Religious views on death penalty Essay

This is issue of death penalty has been talked of the town since it was started. All religious groups are not silent about such issue whether they are against on it or not but instead, they really demonstrated their strong conviction to disagree or agree on such act. Other religious groups consider it as inhumane and see ourselves having no right to stop the lives of others while other religious groups are on the opposite side. But most of the religious groups around the world have one cry which is to stop the death penalty practiced. In connection of this issue, there are sixteen principal religious organizations in the United States of America which have more than 1 million advocates that consists twelve Christian faith organizations, Atheism, Islam, Judaism and the group of people who do not have the religious identification. However, Christian groups have different perceptions regarding the death penalty issue. Below are the perceptions they projected regarding the death penalty: ? Some of the Evangelical congregations and Fundamentalist are showing support on death penalty which named as the â€Å"retentionist position†, while the Mennonites and Amish are on the different direction. The Conservative Protestants are known to be pro-life and even fight the idea of abortion yet in general; they are in favor on death penalty which comprises the taking of lives of those convicts. But they justified their being pro-life by opposing taking one’s life of innocent human being like embryo, fetus, newborn, child and others. But an individual who sits on the death row is guilty of offensive crimes and deserves to be punished of what he did (see â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). ? The mainline & liberal denominations and the Roman Catholic Church are against on death penalty (see â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). a. 1 Religious grounds. There are several passages in the Hebrew Scriptures that sentenced individuals to death if they go along with other spiritual path. From the King James Version of the Bible, Jehovah declared such execution for: a. 1. 1 following another religion: Exodus chapter 22 verse 20 says: â€Å"He that sacrificeth unto any god, save unto the Lord only, he shall be utterly destroyed† (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 2 a stranger entering the temple: Numbers chapter 1 verse 51 says: â€Å"†¦when the tabernacle is to be pitched, the Levites shall set it up: and the stranger that cometh nigh shall be put to death† (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 3 proselytizing: Deuteronomy chapter 13 verses 1-10 says that if an individual who attempts to persuade an Israelite to change his belief should be put to death (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). d. 1. 4 communicating with the dead: Leviticus chapter 20 verse 27 medium and spiritists whether male or female are executed by stoning (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 5 black magic: Exodus chapter 22 verse 18 says: â€Å"Thou shalt not suffer a witch to live (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). B. Problems arise due to death penalty a) Racism Wherever we go, racism is always present. The worst thing is, when racism also exists in giving a death penalty sentence to an accused. Does this â€Å"extreme penalization† applied fairly regardless to the class or race? Obvious and manifest racism is observed and witness too in courtrooms around the nation. In death penalty circumstances, the practice of pejorative and critical disgrace stirs up the flames of bias and partiality and to some extent permits the jury to adjudge unsympathetically and insensitively those they desire to incriminate for the said dilemma of the offense. There are several illustrations that can be given as examples: 1. â€Å"One of you two is going to hang for this. Since you’re the nigger, you’re elected. † These were the words enunciated by a Texas police officer to Clarence Brandley who was penalized in murdering of a white high school girl. And in 1990, Brandley was found guiltless after ten years on death row (Bailey, Harris, & Jones, 2005). 2. Another circumstance was when there was a preparation going on for the penalty phase of an African-American defendant’s trial, a white judge from Florida stated in an open court: â€Å"Since the nigger mom and dad are here anyway, why don’t we go ahead and do the penalty phase today instead of having to subpoena them back at cost to the state. † Anthony Peek received a death penalty sentence from the court and in 1986; the Florida Supreme Court established and confirmed the sentenced for a review due to his claim of racial bias (Bailey, Harris, & Jones, 2005). 3. A certain prosecutor from Alabama provided his justification and cause for striking number possible jurors the verity that they were associated with Alabama State University, mainly black organization. The said excuse and ground were deliberated race neutral by the said reviewing court. 4. An election campaign happened in 1997 for Philadelphia’s Distinct Attorney; it was divulged and made known that one of the said candidates had wrought – serves as an Assistant D. A. – a preparation video for recent prosecuting attorneys in which he commanded them about whom to keep out and leave out in the cold from the adjudicators which noted that â€Å"young black women are very bad† on the adjudicators for a prosecuting attorney and further stated â€Å"blacks from low-income areas are less likely to convict. † 5. Judge Earl Blackwell in Missouri gave out a signed press release all about his jurisdictional election proclaiming his recent association with the Republican Party at the same time ruling over a death penalty circumstance in opposition to a jobless African-American perpetrator. The mentioned press release specified and indicated that: [T]he Democrat party places far too much emphasis on representing minorities . . . people who don’t’ (sic) want to work, and people with a skin that’s any color but white . . . . The magistrate has repudiated a motion to rescue himself from the said trial. Brian Kinder-the perpetrator- was found guilty and punished to death and in 1996, Missouri’s Supreme Court asserted it (Bailey, Harris, & Jones, 2005). These were just the illustrations given which are figurative of a more methodical and orderly racism and they give us the scenarios of how racism and insensitivity occurred when somebody is facing an execution. According to Richard C. Dieter in his article entitled â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides† stated that â€Å"In Philadelphia, the death sentences’ raw data in the middle of 1983 and 1993 gives the primary piece of alarming and distressing indication that racism is still happening. The rate mentioned of qualified black defendants who were penalize to death reached about 40 percent compared to the rates for other qualified defendants. Below is chart taken from http://www. deathpenaltyinfo. org/article. php? scid=45&did=539. There is another statistical data in Death Penalty States which shows a risk of Racial Discrimination and was taken again from http://www. deathpenaltyinfo. org/article. php? scid=45&did=539. ** The state which has no death penalty race data is accessible. *** The state which has no death sentences enforced as of January 1, 1998. =Solitary findings whose calculations were statistically important and substantial, or where the ratio amongst death sentencing -or prosecutorial charging- rates (example amongst black victim and white victim circumstances) was 1. 5 or greater and having an example dimension of at least 10 cases in every group, were contained within. The differences and inequalities in nine states-SC, MS, GA, KY, CA, NJ, NC, PA and CO-are based on well-controlled investigation and analysis. The calculations in different states are from less well-controlled findings and are lone evocative. =The total race of victim difference apart from solitary, Delaware, were in the route of more death sentences in white victim cases. =the total race of defendant difference apart from two, Tennessee and Florida, were in the route of more death sentences for black defendants or accused. Another article written by Dudley Sharp advocated that â€Å"despite the fact that whites and blacks include about an equal number of murder victims, the relation or proportion of white-to-black injured parties in death-penalty situations is about 7-to-1. † b) Myth of Racism in Death Penalty In an article entitled â€Å"Myth of racism in Death Penalty† published in one of the websites in the internet explained that â€Å"regardless of the assertions of death penalty adversaries, there is still slight indication and confirmation that prejudiced prosecuting attorneys are more obsessive and fervent on the order of pursuing the death penalty in opposition to the African-Americans- commented by the legal observers- or which adjudicators are directing blacks to death row frequently. The substantiation implies black murder perpetrators are no supplementary like to get death sentences compared to whites even though at the end part of the year 1996, there was about 42 percent of death row convicts were African-Americans. According to federal statistics in 1996, there were 43. 2 percent of pugnacious offense cases and 54. 9 percent of all offense cases, and the criminals involved were African-Americans, predominantly due to the fact that young black males perpetrate an inconsistent number of offenses mainly in opposition to other blacks. On the other hand, according to the U. S. Justice Department’s Bureau of Justice Statistics whites took into custody for manslaughter or homicide- other than inattentive homicide- are more susceptible to death sentence compared to blacks, about 1. 6 percent of whites against 1. 2 percent of blacks. And white death-sentence convicts are supplementary like to be put to death since 1977 until 1996; about 7. 2 percent of white convicts were put to death in comparison to 5. 9 percent of blacks. Another study presents that the federal death penalty is exercised excessively and unreasonably in opposition to minorities most especially to African Americans and which it is put into practiced in a topographically random and subjective way-with several states such as Texas and Virginia- reporting for an enormous share of death penalty trials and hearings. According to DOJ information and statistics that it is approximately 80 percent of prisoners on federal death row are Hispanic, Black or from other smaller or lesser group. Smaller groups report and explain for 74 percent of the cases in which federal prosecuting attorneys search and strive for death penalty. The worst scenario is when racism also presents in giving death sentence to a defendant. Does this â€Å"intense penalization† practiced justly regardless to its race? In death penalty situations, the practice of critical and pejorative disgrace stirs up the flames of bias and partiality and to some extent allows the jury to convict insensitively and unsympathetically to those who they wish implicate such punishment (see Dieter, R. C. â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides†. June 1998). The newest exoneration is of John Ballard, no. 123 of Florida on the 23rd day of February 2006. The table below shows the exonerations by race and was taken from â€Å"Innocence and the Death Penalty: DPIC (http://www. deathpenaltyinfo. org/article. php? did=412&scid=6#inn-yr-rc). Race Number of Exonerations Black 62 White 48 Latino 12 Other 1 c. ) Who Gets the Death Sentence? According to an article entitled â€Å"How Racism Riddles the U. S. Death Penalty† explained that â€Å"in 1972, the U. S. Supreme Court was stricken down almost altogether death penalization in the state due to its reason that found them to be unpredictable and capricious and intensely not fair-Furman v. Georgia. In a cracked 5-4 judgment, every Justice wrote his own point of view and several cited indications of racial prejudices. In Gregg v. Georgia, the Court has proven and established a recent generation of capital decrees which assure and guarantee equal impartiality. At present, there are 38 states that practiced death penalty. Since Greg, there was about 5,000 people have been sentenced to death and about 682 executions have been performed. Most of those on the death row are the people who have different races. There was about 42 percent solely for the Black men of all death row prisoners even though they report for only 6 percent of people who live in the United States of America. Racism is found not only in the Southern part where most of the United States implementation and execution are taking place. In a study made by George Woodwort and David Baldus showed that blacks who reside in Philadelphia are four times more likely to receive the death penalty compared to other defendants or accused who execute the same murders. The Philadelphia has put 133 people on the death row which is more than most southern states. About 89 percent of the said qualified defendants or accused for death sentence are people of color. d. ) Who Receives an Execution? Since 1976, approximately half of the executed have been people of different race together with sole blacks’ record for about 35 percent. Everybody said that about 82 percent have been executed to death for the murder of a white person. And compared to white, only 1. 8 percent was executed because the defendant was convicted of killing of an African, an Asian, or Latin descent. In every two persons executed, one is a black since 1930. Since the conception of death penalty, problems regarding such punishment have never ended. The questions start popping up from different walks of life whether death penalty involves racism or not, the risks in executing the innocent and the debates of pro and anti. However, as we can see the chart below, it simply shows that the death penalty penalization to Black Americans lessens for almost four decades (chart below was taken from http://www. ojp. usdoj. gov/bjs/glance/drrace. htm). e.) Risks on executing the innocent Another problem that arises is the risk of executing an innocent man. We cannot say how many of the 1,000 individuals sentenced with capital punishment since 1976 may possibly innocent. The courts will not think about and entertain the claims of innocence if the accused is already executed. The defense attorneys of the defendant, who is still alive, will move on other cases to save his/her client from such punishment. An example of case was of Ruben Cantu of Texas. He was convicted in 1985 and executed in 1993. The accused Ruben Cantu determinedly and insistently claimed that he was innocent from the crime and was 17 years of age when accused with capital murder for killing a man from San Antonio and attempted robbery cases. After the execution, the jury and the prosecutor have shown their doubts regarding the case. In addition, the witness against Cantu and the co-defendant of Cantu have come into conclusion that Cantu was an innocent man (see â€Å"Additional Innocence Information: Executed but Possibly Innocent†. Death penalty information Center). If this scenario continuously happens, it is not surprising why we still have rallies against death penalty. f. ) The debates of pro and anti This issue between the anti and pro regarding death penalty practice never dies because of different beliefs, principles and experiences and both sides have an argument and stand points. The anti and pro both want justice for people they are defending. F. Public opinion polls on the death penalty In a survey conducted by Harris poll in 1965, there was approximately 38% of United States poll respondents are pro and supported death penalty while there were about 47% who are against of it. But in 2001, the atmosphere changed. From 38% of death penalty advocates, it increased up to 67% while the anti decreased from 47% down to 26%. But just this year of 2006, there was a great increased on the side of those who believed on death penalty. A census made by Sam Houston State University discovered that there were approximately 73. 4% of respondents countrywide that are in favored on death penalty for individuals charged with murder while for those 20. 1% anti-death penalty believed on life imprisonment without parole (see â€Å"Public Opinion Polls on the Death Penalty†. Death Penalty Statistics, March 24, 2005). G. Death penalty statistics From the 23rd day of February 2006, there have been 123 exonerations in different states in the United States of America. The chart below shows the denominations of convicts sentenced by death penalty (see â€Å"Exonerations by State†. Innocence and the Death Penalty. DPIC). STATE NO. STATE NO. Florida 22 Massachusetts 3 Illinois 18 Missouri 3 Louisiana 8 Indiana 2 Texas 8 So. Carolina 2 Arizona 8 Idaho 1 Oklahoma 7 Kentucky 1 Pennsylvania 6 Maryland 1 Georgia 5 Mississippi 2 No. Carolina 5 Nebraska 1 Alabama 5 Nevada 1 Ohio 5 Virginia 1 New Mexico 4 Washington 1 California 3. Every year, the rate of exonerations rose drastically. But the irony is that, the more it is practiced and applied, the more the people commit crimes and offenses. The more they are aware of such act, the more they become â€Å"rebellious† and commit crimes without hesitation. From 1973 up to 1998, the average of exonerations every year was 2. 96. But since 1998 up until 2003, the average has increased from 2. 96 to 7. 60 exonerations. In 2004, there were about 6 exonerations. The graph below is accurate as of 11th of July 2006 and shows the number of exonerations every year (see â€Å"Exonerations by Year†. Innocence and the Death Penalty. DPIC). III. Recommendations A. Possible remedies or alternatives to abolish death penalty. There are several remedies on how to abolish death penalty. One of these is life imprisonment. The anti-death penalty group views and believes that life imprisonment is an efficient alternative for capital punishment, that death penalty will just lead to insufficient of justice and violates the rights of the convicts (Bumiller, 1999). Moreover, death penalty is more costly than having life imprisonment. In a 1993 Duke University study presented that the capital punishment in North Carolina amounts more than 2. 16 million dollars in every execution compared to life imprisonment. The New Mexico State Republic Defender Department approximated the state in 1996 that if there will be no death penalty; there will be a saving of 1 to 2. 5 USD million dollars on the Public Defender (see â€Å"Murder Victims’ Families for Reconciliation, Inc. May 24, 2006). Additionally, the Floridians for Alternatives to the Death Penalty (FADP) acknowledges and advocates the society’s responsibility to defend every person from individuals who are treacherous especially those who are convicts. Not only that, FDAP also looks after the welfare of the convicts. FADP views death penalty as a negative public policy. The organization suggested a practical and worthwhile alternative for capital punishment. This is when an individual charged with capital murder, he must serve in the prison for 25 years before he can receive the possible reconsideration for parole. And while the convict is in prison, he should be given a job that is dignified. And a fraction of his earnings must be used to pay for his incarceration and another fraction will go to a funding for the victims of ferocious crimes. The funds also give financial assistance to those families that have lost their â€Å"bread winner† because of crimes (see â€Å"Yes Friends, there is an alternative to the death penalty! † Floridians for Alternatives to the Death Penalty (FADP). IV. Conclusion We should always remember that every action we do have a consequence, whether it is good or bad. As I study this issue, I learned that I should not be one sided but be opened for any different views regarding death penalty issue. My views were widened that both pro and anti are having valid reasons why they fight and stand out for their beliefs and principles. But, I have noticed that the more death penalty is practiced, the crime rates increase instead of decreasing. So, as my conclusion, it is better to stop death penalty not because I am against or pro but because the crime rates did not lessen as what others think of. Moreover, if in case death penalty will not be abolished, I would suggest that the judge must be careful in giving such punishment. They must review the death sentence they have given to the accused to avoid mistakes and spare the lives of the innocence. And for the legislators, they should think-through the laws they make. They should not make laws which are always in favor in their race or color. References 1. â€Å"Human Rights: Death Penalty†. Derechos Human Rights. http://www. derechos. org/dp/ 2. â€Å"Early Death Penalty Laws†. History of the Death Penalty, p. 1. http://deathpenaltyinfo. msu. edu/c/about/history/history-1. htm 3. Executions in the U. S. 1608-1978: The Espy File. DPIC, 2006 http://www. deathpenaltyinfo. org/article. php? scid=8&did=269 4. â€Å"Methods used to execute people†. Facts about capital punishment: Part 1: Data and Trends. Religious Tolerance. org. http://www. religioustolerance. org/execut3. htm#met 5. â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). http://www. religioustolerance. org/execut7. htm 6. â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org. http://www. religioustolerance. org/exe_bibl1. htm 7. Dieter, R. C. â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides†. June 1998. http://www. deathpenaltyinfo. org/article. php? scid=45&did=539 8. â€Å"Additional Innocence Information: Executed but Possibly Innocent†. Death penalty information Center. http://www. deathpenaltyinfo. org/article. php? scid=6&did=111#executed 9. â€Å"Public Opinion Polls on the Death Penalty†. Death Penalty Statistics, March 24, 2005. http://justice. uaa. alaska. edu/death/stats. html 10. â€Å"Exonerations by State†. Innocence and the Death Penalty. DPIC. http://www. deathpenaltyinfo. org/article. php? did=412&scid=6 11. â€Å"Exonerations by Year†. Innocence and the Death Penalty. DPIC. http://www. deathpenaltyinfo. org/article. php? did=412&scid=6 12. â€Å"Murder Victims’ Families for Reconciliation, Inc. May 24, 2006. http://www. mvfr. org/DeathPenaltyFacts. htm 13. â€Å"Yes Friends, there is an alternative to the death penalty! † Floridians for Alternatives to the Death Penalty (FADP). http://72. 14. 253. 104/search? q=cache: YUqcUlOTl9MJ:www. fadp. org/docs/alternatives. pdf+Alternative+for+death+ penalty&hl=en&gl=ph&ct=clnk&cd=4&client=firefox-a 14. Bailey, S. H. , Harris, D. J. , and Jones, B. L. Civil Liberties: Cases and Materials. 2d ed. , 2005. London: Butterworths. Standard legal textbook referring principally to British law. 15. Bumiller, Kristin. The Civil Rights Society: the Social Construction of Victims. Baltimore; London: Johns Hopkins University Press, 1999. Concise scholarly study.

Effects of Free Primary Education Essay

The research will investigate the effects of free primary education on learners with diverse needs in the main stream primary schools. (A case of Lilongwe Urban Schools) Identification of a sample of teachers, parents, pupils, schools. Distribution of questionnaires, conduct interviews, and observations. The Data will be conducted from four mainstream primary schools in Lilongwe district. 3. 0. RESEARCH METHODOLOGY 3. 1. A statement of search method. Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At a conference held at Salamanca in Spain 1994, it was declared that learners with special educational needs acquire education in their home schools. (World Declaration on Education For All, 1990). This meant that they were to be included in the mainstream schools and the schools were supposed to accommodate these learners by providing them with specialized resources so that the children acquire quality education. The introduction of free primary education in Malawi in 1994 posed a threat towards the education of learners with special educational needs in their home schools, because much as it increased access to educational opportunities for all Malawians, it brought many challenges towards the education of learners with special educational needs in mainstream schools and to the ordinary learners as well. (Ministry of Education PIF document 2000). One of the challenges emanating from the implementation of free primary education policy towards the education of learners with special educational needs is overcrowding in schools which lead to poor performance due to poor methods of teaching. Statistics indicates that in 1993, there were about 1. 6 million primary school students in Malawi. However, when free primary education was introduced in 1994, the number of students jumped to over three million (World Bank report 2004). This created a lot of problems, overcrowding in classes made teachers not to consider the needs of learners with special educational needs because there was too much work load. Teachers use poor methods of teaching as a result of overcrowding in classes and lack of resources. Teachers are failing to practice the individualized education plan meant for learners with special educational needs due to increased enrollment rates. (Ministry of Education PIF Document). This results in poor performance, high repetition rates for both learners with special educational needs and the ordinary pupils. It is thus of great importance to asses on how poor methods of teaching is a challenge to the education of learners with special educational needs. Some indications suggest that overcrowding in classrooms is pushing out pupils with special educational needs; an issue which the World Bank (2004) recommends that needs further research. Furthermore, due to overcrowding, survival rates for all learners (ordinary and those with special educational needs) have also been affected. The double/triple shifts are also making it hard for schools to plan for remedial programmes for learners with special educational needs and teachers complain of increased pupil teacher ratios. (Ministry of Education, PIF Document, 2004). Thus, it is the interest of the researcher to further assess the effects of overcrowding in classrooms towards the education of learners with special educational needs. The shortage of teaching resources is also another problem that is making the education of learners with special educational needs difficult. The shortages of teaching and learning aids worsened as a result of the implementation of free primary education. The number of pupils per text book was 2. 9 prior to Free Primary Education, declining to 7. 1 in 1994/5. Even more worrying is the fact that repetition rates are over 20%. (Riddel R. , 2003) What should be noted is that, learners with special educational needs require specialized resources for them to receive quality education. This is expensive and need expertise to use specialized materials. In this case, if the government is failing to provide learning materials for ordinary learners, what more to the provision of teaching and learning materials to learners with special educational needs. The shortage of teachers and recruitment of unqualified and untrained teachers who did not have any knowledge on special needs education was also another recipe for disaster because the needs of learners with special educational needs were not given a priority. (Ministry of Education PIF document 2000). Thus, it is reported by 1997, more than half the teachers were untrained, compared with 13% before the introduction of Free Primary Education. The World Bank Report on effects of free primary education (2004) states that this left learners with special educational needs to struggle to meet the needs of the school and not the schools meeting the needs of learners with special educational needs. As such it is to the interest of the researcher to assess on how this has led to low academic achievement to both learners with special educational needs and ordinary learners. Poor infrastructure is also another area of concern, according to an article by Ligomeka. B. (2000), it is stated that the ambitious plan by the Malawi government to boost its education levels by offering free primary education backfired, largely because of the terrible poor conditions of the country’s primary schools. Ligomeka adds to say that conditions at schools remain terrible; there has been a shortage of classrooms for the pupils, resource centers, teacher’s houses, and toilets for over a decade. The inaccessible physical environment makes it difficult for children with disabilities to survive. ( e. g. poor hygiene in toilets) Additionally, many of the preliminary surveys seem to show that the existing facilities make a mockery of the free education program. As a result, the situation of the teaching force in most of the districts is generally bad. On quality issues, the World Bank Report (2004) states that, the free primary education has produced unintended and unforeseen negative consequences. The reforms that Malawi has come up with have produced some consequences including quality issues which are of concern in Malawi. Whilst the enrolment expansion has been remarkable, the quality of education – and many would say, even the ‘value’ of education – has deteriorated. The question might be; if ordinary pupils are complaining of quality issues, what about the quality of education being offered to learners with special needs? This puts in question for the quality of education being delivered and if the needs of learners with special needs are being met. It is for this reason that the researcher would want to assess the quality of education being offered to learners with special educational needs in the mainstream primary schools with regards to the challenges emanating from the implementation of free primary education. Kadzamira and Rose (as cited at http//www. Introduction of free primary education in sub-Saharan Africa) point to the continued lack of access of some sub-groups (street children, out-of-school youth, those with special needs, orphans. ) who still face problems to meet some of their needs ( such as learning materials, food, accommodation, wheelchairs, hearing aids, and clothes) despite the education being free. As such, this has resulted in a lot of absenteeism, poor performance, a very high repetition rate and dropouts for learners with special educational needs, street children and orphans, because despite the education being free, they still have to meet other expenses such as stationary, uniforms, food, wheel chairs, and other specialized materials. (Ministry of Education PIF document 2000). The researcher therefore, would like to investigate if the needs of the above mentioned subgroups are taken into consideration by the schools. Through the reports, articles and journals, it has been discovered that the effects of free primary education worsened the problems learners with special educational needs were facing in mainstream primary schools. These problems do not only affect learners with special needs but also those without, and this has made/created a lot of learners to fall under special educational needs because their needs are not being met by the education system. In conclusion, there is evidence that free primary education brought challenges towards the education of learners with special educational needs, as such, it will be necessary to find out the extent to which the challenges are making the education of learners with special needs difficult in the mainstream primary schools, so that the feedback can be used to correct deficiencies in the schools. This research will be beneficial to teachers, schools even the researcher herself to diagnose barriers to inclusion hence coming up with strategies to reduce or eradicate the barriers. Definition of Key terms. Mainstream refers to the integration of learners with special educational needs in general education settings (Heward, 2000) Special educational needs refer to learners who require specialized instruction and different levels of support if they are to realize their full human potential, or to facilitate their academic, social, and emotional development. It also includes those coming from poor socio-economic backgrounds. (Heward 2000) Inclusion is the process of accommodating learners with special needs in the general education settings, with support services provided by the school. (Index for inclusion, 2002) Sub-questions What challenges do learners with special educational need face in the mainstream primary schools as a result of free primary education in Malawi? How do the challenges affect education provisions for learners with special educational needs? What support services are provided by parents towards the education of learners with special educational needs? 3. 2. RESEARCH METHODS The research shall be conducted using the survey strategy. 3. 3. Survey Studies Survey studies as pointed out by Cohen (2003) Is another way to get unique material. It is regarded as one of the best tool for collection of data by many scholars. Cohen added that surveys take one or two forms, questionnaires or interviews. During a survey, a researcher can ask people questions in person or draw a written questionnaire, but in either case, it is advised that questions must be phrased carefully so that people can respond easily and clearly. A Gay L. R. etal (2009) state that surveys requires the collection of standardized, quantifiable information from all members of a population or of a sample. It is from the above understanding that the researcher has seen it necessary to use this design, in the collection of data to examine on how the introduction of free primary education has affected the education of learners with special educational needs in terms of human resource, teaching and learning materials, and the quality of education being provided. 3. 4. SOURCES OF EVIDENCE The following instruments will be used for data collection: Questionnaires, interviews, and observations. 3. 4. 1Questionnaire. A questionnaire is a written collection of survey questions to be answered by a selected group of research participants. (Gay L. R. etal). And it is a widely used and useful instrument for collecting survey information. However, Bell (1993) warns that one needs to ensure that the questionnaire is well designed in order to give the researcher the information needed, acceptable to subjects and that will not give problems at the analysis and interpretation stage. The questionnaire will contain both open ended questions and closed questions. Among the advantages of a questionnaire is that it is cheap compared to interviews, and can be used to collect data from a large sample without the researchers presence, and one of the disadvantages is that respondents can delay information and could be difficult to make follow ups. (Cohen, 2003). To minimize errors, the researcher will make sure that questionnaires be taken for supervision before distribution to ensure that they are clear. The researcher shall follow guidelines for writing effective questions, such as avoiding complex questions, avoid irritating questions or instructions, just to mention a few. Cohen (2003). And in this study, a sample of ten teachers and Primary School Education Advisor (PEA) will be given questionnaires. See appendix,( item number 2 a,2b). 3. 4. 2Focused Interviews Interviews are an oral, in person question and answer session between a researcher and an individual respondent. (Gay L. R. etal 2009) Here, the researcher will use focused interviews. Ary D. etal (2002), describes focused interviews as those where the researcher ask questions designed to draw out subjects’ responses on a topic of interest. Subjects are free to answer in their own words rather than having to choose from pre-determined, open ended format, this permits greater flexibility and responsiveness to emerging issues for the participants. Among the advantages of interviews as pointed out by Donald etal (2002) is that, a researcher gets instant feedback, participants are able to ask for clarity, and the researcher probes participants where ever necessary. Donald adds to say that interviews enable an interviewer to get information concerning opinions, beliefs, attitudes and feelings in relation to certain questions. Hence making a researcher acquire rich information from respondents which will make the research to be standard. Nevertheless, the disadvantage of interviews is that it could be time consuming to both the researcher and the participant; it is expensive in terms of travel costs and materials, besides it is also difficult for individuals to articulate their feelings in a one to one interview. As such focused interviews will be conducted with head teachers, experienced teachers (those with over 16 years experience), parents, ordinary learners, and learners with special educational needs. The researcher shall prepare a list of standardized questions ahead of time and shall be taken for supervision to minimize errors. Furthermore, the researcher will make herself available at a time that is convenient for the respondents. The researcher shall begin by sending a letter of Identification, requesting an interview with the Primary School Education Advisor (PEA), head teachers, teachers, parents and pupils and specify the sort of information needed. See appendix ( item no. 1. a,1. b, 1. c, 1. d) 3. 4. 3Observations. Cohen (2003), states that observation data are attractive as they afford the researcher the opportunity to gather â€Å"live† data from â€Å"live† situation. The researcher will observe, teaching methods, attitude of teachers and peers, classroom organization, and availability of resources. Cohen continues to say that observation makes data to be reliable and generalization can be made. Stringer (2004) also points out that observations principle purpose is to familiarize researchers with the context in which issues and events are played out, however, Gay R.L. (2009) warns that researchers that when obtaining observations there should be objectives, unbiased and accurate in the sense that the observer has avoided influencing the behavior of respondents. The disadvantage of observation according to Alkins Encyclopedia of Education Research (1992) is that it more naturalistic and researchers are not constrained by what is in a checklist or rating scale. If an observation is well planned and carried out, it can give both qualitative and quantitative data. Observation has limitations on bias to an extent that the individual perceptions and interpretations of the observer, influenced by previous experience, affect the recording of the behavior, (ibid p. 271). However, the researcher will be aware of this problem so that learners with special educational needs be observed thoroughly in order to detect their difficulties which they face in mainstream primary schools. Observations shall be carried out in all the primary schools. See appendix (item no. 3). 3. 5. Population Sample This involves identification of a sample of schools, teachers, parents, and pupils, from the schools. Three mainstream primary schools in Lilongwe urban will be selected for the collection of data. Schools will be selected based on their experience in the education of learners with special educational needs. Teachers shall be selected according experience (those with more than 16 years experience prior to the introduction of free primary education). Pupils will be selected based on their age and class. (Will start from standard 3 up to 8 and within the age range of 9-15) the Primary School Education Advisor will also be contacted to answer a few questions and parents will be selected based on proximity (those living around the school and available). A total of six Learners with special educational needs and six ordinary learners will be interviewed from each school, will al so be interviewed, a total of eight teachers will be given questionnaires and two teachers will be interviewed, all the head teachers will be interviewed, and Observations by the researcher will also be carried out in all schools. The reason behind this sample is: To find out teacher perceptions on how free primary education has undermined the quality of education being offered to learners with special educational needs. To know how involved parents are in the education of their children. To find out from learners on the challenges they face in the classroom and how this is affecting their academic achievement. To find out from Primary school Education Advisor if the government is aware of such problems and necessary measures are taken to minimize the effects. 4. 5DATA ANALYSIS Data analysis is one of the things the prepared researcher needs to consider. It involves filing and organizing data collected (Cohen 2003). Gay etal (2009) add to say that the planning of data analysis will need to consider the organization, accounting for and explaining the data; It indicates what needs to be done with the data when they have been collected and how will the data be processed and analyzed, additionally, it shows how the results of the analysis will be verified, cross-checked and validated. (Bell 1993). In analyzing data, the researcher will re- write notes as soon as possible after making a set of observation. Full notes shall be typed and two copies of the notes shall be produced so that the other copy should act as a backup. The files shall be created in chronological order of events including notations of the dates and times they were made. Ultimately, observations shall be analyzed and interpreted to find the underlying meaning in the things observed. And the organization and filing of notes is the first step in discovering that meaning. (Donald A, etal 2002) All the results from different participants shall be analyzed and interpreted cordially, and data will be presented in the form of tables, type written text and charts. 3. 6Reliability and Validity According Kubiszyn T. etal (1996), reliability refers to an extent where similar results are obtained from different samples and after using different methods of data collection. Cohen (2003), states that validity is an important key to effective research, because if a piece of research is invalid then it is worthless. He further points out that that validity of research results refers to the extent where the research measures what it was intended to measure. The extent of triangulation is also another form of validity. To ensure reliability, the researcher, will use different tools of data collection, use standardized questions in both questionnaires and interviews and will make sure that the questions should be in line with the research question to ensure validity. 3. 7 LIMITATIONS Ethical issues, travel cost and time will be taken as some of the barriers to this study, nevertheless, ways will be found to deal with these problems. To overcome the problem of travel costs, the researcher started saving money meant for this purpose, where there will be a shortage, it will be required to ask for funds from guardians. To deal with ethical issues, the researcher will try by all means to be careful in the use of language so as not to harm participants psychologically because this might affect the outcome. The researcher will also take the interview and questionnaire questions for supervision to make sure that language used does not offend the participants. In the case of time, where the researcher will be on a short holiday and at the same time collecting data, appointments for interviews, observations and distribution of questionnaires. The researcher shall make herself available at a time convenient to the participants. Prompts/follow up shall be made in the case of questionnaires so that all the data should be ready before the holiday ends. To avoid doubts from participants, a letter of identification shall be obtained from the Special Needs Department of the Catholic University of Malawi. People will be assured of privacy and the research shall seek parental/teacher consent before interviewing learners below the age of fifteen. REFERENCE Ary Donald. Lucy Cheser Jacobs. Asghar Razaviah. (2002), Introduction to Research in Education, Thomson Learning, Belmet. Bell J (1993), Doing your Research Project. A guide for first research in Education and social science. Suffolk, st Edmunds bury press. Cohen L. etal (2003). Research Methods in Education. Prentice-hall Inc, New York. EFA Global Monitoring Report @ http:// www. EFA report @ unesco. org. Gay L. R. , Geoffrey E. Mills, Peter Airasian. (2009), Educational Research Competencies for Analysis and Applications. Pearson Education, Inc; New Jersey. Heward W. L. (2000). Exceptional Children: an introduction to special education. Prentice-hall, New York. (http://www. aft. org/research/rel-site. htm) (http: //www. World Bank report on effects of free primary education. org. ) Riddell R. (2003) The introduction of Free Primary Education in Sub-Saharan Africa Report. Ministry of Education (PIF document on Special Needs Education in Malawi, 2000) IRINA MANJOMO CALENDAR FOR DESSERTATION MONTH & YEAR DATE ACTIVITY JUNE-2010 15-20 25-30 Writing letters to institutions where data will be corrected. Distribution of questionnaires for data collection and making appointments for interviews JULY -2010 Data collection, Data analysis and data entry. AUGUST- 2010 1-17 Data analysis and entry. 18-23 Editing analysed data, & submission. 24-25 Meeting the supervisor 25-31 Literature Review SEPTEMBER-2010 3-13 Writing of chapter two (Lit. Review) begins & ends 14-15 Meeting the supervisor 16-19 corrections 22-29 Writing of chapter III & submission 29-30 Meeting the supervisor OCTOBER-2010 1-4 Corrections 7-14 Writing chapter IV & submission 15 Meeting the supervisor 15-17 Corrections 19-25 Writing Chapter V and VI & submission 26-27 Meeting the supervisor 28-30 Corrections NOVEMBER-2010 2-9 Writing Ch. 1 & submission 11-14 Meeting supervisor & corrections 16-21 22-23 Writing first Draft of Dissertation submission & corrections DECEMBER-2010 24-30 1-3 Writing 2nd Draft of Dissertation submission 5-7 Meeting supervisor JANUARY-2011 Making Corrections on the Dissertation draft FEBRUARY-2011 13-18 Defending the Dissertation 21-23 Making corrections & submission MARCH-2011 1-3 Meeting the supervisor 3-20 Making final corrections on the Dissertation Draft. APRIL- 2011 Writing the final copy of the Dissertation begins and ends. MAY-2011 16-23 submission to the supervisor

Jean Watson's Theory of Caring Essay Example | Topics and Well Written Essays - 1500 words

Jean Watson's Theory of Caring - Essay Example Furthermore, she also presented a wonderful theory under the title â€Å"Carative Theory of Nursing†, where she has depicted divergent features and characteristics of nursing by paying special concentration upon the displaying sympathetic attitude towards the patients. She also authored books on the discipline, where she laid stress upon the significance of the behavior of the medical staff in the fast recovery of the patients. Watson presented his famous theory of caring in 1979, where she declares caring as an essential element to save the life of the patient. She is of the opinion that care is not confined to look after the patient under treatment according to the instructions issued by the hospital management or by the senior medical officials. On the contrary, caring contains complete code of ethics and morality in its wide scope, which includes complete involvement of the nurses in the personal, mental, physical, professional and even domestic problems of the patients fo r the creation of an amicable environment for sharing the pains and sufferings the patients are undergoing. Watson looks for the complete care of the diet and nutrition of the patient, which is not confined to the providing of diet only. Rather, a healthy and beneficial food is a must during the disease, so that the ailment could be mitigated with the use of healthy diet including fruits, meet, vegetables and nuts. It is particularly the case with the patients suffering from stomach problems and dehydration. The care of the patient with gastrointestinal disease is complex and challenging. The reasons for the complexity are varied and different for each patient. Any of these variables can affect the nutritional health of the patient, an essential element of care that supports healing, recovery, and improved quality of life. (Childs, 2006) Watson has coined the notion intentionality, where she looks for observing of sincere efforts for the cure of the patients. The nurse’s mora l commitment, intentionality, and personal use of the clinical caritas protect, enhance and potentiate human dignity, wholeness, and healing: this encourages the patient to create (or really, co-create) a meaning of a disease and treatment.† (Conway et al., 2010) Hence, if a nurse takes attending of the patients as an undue burden upon her, she would be unable to create and offer a pleasant environment to them. Consequently, the patients’ sufferings could not be mitigated while working with an iron face. On the other hand, such unpleasant environment may enhance their ailment in one way or the other. Thus, a nurse’s intentions pave the way towards the fast and unconditional convalescence of the patient. Watson also lays stress upon the strict exercising of care-giving and human values. By care-giving she simply means that the relation between the counselor and patient must be developed on the concrete foundations of trust, respect and affection, so that the patie nt could be in a position to provide the details of his illness along with the case history leading

Standards as Reform Paper Essay Example | Topics and Well Written Essays - 500 words

Standards as Reform Paper - Essay Example The need to reform education was mainly instigated due to the rapidly falling levels of academic achievement. However, the field of education was education was undoubtedly more effective prior to the implementation of standards. It is true that many people educated up to the eighth standard in many school districts had a better education than those who have graduated from high school in recent years. Many of the nation’s great thinkers such as Abraham Lincoln, Newton have not received any formal education but have made the biggest inventions ever. Earlier the education system was based the theory that some students are smarter than the other and assessment was done on the basis of comparative analysis of one student to another. The main aim of this system was to present the knowledge and skills of the older generation to the new generation. In this system, the content subject matter used to vary with different group of students.

Renaissance Art Essay Example | Topics and Well Written Essays - 750 words

Renaissance Art - Essay Example He had a lot of interest in science and produced pieces of unprecedented work during his time. He sold a lyre that he had fashioned to Lorenzo de Medici that was in the shape of the skull of a horse. It was supposed to be sent to Ludovico Sforza of Milan (Worldly Goods 564). Instead of giving the piece of artwork to Lorenzo de Medici to deliver it, he decided to do it by himself. He was then persuaded to remain in Milan by his host and this is where he painted the famous mural The last Supper on the wall of the monastery. (Painting of the last Supper by Leonardo da Vinci) His work of Raphael was preferred by Pope Leo X and earned him the position of court painter in France. His greatest piece of work was the painting of the Mona Lisa, which remains outstanding up to date. Michaelangelo Buonarroti at the age of 23 carved the pieta which brought him to fame instantly. This was first followed by his sculptor of King David that was equally a success. This made him become the symbol of al l the prospering artists in Florence. His ceiling paintings also remain to be one of the greatest undertakings of all time. Raphael was the leading painter of the renaissance period and is credited with painting The school of Athens that depicted an imaginary meeting of all the famous philosophers. This piece of work earned him the chance to paint for papal commissions which he did for the rest of his life (Guido 360). The last of the greatest artists of the renaissance period is Titian who distinguished himself from the other artists through the use of new techniques that imbued the bright colors with greater depth and subtlety. Conclusion The artists of the high renaissance period picked their commissions and didn’t have to wander from... The major characteristic of the artists in this period is that they searched for human emotion and realism in art through the use of the human method.The artists of the early renaissance period aimed at portraying human forms that appeared as if they had life in order to keep up with the spirit of humanism. They had realistic expressions and clothing that were proportional to the human beings. New techniques were developed by these artists to give the paintings a more three dimensional appearance. In order for them to achieve this, they had to study human and animal anatomy to come up with a more realistic presentation. The artists of the high renaissance period picked their commissions and didn’t have to wander from one city to the other in search of commissions like their predecessors. Their work was more refined and was highly demanded thus earning them many contracts. They changed the order of things as they shifted away from the traditional art and came up with their own philosophy on how things should be done. Their paintings still remain significant up to date owing to their unique nature and stylistic devices employed. They gave art a whole different humanistic approach that completely changed the manner in which artists carried out their business.

Wilmot's Proviso and the Kansas-Nebraska Act Assignment

Wilmot's Proviso and the Kansas-Nebraska Act - Assignment Example Two of these factors were the Wilmot’s Proviso of 1846 and Kansas-Nebraska Act of 1854. Both the Wilmot’s Proviso amendment to the bill and the Kansas-Nebraska Act addressed the issue of slavery in the newly ceded territories to America. Wilmot’s Proviso proved to be anti-slavery while the Kansas Nebraska Act was established as pro-slavery in nature. Wilmot’s Proviso condemned slavery and claimed that â€Å"neither slavery nor involuntary servitude shall ever exist† (ushistory.org). This amendment was heartily accepted by the people of northern anti-slavery territories whereas the southern pro-slavery activists strongly opposed it. This resulted in clashes between individuals united by the country flag but divided by geographic demarcation. Wilmot’s proviso was approved by the House of Representatives number of times, but was never passed in Senate and hence never enjoyed the status of a law. Though history does not record loss of lives on this account, it nevertheless was the start of a bitter enmity among the people of USA and a breeding point for the Civil War. On the other hand, Kansas-Nebraska Act proposed that people should be free to decide whether slavery should be practiced in their territories or not. This Act was particularly famous amongst the southern pro-slavery masses and infuriated the northern anti-slavery population. After this Act was passed, people heavily migrated to Kansas to influence the forthcoming elections. This resulted in scuffles all over Kansas causing bloodshed. This brought the pro-slavery and anti-slavery activists in combat on many notions, rejecting the results of the elections on bases of rigging. Federal troops were called in to stop the violence and establish peace while the pro-slavery legislatures were dispersed. Even so, the next few elections were discarded on same charges. These political power games continued till the Civil War was declared in the region. Though both Wilmot’s Proviso

Slavery and Western Expansion Essay Example | Topics and Well Written Essays - 1000 words

Slavery and Western Expansion - Essay Example In the article, the author explores the failures and triumphs of this period in American history and ends the article by citing fewer celebrations from the period and more disappointments. The author believes that land distribution was a missed opportunity and an egregious failure of this period, claiming that this should have been integral during the emancipation (Dubois 601). This oversight was compounded by injustices directed at the freed slaves concerning civil and labor rights such as black codes and sharecropping. Du Bois, despite the failings, describes the Reconstruction’s failure as splendid wedged between its shortcomings. It is the triumphs of the thirteenth, fourteenth, and fifteenth amendments, as well as education for African Americans. Overall, the reason that Reconstruction failed was due to the many defeats that outweighed the few successes. In the article, Du Bois emphasizes the issue of land distribution to the slaves who had been freed as one failure after the Reconstruction. General Sherman’s Field Order 15, given in 1865, gave hope for redistribution as he ordered the confiscation of plantation land and its division into sections of 40 acres, which would be given to the freed slaves. Unfortunately, they were removed from the land with the government failing to follow up on General Sherman’s order, as well as reneging on the pre-war declaration by Andrew Johnson regarding land redistribution’s necessity. The author has a Marxist view of the failing, claiming variously â€Å"Liberalism did not understand . . . revolution was economic and involved force. . . . It hoped with the high humanitarian of Charles Sumner eventually to induce the planter to surrender his economic power peacefully . . . that other Charles —   Karl Marx   Ã¢â‚¬â€Ã‚  had not yet published  Das Kapital to prove to men that economic power underlies politics† (Du Bois 591). The force and economics referred to by Du Bois are tenants of General Sherman’s Field Order 15, which involved the confiscation and redistribution of land to be put to use by freed slaves. This would allow for the assimilation of the former slaves into the South’s economic structure. The argument put across by Du Bois is not in violation of American principles present at the time. The Republican Government gave railroad corporations Southern land in the same period. Since these corporations were eligible for this, then the massive numbers of former slaves were too. Instead of economic independence via land redistribution, Southern landowners were free to implement tenant farming to control the former slaves. Dubois describes the system as serfdom that was established in territories, in the South. Serfdom gave a false impression of land distribution with landowners requiring that those who lived on their land gave them part of the crops that they harvested. They were also expected to get their equipment from the landown er at inflated prices that caused them to fall further into debt (Dubois 597). Tenant farming, in essence, is representative of an effort to bring back slavery to the furthest possible degree in the South after the war. Since chattel slavery was now illegal, they turned to binding former slaves to land via perpetual poverty and debt, creating legal and new forms of servitude. Black codes were another dehumanizing aspect faced by Southern freed slaves with legislation that limited and stripped their civil liberties and rights during this period. Passed in late 1865, the Black Code

Bullying Term Paper Example | Topics and Well Written Essays - 2000 words

Bullying - Term Paper Example This paper provides an insightful analysis of bullying. More emphasis is conferred about the important of bullying as a judicial legislative and public policy issues. In addition, the paper analyzes the direct impact of bullying on education. Finally, the paper addresses the trends in litigation as well as the relevant bullying laws. The United States Department of Health and Human Services defines bullying as the unwanted aggressive behavior involving power imbalance (Fried & Fried, 2011). One salient feature about bullying is that it is repeated, or has the ability to be repeated. The power imbalance can be real or perceived. It may include physical strength, peer support, popularity, status, or access to hurtful information. There are many forms of bullying. Verbal bullying includes taunting, teasing or threatening harm. Relational bullying of the other hand may include spreading rumors, humiliating and malicious excluding. Thirdly, physical bullying includes hitting, pushing or spitting. Other forms of bullying include sexual harassment, hazing, and bullying based on perceived sexual orientation. According to Swearer, Espelage & Jimerson (2010), bullying is characterized by two major components, imbalance of power and repeated harmful acts. It involves verbal, non-verbal, or physical attacks or intimidation that is often directed towards a victim who is not able to properly defend himself or herself. There are widespread concerns about school violence and bullying in the recent years. There is overwhelming evidence that ascertains that bullying adversely affects student’s sense of security. Scholars recommend that the most effective way of averting bullying in schools require utmost commitment by school administrators. Existing statistics reveal that the most bullying incidences occur in schools. There are also numerous cases of bullying that occur on the way to or from the school, on

Marketing Plan Research Paper Example | Topics and Well Written Essays - 4000 words - 1

Marketing Plan - Research Paper Example This discussion will also involve market objective setting, target market analysis, such as segmentation, targeting and positioning, marketing strategies and illustration of marketing mix elements. Finally, the study will properly evaluate the process of marketing plan implementation, budgeting and controlling. Apple Inc. is one of the leading global technology companies which is specialized in developing, designing and marketing of consumer electronics. Their product line includes iPhone, iPod, iPad, Macbook etc. Apart from the hardware the organization is also specialized in developing and designing various software products and online services. The business was established in 1976. Headquarter of the organization is situated in Cupertino, California (Apple Inc. 2015a). The organization has secured the second largest position across the world as an Information Technology company in terms of their revenue while the top position is secured by Samsung Electronics. Alternatively, Apple Inc. has been entitled as the third largest company as a Smartphone maker. The value of the organization is approximately $500 billion. By the end of 2014, the organization has recorded annual revenue of $182 billion (Kraemer, et al., 2011). The analysis of the current situation of the organization will illustrate the micro environment as well as macro environment of the business. The analysis of 5 C’s of marketing such as company, collaborators, customers, competitors and climate, provides detailed understanding regarding the micro as well as macro environment of the business (Wilson and Gilligan, 2012). Product ranges: The organization provides a wide range of technology products that includes hardware software and online services. The products and services of the organization mainly include iPhone, iPad, iPod, Macbook, iTune, Mac App Store, iCloud and application software (Marketline, 2014). This is the Smartphone range of Apple Inc. which includes the

Week 5 â€Finances Essay Example for Free

Week 5 –Finances Essay Debate on profit maximization ethics and corporate social responsibility: Traditionally, the duty of company’s management is to improve the financial welfare of the shareholders of the company by maximum of profits provided it is under the law. This is the canonical law and economics account (Elhauge: 2004) Companies are therefore liable for any act(s) that causes more that usual harm under an independent law. However if the operations do not cause any undesired effect, then, it is socially acceptable that the company maximizes profits. The management of companies is therefore required to consider the interests of other stakeholders in their daily operations. This is as a result of the law that was enacted at the height of corporate takeovers during the 1980s. This law could however be construed to mean that the management of corporations only consider the interests of others only if doing so enhances the company’s profits. Shareholders and management have no legal duty to maximize profit although they have a legal discretion to forego on profits in the public interest. (Elhauge: 2004) According to Manuel Costello Branco and Lucia Lima Rodriquez companies only engage in corporate social responsibility if they are set to gain from such an undertaking. (Brancho Rodriguez: 2007) Corporate social responsibility may include environmental protection, human resource management, health and safety at work, relation with community and with suppliers and customers. (Branco Rodriguez: 2007) CSR boarders on ethics and management should therefore consider the impacts of their activities on the various stakeholders. It is also considered to be a competition strategy which can give a company competitive advantage. (Branco Rodriguez: 2007) This debate on CSR is on shareholders-stakeholders point of view where shareholders view is that management should maximize their wealth while the stakeholders view is towards all stakeholders (Friedman 1998, Jensen 2001) The classical view of business encompasses purely economic basis and constrained profit making views. This is the shareholders view. The stakeholders view on the other hand is of socially aware business where corporations are sensitive to needs if other stakeholders (Lantos: 2001) Companies should therefore, not ignore the interests of other stakeholders if doing so could impact negatively on the company’s intention of maximizing shareholders wealth. (Stern berg 1997, Jensen 2001) Ethics basically is what constitutes right or wrong behavior in business in terms of operations and situations happening in companies. In the daily operations of companies many unethical actions and decisions are made. Corporate citizenship concept is propagated by the society where businesses promote goals that they view as important while at the same time solving social problems thus rejecting the idea of profit maximization and law compliance. The results of an activity rather than the activity itself are what determine whether an action is ethical or not. Clarkson further elaborates that an actions is morally right if it generates the greatest amount of good to many people. (Utilitarian theory) (Clarkson: 1995) It is evident therefore that the concept of ethics is controversial in the sense that there are conflicting positions as to what constitutes what is morally right or wrong as shown by Kantian ethics and Utilitarian ethics. (Hymson 2007) In business ethics, because of competition, actions of one company e.g. adoption of lower prices leads to the other companies adopting the same pricing strategy and hence business ethics tend to be uniform (Hymson 2007) Monopolistic businesses where there is no competition can elect to apply personal ethics. But the cost of following personal ethics is borne by the employees. Hence argument gives credence to the idea that businesses only social responsibility is t maximize profits (Friedman: 1998). Outside business ethics, CSR is usually all about making profits. Government regulations The government should take charge and ensure that companies do not undertake business practice that cause undesirable effects on the community and therefore it should pass laws and regulations that guide corporations in the business practice (Reich 2007). The stiff competition that many corporations in the world today face makes them focus more on ways of making more profits and therefore the need of government regulations to protect the environment, consumers and even the employees. Robert Reich further alludes to the fact that corporations cannot be moral or immoral and can only be responsible if publicly held by their shareholders. The shareholders interest is to maximize their profits and therefore companies should do public good in their quest to maximize their profits (Reich 2007) Reasons for government regulations An example of company that could justify the government regulations is Wal-Mart. This corporation on one hand spends money on CSR projects but on the other it is against employees union, pays low wages with minimum benefits. The company also is against living wage initiatives. Wal-Mart has also been accused of forcing employees to perform overtime duties, sex and race discrimination and a whole lot of other things. The World com and Enron scandals are other examples that call for government regulations on CSR and business ethics. The list is endless, Adelphi, Tyco, Computer associates. All these cases touch on the subject of business ethics. Business ethics violations can also lead to illegalities as exemplified by the Enron and World com cases (Hymson 2007) References Hymson, E.B (2007) Law: The force that harmonizes business ethics with profit maximization. Retrieved on 4/3/2008 from http://www.salsb.org/slj/vol-xv/14hymson.pdf Elhauge, E. (2004) Sacrificing corporate profits in the public interest. Retrieved on 4/3/08 from http://www.law.harvard.edu/programs/olin_center/corporate_governance/papers/04.Elhauge.sacrificing-corporate-profits.pdf. Branco, M.C and Rodriguez L. L (2007). Positioning stakeholders’ theory within the debate on corporate social responsibility (Vol 12. No. 1). Retrieved on 4/3/2008 from http://www.salsb.org/slj/vol-xv/14hymson.pdf Friedman. (1998), â€Å"The social responsibility of business is to increase its profits†, in Pincus, L.B. (Ed.), Perspectives in business ethics, McGraw-Hill, Singapore Jensen, M.C. (2001) â€Å"Value Maximization, Stakeholder Theory, and the Corporate Objective Function†, Journal of Applied Corporate Finance, Vol.14 No.3 Sternberg. (1997) â€Å"The Defects of Stakeholder Theory†, Corporate Governance, Vol 5 No.1. Lantos, G.P. (2001) â€Å"The boundaries of strategic corporate social responsibility†, Journal of Consumer Marketing, Vol.18 No.7 Clarkson, M.B.E. (1995) â€Å"A Stakeholder Framework for Analyzing and Evaluating Corporate Social Performance†, Academy of Management Review, Vol.20 No.1 Robert Reich, R (2007). Super capitalism. The Transformation of Business, Democracy and Everyday Life.

Beer’s model states that change is more complex than the Lewin model

Beer’s model states that change is more complex than the Lewin model Introduction Change is an inevitable part of life. Change is also an important part of a business life; it allows a business to adapt to its environment and to improve its market position. Change signifies the willingness of the affected parties to embrace and function in a newly established order and their commitment to effect and implement the changes (Armstrong, 2004). The generic definition of change as defined by Hughes (2006) is any alteration in the status quo. Changes within an organisation may take place for many reasons. It is sometimes done in order to introduce a new more efficient way of working or producing a product. It is sometimes done to re-organise the organizations work force. Organisations will evolve and change within the course of their lives. Change management is referred to as the process of which change is executed and developed within the organization. Change is something that affects all business and therefore all business managers must prepare their personnel and proc esses for change. Theories of Change Management Changes in the business environment are happening all the time and organisations must change the way they operate to compete effectively in their market. In order to change organisations must adopt change theories and approaches however with so many different approaches available an organisation must choose an approach that best suits its needs. Different managers will have different theories as to how change should be implemented and executed. Kurt Lewin is considered the forefather of planned approaches to change. Kurt Lewins Freeze Phases [Source: Higgs Rowland, 2005] Lewins model shows that change involves a move from one static state via a state of activity to another static state. Beers model states that change is more complex than the Lewin model and requires a more in-depth look at the process of change. Beers model focuses on a six-step process to achieve effective change, these steps concentrate on task alignmentwhereby employees roles, responsibilities and relationships are seen as the main component to bringing about effective change. The stages are: Mobilise commitment to change through joint diagnosis. Develop a shared vision of how to organise. Foster consensus, competence and commitment to shared vision. Spread the word about the change. Institutionalise the change through formal policies Another model that is often used is the Kotter Model. Kotter developed what he believed to be the eight critical steps to the successful implementation of change these steps are: Establish a sense of urgency Examining market and competitive realities and identifying and discussing crises, potential crises and opportunities. Form a powerful, guiding coalition Assembling enough people with the enough power to lead the change. Create a vision Create a vision to help direct the change and develop strategies for achieving the vision Communicate the vision Use every medium possible to communicate the vision and strategies to be implemented Empower others to act on the vision Get rid of obstacles to change and encourage risk taking and nontraditional ideas. Plan and create short term wins Plan for visible performance results and recognise and reward employees who are involved in the improvements Consolidate improvements and produce still more change Hiring, promoting and developing employees who can implement the vision. Institutionalising New Approaches Develop the means to ensure leadership development and succession. Impact and Barriers If change is not implemented in the correct manner, the impact upon the business can be devastating. Some of the workforce may decide to leave as they do not agree with what is be implemented and that leaves managers trying to fulfil orders or provide services with half a workforce which puts pressure on the rest of the workforce. Communication is key to help reduce barriers, for any change strategy to achieve its goal every member of staff within the organisation must be constantly communicating with executive managers. If staff members ask, Why do we need to do this? a manager must be able to give them a valid answer. Change normally affects both a businesss internal and external environments. Internally staff may feel that they have been left out of the loop and are just being told that they must accept the change or the reverse may happen the staff may be contributing heavily to the change and helping to direct the new vision. Externally an organisation may make an impact on thei r market by promoting a new service or product. There are a number of barriers to successful change both in terms of actually implementing the change and sustaining it. Employees must be able to flourish within an every changing environment to allow them to contribute to an organisations success. Listed below are some of the barriers an organisation may have to overcome to implement change successfully: Not enough understanding about the change itself Lack of leadership Lack of focus and strong project management of the change No engagement and/or buy-in of key stakeholders No clear process for managing endings and beginnings, and co-ordinating the change process Successes are not recognised, communicated Progress is not measured and the learning is not reviewed Change is very tiring and is often something that requires extra effort people need to see that this effort is paying off and their contribution is valued Conclusion Change must be managed, implemented, and executed in such a way that there is always communication between staff and managers. This allows for equilibrium and encourages growth and innovation within a company. Each change management theory has its strengths and weaknesses and each can be adapted to an organisations needs but I believe that managers must invite all staff to offer ideas on a creating a new vision for the company and thus driving the company forward as a whole. REFERENCES Hughes, M. (2006). Change Management: A Critical Perspective. Chartered Institute of Personnel and Development. ISBN: 1-84398-070-3. Armstrong, M (2004). Managing Organizational Change in Nigeria Manufacturing Enterprises: Lessons from the Unilever Nigeria Plc. AC Associated Content. Retrieved from http://www.medwelljournals.com/fulltext/?doi=ibm.2009.15.21 Syque. (2007). Lewins Freeze Phases. Changing Minds. Retrieved from Higgs, Malcolm, and John Wren. The Leadership of Change: a Study of Change Leadership within the UK Royal Air Force. Henley-on-Thames: Henley Management College, 2005. Print

Reading Log for The Scarlet Letter :: Scarlet Letter Literature Reading Logs Essays

Reading Log for The Scarlet Letter 1. Chapter one thoroughly describes the Jailhouse and the surrounding landscape. Tells of the huge wooden edifices whose threshold is timbered and iron barred. Gives the description of the peoples clothing who were congregating outside of the prison. It also describes the necessity of a new colony first building a prison and graveyard. In the last paragraph it tells of a rose bush outside of the oaken doors. The author describes the awkwardness of having such a beautiful plant surrounded by weeds and shrubs. 2. (Page 50) The rose-bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stern old wilderness, so long after the fall of the gigantic pines and oaks that originally overshadowed it, --or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Anne Hutchinson, --we shall not take upon us to determine. I believe these lines are important because they illustrate some of the mythology of the times in which this book was set. The author also goes on to describe how this rose bush could symbolize two different things depending on the readers perspective; A tale of morals blossoming; or a tale of human frailty and sorrow. 3. I think chapter one should have been more obvious to the setting and time frame in which the story takes place. By text one assumes it is set in a new colony in early American history, however it should give a precise time in my opinion. Hawthorne does an excellent job of helping the reader visualize the story and is able to present a question of opinion in the first chapter, which shows great writing skills. 4. The first chapter reminds me of Where The Red Fern Grows. The rose bush that is mentioned briefly has much to do with the story even though there is little reference to it. In WTRFG the fern is actually not so much part of the story as an idea represented through a physical inanimate object, as I believe the rose bush to be. Later in the novel Pearl says she came from the rose bush by the prison door, that shows her beauty and resilience as a comparison to an object unable to show emotion. 25, 2001 Chapter 2 Pages 51 to 61 1. This chapter gives a little more setting of the town describing the short journey from the jail to the scaffold and town center.

Hitler Essay -- essays research papers

Adolft Hitler HITLER, Adolf (1889-1945). The rise of Adolf Hitler to the position of dictator of Germany is the story of a frenzied ambition that plunged the world into the worst war in history. Only an army corporal in World War I, Hitler became Germany's chancellor 15 years later. He was born on April 20, 1889, in Braunau-am-Inn, Austria, of German descent. His father Alois was the illegitimate son of Maria Anna Schicklgruber. In middle age Alois took the name Hitler from his paternal grandfather. After two wives had died Alois married his foster daughter, Klara Poelzl, a Bavarian, 23 years younger than he. She became Adolf's mother. Hitler's rambling, emotional autobiography 'Mein Kampf' (My Struggle) reveals his unstable early life. His father, a petty customs official, wanted the boy to study for a government position. But as young Hitler wrote later, "the thought of slaving in an office made me ill . . . not to be master of my own time." Passively defying his father, the self-willed boy filled most of his school hours with daydreams of becoming a painter. His one school interest was history, especially that of the Germans. When his teacher glorified Germany's role, "we would sit there enraptured and often on the verge of tears." From boyhood he was devoted to Wagner's operas that glorified the Teutons' dark and furious mythology. Failure dogged him. After his father's death, when Adolf was 13, he studied watercolor painting, but accomplished li...

Stem Cell Therapy Essay

Sepulveda Bio. Anthro. Tues 6-9 Cell Replacement and Stem Cell Therapy to Treat Neurodegenerative Disease Stem cell therapy is being used to treat neurodegenerative diseases such as amyotrophic lateral sclerosis or ALS, commonly referred to as Lou Gehrig’s disease. The disease itself, new therapies and treatments, along with a cure are currently being studied by universities and stem cell researchers. ALS is a progressive neurodegenerative disease which attacks the neurons in the brain and spinal cord that control voluntary movement, eventually leading to respiratory failure and death (Kamel et al. 2008). The current course of action for a patient with ALS is physical therapy and, if their budget allows, cell replacement therapy. However there is presently no cure and the patient will eventually have respiratory problems and die from the disease. Adult stem cells (ASCs) and blastocyst or embryonic stem cells (ESCs) are being used to treat amyotrophic lateral sclerosis in cell replacement therapy, yet this only slows the degeneration of their neurons (Goldman, Windrem, 2006).Research for both adult stem cell and blastocyst stem cell technologies are the only practical option in approaching a cure or more effective treatment for ALS. Both of these technologies require stem cells, but are challenging to safely retrieve and utilize through the current treatment methods, which is why it is essential to continue to support and fund this research. Cell replacement therapy is currently the only stem cell treatment of neurodegenerative diseases such as ALS, but researchers are trying to find new ways of treating and possibly curing ALS.Cell augmentation using stem cells could be the future of treatment for ALS but scientists are currently working to increase availability of the needed ESCs and ASCs to treat patients using cell replacement therapy. There are three different ways to harvest the necessary stem cells for neuron replacement: growing ESCs in vitro, har vesting stem cells from the brain or spinal cord of a live donor through biopsy, and harvesting from the brain or spinal cord of a donor post mortem (Sohur et. al. , 2006). The goal of treatment of ALS is to slow and eventually stop cell loss progressing to the point of functional impairment.To accomplish this goal, protecting the remaining neurons as well as replacing and augmenting damaged neurons is important. The ultimate goal, to cure ALS, is to fully restore authentic neuronal circuitry or â€Å"full systems reconstruction† (Ormerod et. al. 2008). Full systems reconstruction would consist of recreating a map of precisely patterned neurons of the correct type using the stem cells to send projections to the appropriate field within the brain. The cure seems virtually impossible with the technology currently available, but recreating neurogenesis may be possible in the future.Adult stem cell harvesting is difficult and costly when retrieving the stem cells needed to treat neurodegenerative diseases from brain matter or spinal fluid. Neurons are very specific cells in the brain and spinal cord and possess a special set of neurotransmitters depending on their function; this poses problems when harvesting ASCs (Zhang et. al. , 2006). The ASCs needed to treat ALS must be able to specialize and replace degenerating neurons affected by the disease. This procedure would not be possible without using stem cells to replace the damaged and degenerating neurons.However a problem associated with ASCs is rejection of foreign cells when transplanting ASCs taken through biopsy from a donor. Although biopsy from the patient receiving treatment is an option, the ASCs required come from the brain or spinal cord and can be very dangerous to harvest this way. Adult neural stem cells can be harvested from brain tissue, either from a deceased donor or through biopsy, and then grown in a culture (Ormerod et. al. , 2008). ASCs will not expand nearly as much as ESCs in cultu re and will differentiate into a limited number of neuron types.When using ESCs, which conform to the necessary specialized type of neurons, the lack of flexibility encountered in the ASCs is eliminated. Human embryonic stem cells (ESCs), however difficult to harvest initially, will multiply greatly when grown in culture. The ESCs are generated by in vitro fertilization and grown into the blastocyst stage before harvesting. The advantages of ESCs are boundless; the results of the therapy would not be obtainable without use of the stem cells to replace the damaged cells.The ease and frequency with which ESCs can be expanded in culture is a significant advantage over ASCs. Growing such high numbers of stem cells in this fashion can prove problematic though, while the cells reproduce indefinitely they become more susceptible to mutation and may cause tumors following transplant (Ormerod et. al. , 2008). Thus, a challenge rises to differentiate the cells fully before transplant or to gr ow many more cultures from different donor eggs, which are difficult and expensive to receive.ESCs are more easily specialized into neurons, oligodendrocytes, and glia needed to treat ALS than ASCs; but the possibility of tumors forming in the patient along with the cost and complication of creating new chains of blastocysts from donor eggs pose a disadvantage of using this technology (Ormerod et. al. , 2008). Taking into consideration ESC technology’s advantages and disadvantages, it is equally as viable an approach to a cure for ALS as ASC technology. ALS is an extremely destructive disease which unfortunately plagues a large population.ALS is difficult to treat because it is a neurodegenerative disease and requires brain surgery and neuron replacement. Both adult stem cell and embryonic stem cell therapies have potential to increase the quality of life for patients with ALS but they both have their own individual inherent risk that must be taken into account by the patient and doctors when choosing a stem cell therapy method. Donors are few and far between and the necessary cells are very specific for this particular procedure.Through an increase in research and development of new ways to multiply and store stem cells, along with an increase in donors, the road toward a cure will be a short one. Hopefully in the future the treatment will become easier, less costly, and less dangerous for the patient. Works Cited Larsen CS. 2010. Essentials of Physical Anthropology: Discovering Our Origins. New York and London: W. W. Norton & Company Ormerod, B. K. , Palmer, T. D. , & Maeve, A. C. (2008). Neurodegeneration and cell replacement. Philosophical Transactions: Biological , 363(1489), 153-170.Retrieved from http://www. jstor. org/stable/20210044 Sohur, U. S. , Emsley, J. G. , Mitchell, B. D. , & Macklis, J. D. (2006). Adult neurogenesis and cellular brain repair with neural progenitors, precursors and stem cells. Philosophical Transactions: Biological Scien ces, 361(1473), 1477-1497. Retrieved from http://www. jstor. org/stable/20209745 Kamel,, F. , Umbach, D. M. , Stallone, L. , Richards, M. , Hu, H. , & Sandler, D. P. (2008). Association of lead exposure with survival in amyotrophic lateral sclerosis.Evironmental Health Perspectives, 116(7), 943-947. Retrieved from http://www. jstor. org/stable/25071103 Goldman, S. A. , & Windrem, M. S. (2006). Cell replacement therapy in neurological disease. Philosophical Transactions: Biological Sciences, 361(1473), 1463-1475. Retrieved from http://www. jstor. org/stable/20209744 Zhang, S. , Li, X. , Johnson, A. , & Pankratz, M. T. (2006). Human embryonic stem cells for brain repair?. Philosophical Transactions: Biological Sciences, 363(1489), 87-99. Retrieved from http://www. jstor. org/stable/20210040

Analyzing a Published Work

Analyzing a Published Work Overview One of the most important moves academic writers can master is the art of analysis. This assignment will help you to develop the skills necessary to determine the meaning found within a text. To be clear, the intent of this essay is not to argue for or against the content; instead, we are analyzing what the article does in terms of the following: 1. purpose, 2. approach, and 3. effectiveness. Assignment Go to an online newspaper website: Chicago Tribune http://www. chicagotribune. com/, http://www. ansascity. com/, or http://www. nytimes. com/ are a few possible sites, but feel free to use a more local newspaper website. Find an article in the Op/ED section that is argumentative in nature. Use the following questions to guide your analysis: 1. What is the purpose of the text? In other words, what exactly is the position the article takes and/or what does the author want his or her readers to believe and/or do after reading the article? 2. What stra tegies does the text use to attempt to achieve its purpose? Give examples from the article.In other words, does the article use facts, examples, experiences, logic, assumptions, data, sources, expert opinion, and so on to prove his or her position? Be sure to give examples. You could also try to determine if the position is presented as more of a Classical argument or a Rogerian argument. 3. What are the strengths and weaknesses of the approach the article used? In other words, what would you have liked to see more of in the article? Less of? What worked? What didn't work? Do you detect bias that is unreasonable? Does the author use unreasonable assertions, stereotypes, or faulty information to make his or her points?Does the author place the opposition in an unfair light? Does the author distort the arguments of those who disagree? Does the author fail to recognize the weaknesses in his or her own position? Does the author leave out important information? Does the author back up hi s or her assertions with evidence, or does he or she simply make assumptions? What would most improve the argument? Explain your answers. Remember, we are not arguing for or against the content of these articles; we are analyzing what the article attempts to do, how it does it, and if it does so fairly.We should not be concerned about how we feel about the article. To be clear: Your readers should not know what your position is about the subject. Your readers should only know whether or not you felt the article was reasonable, well-developed, fair, etc. Do not include personal opinion or personal judgments about the subject matter. Do not include personal narrative. This analysis should be presented in the form of a single essay, complete with a title page, an introduction, three body paragraphs (purpose, approach, and effectiveness), a conclusion, and a full References page.Your analysis should meet the following criteria: †¢Is based on a current topic and/or event; †¢is between 300-500 words in length, not including the title page, abstract (if used), and References page; †¢includes direct quotations and paraphrased passages from the text; †¢uses attributive tags that not only work to convey the mood of the writer, but establish him or her as an authority in the field of study; †¢avoids personal opinion; †¢is written clearly, concisely, and accurately; †¢is written solely in third-person; is formatted in APA style and includes a References page; †¢has been closely edited so that it contains few or no mechanical errors; †¢is ordered with a title page, an introduction, three body paragraphs (purpose, approach, and effectiveness), a conclusion, and a full References page. *Note that no one writes a polished essay in a single sitting. Start early and give yourself time for multiple revisions. Analysis Checklist As you work on your analysis, it is a good idea to keep the following questions in mind: 1. How does this an alysis meet the assignment criteria? . How close do you feel your analysis reflected the presentation of the original argument? 3. Does this analysis use effective transitions as it progresses from paragraph to paragraph? 4. Does this analysis avoid personal opinion, casual language, or first or second person language? 5. Is there anything in this analysis that could have been left out without losing its effect? 6. Is there anything else that could have been added to this analysis to make it feel more complete? 7. Is this analysis based on a current topic?

How Do Men and Woman Communicate Differently?

How do men and woman communicate differently in relationships? Monique Giresi Professor Martin Analytical Reading 81148 I. A. How To Stay Married Anne Kingston Magazine Article B. He Said, She Said Deborah Tannen Magazine Article II. A. The magazine article titled, â€Å"How to Stay Married,† begins with a story about a 68-year old woman named Cynthia. The article has a narrative style of writing in the beginning, however as one reads on, the style converts to expository. Anne Kingston, the author, begins to teach the reader by using examples of others and personal experiences to support her point.B. The magazine article titled, â€Å"He Said, She Said,† is an expository piece of writing. Deborah Tannen, the author, is a professor of linguistics at Georgetown University, and the author or several books; proving that Tannen is very knowledgeable on this subject. Throughout the article there are many examples (such as pre-school children conversing) in which Tannen uses t o as proof, to show that man are more interested in hierarchy, and woman are more interested in equality. III. A. How To Stay Married * Stability 1. â€Å"†¦better health, a rich shared history, the comfort of having omeone who has your back, and personal and economic stability amid global uncertainty. † (p2) 2. Stability- To have a solid and strong balance or partnership. 3. Having my boyfriend by my side as a person to talk to when I was upset, gave me a great sense of the stability. * Amid 4. â€Å"†¦better health, a rich shared history, the comfort of having someone who has your back, and personal and economic stability amid global uncertainty. † (p2) 5. Amid- During a course of something. 6. I know that I’ll always have my family for support amid the stressful school year. * Rampant 7. †¦sexual secrecy in marriage is rampant, from a woman buoyed by the memory†¦Ã¢â‚¬  (p4) 8. Rampant- Uncontrollable rage. 9. When sitting in class during a discussion, it is rampant that I respond my opinion. * Infidelity 10. â€Å"Not that Krasnow is advocating infidelity, though flirting is fine†¦Ã¢â‚¬  (p4) 11. Infidelity- Adultery; cheating on your spouse. 12. In my house, we don’t believe in divorce, nor do we believe in infidelity. Therefore, we get married at an older age so we are sure the man/woman is worth the marriage. * Extramarital 13. â€Å"Unlike husbands, wives are driven to extramarital affairs†¦ (p4) 14. Extramarital-Having sexual intercourse with someone other than your spouse. 15. It is wrong in many religions for one to include themselves in extramarital affairs. ————————————————- B. He Said, She Said * Innumerable 16. â€Å"†¦sheds a light on innumerable adult conversations – and frustrations. † (p3) 17. Innumerable- Incapable  of  being  counted;  countle ss. 18. Some art has innumerable opinions on its meaning. * Fathom 19. â€Å"†¦he did exactly what she requested and cannot fathom why she would keep talking about a problem†¦Ã¢â‚¬  (p3) 20.Fathom- To understand; discover the meaning of 21. Many people cannot fathom the reasoning of some criminal’s actions. * Commiserate 22. â€Å"in other words, â€Å"topping† each other can be another way to commiserate† (p4) 23. Commiserate- To feel or express sorrow or sympathy for. 24. Everyday my mother calls my aunt and asks how she is feeling. She doesn’t do this because she should, she does it to commiserate my aunt. * Interplay 25. â€Å"How does this way of talking reflect the interplay of connection and hierarchy? † (p5) 26. Interplay- Circumstances, events, or personal relations. 7. How does practicing a sport from a young age reflect the interplay of performance later in life? * Inextricably 28. â€Å"The two are not mutually exclusive bu t inextricably intertwined. † (p7) 29. Inextricably- Extremely involved. 30. I am inextricably concerned with my schoolwork. IV. A. The magazine article titled, â€Å"How to Stay Married,† is written in a cause –effect pattern of organization. Authors who use the cause-and-effect approach don’t just tell what happened; they try to explain why it happened too. In this article, author Anne Kingston uses various examples of cause-and-effect.One sample from Kingston’s article is, â€Å"it’s precisely the disconnect between that expectation that husband and wife be everything to one another and the reality of marriage that causes women to keep secrets†¦Ã¢â‚¬  (p3) Here Kingston begins her statement with the effect and concludes it with the cause of women keeping secrets. B. The magazine article titled, â€Å"He Said, She Said,† is written in a comparison-contrast pattern of organization. Authors who use the comparison-contrast approa ch both; compare and contrast two things throughout the argument. In this article, author, Deborah Tannen uses several examples of comparison-contrast.One illustration from Tannen’s article is, â€Å"her point of view, asking directions means making a fleeting connection to a stranger and getting where you are going without losing anything. From his perspective, he would be putting himself in a one-down position to a stranger†¦Ã¢â‚¬  (p4). Here Tannen shows how opposite men and women think sometimes. V. C. How To Stay Married * Facts 1. â€Å"And what their stories reveal is that marital longevity requires wives to establish strong, separate identities from their husbands through creative coping mechanisms, some of them covert. (p2) Fact because there is proof within the book â€Å"The Secret Lives of Wives: Women Share What Its Really Like To Stay Married. † That book shares stories from different women, all proving this statement to be true. 2. â€Å"Both th e marriage rate and divorce rate are dropping. † (p3) Fact because the evidence to this is created from true statistics. D. He Said, She Said * Facts 3. â€Å"†¦men’s talk tends to focus on hierarchy†¦whereas women’s tends to focus on connection†¦Ã¢â‚¬  (p2) Fact because earlier the author explains that she has collected and analyzed thousands of men and women interacting for over three decades.Her gathered information has led her to this conclusion. 4. â€Å"†¦I have a brother named Benjamin and a brother named Jonathan†¦I have a brother named Benjamin and a brother named Jonathan, too†¦why she would say such a thing. † (p3) Fact because the father is explaining a conversation that really happened. VI. E. How To Stay Married * Opinions 5. â€Å"Divorce fractured families. † (p3) Opinion because there are cases in which a divorce can help the family. Sometimes it may decrease arguments and stress. 6. †¦couples sh ould give each other ‘space’ for marriage to thrive†¦Ã¢â‚¬  (p3) Opinion because some couples may feel that for a marriage to thrive the couple should be together as much as they could and share new experiences together as a whole, as one. F. He Said, She Said * Opinions 7. â€Å"†¦actual sibling relationships are defined not only by the connection of shared family, but also by the hierarchy of birth order. † Opinion because this is not true with every family. For example, I’m the youngest and my sibling and I feel equal among each other. We don’t see one another as higher, lower, better or worse. 8. Sisters often feel acutely competitive about who knows what about family member’s secrets-or who knows what first. † (p6) Opinion because this isn’t true for every sister relationship. For example, in my family we don’t have a preference with who knows what first, as long as eventually we all get to know the informa tion. Every family is different and every sister relationship is not alike. VII. G. The magazine article â€Å"How to Stay Married† by Anne Kingston discusses women’s role in modern marriages. There are several examples taken from the book â€Å"The Secrets Lives of Wives: What It Really Takes to Stay Married. This article also shares some stories of women committing adultery and Kingston provides some advice on the type of person one should marry. H. The magazine article â€Å"He Said, She Said† by Deborah Tannen discusses the different conversation styles of men and women. There are various examples proving that men’s discussion focuses more on hierarchy, and woman’s dialogue emphasizes more on connection. Some samples throughout the article include; a man and woman lost-wondering if they want to ask a stranger for directions or not, preschoolers playing with classmates, and sibling relationships.VIII. How Do Men And Women Communicate Differentl y In A Relationship? To start, men and women communicate differently in, or out, of a relationship. This is proven by Deborah Tannen in the magazine article â€Å"He Said, She Said. † Tannen explains that â€Å"†¦men’s talk tends to focus on hierarchy – competition for relative power – whereas women’s tends to focus on connection – relative closeness or distance†¦Ã¢â‚¬  (p2) Tannen enforced her statement by filming preschoolers and proving the same conclusion. From this, we learn that these characteristics within us humans are not learned.Instead, they are with us from our childhood and throughout life. Sometimes these opposite perspectives create conflict within a relationship. For example, if a couple is lost and in need of directions; the male would prefer to figure it out on his own and the women would wish to get to the destination as soon as possible. The man will feel overpowered by a stranger who knows where to go, while the woman would feel it’s reasonable to ask someone, in order to save time. In addition, women expect too much from their relationship.Sometimes they rely on their husbands for happiness. However, in the magazine article, â€Å"How to Stay Married† Anne Kingston explains, â€Å"wives who don’t rely on their husbands for happiness end up having the happiest marriages. † (p2) When women don’t feel the passion from their husbands they begin to feel lonely, and this leads to the unfortunate, adultery. Kingston reveals, â€Å"it’s precisely the disconnect between the expectation that husband and wife be everything to one another and the reality of marriage that causes women to eep secrets†¦Ã¢â‚¬  (p3) For example, if women were to talk about a problem she is having, she is looking for comfort, but the man may interpret that she is looking for a solution. Tannen explains, â€Å"†¦a man may well misread her conversational gambit as a r equest for help solving the problem. The result is mutual frustration: she blames him for telling her what to do and failing to provide the expected comfort, whereas he thinks he did exactly what she requested and cannot fathom why she would keep talking about a problem if she does not want to do anything about it. (p3) The communication difference between the opposite genders is inevitable. As Kingston writes, â€Å"you should marry someone who is flexible, confident and trusts you: if you can’t count on your husband or wife in a crazy unstable world then you’re marrying the wrong person. †(p5) IX. Works Cited Kingston, Anne. â€Å"How To Stay Married. † Maclean’s 10 October 2011: 6. Academic Search Complete. Web. 31 October 2011. Tannen, Deborah. â€Å"He Said, She Said. † Scientific American Mind May/June 2010: 8. Academic Search Complete. Web. 31 October 2011.