. New York: Teachers College Press. Cherryholmes, C.H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press. Combs, A. W. ; Avilz, D. ; Purkey, W. (1971) Helping Relationships-Basic Concepts for the Helping Professions. Allyn and Bacon, Inc. Boston, MA. Dewey, J. (1916). Democracy and education. New York: Free Press. Doll, W. B. (1993). A postmodern perspective on curriculum. New York: Teachers College Press. disposition. (2010). In Merriam-Webster Online Dictionary. Retrieved January 17, 2010, from http://www. merriam-webster. com/dictionary/dis.