Prejudice, Trinidad, and Jamaican Exceptionalism

Prejudice, Trinidad, and Jamaican exceptionalismUWI  «Tracking no » Foun1101 CARIBBEAN CIVILISATION Student Name: ID Number: Faculty: SOCIAL SCIENCES Degree Prog.: BSc. MANAGEMENT Date: 24/02/12 Title of Article Prejudice, Trinidad, and Jamaican exceptionalism ________________________________________________________________________________________________ I certify that this is my own work and by attaching this cover sheet certify further that there are no instances of plagiarism contained herein. I submit to any penalty that the Faculty deems appropriate for any instance of plagiarism discovered in this work howsoever caused†¦ Signed: Shawn Ramsaran THE UNIVERSITY OF THE WEST INDIES†¦show more content†¦It is not difficult however, to see why this security measure was enforced by Airport Customs. Violent crimes constitute one of the greatest social problems facing Jamaica at this time. Over the past two decades, Jamaica has experienced an unparalleled increased in homicides and violent assaults. [3] In the year 2005, their murder rate was at the highest in the World, according to UN estimates.[4] Although it may seem very unfair to Jamaicans like Duggan who travel with the purest of intentions, it is impossible for the authorities to single out one or more specific individuals, who may be conspiring to perform illegal activities, out of a group of many, especially when they’ve all just departed from a crime ridden republic, and there’s a possibility that more than one may be associated in a group. They are simply performing their jobs. It certainly was severely biased, on behalf of Duggan, that Trinidad was singled out in this article and that many of the nations’ short comings were listed asShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pages11 Burma 700 21 Malaysia 650 9 South Africa 404 3 WORLD MIGRATION IN THE LONG TWENTIETH CENTURY Place of Residence Thousands †¢ 25 % of Total Pop. Mauritius 399 67 East Africa 352 1 Trinidad 302 37 Guyana 268 48 Fiji 198 49 Singapore 104 35 94 8 Surinam Total 4,609 Sources: Calculated from data in Galina V. Selegen, â€Å"The First Report on the Recent Population Census in the Soviet Union

Richard Wright - 2847 Words

Literary Distinctions through Ineradicable Scars His racial status, his poverty, the disruption of his family, and his faulty education allowed Richard Wright to grow into a novelist astonishingly different than other major American writers. Richard Wright was born on a Rucker plantation in Adams County, Mississippi. He was born on September 4, 1908 to Ella Wilson, a schoolteacher and Nathaniel Wright, a sharecropper. When Wright was about six years old, his father abandoned Ella and his two sons in a penniless condition to run off with another woman. This left Wright’s mother the difficult task of supporting herself and her children on her own, but left Wright with a humiliating kind of loss (Duffus). Soon after his father left, Wright†¦show more content†¦A long-term irony of Wright’s life is that in spite of his belief in environmental determinism, he fulfilled his dream of success against all odds. In his essay How Bigger Was Born, Wright explains how he grew up surrounded by different types of Biggers, and that social reality determined his literary personality. (Applebee) Indeed, he was at different times in his youth an unstable child, but ultimately he became Richard Wright, and not Bigger Thomas. Fear- oppression and blindness Book One (Fear) of Native Son begins with an alarm clock ringing. We see Bigger, Vera, Buddy, and Mrs. Thomas in a small apartment in Chicago. Since the apartment only has one room, Bigger and Buddy are forced to turn around to avoid seeing his little sister and his mother getting dressed. Perhaps, the ringing alarm signifies a wakeup call, not only for Bigger, but for the readers and America as a whole about race relations in this era. Immediately, we are exposed to the unfortunate circumstances Bigger’s family live in when a huge rat runs across the floor, and Bigger is destined to wrestle the rat. During his struggle with the rat, Bigger smashes the rat’s head with a skillet, and then smashes his face with a shoe. The rat portrays fear book one is speaking about. The rat and Bigger immediately attack each other, hinting that they resemble each other and they fear themselves. In Fear, we also meet Gus, Jack, and G.H. after Bigger stands alone reflecting on the wordsShow MoreRelatedEssay on Richard Wright1419 Words   |  6 PagesRichard Wright Whenever I thought of the essential bleakness of black life in America, I knew that Negroes had never been allowed to catch the full spirit of Western civilization, that they lived somehow in it but not of it. And when I brooded upon the cultural barrenness of black life, I wondered if clean, positive tenderness, love, honor, loyalty, and the capacity to remember were native with man. I asked myself if these human qualities were not fostered, won, struggled and suffered for,Read MoreRichard Wright : The Son Of Nathan Wright And Ella Wilson1135 Words   |  5 PagesRichard Wright was born on at Rucker’s Plantation on September 4, 1908, in Roxie, Mississippi. Wright was the son of Nathan Wright and Ella Wilson. Although his parents were born free, his grandparents we all slaves. Wright’s grandparents were slaves, but both of his grandfathers served in the Civil War and received freedom through their service in the war. At the young age of six, Wright’s father left the family and his mother, later on, became a paralytic because of a series of strokes. His mother’sRead MoreRichard Wright s Writing Style1731 Words   |  7 PagesIt is probably a mere accident that I never killed, states Richard Wright during an interview. (Kinnamon 596) Often times, an alternative people would turn to would be violence in a way to escape the world they lived in, but one man held so much inspiration over a society that was and still is shaded by prejudice. What many fail to realize is one can transform the direction of the way society works simply by using words. Because of Richard Wright’s writing style, he depicts the racism and bigotryRead MoreRichard Wright s Native Son1595 Words   |  7 PagesRichard Wright’s book, Native Son, is considered one of the pioneers of African-American literature within mainstream America (Ann Rayson). The book follows Bigger Thomas’s journey through self-realization, while exposing the line of racism and its effects in 1930s Chicago. Yet, for an African-American narrative, the story lac ks one key character, a strong woman. The women Wright includes in his story are only there as a tool to better shape Bigger’s, or another man’s, character. While the lack ofRead MoreRichard Wright s A Huge Dream1818 Words   |  8 PagesMemory of Richard Wright Richard Wright had a huge dream to become an author (â€Å"Richard Wright Biography.†web). Later in his life, he became a very famous author. Richard Wright lived his life being discriminated for his color (â€Å"Richard Wright Biography.†web). Richard Wright has lived in many places during his life. Richard Wright suffered with a lot of family problems in his early stages of life. Even though Richard Wright was an African American writer from the time of slavery, Richard Wright s awardRead MoreRichard Wright s Native Son1414 Words   |  6 PagesIn a time where african americans have to go through so much racial prejudice, to a point where people actually act like they aren’t even human, just from the color of their skin, what is Bigger thomas supposed to do? In Richard Wright’s â€Å"Native Son†, he goes into the life of this young African American, who hangs out with the wrong crowd, and starts doing criminal acts to try to make money for his fa mily. He’s forced to pick between trying to make money the honest way at a dead end job, and makingRead MoreAnalysis Of Richard Wright s Native Son1442 Words   |  6 PagesShelby Myrick December 7, 2015 Research Essay Everything in Black and White Richard Wright’s novel, Native Son, depicts the life of the general black community in Chicago during the 1930’s. Though African Americans had been freed from slavery, they were still burdened with financial and social oppression. Forced to live in small, unclean quarters, eat foods on the verge of going bad, and pay entirely too much for both, these people struggled not to be pressured into a dangerous state of mind (Bryant)Read MoreAnalysis Of Richard Wright s Native Son 1726 Words   |  7 PagesTitle of Work, Author’s Name, Date of Publication, Genre (novel is NOT a genre) – must have all four elements for credit (8pts) Title: Native Son Author: Richard Wright Date of Publication: June, 1940 Genre: Realistic Fiction, Crime, African American Social Justice Characteristics of the genre the work does/doesn’t meet – Include explanation of genre characteristics – must have all for credit (5pts) Realistic fiction is the ability to create a plot that seems very realistic to the real world, butRead MoreThe Style, Point of View, Form and Structure of Native Son, by Richard Wright1102 Words   |  5 PagesRichard Wright, in his novel, Native Son, favors short, simple, blunt sentences that help maintain the quick narrative pace of the novel, at least in the first two books. For example, consider the following passage: He licked his lips; he was thirsty. He looked at his watch; it was ten past eight. He would go to the kitchen and get a drink of water and then drive the car out of the garage. Wrights imagery is often brutal and elemental, as in his frequently repeatedRead MoreBlack Boy By Richard Wright1590 Words   |  7 Pages12/5/11 Black Boy Analysis Essay Richard Wright s autobiography Black Boy is a book that narrates Wright’s life growing up as an African-American in the woods of Mississippi during Jim Crow laws. Many African Americans were Wright were from faced financial struggles. These tough living circumstances greatly affected his youth. Black Boy examines the tough times Wrights and his family faced. Wrights tough youth seemed to have a huge affect on Wrights life. It is story of one boy’s determination

European Colonization and African American Development free essay sample

Through tactics of indirect and direct control performed by the Europeans, land was seized in the midst of turmoil between the opposing parties as imperialism was established in the continent of profitable resources. As a significant and major impairment in the development of African society, colonialism served as a subversive awakening that introduced selfish motives though the captivity of others. By implying acts of capitalism for substantial financial growth and territorial acquisition, nation building was attempted by the Europeans, but inevitably lead to the rise of African independence. Being that imperialism was thought to have initially positive motives, one can properly conclude that the puppetry of African Americans was a result of false information that they were given. Europeans were viewed as saviors who were supposed to bring salvation to Africans, while curing diseases and spreading beneficial civilization. Instead, they conquered and established various nations through colonialism and proceeded with methods of mental brainwashing as an aid in their plight for economic expansion. As depicted in the film The Magnificent African Cake, Africans tried to resist colonialism through peace offerings by free usage of religion, but in response had their leader exiled for the suggestion. Europeans always triumphed in rebellions because they had stronger weapons, leaving weaker tribes conquered and forced to abide by their rulings. Africans were tricked into labor in order to live a lifestyle of financial comfort through taxation by the foreigners, because in order to earn money to pay for the taxes, they had to work for the debt that they owed. Colonization can thus be viewed as a bridgehead in a campaign to civilize barbarism, from which there may emerge at any moment the negation of civilization (Cesaire, 40). Serving as the umbrella term for colonialism and capitalism, imperialism is the name that is given for foreign control over a people’s territory and resources. By implementing a system of free enterprise and colonial policies on cash crops, Africans were being cheated though a method that only Europeans could benefit from. Colonial policies were placed on cash crops, causing reliability to be upon a single staple product that was to be produced by each established colony. The strategies were effective, yet detrimental to the land that they were being grown on because the continual harvesting led to the depletion of soil. From the actions displayed and enacted by the British and French leaders, the conclusion can be drawn that modern imperialism and modern industrialism are one in the same system, and a root and branch of the same tree (DuBois, 2). Although imperialism focuses on ruling over foreign territories, industrialism pinpoints an economic system built on forming industries, while either failing a financial system or taking advantage of the needs of people. Both methods had an equal impact on African society and worked simultaneously with one another to the benefit of the colonizers, but still left the colonized as subjects of mandatory rulings made with a life of suffering or death from disobedience ultimatum. Capitalists needed cheap labor, markets, and raw materials in order to make a successful profit, and through their manipulative manner of executing plans for monetary acquisition, they achieved their goal by acting as African puppet masters. The thingification of indigenous African people equates to European colonization in a way that inevitably works to the disadvantage of the oppressor’s victims. Despite the difference between French and British colonialism, the impact on blacks remained the same, and is clearly displayed through the gradual assimilation with each foreign group. Their actions reinforced slavery in a new light of mental captivity, which was the very thing that Europeans sought out to destroy as redeemers of the new land. Africans were not allowed to maintain any connection to their original cultures at all, and were even placed in positions as elite French leaders to represent examples of what they could one day potentially become. Black slavery, ingrained racial prejudice against blacks, and, after its partition by European powers, the necessity to rid Africa of colonial rule and exploitation, are all factors of what eventually provided for the stimulus o the pan-African idea and action (Lynch, 32). This new wave of liberation is what motivated blacks to make a change for the better, and sought to unite separated Africans in the struggle for freedom. Africa for Africans, as this philosophy came to be known, called for an end to decolonization, and a start to the emergence of hidden voices that would no longer be silenced. Influential leaders such as Marcus Garvey and W. E. B Dubois exemplified conflicting, but universal views about the solution to black rebellion and unification, which all led back to pan-Africanism and uprising from the bondage of colonialism. Ideas that were spread stated that the types in our race should not be blamable to our generation, but to the abuse and advantage of us taken in the past (Garvey, 57). As a final ending result, the belittling of African Americans worked to the advantage of Europeans during the imperialistic rulings, but could not stop them from becoming triumphant in developing a mindset and movement of their own that allowed the emergence of free-thinking, strong minded black individuals.

Vanity Fair, Bleak House And Felix Holt Essay Example For Students

Vanity Fair, Bleak House And Felix Holt Essay Queen Victoria and her consort, Prince Albert, established the idea of a sound family life as a prime value of the mid-century years. In Vanity Fair, Bleak House, and Felix Holt we see a very different idea in family rapport. In Vanity Fair, the Sedley family gives us a good example of a family that did not see sound family life as a prime value. Though both Amelia and Jos live good lives, Amelia going to a respectable girls’ academy, Miss Pinkerton’s, and Jos living abroad in India, neither of them is exceptional, though, an outsider might have seen them so. Amelia, whom we see being well liked by many and a seemingly lovely girl, is not as perfect as she seems. A major fault that Amelia has is her ideas about love. Though we see this more as the novel progresses, we see her relationship with George and see it more as an infatuation then a genuine love. She is in love with the appearance of George and the idea of George more than the person that he actually is. In chapter 3 we see Jos cruelly tricking Becky into eating spicy food which she has never tasted before. As for Mr. Sedley, he is not a loving father. He is very mean to Jos, calling him names and making fun of him at any given oppor tunity. Mr. Sedley is thoughtless, nasty and cruel. To an outsider like Becky, one’s initial reaction to the Sedleys is that they are an ideal family, but once one is submerged into their world he/she begins to see the truth behind their fa?ade. Becky also idealizes them initially because she is an orphan. She comes from a family less fortunate than the Sedleys and therefore sees them as a perfect. Now that she is alone she must work to take care of herself. She is very unhappy about this because she likes being with the Sedleys and also because she has set her sights on Jos as a potential mate. In Bleak House the first encounter we have with a family or non-family is with Sir Leicester and Lady Dedlock. Not only are they are thirty years different in age but they have no children. We can infer that this bothers Lady Dedlock because of her reaction to the neighboring family who seem loving and caring. We become acquainted with Esther was raised by her godmother who treated he r horribly. She constantly reminded Esther that she was her mother’s ruin because of the circumstances under which she was born. Esther grew up without love and feeling worthless. After her godmother’s death she becomes a ward of the crown and is taken care of by Mr. Jarndyce. (There are also other ward of the crown, Rich and Ada, whom Mr. Jarndyce takes care of.)The Jellyby family is quite dysfunctional. Mrs. Jellyby is only interested in her charity work. She ignores her children and her home leaving them in squalor. The house and the children are filthy. The only child who she pays attention to is Caddy, whom she uses as her secretary. Mrs. Pardiggle also does charity work, missionary work to be exact. Her five sons dislike her and are ferocious with discontent because she forces them to do that work as well and to contribute money to it. We will write a custom essay on Vanity Fair, Bleak House And Felix Holt specifically for you for only $16.38 $13.9/page Order now One more example of a non-family situation is the Neckett family. After Mr. Neckett dies, Charlotte, better known as Charlie, must take care of her siblings. Though they adore her this is far from what we would see as the ideal family situation. .u5aca070c8be6bf4884d56d8507891961 , .u5aca070c8be6bf4884d56d8507891961 .postImageUrl , .u5aca070c8be6bf4884d56d8507891961 .centered-text-area { min-height: 80px; position: relative; } .u5aca070c8be6bf4884d56d8507891961 , .u5aca070c8be6bf4884d56d8507891961:hover , .u5aca070c8be6bf4884d56d8507891961:visited , .u5aca070c8be6bf4884d56d8507891961:active { border:0!important; } .u5aca070c8be6bf4884d56d8507891961 .clearfix:after { content: ""; display: table; clear: both; } .u5aca070c8be6bf4884d56d8507891961 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5aca070c8be6bf4884d56d8507891961:active , .u5aca070c8be6bf4884d56d8507891961:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5aca070c8be6bf4884d56d8507891961 .centered-text-area { width: 100%; position: relative ; } .u5aca070c8be6bf4884d56d8507891961 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5aca070c8be6bf4884d56d8507891961 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5aca070c8be6bf4884d56d8507891961 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5aca070c8be6bf4884d56d8507891961:hover .ctaButton { background-color: #34495E!important; } .u5aca070c8be6bf4884d56d8507891961 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5aca070c8be6bf4884d56d8507891961 .u5aca070c8be6bf4884d56d8507891961-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5aca070c8be6bf4884d56d8507891961:after { content: ""; display: block; clear: both; } READ: Role of Ambition in Macbeth EssayIn Felix Holt the first family we encounter is the Transome family. They are quite dysfunction from the very beginning. We are told that Mr. and Mrs. Transome have not seen their son in many years nor have they ever met their grandson, this alone makes us begin to wonder what kind of familial ties they have. After Harold arrives he is nothing but mean and disrespectful to his mother and father. He arrives without his son, he bosses his mother around rearranging everyone’s living quarters in the house to suit his own needs, and he makes fun of his father who is not well. Proving further the lack of family values in this household, we come to find out that Mr. Transome is not even Harold’s father but the neighbor Mr. Jermyn in fact is. These examples taken from Vanity Fair, Bleak House, and Felix Holt show us that these novels, though written in the time of Queen Victoria, did not emanate the family values that she and Prince Albert tried to institute. The families portrayed in these novels are quite opposite. These families were far from having a sound family life; one might question calling them families at all. English Essays

Judy Chicago Essay

Judy Chicago Essay Judy Chicago Essay Contemporary artist Judy Chicago is a historical fact checker. She has always been aware that the history of men, also termed world history, has viciously omitted acknowledgements of women’s paramount contributions. Beginning in the late 1960’s, her inquiry into the margins of history where women’s lives remain is a result of her desire to expose the truth of women’s shrouded experience, past and present. Women, for the most part, have been written out of history and the canon of art history. Their accomplishments, personalities, heroic stories, creative expressions, and struggles have been rendered irrelevant and secondary compared to the androcentric point of view that history, culture, and society has succumbed to. Through an art practice that is informed by these injustices, Chicago has created works and a paralleling iconography that serve to express women’s essence, experience, and aesthetics, as well as the burgeoning goals of Feminism in the 1970’s. This paper will discuss how sexual inequality had affected Judy’s life, view of value and her style of artworks by looking at historical and cultural background also other female artists at the time. Judy Chicago was born Judy Cohen in 1939 to two hardworking, non-practicing Jewish parents. Her father, a union organizer, cultivated a sense of assured intelligence in his daughter so that she could learn the art of articulating her beliefs and opinions. Her mother, a lover of the arts, encouraged Chicago’s interest in art-making and art history. In Chicago’s autobiography Beyond the Flower (1996) she reflects upon her active pursuit of opportunities for artistic involvement. During the span of her childhood, Chicago continuously took art classes at the Art Institute of Chicago. She recalls wandering through the art museum and marveling at the renowned and innovative works in the collection. She had a sharp eye for underlying structure and was able to engage with the paintings aesthetically. She notes, â€Å"As observant as I was, however, the one thing that I totally failed to notice was that nearly all of the art at the museum was by men. But even if I had noticed, I doubt that I would have been at all deterred from my own aspirations [to be an artist]† (Chicago 2). The predominating position that male artist hold not only within the museum but also within history would become a point of reference for Chicago later in her career. She relocated to Southern California and received B.A. in fine arts and humanities 1962 and MA in painting and sculpture in 1964 at UCLA (Chicago 5). During this time, she was creating art that was characterized by personally relevant subject matter and an expressive, metaphorical use of bodily forms. Paintings such as Mother Superette (fig.1, 1963) and Bigamy (fig.2, 1963) display organic forms relevant to her as a woman barely shadowed under the guise of abstraction. When confronted with th e negative critique of creating â€Å"woman’s art† Chicago withdrew from personal/sexual â€Å"feminine† expressions and focused on the industrial sculpture. Artists such as Larry Bell led interest in formalism, minimalism, and works that were devoid of emotional content. Driven to be successful within this predominant style, Chicago enrolled into auto body school to learn how to spray paint, attended boat-building school to learn how to mold fiberglass, and apprenticed as a pyrotechnician to make firework displays. To further remove herself from the negative identification of a woman attempting to be an artist, Chicago felt pressured to convince the contemporary male artists working around her that she was serious and therefore unfeminine. Despite all of her efforts, she was continuously told that women couldn’t be artists and the respectable art that she created was given value based on how much it looked as if a man had made it. Chicago’s intern alization of these criticisms created an awareness that would influence the future of her career: that her experience as

How Should a Research Paper Abstract Look Like

How Should a Research Paper Abstract Look Like How Should a Research Paper Abstract Look Like Every student gets a bit nervous when hearing about a research paper. It is quite a difficult task, as it is not a personal opinion on a subject and not a simple review of a book or a movie. It is a serious piece of work, which includes research, analysis of multiple sources and providing a personal view on the topic. You should not only provide evidence on a certain topic but also demonstrate your writing skills, vocabulary knowledge and all the necessary features of an experienced writer. When you are assigned with a research paper, you may be asked to complete an abstract. Despite its small size, an abstract is quite a confusing assignment and many students don’t know how to complete it. However, don’t panic if you were assigned with such a task! Just go on reading and we will provide you with all the necessary details. Definition If some of you don’t know, an abstract is a summary of the bigger project, i.e. a research paper or anything else. It aims to give the reader a chance to understand the goal of the research, used methodology, results and possible conclusions. You need to remember that an abstract describes your project, not the topic itself, so before completing an abstract, it is highly recommended to finish your research paper to know what main details to include. The main idea of an abstract is to inform the reader about your paper. For example, if you discuss gun control you don’t need to explain what it is about. You need to write about the results of your research, how many cases of violence are known and so on. Leave theoretical part to your research paper and concentrate on the key points in the abstract. Abstract types There are different types of abstracts, including:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Descriptive. It is probably one of the most popular types of abstracts. A descriptive abstract only summarizes information on the paper without any comparison to other works;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critical. On contrary to descriptive abstracts, a critical one also provides a judgment on the projects importance and validity, comparing it to other papers of the same field;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Informative, which aims to give the reader general information on the research paper, your results and conclusions. You don’t need to compare your paper to others but you need to make recommendations if possible;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Highlight. It is quite a rare abstract type and its main goal is to grab reader’s interest and motivate him to read the research paper. Elements your abstract should consist of It doesn’t matter what abstract type you need to complete, as all of them should consist of four main elements. Make sure you are able to provide all of these elements before writing the abstract itself. Objective. This information can be considered the skeleton of your abstract, so you need to be very careful and attentive when competing it. Your objective should consist of a couple sentences, placed in the beginning, and explain your motivation to research a topic or describe the problem you are planning to solve; Methodology. Here you need to describe what methods you have used to research a topic and to get all the necessary results. There are different types of methods, depending on the subject, topic or field of research. For example, if you are writing an abstract on a social science, you can describe all the processes you have completed. If it is a humanities research, you can explain methodological tools and theoretical assumptions; Obtained results. This part of your abstract doesn’t need an explanation, as it is more than obvious. You need to express all the results you have obtained during your research. If it is not finished yet, you can make prognosis for the future or provide your assumptions on the possible outcome; Conclusions. It doesn’t matter what written assignment you are completing: conclusions always aim to summarize everything you have stated above. That is why your abstract’s conclusions should describe the results of your research. Think of the answers to the question ‘What these results can mean?’ and just write them down. In some cases, you may be asked to start your abstract with an introductory section. It consists of a couple sentences, which aim to explain theoretical basis for the research. However, in most of the cases, this section is omitted and you can start with an objective section. Things to avoid in your abstract When looking for guidelines on completing a certain paper, students are usually searching for the lists of things to include to their assignment. However, it is also important to know what things to avoid. That is why we have created a list of elements, which you need to exclude from your abstract to make it interesting and correct:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jargon or slang;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Abbreviations;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Watery text. Don’t try to boost the number of words. Just stick to the point;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pictures, tables, graphs and any other visual materials;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Long introduction. Your abstract shouldn’t contain theoretical information, so even if you have interesting background data on the topic, leave it for the research paper;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   References;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confusing definitions;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not important details, which simply distract the reader from your main goals. Steps to complete You already know what the abstract is about, what elements it should consist of and what items to avoid. Now it is a right time to learn what steps to complete to write a first-class abstract on your own. Always remember that you don’t need to increase the word count artificially, as an abstract should always be clear and straight to the point. Focus on the facts and give the reader a chance to understand your research paper through your abstract. Steps to complete an abstract include: Write your abstract only when your research paper is completed. You won’t be able to write a clear, interesting and relevant abstract without a general picture of your research paper. It will take lots of time to complete and you will hardly provide adequate information on the research; Take the key elements of your objective and conclusions from the corresponding sections of your research paper. Instead of spending time on writing everything anew, you can summarize everything in a brief mode and include to your abstract; Note down everything you did, when completing your research. Such notes will be of a great use, when completing the methodology paragraph. In such a way, you will complete a whole section without any efforts; To check whether your abstract is written correctly, ask yourself what the aim of your research was, how the research was completed, how you obtained the results and what they meant; Once your abstract is ready, read it carefully and delete unnecessary information. Be as brief as possible not to bore the reader; When you have deleted extra information, read your abstract again and make sure it corresponds with your research paper. Remember that your abstract should render general information of the paper, so you shouldn’t add anything new; For the last time you need to read your abstract attentively to find all possible mistakes, like grammar, punctuation, vocabulary usage and sentence structure. Even if your abstract contains outstanding information, you may risk getting low grades for a poor language. Make sure you spend enough time on proofreading and editing; Finally your abstract is ready. Breathe out and send it to your tutor! Things to remember   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It may not be so obvious but you need to pay attention to the length of your sentences. Many long sentences may bore the reader, as well as short ones may seem like they lack deep meaning. Combine two types of sentences for a better structure and they will be readable and smooth. Break long sentences into smaller ones if possible;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ask your professor whether using passive voice is appropriate. It may be a mistake in some of the cases, so you should know all the guidelines well in advance not to have to rewrite everything;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Apply past tense for the cases, when your research has already been finished;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ask someone to check your abstract or read it aloud to understand whether it is smooth and readable. Conclusions Research paper is probably one of the most popular and widespread assignments among colleges in all parts of the world. It requires careful attention to details, as well as creating an abstract, which is a short summary of all the issues you have discussed in your research. Such abstracts may become a real headache but they are very easy to complete if you know main rules and features. Be brief, use only credible information from your research paper. In such a way, your abstract will be interesting and complete! In case you still have doubts, contact us or visit our blog for additional details.

Constitutional Reform Act of 2005 Essay Example | Topics and Well Written Essays - 500 words

Constitutional Reform Act of 2005 - Essay Example I will discuss the changes in more detail during this assignment. The current British law makes it a requirement that every citizen should be under the same law and that the law seeks to act fairly by not punishing individuals who are innocent of crime. It is essential that the law has certainty and that all actions are regulated accordingly. The British legal system seeks to achieve these requirements and usually achieves this. However there are circumstances when these requirements have been a concern. The government previously had power over legislation and could reverse legislation, but with 'The Constitutional Reform Act of 2005 it no longer has that authority. (Bradley & Ewing, 2008) Since it is essential that no individual should be more powerful than the law The Constitutional Reform Act of 2005 was created to form a distinct and unbiased judiciary. To completely understand the relationship between the Executive and the Legislature one has to examine the duties of the judiciary. (Parpworth N, 2008). As Parpworth points out the major role of Parliament is to make legislation and to make sure that the duties of the executive are followed through correctly. The Constitutional Reform Act of 2005 changed the way Parliament worked. It changed the roles between the Executive, the Legislative and the Judiciary.

Education Problems ( The Risk ) Research Proposal

Education Problems ( The Risk ) - Research Proposal Example It was advocated as a way to insure that students were receiving the education they were entitled to, and not just pushing them through the motion of graduation. However, critics have contended that it is ineffectual, punitive, inflexible, and hurts minority students the most, the very one's the Act was purported to help. An evaluation of the important markers of achievement scores, drop out rate, and performance gap will show that the NCLB has left minority students farther behind, and in fact is fundamentally discriminatory in its implementation. The NCLB was enacted with good intentions and targeted the legitimate educational problems in the public school system, but the unintended consequences have prohibited the ACT from realizing its goals. The Act was passed with bipartisan support amid much fanfare with then President Bush stating, "These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America" (cited in US Department of Education, 2002, p.9). The fundamental principles of the NCLB came after decades of debate and stress that "schools and districts work best when they have greater control and flexibility, when scientifically proven teaching methods are employed, and when schools are held accountable for results" (US Department of Education, 2002, p.9). However, after 6 years of data it appears that schools and teachers have lost their autonomy and the results are being masked and hidden through unethical accou nting practices. Issues such as bilingual education are being used as a political hot button, with little regard for the students that the policies impact. Data is falsified, drop out rates soar, and the real problems go unnoticed in an air of false confidence. The situation has degenerated to the point that some states have considered abandoning the NCLB and forfeiting federal funding for education. It is of extreme importance to look at the latest data available and make an evaluation as to the future of the NCLB. It is the obligation of the citizens and legislature to assure we have an Act that works as designed and fulfills the lofty, and worthwhile, goals set by the NCLB. Literature Review One of the most focused upon characteristics of student data is what is called the 'Achievement Gap'. It is the performance gap that exists between the white students and the minority students. Traditionally, since the 1960s white students have outscored minorities at almost every level and subject due to socio-cultural and economic reasons, and the NCLB has a goal of closing this gap (Smith, 2005, p.513). However, this aspect of the NCLB is almost immeasurable. For the recent 4-year period beginning in 2004, the data required to evaluate the achievement gap only exists for 10 of the 50 states (Anderson, Medrich, & Fowler, 2007, p.549). To be measured as a minority sub-group, such as Hispanic, the school needs a minimum number of the minority students to be required to include them in the data. If the number of minority students is small, such as in a rural school, they are not required to disaggregate them in the data. Schools and districts can set this number arbitrarily and may be using it to hide minority results. According

Traits of a Functional Manager Essay Example for Free

Traits of a Functional Manager Essay A managers role in any organization is the planning, organizing, leading, and controlling of human and other resources to achieve organizational goals efficiently and effectively. (Jones,2011,pg. 4). Now that we have all of the hoopla out of the way and we have a word for word description of what management is, we will now discuss exactly what a managers role is as far as the employee goes and then maybe touch on what a manager should do, and how he should act to be effective. Management of 25 years ago has changed drastically throughout the years. Management, especially upper management, ruled the roost and usually had a reputation for being feared or somebody who could administer discipline with no remorse. This is the management of long-ago. Even though we describe the role of the manager in a typical organization today, there are still certain traits that a manager should have and with these traits a manager will excel in applying the four functions of management. A managers role in a company or organization is spelled out above, but in laymans terms a manager is expected to directly control or lead employees by example and organization to make sure that the job is done right. This would include directing certain employees or subordinates to make sure there is plenty of material available to aid in production of a product. A manager must also make sure that an employee running the machine has the raw material available and that the machine is set up within specs to put out a salable, prime product. After the product is manufactured a manager must also make sure that the product is delivered to either the next process, quality inspection, or shipping. This will depend on the type of product being made and exactly what is being produced. A manager is also required to make sure that the hours of the employees are accounted for and remunerated accordingly. Depending on what type of management, a human resources manager would be concerned with making sure that the organization has employees that are correctly skilled to the right level to aid in the manufacture of the organizations product. A manager can have many roles in an organization, this is why there are different levels of management ranging from first line managers, middle managers, top managers, and the CEO or owner of the organization. If all the management and employees work together as one, an organization or company should run like a well oiled machine. One of the traits that I think that a manager should possess and will excel him at his job is agreeableness. In order to be a decent manager you must be high on the level of agreeableness. If you attain this level you will be well-liked, and get along very well with others including other managers. This would be a big plus while maintaining the four functions of management. In the planning stage of any project is definitely a lot better to deal with people if you had a question concerning that project. People will be more apt to talk with you in depth about planning a project or even a company from the base stages and so on if you were a likable person. If you werent well-liked, well I know if I dont like somebody I am very less likely to even talk with the person let alone answer questions in depth. Thats just plain old psychology 101. In all stages of business management you are a well-liked person that people like to talk to, the organizing, leading, and controlling of employees and resources in any organization will flow like water. The reason for this is in all the stages of management there are other employees and even other managers that you will have to deal with in order to organize, lead, or control a situation in the organization. It is much better to deal with these people with a happy face as the text states, The great leaders of tomorrow realized that putting on a human face and communicating with their employees isnt easy if you have a reputation as a subdued, distant or intimidating person. (Walmsley,2003,para. 8). Another management trait that is way up there in my opinion is conscientiousness. This is the tendency to be careful, scrupulous and persevering. (Jones,2011,pg. 80). Of course this is what the text says but how I would describe it would be a person who sees the job through with a keen eye for detail and organization. Managers who have a high level of conscientiousness are a big plus for any organization due to the fact that any tasks that are given to them will be seen through completely to the end with meticulous detail. In the four stages of business management, conscientiousness would be a plus for every stage individually. The planning stage goes without saying because a person who is meticulous and pays attention to details will leave no rock unturned when it comes to planning any stage of an organization. This rings true in the organizing part of management also. An organized manager is one who will have all his ducks in a row, that is knowing exactly where every timecard or order form is. He will know every step of the production process and make himself available. Being very scrupulous according to definition is a big plus in any organizing tasks. In leading employees, a manager should be very careful in how they make statements or handle employees. The careful part of the definition would take care of this to a T because in being a manager one must always be careful when dealing with employees or subordinates due to the fact that you never really know whats going on in another persons life. Body language and demeanor can be read but being careful what you say or how you lead will get the job done. This would be the same instance in controlling the situation and organization, whether it be a person, subordinate, or even another manager, if you are careful how you attack the situation you will surely persevere. The final trait that I would like to propose that all management should possess is extroversion. If a person is highly extroverted they have a tendency to experience positive emotions and moods and feel good about oneself and the rest of the world. (Jones,2011,pg. 47). In other words a person who is an extrovert or has a high level of extroversion has a tendency to be outgoing, friendly, and socially forthcoming. He would be the one you would like to talk to a party, but in the same instance he would also be the one you would like to discuss a work related problem with. Communication is the horse in which all extroverts ride. He is a manager who will be there when he is needed and even discuss personal problems when queried. A manager who is highly extroverted will be a highly skilled communicator, capable of problem solving. Extroverts dont necessarily have to be intelligent due to the fact that upper-level extroversion is based on positive emotions and moods. Extroverts will also exhibit a high level of agreeableness due to the fact that they are usually well-liked. In regards o the four functions of management, the extrovert would probably be the first one to the management planning meeting and have nothing but great things to say as the outcome. An extrovert will be the first one to congratulate you on a job well done. He would be the one that brought a boost to the moods of anybody else in the meeting. Even though an extroverted manager may bring light to different situations when it comes to social interactions such as meetings or company dinners, they may or may not be organized but in my opinion they would have a high level of control over their subordinates or employees in which they manage. An extroverted manager would be a great leader because of their feel-good attitude and positive emotional imprints. They would definitely possess traits that people would follow and in turn would disperse a feeling of satisfaction with the job. And according to many texts but primarily Singh Ashish, Satisfaction with job has always been an area of concern for both practicing managers and academicians, primarily because of the reason that job satisfaction significantly affects major organizational outcomes, such as individual performance, organizational productivity, employee absenteeism and employee turnover. (Singh,2011,para. 1) This sounds like a very positive reason to have someone capable of spreading a high level of job satisfaction. There are many other personality traits that would be positive in a managers role. Even though we describe the role of the manager in a typical organization today, there are still certain traits that a manager should have and with these traits a manager will excel in applying the four functions of management. Other than those described previously, self-esteem, locus of control whether by internal or external and openness to experience are a few that, depending on which side of the scale you are on, would be positive as a manager trait also. The three that I feel are the most relevant are listed above as agreeableness, conscientiousness, and extroversion. If a manager possessed all three of these traits, some in moderation of course, I would for sure have a tendency to hire him or her as fully competent in fulfilling the job of a management position.

Internet Shopping Essay -- Cyberspace Shopping E-commerce Essays

Internet Shopping The Internet's popularity has dramatically escalated over the past few years and has become an integral part of daily life. It has wide spread uses ranging from obtaining information, downloading files, business advertisement to Internet commerce, which plays a major part in Internet practice. Our social structure is pressuring society to connect to the Internet, with schools world wide becoming more Web based and universities now have lectures, which can be solely viewed over the Internet. Within the next few years the potential and capabilities of the Internet are endless. With that in mind the following assignment will examine a continuously flourishing component of the Internet, Internet shopping. Although Internet shopping is on the increase, it will never surpass conventional shopping, as the ?experience of shopping? is lost, it is open to fraud and the ?try before you buy? concept does not occur. From this information, it could be stated, ?The promise of Internet shopping is d rowning in a flood of deceit, customer dissatisfaction, fraud and misappropriation. The Internet is best known for being a information superhighway, not a superhighway to the shopping mall.? Shopping from the convenience and comfort of your own home may have its apparent advantages; no more standing in line, no more hassles. Currently people are using the Internet for shopping largely as it offers some benefits when compared with conventional shopping, for a narrow range of goods and services. Given that, there are still concerns about risks involved ? many issues from security of credit cards to privacy Purchasing products from the Internet has major disadvantages when compared to conventional shopping. A significant problem is you cannot see the store you are buying from. On the Internet, it can be difficult to know whether the business you are dealing with is honest or not. When your credit card number is given to a marketing site in order to purchase goods, there is no certain guarantee that it will be used for the purpose it was intended for. Many unscrupulous internet web sites, use promises of miracle cures, and other hoaxes in order to exploit their users in an effort to gain credit card numbers and use them, for their own personal gain. However many web sites are creditable, but the security of their web page then may be violated. (By ?Hackers?... ...s security features and customer service standards, consumers will discontinue to use Internet shopping altogether BIBLIOGRAPHY Perfectly Private Inc (2001). ?Shopping Privacy Concerns?, URL Address: http://www.perfectlyprivate.com/beware_shopping.as Mark Gajda (1997). ?Internet Shopping, Wave of the Future?? URL Address http://iml.jou.ufl.edu/projects/STUDENTS/Gajda/FRAME2.HTM Department of Communications (2000). ?Shopping on the Internet - Facts for Consumers Series? URL Address: MIval=dca_dispdoc&pathid=%2Fshoponline%2Fsheet1.htm">http://www.dcita.gov.au/nsapi-graphics/?MIval=dca_dispdoc&pathid=%2Fshoponline%2Fsheet1.htm Card Revolt (2000). ?Internet Shopping Guide? URL Address: href="http://www.cardrevolt.com/resources/netshopping.htm">http://www.cardrevolt.com/resources/netshopping.htm Xpress Press (2000). ?Internet Christmas Shopping Risks? URL Address http://www.xpresspress.com/news/emailsolutions_103100.htm

Nutritional and Fitness Paper

My sthrongest dimensions after taking the self-test are intellectual health, social health and environmental health. I think that I am sthrongest in intellectual health because I don’t make rash decisions in my life without thinking about the consequences. When I was younger I seemed to get myself in trouble a few times and at one point it got so bad that I had to really look at myself and question the decisions that I was making. I learned from the mistakes that I made in my teen years and have helped me a lot when making decisions in work and with friends.In social health I scored sthrongest in this category I feel because I am able to listen to others problems without making it about myself. If a friend comes to me with a problem, I tend to listen to them more than give my own opinion or feedback unless I am asked. I always try to give people the benefit of doubt and don’t judge them when I first meet them. Social health also includes relationships with family and fr iend, I come from a close knit family and have a good relationship with my immediate family and can’t see myself not ever talking to any of them.My friendship also have the stayed the same tthroughout the years, I have the same friends I have had since high school and college. In environmental health I believe was one of many sthrongest because over the years I have become aware of global warming and the affect that is being done to our planet and resources. When I am brushing my teeth, I turn of the faucet until I need the water again; I also use energy saving light bulbs all around my house to save electricity. I have been recycling bottles, cans and paper and have even gotten some of my family members to do the same.I know that I can do more in regards to getting out there and spread the word little by little. The way that I can become sthronger in physical health is by exercising more, whether it be taking the stairs instead of the elevator or going for a walk around the block. I could also try to improve my physical health by eating healthier meals during the day and cutting out junk food and instead eat more vegetables and fruits. I can also try and improve my sleeping patterns and get more sleep during the night.The way that I can change my emotional health is by understanding me more, for example, if I am feeling mad or aggravated at some one, I can take time and compose myself and approach the situation differently. The way that I can change my spiritual health is by getting more involved in the community and do more charitable events. I have to involve myself more in nature, for example, if I go to the park I can sit on a bench and listen to the birds chirping, the wind blowing and connect with Mother Nature. Some personal choices that I can make to improve my health are; exercising, eating healthy and quit smoking.I have started to get back in the routine of exercising for at least an hour a day, I will be using the shaping technique so that I won’t overwhelm myself and quit within the first couple of days. In eating healthy I can learn to cut out junk and greasy food, it’s important that I learn this because I have a daughter myself and I don’t want her to suffer from any health issues, such as diabetes or child obesity. I have to make these choices so that I can be a good example to my daughter and she will be able to make better choices.A behavior change technique that could help me I shaping, which is when â€Å"to reach a goal, you may need to take several individual steps, each designed to change one small piece of a larger behavior† (Donatelle, 2010). This technique would help me in exercising, for example, I can begin to walk for 30 minutes a day and after my body becomes accustomed to the exercise I will add more minutes to it until I have become used to working out. Another behavior change is called visualization, which mearns â€Å"mentally practice can transform healthy behavior into healthy ones† (Donatelle, 2010).This technique could help also in my exercise, for example, if I am going up a hill I can mentally tell myself â€Å"you can do this†. This will prepare my mind so that my body will go. Another technquie I called modeling which mearns â€Å"learning behaviors by watching other perform them† (Donatelle, 2010). This would be helpful in exercising because I will have someone else who can go to the gym with me and be motivated by them just being there. Controlling the situation would mean â€Å"the right setting or the right group of people will positively influence your behavior† (Donatelle, 2010).

Dance Choreography

RESEARCH PROJECT SUBJECT TITLE: Choreography TOPIC: Choreograph two dances in the school musical, High School Musical ASSESSMENT TYPE 1: FOLIO PROPOSAL RESEARCH DEVELOPMENT Weeks 1-4: (Background Research) †¢ Plan for the year. Background research – history of choreography †¢ Send letter to Kenny Ortega and Mia Michaels in America †¢ Analyse DVDs of musicals, Grease, High School Musical, Centre Stage, Bring It On Fringe and Festival Performances †¢ Research copyright laws and copying exact moves from the movie Weeks 4-10 (the audition process) †¢ Send email to VN about auditioning techniques Interview ET, ST, AP about auditioning experiences †¢ Interview BS about how she selects dancers for musicals she choreographs †¢ Choreograph audition dance and get feedback †¢ Interview MB about what inspires her choreography Weeks 10-11 †¢ Teach audition piece and select dancers †¢ Weeks 12-14†¢ Research famous choreographers and how people learn Weeks 11-14 †¢ Choreograph dances to teach at the musical camp †¢ Attend camp and teach dances and rehearse them Weeks 15-20 †¢ Continue rehearsals and polishing performances †¢ Discuss my ideas for costumes for the dancers School Musical Performance BACK GROUND RESEARCH ABOUT CHOREOGRAPHY AND CHOREOGRAPHERS (and my annotations in blue) Kevin O'Day: starting at the top – choreographer and dancer Kevin O'Day, the redheaded dancer so familiar to us from his distinguished tenure with the company of Twyla Tharp (he toiled there eight long years), his duties as soloist with American Ballet Theatre, and his current membership in Mikhail Baryshnikov's White Oak Dance Project, has made a bravura leap into the tenuous, difficult world of choreography and emerged a winner. makes me realise that choreography isn’t easy, and not everyone succeeds, not even experienced dancers) With astonishing aplomb, O'Day, at thirty-two, seems to have sprung ful l-grown into the arena of making dances, forging a vocabulary that while tinged with influences nevertheless shapes movements and phrases at once formal, musical, inventive, and genuinely felt. realise my choreography will probably show influences from teachers I have had) That his choreographic gifts should have made themselves evident within the span of less than a year, and through only two brief works, each under a distinguished aegis, is a tribute to his finely honed dance sensibilities and to the eyes and minds of his champions, Baryshnikov and Peter Martins.Indeed, so strong was their belief in O'Day's talent and so positive was the audience and critical response to these fledgling works that both directors instantly commissioned new works for their respective companies. (shows that if people believe in you and guide and support you the choreography can become amazing. Also if something is so spectacular your work can get noticed and take you far) On February 9. O'Day's secon d work for New York City Ballet (still untitled at press time) will be premiered.It is set to a score by the young English composer Graham Fitkin. Last December in Tokyo, White Oak unveiled O'Day's The Good Army, to music of John Lurie of the Lounge Lizards, with Baryshnikov as one of its dancers. This uncommon whirlwind of choreographic success (success is hard and uncommon! ) all began in March 1994, when the White Oak Dance Project gave its first New York season at the New York State Theater. There was no question that O'Day's first ballet. entitled Quartet for IV (and sometimes one, two or three †¦ , was the unqualified hit of the company's first New York appearance.While several pleasures were garnered from Baryshnikov's small troupe, not the least being his own masterly and immaculate performances, the company's repertoire was short on originality or genuine interest. When O'Day's moment came, audiences responded with an immediacy that indicated the relief they felt at fi nally encountering a work that, in its exuberance and emotional focus, proved as intellectually engaging as it was entertaining. This para shows that if something isn’t original or interesting the audience just doesn’t respond, but when something amazing is seen before them they react and now are much more engaged) A few critics carped at what they considered O'Day's glaring Tharpisms, such as his noodling with her polycoordinations and her odd manipulations of phrasing. But some, notably Arlene Croce in the New Yorker, found this choreographic debut remarkable and worthy of attention. (His debut shows that even your first show can be great.Gives me hope) When only a few weeks later O'Day presented his second ballet, Viola Alone (With One Exception), set to Hindemith, created at the invitation of Martins for New York City Ballet's prestigious Diamond Project II, the rarity of O'Day's gifts became even more evident. Here was a work of very particular craft and content. (Not all dancers can choreograph) Dance Magazine senior editor Tobi Tobias, writing about the Diamond Project premieres in New York magazine, stated, â€Å"O'Day's ballet, the most vivid and engaging of the seven [seen], shows him attempting to steer clear of the Twyla Tharpisms that are his heritage. (still need to be individuals and break free from your influences)Then, describing the flow and structure of the ballet, Tobias concludes, â€Å"At the end, [Alexander] Ritter gestures toward the onstage violist, as if to say, `The carefree days of my life–gone now–lie in this music,' but sentiment is so ruthlessly excluded from the earlier proceedings that the chief elements of the piece remain lusty energy and bold motion, deftly marshaled. On speaking with O'Day, one learns that the act of choreographing has long been part of his life as a dancer, a by-product of observation and, of course, desire: â€Å"I had always worked in studios on my own whenever I could,â₠¬ . he says. I'd get a video camera, set it up, and I'd dance around. I was collecting material. (I will be doing this this year – e. g. experimental research) â€Å"I learned from Twyla Tharp that if you're going to choreograph, you had to go into the studio by yourself and spend time working. You just had to work and work and work.And you had to work on your own way before working with a group of people or even just two people. The point is, you had to have an understanding of what you want from dancers before you start working with them. You can't just snatch things out of the air. (This is excellent advice – working by yourself before working with the class so you can perfect the piece. It takes a lot of time and lots of practice but this way you know how it looks and what to expect from the dancers) â€Å"The influence of Twyla helps me when I'm in the studio alone.You see, Twyla has a lot of ways of putting movements through a road test. She'll improvise, make a phrase, then turn it into something very solid. She would also change the music. Within the span of an hour she might change the music four or five times. So, she makes a body of material, and that's been her greatest influence on me: how to put together a body of material. â€Å"(a lot of trial and error will be involved, so must allow time to experiment) Thus, explains O'Day, he, like Tharp, will try things on is own body, sometimes to different music, and create a patchwork that may ultimately be used in a work: â€Å"The more I try this, with different textures, different music, different road tests, different qualities of doing a movement, to see how far a movement can be stretched or shrunk. All these things serve to build a body of material, which might then go into forming a piece. † Dance Magazine, Feb, 1995 by John Gruen http://findarticles. com/p/articles/mi_m1083/is_n2_v69/ai_16686035/ NIGEL LITHGOW’s line – â€Å"if the choreography is simplist ic it is up to the performer to bring the routine to life. (So You Think You Can Dance) Will really apply to me as most of the students I will be working with don’t have much experience –so will have to have simple steps. This means that I will have to enforce that dancers have to be so energetic to really bring the moves to life. This shows that my choreography, although very important, isn’t everything. There’s a big responsibility on the dancers to bring the dances to life. I will share the quote with the group when it’s looking dull so they can bring it to life.My views on RESEARCH ON HOW TO TEACH: from article in SACE STAGE 2 Physical Education Workbook, Different methodologies (ways to teach or coach) Visual Demonstrations –this is the most effective way of teaching dance. This is the main method I have used so far and it’s the method I will continue to use the majority of the production. This won’t have to be done as muc h once the dance is learnt as the students have to know how to do it without me because I will not always be standing at the front. This method is so useful for them to get a picture of the dance in their head and how to do it correctly.Usually when we start a rehearsal and before I begin to teach a new dance I sit everyone down and stand out the front and do the dance properly so they know what the dance is meant to look like. Then I break down each move, visually showing the cast each step. This would best suit visual learners. Audible Cues – when I am teaching a dance from the beginning this method will only be used in conjunction with the visual demonstrations. Just verbally telling them how to do the dance won’t work. This will be used also when they are doing the dance and I can call out the counts or â€Å"Arms straight! , â€Å"Point your toes† etc. When I am instructing, have to ensure that instructions are short and simple so I don’t confuse/ov erload the learner and once they know the moves the instructions can get more complex. This obviously suits a verbal learner who understands best through written and spoken words. Manipulation – haven’t used this methodology so far, but from past experience in dancing I know it’s very effective. I believe it’s more useful for beginners or those who struggle with dancing. Basically I have to physically put the person’s body/arms/legs through the correct range of motion.Obviously there is a slight ethical concern here, I have to ensure I don’t touch someone in the wrong way. But I think I will start using this more especially with arm movements as they can be quite tricky and visually and verbally showing them how to do it doesn’t always work, Reflections about article Tips for Teaching – Seven Principles of Good Practice http://honolulu. hawaii. edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip. htm#techniques Use time well – very important – time is everything, to get production ready on time.Have to keep reminding cast and they have to help. I have to completely plan rehearsals and set realistic goals. Communicate high expectations – â€Å"Expect more and you will get more†. – reflects my way of teaching. I have such high expectations of this musical and have a vision of how good it will look. Expecting the cast to perform well is a bonus for me as I will put in the effort to ensure it reaches this standard. Respect diverse talents and ways of learning – have to ensure all dancers have opportunity to learn in ways that work for them.Seize the moment – if people come and ask for clarification – even though I might not have time to help them, I should as they are probably ready to learn at that moment. Involve the student in planning – this could help if I’m stuck for ideas giving the groups challenges to come up with choreogra phy. There is some student involvement in the freestyle parts where students get the chance to be creative and do their own thing. Move from simple to complex- I can use this principle in my teaching for sure – If I teach complex choreography to begin with and then assess everyone’s progress who finds it easy and who finds it difficult.Then if everyone gets it and it looks too simple I can make it more difficult. TELEPHONE INTERVIEW WITH ST (actor, singer, dancer) + My Reflections (in blue) a) What do you think works well in auditions as a performer? Having confidence is the key to success. Believing in yourself. Forgetting a move – just keep going I will have to reinforce these points to all the cast. They should be confident and believe in themselves and remind them to keep going even if they make mistakes. b) How does a dance audition usually run?Get there and register (giving name, age, details experience). This is a good suggestion; however, using numbers c ould be a bit intimidating for our students. We would get them to fill out their details of experience etc You then sit in a waiting room – most people warm up here. If it is an audition with a prepared dance you practice it. We’d give them time to warm up, but not in another room Usually there would be 2 sessions with 40 dancers. You get called and line up and learn the dance in rows of four. First four would do the dance and then go to the back of the line.Because of the time constraints we’d only have one session but I like the idea of doing it in rows and them moving to the back of the line There isn’t usually a set warm up- done by the performers while they are waiting. I’m considering doing a set warm up – only because a lot of the performers are inexperienced and would not know what stretches to do. c) What auditions have you been successful in and why is that? Is it because of the way the auditions were run? It is mainly the audition s which make you feel really comfortable.You are already nervous enough as it is and the places that make you feel safe and secure make you perform better. The environment makes big difference, for example you would be feeling scared auditioning in a spooky house so rooms with warm nice colours give it a good feeling. I will make an effort to be really friendly, welcoming and kind to make the students feel comfortable. A lot of them would never have danced before and I wouldn’t want them to feel scared and not come back. In no way would I get angry, frustrated or grumpy if they’re not being cooperative. I’ll be the nicest person I can try to be. ) Are the dances usually hard so the good people excel or easy so everyone has the opportunity to shine rather than focus on the moves? Usually you would learn a dance that is either going to be in the show or a similar style to what is going to be in it. At first I wanted to do a different dance rather than one weâ€⠄¢ll use but after hearing this, and after talking to the director, I have decided to do the chorus of â€Å"We’re all in this together† for the audition dance. e) Anything else you would like to add? You would usually receive a phone call, email or letter in the post about 3 eeks later saying if you’re successful or not. I’d have to discuss this with other teachers involved, but we’d probably take 1-2 weeks to decide and let them know by hanging up the parts or telling them in person. You need a large wide room as there is nothing worse than trying to dance when it is crowded and squishy. Mirrors and bars are something you need but if it’s at school you might not have it. The auditions would usually be held in the hall but from past experience this is narrow and squashy. Ideally I’d like them to be held in the spacious gym, but guess it depends on the availability of the gym.The main thing is to talk loud. With echoing rooms the nois e can bounce off the walls and it is hard to hear which is difficult for people at the back. You are already nervous enough and this makes it much more stressful if you can’t hear the instructor. This is a good point. Nothing is worse than not being able to hear the teacher, especially in a big room where there’s lot of people. I’m going to speak loudly and clearly so everyone can understand. This also raises the issue if there’s so many people in rows, it’s hard to see people up the backI think this interview was really successful as ST gave me some really good ideas and insights. REFLECTIONS ON THE MOCK AUDITION AND WHAT I LEARNED ABOUT CHOREOGRAPHY On Monday I gathered 3 close friends to trial the audition process. The aim was to teach the dance I had prepared for the audition and get some feedback on what the dance was like and how I went teaching it. I chose three friends with 3 diff levels of dancing ability: one is a talented well coordinate d dancer; one is a competent dancer but inexperienced and one is not into dancing at all.I filmed the majority of the audition if I need it for future reference. I think this was a valuable task and I got so much out of it as I faced some hurdles but the main thing was they learned the dance in the allocated time frame. One thing I learnt during this mock audition is to be totally prepared. On the day I forgot the CD I was using. I also thought about what was a more appropriate method of teaching; facing the cast and therefore the moves being opposite direction or facing the same way as the cast with them not able to see what is going on the front of the body.I also had to think about how much I would teach at once. For example, teach 4 or 8 counts before renewing it. How competent did they have to be before we tried it to the music? I also demonstrated the moves in different areas around the room so everyone got to see exactly what I was doing and from different angles. I found I n eeded to speak slower and clearer to G as she needed more explanations so I have to remember there will be a variety of standard in the room.Giving the cast the opportunity to do it without me, whilst I sit back and watch not only gives me the chance to see how my choreography looks but makes the students think harder. From past experience I know that doing a new routine without the teacher demonstrating with you gets the routine drilled in your mind, especially as they’ll have to do it alone/pairs at the audition. Giving the cast the opportunity to watch me and the way it is meant to be done will also help. Finally I think I have to show I’m confident and happy with my choreography because I thought I looked a bit embarrassed and worried about what others would think.Things I’ll do the same- filming, deconstructing choreography into 8 counts, demonstrate with them NOT participating, demonstrate with them following, face same way as cast then swap so they get to see the whole picture, stand aside and watch them do it alone, move around room demonstrating + giving advice, get feedback. Things I’ll do different- be more organized, more confident, speak with louder voice, don’t get frustrated as everyone learns at different pace, get into it – be OVER THE TOP, wait till they’re more competent before practicing with music. USEFUL ADVICE FROM VN about how she chooses successful dancers at the udition (from email):Compare the dancers to the strongest performer in the group. Other things like heights to make the sure the group is evenly balanced. How the performer presents themselves for an audition is also important. AUDITION PROBLEM: A problem we encountered during this process was a large number of people pulling out after the audition and callback process This really worried me as I was stressed that everyone would pullout and we wouldn’t have a big enough cast. After talking with the other teachers involved I realized that this was a positive.A smaller cast would be a lot easier to handle and would be easier to get 50 people looking tight and uniform compared to 100. This number would also fit on the stage better and give everyone the opportunity to be on stage for most of the time. Another problem with picking parts was that we had a lack of boys to begin with†¦I think I will have to learn not to stress too easily as things usually fall into place at the end. ETHICAL CONSIDERATIONS. – keep in mind people’s feelings. A lot of these kids have never danced in their lives so I have to treat them with respect when teaching the dance and give them the time to pick it up.Not that I want to do this, but I can not laugh, or stare or give sarcastic comments or do anything to restrict them wanting to return to practices†¦. Also when choosing parts I have to be aware that my friends are auditioning and not be tempted to favour them and give them important roles if they do n’t deserve them. I have to leave friendships aside and be unbiased, treating everyone fairly. – I also have to remember not to copy the choreography from the movie. The part I did adapt for the finale is the only part I am really going to use.This just reminds me that someone else has spent so much time choreographing these dances and it is not fair if I take them completely and say they are mine. Not to mention legally this would not be allowed. I actually don’t like some of the choreography in the movie so I don’t want to take it and besides a lot of the choreography would be too difficult for our standard of dancers. So sticking with the another method I have just come up with ,where I play the music and just do what comes to my head seems like a good thing to do. PROBLEM: There are not any huge problems at this stage.One thing that I have to go is remember to keep researching. I am doing a lot of choreographing at the moment which is obviously a posi tive thing, but I also have to remember that this subject is the research project. Now the audition process is over I don’t have to keep researching that but I do have to keep looking at ways of teaching and research choreographers and what makes other musicals good. In my last discussion Ms W told me I was not doing enough researching. FEEDBACK ON MY CHOREOGRAPHY FROM questionnaire to a third year Dance student at Adelaide Centre of the Arts (showed him the footage taken at the Musical Camp)What do you think of the choreography of ‘We’re All In This Together’? It’s great, for someone so inexperienced. Looked effective and strong as a large group. Obvious that it’s taken from the movie which is what your audience will want to see, but some of your easier modifications look cleaner. Some students are struggling –especially some boys and some leads. What could be changed? Perhaps some of the hard moves could be modified/slowed down, espe cially in the Wildcats’ cheer at the end. Arms look messy and un-uniform in â€Å"wave your hands up in the air†.It doesn’t even look like there are any set moves. In chorus, â€Å"When we reach, we can fly†, maybe arms could be simplified. Looks all over the place. What am I doing well in the area of teaching the moves? The way you break down every single move helps cast know where the placements are. Modifying moves as you go along is a positive as you’re not changing it later when the old move has already stuck in their head. Like the way you demonstrate it alone first. What do you think I could do to improve? Louder voice! Don’t look as nervous, your body language makes you seem not confident.Stand closer to cast, feel free to mingle and help individuals. You did seem more capable and confident as time went on. What did the choreography look like so far in Status Quo? Looked great, loved the big chorus around the tables. Good idea doing it around one big circle so everyone gets a feel for the directions. Good concept – Brainiacs and book dance. Overall looks like a fun piece, shows great potential. What could be changed? Brainiacs’ dance needs to be sharper, maybe tell them to get into it a little more (footwork needs to be the same at the end of the dance).Some small groups could have simple choreography. A lot of freestyle people just need to get right into it or learn how to freestyle better (show them some moves ) Slow motion needs more work (actual moves. ) I do understand this is a work in progress. [pic] [pic] DISCUSSION My notes |How research is developing: |Ideas developing through the research | |firstly – looked at internet, dance magazines for info on choreography. Not all dancers can choreograph | |Was quite useful and made me more confident |Its up to the dancers to make the choreography â€Å"sing†, so simple moves can | |second – interviews with dancers+ choreograp hers about auditions to help|be really effective (good to know as I will probably be | |me get ideas about running auditions and selecting the dancers. Was |Creating a positive atmosphere is important to make performers feel | |really useful comfortable and get the best out of them (particularly important in our | |third – experimental – started getting down my ideas about the |school – with boys and inexperienced dancers) | |choreography for the audition |Need to speak loud | |fourth –ran a mock audition to trial my choreography and practice |Break choreography into small parts, e. g. – 8 counts | |teaching it to a small group |Make sure performers are confident with steps before adding difficulty by | |NEXT – plan to look into learning styles and how to teach, so I get more|doing it to music | |information about how to teach the dances successfully |Good to sometimes demonstrate facing the cast, but also facing same | | |direction as them so they can follow | |Knowledge and skills I am developing and applying |FEEDBACK FROM TEACHER | |Knowledge -Many things about ethical considerations in being a |-Ms W said I need to remember that focus of the task is actually research, | |choreographer, such as: |not the choreography of the dances, that most of what I had done so far was | |how strict copyright laws can be. How important it is not to copy the |thinking about the steps and how I will run the audition, so need to think | |exact moves of the dances in High School Musical, also how to get |of more ways of incorporating research into it. this is true – but am | |permission to obtain performing rights , cant change the American |pretty nervous about what people will think of my choreography –so I keep on| |flavour of it or the script in any way etc |thinking about this) | |being completely fair when selecting parts for the musical – have to be |Suggested I analyse the DVDs of High School Musical and the Behind the | |professional and not let friendships influence my decisions |Scenes extras to get ideas. Also really needed to get on to organize visits | |Be aware of the abilities of the group |to view performances. |Many things about how to teach – importance of things like giving |Also suggested I undertake more research into the features of a well | |students a say where possible (even though this is pretty difficult with|choreographed dance and look at some theoretical writing about choreography,| |dance – would look a mess if I did this) |so that I will be able to base the decisions for my choreography on more | |Importance of using different teaching methodologies |technical aspects drawn from the research. This would show that I have more | |Essential to be super organized ( have forgotten music CDs on a couple |thoroughly researched my topic. Will ask the dance teacher for some | |of occasions – is disastrous and don’t look professional) |sugg ested readings on this. |How high expectations can be really productive- encourage performers to | | |strive – but not be too high that they cant achieve them | | |Knowledge & Skills in Choreography – importance of facing dancers but | | |also showing them when facing the same way. Teaching routine in small | | |chunks, then lots of repetition. Plotting patterns on paper and planning| | |beforehand. | |CHOSEN CAPABILITY: | | |Really enjoying being part of the musical and assisting others to | | |develop their creativity, as well as myself | | |Learning a lot about being sensitive to others- particularly with | | |learning to dance – it’s pretty scary and challenging for some so I | | |really need to take that into consideration | | |Have been getting feedback from a few people (teachers, director, stage | | |manager etc) and taking it into consideration. Is really helpful | | Stage 2 Research Project Performance Standards |Planning |Application |Synthesis |Evaluation | | |[pic] |[pic] | | | |[pic] | |A |Thorough consideration and |Thorough and highly resourceful development|Insightful synthesis of knowledge, |Insightful evaluation of the research | | |refinement of a research |of the research. |skills, and ideas to produce a |processes used. | | |topic. |In-depth analysis of information and |well-developed research outcome. |Insightful reflection on the nature of the| | |Thorough planning of research|exploration of ideas to develop the |Insightful and thorough substantiation of|chosen capability and its relevance to | | |processes that are highly |research. |key findings central to the research |themselves and the research project. | | |appropriate to the research |Highly effective application of knowledge |outcome. |Well-considered and insightful reflection | | |topic. and skills specific to the research topic. |Clear and coherent expression of ideas. |on the research outcome and its value to | | | | | |themselves and, where applic able, to | | | | | |others. | |B |Consideration of the main |Considered and mostly resourceful |Considered synthesis of knowledge, |Considered evaluation of the research | | |area of research and some |development of the research. |skills, and ideas to produce a |processes used. | |refinement of a research |Some complexity in analysis of information |well-developed research outcome. |Considered reflection on the nature of the| | |topic. |and exploration of ideas to develop the |Substantiation of most key findings |chosen capability and its relevance to | | |Considered planning of |research. |central to the research outcome. |themselves and the research project. | | |research processes that are |Effective application of knowledge and |Mostly clear and coherent expression of |Considered reflection on the research | | |appropriate to the research |skills specific to the research topic. |ideas. outcome and its value to themselves and, | | |topic. | | |where applicable, to others. | |C | Adequate consideration of a |Adequate development of the research. |Adequate synthesis of knowledge, skills, |Recount with some evaluation of the | | |broad research topic, but |Adequate analysis of information and |and ideas to produce a research outcome. |research processes used. | | |little evidence of refining |exploration of ideas to develop the |Substantiation of some key findings |Reflection on the relevance of the chosen | | |the topic. research. |central to the research outcome. |capability to themselves and the research | | |Satisfactory planning of |Adequate application of knowledge and |Generally clear expression of ideas. |project. | | |research processes that are |skills specific to the research topic. | |Reflection on the research outcome and its| | |appropriate to the research | | |value to themselves and, where applicable,| | |topic. | | |to others. |D |Basic consideration and |Development of some aspects of the |Basic use of information and ideas to |Superficial de scription of the research | | |identification of some |research. |produce a research outcome. |processes used. | | |aspects of a r esearch topic. |Collection rather than analysis of |Basic explanation of ideas related to the|Superficial reflection on the relevance of| | |Partial planning of research |information, with some superficial |research outcome. |the chosen capability to themselves and | | |processes that may be |description of an idea to develop the |Basic expression of ideas. |the research project. | | |appropriate to the research |research. |Some reflection on aspects of the research| | |topic. |Superficial application of some knowledge | |outcome and its value to themselves and, | | | |and skills specific to the research topic. | |where applicable, to others. | |E |Attempted consideration and |Attempted development of an aspect of the |Attempted use of an idea to produce a |Attempted description of the research | | |identification of an area of |research project. |resear ch outcome. |process used. | | |interest. Attempted collection of basic information, |Limited explanation of an idea or an |Attempted reflection on the relevance of | | |Attempted planning of an |with some partial description of an idea. |aspect of the research outcome. |the chosen capability to themselves and | | |aspect of the research |Attempted application of one or more skills|Attempted expression of ideas. |the research project. | | |process. |that may be related to the research topic. | |Emerging awareness that the research can | | | | | |have a alue to themselves and, where | | | | | |applicable, to others. | ———————– My topic and question. †¢ To choreograph two dances in our school musical, the much anticipated â€Å"High School Musical†. †¢ Really interested in dance. Have been doing calisthenics since I was two and am member of the Junior Crows Cheerleading Team. Have been in two Rock Eisteddfod Team s. †¢ Thrill of performing gives natural high and experiences have brought lifelong memories, lifelong friends and lifelong skills which will get me through life. †¢ Want to try something new now, still in dancing field but in different direction where I can have a say in the choreography and what is going on.Relevance of The Chosen Capability: Citizenship †¢ I will be very involved in, and contribute to, the school community. †¢ Will have to show understanding of other people’s perspectives all along. †¢ Will be taking action to contribute to the school community objectives of giving students opportunities to develop their talents (artistic) †¢ Will be asking for and taking notice of people’s feedback – basically giving them a say in the choreography. Isn’t that democracy? Research processes Background Research- using internet, magazines, journals, newspaper articles. Research topics like: Choreography, choreographers, revie ws of â€Å"High school Musical†, interviews with cast etcAnalysing performances of musicals on DVD, during the Fringe, TV shows like â€Å"Dancing With the Stars†, â€Å"So you think you can dance†; Adelaide Fringe or Festival Shows Interviews – with dancers choreographers, I know + to get feedback on my choreography Will have to work with and negotiate with many others, e. g. the director, stage manager, costume designer, all the performers, choreographers. Be open to suggestions Experimenting with different routines (often in small groups I’ve got to think of the ethical considerations too e. g. : -Safety of the performers – make sure choreography is safe. -Privacy – get permission from people I interview them -Plagiarism – must make my own steps original and not copy the choreo Suitability to audience- make sure moves are suitable to audience of all ages and not offensive in any way. My Outcome The video of the dances + an oral to my teacher explaining my choreography. †¢ My Outcome The video of the dances + an oral to my teacher explaining my choreography (14) This student’s research development was presented in large scrap book folios, too large to reproduce as an exemplar. The following is a selection of this evidence, reduced to 10 pages, for inclusion in the student's portfolio to be submitted for moderation and marking. This selection of evidence, with the student notes to record the discussion, can be used for moderation purposes to confirm the teacher assessment decision for Assessment Type 1: Folio. CommentsOn balance the Folio is indicative of a B standard. Planning: †¢ The research topic is well defined. Thoroughly considered research processes, which are appropriate to the task, as well as manageable and ethical, have been planned. Application: †¢ The research is developed in a mostly resourceful and considered manner, including web-based research on choreography, fea tures of successful musicals, how to teach and the audition process. Feedback from more experienced choreographers, has been sought although evidence is not provided of the way the research develops in response to this. At times, there also appears to be an over emphasis on ‘doing’ the choreography. Information to develop the research has been methodically collected and documented. There is also some evidence of information being analysed in order to develop the research. Some complexity in analysis of information and exploration of ideas to develop the research is evident, such as in the responses to some of the sources located, interviews and the mock audition conducted. †¢ Knowledge and skills specific to the topic are applied in a highly effective way, such as in careful planning of patterns for different parts of the dance, preparation for the auditions. Assessment Type 1: Folio Assessment Type 2: Research Outcome Assessment Type 3: Evaluation

Mandatory vaccination in staff Essay Example

Mandatory vaccination in staff Essay Example Mandatory vaccination in staff Essay Mandatory vaccination in staff Essay Introduction Even to this today, the on-going issue of compulsorily immunizing all staff members in infirmaries is in inquiry. We ask why is it an issue? Well it basically develops from the rights of the patients and workers that conflict with each other. The infirmary members feel that it is a misdemeanor to their civil autonomies , while the other side says it is in the best involvements of patients . In this type of state of affairs, I feel as if the rights of the patients take case in point over the staff members’ rights due to considerations of ethical motives and responsibilities. I will specify the positive and negative rights in relation to the prompt and travel on to discoursing why I prefer the statement for the patients, but will besides advert the counterargument for staff members. In the terminal, I will reason with an opinionative via media as an illustration to turn to the issue. 1. Positive and Negative Rights First away, we need to look back at the prompt to inquiry and truly understand what rights are implied. We see that the prompt references that the decrease in the spread of disease is in the best involvement of patients through the issue of a compulsory grippe shooting. I figured that this phrase implied a positive right, which is defined by the right to hold something and has duties imposed on the authorities or other people ( McDaniel and Shaw 2014 ) . In this instance, the patients have the right to a safe environment, while the authorization of a flu inoculation to all infirmary forces is the imposed duty. The undermentioned sentence so mentions the misdemeanor of civil autonomies of the many wellness professionals . These civil autonomies are defined by freedoms protected from intervention by authorities or by others , which is besides known as a negative right ( McDaniel and Shaw 2014 ) . The wellness professionals argue the right to be left entirely to their ain pick and freedom to take the grippe shooting. Now we can place the struggle, in which the patients argued about their positive right to a safe environment from the grippe, while the staff members advocated their negative rights to have the inoculation or non. 2. Morality: Duty Not to Harm Others For the most portion people do non seek to harm each other since it would be immoral. If I was contagious and accidentally or even deliberately infected another individual, it would be considered as harming person and I could be wholly cognizant of my illness or have perfectly no hint that I am ill ( Gilbert 1980 ) . By rinsing my custodies with soap as a manner to forestall spreading, it implies the responsibility non to infect/not to harm others wittingly, but it besides does non connote the duty to non acquire ill. We would necessitate to measure the magnitude of injury on single staff members versus the benefits of the patients to see if the duty non to harm others holds for this instance ( Gilbert 1980 ) . Since the patients are more susceptible infection by the grippe, due to already disturbing medical issues ( old age, weaker immune system, unfastened lesions, etc. ) which put them into infirmary originally, the benefit of the patients being around a safer, clean environment w ould outweigh the minor hazards of inoculations for staff members ; minor hazards include allergic reactions, losing work yearss due to being ill from vaccinum, and highly rare instances of medical conditions such as neuritis ( Hull et al. 2004 ) . It is particularly important to patients because these medical professionals work up closely with vulnerable patients. We see that the positive rights of the patients to safe environment outdo the staff members’ single rights which can potentially jeopardize the facility/many patients. 3. Medical and Health Responsibility As antecedently discussed, the duty non to harm others will use greatly to forces in wellness attention as opposed to a normal bystander ( Gilbert 1980 ) . Patients entrust their demands to be take attention of by the medical workers and the protection against injury to their wellness since the patients can non make so themselves. This puts duty to the medical staff members to non increase the hazard of injury, to guarantee wellness quality, and the moral responsibility of attention for patients. Some would reason that they can non belie their aim of a wellness establishment by non taking the grippe shooting. Furthermore, by acquiring the grippe shooting, one aid forestall other workers from going ill, therefore forestalling the loss of wellness quality and cost from absences ( Anikeeva et al. 2008 ) . We even see that there is a common ego involvement in bar of the grippe shared by both workers and patients. 4. Counterarguments and Considerations There are multiple statements that can be made against some of the thoughts stated earlier. Person could reason for the staff member’s duties to non be applicable in the instance of them declining the vaccinum and non cognizing for certain that he/she will infect a patient or even to which patient involved. This counterargument is somewhat misunderstood because if the individual consciously knows that they run the hazard of distributing the disease to the patients, so this infringes on the responsibility non to harm other and the moral responsibility of attention. In add-on, one could besides reason the issue of the staff member harming themselves to assist the patients, since they are expected to non harm and supply benefits to the patients. Harmonizing to this type of point of view, inoculation can non continue to their medical duty. This statement is inconsistent because it varies around for each person, inoculations may hold zero to differing grades of injury. 4. Decision Ultimately, people have to take between rights when given picks that struggle with each other. The inquiry of which right ( s ) will take precedency over the other right ( s ) occurs, but in the terminal a via media is frequently reached. I lean towards the positive rights of the patients in that a compulsory grippe shooting should be implemented, though I am willing to do and propose a via media. For certain, I feel like medical establishments have the moral duty to at least put up voluntary inoculations against the grippe for the medical staff. A compulsory inoculation will non be required if more than half, the bulk, of the staff members get the grippe shooting. Though, if less than half voluntary to acquire inoculations, so I say that a compulsory inoculation is sensible ; freedoms for medical and spiritual grounds can be considered ( Swanks and Longo ) . This fixed credence rate of over half is merely an sentiment and illustration to show a via media which can be subjugated to some alteration as future research decides the effectivity of holding medical forces vaccinated. For illustration, they may raise the sum demand to be vaccinated to at least 70 % in response to positive benefits of patient wellness. On the other manus, they may lower/not lower at all if no alteration in patient wellness and benefits occurs. A particular state of affairs occurs if an epidemic disease interruptions out, which will probably ensue in compulsory inoculations. In this instance, the overall public wellness will be placed over the single civil autonomies, therefore giving options of yes or no ; be vaccinated or be quarantined . All in all, I feel as if the compulsory inoculation should non be thought of as a compulsory act, but instead every bit merely a status to work in the medical establishment, much like how schools require pupils to be vaccinated for certain things in order to go to school ; illustration like the University of Texas demand of meningococcal vaccinum ( Meningococcal Vaccine Requirement for UT Students n.d. ) . Mentions Anikeeva, O. , A. Braunack-Mayer, and W. Rogers. Necessitating Influenza Vaccination For Health Care Workers. American Journal of Public Health99, no. 1 ( 2008 ) : 24-29. Harman, Gilbert. Moral Relativism as a Foundation for Natural Rights. The Journal of Libertarian Surveies4 ( 1980 ) : 367-371. Hull, J H K, S H Mead, and H Modarres-Sadeghi. Severe vasculitic neuropathy following influenza inoculation. Journal of Neurology, Neurosurgery A ; Psychiatry75, no. 10 ( 2004 ) : 1507-1508. Accessed February 16, 2014. hypertext transfer protocol: //dx.doi.org/10.1136/jnnp.2003.028902 Meningococcal ( Bacterial Meningitis ) Vaccine Requirement for Entering UT Students. Meningococcal Vaccine Requirement for UT Students. Accessed February 16, 2014. hypertext transfer protocol: //www.healthyhorns.utexas.edu/requiredvaccine/ McDaniel, Eric, and Daron Shaw. American Government: Civil Liberties PowerPoint presentation at the University of Texas at Austin, Austin, TX. February 3, 2014. Chics, Sarah, and Kristina Longo. What Every Hospital Should Know Before Implementing a Compulsory Flu Shot Policy. What Every Hospital Should Know Before Implementing a Compulsory Flu Shot Policy. Accessed February 16, 2014. hypertext transfer protocol: //www.ober.com/publications/1606-what-every-hospital-should-know-before-implementing-mandatory-flu-shot-policy 1