Are we too dependent on technology? Essay

Our ever-advancing technological world is subjected to both amazement and criticism. Technology has manifested itself into a form like a virus imprinted into us. As a result of which a question is posed to all of society, or those mainly in use of technology, are we too dependent on technology? There are those who believe that technology has taken over our daily lives, those who think that it only stands to benefit us and some who don’t think or care about its effects. The consensus that we are becoming too dependent on technology is one not so unbelievable. We all know for the most part that technology has integrated itself to just about everything that we do. For example, how many times do you check your phone, or go online to check your email or even play a video game. These are common examples of things we do daily without even realizing that these technologies have taken over our lives. Read more: People Have Become Overly Dependent on Technology Technology can be viewed as a beneficiary to our lives rather than monster waiting to bear its fangs. It goes without saying that technology has both greatly improved our lives by making it simpler. Yes, technology has deprived us of some skills such as doing simple chore but the benefits outweigh its cost. For instance, the invention of the phone has revolutionized the way we communicate with others worldwide. Technology is only meant to make our lives easier. Being on the fence is a simple concept to understand, simply just can’t pick a side or don’t. Simply there are those who enjoy the use of technology, those who find it deprives us of mental growth and those who don’t care what happens when it’s used. Though technology can have a strong grip on our lives we aren’t stupefied without it. The matters of whether technology controls us or benefits us shouldn’t make a difference on how we live. We choose to live life like this and may or may not have known what might have happened, but once chosen there is no turning back. Overall, society today has accepted all technologies in one form or another.

Rates of Reaction Lab Investigation

Chemestry Lab Rates of Reaction (Picture from: http://sciencespot. net/Pages/kdzchem. html) The rate of reaction is how fast or slow a reaction is completed. This is important for factories and chemists all over the world. What happenes during a reaction is atoms or molecules that collide and form new molecules. You can affect this rate of reaction with: temperature of reactants or suroundings, surface area of reactants, if there is a catalyst present, but in theis lab the concentration was changed as the IV. The reaction rate is masured in change/time, in this case it was: volume of gass produced/minutes.Gas was measured in ml/minute, and this was the DV. Aim of lab was: To find the change in rate if reaction, depending on the concentration of hydrocloric acid. Hypothesis: If the concentration of hydrocloric acid is increased, the rate of reaction will increase and the volume of gass will increase. The reasoning behind the hypothesis is that when there are more molecules in the solu tion the reactants collide more often, so more product is made in a shorter periode of time. The equation was: Mg + 2HCl > MgCl2 + H2 Similar article: Measuring Reaction Rate Using Volume of Gas ProducedIndependent variable| Dependent variable| Controled variables| Value| How to control the CV| Concentration of acid| Rate of reaction| Vol of acid| 20 ml| Measure using a 50ml Measuring cylinder| 2 moles pr. L| Vol of gas| Temp of acid| Room temp. | Not controlled, only montored| 1 moles pr. L| | Amount of Mg| 5 cm or ribbon/ 0. 07g| Ruler, and weight| 0. 5 moles pr. L| | Precence of catalyst| No| Not have a catalyst| 0. 25 moles pr. L| | Type of acid| Hydrocloric| Have same type of acid| Method: 1. Gather aparatus and materials, and set up as shown in diagram below aparatus list. 2. Bucket + water 3. Measure temp, in room and water 4.Fill measuring cylinder with water 5. Rubber tube + sidearmed test tube 6. Obtain 0. 08 g using a weight, place in side-armed test tube 7. 20 ml HCl of 2 moles pr. L in measuring cylinder 8. Place measuring cylinder in bucket with water, upside down, without air leaking in to the cylind er when flipped. 9. Puor HCl into side-armed testtube. 10. Start the stopwatch 11. Close the top of the side-armed test tube by placing rubber tap 12. Weight 3 min. be accurate using the stopwatch 13. Record ml of gas produced 14. Reapeat the experiment twise pr. Concentration: 2 moles pr L, 1 mole pr. L, 0. 5 moles pr. L and 0. 25 moles pr. L Aparatus list: Sidearemd testtube – Rubber plug – Rubber tube – Bucket – Water – 2x 100ml measuring cylinder – 400ml Beaker – 40 ml in each concentration type of HCl acid, 2, 1, 0. 5 and 0. 25 M. Pr. L – 8x 0. 08g of Mg ribbon – Stopwatch Raw data table showing amount of gas created in the two trials of the experiment: Concentration in moles pr. L| Trial 1 – ml og gass produced in 3 min| Trial 2 – ml og gass produced in 3 min| 0. 25| 8| 10| 0. 50| 30| 32| 1. 00| 70| 73| 2. 00| 61| 65| First proceced data table showing average of gas made: Concentration in moles pr. L| Average of trial 1 and 2 in ml of gas produced in 3 min| 0. 25| 9| 0. 50| 31| 1. 0| 71. 5| 2. 00| 63| Proceced data table showing rate of reaction: Formula used=ml of gass produced/time (in seconds) Concentration in moles pr. L| Rate of reaction calculation in ml/sec| Rate of reaction result in ml/sec| 0. 25| 9/180| 0. 05| 0. 50| 31/180| 0. 17| 1. 00| 71. 5/180| 0. 40| 2. 00| 63/180| 0. 35| Graph showing the rate of reaction: Conclusion: As the results clearly show, the rate of reaction increases rapidly and this strongly supports my hypothesis. The amount of succesfull collisions increased, because of increased number of atoms in the product, so when the concentration was increased it rate of reaction increases.There are more collisions because of more atomes, and therefor more succesfull once. Evaluation: Random errors: * Therometer used to measure temperature * Inaccuracy of +/- 1 C * Balance weight used to measure Mg ribbon * Inaccuracy of +/- 0. 01 g * Measuring cylinders used to measure volume of acid and volume of gas * Inaccuracy of +/- 0. 5 ml * Ruler used to measure Mg ribbon * Inaccuracy of +/- 0. 1 cm Ways to prevent random errors and improve the method: – Compleet the experiment more times Systematic errors: – As you see in the graph, the fourth result was anomalus.During the 3 minutes the magnesium ribbon was â€Å"used up† in a very short period of time. The rate was so fast in the 2 moles per liter that it was over in under a minutte, but in the other concentration types it tok longer time for the reaction to compleet. Therefor we have to look away from the highest concentrations, and focus on the three lowest. This was a big weakness in the lab. – When pouring the HCl acid into the side armed test tube, some of the reaction had been compleeted before we had time to put the rubber stopper on every time. The temperature was only monitored, not controlled. Ways to reduce systematic errors and improve the lab: * Have a shorter reaction time: shorten the time form 3 min to around 1 minutte. * Use a fisle-funnle to prevent gas leaking out before the stopper is placed on the testtube. * Do the experiment in a controlled environment, like in a water bath. Sugestions to possible further investigations into this topic: You can change the IV, to one of the other factors that affect rate of reaction. Eg. Take the same concentration of HCl acid and change the temperature, or the precence of catalyst.

Investment policy statement Essay

Return Requirements: * Tax minimization – a continuing collateral goal * Inflation adjustment enhancement of investments- real growth of capital with possible extra return if possible. Risk Tolerance: * Investment risk – very low risk 1. The Muellers have been managing their own investments and are familiar with risk but may not understand volotiliity completely due to their high portion of volatile stocks within the portfolio 2. Want to provide for their daughter’s college education 3. Very high tax bracket (30% on income and 20% on net realized gains) Constraints: Time Horizon: The Muellers are relatively young and have still a lot of time to work and likely saving for retirement is in their agenda. The main goal is to provide for their daughter’s education and expenses associated with it. This goal would be considered long-term but is relatively short in comparison to possible saving for retirement. Liquidity Requirement: There is an ongoing stream of income available. Their may still be some liquidity needs in order to provide for the expenses of the college education along with life expenses associated with both The Muller’s and their daughter. Taxes: The family is in the highest of brackets. Future investments should take that into account on an indefinite basis. Tax-sheltered investments should be considered and will likely benefit the family more than high yields that are taxable. Legal and Regulatory: The Muellers would like to monitor their own investments, so their investments are generally only governed by state law. Unique Circumstances: Past unsuccessful investments of $100,000 can be used to offset tax distributions on net realized gains. Most important aspect and is unique to the saturation, Incoming expenses of $90,000 for the first year of college and then consistent four more years of $40,000 of college expenses.

Globalisation Essay Example | Topics and Well Written Essays - 1750 words

Globalisation - Essay Example From this perspective, functionalism describes the social order from a majority viewpoint, as opposed to looking at the fulfillment of every individual within a society. This paper will define the extent to which functionalism explains the main social order within society. Functionalism as Social Order The main attribute of functionalism is based on the attribute of showing what a large group of individuals did within a given culture and how this helped with the overall function within the culture. This is further described by different levels of functions, specifically which are divided by a variety of theorists. For instance, Merton (Harrington, 2005) states that functions can be divided into latent functions and manifest functions. The latent group is based on the social orders which were unintentional and didn’t depict the overall needs or functions within society. The manifest functions are the ones which describe more of the social order because of the institutional rela tionship to the function. The institution is able to show that it is planned, intentional and can be used to manifest specific actions within society. The manifest functions are able to depict the order of society and are used to describe institutional measures over the actions of groups of individuals (Harrington, 2005). Defining Social Action The concept of action as the manifestation of social order then leads into the understanding of what the manifestations include and how they define or are disregarded in understanding structure and functionalism. The concept of social action is one which has to be defined as an act which takes place and which is verified by others who have seen the same social action. More important, the fact has to be something that is done within society. If it is to define order, then it has to show how this particular fact, item or action is done by the majority of society or is something which is repetitive and practiced within the society. Without this, it doesn’t become a function that is within society and isn’t a part of the social order (Parsons, 1949). An example of this is with politics. If the United States has a bill of rights protecting freedom of speech, then this becomes a fact because it is defined by the political institution and the expectation for society to follow this bill. More important, those in society state that they practice freedom of speech through the press or other means. The freedom of speech defines the social order more by the actions which result and relate to this, all which manifest more of the approach taken for this political action and the functionalism which is attributed to the fact. The manifestation and the continuous social actions seen in newspapers, media and other sources show this is a part of the social order. The concept of social action within society is furthered by defining how this relates to different groups in society, some which may not link to the institutions. T here are two ideals which begin to form with social action and the contemporary attributes. When looking at social order from a historical perspective, it is easier to define functionalism, specifically because history only

Evaluation on the New Developments on Destination Management Systems Essay

Evaluation on the New Developments on Destination Management Systems - Essay Example ese factors include the different surroundings in which the operations of destination tourism take place considering the cultural and biophysical environment of tourism in the area, the manner in which the travelers and visitors behave and the patterns they follow for their travelling, the skills and abilities making the performance of the tourism personnel effective for the visitors, and the roles and responsibilities considered by the tourism department for plans of development (Moscardo 2008). Destination tourism holds the most important place among all other industries across the world. In many countries, tourism is the most important economic activity involving tourism destinations that have beaches, parks based on themes, cultural attractions for the visitors. Newer destinations are also continuously developed that do not necessarily follow the traditional tourism patterns and options. Visitors are attracted to such destinations that provide them with attractions, as well as wi th suitable climatic conditions and landforms. This indicates that geography also has a direct linkage with the patterns and attractions of destination tourism. Understanding of such factors and management of destination tourism thus holds significant importance as far as tourism is concerned (Hudman and Jackson 2003). Increasing the level of identity of the tourist destinations and a rising share in the market are the prime interests of all tourist destinations. This requires building up an effective strategy for the brand and participation of the stakeholders holds significant importance in this regard. Factors such as transportation, tourist businesses at the local level, centers for information, and groups of interests need coordination for the building up of the brand. Thus brand... This essay stresses that developments in destination management systems are mostly taken care of by public tourist organizations that have high provisions for all information and marketing. Destination management systems are responsible for the promotion, distribution, and operations of all destinations of small to medium sizes. Greater benefits are obtained from small and medium sized tourism and hospitality enterprises (SMTEs). This paper makes a conclusion that DMS is an essential feature as far as current tourism destination is concerned. Use of systems for the marketing and management of tourism services makes the process more effective and easy to handle as well. As could be obtained from the study, the use of ICT has been quite effectively been made by the DMS thus allowing the internet technology to enable online marketing of tourist destinations highly efficient. With online techniques, the communications of information become easier that enables a particular location to attract greater number of customers. Before selecting a particular destination, the customers are provided with all information and attractions of the location thus making it easy for them to decide. Online reservations are also helpful and effective. However the problem that still lies with the effective implementation of DMS as a whole, including the use of information technology for maintaining databases, and developing the commun ications and information sharing processes, has not yet been successfully supported by the public and private sectors of several destinations.

Research and summary art history Assignment Example | Topics and Well Written Essays - 1250 words

Research and summary art history - Assignment Example By the 1480s, he was already studying many different fields. When he was working on the preparations for the Sforza monument, he started to study the human body, anatomy and physiology. These studies were often dismissed by his contemporaries as artistically unproductive whims of a mind that is restless. However, they have been acknowledged since the 19th century as forerunners in empirical science, showing accurate observation of natural phenomena. In his studies of the human body and anatomical studies, he was way ahead of his contemporaries. Not long after 1489, he began compiling a systematic record of measurements of several young men. He recorded their measurements from the tips of the toes to the top of their heads in notes and sketches. He was also taking measurements of the horses he owned during the same period as argued by Leonardo et al (45). After months of taking measurements he arrived at a nearly complete overview of human proportions. He then began to look at them while sitting and kneeling. Eventually, he compared the results with the find outs on the Vitruvian man. Leonardo mad several observations on human proportion. He worked with Luca Pacioli, a mathematician to consider the proportional theories of Vitruvius as presented in his treatise De architecture (Leonardo, Richter, and Bell 45). They imposed the principles of geometry on the configuration of the human body to demonstrate that the ideal proportion of the human figure corresponds with the forms of the circle and the square. His illustration demonstrated that when a man places his feet firmly on the ground and stretches his arms out, he can be contained within a square, but when stretched in a spread angle way, he can be inscribed in a circle. The Vitruvian man shows an example of the blend of art and science during the Renaissance and gives an example of his keen interest in proportion

Folic acid and b12 Assignment Example | Topics and Well Written Essays - 250 words

Folic acid and b12 - Assignment Example It is also significant in the synthesis of certain pyrimidines and purines which are important elements of the DNA (Wilton & Foureur 256). Determining the level of folic acid in the serum of individuals can help determine ones choice of folate supplement that may be recommended for them to help improve their nutrition status and improve their medical condition (De Wals et al 34). If the level of folic acid is very low, the individuals may have a weak immune system because of the low levels of white blood cells in blood. This may also imply that the individual with lower levels of folic acid have poor nutritional statuses especially in the case of alcoholics. In this case therefore, it may be significant to increase the level of folic acid of the individuals so as to improve their medical situation. The type of folate to be used in this process will be based on the needs of the individuals, for instance if the white blood cells is very low, the individual may be required to be given folic acid rich in vitamin

Jaws and the Growth Machine Movie Review Example | Topics and Well Written Essays - 250 words - 1

Jaws and the Growth Machine - Movie Review Example At a time when there is little growth of the economy in general and that of cities n particular, it is worth re-looking at the idea of the city as merely an engine for growth. This movie seeks to enlighten us that what binds alll the eople in cities s their desire for growth. This seems a plausible argument because after all, people move to cities to seek employment opportunities and access other services that villages might not offer. Even more provocative however, is the attemt by the movie to suggest that the city mostly serves the interests of a few elite at the expense of the majority. This will be a provocative idea for all of eternity. The idea that people who apply themselves to the same extent cannot reap the full benefits vis a vis some who barely apply themselves is hugely controversial and for good reasons. America is knon as a land of opportunity. Those who work the hardest should be most rewarded! On the whole, this is a controversial movie that is worth watching from time to time. It suggests that the desire for growth seems to have overtaken the desire for equality and fairness. It is even more so because in the current economic climate, brought about by unbrided capitalism, remedies should be sought to correct the ever-growing poverty

Anthropology of Power And Resistance Essay Example | Topics and Well Written Essays - 2500 words

Anthropology of Power And Resistance - Essay Example For the understanding of anthropology of power, first we have to understand what power is, how it is constituted, and how it works within an allegedly postmodern world in which older rules of authority seem to have decreasing relevance'. The impacts of policy interventions and opportunities at state, supra-state and extra-state levels for example, on the ways in which people evade or ignore the reach of the state in constructing economic power beyond state control; the opportunities for and constraints on ethnic, gender and other group or categorical empowerment offered by institutions such as United Nations agencies and forums, multinational Non-Governmental Organizations, the European Union, the International Court of Justice, the Internet and the global media, among many others; the possibilities for empowerment by manipulating the interstices between local, regional and central levels of state bureaucratic organization; and issues of 'management'". Foucault's conceptualization of power is "individuals are always in the position of simultaneously undergoing and exercising this power. They are not only its inert or consenting target; they are always also the elements of its articulation the vehicles of power, not its points of application. (Foucault, M. (1980) Power/Knowledge, (ed.) C. Gordon. New York: Harvester/ Wheatsheaf). There is also a hint here of that contemporary usage of 'empowerment' which implies the drive by individuals, singly or in combination, to get what they want. But such an approach helps us to understand how socially equal individuals (academic colleagues, for example) can exercise power over others and for themselves and get what they want when they want it merely by ignoring the normal rules of polite social interaction. There are specific circumstances in which the anthropologist is obliged by the dynamics of the public policy process to adopt a more radical position, of the kind associated with a unilocal, univocal and unifocal form of ethnography, where the goal of 'political anthropology' is to achieve a transfer of power from the 'system' to the 'community'. For this reason, it is necessary for the discipline to develop something akin to a 'code of practice', whereby the necessity or desirability of movements between the radical and the moderate position can also be negotiated, within particular political settings, in order to avoid a breakdown in the dialogue which constitutes the discipline itself. A 'political setting' is defined here as something which is necessarily larger than a single 'community', which may be equivalent to a single jurisdiction (or nation-state), but which will normally also have some sectoral component-e.g. 'health', 'conservation', 'mining', etc On the other hand currently disempowered people subvert dominating structures and relationships and come some way towards achieving their goals precisely by not voicing their resistance to hegemonic power openly, but by exercising some other capacity or resource. Patterns of domination can accommodate resistance so long as it is not publicly and unambiguously acknowledged voice under domination includes rumor, gossip, disguises, linguistic

Pugh v. Locke Case Research Paper Example | Topics and Well Written Essays - 1000 words

Pugh v. Locke Case - Research Paper Example On February 26, 1974, an inmate of G. K. Fountain Correctional Center filed a complaint concerning the state of inmates confined by the Alabama board of corrections or those who may be confined later (Robbins & Michael, 1977). The court found that those actions were maintained as class actions under Federal Rule 23(a) and (b) (2) (Gerald, 1978). Notably, the court investigated and found out that the defendants in both cases acted and refused to act on the ground set for the class. The defendants were sued in their official and individual capacities including the Governor of Alabama, the Commissioner of Alabama Board of Corrections, Deputy Commissioner of the Alabama Board of Corrections, the board members, the Warden of G. K. Fountain Correctional Center and the Warden of Kilby Corrections Facility. These people were retained as individual defendants (Robbins & Michael, 1977). On April 16, 1974, the court-appointed counsel filed the amendment to the case. This complaint was filed on behalf of all inmates of the state penal system confined to, G. K. Fountain Correctional Center and those who underwent such violence (Gerald, 1978). The Alabama Board of Corrections was charged with the responsibility for managing these state penal institutions. The board operated four large institutions for male inmates, which were, G. K. Fountain Correctional Center, Holman Unit Prison, Kilby Corrections Facility and Draper Correctional Center (Robbins & Michael, 1977). They also managed Julia Tutwiler Prison for women and the Frank Lee Youth Center for young men. The inmate populations of these institutions were in excess by 5000. The overcrowding of these institutions heightened, and inmates were crowded so much that they had to sleep on mattresses on hallways and even near urinals (Robbins & Michael, 1977). These made sanitation and security impossible to maintain. Alabama’s penal institutions were filthy. In a research carried out by a public health officer, he found r oaches, flies, mosquitoes and other vermin in all stages of development. The sanitary rooms were terrible and constituted to poor drainage systems. Strange odors emanated from these facilities due to the gross under maintenance of hygiene. Moreover, personal hygiene was not observed in these facilities. The parties predetermined that the state only provided for razor blades and soap to the inmates (Gerald, 1978). Items such as shampoo, toothbrushes, toothpaste, shaving cream and combs were unavailable to the inmates since the state did not provide. However, inmates who could afford the products were required buy them. On the other hand, catering services were of poor quality in these facilities. Food was stored in unsanitary conditions. The storage units were dirty and infested with insects. The food service personnel who mostly comprised of inmates were unskilled on how to handle and prepare food. In addition, the inmates were not supplied with eating utensils. This forced them to use, old, dirty, tin cans. The food was unappetizing and unwholesome while at the same time dangerous for human consumption. An expert witness once toured the facilities. Shockingly enough, he concluded that the conditions in the facilities were unfit for human habitation in every criterion (Robbins & Michael, 1977). The prison officials did not dispute evidence that most inmates are in a terrifyingly poor condition. Consequently, a

The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Example for Free

The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Three approaches in early childhood education in Europe have been significantly increasing the conduct and practices of teaching in North America. â€Å"In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia† (Edwards, 2002, n. p. ). These inspirational approaches provide an alternative method of teaching from the traditional education. Founded by Rudolf Steiner, at the core of Waldorf education is the promotion of peace and justice in society. It â€Å"aims to respect the essential nature of childhood, and in the early years, a secure, unhurried environment which provide a sound foundation for emotional, social and cognitive intelligence later† (Nicol, 2007, p. 1). Maria Montessori founded the Montessori school which offers multi-level approach to education with individualized instructions for students. â€Å"Montessori believed that children developed in stages and that each stage had its own unique characteristics and qualities† (Isaacs, 2007, p. 9). The similarity of Reggio Emilia’s approach with that of John Dewey cannot be denied in its emphasis on the relationship of the individual to the society. The approach can exist with other approaches, and â€Å"crossfertilization can happen between programs† (Fraser Gestwicki, 2002, p. 10). It may be said that all three approaches are similar in acknowledging the child as competent and resilient with rights that have to be upheld. As a substitute teacher, I have worked with kindergarten through fifth grade students in different content areas. I have discovered that student with advanced classes receive more enriching activities while those in lower functioning classes, the focus was mainly on English language acquisition and math skills. Furthermore, students who are given more responsibility and are included in the learning process seem to succeed more. The teaching methods of Montessori, Waldorf, and Reggio Emilia are more student-centered and are more empowering. It was through this observation that I have conceptualized the current research study which aims to examine the effects of these three approaches. Specifically, it answers the question: Will using teaching methods from specialized school curricula of Montessori, Waldorf and Reggio Emilia benefit art experience and knowledge among children in New York City public schools? Chapter III discusses the methodology to achieve this objective while the succeeding chapter will discuss relevant literature related to the study. Chapter II Review of Related Literature Parents and educators alike have been asking, which among the three approaches is the best for the children. Experts however, agree that each have their own strengths and instead of picking out one, there is more benefit and creating interactions among the three. This paper examines how the specific teaching methods from the three approaches will benefit the students. Preschool education has been found predictive of higher level school achievement. Marcon (2002) found out that children who had an academically orient pre-school experience were less likely to be retained than others. Moreover, up until 6th year in school, there were no significant differences in achievement performance among three different preschool experiences. However, at 6th grade, â€Å"children whose preschool experiences had been academically directed earned significantly lower grades compared to children who attended child-initiated preschool classes† (Marco, 2002, n. p. ). It appears then that an active early learning experience where children were given more responsibility for learning enhanced later learning experiences. Prager (2001) examined how the Waldorf approach was successfully used in an arts curriculum in an urban public school to teach students of color. The approach was found to have enabled students to think critically and analytically, and allowed them to become well-informed. It â€Å"inspires urban students and teachers and prevents dooming them to what Weiner (1999) calls, â€Å"the custodial treatment of children† that unfortunately occurs in many city schools† (n. p. ). In a related article, Mollet (1991) describes how the Waldorf approach transformed his class. Using the â€Å"right time† method for introducing lessons, Molett was able to make the class engaged in fractions, a topic he chose according to their development stage. The Montessori school has also grown in popularity and is acknowledged as a powerful approach for individualized instruction. In a study by Shilt (2009) of 11 Montessori schools, teachers employing Waldorf method were able tailor instruction â€Å"to individuals’ skill levels and socio-emotional characteristics† (p. 10). In a related study, Sklar’s (2007) study noted that differences in administration of pro-social skills in Waldorf schools can be attributed to the number of years the school has been in operation. Start-up school differ in approach with established schools. In another study, Schonleber (2006) conducted a qualitative research among Hawaiian educators on the effectives of the Waldorf approach. Data revealed that the approach was congruent to their work lifestyles, values and beliefs, pedagogical practices and overlapping worldviews. The Reggio Emilia approach was evaluated by Warash, Curtis, Hursh and Tucci (2008) as a method facilitating developmentally appropriate practices. The literature concludes that the Reggio Emilia approach can be used in combination with behavior analytic model to address specific learning needs of learners such as those with disabilities and challenging behavior problems. The study of Katz and Galbraith (2006) provided additional support for the effectiveness of Reggio Emilia approach in inclusive schools. Children with disabilities and those typically developing were found to have appropriate times and venues for interaction during the classes. From the studies, all three approaches have been found remarkably useful in the classroom. This study will adopt different techniques from the three approaches and develop a curriculum that will enhance art experience and education of the students. The next chapter will discuss in detail how the objectives of the study will be achieved. Chapter III Methodology The sample and procedure in this study are discussed in detail to answer the proposed research questions: Will the implementation of a specialized curriculum, Montessori, Waldorf and Reggio Emilia significantly affect children’s art and knowledge among public school students in New York City? To best address the concerns that gave birth to the current study and the goals specified, action research was adopted for the design of the study. While there are many models for action research, â€Å"the basic process consists of four steps: identify an area of focus, collect data, analyze and interpret data, and develop an action plan† (Mills, 2003, p. 20). In this study, I will be examining the impact of the different teaching approaches to kindergarten students. Kindergarten students are between 5-6 years old. For this study, I will be creating lessons plans in the Montessori, Waldorf and Reggio Emilia tradition which I will be implementing during the student teaching experience. To measure the effects of the program, I will be evaluating the students’ participation, interest and work output. I will be using observations and journal writing as methodologies to achieve the research objective. Furthermore, I will also be using student portfolios as basis for any changes in students’ product while attending the sessions. To further validate the data I will be collecting, I will also conduct interviews with other teachers who are employing the same teaching approaches to compare results. Action research has been best approached through the use of qualitative data collection techniques. Action research employs the use of a triangulation matrix to identify three data sources for the issue being studied: observations, portfolios and interviews. The use of these three approaches increases the content validity of the results. References: David, M. (1991). How the Waldorf approach changed a difficult class. Educational Leadership, 49 (2), 55-56. Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4 (1). Retrieved from http://ecrp. uiuc. edu/v4n1/ edwards. html Fraser, S. Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emila in the Classroom. Albany, NY: Delmar. Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. Abingdon, Oxon: Routledge. Katz, L. Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21 (1), 5-21. Marcon, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research and Practice, 4 (1). Retrieved from: http://ecrp. uiuc. edu/v4n1/marcon. html Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher (2nd ed. ) Columbus, Ohio: Merrill Prentice Hall. Nicol, J. (2007). Brining the Steiner Waldorf approach to your early years practice. Abingdon, Oxon: Routledge. Prager, D. R. (2001). Three teachers in a Waldorf-inspired public elementary school: A case study of an effective urban learning environment. Retrieved from Proquest Digital Dissertations. (AAT 3033354) Schonleber, N. S. (2006). Culturally congruent education and the Montessori model: Perspectives from Hawaiian culture-based educators. Retrieved from Proquest Digital Dissertations. (UMI: 3216086) Shilt, D. T. (2009). Examining the nature of literacy activity in public Montessori classrooms. Retrieved from Proquest Digital Dissertations. (UMI: 3392640) Sklar, C. W. (2007). Fostering pro-social behaviors in urban elementary schools: a closer look at the Montessori approach. Retrieved from Proquest Digital Dissertations. (UMI: 3270869) Warash, B. , Curtis, R. , Hursh, D. Tucci, V. Skinner meets Piaget on the Reggio playground: Practical synthesis of applied behavior analysis and developmentally appropriate practice orientations. Journal of Research in Childhood Education,

Cert Introduction Essay Example for Free

Cert Introduction Essay 205 cert introduction to duty of care in health, social care or children and young people’s settings. 205 cert. 1 understanding the implications of duty of care. Q 1.1 Define the term duty of care. A 1.1 Health and social care organisations have what is called a duty of care towards the people look after, that means that they must do everything they can to keep the person in their care safe from harm, it is not only the care establishment that needs to prioritise the safety, welfare and interests of the people using its services, but also the care workers of the establishment. My employer also has a duty of care for staff members, to ensure that workers conditions are safe, suitable to deliver the service. Q 1.2 Describe how the duty of care affects own work role. See more: how to start a paragraph A 1.2 Duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeable harm others. 205 cert. 2 understanding support available for addressing a dilemmas that may arise about duty of care. Q 2.1 Describe dilemmas that may have arisen between the duty of care and an individual’s rights. A 2, 1 as a care worker my aim is to help people live independently. That means encouraging them to make decisions for themselves. When someone in our care decides to do something that we think is unsafe, we face a dilemma (a difficult choice between two decisions). If we stop them doing it, are we denying them the right to take risks? If we let them do something dangerous, are we failing in our duty of care? Q 2.2 explain where to get additional support and advice about resolve such dilemmas. A 2.2 Additional support may come from: Families and friends of the individual. Colleagues. Peers. Senior carers. Managers. Registered managers. Advocates. Care standards. Community psychiatric nurses. Health visitors. Doctors. Police. Local counsellors. Members of parliament. 205 cert. 3 Know how to respond to complaints. Q 3.1 describe how to respond to complaints. A 3.1 Individuals and their relatives and friends are confident that their complaints will be listened to, taken seriously and acted apon. The registered person ensures that there is a simple, clear and accessible complaint procedure which includes the stages and timescales for the proses, and that complaints are dealt with promptly and effectively. The registered person ensures that the person home has a complaint procedure which specifies how complaints may be made and who will deal with then, with an assurance that they will be responded to within a maximum of 28 days. A record is kept of all complaints made and includes details of investigations and any action taken. The register person ensures that written information is provided to all individuals for referring a complaint to the QCA at any stage, should the complainant wish to. Q 3.3 Identify the main points of agreed procedures for handling complaints. A 3.3 There are principles of good complaints procedures by the local government ombudsman and heath service ombudsman .they are the following. 1 Getting it right.

Bartleby the Scrivener Life in the Iron Mills

Bartleby the Scrivener Life in the Iron Mills English Exam – II Bartleby the Scrivener Life in the Iron Mills The two books up for analysis are Herman Melville’s Bartleby the Scrivener and Life in the Iron Mills by Rebecca Harding Davis. Neither work can be called a Novella, as both are short stories. Explicit similarities and differences highlight the superficial aspect of both stories. The more implicit ones underline the actual meat of the stories. Both works were produced at around the same period of the late 19Th century, and both feature plots both engrossing, yet unconventional, but contemporary (in the case of Bartleby, the Scrivener). In order to write a comparative analysis, required are comparisons between Bartleby and Hugh as workers, their working conditions in their respective jobs, and the moral responsibility of other characters in the stories towards the respective two protagonists. To begin with, the setting of both the stories plays an important part in explaining the job and the working conditions each protagonist faces. Herman Melville’s story takes place in the bustling New York City, which is still up-and-coming during the 19th century.[1] The setting in Life in the Iron Mills was influenced by the mills nearby in Wheeling, Virginia on the Ohio River during the factory world. Another major influence is the ongoing Industrial Revolution.[2] Life in the Iron Mills tells us the story about Hugh Wolfe, a young labourer in the Iron Mills of Wheeling.[3] Hugh is a poor Welsh descendent who turns pig iron into wrought iron by a process called puddling.[4] Along with several other labourers, that’s his main job there. But, Hugh is also highly gifted in the art of sculpting, and in his spare time, sculpts a woman out of Korl, the refuse from iron smelting. His cousin, Deborah-who loves him dearly-brings him dinner every day, forsaking her own meal. She is a hunchback, and the other workers make fun of her relationship with Hugh. Hugh’s working conditions weren’t exactly too habitable. As was the ‘custom’ during the Industrial revolution, immigrants working in factories and warehouses would be exploited by the owners. Low paying jobs, horrible living conditions just contributed to their misery. Hugh’s life in the Iron mills was no different. He had to toil day in and day out, with barely any time to even eat. In all the ‘darkness’ surrounding his life, the only source of ‘light’ was his Korl figure, which distinguished itself from his other creation, the crude, dark Iron from the smelter. Bartleby’s world is New York City circa 1860. And in utter contrast, though, during around the same time as Life in the Iron Mills, he works for a lawyer on the booming Wall Street of Manhattan. The difference between Bartleby’s and Hugh’s working conditions is so substantial, that, at first look, it’s almost ludicrous how Bartleby refuses to do a lot of work tasked to him, in spite of his grade-A working conditions. Bartleby is a scrivener, a copier, who, at first completes his task with utmost dedication. His eating habits are peculiar. He just eats snacks-specifically Ginger-nut cakes- and skips dinner and lunch altogether. His polite refusal to do a small task intrigues the lawyer, and he gradually discovers that Bartleby’s work rate diminishes to the point where he literally doesn’t do any work, and just sits around the lawyer’s office. One point which can be made exclusively for the comparison of both stories is the American Dream. Though it’s not the main theme in either of the books, I can’t help but define Hugh’s actions to be solely for the purpose of achieving the American dream, to be wealthy, to make a name for himself. As for Bartleby, he works in the city of endless opportunities – New York. It’s Ironic that the American dream is closer within his grasp than it is in the case of Hugh in the Iron Mills, and yet he does naught about it. But then again, that can be explained too, after the revelations at the end of the book. Both are completely different kinds of workers. Hugh, a hard-working yet unsatisfied one, whereas, Bartleby a mentally affected one, which makes his work sloppy as time passes. Endings of both stories are quite similar. Both end on a morose note, and that’s where a major point of comparison comes into light. Bartleby, due to being a liability on the author is arrested and jailed. The lawyer isn’t exactly too excited to have put him behind bars, but he did it anyway to protect his business. At the end of the story, the lawyer visits Bartleby in jail for the second time, only to find him dead. One can perceive his death to be induced by the lawyer’s actions, and the same can be said about Hugh Wolfe. Deborah steals a wealthy man’s wallet while he is visiting the Iron mills and hands it over to Hugh. Not knowing what to do with it, he eventually succumbs in his greed for money. When the man finds out about the theft, he has Hugh arrested and jailed. This causes Hugh to slash his wrist one day, and commit suicide. In my personal opinion, the deaths of the protagonists in both stories would not be directly, and intently because of the actions of other character. And as such, I would believe that Hugh’s death was caused by his own greed, or selfishness. Although Deborah was the one who stole the money, Hugh had a choice to either take it, or refuse. He took the check, and his dream of having a better life, of being in a better social standing caused his greed to get the better of him. Considering that a large sum of money was stolen, Mitchell obviously wouldn’t allow that to go unnoticed and unpunished. His moral obligation towards Hugh is little, or none. It is only fair that he wished to see Hugh punished for the theft of his money. Though, if only he would have known that Deborah was the one who stole the check, then probably he would have been wrathful towards her instead of Hugh. The only error Mitchell committed was the misdirection of his finger. Maybe, the story would have ended differently if the theft would have been thoroughly investigated. In the case of Bartleby, I would think that the lawyer was not responsible for his death. As the story tells us, Bartleby had started to become a burden on the lawyer. He spent all of his time, quite literally too, in the lawyer’s office doing nothing. His customers remarked upon that, and the lawyer realised that Bartleby was bad for business. And that is only fair of him. He has no moral obligation towards prioritizing Bartleby’s well-being instead of his business. He shifted his office, but the workers still complained of Bartleby, and finally he had to-albeit reluctantly-turn him in to the police. Bartleby died in the jail. The lawyer hears a rumour about Bartleby having worked in a dead letter office, and maybe Bartleby was mentally affected due to the extremely sad nature of his work there. And maybe that does justify his actions in the lawyer’s office, but at the end of the day, the lawyer’s business was at stake. I would believe that the lawyer was in no way morally responsible for Bartleby’s death. To analyse, are three literary works – The narrative of Henry David Thoreau, Frederick Douglass and the Scarlet Letter. All three works highlight their protagonists in various ways, using different themes and settings. They were written in around the same time period as well, the late 1840s and 50s. The main protagonists have an unconventional livelihood for some part of their life, and this is most often reflected in their stories. In the case of Frederick Douglass and Henry Thoreau, this unconventional life of theirs forms the basis for their narratives. After reading all three books, the readers can make out the fact that all three protagonists disagree with some aspects of their society, and it’s this disagreement that forms the basis for this analysis. Henry Thoreau is repulsed by the materialism in the society then, and Douglass strongly disagrees with slavery and its social, economic and moral effects, whereas, Hester Prynne is shunned, or deemed as an outcast by the society. This is the major similarity between all three protagonists Isolation from conventional society. Frederick Douglass’s narrative is set in the America of the early 19th century. Before and during the American civil war, when slavery was rampant the country. Douglass was probably the son of Captain Anthony, a white slave owner, who was also his first owner. Throughout his life as a slave Douglass is looked down upon as inhumanely as possible by his white slave masters. He is inhumanely treated, beaten, and deprived of the basic necessities in life. From his very birth, he is labelled as a ‘slave’, throughout a long period of his life, he remains one. He is a unique character in his story, as he doesn’t fit in the regular description of both the social standings at that time – The slaved blacks, and the free citizens. He is not free only in his mind, and not physically. And he takes an interest in reading and writing, after he learns from Sophia Auld. He takes it upon himself to continue reading and writing after Sophia cruelly stops teaching him. Most slaves weren’t literate then, and that’s what set him apart from them. The constant mistreatment he suffers sets off a spark in him, a spark of deep hatred against slavery, it leads him to devise plans to escape, to find his way to more liberal parts of the country. He creates his own opportunities. Opportunities to create, and increase awareness about anti-slavery. He becomes an eloquent writer and orator, recording his life in his narrative, his beliefs and his thoughts about the evils prevalent in the society. Douglass, exercising his new-found skill becomes actively involved in the abolitionist movement, doing what his deepest wish was to. When comparing Douglass to Hester Prynne and Thoreau, the readers can notices that there is no physical restriction applied to the latter two protagonists. It’s rather social and psychological. But like Douglass, Hester Prynne too does not fit in the society. She married an elderly man in England who sent her to America, where she lived in a puritan settlement in Boston. The reason why she is held like an outcast in the society is because she had an affair with a young minister – Arthur Dimmesdale, and had a child out of wedlock. The society frowned upon this incidence and Hester Prynne was an outcast, who was punished for her sin and secrecy. She had to wear a Scarlet coloured letter ‘A’ on her breast. It was a symbol of adultery, one which she bore throughout her time in the society. She was never a regular citizen, and lived her life in isolation in small cottage with her daughter Pearl. When her husband surfaced in the puritan society, he was malevolent towards her former lover Dimmesdale, which eventually caused them to plan to flee to Europe and settle there as family. But before they could do so, Dimmesdale kills himself due to the anguish caused by Chillingworth (who wanted revenge against him).[5] Hester and Pearl do escape the society, but only after Chillingworth’s death a year later. As a result of her experiences in the puritan society, she becomes a kind and compassionate figure, caring the poor and wounded. Her charity work eventually makes her a mother-figure in the society, and when she returns back to Boston from Europe, the scarlet letter which she still wears is no longer a sign of shame. Like Douglass, Hester contemplated about the evils present in the society, the treatment of women in general, and the society’s outlook towards her. She made a better person out of herself as a result, and forged a better future for herself and her daughter just like Douglass did. Henry David Thoreau lives an isolated life for two years. Similar to Hester Prynne, he is fairly cut off from civilization in Walden Pond, except for the occasional visitors (and the fact that concord is of walking distance). The reason why Thoreau went to live in this recluse of his is because he wanted to experience more of his life. Unlike, Douglass and Hester Prynne, his isolation wasn’t inflicted on him due to societal norms and conventions. He chose to live in isolation to find a new side of the society. Henry’s beliefs were mostly critical towards the then modern society. The materialism present in the society thoroughly irked him, and he considered tangible assets and money to be the evils in the society. He believed that every material muse was a burden for the society and that a life in recluse was the purest form of contact with the nature. His almost biased criticism was not only limited to money and wealth, but also to technology. The main similarity between the three protagonists is their shared beliefs towards the societal ills. Although, their issues are different, they point towards a better version of a society in their mind.

Huck Finn And Racism Essay -- essays research papers

In the book, Huckleberry Finn, by Mark Twain, the main character Huck, is able to look past conformist and the effects of his environment. Huck was born into a society that was supposed to hate black people. Huck was able to see good in a ‘nigger’ , and further a healthy relationship with his slave, Jim. Huck is a very strong and smart person, although he isn’t learned, and can act ignorant from time to time. Mark Twain, many times makes Huck look like a non-admirable person, when Twain does this it degrades him and Huck. Twain did this because he was afraid of the social critics in his day. Huck was a good person despite what the ending of the book may have appeared him to be.   Ã‚  Ã‚  Ã‚  Ã‚  Huck is a walking contradiction to the belief of environmentalism. The definition for an environmentalist taken from Oxford states: “A person who considers that environment has the primary influence on the development if a person or group,';. Huck was taught that blacks were lower then whites, and should not be treated as equals, so according to this belief he should have hated blacks, but he didn’t. Huck was too smart and open minded for the belief of white supremacy.   Ã‚  Ã‚  Ã‚  Ã‚  Huck has had positive interactions with blacks, and has taken a liking to the slave Jim, who he helped to free, to go with him on his wild adventure. Huck never had very much schooling. This is one of the reasons he is so smar...

Gender Relations in Chinua Achebes Things Fall Apart Essay -- Things

Gender Relations in Chinua Achebe's Things Fall Apart      Ã‚   In Chinua Achebe's novel Things Fall Apart, the Ibo people's patriarchal society has a strict system of behavioral customs according to gender. These customs strongly restrict the freedom of Ibo women and help to reinforce generation after generation the notion that Ibo men are superior to the women of their tribe.    Among the people of this society, the condition of weakness is strongly associated with the state of being female. The worst insult that a man can receive is to be called a woman. The novel's main character, Okonkwo, is often obsessed with proving his strength as a man because he seeks to escape the reputation of his father who was considered by his fellow clansmen to be weak like a woman. He is ashamed when he learns that "agbala was not only another name for woman, it could also mean a man who had taken no title" when this insult is applied to his father. Okonkwo takes the insecurity of his manliness to extremes, and even unnecessarily kills the adopted son whom he loves deeply in order to prove his unwavering emotional fortitude. "Dazed with fear, Okonkwo drew his machet and cut him down. He was afraid of being thought weak."(43)    In Ibo culture, it is practically a disgrace to be born a female. This attitude is apparent in considering the emphasis placed on women to bear sons in order to carry on the honor of the family. When a woman had borne her third son in succession, her husband "slaughtered a goat for her, as was the custom."(56) A woman is honored only if she could "bear... sons"(82) to carry on a great family's name and honor.    Okonkwo is greatly disappointed by the tendencies of his offspring in their gender roles. H... ... physical power that they can exercise. Although this oppression is deplorable from a modern North American standpoint, from the point of view of the Ibo women of this period it is quite acceptable and none of them feel any necessity to change their social system.    Works Cited Achebe, Chinua. Things Fall Apart. 1958. The Norton Anthology of World Masterpieces, Expanded Edition, Vol. 1. Ed. Maynard Mack. London: Norton, 1995. Mohanty, Chandra Talpade. "Under Western Eyes: Feminist Scholarship and Colonial Discourse." Feminist Review. 30 (Autumn 1988): 65-88. Nnaemeka, Obioma. "Gender Relations and Critical Meditation: From Things Fall Apart to Anthills of the Savannah." Challenging Hierarchies: Issues and Themes In Colonial and Post colonial African Literature. Society and Politics in Africa. Vol 5. New York: Peter Lang Publishing, 1998. 137-160.

Kants Humanity Formula Essay -- Kant Philosophy Philosophical Essays

Kant's Humanity Formula   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Few formulas in philosophy have been so widely accepted and variously interpreted as Kant’s injunction to treat humanity as an end in itself†(Hill, 38). Immanuel Kant’s views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that â€Å"people count† by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kant’s way of determining morality of actions is quite different from other philosophers, and many find it extremely hard to grasp or implausible. The central concept of his basic test for morality found in his Groundwork of the Metaphysics of Morals is the categorical imperative. â€Å"The representation of an objective principle, insofar as it is necessitating for a will, is called a command (of reason), and the formula of the command is called an imperative†(Kant, 24). In other words, an imperative is something that a will ought or shall do because the will is obligated to act in a way in which conforms to moral law. Imperatives can also be referred to as the supreme principle of morality. According to Kant, there are two types of imperatives: hypothetical and categorical. Hypothetical imperatives are actions that look for the best means to a goal, however, the goal might not necessarily be an end in itself. On the other hand, the categorical imperative is an objectively necessary means to an end in itself, and the action to obtain the end, must have moral worth. If we as rational agents, have any morality at all Kant says, it takes the form of rational, categorical imperatives (commands of reason) and is found a priori excluding all interests and desires. These commands of reason are proven by the Universal Law Formula, which when applied, is a method for determining the morality of actions. How is this formula applied though? Kantian philosophy is derived from the belief that ac... ...eir judgement wisely enough to know that lying would create better outcomes in many situations. This essentially, would be a Utilitarian’s argument. Moral actions are based on consequences; ones which increase happiness or positive outcomes. Telling a lie to the murderer to send him astray would save a life, and consequently would be a moral action. Utilitarianism would take into account the future repercussions caused by the lie, but the analysis of an action still lies in the foreseen or predicted consequences rather than on the action’s intrinsic moral value. Morality then, would be judged on a case by case basis. Kant’s perspective refutes this by saying morality loses its value as a universal quality. Although situations change, the basis for acting (morality) must stay the same and actions are moral or immoral, regardless of any immediate consequences. Still, morality is based on constantly changing and often unpredictable outcomes. Kantian philosophy, even interpreted by Kant himself, is overly extreme and the strict application of its principles is too stringent. Although there is no definite foundation to base morality on, the universal law formula is highly implausible. Kant's Humanity Formula Essay -- Kant Philosophy Philosophical Essays Kant's Humanity Formula   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Few formulas in philosophy have been so widely accepted and variously interpreted as Kant’s injunction to treat humanity as an end in itself†(Hill, 38). Immanuel Kant’s views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that â€Å"people count† by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kant’s way of determining morality of actions is quite different from other philosophers, and many find it extremely hard to grasp or implausible. The central concept of his basic test for morality found in his Groundwork of the Metaphysics of Morals is the categorical imperative. â€Å"The representation of an objective principle, insofar as it is necessitating for a will, is called a command (of reason), and the formula of the command is called an imperative†(Kant, 24). In other words, an imperative is something that a will ought or shall do because the will is obligated to act in a way in which conforms to moral law. Imperatives can also be referred to as the supreme principle of morality. According to Kant, there are two types of imperatives: hypothetical and categorical. Hypothetical imperatives are actions that look for the best means to a goal, however, the goal might not necessarily be an end in itself. On the other hand, the categorical imperative is an objectively necessary means to an end in itself, and the action to obtain the end, must have moral worth. If we as rational agents, have any morality at all Kant says, it takes the form of rational, categorical imperatives (commands of reason) and is found a priori excluding all interests and desires. These commands of reason are proven by the Universal Law Formula, which when applied, is a method for determining the morality of actions. How is this formula applied though? Kantian philosophy is derived from the belief that ac... ...eir judgement wisely enough to know that lying would create better outcomes in many situations. This essentially, would be a Utilitarian’s argument. Moral actions are based on consequences; ones which increase happiness or positive outcomes. Telling a lie to the murderer to send him astray would save a life, and consequently would be a moral action. Utilitarianism would take into account the future repercussions caused by the lie, but the analysis of an action still lies in the foreseen or predicted consequences rather than on the action’s intrinsic moral value. Morality then, would be judged on a case by case basis. Kant’s perspective refutes this by saying morality loses its value as a universal quality. Although situations change, the basis for acting (morality) must stay the same and actions are moral or immoral, regardless of any immediate consequences. Still, morality is based on constantly changing and often unpredictable outcomes. Kantian philosophy, even interpreted by Kant himself, is overly extreme and the strict application of its principles is too stringent. Although there is no definite foundation to base morality on, the universal law formula is highly implausible.

The Importance of Continuing Professional Development

This essay aims to discuss the importance of Continuing Professional Development (CPD) within a National Health Service (NHS) medical imaging department; and how it contributes to delivering high quality patient-centred care. It will include any associated advantages and/or disadvantages to the NHS and imaging department; and discuss the impact of compulsory CPD associated with management and service delivery. Finally, radiography specific examples of CPD currently documented within the NHS will we stated with suggestions for increased uptake of CPD within imaging departments. CPD is described by the Health Professionals Council (HPC) as ‘a range of learning activities through which individuals can maintain and develop throughout their careers, to ensure that they retain a capacity to practice legally, safely and effectively within an evolving scope of practice’ (HPC, 2006: 1). All radiographers must be registered by the HPC in order to practice in the United Kingdom; ensuring regulation and compliance with prescribed standards of practice. This therefore provides public protection. In 2005 the HPC made CPD a mandatory requirement for all health professionals in order to remain registered, or if renewing registration (SCoR, 2008: 5). Registrants are required to keep accurate, continuous and up-to-date CPD records of activities. This includes professionals in full or part-time work, in management, research or education (HPC, 2006: 3). The activities should be varied and include for example, work based learning, professional activity, formal education and self directed learning; which should have relevance to current or future practice (HPC, 2006: 2). The practitioner must aim to show that the quality of their practice, service delivery and service user have benefited as a result of the CPD. In addition to patients, ‘service user’ also encompasses clients, department-team and students (HPC, 2006: 4). To ensure compliance with HPC standards, a random selection of registrants are audited with their CPD profile being submitted and reviewed. The practitioners profile must demonstrate a representative sample of activities, with a minimum of twelve recorded pieces spanning the previous two years; documenting professional development. HPC, 2006: 3). The process of CPD requires the practitioner to review their practice regularly, in order to identifying learning requirements (SCoR, 2008: 1). After performance of the CPD activity, an evaluation and written statement summarises its impact, quality and value to future practice (SCoR, 2008: 2). Although some CPD learning activities will occur spontaneously it may also be done through discussion with a manager (SCoR, 2008: 4). This continuous process maintains and enhances expertise, knowledge and competence, both formally and informally; beyond initial training (Jones and Jenkins, 2007: 7). It allows ongoing development through life-long learning and ensures the practitioner achieves their full potential, helping provide a high quality patient-centred service, based on up to date evidence (RCR, 2007: 10). The advancement of diagnostic imaging and the demand for imaging services in the NHS has significantly affected the role of the radiographer (Smith and Reeves, 2010: 1). Understanding that radiographer’s initial training is not sufficient for the duration of their career, coupled with many significant government developments, has emphasised the need for CPD; with associated advantages and disadvantages to the NHS and imaging department (Jones and Jenkins, 2007: 7). French and Dowds (2008: 193), suggests that through CPD, professionals can achieve professional and personal growth, acquire, develop and improve skills required for new roles and responsibilities. In support of this Lee (2010: 4) suggests that CPD related to self-confidence, improved ability to problem solve, with a greater understanding of local and national organisational needs. However, it was consistently found that new skills and knowledge deriving from CPD activities could not be utilised, due to trust protocols and policies (Lee, 2010: 3). This suggests that when CPD is harnessed and applied effectively it is advantageous to both the practitioner, imaging department and NHS, yet the organisation can restrict its application, therefore not utilising its potential benefits (French and Dowds, 2008: 195). High-quality, cost effective patient-centred care is central to the modernisation of health service. To achieve this government policy is focussing on multi-professional working, new roles and increased flexibility throughout the workforce (RCR, 2006: 6). Therefore, a practitioner’s ability to extend and adapt their roles within this rapidly changing environment is central to the NHS’s and imaging departments development (Jones and Jenkins, 2007: 7). Gould et al (2007: 27) suggests reduced patient mortality has been strongly correlated with CPD; and patient outcomes are improved with multi-professional team-working. However Gibbs (2011: 3) suggests that tensions may occur with implementation of a multi-professional approach to working, resulting from practitioners preferring to stay within familiar professional boundaries. Although this suggests there are significant patient benefits to role adaption as a result of CPD, It may only be utilised if practitioners have the willingness and motivation to develop their roles (Gould et al, 2007: 31). With role adaptation initiatives however, there are risks of reduced standards of care; with practitioners needing to remain aware of their scope of practice and accountability (RCR, 2006: 10). To ensure clinical governance standards are maintained; audits should be used to check performance and compliance against agreed standards (RCR, 2006: 10). An essential element of CPD is being able to reflect and learn from experiences, including service failures (SCoR, 2005: 1). Understanding why something has happened and implementing a positive change in practice, as a result, will contribute to continual improvement in services systems (RCR, 2006: 10). Gibbs (2011: 2) suggests that CPD helps the NHS comply with local and national strategies, in addition to quality monitoring and good governance. This helps provide patient safety whilst minimising medical negligence penalties; in 2008-2009 alone the claims against the NHS were ? 769 million (Shekar, 2010: 31). The Agenda for Change resulted from a workforce crisis, resulting from low staff morale, lack of professional progression and unchallenging careers. The importance of lifelong learning was recognised as being pivotal in addressing these issues (Jones and Jenkins, 2007: 10). It introduced a four-tier structure, incorporating a competency based system for continual learning, the Knowledge and Skills Framework (KSF); this provided fair CPD access to all (Gould et al, 2007: 27). Within the imaging department it promoted, encouraged and expedited role development and generated new radiographic roles (Woodford, 2005: 321). It was highlighted that in order to meet service needs and radiographer aspirations role development was necessary (Woodford, 2005: 320). It provided improvements in equal opportunities, career development with improved CPD opportunities; and consequently increased morale and retention rates (DH, 2004: 2). However, Williamson and Mundy (2009: 46) suggest that if role development and career aspirations did not materialise the investment in recruitment, retention and improved morale would be wasted. As a consequence a depleted workforce and lack of service provision, could potentially compromise patient safety (Gibbs, 2011: 2). An annual appraisal and personal development plan is a requisite of the KSF. This identifies individual training requirements and formulation of a CPD plan; highlighting targets and objectives that meet the organisation needs and practitioners career aspirations; followed by performance review (Gould et al, 2007: 27). This cultivates effective training and development throughout all stages of an individual’s career, in addition to highlighting areas for development within the department team (Gould et al, 2007: 28). Jones and Jenkins (2007: 7) suggest that an annual appraisal can help structure and guide an individual CPD, creating a better standard of service. Additionally, Gould et al. (2007: 29) found that poorly planned CPD could have little to do with the appraisal, service or staff development (Woodford, 2005: 324). This indicates efficiently planned CPD and personal development plan can help develop the inherent potential in staff, improving knowledge in best practice whilst promoting a greater degree of autonomy (Jones and Jenkins, 2007: 10). However, to achieve this clear communication with the manager ensuring joint agreement and appropriateness of training requirements is necessary (Jones and Jenkins, 2007: 11). Manager responsibilities include the development of the workforce for good service delivery, with identification and provision of appropriate education and training. This ensures practitioner roles are supported, safe to practice and suitable for the purpose (RCR, 2005: 8). Compulsory CPD does not guarantee that learning occurs in practitioners who lack motivation; compliance with regulations may be their only impetus (Jones and Jenkins, 2007: 9). Barriers may be affecting participation, for example, the individual may feel a lack of choice in determining particular learning needs with the manager dictating the activity; or personal conflict with the idea that adult learning should be self-motivated and a self-directed process (Lee, 2010: 3). French and Dowds (2008: 194) highlight a number of other barriers to CPD participation, including time constraints, the CPD being of no professional relevance, inadequate finances, not enough staff to cover and a lack managerial encouragement. In support of this Gould et al (2007: 606) identified barriers to CPD in particular groups, including those nearing retirement, staff working only at weekends or nights and part-time staff. This indicates the need for managers to understand the factors that inhibit and facilitate the practitioner’s ability to effectively engage in CPD; therefore ensuring the staffs’ continued HPC compliance and retention of registration (SCoR, 2009: 3). Although motivation towards CPD is pivotal it needs to work in association with protected study time, opportunities and recognition that CPD is integral to patient care (Jones and Jenkins, 2007: 11). With financial constraints managers can find it challenging to provide sufficient opportunities and resources for practitioners to undertake CPD (French and Dowds, 2008: 195). With money and time being invested the input must be justified. Gibbs (2011: 2) suggests that informal learning cannot be assessed unlike formal learning; and it is hard to show how either will be applied to practice. However, nurses in a study by Gould et al (2007: 606) felt that work based-learning helped to keep staff motivated, interested and had more impact on patient care. This suggests that although informal learning is a subjective process, there are perceived benefits; furthermore, reflecting on personal experience will increase proficiency (French and Dowds, 2008: 194). If funding is insufficient, managers may see CPD as an extravagance that cannot be afforded (Gibbs, 2011: 2). With the substantial costs of replacing an NHS professional, it seems logical for employers to finance CPD, therefore securing a motivated and proactive workforce, whilst safeguarding service delivery (French and Dowds, 2008: 195). Compulsory CPD required by the HPC has the advantage of ensuring competence in registered practitioners, therefore providing public protection and confidence in the service (Gibbs, 2011: 2). As radiographers are required to base their CPD on recent research, patients should expect to be diagnosed and treated with currently approved approaches (Gibbs, 2011: 3). However, it is difficult to establish if there is improved patient outcome directly resulting from CPD, as many other variables could have an affect (French and Dowds, 2008: 194). This would suggest that compulsory CPD has the potential to provide better quality patient-centred service, however if insufficient audit and research to evaluate the practice is not in place, there is no evidence to support its influence on service provision (SCoR, 2010: 4). Compulsory CPD also has a positive impact on the range of activities and quantity of CPD undertaken (French and Dowds, 2008: 192). This affords further opportunities within the profession and is integral to the extension of professional roles and boundaries; complying with current drives for service improvement (Williamson and Mundy, 2009: 41). Woodford (2005: 321) states ‘double barium contrast enema was one example of role extension benefitting service to patients by reducing long waiting lists and numbers of unreported examinations’. The evaluated studies established better service provision, for example patient waiting times; freeing up radiologists time to perform other duties, and cost effectiveness (Woodford, 2005: 325). However, Smith and Reeves (2010: 113) state that there were barriers to adopting radiographic role-extension from radiologists, who hindered the radiographer’s progression. This suggests that intent from radiographers and government to achieve improved patient services can be impeded without the support and co-operation of radiologists who are central to the radiographic team and necessary to implement the changes (Woodford, 2005: 325). The financial challenges affecting the NHS have reduced CPD opportunities (Gibbs, 2011: 3). To help increase local uptake, innovative and cost effective approaches can be fostered in a supportive learning environment within the imaging department (French and Dowds, 2008: 195). Gibbs (2011: 4) suggest that the least costly CPD options are often overlooked, with poorly resourced departments often underutilising these opportunities. Work-based learning (WBL) for example journal clubs, in-service education programmes staff/student supervision, or taking time to reflective on practice (HPC, 2009: 6), provides an effective, flexible way of enhancing practice within the workplace: and also enables easier staff release (Gibbs, 2011: 3). It is important to ensure that the activities are linked to evidence-based practice for recognition of academic learning (Gibbs, 2011: 4). However, although these activities may have reduced monetary implications they still use time (Jones and Jenkins, 2007: 11). Hardacre and Schneider (2007: 12) suggest that WBL offers the benefits of familiar staff surroundings, provision of a staff-support network and programmes that are designed around staff and the organisation; which helps meet their needs. French and Dowds (2008: 194) suggest that professional practice showed positive change as a result of hands-on training. Although the convenience of WBL is apparent, it could restrict radiographers CPD opportunities in higher education; with employers preferring the WBL as it revolves around the organisations work, rather than for professional gain; this could inhibit the growth of the practitioner and service development (Munro, 2008: 954). Specialist practitioners could find suitable CPD courses hard to access locally; with the expense of providing for small groups. However, the KSF could be used to identify similar issues within other trusts, by collaborating when commissioning, costs could be reduced due to the increased number of participants (Gould et al, 2007: 30). Communicating CPD needs between other trusts and providers of education could be a cost effective approach to CPD opportunities, and could prevent duplication of similar courses locally (Gibbs, 2011: 2). Utilising technologies more extensively provides a diverse range of CPD activities such as webcasts, podcasts, on-line packages, CORe-learning programmes, video conferencing and discussion boards. (Gibbs, 2011: 4). This offers a flexible approach to updating skills and knowledge, with post-evaluation being quickly and easily accessible. However it is dependent on computer skills, educational level and internet access (French and Dowds, 2008: 193).

Everyday Use Essay Essay

In â€Å"Everyday use† Maggie gained the most emotionally because she finally got something she wanted after years of feeling she didn’t deserve the things she desired. Dee, Maggie’s sister, usually could take what she wished from her mother’s home such as the churn top from a butter churn her family had for years. Meanwhile Maggie usually assumed it was the way life went and that other people were more deserving of the things they wished for than she was. When Dee asked her mother for two quilts their grandmother had handmade, her mother told her no and that the quilts were promised to Maggie. In this case Maggie finally gained something she wished for and was shown she deserved it too. Part of Maggie’s belief that she didn’t deserve the things she wanted sprung from her sister’s ability to get everything she asked for. Dee, as it would seem always received everything she asked for when she asked for it. When Dee was graduating from high school she requested a yellow organdy dress to wear on the evening of her graduation which her mother purchased fro her. This showed Maggie that Dee received many things she wanted, while she remained with the little she already had, never asking for much. When Dee asked her mother for the hand carved churn top their relatives had made her mother gave it too her with no problems, even though it was an important piece from their family. This gave Maggie another example of how her sister got things she would have liked to keep. Maggie often felt that she didn’t deserve as many good things as her sister got. Maggie was often stuck with lesser than that of what her sister received and believed that was how life worked for her. As a child Maggie was badly burned in a house fire while her sister escaped just fine, this resulted in her feeling insignificant and shuffling everywhere she went trying to hide her face. The fire having burned and scarred her made her believe she deserved the lower hand of all things in life. Maggie’s school was closed when she was young while Dee went on through full education, this made Maggie feel simple and uneducated. The advantage of her sister’s education made Maggie feel lesser and undeserving. Before the events in the story Maggie felt more like an outcast and unimportant. When Maggie’s mother gave the quilts to Maggie instead of Dee it shocked Maggie and helped her change her perspective on how she should be treated. Dee who always got what she wanted begged and begged for the quilts and expected to receive them. Maggie also expected so and believed her sister was more deserving of the quilts than she was, she told her mother to give the quilts to Dee. Maggie’s mother instead gave the quilts to Maggie shocking everyone and giving Maggie something she deserved for once. In the end Maggie was shown she deserved just as much as everyone else and that life didn’t always give certain people what they wanted. Her sister who had always gotten everything she desired was not given what she wanted for once. Showing her that their was a little fairness to the way things work. While Maggie received what her sister had asked for, getting something she wanted for the first time. This showed Maggie she deserved a little more than she was getting. Over all the event with the quilts broke Maggie’s mindset and gave her a new view on how she was treated.

A Matter of the heart and Coach Knight Essay

Coach K and Coach Knight both achieved significant success during their college coaching careers. Both coaches possessed the knowledge, skills, and abilities to lead their teams to numerous victories. However, their approaches to this success were very different. Robert Katz and M.D. Mumford identified three skills that leaders should have to ensure their effectiveness and success. Those skills included: technical, human, and conceptual skills. Robert Blake and Jane Mouton developed a leadership grid that indicated behaviors of leaders that were based on people and results. Based on these two leadership models, the coaches were very diverse on the methods exercised to lead their teams. One coach was more concerned with human skills and development of people, while the other coach was more focused on technical skill and results. In employing the Katz and later studies of Mumford’s skills approach, Coach K is dedicated in promoting the development and growth within his team. He utilized his human skills in his ability to work with his team and other coaching staff to accomplish their goals (Northouse, p. 45). He created an environment of trust in where the team had faith in his leadership and each other. Coach K encouraged his team to rely on each other’s ideas and concepts and adapted them into his guidance of the team. He applied his technical and conceptual skills by creating a shared vision for the team and staff; while also using his knowledge and abilities about basketball to enable the team to reach victory. Coach Knight’s skills and how they related to the Katz and Mumford’s approach were slightly different. He utilized his technical skills with his team by providing them with examples of his experience and expertise of the game. Coach Knight conducted specific activities and drills that would ensure the team would be successful. He strongly believed that physical activity or the use of technical skills which involve hands on activity or processes within an organization would guarantee victory (Northouse, p. 44).  Creating a plan and a vision for his team, he pushed his players to strive for excellence. This was an example of his use of conceptual skills. However, Coach Knight lacked human skills. He has been criticized for being unconcerned about the feelings, thoughts, and concerns of others. Most people saw him as a tyrant or dictator. While analyzing the coaches using the Blake Mouton Grid, they are very dissimilar as well. Coach K exhibits the Team leadership results. He is very concerned with results, but is just as concerned about his team and their individual needs. He operates his team with encouragement and motivation for individual and organizational results. The team is driven to produce results and is satisfied or content with his leadership abilities. Yet, Coach Knight identifies with the Authority-compliance management system. He is focused on results by any means necessary. This leadership style is high on results and low on concerns for people. Coach Knight follows a strict system with emphasis on policies and procedures. He has been known to punish or terminate team members for not producing acceptable results. Although both coaches have experienced considerable success, they have two very different leadership styles used to accomplish their goals. While Coach K equally directs his attention to both task oriented and relationship based leadership, Coach Knight centers his leadership approach on only completing tasks and achieving results. Despite the distinctive natures of their leadership proficiencies, both men are respected and highly regarded in the basketball community. References Balancing task- and people –oriented leadership: The Blake Mouton managerial grid. Retrieved from http://www.mindtools.com/pages/article/newLDR_73.html Northouse. P. G. (2013). Leadership theory and practice (6th e.d.). Thousand Oaks, CA: Sage. Snook, S. A., Perlow, L. A., & Delacy, B. J. (2005 December 1). Coach K: A matter of the heart. HBS No 9-406-044. Boston, MA: Harvard Business School Publishing Snook, S. A., Perlow, L. A., & Delacy, B. J. (2005 December 1). Coach Knight: The will to win. HBS No 9-406-043. Boston, MA: Harvard Business School Publishing

Myth Interpretation

The movie industry had delved with so many themes already that creating a fairy tale or a fantasy movie is not something new. These fantasy movies became mainstream attractions thanks to the new technology of 3D and animations that makes imaginary characters come to life and walk and talk like humans. In these fantasy movies, one can not help but question the inspiration for the story; the insight for the roles created; and the symbolism each character represents.There would be parallelism with each fantasy story, as every good fantasy movie would be, since it mainly caters young audiences, like for example the eternal battle between good and evil. Pan’s Labyrinth is not any difference, it tackled the parallelism and many more, although some symbolisms were graphically demonstrated, to the point of disgust, it is still a fantasy movie.These parallelisms between the symbolism in the movie and the myths would be analyzed and discussed in this paper. The liminality as every heroi c tale should have would be pointed out in any way possible as it pertains to the Neo-Platonism idea of The One.Summary of the MoviePan’s Labyrinth or El Laberinto Del Fauno in its original title in Spanish or literally translated as The Faun’s Labyrinth, is a fantasy film that delves in a young girl’s struggle to keep the reality beautiful by completing tasks in another parallel world. In so doing she will take the throne that was rightfully hers and become a Princess once again in the parallel world.There were two worlds in which Ofelia, the protagonist was living. The real world where her mother is sick with the baby, where her ruthless stepfather Captain Vidal lives, and where there are rebels prepared to take offense against the Captain’s forces; and the second world, where Ofelia is the long lost Princess Moana, daughter of the King and she must get back to him as soon as possible. To be able to go back to her father, Ofelia was tasked to complete t hree tasks before the full moon rises, in order to ensure that her â€Å"essence† is intact. First she must retrieve the golden key from the belly of a giant toad that was living off the life of an old tree.She successfully got the key and proceeded on with the next one, with the Faun’s guidance, to retrieve a golden knife from a pale man’s dwelling and she was successful again, but lost the lives of her assistant fairies. The Faun was so angry that he said Ofelia could never return to her kingdom. Meanwhile, the condition of her pregnant mother is getting worse, and the rebels who are against the fascist rule of her stepfather are building a plan of their own. Her mother lost her life in giving birth to her baby brother, her friend Mercedes was caught by Vidal for spying, and Vidal had caught Ofelia lying to him and imprisoned her in the attic with orders of shooting Ofelia first if the rebels attacked.Taking pity on the poor Ofelia, the Faun appeared again and gave her another chance; all she had to do is take her baby brother to the labyrinth. After much hardship and running away from Captain Vidal, Ofelia finally reached the labyrinth where the Faun was waiting for her with instructions to â€Å"prick† her little brother with the golden knife and let his blood flow through the labyrinth. Ofelia refused to hurt her baby brother, this led to the Faun’s disappointment and left Ofelia on her own, as Captain Vidal finally caught up with her, killed her and took the baby.Ofelia’s blood spilled in the labyrinth and Captain Vidal was met by Mercedes and her rebel friends and they killed Vidal. All the while, in another world, Ofelia rose and was called upon by her father as Princess Moana. She was astonished to find herself in a big castle with her father and her mother waiting for her. She had finally come home; while on the other end, Mercedes cradles the lifeless body of Ofelia.Contrasting Concepts and Symbolisms: Good vs. EvilAs every fairy tale is supposed to have, the ensuing battle against the good and the evil, wherein no matter how much hardship the good guys had, the good will eventually triumph over the evil. In Pan’s Labyrinth, Ofelia represents the goodness in both worlds; the real world and the world underneath. The rebels signify the integrity and righteousness in the real world in their fight against the dark evil as manifested by the ruthless Captain Vidal. He is both the evil in Ofelia’s life as well as the rebels, and he had made their lives literally a living hell by torturing and killing the captured rebels, and later on, by taking Ofelia’s innocent life.As Ofelia went through difficult times and losing her life in the process, she triumphed for she had passed the test and did not fall into an evil-like behavior by sacrificing her baby brother. It is the goodness in her heart that finally led her to where she wants to be, with her mother and her father (altho ugh they are all dead already), and the only way she could do that was to die herself, and be reborn as Princess Moana of the Underworld. Ofelia is the epitome of good while Captain Vidal is the utmost evil by killing her. However, the other symbolism for good is the rebels who took Vidal’s life. Although the manner in which they did is not really â€Å"good†, in reality per se it is an acceptable way to end a fairly evil man. In this sense, Ofelia’s objective of making both worlds a better place to live in was achieved – in the fantasy world by completing all her tasks and in the real world through her death.Characters as Compared to Greek MythsThe title itself was a referral to the Greek god Pan, although the director and writer of the story denied having derived the Faun from Pan the Greek God. Perhaps, it is the similarity of the features that was compared to. The Faun personification of half man-half goat was first used in The Chronicles of Narnia as the trickster who wanted to kidnap Lucy but changed his mind later on. In Pan’s Labyrinth, the Faun was used as the guide with unknown objective – either the good or the bad. Is he telling the truth? Is he just tricking Ofelia to lure her into his trap? But we find out later that he was just testing Ofelia’s good heart if she could spill an innocent’s blood just to achieve her goals.The pale man who was guarding the magical dagger was perhaps derived from the â€Å"Cycladic idols† that archaeologists found in the Cycladic Islands. These figurines have white bodies, featureless faces, and stiff, formal poses and were thought to represent death. Just like the pale man, who represented nothing but death of children (in the drawings and the mountain full of children’s shoes).The stuffing of magic stones into the big toad’s mouth ended his reign thus giving birth to the key by tricking the toad into eating the magic stones when Ofelia pla ced a big bug along with the stones and held out her hand. This was perhaps derived from the Greek myth of the feud between Zeus and his father Kronos. Kronos had this habit of eating his children when they are born, and his wife Rhea, grew tired of seeing her children being swallowed by her husband that she tricked him into swallowing a rock instead of Zeus. Therefore, Zeus grew up and eventually killed Kronos.Underlying Interpretationa. As a belief SystemThe myth surrounding Pan’s labyrinth stemmed through Ofelia’s belief system that was encouraged by the Faun of her being â€Å"The One†. The lost Princess Moana of another world, and longing to escape the present reality in which she wants to save her mother and her unborn brother, she goes on to complete the tasks presented. Ofelia firmly believed that if she could pass the stages and fulfill the responsibilities given to her, she would finally be able to see her father, who was waiting for her for a long tim e.Embodying a Social ConflictPan’s labyrinth was set in the Post Civil War Spain in 1944. Captain Vidal is the head of one unit somewhere in the province who still hunts and kills rebel guerillas who are against the fascist rule. Carmen, Ofelia’s mother, had submitted herself, Ofelia and her unborn son’s fate into the hands of Captain Vidal. Perhaps love? But the sternness of Vidal and the lack of amiability between supposed to be husband and wife (Vidal and Carmen) lead the writer to assume that perhaps it is a mother’s survival instinct. Widowed with one kid during the hard times, perhaps the best chance of survival is to go with a powerful man to protect her self and ensure a good future for her children.Unknowingly, Carmen had entered a dark realm in which the man she though would rescue them, would be the sole reason of their demise. Confronted with the reality that Captain Vidal is a â€Å"bad† man, Ofelia tried to tell her mother who refuses to see the â€Å"real† Captain Vidal. Therefore, having no resolution and powerless to change the situation, Ofelia resulted into building her own world, from her imagination, through the fairy tale books that she was reading. It was through her mind that the blank book that the Faun gave her imprint instructions on what to do and how to do it.It was also with the Faun’s help that Carmen’s health condition got better (for a while) by placing a mandrake root under her bed; although one person in the real world, through Mercedes, may have seem to have the courage to change things, but still powerless to help Ofelia and her mother during their suffering, eventually stepped up to change and had Captain Vidal killed, but it was already too late for Carmen and Ofelia, for both have already lost their lives.c. AllegoryThe tasks performed by Ofelia in the parallel world are an allegory of her trying to escape and stop the cruel ruling of her stepfather Captain Vidal. O felia had pushed the stone that she found at the road to a mouth of a stone sculpture that started the chain of events – Carmen felt better to continue the travel. The Faun represents another entity that forces Ofelia to follow orders and be a good girl – just like Captain Vidal, he gives orders to his men and expects loyalty and respect or else he would kill them. The task of retrieving the magic key inside a giant toad’s stomach could be an allegory of Ofelia trying to find favor from Captain Vidal, but unlike the toad where she was successful; she was repulsed by Vidal and was treated just like anybody else.The pale man in the long table with bountiful fruits and images of children being eaten and mound full of children’s shoes is an allegory of Captain Vidal seating on the same setting, eating delicious food while the rest of the townspeople fall in line to get their rations. The last task that is to sacrifice her little brother for her to be able to open the portal, but did not do so and in the eventuality lost her life; is an allegory of Vidal sacrificing Ofelia’s life, he did what Ofelia did not do, that is to kill, and the consequence of Vidal’s action was death in the hands of the rebels. All the while, Ofelia was pointed out as The One that would make a significant change in the real world, and as The One missing Princess Moana in the parallel world.ConclusionThe movie was full of symbolism and parallelism that are subject to different opinions and interpretations by various scholars. The comparisons and allegories discussed in this paper may seem absurd or untoward by other scholars but myth interpretation is by itself subjective, and as a free and imaginative thinker, through a proper structure, the writer had expressed his/her opinions and views accordingly. There may be some that the writer had missed or other areas that were overlooked, but all things considered, this is a brief analysis of the movie Pan ’s Labyrinth with regards to myth interpretation.ReferencesCampbell, Joseph. The Hero with a Thousand Faces.Powell, Barry B. Classical Myth. Fifth Edition