Hughes Women and Gender in Islam: Historical Roots of a Modern Debate

Hughes' Women and Gender in Islam: Historical Roots of a Modern Debate In the Hughes’ text, Women in World History: Volume 1, the chapter on Middle Eastern women focuses on how Islam affected their lives. Almost immediately, the authors wisely observe that â€Å"Muslim women’s rights have varied significantly with time, by region, and by class† (152). They continue with the warning that â€Å"there is far too much diversity to be adequately described in a few pages.† However, I argue that there is essential information and insight on said topic that the authors have failed to include, as well as areas of discussion with incomplete analyses. I will use Leila Ahmed’s book, Women and Gender in Islam: Historical Roots of a Modern Debate, as well as her essay entitled â€Å"Early Islam and the Position of Women: The Problem of Interpretation,† to cite the shortcomings of the text. After the first part of the Hughes chapter on Middle Eastern Muslim women, the emphasis shifts, from Quranic doctrine regarding women to how Muslim law and scholarship have interpreted the Quran’s direct admonitions to women. However, this shift is unfortunately subtle. The authors fail to make a clear distinction between the Quran, a sacred text believed to be the verbatim word of God; and Muslim law, which was formulated by (male) Muslim jurists who consulted the Quran and whose consensus was later declared infallible (Ahmed 58). Such a distinction is necessary because the Quran itself is vastly different from a legal document; Ahmed observes in â€Å"Early Islam and the Position of Women† that â€Å"Quranic precepts consist mainly of broad, general propositions chiefly of an ethical nature, rather than specific legalistic formulations† (59). Indeed, the Qura... ...areas of emphasis. In contrast, Leila Ahmed analyzes representations and mores of Muslim women in different social and religious contexts in order to draw conclusions about their effect on women’s--and men’s in relation to women’s--status, in earlier periods of Islam, as well as the further-reaching implications they have had for modern Muslim societies. Works Cited Ahmed, Leila. Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven and London: Yale University Press, 1992. Ahmed, Leila. â€Å"Early Islam and the Position of Women: The Problem of Interpretation.† In Women in Middle Eastern History: Shifting Boundaries in Sex and Gender, ed. Nikki R. Keddie and Beth Baron. New Haven and London: Yale University Press, 1991. Hughes, Sarah Shaver, and Brady Hughes. Women in World History. Vol. 1. Armonk, N.Y., and London: M.E. Sharpe, 1995.

C. Vann Woodwards The Strange Career of Jim Crow :: Woodward Strange Jim Crow Essays

C. Vann Woodward's The Strange Career of Jim Crow C. Vann Woodward’s book The Strange Career of Jim Crow is a close look at the struggles of the African American community from the time of Reconstruction to the Civil Rights Movement. The book portrays a scene where the Negroes are now free men after being slaves on the plantations and their adaptation to life as being seen as free yet inferior to the White race and their hundred year struggle of becoming equals in a community where they have always been seen as second class citizens. To really understand the motivation of C. Vann Woodward’s motives of his book, The Strange Career of Jim Crow, one must look at Mr. Woodward’s life. Comer Vann Woodward was born and raised in Vanndale, AK in Cross County on November 13, 1908. The town was named after his mother’s aristocratic family. He attended Henderson- Brown College in Arkadelphia, AK for two years before transferring to Emory University in Atlanta, GA in 1930, where he graduated. He received his PHD in history at the University of North Carolina and after he took graduate classes at Columbia University where he was introduced and influenced by the Harlem Renaissance. Woodward taught at Johns Hopkins University from 1946-61 and at Yale University from 1961-67. He won the Pulitzer Prize in 1982 for Mary Chestnut’s Civil War and won the Bancroft Prize for Origins of the New South*. It was when he was teaching at Johns Hopkins when he wrote the book, The Strange Career of Jim Crow. It was during the court ruling of Brown vs Board of Education in 1954 that Woodward started his lectures, which lead to his book, at the University of Virginia. His audience was more or less surprised about the race relations of the old south during reconstruction; most thought that the two races have always been separated with hatred. Woodward argues that the Jim Crow laws of the 1890s were a new concept of separating the two races. Throughout slavery and during the reconstruction period, the two races were fully integrated working on economics and political problems; the separation of the two races would lead to an insufficient and ineffective plantation. â€Å"The typical dwelling of a slave-owning family was a walled compound shared by both master and slave families.

Historical Monuments Essay -- essays research papers

Historical Monuments When thinking about architecture, many visual images come to mind. The works of many are seen everywhere we go, from the average home to a New York skyscraper. As these buildings are fairly common to most of us, we forget to incorporate the work of our prehistoric man that gave us the foundation of early architecture. Pre-historic monuments provide us with numerous amounts information about our past and how life existed in these prehistoric times. When comparing two great works from ancient times, we will determine the main reason for these buildings as well as rituals that were held and there excavations and discoveries. The passage-tomb at New Grange was constructed around 3200BC, according to archeologist. This makes it older than Egyptian pyramids. New Grange was built only by stones, no metals or other foreign objects were used. This site was rediscovered in 1699. Charles Campbell, landlord at time, instructed his workers to gather some stones and soon enough, the entrance of the chamber was found. Excavations of the passage-tombs began on 1962-1975 by Professor Michael J. O’Kelly and his wife Claire O’Kelly. Each year, on winter solstice, a spectacular occurrence is witnessed as New Grange is illuminated by the sun. At sunrise, around nine o’clock in the morning, the suns strikes the front of New Grange creating a beam of light that stretches into the passage way and into its central chamber. This sun beam illuminates the chamber for a period of around seventeen minutes. It is remarkable how man constructed this tomb precisely to capture the sun every year with merely just s tone technology and no other equipment. According to O’Kelly, he felt the workforce of three hundred was used to create the tomb that took around thirty years to build. The total length of the passage stretches around seventy-nine feet, and is composed of three separate chambers. There is also a great deal of Megalithic Art inside New Grange as well as its sister sites Knowth and Dowth. In fact, in Knowth, nearly every stone is decorated, and the site has been hailed as having the largest collection of megalithic art in all of Europe. Over a quarter of all known megalithic art in Western Europe is at Knowth and its surrounding mounds (http:// mythicalireland.com/ancientsites/newgrange-facts/art.php). The most common categories of art at New Grange are lozeng... ... "stupa." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 2. "Sanchi." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 3. "arts, Central Asian." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 4. â€Å"The Great Stupa of Sanchi† http://rogershepherd.com/WIW/solution12/stupa.html 5. "Buddhism." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 6. â€Å"101 Fact on NewGrange â€Å" http://www.mythicalireland.com/ancientsites/newgrange-facts/art.php 7. "Boyne, River." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 8. "Ireland." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 9. "Stone Age." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 .

Frankenstein and Creature

frank 2000 Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 2003 According to critic Northrop Frye, â€Å"Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divisive lightning. † Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 006 Many writers use a country setting to establish values within a work of literature. For example, the country may be a place of virtue and peace or one of primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole. Setting is crucial in any given novel or p lay. However, in Mary Shelley's Frankenstein, the country setting is crucial in understanding the emotions, characters, and events to come featured in the novel. As a romantic herself, Shelley utilizes the images of several scenes of nature to emphasize particular themes and ideas. From the changing seasons, violent storms, and the mountain and lakes, the country shows a multitude of aspects that relate to the story of Viktor Frankenstein. The transition of summer to winter not only highlights Frankenstein's character, but is a useful tool for foreshadowing. Much like summer's bright and energetic characteristics, Frankenstein proves to be bright and energetic as well. As a child, Frankenstein had the love and affections from a happy family and a growing thirst for knowledge. This thirst for knowledge eventually thrusts Frankenstein into the University of Ingolstadt. It is here that Frankenstein's ambitions to surpass his colleagues and professors are highlighted. He soon becomes enveloped in his studies, which to him, is complete pleasure. He soon discovers the secret of animating a corpse and sets to construct a breathing organism. Frankenstein however, begins to describe the qualities of summer, where the days are long, and the nights are short. The long days serve to emphasize Frankenstein's happiness. Right now in the novel, Frankenstein believes to be doing great work in the field of science. However, when the creation of the monster becomes close, summer comes to an end. Frankenstein loses his previous optimistic character and his dreams become dark. The light begins to fade as darkness empowers it, much like Frankenstein's realization about his creation. Tortured by images of his creation, Frankenstein falls ill. But as both time and his illness pass, spring begins to emerge. Frankenstein's recovery and the emergence of springtime correlate to one another as it is a time of new beginnings. It is here that Frankenstein leaves the University of Ingolstadt and starts a new journey with his friend Clerval. A noteworthy characteristic found in the country is their violent storms. Shelley masterfully uses storms to emphasize ominous events and the emotions of characters. In several instances, the lightning of a storm represents the godlike power of creation. This is emphasized in the passage when Frankenstein witnesses a tree wiped out by lightning. The lightning gives Frankenstein inspiration to uncover the spark of life. It is here where his desire to control the same power as lightning is conceived. But just as the tree was destroyed, Frankenstein and his world around him will be destroyed as well. As the story progresses, storms become intertwined with the idea of destruction. This is first introduced in the Monster's rage towards the DeLacey family. After being refused love and affection, the Monster erupts into a terrible rage. Driven with anger, the Monster finally burns down the cottage where they had first lived. As this is done, Shelley describes the wind to pick up and the might of the storm to roar with the same anger shown by the Monster. With each death found in Frankenstein, a violent storm is quickly followed after. After young William is strangled to death, a storm erupts over Geneva. Frankenstein is outside to witness this and exclaims that this is his funeral. The storm represents the turmoil faced by the Frankenstein family with the passing of William. Next, a powerful storm is what brings Frankenstein to Ireland. This is where he is placed in jail to be tried against the murder of his best friend, Clerval. Finally, a storm flares up over Elizabeth and Frankenstein on the day of Elizabeth's death. This storm serves to show that she is soon going to die at the hands of Frankenstein's monster. Constantly through the novel, Mary Shelley uses storms to stress the black and sinister nature of the book. 2008 In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow â€Å"the aerial creations of the poets†. Instead he pursues knowledge of the â€Å"world† though investigation. As the novel progresses, it becomes clear that the meaning of the word â€Å"world† is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature. Frankenstein speaks fondly of his youth because his parents were â€Å"indulgent† and his companions were â€Å"amiable† (21). His parents’ policy in the education of their children is that there should neither be punishment nor â€Å"the voice of command† (26). Instead, they encourage their children to pursue their studies with vigor by â€Å"having the end placed in view†(21) and by having them discover the process by which to reach the end and not by making them learn tedious lessons. Frankenstein’s testimony to this is that he learnt better and retained his knowledge well. The approach to Frankenstein’s education in the home is strongly influenced by Rousseau, one of the most eloquent writers of the Age of Enlightenment. In his influential novel Emile, Rousseau expounded a new theory of education that emphasises the importance of expression rather than repression to produce a well-balanced and free-thinking child. His theory also led to more permissive and psychologically oriented methods of childcare. [1][2] A child brought up according to these precepts is significantly more a free man than those who were not because part of the hidden syllabus allows for the constant discovery of new processes and methods and another part denies the past scholarly masters from having too strong an ideological and pedantic hold on the newer generations. It is a unique combination of structure and liberty that one finds here and it is this combination that produced the modern day disciple of Alberta Magnus and Paracelsus in Frankenstein, who forges his ancient fantasies with modern scientific tools. The creature, on the other hand, is an untamed and extreme version of the free individual. Without the support and shelter of a family, and the systematic approaches of an education system, the creature nevertheless gains an education of sorts. And he does this by reacting to his basic needs for shelter, food, warmth and company. In her book, Mary Shelly: Her Life, Her Fiction, Her Monsters, Anne Mellor argues that the creature is Mary Shelly’s allusion to Rousseau’s â€Å"noble savage† who is â€Å"a creature no different from the animals, responding unconsciously to the needs of his flesh and the changing conditions of his environment. †(47) In the debate on the importance of nature versus nurture, Mellor explains that Frankenstein shows nurture to be crucial because the creature â€Å"rapidly discovers the limitations of the state of nature and the positive benefits of a civilisation grounded on family life. (48). This is the informal education that the creature experiences, which in modern society, is termed â€Å"socialization†[2][3]. The De Lacey family is metonymic of the general population or the working egalitarian base of a society. The creature learns about the gentle love and respect that the members of the family show to each other; the division of labour among the able-bodied members that keeps the family alive; in Safie’s story and the De Lacey’s unfortunate past, he learns about the problems that society has its problems such as greed and corruption. Sadly, although he learns about the wonderful aspects of civilised life, the creature also learns of his own status in â€Å"the strange system of human society†(96). He has no history because he is ignorant of his creator and creation, he does not possess money, friends or property, and he â€Å"was not even of the same nature as man†(96). The creature’s discovery of knowledge led to his own self-knowledge and he finds that all his knowledge has somehow become part of him and his identity: â€Å" ‘Of what a strange nature is knowledge! It clings to the mind, when it has once seized on it, like a lichen on the rock’† (96) Like a lichen, knowledge also covers the mind and to look outward from the mind into the world is to see it through the colour and the thickness of the lichen. The principles that first gripped Frankenstein’s mind are those of prominent alchemists from as early as the thirteenth century. Cornelius Agrippa defended the status of â€Å"hidden philosophy† or magic and once set up a laboratory in the hopes of synthesizing gold. Albertus Magnus was a medieval theologian who, while maintaining that human reason could not contradict divine revelation, defended the philosopher’s right to investigate divine mysteries. Paracelsus was a doctor and chemist also concerned himself with alchemical knowledge like Agrippa but also defied the medical tenets of his time, asserting that diseases were caused by agents external to the body and that they could be countered by chemical substances[3][4]. These writers were, as Waldman explained, â€Å"men to whose indefatigable zeal modern philosophers were indebted for most of the foundations of their knowledge†(31). However, not all their ideas were considered scientific or even socially acceptable because they contradict strongly held religious beliefs. It is Frankenstein’s father who tells him not to waste his time with these writers because â€Å"a modern system of science had been introduced, which possessed much greater powers than the ancient, because the powers of the latter were chimerical, while those of the former were real and practical†(23). Instead, he is extorted to take up the study of natural philosophy, the eighteenth century equivalent of the sciences like physics and chemistry. Although his first attempts at attending lectures were interrupted and not at all fruitful, he enjoys reading the works of Pliny the Elder and Buffon, Georges Louis Leclerc, Comte de, both of whom wrote extensive encyclopaedic books on natural history[4][5]. Frankenstein begins to build on his scientific knowledge and when he goes to Ingolstadt and finds a mentor in Waldman, he also starts to take his study of chemistry seriously. There, he becomes part of the new science[5][6] that penetrates â€Å"into the recesses of nature, and shew how she works in her hiding places†(30). The sexual imagery of such as invasion of the female privacy cannot escape detection of course, but furthermore, throughout his education, he seems to have only male teachers. As he clearly states, â€Å"My father directs our studies, and my mother partook of our enjoyments. †(25). Frankenstein grows up in an environment where the intellectual side of things is controlled by men and women are delegated to be in charge of games or of nursing the younger members of the family. Furthermore, not only do the women, like Elizabeth, prefer poetry to science, their emotions overrule their reason, such as when Frankenstein’s mother insisted on seeing Elizabeth when the girl was ill with scarlet fever and contracted the deadly disease as a result. The author seems to show an overwhelming male presence in the Frankenstein household as the males are able to become surrogate parents easily, such as when Frankenstein becomes the instructor of his brothers. He also looks upon Elizabeth as a creature more fragile and unthinking in her carefree life than he is, and sees her a a favourite animal†(21). Katherine Hill-Miller in her book, â€Å"My Hideous   Progeny†: Mary-Shelly, William Godwin and the Father-Daughter Relationship, explains that even in his role as an overreaching scientist, Frankenstein can also be read as a father figure because â€Å"Part of his motivation in fashioning his creature, after all, is his desire to receive homage and th e thanks of beings dependent on him for their generation. †(60). However, ideas are simply not enough to cause a young and intelligent man like Frankenstein to try to take on the role of the ultimate Creator and bring life to a corpse. Shelly shows us that the external or the society at large will always intermingle with the internal or the emotional and psychological makeup of the person. It is Frankenstein’s own â€Å"chimerical† makeup- a confidence in the male scientific ability, a belief in the male prerogative to control nature by the accumulation of knowledge, the absence of a tempering maternal influence and his own hubris, that leads him to â€Å"circumvent the natural channels of procreation†[6][7]. His knowledge of the world is ironically one that is created in piecemeal; hence the creature can be seen as a physical representation of the terrible patching up of mismatched parts to make a whole. In trying to be more than he is, that is, a human being, Frankenstein finds himself wedged in between nature and God, becoming estranged from his immediate society as he becomes burdened with the tragedies brought about by the creature. As Frankenstein’s creation, the creature is also exiled from the two important categories of existence known to society- God and Man. Unlike Frankenstein, however, who tries to put himself above other men, the creature is portrayed as being caught in between Man and animal. Yet, the creature seems to obtain an understanding of human life as a complex interwoven fabric from his observation of the De Lacey family and from the books that he reads. From the â€Å"Sorrows of Werter†, the creature becomes acquainted with the tremendous range of human emotions that he found â€Å"accorded well with my experience among my protectors†(103). By reading â€Å"Plutarch’s Lives†, he learns â€Å"high thoughts† and discovers that, through the processes of his mind and the examples of great lives of other men, he is able to be â€Å"elevated†¦above the wretched sphere† (104) of his own reflections. He also reads Paradise Lost in which ideas like free will and pedestination are discussed. The creature’s develops a critical insight into his own life as â€Å"Plutarch’s Lives† is not only a historical work but also a series of character studies which reveal a person’s morality[7][8]. And in by reading Paradise Lost, he is able to put words to his own condition, drawing parallels between himself and Adam and exposing the differences. Unlike Frankenstein’s choice of a solitary life, the creature yearns for the support of a family and the companionship of a female. Hence, one finds that Frankenstein’s encyclopaedic knowledge is undermined by his lack of self-knowledge and of the nobler aspects of human emotional life, which, ironically, is compensated for in his creature which he rejects. Not simply a stock symbol for a part of Frankenstein’s psyche, the creature also portrays a natural and innocent man who becomes the victim of his social conditions because he reacts to the adversity he faces with negative emotions. After being convinced of the De Lacey’s high level of nobility of character, the creature attempts to introduce himself into their lives with disastrous results. In their rejection, the creature witnesses and experiences the contradictions in human behaviour when Felix attacks him without asking him his story and Safie runs from the cottage without stopping to assist Agatha who has fainted. The creature, however, is not simply a victim of his socio-political circumstances. He also chooses to react in hatred and bitterness to his surroundings and to allow the full play of his feelings for revenge(113). In Greek mythology, the Chimera is a monster that has the head of a lion, the body of a she-goat and the tail of a dragon. Sometimes it is also portrayed as having two heads[8][9]. I find it apt as a symbol that represents the incomplete education of Frankenstein and his creature, and also as an image that draws our attention to the their conditions. Frankenstein possesses detailed knowledge of the physical world but lacks in that of the emotional world. He tries to combine the fantastic with the real and creates the creature who possesses a mind as human as any but is trapped in a body that is a tragic travesty of the human body. Both are chimerical and together, they form a chimera, linked to each other but in a monstrous way. character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work. 1989 In questioning the value of literary realism, Flannery O'Connor has written, â€Å"I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see. † Write an essay in which you â€Å"make a good case for distortion,† as distinct from literary realism. Analyze how important elements of the work you choose are â€Å"distorted† and explain how these distortions contribute to the effectiveness of the work. Avoid plot summary.

Development of an Employee Training Program

The development and implementation of an appropriate Training Program for Culbreth & Associates’ new client will undergo three major phases. The three phases will include the preparatory activities, actual implementation of the training program, and post-training activities to measure the impact of the training on both organizational and participant levels. Clearly, the type of the training program that will be developed is an Employee Training Program. The specific type of program will depend on the goals of the requesting organization and the learning needs of the employees in terms of â€Å"attitudes, behaviors, competencies, or skills. † (Brady, 2005, p. 1) Thus, the training program could address a variety of concerns, from improving employee-management relationships, enhancing the work environment, improving departmental communications, or fostering cultural competence in the workplace. Preparatory Activities: Planning and Designing the Training Program The first step that will be taken in the development of the training program is to consult with the client to clarify the objectives and expectations that the organization wishes to achieve for the entire program and to determine the extent of support that the management is willing to extend to facilitate and reinforce the changes that could arise from the training. The next step will involve identifying the existing strengths and problem areas in the organization. This will be done through the conduct of training needs analysis on three levels: the organization, tasks, and the individual person/employee. Arthur, et. al. (2003) notes that a systematic needs assessment can guide and serve as the basis for the design, development, delivery, and evaluation of the training program. † (p. 236) In particular, a knowledge of organizational environment, needs, and resources vis-a-vis employee capacities would help determine the goals of the training program. McNamara (2008) suggests that â€Å"it is important that goals be designed and worded to be â€Å"SMARTER† (an acronym), that is, specific, measurable, acceptable to you, realistic to achieve, time-bound with a deadline, extending your capabilities and rewarding to you. The goals of the training will influence the kind of input needed by the participant and match the training methods to their interests and skill levels. After the data from the training needs analysis has been assessed, the training design and module development will commence. This activity will involve searching, choosing, and combining the most appropriate and most effective training strategies and activities based on identified training needs. It would also involve the formulation of the benchmarks for learning or improvement that would be used to measure and evaluate the success of the training. After the training design and module have been completed, the training program will be subjected to pre-testing activities to determine whether the content is appropriate and if it utilizes the most effective approach based on the learning needs of the participants. Training Program Implementation The actual conduct of the training program will after the training design, modules, and participant preparation have been completed. During the actual training, participants will be involved in a variety of activities, from lecture-workshops to simulation and role-playing performance designed to facilitate the necessary changes in attitudes, behaviors, and skills while building on existing strengths and knowledge. The training program will also be structured in such a way that both the trainers and participants have feedback mechanisms to improve the over-all training design and to track their progress in achieving the goals of the training. After the training, an evaluation of the training will be conducted wherein the trainer, participants, and requesting organization will assess training effectivity based on the critierias for learning that were previously developed vis-a-vis the output of the training. Post-training Activities: Training Transfer Monitoring and Evaluation The last step in the training program is the monitoring of training transfer in the actual workplace to determine the impact of the training conducted. This is important since the real effects of the training can only be measured based on positive impact on the actual work environment that can be directly attributed to the learning outcomes of the training program. (Lim & Morris, 2006, p. 85) Hence, the Human Resource Department of the client will be asked to keep records of the training goals and to conduct timely assessments of employee progress in terms of desired workplace attitude, behavior, and capabilities that could provide the basis of more intensive employee development and training programs. Works Cited: Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & S. T. Bell (2003). Effectiveness of training in organizations: a meta-analysis of design and evaluation features. Journal of Applied Psychology 88(2): 234–245. Brady, Kathleen. (2006) Designing effective training programs. NALP Bulletin. Lim, Doo Hun & Michael Lane Morris (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. Human Resource Development Quarterly 17(1): 85-115. McNamara, Carter (2008). Complete guidelines to design your training plan. Retrieved August 6, 2008 from http://www.managementhelp.org/trng_dev/gen_plan.htm

Discipline and Management- Different Yet Related Essay

In this essay the goal will be to compare and contrast management as opposed to discipline as well as misbehavior as opposed to behavior. The main goal will be to define and find correlations between the terms while providing the reader with a vivid description explaining the ways these terms translate into a classroom setting. Classrooms today call for teachers to find an often elusive balance between the expectations of a teacher and practices that best meet the students’ needs to help them meet the teachers’ expectations. Management is defined as â€Å"an act of managing: supervising of something† (Management, 2013) In relation to the classroom this term describes a plan of action that a teacher employs to conduct their classroom in an organized way and support students with structure and direction. The term classroom management is often thought of as the type of discipline a teacher imposes; however, classroom management refers to taking a proactive stance that prevents unwanted behaviors before they happen. A management plan incorporates the use of routines and classroom organization by a teacher in her classroom (Charles, 2011). In contrast, discipline is defined as â€Å"a type of punishment† (Discipline, 2013). In the classroom, a better definition of discipline is the actions a teacher takes to ensure that students cooperate and participate in the learning process. Discipline involves more than just a punishment for an undesirable action, it encompasses all the methods a teacher uses in her classroom to ensure students practice self-control. Both management and discipline often are used when describing the same practices in the classroom. These concepts address the relationships between student and teacher behaviors in the classroom. Management speaks of the plan that the teacher has in place to teach student the expected behaviors whereas discipline is the plan the teacher has in place to ensure that her students meet these expectations one they understand them. Behavior is defined as â€Å"manner of conducting oneself† (Behavior, 2013); by adding the prefix â€Å"mis† it is then defined as â€Å"bad: wrong† (Misbehavior, 2013). Adding the prefix to the word behavior, misbehavior is formed and describes the manner of conducting oneself badly. In relation to a classroom setting these terms describe how a student acts in the classroom. Both behavior and misbehavior describe the actions of a student either positively or negatively. Negative and positive behaviors both have consequences in the classroom. The consequences are dependent on the type of behavior and much like the terms themselves are opposites. The terms discipline and management are used to help students understand and learn what a good behavior is and what misbehavior is. Teachers utilize management techniques as a means to provide students with the tools needed to learn appropriate behavior in the classroom. Despite the use of these techniques, students do still at times misbehave, this is when teachers utilize the use of a discipline policy to correct the misbehavior and ensure students have an understanding of what is expected. By comparing as well as contrasting behavior and misbehavior as well as discipline and management, we can better understand how these terms correlate the teacher’s policies in place to help her students succeed. References Behavior – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/behavior?show=0&t=1368417645 Charles, C.(2011). Building Classroom Discipline (10th). Boston, Pearson Education. Discipline – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/discipline Management – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/management Misbehavior – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/misbehavior

John Locke on Property Essay

Natural reason suggests that human beings have the right to preserve themselves the moment they are born. An individual can utilize everything that he sees around him to preserve himself. He can drink if he is thirsty; he can eat if he is hungry. Nature, which God gave to the world, is the individual’s source of materials for his preservation. Locke emphasized that the world was given to the whole humanity by God. This, for Locke, is nothing but common knowledge (Locke 11). Locke questions how an individual can actually own a thing. He finds it difficult to understand why, when God has given the Earth to His children, men would search for things on earth and label it as their own. Since it is difficult to find a part of the Earth which an individual can own and call it his â€Å"property†, then the only easy way to solve this dilemma is to have the world owned by a universal monarch. This, then, would only be possible upon the belief that Adam owns the world because god gave it to him. As Adam has the world, it also means that his heirs own the world, too (Locke 11). Since this clearly is not the case in today’s world and in today’s society, Locke promises that he will explain how an individual claim a part of what God has given mankind, and that, with no single express compact of all people (Locke 11). As God has given mankind a whole world, it also means that along with this, He has given mankind a reason to use this world to their convenience and best advantage. The world are has everything that a man needs to survive. It has air, water, food and shelter. It contains that things that an individual needs to live a comfortable life. Whatever is found in this world all help in supporting the life of an individual (Locke 13). Although the food found on earth, including the animals or the predators that feed on them, are all qualified as properties of mankind (since nature produces all them), the fact alone that they are included as part of the earth means that even the predators are necessary for the survival of mankind – even when these beasts harm the quality of living of an individual. There will always be a way for a man to know how a harmful beast may help him. Whatever way this is, he has yet to figure out, but the fact remains that a harmful beast is indeed beneficial since it is a part of the world that God gave him (Locke 14). For Locke, the meat and the fruit which an individual feeds on are both considered occupants of the earth. No other individual will have the right to own that particular meat or particular fruit before it can support his life. No one has a right to something if the benefits are yet undiscovered (Ishay 116). The earth is indeed common to all the people living in it – to all its occupants. Then again, each individual has a property of his own. He is the only person who can practice his rights on that certain thing since he is the only person owning it. His hands do the working. His body does the laboring. Because of all these, whatever he produces rightfully becomes his property. Whatever thing nature has provided, which he, in turn, takes away from the state, becomes his property, as soon as he mixes his labor with it. Whatever it is that he takes away from the state which was placed there because of nature eliminates the right of other men, as long as he was able to own it through his hardships and labor (Ishay 116). Labor is indeed an important factor in this case, since labor is something that mankind cannot question. Labor is the unquestionable property of the man who is laboring. The man laboring is the only man who has the right to his products (Ishay 116). Whoever is being supported and benefited by the fruits of his labor has definitely appropriated these fruits for him. The question of Locke now, is when exactly did this fruit became his own? If, for example, an individual harvests the apple that came from the tree he himself planted, when exactly did he own the apple? Was it from the time when he digested the apple, since it is believed that as he is nourished by the fruit of his labor, he can start calling this his own? Or was it from the time when he picked the apples from the tree (Ishay 117)? What marks the difference between the common man and himself is labor. Labor defines what nature cannot. If an individual makes use of what nature has given him, and he, in turn, starts to benefit from it, then he owns the fruit. The man is able to own things as he extends what a nature can do to support his life. Here is where the concept of private right comes in (Ishay 118). Another dilemma is realized from this perspective, since will one not have a right to that apple which he appropriated for himself if mankind did not allow him to? Does he need the consent of other men to make the apple his property? Would this be considered robbery, since whatever is found on this earth is a property of all men (Boaz 123)? Then again, John Locke argued that consent from other men is not even necessary in the first place. If an individual always waits for a go-signal from other men so that he can start owning and eating an apple, then he will end up being starved. What is common in mankind, or common in â€Å"commoners†, is the act of taking something away from this world to make it his property. Nature leaves something in the state, and commoners remove it out from there. As an individual removes it from the state, it starts to be his property. Without such property, then the individual will be of no use to the world. Taking something which an individual may consider his property is not dependent on whether or not commoners will allow him to (Boaz 123). The grass is in the lands to be eaten by a horse. A servant sees a turf which he may cut. All people can see ores, and all of them have right to the meat. An individual can do everything that he can, and thus exhibit acts of labor, to produce something that can benefit him. As a product of his labor, his prize is to own it as its property. He does not need to consult other men; more so, need their consent. The moment an individual removes something from the state is already a manifestation of a labor being enacted. There is a struggle, a difficulty, and an action taking place as an individual takes something away from the state. From this point exactly, an individual owns a thing (Boaz 123). John Locke’s main argument when he said that property is prior to the political state; he was referring to the law of reason. This law is what makes the deer a proper of an Indian, only if this Indian went his way into killing the deer. Once he exerted effort and enacted labor into killing the deer, then he has every right to eat the deer. The deer used to be a property of the world, and of everyone. Killing it is also a right of every person. Then again, whoever has the reason to go first and bestow his energy, labor and power to kill the deer, is the same person who owns the meat. Reason is what defines a person’s property, according to John Locke. Whatever it is that is found in this earth is a property of everyone, and everyone has the right to owning it. Then, again, labor, when fueled with reason, is what makes and what allows a person to own something and start calling it his property (Boaz 124). For John Locke, it is effortless to imagine and think how labor can start and prescribe a person’s property, considering the fact and the supposed challenge that may be faced since this property used to be a property of all mankind, and this property of mankind is coming from nature – the nature itself being an entity that belongs to everyone. The limits of a property are defined by how we spend it. For John Locke, arguments and conflicts regarding property and owndership may be eliminated if we see things his way (Boaz 125). Through John Locke’s view in property, he suggests that convenience and right go along together. He has his right which is his reason enough to employ his labor on a property common to mankind. Once he goes through challenges to own it to his convenience, then there should be no room left for conflict and quarrel. Whoever went his way to experience challenges just to reap what he saw, has every right to own the fruits of his labor (Boaz 126). Works Cited Boaz, David. The Libertarian Reader: Classic and Contemporary Readings from Lao-tzu to Milton Friedman. Free Press, 1998. Ishay, Micheline. The Human Rights Reader: Major Political Essays, Speeches, and Documents from Ancient Times to the Present. CRC Press, 2007. Locke, John. Two Treatises of Government. Kessinger Publishing, 2004.