Women Their Careers and Family Lives

Introduction At present, many researchers still focus on inequality between females and males in their career lives. However, job opportunities for genders are largely equal now and it is possible to state that the choice of the path depends on the person. Thus, lots of women focus on their career and find their life satisfying.Advertising We will write a custom essay sample on Women: Their Careers and Family Lives specifically for you for only $16.05 $11/page Learn More Other females are more concerned with their family lives and do not strive for higher positions within companies. It is also possible to trace development of new attitudes towards roles within the family. Thus, several decades ago women were supposed to spend more time with their families doing housework and looking after children. At the same time, men were supposed to work and they hardly helped their wives about the house. Now men are more helpful and it is a normal practice when a ma n does certain housework. These trends are apparent when talking to women of different ages. Importantly, it is clear that now roles acquired by women largely depend on their own choice, their personality and their occupational success rather than on societal conventions and prejudice. Comparison of the Two Women The present paper is based on the data obtained during two interviews with two women. One of these women is Janice, 69, who works half-time in a dry clean shop. The other woman is Ann, 36, who is a manager of an apartment. Both women are married. Janice has two children and she also has five grandchildren. Ann does not have children but she has â€Å"fur-babies†, three dogs. Both women changed jobs, but they had different reasons to do that. Notably, the women think that their careers did not intrude in their family life and vice versa. It is also important to add that both women have good relationships with their husbands and they have not had serious quarrels becau se of their careers. However, there are quite many differences between the women and their paths, especially when it comes to their careers. The major difference is concerned with their priorities. Thus, Janice is focused on her family while Ann is concentrated on her career more. Janice decided to work-part time to spend more time with her children and she also spent several years at home while her second child was little. However, Ann does not have children and she does not plan to have children in the nearest future. She has not changed jobs to spend more time at home but she was looking for better opportunities for her career development. Ann strives for promotion and success in her career life.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The women’s relationships with their husbands also differ. Thus, Janice has a typical for the twentieth century attitude towards marriage and ge nder roles within the family. In other words, she does all the housework and she used to take care of their children. Janice does not see anything wrong about this type of roles. On the contrary, Ann does not do all the housework. Her husband does the cooking and she does the washing-up. Ann admits that her husband helps her about the house whenever he has time. She also adds that there are no specific roles in their family. Key Factor That Contributed to the Women’s Choice Priorities It is necessary to note that several decades ago women did face many constraints as there were specific gender roles, but in the twenty-first century women have more opportunities and their careers depend on their personalities and their desires (Hakim 290). What is more, now women tend to strive for their career development more. For instance, Hakim argues that nowadays â€Å"the differences between men and women’s career goals are smaller than sometimes thought† (279). Many women are not concerned with creating families and try to succeed in their career lives. Notably, there is such term as â€Å"glass ceiling† that refers to the opinion that women are less committed to succeed in their jobs, and, therefore, less â€Å"promotable† (qtd. in Correll et al. 1334). Researchers admit that in many cases women have to face issues associated with the glass ceiling effect (Forret Dougherty 420). However, now many women manage to go through the glass ceiling. Many women believe that there is no significant prejudice in working places. Ann states that she has never felt that gender intruded in her career life. Likewise, Janice also states that she has never experienced any kind of inequality or oppression associated with gender. At this point, it is important to note that the women have different priorities which became crucial in their lives. Thus, Janice’s priority was her family and taking care of her children. She did not strive for promotio n.Advertising We will write a custom essay sample on Women: Their Careers and Family Lives specifically for you for only $16.05 $11/page Learn More On the contrary, she stayed at home for several years until her younger child could go to the kindergarten and she started a part-time job to spend more time with her kids. Janice did not feel anyone prevented her from achieving some tops in her workplace. She felt there were equal opportunities for her and other women. She felt she had chances to achieve more, but she did not want to. Individual Choices Janice can be regarded as a good proof of a persistent idea that women tend to be more concerned with their homes, not careers (Chiodo Owyang 8). Thus, Chiodo and Owyang note that married women and working mothers even get lower wages as they are believed to be less committed (7). Janice is an example of a woman who is not committed to her career life but is eager to spend as much time with her family as po ssible. At the same time, Ann is an example of a married woman who is committed to succeed in her career life. Notably, Ann claims that she has never felt she was underestimated or somehow oppressed due to her gender. Importantly, she pertains to the group of women who are not regarded as less productive as she is more than 28 and she does not have children (Chiodo and Owyang 7). Employers tend to focus on professional skills and experience of women pertaining to this group. Ann reported that sometimes she had to work long hours and her husband did not like that. However, she added that it was not a big problem, so she never let down her employer and her family life never affected her career. Ann’s case can be regarded as a certain explanation to the changing trend. Thus, employers tend to see women as equally committed employees as a lot of females have started concentrating on their career lives rather than on their families. It is important to note that individual choices are often regarded as micro level factors. However, when it comes to gender-related issues in workplace, individual choice has become a crucial macro level factor. Several decades ago women were focused on their families and (in the vast majority of cases) they did not strive for promotion. Nowadays there is a new trend and women become more concerned with their careers. In other words, individual choices women make influence the overall situation on the global scale. Another Key Factor: Occupational Success Janice As has been mentioned above, it is believed that many females have to face certain constraints in their workplaces due to their gender, but the women interviewed did not report about any gender-related issues, which can be also explained by their position in the workplace. Both females do not occupy very high posts and it is possible to assume that there is not serious competition. Janice worked at a university and had a half-time job, which does not presuppose any high p osts. Some time ago she started working for her husband (to help their business develop) and here she could not face any gender-related oppression or even any significant competition. Janice is one of those women who â€Å"sacrifice† their wages and their success in workplace as they want to remain â€Å"flexible† to spend more time with their family (Chiodo and Owyang 7).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the fact that Janice did not face any significant gender-related constraints does not mean women who strive for career development and occupy higher posts do not face such issues. Ann Ann has a slightly different situation. She wants to succeed in her career life. She changed jobs four or five times as she was not satisfied with the way her bosses treated her. Now Ann is a manager and this post cannot be regarded as high. Again, there is not much competition for Ann. Importantly, Halrynjo and Lyng have explored experiences of Norwegian married women and working mothers and the researchers note that even in such developed country as Norway women occupying higher posts face a number of constraints (337). Women who strive for promotion have to work longer hours and tend to spend less time at home. It is possible to state that women tend to acquire male’s attitude towards career and family life. Women are no longer focused on their family life as they want to succeed i n other areas of the contemporary social life. General Trends In conclusion, it is possible to state that there are no specific gender roles in the contemporary society. Women strive for succeeding in their professional life. Females are no longer satisfied with the role of the wife and the mother. Interviews with the two women made it possible to define major factors that contribute to development of the existing trends. In the first place, individual choices made by women make it clear that there is certain shift in gender roles. Individual choices largely depend on trends existing in the society. On the other hand, experiences of the two women also suggest that gender-related issues are unlikely to occur if the post occupied is not high. Thus, gender-related issues occur when competition increases. On balance, it is possible to note that the situation has changed quite significantly since the twentieth century and gender roles are changing now. Works Cited Chiodo, Abbigail J. and Michael T. Owyang. â€Å"Marriage, Motherhood and Money: How Do Women’s Life Decisions Influence Their Wages.† The Regional Economist. Apr. 2003: 5-9. Print. Correll, Shelley T., Stephen Benard and In Palk. â€Å"Getting a Job: Is There a Motherhood Penalty.† American Journal of Sociology 112.5 (2007): 1297-1339. Print. Forret, Monica L. and Thomas W. Dougherty. â€Å"Networking Behaviors and Career Outcomes: Differences for Men and Women.† Journal of Organizational Behavior 25.1 (2004): 419-437. Print. Hakim, Catherine. â€Å"Women, Careers, and Work-Life Preferences.† British Journal of Guidance Counseling 34.3 (2006): 279-294. Print. Halrynjo, Sigtona and Selma Therese Lyng. â€Å"Preferences, Constraints or Schemas of Devotion? Exploring Norwegian Mothers’ Withdrawals from High-Commitment Careers.† The British Journal of Sociology 60.2 (2009): 321-343. Print. This essay on Women: Their Careers and Family Lives was written and submitted by user Raven Munoz to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Montgomery Bus Boycott Timeline

Montgomery Bus Boycott Timeline On December 1, 1955, Rosa Parks, a seamstress and secretary of the local NAACP, refused to give up her seat on the bus to a white man. As a result, Parks was arrested for violating a city law. Parks’ actions and subsequent arrest launched the Montgomery Bus Boycott, pushing Martin Luther King Jr. into the national spotlight. Background Jim Crow Era laws segregating African-Americans and whites in the South was a way of life and upheld by the Plessy v. Ferguson Supreme Court decision. Throughout southern states, African-Americans could not use the same public facilities as white residents. Private businesses reserved the right not to serve African-Americans. In Montgomery, whites were allowed to board the bus through the front doors. African-Americans, however, had to pay in the front and then go to the back of the bus to board. It was not uncommon for a bus driver to pull off before an African-American passenger could board through the back. Whites were able to take seats in the front while African-Americans had to sit in the back. It was at the discretion of the bus driver to identify where the â€Å"colored section† was located. It is also important to remember that African-Americans could not even sit in the same row as whites. So if a white person boarded, there were no free seats, an entire row of African-American passengers would have to stand so that the white passenger could sit. Montgomery Bus Boycott Timeline 1954 Professor Joann Robinson, president of the Women’s Political Council (WPC), meets with Montgomery city officials to discuss changes to the bus system- namely segregation. 1955 March On March 2, Claudette Colvin, a fifteen-year-old girl from Montgomery, is arrested for refusing to allow a white passenger to sit in her seat. Colvin is charged with assault, disorderly conduct, and violating segregation laws. Throughout the month of March, local African-American leaders meet with Montgomery city administrators concerning segregated buses. local NAACP president E.D. Nixon, Martin Luther King Jr., and Rosa Parks are present at the meeting. However, Colvin’s arrest does not ignite anger in the African-American community and a boycott plan is not devised. October On October 21, Eighteen-year-old Mary Louise Smith is arrested for not giving up her seat to a white bus rider. December On December 1, Rosa Parks is arrested for not allowing a white man to sit in her seat on the bus. The WPC launches a one-day bus boycott on December 2. Robinson also creates and distributes flyers throughout Montgomery’s African-American community concerning Parks’ case and a call to action: boycott the bus system of December 5. On December 5, the boycott was held and almost all members of Montgomery’s  African-American community participate. Robinson reached out to Martin Luther King, Jr. and Ralph Abernathy, pastors at two of the largest African-American churches in Montgomery. The Montgomery Improvement Association (MIA) is established and King is elected president. The organization also votes to extend the boycott. By December 8, the MIA presented a formal list of demands to Montgomery city officials. Local officials refuse to desegregate buses. On December 13, the MIA creates a carpooling system for African-American residents participating in the boycott. 1956 January King’s home is bombed on January 30. The following day, E.D. Dixon’s home is also bombed. February   On February 21, more than 80 leaders of the boycott are indicted as a result of Alabama’s anti-conspiracy laws. March King is indicted as the boycott’s leader on March 19. He is ordered to pay $500 or serve 386 days in jail. June   Bus segregation is ruled unconstitutional by a federal district court on June 5. November   By November 13, the Supreme Court upheld the district court’s ruling and struck down laws legalizing racial segregation on buses. However, the MIA will not end the boycott until the desegregation of buses was officially enacted. December   On December 20, the Supreme Court’s injunction against public buses is delivered to Montgomery city officials. The following day, December 21, Montgomery public buses are desegregated and the MIA ends its boycott. Aftermath In history books, it is often argued that the Montgomery Bus Boycott placed King in the national spotlight and launched the modern Civil Rights Movement. Yet how much do we know about Montgomery after the boycott? Two days after the desegregation of bus seating, a shot was fired into the front door of King’s home. The following day, a group of white men assaulted an African-American teenager exiting a bus. Soon after, two buses were fired at by snipers, shooting a pregnant woman in both of her legs. By January 1957, five African-American churches were bombed as was the home of Robert S. Graetz, who had sided with the MIA. As a result of the violence,  city officials suspended bus service for several weeks. Later that year, Parks, who had launched the boycott, left the city permanently for Detroit.

Creative writing assignment that use historical facts about Nevada 750

Creative writing that use historical facts about Nevada 750 words in RTF format - Assignment Example They were under the command of a young soldier John Fremont. He and his guide Kit Carson would later become famous in the history books. Well I showed them how to catch the long ear white rabbits, a delicious food. And besides the great buffalo which the soldiers had heard of, they were delighted by the pronghorn, a kind of horned deer special in the Nevada area, with tasty meat. That Kit Carson was a good scout, he had a nose for the mountains and the game. Both he and Fremont were good shots. I later found out the soldiers were there to explore that part of the west. I introduced them to the Paiute Indian Chief Paulina and then later the Washoe Indians further West. Fremont was a strong leader, he had direction. But it was getting late in summer and Carson wanted Fremont to cross the Western mountains to reach Sutter Fort in California. I brought Chief Naza, he was a Washoe Indian and I had done lots of trapping for beaver and rabbit with some of his men. Chief Naza warned Fremont winter was coming and food or game would be gone. But this man Fremont was a head strong man. He had heard a rumor of a beautiful large lake off at a distance down in front of the Sierra Nevada mountains. He said he had a desire to see that lake while making it to Fort Sutter. I didn't tell him I had crossed the mountains with the Washoe and had actually swam in that lake (Lake Tahoe).

Break Down of Marriage Article Example | Topics and Well Written Essays - 1250 words

Break Down of Marriage - Article Example Shukumar finally recognizes that their marriage is beyond salvation and he retaliates by revealing the secret of the gender of their miscarried child, to hurt Shoba. This story is about a couple, Shoba and Shukumar, who are wife and husband. Shoba is a proofreader and Shukumar is a teacher and undergraduate. The story starts with their present rift in their marriage. The narrative has flashbacks to explain the circumstances leading to their current situation. Shoba feels alienated, suffers from post-natal blues and other troubles after her miscarriage and late caesarian delivery. Shukumar has mistakenly assumed that she would recover from this experience but their lack of communication has created an abyss. Shukumar is motivated by his love for Shoba. He loves her and hopes that she would convalesce and that everything would return to normalcy. Shukumar loves Shoba even as she distances herself to him. He waits at home for her even when she tries to stay away from the house by getting more work outside. (Lahiri 2). While not working, he stays home to write his dissertation. Shoba leaves for work early in the morning before Shukumar wakes up. As a consequence, Shukumar does not feel motivated to arise from his bed before noon. The narrative says; 'But nothing was pushing Shukumar.' (Lahiri 4). He is motivated by his love for Shoba to cook as he cannot bear to see Shoba eating cereal for dinner because she does not cook anymore. (Lahiri 8). There is an apparent reversal of traditional roles as Shukumar becomes the house husband while Shoba 'treated the house as if it were a hotel'. (Lahiri 6). This is evidence to show that Shukumar's motivation is love and he still desires to stay in his marriage. Shukumar's obstacle is that he is ignorant of Shoba's source of unhappiness and this has caused a rift in their relationship. He is oblivious of the extent of Shoba's discontent with him. The narrative says; 'In the beginning, he had believed that it would pass, that he and Shoba would get through it all somehow. She was only thirty-three. She was strong, on her feet again.' (Lahiri 5). Shoba expresses her indifference to Shukumar when she does not bother to look beautiful for him but she does not reveal her source of discontent nor does she directly voice her dissatisfaction. (Lahiri 1-2). Shukumar is ignorant of Shoba's distancing herself from him when he wrongly assumes that Shoba is too busily preoccupied with her work to make efforts to look good for him. Shukumar's obstacle is his misconception that Shoba needs him. He deceives himself when he voices his confident opinion that she desires him to be around the house when the electricity is cut off. Shoba ignores his statement and Shukumar's obstacle causes him to overlook the signs of Shoba's cold attitude towards him. Another sign of their disunity and aloof attitudes lies in the fact that they did not celebrate Christmas that year. Shukumar's mistake was in the misconception that Shoba and himself would heal over the tragedy of losing their firstborn. Shoba's attitude shows that she was hiding her bereavement in her work and distant attitude towards Shukumar. Shukumar's deep bereavement fro his firstborn is an obstacle because

Unit 1 Individual project 2 Essay Example | Topics and Well Written Essays - 500 words

Unit 1 Individual project 2 - Essay Example The managers must ensure that they follow this questionnaire when interviewing the applicants. All the other employees who had applied for the other positions of Messengers, Cooks, Janitors, Security Guards, secretaries, receptionists and workers will be asked the following general questions. The list comprises of twelve permissible questions. It is important to note that there are a number of illegal questions that should never be asked in a recruitment process. These include gender-related questions, questions on the marital status, questions regarding the race, and those regarding the disability status of the applicant. These are sensitive areas that should be avoided at all costs. Religion and Nationality questions should also be out of the picture. Age and the birthplace questions should also not be asked. With this in mind, the rights of the employment candidates will be preserved. Krannich, Caryl Rae, and Ronald L. Krannich.  Job interview tips for people with not-so-hot backgrounds: how to put red flags behind you to win the job. Manassas Park, Va.: Impact Publications, 2004.

Motivated You To Study Social Work Education Essay

Motivated You To Study Social Work Education Essay My motivation to study social work comes from my passion about helping people who are less advantaged. Having spent the last five years working in a social care environment helped me to realise that my passion lies in helping the most vulnerable members of our society. I found working as a Care Assistant extremely challenging but also rewarding.   Attending a multi-disciplinary care reviews gave me a great insight  Ã‚   into a social worker role. I found out that social work can help service users maintain their dignity and independence, give wider choices of support, protect from abuse as well as reduce admissions to hospital. I hope that studying social work will give me a valuable skills and knowledge needed for effective professional practice as a social worker. 2.  Ã‚  Ã‚   What type of learner are you? Last year on the Access course through the exercise on the class I have identified my learning style [Appendix 1].   Knowing and understanding my learning style helped me to learn more effectively and identify opportunities to improve my learning. According to Honey and Mumford (1982) Learning Style Model I perform strongly as a Reflector.   As a Reflector I learn by observing and thinking about what happened. I like to stand back and observe experiences from many different perspectives. I like to collect information (the more that better), and prefer to think about it thoroughly before coming to any conclusions. I prefer to take a back seat in meetings and discussions. I always listen to others before making my own point. I learn less well when being thrown in at the deep end with no time to prepare and when acting as leader or role-playing in front of others. Having identified my learning style, I now understand that as a reflector I am a slow learner and require more time to study, that is why it is important to plan my study effectively. I also need to try to get involved more in meeting and discussions instead of sitting back and listen. My preferred style of learning was also determined by completing the Learning Styles Questionnaire on C_Space [Appendix 2]. According to the questionnaire I learn best by visual way. Information presented in pictures, diagrams or charts is easily remembered.   I like to watch the lecturer closely and be able to see the teacher body language to fully understand the content of a lesson. I also like to use colours in my studies such as coloured markers to highlight information.   As a visual learner it is important to make sure that I sit always in a position in the classroom where I can see things clearly. 3.  Ã‚  Ã‚   How do others perceive your values and abilities? Recently I asked my best friend how they perceive my values and abilities. The feedback I have been given was as follow: You are sensible, cautious, careful practical. I see you as clever, gifted, or talented, but modest. Not a person who makes friends too quickly or easily, but someone whos extremely loyal to friends you do make and who expects the same loyalty in return. Those who really get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a long time to get over if that trust is ever broken. My fellow students see me as confident, open minded and positive person. So far, the feedback form my tutors was always positive, however I am prepared to can take negative feedback. Receiving feedback is great opportunity to gain useful information and insight into what we need to develop or improve in order to grow professionally. 4.  Ã‚  Ã‚   How do you approach learning? How have you improved your skills for study (including IT)? Having developed a number of strategies and techniques on last year course enabled me to make the most efficient use of my time, resources, and potential. I approach my studies strategically and systematically by working out where to invest my time and energies. Choosing the right place to study is important as I work most effectively in a well organised study area. I like to work in a comfortable and free from distractions place with a good lighting and a room to spread my book and papers. Time management is a vehicle that can carry you from wherever you are to wherever you want to be (Tracy 2007:2) Time management in the key skill to handle my coursework and to get it done on time. Good time management skills enable me to utilise my time in a more effective way and allow me to accomplish more tasks in a shortest possible way. A study time table is an essential ingredient in effective time management. I have created a weekly time table [Appendix 3 ]   to help me organise my day-today tasks, which keeps me positive and focused on my studying, and helps me achieve my targets. I have also learned to prioritise my work by doing the small and easy tasks first and taking them out of the way, before trying to tackle larger pieces of work. I have created things to do list [Appendix 4]. I use it to set daily priorities and to reduce decision making and worry. The ability to make clear and concise notes is another important skill that I have developed through my study. Taking notes helps me to gain a deeper understanding of the subject and capture the essential points of the topic. It also helps to make sense of what is to be learned and to remember it later. Having identified my preferred learning style I know now that I work well with patterned notes, such as nuclear, spider grams, diagrammatic and mind maps. This method was described by Buzan (1992) in his book Use your head. He calls the technique Mind Mapping. Mind maps allow for greater activity when recording ideas and information, as well as allowing the note-taker to associate words with visual representations (Buzan, 1992). Patterned notes involve writing the main topic in the centre of the page, and then write related ideas around it and link them up to show their relationship to the main idea. Pattern notes are more visual, and are very active form of learning. For example of m y note taking please see [Appendix 5]. I have also learned how to read effectively by being selective, scanning, skimming and questioning as I read. Computer helps me to study in many different ways. It helps me to research online for information, make structured notes, creating charts, graphs and tables and to organise and keep track of my studies. Although I have used computer in the past there was areas that I still had to improve. Last year on the access course I have learned how to work with spread sheets, databases, and create a power point presentation, which helped me to improve my IT skills. [Appendix 6] 5.  Ã‚  Ã‚   What factors affect your learning? Having many responsibilities as an adult learner I must balance against the demands of learning. Personally, the factor affecting my learning is English as a second language I do find it hard at the times to express myself in the way that I wish to. It also lower my confidence and self esteem. Being subject to jokes about my funny accent in the past made me feel nervous when speaking in front of others. However, my confidence in that area improved dramatically since starting the course. Distractions while studying could be another area that affects my learning. I need a quiet and organised place to study without any interruption. I have learned to minimise distractions while I work by encouraging others to respect my rights to work without interruption. I keep my phone off when I am studying to avoid phone calls that could disturb my learning. Self esteem and lack of confidence.   Before I took an Access Course my self esteem as well as confidence were very low. I did not believe in my abilities and felt very anxious about going back to education after a long break. Having a positive feedback from the tutors as well as fellow students helped me to build up my self- esteem and become a confident student. 6.  Ã‚  Ã‚   How do you become an effective problem solver in your life? Problem solving is one of the key skills in social work practice. Social workers use a problem solving approach in working with individuals, families, groups and communities. As a social work student, it is very important to me to become an effective problem solver. In my personal life I have learned confronting rather than avoiding problems. I tend to solve my problems using a simple technique. The first stage is to define the problem. To understand why the problem exist and looking at the root cause of the problem. Secondly I explore the problem by looking at how does the problem affect me or others? The next step is looking for possible solutions and selecting a realistic solution that is most relevant to me. Finally I put my solution into action. It is however important to evaluate the effectiveness of my solution. 7.  Ã‚  Ã‚   How do you become more effective, independent and confident self- directed learner? Self-directed learning is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes(Knowles, 1975:14). According to Malcolm Knowles (1984) adults learn differently than young people. In his theory of adult learning Knowles pointed that adults are self- directed in their learning.   As a person matures his self-concept moves from one of being a dependent personality toward one of being a self-directed human being   (Knowles, 1984:12). As an adult student I take responsibility for my learning processes, such as goal-setting, instructional design and evaluation of my learning process. Being organised helps me to manage my studies effectively. In order to become more independent learner I need to be motivated to learn, able to manage my time effectively, and reflect upon my learning. Effectiveness of learning depend on having your state of mind, space, time, and materials organised in the ways that best suit your learning (Cottrell, 2008:67). 8.  Ã‚  Ã‚   How did you work cooperatively with others I am a part of a Care team working in a care home for people with dementia. Being a part of the team I have learned how to work co- operatively with my work colleagues. As a team member I have learn contribute to achieving the goal of meeting the needs of clients. Apart from work I also work co operatively with others in group work tasks on classes. We were put to groups to complete specific task. I worked cooperatively by sharing my ideas, being and active listener, respect other people views, work together with the members of group to complete the task successfully. Working in groups gave me a great opportunity to gain confidence and develop interpersonal skills, such as active listening and questioning and communication skills. 9.  Ã‚  Ã‚   How do you relate your learning to the contemporary context of social work practice? Working in a Social Care as a Carer my role involves providing practical support, and enabling service users to maintain their independence to lead fuller and secure life. I also build partnerships with people I work with, trying to win them trust and encouraging them to cope and get most out of life. I relate my learning to the contemporary context of social work by implementing my current skills and knowledge to my work settings. Skills such as interpersonal skills help me to understand the importance of actively listening and empathising with service users in order to enter the world from their point of view.   I am also more aware about the group dynamics in my work place and importance of effective team working in order to achieve the desire outcomes.   Since doing the degree I also developed an anti discriminatory practice. I started to relate the theories to practice to understand the causes of discrimination and ways to challenge it effectively.

Adam Smith :: Biography

Adam Smith The accumulation of capital and the division of labor are what Adam Smith believed to be the driving forces of economic growth in any nation. Smith found that when the division of labor had broken down the production of almost any commodity into a series of simple operations it was more natural for tools and machinery to be invented that replace hand labor and expedite the entire production process, thereby increasing worker productivity. This increased productivity combines with the growing capital stock to increse national output which enables society enjoy higher levels of consumption, constituting a genuine rise in the wealth of the nation according to Smith. Smith’s theory of economic growth can be formulated in a simple algerbraic equation. Where G equals the growth rate, K equals the ratio of productive to unproductive labor, P equals the productivity rate and W equals the real wage: G= KPW From this equation it becomes clear that for growth to occur, the product of the ratio of productive to unproductive labor and the productivity rate must increase more than the real wage. It would seem obvious that an easy way to do this would be to avoid any increase in the real wage, and indeed this view was accepted by many later classical economists who assumed that the nation had nothing to gain from an increase in wages. This was not Smith’s view at all. If an increase in capital enlarges the wages fund from which workers workers are paid, and if this increase is greater than the increase in the number of laborers, than it is only natural for the real wage to increase. On top of that Smith was a believer in what modern economists call the efficiency wage theories which hold that higher wages both enhance the vitality of the workers and reduce employee slacking and labor turnover, the latter two of which lower productivity and profitability. In the equation above it the product of K and P that is responsible for economic growth. It would appear then that K, the ratio of productive to unproductive labor, and P, the productivity rate are equally important factors in this determinance. However, Smith says that this is not so. The ratio of productive to unproductive labor does not change much over time, says Smith.

A Doll’s House †Henrik Ibsen Essay

Henrik Ibsen’s in one of his most revolutionary plays, A Doll’s House, filled his set and narrative with symbols that emphasised the idea that above everything, one must be an individual. Doors, macaroons and the tarantella are all symbols that are used by Ibsen to convey to the audience that the life of Nora and Torvald isn’t what it seems to the naked eye. The doors in the ‘doll’s house’ set, are emphasised, to symbolise the separate ‘world’s ‘ Nora and Torvald live in; the illusive macaroons symbolise the control Torvald has over his wife and the wild tarantella dance is symbolic of Nora’s desire to escape from her restricted and heavily defined existence. Doors in A Doll’s House are not just a wooden blocks that can be used as a thoroughfare between rooms; they are used to distinguish between the two different spheres, Nora’s sphere and Torvald’s sphere. All throughout the play, Nora never enters her husband’s ‘world’. Guests for Torvald were instructed to ‘not come in here (Nora’s living room)’, and they went on into Torvald’s study. As Krogstad ‘slammed’ the door on the way out of his house, Nora’s world was smashed into a million shards of tiny fragile pieces. The character of Nora is sent into a spiral of depression, anxiety and out-right craziness that turned a seemingly normal dance into a 19th century movement of oppressed emotions. The macaroons that Nora possesses in the beginning of the play are more than just a common snack. Nora has the macaroons in the early stages of the play, with Torvald around. They give the audience the knowledge of Nora’s child-like behaviour and emotions. All through ‘A Doll’s House’, Torvald treats Nora like an ‘inexperienced child’, and the macaroons are one of many indications of this. She offers it to guests as they enter her ‘world’, but not to her husband, in which she hides them from him. The child-like behaviour is also witnessed in the scene where Nora is playing with her children, calling them ‘little dolls’ and playing with them like they are her friends and she’s not their mother. This child-like behaviour was encouraged by Torvald, by simple nicknames, such as ‘skylark’ and ‘mockingbird’, to make Nora be more immature towards Torvald and keeping her youthfulness that he li ked so much. The infamous dance, the tarantella, was an expression of the oppressed society that woman had to go through in the 19th century. The tarantella was used to convey emotions that woman couldn’t express in normal, everyday life. They used raw energy to express that raw emotion. In ‘A Doll’s House’, Nora uses, just as other woman have, to express and release the oppressed emotion that was given by Torvald towards her. In the scene where Nora is dancing for Torvald as practice of the dance and Dr. Rank comes in, Torvald keeps telling Nora to ‘stop it’ and ‘do it as I said’. Nora is completely oblivious to Torvald and keeps on dancing in her own style. Dr. Rank comes in and takes over Torvalds role as piano player to fuel the flame that Nora was burning. The dance becomes more and more wild as the scene progresses, until the music stops and Nora is just ‘still’. The oppressive moment of woman in the 19th century created this dance. ‘A Doll’s House’ uses this symbols of child-like behaviour, different worlds and an oppressed dance to show the audience that the world of the 19th century wasn’t a blissful place where men and woman were equal in everything they had rights to, like they do now. Torvald showed that he was a man of conformity and tried his best to bend his family into the social norms of the time. Torvald never let Nora have her way and treated her like a child, making her regress into one and even making her be his child. She was scared to wrong by her husband, even hiding a simple sweet from him so he wouldn’t find out that she was eating it. By the end of ‘A Doll’s House’ , Nora grows up. After the problems arisen by Krogstad, she learns that her husband isn’t her saviour anymore and she doesn’t love him. The party ended when Torvald wanted to leave. Nora got home and changed out of her formal attire, and into outdoor wear, making Torvald wonder, ‘Why are you dressed like that?’ The taking off of her formal clothes gives the impression that Nora is now taking off her old life, her oppressed life, and starting afresh. After an emotional discussion with Torvald, she ends up leaving him and the children. Walking out of her house, through the door, again is symbolising the end of something. This time it’s Nora’s life with Torvald. As the door closes, this time it’s Torvald who breaks down, mirroring Nora’s emotions when Krogstad leaves the  letter in the letter box. Symbolisation is a major part in any play, even more so in ‘A Doll’s House’. The emotion scenes with Nora, Torvald, Dr. Rank and even Krogstad wouldn’t be the same without objects such as the doors or macaroons, or the two different spheres dividing Nora’s world and Torvalds. The dance itself plays a vital role of showing emotion without the notice of Nora’s own husband. Without such devices, ‘A Doll’s House’ wouldn’t be the same revolutionary play that we see today; it would just be mere words on a page. Bibliography: ‘A Doll’s House’ Henrik Ibsen

Pantsers and Plotters Which Are You (And Why It Matters)

Pantsers and Plotters Which Are You (And Why It Matters) Two Types of Writers: Plotters and Pantsers Writing has always been a passion for the UK-based former journalist Amanda Wills, who now works part-time as a police press officer. Her latest book, Flick Henderson and the Deadly Game, was published in December last year, with a cover design courtesy of Reedsy artist Rachel Lawston. In this article, she talks about two types of writers, Plotters and Pantsers, and the pros and cons of both. Plotter or PantserDo you plan your novel to the nth degree before you type a single word, or do you sit at your computer, take a deep breath and fly by the seat of your pants? If the former, you’re a Plotter; if the latter, you’re a Pantser. Plotters plan novels to the nth degree. Pantsers fly by the seat of their pants and just write. We all know there are pros and cons to both. Knowing exactly what’s coming next means that Plotters are less likely to suffer from writer’s block. They also tend to write faster and more efficiently. Pantsers, on the other hand, have the freedom to let their characters take control, which can be both terrifying and exciting at the same time.I should say now that I am your typical Pantser. Don’t get me wrong, I am in awe of writers who spend months plotting scenes on timelines and building detailed biographies for their characters. When I start a book, I know how it begins, and I normally know how it’s going to end. It’s just the bit in the middle that’s, shall we say, fluid. I then spent about a week playing a kind of story jigsaw, rearranging the scenes until Kate’s disappearance became the main plot and the disappearing pets became the sub-plot.This kind of low-tech approach might not be for everyone, but it worked for me. It helped me spot continuity problems and holes in the story. It became blindingly obvious where I needed more action, and where I needed to slow the pace down.And once I had the scenes in the right order it was a pretty straightforward task to reassemble them on my Word document.Flick Henderson and the Deadly Game was released both as a paperback and ebook this past December, nearly three years after I had that first seed of an idea.Do I regret not plotting the book properly in the first place? Probably. I’m sure it would have saved a lot of time. I’ll definitely use the giant word jigsaw approach again. Being able to play with scenes in such a tangible way was immensely useful.Will I spend weeks planning every scene, every plot point, every nuance, every character arc, before I start writing my next book? Probably not. I’m a Pantser by nature. But one thing I have learned is that a little planning goes a long way.So that is exactly what I plan to do. As a writer, I'm a Pantser. But I've learned that a little planning takes  your book  a long way. Flick Henderson and the Deadly Game is available on Amazon in paperback and on Amazon Kindle!Are you a Plotter or a Pantser? Or, like Amanda, have you found a way to straddle both styles of writing? Let us know, and leave any thoughts, experiences, or any questions for Amanda in the comments below.

Sculptures in Kuwait and Great Britain Comparison

Sculptures in Kuwait and Great Britain Comparison It goes without saying that art is the powerful force that makes the world a beautiful place and at the same time allows the artist to show the rest of the people their true colors; taking the veil off the everyday mysteries, art pins down the tiniest imperfections of life and yet portrays it as something unique and delightful.Advertising We will write a custom proposal sample on Sculptures in Kuwait and Great Britain Comparison specifically for you for only $16.05 $11/page Learn More One of the most unusual kinds of art, the one that allows to represent the elements of the world in their usual three-dimensional form, sculpture is the least emphasized at present, which makes it quite a peculiar target for a research. Comparing the specifics of the Kuwait and British sculpture, one can possibly see the specifics of the Kuwaiti and the British culture, the key differences and the unexpected similarities, and learn about the trends in both the British and the K uwaiti sculpture. Speaking of the aim of the research, one must mention that the paper will describe the key differences and the similarities between the current Kuwaiti and British sculpture. Being the key purpose of the given paper, the search for the specifics of each sculpture art development will lead to the further analysis and the work on the conclusion. Thus, the links between the British and the Kuwaiti culture are likely to be discovered. In addition, the prospects for the further development of the Kuwaiti and British sculpture are likely to be made. Moreover, it is necessary to mention that the given aim presupposes reaching a number of various objectives. For instance, the research will focus on the development of the Kuwaiti sculpture and the key people who contributed to the latter most; the same issues are going to be researched in the field of the British sculpture. However, since Britain includes English, Scottish, Welsh and Irish art, the British sculpture develop ment will be mentioned briefly, with the key facts about each of the cultures.Advertising Looking for proposal on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The paper is going to be split into three major parts, i.e., the research on the British sculpture, the research on the Kuwaiti sculpture and the following analysis of the two. However, since there are possibly several major stages in the establishment of the British and the Kuwaiti sculpture, the first two parts will possibly be split into several parts according to the sculpture development stages. Speaking of the way in which the analysis is going to be conducted, the following aspects are going to be compared: the time period at which the art of sculpture appeared; the key cultures and/or factors which contributed to the stylistic choices; the most famous sculptors; the outside influence; the modern sculpture and the current tendencies. Therefore, it c an be suggested that the given paper will be targeted at several objectives that will contribute to a single goal of learning about the sculpture of the two countries. There have been quite a number of researches on the British culture, yet there are quite few papers on the topic of the Kuwaiti culture and especially sculpture. Hence, it can be considered that the given field needs additional researches. In addition, even though there have been some papers devoted to the issue of the Kuwaiti culture, and some even touched upon the issue of sculpture, there are still not enough researches made on the differences and similarities between the development of sculpture in the two states. Thus, the research background is rather scanty, yet one can possibly learn quite much about the issue in the process. As for the significance of the given paper, one can possibly assume that the given research will have some weight. Mainly due to the fact that there has been very little done in exploring the sculpture of Kuwait, one can assume that the paper will provide a lot of colorful new details about the issue. In addition, since there has never been a comparison made between the British and the Kuwaiti sculpture, one can suppose that the given paper is going to shed some light on a relatively unknown subject and provide unique facts, as well as deliver specific and unexpected results. Hence, the significance of the paper is going to be sufficient enough to prove its right to exist.Advertising We will write a custom proposal sample on Sculptures in Kuwait and Great Britain Comparison specifically for you for only $16.05 $11/page Learn More In terms of the paper methodology, it is necessary to mention that the research is going to be conducted on the basis of the data collected from books and reports. As it has already been mentioned, the research is going to touch upon various epochs in the development of sculpture in both countries, which means that not only the recent reports on the sculpture exhibitions or festivals and the modern sculptors with their most famous works are going to be analyzed, but also the books on the historical development of sculpture in the specified countries are going to be considered. The next issue to discuss will be the sources. As it has already been explained, the sources for the paper are going to be very diverse, mostly because of the specifics of the issue. In addition, it will presumably be quite difficult to pick the necessary information, since the art of sculpture was underdeveloped in Kuwait until the mid-90ies of the XX century. To start with, the story of the Kuwaiti sculpture is going to be researched. In DiPiazza’s work (2006), several artistic traditions are going to be researched, such as the annual Festival of arts. Moreover, the reasons for the underdevelopment of the sculpture genre in Kuwait are going to be explained in details. Another peculiar work which deserves taking a closer look at is the book by O’Shea Spilling (2009); the latter will shed some light on when the actual development of the Kuwaiti sculpture began (according to the authors, it was exactly 1963 (O’Shea Spilling, 2009, 108)). Finally, USA International Business Publications (2007) will tell about the places in Kuwait where notable sculptures are, such as Free Studio for Fine Arts (USA International Business Publications, 2007, 257), etc. Further on, when dealing with the emergence and the further progress of sculpture in Great Britain, the book by Westmacott (1824) will be of great importance. Allowing to track the history of British sculpture till the day it emerged as a phenomenon, Westmacott offers more than enough information for the given research. Unlike Westmacott, Greengrass Huges (2008) offer the specifics of the English, Scottish, Welsh and Irish sculpture instead of digging deep into the history of the British sculpture in general.Advertising Looking for proposal on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Allowing to access the most significant elements of the British sculpture, the given book, nonetheless, makes it obvious that British art embraces several cultures, which is the key difference between the British and the Kuwaiti sculpture. Meanwhile, Hill (2011) allows to check the greatest sculptors of the XXI century Britain, making the readers plunge into the present-day British sculpture. However, Eigner (2010) shows that there are a number of modern Kuwaiti sculptors worth mentioning; listing the key people who have had essential impact on the XXI century Kuwaiti sculpture, the author stresses the fact that sculpture is only developing in Kuwait. With the help of Ammari’s (2009) article, one can learn even more about the modern Kuwaiti sculptures, which Wintle (2002) lists the key British sculptors of the XXI century. Brought together, the above-mentioned sources allow to track the history of British and Kuwaiti art of sculpture. For the paper, the following work plan is going to be adopted. First of all, the sources on the topic are going to be collected based on their relevance to the issue. Further on, the sources are going to be analyzed and split into several categories, i.e., the sources which deal with the Kuwaiti sculpture and sculptures at the time when sculpture appeared in Kuwait, the sources which deal with the same issue of appearing and further development of sculpture in Great Britain, and the sources which concern the present-day sculpture in each of the countries in question. Further on, the outline for the paper is going to be developed. Finally, I will provide a rough draft for the paper and start writing the research. In the end, the final conclusions will be drawn and the prognoses for the Kuwaiti and British sculpture will be drawn. References Ammari, S S, 2009, Kuwaiti sculptor’s work is new addition to downtown Burj Dubai. Web. DiPiazza, F D, 2006, Kuwait in pictures, Twenty-First Century Books, Minneapolis, MN. Eigne r, S, 2010, Art of the Middle East: modern and contemporary art of the Arab  world and Iran, Merrel, London. Greengrass, M Huges, L M, 2008, The virtual representation of the past, Ashgate Publishing, Farnham, UK. Hill, J, 2011, The sculpture of Gertrude Hermes, Ashgate Publishing, Farnham, UK. O’Shea, M Spilling, M 2009, Kuwait, Marshall Cavendish, Singapore. USA International Business Publications, 2007, Kuwait investment and business guide, International Business Publication, Washington, DC. Westmacott, C M, 1824, British galleries of painting and sculpture, comprising a  general historical and critical catalogue, with separate notices of every work of fine art in the principal collections, Sherwood, London, UK. Wintle, J, 2002, Makers of modern culture, Routledge, New York, NY.

Plato's ideas of a philosopher and its relevance in modern politics Essay

Plato's ideas of a philosopher and its relevance in modern politics - Essay Example They have important knowledge and are capable of achieving perfect one. They have the ability to educate the society with the truth due to the fact that they simply love wisdom and even just the thought of having it. They want to learn many things and it does not conceal the fact that indeed they love to acquire much more wisdom and they are more knowledgeable than any other. Regarding this, there are three important questions this essay addresses: Why, according to Plato, are philosophers considered useless by the general public? Why does Plato think that they are (potentially) useful? If the general public thinks that philosophers are useless, can they ever be useful? The metaphor of the ship â€Å"Imagine then a fleet or a ship in which there is a captain, who is taller and stronger than any of the crew, but he is a little deaf and has a similar infirmity in sight, and his knowledge of navigation is not much better†1. In this statement, Plato tried to emphasize that someone who is able to lead should definitely has knowledge about everything he or she is doing. It is not just enough to have physical strength just like the captain in the metaphor as having characteristics such as being taller and stronger than any of the crew in the ship, but it is important that someone must be able to have perfect knowledge about its role in order to play it perfectly right in front of the public. Plato did not deny the fact that someone who has the responsibility to lead should have important physical characteristics to ensure strength and possession of ultimate power. However, what he wanted to stress out is the fact that knowledge is important because just like the captain of the ship, the entire vessels should head on to the right direction. In directing the vessel to the right direction, the captain should essentially have important background, experiences or knowledge about navigation. Most importantly, he has the ability to learn which is the thought strongly emphasized by Plato through the use of the body parts associated with learning such as the eyes and ears. Plato emphasized these basic parts of the body as important components in understanding things or everything about in the world. The general public â€Å"Now in vessels which are in a state of mutiny and by sailors who are mutineers, how will the true pilot be regarded? Will he not be called by them a prater, a star-gazer, a good-for-nothing?†2. This statement simply illustrates the general public’s treatment towards philosophers. In this statement, Plato regarded the general public as having argumentative attitudes towards correct ideals. It is presented in this situation that the general public has the freedom on how they would show their treatment towards philosophers in line with their role in directing people and leading them towards certain directions. The general public certainly does not want to make agreement with the philosopher when in fact he has the ab ility to think among any other and has the potential to lead and learn the knowledge about something else. Just like in the case of the captain in the metaphor of the ship in the â€Å"The Republic†, although he is definitely has the potential strength to lead the entire crew of the ship, Plato ironically wants to emphasize that someone remarkably needs to have knowledge and the right ideals about everything else as far as moving forward to the right direction is concerned. However, Plato just wanted to emphasize that the general

An Introduction to Religion in China Essay Example | Topics and Well Written Essays - 1000 words - 1

An Introduction to Religion in China - Essay Example Different communities had different beliefs, thus developing differing attitudes towards religion. This paper looks to demonstrate how the Chinese conception of religion in relation to their beliefs and practices. This paper will also seek to determine whether religion existed in China during pre-modern times and outline what might be at stake when the Chinese are asked these questions. In the ancient times in China, people lived in small villages and towns typically of up to one to one thousand residents. Their exposure to cultural horizons was not far much wide as almost all of them were illiterate. Any chance they had of learning about the tradition in the west or the outside world had to come in the type of songs and speeches in their native language. There is certainly no doubt that the people who lived in the same are all shared common practices and beliefs. However, other Chinese citizens in different locations across China also had their doctrines and practices that varied fr om others I one way or another. Despite of these differences that developed between these people, all their cultural beliefs were still regarded as Chinese. Vernacular ideologies explain why these cultural beliefs and practices were collectively shared. Similar language, customary laws and equivalent proverbs were also common. This coherence of similar cultural practices summed the Chinese beliefs and practices (DeBary, Lufrano & Chan 76).... A European traveler, Father Evariste Hue, who had spent quite a lot of time in China, was able to discern the progress that the Chinese were making. Presentations were still a common occurrence, and different social classes were beginning to emerge. The rich were gradually differentiating themselves from the poor but despite these developing differences, various kinds of rituals still retained their primary role in the symbolic heart of China. According to Hue, temples, family ceremonials and religious processions where springing up with almost the same accuracy as were the different kinds of rituals taking centre stage in china. It is noteworthy that the Chinese embraced religion with almost the same enthusiasm as they valued their beliefs. The Chinese incorporated their beliefs into religion. This is seen when they perform procedure gods. This script execution formed a means of communication between them and their gods (DeBary, Lufrano & Chan 97). Religion existed in China long bef ore they developed ties with the west though it is vital to mention that faith was developed further after China had developed ties with the west. Temples still existed in the pre-modern times. The presence of this temple shows there was some of the worship. Rituals were performed in these temples to communicate with the gods. These gods, the Chinese people believed had some super natural powers over them. This shows that though an inferior form of worship as compared to modern day religion, that the Chinese believed in religion long before meeting civilization from the west. The refining of fire ritual is one excellent example to show further prove to affirm that religion was already in china before civilization. This