Prose Notes on “Berry” Essay

Berry is about a young black man called Millberry Jones who is employed at Dr. Renfield’s Home for Crippled Children. He was reluctantly employed by Mrs. Osborn, the housekeeper, because the Scandinavian kitchen boy had left without notice, leaving her no choice in hiring Berry. Her reluctance to hire Berry stemmed from his race, which initiated questions such as where he would sleep, as well as how the other employees would react to the presence of a Negro. She had a meeting with Dr. Renfield and they decided to hire Millberry on a reduced salary. He was overworked and underpaid, but took solace in the children whom he loved. An unfortunate incident occurred, however, where a child fell from his wheel chair while in the care of Berry. The result was that Berry was fired and given no salary for the week that he had worked. SETTING †¢Dr. Renfiled’s Home for Crippled Children †¢New Jersey coast CHARACTERS Millbury Jones (Berry) †¢A Black male, approximately 20 years old. †¢Described as good natured and strong. †¢Poor and uneducated. †¢Very observant and intuitive about people and places. †¢Very good with children due to his gentleness. Mrs. Osborn †¢The housekeeper at the children’s home. †¢Rumoured to be in love with Dr. Renfield. †¢Very high handed with her staff, but docile with Dr. Renfield. †¢Displays racist characteristics in subtle forms. Dr. Renfield †¢Rumoured to have romantic affairs with his female staff. †¢Berry observes that the Home is ‘Doc Renfield’s own private gyp game’ (Hughes, p. 162), meaning that he runs his establishment for his own profit, instead of a desire to take genuine care of the children. †¢He is blatantly racist. THEMES Racism This theme is apparent when Berry was being considered for employment at the Home. Mrs. Osborn was concerned about where Berry would sleep, implying that he could not sleep with the white servants because he was considered to be beneath them. His salary was also cut due to his race, and he was overworked, with no discussions of days off, ‘everybody was imposing on him in that taken-for-granted way white folks do with Negro help.’ (Hughes, 162). Even more importantly, when the unfortunate accident occurred with the child, there was no attempt at discerning what led to the incident, but blame was laid on the obvious person – Berry. As a result, he was relieved of his job in a hail of racist slurs.

Assignment Unit

This brings a number advantages and disadvantages. Advantages Disadvantages Increases motivation ( when somebody gets raised, other employees become motivated to work hard in order to prolong their career in the organization), this can also raise the productivity of a firm More cost effective Less time consuming People already familiar with the business and how it operates (which in turn saves costs for training staff) Business already knows the strengths and weaknesses of candidates.Higher amount of salaries to be paid Competition for better vacancy between employees may prevent them from efficient team work and so damage a firm Causes other vacancies in your organization to be filled May cause resentment amongst candidates not appointed Limits the number of potential applicants External Recruitment – is a process of filling existing job vacancies with people from outside of the organization.This also brings a number of advantages and disadvantages to the firm. Advantages Out side people may bring new creative ideas argue pool of workers from which to find the best candidate People from outside may have a wider range of experience Bringing in fresh talent from outside of the company roster can help motivate the current employees to achieve more in hopes of obtaining the next promotional opportunity. More time-consuming More expensive process due to advertising. Ewe staff trainings costs and interview required Selection process may occur to be not effective enough in order to reveal the lost candidate Job center – is a place where people who are looking for work can go to get advice on finding a job, and to look at advertisements placed by people who are looking for new employees. Reference: http://www. Illuminations. Com/dictionary/English/job-centre Recruitment agency – is a business that works for organizations to find people for jobs when the organizations need them.Reference: http:// Consultant – a person who is not employed by t he business, but brought in to provide advice. Applying for a job There are several ways Of how people could apply for a job. These include application online (e. G. Via email or by the professional en;irking site), by telephone conversation and in person. To apply for a job in CEQ candidates have first to fill in the application form including C.V. and references, they then deed to email a covering letter to the school.All the applicants will then be shortlist and some will be invited for an interview where the second stage of selection process takes place. To apply for a job to 02, people have to write a covering letter and send it via email or upload to the website where job advertisement is published. Then they need to ring the firm and talk to the firm's representative in order to find out more detailed information on the recruitment process for this particular job. Where CEQ advertises The college advertises its vacancies on their website and on the TEST website ND TEST newspa per.There is a significant benefit coming from advertising on the CEQ website as it is free and so enables all people who are interested in working for CEQ to look at information about the school and be aware of when a vacancy occurs. Advertising on the TEST website and their newspaper is expensive, however, it is a good value for money as it is a national newspaper and the website can be accessed internationally, and so CEQ will reach its target market The only disadvantage is the cost of advertising through TEST.The cost, though, should outweigh the number of applicants applying for a job. Internal recruitment for CEQ Internal recruitment in CEQ takes place when someone takes a maternity leave, when someone is promoted and the vacancy arises or when a cover needed (such as for long term sickness). There is also a possibility of transferring boarding staff or teachers from one place to another if his/her skills and specifications allow this to happen. So, for example, house parent of Sixth Form girls' boarding house with a time and experienced gained may become the Head of Sixth Form Girls.Such a high vacancy imposes more responsibilities and so requires a perfect understanding of all the school rules ND their application to student Therefore, internal recruitment occurs to be more suitable, as candidate is already familiar with his responsibilities. This method of recruitment is also much quicker, as it's easier to find suitable candidate, as they all have been through selection process. External recruitment for CEQ In order to recruit workers externally, CEQ can use the recruitment agencies (such as Hays Recruitment), this will help to choose suitable candidate from a variety of applications.It saves time, as the agency does the selection process part and then matches employers to employees. This method of recruitment ay be used in CEQ when the college decides to provide new subject, therefore qualified staff has to be hired. Also CEQ may recruit externally if it needs to expand its labor force, this usually happens when the number of students in school increases. New experienced candidates may bring new teaching techniques or creative ideas. However, External type of recruitment is more expensive, as advertising takes place through mass media.Internal recruitment for 02 02 is a large company and so has a huge number of employees, therefore it may be easier for 02 to recruit internally choosing from a wide range of its in- Tate applicants. This enables the firm to save time and money (e. G. Training costs), as the candidate is already familiar with the system and how it does work, so he can effectively work towards the aims and objectives of the company. 02 may also decide to promote an employee, therefore vacancy will arise and workers will become more motivated.External recruitment for 02 02 can recruit externally using a phone interviews in order to seek more applicants; it then needs to monitor candidates in order to narrow the nu mber of applicants who then will be invited for an interview. When needed o recruit externally 02 may place its advertisement in different job centers to attract potential worker's attention, it also may invite recruitment consultants in order to select an appropriate candidate for a job.Those consultants interview the candidates, check their backgrounds, whether they were involved in crime or not and finally match them to company. 3. Planning and conducting recruitment Vacancies may arise due to the number of reasons such as: Creation of new job position Promotion of an employee which may cause a chain reaction of vacancies down the hierarchy High unemployment rates Salary difference between the competitors. New business requirements Low productivity and big workload Lack of high-qualified workers.CEQ vacancies may arise when someone go on maternity leave or become promoted, a new subject may be introduced in the school, increasing number of students, staff may leave or be retired which causes a staff turnover. When a high turnover due to introducing new job titles takes place, CEQ is likely to recruit externally. Similarly, 02 may fill the jobs gaps by recruiting externally if someone has a long-time sickness or when the business is expanding. An example of recent job vacancy in CEQ: Reference: http://www. Jackboots. Co. UK/job/626096/chef/ Example of recent vacancy in 02: Reference: http://www. Ethologic. Com/Jobsharer/ Unintentionally. Asps? Job I d lye Candidates can apply for these vacancies online using the websites in the links. When matching themselves to the personal specification and satisfied with the job description, they will then upload their C.V. to the website and wait for the invitation for the interview to Come. 4. Conclusion Considering all the information found in the research, we can conclude that both external and internal methods of recruitment have their downsides at en time while can benefit the company at another.To my mind, the exte rnal recruitment is more suitable for 02 as it is the international company which has its franchised stores all around the world so due to geographical immobility of most part of its current workers they will need to recruit people from outside anyway. External recruitment is also linked with ass's aim to expand. While CEQ is the local business and so it's more likely to prefer to use internal method of recruitment in order to save money and time (for training and selection process) and have staffs with an experience of working for CEQ.However, there are also exceptions of the rule. So, whether to recruit externally or internally fully depends on the specific situation. So, it's really important to consider the aim of the firm, the type of the vacancy it needs to find the candidate for, it's time and financial resources to go through recruitment process when deciding which method of recruitment is more appropriate. Task 2 1. Introduction to the Business department 2013-14 Here Mrs. Bradford-Ryder -?The head of Business, Economics, CIT and Enterprise introduces the Business department 2013-2014.As we can see, a to of plans have been developed including changes in B ETC Business course structure. As a student I faced these changes when I first arrived to the school. The Business department grown rapidly due to the increasing number of students willing to take courses in a Business & Economics related areas. Staff had to be recruited internally, as some previous fill-time staff left for other jobs, a maternity leave had to be covered and also some of the staff have been promoted.Due to those changes the new system was introduced in order to keep up With the productivity of Business Department 2. Explanation of changes to the department and reasons behind the need to recruit staff internally and externally From these overprints we can see how Business department has experiencing changes in order to comply with development plan and achieve all of its targets. As th e number of students increased rapidly, they recruited externally new workers in order to expand their labor force and so to provide Economics and business lessons to all students who seek this .By introducing new job titles such as Key Stage 4 Student Progress Coordinator they became able to control and record student SUccess or help them to solve robber more effectively. Working with individuals will with a time which increases the productivity of the whole Key Stage. The promotion of staff (which is internal method of recruitment) will motivate other members of Department work more efficiently in order to experience promotion in future, high motivation may increases productive of work for the whole department. While internal recruitment took place, the new job gaps arose and caused the department to hire even more new workers.

Parents: 10 Tips to Prepare Your Teen For Sophomore Year

For many parents, their teens’ high school years represent a difficult balance to strike. During freshman year, students may still need significant support and guidance from their parents, but by senior year, most parents hope that their students will soon be capable of venturing out on their own. The transition to independence during a time of such high stakes can be delicate to maneuver for many well-meaning parents who want to encourage freedom while still providing a safety net. Sophomore year in particular can sometimes prove trying for the relationships between parent and teen. While freshman year represented transition and likely a great deal of excitement about the start of high school, by sophomore year that newness has worn off and students can no longer take as much time to acclimate as grades and coursework gain momentum. If you’re the parent of a rising sophomore, you probably already know that during sophomore year your teen will begin to take the first major steps towards realizing his or her college dreams. In this post, we outline ten considerations for supporting your teen through this transformational year. For many teens, the years after high school seem like a distant and abstract time. The reality, though, is that the future will be here before either of you knows it, and there’s no better time to start discussing it than now. Be an open sounding board for your teen as he or she discusses possible career choices, college preferences, and other ambitions. Try to offer insight and perspective without being overbearing. For some useful conversation-starters, see these posts: Although your teen’s first experiences with actual standardized testing probably won’t be until the PSAT during fall of junior year, you can encourage him or her to get a realistic idea of his or her starting point by taking a practice test during sophomore year. Make sure your teen knows that it’s still early to get a very good read on standardized testing potential, but that having some rough idea of a starting point will ultimately make standardized test prep a little easier later on. Starting during sophomore year, your teen is able to gain actual experience in certain career fields. Depending on your teen’s age and the laws in your state, he or she may be eligible for an actual job. Even if he or she is not, you can still encourage your teen to gain experience through volunteer opportunities or unpaid internships. Start a conversation about your teen’s interests and consider different angles for applying them towards a future career. Have conversations about interests and ambitions. Try to inspire some more thought about the future. While it is still a bit early to think seriously about a future career, it’s never too early to bounce ideas around. Taking personality and career tests can actually be a fun way for your teen to start to consider options and to frame his or her strengths and interests in a productive way. Encourage your teen to explore some of these tests. Many are available online, and taking them with friends can even be a fun, social activity. To get started, point your student to Career One Stop . Career One Stop is sponsored by the U.S. Department of Labor and provides career, training and job search resources. Interest and skills assessments give you an idea of careers you might possibly pursue based on your unique passions and experiences, while career profiles and videos provide insight into professions you might not have otherwise considered. Another casual and fun way to explore future career options is through career days at school. You can help your teen to make the most of these events by perusing the event flyers in advance to preview who is visiting and what presentations sound most appealing. If your teen is interested, encourage him or her to make a list of the presenters he or she would like to see. Your student might even wish to compile a list of questions for these professionals in advance to truly maximize the experience. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Sophomore year is the year that the college search begins to get real. If your teen has not already, he or she should begin to keep a college list. This list will grow and change with time, but it should reflect schools that your teen might consider attending. As time goes on, it will narrow in focus and your teen’s true college ambitions will become clearer. To learn more about starting a college list, see these posts: Some parents tend to think that because you yourself handled the college application process with ease, you’ll be a great resource for your teen when it’s his or her turn. While you may still be a great source of support and inspiration, in actuality, the college admissions process is changing rapidly and it likely bears little resemblance to the one you undertook. Rather than taking on the role of the teacher, make learning about the college application process into a team endeavor. Set aside some time with your teen to do some online research, pick up a few relevant, updated books or magazines, or chat with someone who’s gone through the process recently. While freshman year was a time to explore new options and branch out, sophomore year is time to focus in. Encourage your teen to identify the activities for which he or she truly has a passion, and to invest more time in these while letting other, less productive activities go. Ideally, your teen should eventually focus in on two or three extracurriculars that represent broad interests, ideally incorporating some kind of service element. If your teen needs help thinking about extracurriculars, point him or her to our posts A Guide to Extracurricular Activities: Grade 10 and A Guide to Choosing Electives in High School . Again, sophomore year is early to get serious about the college search, but there are plenty of fun ways to explore different options and, by doing so, gain some more insight into what your teen is looking for in a potential college. One fun way to do this is by perusing online college tours. Many of these have gotten very technologically advanced and include sound, 3-D video, and easily navigable experiences. You might choose to virtually tour any of the colleges on your teen’s preliminary college list, or for a list of some schools offering online college tours, check out the site eCampus Tours . Here, you’ll find a virtual tour of over 1,300 colleges searchable by state. Â   For many families, financial considerations play a significant role in choosing a college, and even for families who don’t need to weigh these factors, scholarships are still a smart way for students to gain recognition for their achievements. Many students are surprised to hear that sophomore year is a great time to begin reviewing scholarship applications. Many scholarships have stringent application requirements and if you don’t begin researching them early, you could be ineligible by the time application deadlines roll around. For example, to be eligible for the National Key Club scholarship program, students must be members of the Key Club with two years tenure. Other scholarships have strict GPA or standardized test score requirements. Begin your research early and arm yourself with knowledge about the scholarships best suited to your teen. Guiding your teen can be a delicate balance. On the one hand, you want to be a source of support and a shoulder to lean on. On the other, though, you want to provide the structure and accountability that many teens need. If you feel your teen needs a little extra boost from an outside source, consider the benefits of the Near Peer Mentorship Program , which provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.

Global civilization Essay Example | Topics and Well Written Essays - 500 words

Global civilization - Essay Example The legend of Napoleon came about in form of effective internal governance. Code of Napoleon and other associated functions were the gift of his works. Napoleon Bonaparte consolidated his power and in turn enforced the influence of France in the affairs of Europe. For next fifteen years Napoleon single handedly took upon the rest of the European states and created panic in their ranks. The Tsarist government and rule came to an end towards the later part of First World War. It was brought about by number of events. The disturbances and nerviness within could be felt from the middle of 19th century. The decay of the monarchy from within was another factor. The appearance of the likes of Rasputin did not help the cause and made it further worse. The elements of Rasputin only added controversy and scandal to the existence of the monarchy (Garrard & Newell, 2006, 180). The war with Japan did not go too well either. The Dumas established as an attempt to bring about reforms did not auger well for the Tsar. In the light of these events, the commoners were dissatisfied and demanded a revolution. Vladimir Lenin was the pioneer of this entire movement and he organized the party of Bolsheviks in an effective manner to stage an upset and revolution. Woodrow Wilson was the first American President who aimed at breaking the American isolation from the global affairs. This came about in the form of the 14 points of Woodrow Wilson at the end of the First World War. Being an important global player, it aimed at imposing its influence and contributing towards the global peace. The 14 points were an effort towards restoration of the peace and avoiding of similar affair and account. Woodrow Wilson had aimed at bringing about an early end to the war that was causing direct damages to the humanity. Although there were number of significant points in the 14 point agenda, yet the establishment of the League of Nations was one of the direct gifts of Woodrow Wilson’s ideas.

The Perils of Business Process Outsourcing Essay

The Perils of Business Process Outsourcing - Essay Example Business organizations are often attracted by the prospects of lowering operation and administrative costs by looking for low-wage workforce to take in their processes. Managers also argue that BPO is a "management tool" which "frees companies to build upon their core competencies by leaving the non-core stuff to providers" (Banham 1). However, the above presumptions about BPO are myopic as they fail to recognize the costs associated with leaving the companies' processes to lower paid third world workers. First, as companies try to find less costly resources, the labor market in the home country usually suffers because of massive lay-off. It is also irrefutable that BPOs, like call centers, does more harm than advantage. Take Dell for instance which have always been regarded for its excellent customer service. This recognition for the company has been eroded due to the fact that India's customer agents often lack the knowledge and skill necessary to service customers (Dell Admits Indian Mistake). For these reasons, I believe that business process outsourcing is more detrimental than beneficial. Companies planning to outsource should rethink and weigh both quantitative and qualitative aspects of BPO. Banham, Russ. "Cut to the Core-Business Process Outsourcing-Statistical Data Included." CFO:Magazine for Senior Financial Executives. Oct. 2001.

Globalisation and Identity Crisis Essay Example | Topics and Well Written Essays - 2750 words

Globalisation and Identity Crisis - Essay Example However, according to me it has gained momentum in the past couple of decades due to the advancement of technology and evolution of the ways of communication especially the role of the media. Since its mere existence, it has provoked controversies and debates all across the world. Some people are true proponents of this philosophy and they have various reasons for their beliefs, for instance, they believe that it has accelerated the sharing of information and transfer of knowledge from one pole of the world to the other. On the other hand, there are people who view this phenomenon with suspicion and see it as a method by which the developed countries are reaping the poor ones of their valuable resources. Some claim that this is the modern form of barbarism that the British practiced in the subcontinent and many other parts of the world in the 19th century. This essay is written to discuss both sides of the coin and to evaluate the effects of globalization with facts and figures. We w ill separate on this work into three parts to see the holistic picture and be able to evaluate it in a better way. These three divisions will be as follows: Individual, micro level and macro level. Examples will also be given at each level to support the point of view presented. In the end, there will be a brief conclusion to sum up our finding and to express my own opinion this particular topic. Individual Level Under this heading, we will discuss both the advantages and disadvantages that are there for a simple citizen from the advance of globalization. I will also share some of my personal opinions and view points with regards to globalization and its influence on students such as me. The aspects of globalization are important to touch base with because these bring to surface the necessary pointers which will mean success for the sake of the business. My viewpoints are based on the understanding that customers need to move ahead with the passage of time, and for that their expans ion is a must (Harvey, 2005). This will ensure that they grow and develop their own selves and thus the organizations that they are reporting to, be it an institution of global repute or simply a street business that they have come to be a part of. 1. Individuals as Customers: Globalization has tremendously increased the options that an individual has. He can obtain any good from any part of the world. Online shopping is just an example of this aspect of globalization. Also as discussed later in this essay globalization also results in healthy competition which in turn provides the customers with improved product and services. For instance, when I go online I even have the option of purchasing from Monsoon which is a Bangladeshi brand. It is a wonderful opportunity for me to view what new products and brands are available online and how I am able to make the best use of these brands for my own benefit. 2. Knowledge Workers: All the universities’ curricula now include a course on global management and cultural diversity. This is due to the global challenges that the current workforce has to face inevitably. This is an interesting challenge for the global savvy individuals and a hurdle for ethnocentric ones. The outlook is made more global with each passing day which helps the people to grow beyond their means and gives them an opportunity to look at areas where they have still not paid any heed as such. The knowledge workers help the

Strategies Embraced by Williams-Sonoma Company Case Study - 31

Strategies Embraced by Williams-Sonoma Company - Case Study Example The current policies embraced by Williams-Sonoma are increasingly becoming outdated. Till now, these strategies have been successful in increasing the business growth level within the company. Competition keeps growing day by day, and new companies are launched daily within the retail market industry. According to information from the case study, Williams-Sonoma has many market competitors who specialize in similar products(Rouse, 2010). Different companies are also adopting different strategies to distribute their products due to the adoption of new technological advancements. So, it is obligatory for Williams-Sonoma to adopt new strategies if they want to sustain their position in the retail market. If the company decides to maintain its current strategies, business competitors are likely to triumph over them by adopting the latest technologies, and strategies. Competing companies need an adequate competitive advantage in order to outperform each other. Without such strategies, performance may decline due to the various challenges experienced in an extremely competitive business. A company that updates its database regularly to accommodate after sale services attract potential buyers. For this reason, it is necessary for Williams-Sonoma to develop, and implement innovations if they expect to maintain their current market position and attain higher levels of business growth. The strategies used by Williams-Sonoma are very efficient, and I would adopt them if I were the CEO. By implementing these strategies, I would grow and enhance the success of the business. But, I would focus more attention towards expanding the international market rather than the US market alone. At the moment, Williams-Sonoma underestimates the potential of other markets in enhancing their business success. I believe the idea of expanding the market scope would benefit the company. I would also encourage more use of the modern telecommunication systems, and the Internet to broaden the market scope to other parts of the world.     

Environmental geography Essay Example | Topics and Well Written Essays - 2250 words

Environmental geography - Essay Example Scientists agree that hunting played a more significant role in the formation and life of the ancient people, and thereby determined its development. Speaking of hunting, hunting methods used by ancient people should be noted. Hunting for large animals is difficult to imagine without the use of specific method. However, those hunting tools used by Neanderthals were too fragile and not allowed to deal with such animals. Hunting process more than anything else has stimulated the development of collectivism: hunting on large animals was always performed with all the forces of the primitive community. It is the labor process which from the beginning to the end helped to unite members of society. Finally, thousand-year experience and knowledge about the world gave the way from the difficult situation. Primitive man began not only to take from nature, but to restore its wealth. People have long noticed that the corns of plants that fall into good ground subsequently germinated. They also realized that the small little animals, found during hunting, should not be killed. People began to sow grain deliberately and domesticate and breed animals. In the Mesolithic dog was domesticated. Gradually in the Neolithic period primitive people moved from hunting and gathering to agriculture and animal husbandry, by appropriating management practices to reproduction. This transition has been called the Neolithic revolution. Agriculture was spread on the land with the most favorable conditions: the warm climate, fertile soil, wild grasses. The invention of agriculture and animal husbandry, according to scientists, determined the future of mankind. From now, there were unprecedented prospects for increasing the necessary of food for human life. Agriculture provided a person with a constant number of necessary products, the production of which it could control.

Gangs and gang behavior - week 6 Essay Example | Topics and Well Written Essays - 250 words - 1

Gangs and gang behavior - week 6 - Essay Example Gangs dominated by male are found to have a high delinquency rate than that gang dominated by females since males have a high chance of controlling gangs and motivating female members to see the â€Å"benefits† of violent crime in terms of the rewards attached to these types of crimes. Hence, the involvement of male in female gangs might lead to the females in getting involved in crime that is more dangerous. Female gang groups are seen to be less violent than the male gangs are since females are less likely to use weapons against victims than males (James, 2012). Hence, the presence of males in female gangs increases the chances of the females using weapons against their victims when the males motivate the females to use weapons as a way of achieving the ends. Moreover, there is evidence to suggest that female gangs with males have a high possibility of getting involved in law breaking activities at higher frequencies than those having only female members due to the influence of the male bravado in these gangs. Most females leave, gangs at an earlier age than the boys do. Hence, by having males in the female gangs there is high probability that males will extend their stay thus leading to the female dominated gangs to be more involved in serious crime. This is because studies have shown that women grow out of crime at higher rates than males do (James,

War On Drugs Essay Example | Topics and Well Written Essays - 750 words

War On Drugs - Essay Example Its initiation was aimed at taking a firm stand on drugs because of the effect that drug abuse has had on society. The problem comes about when prisons become overcrowded as facilities, and supervisory staff is not enough. This, in turn, leads the government to injecting more resources to correctional organizations at the expense of other pressing issues such as healthcare and education programs. Conversely, such organizations may be ignored causing prison facilities to be strained and prison staff over-worked without earning any extra income; this is usually the more common scenario (Yahoo! Inc, 2007). Pinpointing the Source In order to rectify this problem, which essentially is an inflated budget, it is vital to pinpoint the source of the overall problem of drug abuse in the society. Questions such as which are the most common illicit drugs, where do the drugs come from, who distributes them, what are the loopholes that enable this distribution persist, how else can persons be dete rred to participate in drug trade. This breakdown allows specific solutions to be arrived at; without having to call for harsh punishment directly, which translates to serving longer terms in prison. The government should consider the fact that rehabilitation through imprisonment is not a solution for drug traffickers; because what instead happens is that they interact with much worse criminals and get further inclined to a criminal lifestyle. Moreover, having a criminal record prevents them from getting legitimate jobs thereby, leading them back to drug trade (Yahoo! Inc, 2007).In some states, the war on drugs has kept use of government resources at bay by seizing assets from drug traffickers. ... Inc, 2007). In some states, the war on drugs has kept use of government resources at bay by seizing assets from drug traffickers. This has been viewed as a self-financing method but in reality resources gained from asset forfeiture end up being transferred to other departments with scarce resources. In addition, police agencies have been noted to seize assets from innocent persons with the aim of acquiring resources for financing their departments. The resources amassed from asset seizures end up diverting focus from actual crime fighting. There needs to be a shift in thinking whereby drug prohibition has proven not to be effective in alleviating drug trade. Over time, the argument for drug prohibition has been that there is a relationship between drug trafficking and other violent crimes such as car theft and robbery. Therefore, if drugs are prohibited, the law is better enforced as such crimes are prevented (Benson, 2009). However, this has been proven ineffective as prisons have b ecome overcrowded and most states have had to call for release of petty offenders. This has proven quite risky, as individuals who are viewed as petty offenders may have considered graduating to higher crimes because of interacting with serious offenders. Either way, the petty offenders arrested for drug trade are released back into society without any assurance that they have been rehabilitated. The issue then becomes identifying a way of effectively rehabilitating drug traffickers where incarceration is not an option. Another issue is the stringent laws on parolees as most of them will inevitably violate them and end up stuck in the vicious recycle of the prison system (Romaine, 2011).

Produce a fully functional Essay Example for Free

Produce a fully functional Essay The company sells to small corner shops in the east midlands. All the sales to shops are currently recorded on an order form that will be processed in the companys main office. They use calculators to find out the total cost. They have a total of four company reps that they use to deliver orders and take new orders if required. Each of the rep carries a number of documents including order forms and a catalogue including a price list. The current system used to take orders can no longer handle the increasing quantity of trade and a new system is required. The company decided to solve this problem by giving each rep a laptop computer. A package will be installed into the laptops to process the data. The company will require the following features in the package:   An automated order form to replace the current one. A database containing each item of stock.   A facility to update the sales sheet.   A summary sheet to raise the stock order from the warehouse so they can be delivered on the next round.   A total sales sheet so it is possible to view any commission earned by the rep. A home page that can be used to navigate to the other pages.   An option to print so there is hard evidence of the documents. CURRENT METHODS USED   All of the sales to the shops are manually recorded on an order form that is processed in the main office.   The reps use calculators to calculate the costs.   The reps carry catalogues containing all the products available along with price lists.   The order forms are separate sheets.   The reps visit the shops about once a week and they make new orders if necessary   The reps receive 2% commission for any order over   1000. WORKING SPECIFICATION Front Page This sheet will link up with the rest of the sheets in the spreadsheet so users can search it easily. Order form. This sheet will be used when customers want to order products from the company. Information to go into the order form will include:   Date of order   Time of order   Sales persons name   Customer name and Address   Customer contact numbers   Name of product   Description   Price   Stock number   Quantity   Total cost Print out form This sheet will be identical to the order form and will show what the customers have ordered. There will be a print option so the customers have a receipt for what they have bought. Stock and price list This sheet will show all the products available from the company along with a price list. Address Sheet. This will include contact details for all the customers. DATA CAPTURE METHODS There are many of methods used to input data into a cell. Some are listed below.   Manually keying in information.   Selecting data from drop down lists   Macro programming   Hot keys Below I have drawn a table to show how the information will be captured. Typing into cells Selecting data from a list Automatic Hot keys Customer name Rep name Date Print Address Stock description Time Saving work done Contact numbers Stock model no. Total cost Quantity Total quote cost Below is a table to show what processing needs to be done to achieve the required output. Stock Code Lookup information within a database. Display stock in a cell. Rep Name Process index number from the rep table. Display the data in a cell. Customer Information Lookup information within the database. Display stock in a cell. Time and Date Process the system date and time. Display time and date in the cell chosen. Commission Finds out a total if over i 1000, and works out 2% of it. Displays commission total in a cell chosen. For a spreadsheet database to be successful, it should be as error free as possible. Information should be easily entered. An excel spreadsheet can provide the following functions. Tips and Help, to make it easier to use. Formatting of cells.   Labels and titles.   Highlighting and background colours   Drop down lists Validation and verification DESIGN AND DEVELOPMENT By designing the spreadsheet first, it will be easy to put it together. I will provide ways of easily entering data into the spreadsheet. These will include   Data entry forms   Form like sheets I am going to enter some tips to help the user use the database. These will include.   Data entry messages   Validation messages Marcos will play a big roll in the design of the spreadsheet. I will use it to make the spreadsheet user-friendlier. It will be used to   Simplify data input.   Produce printed reports I will use more complex spreadsheet facilities to make it even easier to use.   Drop down lists- so data can be selected from a choice and not typed in every time.   Named cells- some of the cells will be named so it will be easy to use when carrying out formulae. Validation- this will restrict what data can be put into certain areas so it is easier for the users.   Lists and tables- these will be used to sort the data so it can be looked up. The Front Page I will place a variety of links and macro buttons on this page so that users can search the spreadsheet easily. The buttons will all be placed on the page. I will include a company to show the user that they are on the right program. I may colour code it to make it user friendly. The order form The order form will contain many formulas. I will use a combo box to create an area where the customer information goes. When the user selects their name in this box, the rest of the information will be shown. I will use V-lookup to do this. V-lookup will also be used to find products that the user wishes to order. When the stock code is typed in, information on that product will be shown. The column headings will be stock code, stock and model number, description, and price. I may colour code the different columns to make it more user friendly. In order to find the total cost for the products the customer wishes to buy, I must multiply the cost of the product by the quantity. Calculation Sheet This sheet is private and can only be viewed by the sales representatives. All calculations the reps need to make will be done on this page. For example they can mark up prices on this page. As this page is private I will insert a lock function with a password so customers cannot enter it. Commission form The function of this page is to calculate the amount of commission. The formula to calculate this will be: . This means that the rep will only get commission is a sale is over i 1000. ORDER FORM DEVELOPMENT This order form includes all the relevant information needed. I have neatly lined up the buttons next to the customer details box. However there are a few problems with it. It looks very bland. None of it is emboldened so important parts dont stand out. There is no title to show what the sheet is for. I will include these improvements in my next design. Certain important words have been emboldened. This makes it much easier to read and looks more professional. I have placed Order Form at the top so the user can see what the page is for. The buttons are in an odd position and should be rearranged to get a better balance. The form should include Online Direct Computers address in case the used needs it. Also an option should be added to show the sales person. Also it currently shows the price without VAT. Another calculation must be added to show the price with VAT added. It is still very dull so some colour needs to be added to make it more attractive and more user friendly. By adding colour and rearranging the buttons has improved the image and it now looks finished. The sales person name can now be added from a drop down list box. I will maintain this image throughout the program. TESTING I carried out a number of tests in order to check that the spreadsheet is running correctly and to check whether it matches up with the specification. There were four tests that I carried out: Continuous Testing   Testing Data   Invalid Data Testing   Specification test Continuous Testing- I will test all the formulas that I have put into the database including all the combo boxes and buttons. Testing Data- I am going to test data in the spreadsheet to see if it all works properly. I will test: Product information   Customer details   Sales representative names Invalid Data Testing-I will deliberately input some invalid data into some of the cells to see whether the error messages, that I created, appear. Specification test- I will compare my original specification to with my finished package. This will tell me whether the package will be able to do the job the user requires.E-Mail [emailprotected] com Invalid Data If I enter a stock code that isnt between 1000 and 1047 an error message will appear because there is no stock out side of this. If letters are typed in by accident an error message with appear. Specification Test Original Specification Comments Target Met Front Page This sheet will link up with the rest of the sheets in the spreadsheet so users can search it easily. I have created a front page that links up all of the pages in the database. Order form This sheet will be used when customers want to order products from the company. Information to go into the order form will include: Date of order   Time of order Sales persons name Customer name and Address   Customer contact numbers   Name of product   Description   Price   Stock number   Quantity   Total cost Date and time of order have been added into order form using the formula =NOW() The sales person names have been inserted into a drop down list that can be selected. There is space in a box at the top of the form for the customer name. This automatically there address and contact numbers. There is a box on the order form for stock codes to be typed in. This automatically brings up details including a total cost. Print out form. This sheet will be identical to the order form and will show what the customers have ordered. There will be a print option so the customers have a receipt for what they have bought. I have included an option on the order form to print so customers will have a receipt of what they have bought. Stock and price list This sheet will show all the products available from the company along with a price list I have produced a list of all the products available from online direct computers Address Sheet This will include contact details for all the customers I have produced a list of all the customers and there contact details. Examples of the sheets.

Women and the Second World War Sources Questions Essay Example for Free

Women and the Second World War Sources Questions Essay Before World War II, not many women worked, and there were certain jobs that people believed women couldnt or shouldnt do. Women didnt have any kind of military role before the war. Most women were used to getting married, having children and bringing them up, and having a husband around the place who would usually be the sole wage earner in other words, only the man would go out to work. Of course, once the war broke out, the majority of men were away fighting in some way. So this had a big effect on family lives, and the lives of women. The jobs still had to be done after all. So the purpose of this source is to persuade women to do their vital bit for the war. To get involved in the armed forces, and to work in fields in which men had previously worked. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. It is aimed at women to persuade them to do their crucial bit for the war. It is an appeal aimed at women, and has a few elements of propaganda. The authors tone and attitude to the situation Britain faced was very positive, as she knows its a great opportunity for women to work together and show that they are able to do any job that a man is capable of doing. The broadcasters main aim is to make sure she brings an emotional approach to her audience, so that women can reflect on the dreadful situation that Britain faced. She seems to be very compulsive towards the entire war effort; she makes it sound exciting, and thrilling. Her speech makes you want to volunteer to join the war effort. She portrays the war effort in an upbeat positive manner. We are fighting for our lives. The Broadcaster seems very patriotic and is determined to win the war. Seeing as Britain was on the brink of defeat in 1941, she could probably see her whole life flash before her eyes if Britain were to give in to Hitler. Not only would her future be ill fated, but she would also lose her little freedom which she took advantage of. This is why she is hoping to get a constructive response from the women of Britain. 2. Study Sources A and B. Does the writer of source B have a different attitude to the importance of women in the war effort from the author of source A. Explain your answer using both sources. Source B is an article in the West Ham Gazette. A female member of the Local Council in West Ham wrote this editorial in 1941. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. Both sources are from 1941 just when Britain were on the brink of defeat. They are both aimed at women, are about women, and are from a womans point of view. Both sources agree that women should do their vital fraction for the war, to fight. Women, of course, didnt physically fight, however they did do some very important and skilled jobs. They became involved in the war effort, which helped Britain win the Second World War. However, both sources not only have things in common, but they also differ too. Women should get on with the job. The author of source B is more demanding. It is almost like she can give orders, and has more authority over what women should and shouldnt do. Whereas in source A, the author doesnt put as much power into her speech, although her dialogues seem to have more enthusiasm. Isnt it worth it? Together yes it is. She gives her listeners more of a choice as to whether they want to help in the war effort she makes the war effort sound amusing and entertaining; source B has a more commanding and intimidating role. The author of source B has a rather cynical and cheeky behaviour, not only does she want women to work in the war effort, but also she wants the good conditions that they are permitted to. As a result she wants to get more out of the war. She wants lasting changes for women. She wants to be treated with more respect. She also seems to be a bit of a sarcastic feminist. Her opening paragraph suggests that women are only regarded as important when the country is in desperate need of them. Its almost as if the author doesnt like being used. Her article gets more to the point. Whereas source A is full of passion and interest. Its more appealing. We are fighting for our lives. Source A is more like an unconditional obsessive duty that any woman would be proud to perform. Both authors have totally different attitudes. The author from source A is much more patriotic and eager, but the author from source B portrays the war effort in a depressing manner. 3. Study source C. In what ways does source C help you to understand the difficulties faced by women during the Second World War? Source C is a woman speaking in 1941, describing her evening routine at home after working in a factory all day. She is being interviewed, and she seems relatively tense. Her typical daily schedule seems to be very hectic and busy. She doesnt go into detail about her day because she knows her interviewer knows whats entailed when she mentions queuing for food, cooking food, washing and mending. Working wives were faced with the constant difficulty of having two jobs, one in the home and the other at work. It was very difficult to fit in cooking, shopping, housework and childcare with exceedingly long working hours required in a full-time job, predominantly at a time when domestic tasks were considered entirely a womans liability. Womens wage rates were usually half of those of men. Factory hours made standard shopping unattainable. A familys ration book could only be registered with one grocery shop, and by the time a woman got there after work, it would be likely that she would find the usual queues, and also that many of the goods had already been sold out. Before the war, shops usually opened until fairly late in the evening, but now had been well ordered to close early on to save energy. Working women found they had no time to queue for unrationed goods, and might have to shop in their lunch hour, missing their own meal, or on a Saturday afternoon, when the shops were at their most crowded. This problem contributed to high rates of absence in the factories. For the woman being interviewed, running a home and bringing up a family single-handedly, her life could be a nightmare of extensive factory shifts, followed by shopping, cooking and housework. Her health probably suffered because of tiredness, stress, pressure, anxiety and inadequate, hasty meals. Rationing of clothes was introduced in June 1941.This meant women had to buy their clothes with coupons. With the government only supplying 48-66 coupons per person per year, women only had enough to buy a dress, a winter coat, a dressing gown and two pairs of knickers, leaving only 7 more coupons for the rest of the year. This is why women were bombarded with encouragement to make their own clothes, and mend their old ones, as they didnt have enough clothes to go all year round. Women kept every scrap of material in case it could be used, and made the best out of what was available. They couldnt afford to throw anything away. The needle was a weapon of the war to maintain old clothes were long lasting. 4. Study Sources D, E and F. Use the sources, and your own knowledge, to explain why the government produced so many leaflets and advertisements about food and cooking during the war. From the start of the war, women soon become aware of changes when they went shopping. Some goods were unavailable and others were in very short supply. Before the war, 60% of Britains food came from overseas. Supplies soon began to decrease as the nazis had gained much control of Europe. The nazis also bombed ships that were advancing in the direction of Britain. As a result the price of food fluctuated and soared rocket high. This meant that only the rich could afford to buy food, and poor people would starve to death. Soon the government introduced rationing in January 1940. Everyone had a ration book full of stamps that said how much you were allowed to buy of each item each week. Rationing bought a degree of fairness. Coupons as well as money were needed to buy essential goods that were in short supply. On the whole rationing was popular because it at least meant that everybody could be certain of getting their share of essential necessities even if they were not allowed as much as they liked. Rationing actually worked very well and peoples diets were very healthy although the food was plain and rather boring. It also continued for some time after the war because it took a while for things to get back to normal. Some people managed to get extra food on the black market, if they knew the right people and the money. The way women managed to feed their families became a subject of national significance in wartime. A programme of advertising and propaganda was aimed at persuading women to attain the complicated aim of saving food whilst maintaining their familys health and fitness. A good example is source D, a paragraph from a leaflet produced by the Ministry of Food in 1941. It is a mixture of information and propaganda. It is aimed at women because cooking was considered a womans responsibility. Source D persuades women to eat more potatoes. This was generally because they were easy to grow and they could save shipping space. The government persuaded people to grow their own vegetables in their back garden as supplies were running short. The government also used to give out leaflets about using food to the greatest advantage. There was always a new way of serving potatoes, they were also healthy and cheap. Food was VITAL; it was a weapon of war! Food was so important during the Second World War that even had its own Ministry. The Ministry of Food had to try and re-educate women to be conscious of the nutritional value of diverse foods, the importance of a balanced diet, and also to persuade them to use different cooking methods. Without food no one would have had the energy to work! Thus, the message of this source is to convince women to eat more potatoes, whether they are baked, fried, roasted or toasted! The Ministry of Food, which controlled rationing, spent colossal sums of money on advertisements directed at women. Papers and magazines were full of hints and encouragement for housewives. For instance, source E. An advertisement produced by the ministry of food in 1941, aimed at women. It is an advertisement of propaganda telling the women of Britain how well they are doing in the kitchen-front. It is more like a mini-survey to see how many medals each household deserves from saving the little crumbs to making a variety of different foods everyday. The advertisements aim is too keep up morale and keep people working hard. It seems Britain were in a desperate crisis, and that food supply was running very short! The key to stretching rations was planning ahead. The government produced many leaflets and cookery notes on planning a week of cooking. A typical example is source F, a series of cookery notes produced by the Ministry of Food during the war. The source doesnt tell us specifically when it was produced. It is aimed at women, and is a relevant source of information for women on how to cook as well as saving as much food as possible. Source F tells us what was the typical weekly food rations offered to everyone. The source shows us what foods were available at the time. On the list there seems to be that dairy products are in short supply. This suggests that the farmers in Britain would not have had a good year of produce and that Britain hasnt been able to import any. Furthermore, the list plan shows that potatoes should be cooked everyday except Friday and Saturdays. This suggest that the amount of potatoes which were imported were of a very high number, and that farmer and people had been growing a wholesome amount in their back gardens. The government produced a lot of food and cooking leaflets during the war because it was beginning to run out of supply. The Nazis had gained so much control over Europe that Britain had to get its supplies from USA. This was usually a much longer journey, and Britain had to wait ages until ships reached the docks. The governments aim was to make sure women used each item of food wisely, and saved as much food as they possibly could. They tried to convince women to grow their own vegetables, as food was a weapon of war. But in the whole, rationing was a very clever way of distributing food in the country. 5. Study sources G and H. How useful are these sources as evidence about the role of women at work during the war? Source G is a popular song during the Second World War, which was probably sung by women in factories to boost their morales. It perhaps helped them to keep up with work, and to make them realise that everybody was on the same boat. The source isnt very reliable, as we dont know when it was written or who wrote it. Therefore anybody could have written this song, whether he/she was anti-war or pro-war. But what we can learn from this source is that many women had sexist attitudes. It is only a song about women. I think that the amount of propaganda the government produced, indoctrinated all the women into thinking that it was ONLY they who helped win the war, when in fact men also did play a vital part in the Second World War. I dont think this song is of any value. Its not reliable enough to be kept as a recollection of the Second World War. To me, the song sounds like a nursery rhyme. The language is very informal. The only good thing about source G is that it could cheer up women at work, boost their morales, it livens up the atmosphere at work. The bad thing about the source is that it isnt very useful. It doesnt tell us much about the role of women at work during the war. Its not informative. Source H is a recollection of a woman speaking about her experiences during the war. She was speaking in 1983. This source is very reliable as she is describing her personal experience of the war. She was in the war the whole time, and knew about the situation Britain faced. Source H shows a negative view of the land army. The womans account of the land army was negative. We had sausages everyday and They were horrible, may be a slight exaggeration of the truth. This may be a build up of all the bad things about the place she was at or where she came from. The source was written forty years after the event and this could have caused her to remember just the bad points and she could have forgot important points and made bits up. She has a bad view on physical labour this may be because she hasnt been used to it. Source H also tells us that travelling to work everyday was difficult. This woman had to bike eight miles to work, and then eight miles back. Women had to go wherever they were sent for work, and this would sometimes mean long tiring journeys. They didnt have the free will to work in one set place. Women working in farms were sent to one farm one day, and another farm the next. Moreover, this source tells us that some managers made their workers feel unwelcome. They werent treated with enough respect. They were given the same food everyday, horrible boiled sausages, which the woman describes, tasted awful! This source also tells us that women had a variety of jobs to do, from planting potatoes to working in forestry. The only weak point about this source is that it is only a recollection of ONE womans experience. Many other women could have the same view about the war as the woman from this source, and many other women probably have different views and opinions. Furthermore, this woman is speaking in 1983. Her memory was probably a little unclear and blurred. Source H alone, is a very informative and revealing source. If it were to be put together with source G (the song), then it would just be degrading source H. Source G tells us nothing; its just a song. We dont even know who wrote it or even when it was written. Source H alone is much stronger; it is very informative and useful in telling us how women were treated, and what they had to do at work. 6. Study sources I and J. Use the evidence of these sources, and your own knowledge, to explain whether the war brought lasting changes in the role-played by women in British society. The Second World War had brought many changes for women. They were required to participate in the war effort. They had a chance to prove themselves worthy, by involving themselves in the job industry. They gained a lot of respect, independence and confidence. They had become of major importance during the war. During the war government propaganda had insisted that women should play a full part in the war effort. Their labour was required in wartime industries and voluntary welfare organisations; their housekeeping had to be carefully considered and cheap to run; and above all they had to keep merry. They were not expected to complain in any way. Women had had a position to participate in their own right. With the ending if the war, priorities altered, and women were expected to return to their traditional roles as mothers and wives. Women found they had been laid off their jobs immediately after they had won the Second World War. A classic example is source I. A letter sent to the em ployees of Tate and Lyle in 1945, just when the war had come to an end. This source explains how men have come back from fighting in the war, and will need to be replaced by women. The letter is quite sincere, as it does thank women for working happily for last five and a half years. It shows how women have been used, and laid off work. Women were expected to go back, and adapt into their own lifestyles after working in civil organisations during the war. Through the period of the war, women learnt many skills and talents. Hard work had really payed off after winning the war, but women were disappointed, as they couldnt bring many lasting changes. Many women were offended, but not all jobs laid women off work. A few women still worked part time. But after the war, women werent needed to work, as few jobs were no longer required to run. Propaganda had so successfully influenced women into wartime jobs now changed way to convince them to stay at home. The same broadcasts and magazines that had previously told them how vital it was for them to work now told women how essential it was to be at home with their family. Source J is an advertisement, which appeared in the magazine Picture Post in November 1945. (Just after the war had ended). This advertisement is a blitz of reverse propaganda. It persuades women to go back to their conventional roles as housewives and mothers. It makes simple home life sound so pleasant, and convinces women that looking after your family is the primary priority for any woman. Some women would rebel against this, as they probably want best for their daughters in the future. They dont want their children to live through the same difficulties and hardship as they did. The education act in 1944 offered girls more opportunities. It was an attempt to create the structure for the post-war British education system. The act raised the school-leaving age to 15 and provided universal free schooling in three different types of schools; grammar, secondary modern and technical. Girls could now be educated suitably, and could use their knowledge for power, and confidence in the future. Great social changes did pursue soon after the end of the war with the introduction of the welfare state. Women also felt some changes, as they were treated with much more respect. Nevertheless, women didnt lose their confidence. Some women liked the idea of having a good rest, though they were also reluctant to give up what they had achieved entirely. Some women found their wartime independence didnt seem to survive after 1945, but they had greater self-assurance in their abilities. World War Two put the confidence and expectations of women high and the respect people gave them. 7. Study all of the sources. The writer of source K believed that the most important part played by women in the war effort was in the home. Use the sources and your own knowledge, to explain whether you agree with this view about womens contribution to the war effort. Source K is a paragraph from a history textbook written in the 1970s. The source doesnt tell us whether the writer experienced life in the Second World War. If he didnt, then I dont think he would have known exactly what it was like to be in a war. Only those who suffered during the war would know what it was precisely like to be involved in a war. The writer of source K believes that the ordinary housewife role in the home front helped win the war. I dont think the source is very reliable. It is more of an opinion stated in a textbook rather than a fact because most people would agree with it, and most people would disagree with it. All jobs done by women were important in their own respect. Source C suggests that many women did both. They worked in the kitchen front as well as war work. Source A also suggests that war work and the kitchen front are both vital. It is no longer a question of what is the most comfortable arrangement for each family. This suggests that family life at home also had to be altered, nothing could be thrown away, and everything must be saved for the war effort. Everybody had to help, and that no time could be wasted relaxing. The quote also develops into the fact that women had to take out precious family time by working in factories, armed forces, the land army, and many other recruitment organisations. Propaganda made war work sound challenging and rewarding and the life of a working girl exciting, independent- and even glamorous. There were some women who did skilled work such as farming and working in a forestry. However, as source H suggests, these jobs werent anything how the government had made them out to be. You often had to work extremely hard in an unfriendly environment. Source H implies that war work was tiring, and awfully difficult. As a result, I think these women would have preferred to be at home looking after their families, a not so challenging task! Another Kitchen front task women had to keep up with was rationing. Queuing for food, and then making the most out of it wasnt an easy mission. Source F talks about he hardships of everyone because everyone had to be involved in rationing. However the evidence isnt solid because there was a black market, and got people around this problem. Source F agrees with the views of the writer in source K. Both sources think that women working in the home helped win the war. BUT rationing wasnt enough; the government had come out with yet another task for women to do. They were persuaded to grow their own vegetables in their back gardens. Source D suggest that potatoes were a good vegetable to grow, as they were healthy. This meant that not only did women have to cook, clean, queue for food, go shopping, look after their children, and work in the war effort, they had to grow their own vegetables, plant them, water them and look after them. Source E suggests that women were keeping up with the kitchen front fantastically. It is a message telling women that they were doing absolutely fine, and to keep up with the excellent work. Working life in the home seemed very hectic for the average woman. Working in the home was just as hard as working in any factory, just as source H suggests. For some women, war work brought greater independence, the opportunity to train for skilled jobs and take pride in what they did. Source B suggests that war can bring a brighter future for women by asking for respect, independence and more freedom in return. Women wouldnt have been able to gain all this if they hadnt conscripted or volunteered into the work force. Out of war work, women achieved a lot of dignity, a changing role and a better future, not only for them, but for their children too. They played an important part in the work force too. It boost their confidence and self-conscious. Some women enjoyed working in the work force. Source G is a popular song that was probably sung by a lot of women in the work force. The song implies that women used to sing to keep up morales and that they were really determined to win the war. It also implies that the atmosphere at work used to be fun and merry. War work and kitchen work were inter-dependant. Both jobs, in and out of the home were vital to keep the country running. Jobs were of the same importance, they were both very hard to keep up with, but working in the factory and not working at home would be impossible. There would always be a little bit of cooking and cleaning to do at home. Working in the civil defence, or the armed forced was just as hard as struggling to feed and clothe your family. Without any income, a family cannot survive. Women had no choice but to work. Not only were they working for their childrens health and safety, they were also helping out in the war effort at the same time. Women were of high importance in whatever they did. Their contribution to everything helped Britain win the war!

A Language Game Can Be Used Philosophy Essay

A Language Game Can Be Used Philosophy Essay A language game can be used as a metaphor for organisations. This is how post modern theorists think we should now look at firms; in terms of text. This will allow them to look and analyse organisations from a different perspective as they believe theories such as Taylorism are now becoming obsolete. This essay looks at language games in terms of three philosophers: Wittgenstein, Foucault and Derrida. The essay will also look at how organisation can be described as a result of such language games. According to Wittgenstein a Language game can be described as language and the actions into which it is woven into (Goldstein, 2004, p. 546). To be able to imagine language in this sense means to imagine a form of life. Forms of life are the various types of activities undertaken by humans, in this sense we look at them as speech, this leads to the perception that our forms of life are complicated because of the complexity of the language games we partake in. In his later work of Philosophical Investigations, section 23, Wittgenstein lists some of the language games that humans play: Giving orders and obeying them, Describing the appearance of an object, or giving its measurements, constructing an object from a description (a drawing), (Wittgenstein, 1958). We unknowingly take part in language games every day and each game has its own rules and goals. Wittgenstein pays little attention to the players in language games, and suggests that it would be almost impossible for two language players to have the same linguistic pragmability, (Kopytko, 2007). This means that each human player is unique in terms of experience in a social context. An example of a player would be a child learning to talk. In Wittgensteins Language games, the words we use to speak are the objects used in the game. For Wittgenstein the rules the most important factor in a language game. Although a rule cannot be defined, Wittgenstein applies it to the family resemblance concept, words which are used in one game may be used in another; they are all deeply intertwined. Each community has a slightly different set of rules for language games, depending on the understanding, certainty and awareness of the rules. Therefore humans that are playing language games they may have different rules and there may be confusion in understanding each other, for example two food retailers may have the same objectives but use different language games between staff to define these objectives e.g. stocktake/inventory. For rules to be followed in language games a certain amount of foreknowledge is needed to be able to understand them, Wittgenstein believes that for one to understand the rule they must be able to apply it (Kopytko, 2007). Grammar within language also enforces a network of rules which determine which l inguistic moves make sense and which do not. For example, one cannot say that I know I have a brain because of the doubt and scepticism about knowing something that has not been seen. Wittgenstein argues that there is not final set of rules that we follow and they are constantly changing. In the beginning of Philosophical Investigations, Wittgenstein criticises his earlier work in Tractatus. In Tractatus he attempts to produce a universally true language about reality, (Jorgensen, 2006, p. 5). The assumption here is that every word has its own meaning and this meaning is in conjunction with the word. Augustines work in Confessions follows this idea, and suggests that there is no difference between kinds of words. However, Wittgenstein now proposes that this is a very primitive way of perceiving how language functions. In Philosophical Investigations, he uses the example of five red apples and questions how the shopkeeper knows what to do with the three words when no such question of the meaning of the words came into thought. These primitive forms of language are used by children when they are learning to talk. The ostensive teaching of words is used to teach children a primitive language; it allows them to associate between an object and a word. To establish differen t understandings using ostensive teaching, a different form of training would need to be used for that particular use of the word. For example, a button, one is used on a computer to switch it on or off, another is used to open doors within a building and a third is a button on a cardigan, which connects the material. The point is that words do not only have one meaning and that there is no one single characteristic that characterizes one word (Jorgensen, 2006, p. 6), leading to the assumption that words are polysemic. By looking at Language in terms of multiple meanings allows us to see that language is not an isolated phenomena (Jorgensen, 2006) but something that is dependent on the experiences that we have had and the way human players perceive things. Wittgenstein describes language as an ancient city: a maze of little streets and squares, of old and new houses, and of houses with additions from various periods; and this surrounded by a multitude of new boroughs with straight regular streets and uniform houses (Wittgenstein, 1958, p. 18). This quote describes how Wittgenstein sees language and suggests that language is not permanent, but something that is constantly changing with traditions. It also describes how new language games come into existence whilst others become forgotten. The change that occurs however is always dependent on history and the contextual rules of the game. This quote also leads to Wittgenstein being able to clarify that no word has a definitive meaning and therefore there is no common essence that characterises language (Jorgensen, 2006). Therefore it can be said that language games do not all have something in common, but they are connected by family resemblance, a rule of language games. This concept, in troduced by Wittgenstein, is a metaphor saying that languages all look alike in the same way family members do. We see a complicated network of similarities overlapping and criss-crossing: sometimes overall similarities, sometimes similarities of detail (Wittgenstein, 1958, p. 66). Thus language is called language as they are similar or look alike, just like organisations. As there is no essential core of a word, to find a meaning for a word, one should investigate the different uses of the word; this common factor is the family resemblance. The Private Vs Public Language argument is a topic which Wittgenstein devotes a section of Philosophical Investigations to. Wittgenstein believes in a public language and that private games do not make sense. The individual words of this language are to refer to what can only be known to the person speaking; to his immediate private sensations. So another person cannot understand the language (Wittgenstein, 1958). Even though private language experiences are real for individuals, the phrase is an oxymoron as it means making sure that the rules of the game are being followed which is an impossible task as the rules are indefinable. The concept of a private language means we are restricted in what we say, as we cannot express all of our experiences, for example only one can know when they are in pain, no one else can share that pain, they can only experience the description of the given pain. A public language is needed otherwise we would not be able to communicate in society therefore the goal of public language is communication between human players. Alongside language games are knowing and doubting games, these games relate to uncertainty in language. Wittgenstein uses the example of here is one hand (Wittgenstein, 1979), this ostensive definition is making an empirical claim which allows us to make sense of things. If humans were to doubt that a hand exists then we would make very little sense of language. Wittgenstein suggests that a proposition such as here is a hand must be looked at in context or it would by meaningless. We take these types of propositions for granted and must accept that these sorts of propositions should not be doubted or questioned. In each language game played, the rules of the game may be doubted if they are unclear or indefinite. In On Certainty, Wittgenstein compares these types of propositions to a river bed, and within a river the river bed must stay in place and not be doubted to allow the river of language to flow smoothly through it, (Sparknotes, 2012). Knowing and certainty link together as if you propose that you know something, you must be certain of it, for if you are not certain of a fact then you cannot be certain of the meaning of the words you are using either. To say you know something removes the doubt from the language game. However we must have a degree of certainty within the language games to make sense and agree on things. One of the overall goals of Wittgensteins Language games is not to solve philosophical problems but to dissolve them. For example although he criticises Augustines theory of pointing and naming things, he does not attempt to replace it with another theory of language but he wants us to see that we do not need a theory to describe the link between language and reality. Another goal of language games is to allow us to see past misleading pictures that our cultures complicate through communication, meaning that by using a public language and understanding the rules of the games we should understand more about language. A second theorist is Foucault who is known for his work on discourse which concerns the manufacturing of knowledge through language (Hall, 1997). For him, a main purpose of his work is to show how individuals in the present are subordinated by particular discourses or language games (Jorgensen, 2006, p. 19). He believes that in modern day organisations power is embedded in the rules of language games and regulates and controls how the games are played. For example, when we begin a new job, we are taught by managers who control and limit how much we know about the company and what we can do within the company through the power they have within the workplace. Having this authoritative voice allows them to judge others. This suggests that the key players in Foucaults language games are professionals: teachers, managers, doctors, Politians and prison guards. These professionals establish the norms of society and create docile bodies within institutions so that the bodies are controllable . One of the rules that Foucault applies to language games is that non-appropriate topics are disregarded within a discourse, for example within a meeting in an organisation it would be appropriate to talk about profit and loss not what you are doing at the weekend. The professionals within institutions use objects as control mechanisms. Examples of these are timetables and the panoptican. The timetable is an object within a language game as they tell people where to go at particular times e.g. the language that is written on the timetable controls the daily routine of a factory worker; they have set times to start work, have breaks and finish work. Another object is the panoptican is a vertical form of surveillance and produces self monitoring of individuals through fear. These objects of language games are there to sustain the games and enforce rules on the individuals and within each of these objects there are different rules to different language games. Leading on from this for Foucault one of the most significant forces shaping our experience is languageWe not only use language to explain ideas and feelings to others, we use it to explain things to ourselves (Danaher, 2000, p. 31). This proposes that everything we do is surrounded or influe nced by language, written or spoken. By affecting everything we do shows how powerful language can be. Knowledge and power are not seen as negative aspects and are produced by episteme which also holds them together. According to Foucault domains of knowledge and relations of power are intrinsically tied together, and this fundamental intertwinement is what is referred to by that hybrid power/knowledge (Oksala, 2007, p. 48). This hybrid is possessed by the professionals within society, they normalise and enforce what should be considered as knowledge. For example when we go to work, we generally accept what the manager tells us to be true and do not question their knowledge about the company or job that needs doing. This leads to the conclusion that truth and knowledge are the result of scientific discourse and that Power and knowledge are fundamental in language as they reinforce truth. It is the goal of language games to shape knowledge and power relations through episteme, this is the mega game which makes all other games possible. Derrida is another philosopher who has studied language and the games that humans play. Derrida believes that we should look at process instead of the structure of things. So deep does structure run in our mental habits that when we try to analyse process we turn it into structure. Derridas task has been to reverse this predilection and show that process is primary to structure (Cooper, 1989, p. 480). This suggests that we naturally look at the structure of things and not the process of how they happen, by looking at the process will allow us to make more sense of things. Derrida believes that humans are the players within his language games of deconstruction and differà ©nce. Derridas views of discourse analysis are exhibited through deconstruction, this refers to moving away from structures towards a processual approach so that one can see and grapple with natural contradictions. Undecidability is used to explain deconstruction through looking at binary opposites e.g. high/low and manager/employee. This leads to the assumption that these terms cannot exist without each other as without them they would not make sense; a common example of this is Schrodingers Cat in the box. Derrida uses the term logocentrism within his work, by this he meant that language is simply a mechanism that communicates thoughts. This is a problem for deconstruction as it is faced with the issue of how to open up a text without merely endorsing the wider framework to which its terms belong (Wood, 1987, p. 32). To prevent this occurring Derrida employs overturning and metahporization. These are processes of deconstruction which allow us to look at language as the product of meaning through diffà ©rence and dissemination. Diffà ©rence comes from Saussures concept of signs and it is an important concept to Derridas view of process. Differà ©nce embodies two meanings which govern the production of meaning; diffà ©rer can mean to be deferred or to differ in space. Differed relates to Derridas Semiotics. A sign and its meaning are both members of diachronic or temporal series of that signs occurrences and the simultaneous patter of that related to signs in language. The reference to both of these is essential to the signs meaning. The meaning of each sign is relative to this combination of present and absent signs (Cahoone, 2012). This means that signs can be looked at in two ways, the first is by looking at the historical path of the word, the second is by looking at what other signs are related to it. For example when we look up a word in the dictionary it leads us another meaning of a word, it is an endless chain of meanings, i.e. signs are polysemic. From this, leads us to one of Derridas rules of language there is no outside of the text, by this he means there is no access to the real world except through language (Bennett, 2004, p. 30), therefore there cannot be any meaning outside context because there is nothing we know or have experienced that isnt in context. The second meaning to differ in space, refers to a differentiation which he also terms spacing and which prevents any sign from having a self-enclosed identity, (Deutscher, 2005, p. 31). This suggests that a fixed meaning of a word cannot exist and a sign can have more than one identity based on the context in which it is placed, for example the word organisation has different meanings depending on the context in which it is being used. The above links to the objects of language games, in terms of Derridas work they are the meanings of signs, and having already concluded there is no one meaning to a sign, the goal of Derridas game is to therefore look at meanings or rules of signs and attempt to understand them by stabilising the rules. To do this humans must have experience in the context of the sign they are trying to understand and the meaning they come to will be based on past experiences of that. It is clear that comparisons can be made between the authors on their theories of language games. Firstly, a contrast in Wittgenstein and Derridas work. Wittgenstein suggests that language games should be played through speech and his work reflects this, however Derrida proposes that language games should be in the form of writing. Although both theorists do agree on the concept of multiple meanings as they both believe that words/signs have an indefinite number of meanings depending on the context in which the word is being used. Another comparison is between Foucault and Wittgenstein who both think that we are constrained by our language and that we can only speak based on the language we have experienced, this links with private language games. A final comparison is of Derrida and Foucault who both use timetables in their work to describe forms of control through language. By using the work of all three theorists I think that organisations can be described in terms of language games. Organisations can be described using Wittgensteins and Derridas theories of multiple meanings in this way as when problems occur new solutions are found, however these solutions come with more problems so it is an endless cycle where no one solution will solve a problem, just like there is no one meaning of a word, this relates to Tamara, an endless story. A family resemblance may also be used to describe an organisation as although they do look the same, there are vital differences between each organisation, such as management structures and shift patterns. Also by using the private language argument, each individual within an organisation will have had different experiences within their job role, meaning that they cannot express all of their thoughts as there will not be a common public language at all times, this also links to Tamara as each individual experience is uni que. Using Derrida and Foucaults example of a timetable within language games is another way of interpreting an organisation, as it is something that is used everyday within an organisation, such as specifically timed lunch breaks and clocking in cards. This form of self surveillance is regulated by language from managers and superiors within the organisation. In addition, in line with Derridas work, it is important to look at organisations in terms of arenas of processes and to look at the outcomes, not look at them as structures. Finally Foucaults players within a language are the professionals. Within an organisation these are the managers and it is their voices that set the rules of the language game within that organisation i.e. we accept what they say as the truth because of the power and knowledge that the manager has. In conclusion if organisations were to be looked at in terms of text it would allow us to interpret organisations differently and look for different ways of so lving problems. This linguistic turn is a way of using text as a metaphor to give us the correct tools to use in organisations.

Lead Toxicity in Children Essay -- Lead Poisoning Health Medical Essay

Lead Toxicity in Children Lead poisoning in children was first discovered in 1890 in Queensland, Australia. The lead source was not identified until 1904, when a researcher traced it to the paint used on railings and verandahs. The first discovery of lead poisoning in the United States (with a traceable source) was in 1914; the child had chewed the paint off of his crib. At this time they linked lead poisoning as a cause of convulsions in children. As research progressed and more children were found with high lead levels, symptoms caused by lead were expanded to include lead meningitis, acute encephalopathy, intellectual dullness, reduced consciousness, seizures, comas, and death (Chisholm, 1982). Lead is a metal found virtually everywhere even today. Sources of lead include auto body shops, electric storage batteries, glazes for china dishes, crockery, insecticides, electric cable insulation, hose, pipe, sheet and floor coverings. Lead is associated with stain glass work, jewelry making and antique ceramic doll painting. Although lead in paint was outlawed, there are still many homes that have lead paint (White et al, 1990). Lead found in gasoline was found in one study to account for 23--27% of the lead blood levels in the people tested (Wagner, 1991). This exposure to lead sources is more of a concern for children due to the characteristic habit of children to taste everything they touch; this characteristic is known as pica. Children are also in closer contact with their lead polluted environment during play. They are more active and exposed to outdoor contaminates and they inhale dust and dirt that are lead contaminated. Furthermore, the adsorption rate of lead in the dig estive tract is up to 10 times greater in chil... ...inical to Subtle Health Effects. Environmental Health Perspectives, Vol. 86, 1990, pp.177-181. Markowitz, M. and Rosen, J. Need for the Lead Mobilization Test in Children with Lead Poisoning. The Journal of Pediatrics. Vol. 119, No. 2, August 1991, pp. 305-310. McCabe Jr., M. and Lawrence, D. Lead, A Major Environmental Pollutant, Is Immunomodulatory by Its Differential Effects on CD4+ T Cell Subsets. Toxicology and Applied Pharmacology, Vol. 111, 1991, pp. 13-23. Singhal, R. L., and Thomas, J. A. Lead Toxicity. Urban and Schwarzenberg, Baltimore-Munich, 1980. Wagner, H. M. Recent Trends In Human Lead Exposure. New Horizons in Biological Dosimetry, 1991, pp. 179-186. White, R., Feldman, R., and Travers, P. Neurobehavioral Effects of Toxicity Due to Metals, Solvents, and Insecticides. Clinical Neuropharmacology, Vol. 13, No. 5, 1990, pp. 392-412. Lead Toxicity in Children Essay -- Lead Poisoning Health Medical Essay Lead Toxicity in Children Lead poisoning in children was first discovered in 1890 in Queensland, Australia. The lead source was not identified until 1904, when a researcher traced it to the paint used on railings and verandahs. The first discovery of lead poisoning in the United States (with a traceable source) was in 1914; the child had chewed the paint off of his crib. At this time they linked lead poisoning as a cause of convulsions in children. As research progressed and more children were found with high lead levels, symptoms caused by lead were expanded to include lead meningitis, acute encephalopathy, intellectual dullness, reduced consciousness, seizures, comas, and death (Chisholm, 1982). Lead is a metal found virtually everywhere even today. Sources of lead include auto body shops, electric storage batteries, glazes for china dishes, crockery, insecticides, electric cable insulation, hose, pipe, sheet and floor coverings. Lead is associated with stain glass work, jewelry making and antique ceramic doll painting. Although lead in paint was outlawed, there are still many homes that have lead paint (White et al, 1990). Lead found in gasoline was found in one study to account for 23--27% of the lead blood levels in the people tested (Wagner, 1991). This exposure to lead sources is more of a concern for children due to the characteristic habit of children to taste everything they touch; this characteristic is known as pica. Children are also in closer contact with their lead polluted environment during play. They are more active and exposed to outdoor contaminates and they inhale dust and dirt that are lead contaminated. Furthermore, the adsorption rate of lead in the dig estive tract is up to 10 times greater in chil... ...inical to Subtle Health Effects. Environmental Health Perspectives, Vol. 86, 1990, pp.177-181. Markowitz, M. and Rosen, J. Need for the Lead Mobilization Test in Children with Lead Poisoning. The Journal of Pediatrics. Vol. 119, No. 2, August 1991, pp. 305-310. McCabe Jr., M. and Lawrence, D. Lead, A Major Environmental Pollutant, Is Immunomodulatory by Its Differential Effects on CD4+ T Cell Subsets. Toxicology and Applied Pharmacology, Vol. 111, 1991, pp. 13-23. Singhal, R. L., and Thomas, J. A. Lead Toxicity. Urban and Schwarzenberg, Baltimore-Munich, 1980. Wagner, H. M. Recent Trends In Human Lead Exposure. New Horizons in Biological Dosimetry, 1991, pp. 179-186. White, R., Feldman, R., and Travers, P. Neurobehavioral Effects of Toxicity Due to Metals, Solvents, and Insecticides. Clinical Neuropharmacology, Vol. 13, No. 5, 1990, pp. 392-412.

Observe a Sixth Grade English Class at Bain Middle School Essay

Observe a Sixth Grade English Class at Bain Middle School I observe at Roosevelt Middle School, which is in River Forest, in Mrs. Braun’s sixth grade English class on Tuesdays in the morning. As I have observed, I have noticed that the classroom is student-centered. During computer time, Mrs. Braun focused more on helping the students get into the computer program to start the assignment than on having enough time to get the assignment done. Several times, Mrs. Braun gave helpful comments on how to do things on the computer or in the program, such as how to install automatic spell check. Mrs. Braun was also very patient as she was being asked questions while she was trying to explain the assignment. From what I saw, some students were getting bored, though, while the assignment was being explained and started whispering to each other. However, the whispering did stop when the students had to get started on the assignment. I have also observed that there seems to be a strong set of rules in place in Mrs. Braun’s classroom. This is evident through some of Mrs. Braun’s subtle, and not-so-subtle, reminders. For example, she gently made an example of a student by pointing out that his decorated pen (with a silly topper on it) was not allowed in class if it was going to be played and not used. She made a general statement that all pens similar to it are not welcomed is they are going to be played with. Overall, the students follow the rules very well, and there have not been any severe disruptions. There has only been whispering occasionally, but it stopped when Mrs. Braun asked. Disciplinary strategies seem to be in place as well, although I have not seen any discipline used while I have been observing the... ...yout. I have observed many things in my first two observations in Mrs. Braun’s class. The students do a lot of in-seat assignments, such as handouts. There seems to be a few good projects being done but they are done mostly outside of class. I feel that some time should be spent in class working on the projects, even if it is 10-15 minutes. The layout seems like both a good idea and a bad idea. It seems like a good idea because if one student gets stuck on something, there are others around to help. It seems to be a bad idea, though, because of what I stated before, there is still the temptation for the students to talk when they are not suppose to and distract each other. The only implication I have is that it seems that some old methods are hard to leave behind, such as busy work (hand outs), for more interactive methods (interaction with each other).