Impact of Hrm Practices

ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 Impact of HR Practices on Employee Job Satisfaction in Public Sector Organizations of Pakistan Muhammad Javed Faculty of Administrative Sciences Air University Islamabad, Pakistan Muhammad Rafiq (Corresponding Author) Faculty of Administrative Sciences Air University Islamabad, Pakistan Islamabad, 44000, Federal, Pakistan.Maqsood Ahmed Faculty of Administrative Sciences Air University Islamabad, Pakistan Mustajab Khan MS Scholar Muhammad Ali Jinnah University Islamabad, Pakistan Abstract A lot of research has been done on the relationship of HR Practices and employee job satisfaction but the main focus and theme behind those research studies has been the developed countries. The purpose of this study is to observe the relationship between three HR Practices i. e. (Training and Development, Rewards, Recognition) and the employee job satisfaction in the public sector organizations of a developing country, Pakistan.Data has been collected from the employees of various public sector organizations and then regression and correlation have been applied to check the relationship between the dependent and independent variables. Recognition and training and development are a key source of employee job satisfaction in Public sector organizations of Pakistan but rewards do not have any significant impact upon employee job satisfaction. Key Words: Training and development; Rewards; Recognition; Job satisfaction; Pakistan Introduction A lot of researchers have found that HR Practices are positively linked with employee job satisfaction (Wright et al. 2003; Spector, 1997; Huselid 1995); Petrescu & Simmons, 2008). The aim and main focus of these studies have been developed countries. The eyes did not COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 348 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 turn towards developing countries like Pakistan in a great deal. (Aycan et al. 2000) found that so far very little research has been conducted in the field of HR Practices i. e. Training and development, Rewards and Recognition in Pakistan which shows that this particular field still has a lot of space for further research.The main theme of this particular research is to observe the relationship between HR Practices (Training and development, Rewards, Recognition) and Employee Job Satisfaction in public sector organizations of Pakistan. These HR Practices are also known as key drivers of employee performance. Training and development is one of the key elements of employee job satisfaction because it reduces the discrepancies in job tasks and enhances the job skills which in result motivates the employees and lead towards job satisfaction.Employees get extremely motivated through rewards and recognition and these two factors lead towards employee motivation and research shows that highly motivated employees are the most satisfied employees and also the high performers. This study is extremely significant as it is a big insight for the public sector organizations of Pakistan. Normally managers don’t focus upon the relationship of rewards and job satisfaction, recognition and job satisfaction or training and development and job satisfaction.So this study will enable them to make a better strategy in terms of employee job satisfaction and to focus upon those HR practices which actually are the source of job satisfaction for employees. Every individual employee wants satisfaction at job but organization is wasting its resources by focusing on wrong HR practices for employee job satisfaction. This study could be an eye opener for many organizations and may well prove to be a very productive one. Pakistan is one of those countries where people working in the public sector organizations are often not sure about the job satisfaction level.The unsatisfied employees of public sector organizations, when switch to private sector i. e. MNE's, they have been observed to be much COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 349 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 more satisfied, therefore it is very important for the managers to know which HR Practices keep them satisfied and how much important role rewards, recognition and training and development have regarding employee job satisfaction.This study can be very fruitful for HR Managers of Public sector organizations in Pakistan as they would get a very clear idea about the relationship of three important HR Practices and employee job satisfaction and as a result can have much more productive employees and a decreased turn over rate in their organizations. Literature Review HR Practices HR Practices are linked with the management of human resources, activities necessary for staffing the organization and sustaining high employee performance (Mahmood, 2004).The most common HR Practices are recruitment, selection, training and development, compensation, rewards and recognition (Yeganeh & Su, 2008). Six HR practices selective hiring, compensation policy, rewards, recognition, training and development and information sharing have been studied with relation to employee job satisfaction (Dessler, 2007). The present study examines the relationship between three HR Practices i. e training and development, rewards, recognition and employee job satisfaction. Job Satisfaction Job satisfaction means what are the feelings of different employees about the different dimensions of their jobs (Robbins, 2003).The level of satisfaction and dissatisfaction is another aspect which is related to employee job satisfaction (Spector, 1997). Job satisfaction may be the general behavior emerged due to different happenings at the work place; it may be supervisor’s behavior, relationship with peers or the work envi ronment (Janet, 1987) . Various factors such as an employee needs and desires, social relationships, job design, compensation, developmental opportunities and aspects of work-life balance are 350 COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research ijcrb. webs. com MAY 2012INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 considered to be some of the key factors of job satisfaction (Byars & Rue, 1997; Moorhead & Griffin, 1999). According to (Robbins 1999), a satisfied workforce can increase organizational productivity through less distraction caused by absenteeism or turnover, few incidences of destructive behavior, and low medical costs. Training and Development Training is focusing on fixing a specific issue (Doyle, 1997). Training often answers the question â€Å"what happens if† Development on the other hand takes a more global approach.Training is related with current performance and progress of an employee while development is r elated with the future performance and progress (Miller, 2006). Training is anything offering learning experience (Paul & Anantharaman, 2003) Training helps employees is more specific with their job and organization and as a result increases employee job satisfaction and makes them work better. H1: Training and development is significantly and positively related with employee job satisfaction. Recognition Recognition is appreciation of employee’s performance in formal or an informal way.Recognition is one of the driving force towards motivating employees, it also highlights how much an employee’s performance is appreciated in an organization for the amount of work he/she has put in (Miller & Lawson, 1999). Recognition maintains a strong bond between motivation and performance and as a result the level of motivation of employee’s stays very high almost all the time (Flynn, 1998). Recognition increases level of job satisfaction and satisfied employees are a valuab le asset for any organization (Entwistle, 1997). Recognition is often considered to be of two major types, cash and non-cash awards.Different sectors need different ways of recognition to be applied, some sectors or segments of population may like cash and prizes to be a easy and better way of motivation while others may like non-cash COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 351 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 awards because they feel that if cash is to be given as recognition than they already have salaries and other bonuses which get consumed very quickly (Holmes, 1994) . H2: Recognition is significantly and positively related with employee job satisfaction.Rewards Rewards are usually referred to as intangible returns including cash compensation and benefits. Reward system is set of mechanisms for distributing both tangible and intangible returns as part of an employment relationship (Rue & Byars, 1992). Rewards are also termed as the need of an employee because when reward will be linked with the employee’s desire it will motivate him/her to a very high level (Kalleberg, 1977). It certainly shows that what an employee wants after performing a certain task. It has been revealed in the past researches that rewards are very strongly correlated with job satisfaction.Rewards are positively linked to employee job satisfaction (Gerald & Dorothee, 2004). Their research extracted one important element that employees are more satisfied with those rewards that they actually perceive. (Clifford, 1985) argues that employee Job satisfaction may be determined through job rewards. There are a lot of differences between different authors related to the dimensions of rewards and employee job satisfaction but one thing upon which almost all agree upon is the element of rewards that are perceived by employees (Kalleberg, 1997). H3: Rewards are significantly and positively r elated to employee job satisfaction.COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 352 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Theoretical Model of the Study VOL 4, NO 1 INDEPENDENT VARIABLES DEPENDANT VARIABLE Training and Development Recognition Employee Job Satisfaction Rewards Methodology The population for this study was public sector organizations of Pakistan, (ZTBL, NDC, SME Bank ltd). 180 questionnaires were distributed to get response of employees while 140 useful responses were received back (77%). Convenient sampling had been used to gather data.The scale used for this research is highly reliable as it has been related to scales of many past researches. This questionnaire checks the impact of HR Practices (Training and development, rewards, recognition) on employee’s job satisfaction. Relationship of HR Practices and job satisfaction has been tested on a 17 items scale. All the items of scale h ave been taken from renowned past researche studies (Clifford, 1985) job satisfaction, (Rogg, Schmidt, Shull & Schmitt, 2001) training and development (beer, 1987) recognition, (Spector, 1995) rewards. COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 53 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 Job satisfaction has been measured through a 3 item scale, training and development has been measured through 6 items scale, and 4 items have measured recognition while another 4 items have measured rewards. Questionnaires were filled under our personal supervision. The statistical tests were applied upon the data through statistical software SPSS. Degree of association was measured by using Pearson coefficient. Causal relationship between HR Practices and job satisfaction was estimated by using Regression analysis.According to the data collected the respondent’s average age for 25 or below segment is 31. 4 , for 26-35 is 26. 4, for 36-45 is 30. 0 and 46 or above segment is 12. 1; 55. 7% of the respondents are male while 44. 3% are female. The detail description of demographics is given in table 1. Table: 1 Demographic profile of respondents Sr # No 1 Age Indicators Categories 25 or below 26-35 36-45 46 or above 2 Gender Male Female 3 Nature of Job Permanent Temporary Contract 4 Income level 25,000 or below 26,000-35,000 36,000-45,000 46,000 or above Frequency 44 61 17 18 78 62 68 63 09 44 37 42 17 Percentage 31. 43. 6 12. 1 12. 9 55. 7 44. 3 48. 6 45. 0 6. 40 31. 4 26. 4 30. 0 12. 1 COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 354 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Data Analysis and Results Reliability Analysis VOL 4, NO 1 Cronbach alpha is the tool used to check the reliability of any scale. According to the statistical analysis the value of cronbach alpha ranges between 0. 698-0. 847. Normally 0. 6 is the minimum acceptable range for cronbach alpha. The overall reliability of scale items is found to be 0. 92. the detailed description of the value of cronbach alpha is given in table 2. Table: 2 Cronbach Alpha of Scale Items Construct/variable Job satisfaction Training and development Recognition Rewards Number of items 3 6 4 4 Cronbach alpha 0. 698 0. 824 0. 760 0. 847 Correlation Correlation analysis has been carried out to check the extent to which two quantitative variables vary together, including the strength and direction of their relationship. The strength of the relationship refers to the extent, to which one variable predicts the other; it can be observed in table 3.Table: 3 Correlations Satisfaction Job Satisfaction Training & dev Recognition Reward Correlation Correlation Correlation Correlation 1 . 469(**) . 650(**) . 684(**) 1 . 550(**) . 615(**) 1 . 952(**) 1 Training Recognition Reward As shown in the above table, training and development, recognition and rewards all a re found to be positively correlated with dependent variable job satisfaction. The value (r= . 469) suggests that training and development is positively correlated with job satisfaction, (r= . 650) COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 355 ijcrb. webs. comMAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 shows that recognition is also positively correlated with job satisfaction and (r= . 684) shows that rewards are also positively correlated with job satisfaction. Correlation analysis showed that there is positive relationship between job satisfaction and independent variables. Table: 4 Regression Analyses Model 1 R . 710(a) R Square . 504 Adjusted R Square . 493 Std. Error of the Estimate . 26238 Table: 5 Coefficients (a) Standardized Variables Unstandardized Coefficients B (Constant) Training Recognition Reward . 25 . 266 . 088 . 443 Std. Error . 343 . 085 . 205 . 206 . 243 . 086 . 453 Coefficients Beta 2. 696 3. 14 5 . 430 2. 147 . 008 . 002 . 668 . 034 t Sig. As shown in the above table of coefficients (a), training and development is positively affecting the dependent variable job satisfaction as the beta value is (. 266). It is shown in the table that recognition also has a positive effect on the job satisfaction, represented by beta value (. 088) and rewards also have positive effect on the job satisfaction, represented by beta value (. 443).Independent variables, training and development and rewards are having a positive and significant relationship with the dependent variable but recognition is not having a significant relationship. The value of R square is . 504 which means that 50. 4% variation in dependent variable can be explained by independent variables. On the basis of above analysis, hypotheses 1 and 3 are accepted but hypothesis 2 has been rejected. Previous researches had shown the same results. COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 356 ijcrb. we bs. com MAY 2012INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Table: 6 Hypotheses Testing Hypotheses H1: Training and development is significantly and positively related with employee job satisfaction. H2: Recognition is significantly and positively related with employee job satisfaction. VOL 4, NO 1 Result Accepted Rejected H3: Rewards are significantly and positively related to employee job satisfaction Accepted Conclusion and Future Recommendations The findings of this research can be implemented in different ways in public sector organizations of Pakistan.First of all training and development has a weak correlation with employee job satisfaction which clearly indicates that training and development is not a strong driver of job satisfaction in public sector organizations of Pakistan. Therefore serious amount of consideration should be given to this aspect. Before allocating any sort of training activities to employees training need analysis should be conducted s o that managers should exactly know that which kind of training should be given to employee.If employee will feel training to be interesting and is according to the need of an employee than employees will actively participate in trainings and that training will be much more productive and source of satisfaction for employees. Employees will not only learn more but they will also exhibit the learned skills at the workplace as well which will enhance the employee performance and that will lead towards enhancement of organizational performance and then organizations will have satisfied employees.Rewards and recognition are both strongly correlated with employee job satisfaction which is an indication that how important employees perceive rewards and recognition for them in the public sector organizations of Pakistan. Rewards and recognition are both very useful and recognized tool of employee job satisfaction but both these variables act other way around if COPY RIGHT  © 2012 Institu te of Interdisciplinary Business Research 357 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 here is no equity. So it is very important for managers in public sector organizations to eliminate discrimination while giving rewards or recognition. Pakistan is a developing country and employees of public sector organizations love to get rewards as compared to recognition, monitory rewards are of great importance because past researches show that monitory benefits for employees of public sector organizations of developing countries have great significance towards job satisfaction and this study also supports this particular argument.This is why the analysis of data shows that rewards are extremely significant but recognition is not. Future researchers need to study the relationship of job satisfaction and other HR practices in relation with public sector organizations of Pakistan. When other HR practices will also be investigated that will provide a very clear and broader picture to managers and it will be very easy for them to decide that which factors lead towards job satisfaction and which do not in public sector organizations of Pakistan.The in-depth analysis of compensation, promotion and performance evaluation practices can be very fruitful for the managers of public sector organizations and those studies will certainly increase the profitability and level of job satisfaction of employees. COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 358 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS References: VOL 4, NO 1 Ahmad , I. , Khalil , M. I. , (2007). Human resource planning in the banking sector of Bangladesh: A comparative study between public & private bank.Journal of Business Administration, 33, (3). 23-42. Ali, R. , & Ahmed, M. S. (2009). The impact of reward and recognition programs on employee’s motivation and satisfaction: an empiri cal study. International Review of Business Research Papers, 5(4), 270-279. AmbaRao, S. C. , Petrick, J. A. , Gupta, N. D. , & Von der Embse, T. J. (2000). Comparative performance appraisal practices and management values among foreign and domestic firms in India. International Journal of Human Resource Management, 11 (1), 60-89. Aycan, Z. (2006). Human resource management in Turkey. In P. Budhwar & K.Mellahi (Eds. ). Managing human resources in the Middle East 12(1), 160-180. Aycan, Z. , Kanungo, R. N. , Mendonca, M. , Yu, K. , Deller, J. , Stahl, G. and Kurshid, A. (2000). Impact of Culture on Human Resource Management Practices. An International Review, 49(1), 192-221. Blum, M. L, and Naylor, J. C (1968), Industrial Psychology: Its Theoretical and Social Foundation, Harper & Row, New Yark NK. COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 359 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 Carmen C, Jose GM (2008).The role of technological and organizational innovation in the relation between market orientation and performance in cultural organizations. Europ. J. Inn. Manage. 11(3), 413-434. Clifford JM (1985). The Relative Importance of Intrinsic and Extrinsic Rewards as Determinants of Work Satisfaction, Soc. Quart. , 26(3): 365-385. Clifford JM (1985). The relative importance of intrinsic and extrinsic rewards as determinants of work satisfaction, Journal of Sociology, 26(3), 365-385. Dessler , G. , Human resource management. New Delhi: Prentice Hall of India Private Limited, 2007. Doyle, M. , (1997). Management development, in Beardwell, I. nd Holden, L. eds Human Resource Management: A Contemporary Perspective,. London: Pitman. Garcia, M. , (2005). Training and business performance: The Spanish case. International Journal of Human Resource Management, 16, 1691-1710. Gould-Williams, J. (2003). The importance of HR practices and workplace trust in achieving superior performance: a study of public-sector organizations, International Journal of Human Resource Management, 14(1), 28-54. COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 360 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1Huselid, M. A. (1995). The impact of human resource management practices on turnover, productivity and corporate financial performance, Academy of Management Journal, 38(3), 635-672. Huselid, M. A. (1995). 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E, (1995), Job Satisfaction: Application, Assessment, Causes and Consequences, Sage, Thousand Oaks, CA. UK, 2004. Vansteenkiste, M. , & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated?. Psychological Review, 14. 370-396. Wright, P. M. , Garden, T. M. and Moynihan, L. M. (2003). The impact of HR practices on the performance of business units, Human Resource Management Journal, 13(3), 21-36.COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 362 ijcrb. webs. com MAY 2012 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 1 Wright, P. M. , Gardner, T. M. , & Moynihan, L. M. (2003). The impact of HR practices on the performance of business units. Human Resource Management Journal, 13(1), 21–36. Yeganeh , H. , S , Z. , An Examination of human resource management practices in Iranian public sector. Personnel Review, Vol. 37, No. 2, pp. 203-221, 2008 COPY RIGHT  © 2012 Institute of Interdisciplinary Business Research 363

How to Get Rid of the Homeless

For many years we all witnessed the life the brutal life of homeless people, and for many years we try to figure out a way to get rid of them. So how can we prevent them from knocking on our car windows asking for spare change, holding up signs in our face, sleeping on our busy streets? How can we make them look decent like normal people? What if I tell you there are many solutions on how to get rid of these people or use them for good use? Let’s get to the obvious point, how do we get rid of them? Well we can just simply let them die. Yeah it might be too easy of a way to get rid of these people but that’s the point. With so many homeless people around, they may cause a lot of overpopulation. They serve no purpose here because they don’t even fit in the statistical reasons for overpopulation. They can’t get any jobs so why should they be here. It would make more sense if we just let them go to another place where there are no problems for them if you know what I mean. Another good way of getting rid of homeless people is by eating them, even small children. The small children would have the most nutritional meat. Their meat would be frozen because of the long winters spent outside. Florida is ranked 43 out of 50 in homeless children so you know what this means. This means we normal people won’t have to spend a dime at the grocery store, because we would have plenty of children to devour for many years to come. This would not only end child homelessness but it would also give us a tasty meal for life. If letting the homeless die is too cruel we can also use them to our benefit. What if I tell you that we can use them for good use? How can we make the A. S. P. C. A (The American Society for the prevention of Cruelty to Animals) happy? We all can use the homeless people facial hair as fur coats. We shave them and make their facial hair a sweater or blanket or fur coats. Now granted, it would probably smell but after you wash it a few times the smell probably won’t exist anymore. This will not only make us warm during the winter time but it will also make all animal rights activist happier. The purpose of my proposal was to give a better understanding on why we should get rid of and benefit from homeless people. There are many ways that homeless people can be useful or not to us. We can kill them to stop overpopulation or we can use their excessive hairs for our beneficial needs. This would make a huge difference in our world. I hope anyone who reads this proposal gets a better understanding of the meaning â€Å"The homeless voice†. ? Works Cited Smith, J. â€Å"Ten Year Plan. † http://www. endhomelessness. org/section/solutions/ten_year_plan. N. P. , 3 September 2009. Web. 6 Nov 2011. McGrath, J. â€Å"Ending Homlessness in america. † http://www. associatedcontent. com/article/1831995/ending_homelessness_in_america. html. N. p. , 24 June 2009. Web. 6 Nov 2011.

English Language and English Proficiency Levels

Carrie Wertepny Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Why are having Domain's and Standards important to teachers? Domains and Standards play a huge part in giving teachers indicators on their children's performances. We as teachers need certain domains and standards on identifying and monitoring the children's performances throughout the classroom. Having standards allows us as teachers to indicate their levels of ability and performances to be met. Their are three levels of standards that can be measured on the children's ability how well they perform.The three types of standards that teachers use are Approaches Standards, Meet Standards and Exceeds Standards. (  2003. by teachers of English speakers of other languages, Inc, TESOL  ) In Culture (Cross-Cultural Communications) the first domain of five. This  is an important factor in ELLs to learn and understand the language knowledge from the diverse backgro unds. The most recent survey says in (2005-2006) the population of ELL's is up approximately  10 percent of the total public school enrolled and increasing every year. (Why TESOL? pg 5-6) Why TESOL?States, â€Å"Providing for the English Language learners is one of the school districts greatest challenges. † Their are many indicators we can use to help us engage in our children's diversity. Some ideas I found interesting to help would be, displaying artifacts from different cultures. Celebrating ethnic holidays throughout the year would be a great way to inform others and help the children feel comfortable. I believe that getting to know your students background and engaging in their life stories will help us succeed and be effective in their learning for ELL's and  their diverse background.Performance Indicators 1. 1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varyin g English proficiency levels. 1. 1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1. 1. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. . 1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 1. 1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e. g. , Parent Leadership Councils (PLC)). 1. 1. f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.Cour se| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 1. 1| Why Tesol? Chapters 1-4| Victor video, You tube| TSL 4081| | | | | | | | | | | | | | | | Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. See attached paper) Performance Indicators 3. 1. a. Demonstrate knowledge of L2 teaching methods in their historical context. 3. 1. b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3. 1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this sta ndard| TSL 4080| 3. 1| Why Tesol? School research paper and Reserch| TSL 4081| | | | | | | | | | | | | | | | Hyperlinks to (attached documents must be saved in the Portfolio folder) Attachment(s): School research paper URL(s): Summary: See attached paper, for Domains 1,3,5 Domain 5: Assessment (ESOL Testing and Evaluation) Standard 1: Assessment Issues for ELLS Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels.Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e. g. , standardized achievement tests). Teachers will also understand issues around accountability. This includes the implication s of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations.As teachers it is very important to understand and beware of the different testing and assessing the students. Testing and assessment are two very different things. Mitchell (1992) states that a test is a â€Å"single-occasion, one-dimensional, and timed exercise, usually in multiple choice or short-answer form. † (Why Tesol, pp 201)   Tests are given in the same time frame and the conditions never change. They call these standardized tests. Not all standardized tests work for everyone, especially English Language Learners (Ell)s . An assessment on a student is a done on a wider range of a scale.We as teachers need to get a more oral assessment on the knowledge, background, history, language where the (ELL)s came from. Upon entering a new school for the first time, us as teachers need to know everything about our student’s background and language. We ask every parent or guardian to fill out an Home Language Survey (HLS) which in tails about 3-5 questions about their language used at home. This (HLS) will give us an indication how much school the student has had and a background about their family as well as their native language.It is up to administrators to make sure the students are placed correctly and teachers to watch and document their language growth throughout the year. As for the testing and assessing, formal and informal are a type of assessment that is brought in to teach ESL students. It is important to test them on their linguistic skills, which include, phonology, morphology, syntax, and vocabulary. These are just language assessments instruments that are used to determine the results on what is being taught by teachers. Formal measures are based on standardized test.They are very structured, timed and trained to be given and administered by very strict rules. It is sometimes very hard for and (ELL)s to take a formal test due to their reading,writing capabilities. As for informal measures, they are a little more hands on learning. As teachers we can do activities and determine students strengths orally and visually. Their is no set time and can be given in various languages not just English. It is very important the student is assessed correctly for the correct placement in his/her program.It is also very important to understand the federal laws that coincide with the equal educational opportunities for all students regardless of national origin, ethnicity,or languages. (Why TESOL? , 2010)   The consent decree was a law that was passed that consists of six different principals to be met in each section. Each (ELL)s student has to be assessed in six steps which include: identification, appropriate and categorical programming (LEP), personnel, monitoring and outcome measures. (Why TESOl? pp 210) After the (ELL)s are measured they now are placed in a certain level.Levels such as (A1- E) each of these levels indicate what (ESOL) service or basic program they will be placed into. Making sure the proper assessments are given before, during and after school is very crucial to ones learning. The very initial start of school is the most important evaluation and steps that need to be taken to follow the correct standards and laws for the English Language Learner. Performance Indicators 5. 1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. b.Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodation s allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. e. Distinguish among ELLs’ language differences, giftedness, and special education needs.Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 1| Why Tesol? Chapters 22-26| Power point/ You tube| TSL 4081| | | | | | | | | | | | | | | | Standard 2: Language Proficiency Assessment: Teachers will appropriately uses and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse ackgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Factors influencing the assessment of English Language Learners are very important to understand. Language fact ors and guidelines consist of: * Different linguistic backgrounds- * Varying levels of proficiency in English * Varying levels of proficiency in native language Educational Background Factors: * Varying degrees of formal schooling in native Language Cultural factors can also be a great source that adds complexity of appropriate assessing and (ELL)s student.T To plan the assessment, polls are taken by the general student population, which includes English Language Learners. Test taking is a way to getting a clear and valid interpretation of the students ability. Testing is done for all major purposes. They can be used to evaluate readiness for advancement, or for remediation. It is very important according to the laws that modifications must be made for ESOL students, based on the level and language skills of comprehension. It is very crucial that teachers don’t wait until the â€Å"know enough† to instruct the, in school content. Educational Testing Service, 2009, ETS, the ETS logo) It so happens that in many states, ESOL students who have been in the ESOL program for less than two years might be exempted from taking other testing. It is very important that the ESOL committee and school districts of that state evaluate all testing for ELL learners. (Why TESOL? p. 223-225) Domain 5: Assessment (ESOL Testing and Evaluation) Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5. 2. a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit o f ELLs from language support programs, including requirements of the LULAC Consent Decree. 5. 2. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. . 2. c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 2a5. 3b| Why TEOL? Chap 25| Online E-Learning Journel| TSL 4081| | | | | | | | | | | | | | | | Standard 3: Classroom-Based Assessment for ELLS Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will a rticulate the appropriateness of ELL assessments to stakeholders Colorin Colorado (2007) states â€Å"Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year.By using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later. † Adapted from: Eastern Stream Center on Resources and Training (ESCORT). (2003). Help! They don't speak English. Starter Kit for Primary Teachers. Oneonta, NY: State University College. It is important to identify and develop certain assessments in a classroom. We as teachers can use performance based assessments by evaluating the language proficiency and schooling through oral reports, speeches, demonstrations, written work and personal portfolios.Here some examples of assessment activities that are geared up for ELL students, for their English speaking proficiency. * Reading buddies * Story telling * Role playing * Visual prompts with writing * Oral note taking * Telling a story with picture books * Playing fun games * Brainstorming with buddies These are some of hundreds of ideas for teachers to develop assessments with different techniques and tools. Teachers can track their growth an ability for placement for the student. Domain 5: Assessment (ESOL Testing and Evaluation)Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teacher s will articulate the appropriateness of ELL assessments to stakeholders.Performance Indicators 5. 3. a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. 5. 3. b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 5. 3. c. Use various tools and techniques to assess content-area learning (e. g. , math, science, social studies) for ELLs at varying levels of English language and literacy development. 5. 3. d.Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5. 3. e. Assist ELLs in developing necessary test-taking skills. 5. 3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e. g. , portfolios, checklists, and rubrics. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 3a,5. 3c5. 3d| Why TESOL? | http://www. colorincolorado. org/educators/assessment/informal/| TSL 4081| | | | | | | | | | | | | | | |

Manuscript Draft and Proposal Coursework Example | Topics and Well Written Essays - 3750 words

Manuscript Draft and Proposal - Coursework Example Performance Appraisal: A Workplace Dilemma All across the country supervisors have been evaluating their employees on a regular basis. These evaluations often become ground or justification for granting a raise, promotion, retention, or even termination. In the case of termination, or denial of promotion, objectivity becomes of paramount importance. Performance appraisals or evaluations are crucial element of the maintenance function of human resources management. Through it, the employee should receive one’s due share of benefits in terms of remuneration, rewards and sanctions, psychological motivation, wholesome and safe working environment, among others. Performance appraisals are supposed to encourage continuance and stability, not only of the workers, but also of managerial personnel from the frontline to top management. The paper aims to examine and evaluate various practices and policies on performance appraisal systems and procedures as revealed by diverse authors whose researches have been published in peer reviewed academic journals. Likewise, the discourse hereby aims to proffer relevant issues that emerge on performance appraisal as a relevant organizational concern affecting both managers and employees. Diverse peer reviewed academic journals in the area of public personnel management and administration were evaluated in terms of determining parallel issues on the dilemma faced by both supervisors and employees when subjected to the process of performance evaluation. The preparation for the paper required significant reviews, analysis and evaluation of diverse secondary information on performance appraisals in public organizations. The results of reviewing academic journals on the subject are proposed to be presented in the following structure: a presentation of the major dilemma on performance evaluation as seen from two points of views: that of the employees being evaluated, and from the perspective of the managers or supervisors doing the ratings. Concurrently, there were studies that indicate a significant impact of receiving low ratings on employees in terms of future career plans and paths that employees choose to take and the effects on alternative decisions that face the emp loyees: the decision to leave; to seek reform; to stick with the organization; to drop out, or wait for better opportunities. Other relevant concerns such as the benefits of

Is Grace True Essay Example | Topics and Well Written Essays - 750 words

Is Grace True - Essay Example He made us to follow his path which some of us do and some of us don’t. We read through the Holy Books that God has made heaven and hell for those who do righteous deeds and those who do not, respectively. And this makes sense, of course. If we believe that God will save every person, then we will stop doing righteous deeds in the expectation that He will save us and will embrace us with all His love no matter what we do, as Philip and Mulholland state in their book. According to them, God is waiting for us up there with open arms and will hug us and save us from anything bad happening to us because he is an epitome of love rather than an epitome of cruelty. Okay, that is fine that He is not an epitome of cruelty, but does it makes sense that anybody who has been doing wrong deeds throughout his life, has been cruel with people, has been eating others’ money, has been lying and cheating, has been making others of His creation cry with sorrows, will be spared by God and embraced by Him with all His love and kindness? No, my Lord, No. This does not make sense at all. Another thing that I disagree with is that the authors say that there is no heaven, because if there is heaven, then there is possibility of a hell too. â€Å"The triumph of grace†¦cannot be complete until every last person has been redeemed† (196), the authors say. This is also an illogical piece of an argument. They say that since God loves us all, he has not created anything like hell in which he will put the wrongdoers. But the point to ponder is that if there is no hell, then is there a possibility of a heaven? Authors agree but do not prove it. My point is that-what about those who are bad people? What is there destiny? If there is no hell and God will save us all, then a good person and a bad one will stand shoulder by shoulder enjoying the same bounties and blessings of God. Why? Does not a man do a good deed in expectation of God’s mercy and blessings? A wron gdoer will keep on doing evil if he believes what authors say. He will keep on following the evil path if he believes that God will embrace and save him. Douglas Geivett, in his critique of the book contradicts the authors when they say that â€Å"salvation is not the hope of a few; it is the destiny of all† (160). Douglas states that if it were true, then salvation will also be for those who do not wish for it or deserve it. I agree with Douglas in that salvation is only for those who desire it and make efforts toward achieving it. Salvation is not such a petty little thing that God has made for all. This is the word â€Å"all† that I basically contradict with. The authors must have used the words â€Å"most of us† than â€Å"all†. Of course, God loves us and is determined to save us all but only if we are also determined to be saved by Him. He has told us what His path is through His Holy Books and Prophets. Now, it is our task to follow His path and ma ke ourselves better people so as to be held liable for His blessings and love. God loves us but we should also see the sufferings of a person who has done wrong deeds throughout his life but at the same time is struck with gloom and despair. God takes His revenge from those who do not follow him, and this is wrong to believe that He will save us all from the cruel fire of hell. The bottom-line is that the authors are not being rational in their arguments which are only based on their

Week 3 discussion Assignment Example | Topics and Well Written Essays - 250 words

Week 3 discussion - Assignment Example On the other hand, the puberty stages among girls begin by development and enlargement of the breasts. This is usually followed by increase in height, waist size and the overall body weight (Salkind, 2002). The hips also broaden followed by whitish virginal secretion, coupled by growth of pubic hair in the armpits as well as in the vaginal area. The first menstrual cycle usually occur after a period of two years (Salkind, 2002). Christian should act as role models, mentors and counselors when it comes to teaching teens on issues of sex before marriage (Kohl, 2012). In this regard, Christians should focus on open-ended discussions with teenager that discusses the consequences of engaging in pre-marital sex as well as the importance of abstaining from teen sex. This can be supported from certain quotes from the Bible that prohibits pre-marital sex and considers it a sin. An example that can be used to teach teenagers to avoid pre-marital sex is through provision of case studies of people who engaged in pre-marital sex and the challenges they faced after performing pre-marital sex. From a personal basis, the integration of Bible verses where sex is prohibited i.e. the 10 commandments may also provide imperative in such teaching. However, the major question that may arise through using Bible verses is, Could it be an effective for teenagers brought up in non-Christian

How Art Deco came to be Term Paper Example | Topics and Well Written Essays - 750 words

How Art Deco came to be - Term Paper Example It mainly affected decorative arts, such as furniture, architecture, graphic arts, pottery or jewelry, but its influence extended to other artistic fields like films or fashion. â€Å"This movement was, in a sense, a broad umbrella covering many different artistic styles and movements in the early 20th century such as Neoclassical, Constructivism, Cubism, Modernism, Bauhaus, Art Nouveau, and Futurism†. As Carol Fisher says, its origins are rooted in a reaction to the flowing motifs and fussiness of Art Nouveau with its emphasis on individual craftsmen made pieces. Its strongest points were its elegance and functionality. It was mainly based in geometric forms, zigzags and curves, and it is said that it was influenced also by tribal arts from Central America or Africa. Of course, the epoch’s advances in machinery and technology also influenced Art Deco, especially in the use of new materials such as crystal, steel, aluminum, lacquer or inlaid wood. These materials were u sed to produce pieces of art with staggered motifs, streamlined forms, stylized lines, gentle clean curves and rosette patterns. Exotic motifs and patterns inspired in nature, like plants or flowers, were also typical in Art Deco’s works of art. The declination of Art Deco came when it started to be seen as extremely loud, excessive and opulent art. Art Deco was finally ended, until the 80s, when there was an interest for it coming from graphic designers. Some colonial countries like Philippines continued using Art Deco until 1960. (Pheebay.com, "So What is Art Deco Design", October 2008. http://www.pheebay.com). Streamline Moderne was the artistic movement which followed Art Deco as a consequence of the Great Depression of 1929, based in the principles of aerodynamics and the simplicity of lines, ideas that were more in agreement with the sobriety of that period. Some splendid examples of Art Deco buildings could be the spire of the Chrysler Building or the Rockefeller Center in New York, the Bacardi Building in La Havana, the Goinia Theatre in Brazil, the BBC Broadcasting House in London, Palais de Tokyo in Paris or the Sta. Cecilia's Hall in Manila. Also, magnificent examples can be found in

The place of interest in the theory of production Term Paper

The place of interest in the theory of production - Term Paper Example He won himself a Rockefeller scholarship in 1934 and took up teaching jobs at the University of Michigan in 1936 and University of Chicago in 1938. He served as a go-between for Roosevelt and Stalin in 1944 (post Second World War) and as the Polish ambassador to the US from 1945-1946. In 1946, Lange served as the Polish delegate to the United Nations Security Council. A major part of his contribution to economics came during his stint in the US (1933-1945). Although a socialist to the core, he was not a great supporter of Marxian labor theory of value, and instead believed in the neoclassical theory of price (http://cepa.newschool.edu/het/profiles/lange.htm). In this paper, I will actually make an attempt to highlight various things that will make the topic of the place of interest in production theory a bit clearer to the readers. There are a number of things that can be learnt from the production theory. Among these things, some of the important ones are the basics that surround the production theory. These are the basics that will put the discussion of the topic into a definite perspective. In his paper, Lange has tried to give an explanation of the foundation of the existing Theory of Interest . He has actually tried to restate some fundamental propositions of the existing Theory of Interest by making special reference to the General Theory of Production. Generally any kind of association between the interest theory and theory of production seems to be incomprehensible. Lange has found that unless a close connection between the interest theory and the general theory of production is established, there would remain a huge problem while discussing a very complicated topic on whether net productivity of capital actually exists. In Lange’s paper, he has tried to explain in a very structured way, the place of interest in the general production theory. For doing that, he has made some assumptions to bring some considerable

Quit Smoking Research Paper Example | Topics and Well Written Essays - 1000 words

Quit Smoking - Research Paper Example Experimentation with smoking, which can be unpleasant at first for some, is followed by adaptation to the taste and to the pleasurable and rewarding sensations, as well as by behavioral associations experienced by the novice beginner in nicotine dependence, in the later age. Smoking experimentation is often associated with the search for one’s personality and place in the adult world, which occurs just before puberty hits in (NIDA, pp 27-28). Smoking gradually becomes habit and the habit becomes addiction. It also starts as a peer pressure, or having friends who smoke or just liking the second hand smoke. â€Å"In a sense, then, parts of our brains are working against us when we try to overcome bad habits. These routines can become hardwired in our brains,† says Dr. Nora Volkow, director of NIH’s National Institute on Drug Abuse. â€Å"And the brain’s reward centers keep us craving the things we’re trying so hard to resist†, adds Dr Volkov (NIH). Smoking tobacco is both a psychological habit and a physical addiction. The psychological factors associated with smoking are that cigarettes relieve a smoker from stress, depression, loneliness, or anxiety. It becomes physically addicted to the smoker because you need it after every meal or coffee, at party, along with alcohol or gambling or just because your friends are smoking at an outing. Hence, physical habit and psychological addiction, a deadly combination stops you from quitting. Several diseases have been liked to smoking; coronary heart disease, stroke, lung cancer and chronic obstructive lung disease are just to name a few. Needless to say, they all bring you closer to death. So the next best thing is to quit, and quit for good. Whether you are a teen smoker or a lifetime pack-a-day smoker, quitting can be tough. There are many things that can assist you in quitting which money can buy, but there is one thing Master Card ® cannot buy: it’s your will

The Legalization of Physician Assisted Suicide Essay Example for Free

The Legalization of Physician Assisted Suicide Essay The Legalization of Physician Assisted Suicide Of all the controversial topics to I could have chosen to discuss, the topic of physician assisted death is one that seems to be very taboo, even to date. Oregon is the only state to successfully pass a bill legalizing the practice; this bill is called the Death With Dignity Act (DWDA). Some may confuse physician-assisted death with euthanasia, yet they are two completely different acts. Euthanasia requires a physician, or other entity, to administer a deadly concoction; physician-assisted death is at the request of a terminally ill patient, the doctor provides a prescription of lethal medication which the patient takes of their own free will when they decide the time has come. The legalization of physician-assisted suicide will open up just one more option for patients suffering from terminal illnesses and allow them to die with a little dignity. Terminally ill patients don’t have a lot of options, most suffer greatly on a day-to-day basis. The addition of just one more option to such a short list can do a lot to psychologically comfort a patient. In his essay â€Å"Physician-Assisted Death in the United States: Are the Existing Last Resorts Enough?† Timothy E. Quill outlines several aspects of physician-assisted death, specifically the fact that terminally ill patients need as many options as they can get. Terminally ill patients suffer a great deal; they know that eventually they will die. He states that there are â€Å"several ‘last resort’ options, including aggressive pain management, foregoing life-sustaining therapies, voluntarily stopping eating and drinking, and sedation to unconsciousness [†¦]† (17-22). Some of the suggested last-resort methods seem to be no better than physician-assisted suicide. Take, for example, the method of voluntarily stopping eating and drinking (VSED); for a patient, who is already suffering from the chronic pain of illness, is it fair to ask them to add the suffering of voluntary hunger and dehydration? Sedation to unconsciousness seems to be no better of a solution; the patient is put into a comatose state until they eventually die. This solution seems to ease the suffering of the patient, yet extend the suffering of the family. Aside from VSED and sedation, to forgo life-sustaining therapies seems to be no better. If a pati ent is currently undergoing palliative care to treat symptoms that are causing them to suffer, why stop the treatment and increase the suffering rather than end  the suffering once and for all? Quill goes on to discuss the fact that the choices available to a terminally ill patient are so few that there should be no harm in adding just one more to the very short list. For example, Quill states that â€Å"some patients will need a way out, and arbitrarily withholding one important option from patients whose options are so limited seems unfair† (17-22). Quill makes the point that a patient suffering from a terminal illness will want a way out; not necessarily a way out of life, but a way out of the suffering. There are very few options for someone with chronic suffering, as relief is difficult to come by for someone who is dying. Physician-assisted suicide is just one of these options, and it’s an option that should not be overlooked. In addition, Quill goes further to state that the option of physician-assisted suicide is only an option, just one choice a patient can make about their own health care. â€Å"Most patients will be reassured by the possibility of an escape, and the vast majority will never need to activate that possibility† (17-22). This is a very powerful quote, as it brings forth the point of legalizing physician -assisted suicide doesn’t mean that the act will result in a large amount of deaths. The legalization of the act will simply add one more possibility to the list of last-resorts available to a patient. The quote also goes as far as to say that the vast majority of patients will simply be reassured that, should all other options be exhausted, there is still the possibility of a final escape; never actually needing to use it, should palliative care and hospice suffice in controlling the symptoms of suffering. With the examples provided, we can see that the need for legalizing physician-assisted death is important for patients who suffer from day today. Opening just one more option, when there are so few to choose from, will give the patients a sense of reassurance that they can still have control over their lives. Physician-assisted death is intended as a last resort option; denying the patient a final escape, when all other options have been exhausted, is unfair. Now that we’ve established that a terminally ill patient will benefit from knowing that they have the option of a final escape, let’s talk about why a patient would resort to using physician-assisted suicide. Among the most sensible reasons to end one’s life, the thought of an end to suffering comes to mind. However, we already know that end-of-life palliative care is put into place in order to help  ease the suffering and pain of a terminal illness. This is true, but when is too much? Going back to Timothy Quill, he states that â€Å"there will always be a small percentage of cases where suffering sometimes becomes unacceptably severe [†¦]† (17-22). While suffering is a constant, there are several degrees of suffering; sometimes this suffering can be easily controlled with palliative care and aggressive pain management. However, Quill notes that there are times where the suffering cannot be easily controlled, and there comes a point when it becomes simply unacceptable. When suffering reaches this point, it is time for a patient to start thinking about last resort options; looking for a way to end the suffering. A patient living with terminal cancer is, without a doub t, suffering. Palliative care and hospice care are programs put into place with no intent other than to alleviate the suffering. In her essay â€Å"Euthanasia and Assisted Suicide: There is an Alternative†, Sylvia Dianne Ledger describes suffering as such, â€Å"It occurs when a person perceives the impending destruction of themselves, and it is associated with a loss of hope† (81-94). This description of human suffering is excellent when trying to advocate an end to said suffering. Ledger states that a person suffers when they sense their own destruction, when they realize that their end is near. Facing one’s own mortality is not an easy thing to do. The thought of being unable to stop your own demise can, indeed, cause great suffering. Ledger goes as far as to say that this realization of one’s own mortality is associated with a loss of hope, a sense of despair. Along with a loss of hope, there are several reasons why a patient would choose physician-assisted suicide as a last resort option. In an article titled â€Å"The Case for Physician-Assisted Suicide: How can it Possibly be Proven?† from the Journal of Medical Ethics, E Dahl and N Levy report that, according to Oregon’s Death With Dignity Act, â€Å"the most frequently reported reasons for choosing physician-assisted death under the DWDA are ‘loss of autonomy’, ‘loss of dignity’, and ‘loss of the ability to enjoy the activities that make life worth living’† (335-338). This report notes that the top reasons for a patient to choose physician-assisted suicide as the final option don’t even include an escape from the physical pain. Being terminally ill makes life simply un-enjoyable. The number one reason given for physician-assisted death is a loss of autonomy. To lose the ability to have  control over one’s life can be psychologically devastating. The loss of dignity and the ability to enjoy life came in closely behind to round out the top three reasons for wanting death as a final escape. When palliative care doesn’t sufficiently ease the pain experienced on a daily basis, last-resort options should be made available to a patient. When chronic pain and illness take away one’s ability to enjoy life, take away one’s dignity, and take away the human right of autonomy, an option to end the suffering once and for all should be made available. Even the sick deserve to maintain some semblance of their former selves and die with a little dignity. Those who are against physician-assisted suicide have a valid argument, there are always options to ease suffering and control symptoms. Both hospice and palliative care are viable options in the case of terminally ill patients. While discussing alternative options to physician-assisted suicide and euthanasia, Sylvia Dianne Ledger discusses how far end-of-life care programs have come in helping the terminally ill cope with their disease. She notes that â€Å"with the rise of the hospice movement and the availability of its knowledge and experience in the control of distressing symptoms in terminal disease, there is no longer any real indication for euthanasia† (81-94). Ledger notes that both forms of end-of-life care have improved greatly over the years, becoming more and more viable when considering end-of-life options. She notes that they have improved in ease of access, becoming more available to patients through reimbursement programs due their growing popularity. Hospice and palliative care are not only more easily accessible to patients with a need for end-of-life treatment, but their mode of delivery has become more efficient; nurses can now come to nursing homes, hospitals, even patient homes, in order to provide care specific to each patient’s needs. While these programs continue to improve the quality of care they provide, Ledger notes that they also remain a standard among end-of-life care programs and that their implementation leave no room for more drastic options. With such wonderful programs in place and so easily accessible, E. Dahl and N. Levy note that the topic of physician-assisted suicide can actually lead into a discussion about other end-of-life options. They state that â€Å"a request for a  prescription can be an opportunity for a medical provider to explore with patients their fears and wishes around end of life care, and to make  patients aware of other options† (335-338). This means that when a patient believes that their suffering requires a more direct and aggressive action, perhaps suicide shouldn’t be the first option. For a patient to request aid in dying opens up the chance to discuss other options for end of life care. These options are, more often than not, palliative and hospice care. A patient has access to medication to control pain as well as a wide variety of other symptoms. Only after discussing these options should a patient consider ending their life. While discussing how talks about physician-assisted suicide have shed a new light on the palliative care option, Wesley J. Smith addresses the ideas of suicide among patients who are currently enrolled in such programs. He states that â€Å"[†¦] suicide prevention, when needed, is an essential part of the package, crucial to fulfilling a hospice’s call to value the lives and intrinsic dignity of each patient until the moment of natural death† (85-86). The argument with this phrase is that hospice care programs are aware of the suffering, and realize that patients who are already enrolled in their programs are possibly contemplating an end to their lives. He notes that suicide prevention is actually one of the many services offered by hospice programs. This service is offered because the idea of a hospice is to make a patient as comfortable as possible before their lives end of natural causes. He continues by saying that suicide prevention is crucial to maintaining the values of hospice care: to value the life and basic dignities of patients enrolled in their programs. There are several wonderful arguments for why patients should choose a long (or short) term care program over suicide, these programs are set up to control pain and other symptoms. These programs have improved greatly over the last several years, and are now able to provide better care; reimbursement programs have also become available, as both hospice and palliative care have become a very widely accepted form of last-resort treatments among the terminally ill. While end-of-life care programs are excellent, and offer relief from many of the symptoms affecting patients, these programs seem to do little to overcome the underlying issues causing a patient to desire a final escape. The biggest issue with the ever-expanding hospice and palliative care programs is a lack of manpower. Timothy Quill addresses this issue when discussing last resort options. He states that â€Å"there remain serious challenges. There are not enough skilled  palliative care clinicians to meet the growing needs [†¦]† (17-22). This is definitely a problem with the end-of-life programs which are growing rapidly. With programs such as Medicaid who are willing to reimburse patients who truly need palliative care, many more patients who are actively dying will be enrolling in these programs. If these programs are not fully prepared and staffed to meet their growing clientele, there won’t be enough nurses available to treat patients. Quill goes on to state that even if a patient is fully educated on palliative care options, enrolled, and being treated by a nurse, this may not be a reason to rule out the final escape. He notes that â€Å"all last resort options, including physician-assisted death, make sense only if excellent palliative care is already being provided† (17-22). This argument directly refutes the opposition’s view that hospice and palliative care are acceptable altern atives to physician-assisted-death. He states that the last resort options only become acceptable if all other options have been exhausted. Once a patient has enrolled in hospice care and an aggressive pain management system has been implemented, what if they continue to suffer. At this point, once palliative care has failed to control the suffering, physician-assisted death is an option that should be considered. When discussing how physician-assisted suicide has corrupted palliative care programs, Wesley J. Smith provides data which further refutes the opposition’s claim. He states that â€Å"according to the state, approximately 86 percent of people who died by swallowing poisonous overdoses under the Oregon law were receiving hospice care at the time they committed suicide† (85-86). It’s clear that the alternative to physician-assisted suicide is not doing a well-enough job of keeping patients’ suffering to a minimum. In Oregon, where physician-assisted death is legal, a vast majority of patients who take advantage of this option have already tried the alternatives. Hospice care may work, for a time, but if the suffering continues while the patient is receiving treatment to control the symptoms, there is still one option left. Through these examples it can be seen that, while hospice and palliative care are programs that are designed to control symptoms and comfort a patient in their last moments, they can’t be the absolute answer. Pain is not the only thing causing patients to suffer. A terminally ill patient who has little control over what is left of their time deserve to maintain their dignity in death;  legalizing physician-assisted suicide will give patients one last moment of control over their lives. A patient doesn’t have a lot of options when the prognosis is death, and the options on the list aren’t necessarily the best. When suggestions such as voluntarily stopping eating and drinking, or sedation into permanent unconsciousness are suggested, it seems almost unfair to deny a patient the option of a final, absolute escape. While hospice and palliative care have a come a long way, and are indeed viable programs for symptom management, there are still aspects of suffering that they cannot control. Pain is just symptom of a terminally patient. Reports of loss of autonomy, loss of dignity, and an inability to enjoy life seem to be at the top of the list when patients begin discussing the desire for death. While the arguments against physician-assisted death hold weight, and make good points, the fact remains that denying someone one last option to control their life is unfair. When someone has lost the ability to enjoy life, lost the sense of control over their own destiny, the availability of a final escape is comforting. Physician-assisted death should be legalized, in order to provide patients just one more option on a list that is so incredibly short. The simple availability of this option should, at the very least, comfort patients if they know that they have a final resort should all other possibilities be exhausted. Works Cited Dahl, E. and Levy, N. â€Å"The Case for Physician Assisted Suicide: How Can It Possibly Be Proven?† Journal of Medical Ethics 32.6 (2006): 335-338. ProQuest Research Library. 10 Apr 2012 Ledger, Sylvia Dianne. â€Å"Euthanasia and Assisted Suicide: There is an Alternative.† Ethics Medicine 23.2 (2007): 81-94. ProQuest Research Library. 10 Apr 2012. Smith, Wesley J. â€Å"Assisted Suicide and the Corruption of Palliative Care.† Human Life Review 34.2 (2008): 85-86. ProQuest Research Library. 12 Apr 2012 Quill, Timothy E. â€Å"Physician-Assisted Death in the United States: Are the Existing ‘Last Resorts’ Enough?† The Hasting Center Report 38.5 (2008): 17-22. JSTOR. 10 Apr 2012

An overview of New Zealand: History and culture

An overview of New Zealand: History and culture This paper is a report on the various factors that make up New Zealand. You will find discussions of the history, significant locations, government, economy, tourism, and food. History New Zealand became a recognized location in 1840 when the British made it part of their empire (History, n.d.). The Maori people were the first inhabitants of the islands in the tenth century, but they were flooded by the British culture later on. New Zealand was first discovered by European explorers in 1642; however, then encounter ended in bloodshed. The next meeting took place over one hundred years later in 1769 when both the French and British arrived without each other’s’ knowing. They began trade with the Maori people, who valued highly the arrival of weapons and began the Musket Wars among enemy tribes (The History, 2014). The British developed their plans to colonize New Zealand as they heard rumors of France’s similar ideas (The History, 2014). In 1840, many chiefs signed the Treaty of Waitangi with the British Crown. This established British law in New Zealand and created a large basis for what the country is known to be today (History, n.d.). However, with the large influx of British settlers, many hostilities grew and began the New Zealand Wars, or the Land Wars, for twenty years. By 1870, Britain withdrew its troops, â€Å"not wishing to invest any further in a costly overseas war which was likely to continue indefinitely† (The History, 2014). Today, â€Å"New Zealand†¦is an independent nation within the British Commonwealth† (The History, 2014). This means that although the country is under the British Monarch, New Zealand has its own active administration for government (The History, 2014). Map (NZ Map, 2014) Government â€Å"New Zealand is a democratic country in which the Members of Parliament (MPs) are chosen in free and fair elections† (NZ’s System, 2014). Parliament is made up of the House of Representatives and the Governor-General. The House of Representatives consists of 120 members, while the Governor-General is a representative of the Queen. The 120 members are elected by vote and are allowed in office for a term of three years. They hold the New Zealand government accountable for its actions and policies and pass laws over the unwritten constitution. New Zealand is defined as a constitutional monarchy, and so they have Queen Elizabeth II as the Head of State. The Queen and Governor-General â€Å"remain politically neutral and do not get involved in the political contest† (NZ’s System, 2014). New Zealand also has lower levels of government bodies, such as territorial local authorities, district health boards, and school boards of trustees (NZ’s System, 20 14). Economy With a population of around four and a half million, their current GDP is around $132 billion at a 2.5% growth (New Zealand). A third of this GDP is made up by the export of goods and services. New Zealand’s economy runs on free market principles through a mixed economy. Its three largest economic sectors are manufacturing, services, and agricultural (Overview, 2014). New Zealand’s currency is called the Kiwi dollar and was â€Å"amongst the top 25 sovereign currencies in the world† at the end of 2012 (Economic Overview, 2014). Today, the Kiwi dollar equals about $1.29 in US Dollars (Rates Table, 2014). Visiting Cities Auckland – While it is the largest city in New Zealand, home to over one and a half million people, it is not the capital. Auckland is located near the top of the North Island and is the main transport hub into the country. Its location touches into beaches and rainforests, but also volcanic areas. The region has 48 volcanic cones, which provide for great views of the city and harbor (Destinations, n.d.). Rororua – This city is south of Auckland, but is still on the North Island. â€Å"Rotorua is known for bubbling mud pools, shooting geysers and natural hot springs, as well as showcasing [their] fascinating Maori culture† (Destinations, n.d.). The bubbling mud pools are caused by the Pacific Rim of Fire: a â€Å"geothermal wonderland.† With the surrounding nature, Rotorua is a home-away-from-home for many adventure activists. It has world-class mountain bike trails, as well as horse riding, lake swimming, bungy jumping, ziplining, and more (Destinations, n.d.). Napier – This city is located within Hawke’s Bay of New Zealand. It is known mostly for its art, architecture, culture, and history of the 1930s. The reason for this is that an incredible 7.9 earthquake hit Hawke’s Bay destroying a vast majority of Napier’s buildings and killed almost 260 people. â€Å"Rebuilding began almost immediately, and much of it was completed in two years† (Destinations, n.d.). Wellington – According to Lonely Planet, Wellington is â€Å"the coolest little capital in the world.† It is located at the southern end of the North Island touching the harbor. It is known for its arts and heritage with many museums, art galleries and theatres. This city continues the adventure with more mountain bike trails and kayaking. New Zealand’s national museum, Te Papa Tongarewa, is located in Wellington too (Destinations, n.d.). Christchurch – This city is fairly large taking over a majority of the middle of the South Island. It lies along the ocean and touches the Alps. To the 340,000 residents of the city, it is known as ‘The Garden City.’ While this location continues the historic beauty and forest-filled adventure, much was destroyed in 2011 from an earthquake. A large portion of the neo-gothic architecture in the central city was ruined along with many other buildings. Despite the destruction, Christchurch still hosts much beauty and fun. A special attraction is the Orana Wildlife Park, which is an open range zoo (Destinations, n.d.)! Queenstown – This is the southern-most city to be visited on the trip in the South Island. According to New Zealand Tourism, Queenstown has become â€Å"world famous for its iconic scenery, friendly people, golf courses, wineries†¦bungy jumping, sky diving, canyon swinging, jet boating, horse trekking, and river rafting all year round† (Destinaitons, n.d.). Currently, most notably, area around Queenstown is recognized as the makings of Lord of the Rings, with locations that helped to create Middle-earth. Queenstown is clearly the most visited location in the country with a population of 19,200, but over two million visitors every year (Destinations, n.d.). NZ Tourism In 2011, New Zealand hosted over two and a half million visitors, and has expected that number to grow by over 650,000 each year (Tourism Factsheet, 2012). With tourists from around the world, there are some key differences to New Zealand (Key NZ, n.d.). The currency is a dollar, but the make-up is different from that of the US. New Zealand has coins valuing 10, 20, and 50 cents as well as $1 and $2 – then bills of $5, $10, $20, $50, and $100. Banking is generally the same and allows for exchanging currencies (Key NZ, n.d.). For driving, the lanes are swapped with drivers on the left side of the road. New Zealand also uses the metric system, where travel is measured in kilometers instead of miles. Other driving laws are the same: must wear a seat belt, no mobile phone usage, and no drinking and driving. Visitors from other countries can drive in New Zealand for up to 12 months with their home country license (Key NZ, n.d.). New Zealand entertainment is made up of three parts: food, spirits, and fun. The cuisine style is tied to mostly Eurasian countries like Thailand, Malaysia, Polynesia, and most of Europe. New Zealand is most well-known for meats like lamb, pork, and venison, as well as seafood such as salmon, crayfish, bluff oysters, mussels, and scallops. The wines of New Zealand are remarkable and are desired around the world. While people in the US must be 21 to drink alcohol, they must only be 18 in New Zealand. Also, unlike than many states in the US, New Zealand has six different casinos throughout the country (Key NZ, n.d.). Aside from all of the scenic adventures in the forests, beaches, mud pools, etc., New Zealand played host to the Lord of the Rings films. â€Å"Since 2004, an average of 47,000 international visitors each year have visited a film location† (Sector Marketing, 2013). Another small, but notable difference is the time zone. â€Å"New Zealand is one of the first places in the world to see the new day† – being 12 hours ahead of the GMT (Key NZ, n.d.). In comparison to the US, New Zealand is 18 hours ahead. A shocking factor when traveling to and from New Zealand is losing and gaining a day, which happens because of crossing the International Date Line. While this time difference is very large, a similarity is the use of daylight savings time, which a majority of the rest of the world does not use (Key NZ, n.d.). Food Delicacies In the Maori culture, a hangi feast is recommended (Destinations, n.d.). The hangi is a method of cooking, which has been used by the Maori for over 2000 years. To cook the food, it is placed in a pit oven which has heated rocks buried inside. While it is a well-known way of cooking, it has become very traditional and is only used on special occasions. The style of cooking is typically used for chicken, seafood, and vegetables, but can also be used for steamed pudding (Food Wine, n.d.). New Zealand has some of the most famous seafood in the world. Marlborough green-lipped mussels are not only delicious, but are known to have health benefits such as arthritis relief. Bluff oysters are especially desired in New Zealand and around the world – they even have their own festival in May: the Bluff Oyster and Food Festival. New Zealand also hosts a scallop festival in September called the Whitianga Scallop Festival. The forth seafood delicacy is called Whitebait. They are tiny fish caught during the springtime and are often made into fritters (Food Wine, n.d.). Works Cited Destinations. (n.d.) Retrieved December 29, 2014 from http://www.newzealand.com/us/destinations/ Economic Overview. (28 Oct, 2014). Retrieved December 29, 2014 from https://www.newzealandnow.govt.nz/investing-in-nz/opportunities-outlook/economic-overview Food Wine. (n.d.). Retrieved December 29, 2014 from http://www.newzealand.com/us/feature/favourite-new-zealand-foods/ History. (n.d.). Retrieved December 29, 2014 from http://www.newzealand.com/int/history/ Key New Zealand Facts and Information. (n.d.). Retrieved December 29, 2014 from http://www.tourism.net.nz/new-zealand/about-new-zealand/keyfacts.html New Zealand. (n.d.). Retrieved December 29, 2014 from http://www.heritage.org/index/country/newzealand New Zealand Map. (20 Nov, 2014). Retrieved December 29, 2014 from http://www.mapsofworld.com/newzealand/ New Zealand’s System of Government. (19 Dec, 2014). Retrieved December 29, 2014 from http://www.elections.org.nz/voting-system/new-zealands-system-government Overview of the New Zealand Economy. (9 Apr, 2014). Retrieved December 29, 2014 from http://www.treasury.govt.nz/economy/overview Rates Table. (29 Dec, 2014). Retrieved December 29, 2014 from http://www.x-rates.com/table/?from=USDamount=1.00 Sector Marketing: Information on key tourism and special interest sectors. (10 Apr, 2013). Retrieved December 29, 2014 from http://www.tourismnewzealand.com/sector-marketing/film-tourism/fast-facts/ The History of New Zealand: a brief overview of the pre-historic, colonial and modern periods. (29 Dec, 2014). Retrieved December 29, 2014 from http://history-nz.org/ Tourism Factsheet. (9 Aug, 2012). Retrieved December 29, 2014 from http://www.immigration.govt.nz/migrant/general/generalinformation/media/tourism+factsheet.htm

Toomer Challenges Racial Identity English Literature Essay

Toomer Challenges Racial Identity English Literature Essay Karintha, reapers and November cotton flowers, all have similar settings in rural Georgia which is located in the south where we see a lot of racism going on. The south for black Americans functioned as a site for trauma as well as a symbolic reference for their homeland. It is also a symbolic connection between slavery and sexualized black women. Its is all embedded in Toomers quest for racial identity as a mulatto. Toomer tries to represent the black womans sexuality as an act of sexual union scarred by traumatic history by depicting Karintha as an innocent prostitute. The book cane is regarded as a passing era associated with the trauma of slavery. Toomer was trying to create a connection between racial and cultural continuity generated by modernity to the regulation of black female desire. The major theme in this story which is death and sex relate to the Black American historical content of slavery and lynching. We see that in Cane, Toomer uses nature to describe the bodies of t he black females but nearly all the females are either tortured or violated in the rural settings which projects displacement of nature. The haunting rhythm of folk songs in the rural landscape draws attention to the women who are objects of male desire and transforms this women into lost objects. Toomer portrays the gender issues and social barriers that hindered black women. Her skin is like dust on the eastern horizonwhen the sun goes down (page 5). This description Toomer gives of karintha as dusk shows that what she represents is fading away. Karintha introduces the themes of movement in life and death that reoccur in the book Cane. The interest of men, who wishes to ripen a growing thing too soonà ¢Ã¢â€š ¬Ã‚ ¦ (page5) shows that men hastened her sexual development. Karintha represents the folks spirit that is fading away due to modernity in the south, she is over sexualized and that means that black men still have urges to be reconnected with the past. In Reapers, we see major racial themes here; the idea of slavery takes major precedence in ones mind when we start reading the poem. Toomer lays emphasis on the word black (Page 7) used to describe the black Americans that were slaves at that time in the south. The reapers were tied to a life of monotonous work. The introduction of the mower disrupts the peace in the cultivation of the weeds and brings war; this brings out the theme of racism, where there is constant social war between the colored and the white. The poem Reapers is suggestive of Black field laborers in the early 20th Century. Toomer also tries to depict the problem of racial economic inequalities that were also present in the south at that time. The word continue (page7) connotes the constant labor the black male did in the fields. We also have a view on how in the early 20th century, black males who had their lands would have to work and pay a certain amount back to the whites thereby leaving them with little profit . All their turmoil and hard work was always in vain. We also see an introduction to violence that emerges with the blood-stained scythe that has cut a rat in the poem, an issue that Toomer readdresses later in cane. November cotton flower is another poem that ensues after Reapers, the poem talks about environment in the south were we all know was difficult for the colored skin at that point in time. The poem describes how the cotton flowers survived the harsh south weather and still strived through the hard times it went through. We see Toomer use the idea of racial identity, he uses the images of scarcity, drought and death to express the black race during the time the poem was written. à ¢Ã¢â€š ¬Ã‚ ¦Brown eyes that loved without a trace of fear, Beauty so sudden for that time of year. (Page 8) Toomer depicts the sudden urge that the African American race have to fight against racism. The description of a hope for the cotton flower shows that Toomer believes there is hope for the African American; he tries to create a link between the oppression of race to the growing of a cotton flower. In Cane, Toomer tries to create a hybrid structure, where we see a combination of short stories and poems. Karintha, Reapers, and November cotton flowers portray death, labor, racial identity and racism which portray major themes in the book cane as a whole. The book cane is designed in a circle, Toomer starts from the south up into the north and back into the southern regions again. Since, Karintha, Reapers, and November cotton flowers are the first three consecutive pieces in the book Cane, Toomer gives us a shadow or a hint of what is to proceed in other poems and stories in the book. The three pieces are set in the rural south where a lot of racial identity is taking place, the description of Karintha as a November cotton flower, also gives us an imagery of how the south and its environment looked at that point in time. In karintha, Toomer describes her as an innocent prostitute who men constantly came to for gratification of their sexual desires just to fend a living for herself. Toomer reechoes the themes labor and economic inequalities also found in the poem Reapers and November cotton flower. Blood-stained, continue cutting weeds and shade (page 7) shows how the African Americans in the south had to continually labor to fend for themselves and family. In the south, the blacks grew cotton for a living but in November cotton flower, they had turmoil but seen no rewards of their labor, the natural resources were depleted thereby leaving the fields empty. And cotton scarce as any southern snow (page 8) Toomers cane is compiled of encounters with both blacks and white and black. In Karintha, we see encounters between blacks and white. Karintha was a black woman who was sexually appealing to both the white and black men in her community. However, in Reapers and November cotton flower we see the opposite of such encounters. Even though white men are attracted to karintha, in Reapers, and November cotton flowers, we see that they belittle the dusk skin color and subject them to a life of constant labor. Toomer also paints the theme death in these three consecutive pieces that start the book cane, as it would also be discussed in the other poems and stories that followed. In karintha, we see towards the ending that she mysteriously has a child who dies, Toomer likens the death to smokes that curl up in the community. Furthermore, Toomer uses animals in Reapers and November cotton flowers to signify death. In reapers, And there a field rat, startled squealing bleeds, (page7) Shows the black reaper slays the rat and leaves it bleeding without offering any sympathy to it. Toomer also describes the features of a dead land in November cotton flowers. à ¢Ã¢â€š ¬Ã‚ ¦dead birds were found (page 8). Toomers description of Karintha as a November Cotton flower shows the idea of double consciousness because karintha was depicted by Toomer as a violent child who was mischievous and always stoning the cow, yet the preacher convinced himself that there was nothing wrong in her acts and regarded her as a November cotton flower. Toomer tries to portray how the whites thought their maltreatment of the blacks were justified and lawful. Which, is also the same thing seen in Reapers when the reaper refuses to acknowledge the fact that he had hurt the rat. The introduction of the mowers by Toomer in the reapers also signifies the birth of modernism and the new Negro movements, which, is also repeated in November cotton flowers when the cotton flowers begins to unexpectedly grow and the blacks see a hopeful future after the death of karinthas child which signifies the death of the old negro and old cultural style because as soon as Toomer transitions to the rural setting, the folk song setting seems to vanish. Jean Toomers cane is a book that takes into cognizance, the lives lived by Negros at that particular era and his work was considered as the New Negro art that led other black poets or writers to write other books in that light.

Defining Beauty for Men and Women in Portraiture Essay -- Masculine Fe

Defining Beauty for Men and Women in Portraiture " ... A thing of beauty is a joy forever : It's loveliness increases ; it will never Pass into nothingness ... " What is beauty? Seemingly a continually evolving and infinitely elusive ideal - mankind has been obsessed with the concept of beauty throughout the ages. Portraiture, as an essential channel of visual communication, has traditionally been the medium through which definitions of beauty are graphically expressed. Particularly in the Renaissance where portraiture often served celebratory or commemorative purposes, it was crucial that portraits were accepted as aesthetically pleasing reflections of the social ideals of the time. Hence by comparing and contrasting a range of different portraits of depicting men and women of the Renaissance such as Titian’s La Bella, Bronzino’s Eleonora de Medici, Sofonisba Anguissola’s Self Portrait, Vasari’s Alessandro de Medici, Bronzino’s Cosimo de Medici as Orpheus and Pedro Berruguete’s Portrait of Federico da Mentelfeltro, viewers can gain an understanding of the conceptual differences in definitions of masc uline and feminine beauty during this period. Titian’s La Bella – Portrait of a Woman in a Blue Dress (1536) is a captivating example of Renaissance ritratto (portraiture) demonstrating ideals of feminine beauty. It presents the image of a vibrant young woman. With smooth, light skin tone and delicate rounded face the woman is clearly defined as an exceptional beauty. Framed at a slight angle to the picture frame, La Bella emerges from the dark neutral background with subtly averted gaze, at once both inviting and refrained. Through the conflict of La Bella’s seductive yet submissive presentation, the portrait captures the essence of Renaissance female beauty perfectly, presenting the mildly sensual nature of the woman’s image as a joy in itself. To complement her dignified demeanour, La Bella wears an amazingly intricate and extravagant blue gown. For a period when women were without a public voice and remained dependant on signs of visual identity such as clothing and jewellery, such a display of finery implies significant wealth and social status. Considering the seductive rendering of the fabric utilising costly lapis lazuli, it is clear Titian desired to present an image of ultimate feminine loveliness. The portrait is free from overt art... ...re often used as vital means of propaganda communication. Beyond these conventional images we have such images as Cosimo de Medici as Orpheus and Self Portrait by Sofonisba. Which, although rare, were recognised as beautiful portraits of the time, and present and much more unusual and intriguing visions of beauty. Through the exploration of this diverse range portraiture, the contrasting ideals of masculine and feminine beauty in the Renaissance have been explored. Yet overall, no matter what the gender orientation of the subject, it the discovery of such passionate and artistic talent presented which is essentially ‘beautiful’. Consequently, the grand appeal of such glorious images is still appreciated today, and will continue to delight viewers for generations to come. Bibliography Paola Tingali Women in Italian Renaissance Art (Manchester 1997) Geraldine A. Johnson & Sara Greico Picturing Women in Renaissance and Baroque Italy (Cambridge 1997) Patricia Simons Portraiture: Facing the Subject ed Woodhall (Manchester 1997) Lorne Campbell Renaissance Portraits (Yale 1990) Alison Cole Art of the Italian Renaissance Courts (Everyman Art Library 1997)