The Proof is the Product

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The purpose of our modern education The delicate tools necessary for our intellectual workshop are achieved by schooling. I suspect that our best tools are realized rather automatically, but if there is to be outside influence, then, best it is done early, as the human mind matures all too rapidly. Children are not consumed with anxiety to learn anything; least of all has it ever crossed their minds that they must learn English. How shall we teach it to them, when the few of us who have begun to know what it is know it to be a issue of accommodations, a thing with which order, method, and all that the developing mind first apprehends and rests upon have nothing to do with a single word. A kind of miraculous flowering of mans still unconscious wisdom, preserved to us as a compensation for our many blunderings, as a reward for our patience in confusion and our fundamental faith in life. Education might be defined as a social process by which, skills and beliefs, attitudes and ideas of the previous generations are passed to the new generation; it is a process, which is necessary for the maintenance, achievement and development of man in society. Gerstner States, "in the public schools we have clung tenaciously to the ideas and techniques of earlier decades and even previous centuries," proving that each generation depends on the preceding generation. This definition assumes a biological view of society, one that grows and evolves with each new generation depending on the growth of previous generations. We all come into this world uniform, and, from the start, we are obliged to turn to others; and while we need a lot of help when we are young, nature has compensated by building into the young a susceptibility to learning. So, no matter what ones view is of what an educational system should be, most will agree, best to start in while young. What is the first lesson to be? What each individual needs to know is the difference between what is naturally right and what is naturally wrong. The second lesson to be learned, is, that the individual is better off doing what is naturally right. How does one teach morals? This is an old dilemma, the teaching of virtue. It is a dilemma largely because virtue is immeasurable. Virtue is instilled likely by repeated actions, a process of trial and error, beginning at the mothers knee and to be continued by all those with whom the child has close connections, and this would certainly include the childs teachers. It takes a good teacher, one full of great skills and a glow for presentation of the subject; it is particularly difficult when the subject is morals or virtue. We, adult and child alike, find ourselves in a vast market where the Culture Standardizers provide an immediate and sensual gratification to all comers. The question before us is, what is the importance of education? One goal, as Spring states in his book American Education, is to produce reasonable citizens, ones that "commonly hold a political creed or else society is doomed to political strife or chaos" Education should be the essential method of building humane, free, and democratic societies. The aims of education are many the transmission of knowledge; training for occupations, careers, and democratic citizenship; and the encouragement of moral growth. Dewey states, "the subject matter of education consists of bodies of information and of skills that have been worked out in the past; therefore, the chief business of the school is to transmit them to the next generation." Among its vital purposes should also be an attempt to develop the capacity for critical intelligence in both the individual and the community. Unfortunately, the schools today are being increasingly replaced by the mass media as the primary institutions of public information and education. Although the electronic media provide unparalleled opportunities for extending cultural enrichment and enjoyment, there has been a serious misdirection of their purposes. In some societies, the media serve as the vehicle of propaganda and indoctrination. In democratic society television, radio, films, and mass publishing too often cater to the lowest common denominator and have become dull wastelands. We need to believe that television directors and producers have an obligation to remedy the balance and revise their programming. The essential answer to any question usually comes out of its definition. Considering the definition set out at the first of this section, then, we might say that essentially that education is a socialization process. Is this best achieved by public education? By private education? , Or by a combination of both, with one being favored over the other? Public Education What are the arguments for putting education into public hands? If not the impossible goal that every one should be educated, then, at least, the goal of equal educational opportunity for all, or, another way of putting it, to make education readily available to all. As stated by Spring, "all people are given an equal chance to receive an education or, in other words, equality of educational opportunity" The assumption has been that if the state does not make free education readily available, many of our young will not be educated, an assumption that may not hold up in these modern times. A further assumption is that with free public education that our children will be educated, an assumption that is not being born out by the statistics. Parents, at least those who possess a sense of parental responsibility, would like to see that their children get the educational basics, whatever they may be. If children were to get more than just the basics would depend on whether the parents had the time, the money, and the interest, interest being the most important commodity. Berliner and Biddle say, "Students who care more for their fellow citizens and their social and physical environment, should ultimately produce a higher standard of living for us all than one obtained by educating only the advantaged members of society to score high on all the tests that accompany the new standards." Having a lack of interest in education, parent or student, but more the student is the single greatest prohibition to our educational standards. What other reasons might be stated in support of public education might be stated as follows to insure that the education of our young takes place in an atmosphere which is conducive to learning; that only the best teachers be employed in the education of our young; and to see that education takes place in safe surroundings. Anyone might agree, in respect to our young, that these are necessary goals for any educational system; the question is which system comes the closest to meeting these goals? Is it a public school system? Assuming for the moment, that it is only a public school system, which provides a mechanism for all to have input (school boards have only recently become elected bodies), do people reward themselves of such a mechanism? The fact of the matter is that most all of us, including parents, have handed off our individual responsibilities to make decisions in regards to education. We as humans feel the need for our responsibilities, Rogers states, "personal freedom and responsibility have a crucial significance, that one cannot live a complete life without such personal freedom and responsibility." Are we to just stand by and let someone else assume our responsibility? The public does not run the public school system; bureaucrats who are continually trying to seek a consensus run it. That which is done in the public school system is done because it has been watered down to the lowest common denominator. Does this description describe our education system here in West Virginia? I do not know, but the cost and, sadly, the results of our educational system could certainly be used to support the reform. The proof is in the product.

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Conflict Management Styles: A Definition within the Business Environment

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"Conflict is an inevitable part of the human relatedness process. Conflict is the interaction of interdependent people who perceive opposition of goals, aims, and values, and who see the other party as potentially interfering with the realization of these goals (Putnam & Poole, 187, p. 55)."(Ting-Toomey, 87)In such a competitive business arena, corporations must not only focus on increasing profit, retaining market share, etc., but must also deal with internal conflict management; which encompasses different methods on identifying and interjecting techniques related to the workplace environment.It is imperative that a clear definition of conflict management is discuss and to dissect the different layers that intertwine with one another, to grasp a better appreciation of all the techniques utilize in managing conflict.Conflict management consists of different types of identification, such as the different stages of moral development, which have an array of stages and levels.The different style use in conflict management is classified into three categories and several sub categories, which represents a two dimensional result and transitions into moral development and styles of handling conflict.Managing conflict usually falls upon employees, who must determine which style in which to cope with such a situation, such as, three forms of organizational justice and the styles in which they are handle.

The different stages and levels of conflict management indicates that, "…Integrating or problem solving style of handling conflict, when paired with other styles, leads to more effective conflict management. Now, if the application of a particular conflict style can lead to high or low performance, antecedents of the use of styles should be studied with a goal of strengthening antecedents that lead to high performance and other desired outcomes and minimizing antecedents that lead to low performance and other undesired outcomes. And if ethical standards are associated with high performance while lack of ethical standards are associated with low performance, then possible intervening variables through which those ethical standards are expressed surely…" (Ting-Toomey, 87)To clearly understand the complex integration of handling conflict, one must comprehend the moral factor, which is a motivating factor in decision-making.This highly complex process is dissect into several stages and levels which will transcend and integrate into the styles that are use to handle conflict.

To begin, "Moral development concerns the manner in which individuals make judgments about right and wrong (Rest, 186). Kohlbergs (16) formulation is perhaps the best known of the contemporary theories, and is closely followed by Rest. The theory divides individuals on the basis of their moral development into six stages, two at the pre-conventional level, two at the conventional level, and two at the post-conventional level."(Ting-Toomey, 87)

The different levels are as follows

Pre-Conventional Level

"At the pre-conventional stages of moral development the concepts of good and bad, right or wrong, are interpreted in terms of pleasure/pain consequences or physical power. Pre-conventional are restrained from possible wrongdoing by their fear of the consequences. They may be spurred to other action by their expectations of pleasant consequences."(Ting-Toomey, 87)

Conventional Level

"At the conventional stages of moral development, conformity and meeting social expectations are important. Good behavior is behavior that pleases or helps others, and respect for authority and deference are important. For conventional individuals, decisions and actions are judged moral to the extent that they meet these standards."(Ting-Toomey, 87)

Post-Conventional Level

"Abstractions such as morality, utilitarianism, reciprocity, and justice comprise the ethical framework of individuals at the post-conventional level. Actions are judged according to the extent to which they are consistent with lofty ideals. In contrast to conventional, who revere social norms and laws, post-conventional question and oppose norms and laws which seem to violate universal principles such as distributive justice and respect for life."(Ting-Toomey, 87)

Now to explain the different methods and styles, in which conflict is handle, an unambiguous definition of the three main ways of dealing with conflict must be discuss.The various methods use to handle conflict can be identify as, "…--domination, compromise, and integration--as well as several secondary ways including avoidance and suppression. Later, Blake and Mouton (164) were the first to present a grid for classifying the modes for handling interpersonal conflicts into five types forcing, withdrawal, smoothing, compromise, and confrontation. The five modes of handling conflict were classified along two dimensions related to the attitudes of the manager concern for production and concern for people. Blake and Moutons classification as reinterpreted and refined by Thomas (176) considered the intentions of a party (cooperativeness and assertiveness) in classifying the modes of handling conflict into five types." (Ting-Toomey, 87)Furthermore, the five styles of handling conflict are as follows

Integrating

"This style involves high concern for self as well as the other party involved in conflict. It is concerned with collaboration between parties (i.e., openness, exchange of information, and examination of differences) to reach a solution acceptable to both parties."(Rahim & Bonoma, 17, p. 17)

Obliging

"This style involves low concern for self and high concern for the other party involved in conflict. An obliging person attempts to play down the differences and emphasizes commonalties to satisfy the concerns of the other party."(Rahim & Bonoma, 17, p. 17)

Dominating

"This style involves high concern for self and low concern for the other party involved in conflict. It has been identified with a win-lose orientation or with forcing behavior to win ones position."(Rahim & Bonoma, 17, p. 17)

Avoiding

"This is associated with low concern for self as well as for the other party involved in conflict. It has been associated with withdrawal, passing-the-buck, sidestepping, or see no evil, hear no evil, speak no evil tactics."(Rahim & Bonoma, 17, p. 17)

Compromising

"This style involves moderate concern for self as well as the other party involved in conflict. It is associated with give-and-take or sharing whereby both parties give up something to make a mutually acceptable decision."(Rahim & Bonoma, 17, p. 17)

In essence, Rahim et al. (1) proposed that each of the above five styles of handling conflict may be ethically appropriate depending upon certain situational characteristics. Four of the five may be ethically inappropriate under certain conditions and only the integrating style is thought to be appropriate in all circumstances in which a win-win solution is at least a possibility. Although each conflict-handling style may be ethically appropriate in some circumstances (Rahim et al., 1), each requires a different approach to the conflict.

Now that a clear decisive definition and all methods incasing conflict/conflict management been illustrated, the management techniques must be delivered.Rahim explains that, "One factor that has an important impact on the constructive management of organizational conflict is the style employees use to handle conflicts they are involved in. There are various styles of behavior by which interpersonal conflict may be handled. Mary P. Follett (140) proposed three main ways of dealing with conflict domination, compromise, and integration. She also identified other secondary ways of handling conflict in organizations, such as avoidance and suppression. Blake and Mouton (164) were the first to present a conceptual scheme for classifying the modes (i.e., styles) of handling interpersonal conflict into five types forcing, withdrawing, smoothing, compromising, and problem solving. They differentiated the five modes of handling conflict on two dimensions related to attitudes of the manager concern for production and concern for people.Thomas (176) reinterpreted their scheme by considering the intentions of a party (cooperativeness, i.e., attempting to satisfy the other partys concerns; and assertiveness, i.e., attempting to satisfy ones own concerns) in classifying the modes of handling conflict into five types." These five types of modes constitute a complex dimensional scheme that focuses on the motivation factors that present itself during conflict.It is important that individuals partaking in a conflict understand the five modes within conflict.An expansion of these modes is as follows

Integrating

"This style, which involves high concern for self as well as the other party, has also been described as problem solving, collaboration, cooperation, solution-orientation, win-win, or positive-sum style. Integrating involves active collaboration between the parties (i.e., openness, exchange of information, and examination of differences) to reach a solution that satisfies the concerns of both parties. The first rule ... for obtaining integration is to put your cards on the table, face the real issue, uncover the conflict, bring the whole thing into the open (Follett, 140, p. 8). Prein (176) suggested that this style has two distinctive elements confrontation and problem solving. Confrontation involves open and direct communication that should make way for problem solving. As a result, it may lead to creative solutions to problems."

Obliging

"This style, which involves low concern for self and high concern for the other party, is also called accommodation, non-confrontation, yielding, or the lose-win style. It is associated with attempting to play down the differences and emphasizing commonalities to satisfy the concerns of the other party. There is an element of self-sacrifice in this style that may take the form of selfless generosity, charity, or obedience to another persons orders. An obliging person neglects his or her own concerns to satisfy the concerns of the other party. Such an individual is like a conflict absorber, i.e., a person whose reaction to a perceived hostile act on the part of another has low hostility or even positive friendliness (Boulding, 16, p. 171)."

Dominating

"This style, which involves high concern for self and low concern for the other party, is also called competing, control, contending, win-lose, or zero-sum style. It has been identified with a win-lose orientation and forcing behavior to win ones position. A dominating person goes all out to win his or her objective and, as a result, often ignores the needs and expectations of the other party.Dominating may mean standing up for ones rights and/or defending a position that the person believes to be correct. Sometimes a dominating person wants to win at any cost. Dominating supervisors are likely to use their position of power to impose their will on subordinates and command obedience."

Avoiding

"This style, which involves low concern for self as well as for the other party, is also called inaction, withdrawal, or the ignoring style. It has been associated with buck-passing, sidestepping, or see no evil, hear no evil, speak no evil situations. Avoiding may take the form of postponing an issue until abetter time, or simply withdrawing from a threatening situation. An avoiding person satisfies neither his or her own concerns nor the concerns of the other party.This style is often characterized by an unconcerned attitude toward the issues or parties involved in conflict. An avoiding person may refuse to acknowledge in public that there is a conflict that should be dealt with."

Compromising

"This style, which involves moderate concern for self as well as for the other party, is also called the mixed motive style in game theory. It involves give-and-take or sharing, whereby both parties give up something to make a mutually acceptable decision. A compromising person gives up more than a dominating person, but less than an obliging person. Likewise, a compromising person addresses an issue more directly than an avoiding person, but does not explore it in as much depth as an integrating person. For this reason, compromising typically means splitting the difference, or seeking other quick middle-ground positions."

In conclusion, with all the various variables that makeup conflict/conflict management, it defines the complexity of how people interact with one another in such a confrontational situation within an organizational setting.The methods and styles comprehensively determine how management handles a confliction issue within an organizational environment; hold importance in handling employee confrontations with an array of different dimensional elements, such as, characteristic traits and/or moral capabilities.A manager must be able to decipher the situation and be capable to select the best strategy to resolve issue(s) without jeopardizing the integrity of the organization.In my opinion, if a manager recognizes and utilizes the techniques and methods, said forth, then the confrontational element would be reduce and business matters may go on immediately without deviating from maximizing profit.

Rahim, M. Afzalur."DO JUSTICE PERCEPTIONS INFLUENCE STYLES OF HANDLING CONFLICT WITH SUPERVISORS? WHAT JUSTICE PERCEPTIONS, PRECISELY?" International Journal of Conflict Management, 000, Vol. 11 Issue 1, p, p.Academic Search Premier on-line.EBSCO Publishing. http//www.epnet.com/ehost/login.html.

Rahim, M.Afzalur; Buntzman, Gabriel F."An Empirical Study of the Stages of Moral Development and Conflict Management Styles." International Journal of Conflict Management, Apr, Vol. 10 Issue , p154, 18p.Academic Search Premier on-line.EBSCO Publishing. http//www.epnet.com/ehost/login.html.

Schermerhorn, Jr., J. R., Hunt, J. G., & Osborn, R. N. (000). Organizational behavior (7th ed.). [University of Phoenix Special Edition Series]. New York Wiley.

Ting-Toomey, Stella; Oetzel, John G.; Yee-jung, Kimberlie."Self-Construal Types and Conflict Management Styles."Communication Reports, Summer001, Vol. 14 Issue , p87, 18p.Academic Search Premier on-line.EBSCO Publishing. http//www.epnet.com/ehost/login.html.

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Paul's Case

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"Paul's Case," by Willa Cather, is about a teenage boy named Paul who despises his common, dreary life.He lives on Cordelia Street in Pittsburgh.Paul sees his home on Cordelia Street to be one of "ugliness and commonness" characterized by his room with "horrible yellow wallpaper," an old bathroom with a grimy zinc tub and dripping spigots, and cooking odors that stayed in your clothes and on your hands.Instead, he dreams of a life filled with the trappings of wealth and royalty where one lives in palaces in Venice, yachts on the Mediterranean, or plays in Monte Carlo.He sees this life filled with beauty, art, music, and flowers.When Paul's only link to the life he imagines, his job at the Carnegie Theatre, is taken away, Paul steals from his new employer, and escapes to New York to live the life he feels he naturally belongs to.After a week of living like a king, Paul is out of money, and he realizes that he must either return to the depression and monotony of Cordelia Street or escape permanently into death.As Paul moves from depression to exhilaration, form Pittsburgh to New York, Cather introduces introduces many symbols which dramatically contrast Paul's conflict.

The theater is an appropriate vehicle for Cather to use to show Paul's yearning for a luxurious lifestyle.Actors and musicians live the life that should be his.He sees a soloist wearing a satin gown and tiara and associates these with achievement and opulence.She stays in hotels where doors are opened by doormen and guests are served "mysterious dishes" and drink from "green bottles in buckets of ice."In the theater, Paul has the opportunity to be himself, be something he is not.He serves as an usher, wearing an impressive uniform giving him an air of importance and superiority.He behaves "as though this were a great reception and [he] were the host."Here he can escape being tormented b family and teachers who see him as a "bad case."The theater represents the world of make-believe, and Paul's fascination with it inspires him to pretend to be that which he is not.

Cather's vivid descriptions of the weather serve to differentiate Paul's dreary life with the life he imagines.The rain is used to drive him back from his dreams. As Paul stands outside the opera singers hotel, the rain is brought down with sudden vehemence, soaking his inadequate clothing and driving in sheets between him and the glowing lights of the hotel, forcing him back to the streetcar and to Cordelia Street.After the night in cellar the the sodden November chill was broken by the last flash of autumnal summer. This foreshadows his escape from Cordelia Street to New York.Winter can be used to symbolize coldness and death, which is how this story ends. While Paul is in New York, the snow changes from whirling in curling eddies, showing his new found freedom from his life back on Cordelia street to a "raging storm" which makes the city "snow-bound" and lies heavy on the roadways, comparing Pauls inability to escape from his Cordelia Street life.

Perhaps the most interesting symbol used in this story is the recurring use of flowers.At the beginning of the story Paul appears with a red carnation in his buttonhole.The first thing Paul does in his New York hotel room is to request flowers from the bellboy and later he buries a flower in the snow just before he takes his life.The flowers signify Paul's desire for beauty, and, at the same time, his fragility.While in New York Paul sees "whole flower gardens blooming under glass cases, against the sides of which the snow flakes stuck and meltedviolets, roses, carnations, lilies in the valley." The glass cases protect the fragile flowers from the harsh weather just has Paul hopes wealth and success will save him from the future his father wants for him.The raging red of the carnations symbolizes his disobedience to both his teachers and the residents of Cordelia Street, as well as all the middle-class values that they stand for.

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The symbols of theater, weather, and flowers create real images that dramatically show Paul's confusion with life. They provide texture and emotion that allow the reader to feel the conflict that Paul is feeling.Theater symbolizes reality vs. make-believe.Weather demonstrates exhilaration of light and warmth as opposed to the depression of darkness, cold, and snow.Finally, flowers symbolize the beauty and wealth Paul seeks, but ultimately demonstrate that when these goals are not acquired honestly, they can't be maintained, just as the flower dies in the cold. Without these symbols, Paul's life could only be experienced with the detachment of a news story about a teen committing suicide.With them, the reader can understand Paul's depressions and his exhilarations.These symbols give us a better understanding of Paul's conflict and his life.

Please note that this sample paper on Paul's Case is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Paul's Case, we are here to assist you.Your cheap custom research papers on Paul's Case will be written from scratch, so you do not have to worry about its originality.

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Alesson before dying

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A lesson Before Dying

'Without the women in A Lesson Before Dying by Gaines, Grant and Jefferson would never have been able to change.'

Is this your view of the women in a Lesson Before Dying by Gaines?

The women in 'a lesson before dying", Vivian, Miss Emma and Tante Lou, play a very influential role in most of the decision making situations, and strongly contribute to the motive behind Grant and Jefferson's ability to change.

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These women are pivotal to the text, as they contribute the driving force that is needed for the story to unfold.

Earnest Gaines' "a lesson before dying" is an insightful piece with many points of discussion. Racism, human dignity, personal relationships and Afro-American conflict are some of the issues raised in this novel. However, my focus is how I felt the women in the book contributed to the story.

By trying to impart some human dignity in Jefferson through Grant, the women's intervention in local town affairs caused a domino effect that bought about not only personal growth for Jefferson but also influenced other characters in the book.

Without the women in 'a lesson before dying' Grant would have never considered visiting Jefferson. He had no need, it was none of his business, and had no obligation to do so. Grant himself is an unhappy, angry man who dreams of escape, but because of the women in his life he feels bound to stay.

Grant Wiggins is a black teacher living with his aunt Tante Lou, whose best friend Miss Emma, is godmother to Jefferson a boy wrongly convicted of attempted robbery and murder. When the defending attorney calls Jefferson a hog Miss Emma is determined to have him taught that he is aman before he dies. Grant is forced to accompany the two old ladies to the home of Mr Henri Pichot the plantation manager, which Grant does out of a sense of duty. They convince Mr Pichot to make a request to the local Sheriff Sam Guidrey to allow Grant to teach Jefferson. It is Miss Emma who applies the obligation on Mr Henri Pichot for Grant to visit Jefferson as she has done many things for his household in the past, and she reminds him of that "I done done a lot for this family and this place, Mr. Henri…All I'm asking you talk to the sheriff for me. I done done a lot for this family over the years." (p1) But Grant is cynical about the efficacy of teaching and begins to share his former teachers views, He had told us then that most of us would die violently, and those who did not would be brought down to the level of beasts.(p6) and that we had no other choice but to run and run.(p6)

Grant is doubtful about visiting Jefferson for he believes that education is tainted with prejudice. "They tell me how to succeed in the South as a coloured man.(p 65.) I teach what the white folks around here tell me to teach.(p 1) Though desperate to escape, he believes that if he stays his only option is to, Just go on and be the nigger you were born to be, (p65), Grant is tied to the quarter by his love for Vivian Baptiste. Vivian gives her support to Grant, and it's through her support he gains the strength to be the man he dreams of being. Whilst meeting at the Rainbow Caf they discuss Jefferson and Miss Emma's request. Vivian is Grant's soul mate and he believes the main motive for visiting Jefferson in his cell is because of her.(p)"If they say yes I want you to go for me". Vivian is his reason for living and nothing else in the world can offer what Vivian has. She is everything that is important to him. Vivian is a major influence over Grant and it is because of his love for her that he complies with his aunt's request to visit Jefferson. Vivian helps Grant through his journey and always supports him with her love. The lesson before dying is that we cannot escape our commitments - our ties to those who love us.The women bring in the notion of love and commitment. It is the women who seem to bring forth the morals within the text and provide backbone for the novel. They dictate most of the decision-making made by the characters, even the sheriff's wife pressures the sheriff into allowing visiting time for Miss Emma which is more convenient for her.

Grant's relationship with his aunt Tante Lou declines as the novel progresses. His aunt treated him like a hog and wanted total obedience, yet she wanted him to make a hog into a man. Tante Lou was not a very nice person, she would only show kindness towards people who shared many of her views and therefore was probably a very hard person to get along with e.g. " you going with us up the quarter you going up there with us, Grant, or you don't sleep in the house tonight." He went to visit Jefferson because Miss Emma and his aunt more or less forced him to do it. Grant did not want to do this chore for them but there was a hidden obligation. Tante Lou took Grant to live with her when he was a boy and Grant's secret, sub-conscious love for her makes him visit Jefferson. The transformation of the two men was really Miss Emma and Tante Lou's doing. They would even bring in people who were inappropriate, such as Rev. Ambrose, just to enforce their decision in Grants mind.

Grant really had no motivation except that his aunt would shun him if he did not comply. Tante Lou spoke for him where as Miss Emma would say "He don't have to go" Tante Lou would reassure her by saying " He go'n do it" without even asking Grant.

Miss Emma was afraid that Jefferson would die a hog and in doing so would have lived a meaningless life. She wanted him Not to crawl to the white man, but to get up and walk to him at the end. Miss Emma tries to make Jefferson's last moments on earth as comfortable as possible.

Miss Emma's relationships with others deal more with obligation and commitment, especially with the sheriff and Mr Henri Pichott. She makes people feel as if they owe her so she can get what she wants, but her reasons for doing this is to help Jefferson achieve some dignity in his final days.

Grant uses Miss Emma as motivation to make Jefferson do things and tries to manipulate Jefferson's love and loyalty toward his Godmother Miss Emma. When Jefferson eats his Nanan's gumbo the change is evident in him. Miss Emma's food is almost a symbolism of love and respect, she triggers the reason why Jefferson learns to express his feelings, ignore racial prejudice and develops a self-understanding. Therefore, by accepting his own responsibility for what had occurred on the day of the robbery, Jefferson no longer portrays himself as a victim.

By understanding what happened to Jefferson, one also notice the changes in Grant. Grant realises he has learnt more from this experience than Jefferson has and Jefferson is now a stronger man than Grant " I need you much more than you could ever need me. I need to know what to do with my life. I want to run away, but go where and do what? I'm needed here and I know it, but I feel that all I'm doing is chocking myself. I need someone to tell me what to do. I need you to tell me, to show me…You-you can be bigger than anyone you have ever met." (p1) Grant tells Jefferson this before he eats the gumbo. We can see here that Grant has learnt the greatest lesson from this experience. With Jefferson's ability to change so has Grants, which all go back to the original source, women.

Therefore, I believe it is right to say that the women did play a major part in the change between Grant and Jefferson, separately and combined. Miss Emma instigated the event, Tante Lou is the aggressive force behind it and Vivian with her compassion, support and love made Grants decision to help more palatable. Through using Grant as their tool, they were rewarded with seeing Jefferson grow as a human being with dignity. Jefferson was able to face his death not only as man but as a brave man.

"But tell them he was the bravest man in the room today.I,m a witness Grant Wiggins . Tell them

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Character Sketch - Bean Trees - Marietta Greer

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In Barbara Kingsolver's first novel, The Bean Trees, Marietta Greer is the gutsy and practical protagonist and narrator. Clear-eyed and spirited, Marietta Greer is the daughter of an single mother raised in extremely modest circumstances in the small Kentucky town of Pittman Country. Marietta nevertheless resists the pitfalls that befall many of the girls of her status in her small town. Where families had kids just about as fast as they could fall down the well and drown, and a boy with a job as a gas-meter man was considered a high-class catch. Marietta realized early on that she needed to get out and to get ahead, and when she goes, she leaves almost everything behind, including her name.

Marietta Greers mama called her Missy, because, according to family legend, when she was three, she stamped her foot and told my own mother not to call me Marietta but MISS Marietta, as I had to call all the people including children in the houses where she worked Miss this or Mister that... After graduating from high school and working for several years as a hospital lab technician, Mariettabuys an old beat up '55 Volkswagen and heads west, hoping to escape the fate of poverty, pregnancy, and marriage to a local boy with a dead-end job. She has no goal toward which she is traveling. She intends only to keep driving until her car breaks down. Heading west she runs out of gas in Taylorville, Illinois. Marietta adopts the name Taylor after leaving Pittman Country, though the first chapter she retains her birth name, Marietta.

Starved for sleep and short of cash, she stops one night to eat at a diner in Oklahoma. As she is pulling out of the parking lot, a Cherokee woman looks at Taylor and sees a chance for her dead sisters child to escape a life of abuse and alcoholism. She hands the three year old child over to Taylor and disappears. Like a true heroine Taylor decides to keep the child and affectionately name's her Turtle, after her tenacious grip. Continuing her journey west Taylor begins to balance the freedom of her travel with a new responsibility, the need to give care, to find a job and to provide for both her and her new child. Taylor's journey of self-discovery suddenly becomes a transition into a relationship where she is not the most important person.

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Taylor and her adopted child, Turtle, travel to Tucson, Arizona, where more car troubles lead her to answer a newspaper ad. She moves in with Lu Ann Ruiz, a young mother recently separated from her Mexican-American husband and, like Taylor, a native of Kentucky. Taylor perceives things in original fashion, communicating her wonder at customs and landscape of the southwest with unusual metaphors and folksy language . Her and Lu Ann speak using such expressions as Ill swan (I do declare) and dumb as a box of rocks.. Taylor settles in Tucson because its landscape strikes her as outlandish; newness and amusement appeal to her more than comfort or familiarity.

Another major figure in Taylor's life is her employer, Mattie, a widow in late middle age. In addition to being the proprietor of Jesus Is Lord Used Tires, Mattie is a clandestine activist in the sanctuary movement, an underground network providing shelter for Latin American refugees. Although never naive, Taylor's education in the ways of the world is furthered through friendship with two of Matties charges, Estevan and Esperanza, who have fled torture and repression in Guatemala. Her sympathetic reaction to the difficulties of others reveals Taylors tenderheartedness. Taylor cares for the abandoned and the exiled with increasing enthusiasm as the book progresses. Mattie calls her a hero for risking her own safety in order to achieve a more just society.

Unlike traditional female heroines, Taylors adventures do not revolve around finding or keeping a man. Her life focuses instead on womenprimarily on Turtle, but also on her mother, her friend, and her mentor. The male-female love she experiences remains purely Platonic.

Barbara Kingsolver's successful use of whimsy and realism truly help her to reveal Taylor Marietta Greer's character in her novel, The Bean Trees. Taylor accompanies herself with unusual folksy language, reactions, and relationships with friends, family and outsiders. These three examples are just a sample of the different methods in which Kingsolver chooses to illustrate Taylor's character and personality. They create a character with unusual aggressiveness, persistence of spirit, confidence, an unwavering determination, wit and sense of spirit.

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A book to remember

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Historical, adventurous and truthful, theses are the ingredients for a perfect book. A book that keeps you excited but teaches you something at the same time. Everybody reads books of all types, but everyone has their favorite one that you could not stop reading, and that you told everyone about when you finished. People go through hundreds of books before they find the one that touches their heart. Well, in the book Across the Wide and Lonesome Prairie you are sucked into the superior descriptions and truthful meaning. Hattie Campbell was there when it happened. She experienced the Oregon Trail first hand and you can easily relate to her situations. People should read this book because it is creatively written, has a strong message, and the messenger is easy to relate to.

One of the numerous reasons why people should read this book is because it was cleverly written. It is heaping with metaphors that sing to you. The book reads; "Clouds build up like white towers." This is saying that the clouds are huge like towers flying high above us. The words are sincere and speak the truth about hardship. Hattie's life is like riding a bull, hard but exciting. The book is written from her point of view and someone might try to argue that other people's point of view should be added. But they are exceedingly wrong. The reason this book is so wonderful is because it is truthful and it is a first hand encounter. There have been no added fairy tales or extra dramas. Everything is for real, which makes it even more personal. Throughout the book there are no spelling mistakes or grammar errors. Everything is perfect. Hattie uses advanced vocabulary, which livens the mood and setting, making it even more spectacular and smooth. One of the ground reasons why the populace should read Across the Wide and Lonesome Prairie is that the book is ingeniously written.

A second reason why people should read this book is the fact that it is meaningful. The message in the story is the most imperative. What if there was no message in a book? Then all you would have is a cluster of words put together on a piece of paper. Could you imagine reading a piece of literature that had no meaning? Well, Across the Wide and Lonesome Prairie sends a strong message to work hard and in the end you will be successful. Hattie was forced from her best friend and dragged onto the Oregon Trail in hopes to leave the worries of their past and begin a new life. For over two thousand miles she lived in a cramped area, always worried about her two brothers. Though life was tough she lived it to the fullest, making the best out of her situation. She met a new best friend and made new dreams and set higher goals. She sends the message to be hopeful and to make the best out of the worst. The message is interlaced into the vivid flow of the words. Because of the inspirational message people across the nation should take the time to read this book.

The third reason why Across the Wide and Lonesome Prairie should be read by all types of audiences is because of the Messenger. Hattie is a thirteen-year-old girl who experiences the Oregon Trail first hand. Everything is this story is truthful and well thought out. She adds literary value to her book because her writing inspires her readers to try there hardest and set high hopes. Hattie Cambell brings a unique flavor to writing, which sizzles with inspiration and is spiced with creativity. Someone might try to argue that she is to young to know what she is talking about. These people are sadly mistaken. Her age is one of the best qualities in the book. The fact that she is thirteen is different and irreplaceable. It's okay to read old books from the seventeenth century, but they all have the same central idea. How many books to you have that are written by a thirteen year old and are of high quality? Hattie knows what she is talking about and people should recognize her for that. She devoted her time to share with people the struggle that she went through, and she gave important accounts about the Oregon Trail. For the Reason that Hattie Campbell is different and dedicated people should read her literature.

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All in all, the book Across The Wide and Lonesome Prairie is a masterpiece that undoubtedly deserves to be read by all audiences. It displays exquisite poetic style comprised with proper grammar and inimitable metaphors. The precious message cries to its audience to make the best out of a bad situation. Hattie Campbell is a primary source. The book is her life story and incorporating the uniqueness of this tale with her talent should be recognized. If you are looking for an excellent book that will give you a burst of inspiration you must read Across The Wide and Lonesome Prairie by Hattie Campbell.

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The Glass Menagerie

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Themes are the fundamental and often universal ideas explored in a literary work. In The Glass Menagerie Tennessee Williams uses many themes to develop the characters in the play. Disintegration of a family, loneliness, and illusion and reality are three of the many themes portrayed in The Glass Menagerie.

The Glass Menagerie is the story of a slow and remorseless destruction of a family. There is nothing melodramatic about this destruction. It is gradual, oblique and laced with pathos and humor, but it is inevitable. The Wingfields are trapped in a situation from which there is no exit. The father has deserted them, the daughter is crippled and painfully introverted, the son has been forced through circumstances into a job that is stifling all aspiration sin him, and the mother is desperately attempting to hold them all together by using every means of which she can think. The tragedy is that instead of helping and bringing the family closer together, her efforts only hurt and divides them. She alienates Tom by trying to push him on his job, and she harms Laura irrevocably by first trying to launch her on a business career and then by attempting to find her a husband. But the original conditions are not entirely of her making. She is as trapped as Laura and Tom, trapped I the final analysis by an existence which offers no possibility of self-fulfillment. The struggle of the Wingfields is a kind of rear guard action against a malignant and implacable fate(Nelson 18).

The loneliness theme is particularly prevalent in the plight of Laura, but it is also manifested in Tom and Amanda as well. Laura is unable to achieve some kind of meaningful communication with another human being. Both circumstance and her introverted character prevent her from any kind of contact with anyone outside her immediate family. In the relationship with Jim, she is given one brief moment when she is able to emerge from her glass world, like a moth out of a cocoon. But once again, circumstance and character combine to close off this possibility of a new, meaningful relationship, and Laura is left in the end more alone than she has ever been. This theme is manifested in Amanda and Tom also. They have private grievances and are unable to communicate them or share them, even with the people they care for the most. According to Rowland Amanda is a lonely, deserted woman trying to seek fulfillment in her family but trying so hard that she only succeeds in alienating herself from her children. At the conclusion of the play, she too is lonelier and more broken than she was at the beginning. Tom is desperately lonely, unable to talk with his mother, and also unable to establish any worth while relationship with his co-workers. When he finally leaves home, he has escaped an intolerable situation, but his loneliness has become intensified. In the needs, desires, and frustrations of Laura, Amanda, and Tom, Williams expresses this theme of human loneliness and isolation very thoroughly. This condition, Williams seems to suggest, is one of the root conditions of humanity and will become one of the dominant themes in all of the playwright's work (Nelson 6-7).

Illusion and reality are very important themes in The Glass Menagerie; each character fully manifests this theme. Every Individual in the play uses illusion to protect himself from a reality which is oppressive and ultimately destructive. Laura makes the most obvious use of illusions in her creation of a world of glass which becomes more real to her than the "real" world outside the glass menagerie. The world of glass figurines will always be beautiful, delicate, and tender. She will always find comfort in it from the chaos of everyday life. At the end of the play, Laura returns to this glass world from which Jim almost took her. She will never let the outside world impinge on her or hurt her again. She too will become a fragile piece of glass, lost forever in the illusionary world she has created. Unlike Laura, Amanda is never wholly lost in her illusions; rather, she uses them to fight a world which is closing in on her in the form of light bills to pay, rent deadlines to meet, and children to care for. Amanda's illusionary world is in the world of her youth, seen now in her middle age through rose-tinted glasses. It is a world of gentleman callers, rides in the country, banquets, and balls; a world of gracious living and gallant sentiments. This illusionary world is used as a kind of respite for Amanda whenever reality becomes too overpowering for her. It is a world that once did exist, and Amanda has never quite recovered from the shock of losing it. But she is never completely lost in her reveries of it. She knows what the present offers, she is aware of the desperate and even sordid struggle her life has become; and she addressed herself to this struggle in a way in which Laura cannot. Amanda's illusions, like Laura's, are a kind of defense mechanism, but unlike her daughter's, they are never as totally paralyzing. Tom Wingfield who is painfully aware of the illusionary lives of his sister and mother, is also aware that her leads one too. Reality, in the form of a destitute and dependent family, and a stifling job in a factory, is too much for Tom to bear. So, he creates an illusionary existence for himself in daydreams and motion pictures. In his dreams and in the movies he attends almost nightly, he shuts out the hell of his real life and lives a vicarious romantic and adventurous existence. Ironically, when he finally leaves his family and the shoe factory for what he hopes will be a life of adventure; he finds that is illusions are not enough. The reality that he left behind a struggling and pathetic mother and a crippled sister will oppress him for the rest of his life. Like his mother and sister Jim too, needs illusions to make reality more bearable. He is six years out of school and is still literally nowhere in his chosen career. So his illusion becomes the dream that the cycle of democracy will catapult him to success; all he has to do is somehow catch on. His talk bubbles with confidence, but it is a confidence born of anxiety and depression. The great dream of opportunity is an illusion; the Depression which is blocking Jim's hopes is reality. In the final analysis, he is the fourth of a quartet caught between illusions and realities, attempting to use the former to stave off the crushing finality of the latter. (Bloom, p.0)

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The Glass Menagerie is built upon more than the poignant plot of illusion and frustration in the lives of little people. Williams has given the drama further significance by deepening the losses of individuals and pointing to social and even spiritual catastrophe. The life of illusion is not confined to the Wingfields alone. As Tom says ," The huge middle class of America was matriculating in a school for the blind." What he calls the "social background" of the play has tremendous importance. Amanda's anxieties are in large part economic and there is money behind many of her illusions.

The Glass Menagerie exhibits several of William's strengths as a playwright. The great strength of the play is the delicate, sympathetic, yet objective creation of meaningful people in a meaningful situation. William captures a decisive and desperate moment in the lives of four individuals and given it illumination and a sense of profound meaning. His characters are not equally realized. While Amanda, Tom, and Jim are complex, multiple dimension characters, Laura seems to exist on a single dimension, that of sympathy. Tennessee Williams uses disintegration of a family, loneliness, and reality as themes to show the slow destruction of a family in The Glass Menagerie. Although The Glass Menagerie is essentially a tragic story, it is shown through the three themes that the play is an excellent piece of literature that shows the gradual and oblique destruction of a family.

Please note that this sample paper on The Glass Menagerie is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Glass Menagerie, we are here to assist you.Your persuasive essayon The Glass Menagerie will be written from scratch, so you do not have to worry about its originality.

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Who ia Responsible for the Moral Development of Children?

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Moral philosophy is hard thought about right action.

Socrates

The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine Who holds the responsibility for moral development of children?

On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of "morals" and "morality".Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures. Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional "oughts" does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it.

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Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms?Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions. One of the most wide-ranging descriptions of morality, where words "right" and "wrong" are avoided, belongs to Russian psychologist Rubenstein, who believes that "morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 18, p.1-10)

As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of "morality".These debates are not limited to psychological accounts of the nature of morals, but also include the questions of

children's moral development, extending to their general development and to the very definition of educational aims in this area.

"Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development. And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one". (G.Moran)

Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature moral development. These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piaget's studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried "to establish the degree to which children at any given age and stage can reason "morally", so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society." (Brearley, 168, p.10). Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children they judge bad behaviour by the amount of damage caused by a persons behaviour.

Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (184, p.67) there are three levels of moral development with two stages in each. During the first level (Pre-conventional) children are concerned with avoiding punishment (Stage 1 Punishment-Obedience) and getting ones own needs met (StageIndividualism). This level and its stages fit into the framework of young children up to the age of ten years.

During the second level (Conventional) children are more concerned with living up to the expectations of others (StageInterpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4 Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood.

The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with. Right behaviour is based on a social contract (Stage 5 Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6 Universal/Ethical Principles), which may or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead.

There are many other theories and approaches to this issue, but our question is about another aspect of the matter who is responsible for moral development of children? To answer this question, first of all we need to determine the circle of possible relationships that can influence child's moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development.

"Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions." (Williams, 170, p.10)

The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. "Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents." (Rubenstein, 18, p.8)Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality. We often underestimate the infants power of receptivity to moral influence. Robert Coles (17, p. 45) states that character or moral development is an interaction between "nature and nurture", which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without excessive indulgence, then children develop characters that accept rules and tolerate frustrations later in life. The infant needs to know that he is "merely a self among other selves, that he is not omnipotent, that other people have need and feelings too." (Williams, 170, p. 7)

There are two sides of discipline and the parents' aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (185, p.17), this causes children to be stuck in the early stages of moral development based on selfish individualism. Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid.)

Achieving this balance is difficult. But it is easier to do if discipline is viewed not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong. It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success.

As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.

"The ideal is that the child will develop, as Kant put it "as a law-making member of a kingdom of ends". He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances." (Peters, 181, p.)

The described importance of parents' influence leads us to the conclusion that a childs moral education is the primary responsibility of the family. Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family.

While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding. Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a fundamental change. Teachers now perceive their jobs to be the involvement in reshaping of the child'svalues, beliefs and morals.

"Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values". (G.Moran)

Whatever is good education is moral education. It occurs through interaction between the teacher and a child, interaction with other children, through play, instruction, friendship, political debate, and quiet reflection. Whatever reshapes these activities to enhance their meaning and lead us to the next step in life deserves the name moral education. The only basis for developing morals is what the child himself wants or thinks, and/or what the peer group decides is right. Strong convictions of right and wrong are looked upon as evidence of poor social adjustment and of need for the teachers therapy.In this case the role of the teacher in the contact with the children becomes paramount.

"Given the small amount of individual attention that the average child is likely to receive, and given its almost certain uneven spread amongst different children, it may well be that the quality of the contact, when it does occur, is of very great importance."(Boydell, 178, p.71)

Participation in the moral development of a child lays huge additional responsibility on a teacher, who already shares the responsibility for the value content of the taught knowledge and for the way in which she/he teaches knowledge and, thus, cultivates a certain attitude to the world at large.

"Even though education is, in its original meaning, primarily a moral matter, one might think of schools as institutions where it is necessary to transmit exclusively technical and pragmatic knowledge. If morals do not exist or are of no relevance, moral education isn't either." (Ozer, 1, p.)

Moral education always has been an expression of the political and social state of a nation. If harmony does not exist between education and society the teacher finds him/herself in a challenging situation in the attempt to rationalize the changes in moral issues. Balancing the educators moral duty to enable students to deal with the contradictions inherent in any complex value system, with the educators role as an agent of that very society defines the core moral question confronted by any teacher. In my own teaching experience I had to face a moral dilemma of whether and to what extent to engage my pupils in consideration of such controversial matters. The breakdown of the former Soviet Union and its dispersal into component parts revitalized an already existing feeling that the Russian nation needed to return to its roots. There was much talk of the Russian school, and curricular discussion was turned on ways of reinforcing pupils national identity. People were concerned about the commercialisation of all spheres of activity, the growth of criminality and the fact that the worth of education itself was even called into question.The pupils had questions about who was right and who was wrong, but I didn't have the answers there was no way of knowing at that time the real impact perestroika and glasnost has had on the country; nor was there a way of knowing the impact these measures will have on the educational system.

By the middle of the new century our world will be run by those, who are children today. But the decisions that will affect them before they are old enough to assume leadership will be made by us. As we wonder what kind of leaders they will be based on the powerful forces of violence and hatred, with which they are faced, we must remember that we are in charge today. We, parents and teachers, have the choice of either passing on to them a legacy of peaceful coexistence, or allowing the crisis of violence to increase its own destructive momentum.

Please note that this sample paper on Who ia Responsible for the Moral Development of Children? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Who ia Responsible for the Moral Development of Children?, we are here to assist you.Your persuasive essayon Who ia Responsible for the Moral Development of Children? will be written from scratch, so you do not have to worry about its originality.

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Essays

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I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

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I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

I dont know why I have to submit an essay that nobody will read or even look at so Im just going to type about whatever comes up in my mind... I had a rough week. In fact, everythings been falling apart but not really. Im just over-exaggerating.Ive just been burdened with tons of homework, I recently got a traffic ticket, I had to pay the fine, which was $400, I have to go to traffic school to clear the point off my record so my insurance rates dont go up, Ive been looking for a job since this summer and havent found one yet, I found out that nobody can be trusted, the only person I can rely on is myself, and I dont need anybody to be friggin happy! Aahhh! I really need a job... Ive been living off of hopes and dreams. Did I mention that I dont give a F! I hope Ive typed at least 50 words. Can somebody please tell me what time it is? I have to write a !@#$% essay based an the carpe diem philosophy. Yes...I typed something worth while. The poem To His Coy Mistress is based on the carpe diem philosophy. It is divided into three sections. It is also contains blah blah blah...I refuse to type anymore. How long is 50 words any ways?

My bunghole

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Finer things in life (AG)

If you order your research paper from our custom writing service you will receive a perfectly written assignment on finer things in life (AG). What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality finer things in life (AG) paper right on time.

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Finer Things in Life (AG)

In "The Lesson" Toni Cade Bambara writes about a group of young kids living in a poverty stricken area. Miss Moore, an older woman from the neighborhood who is their teacher, takes the kids on a field trip to F.A.O. Schwartz to see toys that cost as much as the rent that their parents pay. She is trying to show the kids that they too can make every effort in life for the finer things. The story is seen from the point of view of one of the children named Sylvia. Sylvia doesn't really like Miss. Moore. Even with her unlinking of Miss. Moore, Sylvia does start to soak up certain events during the field trip and at the end she still walks away showing her toughness, but with a much newer understanding of life.

The story starts off with Sylvia describing Miss Moore as a lady "with nappy hair and proper speech and no makeup" (10). Sylvia and the rest of the children show very little fondness of their new teacher. She says that she hates Miss Moore as much as the winos who pissed on our handball walls and stand up on our hallways and stairs so you couldn't halfway play hide-and-seek (10).Miss. Moore seems to be different from what Sylvia is used to. Sylvia lives with her Aunt Gretchen who is described as "the main gofer in the family" (11). While her mom and the moms of the other children live in a hoer house together. So to her that's a normal life and Miss. Moore being an educated woman just doesn't seem to fit in with Sylvia's beliefs.

Later on in the story Miss. Moore decides to take the kids on a field trip. Sylvia is given four dollars and told to give the taxi driver a ten percent tip. When the cab arrives at Miss. Moore's destination Sylvia decides to just keep the money. She feels that she has more need for the money than the cab driver.

Custom Essays on finer things in life (AG)

And I'm stalling to figure out the tip and Sugar say give him a dime. And I decide he don't need it as bad as I do, so later for him. (1)

Sylvia has been upset to this point because she feels that Miss. Moore is just trying to rub in the fact that they are poor and asks questions that would make them seem like they are retarded. Miss. Moore is attempting to teach the kids that poverty is a way of life. Now Sylvia knows that she is poor and so is everyone else in her block. She feels ok with this because there really isn't anyone to compete with, so they all feel as equals. Then Miss. Moore takes them into the toy store and shows the kids the prices of several objects and the kids are amazed at how much they are. Sylvia starts to feel a bit uncomfortable when entering the store, she starts to say, "But I feel funny, shame…I mean, damn, I have never been shy about doing nothing or going nowhere" (15). You can tell that she feels left out and can not find a sort of belonging. She actually sees that there is a much greater world outside of their block. A lot of changes have taken place with her, as much as she hates this field trip that Miss. Moore took them on she become wiser to the ways of the world and more thoughtful about her own future. (AG)

At the end the kids take a train back home and Sylvia mentions to Sugar about a toy clown that she saw at the toy store and how it was $5. "A clown that somersaults on a bar then does chin-ups just cause you yank lightly at his leg" (16). As much as Sylvia would like to have the clown she knows her mom would disagree. She already knows her mom will turn around and say that it's just too much and that we can do much more around the house with the $5. Sylvia herself has learned a great deal with this field trip. You can tell by her reaction when her and Sugar take off. Sugar tries to race her to Hascombs to get chocolate and then to Sunset for potato chips and ice cream sodas with the $4 that they kept. She's unaware that all Sylvia wants to do is go somewhere and think of what she wants for the future and she will obtain it.

"Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven" (16). This is exactly what the kids learned on their field trip. It leads to a result in which a group of children are wiser to the ways of the world and more thoughtful about their own futures. Some of the kids are scared at the start and at the end all of them are determined to climb to the top. They start off hating the fact that they have to leave their block, and they start to feel uncomfortable in the city seeing how most people can spend so much money on items that seem so unimportant to them. Even with all the discomfort the kids would still like to go back someday and purchase something. The fact that ain't nobody gonna beat me at nuthin also shows that Sylvia is going to be the best of anything she pursues. (AG)

Please note that this sample paper on finer things in life (AG) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on finer things in life (AG), we are here to assist you.Your persuasive essayon finer things in life (AG) will be written from scratch, so you do not have to worry about its originality.

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Straight edge

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Straight edge. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Straight edge paper right on time.

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X Rated

What comes to mind when you hear the term "straight edge"?What do you think of when you see "XXX"?Some people might think of a ruler or even a person's sexual preference when they hear "straight edge", but what about the straight edge movement.When you see "XXX" one might think of a pornographic movie, however it doesn't have to stand for that.Straight edge always has been and always will be a positive movement for people in the hardcore music scene.

Being "straight edge" means that you do not smoke, do not drink, do not do any kind of drugs, and also do not take part in promiscuous sex. The straight edge movement was started back in the early 180's by a band called Minor Threat from Washington, D.C.The band was a hardcore punk band that was tired of all the drugs and alcohol surrounding the hardcore music scene.Minor Threat released a song in 181 in which the singer, Ian MacKaye, talked about how he doesn't smoke, drink, or have sex.The term straight edge came from the verse "I've got the straight edge" which is said repeatedly in the song.The song was titled "Straight Edge".There had been a little movement going around the hardcore scene to stay drug free, however Minor Threat was the first band to give it a name.The symbol for a person to show that he is straight edge is to put a bold black X on the back of each hand.This came about because people who were underage at concerts were marked with an X on their hand so they couldn't purchase alcohol. Straight edge people may show they are straight edge when writing by adding an X before and after their name.For example if your name was "Fatty" and you wanted to show that you were straight edge you may write it as "XFattyX".

Many people believe that to be a true straight edger you must also be a vegan or vegetarian.This is not true.It is totally up to the individual to decide if they want to be vegan or vegetarian but it doesn't have anything to do with being straight edge.Many people feel that meat is a poison to your body and therefore to be completely "poison free", which is the goal of straight edgers, you must avoid all meat and animal products.People who are straight edge, vegans, and who also avoid medicine are called hard line straight edgers.

Custom Essays on Straight edge

Tattoos and piercings are very popular in the straight edge hardcore scene, however despite what many believe it is not necessary to have piercings or tattoos in order to be straight edge.At a straight edge concert you may see most of the people with some kind of body piercing or tattoo but there are also many without any.Tattoos that are related to a person being straight edge are like a way of telling the people around you that you are promising to be true to the straight edge movement for your entire life.This is assumed because tattoos are permanent so you are permanently marking your body as being straight edge.Many people who get straight edge tattoos don't stay straight edge their whole lives though.

On March 6, 1 the television show 0/0 did a segment on the straight edge movement.They portrayed it as a violent gang who beats up people who smoke and drink.This is a fine example of the media portraying something completely wrong and giving people a false impression that a positive movement is really negative.0/0 took a group of straight edgers that acted more like a gang and said that all people who claim to be straight edge are violent, angry, and delinquent people.There are bad straight edgers as well as good ones, as with any group.In the episode it is also said that they are more likely to be violent and start fights, this is also not true.In no way does being straight edge mean you must be violent or must break the law.It simply means that you don't smoke, don't do drugs, don't drink, and don't take part in promiscuous sex.What people do other than that has nothing to do with them being straight edge, which is just them being bad people.To further prove just how badly this segment misrepresents the straight edge movement, John Quinones, the reporter for 0/0 who did this segment, talked about the history of the straight edge movement, however he did not say the correct history.

The straight edge movement is a positive movement that simply tells people to be drug free.In no way does it constitute any other actions or decisions. I had given into the pressures of peers for a short period of time.I found the drinking and the smoking to be an empty, unfulfilling, and unhealthy way of life.I have been straight edge for two years now.I have not met any other straight edgers who are militant and think they are in a gang.Most of them are great people who choose not to drink, smoke, do drugs, or be promiscuous.Having experimented with alcohol and tobacco it makes me more aware of the importance to be in control of my actions and senses and all times and to realize the uselessness of drugs and alcohol.

Please note that this sample paper on Straight edge is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Straight edge, we are here to assist you.Your persuasive essayon Straight edge will be written from scratch, so you do not have to worry about its originality.

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