Greece essays

Greece articles Greek culture is a significant power behind the greater part of what we know today. In government the Greeks rehearsed unadulterated vote based system. The individuals were enabled to settle on choices about their own city-states. Two significant city-states were Athens and Sparta. The Athenian domain was made by Pericles who invested wholeheartedly in the excellence of their city. The principle sanctuary in Athens was the Parthenon. It was worked in the Acropolis to pay tribute to Athena the War Goddess. Sparta was Athens rival and totally different of it. They were a city of incredible warriors who expelled young men from their homes at 7 years old and prepared them to battle. Their lives were committed to their city-state and they were not worried about individual rights. The Olympic Games were athletic challenges held each for a considerable length of time, which could never be postponed, regardless of whether there was a war going on. Athens generally won and Sparta typically lo st, however one year, Sparta beet Athens, which made their contention significantly more grounded. Incredible rationalists originated from Greece. Socrates was the most astute rationalist of his time. His maxim was know thyself which he gained from the Oracle at Delphi. He advised his understudies to pose inquiries to discover reality. Plato was an understudy of Socrates. He accepted there were three sorts of individuals, voters, fighters and logicians. He opened an Academy in Athens which made ready for schools and colleges we have today. Aristotle had a splendid psyche and gone to Platos foundation. He characterized the different parts of information which is the establishment of todays sciences. The Greeks were well known for their incredible writing. Their oral writing were stories told by listening in on others' conversations. These accounts incorporated an epic saint who was overwhelming and of grandiose significance. A considerable lot of their legends contained legendary div ine beings and dreams in the story. One of the most acclaimed Greek authors was Homer. He was visually impaired and composed the Odyssey and the Iliad. These were both oral writing until he kept in touch with them dow... <!

Spring Break Guide for College Students

Spring Break Guide for College Students Spring break-that last tad of downtime before the finish of the scholarly year. Its something everybody anticipates in light of the fact that its one of only a handful not many occasions in school you really get a break from the pound. Simultaneously, seven days passes by quick, and you dont need to make a beeline for class feeling youve burned through your extra time. Regardless of what year you are in school, your spending plan or your excursion style, here are a few thoughts for what you can do to make the most out of your spring break. 1. Return Home In the event that you go to class away from home, traveling back can be a pleasant difference in pace from school life. Also, if youre one of those understudies who isnt incredible at putting aside time to call Mom and Dad or staying aware of companions at home, this is an extraordinary chance to compensate for it. This can be one of your most reasonable choices, as well, if youre attempting to set aside cash. 2. Volunteer Check whether any help arranged grounds associations are assembling a volunteer-based spring break trip. Administration trips like that offer an extraordinary chance to see an alternate piece of the nation (or the world) while helping other people. In the event that youre not keen on going far or cant manage the cost of an outing, ask associations in your old neighborhood in the event that they could utilize a volunteer for seven days. 3. Remain on Campus Regardless of whether you live extremely far away or youre just dont need to get together for seven days, you might have the option to remain nearby during spring break. (Check your schools arrangements.) With a great many people gone on break, you can appreciate a calmer grounds, rest up, make up for lost time with school work or investigate portions of town youve never had the opportunity to visit. 4. Return to Your Hobbies Is there something you appreciate doing that you havent had the option to keep doing at school? Drawing, divider climbing, experimental writing, cooking, making, playing computer games, playing music-whatever it is you love to do, set aside a few minutes for it during spring break. 5. Take a Road Trip You dont need to drive the nation over, yet consider stacking up your vehicle with snacks and two or three companions and taking off. You could look at some neighborhood vacation destinations, visit state or national stops or do a voyage through your companions main residences. 6. Visit a Friend On the off chance that your spring splits line up, plan to invest energy with a companion who doesnt go to class with you. On the off chance that your pads dont fall simultaneously, check whether you can put in a couple of days where they live or at their school so you can make up for lost time. 7. Accomplish Something You Dont Get to Do at School What dont you possess energy for in light of the hecticness of class and extracurricular exercises? Going out to see the films? Outdoors? Perusing for entertainment only? Set aside a few minutes for at least one of those things you love to do. 8. Go on a Group Vacation This is the quintessential spring break. Get along with a lot of your companions or colleagues and plan a major outing. These excursions can cost more than numerous other spring break choices, so give a valiant effort to design ahead of time so you can set aside. In a perfect world youll have the option to spare a great deal via carpooling and sharing housing. 9. Take a Family Trip When was the last time your family got away together? On the off chance that youd like to invest more energy with your family, propose an excursion throughout your spring break. 10. Make Some Extra Cash You likely cant get another line of work for only seven days, yet on the off chance that you had a late spring activity or worked in secondary school, inquire as to whether they could utilize some assistance while youre home. You could likewise inquire as to whether theres any additional work at their employments that you could help with. 11. Pursuit of employment Regardless of whether you need a mid year gig, need an entry level position or are searching for your first post-graduate occupation, spring break is an incredible time to concentrate on your pursuit of employment. On the off chance that youre applying to or going to graduate school in the fall, spring break is a decent time to plan. 12. Make up for lost time with Assignments It might feel like youll never make up the work if youve fallen behind in class, yet you may have the option to make up for lost time during spring break. Set objectives for how much time you need to commit to contemplating, so you dont get as far as possible of break and acknowledge youre more remote behind than you were previously. 13. Unwind The requests of school will heighten after you return from break, so ensure youre prepared to confront them. Get a lot of rest, eat well, invest energy outside, tune in to music-do whatever you can to ensure you return to class invigorated.

CFPB Targets Mortgage Patch That Enables Riskier Borrowing, Predatory Lending - OppLoans

CFPB Targets Mortgage Patch That Enables Riskier Borrowing, Predatory Lending - OppLoans CFPB Targets Mortgage Patch That Enables Riskier Borrowing, Predatory LendingInside Subprime:  August 29, 2019By Jessica EastoThe Consumer Financial Protection Bureau (CFPB) has taken preliminary steps to close a loophole in mortgage regulation that allows banks to approve “deeply indebted borrowers” for home loans that they might not otherwise qualify for.The provision was created after the financial crisis and allowed borrowers with debt-to-income ratios of higher than 43 percent to qualify for loans. A debt-to-income ratio compares how much money you owe each month to how much money you earn each month. The higher the percentage, the more debt you carry, which makes you “risky” in the eyes of lenders. According to the CFPB, studies have shown that home loan borrowers with debt-to-income ratios higher than 43 percent have a more difficult time making payments, so it has become a standard measure of risk for mortgage lenders.Last year, the provision made the government respo nsible for an additional $260 billion in mortgages. Although the provision was intended to be temporary (it expires in 2021), the CFPB appears to be revamping the rule early to replace it with something that is tougher and that reduces the government’s role in the housing market. Mortgage and real estate industry groups, which favor looser regulation, are expected to push back on the proposed changes.In order for the government to take a step back from the housing-finance system, banks Fannie May and Freddie Mac would need to become privately owned once again. It’s been a decade since the government took control of the financial institutions after they went belly up during the financial crisis. The government is expected to release more plans on this front soon, which will outline a path toward Fannie and Freddie guaranteeing about half of the mortgage market.But if the debt-to-income provision is changed, it will restrict the types of loans Fannie and Freddie can buy, which wil l make it harder for high-debt borrowers to find mortgage lenders. According to reports, the loophole provision made about 3.3 million mortgages between 2014 and 2018 possible. Those opposed to closing the loophole argue that many Americans will be left without access to credit and that there isn’t solid proof in practice that those with ratios higher than 43 percent are less likely to make their payments.The CFPB could decide to increase the acceptable debt-to-income ratio, which would expand that types of mortgages that Fannie and Freddy could buy. The CFPB has not yet announced what it plans to do.Learn more about  payday loans, scams, and  cash advances  by  checking out our  city and state financial guides, including  Florida,  Illinois,  Chicago,  Ohio,  Texas, and more.Visit  OppLoans  on  YouTube  |  Facebook  |  Twitter  |  LinkedIn

Genovese Syndrome Are You a Bystander - 1177 Words

Bystanders can easily found in real life such as, they can be found in the places like at work, school, on the roads, and other places involving many people. These circumstances aren’t simply ignoring the situation, but their unconscious psychology plays a big role in how they react to an emergency. In this situation, people think someone else can provide help, so that, this results in people remain as the spectators. This phenomenon is called bystander effect, and this is if more witnesses are in an emergency event, the less people are likely to intervene. This bystander effect is often called as, Genovese Syndrome which is named after death of Kitty Genovese, who was murdered in 1964 while a lot of witnesses were in the same place. After this incident, many psychologists conducted many investigations and experiments on this topic in order to analyze bystanders’ psychology in encountering certain situations. However, a lot of research papers focused on the phenomenon i tself, rather than talking about how the one on one situation or one to plural number of people can result differently, and how age, gender, and relationship affects psychology of bystanders associating to the topic. Therefore, this paper will explain how the group size and group type affects bystander effect throughout researches and conducting my own survey. Hopefully, this paper can provide the future scope in encouraging the people’s behaviors in encountering the emergency circumstances. The circumstancesShow MoreRelatedThe Bystander Effect Essays1305 Words   |  6 PagesThe Bystander Effect Psy 110 - Asynchronous The Bystander Effect If you saw someone being attacked on the street, would you help? Many of us would quickly say yes we would help because to state the opposite would say that we are evil human beings. Much research has been done on why people choose to help and why others choose not to. The bystander effect states that the more bystanders present, the less likely it is for someone to help. Sometimes

Reflection Paper On Self Reflection - 1514 Words

Self-Reflection paper I cannot help but think how useful this course has been. Reflecting on the content covered over the course of this semester I have seen growth, and how changes to my lesson plan have not only benefited every student, but also changed my focused on using different methods of instruction to fit the needs of every individual student. I truly enjoyed that the course was divided into main topics to help me grow on a professional level. Each topic attempted to provide specific examples, lessons, broke down information, incorporated research, used external resources, and used real-life examples to help individuals in the education system understand the importance of instructional interventions. The course was divided into†¦show more content†¦After this topic helps me understand that these goals are skills and/or knowledge that will be mastered, not an activity. I believe this topic has a huge impact on how I see goals to further understand their function and create activities that will help strength targeted skills. Another topic that I feel comfortable with and believe I have strong skills is in the designing of explicit lessons. Will like to reflect on the designing of explicit lessons as this was a whole new topic I was introduced to. Prior to learning about explicit lessons, I had no clue what explicit lessons were. To my surprise, after reviewing this topic I became aware I have been designing explicit lessons during my professional career. This topic really helped me strengthen my designing skills using an explicit foundation. I am speech-language pathologist assistant and my duty is to review goals and objectives and create lessons/activities that will help each individual student strengthen receptive and expressive language skills. By far this one of the most eye-opening, useful, and helping topics I covered during this course I learned how to properly design appropriate lessons and activities will help my students reach their individual goals by meeting their needs. This topic had impac ted the way design my activities. For instance, I only have about 25-30 of instruction time per student who I only see twice a week to makeShow MoreRelatedReflection Paper On Self Reflection757 Words   |  4 PagesSelf-Reflection paper I cannot help but think how useful this course has been. Reflecting on the content covered over the course of this semester I have seen growth, and how changes on my lesson plan that not only benefited every student but also changed my focused in using different methods of instruction to fit the needs of every individual student. I truly enjoyed that the course was divided into main topics to help me grow on a professional level. Each topic attempted to provide specific examplesRead MoreSelf Reflection And Self Awareness Reflection Paper1054 Words   |  5 PagesCodependency: Self-Reflection and Self-Awareness Reflection Paper In the last several weeks, I had an opportunity to look back and analyze the events that has shaped my life. This was a unique experience where I was emotionally comfortable enough to look back at life. I was able too objectively revisit many events that were often buried and too painful to face. While doing this, I felt I had finally become free from the turmoil of fears of failure, anger, regret and isolation, which often cloudedRead MoreReflection Paper On Self Reflection1007 Words   |  5 PagesSelf-Reflection is very important it is just a matter of taking your time to think things out. In every situation that everybody is going through it’s important to stop and take a moment to reflect. I try to always stop and think before I do or say something that is going to harm me. Not only does it work to reflect when you are going through a fight. It’s important to reflect on school such in assignments and have better grades. Self-Reflection is going to make you a b etter person and help you makeRead MoreReflection Paper On Self Reflection802 Words   |  4 Pages07 September 2017 Self-Reflection Self-Reflection is very important it is just a matter of taking your time to think things out. In every situation that everybody is going through it’s important to stop and take a moment to reflect. I try to always stop and think before I do or say something that is going to harm me. Not only does it work to reflect when you are going through a fight. It’s important to reflect in school such in assignments and have better grades. Self-Reflection is going to makeRead MoreSelf Reflection Paper1300 Words   |  6 Pagestoday as I sit down and write my first paper in almost 20 years. I’ve spent the last 10 years trying to be very concise in my communication, to the point and easy to skim the important facts to ensure what I need to get across will be read. The fact that I am having some emotional response to the stress related to routinely writing papers that ‘feel long’ is just a great example of some of what I learned from my MBTI/Firo B results. I have taken a number of self assessments over the years and MBTIRead MoreSelf Reflection Paper1375 Words   |  6 Pages Oral Counseling Proficiency Exam Self-Reflection Paper Kristie Hoppe Elizabethtown College â€Æ' In this paper I plan to briefly review what happened during the counseling demonstration. Next, I will discuss two basic counseling skills that I believe I used well, and one that I struggled with. Finally, I will discuss the next steps I will take in order to improve my counseling skills. In the counseling scenario, I counseled Chris who was a college student and a religious studies major attending ElizabethtownRead MoreReflection On Self Assessment Reflection Paper961 Words   |  4 PagesSelf-Assessment Reflection Paper I have used the feedback to deepen my learning and improved the learning product I submitted by listing and understanding what my instructor have given me through our discussion about the homework assignments. I have taken that information constructively to make sure that the paper I will be submitting is concise and sound conveying the information properly in the APA format making the submitting assignment free from grammatical errors to best of my ability. ForRead MoreSelf Reflection Paper1067 Words   |  5 Pagesachieve if you believe that you will be successful; I found this statement to be true pertaining to myself over the process of these past few months. And that more than ever, if you really want to do something you’ll go ahead and do it. Motivation is self induced and drive is something that will come naturally when you’re doing the things that you love. Being a stage manager is a very interesting task (that could be because 95% of the time I had no idea what I was doing), however, it taught me moreRead MoreSelf Reflection Paper896 Words   |  4 PagesSelf-awareness is important in everyday life, for certain individuals, it can conduct an entire day of activities and decisions. This reflection of my self-awareness is based off personal positive and negative attributes which are a direct reflection of who I am as a person. To have an outside view of these attributes, I interview my girlfriend Stephanie Russo who is also my best friend. Stephanie has been close to me for the past three years as we grew as individuals. Because of this growing processRead MoreSelf Reflection Paper760 Words   |  4 Pageshave felt inadequate compared to my extroverted peers, teachers, and even family. I am often judged based on my personality, assumed to be dumb, uninvolved, and one who lacks the essential qualities it takes to be a leader. I often th ink of myself in self-deprecating ways, especially when I chose to sit alone instead of in a group, or when I decide that I am simply too quiet to be a leader in my community. This has always puzzled me, as I am not sure why one’s preference for solitude can be associated

Holden Essay - 1040 Words

Holden Caulfield, the narrator and the main character of The Catcher in the Rye by J.D. Salinger, is a young adult, who, at first seems to simply describes his four day adventure in New York City after bring expelled from his forth school. However, at the same time he narrates more; through his many experiences, which he describes in the book, we can see the themes of the work. The theme that definitely stands out is the loss of innocence. Holden portrays himself as an individual, who does not want to grow up and change. From the beginning, it is obvious that Holden does not like anyone, except children. To Holden, the world around him, the adult world and all of its members, is phony. In other words, the innocent world of children is†¦show more content†¦No matter who Holden meets or sees or even knows, he considers then all to be phonies. The only people, who Holden admires and does not ever put down, are the children which he encounters such as his dead brother Allie and his sister younger Phoebe. Holden continually talks about how great Allie was throughout the book, which leads us to question why, since his brother is dead. He does the same with his younger sister Phoebe, but he never talks about any adults, not even his parents in a positive fashion. Holden not only express his bitter attitude toward the people, but also towards the places that he goes. He does not enjoy himself anywhere he goes, and is clearly bored and wants to be somewhere else. However, there are always exceptions, and in this case it is the museum, which Holden used to visit when he was younger. The museum is a sacred place to Holden because quot;everything always stayed right where it was,quot; (121) and nothing ever changed about the place. As the result, his actions lead us to believe that he is scared of growing up and becoming phony like the rest of the world around him. Holden is scared of education because it is part of maturing, which then makes him a part of the world of phonies, which he is trying so hard to avoid. We can then easily figure out that the reason whyShow MoreRelatedTaking a Look at Holden Vehicles 937 Words   |  4 Pages The antiquity of Holden can be found back from 1856, as soon as James Alexander Holden started as a saddlery business in Adelaide, South Australia. The business then evolved over a period of years, developing from mending cars’ upholstery to the complete invention of automobile body shells. The company then became the exclusive dealer of American car manufacturer General Motors in Australia. By the year of 1920 Holden started to supply trams cars for Melbourne. On 1931, Holden merged with the AmericanRead MoreHolden : An Australian Automobile Manufacturer1438 Words   |  6 Pages HOLDEN GM Holden Ltd known as Holden, is an Australian automobile manufacturer that operates in Australasia having it s headquarter in Port Melbourne, Victoria. The firm was initiated in 1856 as a saddlery manufacturer (as J.A. Holden Co.) in South Australia by James Alexander Holden. Later in 1885, German-born H.A. Frost joined the business as a junior partner and the firm was renamed to Holden Frost Ltd. However the company was given kick-start by Holden s grandson who had an interestRead MoreHolden Marketing Mix1768 Words   |  8 PagesAssessment 2 Marketing mix Review and Recommendations Report My brand is V6 Holden Commodore Short review about Holden in Australia;- The history of Holden dates back to 1856 when it started as a saddler business in South Australia. Today Holden is one of only seven fully-integrated global General Motors operations that designs, builds and sells vehicles for Australia and the world. Holden has its headquarters in Port Melbourne, with an engine manufacturing plant on-site and vehicle manufacturingRead MoreEssay on Relationships with Holden in The Catcher in the Rye1954 Words   |  8 PagesRelationships with Holden in The Catcher in the Rye ‘The Catcher in the Rye’ is written from a first person narrative to be able to convey to the reader Holdens thoughts and feelings and this makes his character seem more believable. Holden describes what he himself sees and experiences, providing his own commentary on the events and people he describes. It takes the form of, perhaps, a session with a psychoanalyst or a one sided conversation with the reader during which Holdens attitudes to otherRead MoreEssay on Holden Commodore Marketing3451 Words   |  14 PagesMarketing plan for â€Å"HOLDEN COMMODORE† Executive Summary: The company which I have chosen is Holden and the product is Commodore. Holden is the Local Company of Australia. This company had successfully completed its 60 years last year in 2008. And at this occasion company had launched the limited edition of Holden Commodore SS V-Series 60th anniversary. The marketing planning is done on the basis of the information provided by the company on the websites, news articles, broachers and journalsRead MoreIndividual Contemporary Articles Analysis: Holden leave Australia1608 Words   |  7 PagesProductivity Commission that GM in Detroit decided to close operations in Australia. Why Holden will shutdown and leave out of the country? What have been done in order to save Holden? What about the other manufacturer (TOYOTA) in Australia? This analysis will discuss the past and current situation of Holden in Australia vehicle market. Furthermore, whether are the economics policies and strategies of Holden consistent to the economic theories or not will be analysis. The future Australia vehicleRead MoreHolden and Jim Essay1357 Words   |  6 Pagesdepression. Not having friends can cause and lead to depression. All human beings are disconnected and they need to work at relating to others. Jim Stark from â€Å"Rebel Without a Cause† and Holden Caulfield from the The Catcher in the Rye are teenagers who struggle with connecting themselves to human beings. Jim Stark and Holden Caulfield are two teenagers who struggle with relating to other human beings. Jim is a teenager who gets in trouble many times. In the beginning of the movie, he is drunk and is sentRead MoreHolden s Influence On Holden Caulfield s The Catcher s The Rye 846 Words   |  4 Pageswith one another greatly. For example, in The Catcher in the Rye, these two influences affect Holden Caulfield significantly. They have a large impact on how he views the world and other people. Whilst Holden â€Å"served the author’s purpose: to scrutinize the cruelties and banalities† of society, The Catcher in the Rye remains a work that may helps others understand the path to happiness (Coles). A concept Holden had observed from the start of the novel was the materialism and egotism of people aroundRead MoreEssay on Holden in The Catcher in The Rye1612 Words   |  7 Pagesmotifs. The character, Holden Caulfield is alienated from society, is experiencing the painfulness of growing up, thinks that the adult world is full of phoniness, and is sick of hearing about the American Dream from his teachers. JD Salinger has created a book that has raised plenty of questions and controversy towards the readers. The Catcher in the Rye shows how a teenage mind works. JD Salinger has used a stream of consciousness writing style where the character (Holden Caulfield) talks in firstRead MoreCharacter Development Of Holden Caulfield1105 Words   |  5 PagesRushil Asudani Mr. Bazinet ENG3UN 11 July 2015 Character Development of Holden Caulfield Change is an essential component in the continued success of the human race and thus important in the development of society. As such, society expects people to constantly change and adapt. Readers typically expect to see the development of characters throughout novels, or other pieces of literature. In the novel, â€Å"The Catcher in the Rye†, J. D. Salinger deviates from the normal progression followed by most

Does Mcmurphy Transfer His Individualistic Spirit Into free essay sample

That Of The Other Patients In One Flew Over The Cuckoo # 8217 ; s Nest? Essay, Research Paper One Flew Over the Cuckoo s Nest, with its meaningful message of individuality, was an highly influential novel during the 1960 s. In add-on, its writer, Ken Kesey, played a important function in the development of the counterculture of the 60 s ; this included all people who did non conform to society s criterions, experimented in drugs, and merely lived their lives in an unconventional mode. Ken Kesey had many important experiences that enabled him to make One Flew Over the Cuckoo s Nest. As a consequence of his entryway into the originative authorship plan at Stanford University in 1959 ( Ken 1 ) , Kesey moved to Perry Lane in Menlo Park. It was at that place that he and other authors foremost experimented with psychedelic drugs. After populating at Perry Lane for a piece, Kesey s friend, Vik Lovell, informed him about experiments at a local V. A. infirmary in which voluntaries were paid to take mind-altering drugs ( Wolfe 321 ) . Kesey s experiences at the infirmary were his first measure towards composing Cuckoo s Nest. Upon proving the effects of the so little-known drug, LSD, # 8221 ; he was in a kingdom of consciousness he had neer dreamed of earlier and it was non a dream or craze but portion of his consciousness ( 322 ) . # 8221 ; This consciousness caused him to believe that these psychedelic drugs could enable him to see things the manner they were genuinely meant to be seen. After working as a trial topic for the infirmary, Kesey was able to acquire a occupation working as a psychiatric adjutant. This was the following important factor in composing the book. # 8220 ; Sometimes he would travel to work high on acid ( LSD ) ( 323 ) . # 8221 ; By making so, he was able to understand the hurting felt by the patients on the ward. In add-on, the occupation allowed him to analyze everything that went on within the confines of the infirmary. From these things, Kesey obtained exceeding penetration for composing One Flew Over the Cuckoo s Nest. To do the novel seem every bit realistic as possible, he slackly based the characters on the personalities of people in the ward ; besides, his usage of drugs while composing allowed him to do scenes such as Chief Bromden s ( The Chief is the storyteller of the narrative. He is a Native American who happens to be a paranoid schizophrenic. ) dreams much more graphic ( Ken 2 ) . As mentioned in The Electric Kool-Aid Acid Tes t, # 8221 ; certain transitions + like Chief Broom [ Chief Bromden ] in his schizophrenic fogs + [ it ] was true vision, a small of what you could see if you opened the doors of perceptual experience, friends ( Wolfe 328 ) . Ken Kesey s altered mental province while he wrote Cuckoo s Nest is what genuinely makes it alone. The fresh s message of arising against authorization was really influential to the counterculture coevals of the 1960 s. Kesey and his authorship became a cardinal factor in a decennary filled with drugs and anti-establishment feelings. One Flew Over the Cuckoo s Nest takes topographic point in a mental infirmary in which the patients individualism is suppressed by the caput nurse, Nurse Ratched. When a sane con-man ( Randle P. McMurphy ) has himself committed to avoid a prison sentence, the machine-like order that had antecedently existed on the ward is instantly challenged. Initially, McMurphy is a really selfish adult male whose lone desire is to do jobs for authorization figures, Nurse Ratched in peculiar, and to do life for himself every bit easily as possible. Finally, this all alterations as the conflict between himself and Nurse Ratched becomes their conflict for the psyche of the inmates. McMurphy s battle to # 8220 ; free # 8221 ; the other inmates is a hard one, finally ensuing in his ain devastation ; nevertheless, through his decease, the other patients are able to recognize their ain sense of ego and they escape the ward. Although McMurphy works to salvage all the inmates, the schizophrenic, Chief Br omden, is the chief mark of his attendings. The Chief is the largest, most powerful adult male on the ward, but is made to experience weak and inferior by remaining at that place. Upon recognizing his ain value at the terminal of the novel, Chief Bromden participates in the clemency violent death of McMurphy which allows for his ain complete release, every bit good as that of the other patients. Entering the mental infirmary a sane adult male, R.P. McMurphy merely looks out for himself ; nevertheless, this all alterations when he realizes the permanency of his residence on the ward if he does non conform. This motivates him to get down working to salvage the other inmates on the ward and reassign some of his high spirit into them. His battle to assist them recognize their individualism consequences in his ain mental decay and he is finally destroyed. In order to do himself every bit comfy as possible, McMurphy ab initio tries to withstand authorization and derive the inmates trust for his ain personal addition. He is instantly a menace to the order that Nurse Ratched has created and maintains. While there is non supposed to be chancing on the ward, one of McMurphy s first ends is to acquire the other patients to play cards with him for money. This is expressed when McMurphy says # 8221 ; I came to this constitution to convey you birds fun an amusement around the street arab tabular array ( Ken 12 ) . # 8221 ; Another manner that he is able to interrupt the infirmary s order is through his bold laughter. This is really distressing because no one of all time laughs in the mental infirmary. The inmates are controlled and mechanized ; the laughter suggests personality, which would interrupt down this order. Harmonizing to Chief Bromden, he had non hear a laugh in old ages ( 11 ) . McMurphy makes it obvious right off that he has no purpose of allowing the infirmary s machine-like order devour his individuality. As a consequence off his boisterous behaviour, the inevitable conflict between McMurphy and Nurse Ratched begins. During group therapy meetings, McMurphy does non allow Nurse Ratched have complete control as she has had in the past and as she would wish to go on. He disrupts the meetings by arousing the other patients to excit ement when they make remarks about their several jobs. It besides infuriates Nurse Ratched when McMurphy diverts the attending directed at other patients towards himself. Besides, one peculiar scene exposing the beginning of the conflict between Nurse Ratched and McMurphy occurs when McMurphy wants to watch the World Series. He convinces the inmates to defy Nurse Ratched by watching a clean Television screen, even when she turns off the World Series ( 140 ) . The things that McMurphy does early in the novel to conflict Nurse Ratched are selfish and have the purpose of being helter-skelter. Finally, this all begins to alter as McMurphy begins his battle to assist salvage the other inmates. He begins to conform somewhat when he recognizes the power that Nurse Ratched wields ; he learns that he can non be dismissed from the infirmary without Nurse Ratched stating he has been cured. However, the other inmates are non satisfied ; they want him to take a rebellion. McMurphy s rebellious nature goes from that of opportunism to that of devotedness to assisting the other inmates find their freedom and individualism. By making so, he besides sees a agency of flight for himself. The first show of his new scheme for withstanding authorization occurs on the fishing trip that the inmates take. This trip, which is organized by McMurphy, helps the inmates realize that they can move for themselves and returns to them some sense of dignity. Another illustration of McMurphy s alteration from a nuisance to a Jesus is how he and the Chief resist Nurse Ratched in the disturbed ward ( a subd ivision of the infirmary for those patients who are considered the most insane or unsafe ) . Trying to arouse an apology from McMurphy and Chief Bromden for maintaining another patient from holding an clyster, Nurse Ratched fails and angrily sends the two work forces to hold electro-shock therapy. Although McMurphy is weakened by this, the Chief takes his first measure towards being cured by stating the other patients of McMurphy s heroics ( 277 ) . This is the first clip that he has of all time talked to anyone other than McMurphy. In an obvious response to McMurphy s devotedness to him, the Chief starts to recognize his true ego. In the terminal, McMurphy s struggle leads to his devastation ; nevertheless, he still becomes the inmates savior. By happening McMurphy s failing, which is his unmanageable impulse to ever flim-flam the other inmates out of their money, Nurse Ratched is able to get the better of him. This is apparent when McMurphy tricks the other work forces into non believing that the Chief could raise the control panel. As a consequence of this unjust stake, McMurphy wins money from the other work forces, but loses much of their religion in him ( 256-257 ) . However, McMurphy finally regains their trust and the inmates join him in the large party on the ward. Because the party involves interrupting infirmary regulations, the inmates are forced into a state of affairs in which they will hold to support themselves. This is McMurphy s concluding effort at taking the inmates to their freedom. As a consequence of all his attempts to assist them, he has become worn-out, both physically and emotionally. Taking on the duty for the other patients has drained McMurphy of all his plangency and individualism ; nevertheless, it is about as if his animation has been transferred into the psyche of the inmates. Merely as in the jurisprudence of the preservation of energy ( energy can neither be created nor destroyed ) , McMurphy s verve must be sapped in order to give the other patients life. In consequence, McMurphy has sacrificed his ain saneness to do the others sane. The concluding struggle between Nurse Ratched and McMurphy occurs when McMurphy attacks her and reveals her gender by bring outing her big chests ( 305 ) . McMurphy is taken off to be given a lobotomy + a surgical operation in which a lobe of the encephalon, normally the frontal lobe, is cut out for the intervention of psychoses + but Nurse Ratched no longer has control over the other patients. By hiding her feminine nature, she has been able to hold power over the inmates. To them, Nurse Ratched antecedently symbolized the cold, unfeeling, and mechanised nature of the infirmary ; by uncovering her muliebrity, this frontage is destroyed and the work forces realize her failing. Now, although she defeats McMurphy physically, he has really won the conflict because the other patients are able to get away. In order to guarantee the Nurse s overall licking, Chief Bromden returns in the clemency violent death of McMurphy. His decease finalizes the transference of his spirit into the other p atients ; accordingly, this allows for the complete release of all the inmates. Using the Chief as the storyteller of the novel, as opposed to McMurphy, allows the reader to analyze McMurphy s actions as being heroic, non mere bluster. Chief Bromden, through his sub-rosa analysis of everything that occurs in the ward, is able to portray McMurphy s saga much more subtly than if McMurphy had been the storyteller. By utilizing the Chief s point of position, Kesey enables the reader to see a patient ( badly weakened by the infirmary s control over his individualism ) finally cured through the continuity of another forbearance to do him recognize his true ego. Because Kesey does such an effectual occupation in making the Chief s schizophrenic province early in the narrative, the reader is able to see him easy recover his sense of individuality and therefore one can truly understand the significance of McMurphy s aid in altering him. One Flew Over the Cuckoo s Nest should decidedly be included in a list of plants of high literary virtue. It s message of contending for individualism and self-expression is portrayed with immense accomplishment. Kesey s willingness to experiment with the radical manner of composing in an altered province of consciousness should be extremely regarded. This novel is a symbol of the 1960 s counterculture and should be considered a authoritative of its clip. Not merely were its issues of import during its ain decennary, but many are still relevant today.

All Things Must Pass by George Harrison free essay sample

The early seventies were laced with threads of worldwide movements, new discoveries, and bone-chilling tragedies, but amongst the chaos of a new decade, there was one particular decision that struck the hearts of many. On April 10th, the legendary band, The Beatles, were officially broken up. Over the course of ten years, The Beatles captivated the ears and minds of many. Having groundbreaking records, catchy â€Å"yeah, yeah, yeahs,† that no one could get out of their head, and stealing the hearts of crazed teenage girls throughout what is known as â€Å"Beatlemania,† The Beatles made their mark. Paul McCartney, John Lennon, George Harrison, and Ringo Starr are what the world has come to know and love as the members of The Beatles. Authentic personas were given to them by the press and adoring fans. McCartney was â€Å"the cute one,† Lennon was â€Å"the smart one,† Starr was â€Å"the funny one,† and Harrison was â€Å"the quiet one,† but i sn’t it always the quiet ones that have the loudest minds? John and Paul were the usual composers when writing the music, leaving George and Ringo with little works of their own on any studio album The Beatles produced. We will write a custom essay sample on All Things Must Pass by George Harrison or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For Harrison, his ideas were often turned down and swept under the rug, in a way, when he would pitch them. However, not all of his songs had been rejected, which in turn gave us well-known songs such as â€Å"Here Comes the Sun† and â€Å"While My Guitar Gently Weeps.† Harrison was a crucial aspect to the later success and the everlasting legacy of The Beatles, but his musical prowess didn’t stop when the band parted ways. Harrison’s first solo album, post-Beatles break-up, is known as â€Å"All Things Must Pass,† in which the title track is also a song The Beatles had turned down. Although it wasn’t his first solo album in general, it is certainly the one that established his place as a solo artist and proved that he didn’t need his three other bandmates to guide him through his own success. The single that was chosen to be released from the album, â€Å"My Sweet Lord†, was a top-charting hit that brought major prosperity to Harrison. Before the decision was made for â€Å"My Sweet Lord† to be the single that would be released, however, it was in strong criticism because of the fact that it was more of a religious song than the usual happy-go-lucky, love song that The Beatles were known for producing throughout their decade of ruling in the music industry. Being a triple album, Harrison had the room to experiment with sounds a bit, and that’s exactly what the entire third record is, also known as â€Å"Apple Jam.† The other two records consists of the former Beatles’ trademark pieces about spirituality and life in general. Most of the songs are favored by the acoustic guitar, in which George had grown rather talented with over the years. The entire album is an ideal piece to listen to if you were to sit down in a dark room illuminated only by candlelight, and I can’t deny that I have done just that on several occasions. From the moment the first chord is strung on his guitar to the final, gruff note leaving Harrison’s lips during any given song, it’s as if the music has captured you in some sort of self-aware bubble. The flow of his lyrics guide your mind to think about things you wouldn’t normally think of during a routine daydream. For instance, the mellowed tune of â€Å"Run of the M ill,† a personal favorite of my own along with â€Å"Ballad of Sir Frankie Crisp (Let it Roll),† could make you question your very purpose in life and cause you to realize that maybe you aren’t living to your fullest potential. Harrison was a poet in his own, distinct way, and although the legend had passed away in November of 2001, his legacy and lyrics are still in the minds, hearts, and souls of millions across the universe.

Free Essays on The Babe Ruth Story

â€Å"The Babe Ruth Story† On February 6, 1895, Kate Schamberger Ruth gave birth to her first child. George Herman Ruth, Jr. was born in the house of his grandparents in Baltimore, Maryland. He was the first of eight children born to Kate and George Herman Ruth. Unfortunately, most of the children died in infancy, and only George, Jr. and his sister Mamie survived to lead a full life. George experienced little, if any, real love from his parents who made no time for their son. Ultimately, they felt that they could no longer care for their son. On June 13, 1902, George Herman Ruth took his seven year-old to St. Mary's Industrial School for Boys. Not only did he place George in the school, but he also signed over custody of the boy to the Xaverian Brothers, a Catholic Order of Jesuit Missionaries who ran St. Mary's. St. Mary's was both a reformatory and orphanage that was surrounded by a wall similar to a prison with guards on duty. There were approximately 803 children at St. Mary's. The reformatory had four dormitories that housed about 200 kids each. George, Jr., who by the age of seven had already been involved with mischievous altercations, was classified as "incorrigible" upon his admission. For a few brief periods he was returned to live with his family, but he was always sent back to St. Mary's, and no one ever came to visit him while he was there. In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He played all positions on the field, and was an excellent pitcher. He also possessed a superb ability to hit the ball. By his late teens Ruth had developed into a major league baseball prospect. On February 27, 1914, at the age of nineteen, Ruth ... Free Essays on The Babe Ruth Story Free Essays on The Babe Ruth Story â€Å"The Babe Ruth Story† On February 6, 1895, Kate Schamberger Ruth gave birth to her first child. George Herman Ruth, Jr. was born in the house of his grandparents in Baltimore, Maryland. He was the first of eight children born to Kate and George Herman Ruth. Unfortunately, most of the children died in infancy, and only George, Jr. and his sister Mamie survived to lead a full life. George experienced little, if any, real love from his parents who made no time for their son. Ultimately, they felt that they could no longer care for their son. On June 13, 1902, George Herman Ruth took his seven year-old to St. Mary's Industrial School for Boys. Not only did he place George in the school, but he also signed over custody of the boy to the Xaverian Brothers, a Catholic Order of Jesuit Missionaries who ran St. Mary's. St. Mary's was both a reformatory and orphanage that was surrounded by a wall similar to a prison with guards on duty. There were approximately 803 children at St. Mary's. The reformatory had four dormitories that housed about 200 kids each. George, Jr., who by the age of seven had already been involved with mischievous altercations, was classified as "incorrigible" upon his admission. For a few brief periods he was returned to live with his family, but he was always sent back to St. Mary's, and no one ever came to visit him while he was there. In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He In 1902 Baseball was a popular and primary form of recreation for the boys at St. Mary's. Young George Ruth, Jr., displayed his potential at a very young age. He played all positions on the field, and was an excellent pitcher. He also possessed a superb ability to hit the ball. By his late teens Ruth had developed into a major league baseball prospect. On February 27, 1914, at the age of nineteen, Ruth ...

Judicial Review in the UK and the USA Essay Example | Topics and Well Written Essays - 1500 words

Judicial Review in the UK and the USA - Essay Example Judicial review was exercised even before that Constitutional Convention in several states. This is seen in respect of the fact that at least seven of 13 states had experienced the invalidation of their statutes on the grounds that that they violated the higher law or the constitution in one way or another. Hayburn's Case (1792) is one case that saw judicial review in practice as the court held the decision of Congress regarding pension applications unconstitutional. Hylton v. United States (1796) as decided by the US Supreme Court also saw Congress challenged in a matter relating to direct taxes. The Judiciary Act (Section 13) that establishes the US judicial courts gives the Supreme Court the authority to "to issue writs of mandamus, in cases warranted by the principles and usages of law, to any courts appointed, or persons holding office, under the authority of the United States" .Components of Judicial ReviewFor a higher law to be applied effectively, the ruler having constraint in making decisions, there needs to be a set of procedures through which the regulations can be translated into practical actions.   The procedures afore mentioned encompass the codification of the law in a manner that is legally cognizable in terms of language used, reliance on a competent institution to make interpretations of the regulations as well as the existence of a social agreement that the rulings made by the institution that interprets the regulations are supreme and must therefore be upheld. In simple terms judicial review demands three basic elements to be functional in the modern world; the existence of written law or a constitution, the existence of a competent institution (court) to interpret the law and finally respect for the ruling in respect of its

Criminal Law and Procedure Essay Example | Topics and Well Written Essays - 750 words

Criminal Law and Procedure - Essay Example If the officer is in hot pursuit of the defendant the officer may make a warrant less search of the subject2, but other circumstances need to indicate probable cause to apprehend the suspect or make a warrant less entry into a private home3. Flight alone would not merit probable cause4, but the immediate knowledge of the defendant in flight of a felony such as armed assault would be probable cause and justify an arrest. If the suspect is injured and unarmed then the officer may still enter the garage under the emergency doctrine. Under the emergency doctrine, law enforcement officers may enter a dwelling without a warrant when they reasonably believe that a person within is in need of immediate aid5. 2) Formulate a set of circumstances in which there is probable cause to search but not arrest, in which there is probable cause to arrest but not probable cause to search, in which there is probable cause to both arrest and to search. At 9:35pm officer McCoy notices a blue sedan parked in the parking lot of Clemency Park. Clemency Park is not open to the public after 9:45pm. Officer McCoy gets out of his cruiser and approaches the blue sedan with the intention of informing the driver that he will not be allowed to be on Park ground including the parking lot in another 10 minutes. Officer McCoy, who is familiar with the smell of marijuana, catches a strong odor of marijuana 3 feet from the blue sedan. The officer takes note that there are no other vehicles in the parking lot and the odor must be coming from the sedan. Officer McCoy approaches the vehicle with his flash light positioned toward the driver side and knocks on the driver side window. The driver rolls down the window. Officer McCoy catches an even stronger sent of marijuana coming from the inside of the vehicle. Upon questioning the driver refuses to answer any of the officer's inquiries. Officer McCoy now has probable cause to search the vehicle. After a search of the driver's person and vehicle Officer McCoy found no drugs or drug paraphernalia or any other contraband. The officer had the right to make a warrant less search but not a warrant less arrest. Probable Cause to Arrest but not Probable Cause to Search Mr. Tomas was distributing pamphlets in the lobby of a Masonic Temple. An authorized representative of the temple asked Mr. Tomas to leave the building. Mr. Thomas refused to leave the building and continued distributing pamphlets. About Ten minutes later two officers arrived by call of the temple representative. The officers asked Mr. Thomas to leave the temple. Mr. Thomas refused to comply with the officer's request. The two officer's subsequently arrested Mr. Thomas on the charge of Trespassing. The officers had probable cause to arrest Mr. Thomas but no cause to search without a warrant. Probable Cause to both Arrest and to Search At 1:15am The 35th precinct had gotten reports from two different calls that gun shots were fired at residence 56 West Elmhurst. The nearest police cruisers responded to the radio dispatch. Three cruisers appeared on the scene and parked in front of the residence.

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage childrens behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.

Roberto Clemente :: essays research papers

Roberto Clemente Walker was born in Barrio San Anton in Carolina, Puerto Rico, August 18, 1934. He was the youngest of four children. He stood 5 feet and 11 inches tall, and he weighed 175 pounds. Roberto excelled in track and field, winning medals in the javelin throw and short distance races. However, his real love was baseball. He played amateur baseball with Juncos Double A Club and soon went on to play with the Santurce Crabbers in the Puerto Rican Winter League. From Santurce he signed with Montreal's Triple A team. Clemente joined the Pittsburgh Pirates in 1955, where he played his entire eighteen year Major League Baseball career from 1955 to 1972. Roberto played in two World Series, batting .310 in 1960 and .414 in 1971. He was the National League Batting Champion four times, was awarded twelve Gold Gloves, selected National League MVP in 1966 and was chosen as the MVP in the 1971 World Series. He was also a 12 time National League All-Star. Throughout his career, he played in 2,433 games. Out of the 9,454 times at bat, Roberto got a hit 3,000 of those times. He had 440 doubles, 166 triples, and 240 homeruns. Roberto had 1,305 RBI’s and he scored 1,416 runs for his team. Overall, his career batting average was a .317. On November 14, 1964, he married Vera Cristina Zabala in Carolina, Puerto Rico. They had three sons: Roberto Jr., Luis Roberto and Roberto Enrique. Proud of his heritage Roberto insisted that Vera give birth to all three sons in Puerto Rico. The boys were six, five and two, when their father met his unfortunate death. New Year's Eve, December 31, 1997 marked the 25th Anniversary of a tragic plane crash. The plane was taking medical, food and clothing supplies to Nicaragua, to help out after an earthquake. Vera and friends begged him not to take the trip because of poor weather and an unstable cargo plane, but Roberto was determined. He was upset that the previous supplies had not made it to the victims. Roberto was going to personally see to it that the victims received the much needed supplies. Unfortunately the plane went down off the coast of Puerto Rico. Roberto's body was never found. Just months after Roberto joined an elite group of players with 3000 hits, he was gone. Roberto’s tragic death in 1972 prompted the Hall of Fame’s Board of Directors to unanimously wave the customary five year period for induction, which opened a door for the Baseball Writer’s Association of America to hold a special election on Clemente’s behalf.

12 Angry Men Analysis – 2

Nobody could forecast that a low budget movie with 12 different actors performing in one single room could affect in such a remarkable degree several sciences like law, business, psychology etc. The movie, based on the scenario that a 12 member jury group is about to decide through a certain procedure if a young boy is going to face the death penalty or not, can be linked with many theories referring to leadership or group/team work. Influenced by the Group Effectiveness Model of Schwarz (2002), the structure of the group along with the context and the process are vital for its effectiveness (Eirini Flouri & Yiannis Fitsakis 2007).In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan & Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period.Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan & Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided.This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri & Yiannis Fitsakis 2007). The existence of a â€Å"one-offà ¢â‚¬  situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group.Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980).In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, th e broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result.Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time.The role of the foreman is usually for the most experienced person in this field or the first jury or fo r anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main representatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943).Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†).Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psycholo gical outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†).Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function.As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury.However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects pr ivileges keeping a democratic way of thinking.Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out.They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a commo n phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process.Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position.Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input.Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear.The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it.The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others.As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness).The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social lo afing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , & Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David & Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Education Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. & Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini & Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall & M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chicago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors' Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones & Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. & Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, OxfordMoscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael & Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York