The Thousand and One Nights: Abridged, Restructured

Jeff Stephens Dr. Swenson English 2111 11-22-11 The Thousand and One Nights: Abridged, Restructured, but Ever Lasting You may have read the story many times; you may have even watched the live-action movie or animated film, but only a few have been able to discern the unique traits inherent in The Thousand and One Nights. Willis G. Regier, a writer for World Literature Today, wrote that â€Å"the Nights has been read, admired, studied, illustrated, adapted for the stage, and Disneyfied† (321).The traits that I would like you to remember are how I used interruption to structure the story and how I implemented love within the stories to help me win back King Shahrayar’s trust and pacify his fear of psychosexual replacement. While telling the king stories of grandeur and impossibility, I snuck in little snippets of truth and morality. Richard Burton, once said, â€Å"Without the nights, no Arabian nights,† by which he meant that in dividing the story into separate e venings it was given structure and without that structure The Arabian Nights would be no more than a collection of short stories (qtd. n Van Leeuwen 183). Burton could not have been any more correct. However, I would also like to point out that without the nights themselves, my own story would have ended long before the king changed his mind in the case of my death sentence. Structure in a story like The Arabian Nights is like the branches of a tree that bears fruit; not every branch will produce the fruit, but all the branches will have leaves to help collect the energy to make the fruit.In the same way that a tree bears its fruit, my mini-stories bear the fruit of change within King Shahrayar’s heart. Through my stories, I was able to help the king reclaim some of the hope, understanding, and even love that he had once lost because of his unfaithful wife. I also showed him that women could yet be good and kind, faithful and true, and be intelligent without the wickedness wh ich so many other storytellers have been unwilling to show over the centuries.Van Leeuwen wrote an excellent article that mentions how odd it must seem in my breaking up the stories with the nights, but he also says that by breaking them up I multiplied the dimensions and meanings within the stories themselves and gave a kind of fluidity to the whole thing. I like Van Leeuwen’s interpretation of my actions. He describes the most basic interruption as the break between the fantasy world of the stories that I tell and the world of the frame story in which I, myself, take part. Incidentally, he did his homework on the subject.During that time it was quite usual for my people to use frame stories in order to create a more profound and comprehensive anthology. In using these frame stories, rather than teaching a lesson directly to the listener, we can teach vicariously through the understanding of the frame story’s characters’ understandings. When I decided to try an d save the rest of the kingdom’s women from our vengeful king I knew that a direct approach would never work, so I had to drop him coy little hints in the form of fairytales, bedtime stories, and religious parables and sayings.Although a king be a foolish man, it doesn’t make him less of a king, it just means he is less of a man. So, using the art of interruptive story telling has been around for a very long time, even long before my own time, but Van Leeuwen has a much better grasp on the many useful techniques that using frame stories and interruptive techniques can yield as well as how they help to structure a story by allowing intervals between different perspectives.Van Leeuwen also describes how the stories that I told King Shahrayar could be directly related to the frame story in which he experiences so many wrongs on behalf of women. My poor husband was practically raped by a woman being held captive by a demon, he was cheated on in his own home by his wife and a common servant, and he watched as his brother suffered the same disgrace in multiplicity. Van Leeuwen says, â€Å"As a mechanism for the generation of meanings, the juxtaposition of viewpoints enhances the cycle’s character as an initiation into new forms of knowledge† (185).Throughout the stories there are always several characters that give an account from their own perspective about what has happened in the past in order to help the reader’s and the protagonist’s understanding of the problem and how to remedy the situation properly. When I told the story about the fisherman and the demon, for instance, the demon was fixated on killing the fisherman because no one else had come to release him in hundreds of years. However, the way the fisherman saw it, the demon owed him a reward for being the one to release him after so much time.Allowing both parties to speak their thoughts about the situation in conversation made it much easier to discern a mediat ion point. In other words, knowing both sides of the story helped to rectify the situation amicably for both parties in the end. I was trying the show the king that jumping to conclusions is never a good way to solve a problem. His ex-wife’s betrayal leads him to pronounce vows with a new woman each day and then break those vows by killing them the next so that they would not have a chance to betray him first.I was able to slowly give meaningful and constructive criticism of King Shahrayar’s decisions over the course of many nights and because of that criticism he changed on the inside. He became whole again, with an understanding that he had found a woman (myself) that would never betray him. Throughout my Thousand and One Nights, love is a catalyst to reveal the true nature of the person within a given character, because love defines us. Love of one’s self versus love for others, love of money versus love of one’s family, love for love’s sake ver sus love for the sake of sex and wiles.Wills G. Regier pointed out that â€Å"Love is everywhere†, and I could not agree more. Within every expression of love there is a story to be told about those involved and the feeling of love in and of itself. I told King Shahrayar stories of this sort each night, some with violence and murder, some with mystery and suspense, and some with sexual escapades. OK, a lot with sexual escapades. I practically bored the man to sleep some nights! I had to improvise to continue to keep his interest in my stories, but I always tried to find ways to wrap them up with love.My king seemed to have forgotten what love really was, so I needed to remind him of the feeling he so desperately sought even if, to begin with, it was sought unconsciously. Regier actually nailed it when he said that I gave King Shahrayar spiritual instruction a couple of times (311). I was attempting to do just that by reciting proverbs and Muhammad’s sayings. I was atte mpting (and apparently successfully so) to help him regain his moralistic views and understandings of the world. Love plays a large role in one’s understanding of how people view each other and how and why the react in the ways that they do.He needed to understand that part of why he reacted to his ex-wife in such an over-the-top manner was because he loved her so much that it hurt him more deeply than anything had ever hurt him before. He needed to understand that love and the loss of love was what drove him to such drastic measures. John J. Brugaletta wrote an interesting essay about my stories regarding the different allegorical properties from which new knowledge could be gleaned when comparing the situations in the stories to situations in real life (7).He was right, I was providing stories that the king could relate to at the time. There seemed to be some ominous trend in the women of my day to be more sexually attracted to black men. Honestly, it was probably more to d o with the fact that black slaves tended to be in better physical condition than the white nobility, sitting in their lush palaces, eating meat and drinking wine all day, and going on hunts for pleasure rather than out of necessity. Some of King Shahrayar’s emotional issues undoubtedly stemmed from his seeming fear of â€Å"psychosexual† replacement by the black slaves.Brugaletta says that â€Å"the societies in which this book took form were preoccupied with a sense of inadequacy in sexual competition with blacks† (6). One way or another, every story could be directly proportionalized with King Shahrayar’s own life-experiences. I engineered the stories to reflect King Shahrayar’s mishaps in a kind-of worse-case scenario type of schema to help him reconcile with his unhappiness and help him to understand that while his wife was at fault in cheating on him, so was he in his exacting vengeance upon all the women of his kingdom because of one womanâ⠂¬â„¢s infidelity.While my king and husband listened to my stories, I was able to postpone my own demise and prevent others from falling to the same fate as my predecessors. As long as I kept the man intrigued, the king stayed his bloody hands. I showed him through my stories that he was missing out on living life and he understood that although he had become an angry, bitter tyrant, he could change his ways and become a loving husband and king again. Through my stories, he was able to trust women and believe in their goodness again. Works Cited Brugaletta, John J. The Arabian Nights’ Entertainments. † Masterplots, Fourth Edition (2010): 1-6. Literary Reference Center. Web. 22 Nov. 2011. Lawall, Sarah N. , and Maynard Mack. The Norton Anthology of World Literature. Second ed. Vol. B. New York: Norton, 2002. Print. Leeuwen, Richard Van. â€Å"The Art Of Interruption: The Thousand And One Nights And Jan Potocki. † Middle Eastern Literatures 7. 2 (2004): 183-198. Ac ademic Search Complete. Web. 22 Nov. 2011. Regier, Wills G. â€Å"Shahrazad's New Clothes. † World Literature Today 84. 2 (2010): 30-34. Academic Search Complete. Web. 22 Nov. 2011.

Health Care Organizations for Capital Budgets

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Curriculum Alignment for 3rd Grade Research Paper

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Analysis of Compensation Philosophy Research Paper

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Group reflection Essay Example | Topics and Well Written Essays - 500 words

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Religious Commitment Essay Example for Free

Religious Commitment Essay Religious governments often have a very undemocratic approach of management, with strict and stringent laws and little freedom. Women are thus usually hard-pressed, dictated, given fewer liberties, and less educated. It is no surprise therefore that these societies are generally male-dominated with little influence from women. Education is primarily based upon the laws and scriptures of state religion with little room for anything else. From primary to secondary studies, emphasis is placed upon teaching and preaching everything about the religion and its practices. Anything which differs from religion is discarded. This consequently results in low literacy rate in terms of modern ways, studies, technologies and knowledge. Civil laws are also based upon the scriptures of the religion, with severe and strict rules and regulations. There is little democracy, freedom, and usually harsh punishments given out for violating laws. Religious laws are of chief importance and consequentially high government posts are inhabited by religious clerics and leaders. There are a large percentage of these types of governments in Middle East, Asia and East, where as the West and European countries are exceedingly democratic. In recent times, extremists Muslims have been severely criticized for trying to impose their religion and violating basic rights of freedom. It is also one of the reasons cited by the American government for attacking Afghanistan and Iraq, which were primarily religious governments with little freedom and democracy. On the whole, religious governments place emphasis on religion, its laws and practices. Compliance is usually mandatory, with all matters: women, education and civil laws etc. molded according to religious beliefs. Reference Audi, Robert. Religious Commitment and Secular Reason. Cambridge: Cambridge University Press.

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. It is the responsibility of the classroom teacher and their support staff to intelligently apply their schools’ behavior policy to the benefit of all in their learning environment. â€Å"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given† – Bertrand Russell. Bibliography Bigge, M (1976): â€Å"Learning theories for teachers†.  Harper Row. Chapters 1 and 2. Blandford, S (1998 ): â€Å"Managing Discipline in Schools†Ã‚  Routledge Falmer, Chapter 8. Butcher, K (2001): â€Å"Exploring the foundations of middle-school classroom management†. Childhood Education, 78 (2), 84 – 90. Canter and Canter (1976): â€Å"Assertive Discipline†.  Canter Associates (Publisher), 2001. Cohen, J [et.al] (1993): â€Å"Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments†.  Jossey Bass Wiley, Page 3. Croll, P [et.al] (1985): â€Å"One in Five: The Assessment and Incidence of Special Educational Needs†. DFES (2007): â€Å"Behavior and Discipline in Schools†. Retrieved on 10/07/07 from: www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool Dosani, S (2007): â€Å"Managing a Challenging Class†.  Buckinghamshire Schools Educational Psychology Service, Vol 5, Page 1. Emmer, E (1980):â€Å"Effective Classroom Management at the Beginning of the School Year†. 80 (5), 219 – 231. Fuller, B [et.al] (1994): â€Å"Raising School Effects whilst ignoring culture?†.  Review of Educational Research, 64 (1), 119 – 157. Galvin, P [et.al] (1990): â€Å"Building a Better-Behaved School†. Logman. Gunter, P (1997): â€Å"Negative Reinforcement in Classrooms†.  Teacher Education and Special Education, 20 (3), 249 – 264. Jack, S (1996): â€Å"An analysis of the relationship of teachers reported use of classroom management strategies on types of classroom interactions†.  Journal of Behavioral Education, 6 (1), 67 – 87. NCC Course Handout (2004): â€Å"Nottinghamshire Behavior Support Plan, 2001 – 2004†.  Appendix A-2. Rathvon, N (2003):â€Å"Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence†.  Brunner-Routledge. Rockwell, S (2006):â€Å"You can’t make me! From Chaos to Cooperation in the Elementary Classroom†. Sage Publications, Chapter 1. Skinner, B (1974): â€Å"About Behaviorism†.  Random House. Tassell, 2001 â€Å"Classroom Management†. Retrieved on 10/07/07 from:  http://www.brains.org/classroom_management.htm Tauber, R (1988): â€Å"Overcoming Misunderstanding about the Concept of Negative Reinforcement.†. Teaching of Psychology, 15 (3), 152 – 3. Wheldall, K [et.al] (1985): â€Å"The Behavioral approach to teaching package (BATPACK)†. Positive Products. Wolfgang, C (2001):â€Å"Solving discipline and classroom management problems†.  John Wiley Sons. Wragg, E (1993): â€Å"Primary Teaching Skills†. Pages 18 – 37 and 58 – 88.  Routledge.

state of the union :: essays research papers

Stupid White Men by Michael Moore was supposed to be published in October, but the copies printed in September were going to be shredded, since the publisher thought that humorous attacks on President Bush and his partners would not be welcome after 9-11. There was a quiet campaign to get it to readers, and HarperCollins eventually did the right thing: it has released the book unchanged and uncensored, and Moore has said he admires the courage it showed in doing so. You don't have to be a fan of Moore's famous anti-corporate, anti-racist, and anti-conservative views to appreciate that this is a real victory. You would be right to assume that "President" Bush will not be pleased by the book. Some of the chapters now have sort of a ring, like "A Very American Coup," which explains what really happened to give Florida to Bush in the last election. Bush's brother and his aids were able to fix the polls of black voters, who would have turned out for Gore. It took the BBC to uncover this story. There is plenty more sleaze to this story, which Moore obviously enjoys telling. It may no longer be unpatriotic to make fun at Bush, but Moore does not restrict himself to Bush bashing, being equally tough on Clinton and Gore. There are wonderful shots fired here, and a good laugh on almost every page. Bush's inaugural parade came up against protesters armed with eggs and tomatoes and "Hail to the Thief" signs at the point in the parade when the brand new President usually gets out and walks. "Then, suddenly, the President's car bolted and tore down the street. The decision had been made - hit the gas and get past this rabble as quickly as possible. The Secret Service agents running beside the limo were left behind, the car's tires splashing dirty rain from the street onto the men who were there to protect its passenger. It might have been the finest thing I have ever witnessed in Washington, D.C. - a pretender to the American throne forced to turn tail and run from thousands of American citizens armed only with the Truth and the ingredients of a decent omelet." A hilarious letter to President Arafat advises him to initiate mass nonviolent civil disobedience, rather than to keep drawing blood; if this advice had been taken, could the Palestinians be in any worse shape now?

what is a man :: essays research papers

Title of essay: â€Å"What is a man?†: an investigation of this question by Levi and Buchner. Works compared: If This Is a Man and Woyzeck. Introduction In the introduction to my essay, I will mention that Primo says a man is someone who kills, creates or suffers injustice, and that it is not the model of thinking man to wait for his neighbour to die in order to take his piece of bread. I.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who kills Examples will include the passage from If This Is a Man in which a prisoner is killed in front of all the other prisoners in the camp because he took part in a revolt (this occurs in Chapter 16, page 155). Another passage that will be used is when Primo arrives at the camp for the first time and all the women, children, and old men are â€Å"swallowed up by the night† (this occurs in Chapter 1). Another example will be that of the killing of Marie by Woyzeck in scene XXII. II.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who creates injustice Examples will include the passage from If This Is a Man in which we find out that there is a dripping tap in the bedrooms of the camp, but that the water is undrinkable (this occurs in Chapter 2). Another example that is found in Chapter 2 is that there is two inches of cold water on the floor in the shower room, so the prisoners can’t sit down. I will also mention that the shoes of the prisoners where mixed up on arrival, and that the German soldiers weren’t kind enough to keep the shoes in pairs. This is terrible for the prisoners, as Primo says himself, because â€Å"death begins with the shoes†. Also, the Germans banned the prisoners from carrying straw under their clothes to protect themselves from the cold. Examples from Woyzeck will include the fact that the doctor makes use of Woyzeck by making him eat only peas, knowing that he (Woyzeck) has no other choice since he is desperate for money. III.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who suffers injustice This part of my essay may be welded with the previous part so as not to have to repeat examples again. I will simply analyse how man copes with the injustice that is inflicted upon him. IV.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"To wait for his neighbour to die in order to take his piece of bread is [†¦] further from the model of thinking man then the most primitive pigmy [†¦]†.

A CRITIQUE OF THE SNOW CHILD, TAKEN FROM ANGELA CARTER’S THE BLOODY CHA

A CRITIQUE OF THE SNOW CHILD, TAKEN FROM ANGELA CARTER’S THE BLOODY CHAMBER. Throughout ’The Bloody Chamber’, Angela Carter takes the highly successful conventions that belong to once innocent fairy tales, and rips them unremorsefully from their seemingly sound foundations to create a variety of dark, seductive, sensual stories, altering the landscapes beyond all recognition and rewarding the heroines with the freedom of speech thus giving them license to grab hold of the reigns of the story. The Snow Child is one such story by Carter, where connotations seen in fairytales such as ‘Sleeping Beauty’ and ‘Little Red Riding Hood’ are in evidence and are fused together accompanied by the emergence of feminism to the foreground of the story, numerous examples of rich and highly effective and evocative symbolism and a certain element of sexuality. In essence, The Snow Child tells of a Count and his Countess who are riding on horseback when the Count suddenly expresses his desire for a girl with ‘skin as white as snow’, ‘lips as red as blood’ and ‘hair as black as a raven’. She then materialises before their very eyes, after which, the Count lifts her up, and sits her in front of him on his saddle. The jealousy oozes from the Countess, who after seeing this, has only one train of thought - how can she rid herself of The Snow Child? The Countess’s place is usurped by the child as is symbolised by the transfer of the Countess's clothes onto her, leaving the Countess naked. Eventually the child dies and the Count gets off his horse and rapes her before the dead body of the girl melts away and consequently, the Countess is re-clothed. This narrative clearly exposes how the heroines of fairy tales are the const... ...s she who demands the girl to ‘Pick me one’ when passing a ‘bush of roses’ - the rose that she picks eventually kills her as she ‘pricks her finger on the thorn’. As a result she ‘bleeds; screams; falls.’ Bizarrely, the ‘weeping’ Count gets off his horse and proceeds to rape the corpse in a horrific act of necrophilia - all the while, the Countess ‘watched him narrowly’, hinting at a spiteful evil glare. ‘He was soon finished’. In my opinion, it is at this point where the Count loses the little respect the reader would have had for him and suggests a certain degree of incapability on his part. Finally, the Countess ‘stroked her fur’ with ‘her long hands’ whilst the Count ‘picked up the rose, bowed and handed it to his wife’, suggesting a transfer of power at this late stage in the story. She drops the rose after touching it, declaring, ‘It bites!’.

Pain Poem

PAIN Innocent plumes out of the lonely seed, Illusion of darkness was seen, Things seen were absorbed, Sun, water, alarm what happened? Fell in a tunnel, Lights were not yet seen, Faith slowly became weak, Failings, please stops Dodge, defense and attack like a boxer, Easy start yet harder comes, Not a single blink of an eye, Be firm and don't loosen up a single muscle! Fill with all bright colors, Four bright colors over one dark color, Darkness was unseen yet brightness was clearly seen, This is what the world is supposed to be! Walking on a dark street,Rusted street light soul working, Street light can't yet street lights can, Street is dark no more but now bright. Summary Answer Pain, right at this moment honestly I can't think of anything that makes me feel pain. I don't think I have been through the deep pain that people can't get rid of, but there is one thing that makes me feel pain and that is when see others in pain and to see this beautiful world suffering with so many kin ds of things. So basically based on this poem I wrote about what pain I faced and what I think I can do and what others can o to give solutions for this pain.This is a very short summary of the poem I wrote. Ã'›â€ ¦ In today's world, It has changed so badly and it's obvious. An innocent child will receive things that the world Is doing and It will ruin their Innocent mind, Life will get harder and harder and it is so dark and tough to achieve what you want to achieve, you fail so many times and it will Just make you give up easily. If your life is so dark by doing so many bad things, do more good things and it definitely will cover up all the ad things and it will also cover up all the bad memories that you had.And so now, you will definitely find your life different and continue moving forward In your life. One person definitely can't light up the whole world; we can't be so selfish and wait 1 OFF tort others to be the light tot the world and tot other people. It must sat rat trot us. We can't Just sit in our comfort zone by watching what happened; we must really do something and give other people the light they need to make the world a better place to live in.

Ethics Essay Essay

The theories of virtue, utilitarianism, and deontology are similar in some aspects but for the most part are very different. Each of the theories will be explained to show their differences and the type of person that would gravitate towards that theory. Through the explanations one would also be able to consider where there morals or ethics may lie but can also see themselves in each theory. The Virtue Theory, also know as Virtue Ethics, refers to the character of each person. This theory states that every person should try for excellence. The characteristics of each individual are made up from their environment that they are a part of. The theory would further suggest that it is not defined as a single moment in each individual’s life but their entire life as a whole. In thinking about the Virtue Theory, it can be explained by stating that each person needs to be the best they can and avoid the need or ability to hurt others. In Basic ethics: Basic ethics in action it talks about Aristotle and his view on virtue ethics to include characteristics or virtues of an individual. There are some that Aristotle would suggest to be the median or virtues such as courage, self-control, proper emotion, and friendliness to name a few. Reviewing these ideals of what characteristics a person should posses would or could be considered common traits of most individuals in the world today. In the simplistic form the virtue theory is about better one self and the other individuals that are around them. Deontology Theory states that there is a moral duty for one to act no matter the circumstances. This theory is furthered by the thought process of not thinking through any actions or the consequences but because it is action that is taken is right. â€Å"The word â€Å"deontology† comes from two Greek words, deion+ logos. Deion comes from the particle dei which means â€Å"must. † Logos (in this context) means â€Å"the account of† (Boylan, 2009). In breaking this down, it shows that is the account of the musts. In meaning one must act on the account of others or for themselves. Deontology theory can be seen within those persons that provide protection for another without question no matter the inherent danger. The will to act is shown through this theory such as that would be considered of the Spartan Army. The Spartan Army would not ask how many strong are the enemy but where the enemy is. Utilitarianism Theory is one that embodies the thought of taking care of the whole group and not the individual. This theory is a moral theory as we see wanting to make the group better. It can only be our morals to drive us to want what is best for a group. If one person is stronger in writing than another during the course of the project, then the weaker writer may ask the stronger one to take over. It is knowing your personal weakness and asking or foregoing your own glory to better the group that you are part of. One that can set aside their pride is a far better person and shows their true sense of morals. In thinking about a personal experience to be discussed in combination with one of these theories, I keep coming back to the theory of utilitarianism. The reason being that I know I have an alpha personality, meaning that I like to be in control and have the control. I tend to leave this part of me outside the classroom to have a clear head and to allow the learning teams to work more cohesive with the other members. It has been my experience that issues have arisen in each of the groups that I have been a part of. This is either due to lack of participation, inability to communicate or the plain fact of laziness. I have stopped from confronting the team member numerous times in order to keep the team moving in the right direction. Later in the class the issues continue to build and that is when I will confront the person and attempt to deal with the issue. I feel that in setting aside my alpha mentality and waiting to confront the individual is a way for the betterment of the learning team as whole.

Busi 650-ILP Final Essay

Table of Contents I. Abstract II. Organizational Setting III. Key Concepts a. Quality b. Total Quality Management c. Innovation d. Strategy Map e. Balanced Scorecard f. Six Sigma g. Bench Marking h. Inventory Management IV. Conclusion V. References Abstract The main purpose of the Integrative Learning Project (ILP) is to introduce an authentic or fabricated company/industry to research. The company’s organizational setting includes the mission statement of the company, who the internal/external customers are, what aspects can be contributed to achieve the organizations mission, and what role Christianity has with the organization. The research includes using eight different concepts learned throughout the course, explaining in detail how these concepts relate to the organization and the benefits the concepts offer to the organization, and what needs to be done to implement these concepts into the organization  successfully. This ILP will prove that a successful business can be run effectively and efficiently when implementing the key concepts. Organizational Setting Dover Saddlery, Inc. is a leading specialty retailer in the English-style horseback riding industry in the United States. The company offers a large selection of quality and premium equestrian products to care for, ride, train, and compete a horse. Founded in 1975 by Jim and David Powers, the company has grown to be the largest multi-channel marketer of premier equestrian products by selling through direct and retail sales. The company serves the English rider through Dover Saddlery and the western rider through Smith Brothers. The company sells their products using catalogs, the internet, and retail stores. The product line includes a variety of items such as tack, horse clothing, horse health, footwear, and specialized apparel. Dover Saddlery, Inc. is headquartered in Littleton, MA, including a warehouse and call center facility. The company has 18 retail locations in Colorado, Delaware, Georgia, Illinois, Maryland, Massachusetts, Minnesota, New Hampshire, New Jersey, North Carolin a, Pennsylvania, Rhode Island, Texas, and Virginia. The company’s third quarter 2013 total revenues were $63.6 million, a 6.4% increase from the $59.7 million achieved in the corresponding period. Dover Saddlery, Inc. stock trades on the NASDAQ Stock Market under the symbol DOVR. The company’s mission is to grow the business by providing a broad variety of quality and most advanced equestrian apparel, equipment, stable, and horse care products to all equestrians, while operating efficiently and being profitable. The company carries 5,800 items comprising of approximately 28,000 different SKU’s. The company carries entry-level price points to the premium high-end price points to meet the wide range of customer needs and expectations. The company carries a distinctive and broad selection of need-based and high quality products at competitive prices with prompt order fulfillment ability. The company differentiates itself from competitors by their large inventory consisting of non-branded products, private label products, and premium brands. The current equestrian products market is  estimated by the American Horse Council at $7.6 billion with an estimated 9.2 millions horses in the United States. American Sports Data estimates that over 16.8 mill ion people ride horses. The equestrian industry has many indicators that the equestrian products industry will continue to grow. The company is known for their excellence in customer service and large comprehensive selection. The company promotes a culture of courteous, knowledgeable, and prompt customer service representatives. 90% of the sales and customer service representatives are horse enthusiast. The company offers customers a 100% satisfaction guarantee. The company has one of the largest detailed customer databases. The database consists of customers that have purchased items with the last 12 months and their demographic information. The use of the catalog, internet, and retail stores has enabled the company to capture customer information, cross-market products, and provide a convenient shopping experience for customers. The company’s customers are primarily females with a passion for the riding sport. The customers are affluent and luxury oriented who tend to choose to buy from the company for the high quality and premier products. The customer base shows high repurchase rates and has been ve ry loyal customers. The role Christianity has in this organization is customer service is essential and Matthew 10:31 states, â€Å"Fear not, therefore; you are more value than many sparrows† (ESV). In the service industry, customer satisfaction is key and the company has to recruit the right people and reward them for there expertise. Colossians 3:23-24 states, â€Å"23 Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, 24 since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving† (New International Version). Another verse that can be applied in this organization is 1 Peter 4:10, â€Å"As each has received a gift, use it to serve one another, as good stewards of God’s varied grace†. The company uses the gifts God gives us and pass them on to consumers to benefit from. The role of Christianity plays a great role in this company. Key Concepts The first key concept that is applicable to Dover Saddlery is Quality. Quality has a huge impact on the quality of products and the success of the organization. According to Dinh, Igel, & Laosirihongthong (2010), â€Å"quality, considered a key strategic factor in achieving business success, is more than ever required for competing successfully in today’s global marketplace and it has become the key slogan as organizations strive for a competitive advantage in markets characterized by liberalization, globalization, and knowledgeable customers† (p. 931). The design and performance of the product are two very important concepts of quality. Quality should start with the customer, the experience the customer has with the product or service will impact the customer’s satisfaction with the total experience. The management and control of the quality of the products and services is very important to the success of the organization. It is very important for organizations to implement a quality assurance program (QAP) to ensure the quality of the products and services. According to Rouse (2007): In developing products and services, quality assurance is any systematic process of checking to see whether a product or service being developed is meeting specified requirements. Many companies have a separate department devoted to quality assurance. A quality assurance system is said to increase customer confidence and a company’s credibility, to improve work processes and efficiency, and to enable a company to better compete with others. Quality assurance was initially introduced in World War II when munitions were inspected and tested for defects after they were made. Today’s quality assurance systems emphasize catching defects before they get into the final product (Quality Assurance). There are many advantages for the company to have a QAP in place, include a competitive advantage, increase in sales and market share, increased customer sat isfaction, better management control, clearly defined organizational tasks, structure, and responsibilities, more effective recalls, and price premium (Aramyan, Meuwissen, Oude Lansink, van der Vorst, van Kooten, & van der Lans, 2009, p. 624). According to Yang (2006) â€Å"several studies on quality management have demonstrated that delivering superior service quality enhances productivity, reduces costs, increases customer loyalty, improves market share, and brings other general benefits to a service organization (p.1129). The QAP helps fulfill the needs  and expectations of the customers and improves the quality of the products and services. The second key concept that is applicable to the company is total quality management (TQM). According to Richards (2012), TQM can be defined as an integrative approach to management that supports the attainment of customer satisfaction through a wide variety of tools and techniques that the end result is higher quality of goods and services (p. 37). TQM is an organizational-wide concept of continuous improvement to ensure the products and services exceed their customers’ expectations. According to Richards (2012), â€Å"this kind of quality management requires the company to always check to make sure that product or service is at the standard that both the company and customer wants is maintained† (p. 37). Exceeding the internal and external customers satisfaction is a key focus of TQM. According to Talib, et al. (2011), TQM â€Å"has received a great attention due to its effectiveness in achieving sustainable competitive advantage and enhanced business performanceâ₠¬  (p. 1331). TQM is â€Å"a total look at the quality of the organization† (Richards, 2012, p. 41). â€Å"All service industries should seek to adopt and implement TQM so that proactive identification and response to needed changes can lead to continuous improvement† (Talib, et al. 2011). â€Å"Quality-conscious companies normally have a strong quality culture, which is helpful for achieving customer satisfaction† (Delgado-Hernandez & Aspinwall, 2008, p.1016). The practice of TQM can grow a company to have a sustainable advantage in local and international markets (Richards, 2012, p. 36). The third key concept that is applicable to the company is innovation. â€Å"In the modern business world, innovation is just as important as quality, so they must go hand and hand and one complements each other† (Perodomo-Ortiz, et al. 2009, p.5088). Innovation is one if the driving forces of a successful business and allows an organization to introduce new and improve products in the market place. According to Bigliardi (2013), innovation is a complex phenomenon that involves the production, diffusion and translation of knowledge in new or modified products or services, or the development of new production processing techniques. Innovation is very important to the  success of an organization, it creates jobs and promotes the growth of organizations. The fourth key concept that is applicable to the company is the strategy map. As a strategic part of the Balanced Scorecard (BSC), a strategy map provides an organization â€Å"with a tool that helps them better monitor important details about their strategic business processes, thereby enhancing their employees’ understanding of the strategy interactions, which in turn facilitates implementing the business strategy† (Meredith and Shafer, 2013, pg. 99). According to Kaplan and Norton (2004), â€Å"the strategy map provides the visual framework for integrating the organization’s objectives in the four perspectives of a Balanced Scorecard† (pg.45). According to Markiewicz (2013), a strategy map is a tool integrating the developed strategy with operating activities of various organizational units operating in an organization. A specific feature of strategy map is that it describes in a clear manner the process of creating values in organization by indicating a number of cause and effect relationships between four perspectives (learning and growth, intemal-business-processes, customer, financial) and goals adopted within these perspectives. (pg. 161-162) The four perspectives a strategy map addresses include the financial perspective, the customer perspective, the internal business process perspective, and the learning and growing perspective. According to Markiewicz (2013), a strategy map â€Å"enables illustration of cause-and-effect relationship between the processes in all four perspectives and performance indicators at the organizational level. Strategy map and performance indicators at the organizational level constitute the basis for different departments when preparing their individual effectiveness indicators† (pg. 160). The top of a strategy map is the goal that has been specified by management, the next step is how the goal be accomplished, and the remainder of the map shows the cause-and-effect relationships that manag ement has developed on how the goal can be accomplished. The strategy map is used very frequently by all organizations as a simple strategy development tool by management to report the progress of the strategy implemented in their organization to achieve its vision or mission.  The strategy map is a powerful technique that can be applied to any type of business from a public sector organization to a non-profit organization. It is very important to organizations because it encourages its managers to think logically about the elements of their strategy and how the strategic elements interact. This effective tool ensures the managers understand the role of the strategy and how the effective strategy embraces all of the organization’s activities. According to Umayal Karpagam and Suganthi (2012), the strategy map describes â€Å"how the four perspectives: financial, customer, internal process, learning and growth are linked and how they create a balance between the more tangible outcomes through intangible resources† (pg. 7). The fifth key concept that is applicable to the company is the balanced scorecard. Kaskey (2013) says the balanced scorecard â€Å"provides an organization with ways to develop and evaluate strategic objectives and goals† (pg. 22). The balanced scorecard uses financial and nonfinancial strategic information and is â€Å"an accounting report that includes the firm’s critical success factors in four areas: financial performance, customer satisfaction, internal processes, and learning and growth† (Blocher, Stout, Juras, & Cokins, 2013, pg. 11). The benefits of the scorecard include ability to implement strategy, ability to track the process of the organization in their achievement of the strategic goals, the organization’s ability to determine manager’s compensation, achieving organizational change, and the ability to achieve the critical success factors. According to Werner and Fuyuan (2012), â€Å"when the score card is adopted, employees become awa re that their performance will be judged based on these measures and targets. Accordingly, employees will act to achieve the established performance targets† (pg. 92). The balanced scorecard is a critical tool for organizations in todays challenging and competitive business environment. It is very important for organizations to achieve its critical success factors to help the overall performance of the organization and to stay competitive. The sixth key concept that is applicable to the company is Six Sigma. This concept is a strategy to increase employee engagement that will then increase customer satisfaction. According to Meredith and Shafer (2013), six  sigma is a comprehensive and flexible system for achieving, sustaining and maximizing business success. Six Sigma is uniquely driven by close understanding of customer needs, disciplined use of facts, data, and statistical analysis, and diligent attention to managing, improving, and reinventing business processes. (Page 129) This method is an inspiring factor for employees and employees have to be completely engaged in the program for it to be successful and impact employee satisfaction. Six Sigma has been embraced by many organizations, that drive’s improvements in processes, products, and services. When implementing the Six Sigma approach, first provide necessary leadership and resources, implement a reward system, provide ingoing training, select early p rojects, break up difficult projects, and avoid employee layoffs. â€Å"Six sigma’s popularity and success is catching fire throughout the service industry across the globe as no other process improvement (PI) movement before (Sunder, 2013, pg. 34). The seventh key concept that is applicable to the company is benchmarking. According to Cruceru (2013), benchmarking is â€Å"viewed as a continuous process of evaluation of products, services, processes and performance of competitors in order to obtain competitive advantage, benchmarking involves knowledge of all elements occurring when implementing in practice† (pg. 6). Benchmarking is a strategy where the desire to be competitive is a challenge for managers to become knowledgeable and analyze their competitors in the industry and implement competitive strategies to be successful. According to Meredith and Shafer (2013), benchmarking is used for a variety of purposes, including the following: Comparing an organization’s processes with the best organization’s processes. Comparing an organization’s product and services with those of other organizations. Identifying the best practices to emulate. Projecting trends in order to be able to respond proactively to future challenges and opportunities. (pg.133) Benchmarking involves three steps: the first step is concerned with preparing the study, the second step is collecting the data, and the third and final step is what was learned to improve the organization. This process has become one of the most valuable processes to identify performance improvement areas. Benchmarking allows an organization to analyze and improve performance, profitability, business  processes, and market share. There are many types of benchmarking including: process benchmarking-compares business processes and operations, product benchmarking-compares products and services, strategic benchmarking-compares organizational structures, internal benchmarking-internal comparison, competitive benchmarking-comparison of direct competitors, functional benchmarking- comparison of organizations in the same field, and generic benchmarking- comparison of the best com petitor in other fields. According to Cruceru (2013), â€Å"those competitors who will know to focus on benchmarking implementation in management and marketing activities of the organization will achieve increased performance and competitiveness in terms comparable to the best competitors of the time† (pg. 9). Appendix A In order to implement benchmarking in Dover Saddlery the following steps are needed: 1. Understand the company’s current process performance gaps. 2. Obtain support and approval from the executive leadership team 3. Document benchmarking objectives and scope; document the original process. 4. Agree on the primary metrics and put them in writing. 5. Agree on what to benchmark. 6. Develop a data collection plan. 7. Identify research sources and initiate data gathering. 8. Determine how to contact and screen companies. 9. Design a detailed survey to gather information. 10. Decide if gathered information meets original objectives. 11. Conduct a site visit. 12. Apply the learning to performance gaps. 13. Communicate to the executive leadership to ensure continued support. 14. Develop a recommended implementation plan with process owner. 15. Know when to update and recalibrate. The eighth key concept that is applicable to the company is inventory management. Inventory management is extremely important for the success of a organization and having the correct number of items in inventory that is necessary for operation is vital for inventory management. According to Chen (2011), â€Å"the inventory in an organization may contain a large amount of items. A logical inventory classification is necessary for managers to have efficient plan and control of the items† (pg. 1702). Inventory management can be a challenge for any business, but can be even more important for businesses with changing product life cycles or product needs. The development of information systems, has eased some challenges faced with inventory management. The introduction of advanced information system, which aim at better performance than manual product identification and inventory data-keeping procedures, hold much promise for the reduction of inventory inaccuracies. Inventories include work-in-process, raw materials, finished goods, component parts, and so on. By eliminating storage space to business is not only saving on space but also removing defective parts from being hidden until no one knows who had made them (Meredith & Shafer, 2013, p. 176). Appendix B Inventory An additional way that we differentiate ourselves from our competition is through our breadth and depth of inventory. We believe our inventory is deeper than our competitors with $10.1 million in on-hand inventory as of December 31, 2005 and more than 5,800 items comprising approximately 28,000 different SKUs. With our extensive inventory position and rapid fulfillment capability, we have historically been able to fill approximately 95% of the items ordered within an average of 1.5 business days. Based on our inventory management systems, continuous monitoring of the products we carry and the fact that we carry very few fashion products, we have historically had very little obsolete inventory. Despite the high level of inventory we have historically maintained, we have turned inventory approximately four times per year and we historically have had no material inventory write-downs. All of the products that are presented in our catalogs are available online and customers can use our websites to enter orders, shop online and check order status and inventory availability. On average, our retail stores stock inventory items represent over 70% of the merchandise  sales we make available through our direct sales channel. All items are available to customers entering our stores by either direct shipment to a customer’s home or for in-store pickup. Conclusion Dover Saddlery is a company that prides on their success and always providing 100% customer service to their customers. Utilizing these eight key concepts, along with successful implementation into the company’s initiatives, they will produce overall success and a winning organization. References Aramyan, L. H., Meuwissen, M. M., Oude Lansink, A. M., van der Vorst, J. J., van Kooten, O., & van der Lans, I. A. (2009). The perceived impacts of quality assurance systems on tomato supply chain performance. Total Quality Management & Business Excellence, 20(6), 633-653. Bigliardi, B. (2013). The effect of innovation on financial performance: A research study involving SMEs. Innovation: Management Policy & Practice, 15(2): 245-256. Blocher, E. J., Stout, D. E., Juras, P. E., and Cokins, G. (2013) Cost Management: A Strategic Emphasis (6th Ed). 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