A Cup of Tea by Katherine Mansfield - 2970 Words

A Cup of Tea By Katherine Mansfield Rosemary Fell was not exactly beautiful. No, you couldn t have called her beautiful. Pretty? Well, if you took her to pieces... But why be so cruel as to take anyone to pieces? She was young, brilliant, extremely modem, exquisitely well dressed, amazingly well read in the newest of the new books, and her parties were the most delicious mixture of the really important people and... artists - quaint creatures, discoveries of hers, some of them too terrifying for words, but others quite presentable and amusing. Rosemary had been married two years. She had a duck of a boy. No, not Peter - Michael. And her husband absolutely adored her. They were rich, really rich, not just comfortably well off, which is†¦show more content†¦She was outside on the step, gazing at the winter afternoon. Rain was falling, and with the rain it seemed the dark came too, spinning down like ashes. There was a cold bitter taste in the air, and the new-lighted lamps looked sad. Sad were the lights in the houses opposite. Dimly they burned as if regretting something. And people hurried by, hidden under their hateful umbrellas. Rosemary felt a strange pang. She pressed her muff against her breast; she wished she had the little box, too, to cling to. Of course the car was there. She d only to cross the pavement. But still she waited. There are moments, horrible moments in life, when one emerges from shelter and looks out, and it s awful. One oughtn t to give way to them. One ought to go home and have an extra-special tea. But at the very instant of thinking that, a young girl, thin, dark, shadowy - where had she come from? - was standing at Rosemary s elbow and a voice like a sigh, almost like a sob, breathed: Madam, may I speak to you a moment? Speak to me? Rosemary turned. She saw a little battered creature with enormous eyes, someone quite young, no older than herself, who clutched at her coat-collar with reddened hands, and shivered as though she had just come out of the water. M-madam, stammered the voice. Would you let me have the price of a cup of tea? A cup of tea? There was something simple, sincere in that voice; it wasn t in the least the voice of a beggar.Show MoreRelatedAnalysis of â€Å"A Cup of Tea† by Katherine Mansfield820 Words   |  4 PagesAnalysis of â€Å"A Cup of Tea†by Katherine Mansfield K.Vasiliev A Cup of Tea by Katherine Mansfield (1888 to 1923-New Zealand) is included in the 1923 collection of her work, The Doves Nest and Other Stories edited by Mansfields husband, John Middleton Murry.      There is a very moving introduction to this collection in which Murry lets us know details about the next ten stories his wife was going to write.    There is a temptation in reading Mansfield to see her work as artisticallyRead MoreA Cup of Tea by Katherine Mansfield: Creates a Contrast Between the Bland Ordinariness of a Cup of Tea4272 Words   |  18 Pages1 2 A CUP OF TEA BY KATHERINE MANSFIELD 3 4 5 Comment [LS1]: The title is linked to the central incident in the story and also acts as a linking device between Rosemary and Miss Smith. As Rosemary emerges from the antique shop in the cold, winter weather, she feels she ‘ought to go home and have an extraspecial cup of tea’. Immediately after that Miss Smith appears, begging desperately for something Rosemary has plenty of but which Miss Smith needs to sustain her existence. MissRead MoreAnalysis Of Katherine Mansfield s The Dolls House Essay2323 Words   |  10 PagesKatherine Mansfield was an early 20th New Zealand writer who focused on people and how they interacted with each other. She was often making comments on the society around her. The four short stories of Mansfield that I am going to talk about are also based on the interaction between societies. The people in the 19th century were blinded with darkness of class prejudice and external appearance. The four short stories are ‘The Dolls Houseâ€⠄¢ ‘The Garden Party’ ‘A Cup of Tea’ and ‘Miss Brill’. TheRead MoreAnalysis Of Katherine Mansfield s The Garden Party Essay1428 Words   |  6 PagesKelsey Archuleta Ms. Sparks AP Lit p.6 8 December 2016 Title Katherine Mansfield was a modernist short story writer during the 1920’s. She wrote various short stories in the few years as an author, Mansfield s stories often commented on class, relationships, families, and sexuality, After reading a few of her most popular works the common theme of them though out was the central conclusion of them all is the protagonist coming of age by seeing the more realistic view on life. The common themeRead MoreThe Themes Of Emotions In Katherine Mansfields Short Story839 Words   |  4 PagesKatherine describes her emotions through her characters in her short stories. She was a young New Zealand who was dying with a disease called Tuberculosis, she died at age 34. She successfully wrote three books with a fourth and fifth book following after her death. Moving back to New Zealand, her brother’s death in world war 1, and her emotions on how women were treated were all trigger points that led for her to write stories. Her stories were desc ribed as blurred edges of personality, the poetryRead MoreSummary Of The Book The Great Gatsby By F. Scott Fitzgerald1224 Words   |  5 Pagesbouncing `and mouths wide open , what was happening their eyes seemed to ask. Old Mrs Fairfield pattered in anxiously with breakfast quite out of breath and wondering what all the fuss was about. Ah it was Stanley feeling out of sorts oh well a good cup of tea and hot soup should fix it. Why couldn t these women realise how sick he was, how dreadful he felt. Here he was dying and all they could do was stand and stare at him Stanley slumped in his chair as he felt all four greenish walls moving andRead MoreEssay On Leo Tolstoy896 Words   |  4 PagesTogether in My Name. 9.Katherine Mansfield Katherine was born on October 14, 1888 in New Zealand. She died at the age of thirty-four from tuberculosis on January 9, 1923. Katherine and her four siblings were the children of Annie Beauchamp and Harold Beauchamp, who was the chairman of the Bank of New Zealand. She attended Queen s College along with her sisters. She was married twice,once to George Bowden, and once to John Middleton Murry. Katherine wrote The Fly, Prelude, A Cup of Tea, and A little boy’sRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 Pagesstudying some of the IT topics in this textbook. Bibliography Bala, Iyer, and John C. Henderson. 2010. â€Å"Preparing for the future: Understanding the seven capabilities of cloud computing.† MIS Quarterly Executive 9, 2 (June): 117–131. Boehret, Katherine. 2010. â€Å"For the iPad, Apps with their own wow factor.† The Wall Street Journal (April 7): D3. Brown, Carol V. 2004. â€Å"Seamless IT alignment† in S. Chowdhury (ed.), Next Generation Business Handbook. New York: John Wiley Sons, 1157–1168. Carr

Single Sex Education Essay - 1074 Words

Introduction: Single sex education began in 1890, in England, for men only. Education was believed to be for men only because men usually took over the family by providing funds necessary to run a household. Usually women learned only fundamental concepts, such as how to cook, clean, sew and care for children. Women did not attend school; rather, they learned the skill of reading and writing, and some acquired mathematics through private lessons or a tutor, but if they were rich they were sent to a boarding school where the emphasis would be on elegant accomplishments like music, dancing, drawing, painting, embroidery, and even sometimes French. Women were not allowed to further their education after grammar school. If they wished, they†¦show more content†¦In 1968, the U.S Department of Education, once the Department of Health, Education, and Welfare, issued a declaration saying that school officials are responsible for providing equal educational opportunities for all, regardless of one’s nationality, race, or color(Salomone 15.) Although these laws gave each person the right to attend a school of his or her choice, the creation of single sex schools brought a new defin ition to education. â€Å"The single-sex format creates opportunities that don’t exist in the coed classroom† (Sax 1/11). Students who attend single sex high schools have a greater chance of being less distracted than in a coeducational high school. Boys tend to lessen their aggressive edge and become communal in a single sex setting. They can just be boys and not have to worry about what girls may say because they are not in the same school. Boys can enjoy poetry and play in an orchestra. This is a tremendous contrast to a co-educational high school setting. Girls drop their shyness and begin to take risks in a single sex school setting. They become more competitive. They embrace sports like field hockey and soccer with enthusiasm without worrying about appearing like tom boys. Young Teenagers are subjected to an inundation of pressure to become adults before they are ready to do so. They grow up too swiftly. Single sex education is a gentler, more controlled atmosphere. On the contrary: some public schools which have adoptedShow MoreRelatedSingle Sex Education : Single Gender Education1458 Words   |  6 PagesSingle-gender education has become more and more popular in the last few years. There are many people and organizations who like the idea and would like to continue it and other organizations that think single-sex education could make our school systems revert back to a time with gender inequalities. Single sex education breaks down gender stereotypes and in many cases limits distractions for a student in a classroom especially in a student’s teenage years. Opponents to single-gender education claimRead MoreThe Issue Of Public Single Sex Education Essay1407 Words   |  6 Pagespublic single-sex education has increased in the recent years as schools are piled with more pressure to increase their grades and keep teaching method fresh. It’s an old approach to the education but its gaining momentum in public schools as it has been the method in most private schools. According to the report by National Association for Single Sex Education, over two hundred public schools across the United States offer single-sex classrooms. Most public schools are venturing into single-sex educationRead MoreSingle Sex Education : Harmful Or Helpful?1654 Words   |  7 PagesSingle Sex Education: Harmful or Helpful? Imagine walking down a hallway, where there are two doors opposite of each other. One of the doors is covered in pink frills and pictures of princesses, while the other is decked in blue and pictures of sports. From the pink door, giggles are heard along with sounds of cups clicking as girls have a tea party. While from the blue door, sounds of pretend racecars and children running can be heard. Now, are these classes taught equally? The public school systemRead MoreSingle-Sex Education and Co-ed Education Essay1059 Words   |  5 PagesSingle-Sex Education and Coed Education. The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimentingRead MoreEducation: Gender and Single-sex School Works1256 Words   |  6 PagesSingle-Sex Schools A time comes in every young teen s life when he or she must decide where to attend high school. As they examine which high school they want to go to, one of the factors they may come across is whether to go to a single-sex school or a co-educational school. While co-ed schools allow students to develop socially, single-sex schools have the advantage in academic success. Single-sex schools provide a conducive learning environment for students, allow teachers to teach accordingRead MoreSingle Sex Education Is Beneficial For Females Than Males Essay897 Words   |  4 Pagesschools so switching to single-sex education was rather different for me. Four years at Academy of the Holy Names prepared me to be successful in my future endeavors and also to be confident in who I am. Although research shows that single-sex education is beneficial for both sexes, it indicates that single-sex education is more advantageous for females than males. Research and statistics explain that there is a mal e dominance in co-education schools, and that single-sex education provides girls a betterRead MoreSingle Sex Education Is Overall More Effective For Most People1274 Words   |  6 PagesSingle sex education is overall more effective for most people. It helps with multiple aspects of a person s personality. This specific education helps students gain confidence, feel comfortable, and lets students be themselves. It’s no surprise that boys and girls were educated separately in the colonial times (Kennedy). During the 1960s and the 1970s, the number of single sex schools began to decrease. The main reason for this decrease was out of respect for women s rights and equalityRead MoreEssay about Mona Lisa’s Smile: Single-sex Education for Girls1721 Words   |  7 PagesMona Lisa’s Smile: Single-sex Education for Girls â€Å"Men Are from Mars - Women Are from Venus,† it is the title of a bestseller book, which tells us how different boys and girls are. Single-sex education was introduced because of the huge differences, and it once flourished in the United States. Since the 1970s, however, it began to be regarded with a degree of suspicion. Many girls’ schools closed or amalgamated and the trend towards co-education continued to spread. Until nowadays, the debateRead MoreINTRODUCTION Many parents and educators are led to believe that single-sex education can eliminate2000 Words   |  8 PagesINTRODUCTION Many parents and educators are led to believe that single-sex education can eliminate the distractions for students in the classroom. There is evidence that suggests that there are significant gains for children who attend single-sex schools, especially girls, and that these schools encourage the students to flourish. However, there is an ongoing debate about the impact that single-sex schools have on both the academic achievement and social skills, and there are studies that suggestRead MoreMale and Female Segregated Education (Co-Ed Versus Single Sex School): Separate but Equal3125 Words   |  13 PagesThese days, many people argue about why segregated education for males and females is a controversial issue. People argue about why they have to change the view of sharing the same classes. How does a co-educational school made students familiar with the real world despite the fact that the real world is aggregated? They think that gender is not as important as education itself, b ut researchers have started to notice the difference in education when males and females are separated in school classes

China Communist Party Free Essays

Communist Victory The victory of the Chinese Communist Party (CCP) over the Nationalist faction in the Chinese Civil War was a direct result of numerous influences, both internal and external. However, three important reasons for the CCP’s victory can be attributed to the Japanese attack and occupation of China during World War II, the CCP’s treatment of the Chinese people, and the political failures of the nationalist forces. The combination of these historical events provided a situation that allowed the CCP to defy the odds and take over China. We will write a custom essay sample on China Communist Party or any similar topic only for you Order Now The Japanese invasion of China in 1937 was the setup for the eventual success of the CCP. Although it cost the CCP manpower and resources, the Japanese attack allowed for the formation of a political environment that favored the spread of the communist party. The Japanese help legitimize the CCP by singling it out as a special enemy and instructing the Japanese supported puppet government in the job of exterminating the communists in their jurisdictions. The phrase, â€Å"the enemy of my enemy is my friend† applies in this situation. After the mistreatment the Chinese population endured under Japanese occupation, it is easy to comprehend why the Chinese people would gravitate towards a group that was so despised by their main tormenter. The added attention that the CCP received from the Japanese occupiers showed the Chinese people that the CCP was a force to be reckoned with, and a possible threat to Japanese interests in China. This publicity put the CCP’s in the minds of the people as a counter to the Japanese. The Japanese invasion left a power vacuum for the CCP to fill. As the Japanese forces advanced, â€Å"the traditional ruling elite evacuated†¦ and left peasants to defend for themselves during the eight years of occupation. † This allowed for the CCP to move in to the areas without leadership and gave the CCP the opportunity to win over public support. The Japanese military expansion into the region forced the KMT forces out of the area, but as Japanese units left the area, the CCP moved in, taking the place of the KMT government. The invasion of China also changed how the peasants viewed China as a whole. Before the invasion, the people â€Å"were a passive element in politics†¦absorbed in local matters and only had the dimmest sense of ‘China’. † However, the Japanese invasion changed how many peasants saw their role in greater population, and focused more on issues like â€Å"national defense, citizenship, treason, legitimacy of government, and the long-range betterment of the Chinese state. † The Japanese attacks on the Chinese people motivated them into shifting their thinking. They now had to think about who was going to protect their lives and property. With both nationalist and communist factions fighting the Japanese army, the interactions of the people and anti-Japanese forces would influence on what side the people agreed. In Edgar Snow’s Red Star Over China, Snow shares his account of what he witnessed during his time in China reporting on the actions of the communist party. Snow noticed, â€Å"most of the peasants†¦seemed to support the communists and the Red Army†¦and when asked whether they preferred it to the old days, the answer was nearly always an emphatic ‘yes. † Snow provides detail about the policies that allowed the peasants to favor the new communist rule in their region, writing that, â€Å"the Reds gave land to the land-hungry peasants, †took land and livestock from the wealthy classes and redistributed them among the poor. † The CCP polices also allowed for upper classes to not lose everything but rather †both the landlord and the rich peasant were allowed as much land as they could till with their own labor. † Although some may question the total accuracy of Snow’s work, it cannot be disputed that the policies Snow refers to did indeed influence the people into supporting the communists. Another key point on how the CCP won over the peoples’ support is the rules and policies to which Mao’s followers were forced to adhere. Simple orders like do not steal, return what your borrow, replace what you break, and be courteous allowed the CCP to earn the loyalty of the Chinese people. The communists showed special effort in appealing to women, as they hoped to win over a group of people who were traditionally an oppressed class. Instead of using only force, this respectful behavior towards the people wooed them into the supporting the CCP. The CCP actively took the communist message to the people. The communist way was presented as an ideal society for the Chinese to thrive under, and offered hope to the masses. The CCP sent out propagandists and troupes of actors teaching and entertaining the people the new superior communist way. Nationalist feelings were also stirred by the CCP in the war against the Japanese, aiding in uniting the people under the organized communist resistance. The KMT also played a vital role in the eventual communist victory in main land China. Before the second Sino-Japanese War began in 1937, the KMT focused not on the growing Japanese threat, but instead the communist faction in China. The communist forces retreated, but were not entirely eliminated. This move left open the opportunity for the CCP to grow, adapt and eventually take on the nationalist forces again at a later time. The war with Japan highlighted the failures of the nationalist regime. Hsi Chi in his work Nationalist China at War states that the abuse of the people at the hands of the nationalists â€Å"made the government appear in the people’s eyes as symbol of oppression and exploitation, and provoked widespread disillusionment and alienation among the people. This attitude in relation to the government allowed for the CCP to have a better chance at persuading the people to join the communist movement. This failure to gain the support of the people is seconded by a soldier in the nationalist army in a letter to America. The soldier, Rau Huang, writes, â€Å"In the early stages of our war against the communists, our government was negligent in not seeking the support of the masses†¦the communists did not neglect this opportunity†¦Ã¢â‚¬  The communist victory in the Chinese Civil War was a major moment in the 20th century. The communist had the fortune to have an environment that allowed their efforts to carry on despite being targeted by two other factions. A prolonged Japanese invasion permitted the CCP to move into regions and garner support from the people that may not have been available otherwise. Without a Japanese attack, a sense of nationalism may have been harder to produce from the populace. The party’s organization and methods to gain the support of the masses would prove vital in the victory as well, showing the people a new future that could be achieved. The nationalist forces were defeated in part because they didn’t eliminate all the communists before the war with Japan, and their own disorganization and inability to gain support from the people proved to be too much to overcome. Certainly, these are not the only reasons why the CCP succeeded in taking control of China, but these elements each played their part in the puzzle that led to final victory of the Chinese Communist Party. Works Cited Babb, Geoff, â€Å"The Chinese Civil War† (presentation, University of Kansas, Lawrence, KS, October 29, 2012). Chi, Hsi. Nationalist China at War: Military Defeats and Political Collapse, 1937-45. Ann Arbor: University of Michigan Press, 1982. Huang , Ray. â€Å"Letter From Nanking. † Military Review, December 1948. Johnson, Chalmers. Peasant Nationalism and Communist Power, etc. Stanford: Stanford University Press, 1966. Snow, Edgar. Red Star over China. New York: Grove Press, 1968. ——————————————– [ 1 ]. Johnson, Chalmers. Peasant Nationalism and Communist Power, etc. (Stanford: Stanford University Press, 1966), 32. [ 2 ]. Johnson, Peasant Nationalism and Communist Power, 70. [ 3 ]. Johnson, Peasant Nationalism and Communist Power, 69. [ 4 ]. Johnson, Peasant Nationalism and Communist Power, 69. [ 5 ]. Snow, Edgar. Red Star Over China. (New York: Grove Press, 1968), 222. [ 6 ]. Snow, Red Star Over China, 222. [ 7 ]. Snow, Red Star Over China, 222. [ 8 ]. Babb, Geoff, â€Å"The Chinese Civil War† (presentation, University of Kansas, Lawrence, KS, October 29, 2012). [ 9 ]. Babb, â€Å"The Chinese Civil War†. [ 10 ]. Babb, â€Å"The Chinese Civil War†. [ 11 ]. Chi, Hsi. Nationalist China at war: military defeats and political collapse, 1937-45. (Ann Arbor: University of Michigan Press, 1982), 190. [ 12 ]. Huang , Ray. â€Å"Letter From Nanking. † Military Review, December 1948. How to cite China Communist Party, Essay examples

Compare Contrast Two Paintings Essay Example For Students

Compare Contrast Two Paintings Essay Explain how the perspective, technique, and compositional features of each painting help create contrasting rhetorical effects. In your analysis, focus on two or three specific points of contrast. Support your analysis by referring to specific details from each painting. Questions for Visual Analysis What point of view does the painting take toward its subject? Does the Perspective perspective seem subjective or objective, positive or negative, emotional or detached? How do the details of the painting create a specific impression? What artistic techniques does the painting display? Does the painting seem Technique realistic or expressionistic? Are its colors vibrant or subdued? Does the brush work kick polished or messy? How are the details of the painting arranged? What do you notice about Compositional the colors, the lines, and the relationships among the people and objects Features portrayed? How do the individual figures relate to each other and to their setting? What visual parallels and relationships do you see? Your analysis should present both your own observations and library research. The essay must include at least POUR sources documented in proper MEAL aroma, with in-text, parenthetical references and a list of Works Cited. Two of your sources will be primary sources?the two paintings you analyze?and two will be secondary sources?historical or critical commentary relevant to the paintings. (Please note: encyclopedias?including On-line encyclopedias like Wisped?do not count as sources for this assignment. ) Give your essay a thesis and a clear, logical organization. Your first paragraph should start with a strong lead, provide any necessary background information, and end With a clear thesis statement. The next arcograph should establish the similarities between the two paintings and describe them. Then, in two or three paragraphs, present the points of contrast between the two paintings. Awe sure to support your analysis with specific details from the paintings. In your final paragraph, summarize your main points and clearly present the significance of your analysis. Each paragraph should have a strong topic sentence. Outline for Analysis of Two paintings Hooks the readers interest. Provides background on the two paintings. Ends with a thesis statement. Description Sets up similarities. (l paragraph)

Henry David Thoreau Walden English Literature Essay free essay sample

Chosen inquiry: 5. Detail the lessons learned by Henry David Thoreau in chapters 1 and 18 of Walden, and depict what portion these lessons play in Thoreau s doctrine of a life of simpleness ( 1879 ) . Walden, by Henry David Thoreau, is a text written in the first individual position which inside informations the experiences of the writer during his two twelvemonth experiment in life at Walden Pond ; and the philosophical thoughts that came to him during his stay at that place, sing life merely and intentionally, cognizing yourself, and seeking for truth. In Walden, Thoreau portrays himself as an model figure who by virtuousness of his philosophical inquirings, economic good sense, nonconformity, and appreciative observation of the natural universe could function as a theoretical account for others ( Baym 1853 ) . In peculiar, Walden trades with Thoreau s construct of populating a life of simpleness. He believes that lessons in simplifying one s experience and ego trust consequences in a happier being. We will write a custom essay sample on Henry David Thoreau Walden English Literature Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He states that perplexing one s life is unneeded and will merely take to dissatisfaction. He illustrates his thought of simpleness when he realises that the three rocks on his desk need dusting daily he throws them out the window stating: I had three pieces of limestone on my desk, but I was terrified to happen that they required to be dusted daily, when the furniture of my head was all undusted still, and threw them out the window in disgust ( Thoreau Walden 32 ) . He argues that having more than life s necessities afflicts one s psyche with concern and restriction, and hence bing them their inner freedom. Thoreau uses a prophetic tone to inform his reader the lesson of his Walden experiment. He wrote elaborate history of his clip at Walden in order to let others who labour under a error ( Thoreau Walden 3 ) to be enlightened about the advantages of a simplified manner of life. In Thoreau s Journal, the entry entitled Snow-Crust , dated 29th of February 1852, he defines simpleness as the jurisprudence of nature for work forces every bit good as for flowers ( Thoreau Journal 324 ) . On the 1st of September of the undermentioned twelvemonth, in his Journal entry called Simplicity in Living , Thoreau identifies two sorts of simpleness ( Thoreau Journal 411 ) . The first being of the barbarian who he says to be: both externally and inside simple ( Thoreau Journal 412 ) . The 2nd type of simpleness he gives to the philosopher s manner of life, which he deems merely externally simple, but inside complex ( Thoreau Journal 411 ) . In Walden, Thoreau urges, Simplicity, simpleness, simpleness! I say, allow your personal businesss be as two or three, and non a hundred or a thousand ; alternatively of a million count half a twelve, and maintain your histories on your pollex nail ( Thoreau Walden 84 ) . He views American society to be cluttered with furniture and tripped up by its ain traps, ruined by luxury and heedless disbursal and the lone remedy for it is in a stiff economic system, a austere and more than Spartan simpleness of life and lift of intent ( Thoreau Walden 84 ) . Thoreau had two chief influences which inspired him the carry out his Walden experiment. The first being Stearns Wheeler, who had built a hut on a pondy shore near Concord in which Thoreau had been his guest old ages before ( Thoreau Bode 258 ) . Another outstanding influence on Thoreau was his like-minded friend Ralph Waldo Emerson, who was the most of import influence and friendly relationship of [ Thoreau s ] life ( Baym 1854 ) . It was Emerson s transcendentalist book Nature , published in 1836, that Thoreau drew some of his philosophical thoughts which inspired his authorship ( Thoreau Bode 258 ) . In the first chapter of Walden, Economy , Thoreau explains his constructs of life merely and intentionally. Thoreau relays that it is better to get merely life s necessities, that [ m ] ost of the luxuries, and many of the alleged amenitiess of life, are non merely non indispensable, but positive hinderances to the lift of world ( Thoreau Walden 11 ) . He states that one is non genuinely sing life if they do non populate deliberately. His impression of life intentionally was to concentrate on each portion of life ; by detecting your milieus and populating through each minute of life. Thoreau: more than anything else attempted to arouse his readers to believe to wake up, as he put it in the book s epigraph. Life is short and life is marvelous, Thoreau insists, and it is incumbent on each person to calculate out how best to react to the fortunes of the minute ( Baym 1857 ) . In his geographic expedition of this thought, he states that his ground for life at Walden was to picture what is genuinely necessary in life, and that he went to the forests to populate intentionally ( Thoreau Walden 83 ) . Through his experiment in life in the forests by taking unneeded extravagancy from his life he discovered that the basic necessities of worlds were nutrient, shelter, fuel, and vesture ( Thoreau Walden 10 ) . He believed these four commissariats were all that were needed, for non till we have secured these are we prepared to entertain the true jobs of life with freedom and a chance of success ( Thoreau Walden 10 ) . Thoreau theorises that there are two ways to decide being dissatisfied with one s ownerships. A individual can either get more or cut down their desires. Thoreau notes that his neighbors in Concord take the first option, purchasing the latest manners and luxuries. But he prefers the 2nd declaration, believing that we should possess merely what is necessary for us to populate in comparative comfort. In stating this he advises his reader to besides simplify their lives and that it will take to a happier being. He farther clarifies by crying: Simplicity! Simplicity! Simplicity! ( Thoreau Walden 84 ) . In Economy , Thoreau demonstrates his thoughts of simpleness and autonomy in the edifice of his little house in the forests. He begins building with nil and easy acquires supplies through adoption, having gifts, and some buying. On 4th of July 1845, he moves into his home at Walden, emancipating himself from the norms of society, a symbolic motion of personal release aligned with the jubilation of national freedom ( Baym 1854 ) . For the continuance of Thoreau s Walden experiment, he maintains a punctilious history of all his debits and credits. It is through Thoreau s ain economic system that he ascertains the true necessities to populate a content life. In the concluding chapter, entitled Conclusion , the tone becomes more pressing in comparing to the relaxed descriptive storytelling of the old chapters. The text features an increased figure of direct bids, for illustration, State what you have to state, non what you ought ( Thoreau Walden 304 ) . However, Thoreau s usage of you in his commands does non connote high quality over his reader as he by and large includes himself, frequently mentioning to us . Although the tone is a morally righteous one, it besides resonates with an confidence of equality amongst all people. In contrast to the first chapter s rambling gait, the last chapter characteristics far more intense, personal references to its reader. It is this alteration in gait that highlights the urgency of Thoreau s concluding message that in reading of his experiences in Walden and of his philosophical thoughts, his readers will be inspired to get down populating their lives otherwise. In the chapter Conclusion , Thoreau besides recommends self geographic expedition alternatively of going geographically, holding it non worth the piece to travel round the universe toA countA theA cats in Zanzibar ( Thoreau Walden 299 ) . He believes that through detecting nature it is possible to have a more insightful position of one s ain psyche. He mentions an illustration of when physicians suggest a alteration of scenery for patients. Thoreau feels that a alteration of the psyche may be more good advice. In his encouragement of ego geographic expedition, he emphasises that cognizing yourself and what is true, is more than love, than money, than celebrity ( Thoreau Walden 307 ) . He expresses disapproval towards the heightened consumerism of Americans and urges his reader to value their ideas over luxuries, Otiose wealth can purchase overpluss merely ( Thoreau Walden 305 ) . In composing Walden, Thoreau hoped to animate his reader to happen their ain way in life and non to follow the crowd. He uses his clip at Walden as an illustration, to demo the reader what is possible when you set your head to something out of the norm, If a adult male does non maintain gait with his comrades, possibly it is because he hears a differentA drummer ( Thoreau Walden 303 ) . Thoreau concludes the text by foregrounding his consciousness that the common John or Jonathan ( Thoreau Walden 310 ) reading Walden may non grok his elevated text. However, he reassures his reader with his anticipation that a new manner of life is nearing. In the first and concluding chapters of Walden, Thoreau inside informations his assorted experiences in get downing out in Walden and so what he has learnt from the two twelvemonth undertaking. His descriptive narration is veined with his philosophical thoughts of accommodating a simplistic attack to life. In an attempt to populate life in a simplified mode, Thoreau suggests a decrease of things in proportion ( Thoreau Walden 84 ) . He felt that in making this, one maintained control over their life. He discovered that through the simplification of a individual s experience, they would be unfastened to larning about life. However, in order to make this, the reader must larn autonomy. He shows this by illustration in his agriculture of beans, which resulted in him successfully covering his costs, hence larning the lesson of trusting on himself. It is with this simpleness and autonomy that Thoreau profoundly respected the booming life of the forests at Walden. He greatly appreciated and worshiped the nature he experienced around him. He describes Walden Pond as the Earth s oculus ( Thoreau Walden 173 ) , experiencing that it encapsulates both Earth and air, It is intermediate in its nature between land and sky ( Thoreau Walden 176 ) . In Walden, Thoreau illustrates the advantages of simplifying one s life and observant nature: Let us foremost be every bit simple and good as Nature ourselves, chase away the clouds which bent over our foreheads, and take up a small life into our pores. Do non remain to be an superintendent of the hapless, but endeavour to go one of the worthies of the universe ( Thoreau Walden 71 ) . Therefore, through reading Thoreau s Walden the reader non merely gets an penetration into the persons deep grasp for nature, but one can besides see it as an illustration of seting into action his assorted philosophical constructs. As can be seen throughout the text, Thoreau is eager in his encouragement for his reader to take attentiveness of his advice to populate a life of simpleness in order to derive felicity and self-fulfilment.

Computer Crimes on the Internet Essays - Identity Theft, Free Essays

Computer Crimes on the Internet Essays - Identity Theft, Free Essays Computer Crimes on the Internet Alex O'Ree English 101, period 2 Ms. Dougherty April 9.1997 Computer Crimes on the Internet Thesis: Emerging with the Internet, a group of elite cyber-surfers have turned into today's computer hackers. I. Software piracy is a major crime on the Net. A. $7.5 billion of American Software is stolen each year. II. Industrial Espionage is gaining access to remote sites illegally. A. Stealing of information from corporate sites is extremely illegal. B. Password Sniffers are used to get someone's password. C. IP spoofers changes your identity. D. Many things can be stolen from companies. III. Email hacking is common. A. Mail bombs are thousands of messages send to a single address. B. Email forgery can cause people reputations to get ruined. C. Anonymous Email is illegal. IV. Fraud is very common. A. Pyramid schemes are nothing but a scam. B. Credit card fraud is a half billion dollar a year scam. V. Computer viruses are destructive to computers. A. Computer viruses can be attached to Email messages. B. 99% of all computer viruses are detectable. Computer Crimes on the Internet Its the 90's, the dawn of the computer age. With technology changing and evolving everyday, it may seem hard not to slip behind in this ever changing world. The Information Super-Highway has been following computers throughout the past few years. Along with the Internet, an emerging group of elite cyber-surfers have turned into today's computer hackers. Most people don't know about them, most people don't know they exist, but they are out there, lurking in the shadows, waiting for there next victim. It can be a scary world out there (Welcome to the Internet). In reality it is not nearly as bad as it sounds, and chances are it won't happen to you. There are many fields of hacking on the Internet. The most popular type of hacking is software piracy. "According to estimates by the US Software Piracy Association, as much as $7.5 billion of American software may be illegally copied and distributed annually worldwide"(Ferrell13). Hackers "pirate" software merely by uploading software bought in a store to the Internet. Uploading is send information from point A(client) to point B(host); downloading is the opposite. Once it is uploaded to the Internet, people all over the world have access to it. From there, hackers trade and distribute the software, which in hacker jargon is warez[AO1]. Industrial Espionage is another main concern on the Internet. Most recently, the FBI's World Wide Web page hacked and turned into a racial hate page. Anyone can access files from a WWW page, but changing them is very hard. That is why most hackers don't even bother with it. CNET stated "This Web site should have been among the safest and most secure in the world, yet late in 1996, it got hacked."(Ferrell18). To change a web page, hackers simply upload a new, modified version of the web page, in place of the original. But fortunately, almost all Internet Service Providers (ISP), the computer you dial to for Internet access, have protection called a firewall, which kicks off all users trying to gain access of change information that are not authorized. "Theft and destruction of company files is increasing faster than the ability to stop it"(Rothfeder170). Another field of hacking on the Internet is Electronic-mail hacking. A hacker can intercept Email enroute and read it with no detection. To safeguard this, companies use encryption programs and no one but the sender and its recipient can read it(Rothfeder225). A mail bomb is another type hack on the Net. "A mail bomb is simply an attack unleashed by dumping hundreds or thousands of Email messages onto a specific address"(Ferrell20). The only way to fix this problem is to either sit there and delete each message one by one, or to call you Internet Service Provider for help. Email forgery is also common. A hacker can change the return address on any given piece of Email to anything they want, such as [emailprotected] This is illegal because you can use someone else's address to send false Email to people. Oracle Systems CEO Larry Ellison fell victim to forgery when a former employee accused him of sexual harassment and used a forged email message to help plead her case. And Bob Rae, the former premier of Ontario, suffered political embarrassment as a result of a

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Personal Development Through Reflective Practice Personal Development Essay

Personal Development Through Reflective Practice Personal Development Essay The learning set was created on the first day of the course. Members were chosen at random based on their seating position in the room and that fellow work colleagues could not be part of any group. Our set therefore consisted of six strangers from different backgrounds and organisations. No direction was given about learning sets theory or practice. We met as a group over a period four months. Initially we struggled with making our learning set work. At times we wanted to apply formal structures. For example in week 3 we tried a self evaluation exercise from a text book (Pedler, Burgoyne, Boydell, 2007). Whilst that was helpful from an individual perspective it did not fully clarify what we were meant to achieve via the set or satisfy the eagerness of some members to put structures in place. However over a period of time the group has now gelled and is less negative about the concept of the learning set. We are still not fully behaving as a set as defined by theory e.g. we dont always spend time at each meeting to discuss specific issues, often digressing into wider debates (Revans, 1978) As a group we have followed the various stages of Tuckmans classic team development model. (Alan Chapman/Businessballs.com, 2010). The application of this model is shown in Appendix 1 Account of Learning Gains I was initially critical of the learning set process, as like others, I could not see where it was going beyond being a talking shop. Nonetheless I can see now that the process has developed me personally. This is not uncommon. for those who have persisted with the process (of action learning sets) this talk has proved to be a powerful agent of personal and business change (Clarke et al, 2006). I have learnt about my own and others learning styles. My learning style is activist/pragmatist (Appendix 2) compared to others in the group who were more in the styles of reflectors/theorists and therefore wishing to apply a more rigorous approach before engaging in the process. The set has allowed me to reflect on this style and I am now more reflective in my actions. I now consider options before acting whereas before I would almost identify the route to resolving a problem and determine my actions accordingly. My reflective diary shows that I have become more aware of group dynamics and how people behave in groups (appendix 3). This in turn has helped me make changes to my managerial style and behaviour in situations at work. It has also made me realise that as a manager you need to be continually reflecting and re-acting to deal with an ever changing world. I can now see that learning can be a social process and that learning is dynamic and affected by social context. Whilst we as a group have only had limited formal learning set time, what has really been effective is the informal time we have had as a learning set and as a cohort with other learners. In that time we have shared our experiences and learnt from each other. I have also developed friendships through this process. I am a now also more questioning and challenging of assumptions I may have held. The academic reading has helped me to do this but so too has having the opportunity to question and be questioned in a safe environment. At times this has been uncomfortable but the rigour of keeping a reflective diary has been invaluable in enabling me to see this. A Learning Set Process Review One of the key issues the set struggled with was not having a facilitator or any formal input to guide us from the onset. This had the potential to make the set a talking shop, which in the early days it was. Some timely input was provided but as Revans stated it is by being comrades in adversity i.e. having to make sense of the learning set for our MBA that we managed to progress. (Revans, 1978). On balance I would say that having a facilitator to provide the set with a steer and maintain focus would be something I would change in future. Alternatively an introductory session on the principles of learning sets would have been helpful, though I appreciate, having been through the process, that this could potentially bias the learning that could be achieved. Bourner et al found that setting up set randomly had the potential of creating a group of group of leftovers who did not benefit from the learning set process. (Bourner Weinstein, 1996). This happened in our overall group and did influence my thinking about whether I should move sets but my overall comfortableness with ours and what I had surmised about others clouded my own thoughts around whether I should move sets (appendix 3). We had consistent attendance from members, except for one person who missed the initial sessions as well as the mining museum event. He subsequently did not return. I would argue that for the process to benefit an individual then s/he must attend regularly so that relationships as well as confidence to question can be built up. Commitment to the process is therefore critical. Time in meetings was also a critical factor. We probably only have had a handful of set meetings where we followed our agreed structure of each member putting forward an issue for debate. As we met only once a week meetings often did not get going and on occasions the time was taken up with other course related activities. We should have created opportunities to meet outside the set or used electronic means to communicate. Having people who were outside of each others work context helped set members gain views that are independent but also enabled members to talk frankly without fear of breaching confidentiality or work related sensitivities. This is a very powerful tool as often managers do not have access to such individuals. However that does require a certain amount of trust between members. This particularly helped me with the issue I brought to the learning set (appendix 3). The process also allowed us to have some thinking time outside of normal day to day work activities, again something that managers dont often find time to do. One hour just was not enough. I would change the time to at least one and a half hours. KEY SKILLS Ability to build sophisticated relationships with a variety of stakeholders and customers to help meet strategic organisational goals Dynamic leadership and management skills to lead and motivate individuals and teams to achieve targets and outcomes Excellent negotiating and problem solving skills Excellent influencing skills with excellent interpersonal and communication skills, both oral and written EMPLOYMENT HISTORY Development Manager Childrens Workforce Development Council May 2008 present Manage a team of 3 staff over seeing England wide youth workforce reform projects totaling over  £4m Member of management team for overall youth workforce reform programme with a total three year budget of  £25m Interim Head of Operations, North of England/East Midlands Equality and Human Rights Commission (EHRC) October 2007 April 2008 Managed the setting up of four English regions for the newly created EHRC Provided leadership and direction to help each region produce strategic scoping reports mapping the equalities terrain to help inform future planning Regional Director, North of England and East Midlands Commission for Racial Equality (CRE) Oct 2006 to Oct 2007 Directed 4 regional offices with 13 staff based in Manchester, Leeds, Newcastle and Nottingham and ensured very effective working relationships with key regional agencies Prepared, delivered and evaluated the regional business plan Introduced and managed innovative art based projects in Merseyside, West Yorkshire and Middlesbrough respectively to support local level equality voluntary sector Carried out a fundamental review of equality networks across the North of England Diversity Director, North of England (secondment) Acas April 2004 to October 2006 Managed Acas equality work for the North of England Specialist diversity lead on three person Acas team that delivered collaborative working training to the United Nations in New York Developed first ever Acas/North West Development Agency Memorandum of Understanding for work on equality and diversity across the whole North West region Managed the first ever joint Business in The Community/Acas equality conference in March 2006 Conceptualised and project managed the first ever Fair Employment Zone with a budget of  £200k to provide employers with support, guidance and training on equality and diversity Head of Private Sector, Commission for Racial Equality October 2002 to March 2004 Lead the CREs national private sector team of 12 staff based in multiple locations and a budget of  £600k Developed and managed the CREs new strategy for working with the private sector Negotiated sponsorship of  £100k from HSBC and Post Office Ltd for the CREs Guide to Small to Medium enterprises Oversaw the production of the revised CRE Statutory Code of Practice in Employment Director, Equality Direct June 2001 to September 2002 Successfully set up and managed the first ever national government helpline on equality and diversity for employers. Trained, managed and supported 8 helpline advisers Drafted the Department for Education and Employments 10 point plan for employers Various positions including Head of Regional Strategy, Head of Legal Action Team, Social Policy Officer, Employment Officer, Commission for Racial Equality January 1988 to May 2001 Successfully project managed five public education exhibitions attended by over 2000 individuals and employers Managed the CREs funding ( £1m)of Race Equality Councils in the North of England, which included supporting the development of new organisations Developed in conjunction with the Rugby Football League the first ever campaign to tackle racism in Rugby League- Tackle It Deputy Supervisor/ Trainer, Dewsbury Trust Fund March 1984 to December 1987 Supervised a Community Programme scheme which provided and created training and employment opportunities for over 20 long term unemployed ethnic minorities ANALYSIS OF THE CHILDRENS WORKFORCE DEVELOPMENT COUNCIL Introduction The Childrens Workforce Development Council (CWDC) is an England wide executive non-departmental public body set up in 2005 whose vision is to create a world-class workforce for Children, Young People and Families. It does this in two ways by supporting people working with them have the best possible training, qualifications, support and advice and by helping children and young peoples organisations and services to work together better (CWDC, 2010) It receives an annual grant from the governments Department of Children, Schools and Families (DCSF) for distinct projects and core management costs. Its budget and staffing have seen massive growth over the last five years. The organisation is strategically managed by a Board of Directors and operationally managed by a senior management team (SMT) consisting of the Chief Executive and five Directors. The SMT is supported by a small planning and performance unit (Appendix 4). Each Directorate consists of smaller teams which are responsible for programmes of work and projects. Woodward refers to these as task functions, namely the basic activities related to producing organisational outcomes. Central functions such as IT, Finance and Procurement, Human Resource Management referred to by Woodward as element functions i.e. those activities that support the task function sit within separate Directorates. (Woodward, as quoted in Mullins, 2007). The HQ is in Leeds with a small number of home-based staff. The majority of these are senior staff, but also includes singleton regional managers in the nine English regions. Appendix 5 shows how the delivery of programmes for the workforce is managed within one of the directorates. Projects are grouped into programmes consisting of small project teams. Each programme is answerable to a programme board consisting of key officials from CWDC and its sponsor body, DCSF. Critical Appraisal Appendix 6 provides a SWOT analysis for CWDC. This shows that as a public body it operates in a complex and challenging environment, facing pressures and demands from a large group of stakeholders/sources. CWDC is an infrastructure body that does not provide direct services to the workforce it serves and is attempting to upskill and reform the workforce to make it more effective in working with children and young people. To achieve this CWDC has put in place a significant bespoke electronic project management system into which all projects relate. This has yielded benefits in terms of consistency, accountability and close management of projects. However it is a heavily bureaucratic system which takes up significant staff time and has lead to a feeling that the system is driving the organisation. Accountability has become a key driver for CWDC and is influencing its way of delivering its aims. All projects have significant sign off processes including SMT approval. Outward facing activity such as press releases, publications, conference speeches also require sign off at this level. Whilst this is appropriate as it ensures alignment with organisational strategy, it does create a risk averse culture and makes decision making feel longer as well causing managers to feel that they cant make decisions. CWDCs structure is a tall hierarchical one that has evolved as it has grown in size. The SMT have large directorates and responsibility for staff is devolved and within Urwicks span of control is within the optimum number of six. Fayols scalar chain showing the direct line from the top to the bottom is clear and well understood across CWDC. Whilst this brings advantages in terms of clear lines of authority and accountability, it can also lead to demotivated and disempowered staff, where staff may feel that they have no say or involvement in decision making. Having a centralised base enables CWDC to ensure that there is a consistent approach to strategy and implementation across the organisation and enables more interaction between directorates. On the whole this is effective but having the majority of its senior staff as home workers and out of the office on a day to day basis can mitigate against this. To avoid this there is a significant use of emails and teleconferencing as well as two all staff conferences each year. The excessive use of email is however potentially counterproductive as it can lead to poorer communication, information overload, be a substitute for face to face contact, be used as a control tool thereby creating stress to staff. CWDCs limited regional staff presence also has the potential to create distance between the end user (the workforce) and CWDC. This is however compensated for via strong links with representative or employer bodies as well as regional roadshows. A DETAILED ANALYSIS OF THE MANAGERIAL JOB ROLE. Definition of Managerial Role Despite the fact that the theory on what a manager is or does have developed significantly over the last 100 years ago, it is not easy to define the role of a manager. In the early 1900s, F. W. Taylor pioneered the idea of one best way model to manage employees and structure to achieve maximum performance. Taylorism put forward the idea that the role of the manager was different to that of a worker. Around the same time. Henry Fayol identified five key functions of a manger namely planning, organising, co-ordinating, commanding and controlling. These hold true today though arguably the function of commanding has been replaced with motivating staff to achieve. (Stewart,1999) The work of Stewart and Mintzberg several years later took a slightly different approach to the work of the manager. They identified some key aspects such as managers not operating in orderly well organised worlds, managers interacting and managing relationships with lots of people not just their direct staff, and continually having to work in a fragmented world of variety, at pace and with little free time. (Stewart 1999,) This is particularly true for me where I find that day to day plans can easily be thrown out of kilter due to unplanned events or circumstances. Mintzberg identified ten roles common to all managers, which he put into three categories as set out below. Mintzberg suggested that a manager had to perform various roles dependent on the particular situation or context. The table (appendix 7) sets out the groupings alongside examples from my work practice: In todays world, many of the roles identified by early theorists are relevant, however the world has changed dramatically since then. The significant advances in technology, impact on how managers carry out the informational roles Mintzberg refers to. For example in my experience e-mails, internet and the company intranet now play a major role in enabling information to be disseminated without the need for the manager to do so. Today, managers also need to have the right set of hard and soft skills to manage the complex and ever-changing world, including interpersonal skills.(Mullins 2007). Important issues for the future include managing change, leadership and motivation of staff, managing diversity, the development of human resources..(Mullins 2007) Making operational decisions On a daily basis I make operational decisions namely those decisions that concern the day to day running of my area of responsibility (Teale et al, 2003) and those whose impact is immediate on the organisation (Beckford 2001). Such decisions tend to be programmed ones namely those that relate to recurring problems that have occurred often enough to enable a standard response (Daft Marcic, 2009).In my context such decisions include decisions on which supplier to use, use of agency staff, procuring of supplies, recruiting, retaining staff. The factors I take into account, dependent on the context, will include: existing organisational policies and practices. This is to ensure consistency as well as compliance to company processes and policies whether I have all the facts available to me or if I need to obtain further information budget availability e.g. when replacing staff, or sanctioning costs for services risk evaluation e.g. considering the risk to the organisation in the decision. Most of these operational decisions will be minimal risk as they fall under my command of control. However on occasions for example terminating a contract may have wider ramifications which may well involve consultation with more senior staff impact on staff in team e.g. making decisions of staff leave requests and whether cover is available whether I need to consult with others to help arrive at the decision Options available to the manager for influencing senior managers Research has identified the importance of upward influence as a key factor in the effectiveness of managers (Case, Dosier, Murkison, Keys, 1998). There are a number of options available to do this. Reason or using a logical well prepared and presented argument with supporting data and documentation appears to be an effective one when trying to put a case forward (Case, Dosier, Murkison, Keys, 1998; Bhatnagar, 1993). An example of this in my practice is attached at Appendix 8. However there is more to influencing than just having a good argument, building relationships is extremely important. (Paulson, 1991). A manager will therefore need to: See things from their senior managers perspective Keep the manager informed to enable them to do their job Be friendly but keep a professional distance Put forward solutions to problems Support the manager but not to the point of being a yes person and express reservations in private This last bullet point has some relevance to me. My reflective diary (incident of 14-16/10/09-appendix 3) shows I need to recognise this aspect more and where appropriate challenge my boss. Operational management-level meeting A key to the success of any meeting is preparation (Kendrick, 2004). Appendix 9 shows an example of how this works in my meetings. This particular meeting refers to the contract inception meeting with a contractor for a complex  £4m project. As such prior to the meeting I met with one of my team and agreed all the areas to be covered. An agenda is always produced, based on the purpose of the meeting and expected outcomes from it. The agenda is structured in such a way that it allows time for reviewing action points from previous meeting and prioritising the major items for discussion in order of priority. It also includes an item at the end for round of agreed actions. This is to ensure that participants leave the meeting with a clear understanding of the nature of and owner of the agreed actions. A note taker is critical in key meetings to ensure accurate note taking and enable me to chair and facilitate the meeting. Minutes reflecting the key areas of discussion and action points are always produced within a few days of meeting, so as to ensure completion of actions in advance of the next meeting. Following the meeting a de-brief is held with the note taker to ensure all points have been captured but also to check that the meetings objectives have been realised (Kendrick 2004). Due to the importance of these meeting I chair them. This enables me to ensure control as the contract manager. However my style is participatory and informal to allow full contribution from all participants, as it is in the organisational interest that contractors work together with us to deliver this project. Delegating effectively Time is at a premium for a manager (Stewart, 1999). Delegation is necessary to ensure that decisions are made at the lowest level to save organisational cost and free up time for management duties (Mullins 2007). However delegation must not be seen as a reason for merely dumping work onto staff or abdicating managerial responsibilities (Jones, 1979). Not all work, though, can be delegated e.g. supervision, planning, disciplinary matters which must remain with the manager (Ghazda, 2002). The key to successful delegation lies in having a planned and systematic approach to it (Mullins, 2007). Before determining whether to delegate the manager needs to be clear on the task and whether the task is being delegated for results or for employee development (Ghazda, 2002). Assumptions should also not be made about the willingness of the employee to take on the task (McConalogue, 1993). They may be afraid of failure or lack confidence (Jones, 1979). Managers need to be aware of this. The manager should also set clear objectives and identify with the employee what the expected results are (Ghazda, 2002), which should be written down (Jones, 1979). Guidance and support should be provided throughout without being too instructive as this will inhibit employee development (Mullins, 2007; Jones, 1979). Employees must be able to feel that authority has been passed on without fear of the manager constantly interfering or checking on them i.e. having the freedom of action within agreed terms (Mullins, 2007). Monitoring of the task is important and should be defined at the onset through agreed milestones (Ghazda, 2002). Manager should also check progress informally and through ongoing supervision. On reflection my practice covers most of the requirements for effective delegation. However I need to do more on formally considering employee willingness to carry out the tasks delegated to them and write down clear objectives as per paras 18-19 above. Mentoring and supporting others There are numbers of definitions of mentoring, but one that is interesting is below which highlights that mentoring can be beneficial to both the mentor and mentee. Mentoring is a learning partnership between two people with different levels of experience and with the potential to achieve new learning, new insight and personal growth (Poulsen, 2006) Mentoring uses all types of helping to learn styles i.e. coaching, counselling, guiding and networking (Clutterbuck, 2004). Mentoring can be formal and structured or informal, but for it to succeed it needs to have a structure but operate informally (Clutterbuck, 2004). On reflection, I can say that I have not formally mentored my staff but I believe that at times I have followed the four learning to help styles primarily in a job task completion context. Nor did I realise its potential development benefits for me and staff. A follow up action is for me to informally mentor a member of CWDC staff and this has been incorporated into my Learning and Development Plan (see Appendix 10) PERSONAL DEVELOPMENT Training and Development History Appendix 11 sets out my personal training and development history. My development has been primarily related to my previous career within the equality industry. In particular my development has been through spending twenty years rising up the ranks at the Commission for Racial Equality (CRE), achieving a high level position managing four regions within England. During that time I also went on secondment twice to enhance my knowledge and experience of working in other organisations. Following closure of the CRE, I became a consultant. This did not last long as I found the lack of uncertainty around work to be unsuitable and I missed the security of working within teams an established organisation. My self analysis using Belbins eight group roles showing me as a team worker supports this (Appendix 12). I therefore chose to take a lower level job in a new area (workforce reform policy) on the understanding that I would, within 2-3 years, obtain a higher level position within the new company or outside it. Learning and Development Plan My learning development plan (LDP) at Appendix 10 is based on my work related appraisal (appendix 13), issues arising from my assessment against the CMI standards (para 10 below) as well as the completion of the University of Huddersfields Guide to Reflective Practice Workbook (appendix 14). A key area I would like to focus is developing my own resilience to deal with situations in a more rounded manner. This will require me to be continuously reflect on my behaviours in different contexts. I have found the rigour of using a template for reflection for my learning set particularly useful and have started to extend this to other situations. A significant strength that has been identified is my competency to develop effective working relationships both within my team and externally. Comments from my line manager support this: One of your strongest competences (working with others). You inspire others to work with you and balance a range of personal and external demands. The learning on your management course is beginning to pay dividends and providing a theoretical background to your personal approach. It is helping you to achieve at the higher levels of this competence (Appendix 13) Reflection on the significance of the MBA programme The programme is significant for me for the following reasons: It will provide me with a qualification to support my 20+ years of management experience, which in turn will lead to new opportunities for progression to a more strategic management position within my existing employer or externally It will enable me to engage with current and new management ideas and practices thereby influencing my future practice. I will hear views and perspectives from other managers from other sector Both of the above will make me a better manager and leader. I am already benefitting from attendance on the programme. In particular it has helped me identify my strengths as well as areas for development. My knowledge of the theoretical aspects of e.g. managing people is also influencing my approaches to work situations. Attendance on the course has particularly given me the confidence to think differently and if necessary challenge in situations where previously I would not have. Progress in meeting the Chartered Manager standards. Appendices 15-16 provide a self assessment against the Chartered Manager standards using the National Occupational Standards for Management and Leadership. (http://www.management-standards.org). This shows that I meet many of the required standards either in my current role or through previous experience. Areas for improvement are: Consistently apply strategic thinking Adapt leadership style to take account of diverse situations Identify opportunities for change and development Establish information management and communication systems Manage complexity to positive effect Optimise use of financial and other resources Demonstrate resilience on achieving personal goals

Technology Is The Seed Of Our Destruction Essay -- Technology, Childre

At an early age children are given toys stimulate their brains. Legos, Lincoln logs, even the game Perfection, teach the young ones what shapes are and what they fit with. But soon Legos will no longer be relevant. Younger generations’ new â€Å"play toys† will be iPads, iPods, and numerous other tech gadgets. Our youth will grow up in a world where technology is always changing; having the mindset that nothing can be done without a smart phone, tablet, or computer. Today’s society is so tied to technology that we are losing grasp on the non-cyber reality. When my mother was dating, boys would come up to her in person and ask her out. There was a rush of adrenaline when doing so; the fear of being rejected, the joy if she said yes. Today boys just shoot over a text that reads â€Å"Hey grl, date?† And some texts are lucky if they contain vowels. What happened to romance? What young girls are growing up to realize only exists in fairytales and romantic comedies. Just like in video games, guys are always trying to find cheats, or short cuts. So it’s never a surprise when guys try to take short cuts to hook up with girls. Having phones with the ability to send pictures and search the web, makes it easier to send and receive risquà © pictures. Society as a whole is too dependent on technology, we are addicted to it. People are on edge when they are not around their phones or computers, because we feel the need to post our every thought and action that we had that day. Who really cares if Joe and Gina are eating at Steak an d Shake and feeling happy? No one! But the fact of the matter isn’t if we care it’s that we know. In the article, â€Å"Children, Technology, Problems and Preferences† is defines this act of sending naked pics or close to na... ...ut a public service announcement will cause the need for research, which will put technology to use and the may become a distraction. Doing homework is no longer about sitting down and getting it done. It is now a test of the fittest, who can go the longest without checking Facebook, tweeting, vining or posting what they just ate to instagram. We need to untie our ties to technology and take our lives back. Works Cited Crispo , Alexander W. "The Age of Electronic Fascination: Can’t Live With it and Can’t Live Without!." 2011.4 n. page. Web. Farber, Barry A., Gavin Shafron, Jaleh Hermandani, Emily Wald, and George Nitzburg. "Children, Technology, Problems, and Preferences." 2012. n. page. Web. Allison, Shelia. "Youth and the (potential) power of social media." 2013. n. page. Web. Menon, Vinay. "Blackberry or Spouse? You Choose." 2013. n.page. print

Motor Vehicle Safety Essay

There are many different types of laws and regulations that control motor vehicle safety. There are laws that are created at every level of government in the United States starting with the federal government all the way down to municipal or city regulations. A licensed driver must be aware of and abide by all of these different laws in order to ensure the safety of not just other drivers on the road but also bike riders and pedestrians that are walking along side of the roads. The federal government has enacted several motor vehicle laws and standards to ensure the safety and health of the population. The first piece of national legislation was signed in 1966 and was called the National Traffic and Motor Vehicle Safety Act. The most influential part of this bill was the creation of National Highway Safety Bureau which is now known as the National Highway Traffic Safety Administration (NHTSA). The sole purpose and responsibility of this bureaucratic entity was to enact laws to protect the population and to prevent deaths and minimize injuries from motor vehicle accidents and malfunctions. The most influential regulation that the NHTSA created was in 1968 when it required automobile workers to install seat belts for all cars. Since then the NHTSA has created a set of conventions that are required with every new vehicle that is manufactured for use in the United States, these are called the Federal Motor Vehicle Safety Standards and there are over a hundred different standards. Although the National Traffic and Motor Vehicle Safety Act is a type of legislative law, the regulations created by the NHTSA are administrative laws because they were created by an administrative agency. All of the fifty states in the U. S. including the state of Nevada have quite a few different laws that regulate motor vehicle safety. However these laws affect the drivers of the vehicles rather than the manufacturers. Some examples of these laws include the Move Over law which necessitates that if you are in an accident or your car breaks down you must make every effort to move your vehicle to the side of the road not just to keep the flow of traffic moving but to ensure the safety of the passengers in the affected vehicles. Other laws include bicycle laws, child safety seats and booster seats, and school bus regulations. For example, when a school bus pulls over to release at least one child, cars must come to a complete stop until they have reached the safety of the sidewalk; this includes cars on the other side of the road headed in the opposite irection. One of the newest laws that has been adopted in just about every state is the probation of the use of cell phones while driving your car, this means texting or talking except with the use of a hands free headset or Bluetooth. This is an example of how social norms and advancements in technology have necessitated changes in the laws. At the local state level in North Las Vegas, Nevada; there are many ordinances that dictate how drivers must behave while on the streets of the city. These include posted speed limits which state how fast a car can go while maintaining safety of the passengers inside, in other vehicles, and any pedestrians or bicycle riders in the vicinity. Another law that was recently enacted protects pedestrians crossing the street, it states that if a pedestrian enters a cross walk, cars traveling in both directions must come to a complete stop and may not proceed until the pedestrian has safely reached the other side of the street and has both feet on the sidewalk. All these laws combined contribute to the health and welfare of the public. Public health isn’t just about medically treating the masses but it is also about keeping the public safe and ensuring there are no deaths or injuries while operating or riding in a vehicle, riding a bicycle, or walking on the street. The government at all levels has an obligation of at least informing the public about how to stay safe when it comes to motor vehicles and to make sure that all proper precautions are taken when operating a motor vehicle. The decrease in motor vehicle fatalities and injuries is proof that these laws and regulations work and will continue to work as long as government keeps them in place. Figure 4-13 in Essentials of Public Health shows that despite the increase of vehicles miles traveled there has been a steady decrease in the amount of deaths cause by motor vehicle accidents. It is in the best interest of the public to keep these laws and to create new ones as times and situations change.

Visa para recibir tratamiento médico en Estados Unidos

Visa para recibir tratamiento mà ©dico en Estados Unidos Las personas extranjeras que residen habitualmente fuera de los Estados Unidos y que desean ingresar al paà ­s para recibir tratamiento mà ©dico  deben  hacerlo con estatus de turista. Es decir, no hay una visa mà ©dica o una visa humanitaria. En este artà ­culo se informa sobre las diferentes opciones para ingresar como turista en los Estados Unidos y los problemas que pueden surgir tanto a la hora de solicitar una visa como cuando ya se tiene y se debe evitar situaciones que den lugar a su cancelacià ³n,   incluidos los casos especà ­ficos de tener un bebà © en Estados Unidos cuando la mam tiene estatus migratorio de turista. Ingresar como turista en Estados Unidos para recibir tratamiento mà ©dico Las siguientes opciones no aplican a los ciudadanos canadienses, para quienes estn previstas otras   reglas. Para el resto de extranjeros estas son las opciones para ingresar como turista a los Estados Unidos: La primera opcià ³n y que va a aplicar a la mayorà ­a de los extranjeros, es sacar la visa de turista.  tambià ©n conocida como visa B2,   de paseo o placer.  En casos de urgencia para recibir el tratamiento mà ©dico, hay un protocolo previsto en los consulados para resolver estas solicitudes cuanto antes. Es muy comà ºn que cuando se ingresa con esta visa se reciba autorizacià ³n para permanecer en los Estados Unidos 180 dà ­as, pero no siempre es asà ­. Por ello es importante verificar la fecha fijada en el I-94, conocido tambià ©n como registro de ingreso y de salida. Nunca fiarse por la fecha de expiracià ³n del visado, que realmente significa otra cosa. Si una vez que se est en el hospital la estancia necesita alargarse, puede pedirse una extensià ³n. Los hospitales generalmente ayudan con este trmite. Si por razones de causa mayor no se salià ³ de Estados Unidos a tiempo ni se pidià ³ la extensià ³n, podrà ­a en algunos casos pedirse la restauracià ³n de estatus. Una segunda posibilidad sà ³lo posible para mexicanos o residentes permanentes en Mà ©xico que viven a lo largo de la frontera con Estados Unidos es ingresar con una visa lser, tambià ©n conocida como tarjeta de cruce. En estos casos el lugar donde se puede recibir el tratamiento est limitado a un nà ºmero de millas a contar desde la là ­nea fronteriza y tambià ©n est restringido el nà ºmero de dà ­as que se puede permanecer en Estados Unidos. Y finalmente, una tercera posibilidad es entrar como turista sin visa, por un mximo no extensible de 90 dà ­as. Para ello es necesario ser ciudadano de uno de la treintena de paà ­ses que pertenecen al Programa de Exencià ³n de Visas (VWP, por sus siglas en inglà ©s). Pero hay que tener muy claro que la estancia no se puede alargar, bajo ninguna circunstancia, ms de tres meses a contar desde el dà ­a de entrada a EEUU.   Si se llega por avià ³n hay que solicitar previamente una autorizacià ³n para volar, que se conoce como ESTA. En estos momentos esta opcià ³n solo aplica a chilenos, espaà ±oles y tambià ©n a algunas personas con doble nacionalidad y que por esa circunstancia uno de sus pasaportes es de un paà ­s incluido en el VWP. Problemas para ingresar a Estados Unidos como turista para recibir tratamiento mà ©dico En el caso de viajar sin visa por el programa que dispensa a los ciudadanos de 38 paà ­ses de este requisito los problemas pueden surgir de 2 formas. En primer lugar si un oficial de migracià ³n en un puerto de entrada considera que no se tienen ingresos suficientes para recibir el tratamiento y existe un riesgo de que esa persona se convierta en una carga pà ºblica.  En este caso se puede negar la entrada a Estados Unidos por ser inadmisible. El segundo problema puede surgir si los 90 dà ­as no son suficientes para completar el tratamiento mà ©dico y es que bajo ninguna circunstancia se puede sacar una visa en Estados Unidos o extender esa estancia de 3 meses. Por esta razà ³n se debe solicitar una visa de turista si el tratamiento va a durar ms tiempo, ya que debe evitarse quedar ms tiempo del permitido debido a sus graves consecuencias. En el caso de tener que solicitar una visa de turista los problemas pueden surgir ya al solicitarla. Es necesario ser considerado elegible para el visado y tambià ©n admisible para ingresar a los Estados Unidos. Respecto a esto à ºltimo, es importante poder demostrar ingresos o recursos para costear el tratamiento. Hay que evitar crear la sospecha de que se va a ser una carga econà ³mica para el gobierno de los Estados Unidos si la visa es aprobada.    Por lo tanto, estar en condicià ³n de acreditar uno o varios de los siguientes medios de pago: Seguro mà ©dicoIngresos o patrimonio propio o familiarDinero aportado por el gobierno del paà ­s al que uno pertenece, una ONG nacional o extranjera, etc. Ni las oficinas consulares de los Estados Unidos estn autorizadas a conceder visas para recibir tratamiento mà ©dico a personas que no pueden sufragar gastos mà ©dicos ni los hospitales van ha admitir ingresos sin  asegurarse el pago. Una vez que se tiene la visa de turista, à ©sta puede ser cancelada o revocada por muchas causas. Pero la ms comà ºn es quedarse ms tiempo del permitido.   Asimismo, puede haber problemas por ingresar con demasiada frecuencia. Para evitarlo, llevar siempre prueba que acredite el tratamiento mà ©dico y el pago de facturas. El caso comà ºn de ingresar  a Estados Unidos a tener un hijo Todos los dà ­as entran a EEUU decenas de mujeres extranjeras en las à ºltimas fases de sus embarazos para dar a luz, o como dicen en algunos paà ­ses, a aliviarse. Es una prctica comà ºn y legal que brinda un gran beneficio: la ciudadanà ­a estadounidense para el bebà © que nace en Estados Unidos. Pero hay que tener en cuenta ciertas circunstancias, para evitar problemas con el gobierno.   De interà ©s para los pacientes de cncer y sus familiares Las estadà ­sticas muestran que uno de los tratamientos que ms reciben en Estados Unidos los pacientes extranjeros tiene que ver con el cncer. Estos son los top  10 hospitales  para tratamiento de esta enfermedad.  Muchos de ellos tienen un departamento dedicado a ayudar a los pacientes internacionales en sus gestiones y un servicio que habla espaà ±ol. Este es un artà ­culo informativo. No es asesorà ­a legal.

Quotation Marks and Punctuation

Quotation Marks and Punctuation Quotation Marks and Punctuation Quotation Marks and Punctuation By Maeve Maddox Several readers have asked about punctuation at the end of a sentence that contains quotation marks. The first question asks me to choose which of the following is correctly punctuated: I’m awesome.  You should  probably follow me!†.  Ã‚   I’m awesome.  You  should probably follow me. My answer: Neither. The exclamation mark at the end of the first statement is sufficient end punctuation. No period is needed outside the quotation marks: I’m awesome.  You should  probably follow me!†Ã‚   The period at the end of the second example belongs inside the quotation marks: I’m awesome.  You  should probably follow me. The second question asks if this sentence is correctly punctuated: Do you think she has the nerve to tell him, You are a terrible man.? Like people, punctuation marks jostle about in a certain pecking order. A question mark muscles out a period: Do you think she has the nerve to tell him, You are a terrible man? The third question asks if two question marks are needed when a quotation is couched within a question. For example: The professor asked the class, â€Å"Did you enjoy the play Who’s Afraid of Virginia Woolf?†? Answer: No. One question mark is sufficient: The professor asked the class, â€Å"Did you enjoy the play Who’s Afraid of Virginia Woolf?† Question marks and exclamation marks drive out periods and commas. Compare: He said, â€Å"I hate you.† (period at the end of the sentence I hate you.) Can you believe he said, â€Å"I hate you†? (period eclipsed by question mark) â€Å"George Clooney is gorgeous,† she said. (comma after statement and before attribution) â€Å"Do you think George Clooney is gorgeous?† she asked. (question mark eclipses comma) There is, however, a situation in which a comma is called for after a question mark, even though the resulting visual effect is ugly. You would use both the question mark and a comma if you were listing several plays by Edward Albee: The Zoo Story, The Death of Bessie Smith, Who’s Afraid of Virginia Woolf?, Tiny Alice, and Seascape. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Capitalization Rules for the Names of GamesEach vs. Both

There is more than one topic(choose what you want from them) Research Paper

There is more than one topic(choose what you want from them) - Research Paper Example Wal-mart is driven by the objective that they should serve their customers to the best way possible keeping the costs as low as possible but still earn a reasonable amount of profit. Wal-mart ends up reducing the wages and encouraging relocation elsewhere to meet the motive of low cost1,2. The first point is that Wal-mart introduced a â€Å"pull† system of retailing. This means that Wal-mart would direct the manufacturers regarding what to produce and how much to produce. While studying macroeconomics, the first three basic questions that are asked are - what to produce, how much to produce and for whom to produce. In this case, also Wal-mart decides what consumer goods the manufacturers must produce. Wal-mart also instructs them regarding the quantity that is to be produced. Wal-mart, as any other company will want to maximize its profit level. For attracting more customers, it keeps the price of the goods at a low level. However, if prices are kept low then the profit level of the company must also be low. However, this does not happen because the company reduces its cost of production. One way of reducing the costs that has been adopted by the company is by paying low wages to the workers. In 2005, the average weekly wage was $8. While the average hourly wag e rate is $8.23 on average, the average supermarket hourly rate is $10.35. In 2001 there was discrimination between female and male workers –â€Å"the average male employee was paid about $5000 more per year than the average female full time employee†3. In order to protect this low wage policy, Wal-mart does not support the formation of unions. In the year 2000, when a meat-cutting department built up a union at Wal-mart in Texas, the commercial giant phased out the department meticulously. Hence the largest private sector in Europe is free from any union. According to estimates of January

The Issues of Family Law in Australia and New Zealand Assignment

The Issues of Family Law in Australia and New Zealand - Assignment Example The Government riposte that cohabitants should marry misses the point. All cohabitants need to be quite clear as to whether they have any beneficial interest in a property and how to secure it. In Australia3 and New Zealand4 unmarried cohabitants' rights are recognized by legislation, common law, and equity. The principle of unjust enrichment has been utilized in both these countries and Canada.5 Domestic duties alone have never sufficed in English law to found a claim for a beneficial share, whilst they do in Canada under the concept of the remedial constructive trust. Hence in Peter v Beblow6 a woman who cared for her own and her partner's children did the housework and contributed money to the housekeeping was able to keep the house under a constructive trust on the basis that her partner would otherwise be unjustly enriched by her services. In Hammon v Mitchell7- an English case - a woman who did unpaid work for her partner, raised their children and maintained the home as well as supporting him in his speculative ventures failed to acquire any beneficial share. Remedial trusts are imposed where there is a direct link between substantial indirect contributions and the acquisition or improvement of property; otherwise, compensation could be available on a quantum meruit basis. The 'trustee' has a duty to convey the property to the claimant who sues on quasi-contractual gr ounds.   In order to establish an unjust enrichment claim, there needs to be evidence of  enrichment, a corresponding deprivation, and the absence of any juristic reason for the enrichment. Examples of enrichment include household expenses, domestic work and repairs, and maintenance. The courts have not accepted willing assistance.

The Arrival of the Europeans Essay Example | Topics and Well Written Essays - 750 words - 1

The Arrival of the Europeans - Essay Example They were a part of the Virginia Company of London (Morgan, 18). Much of the history of this time does not talk of the atrocities that were committed upon the people who were Native Americans. This points to the historical inaccuracies that are created by colonialism as an economic and political phenomenon. Jamestown experienced severe difficulties in setting up a local economy and for a very long time was dependent upon the economy of the mother country, that is, England. This was the case with many new colonies around this time. They were unable to find a firm footing in the new lands. This was attributed in many cases to the lack of labor in these new lands. The situation was different where the colonization was not accompanied by a genocide and labor could be had from the local populations. This was however, not the case with Jamestown. Edmund S. Morgan talks of the reasons as to why the English were unable to begin the production of food in the new colony. The composition of the population is touted as the major reason for this failure. The composition of the colonial population consisted of, to a large extent, the nobility of England. This meant that there was not enough labor available in the new colony, to work in the fields. This hampered the production of food to a great extent. Morgan attributes the failure of the production of food to the â€Å"poor organization† of the colonial enterprise and Jamestown in particular. This then resulted in alliances with the natives of America. In a short while, thus, the colonizers were dependent on the natives for a large part of their lives (19-21). One of the main reasons for the survival of the English settlement in Jamestown was the success of John Smith. John Smith was an experienced man and knew how to deal with the Indians and was also well versed in warfare. The cruel manner in which he dealt with the Indians was

Elizabeth looked Essay Example for Free

Elizabeth looked Essay Discuss the significance of this statement within the play and the wider political and historical contexts. The play, The Crucible, portrays a community which is based on paranoid accusations of witchcraft ending in mass hysteria. The accusations led to dozens of alleged witches being prosecuted in the Massachusetts colony; resulting in the death of nineteen people being hung and one pressed to death, over the following two years. Set in the small town of Salem, Massachusetts during 1692, it depicts one man, John Proctor, in his struggle to keep his pride and name from being destroyed with lies, deceit and accusations of consorting with Satan. In 1915 Arthur Miller was born in New York City where he grew up. When he was older, in 1934, he paid for himself to enroll at the University of Michigan and graduated in 1938. Then during 1953 he published The Crucible but was then later criticized for being an Anti-American. Arthur Miller was intrigued by the witch trials of the 17th Century Salem, but he was also concerned with United States political events; parts of which were opposing the spread of communism. The McCarthyism era, in 1938, was created and led by Senator Joseph McCarthy, it was on the basis that communism was spreading and would undermine and destroy capitalism. McCarthy gave across the point that communism was to be feared and that it was a threat to America. Slowly Americans seemed to grasp his paranoid ideas and began to eradicate communism from the country. John Proctors statement, I have given you my soul; leave me my name! is significant within the play and also outside of it. Proctor was a village person, who lived in a small, friendly community where everybody knows each another and so a name would mean a lot about that person living in that community. For that reason Proctor wishes to keep his name as it is because he believes that it is the only thing he has left to hold onto. Yet outside of the play labels are formed for specific groups such as communists and capitalists. A name has been a strong idea throughout history where Kings are recognised by their names and everyone is given a name at birth. One of the main characters in Arthur Millers play is John Proctor. He was known in Salem as having a high moral status and being a respectable, honest and hard working farmer. John Proctor and his wife Elizabeth Proctor had 3 children; John tended to the farm while Elizabeth looked after the house and children. He had a strong belief that he should stick to what he believes by holding his head high against accusations and immoral justifications. He stands up for himself when he is told to sign the confession papers to be nailed onto the church door and does not let people over come him. You will not use me! I am no Sarah Good or Tituba, I am John Proctor! You will not use me! It is no part of salvation that you should use me! John Proctor is a character who, since the start, denounced the whole proceedings of the Witch Trials unjust and that the afflicted girls were liars. This builds up a life changing dilemma where he is accused of witchcraft and eventually will be hung unless he confesses to working with the devil. One of the choices he could take was to lie; he was to sign his name to a document confirming he performed witchery while in association with Lucifer. This outcome would result in him letting down this wife, children, his friends and even the people who have already been hung for witchery. Although ultimately he would be letting himself down and losing his pride and honour. The other choice he could take was death. Proctor ultimately chooses death as he wanted to hold onto, what was left of, his pride, honour and reputation. During this execution he pleaded for a little respite of time while claiming he was not fit to die. His plea was, of course, unsuccessful. Another main character is Abigail Williams; she is revealed to show her true malicious self as the play progresses.