Politics and Society Essay

â€Å"There was an old bastard named Lenin Who did two or three million men in. That’s a lot to have done in But where he did one in That old bastard Stalin did ten in.† ― Robert Conquest[->0] According to the historian Robert Conquest, Joseph Stalin â€Å"gives the impression of a large and crude claylike figure, a golem, into which a demonic spark has been instilled.† He was nonetheless â€Å"a man who perhaps more than any other determined the course of the twentieth century.† â€Å"Any adult inhabitant of this country, from a collective farmer up to a member of the Politburo, always knew that it would take only one careless word or gesture and he would fly off irrevocably into the abyss.† (The Gulag Archipelago, vol. 2, p â€Å"Fear by night, and a feverish effort by day to pretend enthusiasm for a system of lies, was the permanent condition.† (Conquest, The Great Terror: A Reassessment, â€Å"According to some reports, entire groups of men were taken in one swoop by the NKVD. ‘Almost all the male inhabitants of the little Greek community where I lived [in the lower Ukraine] had been arrested,’ recalled one à ©migrà ©. Another reported that the NKVD took all males between the ages of seventeen and seventy from his village of German-Russians. †¦ In some stories, the police clearly knew they were arresting innocent people. For example, an order reportedly arrived in Tashkent to ‘Send 200 [prisoners]!’ The local NKVD was at its wits’ end about who else to arrest, having exhausted all the obvious possibilities, until it learned that a band of ‘gypsies’ (Romany) had just camped in town. Police surrounded them and charged every male from seventeen to sixty with sabotage.† In the city of Zherinka, â€Å"‘Ivan Ivanovich’ †¦ had his wife sew rubles [Soviet currency] into his coat because the NKVD was taking all the men in his town.† (Thurston, Life and Terror in Stalin’s Russia, 1934-1941

American History 1941 to Present Mormon Fundamentalists

The Mormon presence in America has been historically influential to the nation, but is often overlooked or understated in non-Mormon institutions despite the fact their existence dates back to 1823. Under the Banner of Heaven: A Story of Violent Faith by Jon Krakauer is a non-fiction historical account of the Mormon religion, from its birth under the prophet Joseph Smith, to present times with the polygamy practicing fundamentalists and the milder mainstream Latter Day Saint church existing with identical core beliefs, but on opposite sides of the spectrum in terms of practices.The section of the book regarding the extreme fundamentalists, their history, and their current practices was an interesting look into a very different way of life. The split in the Mormon Church presented itself when the principle of polygamy was retracted by the prophet Wilford Woodruff. Those that accepted this revelation are the mass that is now called The Church of Latter Day Saints.Those that felt the ch urch only banned polygamy to try and gain acceptance by the United States government still felt that it was a divine principle necessary for getting into heaven, and scattered to secluded areas across the North American continent to practice their lifestyle. Several factions of Mormon extremists exist in Canada, the United States, and Mexico. The primary reason that so many factions exist is based on one of the basic building blocks of the church. All Mormons followers have a close relationship with God and are able to speak with him.The laws of the church can change as the prophets receive their revelations. Essentially, anyone can declare themselves a prophet, and anyone can receive a revelation. As self proclaimed prophets received divine revelations they would take a group of followers and establish their own settlement to reproduce more members. The most well known of these factions if the Fundamentalist Latter Day Saints (FLDS) with approximately 10,000 members located in Colo rado City, Arizona and Hildale, Utah. The FLDS territory, formerly known as Short Creek, was founded by John Y.Barlow to preserve the sanctity of polygamy. After Barlow’s death Joseph Musser was the next prophet in line of succession. He presided over the sect during the Short Creek Raid of 1953 when Arizona state police officers and the National Guard invaded the compound and arrested every member of the church, regardless of age or gender. Leroy Johnson, or â€Å"Uncle Roy† as he was affectionately called, led the sect from 1954 to 1986. After the death of Johnson in 1986 Rulon Jeffs, also called â€Å"Uncle Rulon† took over as prophet.Uncle Rulon was thought to be â€Å"the one mighty and strong† that would live forever, rule at the end of days, and carry the church to eternal salvation as stated by the book of Mormon. This considered it was a shock to the FLDS community when Uncle Rulon died in 2002 at the age of 92. Warren Jeffs, one of Rulon’ s sons out of an estimated 60-65 children fathered by the late prophet, assumed leadership after his father’s death. He ruled by fear and tyranny. Under his term, the number of young boys thrown out of the church for minor infractions increased exponentially.These â€Å"Lost Boys† would be kicked out for violations such as having a crush on a girl, or wearing a shirt with sleeves that were too short, or if the prophet just decided to deem them unworthy. A church member then drives the teenage boys out of town and dumps them off at the side of the road with no food, money, or place to go. Jeffs started kicking out boys in droves so that he could assign more young girls in the community to middle aged men, including him. He decided that all pets and animals in the compound should be killed, banned children from going to public school, and forbade medical treatment to ailing church members.The FLDS is currently under the leadership of an unknown prophet after Jeffs was se ntenced on November 20, 2007 to 10 years to life in the Utah State Prison on charges of sexual conduct with minors and rape as an accomplice. To this day in Colorado City it is common for cousins, stepfathers and stepdaughters, non-biological uncles and nieces, or fathers and adopted children to marry. Incestuous relationships have caused an unusually high rate of birth defects. Three wives is the minimum for a man to receive the highest level of salvation in the afterlife.The first marriage is considered legal by law. All marriages after are â€Å"celestial marriages† only recognized by the FLDS. The women bound to men by celestial marriage are able to collect welfare for all of their kids because they are single parents. This practice is called â€Å"bleeding the beast† and is encouraged among members. The rules of dress are strictly adhered to: men wear long sleeved shirts and pants in all seasons and women wear ankle length long sleeved dresses. Both sexes clothing is very plain and they must wear long underwear at all times.Under the Banner of Heaven was unbiased and fact based. Krakauer included personal accounts of stories of the religious fanaticism that has led to practices in the FLDS that range from horrifying to intriguing. It was difficult to imagine the level of strength and conviction that motivates members to live out their everyday lives in this community. Krakauer was able to deliver these stories and the historical statistics behind them in a non-judgmental or opinionated manner, which gives the book a genuine and legitimate base.He does not come off as a religion hater or Mormon racist that is condemning the choices made by the prophets or the people. The historical account of the Mormon religion as a whole was detailed and deliberate, which was helpful in understanding how one religion ended up existing in such a multitude of diverse sects. It was an experience to be introduced to a different view of American history; one tha t is definitely not discussed in the standard textbooks. References Krakauer, Jon (2004). Under the Banner of Heaven, A Story of Violent Faith. New York: Random House, Inc..

Apple Supplier Foxconn Employs 14YearOlds

[3] The theory of internalization itself is based on the transaction cost theory. [3] This theory says that transactions are made within an institution if the transaction costs on the free market are higher than the internal costs. This process is called internalization. [3] For Dunning, not only the structure of organization is important. 3] He added 3 more factors to the theory:[3] Ownership advantages[1] (trademark, production technique, entrepreneurial skills, returns to scale)[2] Ownership specific advantages refer to the competitive advantages of the enterprises seeking to engage in Foreign direct investment (FDI). The greater the competitive advantages of the investing firms, the more they are likely to engage in their foreign production. [4] Location advantages [5](existence of raw materials, low wages, special taxes or tariffs)[2] Locational attractions refer to the alternative countries or regions, for undertaking the value adding activities of MNEs. The more the immobile, natural or created resources, which firms need to use jointly with their own competitive advantages, favor a presence in a foreign location, the more firms will choose to augment or exploit their O specific advantages by engaging in FDI. [4] Internalization advantages (advantages by own production rather than producing through a partnership arrangement such as licensing or a joint venture)[2] Firms may organize the creation and exploitation of their core competencies. The greater the net benefits of internalizing cross-border intermediate product markets, the more likely a firm will prefer to engage in foreign production itself rather than license the right to do so. [4] Source: Dunning (1981)[6]Categories of advantages Ownership advantagesInternalization advantagesLocation advantages Form of market entry Licensing[1] YesNoNo Export YesYesNo FDI YesYesYes [edit]Theory The idea behind the Eclectic Paradigm is to merge several isolated theories of international economics in one approach. 1] Three basic forms of international activities of companies can be distinguished: Export, FDI and Licensing. [1] The so-called OLI-factors are three categories of advantages, namely the ownership advantages, locational advantages and internalization advantages. [1] A precondition for international activities of a company are the availability of net ownership advantages. These advantages can both be material and immaterial. The term net ownership advantages is used to express the advantages that a company has in foreign and unknown markets. 1] According to Dunning two different types of FDI can be distinguished. While resource seeking investments are made in order to establish access to basic material like raw materials or other input factors, market seeking investments are made to enter an existing market or establish a new market. [1] A closer distinction is made by Dunning with the terms efficiency seeking investments, strategic seeking investments and support investments. [1] Trade and FDI patterns for industries and countries. [7]Location advantages StrongWeak Ownership advantagesStrongExportsOutward FDI WeakInward FDIImports The eclectic paradigm also contrasts a country’s resource endowment and geographical position (providing locational advantages) with firms resources (ownership advantages). [7] In the model, countries can be shown to face one of the four outcomes shown in the figure above. [7] In the top, right hand box in the figure above firms possess competitive advantages, but the home domicile has higher factor and transport costs than foreign locations. [7] The firms therefore make a FDI abroad in order to capture the rents from their advantages. [7] But if the country has locational advantages, strong local firms are more likely to emphasize exporting. 7] The possibilities when the nation has only weak firms, as in most developing countries, leads to the opposite outcomes. [7] These conditions are similar to those suggested by Porter’s diamond model of national competitiveness. [7] [edit]Application in practice In dependence of the categories of advantage there can be chosen the form of the international activity. If a company has ownership advantages like having knowledge about the target market abroad, for example staff with language skills, information about import permissions, appropriate products, contacts and so on, it can do a licensing. The licensing is less cost-intensive than the other forms of internalization. If there are internalization advantages, the company can invest more capital abroad. This can be achieved by export in form of an export subsidiary. The FDI is the most capital intensive activity that a company can choose. According to Dunning, it is considered that locational advantages are necessary for FDI. This can be realized by factories which are either bought or completely constructed abroad. FDI is the most capital intensive form of internalization activity. Apple Supplier Foxconn Employs 14YearOlds [3] The theory of internalization itself is based on the transaction cost theory. [3] This theory says that transactions are made within an institution if the transaction costs on the free market are higher than the internal costs. This process is called internalization. [3] For Dunning, not only the structure of organization is important. 3] He added 3 more factors to the theory:[3] Ownership advantages[1] (trademark, production technique, entrepreneurial skills, returns to scale)[2] Ownership specific advantages refer to the competitive advantages of the enterprises seeking to engage in Foreign direct investment (FDI). The greater the competitive advantages of the investing firms, the more they are likely to engage in their foreign production. [4] Location advantages [5](existence of raw materials, low wages, special taxes or tariffs)[2] Locational attractions refer to the alternative countries or regions, for undertaking the value adding activities of MNEs. The more the immobile, natural or created resources, which firms need to use jointly with their own competitive advantages, favor a presence in a foreign location, the more firms will choose to augment or exploit their O specific advantages by engaging in FDI. [4] Internalization advantages (advantages by own production rather than producing through a partnership arrangement such as licensing or a joint venture)[2] Firms may organize the creation and exploitation of their core competencies. The greater the net benefits of internalizing cross-border intermediate product markets, the more likely a firm will prefer to engage in foreign production itself rather than license the right to do so. [4] Source: Dunning (1981)[6]Categories of advantages Ownership advantagesInternalization advantagesLocation advantages Form of market entry Licensing[1] YesNoNo Export YesYesNo FDI YesYesYes [edit]Theory The idea behind the Eclectic Paradigm is to merge several isolated theories of international economics in one approach. 1] Three basic forms of international activities of companies can be distinguished: Export, FDI and Licensing. [1] The so-called OLI-factors are three categories of advantages, namely the ownership advantages, locational advantages and internalization advantages. [1] A precondition for international activities of a company are the availability of net ownership advantages. These advantages can both be material and immaterial. The term net ownership advantages is used to express the advantages that a company has in foreign and unknown markets. 1] According to Dunning two different types of FDI can be distinguished. While resource seeking investments are made in order to establish access to basic material like raw materials or other input factors, market seeking investments are made to enter an existing market or establish a new market. [1] A closer distinction is made by Dunning with the terms efficiency seeking investments, strategic seeking investments and support investments. [1] Trade and FDI patterns for industries and countries. [7]Location advantages StrongWeak Ownership advantagesStrongExportsOutward FDI WeakInward FDIImports The eclectic paradigm also contrasts a country’s resource endowment and geographical position (providing locational advantages) with firms resources (ownership advantages). [7] In the model, countries can be shown to face one of the four outcomes shown in the figure above. [7] In the top, right hand box in the figure above firms possess competitive advantages, but the home domicile has higher factor and transport costs than foreign locations. [7] The firms therefore make a FDI abroad in order to capture the rents from their advantages. [7] But if the country has locational advantages, strong local firms are more likely to emphasize exporting. 7] The possibilities when the nation has only weak firms, as in most developing countries, leads to the opposite outcomes. [7] These conditions are similar to those suggested by Porter’s diamond model of national competitiveness. [7] [edit]Application in practice In dependence of the categories of advantage there can be chosen the form of the international activity. If a company has ownership advantages like having knowledge about the target market abroad, for example staff with language skills, information about import permissions, appropriate products, contacts and so on, it can do a licensing. The licensing is less cost-intensive than the other forms of internalization. If there are internalization advantages, the company can invest more capital abroad. This can be achieved by export in form of an export subsidiary. The FDI is the most capital intensive activity that a company can choose. According to Dunning, it is considered that locational advantages are necessary for FDI. This can be realized by factories which are either bought or completely constructed abroad. FDI is the most capital intensive form of internalization activity.

Nursing - Special Care of the Newborn Essay Example | Topics and Well Written Essays - 2500 words

Nursing - Special Care of the Newborn - Essay Example I have one other midwife working with me in the SCN. The workload was not much. It was 11 pm, and there were 8 infants under our care. There was a call from the Delivery Suite about a patient, Suzy who presented to the Labour and Delivery accompanied by her husband John. They wanted SCN midwife to attend the delivery. I enquired about the history. The Delivery Suite personnel told me that Suzy is a primigravida at 33 weeks of gestation. This was an unexpected presentation to the Labor and Delivery for her. There was onset of established labour pain. On examination, it was found that labour has progressed already to the extent that the cervix was fully dilated, and Suzy would birth soon. After talking to John, her husband, Suzy was admitted, and the birthing would occur soon. Since this was a preterm delivery, there is a high chance that the baby would be low birth weight, premature, and would have every chance of many catastrophic events during delivery putting the baby at risk. Ther efore, the Delivery Suite wanted SCN presence there for immediate resuscitation of the baby post delivery and assessment and arrangements for admission to the SCN. This was a very rational approach on the part of the Delivery Suite personnel to contact Special Care Nursery on the verge of this preterm delivery. Newborn period encompasses the first four weeks of extrauterine life, but it is an important link in the chain of events of transition of the fetus to adulthood. The morbidity and mortality rates in the newborn infants are high, and most occur during the newborn period. Any neonate born before 37th weeks of pregnancy irrespective of birth weight is termed as preterm. Since the fetus had not had enough time to grow appropriately within the uterus, the birth weight of the baby will be low. Along with that, a preterm baby will be small in size. There

Perception of Students' Regarding Online Courses Essay

Perception of Students' Regarding Online Courses - Essay Example The findings reveal that students largely consider their online courses as of good quality, but there are concerns regarding the future career. Research findings also highlight that course content need to be made more easy and sufficient to facilitate better understanding and the website need to facilitate easy navigation and better interaction so that the students can remain engaged with the material and be motivated to study. Topic: Perception of Students’ Regarding Online Courses Table of Contents 1. Introduction-------------------------------------------------------------------------------------1 2. Literature Review------------------------------------------------------------------------------2 3. Research Methodology------------------------------------------------------------------------5 4. Research Findings------------------------------------------------------------------------------7 5. Conclusions ----------------------------------------------------------------------- -------------14 6. ... s’ on the Sufficiency of the Content-------------------10 Figure 3: Perceptions of Students’ on the Contents’ ability to Engage and Interest--10 Figure 4: Perceptions of Students’ on the Website Navigation----------------------------11 Figure 5: Perceptions of Students’ on the 24-hr Availability of the Content-----------11 Figure 6: Perceptions of Students’ on the Content Interactivity--------------------------12 Figure 7: Perceptions of Students’ on their ability to remain self-motivated and disciplined---------------------------------------------------------------------------------------------13 Figure 8: Perceptions of Students’ about their Career Prospects ------------------------13 7. List of Appendices Appendix A: Survey Questionnaire-----------------------------------------------------------15 8. References--------------------------------------------------------------------------------------16 1 Topic: Perception of Stude nts’ Regarding Online Courses 1. Introduction The rapid proliferation of Internet and improvements in Information and Communications Technology (ICT) have made it possible for students to access and enrol in courses offered online by foreign Universities. While this has large scale implications for the global education, it also helps students to obtain certifications and degrees in subjects and from colleges that were previously out of their reach. While there are a large number of Universities that offer online courses (Allen and Seaman, 2010), and there is substantial recognition of such online courses in the corporate world (Wanstreet, 2006), there are also several challenges inherent in the technology and the mode of delivery that impact the efficacy of the courses (Shi and Morrow, 2006). There are several problems related

Friedrich Nietzsche Morals Essay Example | Topics and Well Written Essays - 1250 words

Friedrich Nietzsche Morals - Essay Example His radical moral philosophy has been a probing topic of analysis in philosophy and there have been several articles dealing with his moral philosophy. There have also been several significant attempts to associate his moral philosophy with other distinctive areas of knowledge including science, epistemology, ethics, and literature. One such critical approach has observed Nietzsche as a bridge between nineteenth-century atomistic science and process philosophy in twentieth-century physics, literature and ethics. Friedrich Ulfers and Mark Daniel Cohen, in their important article, 'Friedrich Nietzsche as Bridge from Nineteenth-Century Atomistic Science to Process Philosophy in Twentieth-Century Physics, Literature and Ethics,' attempt to establish that philosophy has its root in science and Nietzsche's moral philosophy illustrate this point. The major thesis of their article is that "the late nineteenth-century philosopher Friedrich Nietzsche established a philosophy rooted in science and succeeded in laying the foundation for a system of values capable of generating alternate forms of cultural expression--many of which have come to fruition in our own time, many of which have yet to be achieved. In particular, his philosophy, beginning in science, is capable of setting standards for and structuring radical formations in epistemology, ethics, and literature." (Ulfers and Cohen, 21) This paper undertakes an analysis of the article by Ulfers and Cohen in order to comprehend the major arguments of the authors and to respond to them with careful reasoning. Introducing their major arguments, Ulfers and Cohen mention that distinctive emergence of philosophy, art, literature, and science or 'the signal moments of culture' in our social life resulted in the systems of values and they bring about the connection between values and such essential areas of knowledge. The authors also make it explicit that there is essential relationship between science and moral values. "Even presumably objective scientific theories are barometric readings of our assumptions and implicit values. They are litmus tests of the cultural agar in which they grow--indicators of the fertility and of the active bases and acids of the ideological loam" (Ulfers and Cohen, 21) This is a major attempt by the authors to connect value system and scientific roots and they maintain that science has a distinctive connection with everything that mount from the soil. Even the natures of human beings are closely linked with sciences. It is in this background that the authors of th e article present their chief proposition that Friedrich Nietzsche established a philosophy which was rooted in science and put down the groundwork for a system of values that could produce alternate forms of cultural expression. Ulfers and Cohen stipulate that Nietzsche's philosophy started in science and it can lay down standards for and structure fundamental formations in epistemology, ethics, and literature. Therefore, the central argument of the article attempts to illustrate the connection between science and moral value system with the example of Nietzsche's philosophy. "Nietzsche was primarily an ontologist -- a philosopher of the real, a delver

Harwich International Ports Business Model Essay

Harwich International Ports Business Model - Essay Example Experts noted that a major change caused by the influence of globalisation was the integration of services with the national as well as international service industries. The fact can be by further observed in the international transport sector comprising of airways, roadways, railways, and even waterways (UNESCAP, n.d.). It is stated to be the rising competition in the global market structure that acts as a major influencing element in the integration of the international port services. Moreover, the continuous changes occurring in the global industry also influence the port service providers to re-evaluate the adopted competitive strategies periodically (The World Bank, n.d.). Integration in terms of modernisation rewards with various opportunities and significant scopes to the industry players such as enhanced competency, profitability, market share that in turn contributes to the overall growth of the port(s). Few of the common strategies implemented by the ports in order to stimulate the process of modernisation and integration are related to the restructuring of corporate governance, cost structure re-evaluation, and infrastructural development (European Sea Ports Organisation, 2011). With the purpose of empirically scrutinising the fact, the paper will concentrate on the integration strategies implemented by Harwich International Port with due consideration to its strategic effectivity and limitations. 2.0 Harwich International Port’s Business Model Harwich International Port is one of the most significant ports on the eastern coast of England. It was established in the 19th century and since then it has served the industry as a reliable deep-w ater harbour. Till the year 1883, the port served passengers from England, Belgium, and Netherlands with its strategies solely concentrated on the expansion of the then business model. Presently, the port operates as a linkage with Germany as well as Scandinavia along with the other countries of the European Continent. It had been acquired by the Hutchison Port Holdings Group in 1998 and thus implements the strategic vision of the group to define its business model (Harwich International Port Limited, 2005). The strategies implemented by the port largely depend on its strategic mission and corporate vision. For instance, the mission of the organisation concentrates on the overall development of its logistic services, operations and the efficiency in terms of port services. The determined vision statement of the organisation also supports the fact by providing considerable significance to the aspect of efficiency in the services rendered by the port. In this regard, the adopted strat egies by the organisation intended to enhance the performance of the port with the assistance of innovative solutions along with long-term continuation of effective customer relationship (Harwich International Port Limited, 2010). To be precise, the company offers a wide range of services to its customers, i.e. shippers and passengers. The services provided by the port include RoRo, Passenger, Cruise, Container, Liquid Bulk and Dry Bulk (Harwich International Port Limited, 2010). The organisation is further diversified in providing services through rail operations. The port also emphasises on other various strategies. They are: Lock-free maintenance Multi-disciplinary system High quality training and development to the employees Continuation of working hours for seven whole days Investment in the development of the services rendered by the port Continuous diversification through the integration of

Reflection and Evaluation Paper Essay Example | Topics and Well Written Essays - 1000 words

Reflection and Evaluation Paper - Essay Example Reflection and evaluation enables the communication practitioners understand whether the communication has attained its objectives of ensuring attitudes and behaviour changes of the stakeholders in the organization (Bryman, 2001). Accordingly, reflection will enable the management to identify any gaps and omissions in their communication strategies and especially in the design of the messages (Bryman, 2001). The results of evaluation will be used by the hospital in determining the further course of action in order to ensure further messages contain the required content and are suitable for the audience. Accordingly, evaluation is necessarily in order to understand whether interpersonal conflicts have been solved and how power needs to be managed in the company (Reddy & Sinha, 1991). The reflection will enable the management understand the best approaches in ensuring intercultural communication and tools that are necessary to continuous assess the systems, tasks and people in order to prevent future crisis in the company (Bryman, 2001). The organization will be capable to assess whether there is a open communication climate that encourages cultural diversity and interpersonal relationships in order to facilitate communication within the organization. The evaluation will enable the management assess the management of press releases and press conferences during the critical event and identify any sources of misleading information and the impact of using several media such as interviews, press releases and electronic media (Bryman, 2001). There are several things that should be done differently next time in order to ensure timely resolution of the interpersonal conflicts and power struggles at Patton-Fuller Community hospital. I believe the first step would have been to understand the sources of the interpersonal conflicts at the

Applicability of the Principles of Empowerment and Recovery of the Essay

Applicability of the Principles of Empowerment and Recovery of the Mentally Ill in Practice - Essay Example There are many types of mental illnesses including: bipolarity, depression, panic attacks, obsessive-compulsive disorder, and schizophrenia among others. 1.0 Scenario One afternoon, a man in his late 20s was brought in for medical attention. For the purpose of confidentiality, we shall name him Andrew (not his real name). Andrew could not keep still and he kept on moving from one point to another, talking to imaginary people. The people who brought him to the hospital were his colleagues at work, who claimed that he had become very hostile, attacking everyone at the office and accusing them of trying to ruin his life. They claimed that he had also started talking to himself and repeatedly saying â€Å"they want to kill me†. Andrew was immediately taken to the psychiatrist ward for examination, while I was instructed to get more information about his actions from his colleagues. The workmates told me that in last few months, they had observed some abnormal behavior in their col league, but had dismissed the actions. For example, he would show up at work late, looking tired and had started withdrawing from his workmates. They also claimed that he could no longer meet deadlines and that he often did substandard work. After the discussion with the patients’ colleagues, I called his family before going to check on the progress of the patient. The psychiatrist informed me that they had sedated him to ease his agitation. I explained to him all the observances noted by Andrew’s colleagues and the doctor suspected that this could be a case of schizophrenia. As we were talking, Andrew’s wife and sister came in looking very worried. The doctor explained the patient’s condition to them and asked them to offer any information they deemed useful. The wife explained how Andrew a father of two and an accountant had started acting weird about the same time the previous year. He would often withdraw from his wife and children, he would become ea sily agitated if the children did anything wrong, and would act unmoved even if the children cried for attention. The wife also explained how in recent days Andrew had become very attentive to the safety of his family, claiming that someone was out to harm them. He would lock all the doors and constantly look out through the window to see whether someone was watching them. Andrew’s sister also explained how as a teenager, Andrew had suddenly lost all zeal for life. He no longer engaged in activities he had previously enjoyed. She explained that Andrew stopped playing rugby; his social life degenerated and he became withdrawn from his family. He did not seem to have any direction in life; neither did he know what career he wanted. Meanwhile his family attributed all this to adolescence and hoped it would pass. They did not expect Andrew’s condition to deteriorate to the present situation; neither did they attribute it to a mental disorder. At this point it was absolutel y clear that indeed Andrew was suffering from undifferentiated schizophrenia. When Andrew woke up he was much quieter and seemed to act more normally, except that he denied ever doing all the things that his colleagues had pointed out. He was not ready to face up to the fact that he was mentally ill and was still in denial. According to Warner (2004) it is common for people suffering from schizophrenia to deny their mental condition. Later on, the psychiatrist asked if I wanted to be involved in empowering Andrew to recover from his illness and I was

How the book house rules reflects upon how a boy in a family lives Essay

How the book house rules reflects upon how a boy in a family lives with asburgers and itellectual challanges - Essay Example In her all absorbing efforts to normalize the elder child, the younger one is thoroughly neglected and he grows up to be a rebel and a thief. The various Asperger syndromes have been clearly shown. The mother’s anguish is visible through her own words. She wants to be a good mother and neutralize her kid’s life as much as possible; still she grieves at each moment when she fails in her attempts. The brother of the AS kid also draws our sympathy in spite of the negative image created by him. He is very miserable in life with an absentee father, an abnormal brother, a busy mother and no money to fund his amusements. His soul cries out for love and happiness and to find out happiness he peaks into happy families. With the passage of time, he becomes bolder in his endeavors and starts house breaking in the absence of the owners and stealing stuff that his mother can’t afford. He feels burdened with having to look after his brother and irritated at having his needs me t before his own. While, the AS child is given all the facilities and care, the normal child is left to his devices. Thus, we find different people reacting in different manner towards Asperger Syndrome that starts from fear and shirking of responsibility (father), over protective attitude (mother), to a feeling of resentment and burdened (brother). House Rules also reflects on the inefficiency of the legal system when dealing with people facing some physical or psychological disability. The legal system is created on the basis of normal citizens and when an abnormal individual falls in its periphery then it become increasingly difficult to save his soul. The judiciary system has been inadequately created to mistrust all abnormal people. There is no word such as â€Å"abnormality† in their dictionary. They would deal with an AS person in the same way as an ordinary individual showing no empathy whatsoever. Thus, over and above the House Rules deals with the trauma of a suffer ing family that has a child with Asperger Syndrome and the inadequate justice system reigning in the country. Asperger syndrome is an autism spectrum disorder where the patient has difficulty in social interaction. The sufferer also show restricted and repetitive pattern of interest and behavior. This disorder is difficult to diagnose as the cognitive and linguistic development are preserved and are almost equal to a normal person. Hence, most of the time this disorder goes unnoticed. In fact, not many people are aware of this disorder and this is the reason that the sufferers do not get the empathy and treatment that they deserve. Jacob Hunt, the central character of the book suffers from this order and has to face several difficulties (besides the obvious ones) because of it. Jacob Hunt is an eighteen years old boy who lives with his mother, Emma Hunt and brother, Theo Hunt. His father had run away soon after Theo’s birth when he had been made aware of his first childâ€⠄¢s condition. Jacob is an intelligent individual with a very sharp mind but his drawback is that he is suffering from Asperger’s Syndrome and is hopeless at expressing himself and reading social cues. Jacob’s highly intelligent mind is revealed by his mother’s words in the first chapter itself: I’ve met so many parents of kids who are on the low end of the autism spectrum, kids who are diametrically opposed to Jacob,

Lieducation in preliterate societies Essay Example for Free

Lieducation in preliterate societies Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method.

Mary Kay Ashs Essay Example for Free

Mary Kay Ashs Essay Story By phoebe Mary Kay Ash was a famous American businesswoman and the founder of Mary Kay Cosmetics. She started her business with a small investment of $5000 in 1963, and soon became one of the most successful business women of her time. Mary Kay Ash was born on 12th May, 1918 in Hot Wells, Harris County, Texas. Her childhood experiences shaped the future of this visionary woman, and with a significant impact to the American history. Due to the illness of her father, her mother worked for 14 hours a day at a local food restaurant to take care of the family, while Mary Kay looked after her father along since she was young. Her mother always put the â€Å"you can do it† spirit in the young Mary’s mind. One time, Mary Kay’s mother went to work and she needed to take care of the illness father at home alone, she had to decoct medicine herbs for her father but she didn’t how to do it. So she called her mother to teach her step by step on the phone, but little Mary Kay was afraid, but her mother said to her gently †you can do it † . Finally, she did it. Since then, this sentence has inspired her when she encountered difficulties. When she was only seventeen years old, she married Ben Rogers then soon had three children, while her husband went to serve in World War II; she took the job of direct selling of books. Due to her amazing marketing skills, she earned an amazing $25,000 in just six months. While Mary Kay was enjoying her professional success, things at the personal front weren’t that smooth. Her husband was killed on the battlefield, and left her with three children. After her divorce, Mary Kay took up a job with Stanley Home Products, a direct sales firm. She became very successful in selling home care products but didn’t get enough recognition for her work. Her supervisors not only didn’t appreciate her work but also never raise her salaries. However, if a man did what she has done, somehow he can get an award. The inequality between men and women are very obvious in her workplace. So finally she resigned after worked very hard for 25 years in the firm, at the same time she learned a very important lesson of her life that men could not believe that a woman can be successful in business. Mary Kay turned her attention to writing a book, which eventually changed the course of her life and became a plan for her dream company that had innovative marketing plan for women. But her accountant said that she will close down if you start to open it. It’s impossible, She has seen many of these cases that many people went bankrupt within six month. But Mary Kay never heard of it, she believed that she can do it well. In 1963, with an investment of $5000, only a 500 sq. feet store in Dallas, Texas, Mary Kay and her nine zealous beauty consultant started the Mary Kay Cosmetics Company; it was a direct cosmetic products selling company. In the first year of operation, they made a staggering profit of $200,000. In the two years time, Mary Kay Company was selling products worth one million dollars. By this time, the company she created had become a worldwide enterprise with representatives in more than 30 markets. She applied the strategy of giving incentives over good work and started by giving pink Cadillac to the top salespersons of the year. The other incentives included diamond jewelry, bumblebee pins, and 5-star vacations. This strategy really worked and became one of the reasons for company’s success over the years. If you want, do it, you can, this is her famous wisdom and realized the dream for women and a better life of abundance with heart. She also published three best-selling books during her lifetime. Her book, â€Å"Mary Kay on People Management†, another best seller was included in the business courses at Harvard Business School. Mary Kay received many honors and awards during and after her lifetime. In 1976, she received the Hall of fame Award from Direct Selling Association. Two years after that, in 1978, she got the Cosmetic Career Woman of the Year Award from the Cosmetics Career Women, Inc. The same year she received the Horatio Alger Distinguished American Citizen Award from Horatio Alger Association and so on. Mary Kay Ash passed away on 22nd Nov, 2001. She was buried in the Sparkman-Hillcrest Memorial Park Cemetery in Dallas, Texas. She is the greatest women I paid my full respect to her. She gives women the courage to fulfill our dream not only in Mary Kay Company but also another business sectors and proved that not only men can be successful in business but also women can be. Yes, she did it. It’s a very good piece of work, the detail information are very clear. But it will be a good idea to give one or two more examples on how she relate idea of â€Å"you can do it† in her later successful business life.

I Love You Bro Play Analysis Theatre Essay

I Love You Bro Play Analysis Theatre Essay The La Boite Theatre Companys production of Adam J. A. Casss I Love You, Bro , directed by David Bethold, is a play which masterfully engages and captivates the audience. It effectively tells an enthralling tale of love, deceit and manipulation. The plays protagonist, Johnny, is a troubled teen who is desperate for love. Devoid of any power in reality, online chatrooms are his only escape. It is here, on the virtual stage, where Johnny meets, seduces and manipulates the unwitting Markymark, who through the lies of Johnny, becomes a tool in an incitement of murder. Although on the surface, I Love You, Bro may seem a twisted story of devious treachery, it is in fact a simple, yet tragic anecdote of a boy whose desire to be loved supersedes any other. The play successfully engrossed the audience through its skilled use of dramatic elements. The tension which existed in the play was well cultivated by the roles and relationships excellently portrayed by a single actor. Some of the succes s in this regard can be attributed to the highly creative use of the stage, and the combination of lighting and effects, designed by Renee Mulder, Carolyn Emerson and Guy Webster. Behind the many masks which he creates, Johnny (played by Leon Cain) himself is just as intriguing a character as any he invents. Coming from a world of domestic violence, lacking any who sincerely love him, it is little wonder that he reaches out in the only way he has available to him; virtually. Early on in the play, Johnny tells the audience he was never an outgoing personality; however, as the story develops, so too does Johnnys confidence. As the main protagonist, the story follows Johnnys struggle to connect with someone, and the gradual transformation of this struggle into an unhealthy obsession. The subject of this obsession is the oblivious teen footballer, Mark. When Mark first begins conversing online with Johnny, he mistakenly believes him to be a female. Johnny plays along, eager to satisfy his desire to be needed by someone. As time progresses, the relationship between the two grows exponentially, to the point wherein Johnny believes himself to be in love with Mark, wh o was still unaware that his online lover is in fact a younger male. Throughout the course of the play, Johnny conceived a multitude of spurious characters, all of whom served to further his connection with Mark. Initially, the chain of characters began with a simple error on Marks behalf. After mistakenly believing that Johnnys online alias AlbaJay was a female character, Jessica was born. Jessica was Johnnys first creation, and became his obsession when he came to the realisation that she could act as a conductor for reciprocated love. Jessica, although starting off fairly innocently and without any intention of harm, Johnny soon begins to conceive new characters to fuel his insatiable desire to feel as though he is cared about and attempts to achieve this with his creation of two new fictitious characters. These characters are Simon, Jessicas helpless, albeit fabricated younger brother and Stings, an intimidating bully. Johnny creates these people in order to heighten Marks feelings towards him by establishing an element of danger in the relationsh ip the two share. By putting Simon in a threatened position, and then using it to pressure Mark into a predicament wherein he has limited courses of action he can take, Johnny takes the game to a much higher level, and as a direct result, vastly increases the tension in the play. Similarly, the creation of Jane Bond and Agent 41579 serve similar purposes as Johnnys previous fabrications. Jane Bond and Agent 41579 both add to the danger involved in the romance, deepening the urgency of the connection between Mark and Johnny. In addition to this, Agent 41579 is similar to Jessica in that she acts as a magnet for attention and the affection of Mark. The establishment of the new relationship between Mark and Agent 41579 created a renewed level of tension after a lull in the play, and this was only increased as the plot continued and led to the attack on Johnny. This story is played out on a quite simplistic and minimalistic set designed by Renee Mulder. It consisted of an abstract stage, which was elevated in the upstage region to creatively act as a cyclorama onto which images and videos were projected. As well as this, the stage had a simple wire framed desk structure at its most downstage point. It was to this point that the entire stage was pointed towards and focussed on. This was because the desk and the computer which sat upon it were the pinnacle of Johnnys existence. His computer was the most important part of his life. The set was an accurate reflection of his world, and how it revolved around his online presence. The jagged and sharp edges of the stage also demonstrated the disjointed and shattered life which Johnny was a part of when not on his computer. The stage also worked well in cohesion with the use of a single actor. Being a small and uncluttered stage, the focus was always directed on Johnny and his actions, and this for ced the audience to engage with him and added significantly to the plays overall delivery. Another interesting aspect of the set was the wheeled chair which so often Johnny rolled around the stage on. The use of this chair to roll around stage showed Johnnys internal conflict and indecisiveness. On numerous occasions throughout the play, Johnny could be seen rolling around stage when faced with a difficult decision. This clearly showed his opposing and clashing opinions, a metaphor for his uncertainty as to which direction to take, and ultimately, his uncertainty in himself. The action of the play was effectively accentuated by lighting and effects. For the majority of the play, the stage was lit with an azure blue tinge. The lighting effects reflected Johnnys personal feelings at any certain time. A perfect example of this was seen when Stings took over Johnny. Stings was the darker side of Johnny, and the lighting of the production captured this aspect of him perfectly. Each time Stings appeared, the lights would immediately and without warning switch off from a light colour, and the stage would be bathed in almost total darkness, with only the slightest hints of light dancing around stage.In combination with this, a distinct whipping sound effect was played to indicate the rapid and brusque change into the alter ego. After the change had occurred, a low and menacing tone was played, personifying the insidious nature of Stings. Similarly, the azure colour which was present as Johnny took the guise of Jessica showed his softer, lighter side. These light ing and sound elements were creatively used to transmit both mood and personality to the audience, as were the simple images and occasional video images projected onto the cyclorama. Director David Berthold successfully manipulated the dramatic elements of distinct roles and relationships presented in Adam J. A. Casss I Love You, Bro. Consequently, the audience is able to connect on a very powerful level with this production. The play skillfully creates tension at key points throughout the plot, and by the timely balancing of this tension, the play was thoroughly engaging.

History Of The Olympics :: essays research papers

History of the Olympics   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In 776 BC a foot race was run. The winner was the first Olympic hero ever. From that very first race to today, the Olympics have always been a way for nations to come together in friendly competition and international goodwill.   Ã‚  Ã‚  Ã‚  Ã‚  The conditions of the first Olympics were not anything like they are today. The events were held in an open space in which a track had been paced off, areas for the javelin and discus had been laid out, etc. The spectators did not have stands to sit in; instead, they occupied the sloping areas around the track; sitting on blankets and sleeping in tents if they were wealthy enough to have one.   Ã‚  Ã‚  Ã‚  Ã‚  Because the games were held during the hottest time of the year, flies were a terrible problem. The problem was so pervasive that an offering, in the form of a sacrifice, was made to Zeus, asking him to keep the flies away from Olympia.   Ã‚  Ã‚  Ã‚  Ã‚  As time went on different features and structures were added to the site. A hippodrome was built for the chariot races, a gymnasium and bathhouse for the athletes, and even a hotel for the wealthiest of spectators.   Ã‚  Ã‚  Ã‚  Ã‚  Vendors were there, selling wine that the spectators drank along with the cheese, bread and olives they ate. Sanitation was basically nonexistent. Water was always in short supply until Herodes Atticus of Athens built an aqueduct and a water system. This did not occur until the games had been taking place for 900 years.   Ã‚  Ã‚  Ã‚  Ã‚  The contests consisted of foot races, horse and chariot races, boxing, wrestling, discus, javelin, broad jump, and horse races. The horse races were unique in that the prizes were given to the owner of the horse, not the rider. The discus, javelin and broadjump were part of the pentathlon event which also included a 200-meter dash and a wrestling match. The winner had to have taken three of the five events.   Ã‚  Ã‚  Ã‚  Ã‚  On the fifth and final day of the festival, the athletes marched to the temple of Zeus to collect their winnings, the coveted victor’s olive wreath. The winner of an Olympic event won much more than just the olive wreath however. He was often awarded a cash bonus by his townspeople; sometimes a pension for life. Additionally, he was welcomed as a contestant at other festivals where the prizes were often large amounts of cash.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning the athletes were aristocrats, as they had the free time necessary to train for the games.

Oppression of Native Americans Essay examples -- history, craniology,

Two-hundred years ago, there was a scientific study on the brains of Native Americans called the craniology and phrenology. The Europeans examined only indigenous people’s heads and were forbidden to use any European’s brains. The Europeans did three experiments, such as decapitating the tops of the heads and filling them with sand to see if their brains were smaller than blacks. The Europeans also looked at the bones and said that if the bones were in a certain way (such as natives cheek bones being up higher) the person was thought to be stupid. The last experiment the Europeans did to American Indians was that they had a small devise that they would put on the head and it would slice the brain open. There would be an award for retrieving a male’s brain that was five cents. By retrieving a woman’s brain the price would be three cents, and lastly a child’s brain which would be two cents. This is when the term redskin was invented (Poupart, 2014). Although we often remember First Nation communities by their history of oppression by the Europeans, as established above, present day communities are defined much differently. The Anishinabeg are an independent, non-interference sovereign nation and they follow their own rules by oral traditions. They are also a nation who were oppressed, exploited, and also misunderstood by non-Native Americans. When asked about the definition of a sovereign nation, Selma Buckwheat (September 25, 2013), elder member of the Anishinabeg tribe, explains by stating, â€Å"We govern ourselves and have our own laws† (personal communication). They have a lot of meetings that help understand most of the sovereign nations. In other words, a sovereign nation is power or a territory existing as an independent s... ...government’s policies. The changes of the 1900’s influenced many people such as historians, writers, film-makers, and other non-Native-Americans, causing them to view Indians in an increasingly sympathetic way. The non-Native Americans perceived Indians as a historically-oppressed minority who were victimized by imperial conquests and were dignified as peace-loving people in a sovereign nation. Works Cited Poupart, L. (2014, October 16). First Nations Studies: Social Justice. University of Wisconsin Green-Bay. Loew, P. (2001). Indian Nations of Wisconsin: histories of endurance and renewal. Madison, WI: Wisconsin Historical Society Press. Mihesuah, D. (1996). American Indians stereotypes and realities. Atlanta: Clarity Press. Poupart, L. (2000). Ojibwe Women of the Western Great Lakes. Retrieved from D2L. https://uwgb.courses.wisconsin.edu/d2l/

Surgery :: essays research papers

Surgery   Ã‚  Ã‚  Ã‚  Ã‚  My stomach and throat seemed to be playing ping pong with my heart as I entered the hospital’s waiting room. All week I had been playing it cool telling everyone that the surgery was not that big of a deal, and that I was enthused about all the attention I would be receiving. But today reality had hit me. I had never been through anything like this before.   Ã‚  Ã‚  Ã‚  Ã‚  The waiting room was sparsely filled with families waiting for their loved ones. I tried to look at the various magazines, but nothing helped relieve the tight feeling in my stomach. Finally after what seemed like an eternity the nurse called my name. I slowly got up, and headed through the door with my family. I was thankful that they were there. Their presence made me feel more at ease.   Ã‚  Ã‚  Ã‚  Ã‚  I was asked to change into the attractive dress without a back, and then I was handed some funny looking socks. I looked like an eighty year old lady in a fifteen year-old’s body with my new outfit. Another nurse entered the room to take my vitals, and give me an IV, the needle that she pulled out of the plastic looked huge. I had had shots before, but an IV was a completely different deal. After the IV was secured, I was afraid to move my arm, in case the IV fell out, because I was not having the nurse stick me again. With my vitals recorded, and my first shot administered to relax me, I was feeling slightly better about the procedure. Just when I was convincing myself that this would not be so bad, a nurse with a sour disposition came to wheel me away. Then it hit me, my family could not follow me to this next part, I was on my own. I had hardly noticed their presence for the last half hour, but now I was suddenly aware of their pending absence. As they w heeled me down the hall away from my mom, dad and sister, I had the urge to jump out of the Gurney, and race back to them.

Psychoanalytical Reading at Roald Dahl Short Stories Essay

Psychoanalytical Reading Psychoanalysis is a theory that was found by psychologist and neurologist in the 19th century who came from Austria, Siegmund Freud. As a psychologist, in dealing his patients, Sigmund Freud always give questions and analyze every problem that they face, so he then get a lot of bright spots which states that personal experiences that they experienced as a child, have an impact in influencing the personality of a person when they was growing up. Based on that statement is then also can be concluded that the events of the past or a person’s life experience can affect their psychological condition, and consequently impact on the activities that will performed by the patient in the future. The statement above is one of the applications of the theory of psychoanalysis to the psychology of someone who is discovered by Freud. This case was also found in one of the famous writer on the Victorian era, Roald Dahl. The story of a childhood that passed by him regarded as a trigger of ideas for Dahl in composing children stories that are very well known until this time, such as Matilda, George’s Marvelous Medicine, The Witches, Charlie and The Chocolate Factory, and some of his work that is quite popular. Roald Dahl was born in Llandaff, Wales, on September 13, 1916. He was born from a family to a Norwegian. He was the son of the second wife of his father, Harald Dahl, and is the only son in the family. In his works, Roald Dahl describes his parents as being strong or as parents is very great. In the book Boy: Tales of Childhood, in telling that his father figure was superb, although his father lost his left hand, he is very adept at writing diaries, sculpt, and gardening. Dahl’s father died when he was 3 years old. Since his father’s death, the figure of a mother became the savior of their families. In her memoirs, recounted that Dahl has a very close relationship to his mother. For Dahl, his mother is someone who has the strength, which is responsible and very caring towards his family and his children. For example, the character of Grandmother in the story of The Witches is a picture of Roald Dahl’s mother. Dahl considers that the figure of the mother  is ver y valuable for them and can provide a convenience. The chosen short story that used by the writer in this essay is Boy: Tales of Childhood, which is one of the works of Roald Dahl that tells about the life of his childhood. This short story may be said to be the autobiography of Roald Dahl, but in the book Boy: Tales of Childhood, Dahl explains that this book is not an autobiography of him, but just a story about memories of his live gone through as a child, starting a story about his father, Harald Dahl, a tremendous diary-writer, the birth of a Roald Dahl, to the story of his school years until he left school at the age of 20. In this critical essay, the writer will criticize Boy: Tales of Childhood (1984), a story that tells about the early life of Dahl. Theory analysis used by the writer is the theory of psychoanalysis proposed by Sigmund Freud and utilizes the issues of the psychology of Dahl and the effect of his authorship. Writing can absolutely reflect the author’s psychological problem, or basically, his/her biggest desire or fear. It is explained in the quotation below that in a piece of writing, we can search for: Evidence of unresolved emotions, psychological conflicts, guilts, ambivalences, and so forth within what may well be a disunified literary work. The author’s own childhood traumas, family life, sexual conflicts, fixations, and such will be traceable within the behavior of the characters in the literary work. But psychological material will be expressed indirectly, disguised, or encoded (as in dreams) through principles such as â€Å"symbolism† (the repressed object represented in disguise), â€Å"condensation† (several thoughts or persons represented in a single image), and â€Å"displacement† (anxiety located onto another image by means of association). (Delahoyde 2011) Therefore, Boy: Tales of Childhood can be a basic source to find an issue from his unconscious. Based on that case, the writer raised issues about the state of psychology and experiences faced by Dahl when he was still sitting in school at the age of 7-18 years and the impact to the his authorship of children’s literature. The specific issue is about bully since the book  tells about it and later, I find that issue occurs in some other books by Dahl. During his childhood, Dahl was including as a resilient and strong kid, because in every level of education that he went through, from elementary, junior high, and high school, Dahl had always found himself bullied by people who are more mature than Dahl, such as seniors or boazers, matron, the hallway guard, and headmaster. Began when he attended Llandaff Cathedral School, where he was once punished by the headmaster, Dahl had to get strokes with a cane on his ass for what he did because Dahl is known to have tricked a woman selling sweets and candy in the they town, because the seller, Mrs. Pratchett, never show politeness and unfriendly to kids and costumers. Then, while attending St. Peter School when he was 9 years old, he also received harsh treatment from the guards/matron, masters, and the headmaster. One act of bullying that he got was when the school Latin teacher, Captain Hardcastle, Dahl accused of cheating while working on a writing assignment, but by Dahl was borrow his pen to a friend who broke his side. Because of allegations that, Dahl back should feel to get stroke with a cane on his ass AGAIN! The last, when he entered a public school in Derbyshire, Paxton, Dahl also harassment, insult and mockery, from the masters. The same ritual is contained in the boazers schools and principals als o punish students with strokes with a cane, but fortunately the same experience gained by Dahl had previously made ​​him cautious in every action that he did. It could be said in this case, past events or experiences that ever passed by Dahl when his school years were filled with unpleasant actions of the school officials, it could be a strong reason for the figure of a Dahl to write the story works containing about rudeness, or which is now better known as Bullying by adults or people who have a higher authority on children. In the two works which Dahl wrote, Matilda (1992) and George’s Marvelous Medicine (1981), we can see that the theme of both of these stories is  bullying, where the two characters in the works, Matilda and George had felt the bullying from people who are more mature than them both. Matilda always received harsh treatment from both the parents and her headmaster, and George have always had nagging and scolding of the grandmother who is not like him. In both of story above, Dahl used his childhood experiences in school to raise an issue, bullying and anti-bullying. It was concluded that Dahl wants to tell and invite readers, especially young readers, to be able to resist the actions of bullies from the other people. In conclusion, the writier end up using psychoanalytic theory of evidence that Roald Dahl uses his life experiences, especially when he was a child to adolescence as a matter of helping him find his ideas in writing his works. Thus, the state of a person’s psychology, personal experiences, is it good or bad experiences, can affect the activities to be gone through in the future, and sure enough, Dahl uses his school experience which can be considered extremely unpleasant and other matters as the originator the presence of the works he wrote. REFERENCES Dahl, Roald (1984). Boy: Tales of Childhood. Penguin Book Ltd: London Minderop, Albertine (2010). Psikologi Sastra: Karya Sastra, Metode, Teori, dan Contoh Kasus. Yayasan Pustaka Obor Indonesia: Jakarta Abrams, M.H (1999). A Glossary of Literary Term: Seventh Edition. Hcnle & Heinle: United State of America