A Public-Private Education Controversy Essay Example | Topics and Well Written Essays - 1250 words

A Public-Private Education Controversy - Essay Example t the slight private school advantage discovered by Coleman vanished when differences in pupils’ course preference and family context were considered (Cookson, 1992). John Chubb and Terry Moe are the current sources of ‘impartial evidence’ of the superiority of private school. Numerous policymakers and opinion-editorial writers have reiterated their argument as dogma, and large numbers of people have been convinced of public assistance for private schools on their influence (Hakim et al., 1994). As analytical writers and peer analysts have emphasized, the study of Chubb and Moe of private and public high schools falls short in locating a private school lead when pupils’ course preferences and background attributes are examined. The failure of the investigation of Chubb and Moe to provide them substantiation for their arguments is not that unexpected. The proof they draw upon originates entirely from the ‘High School and Beyond Study’, the infor mation that also botched Coleman’s study (Hakim et al., 1994, 66). Furthermore, in spite of the many pages they used on justifying why their treatment of this information is superior over the methodologies of other researchers, Chubb and Moe disregard almost all that has been taught about how to ethically deal with significantly erroneous, otherwise insignificant, information (Cookson, 1992). Yet, they chose to work unconventionally. Some of their questionable methods are (Hakim et al., 1994, 66): (1) developing a school organization instrument consisting of a large number of factors, making it practically unattainable to isolate the impacts of any one factor; (2) merging private and exclusive private schools alongside Catholic ones in a manner that involuntarily awarded a private school lead in their study; (3) and... School choice could be an exceptional encouragement for schools to strive more to draw the attention of customers but it is no replacement for planning educational motivations where in there are incentives for enhancing academic performance and sanctions for failure. The notion of an accountability mechanism for education institutions that includes incentives and sanctions is contentious and unconventional. The notion of an accountability mechanism founded on private school choice is contentious and unconventional too, and the NAEP and other findings reveal that it would fail. It is quite evident that even though the people refuse to accept private school choice, it will not cope with the existing situation in public education. There are two possibilities: one, there will be a novel form of accountability process in education that the educator and the people can trust, or, second, some unwise accountability program that will only harm education will be enforced.

Adhering to various articles of the uniform code of military justice Essay Example for Free

Adhering to various articles of the uniform code of military justice Essay Today’s Articles of the Uniform Code of Military Justice is the result of a long history of advances in the rights of military personnel in which duty, obligation, and consequences are spelled out. It is the responsibility of every member of the armed services to keep this in mind and to embrace the Articles of the Uniform Code of Military Justice as a guide for appropriate behavior. The precursors to the Articles of the Uniform Code of Military Justice (UCMJ) include the Articles of War (1912-1920), The Elston Act (1948), and The Morgan Draft of 1949, each of which significantly furthered the rights of military personnel while securing the equitable application of justice (Articles of War; Elston Act; Uniform Code of Military Justice). Given the long history of the UCMJ, and the number of revisions that have taken place in order to create the modern Articles of the Uniform Code of Military Justice, military personnel should remember and respect the efforts that were put forth to ensure their protections while serving in the military. All personnel should value the efforts of their predecessors by acting in accordance with the Articles of the Uniform Code of Military Justice. As a dedicated soldier in the Military of the United States of America, it is my duty to adhere to the Articles of the Uniform Code of Military Justice so that I might best represent myself, my Company, and my Country, and I failed in this duty on October XX, 2006 when I did not report to a special work detail. This was an unfortunate event that I should have avoided, and having reflected on the situation, I see that I erred in several respects. In the future, I shall avoid repeating such actions as it is not my intent to perform or reflect poorly on the military, my fellow soldiers, or myself. Although I failed to report to the special work detail, and violated a number of the Articles of the Uniform Code of Military Justice, it was not my intent to ignore my duties or act in a manner that, in retrospect, might be viewed as a lack of effort and dedication on my part as well as, perhaps, being viewed as a general disrespect for my fellow officers. I offer no excuse; however, it is my hope that a brief explanation of the situation will show that I did attempt to fulfill my obligations and that I now understand that my actions should have been different. On October XX, 2006, I made an error by arriving to the designated special work detail location one hour in advance of the actual starting time; this error on my part was due to a simple miscommunication. While the miscommunication itself was an event that was primarily out of my control, my actions following my early arrival could have been different. Instead of making every effort to assure that I was at the correct location and had reported at the correct time, I simply returned home. This was not the best choice, and I regret having erred in this way. I compounded this initial error in judgment by assuming that shortly after leaving the special work detail site that I would be contacted via telephone and informed about where and when I was actually to report. This phone call never came, and I made yet another poor choice in not following up on this on my own. Having thought my actions over, I see clearly that as a member of the armed services, I may be faced with occasional miscommunications. I am aware, now, that it is my responsibility to (when possible and appropriate) confirm my assignments with my fellow soldiers to avoid such miscommunications, and if faced with a situation as was the case on October XX, 2006, it is my duty to do everything in my power to ascertain what my obligations are. The Uniform Code of Military Justice can be viewed as â€Å"the foundation for the United. States military justice system,† and as a member of the Armed Forces, it is important that I respect and follow the Code’s Articles without fail (Index Legislative History of the UCMJ). I showed poor judgment and an overall lack of respect for myself and my fellow soldiers on October XX, 2006 when I failed to report for a special work detail. This was a failure on my part that occurred as a result of a series of poor choices that I made, and I regret having acted in this manner. When I did not appear for the special work detail on October XX, 2006, I violated several Articles of the Uniform Code of Military Justice, and in so doing, I did not do my best in representing myself, my Company, or my Country. I am well aware that there are no valid excuses for my actions, and I intend to do my best not to exhibit further incidents of poor judgment. It is my goal to perform my duties at all times to the best of my abilities, and in a manner that reflects positively on me, my Company, and the United States of America. Violating any of the Articles of the Uniform Code of Military Justice contradicts my intentions, and I regret my actions. Missing the special work detail on October XX, 2006 means I failed to appear at my appointed place of duty at the appointed time which was a violation of Article 86 of the Uniform Code of Military Justice: Absence Without Leave (Powers, Article 86). This action was not appropriate, and I should have made every effort to ascertain when and where I was to have reported. Special work details are a regular part of a soldier’s responsibilities, and by not reporting on October XX, 2006, I let myself and my company down. Obviously, my not being present meant the other members of my work detail had to take up the slack for my not being present: they became responsible for performing my share of the work. This is contrary to my training, and it is contrary to my duties as a soldier. I realize that as a member of a team, my role is one that I must take seriously, and I cannot let the other members of my team down or threaten my team’s ability to succeed by failing to uphold my portion of any given task. This is what happened on October XX, 2006, when I failed to report to the special work detail. This was an action I regret, and one I hope not to repeat. The United States Military relies on each and every one of its members to report to duty fully prepared to perform and in a manner timely enough to perform as required, and because each soldier depends on his fellow soldiers, it is important that no one be absent without leave. It is also possible that one soldier’s failure to report makes more difficult or prevents the ability of other members of his Squad, Platoon, or Company to perform their assigned tasks, and this could create a number of negative consequences that do not reflect well on anyone. I understand that my failing to report where I was required to do so and when I was required to do so on October XX, 2006 when I missed the special work detail was a violation of Article 86 of the Uniform Code of Military Justice: Absence Without Leave, and that this showed a lapse in judgment which should not be repeated in the future. I intend to avoid further violations of this Article as I understand that this failure reflects poorly on the United States of America, the Military, my Squad, Platoon, or Company, and myself. Special work details are often assigned as part of my obligations as a soldier, and by choosing not to report on October XX, 2006, I failed to obey the order of a superior commissioned officer which is a violation of Article 90 of the Uniform Code of Military Justice: Willfully Disobeying a Superior Commissioned Officer (Powers, Article 90). This was disrespectful, and I regret my actions. I am well aware of the importance of following orders, and it was not my intent to fail to do so. The importance of the Chain of Command cannot be over-emphasized. Each member of a Squad, a Platoon, or a Company must know his role and fulfill it without fail. The Chain of Command provides an easy means by which individuals can work together towards a shared goal while avoiding undue confusion whether completing tasks that are simple or completing tasks that are extremely complex. Superior officers give orders to those under their command to ensure that shared goals are met based on the appropriate and necessary actions of their subordinate personnel. I did not fulfill my role, and in failing to do so, I let myself and those who depend on me down, and I may have cast doubt on whether or not others can rely on me in the future. In addition, my inaction in this situation most likely created a hardship on the other members of my Squad, Platoon, Company by requiring that they do extra work. I understand that my failure to follow the orders of a superior was inappropriate, and not in the best interests of myself or my fellow soldiers, and that further violations of Article 90 of the Uniform Code of Military Justice: Willfully Disobeying a Superior Commissioned Officer are not in my best interest. Having thought about this, I see clearly that I should have done everything in my power to fulfill my obligations and to avoid the appearance of disrespecting my superior officer by failing to report as ordered. I failed to appear at my appointed place of duty when I missed a special work detail on October XX, 2006. This was a violation of Article 92 of the Uniform Code of Military Justice: Failure to Obey an Order or a Regulation (Powers, Article 92). This was an error on my part that I regret and intend to avoid in the future. As a proud and dedicated member of the United States’ Armed Services, I do not have the luxury of deciding whether or not I will abide by an order or a regulation. My job is not to decide whether or not I want to do something; my job is to do what I am ordered to do when I am ordered to do it. It is my responsibility to understand that I play a role in a team, and that my failing to perform my part of a task assigned to the team I am a part of puts all members of that team at risk of failing. In failing to report to the special work detail on October XX, 2006, I let myself and my fellow soldiers down, and I showed poor judgment. Every Company needs order, and the surest way to ensure that individuals come together to form a cohesive group is to establish regulations that must be followed. By failing to report to my special work detail on October XX, 2006, I jeopardized the cohesion of my group, and I brought into question the degree to which I might be relied upon in the future. After thinking about my actions and the effect that my lack of following through had, I regret not having done more to ensure that I knew where and when I was supposed to report on October XX, 2006. I understand that my failure to report to the special work detail on October XX, 2006 was equivalent to failing to obey an order and reflected poorly on myself and my fellow service members, and that violating Article 92 of the Uniform Code of Military Justice: Failure to Obey an Order or a Regulation does not cast me in a positive light. Because it is my desire to perform all of my duties to the best of my abilities, I regret my actions and hope not to repeat a similar error. My failing to report to the special work detail on October XX, 2006 was in flagrant disregard of good order and discipline and was detrimental to the overall well-being of the command with which I am associated. This was a violation of Article 133 of the Uniform Code of Military Justice: Conduct Unbecoming an Officer and a Gentleman (Powers, Article 133). I now see clearly that missing my assigned task was an error in judgment on my part, and I intend to do everything in my power to avoid a repeat of this error. As a dedicated representative of the United States of America, it is my duty, my responsibility, and my desire to conduct myself in a manner that represents me, my command, and my country in the most positive light possible. When I missed the special work detail on October XX, 2006, I shed negative light on all facets of the Military, and I regret this. Military Units function best when all of their members work in unison towards a common goal, and my missing the special work detail on October XX, 2006 reflects a lack of discipline and an unwillingness to keep good order, both of which are detrimental to my well-being and that of the members of my Company as well as violating Article 133 of the Uniform Code of Military Justice: Conduct Unbecoming an Officer and a Gentleman. It is not my intent to tarnish the image of the Military of the United States of America, and as a representative of the Armed Forces, my failing to report to the special work detail on October XX, 2006 did just that. This is an action I regret. I neglected my duty to the prejudice of good order and discipline in the Armed Forces when I chose to miss the special work detail on October XX, 2006. This action constituted a violation of Article 134c of the Uniform Code of Military Justice: Disorder and Neglect to the Prejudice of Good Order and Discipline (Powers, Article 134c). It also created a hardship to my fellow soldiers and threatened the proper, timely completion of the task at hand. This discipline of a soldier is only truly challenged when he is faced with a duty he does not want to perform. Because the good order of a Squad, a Platoon, or a Company often depends on the discipline of each of its individual members, it is imperative that every single soldier practices good discipline at all times, especially when circumstances challenge what he wants to do with what he must do. When one soldier fails to put his personal desires aside, it shows a lack of respect towards his fellow soldiers, and it may have the additional adverse effect of tempting others to disobey orders as well. Having thought about my actions, I see that my failing to report on October XX, 2006 did just this, and I regret my actions and the effect they may have had on others. I understand that my actions do not reflect well on my desire to uphold good order or discipline, that they cast a negative light on me and my Company, and that further violations of Article 134c of the Uniform Code of Military Justice: Disorder and Neglect to the Prejudice of Good Order and Discipline are not in my best interest. It is my intent to keep this in mind and in the future, to act with a greater degree of appropriate decision-making. I fully appreciate the historical significance of today’s Uniform Code of Military Justice, and my responsibility as a proud and dedicated member of the United States Armed Services to adhere to its Articles. I understand that my actions on October XX, 2006 when I failed to report to my special work detail appears to be an indication on my part of a lack of respect for the UCMJ, the basis of the military justice system, and that in skipping my special work detail on October XX, 2006, I violated Article 86 of the Uniform Code of Military Justice: Absence Without Leave; Article 90 of the Uniform Code of Military Justice: Willfully Disobeying a Superior Commissioned Officer; Article 92 of the Uniform Code of Military Justice: Failure to Obey an Order or a Regulation; Article 133 of the Uniform Code of Military Justice: Conduct Unbecoming an Officer and a Gentleman; and Article 134c of the Uniform Code of Military Justice: Disorder and Neglect to the Prejudice of Good Order and Discipline. Having taken time to reflect upon my actions, I see clearly that regulations are in place to assist me, as a soldier, in performing my duties in the manner that best suits me individually and my fellow soldiers as a whole, and that in failing to report to my special work detail on October XX, 2006, I let myself and those who count on me down. This lapse in judgment reflects poorly on me, on my Company, and on the United States of America, and I intend to avoid any similar events in my future, so that I might reflect the attitude of the proud, dedicated soldier that I am to those with whom I serve. R eferences Articles of War (1912-1920). , The In Military Legal Resources.Library of Congress. U. S. Govt. Retrieved August 29, 2006, from http://www. loc. gov/rr/frd/Military_Law/AW-1912-1920. html. Elston Act (1948), The. In Military Legal Resources. Library of Congress. U. S. Govt. Retrieved August 29, 2006, from http://www. loc. gov/rr/frd/Military_Law/ Elston_act. html. Index Legislative History of the UCMJ (1950). In Military Legal Resources. Library of Congress. U. S. Govt. Retrieved August 29, 2006, from http://www. loc. gov/rr/ frd/Military_Law/index_legHistory. html. Pound, Edward T. (2002, December 16). Creating a code of justice. History. U. S. News World Report. Retrieved August 30, 2006 from http://www.usnews. com/usnews/ news/articles/021216/16justice. b. htm. Powers, Rod. Punitive Articles of the UCMJ: Article 86—Absence without leave. Retrieved August 29, 2006, from http://usmilitary. about. com/od/punitivearticles/a/mcm86. htm. Powers, Rod. Punitive Articles of the UCMJ: Article 90—Assaulting or willfully disobeying superior commissioned officer. Retrieved August 29, 2006, from http://usmilitary. about. com/od/punitivearticles/a/mcm86. htm. Powers, Rod. Punitive Articles of the UCMJ: Article 92—Failure to obey order or regulation. Retrieved August 29, 2006, from http://usmilitary. about. com/od/punitivearticles/ a/mcm92. htm. Powers, Rod. Punitive Articles of the UCMJ: Article 133—Conduct unbecoming an officer and gentleman. Retrieved August 29, 2006, from http://usmilitary. about. com/od/ punitivearticles/a/mcm133. htm. Powers, Rod. Punitive Articles of the UCMJ: Article 134—General article. Retrieved August 29, 2006, from http://usmilitary. about. com/od/punitivearticles/a/134. htm. Uniform Code of Military Justice; Text, References and Commentary Based on the Report of the Committee on a Uniform Code of Military Justice to the Secretary of Defense [the Morgan Draft] (1949). In Military Legal Resources. Library of Congress. U. S. Govt. Retrieved August 29, 2006, from http://www. loc. gov/rr/frd/Military_Law/morgan. html.

Conflict Resolution Bedtime Stories English Literature Essay

Conflict Resolution Bedtime Stories English Literature Essay In this story, it tells how much young people are innocent and are easy to trust others by telling them the actual truths which may even get them into big troubles. The one greatest conflict in this story is that trusting a stranger who asks a lot of information from the little red riding hood and her being unaware of the dangers, letting the stranger know about the information being asked. Thus, it tells how people should not just trust anyone who tries to be too nice when they actually their intention is to dig out their desired information and facts. But it is true that having such conflicts and trusting others is inevitable. Therefore, it has to be practiced and slowly get used to solving these kinds of conflicts. People in conflict pursue goals and also wonders what each person does, and who they are in relationship to each other during the interaction. The little red riding hoods goal was just to go and give the food, being asked by her mother to the grandmother who is sick and lives in the woods. She was somehow using the collaborative goal when answering back to the wolf who was asking her too much information about her. It was simple and a clear goal, but it was not for the wolf whose goal was different from the girls. Its intention was to get as many information as possible it can get and to try to go and eat the old lady in the woods and even try to eat the little girl up too. Therefore, we can see that when we come across many different people, they all come with their own different goals and in order to achieve the various goals they do things and find different ways to gain whatever they want. The do not try to give way to others and try understanding others which may lead to selfishness. They also try to gain power and sometimes the most powerful behavior is to appear to be able to accept but also resist, or even act in a nonresistant way. There are different types of power, namely; reward power, punishment, legitimate, charisma and expert. The person who is in conflict and the style of solving it would differ from that of who is not involved in it, since the styles develop over a lifetime based experiences. The girl in this story should rather forgive the wolf for being this cunning because it has already happened and no one can actually rewind the past and change whatever it has happened. And forgiveness is not a sign of weakness too and requires movement, which helps a person to shift from the situation and even forget about it. In this case, it also invites the reconciliation process to gain back the cooperation and a sense of harmony. If the girl did not trust a stranger like the wolf, this would not have caused the unnecessary danger to her grandmother, and her and the hunter to appear in the picture to have helped them. Top 2: Three Little Pigs In the story of the three little pigs, the conflicts are that the big bad wolfs mindset of trying to destroy the little pigs and eat them up. As all the conflicts are about two issues; power and self-esteem, the big bad wolfs intention is to gain power by trying to show others that he is possible of destroying anything that he wants to. Also, in order to get a higher level of self-esteem for him by doing such things. Power in accustoming relationships is not finite; it is an expansive commodity. Power is something that does not stay constant and something that keeps on changing. The more you try to escape, ignore and resent against someone, the less power you are to show upon or have with that person. Collaboration is also almost always possible in order to solve a conflict and the misunderstandings among the two parties or more. The interest of the wolf in this story was to show the little pigs what he is capable of and how much power he has by blowing the houses that the little pig s have built. From my point of view, showing power was the main source of intention from the wolf rather than its hunger and interest of eating up the little pigs. This story gives the children a lesson to always be in harmony, united and be alert all the time to overcome the unexpected dangers and that one should try again and again until you succeed without thinking of giving up. And to create a different ending from the given story, the little pigs could have built the house in bricks from the very first time they were brought down or blown away by the wolf to prevent from being in danger again and again. Top 3: Pinocchio From the story Pinocchio by the Walt Disney, the little children could learn it is bad to go around and tell lies which bring no benefit to self and only brings ones own image down. From what I can think is the conflict with Pinocchio and the storyline is that the conflict within himself and covering up what he actually is rather than telling the truth, he might also be afraid of being judged by people of him being made of wood and also the desire to become a real human being, travel around all he wants and join a puppet show. For Pinocchio to transform into a normal human being, just like all of us, he is required to prove that he is a brave and a boy who is truthful and does not tell lies, but what he actually doing was lying around when he travels on his own. He knows that he has to be truthful to people for him to become fully human being, but that was not what he was doing. Therefore, it does not help him to achieve his goal of becoming a human being. The solutions become inclear and even unrecognized if one does not know what they want, which means that the only clear goals can be attained. Clear goals can also be altered even more easily rather the unclear goals and the clear goals are reached more often than the unclear or vague goals. And also, people often create difficulties by thinking on their own that their goals can never be achieved and tend to think that the other party will stand in their way. From the five types of power, Pinocchio seems to have been in punishment since his father, who c reated him as a puppet from wood was swallowed by a whale, as he was the one who was lying to people. The conflict styles are also designed responses, or even a group of styles of behavior that people use in conflict. And tactics are the moves made by people and their individuality which brings out their general approach. Top 4: Jack and the Beanstalk From this story of Jack, who gave his cow in exchange of five seeds that would grow and become a tall stalk of beans learns to get a great deal which has its own time and catch for when it is about time. Thus, it also tells or conveys a message to people that one should not be too impatient and worry too much about something that is not going to happen any soon. Worrying or being impatient about things not only takes away your present precious moments, it also drains your energy from thinking and worrying about unnecessary things. The conflict that Jack has is that he has to be afraid of the ogre and try his best not to be caught by that ogre, and on the other hand, he has to get all the riches from the ogres house too, which has a golden harp and also a chicken which can lay golden eggs. Jack seems to have been in desperate need for all these rich things in order for him to escape and get out of his poor and filthy lifestyle. He also has to manage the conflict well to be able to get all the things he wants from the ogres house. Effective conflict management is one aspect of interpersonal therapy, which also is a well-researched counseling technique for dealing with depression. People in conflict may be fearful, resentful, angry, hopeless or even stressed. It is abruptly normal and usual for people who are in conflict to have disagreements. But for Jack, who was trying to get the valuable things from the ogre had to manage himself. In addition, conflict exists whenever incompatible activities occur an action w hich prevents, obstructs, interferes with, injures, or in some way makes resolution less likely or less effective. But in the end, what matters the most is the perception of the person who is in or to be in conflict and the ways of seeing things from a different perspective. Goals are also perceived as incompatible usually because the parties want either the same things or different. People usually tend to engage in conflict over goals that are important to them. They would not really care about these goals if they had no concerns, interests, or importance to them. No one actually cares about something that does not interest or bores them. This story could not end better even if it were to be given a new ending, since it has shown the children that Jack was smart enough to remember to cut the bean stalk to prevent the ogre from being able to follow him. Top 5: Cinderella Cinderella is a well-known fairy tale from the Walt Disney ever since a very long time ago. It has become one of the most amazing and interesting tale that children long to watch, listen to, or be exposed to. From this renowned fairy tale of children, the Cinderella; everyone who has watched, seen or heard about this fairy tale knows that she was actually being brought up with one stepmother who does no good to her and only gives her hard times, treats her very unfairly, bullies her for so many times, and makes her life even more miserable and harder despite the fact of having to stay with not only just a stepmother but with also two other daughters of hers. Those two daughters of her stepmother do not do any good to her too and all they do or wish is for her to disappear from their lives and bullies her to the extent of being unable even to explain what she has been going through and how she feels about herself to have a life where she has been locked up like a maid or servant to th e stepmother and the two sisters. The conflict between these two sisters and the stepmother was that of being unable to see some other people being better than them or being able to carry out things that they are unable to. This can also be called as the self-conflict which lies, comes or happens only within their self. It is something that has to be solved by them, which cannot be done by others. These two sisters and the stepmother actually know and believe that the Cinderella was way better than in appearance, abilities and even charm that they cannot make up to. But, on the other hand, they have issues in accepting that the little Cinderella is better than them. Therefore, all they try doing is to bring the poor Cinderella down from every possible angle they could rather than thinking or planning how to be like the little princess. In addition, being unable to accept what has been said, written or what actually is, is the main reason and the source of all the envies and jealousies for people to get hurt, being hurt by others, or self-inflicting and depressing state of mind, which can even be related to psychological terms like being in the self-defense-mechanism mode, where one tries to polish or cover up what he/she actually is and try pointing at others faults in order to outshine others charms instead of being kind, humble and simple by trying hard by themselves. According to the story, Cinderella is seen as a very simple, gentle, kind and polite and even forgiving to others since she is the one who has a great and an amazing set of mind even though she has been mistreated for all these while her whole life. Since forgiving is a state of moving out from the usual unpleasant moments of life, Cinderella forgave those who has mistreated her for good and also in order for herself to move on to another pleasant l evel of her own life. Top 6: Snow White and the Seven Dwarfs From another tale of Walt Disney; The Snow white and the seven dwarfs, many lessons are being given to the little children who are more likely to be addicted to the Disney cartoons and fairy tales. Snow Whites life turned upside down when her dad remarried with a woman who was known as the most famous and the most beautiful woman in town, who turned out to be the most evil queen of all kingdoms. From the moment the little Snow Whites father; the kings passing away; she was left with this evil Queen, who was also her stepmother. The queens conflict within herself was her own insecurity from comparing herself with the little snow white, because she believed that she has to be the only fair and the most beautiful woman of the entire entire kingdom. She could not accept that the little snow white was as white as snow and as pure as pearls. The evil queen did not want to give the power of the kingdom to the little snow white too. She was already getting old and her health was already deteriorating. She has always had tough times accepting all these and just giving the kingdom to the little princess. From all this unfortunate fortunes, the little snow white somehow escaped from the miserable jealous queen and came to live with the seven hardworking dwarfs who helped and loved her truly and took care of her. But as to the queens persistence, she turns herself into an old lady and offered snow white a poisonous apple. As soon as snow white consumed a bite of the apple, she instantly fell unconscious. But due to her being kind-hearted to people and staying simple, good fortune looked upon the poor snow white that the seven dwarfs chased the queen to the top of the mountains, the thunders and lightning stroke the place and to the little princesss luck, the queen ended her life. Even though the little snow white fell unconscious, her prince charming came and gave her the loves first kiss which woke her up and rescued her. Thus, we all can learn that how much ever you are being in deep tragedies, or your life has not been good in any situation, you just have to hold on, keep your mind simple and all the positive good fortunes will come to you all at once. Top 7: The Hare and the Tortoise This old story of the hare and the tortoise can give all the children who usually dreams of becoming somebody that is famous and powerful a great lesson to be humble all along in life. It is not being famous and powerful that matters, but it is of being humble. If you are being too ignorant and arrogant just because you get to be famous, the fame surely will not last for long. As it is the natures phenomenon that everything comes back down once it gets way higher up where it has a limit, and the same thing will happen for those who become too ignorant of things around you by getting powerful. In the story, due to the hares over-confidence and being too arrogant, it lost to the tortoise in a race, which also is ridiculous for a fast-running hare to lose to a small-speeded tortoise in a race. This proved that the hare was trying to overpower the tortoise which was already slower than it is in doing things. It was also trying to show the power it has upon this tortoise and believed itself that it would definitely be the winner of the race. Power is something that has to do with the social relationship rather than a quality of the individual and that is not owned by any individuals but is a main product of any social relationships in which certain qualities become more important and valuable to others. A person who think or take themselves and tries to show that they are the most powerful to outsiders are usually and often are people with less power than they appear. As we all could see from the hare and its over-confidence, it took itself way too high and fell asleep under a tree in the middle of the race thinking the tortoise would never make it to the stop. This was the act of looking down at someone who is already in lower power than you. Being humble takes account in this case and reminds not to look down on anyone and to stop being too proud of ones self. Top 8: The Ant and the grasshopper This story is a great piece that can be shared to both the little ones and the youngsters who are on the path of spending money and looking for pleasure. The point of spending money lavishly only lasts for a certain period of time but it never lasts longer than the short while. It can only give you pleasure just for a little while that you would not even get to taste what it feels like to actually gain pleasure and be happy about spending a large amount of money. According to this story of the ant and the grasshopper, the grasshopper was the one who always spent a lot more than the ant, enjoyed life, had fun and used up all it had. But on the other hand, the ant was being thrifty and hardworking. It also saved up for its own good and looked far way ahead of the future to be able to face any unexpected terms, just like the saying, expect the unexpected. This is the only way and the most important fact to bear in mind to overcome any unexpected when you are to really face them on the hand. The grasshopper then died of being cold and also due to starvation when the winter came while the ant survived the season from being prepared and saved up the corns during summer for it to be able to cope with the weather and face the natural danger of the changes of the seasons. We can also say that the ant survived due its avoidance of the grasshopper from persuading it to join itself from happily enjoying life, wasting time and spending all it has without putting a tiny bit of effort in the lifesaving strategy. If the grasshopper were to work hard just like the ant did and save up what is needed to protect it from the unexpected, it would not have ended its own life to the unbearable weather and its coldness. Top 9: The Ugly Duckling From one of the best bedtime stories, the ugly duckling story was also a great one to be shared with the children for them to learn from the storyline which expresses that the mere physical appearance do not matter all the time and only appreciating ones inner beauty brings out the best in others and in yourself in every possible and positive ways. It is about self-esteem and confidence when dealing with others and improving ones life rather than just on the basic looks of a person. Someone only with the appealing appearance and without any charismatic or inner beauty leads to nowhere. The most important thing in life is to appreciate every little thing and be grateful of things that happen around you for those brings you the best in you and teach from falling apart or prevent you from feeling like a failure when everyone elses perception is that you would never be able to hold on to when it comes to a certain point where life brings you down for different reasons. This ugly duckling was being ostracized from its fellow fowls just because of its unpleasant appearance. But then when the turning point of this ugly ducklings life comes, it finally grows into a beautiful swan, and that is the moment when the others who abandoned this beautiful swan from being a part of them are to look at it in awe. Thus, this story stresses young children and even the adults who read these stories for the little ones to appreciate the inner beauty and the talents that shows the importance and the mindset of someone, rather than just the physical appearance. Top 10: The Boy who cried wolf This fable of the boy who cried wolf is a very good example for those youngsters who amuse them by scaring others and seeking for attention and making fun of the elders. This story is also known as the Shepherd boy and the wolf, in which the bored shepherd boy calls out people as if a wolf was coming to attack the village. When all the villagers slowly stopped trusting him when they found out to their disappointment and that it was just a false alarm whenever he cried out as a wolf was coming to attack, they all stopped paying attention to him. The boy lost his life one day when the wolf really did come to attack even though he cried out for help, not even one villager paid attention to what hes been crying out help for. This teaches a great lesson for all the youngsters who just amuse themselves by scaring others and giving false alarms on dangers and things that are important to be notified. This great piece of story also tells people to always tell the truth. Once you start lying about something and see people being satisfied with your lies, you continue without even realizing or noticing yourself. But when it comes to a point where they no longer believe in your lies, and start finding out the truth, they start loathing you and decide never to trust you again.

Immortal Life vs. Immortal Name: Gilgamesh and Beowulf Essay -- Englis

Immortal Life vs. Immortal Name: Gilgamesh and Beowulf Death. Fate. Immortality. Destiny. All are subjects that we tend to avoid. While most of us hope for life after death, we tend not to dwell on this subject because we are uncomfortable with the unknown. On those rare occasions when we allow ourselves to think about the fact that our days are numbered, we wonder if death can be cheated and immortality gained. Some have suggested that being remembered is just as enduring as living forever. Thoughts of destiny and the here after are not new. They have engaged the hearts and minds of men for ages. Two ancient stories that deal with this subject matter are The Epic of Gilgamesh and Beowulf. In these texts, the main characters, Gilgamesh and Beowulf, are obsessed with their fate. To the degree that these epics accurately reflect the society and culture of their own eras, one can see that men of these ancient times were as concerned about their ultimate destiny as we are. The epic stories of Gilgamesh and Beowulf illustrate that men and wom en throughout the ages have been keenly aware of their own mortality and that they long to live on eternally, if only in the memory of others. In the beginning of The Epic of Gilgamesh, Gilgamesh, the ruler of ancient Uruk, is blessed with the gift of foresight. He has numerous dreams about his destiny and is very accepting of the fate that the gods have given him. The gods give Gilgamesh a dream and Enkidu interprets Gilgamesh’s vision concerning his fate. Enkidu says that Enlil, father of the gods â€Å"has given you kingship, such is your destiny, everlasting life is not your destiny† (Sandars 70). With this revelation Gilgamesh knows his destiny very early in his journey. Rather than becoming angry at the gods, Gilgamesh accepts the gods’ choice to not give him eternal life. Instead, Gilgamesh wants to â€Å"set up his name in the place where the names of famous men are written, and where no man’s name is written yet he will raise a monument to the gods† (70-1). Gilgamesh succeeds in his plan for making himself famous by first defeating the guardian of the forest, Humbaba, and shortly after, the bull of heaven. During these battles Gilgamesh declares that there is â€Å"nothing to fear! †¦ if I fall I leave behind me a name that endures† (71). Having reconciled himself to the fact that fate has indeed determined when he will die, h... ...O, Gilgamesh†¦great is thy praise† (119). The narrator is saying that the admiration of others is and will be great. This clearly shows that the people of Uruk will keep Gilgamesh alive in their minds. Beowulf will at some level attain everlasting life through the memory of his people as well. In Beowulf and Gilgamesh, both heroes desire to gain everlasting life. At one point, Gilgamesh believes that he can actually gain eternal life and change his destiny. Beowulf, and eventually Gilgamesh, end up gaining everlasting life through their monuments and the good deeds that their people will remember them by. The ancient societies depicted in The Epic of Gilgamesh and Beowulf are no doubt representative of the actual societies that existed during those time periods. These ancient people were greatly concerned with issues such as death, fate, and destiny. People of ancient times and modern realize that even though one cannot escape death, one can to some degree achieve immortality, if only in the memories of those left behind. Works Cited Liuzza, Roy M., trans. Beowulf. Peterborough, ON: Broadview, 1999. Sandars, N. K., trans. The Epic of Gilgamesh. New York: Penguin, 1972.

High School and Different Political Changes Essay

In chapter 9 of Assault on Paradise Kottak discusses the different political changes that Arembepe went through as well as how it affected the villager’s everyday life, and how it could possibly change the way Arembepeiros live in the future and effect their future generations. Throughout the chapter Kottak discusses many things, but he hits on about 4 main topics, Welfare and Education, Public Health, Marriage and the State, and the sex Ratio and Female status. In the beginning of the Chapter Kottak describes that the Arembepian government lowered the age that people needed to be to be eligible for government pensions. They lowered the age from 65 to 60. This may seem like a small change but it actually can have a large effect on the government’s ability to pay for it. When looked at in comparison to the United States’ social security, one could see that 5 years could add a large amount of people taking away from the â€Å"pot† essentially. This could cause serious problems in the United States, so this is surprising to see this type of change in such a small and not so wealthy ethnic group. This is an example of Arembepe becoming a larger, more contributing society, or it even becoming a state of its own. The second political change that Arembepe went through was a national census. This was something that was very big for Arembepe; this pretty much solidified it as a state. Kottak explained that â€Å"the head of statistical services for the municipality told [him] about the plans for the national census. Scheduled to begin in September 1980.† (Kottak 130) In the early 1960s Arembepe was just a small tribe it seemed like, they had come so far. They now had town centers, one-way and two-way streets, supermarkets, a commercial center, several pharmacies, doctors’ offices, labs, and even other medical services! This was a completely different place than it had been just a few decades earlier. Another politic al change that occurred was that people now had to pay licensing fees to the municipality for their stores, bars, and restaurants. This was also a big deal, it seemed that all of the things Kottak states in the chapter up to this point all solidify the validity of Arembepe as a state, and even a nation. This new licensing was also a big contrast from the 1960s when only the owners of the two largest stores had to pay those fees. â€Å"Municipal officials inspected weights and measures, and there was regular mail delivery. The streets had formal names, street signs, and house numbers.† (Kottak 131) All of these are examples of just how much Arembepe had grown and how legitimized it was becoming. Now the rest of Brazil was seeing it in a different light. They were â€Å"pulling their own weight† now, essentially. They were being a contributing member, or a contributing band, to a much larger state. Documents that were never required before were, and are not required. â€Å"Full names were used in legal documents, and people were more familiar with the last names of fellow villagers. Most adults now had identity papers.† (Kottak 131) They were becoming a much more organized and legitimate society. Kottak even explained in the chapter that once they started using these documents that you could in fact be penalized, and even jailed if they were stopped by police and did not have a valid ID. Another pattern that the Arembepe people were doing was joining the armed forces. It was almost like â€Å"the thing to do,† or at least it was becoming that. Kottak explained that â€Å"after junior high school, many local boys now presented themselves to the army, air force, or navy.† (Kottak 131) He also explained that joining the military was almost something that was just done, almost an unsaid thing. Like getting married, or wearing socks. You just do it because your parents did it, and your friends do it. It is just part of their culture. It is almost like a diffusion of American culture. Or at least how American culture used to be. Kottak also explains that when you do join the armed forces in Arembepe and you are released, or leave. You have a better chance of getting a job, sometimes even a better job than those who weren’t in the armed forces. The fourth, and possibly the most important political change Arembepe went through was the Basic Education Reform Law of 1971. This law was extremely important to Arembepe because it mandated 8 years of education (in primary and junior high school). â€Å"The new law also set a national core curriculum of general studies, including practical courses to determine vocational aptitudes in grades five through eight,† Kottak explained on page 131. Kottak also describes that the main reason that they instituted this because they wanted to prepare these children, or young adults, for the workforce and employment. They had a new junior high school and two elementary schools, which had five competent teachers. By 1980, Arembepe had really buckled down on education. It was taken much more seriously and was given much more money. By this time they had to wear uniforms, pay fees, and buy books and supplies. Public health is the fifth political change Arembepe went through. They had improved a little bit but not by much. There was a clinic that was set up in Arembepe but the practicing doctor was only there 2 days a week. There were 2 nurses that were staffed. If there was an emergency the Arembepe people had to go to the Tibras, the city hospital. Sanitation problems still existed although they were trying to make it better. Arembepe was just very far behind in many things, but still had come a long way. Overall they were becoming a much more valid city, and state. From reading the beginning chapters to what they had changed they have been successful in many things. Although they still had a long way to go, they had come a long way from where they had started. When the government became more involved in Arembepe it really did a lot for the people there.

Aaron Beck †The father of cognitive therapy Essay

Aaron T. Beck is considered the father of cognitive therapy was born on July 18, 1921 in Providence Rhode Island. His mother, Elizabeth Temkin, married his father, Harry Beck, in 1909. He is the youngest of five children. Aaron Beck notes that his mother was quite depressed prior to his birth due to the loss of two of her children. Beck was born two years after his only sister died of influenza. He believed himself to be a replacement child for his sister. Beck says he takes joy in the idea that, even at a young age, he was able to cure his mother’s depression. Beck attended Brown University and received many awards and honors in academic excellence. He graduated magna cum laude. After graduating from Brown University he went on to receive his medical degree and then his PH.D from Yale. During his internship, Aaron Beck met Phyllis Whitman. She was a student at the Hillel Foundation, the girls’ school at Brown University. The couple married on June 4, 1950, in Providence. She completed a law degree while raising their four children. She served as a superior court judge in Pennsylvania. Beck became interested in psychoanalysis while doing his internship at Rhode Island Hospital. Although Beck spent most of his career studying psychoanalysis, in the 1960’s Beck’s research deviated significantly from traditional psychoanalytic methods, focusing instead on distorted thoughts that led to problematic behaviors. He struggled to find a way to help his depressed client’s better capture their emotions. He realized that many of his depressed clients experienced recurring negative thought and that as long as they believed these thoughts to be true, they would continue to have symptoms of depression. He theorized that in order to change the symptoms, he much change their distorted thinking. This belief led to the development of cognitive behavioral therapy. (Famous psychologist) Beck took a position at the University of Pennsylvania in 1954 in the psychiatry department, which is where he developed the depression research clinic. Beck began to work more intensely on his cognitive approach to depression, In1952, he published his first psychiatric article, a case study about treatment of schizophrenic delusion. It was the first of numerous publications he made that were later on recognized as significant precursor to the development of cognitive therapy. In 1961, he developed the Beck Depression Inventory (BDI). The BDI is one of the most widely used and referenced scales of depression. It is a 21 item scale that uses a Likert scale to determine the  severity of depression symptoms. Even though the scale is now revered as one of the well-constructed scales and useful, those in the psychiatric department at Penn did not receive the idea so well. In 1967, Beck became an associate professor; however, he only received a one year extension on his depression grant. Beck stared working from home, and this turned out to be just what he needed, and he produced his first book, Depression: Clinical Experimental and Theoretical Aspects. From here his work at the University of Pennsylvania began to pick up, and in 1971 he was awarded full professor status.