Gender inequality in the spread of HIV AIDS

Gender inequality in the spread of HIV AIDS In December 2002, Kofi Annan, the Secretary General of the United Nations at the time wrote in the New York Times, AIDS has a womans face (2002). Women constitute 57 percent of infections in sub-Saharan African countries that are experiencing HIV epidemics (UNAIDS Report 2004). Furthermore in sub-Saharan Africa, young women aged 15 to 24 are more than three times as likely to be infected as young men (UNAIDS Report 2004). In this essay I will argue, with an emphasis on sub-Saharan Africa that the feminised epidemic that is taking place is being exacerbated largely due to Gender Inequality. I will argue this is the case because this is because women are socially, economically, and culturally more vulnerable to infection than men. Prevalent issues such as womens financial dependence on men, both physical and sexual abuse from their partners and the fact that it is customary for males to have multiple partners are key gender aspects that are crucial to the spread of HIV/AIDS in the regi on. I will start by defining what is meant by Gender Inequality and why it is important in this context and then consider the reasons with an emphasis on notions of masculinity and femininity to explain why the proportion of women being infected is rising. However, although this essay will primarily focus on women, it is important to note the gender aspects relating to the spread of HIV amongst men, in particular the pressure to perform and satisfy multiple sexual partners. Throughout the essay I will relate the issue of gender inequality to the themes of globalisation, poverty and governance and leadership whilst giving reference to the examples of Nigeria, Uganda and South Africa to support my argument. So what exactly is gender inequality and why is it important? When talking about gender inequality in sub-Saharan Africa, the issue is clear. Tallis relates the term best, remarking that we are analysing the position and status of women in relation to the position of men and the po sition of other women (2000: 59). The importance of gender inequality cannot be underestimated as it is evident at all stages of the prevention-care continuum. Gender inequality is perhaps the main problem area impeding HIV/AIDS prevention (Tallis 2000: 60). Furthermore, reports by several non-governmental organizations such as UNESCO, the UNAIDS Inter-Agency Task Team on Education and the Global Campaign for Education recognise that gender issues are key to the problem of HIV and AIDS (Oxfam 2008: 11). It is undisputed in the specialist HIV/AIDS field that gender roles and unequal gender relations are fuelling the epidemic by rendering women vulnerable to HIV/AIDS. Gender inequality is most commonly seen in notions of masculinity and femininity across African societies. In South Africa, culture is generally male-dominated, with women traditionally given a lower social status. Men are socialised to believe that women are inferior and should be under their control; women are socialis ed to over-respect men and act submissively towards them (Health24 2009). In addition to their lower status, black African women generally have less access to safe housing and are often dependent on their male partners as breadwinners for support (Petros 2006: 72). Sex, for instance continues to this day to be defined primarily in terms of male desire with women being the relatively passive recipients of these passions(Seidel 2000).Dr. Seggasne Musisi, head of psychiatric consultation at Mulago Hospital relates effectively the psychology of sexual behaviour in Uganda. Control of sexual relations is purely with men. Women have no cultural or legal power to either promote or control their sexual health (Human Rights Watch 2003). In these male-dominated societies, the risk of HIV/AIDS is exacerbated further by risky sexual practise, both by men and by women (which will be discussed later). Traditionally men are accustomed to have multiple partners and practise sex outside of a relation ship, yet even suspected infidelity on a womans part is socially unacceptable and can easily result in violence or social exclusion (Ackerman and de Klerk 2002: 169). Misconceptions of prophylactic use in African societies only worsen the situation. Women are largely afraid to introduce subject of prophylactic protection for fear of domestic violence either for suspecting their husbands of having extramarital affairs or because they might be accused of adultery (Human Rights Watch 2003). Margaret Namusisi, 25 years old from Uganda explains the response when she asked her husband to wear a condom. When I tell him to use a condom he refuses. He accuses me of having other men. (Human Rights Watch 2003) There was also the concern from women that if they asked to use condoms during sex, it would lead to violence or financial abandonment (World Health Organization 2003). Namusisi comments on the reaction she faces when she refuses to have sex without protection, He goes away and doesnt pr ovide. So I have sex with him so that he can look after the children and wont fight (Human Rights Watch 2003) Globalisation and national economic policies have played a major role in heightening existing gender inequalities, increasing the economic dependence women have on their partners. The World Health organization has repeatedly criticized the impact globalization has had in sub- Saharan Africa, forwarding Nigeria as an example. It argues that, in Nigeria, globalisation has benefited the rich (mostly men) but penalised the poor, less educated, low skilled or unemployed fall within this other group, which relate to women (1990). What this equates to is that the average Nigerian woman finds it increasingly hard to leave abusive or risk based relationships because of increased economic dependence (Zierler and Krieger 1998:). Heavy criticism has been levelled also at the Structural Adjustment Program that was incorporated into developing countries. Despite the many benefits that Str uctural Adjustment Programmes provide to developing countries such as building up economies and changing national legislature in order to create an environment more open to incoming investment from abroad; SAPs have many flaws. PrimarilySAPs the main flaw affects the supply and the demand for health services through health spending cuts and also by reducing household income, which leaves people with less money for necessary treatment. (World Health Organization). Yet many are denied access to appropriate preventive and curative services especially in parts of the world where their needs are greatest. As the epidemic has progressed, women have taken increasing responsibility for those who are sick or orphaned by AIDS yet they have been allowed little influence over the relevant policy and planning decisions (Doyal in Tallis 2000:87). It is important to note that this is not solely the case in Nigeria, but in the majority of sub- Saharan Africa where poverty affects 315 million people and one in two of people in Sub Saharan Africa survive on less than one dollar per day (Food4Africa 2011) What SAPs and the aforementioned factors produce a society where poverty drives Women resorting to increasingly risky sexual behaviours as part of multiple livelihood strategies (Ahonsi 1999) Entering prostitution is not a personal choice in many cases but the last resort of women who have been structurally disadvantaged in every way and left with no other resource but their bodies (Schoepf 1998: 65). It is widely recognised that men will pay more to have sex without a condom, which the sex workers find difficult to refuse due to their financial problems. Moreover, with the HIV/AIDS epidemic concentrated in the poorest parts of the world with 90% of HIV positive cases living in the developing world UNAIDS/WHO (1997); it is vital to have constitutional guidelines to safeguard the population from the growing epidemic. The lack of both extensive guidelines and implementation of pr ocedures within national constitutions for extensive responses to HIV/AIDS leads to situation where gender inequality will inevitably worsen For instance the Nigerian Constitution legislates for the protection of human rights but there is a need to create explicit benchmarks and guidelines to implement and develop effective rights-based response to gender inequality and HIV/AIDS (Aniekwu 2002: 35). South Africa has brought in laws detailing measures on promoting womens rights in what had been a predominantly patriarchal society among whites as well as blacks, the ANC has legalised abortion, given women equal power in marriage, cracking down on domestic violence and banning gender discrimination amongst other initaitives (Economist 2010). On paper South Africa has one of the worlds most commendable constitution containing an impressive legal arsenals for protecting womens rights and is ranked 4th out of 53 countries with regards to this (Economist 2010). But the gap between principl e and practice is often wide (Economist 2010); with women still more likely to be unemployed and 40% admit that their first experience of sex was a rape (Economist 2010). Furthermore intimate partner violence is associated with increased levels of HIV risk behaviour, examples being multiple partners, high levels of prostitution and excessive substance use. A potential link between HIV status and domestic violence has also been recognized with studies from Africa showing an increased risk of violence when the man is HIV positive (van der Straten in WHO 2003:54) or when the woman perceives herself to be at high risk of acquiring HIV from the man (Coker AL and Richter DL in WHO 2003: 54) Before concluding, it is important that the Government is the responsible party under relevant international instruments to protect rights (Aniekwu 2002: 35). But Presidents such as South Africas Jacob Zuma are doing nothing but aggravating the controversial issue of gender inequality through their own actions. Zuma used traditional notions of gender roles within Zulu society to form the basis of his defence against rape allegations claiming sexual intercourse with his accuser was demanded by his status as a Zulu male and to deny a woman sex in Zulu culture when she is ready would be tantamount to rape (Andrews 2007: 44). The Zuma case not only exposed national concerns about a culture of violence towards women but also revealed the ways in which gender roles were related via cultural norms. To conclude, It is important to note that men do suffer also as a result of gender inequality. For men, the pressure to perform sexually and with many partners places them at risk of HIV infection (Tallis 2000: 58). The male-orientated culture present in sub-Saharan African societies means that many men wont seek HIV services due to a fear of stigma and discrimination and the perception of being labelled weak in such a male dominated society, which then has an impact on their wives or partner s. Both Education and Health Programmes can improve access to services for both women and men by removing financial barriers, bringing services closer to local communities and tackling HIV/AIDS. In this essay I have shown the combination of their sexuality and gender disadvantage in terms of cultural, economic and social factors places women more at risk of infection than men. Gender inequality has undoubtedly been a driving force in the spread of HIV/AIDS and will continue to do so until traditional notions of the roles of men and women are overhauled. As whilst, the blame culture placed towards women continues, the HIV/AIDS HIV/AIDS epidemic will be remain feminised and sub-Saharan African women will still find themselves faced with overt prejudice.

iPhone. Apple

Drew Adams Intro to Art (FINE 1001 002) Learning to Look 02/07/2013 Source. iPhone. Apple. 2009 Formal Analysis The product that is advertised in this advertisement is the new iPhone. The composition of this advertisement is only a concept version of the iPhone. It is showing only the back of the iPhone, which gives a different perspective of the main product which makes viewers want to learn more. The color palette of this advertisement consists of mostly dark colors with the print being in white.There is bold print that says, â€Å"Touching is believing†, this statement is bold to show the slogan of the advertisement. The advertiser uses the contrast of the black and white colors to give emphasis to the slogan, which could be the focal point of the picture. The black color maybe gives the sense that the product has great innovation. The viewer can clearly see the Apple logo and knows that the product is made with good quality. InterpretationThis advertisement could be trying to show how different apple is than other companies in terms of being innovative. The product being shown is the iPhone, this is Apple’s most prized product on the market. There is text in the middle that is in white and it says, â€Å"Touching is believing†. A key feature is shown as a subtitle under the main slogan that states, â€Å"The new, faster iPhone now with 3G†. The image characterizes the company as superior to other companies. Evaluation The main goal of this advertisement is to get the viewer to buy the product.It surely does a good job of grabbing the attention of the viewer and making people curious about their product. The main audience of this advertisement seems to be anyone who enjoys technology or wants the â€Å"newest† and â€Å"superior† device. By the look of the advertisement it seems to do a good job at reaching the audience that they want to reach. What is impressive about this advertisement is that it is simple yet effe ctive in getting the point across and getting the viewer to be curious. Image of Advertisement

Should Laptops Be Banned from the Classroom.

The world is rapidly progressing to a more technologically advanced era. Information and Communication Technology has influenced individual’s behavior, thinking skills and ability to fulfill daily tasks and responsibilities. As a result, the education system has incorporated technological tools into the curriculum. These tools include: radio broadcasting, computers, audio visual systems, the Internet, virtual learning centers, networks, instructional software, and projectors. Thus, the Ministry of Education’s philosophy (2005, p. 0) states that â€Å"Applying technology in education would enhance human capacity, dynamize the teaching/learning environment, promote creativity, innovation, critical thinking, decision making and lifelong learning. † This predominant point suggests that laptops should not be banned in the classroom at the University level. Reasons are distribution, media, productivity, Internet, software, virtuality, management and environment. From t he inception of the People’s Partnership government in 2010, an innovative approach has been implemented to endorse literacy, numeracy and critical thinking skills.The People’s Partnership (2010) acknowledged that, â€Å"Information Technology based learning will be infused in education at primary and secondary levels to support and complement other forms of teaching, learning and basic research. † As a result, The Prime Minister declared that, â€Å"Every child going on to secondary school from the Secondary Entrance Assessment will be provided with a laptop to begin their secondary school education. † (2010) With reference to this statement, I deem it necessary for laptops to be used at the University level.Students spend majority of their time doing research, completing assignments, downloading notes from e-mails or the internet and most importantly, engaging in computer aided instruction at classes. A Laptop is an effective tool that facilitates learn ing to all students in and out of the classroom. The previously mentioned effective tool aims to change teaching to a student-centered process and make education more relevant. Trinidad and Tobago Computer Society (2010). Laptops allow students the individual attention that fosters learning and provides effective feedback. Apart from this, lesson content are delivered through media in classes.Projectors, speakers and laptops are some of the technological tools that promote teaching and learning. With regards to this, the Ministry of Education (2005) states that, The Ministry of Education recognizes the importance of locally produced ICT curriculum resources to support education reform in this digital era. As such, digital resources shall play a central role in integrating ICT into the curriculum, developing innovative practices and transforming the way students learn. To promote more effective use of ICT in the classroom, the MOE shall develop and supply quality digital education re sources for teaching, learning and testing.All digital content shall be relevant to the local curriculum and directed toward curriculum outcomes. (p. 26) Students are more motivated to learn and teaching is enthusiastic as students participate in lifelong learning. Additionally, students naturally gravitate to the most attractive mode of content delivery. The implementation of technological tools such as the laptop increases productivity. Students will develop a more positive attitude towards school and a more organized learning environment. Furthermore, students would be able to complete their work in a shorter period more effectively and efficiently.The laptop enables students to use productivity tools such as Microsoft office which includes word processors, spreadsheets, databases and power point presentations. â€Å"At institutions where technology are fully integrated into the teaching and learning process all students are able to create output using a word processor, spreadsh eet and presentation software. † according to the (Ministry of Education, 2005, p. 19) This essential program aids students in their assignments and teachers in their lesson planning. With the use of the laptop, they can construct and create documents in meetings or anywhere convenient.Productivity tools better prepare students for the workplace and foster creativity and innovation to benefit society. According to the (Minister of Education, the Honorable Hazel Manning 2007), â€Å"Let us seize this opportunity to use ICT across the curriculum. Utilize it for your lessons planning, utilize it for the delivery of your lessons. † Simulations are software that enhances learning and allows students to experience real world systems. This makes learning safe and provides students the opportunity to experience the impossible. The Ministry of Education has received funding from the World Bank to support education, but that ICT are not funded. A 2006 IDB grant of US$67,000 was m atched by US$45,000 from the government to jumpstart development of the country’s IT sector by increasing capacity in software development. † (Gaible & Trucano 2009 p. 66). Courses at the University level use simulations and other software to enhance the lesson and learning. If students are equipped with laptops in the classroom, they can utilize this software while the lesson is being delivered.Understanding of content is increased when students have access to this software. It compresses time, is cost effective and allows repetition so students can maximize learning. â€Å"Educational simulations have a number of advantages over other instructional methodologies and media. Students often find active participation in simulations to be more interesting, intrinsically motivating and closer to real world experiences than other learning modalities. † (Alessi, & Trollip, as cited in Lunce, 2006). The internet is another technological tool that fosters learning and is a predominant tool in classrooms.Laptops are equipped with Wi-Fi capabilities, which is a wireless function to connect to the internet. The internet is accessible in all educational institutions and is used in the classroom. Access to a pool of resources, use of course management systems (Blackboard), and e-mail are all primary reasons for internet connections especially for university students. The curriculum has been upgraded and assignments can be submitted online. â€Å"Internet Access will provide for further content. It makes available the vast knowledge and materials on the World Wide Web.Where possible and necessary, the Ministry of Education shall provide high speed Internet access to all its institutions. †(Ministry of Education, 2005, p. 31) If students are engaged in activities that requires research, they can access the internet from their laptops. Another predominant factor is that a student’s personal computer enables them to have their work at hand ins tead of using the school’s computer. Hence, any extra work that is done at school or during classes can be used when necessary at home. New information is presented every day and further research can always be done to better our understanding.Tons of books and numerous handouts are usual tedious tasks for University students. Not only do you look studious, nerds are your best competition as you move around fully loaded. Luckily, the introduction of laptops has diminished this challenging capacity to store and manage information. According to Carter (2006 p. 10), â€Å"The technology is used to help students think and communicate effectively. The computer is a tool. † Moreover, the University of Trinidad and Tobago has created a mission to â€Å"Go Green†, thus saving paper. This allows students to use online books and resources attainable from the features of a laptop.Random access memory allows for this convenient ability for students to move around with everyt hing at hand. Information can be added, modified or updated and even deleted. As time goes by, this collection of information can become frustrating since files may not be usable as it gets old or even misplaced. However, the laptop enables its users to data or information by naming each document or file and selecting its storage space for quick, easy retrieval. Students can store their notes for each class and retrieve them quickly when the teacher requests or mentions it.According to Dr. Abshire (as cited in Lewin, 2009), At Cienega High School, students who own laptops can register for digital sections of several English, history and science classes. They don’t engage with textbooks that are finite, linear and rote. Teachers need digital resources to find those documents, those blogs, those wikis that get them beyond the plain vanilla curriculum in the textbooks. In conclusion, â€Å"As the Ministry of Education becomes more students centered and ICT driven, we know that greater use must be made of the global currency of information. (Minister of Education, Senator the Honorable Hazel Manning, 2007) Students develop higher cognitive skills and improve collaborative skills with the introduction of ICT in the curriculum. At the university level, students are being educated and prepared for the workplace. Thus, an effective and efficient technological tool is the laptop. If students are allowed to laptops in the classroom, school would be more interesting and motivating as lifelong learning and training cannot be confined to the traditional classroom. References Gaible, E. ,& Trucano, M. (Eds. ). 2009). Survey of ICT and education in the Caribbean Volume II:Country reports. Washington, DC. Lewin, T. (2009 August 8). In a digital future, textbooks are history. The New York Times. Retrieved from http://www. nytimes. com/2009/08/09/education/09textbook. html? _r=1&pagewanted=all Lunce, L. (2006). Simulations: Bringing the benefits of situated learning to the traditional classroom. Journal of Applied Educational Technology, 3(1), 38. Manning, S. (2007). Ministry of Education, Illuminant and Hewlett Packard: Increasing the use of ICT in education.Newsday,p. A. 25 Ministry of Education. (2005, September). Draft policy for Information and Communications Technology in Education. Retrieved from http://www. moe. gov. tt/general_pdfs/moe_ict_policy. pdf The People’s Partnership. (2010, April), Prosperity for all manifesto. Retrieved from http://www. coptnt. com/ver03/media/peoples-manifesto-2010. pdf Trinidad and Tobago Computer Society. (2010). Laptops in schools programme. Retrieved from http://www. ttcsweb. org/articles/Laptops_in_Schools_Programme. pdf

How do the characters of Arthur and Sheila Birlng change during the course of the play An Inspector Calls Essay Example

How do the characters of Arthur and Sheila Birlng change during the course of the play An Inspector Calls Essay Example How do the characters of Arthur and Sheila Birlng change during the course of the play An Inspector Calls Paper How do the characters of Arthur and Sheila Birlng change during the course of the play An Inspector Calls Paper Essay Topic: Call of the Wild Literature In this essay I will discuss how the characters of Arthur and Sheila Birling change during the course of the play An Inspector Calls. This essay will explore the characters Arthur and Sheila Birling in depth looking at their development through the play. The essay will also describe how Arthur and Sheila Birling change from the beginning of the play to the end. The play An Inspector Calls was set in 1912 but written in 1945 by JB Priestly. He uses the time difference effectively to give an overly confident and slightly stupid look to the Mr Birling in his views on the future. JB Priestly uses dramatic irony to show this with Birlings comments on: WW1, Mr Birling says The Germans dont want war but we all know that WW1 started two years later in 1914 and ended in 1918 with the Germans losing. Mr Birling thought the Titanic was absolutely unsinkable, but it wasnt, it hit an iceberg and sank in the north pacific in April 1912. There were many strikes in 1925 and then a general strike in 1926, Mr Birling says theres a lot of wild talk about possible labour trouble in the near future making him look smart as he said it in 1912. He also says that were in for a time of ever increasing prosperity and Wall Street crashed in 1929, leading to the 1930s being called the great depression because lots of people had no money or work. This time difference makes the Audience more knowledgeable than the characters and makes the audience think that the characters are stupid in the things they say and do. Priestly believed in an equal political system (a socialist), but the theatre director Stephen Daldry thought he was a radical. JB Priestleys son Tom thought that his father was trying to ensure that the life after the war had been better than before. He was echoing the feelings of ordinary people that there was generally a need for a change. In a radio broadcast Priestly said that after and during the war people had a sense of community and purpose, which was doing well for others as well for themselves. Too many people only think about themselves and what is best for them. So he wrote about what happens to people who are selfish and what they can cause. Arthur Birling is a heavy-looking, rather portentous man in his middle fifties with fairly easy manners but rather provincial in his speech. He is also a well-dressed smart man, and likes to keep up his good appearance. At dinner with the family the men are in tails and white ties. He uses pompous language and is full of self importance. He feels that what he has to say is more important than what anybody else has to say, like when he interrupts Eric just le t me finish. He doesnt stop to think that what Eric has to say might be important. He also talks about all the people he knows that are important our Chief Constable, Colonel Roberts, and his business Im talking as a hard-headed, practical man of business. He gives the audience the first impression of him of being arrogant, a business man, job orientated and greedy for money, lower costs and higher prices. He started the whole chain of events off with Eva Smith. Mr Birling decided to sack her from one of his machine shops for asking for a pay rise, which Mr Birling refused, of course. Also she was a ringleader of the strike which took place after he refused the pay rise. He described her as having a lot to say far too much. Sheila Burling is a pretty girl in her early twenties, very pleased with life and rather excited. Sheila uses slang language, youre squiffy, and she uses that expression to tell her brother Eric he is drunk. She is also apologetic and is very truthful and says what she thinks Im really responsible. Sheila gives a first impression of being a rather spoilt young thing, childish, always wanting to be the centre of attention and deeply in love with Gerald, I drink to you, Gerald. Sheila Birling got Eva Smith sacked from her next job at clothes shop Milwards, Sheila was in a terrible mood and when she was trying on a dress, Eva smiled at her as to say doesnt she look awful, which Sheila did not like; She went to the manager of the shop and said Eva was being impertinent, and that if Eva wasnt sacked, she would close her familys account. Eva was automatically sacked. Arthur Birling develops through the play from being cheerful at the beginning, in celebration of Sheilas marriage to Gerald, then more rude and impatient as the inspector starts questioning him. After the inspector is deemed a fake he goes back to being normal, big headed and arrogant. He interacts with the inspector well at first until the inspector starts questioning him. Mr Birling becomes impatient with the constant questions did you say why? He then keeps reminding the inspector of his relationship with Chief Constable, Colonel Roberts. Trying to make him go easy, but the inspector doesnt take much notice. Mr Birling was quick to pass the blame on to other people and didnt get on well with the inspector at all. Mr Birlings interaction with other characters is poor, just so that he can pass the blame on to them youre the one I blame for this. All he is worried about is his position in society and about the press if they hear about it therell be a public scandal. He doesnt really want to listen to what other people have to say and he interrupts them with something about his business look you just keep out of this. Sheila Birling changes from being spoilt and attention seeking to a caring person. She was normal at the beginning, and she starts to defend Eva after the inspectors revelations make her feel bad. She does this as she is very impressionable. She tells her family that they are all to blame for what has happened. She also feels really bad about herself I cant help thinking about this girl. When the inspector comes in she asks lots of questions about what is happening, and is horrified when she finds out. After the inspector questions her she is very helpful towards him in helping everybody else to confess what they have done Go on Mother. You might as well admit it. Sheila got on very well with the inspector. Sheila got on very well with Gerald and her mum Sybil. She was rude to Eric about his drinking and made little comments trying to get one over on him. She tries to get on well with Arthur but he doesnt listen (cutting in) just a minute, Sheila. Arthur and Sheila change to both being very curious when the inspector comes in what can I do for you? They want to know what it is all about. Also when they are not centre of attention they both get angry and do things that are not nice. Their changes are different as Sheila becomes sympathetic towards Eva as she know what she has done is wrong we killed her, and she has changed to being helpful towards others as well as herself and she has learnt something. But Mr Birling has changed for the better of himself, being selfish and not giving any people respect or help look at them, the famous younger generation, and they cant even take a joke. The effect this has on the audience is that they think they should be nicer to people rather than to be horrible, and cause such tragedies as people committing suicide. I think Priestly is trying to say that the older generation before the wars were selfish and self-centered, but he wants people to be more sociable and friendly to one and other and become one community, like during the war where everybody had to pull together otherwise they would die. Also it is mainly the upper class being horrible to the lower class and he wants them to all be one class. In conclusion I think that the character of Arthur Birling has changed from the dinner party scene at the beginning where he was very nice, but he changed into the normal grumpy, self-centered, business orientated and pompous man he is. He also shows us what upper class people were like, being selfish. On the other hand, Sheila Birling changed for the better, being helpful, nice and kind to the lower class citizens, because she knows what she had done with Eva Smith had been wrong. Finally I think JB Priestly clearly must have felt that it was important to convey the message of how poorly the lower class were treated by the upper class, and how he wanted them all to be equal.

Atticus Finch Biography

Atticus Finch Biography Atticus Finch is one of the greatest fictional figures in American literature. Both in the book and in the film, Atticus stands larger-than-life, bold-and-courageous against the falsehood and injustice. He risks his life and his career (seemingly without care), as he defends a black man against charges of rape (which were based on lies, fear, and ignorance). Where Atticus Appears (and Inspiration for This Character): Atticus first appears in Harper Lees only novel, ​​To Kill a Mockingbird. He is said to have been based on Lees own father,  Amasa Lee, (which puts a possible autobiographical slant to this famous novel). Amasa held a number of positions (including a bookkeeper and financial manager)he also practiced law in Monroe County, and his writing explored race-relations topics. When he prepared for the role of Atticus Finch in the film version,  Ã¢â‚¬â€¹Gregory Peck went to Alabama and met Lees father. (He appears to have died in 1962, the same year the Academy-Award-winning film was released). His Relationships During the course of the novel, we discover that his wife died, though we never find out how she died. Her death has left a gaping hole in the family, which has been (at least partially) filled by their housekeeper/cook (Calpurnia, a stern disciplinarian). There is no mention of Atticus in relation to other women in the novel, which seems to suggest that he is focused on doing his job (making a difference, and pursuing justice), while he raises his children, Jem (Jeremy Atticus Finch) and Scout (Jean Louise Finch). His Career   Atticus is a Maycomb lawyer, and he appears to be descended from an old local family. Hes well-known in the community, and he appears to be well respected and liked. However, his decision to defend Tom Robinson against the false charges of rape lands him in a great deal of trouble. The Scottsboro Case, a legal court case involving nine black accused and convicted under extremely dubious evidence, occurred in 1931when Harper Lee was five-years-old. This case is also an inspiration for the novel.

Administrators role as a supervisor and motivator Essay - 1

Administrators role as a supervisor and motivator - Essay Example We are now in the midst of the greatest period of change in school administration since its origin in American education. Through the energizing role of the Cooperative Program in Educational Administration, the whole profession has undergone the most penetrating examination and revision of practice. The underlying concepts of the functions and process of administration have also been critically examined. As a result, school administration now is quite different from what it was ten years ago. In all probability, it will be much, much different fifty years from now. It is our purpose, of this paper, to discuss school administration in relation to the findings of this critical examination and revised practice. The approach will not be very familiar to those who are acquainted with the traditional texts on the subject. It is, however, the normal outgrowth of some of the newer books that have put increasing emphasis on the process and the personnel aspects of administration. This emphasis accomplishes a dual service: (1) it presents the changing and improved practices in the field, and (2) it gives impetus to the swing toward the newer concepts of administration. The concept of school administration, particularly of the role of the chief school administrator, advanced by Davies, deals with three components: the administrators job, the man he is, and the social setting in which he functions. Defined very briefly, the job includes the administrators tasks and responsibilities, which vary in importance and emphasis as time passes, and encompasses all that is relevant to the administration of todays schools. The man brings to the job certain capacities of body, mind, emotion, and spirit. He has beliefs, values, expectations, behavior patterns, energy reserves, and skills. While the job shapes him, he also shapes the job. The social setting encompasses the pressures and compulsions of society.

The Positioning, Entrepreneurial and Cognitive Schools of Strategy Essay

The Positioning, Entrepreneurial and Cognitive Schools of Strategy - Essay Example Research Data that has been recorded is the key in the provision of abundantly rich information on a different assortment of possible targets during a research process.This can be data relating to thoughts, personalities, and attitudes.The information being researched can also happen to be touching on other aspects, such as social, interpersonal, cultural, or even political contexts. Strategy content research is a data analysis and research method which is found to be extremely viable in the conduction of research touching on a large number of fields and topics. It is most commonly used in conducting research in linguistics, history, communication, psychology, political science, education, and the study of complex organizations. Strategy content research is broadly used in conducting research targeting often extremely turbulent nursing and healthcare research programs. This is because of its ability to provide a basic and relevant approach suitable for both approaching and retrieval of required information from the variety of sources. It does this in a manner that can be perceived as being more objective and systematic in comparison to intuitive listening or reading. In addition to this, its utility as a feasible tool in data analysis strategy when one conducts qualitative research has proven to be immensely beneficial (Waltz, Strickland & Lenz, 2010). When applied to the conduction of quantitative research, the method invokes the objective simplification and reduction of the recorded data and language. These are reduced to a simple set of categories, each representing frequency, intensity, or presence of selected characteristics. The Mental Process Necessary for Effective Strategic Planning Including the Use and Application of a Constructionist Approach Strategic thinking is critical for one to be able to engage in an effective strategic planning process. There are several actions that a person can undertake to reach it. One needs to try and engage in activiti es, physical or mental, that support and encourage the development of strategic thinking on their part. Individuals are encouraged to try and participate in creative art forms. It also significantly aids an individual if s/he secures the services of a good mentor or coach. The coach can be able to guide them through essential reflective processes involving critical reflection, critical dialogue, and critical inquiry. This should be done until it eventually becomes a habit (Sloan, 2012). The use of Constructivist approach can also aid in ensuring adequate mental processes are carried out before an effective mental planning process is conducted. Constructivism as a theory first came into being during the late 20th Century. The theory is a learning theory that is seen to approach education in such a manner that it tries to highlight the various ways that people attempt to create meaning of the world, having secured the aid of a series of constructs that are individual in nature. These constructs can be described as various different types of filters that people tend to choose and place over their current realities with the aim of changing them from their state of chaos to one of order. To put it simple, it is an effective learning process that enables students to be able to experience learning environments on a first-hand basis thereby causing them to profit from their being granted trustworthy and reliable knowledge (Lambert, 2002). Entrepreneurial Leadership The concept of entrepreneurial leadership is mostly concerned with the structured organization of a given group of people with the aim of causing them to be able to achieve a set common goal. This is mostly achieved by the use of proactive entrepreneurial behavior ensuring that one optimizes the possible risks using innovative solutions to take advantage of any possible opportunities available. A person also needs to take personal