Expulsion of Moors

In 1492, Isabella I of Castile and Ferdinand II conducted a terms in which Muslims are allowed to preserve their mosques and religious institutions, to retain the use of their language and to continue to abide by their own laws and customs. But within seven years these terms had been broken. The Moors, the descendants of the Muslim population, were given a choice between to convert to Christianity or exile. For the majority, baptism was the only practical option. So the Spanish Moors became the â€Å"New Christians† and subject to the jurisdiction of the Inquisition. The moors had to abandon the Arabic language, uncover their faces, and forced to let their doors opened. For most â€Å"new Christans†, their conversion weren’t absolute, the Moors act like Christian, but continued to practice Islam in secret. They lead a double life with a clear conscience because certain Islamic religious authorities allowed that, under a threat, Muslims might apply the principle of â€Å" TAQUIYA† . they may drink wine, eat pork and uncover their faces. A person who refused to drink wine or eat pork might be denounced as a Muslim to the Inquisition. In 1567 Philip II renewed an edict which had never been strictly enforced, making the use of Arabic illegal and prohibiting Islamic religion, dress and customs. This edict resulted in the Rebellion of the Alpujarras (1568-1570), which were suspected to corroborate with the Turks. During The uprising Moriscos get help from Turkish and Moroccan volunteers. The uprising was brutally suppressed by Don John of Austria. By the spring of 1571, the Moriscos were massacred and defeated. Some were killed and others were deported under inhumane conditions. Moors were suspected to corroborate with the Turks, a permanent solution by the inquisitions which to proceed with the expulsion of the Moors. On April 09, 1609, King Philip III of Spain decreed the Expulsion of the Moriscos. The Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. The majority of the forced emigrants settled in the Maghrib or Barbary Coast, especially in Oran, Tunis, Tlemcen, Tetuan, Rabat and Sale.

Nutritional Requirements of Individuals with Dementia Essay

1.1 Describe how cognitive, functional and emotional changes associated with dementia can affect eating, drinking and nutrition 1.2 Explain how poor nutrition can contribute to an individual’s experience of dementia 1.3 Outline how other health and emotional conditions may affect the nutritional needs of an individual with dementia 1.4 Explain the importance of recognising and meeting an individual’s personal and cultural preferences for food and drink 1.5 Explain why it is important to include a variety of food and drink in the diet of an individual with dementia 2.1 Describe how mealtime cultures and environments can be a barrier to meeting the nutritional needs of an individual with dementia 2.2 Describe how mealtime environments and food presentation can be designed to help an individual to eat and drink 2.3 Describe how a person-centred approach can support an individual, with dementia at different levels of ability to eat and drink Read more:  Essay on Role of Communication With Individuals Who Have Dementia DEM313 Equality, Diversity and Inclusion in Dementia Care Practice 1.1 Explain why it is important to recognise and respect an individual’s heritage 1.2 Compare the experience of dementia for an individual who has acquired it as an older person with the experience of an individual who has acquired it  as a younger person 1.3a Describe how the experience of dementia may be different for individuals – who have a learning disability 1.3b Describe how the experience of dementia may be different for individuals – who are from different ethnic backgrounds 1.3c Describe how the experience of dementia may be different for individuals – who are at the end of life 1.4 Describe how the experience of an individual’s dementia may impact on carers 2.1 Describe how current legislation, government policy and agreed ways of working support inclusive practice for dementia care and support 2.2 Describe the ways in which an individual with dementia may be subjected to discrimination and oppression 2.3 Explain the potential impact of discrimination on an individual with dementia 2.4 Analyse how diversity, equality and inclusion are addressed in dementia care and support

Detterence Essay

Most are articles written by different intellectual scholars in the criminal justice field all weighing in on what they believe the theory of â€Å"Deterrence† is and how it relates to the ability to deflect and or inhibit crime during war time, peace time and stately situations. In particular I found one article to be an astounding work done by a man named Stephen Quackenbush with an article titled General Deterrence and International Conflict: Testing Perfect Deterrence Theory (2006). Although this article deals with deterrence theory of international conflict it still involves the basic roots of deterrence. I would like to show that through Mr. Quackenbush’s work one can come very close to a â€Å"Perfect Theory of Deterrence â€Å" by simply following the logic of the article. Deterrence 3 When searching for the topic it was my goal to find the meaning of deterrence and or the application behind the theory. I wanted something with close ties to the relationship of the text we are using in the classroom. The text we are using Vold’s Theoretical Criminology, 6th ed (Bernard, Snipes, & Gerould, 2010). I found in the article what I needed to relate different aspects of the text to the fundamentals behind what S. Quackebush (2006) had theorized about the levels behind deterrence. Not only does his research provide information on when and how to implement deterrence it can use simple math to determine the victor in every situation based on fundamentals of push and shove and force on force comparisons. In order to understand what deterrence was I wanted to find a source to provide a little more input than data from the 1800’s, as we have learned from Cesare Bonesana (1738-1794) statement concerning the implementation of keeping punishments proportional to the seriousness of the crime so that the cost always exceeds the reward (Bernard, Snipes, & Gerould, pg. 14). This is all well and good to understand how to set its boundary of punishment to the crime but I needed a better understanding of how it worked and what other factors besides crime helped to determine severity and what types of deterrence we see in our world today. By looking into Quackenbush’s (2006) theory I can gain a better understanding of the levels of deterrence and the players in the game. By understanding it better myself and can readily adapt it better in my of life and have a better understanding of why and how it is used not only on the global level but on every street corner in America. I order to locate the information I was searching for I followed the link provided in module one under the paper one resource provided by the course administrator. After following the link to the Excelsior Library’s resource search page I entered deterrence into the search box and began to look for articles that appealed to me over those that were easier for lack of a better term. Deterrence 4 I did find an article prior to the one by Mr. Quackenbush (2006) but after careful review I found the course required the article to be from 2000 and up. My article was from the 1930’s so that got quickly recycled and I found the article mentioned above. When I have used the library resource in the past I find it is always best to find your specific subject of study go to that portion of the library and search using specific terms within the requirements you have for the research to be done. In this case it was easy I had one word to describe my intent to the search box and in return it pulled up many documents. I knew that since mine needed to be a specific format â€Å"Article† I then eliminated all but the required information such as periodicals and journals. Of course a wide variety of useful and some not so useful articles, journals and periodicals popped up. I simply perused through them until I found a few that grabbed my attention. I would then open the journal and briefly read through it to see if it contained the content I wanted or was interested in. Once I found the writing that best fit the work I wanted to explore my time was done in the Excelsior Library. While looking through the many choices that were made available to me I quickly looked at content for information that one, intrigued me and two had some rational sense in which I could then understand and use. What is the point of using information that you have no Comprehension of? Once these guidelines were established I look at the list of references and crossed checked these and the original author through the internet to find any additional information that may have been useful to me. The trick to this as well is to find a resource that has the intent of the message being interpreted and received by the viewer. If I am to do a paper on deterrence what benefit would I gain from a paper on crime rates in Kalamazoo, MI? At this point relevance to the meaning of the research is a factor. Another key thing to look for in an article is what amount of evidence is backed up by fact and how much of it is based on opinion or hearsay? Deterrent 5 A good resource needs to be based on as much proven fact and be backed by additional works to allow for the best use of the material in which you are going to use for your paper. Anyone can find a story on their topic but is it a story or is there hard evidence to back it up? I believe my methods of evaluation are probably a bit more stringent than those described in the library resource. I tend to be a stickler for what I want to use for any form of writing in order to try to get my point across as best as possible. The library resources are abundant with useful information though. Do not think I am discrediting then because that would be far from the truth. As a new student when I first started my Undergraduates Degree I used all the resources available to me especially the library. The article I chose to introduce to compliment Chapter two’s lesson on deterrence is an article called General Deterrence and International Conflict: Testing Perfect Deterrence Theory, by Stephen L. Quackenbush (2006). When I first began to read the article it intrigue my because it deals not just with the cause and effect of deterrence but the quantative measure of it as if it is and has always been a scientific fact of life. It begins by stating deterrence is the use of a threat (explicit or not) by one party in attempt to convince another party not to upset the status quo (Quackenbush, S. L. 2006). It breaks it down into two purposes which are direct and extended deterrence. One is immediate and used primarily as a means of prevention or attack on a defender, while the other is meant to deter a general population. Along with this are two types of situations that are created by deterrence. The first is immediate and is targeted toward a specific challenger and general which is all encompassing of a group (Quackenbush, S. L. 2006). Deterrent 6 Inside these purposes are different categories to describe different events of deterrence to include direct immediate deterrence, direct general deterrence, extended immediate deterrence and extended general deterrence (Quackenbush, S. L. 2006). These are considered different strategies based on your position. In this article the author chose to focus primarily on direct general deterrence to prove his theory of the â€Å"perfect deterrence†. At many times Dr. Quackenbush (2006) speaks in term of deterrence being that of a game. I will describe the way that I understand his game based n the article as it delves deep into mathematical equations that do make sense but are a long way to describe it how I will. As discussed before there are and have to always be two sides when we speak of deterrence. In the case of the article they are known as Challenger and Defender. In this game there are choices to be made and depending on the choice each side makes will determine whether you are the defender or the challenger. Think of it if you will like a national game of chess depending on how you chose to play your piece will either make you the aggressor or leave you making defensive moves to get out of harm’s way. Earlier it was discussed that deterrence is simply used to bring one party back to the status quo or the normal. Being the defender or challenger and based on the decisions you make will put you into one of two places. You will either be the defender, come back to the status quo or you will retaliate (becoming the challenger) and move into conflict and vice versa. Based on this Dr. Quackenbush (2006) has established that no matter where we are even in peace times there will always be a direct general deterrence. The shift from this happens when one side moves their piece one way or another. The understanding of deterrence in this article is based on a state to state or nation to nation offensive and defensive. We typically are discussing criminal activities of general population during this course but I do have a way to show just how much it looks like the national scale of deterrence within our precincts and our cities. Deterrence 7 One of the ways it can be shown that Dr. Quackenbush’s (2006) Theory of the perfect deterrence being present in our text is to compare just a few similarities in which he based his work on. One of the first few terms that come to mind is deterrence decay and residual deterrence. If compared to the though t of a continual deterrence as suggested by Dr. Quackenbush then you can consider these the effects of a deterrent being put into place. This would happen in three stages the initial deterrent, the deterrent decay and what would be left would be the residual deterrence. By showing that there are different levels and or stages of deterrence at any given ime then we can validate the Theory of Perfect Deterrence as proposed by Dr. Quackenbush (2006). By knowing the challenger to defender relationship it can compare to local law enforcement against drugs, crime, gangs and the list goes on. At times the law enforcement agencies are the challenger and the criminals are the defender. Those roles do reverse and local authori ties have come under attack many times before. By understanding that there is always some type of ongoing deterrence whether perceived or intentional the challenger and or the defender will plan accordingly. The threat of going to jail for a crime is a constant deterrent for most. At times though there are those that weigh the benefit to the loss and chose to defy the deterrent sometimes they get away with it and sometimes they don’t. It is knowing that there is a consequence for your action that keeps most on the straight and narrow. A perceived deterrent would be a shining star in proof of constant deterrence theory. Based on past experiences people will build a perceived notion of punishment for an offense. The deterrent had been initiated long ago yet the residual effect of it remains.

The Efficacy And Advantages Of Inserting Foreign Genes Into The Essay

The Efficacy And Advantages Of Inserting Foreign Genes Into The Chloroplastic Genome Instead Of The Nuclear Genome - Essay Example Another batch of DNA was treated in a likewise manner, except that nucleotides containing thymine were added instead of adenine. (Avril, 187-94) When these two samples of DNA were mixed, the complementary "tails" of A- and T-bearing nucleotides became joined by hydrogen bonding. This combined the once separate fragments into long, interconnected chains. DNA ligase was then added to form bonds between the sugar and phosphate groups. The two DNA strands were now one. It was certainly intriguing that one could now cut up DNA into unpredictable heterogeneous fragments and randomly stitch them back together. However, for further insights into the organization of DNA and its genes -- that is, the determination of precise nucleotide sequencesvery specific nucleases would have to be found. The prevailing opinion was that such specific DNA-cutting capability did not exist in nature. The only clue to the possibility that more specific nucleases might exist came from observations beginning as early as 1953 that when DNA molecules from E. coli were introduced into another slightly different form of E. coli they seldom functioned genetically. They were quickly broken down into smaller fragments. This apparently was part of a system that had evolved in bacteria to protect them against the entrance of foreign DNA. In addition to all of the other more obvious forms of competition in nature, there is a constant invisible struggle played out in the microscopic world, in this case between bacteria and bacteriophages. Darwin's natural selection is recreated here on a minute scale. (David, 131-44) First, bacteria can be grown under controlled conditions, rapidly and in enormous numbers. Overnight, a few cells will multiply into literally billions. It is very important to understand that a bacterial cell ordinarily reproduces simply by copying itself. Assuming that no mutations occur in the cells, all the descendants of that one cell are identical. Such a population of cells originating from a single cell is termed a "clone" and the process of producing that clone is referred to as "cloning" the cell. The DNA in a typical bacterial cell exists in two forms. One is the single bacterial chromosome which, unlike the chromosomes in our cells, is in the form of a circular molecule. The DNA of all other organisms can be likened to a long string. In bacteria, the ends of the string are joined, forming a circle. In addition to the DNA in the bacterial chromosome, DNA also occurs in bacteria in the form of plasmids. These, like the bacterial chromosome, are also circular DNA molecules, but much smaller. When the bacterial cell divides, the bacterial chromosome replicates and one chromosome is passed on to the new cell. Likewise, each of the plasmids replicate and half are delivered to the next generation. The plasmids are unique, independent, self-replicating DNA molecules which can exist only within the living bacterial cell. Plasmids can easily be isolated from bacteria by breaking open the cells with enzymes which break down the cell wall. The resulting mix is centrifuged.The heavier chromosomal DNA, termed "genomic" DNA, as well as cell fragments will go to the

Consideration in English Law is Required in Every Contract Essay

Consideration in English Law is Required in Every Contract - Essay Example This essay will look into English law of contracts in relation to consideration. Overview Consideration can be described as the price to which a promise is given in return for something else. In most cases, promises need not to be in terms of money but in many other forms. According to the law of English contracts, if an agreement or a promise is not supported by consideration then it is considered nudum pactum (a bare promise) and it is not enforceable by law. The English contracts laws have traditionally had the clause of consideration for the contract to be accepted as. For instance, in large or valuable transactions, the law requires that all parties bring something of value â€Å"consideration† for a contract to be legally binding. This law of consideration was designed to ensure that all parties are given fair treatments or equal standing in the formation of contracts (Jenks, 2010). This clause is important especially in cases where issues arise after the formation of a contract. Consideration law can be used is solving changes to the contract law in cases such as in debugging the equitable doctrine of promissory estoppels. This is the case whereby earlier terms or agreements cannot be enforced in the solution of cases. Consideration is regarded as an agreement that had the intentions of the terms to be legally binding. Consideration can be anything that is sufficient in that it can be weighted and decided to have economic value (Cruz, 2008). English courts make use of consideration in deciding whether promises or contracts are legal or enforceable. A consideration cannot be drawn in the past unless there are express terms of a request by either of the parties. Several cases have presented difficult situations for solution of cases such as part payment of debts or undertaking duties currently obligated. This was evident in the case of Williams vs. Roffey where the court decided that the contract was legal since the duties undertaken by Williams wen t beyond his legally obligated duties (Chitty, 2006). Considerations are important in English law in that they are used in making sure that the terms of the contract can be enforceable. This is especially true in cases or contracts that are supposed to be enforced in the future. But the most used form of the term consideration in contracts is when there is a direct exchange of goods for money or goods for goods. Consideration in contracts is normally enforceable and practised practically when something has been given or promised in exchange for something else. A promise in English law is a contract if a promise or consideration is attached to the promise (Atkins, 1999). For instance, if you promise to pay or buy someone a gift who have to write it down or make a deed. In the case of Currie vs. Misa of 1875, consideration in the sense of law consists of interest, benefit or profit accruing to one person and detriment or loss of responsibility to be undertaken by the other party. The understanding and execution of these contracts are quite simple. In some cases the execution or implementation of the law of contracts is difficult as in the case of Dunlop Pneumatic Tyre Co Ltd vs. Selfridge & Co Ltd of 1915, whereby consideration was difficult to enforce. In such as case, there was exchange of promises where neither of them was enforced. The making of the

Confederates in the Attic Book Analysis Term Paper

Confederates in the Attic Book Analysis - Term Paper Example He recalls his efforts for research, some bitter-sweet memories, the threat of physical violence and camaraderie he experienced, all for the sake of writing a good book with accurate historical details. Recollection of the past events is not always sweet, even when the present states of affairs are sound. For an individual, for an institution, for a race, for a language group and for the Nation as a whole, the original questions will always remain as the original questions with slight modifications here and there! During his extensive travel, Horwitz realized how sharply the viewpoints of the people were divided, over the fundamental issues, though taking into consideration the provisions of the Constitution, every citizen of America, was granted equal rights and continues to enjoy them. Tony Horwitz points out how a small initiative, even if it well-intentioned, has the potentiality of ending up in major conflagration and the pet up feelings of different sections of the people have chances of snowballing into a conflagration. He (1999, p.6) cites the example, â€Å"the Walt Disney Company unveiled plans for a Civil War theme park beside the Manassas battlefield. This provoked howls of protest that Disney would vulgarize history and sully the nation’s â€Å"hallowed ground.†It seemed as though the black-and-white photographs I’d studied as a child has blurred together, forming a Rorschach blot in which Americans now saw all sorts of unresolved strife; over race, sovereignty, the sanctity of historic landscapes, and who should interpret the past.† His interactions with the actors (people) in the re-enacting circles revealed their mind-sets and thinking processes and some humorous situations. About his impression of a bloated corpse Horwitz writes, ''His belly swelled grotesquely, his hands curled, his cheeks puffed out, his mouth contorted in a rectus of pain and astonishment. It was a flawless counterfeit of the bloated corpses photo graphed at Antietam and Gettysburg that I'd so often stared at as a child.'' (p.7) What he wondered and took note off was the seriousness with which each actor acted, not with the sense of professional integrity alone, but to give vent to their feelings of personal loyalties and convictions. In the course of his trek, Horwitz comes across highly interesting personalities, which one cannot imagine even in the fictional dreams and it provides rare insights into the minds of the personalities. Besides such encounters and experiences are invaluable addition from the perspectives of sociology and human psychology. My impressions about the text: This is an invaluable book that provides insight into the working of the minds of common individuals as for the issues confronting the Nation today. By passing laws on equality and by securing the freedom of individuals through legislations, nothing tangible will be achieved. No legislation can change the color of the skin, and this is the issue, that boggles those who have concern for the welfare of the Nation, nay the ultimate good the humankind. The most dismaying trend Horwitz finds is the resurgence of anti-Federal hostility and racial separatism and I agree with the author one hundred percent about his genuine concern. This is a historical issue for which extraordinary efforts are needed at all levels like politics, economics, sociology and even religious and spiritual values of the Nation. The politicians of different parties have so far

School and Sociaty Research Paper Example | Topics and Well Written Essays - 1250 words

School and Sociaty - Research Paper Example Mann is known as â€Å"father of American common school† Talented and hard working teachers can mould a weak student into a strong one. There should be similarity in text books and criterion is set to select teachers. Teachers be paid good amount as salary to motivate them and make job respectable. Tozer states that â€Å"schools are complex institutions with diverse and complicated relationships to the communities in their surroundings†. Now teachers are supposed to understand the link of education with society and should set goals accordingly. Now political economy is term which comprises of political, cultural, social and economical aspects of society. In the same way ideology covers the beliefs and ideas of a society. Therefore these are not separate terms and must be studied in relation to each other. (Tozer, Violas & Senese, 2001) Now if I apply all these terms on my education then my education did not commensurate to my future social and economic challenges. When I went to college, than I realized that school education was just useless for me as I was unable to perform well. I was weak in mathematics therefore I was unable to perform well as a cashier in a grocery shop. Here comes the fault of my school system. Schools of Bronx New York were overcrowded. Teachers were under educated and were low paid. Teachers were also not made accountable by the government authorities for imparting poor education. This weak foundation grew with me and I faced lot of problems in higher education and in job as well. Thomas Jefferson says that citizens should be educated in way that they can liberally understand the world and should also know the functioning of society. Local schools system of a society should be able to run and mange school in a great fashion. Jefferson emphasized on training of mental abilities in his educational ideal. He gave the idea of autonomy to every diverse school district. Primary schools education should be developed in such a wa y that in future the students can ensure the existence of society. Jefferson’s ideal has not played any part in my education. After my basic education I was unacceptable to the society because of poor educational background. Jefferson wants to see an educational system that can strengthen all dimensions of society including economy. After completing basic education I was unable to handle minor accounts efficiently. Initially I was taken as thief in grocery shop because of cash shortage on daily basis but ultimately I was fired. Jefferson wanted students to understand all dimensions of society including ideology and demography. When appeared in entrance exam for admission in a college, I could not understand any thing in the paper and got failed. I did not know the basics of English, Mathematics and history (Gramsci, 2009) Now the schools are accessible to every child but previously the distance to schools was the de motivating factor for students. I will highlight the quality of teachers here as I suffered a lot from this aspect in my life. It is the teacher who can shape the life of his students for making them important part of the society. My teachers were not highly educated as I was studying in a normal public school. Jefferson and Mann always emphasized on highly qualified and enlightened teachers. When I appeared for entrance exam I was unable to understand any thing. I did not know basics about Mathematics and English. I was also fired

Briefing a Case Essay Example | Topics and Well Written Essays - 500 words

Briefing a Case - Essay Example was an appeal against the decision of Erie County Court of Common Pleas. The lower court had denied the claimant negligence claims by from Pfeil Funeral Homes for the injury she sustained within the latter’s premises. The primary issues set for determination by the court of appeal were whether: a) the escort of the claimant by an agent of the defendant and his failure to warn her over the sharp drop on the public sidewalk was a matter of fact or law, and b) the junior court overlooked the facts about the case regarding the failure of the defendant to put a notice warning the guests of the risks of the eight-inch step down in the sidewalk. The Appellate court held that the issues of case were merely factual and not legal. As such the court affirmed the earlier ruling of the trial court, saying the claimant was not entitled to any negligence claims from the defendant. The court began by legitimizing the summary judgment of the lower court which it said was valid because: a) the issues in question did not meet the thresholds of material fact; b) the issues in question lacked the required basis in law to facilitate a fair, legal and reasonable verdict of the court and c) it would be unreasonable to impose any claims upon the defendant for the injury sustained at their premises because by doing so, the claimant would have gained more than she deserved while the defendant would have been unfairly disadvantaged by such a ruling. In addition, the court said the claimant would have been entitled to negligence claims if the statement of facts were supported by law. The court cited the precedent set in the case of Mussivand v. David (1989), 45 Ohio St.3d 314, 318, 544 N.E.2d 265, in which grounds for the awarding negligence claims arose. In the Musivand case, the court said that any negligence claims must meet three conditions: a) the duty of care owed to the claimant; b) a violation of the term, and c); the violation of the term being the proximate cause of the

Explains all that we have learned our class Essay

Explains all that we have learned our class - Essay Example At first, we understood the major importance of hospitality laws. The knowledge of hospitality laws isn’t just a piece of information, but it is an important part that professionals and students must know to avoid heavy fines, negative publicity, and lawsuits. All the managers, employees, and staff members must be aware of all these laws. We were taught in this semester that hospitality laws have a wide range of implications that must be known and followed in order to avoid breaking state and federal laws. book serves as a handbook for professionals and everyone in this business as the subject is well distributed in chapters and units, updated examples are given, and cases are explained that cover a wide range of possibilities. hospitality industry, the main importance is given to the safety of the customer. Food safety laws are essential and it is important to have the knowledge of how to store and clean food to keep the customers satisfied and safe. This would avoid fines and lawsuits. Safety laws can also include the fire safety laws where the hotels must meet the guidelines on fire safety. Such laws and the following of them enhance the public image of the business and increase the customer base. Customers also feel safe as they rest easy and have the trust that the hotel would protect them in cases of fire and provide hygienic clean food (Morris & Cournoyer 23). Hospitality laws also enable the businesses to protect their reputation. Some of the contemporary hospitality laws introduced in the textbook and in class are discriminatory laws, employment laws, and access to disabled patrons. There must be no discrimination against customers or employees on the basis of their race, religion, sex, disability, or age. This leads to a negative impression and negative public image. Managers and employers must also respect the workers despite their background and avoid discrimination at workplace of any kind. They are

Human Relations And Organization Behavior Research Paper

Human Relations And Organization Behavior - Research Paper Example Some behavioral rules imposed in the working environment of some teachers have proved to be beneficial to the individual who would have had their personal rights infringed on. The professional relationship between people ensures confidentiality and formality in the service delivery. In the education sector, imposing rules and regulations that affect the employees’ cultural diversity may have both positive and negative effects on the employees. Organizations behavior monitoring encourages a professional relationship between workers hence the teachers are able to have a good teaching environment. This would boost the service delivery of the employees because they are in a good environment. However, it can be argued that for the proper working environment in an institution, the teachers have to relate in a free manner. Organizational behavior regulations may hinder such socialization hence interfering with the service delivery to the students. This is because the teachers and lecturers may become unsocial and hence there would be cooperation and teamwork. In the United States education system, the cultural diversity affects the organizational level of the teaching institutions. This is because, in the planning of strategies in the institution, the cultural diversity of different employees has to be put into consideration (Debra 1996). For example, consultations have to be made between the teachers and the management before new rules are imposed. The attitude and perception of employees in the education sector play an important role in the performance of their work. In a psychological view, a positive attitude towards the teaching profession contributes to good service delivery as opposed to those with a negative attitude.

Travel Long Distances Essay Example for Free

Travel Long Distances Essay Whenever we have to travel long distances within the country we can travel by train or by air in an aeroplane. I remember my first train journey which I performed when I was just about four years old. After that journey so long back, I have made several journeys by train but, that first journey still lingers in my mind and thoughts. We had to go to Madras, where my father had to attend a Conference. Since we had not then seen Madras and our winter vacations were falling during the dates of the Conference, it was decided that we would all go with father and make a trip to the South. Regarding the visits to different places of the South I remember next to nothing as, I was rather small but the train journey is still very vivid in my mind. There, at Madras, my father had to attend a Conference whose date was the 18th of December so; it was decided to leave for Madras on the 15th. After a long wait, at last the 15th of December came and my excitement knew no bounds. I would be going on my first ever train journey, enjoying an outing and seeing new places. The train that we had to go by was known as the G.T. Express i.e. the Grand Trunk Express and we went to the station to board it. I think it was evening time when we boarded the train. Inside we had dinner and then my parents and my elder brother all slept. I could not get sleep as, I was just too excited. I remember that, I had taken a window so that I could see the fun outside but, alas. No sooner that we had finished dinner, it was dark and nothing was visible from the window. It was only at the stops at the stations, I would peep out and see the rush and life on the platform. Seeing the stations for sometimes, I finally slept. When I woke up in the morning after a comfortable sleep at night, I was absolutely thrilled to look outside. The area the train was now crossing depicted a very beautiful cross section of land forms and greenery, mills and villages. Oh, what a panoramic beauty it all was. When the train crossed over different land forms, the sounds it made were heard changing sometimes deep grunts, sometimes a smooth flow and at other times just a thud here and thud there. When the train crossed over bridges on expanses of water, the sound was of gurgling. This medley of sounds created by the movement of the train was a wonderful experience the different stretches of huge expanses of land and water and different plantations for miles on end, showed nature in its full form and beauty. As we passed through village areas, I noticed fields of rice, wheat, mustard and vegetables. Oh what a wonderful sight of the cross-section of India. At the stations the train would stop and another scene of civilization would take over from nature, and when the train again started, the nature would again take over. This hides and seeks of scenes continued throughout the journey, and the music of terrain and water changing off and on was just stunning. This interesting scene continued for almost thirty six hours but, believe me, I enjoyed every minute of it. A mobile home with all amenities, a look at nature and also human civilization was all seen packed up as one presentation package for me. The thirty six hours had just flown by and we were at the Madras junction. I cannot forget this first journey by train even after eight years now and I do wonder if I ever will.

Mother and Twin Brothers Eli Essay Example for Free

Mother and Twin Brothers Eli Essay In The Droughtlanders, by Carrie Mac, Twin brothers Eli and Seth, both Keylanders, live inside a privileged and protected city surrounded by huge walls to protect them from the filthy, sick Droughlanders. Eli’s mother teaches him to view Droughtlanders sympathetically and Eli changes his opinion about them. As a result Eli joins a rebellion group against the Keylands. Initially Seth is furious about Eli’s decision and attempts to hunt Eli and kill him but ultimately realizes the truth and joins his brother. At the beginning Eli and Seth have a bitter hate for each other which intensifies due to their different view points regarding the Droughtlanders. In the end, they make up and the hate they had between them fades away. Right from the start Eli and Seth do not get along, this relationship soon turns into hate and distrust between them. Near the end Seth also changes his mind about Droughtlanders and they get along. From the beginning Eli and Seth dislike each other because of Seth’s constant harassment. Seth is constantly making harsh jokes about Eli’s bladder problem, â€Å"do you have to sit down like a girl?† (36). This quote shows how Seth bullies Eli. Seth and Eli get in a lot of fights and Seth says mean thinks like â€Å"If father wasn’t in the room I’d kick your face in† (44). Seth bullies Eli because he thinks that he is weak and pathetic. After getting in yet another fight Seth says to Eli â€Å"You really are a baby. Get a diaper, Eliza† (55). Eli hates Seth’s bullying and they never get along. They have always had a poor relationship, but it becomes worse once Eli sympathizes with the Droughtlanders. Seth and Eli’s relationship and distrust gets even worse. When the explosion goes off where their mother is, Eli cries â€Å"Maman. She was in there, Seth† (45). Eli had a very strong connection with his mom, but Seth not so much. Eli tells Seth how their father killed their mother and Seth whispers into his ear â€Å"Say that one more time, or to anyone else, ever, and I will kill you† (54). This quote demonstrates how seriously angry they are with each other. Eli tries to tell Seth that their mother was a rebel but Seth responds â€Å"That is the stupidest thing I have ever heard you say† (56). This quote illustrates how much distrust they have between them. When Eli secretly leaves to look for the Droughtlander rebels, Seth views him as a traitor and this betrayal leads to Seth hunting Eli. When Seth finally catches up with Eli, he tells Seth the truth about their mother’s death and how their father was responsible. Seth also comes to accept the Droughtlanders for the decent and ill-treated people they are. Eli and Seth find each other in a forest. â€Å"When Eli heard the name he’s not been called in so long, he felt some thing snap with a sharp, invigorating pain. Keenly aware of his intentions, he brought out his own knife and in one fluid motion flicked the wider blade open, turned and plunged the knife through Seth’s pants and as deep as it would go† (300). It is this moment that Seth gains respect for Eli and starts to question his own beliefs. After Seth is captured he does his sin inventory and comes to realize how horrible of a person he was. Although Eli is still very angry with Seth, Seth says, â€Å"I’m sorry, Eli, for being such a terrible brother† (317). This is the start to their relationship reuniting. They discuss and finally agree about the tragic events that lead to their mother’s death. Sabine, their triplet sister, is also there and for the first time they all connect peacefully. During the circus they all collapse and are sent to the infirmary. â€Å"They speculated on why only now they felt a connection† (323). They figured it was because this was the first time they were all happy together. In the end, Seth and Eli are no longer enemies and can be happy. The relationship between Seth and Eli started with mutual hostility and ended in admiration. It is a unique relationship between Seth and Eli in search of the truth. Eli pursues the truth of his mothers legacy as Seth searches for the truth about Eli’s defection.

Programs to Improve Education in the US

Programs to Improve Education in the US Chapter 1: Introduction Topic. The current education debate in the U.S. has centered on preparing all scholars to be college and career ready by equipping them with scholastic, technical, and employability competences by the time they graduate high school (Hein, Smerdon, Lebow Agus, 2012; Stone Lewis, 2012). However, the competences gap between what employers seek and what scholars-future labor market candidates-possess has raised concerns about how the educational system prepares high school scholars to become college and career ready to meet the needs of the labor market (Stone Lewis, 2012). Without providing the scholastic, technical and employability competences that will help American teens transition smoothly into careers and college, many teens will continue to be underprepared for the labor market while employers react by grieving the existence of a competences gap among labor market candidates (Halpern, 2009; Stone Lewis, 2012). Lerman (2008) agrees that that policymakers have attempted to address the competences gaps and workplace changes, due to global labor market changes, by enhancing educational attainment through more requirements scholastic initiatives. These achievements though, have neglected the possibility for other learning models. Lerman thus alleged that more schooling does not make you more successful for careers. Similarly, Cappelli (2008) affirmed that, while education is a good fundamental for success, having scholars take more rigorous scholastic courses will not ensure that they will be prepared for the labor market and that should be a cause for distress. Cappelli (2008) has further alleged that there is a problem with competences gaps which ultimately lays in scholars work-based skills. Thus, while scholastic competences are considerable, employers are fascinated in how scholars can translate their education into productive practices in the workplace. Overview of the Research Problem Research shows that, despite reforms to raise scholastic achievement among high school scholars, approximately 40% of American teens, do not attend or complete college (Lerman, 2009) and subsequently enter the labor market inadequately prepared (Stone Lewis, 2012). When the focus is getting more teens into college, despite the evidence that a large majority of scholars do not complete their degrees or get jobs in their fields, society risks creating scholars who neglect their vocational futures since their choices may lack a clear connection to their goals. Scholars sometimes enter college with no clear direction (Zimmer-Gembeck Mortimer, 2006). Halpern (2009) agrees that the implicit assumption in the U.S. that everyone needs some type of traditional, post-secondary education to be abundance in the labor market since most of the educational reforms have rested on the belief that all scholars should be encouraged to pursue college degrees. Symonds, Schwarz, and Ferguson (2011) and Skills (2010) agrees that identifying alternative career pathways is essential to preparing scholars as the traditional, scholastic, classroom-based method is not suitable for the majority of American teens as it often causes such scholars to disengage from learning and graduate from school without the competences to succeed in careers or higher education. In that regard, when scholars are well prepared for careers or education, high levels of unemployment are reduced, scholars are given a sense of purpose and direction, and the time spent floundering after high school is reduced (Hamilton, 1990; Taylor Watt-Malcolm, 2007). Focusing on college and career readiness means that all scholars at the high school level can be engaged in relevant learning experiences that meet their needs and learning styles, and ultimately the needs of the labor market (Stone Lewis, 2012). Recent reports by Center for Social Organization of Schools tell us that only 75% of scholars leave high school with a diploma. In nearly 2,000 of the nations high schools, graduation is not the norm. Only 69.2% of the scholars graduate after four years (Barton, 2007; Center for Social Organization of Schools, 2008; edweek. org, 2009). Many scholars enrolled in schools are not fully engaged in the educational process due to lack of a clear connection between high school work and personal goals (Bottoms Young, 2008). The Partnership for 21st Century Skills revealed in its 2007 survey that 80% of voters say the competences scholars need to learn to prepare for 21st Century careers differ from what they needed 20 years ago (Partnership for 21ST Century Skills, 2010, and Vockley-Lang, 2007). Community and industry stakeholders also believe schools need to do a better job of keeping up with changing educational needs (Barton, 2007, Partnership for 21st Century Skills, 2010 and Vockley-La ng, 2007, Walker, 2008). Successful learning to achieve life and career success requires active engagement. Engagement is defined as a school participants involvement in both learning and overall activities. Since a scholars engagement is often measured by a scholars overall achievement and school involvement, a closer look is required. Engagement is considerable for all scholars in school, whether urban, suburban, or rural, and regardless of socioeconomic background. Disengagement is a higher order factor composed of correlating factors occurring over a gradual period (Balfanz, Herzog, MacIver, 2007. Scholars may experience a loss of scholastic motivation, which leads to detachment from school and its expectations, while reducing effort and classroom involvement. Scholars in prosperous environments, when they become disengaged, may learn less than they could or miss opportunities; however, they are often provided supplemental chances to meet expectations. The consequences of disengagement vary within different socioeconomic background. The scholars most affected are from disadvantaged backgrounds, in high poverty, and urban high schools. These scholars are less likely to graduate and h ave fewer opportunities for second chances and future success (National Academy of Sciences, 2003). According to Reschly and Appleton, Engagement is the primary theoretical model for understanding the dropout and is, frankly, the bottom line in interventions to promote school completion (Reschly Appleton, 2008). Career and Technical Education programs engage scholars by providing opportunities for them to learn competences that lead to industry credentials or certification (Office of Vocational and Adult Education, 2008). Despite current federal initiatives to spur reforms in American education such as the No Child Left Behind Act of 2001 (NCLB) and Race to the Top (2009), both containing goals of making American teens competitive in the global economy, the competences gap in the United States (U.S.) has not increased (Cappelli, 2008; Christman, 2012; Lerman, 2012). A mismatch between the competences employers want and what scholars-potential employees-present in the labor market continues to exist. scholars, employers, and demographic changes, concerns with high school dropout and scholastic achievement, high college incompletion rates, and a competences gap in the labor market have generated interest in how best to engage scholars and make them college and career ready (Alfeld, Charner, Johnson Watts, 2013; Darche, Nayar Bracco, 2009b; Guy, Sitlington, Larsen Frank, 2009; Lerman, 2012; Stone Lewis, 2012). This challenge has caused policy makers, educators, and employers to seek solutions to the education and training of scholars that enhance their competences to meet employer needs. Calls have been made for educators to provide multiple career pathways for American teens and to provide work based learning activities that promote practical, and scholastic, learning (Symonds, Schwartz Ferguson, 2011). Statement of the Problem Over the past couple of years, several educational initiatives (No Child Left Behind Act of 2001 [NCLB]; Race to the Top, 2009) have been developed to increase the scholastic achievement and presumably the competitive advantage of American high school scholars. Despite the well-placed intentions of these initiatives, concern still exists that the educational system is not adequately preparing scholars with the competences needed to enter the labor market or to pursue higher education as the effects of these reforms have been modest (Lerman, 2008; Stone Lewis, 2012). The educational policy that emphasizes high-stakes testing and advancing the number of scholars entering science, technology, engineering, and math (STEM) fields has marginalized a considerable proportion of high school scholars whose learning styles, and scholastic and career interests, do not align with educational reforms or the needs of the labor market (Lerman, 2008; Symonds, W. C., Schwartz, R. B., Ferguson R., 20 11; Stone Lewis; 2012; Trilling Fadel, 2009). Thus, even though enhancing schools is necessary, there is not a sufficient response to the labor market and global and technological changes. This study sought to address the gaps in the literature on internship programs targeted at teens in the United States. Notably, while internships have been abundance in other developed countries, little research has been conducted in recent years on internships targeted at adolescents in the U.S. Research on internships in the U.S. has focused on adult internships typically in their mid- to late twenties Hence, this study sought to address the gaps in the literature on the internship program targeted at teens in the United States. Deficiencies and Limitations in the Evidence This case study will provide an in-depth description of one internship program. The study focused on one program could be perceived as a limitation. Although the findings may apply to other organizations, generalizations of the findings to other contexts such as an established program or another industry may have severe limitations. A single case would provide additional insights and boost the findings of the study. Purpose of the Study This study will describe an internship program targeted at adolescents and aimed at addressing the employer skill needs. Examining the experiences of scholars, employers and educators engaged in internships. In the Career Technical and Education programs of the 21st century scholastic competences are stressed. In North occupations, educators, and Technical Education educators are accountable for both the skill proficiencies and scholastic gain of Career and Technical Education scholars. The indicators that require the blending of scholastic and Career and Technical Education are mandated through Perkins funding that North Carolina receives to fund local and state Career and Technical Education achievements. Accountability in Career and Technical Education is guided by the Carl Perkins Career and Technical Education Act of 2006 and other legislation, including No Child Left Behind. North Carolina is required to establish performance indicators in eight areas: 1S1: scholastic attainment: reading and language arts, 1S2: scholastic attainment: mathematics, 2S1: Technical attainment, 3S1: Completion, 4S1: Graduation rate, 5S1: Positive placement, 6S1: Nontraditional participation, 6S2: Nontraditional completion, Performance indicators 1S1, 1S2, and 4S1 are tied directly to No Child Left Behind. Because of this accountability model in place for North Carolinas Career and Technical Education programs, scholar enrollment is a major concern because enrollment can affect the formulas used to calculate performance levels. The context of this case study of an industry education partnership, will take place in one public school district in North Carolina, its 28 schools serves approxiately 17,370 scholars. The Career and Technical Education department offers courses such as Apparel, Robotics/Tech Ed., Furniture/Cabinetmaking, Accounting, Health Science, Agriculture, Culinary, Marketing, and Business. At the turn of the twenty-first century, the most considerable legislation in school reform was passed into law. The No Child Left Behind Act of 2001 (NCLB, 2001), promoted higher achievement standards, required schools to hire highly qualified educators, allowed for school choice, and changed school district spending. This sweeping reform in the education system caused considerable change and placed more focus on scholastic achievement using standards-based curriculum with standardized testing in core scholastic subjects (Rush Sherff, 2012). Since this change in education reform has occurred, a shortage of workforce ready individuals along with decreased confidence in the viability of Career and Technical Education programming exists (Gray, 2002; Bray, 2011). Further, high schools are forced to offer more rigorous, scholastic-focused courses to meet standards and high stakes testing requirements, forcing schools to forgo what has been a historically considerable part of secondary education (Siegel, 2009). Such focus on standards and raising the threshold for test scores results in insufficient time for hands-on activities and cooperative learning. Further, the standards for high stakes testing, as required by the No Child Left Behind Act, narrow the enterprise of education (Lewis, 2002; Parkison 2009). At the school, district, and state levels under NCLB, schools needs for meeting NCLB expectations have damaged the impact of Career and Technical Education programs. Some professionals view Career and Technical Education programs as an extra and therefore Career and Technical Education programs maintain diminished value in helping to raise school achievement scores or encourage scholar success. Because of this perception, school administrators have been forced to reduce parts or entire Career and Technical Education programs from their scholastic offerings, decreasing the value and quality of Career and Technical Education programs (Haussmann, 2012). The United States is experiencing a shortage in workforce ready high school graduates due, in part, to the change in curricular offerings in high schools across the country (McNamara, 2009). Employers have determined that teens entering the workforce lack basic soft competences such as teamwork, interpersonal communication, and organizational competences. McNamaras (2009) findings report that more than 80% of employers were concerned about soft competences deficiencies among workers. On the technical side, secondary indicators for scholastic success included industry standards (Gordon, 2008). The increased funding on a local level has strengthened technical competences of scholars through integration and provide experiences in all aspects of an industry (Gordon, 2008). Besides, integration of curriculum and a broad program of study, the Perkins Act also sought to improve, expand, and modernize Career and Technical Education programs. The funding provided for modernization of current Career and Technical Education programs has been given to provide activities to prepare special populations and mainstream populations for high-skill, high-wage, and high-demand occupations that lead to self-sufficiency (Gordon, 2008). Throughout the last two decades, there has been a renewed belief that Career and Technical Education can impact the scholastic performance of scholars. Daggett suggested that scholars need both scholastic and Career and Technical Education competences. Daggett (2013) stated: If Career and Technical Education is to remain a viable program in secondary schools, it is essential that Career and Technical Education leaders and educators be able to prove that Career and Technical Education contributes not just to the applied workplace competency demands of business but also to the scholastic proficiencies of its served scholar populations on state scholastic tests. While schools are aiming to integrate and modernize their Career and Technical Education programs to prepare scholars for these occupations, industry has helped shape their mission. Employers have been willing to pay higher salaries for higher levels of competences and certifications in the nonprofessional workforce (Ausman, 2009). Some schools and programs have recognized this and have reached out to industry to match the needs of their scholars success and the needs of industry. Programs such as High Schools That Work (HSTW) have sought to increase scholars readiness for college and better prepare their scholars who would seek immediate employment (Gibbs, 2006). These programs help meet the needs of industry, while also matching the rigorous ambitions of current legislation for schools under No Child Left Behind (Gibbs, 2006). In the PBS documentary Making Schools Work, Joyce Phillips, principal of Corbin High Schools in Kentucky, shared that nearly 80% of all high school scholars need a hook something that makes them want to come to school and have a desire to learn. She believed programs integrating high scholastic standards and rigor, and a comprehensive program for Career and Technical Education focusing on certification and skill development, are the answer to hooking those 80% high school scholars (Gibbs, 2006). Integrating competences-based technical education with scholastic rigor in the traditional curriculum such as reading, writing, math, and science can give these scholars an opportunity in a variety of arenas following completion of high school. Hiring trainable employees is becoming increase difficult because most scholars seeking employment have little work history, limited educational credentials, and a brief rà ©sumà © (Ausman, 2009). Experts predicted in 2010 over 80% of jobs would require scholars to have additional training beyond a high school diploma (Ausman, 2009). Current programs and curriculum in Career and Technical Education are cognizant of this alarming statistic and the need to provide scholars with competences and training in industry besides scholastic preparation for college and beyond (Ausman, 2009). Despite Career and Technical Education of the past being thought of as a track for scholars who would not need the scholastic rigor and demands of the college preparatory curriculum, research has proven that Career and Technical Education engages and motivates scholars by giving them real world opportunities and challenges that will enhance and provide connection to their education (Harris Wakelyn, 2007). Recently, employers have communicated with educators to tell schools what competences are needed, and these collaborative achievements often include the scholastic rigor necessary to prepare for schooling beyond high school (Ausman, 2009). It is now estimated that over half of all scholars choosing to take part in some Career and Technical Education curriculum at their school are taking the bulk of their courses within the college preparatory curriculum (Harris Wakelyn, 2007). The achievements of schools to restructure curriculum and increase rigor come in the wake of high dropout rates and stagnant college completion rates over the past several years (Harris Wakelin, 2007). Entrepreneurial philanthropists such as Bill Gates have been challenging public schools over the past decade to include more relevant experiences and real-world practical application to their curriculum, which some find obsolete. At a 2005 conference, Mr. Gates stated that nearly 70% of all scholars who dropped out of high school claim they would have stayed more engaged and not dropped out if the school offered more engaging, real world learning opportunities (Harris Wakelyn, 2007). This call to action was just what Career and Technical Education programs across the country needed to hear because of their ability to give scholars the opportunity to learn in applied settings (Harris Wakelyn, 2007). Organizations no longer bear the primary responsibility for their workers career development, instead expecting each individual to take on that responsibility (Adamson, 1997; Conlon, 2003; Graham Nafukho, 2004. Career Development, which has a long history and rich theoretical base and human resource development, a relatively young field of study still developing and refining its theoretical base (Lynham, 2000; Swanson, 2001; Torraco, 2004;). Contrary to what many people believe, theory is not intended to be haughty pontification about a scholarly topic. Instead, the development of theory, specifically in emerging fields such as Human Resource Development, should lead to explanations that aid practitioners and scholars alike in using and explaining issues that impact people and organizations. The refinement of theory is also an considerable aspect of theory building and in the established field of career development scholars are now calling for the convergence of existing career development theory into a framework to address the current theoretical inadequacies (Savickas, 2001; Zunker, 2002). The Carl D. Perkins Act (2006) specified that local education agencies applying for federal funding illustrate in their local planning systems how career guidance and scholastic counseling be provided to Career and Technical Education scholars including linkages to future education and training opportunities (US Department of Education, 2012). A career development coordinator can work with Career and Technical Education scholars to develop realistic plans of study, assist with registration, and serve as an advocate for Career and Technical Education scholars. During middle school scholars explore and understand a variety of careers while developing a scholar portfolio that includes career interest inventories, learning style inventories, and the development of four year plans. The transition from middle to high school can present challenges for scholars due to the increased in rigorous coursework and scholar expectations (Breakthrough Collaborative, 2011). Therefore, effective career development and advisement activities are an influential factor in Career and Technical Education course selections in secondary education. Career development and advisement activities can be provided from a variety of individuals including parents, educators, and counselors. In their study, Manzi, Palma, and Schultheiss (2005) found that to strengthen the connection between school and future result, choices, and school counselors could provide children with experiences that more clearly link scholastic subject areas with various occupations. This concept supports the notion of a program of study that combines a rigorous Career and Technical Education and scholastic curriculum directed by a scholars career interest. According to Kalchik and Oertle (2012) program of study provi de a means for exploring options, organizing course selections and planning for transition while developing knowledge and competences. Despite the presumed relationship between Career and Technical Education and career development, a gap continues to exist between the two because Career and Technical Education courses alone do not provide the essential components available within a career development program (Kalchik Oertle, 2012). Therefore, comprehensive career development plans that incorporate scholastic and career courses meet the college and career readiness goals outlined in the Common Core State Standards (CCSS, n. d.). A comprehensive career development program assists with the development of programs of study that are developed at the eighth grade with the help of the school counselor and parents with the scholar prior to transitioning to high school. However, emphasis on career development that could help steer Career and Technical Education programs have not been greatly emphasized in our educational systems, although early educators stressed the importance of vocational competences to a childs overall development (Gutek, 2011; Lewis, M. V., Kosine, N. R., Overman, L., 2008). McComb Beverage (2012) suggest that when career development programs are not put into place during the adolescent stage, scholars may face difficulty making career choices upon graduation from high school. Mei, Newmeyer, and Wei (2008) conducted a study on the factors that influence a scholars career choices by analyzing the relationships among learning experiences, career self efficacy, career interest, and career choices. Mei, T., Newmeyer, M. D., Wei, P. (2008) found that interventions are needed to provide scholars with a comprehensive career development program that helps scholars develop self-efficacy in their desired careers through practical learning activities. In a study to understand the factors that influence enrollment in Career and Technical Education programs at an occupational center, Gene (2010) examined the human and other factors while exploring the most effective communication strategies that accurately present the advantages of Career and Technical Education. Gene (2010) found the factors that influenced scholars to enroll were having a high school career plan, earning credits toward high school graduation, and a job shadowing someone in the field where they were fascinated. McComb-Beverage (2012) found that self-efficacy can be an influential component to an adolescents career planning process. Supers (1992) life span theory depicts his life-span rainbow as a model for the practice of career development and counseling. The life span theory helps to develop conceptual design instruments for career assessments. A model of Career Development, Maturity, and Adaptability, Model of Importance and Determinants seeks to draw on matching theory and its knowledge base, on developmental theory and its wisdom, and on phenomenology or personal construct theory. It seeks, too, to portray what we know about person-environment interaction (Super, D. E., Osborne, L. W., Walsh, D. J. Brown, S., Niles, S. G., 1992). Career assessments including The Strong Inventory, The Career Development Inventory, The Adult Careers Concern Inventory, and the Saliency Inventory conceptualize the career interest of an individual (Super, Osborne, Walsh, Brown, Niles, 1992). North Carolina Career and Technical Education programs are required to provide a Career Development Plan (CDP) on all scholars when they are transitioning to postsecondary education that includes a variety of inventories to gauge the scholars career interests and learning abilities (NC 5-Year Career and Technical Education State Plan, 2008). Career counseling to enhance career development can be implemented within programs and institutions with the use of assessments and inventories as designed by Super (1992). McComb-Beverage (2012) found that lifespan coupled with an effective career development program can assist adolescents in creating realistic goals for the future. The learning style of individuals can also play a vital role in their course selections and their career and college goals because style of learning determines how an individual processes each new experience. As a model, Career, and decisions are influenced through lived experiences. Kolb and Yeganeh (2009) explained, For many, this learning style choice has become relatively unconscious, comprised of deeply patterned routines applied globally to learning situations. Mindfulness can put the control of learning back in the learners hands. Therefore, assessing scholar learning styles during the career development process can help guide scholars in making informed decisions during and after high school. Career guidance and a variety of inventories are essential tools for transition from school to work where Friedman (2007) suggests that individuals should be provided with tools that make them lifetime employable. In order for scholars to gain both Career and Technical Education and scholastic competences, scholars must be recruited into Career and Technical Education programs. If low enrollment becomes an issue for a Career and Technical Education, they could be held accountable for various performance standards, including scholastic gain. Low or declining enrollment is a concern for Career and Technical Education educators and administrators due to the standards mandated in the Carl D. Perkins Vocational and Applied Technology Act of 1998. Administrators in state agencies and local Career and Technical Education departments agree that accountability is the key aspect in Perkins III. Because Congress gave more flexibility to the states in dividing funds, they expected in return to see positive results from the supported Career and Technical Education programs. Therefore, through the accountability model, Career and Technical Education must show its contribution to scholarly achievement, progr am completion rates, and the placement of scholars in postsecondary education and the workforce. To meet accountability expectations, states had to develop systems that measure performance using three or four specific indicators. Social literacy contract. Historically, vocational education, now titled, Career and Technical Education began as an apprenticeship agreement for individuals to learn a skilled trade prior to entering the workforce (Lynch, 2006). In the early nineteen- hundreds, Career and Technical Education expanded into a program that was ultimately offered in schools to supply both the industrial and agricultural workforces with skilled workers. School reforms, such as the Smith-Hughes National Vocational Education Act of 1917, required specific skilled training to retain scholars in secondary schools and provide trained workers for semiskilled occupations (Gordon, Daggett, McCaslin, Parks, Castro, 2002). The landmark legislation, The Carl D. Perkins Act of 1984, confirmed politicians belief that Career and Technical Education is an considerable contributor both economically and socially. According to Gordon, Yocke, Maldonado, and Saddler (2007), the Perkins Act emphasized improvement in scholas tic achievement and the preparation of school-aged individuals for postsecondary education and work. Career and technical education is often viewed as way to prepare scholars of lower socioeconomic standing for the work force. This belief was characterized when a U.S. Department of Education employee characterized Career and Technical Education programs as preparing scholars for careers as shoe repairers (DAmico, 2003). The Career and Technical Education stereotype prevails in the minds of many administrators with the thinking, as Gray (2004) stated, It prepares scholars only for work after high school, and its scholars are mostly male, too often minorities, economically backward, and destined for dead-end jobs. The attitudes of administrators may not be overt in those stated beliefs. Those attitudes are unrecognized paradigms as deeply ingrained as are underlying sexist attitudes and racial attitudes. On April 24, 1997, former Assistant Secretary for Vocational and Adult Education Patricia W. McNeil addressed the Senate Labor and Human Resources Committee. In her statement, she discussed the importance of career and technical (vocational) education for the 21st century. McNeil stated: We need a new vision of vocational education if we ensure that scholars are prepared for the information age of the 21st century. That vision must reflect the rapidly changing demands of our economy and society brought on by new technologies, global competition, and changes in the organization of work. Our vision must reflect the knowledge and competences that workers, citizens, and family members will need to be abundance in a world that is dramatically different than the one that existed when we got our formal education. We must envision new kinds of schools. I believe it is considerable that we think about vocational education as an integral part of our achievements to reform secondary schools and improve postsecondary education. There has been an expansion of Career and Technical Education in the United

The Influence of Role Models on Young People Essay -- A Role Models I

Role models have an astounding effect on the lives of young people in our society. A role model has the ability to shape the views, ideals, and actions of a young person. Role models help youth to discover how they wish to become in the future. The influence that role models have over young people is tremendous. It is important for role models to be positive and responsible in instilling good morals and values because future generations are directly dependent on the role models of today. By examining the influence of role models, role models in the community, and role models in the media, we will be able to determine the true effect that role models have on the lives of youth. Community role models are people that youngsters interact with on a daily basis. They are our parents, coaches, or mentors. These are people that young people encounter frequently, who are, in part, responsible for the young person’s perceptions of the world. It is important for community role models to set good examples for youth. The judgments that young people make are often helped to be formed by the e...

Biography of Isaac Newton :: Sir Isaac Newton Essays

Sir Isaac Newton was an English mathematician and physicist, considered one of the greatest scientists in history. He made important contributions to many fields of science. His discoveries and theories laid the foundation for much of the progress in science. Newton was one of the inventors of a mathematics called calculus. He also solved the mysteries of light and optics, formulated the three laws of motion, and derived from them the law of universal gravitation. Newton was born on December 25, 1642, at Woolsthorpe, near Grantham in Lincolnshire. When he was three years old, he was put in care of his Grandmother. He then was sent to grammar school in Grantham. Then later he attended Trinity College at the University of Cambridge. Newton ignored much of the established curriculum of the university to pursue his own interests; mathematics and natural philosophy. Proceeding entirely on his own, he investigated the latest developments in mathematics and the new natural philosophy that treated nature as a complicated machine. Almost immediately, still under the age of 25, he made fundamental discoveries that were instrumental in his career science. The Fluxional Method, Newton's first achievement was in mathematics. He generalized the methods that were being used to draw tangents to curves and to calculate the area swept by curves. He recognized that the two procedures were inverse operations. By joining them in what he called the fluxional method, Newton developed in 1666 a kind of mathematics that is known as calculus. Calculus was a new and powerful method that carried modern mathematics above the level of Greek geometry. Optics was another area of Newton's early interests. In trying to explain how colors occur, he arrived at the idea that sunlight is a heterogeneous blend of different colors of which represents a different color. And that reflections, and refraction's cause colors to appear by separating the blend into its components. Newton demonstrated his theory of colors by passing a beam of sunlight through a type of prism, which split the beam into separate colors. In August 1684 Newton was visited by Edmund Halley, the British astronomer and mathematician, who discussed with Newton the problem of orbital motion. Newton had also pursued the science of mechanics as an undergraduate, and at that time he had already entertained basic notions about universal gravitation. As result of Halley's visit, Newton returned to these studies. During the next three years, Newton established the modern science of dynamics by formulating his three laws of motion. Newton applied these laws to Kepler's laws of orbital motion, and derived the law of universal gravitation. Newton is probably best known for discovering universal gravitation, which explains that all bodies in space and on earth are affected by the force called gravity. Biography of Isaac Newton :: Sir Isaac Newton Essays Sir Isaac Newton was an English mathematician and physicist, considered one of the greatest scientists in history. He made important contributions to many fields of science. His discoveries and theories laid the foundation for much of the progress in science. Newton was one of the inventors of a mathematics called calculus. He also solved the mysteries of light and optics, formulated the three laws of motion, and derived from them the law of universal gravitation. Newton was born on December 25, 1642, at Woolsthorpe, near Grantham in Lincolnshire. When he was three years old, he was put in care of his Grandmother. He then was sent to grammar school in Grantham. Then later he attended Trinity College at the University of Cambridge. Newton ignored much of the established curriculum of the university to pursue his own interests; mathematics and natural philosophy. Proceeding entirely on his own, he investigated the latest developments in mathematics and the new natural philosophy that treated nature as a complicated machine. Almost immediately, still under the age of 25, he made fundamental discoveries that were instrumental in his career science. The Fluxional Method, Newton's first achievement was in mathematics. He generalized the methods that were being used to draw tangents to curves and to calculate the area swept by curves. He recognized that the two procedures were inverse operations. By joining them in what he called the fluxional method, Newton developed in 1666 a kind of mathematics that is known as calculus. Calculus was a new and powerful method that carried modern mathematics above the level of Greek geometry. Optics was another area of Newton's early interests. In trying to explain how colors occur, he arrived at the idea that sunlight is a heterogeneous blend of different colors of which represents a different color. And that reflections, and refraction's cause colors to appear by separating the blend into its components. Newton demonstrated his theory of colors by passing a beam of sunlight through a type of prism, which split the beam into separate colors. In August 1684 Newton was visited by Edmund Halley, the British astronomer and mathematician, who discussed with Newton the problem of orbital motion. Newton had also pursued the science of mechanics as an undergraduate, and at that time he had already entertained basic notions about universal gravitation. As result of Halley's visit, Newton returned to these studies. During the next three years, Newton established the modern science of dynamics by formulating his three laws of motion. Newton applied these laws to Kepler's laws of orbital motion, and derived the law of universal gravitation. Newton is probably best known for discovering universal gravitation, which explains that all bodies in space and on earth are affected by the force called gravity.

Prospero and Caliban of William Shakespeares The Tempest Essay

Prospero and Caliban of William Shakespeare's The Tempest  Ã‚   Within The Tempest, characters such as Prospero and Caliban share an intimate connection. Without some kind of malevolent force motivating the action of the play, none of the major characters would come into contact with each other. A violent storm, formed by Prospero's magic, subjects the foreign characters to the might of his mysterious power. Issues of control become a central part of The Tempest. One way in which this is highlighted is through the relationship between Prospero and Caliban, his bestial servant. Their relationship does not utilize the conventional imagery of those who hold power versus those who do not. Rather, Caliban comes to symbolize a physical manifestation of a darker part of Prospero's personality. Early in the play, Caliban is described as a beast-like figure who lived on the island before any foreign intrusion. Prospero and Miranda found Caliban and his mother living on the island when they themselves became shipwrecked there. The first words introducing Caliban describe him as the son of the witch Sycorax who was banished to the island. Caliban is described as someone who is,"not honored with/A human shape....[a] Dull thing..." (I. ii. 283-6) Though Caliban is referenced here as a figure of disgust and contempt, Prospero chooses to use the word "dull" in his description of this creature. Even before he is introduced, Caliban becomes labeled with imagery of darkness, or at the least, lessened brightness. This labeling comes from Prospero, who has shown the power to control clouds and can cause storms to cover up the sky if he so chooses. Prospero has the power to decide when the sun will shine, and when there is to be darkness, and rai... .... Her imminent marriage at the end of the play causes Prospero to open his eyes to the world once again, and readies himself to rejoin society. This realization of the need for darkness as well as light allows Caliban the chance of forgiveness at the closing of the play. Caliban says,"    Ay, that I will; and I'll be wise hereafter And seek for grace. What a thrice-double ass Was I, to take this drunkard for a god And worship this dull fool! (V. I. 295-8) Shedding off his "dullness" in favor of a chance at redemption, Caliban takes a few steps closer to understanding the way Prospero views the world. It is Prospero?s acceptance of Caliban?s darkness that finally allows Caliban to have something in common with the world of light, and desire to seek grace. Works Cited: Shakespeare, William. The Tempest. New York: Penguin, 1970 [1623].   

Economics Questions Essay

1. Housing Prices 1.1 Fundamental and Non-fundamental Factors Pricing of a product depends on many factors such as demands for the product and how excessive the product exists in the market (supply). Housing price is influenced by `fundamental` and `non-fundamental` factors. The fundamental factor inn housing price is about supply and demand (Himmelberg, Christopher, and Sinai, 2005). 1.2 Market Bubbles and Fundamental Factors The question is whether market bubbles emerge from fundamental factors or what evidence that leads to a bubble in house prices. The fundamental factor inn housing price is about supply and demand (Himmelberg, Christopher, and Sinai, 2005). However, people know the theory of supply and demand are only the first steps towards understanding how setting up the market prices of a product. Furthermore, the theory also helps people to understand the way in which these prices help shape production and consumption decisions. It means that the law of supply and demand will explain any situation that might exist if the market price is too high and vice versa. At any given moment, where the market price is too high, we might expect that consumers will leave sellers since they are already have other options having the same characteristics, size, and the tastes with lower price. The supply-and-demand theory revolves around the proposition that a free, competitive market does in fact successfully generate a powerful tendency toward the market-clearing price. Without any conscious managing control, a market spontaneously generates a tendency toward the dovetailing of independently made decisions of buyers and sellers to ensure that each of their decisions fits with the decisions made by the other market participants. Were this tendency to be carried to the limit, no buyer (seller) would be misled that it wastes time attempting to buy (sell) at a price below (above) the market-clearing price (Kirzner, 2004) Since housing market attracts many investors to put their money for hope that it will raise significantly over times, the housing prices may reach a bubble period. The raise in house prices is influenced by fundamental factors, the supply and demand. This makes sense since the demand for having houses may be exploded when the bubble exist. By definition, bubble situation occurs when housing price is high because buyers/investors predict that the selling price of houses will rise dramatically in the future (Himmelberg, Christopher, and Sinai, 2005). 1.3 Current Housing Prices and the Bubble The housing prices continue to rising today. There are many underlying factor behind the uplifting housing prices. According to McCarthy and Peach (2004), one of the cause behind the rising housing price is because the existence of a speculative bubble in this asset market. This condition present potential threats as the asset market could experience a collapse that further harm the U.S. economy. Another reason of the uplifting housing prices is that the some home buyers Have the willingness and intention to buy the rising housing prices for hope that the houses will rise significantly in the future (McCarthy and Peach (2004). 2. Urban Land Theory Given the case that the town of Valley stream, Long Island is 20 miles by car from midtown Manhattan and in 2000, the median home value was $199,800. The town of Dix Hills, Long Island is 36 miles from Midtown Manhattan and the median home value in 2000 was $386,100. Explain why these facts do or do not disprove the standard `urban land theory` as formulated by economists such as Kain and Alonso. The case does not comply with the urban land theory since the price of housing does not merely relate to distance from a city center or any places of interests. Many factors or preferences have great impacts towards customers’ decision on buying housing that further influences the price as following: a) A Change in Buyers’ Incomes and Wealth According to Howard Community College, â€Å"the demand for most products will go up of buyers’ real incomes or real wealth, i.e., their purchasing power rises.† In the case of housing, if a buyers of the housing manage to earn $25,000 next year instead of $10,000 this year (and assuming there is no increase in the price level), it means that the costumer’s real income increases. This situation will affect the customer’s spending such as their preferences to buy houses that are more expensive. b) Buyers’ Tastes and Preferences Another factor that influences the demand for a product is buyers’ tastes and preferences. In case of housing, the existence of emotional benefits such as good neighborhood or areas where there are celebrities will raise the price of housing in the areas. In addition, the availability of transportation to distance location may increase the housing prices. Another theory says that fundamental factors, the supply and demand, may have influence towards the pricing of cities. Third, changes in underlying fundamentals can affect cities where in locations where housing supply is inelastic, prices tend to be higher relative to rents (McCarthy and Peach, 2004) c) The Prices of Related Products or Services In the housing case of Valley stream, Long Island and Dix Hills, Long Island, the difference of pricing may happen if in the areas there are many housing or other substitutes like apartment, condominiums, and townhouses. Therefore, it does not matter a housing is located hundreds miles away from the downtown, as long as there are value added that customers will obtain when purchasing the houses in the are, the price could be much higher than that near to a city center. The situation explains why Valley stream, Long Island that is 20 miles by car from midtown Manhattan and in 2000, the median home value was $199,800 is priced lower than town of Dix Hills, Long Island is 36 miles from Midtown Manhattan and the median home value in 2000 was $386,100. d) Buyers’ Expectation of the Product’s Future Price This factor will play a role when, for instance, Dix Hills, Long Island announces that the price of their houses will increase next month or year since there will be a shopping centers of any place of interests that located near to the housing. This situation will drive consumers to buy the houses in Dix Hills, Long Island quicker. Therefore, this kind of determinants will increase current demand for the housing in Dix Hills, Long Island and shift the demand curve to the right. 3. Feds and booms and busts in the housing market In the New York Times column of May 27, 2005 economist Paul Krugman wrote: After all, the Feds ability to manage the economy managing comes from its ability to create booms and busts in the housing market In 2004, inflation had picked up and had raised questions in the minds of some people about whether it might be on a rising trend that poses a risk to price stability. Total consumer price inflation as measured by the chain price index for personal consumption expenditures (PCE) has risen from 1.4 percent over the twelve months of last year to an annual rate of 3.0 percent over the first four months of 2004. Donald L. Kohn, a Governor of the Federal Reserve, says that price stability is Fed’s responsibility since it allow businesses and households to plan and operate without worrying about increases in the general price level over the long run is how we contribute best to fostering economic efficiency and rising standards of living (â€Å"Remarks†). Inflation has closed relationship with interest rates. In the situation where retail prices experience a significant increase, people might expect that interest rate will rise as well. The reason is that government try to control the amount of money exist in the market. According BBC News (2005), the increase of oil price and Katrina storm have caused investors in Wall Street to think of Federal Reserve that will likely to push up interest rates rapidly to control inflation. In the United States, the Treasury yield curve is the first indicator of all domestic interest rates and it influence global rates setting. Therefore, in the U.S., interest rates on all other domestic bond categories rise and fall with Treasuries yield. Below is the figure explaining the impact of inflation and interest rates on the Yield.

Air Asia Background

ALBUKHARY INTERNATIONAL UNIVERSITY FOUNDATION STUDIES PROGRAMME 2011-2012 ALBUKHARY INTERNATIONAL UNIVERSITY FOUNDATION STUDIES PROGRAMME 2011-2012 Assessment Task: Team Project (10%) Type of assessment: Four persons in a team Starting Date: Week 5Ending Date: Week 10 Learning Outcome tested: 1. LO1 – Explain the difference between data and information, the economics and problems associated with information. 2. LO2 – Distinguish between different types of technologies for acquiring , processing, storing, disseminating and communication data or information 3.LO3 – Discuss the various types of information systems that are in use by various organizations. Assignment Specification and Requirements : Currently, most of the organizations are prefer using Information System (IS) to organize and coordinate their data, Information and records. Information System is present to support the organizational activities. IS providing organizations with advantages as follow: * al low organization to increase market share/profit to better negotiate with suppliers, to compete with competitors * help in managing/keeping records, organizing information, analyzing data * help in make a better decision Assume that you work as a Manager at IT Department in your organization and you plan to implement new system for organization/department. The purposes of introducing a new system are to achieve organization needs and to improve performance of the organization. Requirements: As a Manager at IT Department, you need to prepare a report to the top management.The report is to propose/advice the top management about IS. The report should consist of: 1) Cover page with project title, subject name and code, student names and ID 2) Report should be in 10/15 pages 3) Includes table of contents and references 4) Computer-typed report The contents of your report should be as follow: 1. 0 Introduction 2. 1 Information/Background of Organization 2. 2 Business Strategy 2. 0 IT Arc hitecture 3. 3 Current method used in organization 3. 4 Explain why you need Information System in Organization 3. Describe the structure of IS 3. 0 IT infrastructure 4. 6 Identify IT components used to create and build IS 4. 7. 1 Hardware 4. 7. 2 software 4. 0 IT Personnel 5. 7 Staff involve in IT Infrastructure (e. g. IT Officer, Programmer, System Analyst, System Developer, IT Technician) 5. 8 Explain Roles and responsibility of IT Personnel 5. 0 IT Services (system used in organization) 6. 9 Detail Description about system 6. 10 Explain the function and services provided by the system 6. 0 Estimated Cost

Pip and Estella Essay

Chapter 33 opens with Pip again showing how obsessed he is with Estella. He says however, â€Å"even in my eyes† suggesting that he realises that he sees her in a better light than anybody else for example Herbert says in chapter 22: â€Å"She’s a Tartar†. Pip notices a change in her mannerisms in this visit, only the second time the two have met since adulthood. Pip again shows that he knows she is different around him to around other people as he says, â€Å"cared to let it be to me†, he seems to know, or at least believe that she is ruder, more insulting and supercilious in Pip’s company than that of people in her social circle, or of class. Throughout this chapter and chapter 29, even though both Pip and Estella are adults now, we see the influence of Miss Havisham. Estella blames her actions upon her being made to follow the unknown orders of Miss Havisham; â€Å"and I write in obedience to it† suggests that Estella is otherwise unwilling to have any contact with Pip at all, and she wants him to know this. Estella also says; We have no choice, you and I, but to obey our instructions. We are not free to follow our own devices, you and I. which suggests that she is unhappy. This is interpreted badly by Pip as to mean that she wants more between them than is allowed, whereas she could mean exactly the opposite. Pip recognises however her reluctance and an awkward air of orders being carried out when he says; She drew her arm through mine, as if it must be done As a child Miss Havisham always encouraged Pip to like Estella with influential dialogue such as â€Å"And never see her again, though she is so pretty? â€Å". But it becomes dramatically apparent that Estella wants to discourage Pip from following Miss Havisham’s encouragements; ‘Will you never take warning? Or do you kiss my hand in the spirit I once let you kiss my cheek? ‘ and although she seems to have started off the visit quite mannered and nicer to Pip she soon returns to arrogant and supercilious with lines such as; ‘you must not expect me to go to school to you; I must talk in my own way. ‘ which also suggests that she is trying to distance herself from Pip. However she does seem to show a trust and dependence upon Pip when she entrusts him with her purse and although she does so coldly, holds his arm. Is that just a way to lure him? Pip is well aware that she tries to lure him as he says in Chapter 29 â€Å"She treated me as a boy still, but she lured me on†. But even this sense of Estella trying to manipulate Pip as Pip now knows is the plan of Miss Havisham does not dissuade him as he says; It was impossible for me to avoid seeing that she cared to attract me; and that she made herself winning; and would have won me even if the task had needed pains. he obviously knows the intentions of Miss Havisham â€Å"to wreak revenge on all the male sex† when he continues with she held my heart in her hand because it would have wrung any tenderness in her, to crush it and throw it away. In Chapter 33 she calls Pip a â€Å"silly boy† as a derogatory term, echoing earlier episodes when she regularly referred to him, although a peer as â€Å"boy†. Although actually for the first time in the novel she also called him â€Å"Pip†. Is this Estella purposely trying to make Pip think they are closer or their relationship has changed in some way, maybe more intimate than before in the novel. Throughout the chapter Estella remains quite composed and a strong character whilst Pip explicitly hints at his feelings towards Estella and drifts off into daydreams; â€Å"having forgotten everything but herself†, he obviously has stronger feeling towards her than her feeling to him, if she has any at all, which, although hinted at have not been explicitly shown. Even when we do see a hint that Estella does have feelings for Pip, we must also remember that Pip, as narrator, is biased, as wishful thinking possibly. As a very small point, but one that may show a point in the story of importance, Estella says â€Å"kiss my cheek† whereas Pip says â€Å"kiss the cheek† could this be Pip trying to distance himself from Estella, show a hardening to her temptations? Pip says; Her reverting to this tone as if our association were forced upon us†¦ gave me pain†¦ Whatever her tone with me happened to be, I could put no trust in it, and build no hope on it; which tells the reader that he is hardening to her effects, but Pip obviously adores her too much when he continues; I went on against trust and hope continuing the idea that he does not just love her, but has become obsessed by Estella. However, it is made explicitly obvious that she can certainly live without Pip and intends to do so. But she continues to, obvious to the reader if not to Pip, encourage his beliefs of her mutual feelings when she says â€Å"indeed you are already mentioned† which suggests to Pip that he is considered by Estella often, although we do not know who mentioned Pip, as it could just be the plans of Miss Havisham for Pip to visit. If the reader views Estella as completely manipulative and heartless, then this being the first time in the novel that she calls Pip by his name could be seen as Estella trying to drag Pip further into her net and Pip realise this, although he still continues to let it work. Chapter 33 is a key point where Pip realises Estella’s true intentions, or at least begins to see through her plans. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.