Brunos Change Essay the Boy in the Stripped Pyjamas

How does Bruno grow and change in the novel, if at all? Bruno does grow and change in the book but slowly; it is only in the end that he truly evolves. Does he change when he moves to Out-With? And the first time he sees the camp, does he see it for what it is? When he meets Shmuel that’s when he really changes. The writer has Bruno change so he develops personality. This is important because you need to get to know him when you read the book. Bruno does change a little bit when he moves to Out-With. He does get bored more easily (which anyone would if you had to move to the middle of nowhere) and he feels sad that he had to move away from his friends. So Bruno does change but it’s hardly noticeable. When Bruno first sees the camp he doesn’t know what it is. It is only near the end when he goes inside that he actually sees that it’s a cruel, dirty and racist place. Gretel is also confused by it at first, â€Å"A group of children being shouted at by soldiers†¦Ã¢â‚¬ËœIt must be a rehearsal’ suggested Gretel† (page 37) this shows how clueless she was but then later in the book she knows what it’s all about. When Bruno meets Shmuel he changes massively. He starts to forget what his three friends were called. He understands things more. But the main thing to make him change was FRIENDSHIP! Without friendship he wouldn’t have changed. When he finally sees the camp for what it is he changes in a way not many people would. When he dies he holds hands with Shmuel. That is true friendship. â€Å"He took hold of Shmuel’s tiny hand in his and squeezed it tight ‘You’re my best friend Shmuel, my best friend for life’†¦and despite all the chaos that followed, Bruno found he was still holding Shmuel’s hand and nothing in the world would have persuaded him to let go. † So Bruno Does grow and change throughout whole book. But in the end it was friendship that really changed him.

Night World : Huntress Chapter 3

Jez burst through the door and turned immediately into the small library off the front hall. Her uncle was sitting there at his desk, surrounded by built-in bookcases. He looked up in surprise. â€Å"Uncle Bracken, who was my mother? How did my parents die?† It all came out in a single rush of breath. And then Jez wanted to say, â€Å"Tell me the truth,† but instead she heard herself saving wildly, â€Å"Tell me it's not true. It's not possible, is it? Uncle Bracken, I'm so scared.† Her uncle stared at her for a moment. There was shock and despair in his face. Then he bent his head and shut his eyes. â€Å"But how is it possible?† Jez whispered. â€Å"How am I here?† It was hours later. Dawn was tinting the window. She was sitting on the floor, back against a bookcase, where she'd collapsed, staring emptily into the distance. â€Å"You mean, how can a vampire-human halfbreed exist? I don't know. Your parents never knew. They never expected to have children.† Uncle Bracken ran both hands through his hair, head down. â€Å"They didn't even realize you could live as a vampire. Your father brought you to me because he was dying and I was the only person he could trust. He knew I wouldn't turn you over to the Night World elders.† â€Å"Maybe you should have,† Jez whispered. Uncle Bracken went on as if he hadn't heard her. â€Å"You lived without blood then. You looked like a human child. I don't know what made me try to see if you could learn how to feed. I brought you a rabbit and bit it for you and let you smell the blood.† He gave a short laugh of reminiscence. â€Å"And your little teeth sharpened right up and you knew what to do. That was when I knew you were a true Redfern.† â€Å"But I'm not.† Jez heard the words as if someone else was speaking them from a distance. â€Å"I'm not even a Night Person. I'm vermin.† Uncle Bracken let go of his hair and looked at her. His eyes, normally the same silvery-blue as Jez's, were burning with a pure silver flame. â€Å"Your mother was a good woman,† he said harshly. â€Å"Your father gave up everything to be with her. She wasn't vermin.† Jez looked away, but she wasn't ashamed. She was numb. She felt nothing except a vast emptiness inside her, stretching infinitely in all directions. And that was good. She never wanted to feel again. Everything she'd felt in her life-everything she could remember-had been a lie. She wasn't a huntress, a predator fulfilling her place in the scheme of things by chasing down her lawful prey. She was a murderer. She was a monster. â€Å"I can't stay here anymore,† she said. Uncle Bracken winced. â€Å"Where will you go?† â€Å"I don't know.† He let out his breath and spoke slowly and sadly. â€Å"I have an idea.†

Reflection in Higher Education Learning Essay

Personal development planning (PDP) can involve different forms of reflection and reflective learning. Much has been written and said about reflection in recent times, but for many, it remains a somewhat mysterious activity – or is it a capacity? Whatever it is, if the titles of modules and courses, and references in QAA benchmark statements are anything to go by, we are using it extensively in a range of contexts in learning and professional development in higher education. This paper is intended to provide a background to reflection and reflective learning for the development of PDP within the higher education sector. It will provide a brief guide to current thinking about reflection, a discussion of its application in higher education learning and some practical support for the use of reflective activities. Developing a conception of reflection Like many topics in higher education, the notion of reflection has encouraged both a theoretical and a practical literature. The focus of this paper is primarily on the practical uses of reflection but a brief discussion of theoretical approaches will locate the thinking in an academic context and it will facilitate further study of the topic where this is required. The aim in this section is to produce a conception of reflection that takes account of the theory but that can be applied practically and usefully in formal and informal learning contexts. But we start from where we are†¦.. Starting from where we are†¦Ã¢â‚¬ ¦a common-sense view of reflection There is no point in defining reflection in a manner that does not relate to the everyday use of the word if further confusion is not to be created. ‘Reflection’ a word we use in everyday conversation. What might we mean by it? In common-sense terms, reflection lies somewhere around the notion of learning. We reflect on something in order to consider it in more detail (eg ‘Let me reflect on that for a moment’). Usually we reflect because we have a purpose for reflecting – a goal to reach. Sometimes we find ourselves ‘being reflective’ and out of that ‘being reflective’, something ‘pops up’. There has been no conscious purpose as such – but there is a useful outcome and there may have been a subconscious purpose. It is also apparent that we reflect on things that are relatively complicated. We do not reflect on a simple addition sum – or the route to the corner shop. We reflect on things for which there is not an obvious or immediate solution. Often the latter will be instigated by or associated with a range of feelings and the experience of such reflection may be emotional or spiritual. We return to issues concerning emotion and reflec tion later. It would seem that reflection is thus a means of working on what we know already. We put into the reflection process knowledge that we already have (thoughts, ideas, feelings etc), we may add new information and then we draw out of it something that accords with the purpose for which we reflected. A simple definition of reflection might be: Reflection is a form of mental processing – like a form of thinking – that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (based on Moon 1999): Some theoretical approaches to reflection Reflection is theorised in so many different ways that it might seem that we a looking at range of human capacities rather than apparently one. To start with, we review briefly several of what might be called the ‘classical’ approaches. John Dewey wrote on the educational implications of a range of human mental functions over the earlier years of the twenty first century. His work was based on keen observation of the functioning of others and reflection on his own processes. Dewey’s interest in his own processes makes his writing particularly interesting in the current context. It appears that somewhere in the middle part of this century education researchers forgot that they are people too with, between their finger-tips, an amazingly useful resource from which to learn about human functioning. The return to this understanding could be seen to be an important benefit of the interest in reflection. The legitimacy of ‘I’ and ‘my functioning’ is being re-established and the role of personal development planning will also carry this forward in the near future. Dewey saw reflection as a specialised form of thinking. He described it as: ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. His definition of reflection is that it is: ‘Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads†¦it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality’ (Dewey, 1933). Jurgen Habermas (1971) focused on the way in which humans process ideas and construct them into knowledge. Reflection plays a role in this process. Habermas talked about three kinds of knowledge –  instrumental knowledge – where we know ‘how’ or ‘that’ and where the concern of the knowledge is to understand and thereby function within, and control our human environment. – knowledge that is concerned with the interpretation of human action and behaviour. We largely ‘interpret’ in the social sciences in order to better our understanding of society and human behaviour. – knowledge that is a way of working with knowledge, acting on the first two forms of knowledge. This form of knowledge is developed through critical or evaluative modes of thinking and leads towards the emancipation or transformation of personal, social or other situations. It concerns the quality of the bases on which we make judgements. There is some disagreement about the role of reflective processes in the development of instrumental knowledge – given that the development of sophisticated science can match this form of knowledge. However, it certainly has an important role in the interpretation and comparisons of understanding in the second level and in the critical and evaluative modes of the third. David Kolb (1984) is well known for his development of the Kolb cycle – or cycle of experiential learning. The cycle is drawn in many different ways using different words that sometimes seem to affect its meaning. It is depicted below in a simplified manner that it is not too far from Kolb’s words: Concrete experiencing (have an experience) Active experimentation Reflective observation (try out what you have learned)(reflect on the experience) Abstract conceptualising (learn from the experience) The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Thus Kolb considered reflection as a mental activity that has a role in learning from experience. In the Kolb cycle, reflection features as a development of the process of observation – and apparently it occurs before a person has learnt. Others would see reflection as part of learning and part of the processing of material already learned, having a  kind of cognitive ‘housekeeping role’ as well as generating new learning (Moon, 1999a). The notion of reflection as part of the means of learning something new seems to conflict with the common-sense use of the term (above). There is a massive literature on experiential learning, much of which is based on the Kolb cycle, and much of which perhaps over simplifies what is an immensely complex activity. While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process). Donald Schon focused on reflection in professional knowledge and its development (1983, 1987). He suggested that there is a crisis in the professions related to a mis-understanding of the relationship of theory to practice and of the kind of theory that a professional uses to guide her practice. The espoused theory – as learnt in formal institutions and in professional training – is not the theory that proficient professionals eventually use to guide practice. They build up an expertise from their practice (theory-in-use) by being reflective. Schon noted that the theory in use tends to be tacit. Professionals are not necessarily able to describe the basis on which they act. A particular role of professional development is to make this ‘knowing-in-action’ explicit so that it can be the subject of further reflection and conscious development. Schon suggests that there are two types of relevant reflection. Reflection-on-action is the reviewing that occurs after an event while reflection-in-action is part of the processing of an effective practitioner while actually acting. There are doubts expressed about the existence of a form of reflection that occurs while an individual is acting (eg Eraut, 1994) and sometimes Schon has been inconsistent in his writing. However he has had great influence in stirring up debate on the nature of professional knowledge and the role of reflection in professional education. Many others have written about reflection, most developing ideas from those mentioned above. Examples are Boud, Keogh and Walker, 1985; Boud and  Walker, 1998; Cowan, 1998, and Brockbank and McGill, 1998. Much of the material in this paper is derived from Moon, 1999 which takes a broader and sometimes more critical view of reflection and focuses on its relationship to learning. We thus have described a common-sense view of reflection and those of four influential theorists but we could be reviewing four different human activities that happen to have the same name – reflection. Might there be a common idea lurking there, or an explanation as to how the ideas could fit together? Moon (1999) suggests that the differences in approach are accounted for largely by different focuses – either on the process of reflection, on the purpose for it or the outcomes of reflection – in effect, how it is used. Schon, for example, is concerned about reflection as a mechanism for professional and perhaps personal development while Habermas is concerned with its role in the building of theory. Kolb explores the role of reflection in learning – setting a context for it, but referring relatively little to reflection itself. Dewey is exceptional in taking a holistic view of reflection as a process – a view that accords with the common sense definition above. Before we pull these ideas into a summarising model there is one more stray factor that some, but not all of the approaches to reflection mention and that is the role of emotion in reflection. Some theorists see the role of emotion in reflection as very significant and frequently neglected (eg. Boud, Keogh and Walker, 1985). However, there are questions to be asked. Is the emotional content of reflection always present and influential? We would seem to be able to reflect on a number of ideas without emotional content to the reflection. Then – are emotional effects the subject matter of the input and output of reflection (like other ideas on which reflection occurs), or do they steer the process of reflection (acting as a kind of milieu in which reflection takes place). Could they be part of the process of reflection? If they are part of the input and / or outcome – is it ‘knowledge of how I feel’ or is it the actual feeling that is part of the  input and / or outcome? All of these seem to fit experiences of reflection and there is no clear answer in the literature. A relatively simple input – outcome model of reflection seems to summarise the variety of approaches to reflection in the literature. It locates the approach of Dewey and the common-sense definition as concerned with the input and the actual psychological event of reflecting with others largely concerned with the outcomes of reflection. In other words, it suggests that reflection is a simple process but with complex outcomes that relate to many different areas of human functioning. Fig 1 provides a summary of these ideas and a basis for the consideration of reflection in PDP. Broadly it adopts the definition for the process of reflection on page 2 but recognises that there are different contexts for reflection that often influence our understanding of its meaning.Fig 1 An input / outcome model of reflection The relationship between reflection and learning What is the relationship between reflection and learning? Much has been written about both reflection and learning and there seems to be an assumption that reflection is related to learning – but what is the relationship? We explore it in this section (there is more detail in Moon, 1999) Reflection and the learner’s approach to learning One set of ideas that seems to be significant to unravelling the relationship between learning and reflection within the process of learning seem to be the research on approaches to learning (Marton, Hounsell and Entwistle, 1997). This research suggests that there is a fundamental difference in success in learning between adopting a ‘deep’ approach and a ‘surface’ approach to a learning task. A deep approach is where the intention of the learner is to understand the meaning of the material. She is willing to integrate it into her existing body of previous ideas, and understandings, reconsidering and altering her understandings if necessary. The new ideas are ‘filed’ carefully and integrated. In contrast, a surface approach to  learning is where a learner is concerned to memorise the material for what it is, not trying to understand it in relation to previous ideas or other areas of understanding. It is as if the new ideas need to be retained f or the moment, but not ‘filed’ for any lasting purpose. These approaches to learning are not ‘either or’ situations, but at extremes of a continuum and the same learner may choose to learn differently according to the task at hand. The conception of a continuum of approaches to learning allows us to hypothesise a hierarchy of stages of learning along the continuum that characterise surface and then progressively deeper approaches to learning. This is a useful device when we attempt to locate reflection in the process. It is important to note that we cannot actually see that learning has occurred, we can see only the results of learning which can be termed the ‘representation of learning’. The same area of learning might be represented in different ways – writing, oral account, graphic display and so on and it is through the description of the representation of learning that we identify the stages of learning. The stages are as follows: Noticing, – the least detailed form of learning – you cannot learn something if you do not notice it at some level (which could be unconscious). Representation is of the material is as memorised, modified only by the degree to which it is forgotten. Making sense – getting to know the material as coherent – but only in relation to itself. Facts may be fitted together like a jigsaw but not related to previous understandings. Representation is coherent reproduction, but not related to other ideas and not processed. Making meaning – the beginnings of deep approach – there is a sense of meaningfulness but there is not much evidence of going beyond the given. Representation is of ideas that are integrated and well linked. There is the beginning of development of a holistic view. Working with meaning – a sense now of going beyond the given, linking into other ideas. There is the creation of relationships of new material with other ideas. Representation is reflective, well structured and demonstrates the linking of material with other ideas which may change as a result. Transformative learning – evidence that the new learning has transformed current understandings in reflective processes. Representation demonstrates strong restructuring of ideas and ability to evaluate the processes of reaching that learning. There are creative / idiosyncratic responses. On the basis of this model, There are at least three ways in which reflection might be seen as relating to learning. a) Reflection has a role in the deeper approaches to learning – the last three stages described above, but not in surface approaches to learning (the first two stages); b) We learn from representing learning – when we write an essay or explain something or draw a picture of it, we represent it to ourselves and learn from the re-processing (Eisner, 1991). This is a reflective process; c) We ‘upgrade’ learning. For example, we can go back to ideas learnt only to the stage of ‘making sense’ (eg in the form of facts – bits and pieces) and can reprocess those ideas through reflection, integrating them with current understandings (Vygotsky, 1978). This might be conceived as a kind of ‘chewing the cud’ exercise – or cognitive housekeeping (see earlier). These forms of learning from reflection are commonly exploited in the patterns of higher education pedagogy. In the case of the first (a), there is much literature on the encouragement of students to take a deep approach to learning (Marton et al, (1997). At the same time, there is acknowledgement that nature of current higher education may inhibit these attempts (lack of contact with students, the ‘boxed’ nature of learning in a modular system etc). In particular it is worth remembering that assessment tends to drive student learning and if students (can) perceive that a deep  approach is the manner in which to succeed in a learning task, they are more likely to adopt such an approach. In terms of learning from the representation of learning (b), we ask students to reprocess their learning into essays, examinations, reports and explanations in tutorials. It is interesting to consider the implications of Eisner’s suggestion that we learn differently from different forms of representation. In different forms of representation we exploit reflection differently. We probably do not fully enough exploit the representation of learning as a means of enhancing learning in current higher education. A well functioning tutorial system is an example of a means by which we encourage students to upgrade their learning (c). A student lecture is not ideal ground for taking a deep approach to learning. It seems likely that the attempt to get notes down on paper would interfere with the processing involved in taking a deep approach to learning. Preparation for and involvement in a tutorial is the opportunity for many students to reflect on and process their learning into a more meaningful state – in other words, to ‘re-file’ it. Revision for examinations is another opportunity for review of previous learning such that understanding is deepened (Entwistle and Entwistle, 1992). It is interesting to note that the value of the Kolb cycle (see above), and the whole notion that learning is enhanced through experimentation or ‘doing’ is explained by a) and b). If learners are required to represent their learning in some meaningful activity, they will have have been forced to adopt a deep approach to the learning in the first place – or to upgrade their surface quality learning (c ) into more meaningful material. Reflection provides the right conditions for learning We have suggested above some ways in which reflection is immediately related to the learning process, but there also seem to be other forms of this relationship that are usefully described in the notion that the activity of reflection provides the right conditions for good learning (Moon, 1999a).  We summarise these ideas below, continuing the lettering system from above since these are more ways in which learning and reflection are interrelated. d) Reflection slows down activity, giving the time for the learner to process material of learning and link it with previous ideas. There is evidence that when a lecturer pauses in a lecture, the ‘wait time’ enables students to learn better (Tobin, 1987). We could more often stop and ask students to think about an issue that has arisen in a lecture (etc). e) Reflection enables learners to develop greater ‘ownership’ of the material of learning, making it more personally meaningful to themselves and improving their grasp of it (Rogers, 1969). It will also enhance the student’s ‘voice’ in her learning (Elbow, 1981). f) A particularly important means by which reflective activity generally supports learning is through the encouragement of metacognition. Metacognition is the awareness of one’s own cognitive functioning – in this case, learning. There is evidence that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Study skills programmes that support learner’s awareness of their learning processes seem to be more successful than those that focus on techniques (Main, 1985). g) We suggested above that reflection occurs when we are dealing with material that is relatively complicated – or ill-structured. If we are encouraging students to reflect, we are, in a sense, challenging their learning. There is evidence that it is by challenging learners with ill-structured material of learning, that they improve their cognitive ability (King and Kitchener, 1994). Bibliography Angelo, T and Cross, K (1990) Classroom Assessment Techniques, Jossey-Bass, San Francisco Collings, J, Watton, P (2001) JEWELS Project: Learning through Independent Work Experience – Final Report.JEWELS@exeter.ac.uk Boud, D; Keogh, R and Walker, D (1985) Reflection: Turning Experience into Learning, Kogan Page, London Boud, D and Walker, D (1998) ‘Promoting reflection in professional courses: the challenge of context’, Studies in Higher Education, 23(2), pp191 – 206 Boud, D and Garrick, J (1999) Understanding Learning at Work, Routledge, London Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education, SRHE / OUP, Buckingham Cowan, J, (1998) On Becoming an Innovative University Teacher, SRHE / OUP, Buckingham Dart, B; Boulton-Lewis; G, Brownlee, J and McCrindle, A (1998) ‘Change in knowledge of learning and teaching through journal writing’, Research Papers in Education 13(3), pp291 – 318 Dewey, J (1933) How We Think, D C Heath and Co, Boston, MA Dillon, D (1983) ‘Self-discovery through writing personal journals’, Language Arts, 60, (3) pp373 – 379 Eisner, E (1991) ‘Forms of understanding and the future of education’, Educational Researcher 22, pp5 – 11 Elbow, P (1981) Writing with Power Techniques for Mastering the Writing Process, Oxford University Press, New York Entwistle, N and Entwistle, A (1992) ‘Experience of understanding in revising for degree examinations’ Learning and Instruction, 2, pp1 – 22 Eraut, M (1994) Developing Professional Knowledge and Competence, Falmer Press, London Ertmer, P and Newby, T (1996) ‘The expert learner: strategic, self-regulated and reflective’ Instructional Science, 24, pp1 – 24 Flavell, J (1979) ‘Metacognitive aspects of problem-solving behaviour’, in L Resnick, (ed), The Nature of Intelligence, Lawrence Erlbaum, Hillsdale Fulwiler, T (1986) ‘Seeing with journals’, The English Record, 32, (3), pp6 – 9 Fulwiler, T (1987) The Journal Book, Heineman, Portsmouth, New Hampshire George, J and Cowan, J (1999) A Handbook of Techniques for Formative Evaluation, Kogan Page, London Gosling, D and Moon, J (2001) How to Write Learning Outcomes and Assessment Criteria, SEEC Office, University of East London, London Habermas, J (1971) Knowledge and Human Interests, Heineman, London Hatton, N and Smith, D (1995) ‘Reflection in teacher education – towards definition and implementation’, Teaching and Teacher Education, 11, (1), pp33 – 49 Hettich, P (1976) ‘The journal, an autobiographical approach to learning’, Teaching of Psychology, 3, (2), pp60 – 61 Holly M (1991) Keeping a Personal-Professional Journal, Deakin University Press, Victoria King, P and Kitchener, K (1994) Developing Reflective Judgement, Jossey-Bass, San Francisco Kolb, D (1994) Experiential Learning as the Science of Learning and Development, Prentice Hall, Englewood Cliffs, NJ Marton, F, Hounsell, D and Entwistle (1997) The Experience of Learning, Scottish Academic Press, Edinburgh Main, A (1985) ‘Reflection and the development of learning skills’, in Boud, D, Keogh, R and Walker, D Reflection: turning experience into learning, Kogan Page, London Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London Moon, J (1999a) Learning Journals: a Handbook for Academics, Students and Professional Development, Kogan Page, London Moon, J (2001) Short Courses and Workshops: Improving the Impact of Learning and Professional Development, Kogan Page, London Moon, J (2002 – in preparation) (Provisional titleï Å  A Handbook of Programme and Module Development: linking levels, learning outcomes and assessment Kogan Page, London. November, P (1993) ‘Journals for the journey into deep learning’, Research and Development in HE, 16, pp299 – 303 QAA (www) The subject benchmark statements are available at the QAA website – www.QAA.ac.uk Rogers, C (1969) Freedom to Learn, Charles E. Merrill, Columbus Ohio Schon, D (1983) The Reflective Practitioner, Jossey-Bass, San Francisco Schon, D (1987) Educating Reflective Practitioners, Jossey-Bass, San Francisco Selfe C, Petersen, B and Nahrgang, C (1986) ‘Journal writing in mathematics’ in A Young and T Fulwiler (eds) Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Selfe C and Arabi, F(1986) ‘Writing to learn Engineering students journals’ In A Young and T Fulwiler, Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Sumsion, J and Fleet, A (1996) ‘Reflection: can we assess it? Should we assess it?’, Assessment and Evaluation in HE 21, (2), pp121 – 130 Tobin, K (1987) ‘The role of wait time in higher cognitive learning’, Review of Educational Research, 57, (1), 69 – 75 Vygotsky, L (1978) Mind in Society, the development of higher psychological processes, Harvard University press, Cambridge, MA Watton, P and Moon, J, (2002 – in preparation) A collection of papers on work experience (not title yet), SEDA, Birmingham Wagenaar, T (1984) ‘Using student journals in sociology courses’, Teaching Sociology, 11, pp419 – 437 Young, A and Fulwiler, T (1986) Writing across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey

Religion in the Medieval Europe Essay Example | Topics and Well Written Essays - 1750 words

Religion in the Medieval Europe - Essay Example These were practiced in various ways including, divination that comprised of astrology, palm reading, interpretation of dream and reading of omens. Medical magic was also part of magical practice. It involved the use of charms, medical astrology, prayers and use of medical herbs. Other forms of practicing magic included the use of protective amulets alchemy and sorcery, which was the use of magic with an intention to harm. However, it faced opposition from the Christian religion, which viewed the use of magic as idolatry. Magic can be viewed as a religion from Etic and Emic perspectives. The initial refers to its perception from outside tradition while the latter refers to perception from within the religion. Christians, on the other hand, defined magic from what it is not. The definition was magic is neither a religion nor a science. Various groups blamed each other of practicing magic due to their varied beliefs. The church distinguished magic as not being a religion by believing t hat the church was a true religion while magic was demonic. Religion was associated with god while magic was associated with demons besides; magic was viewed to be a manipulation while prayer was viewed to be supplication (Hamilton 39). The theory of magic has an evolutionary model, which described the process to begin from magic to religion, then Christian religion that was to be taken over by science. This, however, was criticised by scholars who claimed that it was outdated, unsubstantial, unscholarly and bias. Magic was practiced in the pre modern Europe across the demographic boundaries as pagans adapted to Christianity, which accommodated them. This was due to the influence of the Arabs and scientific inventions. However, the Christians viewed magic as a cult. Magic became increasingly identifiable as definite phenomena in the medieval Europe. Until the conversion period of 300CE to 1100CE, this had acculturation characteristics including paganism coming to terms with Christia nity, beliefs adapting to new religious views. In addition, at this point, the rulers of pagan societies got themselves aligned with the church (Louise, Edward & Raudvere 10). The Christians dominated the region and introduced its own view on culture to the local community. Tension arose between the locals who were pagans and the Christians who were the intruders. The church distinguished between magic and miracles. They viewed magic as an illusion that was created by demons while miracle was real actual and non-illusory. This was more evident on the Christian writings which included book IV of Isidore of Seville’s etymology, which is against divination and demonic behaviour and practices. Belief was one important thing at this time of conversion. The church believed that magic was conducted by demons and highly condemned it. It was believed by the pagans that there were women who were capable of cutting fingerprints of the foot and performs rituals with them. In addition, so me women were dedicated to killing people through devil powers. Bishop Buchan of worms (950-1025) discouraged this. St. Benedict’s and St. Gregory the great (540-604) gave a description of how St. Benedict saw through an illusion a fire that consumed the monks which he perceived that was caused by a heath idol buried under the building. Strigae was a roman term used by pagans to refer to vampire creatures and witches. The penal code in medieval condemned the belief in the Striga who were claimed to steal children. The belief that a certain woman had experienced a nocturnal flight with the pagan gods Diana who was recognised as a Striga was

Getting tough on Crime (Canadian Society) Essay

Getting tough on Crime (Canadian Society) - Essay Example From the research it is clear that many people believe that fighting fire with fire is the only suitable way for crime to be reduced. Others strongly disagree with this assumption. Around the world, today, many cases have been on the rise as to the extent police have used excess force to deal with criminals. As much as the criminals seem to have it coming, many people still insist that they need to be tried and judged fairly in a court of law. This means that even in the judicial system, they have to be proven guilty beyond a reasonable doubt to be locked up. What certain policies being implemented aim at achieving is ridding the streets of criminals and crimes completely. There have been some that advocate the locking up of criminals for a minimum of ten years for certain crimes. These policies are the cause of concern among many. These cases have seen the call for the re-evaluation of the policies due to the deteriorating state crime fighting is facing. This paper will review the a pproaches that have been used to handle crime and if indeed they are working. In society, today, there are many assumptions about crime. They often come about due to the various factors present. These factors could include; the media, which include both print and electronic, stereotypes, cultural and ethnic differences among other things that are present in any society. These factors together bring about a common fear for certain things or people and, therefore, the dominant assumptions about crime. ... Media coverage has been to blame for the recent rise in crime. However, societies like the Canadian society do not believe that the media has played any role in the rise of crime. They believe that crime is real, and this has nothing to do with the coverage the media has given acts of crime over time (Department of Justice, 2011). Another assumption usually placed on crime would be that crimes committed are of different levels. In Canada, they place crimes against children at the top of the most important crimes. This is closely followed by crimes that are the gang and youth related and finally, violence against women (Department of Justice, 2011). This assumption could mean that if a person is guilty of a crime against the above mentioned they are liable for a greater or harsher punishment. It would greater than when they would have done it against a young man or a mature male. Canada has decided to take the tough approach with crime and criminals. Policies have been made, and bills have been passed to ensure that criminals, once brought to book, bear the full brunt of the law. The judicial system has been mandated to penalise all those of different crimes with longer jail sentences. The reason, it seems, is to bring the law abiding citizen some peace. The assumption that when a criminal gets off easy after being arrested then, the law-abiding citizen is angered by it. They think that the law is coddling the wrongdoers (European Association of Psychology and Law, 2011). Sentences have been extended for those caught by the law. This is even for the smallest crimes imaginable. According to the policy makers, there is no little crime. A crime is a crime, and once the law has been broken, it is in

Beethoven Essay Example | Topics and Well Written Essays - 1500 words

Beethoven - Essay Example Furthermore, as a rule, namely childhood and early years of adolescence determine future preferences and interests, especially in case of creative people and their careers. In this essay, I will argue that there are some significant events in Beethoven's life which predetermined his musical career and that the most important period of his becoming as a musician was the period of childhood and early years of adolescence, as well as the beginning of his middle period. 2. A. The most significant feature of Beethoven's early years is the fact that he was educated and developed by his father in great strictness: "Beethoven's first music teacher was his father, a musician in the Electoral court at Bonn and an alcoholic who beat him and unsuccessfully attempted to exhibit him as a child prodigy like Mozart" (From Wikipedia). How did it affect his future career as a musician His mother died when he was seventeen, and all his education and development was under his father's strict supervision. After that young Beethoven had no any possibility to turn to another sphere of education - his father decided that he would be a musician, and the boy couldn't leave this path. In spite of his father's strictness, soon Beethoven drew other people's attention to his musical talent. In addition to that, his music teacher in Bonn was a famous German composer Christian Neefe - it gave young Beethoven a good incentive for future education and training using his initial musical knowledge: "Neefe used the music of German composer Johann Sebastian Bach as a cornerstone of instruction, and he later encouraged his student to study with Austrian composer Wolfgang Amadeus Mozart, whom Beethoven met briefly in Vienna in 1787" (Kindermann, 2005). His father's methods partially predetermined his move to Vienna where he could create his career by himself, without the father's influence. In 1792 Beethoven went to Vienna and stayed there till the end of his life. He met there with the Austrian composer Joseph Haydn and Johann Albrechtsberger that dramatically influenced his own life and musical career. These events led to his musical career success: "He made his first appearances in Vienna in 1795 playing his Piano Concerto No. 2 in B flat, and was soon established as the city's leading pianist" (From Victoria Station). In his first period Beethoven created such remarkable works as the first and second symphonies, the first six string quarters, the famous Moo nlight and Pathetique, and others. B. Beethoven's middle period began in 1802 when the crisis for his career and health took place. Beethoven's illness of deafness was progressing, and it influenced his further life and musical career. He struggled with his illness and tried to do his best in music: "But he came through with his determination strengthened and entered a new creative phase, generally called his 'middle period'. It is characterized by a heroic tone, evident in the Eroica Symphony, in Symphony no.5, and in his opera Fidelio" (Classical Music Pages). Beethoven even made some attempts of suicide - his anguish and struggle with his illness were reflected in his

Business Process and Systems Essay Example | Topics and Well Written Essays - 1000 words

Business Process and Systems - Essay Example In operation management, the management of the entire process relating to the production and marketing of the products or services are involved. The distribution management consists of the organising and control of the basic functions of product distribution in the market. In the old system adopted by the company, each crop is decided by the tenant and the business receives rent and a percentage of the profit. Certified organic products would help to gain the market with greater profit. Expansion of the business requires greater access to the market through considerable changes in the organisation structure. It is better to modify the production operation by giving clear cut planning relating to each of the organic farm products that has to be produced by each of the tenant. It will be more effective in production as the targeted quantity of each of the product type can be ensured. Inventory management: Too much inventory and lack of enough demand will generate great financial loss to the business. Maximising cash flows should be the aim of the business. To gain this, the inventory management system should be strengthened by shortening the forecasting time and analysis of the sales and demand data. Improved communication process is another essential factor for the efficient distribution process. Best practises of inventory management, with advanced technology tools, are helpful for improving the inventory management. Online distribution management system can be applied for improving the efficiency. It will facilitate the integration of factors such as customers, stocks, distribution and services in cost effective manner. Distribution chain starting from the vendors to the customers’ electronic distribution system can be applied. Supply chain management is greatly related to the co-ordination of different functions in the business such as procurement of materials from the farmers, co-ordination between different players in the

Implications of a Large Country Engaging In Loose Monetary Policy for Essay

Implications of a Large Country Engaging In Loose Monetary Policy for Exchange Rates - Essay Example The report takes into consideration the different cases of monetary policies in some of the nations of the world and tries to analyze the policy measures in light of the theories. In any economy, the monetary policy is implemented on the decision of the Central Bank of the country. On the other hand, the Fiscal policy is implemented by the government of the country. While the implementation of the fiscal policy takes place through the adjustment of the government expenditure, taxes, and the subsidies, the monetary policy takes place through the adjustments of the interest rates. The rates of interest are the main policy tools that the central bank uses for the changes in the policy measures. The monetary policy is based on the liquidity preference theory. The people in a particular economy would be adjusting their spending depending on the rate of interest that is prevailing in the markets. When the central bank wants to reduce the liquidity in the economy, it would increase the rate of interests. With the banks paying a higher return on the bonds, people would start parking their money in the banks for the expectation of the higher returns from the bonds. Thu s they would spend less in the present period expecting that they would have more money to spend in the later period. This would lead to a cut in the spending. As a result, the aggregate demand in the economy would decrease. Along with the reduction in the production of the domestic firms, the country would also start importing less. As a result, there would be a favorable condition on the trade balance which in turn would bring more foreign currency in the economy. As a result of this, the value of the domestic currency would appreciate.

Pretrial Process Paper Research Example | Topics and Well Written Essays - 250 words

Pretrial Process - Research Paper Example One example of prosecutorial misconduct is witness tampering that means harassing, threatening or frightening a witness, forcing him to think a certain way by pressure, forcing him to lie, or simply forcing him not to be a witness at all. Other examples include wrongly convicting a defendant, imposing stricter than suitable punishments, introducing inadmissible evidence, tampering with evidence, passing inappropriate remarks in the presence of the jury, and showing improper attitude during proceedings. Since, the accused have the right to go through a fair trial, the elimination of prosecutorial misconduct is given serious consideration in all countries. Prosecutors found engaged in misconduct may be punished like taking away his license to practice law. But if the volume of the misconduct has been enormous, then criminal sanctions may also be applied against him like bringing criminal charges against him or accusing him for contempt of

Failures of Reconstruction Essay Example for Free

Failures of Reconstruction Essay General William T. Sherman’s meeting with the black leaders who would become successful and prominent leaders of black people in the United States of America on January 12, 1865 somehow foreshadowed the coming of Reconstruction in this era. The meeting which united both white and black Americans who wished for the abolition of slavery was also the start of the partnership between these liberals and the blacks. In a decade, several incidents happened which marked the greatest times in the black American history. Four days after the meeting, a land was given to the black Americans and mules that were not being used by the army were also given to them. This land will be the residence of more than 40,000 freed slaves. Because of this, they hoped that their emancipation will not only free them from slavery but also give them the freedom to be economically independent and have genuine freedom. However, it seems that the fight for freedom can be forgotten and reconstruction, that thing which should be uniting the shattered country will fail and become one of the greatest failures in the American history. Why did Reconstruction fail? Who was the one to blame? While there are these black Americans who highly anticipated their freedom and liberals worked in redefining freedom for the rest of both the black and white Americans, there will be a problem that will fail the reconstruction era. After a decade, people got tired of fighting for freedom and soon, there are problems in line with the new administration. After the black Americans were indeed successful to establish their own lives and building churches, schools for black children and institutions, a decade later, the fight for their freedom and rights suddenly met silence. Andrew Johnson confiscated all lands that were given to black Americans thus starting the failure in land reform which was given in 1865. At the same time, he is not in favor of the rights being pushed by the Republicans for the sake of the Black Americans. His views regarding the freedom of the African-Americans were not in line with what these former slaves ought to have. Hence, his ideas of reconstruction were the same reason why it failed. The politicians from the south cannot accept emancipation and the liberty that slaves must have while the president is not in favor of the Reconstruction being pushed by the slaves and the Republicans. The failure of Reconstruction was brought by the fact that there are people who cannot accept the reality of emancipation and pushed what they wanted best for themselves than what is right for the rest of the United States of America. Works Cited Eric Foner. Give Me Liberty! An American History, 2e Volume II eBook from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.wwnorton.com/college/history/foner2v2_ebook/welcome.asp

The Principles Of Personalisation Processes

The Principles Of Personalisation Processes Personalisation is considered as a process that involves the usage of technology to accommodate the differences between the individuals. It is becoming an increasingly popular area within health and education sectors (Department of Health, 2008). When discussed in terms of Health care, Personalisation involves thinking in relation to care and support services in a completely different way, building care provisions around the person in a way as an individual with preferences, strengths and aspirations and combining them towards the center of the process of recognizing their needs and making choices about their living (Department of Health, 2008). It demands a significant transformation of social care so that all the processes, systems, staff and services are combined to put the people first. In addition, personalisation is indicated as offering people with much more choice and control over their lives within all social care settings. However, it is much of a wider concept than simply providing personal budgets to the people who are eligible for council funding. It also involves ensuring access to the universally determined services (transport, leisure, education, housing, health) and employment opportunities regardless of their age and disability characteristics (Department of Health, 2008). In a very short span of time, the personalisation concept has occupied its central place within the field of social work and adult care discourses in United Kingdom (Department of Health, 2008). A study involving a consultation process was carried out by Department of Health (2006), it was observed that people showed much interest in accessing personalised approach and they demanded for its need and they expected it to be made available to them easily and quickly. In order to make better provisions relative to personalisation, various people who participated in this consultation process questioned their need about the availability of social care providers and their services (Department of Health, 2006). But in order to make it possible, the health care sector needs a clear vision with a direction to make personalisation a strategic shift towards the initial prevention and interventions of dreadful diseases (Department of Health, 2008). However, this seems to be a challenging agenda that cannot be possible by social work alone and it requires effective working away from the boundaries pertaining to social care like housing, benefits, leisure, health and transport. On the othe r hand, demographic variations show a significant impact upon the number of people who care and support the family members and this in turn influence the available care provisions (Department of Health, 2010). Although personalisation is the corner stone of public service modernisation, in terms of social care it can be meant that everyone who is receiving care (regardless of their need level, statutory services) should possess an equal choice and control over the way through which the support is delivered. Social care providers (involved in carrying out social work) will be potentially able to direct the use of resources, building on the technological support, family and the wider community in order to enable them in enjoying their role as citizens in their communities (Department of Health, 2008). The document released by the Department of Health in 2010 on Putting People First offers a clear insight regarding personalisation along with the potential ways of its development when investments were made within the following aspects of support (in relation to the individual carers): Universal Services: support that can be made available to everyone in the community in addition to transport, leisure, education, information and advice (Department of Health 2010). Early interventions and preventions: helping people to live independently as long as possible and designing future cost efficiency systems. Choice and control: helping people in understanding about the way of spending in relation to care and support and thus allowing them to choose in accordance to their needs. Social capital: creating supportive communities that enable in determining the value of each and every contribution made by the citizens (Department of Health 2010). Personalisation by Effective Participation Personalisation through effective participation helps us in creating a better connection between the individuals and the group in a way by allowing users a direct, informed and creative rewriting in the script through which the service used can be designed, planned and evaluated (Houston 2010). This approach involves the following steps: Expanded Choice: enables users in providing a greater choice over the various ways of mix through which the needs might be met and to combine the possible solutions around the user instead of limiting the provisions in relation to any institution in question like hospital, social service department to which the user seems to be much closer (Leadbeater, 2004; Lymbery 2010). Intimate consultation: Here professionals work in an intimate relationship with the clients to help in opening up their needs, aspirations and preferences through an extended dialogue system (Houston 2010). Enhanced voice: This is very difficult to follow through a white paper agenda and it involves the use of expanded choice in opening up the users voice. Making comparisons through the various possible alternatives can help in articulating the preferences. Provision of Partnership: Generally, it can be possible to combine the solutions which are personalised to the individual if the services work in partnership. In instance, any organization a secondary school can form a gateway for the learning services provided not only by the school but also to various other companies, colleges and distance learning programs (Houston 2010). Advocacy: In this section, the professionals act as advocates to the users and help them to move their way through the system. This process can enable the clients in attaining a continual relationship with the professionals (Houston 2010). Co-Production: Professionals who were found to be involved in shaping the service were expected to be more active and responsible in offering their help in relation to the service delivery. However, Personalisation aids in involving service users, creating more efficient, and responsible package of care services. Funding: Within this, authorities need to follow the options or the choices made by the users and in certain cases-offering direct payments to the physically disabled people to assemble and obtain their own care packages. Funds should be left with the users for purchasing any good or commodity and this should be done with the advice of the professionals (Houston 2010). Role of Personalisation When considering the role of personalisation as an organizing principle with relation to the public service reforms, certain comparative studies need to be definitely performed with a broader emphasis on contracted services. Nevertheless, other public services do exist where in which personalisation fail in making a sensible approach (Duffy 2005). This can be exemplified by: Someone who is entering in to an accident or emergency service department do not need a dialogue but instead he needs a quick and competent action (Leadbeater, 2004; Lymbery 2010). Although in a public sector, defense is another area where in which personalisation principles cannot be applied and the people play a pivotal role in fighting against terrorism. Thus it can be understood that, personalisation can be used only in certain public services which can be of face-face (like education, social services and non-emergency health care departments), those depending to establish a long term relationships (disease management) and the services involving a direct engagement between users and professionals through which the users can play a significant role in shaping the service (Leadbeater, 2004; Lymbery 2010). Personalization- A Reality in 21st century Making personalisation, a reality for the 21st century definitely requires huge cultural and transactional transformations within all the parts of the system (not only in social care but also in public sector, whole local government). Over the past ten years, direct payment option helped some people by providing an ability to design the services they need, but the potential impact was found to be very less. But in the recent years, figures indicated that about 54,000 people out of a million received help through direct payment (Department of Health 2010). Since personalisation describes the change within the whole system it needs the presence of strong leadership to communicate and convey its potential vision and values. To achieve a significant shift towards its cultural side and to construct a delivery model (Department of Health 2008), it demands all the stake holders to work in partnership with others. Nevertheless, in future social care system allows individuals in undertaking their own choices with an appropriate support at the level they needed. It should be understood that personalisation need to be delivered in a cost effective manner. In addition, it must be recognized that personalisation with its early intervention and efficiency are not contrary and need to be strongly aligned in future to obtain better results (Department of Health 2010). Personalisation in relation to the Mental Health Residential Care Homes Personalisation in relation to the mental health can be defined as understanding and meeting the needs of the individuals in various ways that can seem to work best for them (Carr, 2009). Principles of personalisation can be applied in early interventions, prevention and other self directed approaches where in which the users are involved in maintaining and managing their own social support services (Lymbery 2004). However, it accommodates mental health promotion and its maintenance with a wider choice and control and thereby contributing to the improvement in well-being and quality of life. The above mentioned principles pertaining to personalisation can be applied in Mental Health Residencies to direct payments and other internal budgets (Mc Donald, Postle, Dawson, 2008). Direct payments: are in general, cash payments that are paid to the individual during which they can design and control the tailored support in order to meet the social care needs. Funding for this direct payments arrive from the respective local authorities (Fernandez et al., 2007). Though these were available from 1996, they are now-a-days considered to be as the only option for the people who are provided with the personal budget. Statistics indicate that direct payments users were found to be increased at a steady rate ranging from 50 in 2001 to 3373 in 2008 (Care Service improvement partnership, 2008). From the year of 2007 and 2008, the percentage of people using this option in order to meet their mental needs increased by 62% which was found to be one of the largest among all the care groups (Carmichael, Brown 2002; Ridley, Jones 2002; Spandler, 2004; Spandler, Vick 2004; Cestari et al, 2006; Taylor, 2008). But, when compared with the other impairment groups, the percentage of direct payment users in mental health is relatively low as a result of poor level of mental capacity, lack of awareness and non proactive attitude of managers towards the implementation of direct payment. This has been evidently noticed in my placement setting. Research studies indicate that, when offered with sufficient support people with the mental health condition will start to use direct payment option effectively and imaginatively (Carmichael, Brown 2002; Ridley, Jones 2002; Spandler, 2004; Spandler, Vick 2004; Cestari et al, 2006; Taylor, 2008). In a National Pilot Study of direct payments in mental health (2001 to 2003), around more than half of the people used a personal assistant in obtaining social, personal and mental support and they assisted the impaired ones in carrying out their daily activities and helping them in accessing community and leisure facilities (Spander, Vick 2004; 2006). Many barriers do exist for these direct payments in all the impairment groups and out of which many of them also apply within the mental field. They include lack of awareness, risk aversion and protectionism (Pearson, 2004; Fernandez et al, 2007; Hasler, Stewart 2004; Spandler, Vick 2005), potential difficulties in undertaking decisions pertaining to social care needs and other eligibility issues for the people whose condition changes within less time (Carmichael, Brown 2002; Ridley, Jones 2002; Spandler, 2004; Spandler, Vick 2004; Cestari et al, 2006; Taylor, 2008). Personal Budgets: The cornerstone of the Governments approach in creating transformations within social care especially mental health residential home care and relative support through personalisation is the allocation of Personal Budget (PB). My placement setting is a mental health residential home accommodating people with enduring mental health problems. I think individuals should be supported and assessed in conjunction with other agencies in order to meet users own needs, and by doing so a care provider can ultimately determine whether they are eligible for providing any social care funding. If individuals were found to be eligible, care providers can explain the amount of money they expected to receive in order to meet the needs (Department of Health 2006; Duffy, 2007). Individual Budgets: On the other hand, individual budgets are quite similar to the Personal Budgets and these incorporate various other funding schemes along with social care funding (Glendinning et al., 2008). The funding schemes include: access to work, supporting people, living independently, disabled facilities and grants as well as integrated community equipment services. A National Pilot Study on Individual Budgets took place in the year of 2007- 2008, it was observed that around 14% of the people were found to be with mental health condition (Glendinning et al., 2008). The pilot study concluded that people who receive individual budgets experienced much higher levels of independence and were more likely to commission their valuable support from the main stream community services instead of specialist ones (Bamber, Flanagan 2008). This application offered a better mental health support need along with the flexibility in comparison to other conventional services or direct paymen ts (Glendining et al., 2008; Manthrope et al., 2008). Many barriers were observed with Personal and Individual budgets in relation to the mental health field. The difference between the funding in relation to health and social care can also form a major barrier to the developing individual budgets in mental health (Glendinning et al., 2008). In addition, the following points need to be implemented within Residential care Homes in offering a personalised approach: Person and relationship centered care and support at the heart of the service offered. As the care home setting is considered to be as a community, the residents or the staff actively searches the various available opportunities to develop an effective relationship (Carey 2003; Bradley 2005). The managers working in care homes need to be sure that the existing services respond to the needs and should look for the opportunities to diversify the offered services. Staff should ensure that people has a live and breathe culture which is actively involved in promoting personalised services in a way by offering maximum choice and control for the people who are living in care homes (Cestari et al., 2006). Residents need to possess the accessibility to all the information and advices as they need to make certain informed decisions including those pertaining to advocacy matters (Cestari et al., 2006).Team work and effective communication is needed with the people in care homes. Staff development programs and the quality assurance systems must be introduced as they are considered to be crucial in offering a positive outcome. Care home managers should be nicely placed in order to understand the potential needs of the local communities. Effective leadership work should be carried out in a collaborative manner with the people who are using these services along with their families and carers involved in design and delivery of services (Spandler 2004). Assessing self directed approaches along with allocation of budgets (Cestari et al., 2006). If a disabled person lacks capacity in choosing a direct payment or any other option, the local authorities must help them in undertaking a best interested solution and decisions (Ridley, Jones 2002). Conclusion The applications of principles of personalisation with the mental care residential homes share a lot of core values (Carmichael, Brown 2002; Ridley, Jones 2002; Spandler, 2004; Spandler, Vick 2004; Cestari et al, 2006; Taylor, 2008) The Mental Capacity Act (MCA) laid down in 2005 supports the practices and principles of personalisation by empowering many people in undertaking their own decisions. It also helps the mentally disabled people in taking their own decisions as much as possible (Spandler, Vick 2004). But in principle, this may not seem to be possible as the people lack mental ability and the individuals need play a very big role in decision making processes that can only directly detect them. The first research study underpinning this approach was carried out by Norah Fry Research Centre at the Bristol University in 2008-2009 (Philips, Waterson 2002). The study suggested that people experiencing mental health problems and distress need to possess a better choice and control over their care (Carey 2003; Bradley 2005). The Personalisation Agenda in United Kingdom has more to offer in the field of mental health as it challenges the way through which health condition is perceived (Payne 2000). To implement the principles, the country need to support a social model in understanding the mental health condition and must recognize the important social factors that play a key role in contributing to that condition (Beresford, Wallcraft, 1997; Brewis, 2007). Thus effective and proactive leadership from the managers in senior position along with the direct payment support agencies could help in creating awareness within the general public and thereby aid in developing expertise (Newbigging, Lowe 2005). Therefore, in the context of mental health, it can be understood that a move towards the direction of personalisation indicates a move towards a feeling of independent living philosophy (Vick, Spandler 2006). Various projects need to be developed to support that move and various practical tools must be designed to effectively meet the challenges associated to the mental health field. In particular we need to aim in developing strategies that encourage champions amongst various other service users, forums for discussions and networking in a way that progress can be made in overcoming the challenges to personalisation in mental health field. In addition issues of negligence pertaining to poverty and inequality, its weak conception regarding i ndividuals utilizing social care work services, its view on welfare dependency and its potential for promotion as an alternative of challenging the depersonalisation in relation to social work, need to be tackled effectively in order to meet its future aims and objectives.

The Development of Pip in Great Expectations :: Free Great Expectations Essays

The Development of Pip in Great Expectations    As Pip grows throughout the novel, he develops and matures from a naive, young boy to a moral gentleman by the three main stages that take place throughout his life.    In the first stage of Pip's life he is young and does not understand what it means to be a gentleman and how it can affect his life.   Pip basically asks for three wishes in the first stage.   He wants education, wealth, and social advancement.   These three wishes are mostly so he can impress Estella, who is the symbol of this first stage.   Pip does not want to be a lowly blacksmith like Joe.   He wants to be intelligent.   He wants to be considered a person of high importance.   At the end of this stage he moves to London and begins to see the problems in the fog ahead.    In the second stage Pip is able to live his dreams of being educated and wealthy.   As the second stage progresses he has less and less time for other people outside of his little circle.   He mistreats Joe and Biddy.   He finds he is embarrassed to be around them.   His relationship with Estella also worsens.   They had not seen each other in years and the small bond that they had broke in time.   Estella then marries Drummle instead of Pip and all his hopes for her are lost as well.   Pip also begins to spend too much money and goes into debt even with his secret benefactor giving him money.   Once Pip discovers who his benefactor truly is all his dreams are shattered.   He cannot believe a criminal had been supplying him with money all this time.   Stage two ends with Pip being broken and destroyed with all the problems he faces.    In the third stage Pip tries to repair all his relationships with people he mistreated and loved.   Pip finds Herbert a good job even if it means Pip using some of his own money.   Pip also tries to help Magwitch escape.   Although Magwitch does not escape, Pip makes Magwitch happy before he dies telling him that he has a daughter and that he is in love with her.

Use of Leisure Time Essay -- Working Ecology Vacations Essays

Use of Leisure Time Most people would agree that Americans are workaholics. Sixty- and seventy-hour workweeks are nearly the norm in this society. College students carry eighteen credit hours plus a part-time job. Therefore, what people choose to do with their precious free time says a lot about them. Knowing the relative amount of time that they spend with their friends or family, shopping, or sitting at home with the TV is a good indication of the entire state of the culture. Even the types of public places people go for recreation are signs of what is important to them. I have my own theory of what people mostly do with their free time. My theory is similar to what Ray Oldenburg said in The Problem of Place in America. Oldenburg bemoans the loss of public places where people go to socialize. He said, and I agreed, that people mostly live in their houses and never go out. When they do go out, they mostly shop. When they are home, they socialize with those who are home with them: their family (Oldenburg, 1989). Oldenburg focused on suburbs, but I believed that it would also apply to people who lived in other places as well. I devised a small 5-question survey, which I hoped would summarize people’s behavior on this topic. My survey asked the following questions. (1) What percent of your leisure time do you spend at home? (2) What percent of your leisure time do you spend shopping (not for necessities)? (3) Is there a public place you can go where you are likely to run into someone you know? (4) What percent of your leisure time do you spend socializing with people outside your family? (5) How old are you. For questions 1, 2, and 4 the possible answers were 100 percent, 75 percent, 50 perc... ... people to see that they and their neighbors are not really so cut off from everyone. If most people are like Mr. Oldenburg, and me then they believe that our society is in a sad state of affairs -- that they are selfish and self-serving and have no interest in socializing with our neighbors. This study, though limited, seems to prove otherwise. I had set out to show the true nature of how people tend to use their leisure time, and I found it. It was not what I intended to show, but I am not disappointed. If anything, there seems to be a renewed sense of humanity and community among the people who responded to the survey, and how could anyone be disappointed in that? References Oldenburg, R. (1989). A forest of voices: Conversations in ecology. In C. Anderson & L. runciman (Eds.), The problem of place in America (pp. 94-109). Mountain View: Mayfield.

A Womans World Essay -- Feminism Equality Essays

A Woman's World There is a great distance present between woman in education and woman in society. Women in society, specifically the work place, do not reflect the portrayal of women in education. There is a thin line present between the identity of woman and what characteristics are needed to succeed in the work environment. Woman are capable of obtaining the characteristics that lead to success however, many may question where, when and how these traits are taught to women. In " What Does a Woman Need to Know? b Andriene Rich states that woman may need to look farther than what lessons are provided in standard education in order to achieve success in the working environment. " There is no women's college today which is providing young women with the education they need for survival as whole persons in a world today which denies woman wholeness."pg.65 It is a challenge for woman to express their womanly traits in a work place that where these specific characteristics are dined the opportunity for success. Women in education, women in work force, and the relationship between them repeatedly continue to teach women the lessons of survival are not provided in society, and need to come from within. I am presently a preschool teacher. In our school there is a library filled with children's books. Throughout each story I read to these three and four year old children I notice that there is a common message instilled within each story. This message includes a very specific idea of women and the roles in which one is expected to portray. These roles describe woman as a mother or child who is submissive, quit, non-confrontational and usually facing a dilemma that requires help from a male figure. Children are subjected to listen... ...at she is up against and can then begin to learn what tools are necessary in order to over come it. As a teacher I can shamefully say that this is the first time I have ever questioned myself as to the role I play in this situation. I now ask myself what can I do as an educator to better prepare the children? I am now aware of the influence I have, and have already begun to make changes in my own curriculum. It is now a goal of my own to deliver an education to students that accurately relates to the realities of society. Through my own experience's I have learned my own survival techniques and skills needed to achieve success and as a teacher I hope to share this with my students. Work Cited Rich, Adrienne. "What Does a Woman Need to Know?" The Presence of Others. Ed. Andrea A. Lunsford and John J. Ruszkiewics. Boston: Bedford / St. Martin's, 2000, 65-70. .

The Three Waves of Feminism

The Three Big Waves of Feminism First-Wave Feminism: Women’s Right to Vote In 1776, the then First Lady of the United States was the first to raise her about women’s rights, telling her husband to â€Å"remember the ladies† in his drafting of new laws, yet it took more than 100 years for men like John Adams to actually do so. With the help of half a dozen determined, and in this case white upper-middle-class, women the first-wave feminism, which spans from the 19th century to the early 20th century, finally led to their goal after 72 years of protesting. The Nineteenth Amendment, which secured the rights for women to vote finally passed in 1920.This grand victory brought other reforms along, including reforms in the educational system, in healthcare and in the workplace. Second-Wave Feminism: Personal Means Political The First-Wave was significant to feminism as it established a safe footing from where women could start off. The second wave of feminism, however, was crucial to everything that followed after. This wave marked everything the early 1960's to the late 1980's. Of course feminism didn’t die out completely, in between the first and second wave feminism, as the media tried to make many people believe.In fact feminism was still a topic among women; they just didn’t crowd at polling stations anymore. Instead many small groups of women activists were fighting for birth control or the women peace movement. Then, during the Second World War women suddenly played a major role as work forces and could get a taste of independency. Though after the war, now that the men were back with their glorified heroism, it was expected of women to silently head back into the kitchen and act out their â€Å"natural† role as mother and wife, which has been pressed onto them from the very start. You can read also WavesObviously that didn’t sit well with many of them. However before the the Women’s Liberation movement and before the Sexual Revolution in 1968, there have been the Civil Rights Movement and the antiwar movement. Those two were the first two major social movements to be displayed through television, as well as they were the forerunners of the following feminist movement. They showed that women, too, could become political. Women from Rosa Parks to Coretta Scott King made political protest seem necessary and encouraged many women all over America, regardless of race and ethnic background, to speak up for their rights.It was the feminist movement’s turn then to get real personal and by getting real personal it didn’t get any less political. Women had enough of the sexual harassment and domestic violence going on behind doors, of being kept out of law and medical schools and thus being restricted to low paid jobs, of being confined not on ly in domestic but also in public spheres. To make it short: women had enough of being looked down at. With these problems the key demands of this movement were: â€Å"the right to safe and legal abortion, the right to accessible and affordable childcare, and the equal opportunities in education and employment†.Another demand was more support of battered women's shelters, and changes in custody and divorce law. This wave of feminism brought up the most of changes regarding women and laws. Affirmative Action rights for women were extended and acts like the Women’s Educational Equity Act, which allowed educational equality for women, the Pregnancy Discrimination Act, which prohibited â€Å"sex discrimination on the basis of pregnancy†, were passed. Amongst these acts a law passed in 1975 that required the U. S.Military Academies to admit women, as well as marital rape was made illegal and the no-fault divorce legal. Even though the last two laws were not recognize d by all states, it was still considered an enormous success. In the early 1980s the biggest strength of the second wave, the grand diversity of feminism and organisations, suddenly became its biggest weakness as the media started the so called â€Å"feminist sex wars† by pitting women, especially two of them, against each other, trying to destroy the image of sisterhood pointedly.Even though the Women’s Liberation movement clearly refused to pick a leader, the media singled out Gloria Steinem as the leader of this movement. Gloria Steinem was a single and childless career woman, who compared marriage to prostitution and insisted that â€Å"if men could get pregnant, abortion would be a sacrament†. On the other side there was the media’s darling Phyllis Schlafly, who almost single-handedly brought down the Equal Rights Amendment. Also known as the ERA, this mendment demanded that the â€Å"equality of rights under the law shall not be denied nor abridged by the United States or any state on the account of sex†. It was first introduced by Alice Paul in 1923, a woman truly ahead of her time, but didn’t get ratified by enough states to get legalized. Whether this happened because of Phyllis Schlafly herself or the way media presented the feminists of that time is debatable. In the end the ERA may not have gotten legalized and women were still oppressed, but sisterhood was very much alive and blooming.In sisterhood women found strength and with this new found strength they started breaking the blockades which had been keeping them from climbing the career ladder and decided that it was long past time to start taking charge of their own lives. Third-Wave Feminism: Finally Diversity After ERA was defeated, a vast amount of media coverage over the supposed â€Å"death of feminism† appeared on the TV screen of Americans. Those who truly believed them were surely gobsmacked by the third wave of feminism which found its s tart in the mid-90’s.Caused by the Clarence Thomas confirmation hearings and the evident spite and disdain the accuser, Anita Hill, was met with by the all-male jury, women decided that once men crossed one line too many. The most obvious difference between the third wave movement and its sisters the first and second wave movements was the embracement of diversity. With feminism becoming global it became available for women of any race as well as any social class, but also threw away the mass media’s â€Å"ugly braless bubblehead† stereotype of feminists with women like Pinkfloor stating: â€Å"†It's possible to have a push-up bra and a brain at the same time. Being feminine and a feminist was no longer mutually exclusive and with the so-called â€Å"grrl† feminists, women started to show up as strong and empowering, while reclaiming everything feminine, from wearing high-heels to lipstick. The key demands of the Third Wave are much harder to pin p oint, as the range of issues grew by women not only concerning themselves with the gender oppression but with economic oppression and environmental issues as well.However one crucial aspect was the deconstruction of categorical thinking and its endless attack on unrealistic beauty ideals set for women ever since television was invented. The third wave of feminism has not ended yet. It is history in the making, as new issues to deal with arise as soon as old ones are solved. The probably greatest achievement of these waves is the awareness of oppression they’ve spread, the feeling of community between women they created as well as turning feminism from an abstract thought into a widely accepted truth.

Ways to get kicked out of your House

The Reserve Bank of India had prompted the rupee's largest single-day rally since January 998 on 30th august by saying it would provide dollars directly to state oil companies to pay for imports, but the recovery proved short-lived. Economists have long argued that India needs to implement structural economic reforms to bring about meaningful progress. Last year, parliament lifted restrictions on foreign direct investment after much debate As a Citizen: As a citizen of India what I feel is middle class may not have lost faith yet in the economy.On the macro level there might be changes but as a common man or at the Cicero level I don't see any great change except for the hike in prices. Due to the falling rupee the â€Å"Marl's† seem to have great opportunity to reap benefits from the Indian markets. Even the exporters will be benefited due to the fall in rupee. I definitely feel that this falling and depreciating economy is due to the coming elections. Even the financial cond itions are easing are the interest rates are coming down.By : Fleshes shanghai 5 ways to get kicked out of your House By Afghanistan's . Spoil your sister's wedding by insulting and throwing shoes and splitting on the guests. 5. Start roaming naked in your house. Economic situation. † And what I feel is that it will be facing it for few more months. The Indian rupee has lost roughly 12% of its value during the past month. The major reason behind this can be because the country in importing more goods than it is. Micro level I don't see any great change except for the hike in prices. Due to the By : Peevish shanghai

Hasbro Inc

Hasbro Inc. is currently the second largest toy maker in the United States, ranked only behind Mattel. The company designs and manufactures a diverse line of toy products and related items throughout the world, including traditional board games, electronic and interactive CD_ROM games, puzzles, action toys, plush products and infant products. Hasbro also licenses a number of trade names and property rights for use in connection with the sale by others of noncompeting toys and non-toy products. Novel guide, 2010) The purpose of this paper is to interpret internal and external financial reports and statements. While using the financial reports and statements for decision-making, I will assess the financial activities and their effects on organizational performance. This information will assist in making the decision of whether or not I would become a shareholder and buy the company’s stock. Lastly, the information would assist me with the decision if I would work with the compan y if they had a position that fit my job description. Company Overview Hasbro Inc is one of the leading toys making company in the world.Hasbro Inc is engaged in designing, manufacturing and marketing of games and toys. It offers various different types of games including hand-held electronic, role-playing, DVD games as well as traditional board, learning aids and puzzles. (Gracking, 2007) The company markets its products and services to various customers including wholesalers, retailers, chain stores, discounts stores, mail orders houses, and catalogue stores and so on. The company also license some of its trademark, characters and other property rights to third parties for use in connections with consumer for promotions and sale of its non-competing toys and games.The company operates in the, South America, Asia Pacific, North America and European regions. Hasbro’s headquarter is located in Pawtucket, Rhode Island, and employs about 5,900 people. Hasbro has a long-standing loyalty in conducting business in a mood, which abides by highest ethical and legal standards. Ethical behavior and Compliance are core values of the Company, and are built by regular communications from the other senior officials and Chief Executive Officer. Hasbro is Guide to Corporate Conduct, which implements to all employees globally as well as to Board of Directors, furnishes specific guidance to the Company’s outlook.The Guide is strengthened by a fully built training program, and a well-demonstrated processes by which employees in all locations and positions can report suspected ethical and legal issues, and do so anonymously if they so prefer. Violations in any of the provisions in the Guide will allow and subject employees to potentially upon discipline and including termination of employment. In the areas of environment safety and health at both the industry and corporate levels, Hasbro has a strong commitment to sustainability.Hasbro has rich plan for many years a nd continues to incorporate sustainability objectives into Company’s activities and operations, including a well-established Health and safety management system. The company will seek options to reduce waste, increase efficiency of water, and promote recycling and so on. Affects of external and internal factors The internal analysis of an organization deals with an investigation into its strength and weaknesses by focusing on the factors that are specific to it. The size of the organization affects the quality of appraisal.The external factors in the outside environment include competitors and opportunities. The external environment is dynamic in nature so the slight change in the level of competition and opportunities arising has an important impact on the functioning of the company. (Casey, 2009) SWOT Analysis A Swot Analysis was completed based on information from datamonitor (2009) 1) Strengths – a) Solid brand loyalty b) Long standing commitments c) Proud traditio n in supporting children worldwide through a variety of philanthropic programs. D) Product safety being the top priority 2) Weakness- ) Alike Hasbro, Mattel also commercialises toys in Girls' and Boys' segment, including its renowned  Barbie  dolls and accessories for girls as well.b) Like Hasbro's royalty relationships with the  Marvel,  Star Wars, and  Transformers  franchises to market toys , Mattel has alliances with several profitable franchises, including  Disney Classics,  High School Musical,  Batman,  Kung Fu Panda, and  Dora the Explorer. c) Less innovations and product range as compared to its compititors. 3) Opportunities a) Hasbro Inc. is betting that iPod and iPhone users want 3-D viewing on the go. b) The Hub, the multi-platform joint venture between Hasbro, Inc. nd Discovery Communications will come up with new programmes which intends to entertain, enlighten, educate children and empower their families. c) Partnerships with the U. S. government to develop climate change and waste reduction strategies by our Charter membership in the U. S. Environmental Protection Agency (EPA) Climate Leaders and U. S. EPA WasteWise programmes . 4) Threats:- a) Competing directly with Hasbro's  Playskool  core products, Mattel's  Fisher-Price  and  Sesame Street  brands focus on developmental and educational toys targeted toward parents of infant and preschool-aged children.Hasbro has managed to beat out earnings prospects and expectations despite a 15% fall in earnings to$0. 89 per share. Financial Analysis and Evaluation |Financial diagnostic categories |  Hasbro Inc. |  Mattel Inc. | |   |   |   | |1. )  Ã‚   Liquidity of short-term assets |-Current ratio-2. 4x |-Current ratio-2. 5x | | |-Cash ratio-. 0. 4 |-Cash ratio-0. 25x | | |-Quick ratio-1. 9x |-Quick ratio-1. 9x | |   |   |   | |2. )  Ã‚   Long-term debt-paying ability |-Debt ratio-1. 01 |-Debt ratio-0. 43 | | |-Debt-equity ratio- 40 |-Debt-equity ratio-41. | |   |   |   | |3. )  Ã‚   Profitability |   |   | |   |-Net income/sales (profit margin)-8. 0(5 |-Net income/sales (profit margin)-12. 10 | | |years) |-Net income/assets (ROA)-12. % | | |-Net income/assets (ROA)-10. 5% |-Net income/shareholder equity   | | |-Net income/shareholder equity   |(ROE)-25. 9% | | |(ROE)-28. 5% | | |   |   |   | |4.   Ã‚   Asset utilization/ management |-Total asset turnover-1. 0x |-Total asset turnover-1. 1 x | |efficiency |-Inventory turnover  Ã‚   measures-4. 0x |-Inventory turnover  Ã‚   measures-4. 1x | | |-Accounts receivable turnover-3. 5x |-Accounts receivable turnover-3. 8x | |   |   |   | |5. )  Ã‚   Market measures |-Price/earnings ratio-16. |-Price/earnings ratio-22. 3 | | |-Earnings per common share-1. 57 |-Earnings per common share-1. 50 | Results of Evaluation Hasbro Inc. is a growing company in the consumer non-durables sector and is expected to significantly surpass the market over the next six months with less risk may be less than average. According to (Chen, 2004) the statement of financial such as balance sheet, statement of income and loss and cash flow statement, the following interpretations are : ) As the results and results of financial statements, the gross profit in dollars showed an increase from last five years from 2005 to 2010 at the rate of 1. 6%. The gross profit in terms of net revenue went up to 70 basis point to 21. 0 in the three months ended September 2010.2) The amount of revenue generated from the net income for five years increased to an annual average exhibiting 32. 60. 3) The revenue increased at an average of 13% yearly in the year 2007-2009. In the same year, earnings grew by an average of 18% annually. 4) Earnings mounted up 11% at Hasbro, to $0. 9 a share, as analysts were expecting the toy maker's bottom line to fall from last year's $0. 26 a share. 5) The company has a present dividend yield of about 1. 25% with 15% yearly dividend gro wth over past couple of years. 6) From the period 2007-09, Hasbro has generated the operating cash flow at an average of approximately 12% yearly. 7) Hasbro has a very nice balance sheet with total debt ratio of only 1. 01 8) The ratio of Hasbro's price-to-earnings ratio in multiple to its five-year growth rate is slightly above the average of all stocks. ) The ratio of Mattel’s price-to-earnings ratio in multiple to its five-year growth rate is slightly above the average of all stocks. Result of ratio analysis 1) Long-term debt paying ability is to determine the proportion of debt in total financing. The debt ratio of Hasbro is 1. 01, which means that the lenders have financed 40% of Hasbro’s net assets i. e. capital employed. The total debt equity ratio shows firms total debt in relation to the total dollar amount owners have invested in the firms. 2) The current ration shows the firm’s ability to meet the liabilities or the claims.The liquidity ratios which i ncluding the current ratio, quick ratio and the cash ratio of Hasbro is in a better position to meet the current claims. As the current ratio is showing more than one, which indicates that, the firm has more current assets than current liabilities. However, the liquidity ratio of Mattel is slightly higher than Hasbro. 3) Profitability ratio indicates the firm’s ability to generate returns on its sales , assets and net profit margin. The net profit margin ratio is measured by dividing profit after tax by sales. Operating profit after tax to sales ratio is 8. . Net profit margin ratio establishes a relationship between net profit and sales and management’s efficiency in manufacturing, administering and selling the products. The return on asset for Hasbro is 10. 5% and for Mattel 12. 8%, which implies on the operating performance and ignores that how the firm is financed and taxed. The ROE for Hasbro and Mattel 28. 5% and 25. 9% respectively 4) The asset turnover ratio in dicates how efficiently the firm is utilizing its assets to produce revenue and sales. Hasbro has a asset turnover of 1. 0 times where Mattel has 1. 1 times.Inventory turnover measure indicates whether the inventory is out of line in relation to the volume of sales when compare against industry norms. The Hasbro has 4. 0 times and Mattel has 4. 1 times which shows that Hasbro has more inventories in respect to the volume of sales. 5) The price earnings ratio is the market price of the firm’s common stock divided by the annual earnings per share. Comparing the P/E relative to that of the stock market as a whole or the firm’s competitors indicates the market’s perception of the true value of the company. The P/E for Hasbro and Mattel is 16. and 22. 3 respectively. Assessment of Financial activities and their effects on organizational performance Hasbro Inc has promised to offer three -dimensional content, which will offer a 360-degree experience in virtual travel experience, gaming and entertainment content. Hasbro is confident as it will and says it has teamed up with DreamWorks Animation, whose movie â€Å"Mega mind† hit theatres last weekend, to develop material. Hasbro has diluted its U. S. operations' greenhouse gas emissions by 43. 4%. Moreover, 88% of currently generated waste at the operation sites is being recycled.In work place, Hasbro is one of the first toy manufacturing company to develop and implement a code of conduct for their third party vendors. Today the company regularly checks the vendors to make surety that they are meeting the code so that they understand the company’s products are made in factories with legal, safe and fair conditions. Eventually, in the segment of community relations, in the year 2007 the Company voluntarily donated the amount which is close to $15 million dollars which in turn that helped more than six million children across the globe.These in turn is just another example of the compa ny’s corporate social responsibility and sustainability. The satellite and cable television network will broadcast original programmers as well as content from Discovery’s library of award-winning children’s educational programmers from Hasbro’s elite portfolio of entertainment and educational properties built during the past 90 years and from leading third-party producers worldwide. The Hub will include live- animated action and series, specials and game shows and, and the network will extend its content through a rich and engaging online presence. Final decision and ConclusionHasbro inc is 2nd largest toy makers in United States which has a multi-billion industry showing it has a huge market and demands for its products and services. Their commitments to make and introduce new more exiting products will bring more attention to its stock. Hasbro stock deals with debt and has less than prima 2009. (Data monitor, 2009) I would definitely make an investment in the company, as the industry where it operates is recession resistant. Celebration for the children’s will be going in spite of the downfall in the economy and the great festivals will always be celebrated throughout the year.The demand of the company will never go to nil. Moreover, Hasbro has most suitable and steady dividends in the market. Hasbro currently has a dividend yield of 2. 65 percent . This may not seem to be making any huge difference . but 2. 65 percent compounding quarterly for life will make the portfolio rich. Hasbro has one of the best stocks to in the market so I can take the step to invest as far as growth is pertained. In other words, if you make bigger deal in Hasbro hoping for real growth, the worst outcome that can shape up is that you will have one of the world's best dividend stocks.Moreover, Hasbro may be equilibrated for growth as well. Hasbro is starting to gain revenue by signing profitable deals with Marvel and other entertainment companies . Marvel is yet another bigger company as well, and the deal, which took place between Marvel and Hasbro, will lead to greater rewards for both companies. Standard and Poor's, currently rates Hasbro stock with four stars pointing that and considers it is a good stock to purchase at this time. As far as the Question to work at Hasbro is concerned, I would like to join to the position fitting to my profile.The Reason is as follows: 1. Hasbro has healthy and safety working environments with good facilities and amenities. 2. The working hours and compensation are best in the industry. 3. Hasbro maintains a commitment in sound environmental programmers and various practices. However , the company shall make strict rules for discrimination and subject to abuse, cruel or unusual disciplinary practices. It shall respect its employees and treat with dignity . The various employee’s benefits programmed should be introduced to make a better and cultured working environment with best cod es of conducts.A good working environment with lucrative stock prices always attracts shareholders and people to render their best services.REFERENCES Casey, B. (2009)’. Gaming off the board. License! Global, 12(5), 104-105. Retrieved from: Business Source Complete database. Chen, A. (2004)’. Hasbro plays to win with BPM. eWeek, 21(31), 46-47. Retrieved from: Business Source Complete database. Datamonitor. (2009)’. Hasbro, Inc. Hasbro, Inc. SWOT Analysis, 1-9. Retrieved from: Business Source Complete database. Gracking, A. (2007)’. Hasbro. World Trade, 20(5), 34. Retrieved from: Business Source Complete database. Hughes, L. , ; Petrecca, L. (2000)’. Hasbro consolidates toy account. Advertising Age, 71(49), 64. Retrieved from Business Source Complete database. Jensen, B. (2000)’. Layoffs, losses at Hasbro. Playthings, 98(11), 6. Retrieved from: Business Source Complete database. McGrath, J. (2006)’. Toy company Bandai launches first on line shop to rival Hasbro. New Media Age, 3. Retrieved from: Business Source Complete database Novel guide (2010). Hasbro Inc. Retrieved from: http://www. novelguide. com/a/discover/cps_01/cps_01_00134. html [pic]