The Rise and Fall of Weimar and the Rise of Hitler

The Rise and Fall of Weimar and the Rise of Hitler Between World War One and Two, Germany encountered a few changes in government: from a ruler to majority rules system to the ascent of another tyrant, a Fã ¼hrer. Surely, it’s this last chief, Adolf Hitler, who legitimately started the second of the twentieth century’s two incredible wars. The German Revolution of 1918-19 Confronted with rout in the First World War, the military chiefs of Imperial Germany persuaded themselves that another non military personnel government would complete two things: assume the fault for the misfortune, and convince the prospective victors of the war to request just a moderate discipline. The communist SDP was welcome to frame a legislature and they sought after a moderate course, however as Germany broke under tension so requires an undeniable upset were requested by the outrageous left. Regardless of whether Germany truly experienced an upheaval in 1918-19, or whether that was vanquished is discussed. The Creation and Struggle of the Weimar Republic The SDP was running Germany, and they made plans to make another constitution and republic. This was properly made, based at Weimar in light of the fact that the conditions in Berlin were hazardous, however issues with the allies’ requests in the Treaty of Versailles delivered a rough way, which just deteriorated in the mid 1920s as reparations helped hyperinflation and approaching financial breakdown. However Weimar, with a political framework that created a great many alliances, endure, and encountered a social Golden Age. The Origins of Hitler and the Nazi Party In the disarray following the finish of World War One, many periphery parties rose in Germany. One was examined by a military man called Hitler. He joined, showed an ability for demagoguery, and before long assumed control over the Nazi Party and extended its participation. He may have moved too soon accepting his Beer Hall Putsch would work, even with Ludendorff as an afterthought, yet figured out how to transform a preliminary and time in jail into a triumph. By the mid-twenties, he’d made plans to in any event start his ascent to control semi-legitimately. The Fall of Weimar and Hitler’s Rise to Power The Golden Age of Weimar was social; the economy was still hazardously subject to American cash, and the political framework was unsteady. At the point when the Great Depression expelled the US advances the German economy was disabled, and disappointment with the middle gatherings prompted radicals like the Nazis developing in votes. Presently the top degree of German legislative issues slipped towards the tyrant government, and popular government fizzled, all before Hitler figured out how to abuse viciousness, misery, dread and political pioneers who thought little of him to become Chancellor. Settlement of Versailles and Hitler The Treaty of Versailles was for some time accused for driving legitimately to the Second World War, yet this is presently viewed as an exaggeration. By and by, it’s conceivable to contend a few parts of the Treaty contributed to Hitler’s ascend to control. The Creation of the Nazi Dictatorship By 1933 Hitler was Chancellor of Germany, however was a long way from secure; in principle, President Hindenburg could sack him at whatever point he needed. Inside months he had destroyed the constitution and set up a ground-breaking, grasping fascism because of savagery and the last demonstration of political self destruction from the resistance groups. Hindenburg then passed on, and Hitler joined his activity with the administration to make a Fã ¼hrer. Hitler would now reshape all zones of German life.

Edgar Degas: Six Friends at Dieppe | An Analysis

Edgar Degas: Six Friends at Dieppe | An Analysis This paper talks about Degas’ portrayal of his friend network regarding saints and legend revere. For the motivations behind the paper, ‘hero’ will be interpreted as meaning ‘characters, that, notwithstanding affliction, and maybe from a place of shortcoming show fortitude and the will for self-sacrifice’, with saint venerate following the for the most part comprehended significance ‘intense deference for a hero’. The paper will show that Degas saw his companions as saints, in that they relinquished themselves for their work, and that, through his gathering of different works, particularly by those of dear companions, and his representations of his dear companions, he displayed ‘hero-worshipping’ towards these companions. The book Edgar Degas: Six Friends at Dieppe, in view of a 2005/6 show of a similar name at the RISD Museum, glances in detail at Degas’ associations with his nearby circles, as depicted in Degas’ 1885 pastel representation of a similar name. In this work, Degas presents Ludovic Halevy, Daniel Halevy, Jacques-Emil Blanch, Henri Gervex, Walter Sickert, and Albert Boulanger-Cave. The complex, regularly exceptionally unpredictable, yet in every case incredibly steadfast, companionships between these men, and with Degas, are described in Degas’ representation. This is examined in more detail in the book Edgar Degas: Six Friends at Dieppe, which infers that Degas had an incredibly unpredictable relationship with his companions, and that once he had shaped a fellowship, Degas was making careful effort to release this kinship, whatever the expense. He esteemed his companionships amazingly profoundly, especially, it appears, on the grounds that he considered them to be a methods for discharging himself to the world, for his own hesitancy was frequently prohibitive, and it was his associations with dear companions that permitted him to thrive (see Meyers, 2005). Degas framed numerous solid fellowships for an amazing duration, as we have seen, with Ludovic Halevy positioning among the most dear, with steadfast companionships with different craftsmen, (for example, Emile Zola) advising his work, as far as creating thoughts regarding authenticity, and the job of painting, for instance. Degas’ companionship with Sickert, for instance, withstood the trial of time, as transferred by Sickert himself in his 1917 article about his kinship with Degas (see Sickert, 1917), which depicts a significant warmth for his companion Degas. This companionship is additionally investigated in Robins (1988), which shows that Degas had a profound regard for Sickert, to such an extent that he acquainted Sickert with shared companions and to his own sellers. Degas’ kinship with Sickert was, in any case, just one of his many dear kinships: he additionally had profound, and all around archived, fellowships with Manet, with Toulouse-Lautrec, and with Emile Zola among others. For sure, it is inside the setting of these kinships that he came to see ‘realism’ in workmanship as the genuine way that his work should take, as recorded in his numerous letters and through his different works (see, for instance, Degas, 2000). Degas’ kinship with Manet is unbelievable, in view of a comradely competition, with many high points and low points, manufactured together through solid aesthetic bonds, portrayed as ‘(they) utilized similar models, shared an iconography and enjoyed equal quotations’ (see Baumann et al., 1995). The two specialists, subsequently, educated every others works, and, to be sure, an express association between Degas’ pastel works and Manet’s Chez le Pere Lathuille has been made (see Meyers, 2005), maybe reminiscent of some type of complementary saint venerate towards Degas with respect to Manet. Anyway turbulent their companionship, in any case, it is maybe demonstrative of the profundity of Degas’ regard for Manet that Manet’s Ham and Pear were inverse Degas’ bed, so they were the main things he found in the first part of the day when he got up (Meyers, 2005). Degas’ pictures of Manet, for example, his 1968/9 Portrait of Monsie ur and Madame Edouard Manet, frequently raised difficulty between the companions, and without a doubt, Manet cut Suzanne’s go head to head of this representation, in disturb, in spite of the fact that it is thought, through examinations of Degas’ compositions, that no mischief was really planned, and, for sure, the representation appeared to have been expected as an authentic commendation to the couple, prompting a brief split in the fellowship (see Baumann et al., 1995). Different representations, for example, the carving Portrait of Edouard Manet finished in 1862/5 shows Degas’ most extreme regard for Manet, demonstrating Manet as caution and mindful, strengthening Degas’ propensity to uncover how he felt about his companions, as creative legends, and even maybe, as close to home saints who spared Degas from the darker sides of his own character, and from his very own demons[1]. Degas, the perplexing craftsman, with complex translations, would thus be able to be contended to have shown ‘hero worshipping’ towards his companions, as we have seen, through investing energy with them, examining authenticity with them, and by taking as much time as necessary to paint representations of them. What's more, Degas was an enthusiastic authority of workmanship, and he ardently gathered crafted by old bosses and peers, with the point of establishing a Museum to house his broad assortment, in spite of the fact that his loss of confidence in the possibility of a Museum, his self destruction and the ensuing war-time offer of the assortment didn't take into consideration the development of a Museum to house his assortment. As Dumas (2000) and Ives et al. (1998) record, Degas’ individual craftsmanship assortment numbered more than 5000 works at the hour of his passing, including works by bosses, for example, Delacroix and Ingres, yet for the most part work s by his counterparts, including Manet, Cassatt, Van Gogh and Gauguin. This speaks to a type of energy about their work, and, in fact, Degas is known to have just gathered the best works of every craftsman, frequently, similar to the case with Cezanne, gathering their work before the craftsmen had pulled in a vendor, or had sold their work broadly. His devotion to his work as an authority comprises, in some structure, legend adore, as one craftsman valuing the courageous endeavors of another specialists to create commendable workmanship. Understanding portrayals of companions of Degas as legends is in this manner a substantial manner by which to comprehend Degas’ serious esteem for crafted by his peers. Under this comprehension, for Degas, gathering and representation painting was a type of saint revere. References Baumann, F.A. et al., 1995. Degas Portraits: Portraits. Merrell Holberton. Dumas, A., 2000. The Private Collection of Edgar Degas. Yale University Press. Degas, E., 2000. Degas without anyone else: Drawings, canvases and compositions. Little, Brown. Ives, C., Stein, S.A. furthermore, Steiner, J.A. (eds.), 1998. The Private Collection of Edgar Degas: a rundown index. Harry N. Abrams Inc. Julius, M., 1996. Edgar Degas †over the top craftsman, fanatical authority. Contemporary Review August, pp.13-14. Lipton, E., 1988. Investigating Degas: Uneasy Images of Women and Modern Life. Meyers, J., 2005. Impressionist Quartet: the private virtuoso of Manet and Morisot, Degas and Cassatt. Harcourt. O’Brien, M. et al., 2005. Edgar Degas: Six Friends at Dieppe. Historical center of Art, Rhode Island School of Design. Robins, A.G., 1988. Degas and Sickert: notes on their fellowship. The Burlington Magazine 130(1020), pp.198+210-211+225-229. Robins, A.G. furthermore, Thomas, R., 2005. Degas, Sickert and Toulouse-Lautrec: London and Paris, 1870-1910. Tate Publishing. Sickert, W., 1917. Degas. The Burlington Magazine for Connoisseurs 31(176), pp.183-187+190-191. Vollard, A., 1986. Degas: a private picture. Dover Publications. Commentaries [1] Nowhere is this preferred represented over in his incredibly cozy relationship with Cassatt. He possessed more than ninety of Cassatt’s prints, and beside painting Cassatt’s picture, he likewise created a progression of etchings entitled Mary Cassatt at the Louver (see Julius, 1996).

Sewing minus the machine

Sewing minus the machine Im taking a somewhat lighter course load this semester. I signed up for the header software design class that assigns 15-hour-per-week psets, so I decided to compensate by only taking two technicals and two HASSes. One of my HASS classes is in French IV, which I was frightened into taking after realizing how bad my French was while studying in Europe this IAP. (My French is still pretty bad, but its getting better!) My other class is something not typically associated with MITcostume design. Everyone at MIT is required to take one HASS-A, or arts class as part of the humanities requirement. Qualifying subjects range from music to theater to painting to game designyou name it. I even found a HASS that matches my artistic outlet of choicesewing! My now most famous work: the fuzzy turquoise caterpillar. Ive been sewing since the beginning of high school, but I mostly design and sew clothes for myself. If you had asked me at the start of the semester what I hoped this class would be like, I would probably have said free sewing study hall, with maybe some pattern drafting thrown in. What the class has ended up being is some text analysis, a lot of dramaturgical interpretation, a ton of sketching, and even more watercoloring. In short, it was nothing I had hoped for and everything else. And yetor maybe because of that, Im enjoying it much more than I thought I would. The first or second day of class, my teacher, who is a professional costume designer in New York(!), said something along the lines of Clothing is characterization. Costumes are never neutraleven the smallest little detail tells you something about the person who put them on. Costumes tell you just by looking at someone who they are. That resounded with me, because thats why I love to sew. Making your own clothing is so empowering because it lets you communicate your identity and your personality instantly. Its such a raw art form because its a direct self-reflection by the wearer (and/or creator)you can use symbolism and imagery to sculpt yourself. (Once, I got so excited about the potential of sewing that I wrote an admissions essay comparing Harvard to a fabric store. I thought that was a flattering comparisonapparently they didnt agree ;) ). But Im learning that making costumes requires a lot more careful thought than making an outfit for personal use. Instead of designing for one person, youre designing for a lot of different interests. Youre trying to build a visual identity for someone onstage, so you have to act like every detail has symbolic significance. Youre designing for a specific era and setting, so your symbolism has to work within the practical and historical framework of the story. And youre designing for an audience, so your choices have to be clear enough that they convey the character, and sometimes even the plot, to the viewers. On top of that, youre designing for actors, which means you need to give some thought to how people are going to get into and out of their garments. For instance, right now were working with an absurdist play where each actor morphs between up to four different characters (onstage), the time range of the costumes spans a millenia, and the whole denoument of the plot rests on a visual costume transformation. Interpreting and outfitting that definitely involves more thinking-through than deciding to make some crazy pants. The first play we looked as a class was a libretto by Bertolt Brecht called The Seven Deadly Sins. It follows a poor girl from Louisiana named Anna over the course of seven years as she moves through seven cities, trying to make her way as a dancer/actress to send home money to her family. Though it was written in the 1930s, we were free to set the play in whatever time period we wanted. I chose the 1870s, because I thought the developmental tension the United States was undergoing at the timeReconstruction was still going on, were entering the era of industrial innovation and dirty-rich robber barons, and the western seaboard was just starting to boomwas an apt external backdrop for Annas internal struggles with familial duty, social status, and capitalist morality. It was actually an interesting play to work with because it presented a lot of material, but at the same time left a lot of room for interpretationmy classmates set Anna in the 20s, 60s, 2100s, modern dayone of our inter pretations even saw Anna as a drag queen. Before designing anything, we collect visual research to solidify the story were trying to tell, which means finding pictoral likenesses of our characters and fascimilies or inspiration for the clothing we want them to wear. When youve got a very specific demographic or silhouette youre looking for, this is surprisingly hard! Ive spent a lot of time recently scouring the web for pictures of poor white tenant farmers in Louisiana ca 1870. Burlesque dancers from the late 19th century. At the time, burlesque dancers were more like risqué actresses. The big scandal was that sometimes, instead of the giant bustles of the time, they just wore tights. Some ornate dresses from the 1870sbeautiful but astoundingcan you imagine sitting down in that skirt? Then, after you have some idea what you want your clothes to look like, time to find those patterns and whip out the sewing machine! I WISH. Now, its time to sketch. Just to be clear, the prospect of drawing a human body intimidates. the. you-know-what out of me. I dont even remember the last time I drew a stick figure. I dont think the teacher realized how bad I was at drawing, because before our first figure-drawing assignment, she gave us literally NO people-drawing instruction. I basically went into this exercise ready and willing to fail, and predictably, my first attempt was sort of pathetic. Fortunately, my teacher ultimately spent a class going over figure-drawing with us and demanded from the get-go lifelike, well-styled peopleand to my surprise, by the end of the class, I ended up with something that looked like a human being! Over the next week, our assignment was to complete sketches for the rest of the costumes in our production. I made seven more sketches. Here are some of the ones I worked on. For each person, you draw their body as realistically as possible, and then draw the clothing over their body. When I brought these in to demonstrate for the class the next week, I definitely won the most-improved award, which was no great compliment to my final artwork, but is still pretty cool. Im pretty darn proud of themtheyre a huge personal best for me! Last week was watercoloring week. (Again) we got no watercolor instructionbut at least this time I was a little more inspired to put in an honest effort. I spent five hours painting on Sunday. Heres what I came out with: We portrayed Annas transition from poor farm hand to successful actress. Including her stint as a cabaret dancer. We also portrayed some of Annas relatives And their transition to eventual wealth through Annas earnings. The really cool thing is that if you had showed me these drawings a couple of weeks ago, I wouldnt have believed I made them. This class has totally been pushing my boundaries, which is a great feeling! Plus, Ive learned a new, useful skill thats really relevant to the design process. If I wanted or needed to sketch out a design in the future to better visualize it, I would feel fairly confident doing so. Its also super nice to have a class that diverges so much from the typical work I do for my MIT classes. Painting and especially sketching is really relaxing. It requires concentration, but in a different way than doing an algorithms pset. Its like giving your brain a rest while sharpening your focus. Setting up shop in a study room last Sunday to do some paintingI was hogging two whole tables but its ok because no one was around. I may have been concurrently watching the Great British Bake Off. Im looking forward to some of the other work in this class. Our final project is making a bird costume primarily out of paper. You heard that right. Were allowed to use any materials we wantexcept fabric. Although the seamstress inside me cringes a little bit, Im suspending my disbelief*, because Ive already gotten more out of this class than I was expecting. :) *Still looking forward to a happy reunion with my sewing machine over spring break though :D Post Tagged #HASS subjects #photography

The Factors That Affect Interpersonal Communication

Communication is essential within healthcare as the transmission of information is vital to the health outcomes of the clients. Interpersonal communication is the process by which people exchange information, feelings and meaning through verbal and non-verbal messages: it is face to face communication. Throughout this essay the author will explore and discuss the factors that affect interpersonal communication and clarify these with examples in which they consider to be essential to achieve Competency 9 in ANMAC National Competency Standards (2006). Exploration of how to maintain professional standards to ensure quality of care for patients/clients and how to care for self and peers in regards to inter-professional collaboration. It will also be discussed how advanced communication/negotiation skills can be used by nurses to promote inter-professional collaboration. The author will also provide a summary of the covered topic at the end to conclude the essay. There are many factors that affect interpersonal communication. Due to Australia being multi-cultural society in regards to the various ethnic backgrounds and while English is Australia’s national language, the cultural diversity within the population has resulted in over 300 languages being spoken throughout the country according to the Australian Bureau of Statistics, 2013. Most Australians are immigrants who have arrived during the past two centuries from more than 200 countries and have brought practices of theirShow MoreRelatedInterpersonal Communication Essay1498 Words   |  6 PagesInterpersonal communication is the most important kind of communication. It happens when two individuals are in a close proximity to each other, and they are able to provide immediate feedback to one another. IPC (interpersonal communication) is the way we express our thoughts, feelings, and ideas to the people around us. 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Marketing Plan For Coffee Shop Business Essay - 1228 Words

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This busin ess plan proposes our investors an opportunity to analyze our range of illustrations and strategic focus. It also contributes a gradually plan for the start up of a business, estimated volume for business, high quality products and profitability. This report includes the following: †¢ Business Description †¢ Estimate Volume for Business †¢ Marketing and Service Strategies †¢ External Analysis †¢ Benefits †¢ Risks †¢ Recommendations to minimize those risks †¢Show MoreRelatedMarketing Plan For Coffee Shop Business Essay2015 Words   |  9 Pages Coffee is one of the most popular world’s most popular beverages. Almost every person loves coffee. Americans consume 400 million cups of coffee per day, equivalent to 146 billion cups of coffee per year, making the United States the leading consumer of coffee in the world according to Huffington post. If you are a coffee addicts or coffee lover, most likely you will begin every day with a cup of coffee. 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Special Administrative Measures Free Essays

Special administrative measures (SAMs) refers to the special rules that are applied to certain inmates especially those associated with violence, national security and terrorism. These types of inmates are considered to be very dangerous. These measures include monitoring and limiting an inmate’s telephone calls and any form of correspondence, restricting an inmate’s interview with the press, putting the inmate in isolation, and limiting the inmate’s privilege to receive visitors (Martin, 2004). We will write a custom essay sample on Special Administrative Measures or any similar topic only for you Order Now These measures are put in place to protect people from serious bodily harm or death especially if the victims are associated with terrorism or acts of violence (Martin, 2004). In case the inmate is associated with national security, these measures are put in place to prevent the inmates from disclosing classified information (Martin, 2004). Generally, such inmates have increased limitations and are under greater scrutiny compared to other inmates. The measures are so strict that in most circumstances the communications between the inmates and their attorneys are monitored in case the attorneys are used by the inmates to communicate with other criminals (Martin, 2004). The decision to place an inmate under special administrative measures is arrived at following a written request from the Attorney General to the director of Bureau of Prisons following advice by the intelligence agencies (Martin, 2004). There are several functions of SAMs and these can be classified as overt and covert purposes. The overt purposes relate to protection of the general public from harm by restricting an inmate’s contact with the outside world which is an avenue that the inmate can use to perpetrate violence or terrorism. One of the covert purposes is use of the monitored information for investigative purposes for example if an inmate is directing terrorism from the cell (Martin, 2004). Another covert purpose is to protect the public from anxiety which can result following disclosure of information about national security. How to cite Special Administrative Measures, Papers

Mission San Juan Capistrano free essay sample

The site had been chosen because it was roughly half way between the mission of San Diego to the south and San Gabriel to the north. Mission San Juan Capistrano is located by the Dana Point harbor. Most missions were built close to harbors so that they could trade the goods manufactured at the mission to ships in the harbor. Many men played important roles in establishing the mission system in Alta California. Among them were Fray Junipero Serra and Fray Fermin Francisco de Lasuen. Fray Serra was the president of the Alta California mission chain at the time of the founding of Mission San Juan Capistrano. He believed so strongly in the Catholic faith that he became a missionary in order to teach others about it. Serra was chosen by the Roman Catholic Church officials to be the mission resident of Alta California. Serra founded 9 missions in Alta California. As president, he traveled to the missions on occasion to check on their progress, help the missionaries and work with the Indians. We will write a custom essay sample on Mission San Juan Capistrano or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Fray Lasuen came to Alta California after Serra founded the first missions. He worked with Serra to establish others, including Mission San Juan Capistrano. After Serra’s death, Lasuen was chosen to head the mission chain. During the years of 1785 and 1803, he founded 9 missions and encouraged the Spanish friars to teach new work methods. He made many improvements in the areas of construction, planting and harvesting crops and raising livestock. Both Fray Lausen and Fray Serra are buried in the mission’s chapel. Mission San Juan Capistrano took many years to build. The Spanish friars and soldiers needed help building the mission. They offered the Indians food and glass bead trinkets for their help in building the mission. Over the next several years, the laborers built a church, living quarters for the missionaries and dormitories for the Indians who lived at the mission. Many of the Indians living at the mission had converted to Christianity. Mission life was not always peaceful. Some problems were caused by the differences between the Spanish and Indian cultures, while other difficulties were the result of disease, pirates and natural disasters. The Indians living at the mission were often unhappy. Not only were they forced to keep to a strict schedule of classes and work, but they were also forbidden to leave the mission once they converted to Christianity. Many of the Indians were resentful of the missionaries’ control over their lives. The influences the mission had on California can be seen today. Farming and ranching techniques first taught by the Spanish friars are a major part of California’s economy today. Many crops like olives, grapes and oranges begun at the missions and are still grown today. The work begun by the missionaries and Indians more than 200 years ago has made California one of the leading agricultural centers in the United States. In conclusion, Mission San Juan Capistrano and the other 20 missions played an important role in California history.

Walmart Canada Company Overview

Introduction Walmart Canada was established in 1994. Its inception was as a result of the collapse of Woolo, a subsidiary of Woolo Canada, which was renovated and given a Walmart banner. In addition to taking its place, Walmart Canada also retained all the former employees of Woolo. This then marked the beginning of operations for this company. Walmart Canada has since grown considerably and has emerged successful in management, marketing, service provision and expansion.Advertising We will write a custom essay sample on Walmart Canada Company Overview specifically for you for only $16.05 $11/page Learn More Walmart Canada has many discount stores distributed all over Canada and its environs. Their sizes vary from 51000 up to 15000 square feet. The stores house general merchandise and a wide variety of foods stuffs. In addition to the food, most of these stores also have; Pharmacy Garden center Tire and lube express One hour photo processing lab Bank br anch Portrait studio Optical center Fast food outlet Limited grocery outlets The Walmart Canada discount stores include full service supermarkets that have poultry and meat, bakeries, frozen foods, garden products, dairy produce, delicatessen and seafood. In addition to these, most of the discount stores also have pharmacies, pet shops and garden centers. The stores ensure that their clients are provided with virtually every service they may need once they visit. This is an ingenious way of harnessing all the business opportunities that may exist when a client visits these outlets. This resulted from studying the markets and evaluating the specific needs of clients and their determination to have all their requirements provided at only one stop. After evaluating all the specific needs of clients, the stores began offering other supplementary services like video rentals, vending of cellular phones and hair and nail services. Quite a number of alcove shops also sprung up around the s tores to capture that market too. On the 8th of November, 2006, the concept of Walmart Supercenter was introduced in Canada. This concept had succeeded in the United States of America. This was the reason why it was brought to Canada since there were great chances of its survival and subsequent success here. Just as was forecasted, the concept grew rapidly as it attracted an overwhelming crowd of customers. Within a couple of years after creation, the concept had already brought enormous profits to the corporation. Body Walmart Canada embraces quality of services, innovation and utter customer satisfaction. All the goods and services provided in its stores are exactly what its clients need. This implies that the stores capture a wide range of the available markets in a bid to maximize on their profit margins. This is done through effective market study and exemplary managerial skills that make good use of the available resources to capture a good percentage of the market share. Many have wondered how the organization manages to handle the wide range of services while registering huge profits in the process.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The organization manages this by paying particular attention to its management of operations. It focuses on a number of key factors including employee training in a bid to equip their workers with exceptional skills to handle their clients and provide explicit services to all of them. This organization also embraces the application of technology which has a wide range of benefits. It uses technology for management efficiency and entertainment too. Absolute customer satisfaction is the key idea behind making new customers and retaining existing ones. For this reason, Walmart Canada uses technology to appeal to all the five senses of its clients (Jones, Robinson, 2012). As a way of ensuring efficiency, Walmart separate d all its onstage public areas from its backstage operational areas. This limits the clashing of interests between its clients and employees in the operations. Continuous improvement of quality of services and goods has ensured that the company not only remains the preferred choice for its clients but also the number one amongst competitors. Additionally, the company has also invested much effort in listening to customer complaints and this has driven the organization to greater successes. The company’s operational management Company’s operational management is the key component of the organization as it is charged with critical management and decision making roles. The three most important issues related to this part of the organization are cost, quality and efficiency. All its subsequent roles revolve around the three key issues. For instance, the operations management of the company focuses on designing services, goods and the processes of executing them. It is also charged with the responsibility of managing the processes of executing duties and continued advancement of processes, goods and services (Christopher, 2005). Operations managers of this organization are quite significant in the management of supply chains, forecasting, technology selection and purchasing. They also play an imperative role in quality assurance capacity and resource management, and process design. Additionally, the managers do scheduling and job design for the organization. All these area aimed at coming up with the most viable and profitable business concept.Advertising We will write a custom essay sample on Walmart Canada Company Overview specifically for you for only $16.05 $11/page Learn More The company, through the operations management, understands the significance of the proper management of goods and services. For instance, it understands how quality goods and satisfactory services blend to come up with the most comprehensive pr oduct mix. Its service management incorporates human resources, marketing and operations functions. This is done in a bid to create, plan and convey services and goods in the most satisfactory manner. The company also ensures that all its services and goods have their moments of truth (Jones, Robinson, 2012). This implies that any experience customers have with the company, be it in transaction or in any of the delivery systems, ensures that they are impressed. Other ordinary but very important techniques used to customize guest experience in the stores include a cordial welcome to the premises by employees and employees who seem too impatient to offer their help. The company has also invested in client benefit packages. These are not indispensable to primary services and goods of this organization but are meant to merely enhance them. They include online customer support services and debit cards. The company’s value and supply chains Just like every other organization, the sole purpose of this corporation is to offer value to both its stakeholders and clients. Value may be described as the sensitivity of benefits offered by goods and services to both buyers and sellers. Therefore, value is perceived as the estimated benefits in comparison to the cost to clients. It is, therefore, important that businesses like this have a high ratio of value so that both the business and its clients obtain maximum satisfaction (Christopher, 2005). Walmart Canada has formulated a few strategies to ensure that its value ratio is maintained at the highest level possible. For instance, it has tried to increase its perceived profits while putting its prices at a constant. It has also tried to reduce its prices on some services and goods in a bid to increase its perceived benefits. This is not only beneficial to its customers but to its stakeholders. In addition to the strategies, the organization has also ensured that its value chains are upheld with sincerity and exceptio nally high quality. This chain begins from the organization’s suppliers that are charged with the responsibility of providing inputs to the company. The company then converts the inputs into value added services and goods through its facilities, money, information and labor (Jones, Robinson, 2012). As a way of maximizing on profits, the company has considered outsourcing some of its goods and services. The management of the company evaluates all the profit margins provided by virtually all the goods and services produced and offered within the organization.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is aimed at evaluating the validity and viability of in-house production of the goods and services as compared to their outsourcing. In the event that some goods or services are found to be cost-effective when produced by suppliers, the management then contracts other service providers to sell to them the services or goods. The company’s performance measures It is important that a big organization like Walmart Canada evaluates its performance on a regular basis (Jones, Robinson, 2012). There are quite a number of categories that form the basis of the evaluation of organizational performance. These include finances, quality, time, customer and market, innovation and learning, flexibility and sustainability. As a commercial organization, financial measure is prioritized at Walmart Canada. The basic measures here include revenue, pretax profit margin, use of assets, growth, return on investments and earnings per share. Market and customer measures may incorporate client sa tisfaction, client accounts, client complaints, perceived value and average client retention. Walmart Canada has a client contentment system that provides client rating on goods and services. This system is meant to show the relation between the rates as presented by clients and the clients’ probability to visit the stores next time. Market measures, on the other hand, focus on the percentage of sales of new products, business growth, market share and markets dictated by the geographical positions of the outlets (Christopher, 2005). The company’s competitive advantage Competitive advantage is an organization’s capacity to attain financial and market superiority in its field over its competitors. In order to ensure that it has the much needed competitive advantage, Walmart Canada has formulated key components it is managerial positions that counter competitors’ strategies in the fight to woo more clients and retain them at the same time. First, it ensures that all the unique needs and expectations of customers are well understood by its management. Additionally, its management has put in place strategic measures that formulate effective value chains with the capacity to meet all the customer needs and expectations. As if that is not enough, the organization has leveraged and built operational capacities aimed at supporting the priorities of their clients (Christopher, 2005). It is also important that the company comprehends the specific needs and wants of clients. It is only through this that it will be able to fully satisfy them by providing exactly the needed and expected services and goods. The company has therefore ensured that it meets all order qualifiers intended to conform to the minimum recital level that is needed for a company to stay in business. Walmart Canada has further gone a notch higher to meet order winners that are aimed at differentiating the benefit packages of clients from other competitors in the markets (Jone s, Robinson, 2012). This then makes Walmart Canada a winner in attracting clients. The company’s services’ and goods’ designs It is important to note that the configuration strategies for goods and services are highly dependent on the client’s needs and the markets targeted by the goods. They are also dependent on the values that clients would want to see when they visit an outlet for goods and services. For instance, clients would want to be associated with outlets that are more responsive to their needs, those that are most convenient for them, those that provide sufficient information about their products and services and those that enhance their experience through entertainment. The fact that clients always want several channels for purchases cannot be forgotten in this case. Therefore, a company that understands all these will stand a better chance of wooing more clients to purchase its services and goods (Christopher, 2005). Walmart Canada should e valuate and know all the loopholes in its market and formulate rational strategies that can see it through the struggle in the competitive market. It is supposed to design goods and services that are in line with the specific and unique requirements of its clients and that conform to the specific terms of clients. These designs are guided by quality function development which aims at incorporating the voices of clients in every organizational decision (Jones, Robinson, 2012). Conclusion The success of an organization is measured by the satisfaction it offers to both its clients and stakeholder. Organizational success is, however, a fundamental component that needs utter precision in organizational decisions and strategies. Quality and customer satisfaction form the basis of the growth of profit-oriented organizations. Therefore, it is imperative that corporations like Walmart Canada focus their resources towards satisfying both their stakeholders and customers in order to achieve d esired financial and reputational results. References Christopher, M. (2005). Logistics and supply chain management: Creating value-adding networks. Harlow, England: Prentice Hall/Financial Times. Jones, P., Robinson, P. (2012). Operations management. Oxford: Oxford University Press. This essay on Walmart Canada Company Overview was written and submitted by user Mohammed Stark to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sasanian Silver essays

Sasanian Silver essays In the broad world of islamic art its not always easy to tell were the piece your looking at comes from, what period it was created in and what materials were used to make it. It can be complicated as islamic art differs from country to country and in some cases from city to city. Every area has its artistic specialty as does every period of time. The three bowls Im going to discuss are all pieces of Islamic art, two of which are made in Iran and on that is made in either Syria or Egypt. I chose these bowls because they all have different styles of decoration, each decoration is unique in its own way, but all decorations are considered features of islamic art. The first piece that caught my eye was this bowl on display in the Fountain of the Light exhibit. This bowl is from either Egypt or Syria and was made for Mamluk sultan Al-Malik Al Muzaffar, Saif al-Din Hajji who ruled for only one year. Just by looking at the piece you can tell it was made for royalty, and its probably not a bowl you would put fruit in. The bowls body is cast brass, with silver, gold and a black compound used to emphasize its lines. The bowls most noticable feature is one that is common in Islam, calligraphy. The inscription on the bowl was inlayed in silver, it praises the person it was made for and shows that he was looked upon quite highly saying; "The loft authority, the lordly, the emir (prince), the possessing, the learned, the diligent, the holy warrior, the defender, the protector of the frontiers, the fortified by god, (officer of al Malik) al-Muzaffar." The style of arabic calligraphy this was written in appears to be Naskhi. Every letter and pronounciation appears to be present on the bowl which means a good job was gone with the inlay aswell as with perserving the bowl so that the inlaid pieces are not removed and have not fallen off. The calligraphy on the bowl is not continuous however, it is seperated by six round shaped designs, also inl...

MANAGING PEOPLE IN RETAIL Essay Example | Topics and Well Written Essays - 2000 words

MANAGING PEOPLE IN RETAIL - Essay Example If a specialist candidates is required, a job agency has the expertise to attract the right person; many also agencies specialize in the candidates they attract e.g. accountancy, haulage. Agencies take the worry out of the employment headache, and for the small business this can save a lot of time. But, unfortunately, they are unable to gauge the exact needs of each individual company. As the agency interviews all candidates, they cannot detect subtle personality requirements, which would help the candidate settle in. If the candidate is found to be unsuitable, this means more lost time. Finally, agencies also charge a fee; so if we are going to use an agency, check their fees, as they could prove quite expensive. Many Job Centres offer recruitment services for companies who use them to recruit. For example, many will offer a room to interview potential candidates; others will help to draw up a short list based on our job specification. Above all, this service is free. Needless to say, this will save a small business quite a lot of time and money when recruiting. This is an effective method as it reaches a large audience in a short space of time, often resulting in a significant amount of interest. We can also target an area or specialist profession, as there are a multitude of magazines and newspapers on offer to choose from. However, we may find that the more specialized or selective we become, the more we have to pay to the advertisement, so it can work out quite expensive. Additionally, if we want to attract the right candidate, we need to have some publishing skills to produce an attractive advertisement. We can of course use a specialist publishing company to design the right ad, but this will again cost us money. Our company is a modern fast growing young retail business. We have a wide net of hypermarkets. We have many branches of our business worldwide and have built up a good reputation within our field of trade. We are

Pre School Observation Essay Example | Topics and Well Written Essays - 1500 words

Pre School Observation - Essay Example It can be noticed that many children in the class are overweight but Edwin seems to be have a well proportioned body. Edwin is one child in the class who has good physique. 3. The three things that acknowledged his status as a preschooler was his talkative attitude, his impulsive behavior and his hyperactivity. I observed the way he talked, which was without a break. Moreover he was not able to stand in one place; he was very impulsive and acted whatever he spoke out in words. Also he was not standing in one place and was moving continuously. 4. Looking from the health perspective, Edwin was a normal child with good physique and a cheerful attitude. But it is a fact that he is bit over grown compared to his classmates. His body also showed an overgrown aspect which when compared to his aged children become odd. I can take this fact as a hereditary attribute as his parents both are tall and well built. Emotionally he seemed to be strong with good activity and physical capabilities. 1. While observing closely, the three gross motor skills that can be pinpointed are the way he walked, ran and did sit dups. I noticed that while walking, he was not placing his foot with pressure on to the ground and it seemed as if he is not touching the ground with his feet. While running, I observed that he ran with his shoulders stooped to front which was not a healthy way of running, this can hurt his shoulder with time. When I asked the class do sit –ups, he could not get up properly and had to place his hands on legs. I could see that Edwin was not enjoying the sit – up movements. 2. While comparing what I read in book and activity of Edwin it can be understood that what Edwin was doing was not exactly right. The walking part can be understood as he his hyper but to place shoulder stooping while running is not a recommended activity. Doing sit – ups he was normal as

The problems autistic children face in mainstream schools

The problems autistic children face in mainstream schools Autism is a disorder with the brain which affects the learning developmental process of a person. It is a nuerodevelopmental disorder condition that affects the functioning of the brain as stated by the American Psychiatric Association (in Mulligan, Steel, Macculloch Nicholas, 2010 p.114). This can affect a persons social interaction and communication ability to a point where they are deemed unsuited to work in a mainstream environment. Symptoms of Autism can be discovered from a very young age. Autism can be diagnosed according to an autistic spectrum which determines the severity of the persons condition. This includes a list of disorders ranging from mild to major. The Autistic Society categorises Autism into three different types of disability (Batten, Corbett, Rosenblatt, Withers Yuille, 2006). One type is a very limited range of thought and behaviour with very limited scope for imagination where the individual may carry out repetitive or ritual-like actions which become a way of life. This may include focusing on minor details rather than focusing on the main object. For example the individual might focus on a piece of clothing rather than focus on the person wearing it or focusing on a particular part of an object rather than the whole object. Another characteristic is limited verbal and non-verbal communication with very impaired two-way conversational skills. An autistic person may also fail to understand another persons emotions, gestures, or way of thinking and will treat these differences as alien compared to their own character. This may also lead to over-literalness when interpreting something. The final category is a difficulty with social relationships, with an expression of solitude and detachment from reality. I aim to try and find out if and why it is difficult for children, suffering from autism, to study within in a mainstream environment. I have wondered whether children with autism are able to enter mainstream education with their handicaps. One has to take into account the comfort zone of the child, how the child is able to cope socially with his surroundings and their ability to cope with peer pressure or bullying. The symptoms of autism are such that it has great effects on how children with autism learn. Each individual will have their own reaction to the learning they are exposed to. Therefore it is necessary that schools take time to accommodate those with disadvantages such as autism and manage each childs necessities. Even if schools and classes for children with autism have managed to devise a particular method of teaching specifically implemented to complement the childrens autism, it may not be as easy to achieve in classes where there is only one child with autism or in classes that also include children with a range of different disabilities (not just mental). Without mainstream education, does this mean that children with autism are doomed to never be able to attain a high-position job in the future? I shall start by analysing from the point of view from teachers about possible mainstream education from a research carried out by Helps, Newsom-Davis Callias (1999). They make a point in highlighting the increasing significance of the teachers role in helping children to learn. They mention that teachers work very closely with children and also work under ever-changing conditions; different children each year and the problems they individually or collectively pose. They highlight the importance of the teachers ability to enrich their social and communication skills. An early intervention into the education of a child who suffers from autism is best in order for their benefit. Most importantly, they highlight an integrated education in autism (Helps, Newsom-Davis Callias, 1999 p.288). Riddel and Brown (in Helps, Newsom-Davis Callias, 1999 p.288) states that there are increasing cases of children with autism undertaking education in a mainstream environment. It is not sufficient enough to rely on the skills of a good teacher alone, but some prior and extensive knowledge and preparation should be undertaken in order to deal with autism. Powell and Jordan (in Helps, Newsom-Davis Callias, 1999 p.288) also state that the normal intuitions of good teachers are likely to mislead when applied to autism. This implies that normal methods of teaching cannot be applied in the same way and have the same effect it would over normal children. They supplement the argument that specific knowledge of the range of disabilities is crucial in achieving the best out of education for those with autism (p.289). The research itself was conducted in order to find out what the teachers perceptions of autism were and what training they had received and how it was being applied in the appropriate setting. It turned out that 70% of mainstream teachers that had been researched had experiences of handling children with autism. Amazingly 5% of the 70% had any sort of specific training to deal with children with autism (p.290-291). The research came to the conclusion that the majority of the teaching staff did not have a strong understanding or knowledge of the basic theoretical understanding of autism. Many remained unaware of the bigger implications of the condition and many believed in outdated beliefs that were either inaccurate or very superficial. I believe that this inadequate understanding and lack of attention to children with autism makes it extremely challenging for these children to have any chance of an equal footing with normal children in the mainstream environment. Although it should be noted that the survey research sample was only a handful of schools and teaching institutions in England, this cannot possibly labelled as a research to represent the whole of England. The research itself was published in 1999 and with modernisation of technology and evolution in society; a change in these statistics is possible. But based on these results, those with autism face a challenge integrating themselves mainly due to lack of awareness on the teachers behalf and this problem must be rectified. These days there is a growing demand for special assistance for those with special needs in education. A BBC article about this issue highlighted the fact that a couple of decades ago, those in mainstream schools would consider a child with special needs as an alien subject as placing special needs children into mainstream education was not common in the past (BBC Website, 2006). However these days, integration of children with physical and learning difficulties into mainstream schools has started increasing with more awareness towards their difficulties. The BBC also goes onto mention that many special needs schools were gradually closed down in the 1980s, in order to promote integrated education amongst children with special needs or those without any. Yet the report also goes on to question whether integration is such a good idea for autistic children. According to opinions of parents with autistic children collected by the National Autistic Society, one third of the parents would favour their children being educated in mainstream education, one third would prefer their children to attend a special needs school where they could receive sole attention and the remaining third preferred a mix between the two situations. According to the National Autistic Society, within a research compiled by Barten, Corbett, Roseblatt, Wither Yullie, parents now want a range of provision including mainstream schools with more emphasis in resources and more schools which cater especially for special needs (Barten, Corbett, Roseblatt, Wither Yullie, 2006, p.3). The report discusses whether parents had a choice whether they sent their children to mainstream or special schools. Over half of the parents who were surveyed by the National Autistic Society stated that they were not given a choice. 33% of parents felt that they were given an opportunity to choose for their children to be in mainstream schools. 59% felt that that once they their children had reached secondary school, their options of choosing school became a lot narrower. They suggest that help for children diagnosed with levels of autism at a secondary school level is lacking. Race and ethnicity apparently plays a role in having a choice or not. Races bar white British families were less likely to have a choice in choosing schools which suggests unfair discrimination. Half of the parents in the survey felt that they were not satisfied with the schools their children were enrolled in. The majority of parents stated that they felt autism-specific special schools were the most beneficial for their children. 43% of parents whose children were in mainstream schools thought that an autism-specific special school would better support their child. The report highlights examples with quotes from various parents including Mainstream school dismissed any intention of educating my son when they discovered he had autism (Batten, Corbett, Rosenblatt, Withers Yuille, 2006, p.9). The article also defines the word inclusion not merely just the act of placing an autistic child within a mainstream environment but also it is about making appropriate provision to meet each childs needs and reasonable adjustments to enable each child to access the whole life of the school (Batten, Corbett, Rosenblatt, Withers Yuille, 2006, p.4). A child with autism is not necessarily a child without some kind of talent. A child with autism can suddenly excel in a discipline or have talent to make up for its disadvantages. A school must identify the individual needs that should lay a marker for identifying what type of school they should attend and the support they will need to receive in order to complete their education. The theory of inclusion according to Harmon Jones (2005 p187), à ¢Ã¢â€š ¬Ã‚ ¦. when special education students are included in the regular classrooms, they have greater achievement, better self concepts, and more appropriate social skills than those special education students who are plac ed together in one classroom. Another example of the encouragement for mainstream education is highlighted with Rogers report (2004) where she highlights a school in Japan, the Boston Massachusetts Higashi School, which takes in only children with learning difficulties. They have come up with a curriculum with a teacher delivery that is based upon the common age rather than by developmental level (2004, p.49). This shows that mainstream methods have spread across the world. In a journal report by Philip Whitaker (2007), he conducts a research experiment using surveys for parents asking for their opinions on their satisfaction of their childrens education. The majority of the children and young people in the research were educated in mainstream schools and had not been to special needs schools to receive supplementary help. Less than half the parents who were given the questionnaire returned with responses. This was very similar to the response rate of parents whose children were catered for in special schools. The outcome showed that more than half of the participants were either satisfied or very satisfied with the educational support their children receive (Whitaker, 2007, p.173-174). However the report also notes the possible problems that could distort the research findings. For example, the parents may not have the experience to judge whether the education and autistic resources are being beneficial towards their children. The parents who described themselves as dissatisfied appear to have concerns regarding many aspects of the provision made for their children as well as concerns relating to their childrens experiences and progress (p.174). The most common response was that of disagreement by parents. All but one of the rating items recorded only a very modest measure of agreement with the item referring to their relationship with the school in the results. Parents placed particular importance in gradual confidence in social skills, a clear understanding between teacher and child, and a broad capacity to enable to handle all types of children behaviour, a decent structure for children to be able to follow and to ensure that the child is happy within the study environment. Later in the report, it states that parents were worried overall about their childrens social experiences at school. Across all respondents, only half of all children and young people were said to have friends and only one in five of the parents felt that t heir children were accepted by their fellow peers (p.175). Issues during recess or break times seemed to be a particular issue for parents with 70% of them indicating this was a cause for concern. One in ten parents spontaneously mentioned bullying in their response to the open-ended questions and this was an issue that aroused understandably strong feelings. In this context it is perhaps not surprising that their childrens happiness was such a prominent issue for so many of the parents. Comparing these statistics with the idea of inclusion, it appears that a potential barrier that could prevent children from integrating themselves is an unfriendly environment. A developed understanding with the teachers was also considered important in order to maintain the best results from education. However Whitakers report placed more importance on the social aspect and surroundings unlike previous examples which placed importance on the increasing role of the teacher. Another report by Humphrey (2008) states that research indicates that students with an autistic handicap are more susceptible to bullying at school. Furthermore, students with autism are more than 20 times more likely to be excluded from school than those without special educational needs (Humphrey, 2008 p.24). Children with autism constantly have to fight stereotypes and unfair treatment simply because they are not normal. Humphreys report seems to ally itself with Whitakers point of view in that the social aspect is the most crucial in determining whether an autistic child settles or not. Singer (in Humphrey, 2008 p.32) argues the autistic spectrum is often associated in the public mind with images of rocking, emotionally cut-off, intellectually impaired children and RainMan-like savants. The relationships students with autism have with their peers could be both a barrier and an enabler to their successful inclusion in school. In a recent study according to the report, nearly all s tudents reported being bullied at different levels of severity and frequency. Humphreys research includes a dialogue during an interview with a student in which the student was reported to say: People in my class know about my autism at school thats why they likely pick on me. If incidents of name-calling and physical violence were one-off events, then they might not be considered unusual. Chan and Smith (in Humphrey, 2008) suggest that many students will experience either petty name-calling or physical violence or in worse case scenarios both at some point during their schooling. Subsequently bullying and aggression towards these students turned out with more frequency than anticipated. This can lead to the unfortunate scenario of social exclusion. This can lead to a serious problem when an autistic childs behaviour impacts upon another child, such as irritation from the childs constant talking and consequently disrupts the learning environment which creates more unnecessary pressu re for teachers and therefore the inclusion technique fails. It appears to be necessary to create a friendly atmosphere and somehow integrate these children together in a positive manner and avoid conflicts or ostracizing. I shall now try to expand on the idea of inclusion of autistic children together into mainstream schools. An inclusive education brings all children together without highlighting differences. Those with disabilities will be grouped with normal children and be educated together. A research undertaken (in Reed, Osborne Waddington, 2009) observed the performance rate of children with autism in mainstream settings and to determine their performances within the education system. The abstract reveals that there was actually no significance whether students were enrolled in mainstream or special needs schools (Reed et al. 2009 p.1), although special schools did emphasise the importance of social and emotional behaviours. Although they note the upcoming progress of the inclusion process of children of all abilities, they question whether the actual inclusion policy will end up being beneficial to the students on a whole (p.4-5). Harris and Handleman (in Reed et al. 2009 p.5) suggested that the social behaviour aspect may have more bearing in the investigation than the academic performances to achieve the most ideal inclusive settings. After concluding their research, the report discusses the potential difference between mainstream and special schools. It revealed that special schools made a stronger impression in aiming to improve social and behavioural aspects of the children. Although they hint that the results are not very strong indicators to advocate for a strong conclusion, they suggest that children are probably going to benefit more emotionally and socially by going to a special school (p.12). Judging by this mini conclusion, I believe that the social integration is the biggest issue into helping a child settle. This report appears to suggest that children are going to benefit less by going to a mainstream school as they appear to have less focus on trying to improve a child emotionally and socially. Yet the report also explores other possibilities such as the provisions children receive at school and the parents influence. Humphrey Lewis (2008) compiled a report on the actual experiences of students, who have autism, who attended mainstream secondary schools. They reveal that there is a significant impetus to have more students who require special needs attention integrated into mainstream schools. They give two reasons as to why this sudden increase in integration is the case. First, Farrell and Ainscow reveal (in Humphrey Lewis, 2008) that there is growing momentum for mainstream inclusion for children and adolescents with special needs (p.23-24). The second is provided by Connor (in Humphrey Lewis, 2008) who states that with the current increasing realisation that by grouping children who have autism together into one class may not be the most beneficial for the children. They analysed 20 students across 4 secondary schools in the North-West of England through interviews. Teachers, Assistants, Parents and classroom/break time observations were also used in the investigation. The listed objectives included: exploring the perspectives of some autistic students within a mainstream environment, to log everyday experiences of the students, to identify their immersion into a school culture to see if it is being beneficial or hindering to a student. A total of 20 students with Autism (age ranging from 11-17 years old) participated in the study. The student sample was taken from the four chosen mainstream secondary schools from the North-Western region of England. As standard procedures, consent needed to be granted by each schools management consultants including written consents from each students parents accepting the purpose of the research. Then to question the students, the team of researchers would be accompanied by a member of staff (a person whom the student will have most likely studied under or whom would recognise). During the research they introduced diaries for students to keep record of their experiences; this was seen as a useful way of getting information which wo uld have otherwise might have been extremely difficult to get hold of, a way to avoid potentially embarrassing or pressuring the students into forcing out their emotions. The diary method can gain access to personal and intimate thoughts that may not emerge in an interview context. However, if this method of using diaries were to become an actual part of the curriculum, I would suspect that some of the children would have no interest in using it independently and will rather rely on instruction to use it. Nevertheless, the diaries provide a less intrusive alternative to performing a series of interviews that would still produce rich and meaningful data as the individual is under no pressure and can fill out the diary in their own way and time (Humphrey Lewis, 2008 p.27). Ethical considerations were observed for the study. The results were separated into different analytical themes. The first topic to appear was the concept of what autism meant to the individual. The responses were negative and the individuals responded with responses such as Oh my God Im a freak, one particular response from a student after being told that he had Aspergers Syndrome (p.31). It is believed that the students formulated their own view of themselves and how they deal with Autism through the feedback they receive from others. One student recounts of his frustrations that staff at his school had been notified of his Aspergers syndrome which prompted an uncomfortable and embarrassed response: Id prefer they didnt know because everyone treats me differently and I dont like being treated differently (p.31). An interesting contrast to the previous response was seen in a subset of students for whom their Autism was simply a part of their own identity. They had grown to accept and even be proud of their differences. As one student commented, Sometimes I think I am normal, Im treating this autism very well. Im top of the class and doing very well and Ive got a good future ahead of me and Ive got a vocabulary, Ive got very good friends (p.32). The mention of friends shows how far this particular student has come to overcome differences and integrate himself into the mainstream environment and make a social connection. Another set of results concentrated on the particular traits of Autism and how it was reacted to within the classroom at school. One example shows a student gaining confidence due to his particular strong and precise interest in certain elements of sporting talents, with his classmates asking him questions on how he is able to maintain strong interest on such a topic. Unfortunately aside from curiosity, it also inevitably leads to incidents of bullying due to the social naivety of the autistic students, making them very vulnerable targets (p.33). An example shows how a student took a joke literally and frustrated the individual who started the joke who resorted to verbal bullying which in turn upset the student who had been the original victim of the bullying. A students relationship with his/her classmates proved to be a make-or-break factor in his/her attempt to integrate into the school community. Nearly all of the autistic children were victims of bullying and teasing which can h ave a drastic effect on the childrens moral and overall satisfaction of being at school. Samples of diary entries revealed that bullying occurred often. Inevitably those with special needs are most likely to be targeted by bullies simply because they are different. Depending on the individual, he or she may not possess the character or resilience to shrug off or confront the bullying. However there were instances where it would be counteracted by support from (and often enduring friendships with) fellow peers. There are examples of students who have expressed their feelings through crude drawings (p.36). Undoubtedly this type of situation will lower any students self-esteem and confidence, let alone students with special needs. The report goes onto talk about the levels of anxiety and stress in school. The school environment itself was a considerable source of anxiety. Students thrived off order and predictability which composed their everyday school life, implying any kind of chang e to a routine would throw off the students and potentially bring about a negative reaction. This also possibly shows that these children crave structure or something to follow, especially during the younger years. There were some who were able to deal with distractions but for others, it was not as easy to ignore and they felt upset and could not concentrate and therefore could not progress. Finally the theme of working in conjunction with the teachers also came up in the report. Students reacted differently once again to teachers assistance. Most welcomed that there was somebody looking out for them, reassured to know that they could turn to someone for help. However, students also felt pressure due to the lack of discretion from teachers. It was obvious for everyone to see that they were receiving extra support which only served to highlight further the differences between themselves and their peers. This made them more uncomfortable and resentful to the fact that this difference in ability was exposed. The presence of a teacher only helped to impede their attempts to integrate and make friends in the classroom. It seems apparent that a teachers understanding is important, as highlighted earlier in the essay. The teacher must also have confidence in dealing with children. A lack of understanding of individual students needs resulted in the teachers, in this report, dep ending on assistant staff members to prepare work for a student. The final key theme to emerge from the study was how the way in which students with autism attempt to understand and assimilate themselves successfully into the mainstream school environment, set against contexts in which they feel both very different from others but also the same, and experience both acceptance and rejection. In conclusion the argument that autism poses within an educational setting will be inevitably different for every child. Some children are capable of handling general education classes with assistance, while others would possibly benefit better from a self-contained classroom where they are not mixed with mainstream. Students were experiencing adaptations to common ways of working and interacting that seemed to lead to a more positive experience of schooling. It is important to acknowledge though that whilst useful, the childrens views and experiences themselves are a part (albeit a significant one) of a larger picture, and any full account of the inclusion process must also be explored deeper. It is a mistake to assume that because a student with an autistic disability is still academically able, he or she should be able to cope in mainstream school. On the contrary, as demonstrated in the current research, difficulties in social communication and interaction experienced by such stu dents are likely to increase their exposure and vulnerability to bullying and social isolation which can lead to depression and feelings of not belonging. These are one of the most obvious reasons why autistic children have to overcome so much. Having teachers that are aware and are able to integrate the children with autism has a huge bearing on whether the children are able to settle themselves amongst their peers. The parents must also be vigilant in order to choose the correct schools and to also detect when their child is unhappy and is not benefiting from the learning environment. Family influence counts a lot when it comes down to children. Regardless of the type of school they attend, those with Aspergers syndrome must be taught in an environment that understands and caters for autistic children. It requires schools to be responsive to the needs of individual children by teachers and also provide support to staff that should have ideally some sufficient background and traini ng in identifying the different aspects of autism and how to respond to given situations. Although many of these research articles claimed that their survey samples were too small to be considered a nationwide survey, the recurring themes help to certainly give an idea of the possible reasons of difficulty autistic children face when placed in a mainstream education. Word Count: 4482

Benefits of Rehabilitation in the American Juvenile Justice System

Tanush Swaminathan Ms. SimmonsHonors ELA 1A06 March 2018 Benefits of Rehabilitation in the American Juvenile Justice System In 2010, according to the U.S Department of Justice, approximately 70,800 juveniles were incarcerated in youth detention facilities alone, with 500,000 total youths brought to detention centers in any given year. The juvenile justice system, which was set up in 1899, has previously focused primarily on the punishment of juveniles, but recently, between 2005 to 2012, its focus changed: switching to rehabilitation of these children, providing them with education to help fix their problems. Emphasis on rehabilitation rather than punishment has made the juvenile justice system more effective, helping better the children's lives and providing them with support and comfort. The juvenile justice system was first created in Illinois in 1899, and a lot has changed since then. Due to the large crack cocaine epidemic in the 1980's, the government started using harsher laws and punishments, leading to more convicted prisoners. After a couple of decades of reconsidering the objectives of incarceration, the government began to introduce the ideas of rehabilitation between 2005 and 2012. The result was a bettering the youths lives and the opening of doors for their future. An example is the case of Hernan Carvente. In 2008, 15 year old Carvente shot a rival gang member in Queens and was arrested and sentenced to a 2-6 year sentence. He served in a juvenile facility, but at the facility he received â€Å"counseling and other support. He also began a college program†¦..he's grateful for the opportunities he was given while in custody. Now 25, Carvente earned a bachelor's degree and is planning to go to graduate school† (Stoffers 10). This is a prime example of how rehabilitation can benefit juveniles. By providing education and support, Carvente's life was turned around. Opportunities were given, allowing him to continue his education and become a productive member of society. Rehabilitation also prevents juveniles from returning to detention centers or prisons in the future due to committing another offense. This not only improves the children's lives, allowing them to have a future, but also can cut down on the costs of incarcerating juveniles, which currently stands at a whopping $5.7 billion a year (Stoffers 8). Incorporating rehabilitation into the justice system allows children to feel much safer, providing counseling and various other resources. Many states are changing their detention centers to look like schools, making the transition for juveniles much easier and more familiar, while having the same security levels. In Brazos County, the traditional detention facilities are â€Å"also moving towards a more humane, normalized environment that does not re-traumatize children who often come from difficult circumstances†¦incorporating so-called â€Å"special needs† housing pods designed to accommodate behavioral issues, mental illness.. afterschool programming, life skills training, and special interest classes†(Pitts 13). A slow transition from an aesthetic point of view, as well as counseling and extra classes allows these individuals to feel more comfortable and receive more help. It provides a much safer environment and prevents them from having to face circumstances like those that led them down wrong paths, as many of the juveniles incarcerated come from poverty and from low income neighborhoods. The change to a more familiar setting, like schools which they are used to, reduces trauma and intimidation. The different housing pods and counseling methods also allow the children to be treated and helped along the way. This could help them better understand and, in the future, best rectify their past mistakes, which would stop them returning to these facilities and allow them to live a more successful life. The extra classes after school also give the individuals a chance to open up their mind to learn something new or acquire new skills. These type of facilities provide a lot of support and help, along with extra-curricular classes, to spark new interests or help the children find a productive hobby. Rehabilitation also leads to the juvenile system being more beneficial for the incarcerated. The numbers speak for themselves: as of 2010, â€Å"More than 100,000 children were incarcerated on any single day. In 2013, that number was down to 54,000†¦.and they and their families are receiving treatment for a fraction of the cost of incarceration†(Hannum 19). Implementing rehabilitation rather than punishment in juvenile detention centers decreased the number of children incarcerated on any given day by half. This proves that rehabilitation is more advantageous for the children, as many of them are stopped from becoming repeat offenders. It also makes it much more cost effective for the government and for the criminal's families. Because many such children come from broken homes and a poor background, the families often do not have enough money to spend in order to get the juveniles treated and rehabilitated. Now, with the help of rehabilitation, the individuals can get treated for a much cheaper cost than incarceration, saving money for the government and families, while also allowing more children to get the help and the support they need. The evidence above also shows that rehabilitation is much more effective and has a bigger impact on children in terms of preventing further criminal activity, rather than punishment alone. Recently, many actions have been taken to further spread rehabilitation and end many of the punishments faced by prisoners. The Supreme Court has been recently reviewing the Eighth Amendment, which states that cruel or unusual punishments shall not be inflicted on citizens. Two punishments specifically, the death row and solitary confinement, have been banned for people under the age of 18. These landmark cases have changed the justice system and promoted rehabilitation for juveniles. An example of this is the Supreme Court case Simmons vs. Roper. Simmons had committed a capital murder at the age of 17, and was sentenced to death at the age of 18. Due to the fact that Simmons committed the crime when he was 17, meaning he was juvenile, his death penalty was set aside and he received life imprisonment without parole. From that particular case ruling on, children under the age of 18 who were not legal adults at the time of the crime were not eligible for the death penalty. Another example of a Supreme Court case is Graham vs. Florida in 2010, which â€Å"ended life sentences without parole for crimes other than homicide committed by juveniles†¦ Then last summer, in Miller vs. Alabama the court ruled that imposing mandatory life sentences without the possibility of parole for juveniles violates the Eighth Amendment†(Brown 22). These cases are some examples of the slow shift from punishment to rehabilitation.The gradual transformation from punishment to rehabilitation is more beneficial for incarcerated youths. Rehabilitation is effective, it helps better the children's lives, and also provides them with assistance and a feeling of safety. Extracurricular classes are also provided to help them find new hobbies. In contrast to the use of punishment, rehabilitation has cut down on the cost of incarceration, and prevents juveniles from returning to detention or correctional facilities in the future. This as a result allows more juveniles to receive the treatment without having repeat offenders taking advantage of the facilities again and again. Not only this, but it also provides better therapy and support so that the individuals can become successful by bettering themselves and moving past their previous surroundings. Works CitedBrown, Sarah Alice. â€Å"Kids Are Not Adults.† State Legislatures, vol. 39, no. 4, Apr. 2013, p. 20. EBSCOhost, search.ebscohost.com. Accessed 26 February 2018Hannum, Kristen. â€Å"A Deficit of Hope.† U.S. Catholic, vol. 81, no. 5, May 2016, pp. 12-19. EBSCOhost, search.ebscohost.com. Accessed 14 February 2018.Pitts, Andrew. â€Å"The Changing Face of Juvenile Justice.† American Jails, vol. 31, no. 5, Nov/Dec 2017, pp. 8. EBSCOhost, search.ebscohost.com. Accessed 15 February 2018.Stoffers, Carl. â€Å"Juvenile Justice: Can Young Criminals Be Reformed? A Growing Number of States Think So–But Not Everyone Is Convinced. (Cover Story).† New York Times Upfront, vol. 150, no. 6, 11 Dec. 2017, pp. 8-11. EBSCOhost, search.ebscohost.com. Accessed 12 February 2018..

House of Leaves

China, IL, I would like to hear more about Zampano and Johnny’s mother being the same. What did you talk about in your class? I agree with most of the contributors here that there is a lot of evidence in favor of Zampano and Johnny being the same person, although even the examples themselves (including mine, below) don’t really give much away as a result of the complicated narrative structure. In my class, my professor draws a diagram every day with concentric circles, the space between each pair of circles representing a different narrator dictating the actions of the narrator within his narrative, and so on. For example, The Navidson Record is in the center, Zampano encircles The N. R. , Zampano’s reading assistants/volunteers encircle Zampano, Truant encircles Zampano’s readers, and the Editors encircle Truant. This doesn’t even include Johnny’s mother, another potential author. To make a long story very short, anybody could have written anything, and the â€Å"errors† and â€Å"typos† don’t help—they make it even more confusing. Take for instance page 320. Near the top, in the second paragraph, Zampano writes, â€Å"Regrettably, Tom fails to stop at a sip. A few hours later he has finished off the whole fifth as well as half a bottle of wine. He might have spent all night drinking had exhaustion not caught up with me. † This should read â€Å"caught up with him† but instead suddenly switches to the first person. This could mean several things: 1) Zampano made a Freudian slip and referred to himself here even though he didn’t drink 2) Johnny has been writing the Navidson Record all along and slipped (it would make more sense since he, like Tom, depends on drugs and alcohol to function) 3) Johnny did it intentionally just to screw with us 4) (and this is a stretch) Maybe they’re Navidson’s words. If Navidson was real, it would make sense that he would make an error because the subject of Tom is so painful to him What do other people think?