Racism: a Raisin in the Sun and Family

Man Walter Lee Is a desperate man, shackled by poverty and prejudice, and obsessed with a business Idea that he thinks will solve all of his economic and social problems. He thought the novel Is looking for ways to carry his family on and give them every material thing they want. He Is desperate because he sees the other people with economic resources while his family is struggling to move on.He is the perfect example of the mid twentieth-century men who believe they are the ones who have o carry their families with the economic resources and struggle to achieve it, that's why he gets desperate because although he tries he seems he is not getting it. Sometime these men get blind and don't realized what really they are doing because the will to help their family is too big. Throughout the novel Walter looks for ways to give the family what they want.He works on liquor store and he thinks that will provide him the financial security needed to boost them out of poverty, but sometimes he gets desperate and thinks none of this will help him. â€Å"Sometimes It's eke I can see the future stretched out In front of me – Just plain as day. The future, Mama. Hanging over there at the edge of my days. Just waling for me – a big, looming blank space – full of 522). One can clearly see how Walter fears that his life will always be a life of nothing. He is overwhelmed by a sense of dread and fears that his suffering will continue on and on forever.Walter was so desperate he often fights and argues with Ruth, Mama, and Beneath. Also a thing that makes him like that is the racism at that time he often see who the White people from high social status had everything they want, kids attended different schools, neighborhoods were separate from the other, that also made him be like that. He was so desperate he inks to a new low and calls Mr.. Lender back, saying that he'll accept the Money, a think his family was not agree with. This is really Walter's lowest point In the whole play. He's prepared to totally shame himself for the money.In the end, though, Walter Is redeemed when he eventually refuses to take the money from Mr.. Lender. Once he begins to listen to Mama and Ruth express their dreams of owning a house, he realizes that buying the house is more important for the family's welfare than getting rich quickly. Walter finally becomes a man when he stands up to Mr.. Lender and refuses the money that Mr.. Lender offers the family not to move in to its dream house in a white neighborhood. â€Å"Talking 'bout life, Mama†¦. Mama, you know it's all divided up. Life is. Sure enough. Between the takers and the â€Å"token. † I've figured it out finally. Yeah.Some of us always getting â€Å"token. â€Å"(Handlebars 570). What Walter did here was correct because he was making horrible mistakes for him and his family instead of helping them; he was making the wrong thing. He looked to much the other things and envy what the wh ite people had; made him almost took the wrong decision, but because he listen Mama and Ruth he realized that accomplishing a family dream will fulfill them more the Glenn them material things. Having a house was always Mama's dream. Although undergoes the greatest transformation. His Journey takes him from total Jerk, obsessed with get-rich-quick schemes, to a man worthy of respect.In Walter Younger, Lorraine Handlebars shows how poverty and racism can twist and depress people, turning them against those that they most love. Of course throughout Walter, Handlebars shows us how these social barriers can be overcome through personal determination and staying true to one's own beliefs. Sometimes one care too much about the things other people had and the willing of getting them make you think in wrong way, and instead of helping the ones you one to help you end making and error for yourself and the people you wanted to help.

Juran’s Triology

Juran's Trilogy Prepared By : Kareem Ahmed Daabees Under supervision of : Dr. Mahmmoud Mohammad EL-Damaty Managing for quality consists of three basic quality-oriented processes: quality planning, quality control, and quality improvement. The role of quality planning is to design a process that will be able to meet established goals under operating conditions. The role of quality control is to operate and when necessary correct the process so that it performs with optimal effectiveness.The role of quality improvement is to devise ways to take the process to unprecedented levels of performance. 1. Quality Planning Quality planning stems from a unity of purpose that spans all functions of an organization. The subject of planning can be anything — an engineering process for designing new products, a production process for making goods, or a service process for responding to customer requests. Quality Planning involves: * Identifying customers, both internal and external * Determi ning their needs Specifying the product features that satisfy those needs at minimum cost. * Designing the processes that can reliably produce those features. * Proving that the process can achieve its goals under operating conditions. 2. Quality Control The process of managing operations to meet quality goals. The process of Quality Control involves: * Choosing control subjects * Choosing units of measurement * Establishing a measurement procedure * Measuring * Interpreting differences between measurement and goal. * Taking action to correct significant differences 3.Quality Improvement Assuming the process is under control, any waste that occurs must be inherent in the design of the process. The object of quality improvement is to reduce chronic waste to a much lower level. The steps in Quality Improvement: * Prove the need for improvement * Identify specific projects for improvement * Organize to guide the projects * Organize for diagnosis — discovery of causes * Diagnose the causes * Provide remedies * Prove that the remedies are effective under operating conditions * Provide for control to maintain the gains.

Interior Designer: Barbara Barry

Interior design is professional practice that constitutes anything that is within a building: windows, finishes, lights and furnishings. These designs are development by interior designers to improve the beauty or taste of the building. There are various designers who are associated with interior designs and their relevant works are exemplary. One of these interior designers is Barbara Barry whose work has contributed to designing and inclusions to Hall of Fame and various awards. Personal life of Barbara Barry, her inclusion to Hall of Fame, her contribution to interior design are been analyzed.Additionally, her influence towards interior design is discussed. Personal Data of the Designer Barbara Barry was born in San Francisco, California to family that constituted of artists and painters. All the family members who were associated with painting and artistry taught her the values of designing. Originality of Business Her personal interest was born by her mother. Her mother believed that style and money were two different things. She acquired important attributes in design from the things that her mother was doing.For example, her mother used to paint her room in wonderful colors and named them for the type mood that they evoked. This made Barbara to learn in an early stage about the power that surrounded her and her emotions which she uses in her designing work until now. According to Barbara, color is the most effective stroke in designing and the lighting that is mostly preferred is lamplight that is filtered through a shade that is positioned at eye level. Study Institution Barbara Barry studied in her home town of San Francisco in 1985, when she attended the Academy of Art College.Academy of Art College has a reputation in producing artists and designers. After her parents knowledge on their daughter tastes in artistry and design decided to take her to this college. They knew that the collage will improve and monitor her artistry and design aspect. Type o f design She has a reputation of transforming homes of Hollywood’s celebrities and other power brokers through her unique style: casual elegance. In this style, she appreciates and reflects history which is a close attention for desire and comfort. She brings in the issue of a rural setting or traditional aspect of life to the designs that she greats.Through her knowledge in design, she has developed some products for Kallista. She used her knowledge of transitional design style to create the powder room. These collections constitute sleek and refined products which include faucet and lavatory, bath accessories and furniture that contained mirror and vanity. She uses different mediums which range from home furniture to carpets. She designs carpets for Tufenkian Tibetan Carpets, designs fabrics and furniture for Hickory Business Furniture (HBF) for Boyd Lighting she developed table lamps.Currently, she has introduced a crystal and flatware artwork into the market that comes in the general term of china ware. Her studio contains a diverse set of talents that she uses for designing process through the creation of sketches and water colors. In incorporating light, color, texture and design, she portrays her work like a breathing life in a room setting. Recently, Barbara Barry designer has created a line of wonderful home scents that have inspired by scents that are derived from her own home.The candles have been mad with assistance from Queen Laura, with scents from orange blossom, sandalwood and star jasmine for the sitting or living room. For bedroom, she has developed scents citrus zest that contains bits of vanilla. In addition, there are scents for other rooms that are within a building. Barbara has an understanding in living graciously in a scenario which constitutes tenacity, design acumen, and palpable passion. She designs arts that catch the eyes of residence and other people who access the different locations of a building.The finishes of the desi gns are beautiful, entice the eyes, and brings in a calming effect. Reason for being Interior Designer Barbara was inspired by other designers including Jean Frank, Albert Hadley, and artists like Modrian, Egon Shiele and Richard Deibenkon. Most of her liking to design industry is through the inspiration that she received from her mother who used to watch her mother while painting that her mother practiced at the beach. She has been inspired by her family members and the college that she went through.In the art collage, she was motivated into design business and additional teachings that she obtained from the birth place. Inducted to Hall of Fame She was awarded â€Å"Star of Design† that was because of her contribution to Interior Design in 1998 at Pacific design Center in the city of Los Angeles. She was awarded the award by the Interior Design Magazine. During the 1996, in High Point and in the International Home Furnishings Market some of her collection was introduced. Th is was a successful implementation and in the spring of 1997, other pieces were added into the collection.Behind the creations there was an elegant force which Barry integrated her post modern west Coast design and integrated with traditional design that is related to charms. She has received numerous honors and awards. Additionally, she has been included in the Architectural Digests (AD 100) which is an annual listing that constitutes the best architectures and designers all over the world. Moreover, she received the Designer of the year award which was awarded by the Traditional Home Magazine, Star of Design that was given by the West Week in Los Angeles and another award by the Interiors magazine which was called Best in Residential Design.In 2000, she was inducted to Hall of Fame due to her contributions to design work. Her contribution to design and artistry made her inducted to the Hall of Fame. Place of Work Barbara Barry has been ranked among the top prominent world talented designers. In fact, her name is a blend of livability and sophistication, the signature of Barbara Barry interior brings in an impression of a calm home that can be an escape place for the everyday hustle. She has worked for 10 years as a designer in Los Angeles and currently her design is found all over the world.Through her work, she has collaborated with various architects because the product that she designs has a relation to the landscape and landscape aspect. Wallace Neff estate is some landmark homes that she designed in California. All this development is traced back to 1985 when she started the Barbara Barry Incorporation which brought in interior design and later developed into commercial premises. The company has grown to embrace commercial, residential, textile, product design and furniture for various organizations. Some of her work is depicted in London Savoy Hotel, Brooks Brother, Eli Broad and Baccarat Crystal.Barbara Barry is a celebrated designer with designing as pects that range in furniture, buildings and scents. It contains sensual lines that create a luxury and elegance kind of lifestyle. Her designs concentrate on detail, orchestrated interiors in which forms a calm and tranquility in the room scenario. She has taste in colors and as a taste in certain hues, sea foam, and taupe and the relevant lines, textures and harmonizing patterns. Her designs begin from upholstery, water decanters to the minor details of linen folds, which generally are not overproduced.She developed her firm in 1985, focused in residential buildings, and later launched the Barbara Barry Home that was an accessory for private clients. She entered various licensing product design with other companies: McGuire, Baker, HBF, Tufenkian Rugs, Baccarat Crystal, and Boyd Lightning. Products that she produced included textiles, furniture, china and fixtures that have solidified her stance in terms of taste. All this revolves in a mix and match classicism that usually avoids trappings that are associated with nostalgia. Further more of late she as turned into contract design.This includes retail programs Brooks Brothers’ Manhattan flagship and spa in different locations. These creations highlight her talent through the design that is in the expensive floor plan and also such designs is evident in other designs such as art collectors that constitutes Eileen Norton and Peter. Works Cited Rehema, W. â€Å"Interior Designs Perspective: Barbara Barry. † Annals of Research 24. 3 (2008): 53 – 60 Dominic, Bradbury. American Designers at Home: Contemporary, Fusion and Classic Interiors. New York: Pavilion Publishers, 2004. pp. 123 – 128

Marketing Consumer Behaviour Theories Essay Example | Topics and Well Written Essays - 2000 words

Marketing Consumer Behaviour Theories - Essay Example The positive or negative attitude towards the product is also based on behavioral traits of the consumers. The consumers purchase the product based on their perception of those particular objects after acquiring data from various relevant sources. Consumers of different market possess different buying behaviors and expectations from the product or brand. In this paper, the concept and theories of consumer behavior in the marketing environment will be highlighted properly. It has been illustrated that how the consumer behaves in a particular situation and how their behavior gets altered while purchasing a product. The literature review of the consumer behavior will be explained briefly and the consumer behavior of Pepsi and Coca Cola in Australian marketing environment will be cited as an illustration. 2.0 Issues, Theories, and ConceCoca-Consumer Behaviour Consumer behavior encompasses cognitive, effective in addition to the behavioral reaction of consumers towards products as well as services, and also the response of consumers to the marketing of products along with services (Universitat Pompeu Fabra, n.d.). It is the decision making the process of consumers and the involvement of their activities in obtaining, assessing, using and disposing of goods as well as services. Consumer behavior refers to as a complex, multidimensional along with the dynamic process and also the marketing decisions which are taken based on the assumptions related to consumer behavior (New Age International, n.d.). The consumers on the basis of their needs adjust the purchasing behavior of them. Consumers randomly choose the product and in every selection, certain implications are incorporated in them. The buying decision is taken to satisfy the need of the consumers. Prestige is also considered as one of the intangible needs because a few individuals purchase certain products depending on their status in the society (Reference for Business, 2011). The factors which act as a significa nt role while influencing consumer buying behavior are cultural factors, social factors, psychological factors and personal factors (Scribd, 2011). Culture has an influence on the ‘impulsive buying behavior’ of a person. The theory of individualism, as well as collectivism, facilitates to have a better understanding of the phenomenon of an ‘impulsive buying behavior’ of a consumer (Kacen & Lee, 2002). The culture of the society has an influence on the buying behavior of an individual because human beings are largely affected by social factors which may include family, friends, clubs, and others. The individuals from these factors understand and learn perceptions, values and their behavior patterns. The social class of an individual is influenced by several other variables such as income, occupation, values, and education (Wilson & Gilligan, 2005). In addition, social factors also have an impact on the buying behavior of a person. Various factors include fam ily, reference groups, status along with the social role. The reference groups include primary membership group, secondary membership groups, aspirational group and dissociative groups.

Analysis Essay Example | Topics and Well Written Essays - 500 words

Analysis - Essay Example She is well observed to like her classmates and teachers, thus the mention of her being easy going. As the story unfolds, the candidate for the art scholarship who had all the reasons to rejoice because of the preparations told to her by her teacher and the school principal, was found broken hearted because of the cancellation of the scholarship supposedly to be awarded to her. The reason for which, being her color. Being challenged by the principal who experienced racial discrimination herself, the main character stood tall and hopeful in facing her future. On the contrary, the main character for A Rose for Emily is portrayed as a proud woman from a high and mighty Grierson family as seen in the eyes of the town’s folks. She was described to be a fallen monument in the beginning of the story as her death is revealed. But unlike Nancy Lee, her pride became a source for an internal conflict. The demand for her payment of her taxes caused her to be even more aloof and stay home most of the time. The story is told by a first person observer, narrating the events and speaking on behalf of her self and other observers. One Friday Morning on the other hand is told by a third person omniscient narrator who exposes the feelings and thoughts of his character.

Experiencing Long-term Care, Rehabilitation & Recovery (BSc Adult Essay

Experiencing Long-term Care, Rehabilitation & Recovery (BSc Adult Nursing) - Essay Example The study focuses on two themes that are important to understand long term conditions and long term care. These themes are; self care/self support and supported care management. Self care/ self support involves persons with long term conditions managing their own care plans without much help from others for instance nurses and other professionals. This concept is known as â€Å"expert patient† and it is based on the premise that the person with the condition or disease understands it better than health care professionals. These patients have more knowledge about their conditions and have therefore learned ways of managing them. The patients undertake programs which provide information, resources and ways of developing relationships with healthcare bodies. This approach has demonstrated benefits for patients because they possess more knowledge of their conditions, ensures participation in decision making and get involved in the symptoms management processes. Although the concept of â€Å"expert patient† has its advantages, we must always be mindful of leaving some patients feeling abandoned and neglected when they are not able to manage skills and information they have been provided with. It is therefore advisable for patients to enroll in the supported care where nurses and other professionals are able to take care of both their personal and health needs. This is the reason that there must be a partnership with the patients, nurses and other professionals. The second half of the twentieth century brought a realization that due to the increase in numbers of people living with long term conditions (LTC), health care needed to be improved with an emphasis on patients being empowered to become decision makers in their care (Margerson, 2010). In the case scenario of Angela, the study concludes that she should focus more on supported care management where professionals with vast knowledge will assist

The Theory of Conservative Crime Assignment Example | Topics and Well Written Essays - 250 words

The Theory of Conservative Crime - Assignment Example According to the research findings, it can, therefore, be said that the theory of conservative crime states that committing a crime is an individual choice. In an article published in 2013, the case of a female teacher who committed the sexual offense with a 14-year-old in 2004 was made public majorly to highlight the decisions that were made in the court in regard to her case. The cause was presented in a conservative perspective majorly due to the fact that the article indicated the effects of her acts that led to her arrest such as lewd as well as the lascivious battery with the teenager. The female teacher, Mr. Debra Lafava was responsible for committing this crime. The free will of criminal offenders is usually a major issue; a person’s liberty to make certain personal decisions is a great determinant of whether or not they commit a crime. In some cases, individuals may make decisions and act according to their decisions in manners considered legally unethical. In additio n, the definition of criminal acts is considered broad. This is due to the fact that what is considered crime vary from one society to another. Crime entails myriad issues and is described differently from one place to another. Enforcement is pertinent in controlling crime owing to the fact it entails undertaking procedures, specifically geared towards preventing the occurrence of crime i.e. formulation and implementation of legal criminal prevention tools.

(Criminal justice) Your Ethical System Assignment

(Criminal justice) Your Ethical System - Assignment Example It is considered morally right when people make choices that conform to what is expected, which in turn leads to the correct consequences. On the other hand, when they make the wrong choice, the consequences are negative, therefore, they are considered acting in an immorally manner. This essay will examine the teleological moral systems in the society as well as how these moral systems help people to make the right choices. The paper will conclude by indicating how the teleological ethical system influences the society. Teleological ethics is a theory of morality that originates its duties or moral obligation from what is deemed in the society as desirable or good as an end to be achieved. The teleological ethical system judges the penalties of the act rather than the act itself. In that, if the action results in what can be considered, as a good consequence, then it must be good as the results justify the reason the act was committed (Pollock, 2012). There are various teleological ethical systems in these theory and they include ethics of virtue, utilitarianism and ethics of care. Consequentialism refers to the impression that the moral value of an action is resolute by the magnitude of its action. The precise consequences are those that are beneficial to humanity as they promote happiness, human satisfaction, human pleasure, and welfare to all humans. The consequences of doing something that is morally right are intrinsically valuable and good; hence, the actions that point to those consequences are ethical while those actions that lead away from happiness are immoral. For example, in the society we live in there are laws that have been imposed to ensure that people act in ways that ensure that they do not infringe on the happiness of other people. Therefore, different teleological moral systems are diverge not only on the exact consequences are, but on how different people poise the numerous possible consequences. In that, few choices are

Assignment Example | Topics and Well Written Essays - 750 words - 5

Assignment Example The living things respond to the environment mainly through the receptors that responds to stimuli; a stimulus is a kind of energy such as chemical energy and sunlight energy. When a substance is highly concentrated outside the cell than the concentration inside the cell, diffusion or osmosis takes place thus enabling them to multiply (Deising, 23). From the above description, it is clear that CukE and Milk enabled the cells in the culture dish to multiply since the reindeer cells were activated. To illustrate this further a given fluid that can either be containing high concentration of salt or sugar outside a cell is likely to enter the cell if the cell is lowly concentrated. A given change in the blood sugar level is described as a deviation from homeostasis that the body works in order to reverse. Due to the fact that different receptors respond to different stimuli thus causing changes in the cell, the reindeer cells were therefore stimulated by the milk to multiply. ... ion of ciliate protozoa in the year 1895 as he made a comparison between the reindeer that originated from domestic ruminant and the reindeer from the zoological garden in Germany. He concluded that both were the same, Lubinski who worked in Northern Canada with the caribou (Starr, 87) further proved these results in 1958. The UV rays originating from the sun usually have an effect on the reindeer cells in one way or another as it is described in the book of Acts Climate Impact Assessment – Scientific report`. This is well illustrated as follows; various studies have shown that the exposure of enhanced UV radiation interferes with the growth of cells whereby the larger cells are inhibited to a larger extent as compared to the smaller ones (Karentz et al). Other scientists such as Vincent and Laurion further made an evaluation in 1998 that the smaller cells resisted the UV rays on a great deal as compared to the large cells. The UV rays inhibit photosynthesis from taking place within the cell because it interferes with the whole process (Starr, 426). Therefore, the UV rays have the ability to destroy the reindeer cells thus reducing their number. The UV rays in connection to the DNA Damage Checkpoint Genes might have also played a big role in this context by lowering down the number of cells. With reference to the book of checkpoint Controls and Cancer`, it is described as a signal cascade that plays a big role in blocking the cell cycle at the metaphase, G1, G2 and in slowing down the DNA replication rate in phase S. Apart from the cell cycle blockage, the cells also respond in many different ways such as DNA repair, apoptosis and in the activation of the transcription. However, many genes have damaged the DNA checkpoint pathways (Holzapfel &Naughton, 125). As soon

Benchmarking - Amgen Corporation Case Study Example | Topics and Well Written Essays - 1000 words

Benchmarking - Amgen Corporation - Case Study Example APQC provides Amgen with a list of 40 potential benchmarking companies from which Amgen selects the best seven. Amgen gets a chance to visit four of the companies while the other three are interviewed over the phone. After scaling itself against these companies, Amgen restructures its sales training and development department. After realizing the positive results from the benchmarking, Amgen sought to use the same concept to evaluate its mode of movement of the products from the production stage to the end user. In the process, it has been able to learn many lessons. For instance, Amgen has learned that one of the hindrances to effective benchmarking is a failure to make effective implementation of the learned concepts. Finding suitable companies willing to participate in the benchmarking is a challenge though APQC comes in handy in such instances. Through benchmarking, Amgen has been able to make a milestone development in various aspects of its operations. The best decision Amgen could ever have done was to initiate the benchmarking concept in their business. It would have been disastrous for Amgen to continue with their business operations and ideas without measuring themselves against the top performers. Other competitors, who are performing better in human resource management, would have overtaken them. It is always important to keep a constant evaluation of strengths and weaknesses in all aspects of business and then execute benchmarking to address the weaknesses. Amgen integrated the benchmarking idea just in time when it would have lost total control over the increasing number of employees. Certainly, Amgen will continue reaping the benefits of benchmarking even in future. For any business to be successful, it has to embrace the change of events that are prevalent in modern business conditions. Competition is on the rise and only the most competitive and organized businesses will remain in business.  Ã‚  

Analysis of Two Pictures by Dorothea Lange Essay Example for Free

Analysis of Two Pictures by Dorothea Lange Essay Dorothea Lange is one of the America’s most renowned documentary photographers. Yet her works can not be considered as â€Å"purely† documental. Lnge’s ability to demonstrate the inner world of her heroes and her masterful photographic techniques placed her works in the middle between photography and art. In this paper I will attempt to review and analyze two Lange’s photographs: â€Å"Human Erosion in California† (â€Å"Migrant Mother†) and â€Å"Child and Her Mother†. I am going to analyze them in terms of style, symbolism and influence on future Lange’s career and development of the art of photography. â€Å"Human Erosion in California† and â€Å"Child and Her Mother† are separated with the period of three years being made in 1936 and 1939 respectively. This was a time when Lange was about forty and her talent flourished reaching its highpoint. At that time she made her name as a social critic, as her matter of primary concern was the fate of poor and dispossessed people . â€Å"Human Erosion in California† is probably her most famous picture touching this theme. More broadly, Lange was interested in the people as they are and people in different situations. The â€Å"Child and Her Mother† is more a psychological than social work, or, better to say, a work on human psychology in a stagnating society. Here Lange could apply her experience she received working with Maynard Dixon and in the portrait studio to develop her own original style . The picture that later became known as â€Å"Human Erosion in California† or â€Å"Migrant Mother† was originally made in California in 1936. This picture that became almost an iconic vision of the Great Depression depicts Florence Owens Thompson, a Cherokee woman whose husband died in 1932 leaving her with five children and expecting the sixth child. Describing their meeting Lange wrote: I did not ask her name or her history. She told me her age, that she was 32. She said that they had been living on frozen vegetables from the surrounding fields and birds that the children killed. She had just sold the tires from her car to buy food. Lange has made several pictures of the same model to find the best perspective. The most famous of the pictures she made demonstrates a prematurely aged woman sitting in a camp with two underage children cuddling to their mother. The woman looks both tensed and tired. Her look can not be called desperate, she rather seems to be disappointed and desolated. A woman can not afford herself to become frustrated as she has to care of the babies. Despite of all her grieves she looks strong and decisive. This picture places a model in the centre while the details of the background are unimportant. Much later Thompson told that Langer promised her not to publish the picture and to send her a copy, yet she did neither. Officially the picture was made for the government and Lange never received royalties for it, but this work was a landmark that contributed greatly to her success. 20 000 pounds of food arrived to the camp where the picture was made after publication of the picture, but Thompson has not received any since she had already moved in search of work . Durden observes that many of Lange’s pictures â€Å"focus on the expressive potential of the body’s gesture† . This is true for the â€Å"Migrant Mother†, but this feature of Lange’s work can be most obviously illustrated by the â€Å"Child and Her Mother†. The picture was made in 1939 in the Yakima Valley near Washington. It is less famous than the â€Å"Migrant Mother†, yet not less brilliant as it presents another aspect of Lange’s talent. â€Å"Child and Her Mother† is a socio-psychological work combining the view of a teenage frustration with social blunders. From the artistic point of view Lange used a different composition in this picture. In contrast to static â€Å"Migrant Mother† this photograph presents movement and tensed rhythm. A child, who can also be perceived as a young girl downcasts her eyes linking against the wire fence while carefully observed by her mother. Both stand on a sandy desert land burned by sun, but the mother attempts to cover her eyes while the daughter keeps them open. It appears that the girl is trying to escape the life that her mother has lived in order to overcome sadness and poverty . Lange’s work in the times of the Great Depression are not unique. Not less famous are, for example, works of Arthur Rothstein. Yet Lange is distinguished by her profound sympathetic understanding not of the social phenomena, but of the people suffering from it. This is a kind of â€Å"female view† of the Great Depression as an event that revealed the hidden sides of people’s characters. For this reason Lange’s pictures would hardly be lost in the stream of her contemporaries’ works. Works Cited: 1. Partridge, Elizabeth. Restless Spirit: The Life and Work of Dorothea Lange. Puffin, 1991; 2. Meltzer, Milton. Dorothea Lange: A Photographers Life. Syracuse University Press; 1st Syracuse University Press Ed edition, 2000; 3. Durden, Mark. Dorothea Lange. Phaidon Press, 2006; 4. Spirn, Anne Winston. Daring to Look: Dorothea Langes Photographs and Reports from the Field. University Of Chicago Press, 2008; 5. Maksel, Rebecca. â€Å"Migrant Madonna†. Smithsonian magazine, March 2002. http://www. smithsonianmag. com/arts-culture/Migrant_Madonna. html retrieved April 27, 2009.

Loneliness in Of Mice and Men

Loneliness in Of Mice and Men Loneliness is an inevitable part of life, which many individuals struggle with. It is an emotional response to a lack of companionship and communication with others, which has a huge impact in ones overall behavior. Some impacted individuals may try to end their loneliness; others become hopeless and bitter. The theme of loneliness is presented in John Steinbecks Of Mice and Men. The novel Of Mice and Men portrays loneliness as a complex emotion that often drives individuals to behavioral extremes. Steinbeck uses characters, some of the most important ones including Curleys wife, Candy and Crooks, to reflect on the discriminative time period that ultimately lead to the characters loneliness and particular behaviors. Curleys wife is a major female character in Of Mice and Men and is married to Curley, a very aggressive ranch worker that proves his masculinity by fighting other workers and marrying a physically attractive woman; moreover, he was the boss son. Curley had a huge control over his wife which was very common during the Great Depression, and the other workers. He had forbidden all of the workers from talking to his wife. Desperate for friends, attention and respect, Curleys wife uses her beauty and status with Curley to her advantage. In chapter 4, she intimidated the workers in Crooks room as of means for getting attention and threatened Crooks when he told her to leave his room, saying that he could get sprung up on a tree so easy, it aint even funny (Steinbeck 81). Her new behavior resulted in further discrimination and harassment. She was labelled as a tramp (Steinbeck 32), and other derogatory names. She felt powerless and lonely. The only person that Curleys wife could talk to was Lennie, because he was not conscious of her current situation. In her last moments with Lennie in the barn scene, she finally felt like she was being acknowledged and listened to. For the first time, she confessed that I don like Curley. He aint a nice fella (Steinbeck 89). She became vulnerable to her humanity and this ironically lead to her death. Curleys wife is a brilliant example of the oppression against women in the 1930s, sexism, and some of the behavioral changes that came along with being stripped of ones identity in society. There are other reasons why people were discriminated and isolated, some of which includes ageism and ableism. Candy was the oldest ranch worker in the book, that lost his right arm in an accident. He was discriminated because of his age and disability, and was an outcast. He had no family, except for the dog he raised. His dog used to be of great usefulness, but as the dog became older, he became less useful and helpless. This resulted in him being shot by Carlson which intensified Candys loneliness. Candys dog is a prime example of the social issue of ageism and ableism in society at that time. Workers were expected to be productive on the ranch, and if one no longer met that demand, due to age or ability to perform certain tasks, they would be dismissed and left to suffer (Steinbeck 1937).ÂÂ   Candy recognizes that the same thing will happen to him, and he tells George that Jus as soon as I cant swamp out no bunkhouses theyll put me on the county (Steinbeck 60). To escape his loneliness and eventual fate of getting kicked, Candy becames quickly invested in George and Lennies dream, offering a total of $350 towards the dream farm. Spose I went in with you guys. Thas three hundred an fifty bucks Id put in. I aint much good, but I could cook and tend the chickens and hoe the garden some. Howd that be? (Steinbeck 59). He was very attached and hooked onto the dream of the farm, and persisted to have the farm in spite of what happened with Lennie later in the novel. The farm would have eliminated his fear of being alone, and develop another relationship worth cherishing. His current position in society forced him to develop a specific mindset to escape his destination. One of the biggest issues that was prevalent in the Great Depression was racism, which Crooks was a victim of. He was physically separated from the other men, and had limited contact with others. As a replacement for friendship, he kept himself occupied with books. Still, he admitted that Books aint no good, and that A guy needs somebody to be near him. A guy goes nuts when if he aint got nobody (Steinbeck 72). In the Great Depression, black people faced racial discrimination and segregation from the dominant, white culture (Pinckney, 2002). However, this was greatly exaggerated in the story as Crooks was the only black man on the ranch. Unlike Curleys wife and Candy, Crooks accepted his role in society because he knew that he was powerless against the oppressive forces of racism. He was aware that he was treated as if he was less important than the other men and did not have a voice in society. This is just a nigger talkin, an a busted-back nigger. So it dont mean nothing, see? (St einbeck 71). The sad reality of the Great Depression deprived Crooks from his right to be treated like an equal human being with self-worth and connection with others. His acceptance of the situation became the strongest antidote to his experience; however, it intensified his loneliness. The Great Depression was a time of prejudice present in Steinbecks Of Mice and Men. Curleys Wife, Candy, and Crooks were some of the characters who represented the loneliness and isolation brought on by their time period. These characters faced social issues like racism, sexism, and ageism, resembling the oppression of minority groups by the discriminatory nature of their society. Each character recognized their loneliness, and depending on what their current situation and role in society was, they took specific actions to fight against, or cope with it. Steinbeck has made it clear that the loneliness brought on by discrimination does significantly impact ones behavior, actions and mindsets. Todays generation better understands the societal implications of loneliness and discrimination. It should be societys goal to diminish all forms of discrimination and be supportive of what others go through in their lifetimes in order to lead a better, healthier, and more connected life for all. Works Cited Steinbeck, John. Of Mice and Men. New York, Penguin, 1993. Pinckney, Shelley. Chapter 6: Race and Civil Rights: The 30s and 40s. Communism in Washington State, depts.washington.edu/labhist/cpproject/pinckney.shtml.

School Readiness: Literature Review

School Readiness: Literature Review School Readiness The heart and core of this paper is the increased emphasis on School Readiness. The paper would define the integration, Cognition and Emotion with conceptualization of Childrens functioning at School level Entry. The character of work and society in the United States is changing. The technological nature of the information-based economy is placing increased emphasis on the active role of the individual in seeking out and applying knowledge in diverse ways. The workplace and the classroom increasingly require ready access to information and analytical and creative thinking skills that allow for self-regulated learning through goal setting, strategy use, and self-monitoring. Indeed, some see the ability of our educational institutions to enhance thinking skills and produce self-regulated learners as having broad implications for the future role of the United States in the global economy and the ongoing viability of the democratic process (Bransford, Brown, Cocking, 1999; Presidents Committee of Advisors on Science and Technology, 1997). PART I Problem Statement From the standpoint of research on learning, the growing emphasis on thinking skills and self-regulation signals the need for increased understanding of the ways in which young children become active seekers and appliers of knowledge (Lambert McCombs, 1998). High levels of motivation and self-regulation are clearly associated with academic achievement independent of measured intelligence (Gottfried, 1990; Skinner, Zimmer-Gembeck, Connell, 1998). The developmental origins of motivation and engaged learning during early childhood, however, are less well known. Parents involvement, peer-group influences, and school characteristics have all been shown to influence motivation and engagement (e.g., Eccles, Wigfield, Schiefele, 1998; Grolnick Ryan, 1989; Ryan, 2000). But childrens characteristics associated with engagement in learning, particularly those related to brain development, have been less well studied. Part II Analysis of Policy Approaches Recent advances in developmental neuroscience indicate the rapid growth and modification in infancy and early childhood of brain areas that subserve self-regulation, including emotion, memory, and attention (Nelson Luciana, 2001). An important next scientific step in the study of self-regulation and engaged learning is the examination of implications of this rapid change and its determinants for functional outcomes, such as the adjustment to school (Byrnes Fox, 1998). To this end, I detail a central role for emotionality and emotion-related functioning in neurological development and childrens adjustment to school. I conclude by suggesting that influences on emotionality can influence the development of neurological interconnections among structures underlying emotion and higher order cognition. As such, these influences on emotionality are particularly relevant to the design and implementation of early compensatory educational programs to promote childrens school readiness (see Nelson, 2000b) and can assist in the ongoing construction of an empirical foundation on which to erect social policy designed to meet Americas foremost educational goal: ensuring that all children enter school ready to learn (Lewit Baker, 1995; Zigler, 1998). However, although my focus is on the development of self-regulation abilities as an aspect of school readiness, only by keeping in mind that readiness is a multidimensional construct involving family, peer, school, a nd community levels of influence will the value of the neurodevelopmental perspective on self-regulation become apparent. Ecologically minded thinkers on readiness focus on transactional, systemic models of influences and seek to define processes at multiple levels (S. L. Kagan, 1990, 1992; Meisels, 1996; Pianta Walsh, 1996). Within this developmental transactional approach, the study of emotionality provides an excellent framework for arraying multiple influences on readiness. Part III- (Recent Legislation) Whether defined as the regulation of emotion in appropriate social responding or the regulation of attention and selective strategy use in the execution of cognitive tasks, self-regulatory skills underlie many of the behaviors and attributes that are associated with successful school adjustment. Researchers have long considered intelligence to be a key predictor of success in school. Indicators of self-regulation ability, however, are independent and perhaps equally powerful predictors of school adjustment. Much of the literature on school readiness points to the importance of self-regulation (Grolnick Slowiaczek, 1994; Normandeau Guay, 1998; Wentzel, Weinberger, Ford, Feldman, 1990). Clear relations between achievement and the percentage of time that students are engaged in academic activities have been demonstrated both in elementary and in preschool regular and special education classrooms (Carta, Greenwood, Robinson, 1987; Greenwood, 1991). Emotionality and regulatory aspects of measures of temperament have also been implicated in school achievement in both regular and special education classrooms. Children who are temperamentally less distractible and exhibit more positively valenced and moderate levels of emotional intensity are rated by their teachers as being more teachable and achieve at higher levels academically than do children without these characteristics (Keogh, 1992; Martin, Drew, Gaddis, Moseley, 1988; Palinsin, 1986). As well, aspects of social and cognitive self-regulation, such as those implicated in friendship and social interaction skills (Ladd, Birch, Buhs, 1999) and in perceived control over learning (Skinner et al., 1998), point to a key role for childrens self-regulatory ability in the transition to school. Further, data from the National Center for Education Statistics survey of kindergarten teachers ratings of child characteristics considered to be essential or very important to being ready to start kindergarten indicate teachers predominant concern for regulatory aspects of childrens behavior (Lewit Baker, 1995). In particular, it is noteworthy that 84% of teachers endorsed that children need to be able to communicate wants, needs, and thoughts verbally, 76% endorsed the idea that children need to be enthusiastic and curious, and 60% endorsed that children need to be able to follow directions, not be disruptive of the class, and be sensitive to other childrens feelings. In contrast, only 21% of teachers endorsed the need for children to be able to use a pencil or paintbrush, and only 10% and 7%, respectively, endorsed knowing several letters of the alphabet and being able to count to 20 as being essential or very important to being ready to start kindergarten. In addition, in a survey conducted by the National Center for Early Development and Learning, 46% of a nationally representative sample of kindergarten teachers indicated that over half the children in their class lacked the kinds of abilities and experiences that would enable them to function productively in the kindergarten classroom (Rimm-Kaufman, Pianta, Cox, 2000). This suggests that many children are arriving at school without effective self-regulation skills. Overall, the results of these teacher surveys clearly indicate that kindergarten teachers are concerned with childrens regulatory readiness for school activities rather than with more strictly cognitive and academic aspects of readiness. The surveys suggest that teachers are concerned with being able to teach; that is, they are concerned with the capacity of each child to be attentive and responsive and to become engaged in the classroom. Development of Regulation Despite growing interest in self-regulation and evidence for its direct relevance to school readiness, individual differences in self-regulation and the relation of these individual differences to functional outcomes, such as the adjustment to school, have not been studied. The developing cognitive skills that, in part, form the basis for self-regulated learning are generally referred to as executive or metacognitive skills. Executive function is a construct that unites working memory, attention, and inhibitory control for the purposes of planning and executing goal-directed activity (Bell, 1998; Lyon Krasnegor, 1996; Zelazo, Carter, Reznick, Frye, 1997). That is, the construct combines basic cognitive processes within a goal-directed executive that marshals resources toward a desired end state. Normative developmental study of executive function, usually in cross-sectional designs with a battery of neuropsychological assessments, indicates an age-related maturational developmental course for the construct and its component processes (Krikorian Bartok, 1998; Luciana Nelson, 1998; Welsh, Pennington, Groisser, 1991). These findings support the idea that the emergence of behaviors indicative of cognitive processes involved in executive function are dependent to some extent on the development of the prefrontal cortex at ages approximately congruent with school entry (Gerstadt, Hong, Diamond, 1994; Luciana Nelson, 1998). As well, the finding that executive ability and general intelligence are only moderately correlated (Krikorian Bartok, 1998; Welsh et al., 1991) further underscores that executive regulatory skill is an independent contributor to the school-adjustment process. Clinical examination of frontal lobe damage has indicated that frontal dysfunction, depending on t he exact location of the deficit, leaves specific cognitive abilities and general intelligence largely intact but greatly impairs planning, self-monitoring, attention, and responsiveness to impending reward or punishment (Damasio, 1994; Eslinger, Biddle, Pennington, Page, 1999; Tranel Eslinger, 2000). A longitudinal study of the development of one aspect of executive cognition, referred to as effortful or inhibitory control has demonstrated it to be an antecedent of the internalization of norms of conduct in young children (Kochanska, Murray, Coy, 1997). When examined by a multimethod measure defined as the ability to inhibit a predominant response when instructed to engage in a subdominant response (i.e., to be told to wait to eat a cookie or to unwrap a present), effortful control has been shown to increase with age, to be stable, and to become increasingly coherent. As well, several characteristics of children and parents have been associated with the construct of effortful control. Childrens capacity for focused attention in infancy and maternal responsiveness to children, as well as parental personality characteristics such as dependability, prudence, and self-control, have been associated with variation in effortful control (Kochanska, Murray, Harlan, 2000). Similarly, maternal responsiveness in infancy, as assessed by a measure of the affective synchrony of the mother and child in face-to-face interaction, has been identified as a precursor of effortful control at age 24 months. Most notably, however, the interaction of mother–child affective synchrony with child negative emotionality appears to be a highly salient predictor of self-regulation. In particular, the impact of affective synchrony in mother–infant interaction on the development of effortful control is large for children exhibiting high negative emotionality in infa ncy. The effect of affective synchrony on effortful control for infants not characterized by negative emotionality is substantially smaller (Feldman, Greenbaum, Yirmiya, 1999). The role of negative emotionality in early intervention to prevent grade retention is of strong interest. Grade retention appears to be a well-intentioned educational practice that frequently has deleterious consequences for childrens academic and social success in school (Shepard Smith, 1989). In spite of evidence indicating adverse outcomes associated with its use, the practice persists, and effective programs to prevent its occurrence are needed. The continued use of grade retention as a remedial strategy seems to reflect the lack of alternative solutions when teachers have concerns about the academic progress, maturity, and general school readiness of individual children. To the extent to which grade retention is dependent on interrelations among childrens social, emotional, and cognitive adaptation to school, it may be that early compensatory education interventions that specifically address social and emotional functioning can prevent its occurrence. Future Directions Examination of emotionality within early intervention to promote school readiness and prevent grade retention provides a useful model for evaluating the role that programs to enhance social and emotional competence might play in preschool education. The study of emotionality suggests that a particularly promising direction for early intervention efforts may be the implementation in preschool and early elementary school of programs that combine interventions focusing on social and emotional competence with early compensatory education. Such programs would provide an exceptionally strong model for the promotion of school readiness and school success. As noted above, several early compensatory education interventions have demonstrated cognitive benefits to program recipients. Several school-based programs to enhance social and emotional competence have also demonstrated benefits to childrens social competence (see Eisenberg, Wentzel, Harris, 1998, for a review). An interesting area in which programs focusing on social competence interface with more cognitively oriented programs is problem solving related to the development of executive cognitive functioning. A particular example of the executive cognitive problem-solving approach to the promotion of prosocial behavior and social competence is the Promoting Alternative Thinking Skills (PATHS) curriculum, an intervention curriculum with demonstrated benefits to young childrens social competence, emotion regulation, and problem-solving skills in the early elementary grades (Greenberg, Kusche, Cook, Quamma, 1995). The neurobiological approach to early childhood education and school readiness is premised on the idea that the school classroom represents a distinct context within which specific regulatory demands are made of children. Children are expected to adapt to a socially defined role for which they may or may not have been previously socialized. Differences among children in the capacity for regulation within this environment, as well as differences in supports for childrens self-regulatory attempts both within and without this environment, are important to conceptualizations of readiness that view the transition to school within an ecological framework (Meisels, 1996; Pianta, Rimm-Kaufman, Cox, 1999). From the foregoing, it can be seen that a focus on childrens characteristics in the development of readiness does not preclude study of the influences of parents, schools, and communities. On the contrary, when viewed from the ecological contextual perspective that drives much of the resea rch on child development, it necessitates their inclusion. Researchers concerned with readiness over the past two decades have rightly moved from static child-focused conceptions of readiness embodied in academically oriented standardized tests of ability or aptitude. An exclusive focus on childrens cognitive skills and abilities in the assessment of readiness has proved to be of limited benefit (Pianta Walsh, 1996). This fact has rightly led researchers to seek alternative definitions for and determinants of readiness. This recognition of readiness as a socially constructed phenomenon has led to a broadening of the research base to include a focus on schools and teachers and the development of educational policies geared toward maximizing childrens potential for success in school (Graue, 1993; NAEYC, 1990; Willer Bredekamp, 1990). Continued efforts to foster readiness with an eye toward the neurobiology and psychophysology of childrens emotionality and regulation may be particularly likely to yield long-term benefits. In this, measures of biologically based processes can serve as both predictors and outcomes in the evaluation of programs to promote readiness and success in school. Programs to foster regulation can use physiological and neurocognitive measures to identify individuals at high risk for poor school outcome because of negative emotional reactivity. Treatment Ãâ€" Risk interactions can be specified that can increase the precision with which intervention effects on outcomes are estimated. Although-brain imaging techniques are perhaps not currently usable with children younger than seven years of age because of features of the assessment, magnetic resonance imaging and perhaps, under certain conditions, positron emission tomography could be used, along with physiological and neurocognitive assessments, as outcome measures of the efficacy of preschool interventions. Programs could demonstrate efficacy through assessments of behavioral outcomes and underlying neurobiology and physiology. As in the studies by Fox et al. (2001) and Davidson and Rickman (1999), which indicated change over time in emotional reactivity and EEG measures of frontal asymmetry, intervention studies might demonstrate change in frontal asymmetry and emotionality in response to curricula designed to reduce stress, foster emotional competence, and enhance attention, working memory, and other components of cognitive self-regulation. As noted by Nelson (1999), neuroscientific measurement techniques and knowledge of neural plasticity and human development are now sufficiently advanced to inform the conceptualization and evaluation of interventions to promote competence and foster resilience. PART IV Conclusion In conclusion, the neurobiological approach to the study of readiness can now supplant nativist or idealist conceptions of readiness that focus exclusively on maturation. The maturational view, primarily associated with Arnold Gessell (1925), posited that readiness comes about through the gradual development of abilities that facilitate learning: being able to sit quietly, to focus on work, to attend, and to follow directions. Certainly, there is some maturational component to the neurodevelopmental view of readiness; however, the traditional maturational view has been fully supplanted by an epigenetic conception of relations between nature and nurture (Elman et al., 1996). Indeed, the ideas that fostered the replacement of the traditional maturational view with an epigenetic conception of development were clearly in place in Gesells time, most notably in the work of Myrtle McGraw (1946/1995). Although any explicitly maturational view is and always has been unsuitable as a theoretical basis for child study, the child characteristics important for readiness that such a view purports to explain remain vital to the construct. In their modern form, however, these characteristics are now tethered to a comprehensive and ecologically sensitive framework relating neurobiological and behavioral research. Behavioral scientists, educators, and policymakers studying readiness and school adjustment should be aware of this. To this end, I have attempted to propose a conception of readiness that maintains a focus on relevant aspects of child functioning in a way that is theoretically and empirically well established and that has demonstrated or demonstrable links to family, peer, classroom, school, and community influences on readiness and school achievement.

Rene Descartes Impact on the Scientific Method Essay -- Philosophy E

Rene Descartes' Impact on the Scientific Method People have always thought about the world around them. Through the centuries they have wondered about what their surroundings were made of. Modern science has proven to be most effective in explaining our environment. What makes modern science superior to the ancient schools of thought is the employment of the scientific method. The man credited to a great extent with the development of the scientific method is Renà © Descartes, a French philosopher who lived from 1596 to 1650. The Cartesian method maintains that in order to arrive at a groundwork for a structure of thought, commonly accepted knowledge must be abandoned, based as it is on the subjective nature of the senses. Science is a framework for gaining and organizing knowledge. The idea that this framework needs to be based on a solid foundation is an essential part of Descartes' writing. This belief is expressed in Descartes' Meditation I : It is now some years since I detected how many were the false beliefs that I had from my earliest youth admitted as true, and how doubtful was everything I had since constructed on this basis; and from that time I was convinced that I must once for all seriously undertake to rid myself of all the opinions which I had formerly accepted, and commence to build anew from the foundation, if I wanted to establish any frame and permanent structure in the sciences. (Porter 31) Analogous to Descartes' pursuit of finding a groundwork for his structure of thought, the scientific method calls for rigorous proofs of every part of the scientific framework, especially of its foundation. One result of this pursuit was that of giving calculus a solid structure and basis in the 19th century. Ev... ...iments to refine or replace the existing theories. This is generally done," he continues, "by using the currently accepted theory to make a prediction and then performing an experiment to see whether the results bear out this prediction" (Zumdahl 5). Some contemporary philosophers question the Cartesian method, arguing that it disregards things like intuition. However, no other method has been as successful as the Cartesian one. The overwhelming progress of modern science is strong evidence for Descartes' philosophy, a kind of evidence no other school of thought can claim. Works Cited Porter, Burton. Philosophy. 3rd ed. Fort Worth: Harcourt Brace college Publishers, 1995. Zumdahl, Steven. Chemistry. 3rd ed. Lexington, Massachusetts: D.C. Heath and Company, 1993. Halliday, David, and Krane. Physics. 4th ed. New York: John Wiley & Sons, Inc., 1992.

The Legend of the Goatman Essay example -- Urban Legends

Goatman The story I collected, entitled â€Å"Goatman,† was recounted by a nineteen year old male sophomore at the University. The person who told the story is a white male whose father is an engineer and mother stays at home. After I inquired if he knew of any local urban legends, he first told the story of Hell House; and as we both live in Ellicott City and have never actually seen this mysterious building, we decided to pay it a visit. It was a foggy night on March 21st during our school’s spring break as we slowly cruised through the back roads near the Howard and Baltimore county line. When he told me the story before we left I was not particularly nervous; however, the eerie settings added a hint of fear into the air. Unfortunately, after a long search, we were unable to locate the house and decided to return home. On our trip back he recounted another story that he had heard from a friend a few months ago, which I thought was even more exciting. The urban legend is known as â€Å"Goatman† and took place in northern Prince George’s County, the same county that University is located in: Rumor has it that back in the early 1970s, a scientist working at an agricultural research center in central Maryland was performing an experiment with goats when something went terribly wrong. He was doing tests on manipulations of goat DNA, when one of the subjects attacked and bit him. When the saliva from the goat entered the scientist’s bloodstream he immediately began undergoing changes from the goat’s DNA combining with his own. The man began to morph into a half-man, half-goat creature and escaped the lab into the nearby surrounding woods. Following this incident there have been eye-witness accounts of Goatman causing havoc aro... ... The story uses scare tactics to discourage premarital sex by adolescents, and also demonstrates society’s stereotype of women as in need of protection. The story may evolve to change over time, but the message the legend carries will most likely carry down from generation to generation just as the Goatman legend has for many years. Works Cited "Goatman (Cryptozoology)." AllExperts. 27 March 2007. http://en.allexperts.com/e/g/go/goatman_(cryptozoology).htm. "Goatman (Maryland)." Wikipedia. 31 March 2007. http://en.wikipedia.org/wiki/Goatman_%28Maryland%29. Lawson, John. "The Goatman Legend of Prince George’s County." ESortment. 2002. 1 April 2007. http://azaz.essortment.com/goatmanlegend_rhcn.htm. Livingston, William L. Jr. "GoatMan Hollow...the Legend." GoatMan Hollow. 30 March 2007. http://www.goatmanhollow.com/the_legend/the_goatman_legend_1.html.

Natural Law versus Utilitarian Law

Abortion and Homosexuality, for many years, still remain one of the most crucial social and ethical issues of modern times. It has divided societies. Advocates and opponents continue to collide over debates, rallies, and violent confrontations trying to exert their rights to these practices. Both sides have valid arguments that led to legal battles and state legislation.Abortion is legal in 54 countries while it is illegal in 97 countries. Approximately 46 million abortions are performed worldwide every year, averaging 126,000 a day. In the United States, 1,370,000 occur annually. Since its legalization in 1973, there are more than 40 million cases reported. Many women use abortion as birth control while others because of rape or incest. Women decide to abort in order to postpone childbearing, cannot afford a baby, too young, will disrupt education or career, risk to fetal health, and risk to maternal health.Each year almost 26 million women obtain legal abortions while 20 million ot hers obtain it illegally in countries that prohibit the practice. Moral considerations in abortion include: Is the fetus a person? What stage of development does it become human? Does the pregnant woman have the right to decide whether she wants the baby or not? Not allowing a woman to end her unwanted pregnancy violates her human rights? Are laws controlling abortion violates privacy? Would abortion be allowed to women who are victims of rape or incest?On the other hand, homosexuals are well-known throughout history and now becoming a phenomenon these days. Their fashionable lifestyle is now acceptable. Recent studies show that the prevalence of homosexuality in adult males of Western societies ranges from 2% to 8%, indicating that a significant number of the population have homosexual tendencies. Homosexuals are now found in all walks of life, in all kinds of families, in many religions and races. Homosexuality is illegal in 80 countries, 42 of these outlaw male-to-male sex.The le gal status of homosexuals varies. In some countries, homosexual acts are prosecuted under morality law or public indecency and even put to death. In 2001, Netherlands became the first country to legalize same-sex marriages followed by Belgium in 2003, Spain and Canada in 2005, and the US State of Massachusetts in 2004. Among the strongest issue against homosexuals is that they are obsessed with sex, having little self-control or morality.Their promiscuous living enables them to have multiple partners as many as 100, making them vulnerable to and carriers of sexually transmitted diseases. Homosexuals continue their struggle for recognition. They fight for equal rights to employment opportunity, better access to health and insurance, freedom to marry, legislation for child custody, and the repealing of laws that ban transvestitism and cross-dressing among others.Considering these scenarios, different views and laws come into play, for or against: The Natural Law versus the Utilitarian Law. Both sides are trying to justify the actions. Natural law uses the principle of Double Effect wherein a person may lawfully perform an action from which two effects will follow, one bad, the other good. This principle states that evil must never be willed or voluntary or used as an end or means to an end.To determine whether the action is right the act itself must be morally good or neutral, the motivation may not positively intend the bad effect but may permit it only to attain the good effect, the good effect must be desired to compensate for allowing the bad effect, and there must be serious reason to allow the evil effect. The Utilitarian, in contrast, uses the principle of Utility that such action is right or moral when it promotes happiness or pleasure, and decreased the unhappiness or pain of individuals affected by the action. This principle is commonly known as achieving the greatest good for the greatest number. The law believes that all individuals are equal when de termining the consequences of any given action and decides which action to take, of all the possible actions, to do the right thing.Abortion and the Utilitarian Law. The central arguments of this law in favor of abortion is that the woman has the right to control her own body, that abortion is a just exercise of this right, and that the law should recognize the right of choice. Denial of this right encourages illegal abortion and causes psychological anguish for women, especially those who are victims of rape or incest. The fetus, according to this theory, only becomes a person when it is viable in 23 weeks.At this time, the fetus has no legal rights. The rights only belong to the woman who can decide if she wants the baby or not. Reproductive freedom is a basic right. Abortion is justified if done within the period when the fetus is not fully developed. In this case, abortion is only terminating the pregnancy, not killing a child. Under its guiding principle of maximizing total hap piness, denying a woman to end her unwanted pregnancy will cause her unhappiness and increase her pain. In addition, the baby will inflict physical and psychological harm as well as affect the woman’s mental health.If she is forced to care for the child, it will be a burden because she is not ready for the responsibility. She will be distressful in the future. Along the process, the child may suffer. Unhappiness will rule the lives of both mother and child, and the people around them. This law also compares abortion to self-defense. That if the baby poses a threat to the life or health of the woman, abortion will be the best possible action to take out the threat.Abortion and the Natural Law. The central arguments of this law against abortion is the notion that human life begins at conception, that abortion is a deliberate act of killing the life in progress, and that the law must prohibit unjust violations of the right to live. Nature has provided women wombs to create life, eliminating life would be unnatural. The act of abortion is evil because its motivation is willful and pre-meditated in terminating an innocent being.Under this theory, undergoing an abortion procedure is not allowed. However, other medical procedures could be morally good if only to save the life of a mother even if it resulted in the unintended death of the unborn child. The death of the child is not intentional but allowed to happen as a by-product of the action. Good acts must not be accomplished by evil deeds nor evil must not become an element in achieving the good. Abortion should not be used for family planning or prevent birth defects. If during treatment of a deadly disease such as cancer, through chemotheraphy or hysterectomy, the unborn child dies.The death of the child is not a mean to cure the illness. If there is a choice in getting the good effect without the bad effect, then this must be taken. If the action will result in lesser good and greater evil, the evil wil l be considered accidental or incidental. If a woman aborts her child to avoid embarrassment or maintain a shapely figure, this is not a reason of unintentional death but a planned one. All possible acts must be pursued to preserve life, but during the course of action one life is lost, the act is permissible and acceptable.Homosexuality and the Utilitarian Law. Referring to its principle that such action is morally right if it produces the greatest happiness for the greatest number of people, then homosexuality would be acceptable because homosexuals generate a lot of pleasure to a lot of people. As stated earlier, their practices allow them to experience various relationships with different partners.To this extent, homosexuality should be acceptable. This theory has three features on the issue: consequence, welfare, and sum-ranking. The act is moral if its consequences contribute to the happiness (welfare) of many people (sum-ranking). On this account there is no action that is ne ither right nor wrong. Homosexual acts are moral as long as they maximize happiness. All that matter is that their actions are right if it pleases everyone. The law also believes that homosexuality is a normal human condition not only brought about biologically or the environment but can affect early childhood. It covers every culture and age.Homosexuality and the Natural Law. In this theory, homosexuality is not acceptable because it simply does not conform in accordance with nature. A man and a woman are designed to complement each other in sex and marriage, to produce offspring and raise a family. Their bodies are intended for that purpose. Homosexuality defeats that purpose but only abuses the human body. Two men or two women cannot reproduce. Thus, it is considered unnatural and immoral because it destroys the essence of family life.Through adoption, gay couples may have the possibility to raise their own families. However, as a consequence, the children will grow up in an inap propriate living condition, bombarded by intrigues and unusual behavior of their so cold parents. Definitely, their way of thinking and behavior will likewise be influenced.   In this set up, the act imposes bad effects for the children. Conflicts may arise soon when the children reached the age of reason that perhaps will give way for separation and unhappiness.Legalizing homosexuality will affect the conduct and judgment of children as well as spread immorality. Its acts contradict all conditions of the double effect principle. There is no good effect, only evil effect. Homosexual act by itself is not good and its motivation is for self satisfaction not for the benefit of others. The gay ideology only reduces the human dignity.Their promiscuous acts not only create scandals that shook institutions like the church or government but give rise to a number of diseases that plague many nations. The practice of homosexuality presents lethal consequences to other people. As a result, t he act results in a number of sexually transmitted diseases.   The Center for Disease Control cited that homosexuals make up 80% of all AIDS cases in America. People with same sex attraction are said to have personality problems and deserve to be treated.ReferencesGrisez, G.G. (1970). Toward A Consistent Natural Law: Ethics of Killing. (Reprinted). The American Journal of Jurisprudence. Vol. 15. [Electronic version]. Retrieve May 9, 2006, from http://faculty.msmary.edu/Conway/PHIL%20400x/Grisez%20Toward%20A%20Consistent.pdf#search='the%20utilitarian%20law%20on%20abortion'Alstad, D. Abortion and The Morality Wars: Taking The Moral Offensive. National Abortion Rights Action League, 1997. Retrieve May 9, 2006, from http://www.rit.org/editorials/abortion/moralwar.htmlHinman, L.M. (2000). Contemporary Moral Issues: Diversity and Consensus. (2nd Ed.). Prentice Hall College Div; 1 edition (December 22, 1995). University of San Diego. Upper Saddle River, NJ: Prentice-Hall, 2000Smart, J. J . C., Williams, B. (1973). Utilitarianism : For and Against. Cambridge University Press. United Kingdom.Finnis, J. (1980). (Natural Law and Natural Rights. Clarendon Law Series. Oxford University Press, USA (March 20, 1980).Ruse, M. (1993). Homosexuality: Right or Wrong? Free Inquiry. Volume: 13. Issue: 2. Spring 1993. Council for Democratic and Secular Humanism, Inc.

Is War Good or Bad Essay

The ongoing debate, is war good or bad? Usually if we see or hear the word â€Å"war† we think about the negative sides first. There is a saying that a forest fire burns everything in its path and it does destroy the forest but out of the ashes comes new life. War is similar to this. Out of destruction comes a new beginning. A country can benefit from war, by gaining wealth or freedom, increasing in power, and advancing in technology. But the reason why war seems only negative is because there is also destruction where millions of innocent people die, losing their resources and time, and also their money. Not only within the country but the whole world could be affected by war economically and socially. There are plenty of reasons why war is a bad thing. One main thing that comes to us directly and painfully is the death of the loved ones. Wars may solve problems but in the process it kills millions of people so war is cruel. A good example is the WW2, almost 50-60 million people died. Also in a war, the country has to spend a lot of money. It needs to provide weapons like tanks missiles etc., and it needs as many troops as possible. As Chinese strategist Tzu Sun said, â€Å"Where the army is, prices are high; when prices rise the wealth of the people is exhausted† (Tzu Sun, c.400 BCE). For the citizens this is very disappointing because all this money would eventually come from raised taxes and instead this could be spent on poor and uneducated people. As I said, war brings destruction. Inflation is also a problem. For example after the Angola’s Civil War, their currency was so useless that bottles of beer replaced it. Special landmarks, farms, and firms could be dest royed and the country could lose a lot of its resources. After the war, usually the country goes in a huge debt. On the other hand, war could be seen as a positive influence. Wars exist because people cannot agree on something. After the war it could be clear and they would agree and not fight anymore. Sometimes war could give freedom to a country. After war the country could become more powerful. If the war was because of land, after they win they have a bigger country with more resources. These resources could make the economy of the country rocket up. Also war in short-term is actually good for the economy. For example during the Great Depression, unemployment rate decreased. Since they need large amounts of weapons made quickly they hire more people and this leads to more jobs. Long-term wise a war could rebuild the economy of a country. Like the French, their production grew faster after WW1 and WW2. The country develops in technology too. They would need better more powerful strategies and weapons than the enemy’s so they research and develop in technology. Afterwards, this would b enefit the country greatly. Could this debate ever be over? I do not think so. As you can see, there are many bad and good sides of war. Overall I think wars are bad, because all these positive things are still not worth of millions of lives. And the good sides are if you win the war but that is not 100% sure. And even if things are resolved after the war, we are humans and we constantly want more. If the countries do not feel satisfied they might go into a second war and then a third and so on. So I think we should always find more peaceful ways than war.

Brecht’s The Good Person of Szechwan is an apt representation of the theory of epic theater

Brecht’s Epic Theatre is a theatre of destroyed illusions and a wide awake audience which took birth from the theory of Korschian Marxism which saw ideology as a material force that served as an important tool of dominance. It is a theatre of instruction and hence is also termed Didactic theatre and because of the binary opposition present in its themes it is also known as Dialectical Theatre. The biggest aim of Brechtian plays is to alienate the audience to bring about an understanding which can affect change, Brecht terms this phenomenon as the Verfremdung’s Effekt (Alienation Effect or the A-effect), which comes from the Chinese play tradition. The audience is never one with the actor, they are always aware that the play is not real and that whatever is being presented on stage is not reality but a depiction of a certain reality. The ‘A-Effect’ is also known as the technique of defamiliarization wherein the familiar is made strange through alienation tropes such as addressing the audience directly, changing clothes in front of the audience, use of songs etc, which ensures that the audience is at all times rational, intellectual, and act as scientific observers so that they are able to question the industrial world and its authoritarian structures. As Walter Benjamin while summarizing Brecht’s theatre said â€Å"for its public the stage is no longer ‘the planks which signify the world’ (in other words, a magic circle), but a convenient public exhibition area. For its stage, the public is no longer a collection of hypnotized test subjects, but an assembly of interested persons whose demands it must satisfy. For its text, the performance is no longer a virtuoso interpretation, but its rigorous control. For its performance, the text is no longer a basis of that performance, but a grid on which, in the form of new formulations, the gains of that performance are marked†¦Ã¢â‚¬ 1 and so Bertolt Brecht’s theory of Epic Theatre transforms into its praxis in his play The Good Person of Szechwan. The Good Person of Szechwan is a purely Marxist play that deals with the social conditions of its milieu and how the people who are put in those situations react to it and towards one another. The major theme being that of survival in a world that is ruled not by goodness of character but by the evil and corruption of the society. The juxtaposition of poverty with plentitude is a leit motif in the play. Wang’s ‘The Water Seller’s Song In The Rain’ brigns forth this juxtaposition beautifully when he laments, â€Å"I sell water. Who will taste it? -Who would want to in this weather? All my labour has been wasted Fetching these few pints together. I stand shouting by my Water! And nobody thinks it Worth stopping and buying Or greedily drinks it. †2 Since its rainy season and there is plenty of water no one bothers buying the water from Wang and this plentitude becomes poverty for Wang. We start to pity Wang’s character when we realize that he is a proletariat and is burdened by poverty, but Brecht alienates us from Wang’s character by showing us his cheating and swindling side so that we rationalize his character and see him as the representative of the proletariat ideology of swindling and cheating. There is no Bourgeois enemy present in the play. The problem is within the proletariat and not amongst the proletariat and bourgeois. The problems that Shen Teh or the other characters face are due to their social conditions. The province of Szechwan can be seen as a microcosm of what is happening all over the world. Throughout the play there is constant reference to â€Å"hunger. † Hunger is seen as annihilating honor. Shen Teh’s hesitancy to take the God’s in is because she has an empty stomach. She says â€Å"†¦I’m afraid that a rumbling stomach is no respecter of persons. 3 The motif of hunger and poverty can also be seen in Brecht’s other play The Life of Galileo. The play starts with Galileo saying â€Å"Put the milk on table†¦Ã¢â‚¬ 4 and Andrea replying â€Å"Mother says we must pay the milkman, if we don’t he’ll be describing a circle round us, Signor Galilei†5 and later on when Galileo says â€Å"†¦an d I like to eat decently. It’s when I’m eating I get most inspiration. A rotten age. They haven’t paid me as much as the man who drives their wine-carts. †6 We are always reminded of the juxtaposition of plentitude with poverty. The play is dialectical in its split between Shen Teh’s self fulfillment and Shui Ta’s self preservation. It is the â€Å"inevitable clash between desire and fact and as the paradox of ends and means. These are two sides of the same coin. Shen Teh’s wish to be generous must employ Shui Ta’s profiteering meanness, or else she would be deprived of her charitable self. †7 Prosperity is associated with lack of goodness and â€Å"social conditions twist the natural goodness of human beings into opposites†8 and hence if Shen Teh wants to prosper then she needs to give into Shui Ta’s calculating nature. In The Good Person of Szechwan we have constant interruptions that are brought about by the musical interludes and all these songs work to alienate the audience from the play and to make them question the situation being presented in front of them. They are made to question the worth of Shen Teh’s goodness as it leaves her not ennobled but economically emaciated. Walter Benjamin says that, â€Å"the interrupting of action is one of the principle concerns of epic theatre. Therein lies the formal achievements of Brecht’s songs with their crude, heart rendering refrains. 9 and hence ‘The Water Seller’s Song In The Rain’ comes just after the love scene between Shen Teh and Yang Sun, disrupting the audience from getting involved in the play and again bringing their attention to the dialectics between poverty and plentitude. Brecht says that â€Å"in the epic theatre moral arguments only took second place. Its aim was less to moralize than to observe. â € 10 So we see that Shen Teh’s goodness is constantly thwarted by the social circumstances and harsh necessities of survival in a competitive world but no moralizing comments are made. The play begins on a note of despair and ends with one. For Shen Teh to survive it is necessary that Shui Ta also survives. The God’s in the play are ignorant, humanized and a satire on the hegemony in Christianity, questioning the absolutism of Christianity in the early twentieth Century. Instead of one god head we are presented with three Gods and none of them can do anything to lift Shen Teh out of the drudgery that she is a part of even though she is good. In the trial scene the gods are seen as nothing but impostors, their omniscience and all powerful stature is questioned. The idea of justice is questioned, deconstructed and done away with. Neither is virtue rewarded nor vice punished, instead vice is seen as a means to an end. Shui Ta is not punished for any of the crimes and Shen Teh is not rewarded for her goodness. Brecht here blends divine justice with legal justice by making the Gods don on the attire of the magistrate to mock at divine justice. It is a Marxist onslaught on the institutionalization of religion. In his other play The Caucasian Chalk Circle we have the character of Azdak whose method of delineating legal justice is more serious in purpose and intent as compared to the three Gods here who appear as mere fools. One is forced to question if justice is being delayed or if there is no concept of justice in an industrial world. The open ended-ness of the trial scene erodes the moralistic nature and it prises upon the mind of the audience and affects change. Brecht in all his plays comments on â€Å"Jetztzeit†, a term that Walter Benjamin coined for the presence of â€Å"now† in Brechtian plays. According to Walter Benjamin, â€Å"history for Brecht was an ever present arena, never as with Lukacs a thing of past† and hence we see that Mother Courage and her Children, The Good Person of Szechwan or The Life of Galileo all have topical references in the World War I and II, the failure of the Russian Revolution/Communism/Dictatorship and questioning of the viability and feasibility of science in a post Hiroshima-Nagasaki world, respectively. Also epic theatre is literarized. â€Å"The literarization of theatre by means of verbal formulas, posters, captions, is intended to, and will, make what is shown on the stage unsensational. 11 The performance is not aimed to draw the audience into the play but to make them stand at the periphery so that they question the bourgeoisie ideology and break free from it, so that the proletariat is emancipated and socialism can be constructed. Brecht believes that society can be changed through intellectual action and that is the reason t hat his plays are so highly dialectical. We see the dialectics between Good and God when Shen Teh as Shui Ta sings the ‘Song of the Defencelessness of the Good and The Gods’ â€Å"The good Cannot remain good for long in our country Where cupboards are bare, housewives start to squabble. Oh, the divine commandments Are not much use against hunger. So why can’t the god’s share out what they’ve created Come down and distribute the bounties of nature And allow us, once hunger and thirst has been sated To mix with each other in friendship and pleasure? †12 Gods here are seen as privileging the aristocrats and Christianity is seen as a perpetrator of class difference. The motif of hunger is again visible in the song. Hunger can not be satiated by following the commandments, one need to have money to buy food and that money comes not from praying but by being economically independent and well of. When the audience hears the song they realize the futility of religion in an economic world. It brings to the forefront the debate between spirituality and materialism. It makes the spectators question both the value of a bourgeoisie society and that of religion. Being but a Marxist play every theme is given a Marxist interpretation, even the idea of love and marriage. Shen Teh has to choose between Yang Sun and Mr. Shu Fu. It is as Shui Ta that she favors Mr. Shu Fu for he can provide her with a future but as Shen Teh her emotions sway her towards Yang Sun. In a direct address to the audience Shen Teh sings; â€Å"I would go with the man whom I love. I would not reckon what it costs me. I would not consider what is wiser. I would not know whether he loves me. I would go with the man that I love. †13 â€Å"As Shui Ta she knows the worthlessness of her charming but rascally lover Sun. But with her emotional feminine self, as Shen Teh, she cannot give up the physical passion and tenderness that bind her to him. In Shen Teh’s love the drive for self-fulfillment and the need for self preservation clash in hopeless combat that can never be decided. 14 Brecht in The Good Person of Szechwan presents us with a Marxist theme, a dialectical debate between poverty and plentitude, goodness and god, religion and materialism etc, all of which is made apparent to the audience by the alienation effect brought about by the musical interludes that are present through out the course of the play, Shen Teh’s changing clothes in front of the audience, direct address to the audience; in an attempt to make sure that the play raises questions in the minds of the audience and breaks their identification with the bourgeoisie ideology. In totality Brecht’s play The Good Person of Szechwan is an apt representation of his epic or intellectual theatre that is built on the concept of critical theory translating into intellectual action on stage wherein Brecht seeks to illumine historically specific features of a milieu in order to show how that milieu influenced, shaped and often battered and destroyed the individual. Instead of focusing on the universal elements of human situations and fate, Brecht on the other hand is interested in depicting the attitude that people adopted towards each other in a specific historical situation or context.

Law and South African Education

The question here is whether the harm caused was unjustified in the circumstances. In the absence of wrongfulness (egg where there was no intention to harm) a defendant may not be held liable. 4 The act must be the result of fault in the form of intent (dolls) or negligence (culpa). Fault refers to the blameworthy attitude or conduct of someone who has acted wrongfully. (4) There is a causal link between the conduct of the perpetrator and the harm suffered by the victim. In general, it should be shown that the person's injury did result from the actions of the person charged with negligence.In other words, there must be a clear causal relationship between the act and the injury. A person cannot be liable if he or she has not caused any damage. (5) delicate is a wrongful and culpable act which has a harmful consequence. Damages (causing harm) in the form of patrimonial (material) loss or informational loss must be present. There must be a connection between the negligent conduct and t he injury (physical or mental). To receive an award for damages, a plaintiff must have suffered an injury as a result of the defendant's negligent conduct. The plaintiff must prove that some damage occurred.Although the injury or damage does not need to be bestial for an award to be ordered, the injury must be real rather than imagined. The courts are generally reluctant to award damages where there is not some form of injury. Educators may be found guilty of negligence if they fail to provide proper supervision fail to aid the injured or ill permit learners to play unsafe games fail to provide adequate instructions take unreasonable risks fail to organize field trips properly All these elements must be taken into consideration when answering the question. Ask questions such as, who was wrong, who is liable and why?Support your answer tit the requirements for dedicate liability as stated above. TOEHOLD/202 5 Question 2. 2 Comment on the possibility of â€Å"contributory fault† on the part of the learner. In this case negligence is one form of fault. A negligent educator might not be held liable if a learner contributed to the injury by his or her own negligence. In other words, if a learner fails to exercise the degree of care usually expected of a person of that age, knowledge and experience the court may decide that owing to the learner's contributory negligence/fault, the educator is not solely liable for damages resulting from an injury by his or her act.Contributory negligence could be important in situations involving older learners, especially if such learners understand the full implications of their actions. On the other hand, young children cannot be expected to fully comprehend the consequences of some of their actions and behavior. Comments: There have already been a number of cases involving sport in South African legal history. The principles of the law of delicate apply to sport as they would to any other scenario in society.This would re late to 3 possible areas, namely, personal injury, violence and spectator injury The law of delicate is a section of private law. This branch of law deals with civil wrongs against another person that cause the injured party to go to court to seek compensation from the wrongdoer for damages. If an educator creates a potentially dangerous situation, and then fails to remove the danger, which then results in loss or damage being caused to another, he/she will be held liable for such loss or damage.A legal duty rests on the educator to prevent the potential danger from becoming a real danger. A delicate has 5 key elements that must be present. These are: (a) An act; (b) Wrongfulness; (c) Fault; (d) Damage/Loss (e) Causation. Each of these elements must be present before a person can be held liable in delicate. 6 In participating voluntarily in a game, the victim therefore consents to the possibility of injury and limits the possibility of pursuing a dialectal claim. Thus, contributory negligence involves some form of fault (in the form of negligence) on the part of the injured person.The injured person failed to exercise the required standard of care for his or her own safety. Contributory negligence comes into play when conduct on the part of the injured person contributes to his or her injuries. When the court has to determine the damages, it will reduce the damages apportioned to the plaintiff in proportion to his or her own fault (e. G. Contribution to his or her own injuries) In , the law does not expect educators to anticipate every accident, but I them to behave as reasonable people.It is easy to anticipate the poss. of an accident involving educators and children if a group of children supervised, if a minibus that transports children is not maintained or equipment is not properly stored. Only in the case of a truly unexpected be possible to assert that it was not reasonable to foresee harm. To educator can reasonably be expected to foresee dangers and an ticipate depend on the facts of the case and on the circumstances (e. G. The n school activity, the location of the school or the age of the learners).In you will need to be able to: define and explain education and legal concepts and principles identify and explain the purpose of important legislation discuss and interpret the relevant sections of the South African Echo discuss and apply common law principles to practical situations (egg t natural Justice, memo dudes in USA cause and stare decides principle) illustrate your answers by referring to examples from education practice 2. 4 Reading and interpreting questions