Eriksonian Perspective Essay Example for Free

Eriksonian Perspective Essay Greene (1991) described Eriksonian perspective on human development from the idea of epigenesis, in which each developmental stage depends upon the resolution and completion of the previous one. This idea proposed that anything that growth has a concrete map, from which it is understood that each stage has its time of passing. The Greene’s description advocates that human development is biopsychosocial and it is present throughout the human life. It is driven by a biologically set plan with the social identity being conditioned by a social factor. Erikson argued that the human ego strives to improvement that is toward mastery of its environment. Thus personal effectiveness being promoted by the social organization becomes the driven mechanism behind the progression of each stage. Erikson derived eight developmental stages with each the pitcome of the resolution serving as the first step toward the next progressively superior stage (Greene, 1991). Although each and different culture resolves the unique requirements for the development differently, such progression is said to be universal in all cultures and human organizations. Thus we can observe a common denominator that according to Erikson (Greene, 1991) is a biological program toward improvement. Baltes, Lindenberger Staudinge (1999) supported Greene’s view but attempted to view the stages of development from the practical perspective. They saw the personality’s progression through the life stages as adaptive mechanism formed and guided with the needs and pressures of the environment. In other words, they inclined more to the point of view in which the environment rather than biology was the major player in the human development. Based on this assumption, the authors suggested to view at lifespan psychology from the individual’s standpoint suggesting that two different people would develop differently even under exactly the same environmental stimuli. Ontogenesis or the study of individual development (Baltes et al. , 1999) appears to be more practical and functional. It considers the individual’s concern of â€Å"acquisition, maintenance, transformation, and attrition† (Baltes et al. , 1999) adaptive processes throughout the lifespan. However, such â€Å"Westernized notion† is not eagerly shared by some researchers (Coughlan Welsh-Breetzke, 2002). They, in particular, suggested that Eriksonian perspective is male-dominated and was presented in the Westernized context thus making individualized and masculianized human development as the blanket for the theory. According to them, such propagation of â€Å"individuality, competition, self-interest, comparative judgment, and value imperialism† devalues other life systems and steps away from the diversified views of human development. As Erikson argued (Greene, 1991) the child’s personality is first affected by the mother and then transformed through the developmental stages within and by small groups, large groups, organizations, governments, religions, and the mankind at large. The child in infancy was thought to obey inner laws of development; the inner drives that lead the child toward realization of the full potential through interaction with the environment. Such interaction with the environment causes inner restructuring of personality traits, which, through integration and synthesis, leads toward the full and complete realization of that particular stage. From Greene’s work (1991) we learn that stage 1 which is called â€Å"Basic Trust Versus basic Mistrust† lasts through two years of age and involves the establishment of trust by the infant toward the members of the family. The most illustrative of such can be little Michelle, the character from the Full House. Her interactions constantly bring the development of new personality that can be characterized by newly developed psychosocial strength (i. e. higher degree of confidence in her communications). The second stage, â€Å"Autonomy Versus Shame† is characterized with developing of self-control and not loosing the â€Å"face† in the process. Such emphasis on self-esteem is important because the children of this age easily become shamed and can develop psychosocial issues of holding on and letting go (Christiansen Palkovitz,1998). The successful resolution of this stage manifests in the child’s ability to become more independent, with some gender differences. For example (Christiansen Palkovitz, 1998) argued that male infants on his stage of development are more individualistic than their female counterparts. Coming back to Full House characters, we indeed, see that the little Michelle (once she became a little older) tends to gravitate toward her sisters and continuously seeking their approval. The child on the stage three, Initiative Versus Guilt, develops the sense of purpose, especially noticeable during the playtime. The sense of purpose drives the child toward the active exploration of the environment and according to Erikson (Greene, 1991) brings her to the discovery of the lack of a penis. Contrary to the Freud, Erikson believed that such and inevitable (in some societies) discovery of â€Å"inequity† is driven more so socially than biologically (Greene, 1991). The successful resolution of this stage is uninhibited involvement in play with other playmates. The children on the stage four, Industry Versus Inferiority, start school. This is a major transition in their lives and involved changing of perspective from the small family-based group to the larger social groups. According to Eriksonian perspective, the main drive for children on this stage is to become industrial which involves developing skills and competence through meaningful performances. The crisis on this stage may occur when the child’s self-efficacy is undermined. Learning collaborative skills and experiences can be critical at this stage of development. Stacy in Full House was often intimidated by collaborative involvement trying to achieve the performance of tasks independently. Her father and uncles often taught her that learning how to collaborate and contribute would make things easier and more effective. Almost each episode suggested how Stacy (and her sisters) put a lot of effort toward performing any task. The child experiencing successes at creating and producing some value together with his or her peers (or parents) is critical toward the stage resolution (Greene, 1991). From the age of 12 through 22, the adolescent experiences Identity Versus Identity Confusion. This is the stage when adolescent develops into the young adult and is seeking personal and unique identity. The stability of self-representation is crucial and is manifested in the desire to develop autonomy from parents, individuality of opinions, acceptance of his or her sexual preferences, and commitment to the career choices. The struggling with the issue of selfness often causes to name such stage as the most difficult. During the stage, the influence of peer groups become most consuming and focuses of interaction. The ability to sustain loyalties is the desired outcome of the resolution for this stage. Either polarity we can see in characters of the movies like Girl Interrupted, Mean Girls, Even Stevens, and others. It is an uninterrupted parade of searched identities and strive for the independence in opinions and attitudes. When the young adult enters stage six (22 through 34) he or she enters Intimacy versus isolation. The focus of his or her life becomes developing of the meaningful relationships and seeking the intimacy experiences. This is the stage when most adults develop meaningful relationships to start a family. Becoming a loner and shutting down others is a crisis to compare to a resolution of this stage. Many film features exhibit important characteristics of selfless love, on one side, and ruined families on another as picturesque illustration of this stage’s characteristics. One of the features that come to mind is Click, in which the main character is taught a lesson that commitment to family is more important than personal comfort. Even the legendary Casanova in the feature with the same name shows that final offering of commitment to start a family was an only choice. When a person advances in years and through the stages of development on to the stage 7, Generativity Versus Stagnation, he or se is concerned with teaching and guiding the next generation. The proficiency of this stage is usually takes in an ability of taking care of others (Christiansen Palkovitz,1998). The crisis may result when the person feels stagnated without being able to share personal expertise to others, especially the younger generation. This is tremendously visible in Full House as the father of the girls is trying his best to teach and guide his children. He is visibly content and happy when his instructions and guidance are accepted. The final stage, starting at about 60 deals with Integrity Versus Despair. This is when the person is concerned of personal usefulness to others during his or her lifetime. As Greene wrote in his book, â€Å"Integrity is achieved by individuals who have few regrets, who have lived productive lives, and who cope as well with their failures as they do with their successes. † There is an appreciation of the life as the whole and a content of the life well lived. People with full resolution of this stage are not afraid of death, thus develop what we call wisdom. The feature Bicentennial Man shows that quite vividly. The android becoming a human develops wisdom through the personal choice of growing old and dying in the course of the old age, although as android he could live forever. In conclusion, it is worth noticing that despite the fact that the study examines the idea of epigenesis, one can find that the transition from one developmental stage to another is not always exactly predetermined by age. For example, fro Erikson’s argument, each stage has a certain age limit. However, we are aware that not everyone fits exactly in to such age limitation and depending upon the unique characteristics of personality, micro-culture (i. e. family), group culture (i. e. school), and macro-culture (i. e. government) the age boundaries for each stage might be different. The idea that everything that growth has a concrete map from which it is understood that each stage has a certain time of passing has been observed empirically on many living species. However, we cannot claim that each species has exactly the same time passing for each stage of growth. There will be some differentiation. In such, experimental results that examine the life cycle of one species will weaken the above-discussed theory due to the fact that it is very difficult if not impossible to determine the exact age boundaries between the developmental stages from one representative of the species to another. My personal opinion lies in parallel with this conclusion. Observing my own developing in contrast with Eriksonian perspective, I find that stage four, for example, and in my case, extended before age six and way after age 12. My stage five began at age 14 rather than according to Erikson’s perspective, age 12. Many a time, the stage six begin after the age of 24 (not 22) and continues through early 40s (at least with my acquaintances). Thus, the exact map of stage development is not so exact, after all, and depends upon numerous factors I already have mentioned. Penuel (1995) in his article put the focus on identity formation. According to him, although this research primarily was based on Eriksonian perspective, there is a clear notion that each and single individual develops his or her identity not necessarily in agreement with concrete time schedule of Erikson’s stages of development. Penuel made a point that despite the fact that Vygotsky offered theoretical foundation of identity formation, the specific guidelines behind sociocultural influence on identity were not set. Penuel urged not to replace Vigotsky’s view on the identity development by Erikson’s theory but to integrate both. Thus, the main study point in Penvue’s article would be strong but not mechanistic influence of sociocultural processes on the identity formation. The discussion presented in this work strengthen my ideas that the development of an identity is more affected by external factors, like micro-culture, group-culture, and macro-culture and is not always follows the strict age-set boundaries. Observing my own and my friends’ identity formation support this notion. Stevenson-Hinde (1994) looked at human development from the different perspective. It is more systemic as in the behaviors are interconnected within the specific system, and in thus if one component is affected others are affected as well. Such perspective deviates even more from he straightforward Erikson’s theory. It is not anymore the stage development but the systemic organization of behaviors, according to Stevenson-Hinde. This study weakens the theory and my idea about the identity formation. Although and without argument some behaviors are interrelated, this fact is not necessarily the cause of identity formulation. The effect comes from the external environment thus the sociocultural characteristics affect the identity development more than the resulting set of behaviors. This conclusion s supported by self-observation. Examining my own interrelated behaviors I clearly see that those are the effect not the cause of the environmental influences. Thus environmental influences affect my behaviors that in turn help in identity formation. Horst (1995) argued with the general notion that the Erikson’s perspective did not consider accurate depiction of development through the lenses of gender. According to her claim, contrary would be more accurate. Careful study of Erikson’s stages of development does consider the gender identity in which gender is relational to components of identity formation. The point of her article is thus, to consider that the gender has an influence on identity formation. This study strengthens my views on the theory in its notion of the gender influence. Certainly, male and female would not develop equally and would not manifest the same identity formation. The differential depends upon their own perspective of self as either male or female. Even more so, how their external environment views them on the gender scale: from less feminine to more feminine and from less muscular to more muscular. Thus, their identity is formed not only from the point of view of being a human but also being a male and female and its specific location on the gender scale. My personal observations support this viewpoint. External attitudes, first from my immediate family and then from my friends) confirmed and helped me develop my identity IQ and specifically my gender identity IQ.

The Effective Leadership Of Adolf Hitler

The Effective Leadership Of Adolf Hitler From 1939 to 1945 the world was involved in a war that would change history. It is safe to say that World War Two was one of the most prominent wars throughout history. Many of the worlds powerful countries were involved. The Allies fought together to defeat an evil dictator. The Big Three included the United States, Great Britain, and the Soviet Union. Other countries were involved but these three countries were credited for liberating the Jews. Germany was not a powerful country when Hitler decided to take control. The Nazis claimed they rescued the country from becoming absolute chaos. The Allies, who included the Big Three, and Axis Powers, who were Germany, Italy, and Japan battled generally in Eastern Europe. What is impressive is that a miniscule country was able to annex many parts of Europe. After six treacherous years, Germany was finally defeated. During World War Two, Germany was under the control of Adolf Hitler. Adolf Hitler was born in 1889, in Austria and took over Germany in 1933. He dropped out of school to become an artist but soon figured out it wasnt a fit career, eventually leading him to rule Germany. He had a specific vision for the future of Germany and it did not include Jews. He believed the Aryans were the pure race and should not integrate with other races. Not only was he anti-Semitic, he detested homosexuals, blacks, handicapped, and gypsies. His vision was to destroy the parasites of Germany by vastly executing them. Hitler was great leader because he deceived world leaders, used Aryan youth to his advantage, and took absolute control of mass media. It is said that World War Two could have been completely avoided if the Allies did not appease Hitler. Neville Chamberlin, who was appointed Prime Minister of Britain, felt appeasement was an urgent necessity and he followed this policy with a single-minded determination lacking in any of his predecessors (Wistrich, 98). An agreement was signed in the early morning of 30 September under the terms of which the Germans were to occupy the Sudetenland between 1 and 10 October. Britain believed that money should not be spent on war, but on social welfare programs benefiting the country. Since the Prime Minister of Britain felt it was necessary to appease and avoid any confrontation, other countries followed his lead. Although Chamberlain believed that the United States were isolationists, and did not like the Soviet Union, he felt they would support him with the decisions he made with Germany and Italy (Buchanan, 65). Hitler would not have gained the power that he did if the countries con fronted him when they had the opportunity. Chamberlain felt that Hitler and Mussolini were at heart equally practical men with whom it was possible to negotiate in good faith (Granatstein, 234). Hitler took advantage of the Prime Ministers ignorance. Chamberlain and the rest of the world would soon discover the degree of immorality Mussolini and Hitler had possessed. The world was blindsided with the discovery that Hitler was persecuting Jews in Germany. It is obvious that leaders around the world knew about the suffering in Germany, but not to the certain extent that they later discovered. Photographs of mass graves and mass murder, smuggled out under the most dangerous of circumstances, were also classified as secret. (Darity) Is it possible that the Allies were unaware? Â  Ignorance is the excuse they will use forever. The fact that Hitler kept the suffering of his country a secret was part of his master plan. Even Benito Mussolini who was the leader of Italy, and working very closely with Germany did not understand the extent Hitler took the Holocaust. The Allies were too busy fighting the war to remember that minorities in Germany were suffering the consequence of being different. The mass murders of approximately six million Jews were overlooked for six years. The United States were so unaware about the situation in Germany that even American corporations were working with the Axis Powers. An American company named International Business Machines or IBM was founded in 1911. When Hitler decided to start persecuting Jews, he needed an immediate way to organize them. A massive and complex task that Hitler wanted done could they be targeted for efficient asset confiscation, ghettoization, deportation, enslaved labor, and, ultimately, annihilation (Black, 117). Since computers did not exist at the time, Hitler used IBMs Hollerith punch card technology. There is no way to be certain that if corporations were fully aware of the situation in Germany, that they would still provide their services to the Axis Powers. However, if corporations knew that the mass murders of millions of people depended on their punch cards, it would have been less likely for them to do business with Germany. Nevertheless, it is true that if IBM did not supply the Nazis with their Hollerith punch card technology, they would have potentially saved hundreds of thousands of lives. The technology basically made it faster to record and organized Jews. If the Nazis were to record and organize Jews manually, the process of exterminating the Jews would have taken longer, implicating more lives would have been saved. Hitler discovered it was becoming very simple to manipulate the world as well as his own country. Easily influenced children were something Hitler was determined to take advantage of. The idea of using children in politics was an intelligent scheme. His motive behind using children was both for cultural and political reasons. Culturally, using children was more effective because they would already have racism instilled into their brains and they would have the ability to teach their own children for generations to come. Children are far more likely to follow directions and are effortlessly brainwashed. Hitler had been quoted saying, Youre child belongs to us already, in a short time they will know nothing else but this short community (Duke). By choosing children of a very young age, one could see the easy manipulation tactics the Nazis had used. Children are influenced easily and will do what theyre told. Hitler always emphasized the child belonged to the country and no longer belonged to the parent. He wanted the new generation to follow his ideals of the perfect world. The most useful strategy Hitler used was the Adolf Hitler schools. The schools provided Aryan children to learn without any outside distractions. After Aryan high school children graduated, they would go to a college called Ordensburgen. The main objectives of these colleges were to focus on physical education as well as political education (Mazower, 113). The physical education was significant because they would soon join the army. The political education was in order for the children to learn about their enemies. Gaining knowledge on their enemies allowed for Aryans to gradually despise Allies and Jews. Not only did Hitler separate Aryans into different schools, the curriculum also changed. Schools were teaching subjects like German history but spent more time embedding ideas of nationalism and militarism (Vincent, 345). Schools also put more emphasis on gender roles and race science. The reason for this was to implant racist ideas into a childs head, forcing them to have hatred to wards other races. The Aryan race became the elite and was required to destroy any other race. Hitler informed Aryans that they were the privileged race, allowing them to depend on him in their time of need. The only way Hitler could posses control was if he gained trust from the Germans. Germany was in the middle of a depression. That was the perfect opportunity for Hitler to take advantage of the nation. Nazis claimed they saved Germany from the depression, especially reducing unemployment rates (Wright). When Nazis told the nation that they liberated the country from experiencing more pain from the depression and embarrassment, Germany was easier to manipulate. Since Germany lost World War One, they were forced to sign the Treaty of Versailles and pay ridiculous amounts of money for damages. The country was very deprived because of debts and also a world depression. He used the depression and suffering of the Germans as a way for them to have confidence in his racist ideas. Once they had faith that Hitler was able to have the country obey him without question. He needed an outlet to express his xenophobic views. The most effective way to control your nation is controlling mass media. The two most important forms of propaganda were the radio and the press. Both were successfully controlled by the Nazis. When the Nazis first came into power, one of their first duties was to replace all radio and press employees with ones that believed in Nazi ideology (Duke). The important decision was made in order for Germany to understand the message. Hitlers obvious message was conformity. He believed that the Aryans were the pure race, and they should think very similarly. The problems with conformity were the Jews. Since Hitler detested them, he needed an immediate way to exterminate them. Hitler used many strategies to hold them responsible for Germanys financial situation. With replacing many of the media staff workers Hitler showed the significance of the Nazi ideology and consequence of not following it. One of the strongest points of the Nazi ideology was that they were utterly opposed to social and economic equality towards women. (Darity) Media workers and feminists who had different opinions on how the country should be run did not have a voice anymore. With the media now being very one-sided it created turmoil between Jews and Aryans. The success of the Nazis controlling media was a significant component to the suffering the Jews encountered during the Holocaust. Increasing propaganda posters and radio advertisements changed German perspective on Jews. Once seen as contributing members of society, turned into enemies of Germany. Hitler forced Germans to view his anti-Semitic philosophy. He used Jews as a scapegoat as the reason to why Germany was in distress. By using propaganda he vilified Jews and made Germany believe Jews were to blame for all the stressful issues they was faced with. Although anti-Semitic views existed in the past, Hitler used nationalism as inspiration to betray Jews (Cook). Not only did the Nazis use propaganda, they used pieces of art, literature, music, and cinema. When dictating which art pieces could be displayed to the public, he understood that the citizens paid attention to any form of media and would be influenced by discriminatory art. Besides controlling media, the Nazis were controlling culture as well. They banned over 20,000 books during the burning of the books to promote German values. All degenerate art was destroyed. Books that were destroyed included liberal, left-wing, pacifist or Jewish elements (Todd, 210). Aryans were becoming very accustomed to being the privileged few. Hitlers reign proved to be very successful while he was in power because his many accomplishments. The techniques Hitler used which included manipulation of world leaders and controlling youth and media were evidence that he was a substantial leader. By looking at how he gained power and maintained it for many years, one would see he clearly instilled fear in his country. Although his scheme may have been unethical, Hitler changed the perspective on a whole race. He gained the trust of the whole nation and they were willing to sacrifice their innocent children and betray neighbours. He skillfully persuaded his country to follow him blindly into war. Although Germany lost World War Two, and millions of deaths were documented from all of the countries involved in the war, Hitler will be recorded in history not only for his immoral actions but also for his ability to gain and maintain power while his people followed adoringly.

Human Resource Management Policies in Healthcare

Human Resource Management Policies in Healthcare There are various type of human resource management policies within the healthcare organization which underpin in many various types these types are the section six- training and development. Training and Development Policy Scope This policy is applicable to all employees and company. The learning and training opportunities will be available to the employees that are in line to the company with policies equal opportunity. Philosophy The integral part of the work is the development and training. This is the process of effort to the company in order to achieve their vision, and it’s the way to assist the company. The company will be able to recognise that long-term job security is unable to offer, this must need an employee support and efforts to be able to enhance long term employability. Objectives These are the objectives of development and trainings in the company must be: Ensure that all employees’ haves the skills, understanding and knowledge that is required for them to perform their activities and duty greatly effective. Employees must ensure that all of the employees will be able to adopt to change even in a continuous acquisition for new knowledge and skills The company must ensure that they possess the knowledge and the skills that will need for the future employee must be encourage to accept a responsibility in their own action and to strive constantly to able to improve their work ways for benefits to their selves, the company and the customer Responsibility The development and trainings responsibilities activities is being shared into three parties: the individual involved the training provider which is normally this act through the human Resource function, the company this is represented by the manager individually. Development and training activities this will only be affective by the support and commitment for all of the three parties. The employees must take the responsibility ultimately for the development of their own, provided by the company within the framework by all of the development and trainings activities must be fully participated. raising any needs for trainings that is arising from their present role with the supervisor and manager must be properly ensured. reviewing openly their progress and raising any long term training needs for other forum that is appropriate and personals reviews. Manager and Supervisor must encourage their teams and support actively to their teams in to their acquisition of new skills and knowledge through development and performance by reviewing regularly encourage and stimulate their staff, taking the deliberate and specific steps to involve, team workers and as individuals in their own development and training action providing the necessary support just to ensure the development actions are completed and successful. The human resource and training providers function must to ensure that the training is properly delivered in a cost effective way by: Delivered in a cost-effective way by: ensuring the development and training company activities will support the company business strategy and appropriate training are developed  activities support the company business strategy ensuring the maximum return to the company investment of money and time, developed activities and the resource to appropriate training. ensuring that the complete evaluation and the proper training og the training and development activities are undertaken. Investors in People To develop the best practice in the development and training activities the company is committed. Employee Development Support For developing a new skill we all know that that this is important because this is to prepare ourselves for the continuing changes to our working environment. Today the employees are now very rare to have a single job. Today many of us now intend to be having the role of a broadened just to meet some customer of their needs. This is to ensure that all employees can be able to invest in their own future for personal development and to provide financial support. To the industry that won’t be able to provide long term employment and a lifetime job. The Employment Development Support or the EDS is a process with three (3) step that is designed to encourage the staff to build a confidence in the stage of learning process. Company Training Schemes Kindly Residential Care Rest Home is operating both graduate development programmes and apprentice, which can provide a key source for the future workforce. Study Support Policy Some of the company provides an approach in order to support the employees that are undertaking further programmes education. This policy are reemphasize that there will be responsibility to the company on both individual to make the process of success. Programme Enrolment Fees This is the kind of company that is agreed to the employee by undertaking the further programme of the education; the company will be the one who will be paying. Study Leave for the minimum is one day study leave this is regarded that can’t be refuse by the line manager in five days study leave a maximum that can be taken that can be match to the employee taking the 5 days holiday/annum the study leave and the matching days holiday is included and can be taken to maximum up to 2 weeks prior the day in the examination. The annual holiday can’t be taken to employees annual holiday adjacently. For the employees who wish to get the study leave they must informed 3 months’ notice in order to approve the specific date of leaving to the line manager. the revisions of course are funded by the company, but however in the days off are also included as a part of policy entitlement. the human resource manager is the one who will grant the study leave at the discretion within the guidelines within the team leader or the manager. for an employee with other event having to re-sit an examination and failing the human resource manager will be the only one to grant the further study leave. Travel Costs The sponsored of education programmes are the employees who were undertaking the company and shall be the responsible of the travel cost and from their study place. This also includes their parking space for the car. Book Costs The books that is purchased by the employee during their study course will be the responsibility of own employee. Upgrading of Professional Membership If the employee will upgrade the membership for recognition to the professional’s institution the company will be the one to reimburse the cost which the employee cost. Management and Professional Development Framework To ensure the future success of Kindly Residential Care Rest Home, a professional development and management framework can forms as a key part in the future management and development. The development of programmes shall encompasses the framework, a range of personal mentoring and skills module on the needs of individual basis to develop any necessary skills that may lead the organization to the changes of every business environment which where we work.

Education in America: Separate and Unequal Essay examples -- Still Sep

The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans. Doctor Benjamin Barber’s article The Educated Student: Global Citizen or Global Consumer? discusses how the schools are being attacked by advertising campaigns. Barber talks about the poor school districts being targeted by a company called Channel One. Channel One provides these less fortunate schools with computers, televisions, and other technology. In return the schools have to show the students a twelve minute video that contains three minutes of advertising. In my opinion, this means were trading out our textbooks for fashion and material things. I do not believe the upper class schools have to deal with the same inequalities as the lower class schools. Doctor Barber’s intentions in his writings are about educating people about empowering themselves through culture and education. Doctor Barber assumes that 9/11 would empower more people and help produce a better education system. Doctor Barber stated ‘’in the aftermath of 9/11, it was particularly tho se public-official-citizens. All citizens because in what they do, they are committed to the welfare of their neighbors, their children, to future generations.† (Barber 420). I believe that 9/11 has had more negative effects than positive, and education has not profited from the tragedy that occurred more than ten y... ...help make up a person’s ability, personality, and means rather than money. I feel the author is attempting to convey that class means everything when it comes to education. Mantsios lists several references and charts that show what the odds would be if you were low, middle, or high class to attend a university and what level of education you might obtain. All of these authors have made valid points. They have all provided examples and evidence that America is still unfair, segregated, and provides unequal opportunities for education. As an American, I think we are still fighting for our freedoms and rights, such as education. References Barber, Benjamin. The Educated Student: Global Citizen or Global Consumer ?. New York, New York: Longman,2007. Print. Kozol, Johnathan. Still Separate, Still Unequal. New York, New York: Longman,2007. Print.

The Living Dead Essay -- The Return of the Living Dead Horror Films Es

The Living Dead Since the beginning of film, people have been spellbound by horror movies. They seem to excite the viewer with emotions of fright, excitement and thrill. And since there have been horror movies there have been monsters to bring fright to the viewers during and after the movie. A common monster that can be found in multiple films is the zombie; also know as the living dead. One of the greatest living dead directors and screenplay writers would have to be George A. Romero. From his famous trilogy of living dead movies his final installment, Day of the Dead, proved to the world that zombies can be just as scary as any other horror monsters. He was thought as the only horror director that could make a good horror picture with the living dead. Then in 1985, a director and screenplay writer by the name of Dan O’Brian created the movie, The Return of the Living Dead, which regenerated the genre of the living dead. The Return of the Living Dead and Day of the Dead, both share a common theme that the living dead will always prevail over the living. The Return of the Living Dead begins with Freddy on his first day on the job at a medical supply store. Freddy and a coworker unintentionally release a nerve gas from a secret U.S. military canister. Before they realize what they have done the dead in the shop start coming to life. Thinking the problem can be solved by disposing of the evidence in the store they ask a cremator to burn the bodies. When he agrees and the bodies are burned, unknowing to them the fumes from the smoke cause the gas to rain around the surrounding cemetery. Unfortunately a group of teenagers are partying in the cemetery when the dead start rising from their graves. Before anyone ... ...ach other in the wilderness. So again in indirect ways the living dead have triumphed over living by making them run away from everything they know, into a primitive life environment. Therefore throughout the entire movie the living dead triumphed over the living. The theme that the living dead will always overcome the living is displayed throughout the movies The Return of the Living Dead and Day of the Dead. Both movies showed that this theme came in both direct and indirect contact from the living dead. Most importantly both of these movies created a creature that could not be contained by the living. This puts fright back into the viewer that if one of these stories became true we would have no way of stopping the living dead. So the next time someone makes a joke about the dead coming to life remember that if it does happen this is no hope for mankind.

America through the Decades

Throughout the history of the United States, there have been important decades that have impacted in different way in the life of American. There are some decades which have greatly changed the life of Americans in a positive way while other decades have had a negative impact in the life of America.In many cases, there are important events that will take place in some years that will have a great impacted in the later life of a nation. One of the most important decades in the history of the United States was the decade between 1940 and 1950s.This decade was defined the entry of the united states into the Second World War and  Ã‚   the consequent formation of the United Nations. Some historians have argued that this decade prepared the United States to play the superpower role that it has assumed in the world. The 1940-1950 decade had a great impacted in defining the American military power that propelled it to a superpower status in the world.This paper will look into some of the m ost important event that happened in the history of the United States in the 1940-1950 decade. The paper will trace the eventual entry of the United States into the war after the Pearl Harbor attack by Japan and the consequent defeat of Japan and surrender of Germany.The paper will also look into the role that the United States played in the eventual formation of the United Nations that has become an important world body in arbitration of conflicts.1940-1950 decadeThe 1940-1950 decade was one of the most trying decades in the 20th century. The decade came immediately after the American economy was recovering from the Great Depression after the New Deal had been reached which greatly changed the economic situation of the country.In this decade the population of the United States stood at 132,122, 000 and at the beginning of the decade, the rate of unemployment stood at 8,120,000. Due to the effect of the Great depression and the cost of the First World War, the national debt stood at $43 billion.Life expectancy stood at 68.2 for females and 60.8 for males.   This was also the decade which saw the Supreme Court make a ruling that blacks have a right to vote which marked the end of the oppressive Jim Crow laws. This decade also saw the end of the Second World War and the rise of the Soviet Union and the United states as the two superpowers in the world which also marked the beginning of the cold war.To the United States, this decade was particular important since it marked the transformation of united states from international alienation to a major player in the global affairs and a major interventionist in global conflicts.   Let us look in the details of the events that shaped the decade. (Threeworldwars, 2008)The 1940s were defined the event surrounding the World War II.   Since American entry into the first world, it had ended its decades of isolation from major global affairs. The First World War has taught America that the world was becoming more inte grated and what happened to its world was also likely to happen to her.The First World War had seen American wake up from her status which had bee outlined in the Monroe Document which upheld the principle of non interference in European affairs.   While the First World War was immediately followed by the Great Depression, the 1940s ushered in a new decade past the Great depression but new challenges of the Second World War was another challenge that the country had to go through (Lone star college, 1999).The decade ushered in with the Japanese attack of the Pearl Harbor on December 7 1941. There had been rumors that Japan was planning to attack Pearl Harbor in reiteration for the United States imposition on the country.However American forces did not expect the attack to happen and when it happened, it caught most of them by surprise.   The Japanese planes attacked naval base at Pearl Harbor in Hawaii killing more than 2,300 American and destroying the USS Arizona and USS Oklah oma capsized.  Ã‚   The attack also sank three more ships and 180 aircraft were destroyed. (Herbert, 2004)This attack was a real surprise to the United States government ant it came at a time when the country was involved in a dilemma whether to go to the war or not. Church Hill had made several attempts to influence US President Franklin Roosevelt to join Britain into the war but there was resistance from the congress and the from the US public.The country was busy in reconstructing its economy after the devastating Great Depression.   However the Pearl Harbor attack was the event that made it clear that American had to go to the way regardless of the neutrality status that many had been calling for.

Terry Scholarship Applicant

Terry Scholarship Applicants: Use this essay to discuss an experience demonstrating your leadership outside the classroom. ) Describe a significant setback, challenge or opportunity in your life and the impact that it has had on you. Dance has always been my passion. When I was undergoing some difficult problems in my life, I always turned back to dancing. For nine years I had been going to the same dance studio, Pointe & Plie, however, a couple of years ago the owner of the company had closed her dance studio and relocated to another city.I was devasted because I had grown to love the instructors and build a strong friendship with the girls there. After that I knew dance would never be the same. It wasn’t until a couple years later, that a opportunitity opened up at my church. One of my friends, Tess, had been wanting to start a Praise & Worship Dance Team. She was barely going to start the team, and she asked me if I could help her recruit more people and make routines.I was a bit hestiate because I hadn’t danced in a while, but she convinced me that through my years of experience, I could do it. I ended up adding five more girls to the team, and were able to perform numerous of times at our church. The dance team was doing magnificent, and with more experience, we started performing outside of our church, such as youth rallies, musicals, local events, and different churches. The girls had grown to love dance.The year was coming to an end, and we could not wait for what exciting performances and activites we could do the upcoming year. However, Tess, the captain of the dance team, was leaving to college. Some of the girls had gotten discouraged because they thought dancing was over, however, I was not going to repeat the same mistake. I took the iniative to pick the team up and continue the performances even after she left. We continued to practice, and each day we got better; we even were blessed to have more members to the dance team.And to th is day, we are still performing a different routine every month at our local church. We also have added a young dance team that run ages 9-14, they also perform with us to routines taught my myself and some of my friends. Through this experience, I learned to be a leader and to not loose faith in what your passion is. Dancing will never end for me. Eventhough, I have had some setbacks, I will continue doing what I love. I hope to one day inspire the people around me to not loose sight in your dream, even if things do not go as planned.