A Comparison of Individual Responsibility in Oedipus Rex and A Dolls H

Individual Responsibility in Oedipus Rex and A Doll's House    In Sophocles' Oedipus Rex and Ibsen's A Doll's House, the main characters - Nora and Oedipus, are both constructed to illustrate flaws in society.   Oedipus' psychological evolution sees him begin as an all-powerful, righteous king, who seemingly through no fault of his own murders his father and marries his mother.   His evolution ends with his self-blinding, an action which Sophocles' uses to establish the true freedom of the individual before divine authority.   In A Doll's House, the development of Nora Helmer leads her from believing that she is happily married to realizing that she is a mere possession for her husband's entertainment.   By her decision at the end of the play to leave her family and explore her own self-identity, Ibsen is insinuating that concern for oneself is far from selfish; it is in fact a supreme duty.   Both plays introduced new waves of thought into society, and proved that freedom and justice are essentially matters of individual decision and responsibility.1 King Oedipus is introduced in Oedipus Rex as the charming, courageous, and all powerful king of Thebes.   In the opening sequence of the play, Oedipus is approached by his citizens, led by a priest, who asks him to find the source of the plague which is devastating their city.   He praises Oedipus as "King of the land, our greatest power,"[ln. 15] and then goes on to describe the dire situation the townspeople find themselves in, which includes stillborn babies and pestilence.   Sophocles uses this conversation between Oedipus and the priest to establish Oedipus' grandeur, as can be seen in by the Priest's plea to Oedipus: Now we pray to you.   You cannot equal the gods, your chi... ...g. 138 5 Knox, Bernard.   Sophocles - The Three Theban Plays.   Pg. 139 6 Ibid.   pg. 138 7 ln. 269-279 8 ln. 469-474 9 Salome, Lou.   Ibsen's Heroines 10 Ibsen, Henrik.   A Doll's House.   Pg. 30 11 Salome, Lou.   Ibsen's Heroines.   Pg. 48 12 Ibsen, Henrik.   A Doll's House.   Pg. 54 13 Salome, Lou.   Ibsen's Heroines.   Pg. 48 14 Ibid.   Pg. XV 15 Ibid.   Pg. 63 16 Ibsen, Henrik.   A Doll's House - Pg. XVI 17 ln. 1395-1405 18 MacFarlane, James.   Ibsen and Meaning - Studies, Essays, and Prefaces.   Pg. 248 19 Ibsen, Henrik.   A Doll's House   Pg. 99 20 Winnington Ingram, R.P.   Fate in Sophocles.   Pg. 134 21 Knox, Bernard.   Sophocles - The Three Theban Plays.   Pg. 149 22 ln. 1467-71 23 MacFarlane, James.   Ibsen and Meaning - Studies, Essays, and Prefaces.   Pg. 245 24 Ibid.   Pg. 250 25 Ibid.   Pg. 250   

Inclusive Learning

Contents Contents1 Introduction2 Findings3 What is Inclusive Learning? 3 Learning Environment4 Access for all4 Inclusive Learning in Initial Assessment6 Inclusive learning in the classroom6 Assessment9 Conclusion10 Bibliography12 ? A critical evaluation of the principles and practice of Inclusive Learning within XXXXXX XXXXXX. Introduction XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults.Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD).I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others.Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, act ions need to be taken prior to students commencing the process.The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged.Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimin ation Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required.SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX.There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975 . Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS.Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET).As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; nd to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; estab lishing a youth drop in facilities at many centres and expanding the street based youth work.XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning.There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals.Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out.Learners have the opportunity to do these either by paper based methods or using Info rmation Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them.As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist suppor t including lip speakers, sign language interpreters and speech to text reporters.Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning.When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes.If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX.When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activi ties. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners.Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation.Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom.There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used.If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT.For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones avai lable to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance.The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning.As a training provider, XXXXXX XXXXXX are genuinely no n-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities.If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionalsâ €™ From my observations, I feel that this is an accurate assumption to make.I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires.Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience.Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www. ristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Developmen t Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . 2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M. . (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢L EARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice.London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm

Biochip technology Essay

The term global village is one popularized by Canadian communications theorist Marshall McLuhan to refer to the ability of electronic communications technologies to collapse notions of geography and disrupt the conventional wisdom by which society appraises time-space relations. At the heart of the concept of the global village is the idea that because electronic communications technology are exponentially increasing their ability to abnegate space and time limitations, they enable individuals, societies and institutions to operate on a larger scale than before – phone calls can be made across greater distances at reduced costs, e-mails allow instantaneous transmission of readable content and cellular technology increases the mobility of telephony. Whereas the domain we used to operate on was on the village-scale, it is now global: a global village. McLuhan effectively celebrated the development of the global village because he believed that it would expand our social consciousness. Not necessarily make us more socially conscious, but at the very least increase the scale by which we already think. Where we used to think primarily in terms of local affairs and developments that are mostly proximate to our surroundings, the ability to transmit developments instantaneously means that citizens can now think on an enlarged scale. More enthusiastic neo-McLuhanists maintain that the global village will eradicate all barriers to cultures, nations and political institutions. However, there is some concern that this is not entirely a good thing. For example, some have worried that expanding the individual consciousness to meet the scale of the global village comes at a cost. In effect, by thinking on the global scale, individuals may find themselves effectively disengaged from local concerns and proximate issues and at the very worse actively following developments in communities they have no power to affect, and disengaged from local developments that they could realistically make a difference in. Castells (1997) contends, however, that the globalizing effects of Internet and other similar networking technologies will not necessarily eradicate political boundaries. Rather the side effect of the Information Age is that many of the things that have come to define the nation state will be effectively downsized. Sovereignty will no longer figure in the absolute sense that we have understood it before, but rather, nation-states will exist solely due to the network of alliances, commitments, responsibilities and subordinations that are more than just existent for the benefit of the state, but are necessary to its existence, and this becomes possible due to the ability to instantiate relationships through networking technologies. It is this component of Castell’s understanding of globalizing effects which hold some consonance with the views of Ulrich Beck. Beck maintains that much of the failure to really take measure of the effects of globalization is derived from a limited understanding of it. Beck contends that globalization is not something that is limited to economic relationships and complex trade relations, but something that occurs in the most internalized sense, such as the ways by which we navigate culture and social relationships in an expanded transnational view that is the result of a national sense sublimated by globalizing technologies, cultural exchanges and international relationships. However, because of the co-dependencies brought upon by the transition into Castell’s â€Å"network state,† there is a risk that globalization will erode what sovereignty and democracy there is in the weaker nation-states. In other words, rather than acting as a force for solidarity, globalization could erode democratic controls and constitute a political and economic injustice to the nation-state. This is possible when a nation-state is unable to negotiate for the betterment of its community (whether through incompetence and corruption from the weaker country, or exploitation and deception from the stronger one. ) Globalization cannot end democracy per se, but it risks compromising it to the point of rendering it ineffective. REFERENCES Castells, M 1997, The End of the Millennium, The Information Age: Economy, Society and Culture Vol. 3. Blackwell, Cambridge, Massachussetts. Beck, U 2000, What is Globalization? Polity Press, Cambridge. McLuhan, M 1986, The Global Village, Oxford University Press: New York.

Jesus Christ and International Leadership

This paper will describe how Jesus himself was an international leader. The format will be as follows: Jesus as a leader, his role as an International leader, and how he still Influences events Internationally. This paper argues that what Jesus taught and how he acted as a leader differed much from other teachings on leadership. Jesus was not just a leader, he was a servant leader. Dale Carnage's teachings on leadership will be the first to be compared with Jesus' teachings. First Carnegie tells his readers In How to Win Friends and Influence People that we should always show appreciation for people.He distinguishes true appreciation from flattery and says that it is only true appreciation that will open doors. [insert quote]. Similarly, Jesus also shows a strong appreciation for people. The story of the Prodigal Son teaches the reader that In addition to loving one's neighbor one should also love one's enemy. When the spendthrift son had wasted all of his father's money on an extrav agant lifestyle and prostitutes, he realized his disastrous lifestyle and come home. Yet his father not only welcomed him back but slaughtered the best pig and organized a feast In his son's honor.The Sermon on he Mount praised those who no one else wanted to praise. â€Å"Blessed are the poor In spirit: for theirs is the kingdom of heaven. Blessed are they that mourn: for they shall be comforted. Blessed are the meek for they shall inherit the earth,† said Jesus. Yet Carnegie asks for us to show appreciation for others because we may never know which opportunities and benefits doing so will give us. Jesus taught us to honor and appreciate other, especially those who are not usually receive accolade, because it is part of God's purpose for us. Second Carnegie emphasizes that we should give the there person a reputation to live up to . Insert quote]. Jesus teaches something similar. Before he dies on the cross. Jesus gets down on his knees and washes his disciples feet. When o ne of his disciples disapproved at doing such a demeaning task, Jesus replied, † Very truly I tell you, no servant is greater than his master, nor is a messenger greater than the one who sent him. † On encouraging others, Jesus also teaches us to submit to God's will. The Book of Luke tells us that right before Jesus' arrest he prayed while sweating drops of blood, † Father, if you are willing, take this up from me; yet not my will, but yours be done.Jesus gives us a reputation to live up to showing us his example. He does not motivate us teach us to be prideful or to Instill pride In others. As leaders we should act with humility and encourage others to do so as well. We should Inspire In others a reputation to be a servant. Third Carnegie tells his readers to encourage instead of punishing. [insert quote]. 1 OFF Jesus, as well, rarely Trace toners to accept ml Ana Nils teaching. Ratter en encouraged them by being merciful and voicing his higher expectation. Once when Jesus was at the temple, an adulterous woman was brought in to be stoned.The Pharisees wanted to stone her for breaking one of the Ten Commandments and asked him for his opinion. Jesus demanded, † Let any one of you who is without sin be the first to throw a stone at her. † After cold-hearted Pharisees had left, the shocked and sincerely grateful women stayed behind. Jesus simply told her to go and leave her life of sin. While Jesus was being beaten by the Roman soldiers and spit upon, bystanders yelled that Peter was one of Jesus' disciples. Peter embarrassed by he bullying and scared for his own well-being, denied the accusers three times.Instead of standing up for Jesus, Peter ran away and wept. However, Jesus understood the importance of encouragement. After his resurrection he comes back to visit Peter and asks Peter to shepherd Jesus' other followers. Carnegie tells his readers to encourage others and praise all of their small accomplishments mostly for the mo tivators own benefit. Jesus on the other hand saw people as the ends and not the means, valuing them not for what they did but for who is were. His disciples went on to influence people all around the world.

A Raisin in the Sun Essay Example | Topics and Well Written Essays - 500 words - 1

A Raisin in the Sun - Essay Example Mr. Younger (Big Walter) and Mrs. Lena Younger had once dreamed of home ownership as she reveals to Ruth in Act I, scene 1: â€Å"We was goin’ to set away little by little and buy a little place out in Morgan Park. Had even picked out the house †¦ you should know all the dreams I had about buyin’ that house and fixin’ it up; makin’ me a little garden in the back †¦ And didn’t none of it never happen† (Hansberry 69). Lena and her husband soon discovered that there wasn’t anything left over each week to save. That Lena and Big Walter struggled their entire lives to provide shelter for their children and could never manage anything greater than the small two bedroom apartment that they â€Å"wasn’t planning on living here no more than a year† (Hansberry 44) indicates the struggle they had just to survive. Their inability to attain the house of their dreams was not the result of a lack of effort but instead the resu lt of a lack of opportunity. To buy the house now would simply ensure the family remains slaves to the house. Lena’s daughter, Beneatha, feels the money should be spent on her medical education. As a doctor, she is assured to make enough money to support the rest of the family while they seek their dreams. However, the medical profession was not an accepted occupation for a woman so Beneatha’s success was not guaranteed and the money would be wasted if she fails. Beneatha feels bounded by poverty and her gender as expressed to Joseph Asagai in Act I, scene 2. She tells him â€Å"Go ahead and laugh – but I’m not interested in being someone’s little episode in America† (Hansberry 92). Not only race but gender serves to bind her into a cultural definition she constantly struggles against. Walter, Lena’s son, feels the best way for him to help the family succeed is to go into business for himself as only entrepreneurs make any money. This is

M4A1 PART B Essay Example | Topics and Well Written Essays - 500 words

M4A1 PART B - Essay Example This is the reason why measures taken by management and employees are often too late or inadequate. For example, in 2006, Jerry York, a GM board member had urged the automaker to unload Saab and Hummer but the idea met resistance and ended in ultimate losses (Krolicki, 2009). Now, one of these concerns is near bankruptcy whereas the other one is supervised by court. Out of resistance, the current culture of GM is less tolerant to differences, portrays less appetite for risk taking and exploiting the opportunities in hand, and appears to be narrow-minded to the social concerns that are emerging everyday and endangering its stability and existence in future e.g. increasing labor cost with excessive payload of surplus labor, and also the lack of attention paid to environmental issues. Due credit must be given to our predecessors but with the changes in absolutely every segment of our lives, GM must prepare itself first for the present and then for the future by first letting go of its same bureaucratic culture which is a souvenir from baby bombers. GM is trying hard to compete with the companies that value the importance of cultural diversity, innovation and technology along with appropriate leadership. It has acted like a shelter for many managers who were afraid of getting out of their comfort zone and face the current challenges (Krisher, 2012) . Instead our culture has provoked them to use the chain of command principal, as an excuse for lack of performance and innovation. Considering the last near bankruptcy experience, GM culture has to change. In the light of past experiences, I would recommend that GM needs to evaluate the need for change and incorporate all necessary amendments not only in its operations and processes but in the overall organizational culture with a special emphasis to our most valued assets, our human resources. According to

Assignment 2 Example | Topics and Well Written Essays - 3000 words

2 - Assignment Example The McWane Story included various issues which are contrary to the obligations and requirements of a good employer. This include important problems and issues with the balance between profitability and the requirement for ethics in relation to social and environmental matters that culminated into health and safety issues and major employment challenges that led to important and serious problems for the employees of the organization. Primarily, McWane was fundamentally involved in ensuring that profitability was at the center of its practice and its operations. This includes the focus on profits rather than other issues and matters like working with sensitivity and concerns for employees and workers. This led to a strong desire and a strong quest for attaining profits without concerning workers of the plant. OSHA Rules have various requirements for employers like McWane. This includes the fact that employers are required to follow health and safety in protecting employees in dealing with their work. However, McWane’s Tyler Pipes plant was one that overlooked numerous processes and systems that was necessary to improve profitability. However, this process was limited because the firm focused significantly on profits without concerning themselves with the demands and expectations of workers. Safety was sacrificed for meeting productivity targets and for ensuring that workers continue to attain important results and important ends. This led to numerous accidents and processes that led to important processes and systems. The management practices and processes of McWane were such that workers were required and expected to adhere to strict management practices and standards. The implication was that the managers had to overlook important employment statutes including some Common Law and other legal requirements for the regulation of employee