My Ántonia, Individualism Essay Example for Free

My à ntonia, Individualism Essay (Individualism: Its Influence over Lena, Jim and à ntonia During Their Childhood, Adolescence and Adulthood) â€Å"The longest journey is the journey inwards. Of him who has chosen his destiny, Who has started upon his quest for the source of his being† Dag Hammarskjold.1 This individualist journey, Hammarskjold refers to, consists of two very important elements which contribute to individualism: (1) having the awareness of personal accountability before the Lord and Savior and (2) having a self-sufficient nature as a fountainhead of a person’s individuality which was required to settle the American frontier. These key ingredients mixed with an untamed land tempered the settlers into what we know them today as Americans which may be observed within Willa Cather’s My Antonia as the reader follows the lives of three key characters: Lena, Jimmy, and Antonia. Cather herself searched for her own individualism which she juxtaposed in this 1918 literary work with the character Jimmy. Both he and the author of the story were born in Virginia and at an early age were sent to Nebraska to join their grandparents. And much like the author, he had the pleasure of growing up with a variety of immigrants and stories. Such narratives inspired the author throughout her writing career. My Antonia follows the endeavors of the female protagonist, Antonia, and her foil, Lena, as they struggle in a new country, language, and culture seeking happiness and fulfillment in their lives which Cather so often observed in her childhood immigrant neighbors. Likewise, the reader learns about Jimmy with his own personal struggles as he strives for autonomy in a rugged territory with strict moral codes. Willa Cather’s My à ntonia addresses the notion of individualism which is best seen through direct and indirect characterization of three dynamic characters: Lena, Jimmy, and à ntonia by means of analyzing three stages of life: childhood, youth, and adulthood. A remarkable example of individualistic growth is depicted in Lena Lingard who lived in the countryside with her newly transplanted Norwegian family outside Black Hawk, Nebraska. The reader first encounters Lena through direct characterization as she is described as being â€Å"bareheaded and barefooted, scantily dressed in tattered clothing† (106)2 when she was just a child looking after her family’s herd. In the first part of the book she is introduced as a wild, poorly dressed working girl in charge of farm tasks much like other foreign girls: â€Å"Lena lived in the Norwegian settlement west of Squaw Creek, and she used to herd her fathers cattle in the open country between his place and the Shimerdas† (106). Further along in the novel, there is a clear change in this character’s life. She grows-up and changes her worn out rags for dressmaker quality clothing with hat and gloves as she begins a new phase in her life as a dressmaker’s apprentice in the town of Black Hawk: â€Å"’So you have come to town,’ said Mrs. Harling, her eyes still fixed on Lena.  ´Where are you working?’  ´For Mrs. Thomas, the dressmaker. She is going to teach me to sew. She says I have quite a knack’† (104). As a young adult, Lena strikes-out on her own to the city of Lincoln in a supreme final exhibition of the independence she has forged for herself throughout her life through hard work and determination. â€Å"‘I live in Lincoln now, too, Jim. Im in business for myself. I have a dressmaking shop in the Raleigh Block, out on O Street. Ive made a real good start’ (170-171). The path Lena has walked since her childhood, through her adolescence, and then adulthood has illustrated a noticeable achievement in becoming a self-sufficient young woman who quested for her destiny in an untamed land far from her native home. Lena’s personal accountability should also be explored, being one of the key elements of individualism, as she never turned her back on her family but always sent them money from her sewing work: â€Å"’After I learn to do sewing, I can make money and help . . . [my mother]’† (104). These individualistic elements were key in developing her character as she was noted in taking care of herself as well as her parents and siblings which was required of those immigrants who founded America and became a new breed of people known as Americans. Individualism was also reached by two other primary characters within this classic American literature novel: Jimmy and Antonia. Jim Burden, the narrator of the story and also one of the major characters of Willa Cather ´s My Antonia, is as well and important example of how a human being can evolve trough his life to find completeness and self-sufficiency. At the beginning of the book, Jim had just suffered the loss of his parents; and sent to his grandparents. While he was in the train on his way to Nebraska he was in deep grieve and uncertain about his future. â€Å" ´ I dont think I was homesick. If we never arrived anywhere, it did not matter. Between that earth and that sky I felt erased, blotted out. I did not say my prayers that night: here, I felt, what would be would be ´Ã¢â‚¬ . Nevertheless, that sad passage in his life did not let Jim down. In the same train that he was travelling there was a Bohemian family. One of the members of that family was à ntonia Shimerda, who would become his best friend in the near future. When Jim had enough age to start studying at School, coincidentally his grandparents also had to move to Black Hawk due to Mrs. Burden health situation. There he met new friends, worked hard on his studies, and also had fun. Despite being sad and scared in the past, Jim managed to overcome these difficulties and successfully improve at school. So much so, that soon he would move to Lincoln to start his college career. There he met Gaston Cleric who joined him in his new adventure, and helped Jim to get over some obstacles that he had to face while living in Lincoln. â€Å"At the university I had the good fortune to come immediately under the influence of a brilliant and inspiring young scholar. Gaston Cleric had arrived in Lincoln only a few weeks earlier than I . . .† (165). Cleric also convinced him to move to Boston to finish his career, where Jim would finally reach his goal of becoming a professional. â€Å"Two years after I left Lincoln I completed my academic course at Harvard. Before I entered the Law School I went home for the summer vacation.† (191) Just after getting his college degree, Jim travelled back to Black Hawk where he would find everything different, his friends either dead or gone, the kids were not the same, and even the town itself was all changed. He left Black Hawk being an adolescent with dreams and now he had returned as a professional. He felt he was complete, despite of the fact that he still had very present that sorrowful night in which he was moving from Virginia to Nebraska. â€Å" ´I had only to close my eyes to hear the rumbling of the wagons in the dark, and to be again overcome by that obliterating strangeness. The feelings of that night were so near that I could reach out and touch them with my hand. I had the sense of coming home to myself, and of having found out what a little circle mans experience is ´. (238)† By the time he came back to Black Hawk he knew that he had seized the opportunities he had and felt that his life had been worthy living. While back in town, he went to visit his beloved friend à ntonia, which also was happy. The happenings in Antonia’s life, and how she evolved from being a little girl in a foreign country to the women she became will be thoroughly developed next. à ntonia Shimerda is the main character that we find in Willa Cather’s My à ntonia. As well as Lena and Jim she is characterized during different stages of her life (childhood, adolescence and adulthood). One example of this characterization is portrayed in how à ntonia was developing her new language (English) and how it was influenced by the different periods of time she went through, as well as the places she moved to. At the beginning of the story we find à ntonia and her family moving from Bohemia to the prairie of Nebraska. In the prairie and as a child she met Lena Lingard and Jim Burden who would become one of the most important persons in her life. Jim was going to be the one in charge of teaching English to à ntonia who did not speak much English before the arrival to the prairie; â€Å" ´Ãƒ ntonia had opinions about everything, and she was soon able to make them known. Almost every day she came running across the prairie to have her reading lesson with me. Mrs. Shimerda grumbled, but realized it was important that one member of the family should learn English’† (24). It is evident that Mrs. Shimerda did not like the idea of à ntonia learning English. But, she understood it was important for à ntonia to learn the language in order to adapt herself and to find herself in her new country and home, also this would help à ntonia to take care of her family as she felt it as an obligation. As à ntonia was evolving her English was growing with her and with this some traits of her personality too. As explained before in the paper, Jim had to move to Black Hawk due to study reasons, but it was not going to be a long time before à ntonia also moved to Black Hawk, but with different intentions from one’s of Jim. à ntonia moved to Black Hawk to get a job, here she runs into Jim and Lena again. Now in her adolescence Jim says that à ntonia has very good English, â€Å"Tony learned English so quickly that by the time school began she could speak as well as any of us† (107). This shows that à ntonia kept practicing English to improve herself, as she felt that was one way to become better to help her family, and now in Black Hawk and with her job it was evident how the improvement in her English helped her. However, à ntonia would began to attend to dances with her friend Lena and this would carry a lot of problems with it for her, including losing her job because she did not want to quit attending to dances as requested by her bosses. The story carried on and further ahead in the story, when Jim comes back from Lincoln and the time he spent at Harvard to finish his studies, he finds a happily married grown-up à ntonia with children. à ntonia had married a bohemian guy called Anton and now she has a family, and she is very happy with them. While Jim is talking with à ntonia, he notices that her English has become bad as it used to be when she was a child and she was learning it. à ntonia tells him that now she has many troubles with English because at home they speak almost only in Bohemian,  ´I cant think of what I want to say, youve got me so stirred up. And then, Ive forgot my English so. I dont often talk it any more. I tell the children I used to speak real well. She said they always spoke Bohemian at home. The little ones could not speak English at all—didnt learn it until they went to school† (224). Now in her adulthood à ntonia was really worried and a good mother as well as a good wife who take care of her family. Here is where the change that à ntonia suffered from childhood to adolescence to adulthood is characterized, how she passed from a little girl to a loving mother. Throughout this essay three fundamental characters that we find in the novel My à ntonia by the author Willa Cather have been characterized, these characters are: Lena Lingard, Jim Burden and à ntonia Shimerda. The characterization of these characters has been done under the perception of individualism that is represented with each one of them. This perception of individualism of the characters has been shown based on the pursuit for autonomy that each character went through. At the same time three different moments in characters lives were chosen to describe them; the childhood, adolescence and adulthood. These moments in characters lives were chosen because they are prior important stages in a person’s life. So, it was important to illustrate how the notion of individualism of each character could be characterized in these stages, taking into account crucial aspects that the characters faced in the search for themselves. Examples of these important aspects faced by the characters are a new country, language and culture in the case of Lena and à ntonia. Another example is the personal struggles of Jim as he attempts for autonomy in a rugged territory with strict moral codes.

A Covenant Is An Agreement Between Two People Religion Essay

A Covenant Is An Agreement Between Two People Religion Essay A covenant is an agreement between two people or two groups that involves promises on the part of each other. The concept of covenant between GOD and his people is one of the most important theological truths of the Bible. A covenant, in the biblical sense, implies much more than a contract or simple agreement. A contract always has an end date, while a covenant is a permanent arrangement. Another difference is that a contract generally involves only parts of a person, such as a skill, while a covenant covers a persons total being.    In theology and Biblical studies, the word covenant principally refers to a number of solemn agreements made between God and the children of Israel, as well as to the New Covenant, which involves all who turn to God through Christ.  [1]   Firstly, the entire Bible Covenants can be viewed as Conditional and Unconditional Covenants. The unconditional Covenants are those covenants bound to deliver regardless of obedience or disobedience. God still fulfils these covenants with the Covenanted. Genesis 12:15 reveals; God grants Abram land and descendants without any specific condition being attached. While the conditional covenants (as shown in Gen. 17; the covenant of circumcision) are those with a condition attached. That is, this covenant will bring either blessing or cursing depending on obedience or disobedience. The Bible speaks of several different covenants, and the opinions of Bible Scholar differ in terms of grouping. However, the following are the generally accepted groupings: ADAMIC COVENANT: This can be thought of in two parts: the Edenic Covenant-Innocence. This is found in Genesis 1:26-30; 2:16-17. The Edenic Covenant outlined mans responsibility toward creation and Gods directive regarding the tree of the knowledge of good and evil.  [2]  The Adamic Covenant-Grace included the curses pronounced against mankind for the sin of Adam and Eve, as well as Gods provision for that sin as stated in Genesis 3:15. We see in this verse Gods plan for salvation through Christ. The phrase, you will strike his heel refers to Satans repeated attempt to defeat Christ during His life on earth. He will crush your head foreshadows Satans defeat when Christ rose from the dead. A bruise on the heel is not deadly, but a crush on the head is. Already God was revealing His plan to defeat Satan and offer salvation to the world through His Son Jesus Christ.  [3]  God finally fulfilled this covenant through Christ life, death and resurrection NOAHIC COVENANT: This was an unconditional covenant between God and Noah specifically and extended to humanity in general through Christ. This covenant has three parts: (1) God promised humanity that He would never again destroy all life on earth with the Flood. (2) God promised to preserve the seasons of the year. Each season will come in its time as long as the earth remains. (3) God gave the rainbow as a sign that He will keep the covenant. To this day, God has kept this covenant. The earths order and seasons are still preserved and the rainbow reminds us of Gods faithfulness to His Word. Christ, who is Gods Word is the preservation of the earth thus; God fulfilled this covenant through Christ. God blesses and commands Noah and his sons, that they should be fruitful and multiply, and populate the earth. He places all plants and animals under human command, forbids eating meat with the blood still in it and forbids murder ABRAHAMIC COVENANT: Genesis Chapters 12-17 show God giving Abraham several promises. He promised that He would make Abrahams name great, that he would have numerous physical and spiritual descendants, and that he would be the father of a multitude of nations. God also made promises regarding a nation called Israel. In fact, the geographical boundaries of the Abrahamic Covenant are laid out on more than one occasion in the book of Genesis. Another provision in the Abrahamic Covenant is that the families of the world will be blessed through the physical line of Abraham. Circumcision is to be the permanent sign of this everlasting covenant with Abraham and his male descendants and is known as the covenant of circumcision. To give Abrahams descendants all the land from the river of Egypt to the Euphrates. Later, this land came to be referred to as the Promised Land however the land specified by the Abrahamic Covenant also includes the modern nations of Saudi Arabia, Omen, Yemen, Turkey, Iraq, Syria, Lebanon , Jordan, Kuwait, UAE, and several other nations within the Middle East Region. To make Abraham a father of many nations and of many descendants and the land of Canaan as well as the entire middle-east to his descendant. Through Abrahams family tree, Jesus Christ was born to save humanity. Through Christ, all people and all nations of the earth can have a relationship with God and be blessed beyond measure. This whole covenant is fulfil through the life, death and resurrection Christ Jesus. MOSAIC COVENANT: The Mosaic Covenant was a conditional covenant that either brought Gods direct blessing for obedience or Gods direct cursing for disobedience upon the nation of Israel. Part of the Mosaic Covenant was the Ten Commandments found in Exodus 20. The history books of the Old Testament detail how Israel succeeded at obeying the law and how they also failed miserably at obeying the law. Deuteronomy 11:26-28 details specifically the blessing/cursing designed. Gods plan to save mankind and to maintain a perfect relationship with man failed, as man constantly breached the covenants and broke the laws. Man was charged to obey about 2, 713 Commandments, judgments and ordinance of God.  [4]  This plan for redemption was fulfilled in Christ (through Christ death on the Cross), who was the only human who obeyed and fulfilled all the laws. God promised to make the children of Israel His special possession among all people if they obey God and keep his covenant; to make them a kingdom of priests and a holy nation. To give the children of Israel the Sabbath as the permanent sign of this covenant DAVIDIC COVENANT: The Davidic Covenant amplifies the seed aspect which was detailed in the Abrahamic Covenant as revealed in 2 Samuel 7:8-16. God promised that Davids physical line of descent would last forever and that his kingdom would never pass away permanently. This kingdom, furthermore, would have a ruling individual exercising authority over it. There will come a time when someone from the royal line of David will again sit on the throne and rule as King. This was fulfilled in Christ Jesus as shown in Luke 1:32-33. During Jesus life, He was referred to as the Son of David (Christ Genealogy) thus fulfilling this covenant that David throne shall be established forever. Among theologians, the opinion is unanimous that Christ fulfils the Davidic Covenant. The book of the generation of Jesus Christ, the son of David, the son of Abraham  [5]   Thou Son of David, have mercy on us.  [6]   THE NEW COVENANT (COVENANT OF GRACE): The covenant of grace, then, spans the whole of redemptive history from Gen 3:15 till the coming of the Lord. Whereas in the Mosaic Covenant, salvation/blessing was to be merited by works; but in the Covenant of Grace it is received by faith alone in the works of Christ (death and resurrection). It is through faith in Christ as the second Adam, especially in His life, death and resurrection, that Gods people receive eternal life. This Covenant theology teaches that Jesus, as the second Adam, came to save lost sinners (Tim 1:15). His work is not simply to open up the possibility of salvation, but to save completely those who come to God through Him (Heb 7:24). That is why the writer of Hebrews declared: Neither by blood of goats and calves, but by His own blood He entered in once into the holy place, having obtained eternal redemption for us  [7]   The Christian New Covenant resembles the theological concept of a new relationship between God and man mediated by Jesus which necessarily includes all people, both Jews and Gentiles nations. Christians believe the New Covenant ends the original sin and profane death for everyone who becomes a Christian and cannot only be a renewal of the Mosaic Covenant since it seemingly accomplishes new things. Christian laws of faith claim that a New Covenant of the replaces/fulfils or completes Gods Mosaic covenant. The only reference in the Hebrew Bible that uses the wording new covenant is found in the Book of Jeremiah, Chapters 30-33 (Gods promise of restoration), (Jeremiah 31:31-34). The New Covenant is a covenant made with the nation of Israel which speaks about the blessings which are detailed in the Abrahamic Covenant. In the New Covenant, God promises to forgive sin, and there will be a universal knowledge of the Lord (verse 34). It even appears that the nation of Israel will have a spec ial relationship with their God (verse 33). The New Testament makes a clear distinction between Mosaic Covenant (Covenant of Law) and Covenants of Promise (Covenant of Grace). The apostle Paul spoke of these two Covenants, one originating from Mount Sinai, the other from the Jerusalem above (Gal. 4:24-26). Paul also argued that the covenant established at Mount Sinai, the Law, is a ministry of death and condemnation (II Cor. 3:7, 9) a covenant that cannot be obeyed because of mans weakness and sin (Rom. 8:3). But the Covenants of Promise (Eph. 2:12) are Gods guarantees that He will provide salvation in spite of mans inability to keep his side of the agreement because of sins nature. Christ death ushered in the New Covenant under which we are justified by Gods grace and mercy rather than our human attempts to keep the law. And Jesus Himself is the Mediator of this better Covenant between GOD and man (Heb. 9:15). Jesus sacrificial death served as the oath, which GOD made to us to seal this New Covenant. He is determined to give us eternal life and fellowship with Him, in spite of our unworthiness. As the Book of Hebrews declares, The word of the oath, which came after the law, appoints the Son who has been perfected forever (Heb. 7:28). This is still Gods promise to any person who turns to Him in repentance and faith. Under this New Covenant, GOD would write His Law on human hearts. This promised action suggested a new level of obedience, a new knowledge of the LORD, and a new forgiveness of sin. The New Testament, which itself means New Covenant, interprets the work of Jesus Christ as bringing this promised Covenant into being. In Luke 22:20, when Jesus ate the Passover meal at the Last Supper with His disciples, He spoke of the cup as the New Covenant in My blood. When the apostle Paul recited the tradition he had received concerning the Last Supper, he quoted these words of Jesus about the cup as the New Covenant in My blood (I Cor. 11:25). Jesus is referred to by the writer of Hebrews as the Mediator of the New Covenant (Heb. 9:15; 12:24). The new covenant, a better covenantestablished on better promises (Heb. 8:6), rests directly on the sacrificial work of Christ. The new covenant accomplished what the old could not: removal of sin and cleansing of the conscience (Heb. 10:2, 22). The work of Jesus Christ on the cross thus makes the Old Covenant obsolete (Heb. 8:13) and fulfils the promise of the prophet Jeremiah-Christ is the fulfilment of all the Covenants. CHINYERE C. CHUKWU

The Importance of Ideas in The Tempest Essay -- Tempest essays

The Importance of Ideas in The Tempest      Ã‚  Ã‚  Ã‚   Shakespeare's play, The Tempest, is constructed on a framework of ideas rather than on any dramatic principle. It is "ideas" that are presented throughout, and the play is built around the presentation of these themes -- themes such as the argument over whether nature is superior to nurture or vice versa (as in the case of Caliban and Antonio, the first being one on whom all efforts at nurture "can never stick" due to the inherent baseness of his nature, the second being one whom neither nature nor nurture has availed to deter him from consciously choosing evil), the moral duties of the sovereign (in the case of Prospero and Alonso, both of whom have to go through physical or emotional distress because of their negligence, in one way or another, or these duties), the transitoriness of all material things (as in Prospero's speech following the masque), the rights of the colonialist and whether he is exploiting or educating the natives (in the case of Prospero and Cali ban), the argument over whether "enlightened" civilization is superior to the "natural man" or otherwise, and the importance of retaining social hierarchy.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also, to a certain extent, not inaccurate to suggest that the characters, or at least the important ones, have a symbolic function. Prospero does symbolize "Art" and enlightened civilization, Caliban "Nature" and the primitive, uncontrolled succumbing to instinctual, sometimes base, urges that results from the lack of "civilization", Ferdinand and Miranda the purity and virtue of noble birth, most of the court party (Antonio, Alonso, Sebastian; on a different level, Stephano and Trinculo) the imperfection of civilization in the form of ... ...nd Political Thought." A Companion to Shakespeare. Ed.   David Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Gervinus, G.G. "A review of The Tempest." Shakespeare Commentaries. (1877):787-800. Rpt.   Scott. 304-307. More, Sir Thomas. "Utopia." The Longman Anthology of British Literature. Vol 1. Ed. David   Damrosch. New York: Addison-Wesley Educational Publishers Inc., 1999. 637-706. Platt, Peter. "Shakespeare and Rhetorical Culture." A Companion to Shakespeare. Ed. David   Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999.   277-296. Sacks, David Harris. "Political Culture." A Companion to Shakespeare. Ed. David Scott   Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Snider, Denton J. "A review of The Tempest." The Shakespearian Drama a Commentary: The Comedies. (1890). Rpt. Scott. 320-324.   

Destiny, Fate and Free Will in Homers Odyssey :: Homer, Odyssey Essays

Fate and Free Will in Homer's Odyssey When we look at Greek Mythology we often run into the gods of that era. Sometimes they are merely backdrops to the human element of the story but in stories such as The Odyssey the gods play a prominent if not vital role to the central themes of the story. Fate has a place in the Greek world but its place is not the same as it is in other scenarios or worlds. It is important to understand the word before we discuss it. Fate as far as Greek mythology goes is not just fate. By most standards fate means that things occur for an unknown reason that no one has any control over. However, in the world of Greek Mythology fate does not just happen. The gods engineer fate and they interfere to make things happen that might not otherwise have happened. Since the players do not always know of the gods' involvement, things may actually appear to be fate but in reality be engineered happenings. Â  Free will on the other hand is not engineered. It speaks to the concept of having full authority over one's aspirations and ultimate direction. The key there is "ultimate." The gods can make up the plan and choose the path, but the people had to walk it. Therefore, fate and free will are not mutually exclusive and they both go on throughout The Odyssey. In The Odyssey life is one's own responsibility; instead of leaving all things up to fate, the characters had a significant influence upon his or her own existence. In The Odyssey the gods are responsible for controlling many aspects of where the story goes, but the people still have to choose to go. The gods in The Odyssey are who held Odysseus captive for over eight years. They were responsible for his capture in the first place and then refused to let him go for almost a decade. When they finally decided he should be allowed to find his way home they made it known to his captor Kalypso. However Odysseus still had to choose to leave. Kalypso tried to keep him by offering immortality. "You would stay here, and guard this house, and be immortal" (Homer 267). Odysseus could have stayed but he chose to go. Some say that the gods knew Odysseus would not stay and that is why they decided to let him go.

Prejudice, Racism and Education :: Sociology Racism Prejudice Essays

Racism has been a steady problem all through time. One of the most troublesome areas of racism is in places of education. Finding a cure for this would be a major step towards ending racism in general. No one has ever thought of a solution yet, and racism will be strong as long as there isn't one.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It all started back when the colonists traded certain goods for slaves. They had never seen a black person before and thought of them as lower human beings because they did all of the colonists' work for them. Since blacks were so low, they were never given a good education.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This lack of education continued throughout the centuries. Even in the 1700's slaves were never taught how to read or write. In the 1800's everyone's feelings about slavery, good or bad, culminated in one big war, the American Civil War. During this period, the slaves really tried to break free from their past stereotypes. A small percentage of them taught themselves to read and write and they began to teach others.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some blacks even fought in the Civil War. The most educated   were selected and several black units were formed. Once the North had defeated the South in the war, the slaves were freed from bondage, however, that did not mean that they would be free from the terrible prejudice that still permeated the country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Schools sprang up in all black areas but were not given the public funding that they needed and deserved. They were usually only one room and very dirty. They were given the oldest and most worn out books and equipment that were available. There weren't even many teachers who were qualified and were willing to teach at an all black school. Even though education was instituted for African Americans, which was a step in the right direction, it was a very small step and still didn't give blacks the education they deserved.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This treatment prevailed for many years after the Civil War. A new concept, segregation , evolved and was predominant from the late 1800's through the first half of the 1900's. Whites assumed that they were better than black people and didn't want to be around them in anything they did. For example, in buses, whites were given privileged seating in front; but blacks had to sit in the back. Moreover, if there were not enough front seats whites could preempt blacks from their back seats. There were separate restrooms, drinking fountains, stores and, of course, schools.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Segregation remained the same for many years until one day in 1955 a Prejudice, Racism and Education :: Sociology Racism Prejudice Essays Racism has been a steady problem all through time. One of the most troublesome areas of racism is in places of education. Finding a cure for this would be a major step towards ending racism in general. No one has ever thought of a solution yet, and racism will be strong as long as there isn't one.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It all started back when the colonists traded certain goods for slaves. They had never seen a black person before and thought of them as lower human beings because they did all of the colonists' work for them. Since blacks were so low, they were never given a good education.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This lack of education continued throughout the centuries. Even in the 1700's slaves were never taught how to read or write. In the 1800's everyone's feelings about slavery, good or bad, culminated in one big war, the American Civil War. During this period, the slaves really tried to break free from their past stereotypes. A small percentage of them taught themselves to read and write and they began to teach others.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some blacks even fought in the Civil War. The most educated   were selected and several black units were formed. Once the North had defeated the South in the war, the slaves were freed from bondage, however, that did not mean that they would be free from the terrible prejudice that still permeated the country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Schools sprang up in all black areas but were not given the public funding that they needed and deserved. They were usually only one room and very dirty. They were given the oldest and most worn out books and equipment that were available. There weren't even many teachers who were qualified and were willing to teach at an all black school. Even though education was instituted for African Americans, which was a step in the right direction, it was a very small step and still didn't give blacks the education they deserved.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This treatment prevailed for many years after the Civil War. A new concept, segregation , evolved and was predominant from the late 1800's through the first half of the 1900's. Whites assumed that they were better than black people and didn't want to be around them in anything they did. For example, in buses, whites were given privileged seating in front; but blacks had to sit in the back. Moreover, if there were not enough front seats whites could preempt blacks from their back seats. There were separate restrooms, drinking fountains, stores and, of course, schools.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Segregation remained the same for many years until one day in 1955 a

Dementia Gateway Essay

Our learning material is designed to help you to work towards Qualification and Credit Framework (QCF) units and will support you to work towards the Diploma in Health and Social Care at level 2 or 3. This document provides you with information about how the feature links to specific QCF units, and offers an activity which you could use to help demonstrate your learning. A general explanation about the QCF can be found at the end. Linking to Health and Social Care Diplomas at Level 2  and 3 The learning in the feature   will help you to understand and prepare for assessment in the following QCF units: Health and Social Care Diploma Level 2 Health and Social Care Diploma Level 3 SCH 021, SCH 022, HSC 026, Dem 201, Dem 202, Dem 205, Dem 308, SSMU 2.1, Dem 204, Dem 210, Dem 312, HSC 2030 SCH 031, SCH 032, HSC 036, Dem 301, Dem 308, Dem 312 Activity to support your learning The activity for can be used to provide evidence for the QCF units SCH 022 4.2 and SCH 032 5.2. To do this, copy the activity and this question into a Word document, then complete and keep a record of your answers in full there. Can you show what you’ve learnt from reading the feature and doing this activity? Answer these questions: The activities above ask you to reflect on your work or your workplace. Can you say how this reflection has improved your knowledge, skills and practice? General Explanation The Qualification and Credit Framework is a flexible, ‘mix and match’ approach to gaining qualifications.  Every unit and qualification has both a credit value and a level. The credit value shows approximately how much time it takes to complete. The level shows how difficult the unit or qualification is. In adult social care there are vocational qualifications/units from level 1 through to level 7. There are three sizes of qualification: Award (1-12 credits) Certificate (13-36 credits) Diploma (above 36 credits) In order to obtain a Level 2 Diploma in Health and Social Care you will need 46 credits for a Level 3 Diploma in Health and Social Care you will need 58 credits. At both level 2 and level 3 there are mandatory units and optional units; you can also choose to follow specific pathways: Generic qualification Dementia pathway Learning Disability Pathway When you have selected a pathway there are specific units that you need to do. More information about QCF awards can be found at: http://www.skillsforcare.org.uk

Self Ananlysis Test

Self Analysis Report Behaviour in Organizations Submitted by: Ajitha Katakam (PGP25249) I. WHAT ABOUT ME? A. Personality Insights 1. What’s My Basic Personality? Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience 2. What my Jungian 16-type personality? (ISTJ etc. ) 3. Am I type — A? 4. How well do I handle Ambiguity? 5. How creative am I ? 7 11 8 10 10 INTP 105 (A-) 28 -5 Attach Value Filled Questionnaire 34 55 -3 B. Values and Attitude Insights 1. What do I value? 2. How involved am I in my job? 3. How satisfied am I with my job? 4. What are my attitudes towards workplace diversity? C.Motivation Insights 1. What motivates me? Growth needs Relatedness needs Existence needs 2. What are my dominant needs? Achievement Affiliation Autonomy Power 3. What rewards do I value most? 4. What is my view of the nature of people? 5. What are my course performance goals? 6. How confident am I in my abilities to succeed? 7. What’s my attitud e toward achievement? Fall Reward 8. How sensitive am I to equity differences? 9. What’s my job’s motivating potential? MPS 10. Do I want an enriched job? 3. 9 18 11 15 16 Attached 23 10 45 17 45 16. 3 14 16 14 D. Decision Making Insights 1. What’s my decision-making style? IntuitiveRational 2. Am I procrastinator? 3. How do my ethics rate? 18 Attach your results 34 35 Attach your results 89 E. Other 1. What’s my emotional intelligence score? 2. What time of day am I most productive 3. How good am I at personal planning? 4. Am I likely to become an entrepreneur? II. WORKING WITH OTHERS A. Communication Skills 1. What’s my face-to-face communication style? Dominant Dramatic Contentious Animated Impression Relaxed Attentive Open Friendly 2. How good are my listening skills? -1. 1 -0. 6 0 1 0. 2 -0. 4 -0. 4 -1. 2 -0. 5 42 B. Leadership and Team skills 1. What’s my leadership style? People Oriented Task Oriented 2.How charismatic am I? Managemen t of attention Management of meaning Management of trust Management of self Management of risk Management of feelings 3. Do I trust others? 4. Do others see me as trustworthy? 5. How good am I at disciplining others? 6. How good am I at building and leading a team? 12 16 15 13 14 12 4 53 17 81 31 Reward Coercive Legitimate 2. 2 1. 7 4 10 9 C. Power and Conflict Skills 1. How power-oriented am I? 2. What’s my preferred type of power? Expert Referent 3. How good am I at playing politics? 4. How well do I manage impressions? Self-promotion Ingratiation Exemplification Intimidation Supplication 5.What’s my preferred conflict-handling style? Competing Collaborating Avoiding Accommodating Compromising 6. What’s my negotiating style? 4. 5 4 74 1. 75 1. 25 1. 25 1 1 18 16 10 15 14 21 III. LIFE IN ORGANIZATIONS A. Organization Structure 1. What type of organization structure do I prefer? 2. How willing am I to delegate? 3. How good am I at giving performance feedback? St rengths Weaknesses 52 63 2 2 25 4. 86 24 31 67 67 139 3. 04 B. Careers 1. What’s the right organizational culture for me? 2. How committed am I to my organization? 3. Am I experiencing work/family conflict? 4. How motivated am I to manage? . Am I well-suited for a career as a global manager? C. Change and stress 1. How well do I respond to turbulent change? 2. How stressful is my life? 3. Am I burned out? FIRO-B Inclusion Expressed Wanted Total 2 1 3 Control 5 2 7 Affection 2 4 6 Total 9 7 16 SPIRO SUMMARY SHEET PARENT Nurturing Supportive OK Styles 8 Rescuing Not-OK Styles 9 Under-Developed OK Ego States Operating Effectiveness Quotient Dominant Style Backup Style 7 10 6 3 13 6 Prescriptive 13 Task Obsessive 10 Bohemian 5 Aggressive 8 Sulking Regulating Normative Problem Solving ADULT Creative Innovative CHILD Reactive AdaptiveConfronting Resilient ? 45 Rescuing Supportive ? 43 Prescriptive Normative 58 Problem Solving Task Obsessive 70 Innovative Bohemian ? 100 Confronting Aggressive ? 33 Sulking Resilient IV. SOME PERSONAL INFORMATION (a)Name: Ajitha Katakam Age : 23 Gender:Female (b)Education B. Tech (Metallurgy and Materials Science) (c) CGPA: 6. 91 (d) Annual Family Income: 5 lakhs (e) Work experience: 22 months Roll No. : PGP25249 What do I Value? What Rewards I value most? How do my ethics rate? How good am I at personal Planning? Personality: My Big Five scores indicate moderate scores on all the five factors.The Jungian type is INTP which suggests that I am socially cautious, enjoy problem solving and highly conceptual. My score of 105 on the type- A test shows that I am A- suggesting I have a few traits of type- A personality. I can tolerate ambiguity but I am not creative. My most important terminal values are Pride in accomplishment, lasting friendships and Happiness where as my most important Instrumental values are Truthfulness (honesty), Assertiveness and Education & intellectual pursuits. I have moderate job involvement, low job satisfa ction and am pessimistic to work place diversity.My motivation for growth, relatedness and existence are high and on the same level. My dominant need is for achievement and the least is for affiliation. I am flexible in my perception of others, have strong course performance goals and strong self-efficacy. I have a very low job motivating potential and moderate response to job enrichment. My score on procrastination is towards the lower side suggesting I do not postpone or delay often. Though my ethics in some areas are concurrent with the majority they differ in most areas. I have EQ close to strong Emotional Intelligence and am proactive.I am an intermediate person having no particular preference between morning and evening. I need improvement in personal planning. Working with others: My low scores on all communication styles suggest my lack of dominant style and moderate listening skills. My leadership style is people oriented, however task oriented leadership is also comparable . I am fairly charismatic. I have low trust in others but I am perceived as trustworthy. I have some deficiencies in disciplining others and I am in the second quartile relating to building and leading a team.I have a high Mach score and good political skills. My preferred types of power are expert, legitimate, referent and my preferred conflict handling style is competing. I do not use impression management techniques but have good negotiating style. Life in Organizations: I have no clear preference between mechanic and organic design. My delegation skills need substantial improvement and I have significant self perceived weakness. I have a slight preference for informal, humanistic, flexible and innovative cultures. I faced moderate work/family conflict.I am highly motivated to perform managerial functions but my potential for success as a global manager is slightly low. I have low susceptibility to stress induced illness. I am not comfortable with turbulent changes and need to re -evaluate my priorities to avoid burnout. FIRO and SPIRO: My FIRO scores indicate low expressed affection, inclusion and moderate control. In the wanted category, I scored moderately on affection and low in inclusion and control. SPIRO scores indicate I need to improve in parent and child states.