Comparing Genesis and Revelation - 588 Words

Genesis chapters 1 and 2 tell the story of creation. Revelation chapters 21 and 22 talk about the new heaven and earth that God is creating. The creation account of Genesis and the renewed creation in Revelation have some common ground, but they also have some differences. In the beginning there was nothing, except God. God made everything out of nothing. He made the heavens, earth, and all things. It took him 6 days and on the seventh day he rested. The first thing he created was light, but of course there was still darkness, but the light and the dark were separated. Light was called â€Å"day†, and dark was called â€Å"night†. He made the sun to rule the daytime. For the night He made the moon and the stars. Then God made the land and water. He named the land â€Å"earth† and the water was called â€Å"sea†. Plants and animals were put on the land and fish and the other water creatures were in the sea. There were birds that flew above land . God told the all the animals, the fish, and the birds to be fruitful and multiply. Lastly, God made man. He created them in His own image. However, man was not made from nothing. The first man was made from the dust of the ground and God breathed in him the breath of life. His name was Adam, which means â€Å"dirt† or â€Å"earth†. Adam was to take care of all the animals. He even got to name them all. A helper was made for Adam so he wouldn’t be alone. She was made from one of Adam’s ribs. Her name was Eve, which means â€Å"mother ofShow MoreRelatedThe New World : A Final Examination Of God And Man s Relationship1625 Words   |  7 Pagescompare the beginning and end of the Bible – Genesis and Revelation – in order to observe on what terms the dynamic relationship between man and God began and ended. It can be argued that one’s understanding of this relationship between man and God is vital in one’s understandi ng of the deeper meaning behind the stories within the Bible. Therefore, by comparing and contrasting analogous moments from the first verses of Genesis and the last verses of Revelation, one can see the positive growth in the relationshipRead MoreGnosticism : A Diverse Set Of Beliefs1153 Words   |  5 PagesGnosticism through collections of gnostic scriptures and figures. Through imagery, aeons and the high creator are placed with each other to form realms in â€Å"The Secret Book According to John† reflecting the book of Genesis. â€Å"The Secret Book According to John† is like a backstory of Genesis only with the creations in more specific and complex details. However, through both explanations of each book, Gnosticism does not comprise of just one true belief, but many beliefs put together to define its contentRead MoreCritical Criticism Of Genesis1714 Words   |  7 Pagesfrom the place where you are† Genesis 13:14. The word genesis is the dawning of crea tion, and the biblical book of Genesis is the book that brings fourth the creation of our planet and the life that resides. Genesis also describes the descent of Adam and Eve and unveils the foundation that sin builds upon. Genesis introduces the origin of the holy land, Israel, and inception of holy covenants promised by the holy trinity; the son, the father, and the holy spirit. Genesis communicates the definite eventsRead MoreDefinition Essay: the Good Shepherd1274 Words   |  6 Pagesfollow Jesus. Through contrasting the Good and bad shepherds, investigating the functions the Good shepherd, and looking at biblical examples of the image of the Good shepherd, God’s intention of teaching Christians is more asserted. Through comparing the Good Shepherd and bad shepherds, God teaches every Christians to follow the Good Shepherd. The prophet Ezekiel, in Old Testament, prophesied against the bad shepherds. In Book of Ezekiel 34, He describes the characteristics of bad shepherds;Read MoreMs Paul2146 Words   |  9 PagesOld Testament. This is the most controversial parts of the Bible. In this part of the Bible, there are a lot of details of God as Omniscience, miracles, and Godly intervention. This is detailed from pages 16-17. The Bible claims to be divine revelation. Oswalt defends that biblical claim and argues that it ought to be given the attention it deserves, instead of allowing disbelief in the Bible to occupy a privileged position in the discussion (18). Chapter One In chapter one which is pagesRead MoreGenesis : A Historical, Literal, And Theological Sense2044 Words   |  9 Pageswritten off and just accepted what others have told me about it for years, it is because of this that I will be writing my paper on Genesis 1:1-2:3, which teaches the creation account. I limited it to this because, for obvious reasons, I cannot include anything before this section, and after this section it goes into more detail about the creation of man for the rest of Genesis chapter two and I will not be focused on the specifics of that as much as the whole narrative of creation. Limiting the passageRead MoreAugustine Of Hippo And Lady Julian Of Norwich2222 Words   |  9 PagesCreation found in Genesis 1-3 has captured the attention of countless Christian theologians throughout the ages. Despite the fact that the text of these chapters are quite short, it has proved itself to be a fertile ground from which many of the central tenets of Christian doctrine have s prouted. This fruitful text has also spurred a variety of differing interpretations of the Creation and Fall. Augustine of Hippo and Lady Julian of Norwich are two theologians who interpreted Genesis 1-3 in vastly differentRead MoreThe Form And The Literary Style Of Wisdom1456 Words   |  6 Pageswoman who shows no discretion, highlights the use of powerful imagery ‘a gold ring in a pig’s snout, using metaphoric device by comparing ‘a beautiful women who shows no discretion’. Women appear as topics in both positive and negative form. Barnes suggests this is the â€Å"most direct proverb, in the sense of similitude, with references to nose-rings in Genesis 24:22, Genesis 24:47 . He further propose that â€Å"if we may assume that in ancient Syria, as in modern Europe, swine commonly wore such a ringRead MoreCrow Testament Analysis1627 Words   |  7 Pagesany consent of the natives. In â€Å"Crow Testament,† the falcon steals the salmon from th e crow, which represents how the white man took advantage of the natives’ openness to them. Alexie’s use of the pale horse is a direct reference to the book of Revelation. According to the story, the pale horse is one of the Four Horses of the Apocalypse and its rider is Death. In the poem, the crow is riding the pale horse into a powwow, but none of the natives panic. Alexie is trying to demonstrate that the nativesRead MoreIslam And Christianity Comparative Religious Study1727 Words   |  7 PagesStudy Bible, Genesis). God then told Abraham, â€Å"Take your son, your only son, whom you love –Isaac- and go to the region of Moriah. Sacrifice him there as a burnt offering on a mountain I will show you† (The NIV Study Bible, Genesis 22:2). After Abraham had made his way up the mountain to Moriah, an angel spoke, â€Å"Do not lay a hand on the boy. Do not do anything to him. Now I know that you fear God, because you have not withheld from me your son, you r only son† (The NIV Study Bible, Genesis 22:12). Therefore

The Personality Typologies Of Carl Gustav Essay - 1951 Words

Personality Typologies Carl Gustav Young had quite an interesting mind. He believed that while he was growing up, his mother had to different personalities. Shortly after, he began to believe he was more than one person. He felt that he was both the child he actually was as well as a wise old man. Jung had a lonely childhood. He was the only surviving child of his parents and when he wasn’t dealing with their completely opposite personalities, he was being left out when all the kids in school played. Fortunately, he didn’t mind being alone, on the contrary, he very much enjoyed the alone time he could get to think about and reflect on events. Ever since Jung was a boy, he looked deeper into the purpose of objects and events, asked theoretical questions that no regular boy would ask and came up with possibilities that no one could take seriously. Carl Jung was born on July 26th, 1875 in Kesswil, Switzerland. Shortly after graduating from the University of Zurich, Jung became a Psychiatrist. He went onto founding a new school of Psychotherapy called Analytical Psychology, eventually becoming a very famous Swiss Psychiatrist. Analytical Psychology is based on the idea that experiences dramatically shape who you are and the way you live your life as well as predict the way you will be living in the future. This was also sometimes called Jungian analysis. The point of Jungian analysis was individuation. Individuation is the process of one forming his or her own personalShow MoreRelatedCarl Jung and Sigmund Freud1412 Words   |  6 PagesCarl Jung and Sigmund Freud Introduction Carl Jung (1875-1961) and Sigmund Freud (1856-1939) were two individuals whose theories on human personality would completely affect the way that people viewed the human mind. Carl Gustav was a practicing psychotherapist while Sigmund Freud created the discipline of psychoanalysis. The two men had seemingly identical beliefs about human behavior, but also had contrasting beliefs about concepts such as the ego, the psyche, and the state of unconsciousnessRead MoreCarl Jung s Theories Dealing With Emotions, Memories, And Thoughts1163 Words   |  5 PagesCarl Jung is famous for his theories dealing with emotions, memories, and thoughts. Jung is a psychologist that has research several categories. He’s written approximately 700 papers discussing his research, and how the mindset works. He researched concepts dealing with his childhood memoires. Jung as always felt he had two personalities, introvert and extravert. He is the founder of analytical psychology and a Swiss psychiatri st. Carl Gustav Jung was born on July 26, 1875 in Kesswil, SwitzerlandRead MoreContemporary Education : Support The Learning Requirements Of Introverted And Introverted Students Equally3135 Words   |  13 Pagesunheard; their thoughts and solutions are rarely heard or mentioned. Their ideas are perceived as beta by comparison to the labeled leaders, and are therefore held with little regard or credibility. In efforts to organize and identify human personality types, Carl Jung was one of the first psychologists to bring attention to, and define the differences among introverts and extroverts. In the simplest terms, an extrovert can be thought of as one who thrives in an environment that focuses on externalRead MoreEssay on Theory of Analytical Psychology2821 Words   |  12 PagesRunning head: Theory of Analytical Psychology Research Paper PSYC 341 Carl Jung’s Theory of Analytical Psychology Psychology of Personality By A. M. Barnett January 17, 2006 Abstract Carl Gustav Jung was bone July 26, 1875 (Feist and Feist, 2002). He was blessed to be surrounded by an educated family, including clergymen. Carl Jung as a young man was a colleague of Freud. His life’s work was exploring the unconscious. Freud’s theory of the unconscious made the unconscious soundRead More‘Describe and Evaluate Carl Jung’s Theory Concerning Personality Types and Show How They Might Usefully Help a Therapist to Determine Therapeutic Goals’4006 Words   |  17 Pages‘Describe and evaluate Carl Jung’s theory concerning personality types and show how they might usefully help a therapist to determine therapeutic goals’ Page 1 Introduction In this essay I aim to demonstrate an understanding of Jung’s personality types by describing and evaluating his theory and to show how they might useful in helping a therapist to determine therapeutic goals. I will also look at some of the criticisms levelled at Jung’s theory. Carl Gustav Jung, (26 July 1875Read MoreAstrology and Alchemy - the Occult Roots of the Mbti4990 Words   |  20 Pagesintuitively. The MBTI developed out of the interests of Katherine Cook Briggs (1875-1968) and her daughter Isabel Briggs Myers (18971979) in human personality difference. They both read Jung’s Psychological Types shortly after its initial publication in English in 1923 and were prompted, at the outset of World War II, to try to ‘operationalise’ his typology. Early forms of the MBTI testing procedure were thus developed in the period 1942-44, but it was after the war and in the years leading up to 1956Read MorePyschoanalytic Personalities Essay Notes9106 Words   |  37 PagesPsychoanalytic Personality Assessment | Write a 1,050- to 1,400-word paper analyzing the components of the psychoanalytic approach to personality. Your paper should cover the following areas: * Compare and contrast the psychoanalytic theories of Freud, Jung, and Adler. What are two characteristics of these theories with which you agree? What are two characteristics with which you disagree? * Describe the stages of Freud’s theory and explain characteristics of personality using these componentsRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesin the International Systems of Law in the Twentieth Century †¢ Jean H. Quataert 116 5 The Impact of the Two World Wars in a Century of Violence †¢ John H. Morrow Jr. 161 6 Locating the United States in Twentieth-Century World History †¢ Carl J. Guarneri 213 7 The Technopolitics of Cold War: Toward a Transregional Perspective †¢ Gabrielle Hecht and Paul N. Edwards 271 8 A Century of Environmental Transitions †¢ Richard P. Tucker 315 About the Contributors †¢ 343

Towards Abstraction free essay sample

In 1911, a new group of German creative persons began exhibiting their work to the populace. Der Blaue Reiter was to go the high point of German Expressionism, but it besides opened the manner towards abstraction with its base for free experimentation and originality. It is Wassily Kandinsky, the most influential member of the group, who is most frequently credited with the differentiation of painting the first abstract image, in 1910. Der Blaue Reiter ( The Blue Rider ) was formed in 1911 and succeeded the first Expressionist motion, Die Br # 1100 ; cke, which dissolved in 1913. The group included Franz Marc ( 1880-1916 ) , Wassily Kandinsky ( 1866-1944 ) , and August Macke ( 1887-1914 ) , and celebrated the art of kids and primitives, but had no precise artistic programme. The most active advocate of this basically romantic and instead religious position of art was Franz Marc, a immature creative person who was killed in World War I. Marc saw animate beings as the betrayed but uncontaminated defenders of what was left of artlessness and good nature. We will write a custom essay sample on Towards Abstraction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Like August Macke, Marc chose to show these feelings with emphasized, symbolic colourss. He painted animate beings with a deeply traveling love: a love for what they represented and could still see, unlike humanity. Deer in the Forest II ( 1913-14, 110.5 ten 100.5 centimeter ( 43 1/2 ten 39 2/3 in ) ) is made up of a dense web of forms and lines that border on the abstract. Together they create a wood of experience through which we can see, as if emerging from the underbrush, the little signifiers of the cervid. The animate beings are absolutely at peace, at place in the wood of the universe. It is a conventionalized and aglow vision of a species that can populate without the cholers of the self-importance. August Macke, who was besides to be killed in the coming war, was another creative person with a gentle, poetic disposition. He took a simple delectation in the joys common to us all, which makes his mindless devastation particularly painful. Woman in a Green Jacket ( 1913, 44 ten 43.5 centimeter ( 17 1/3 ten 17 in ) ) floats onto the canvas, blissfully detached and Pacific. Of the group, he was the most sensitive to organize and colour, and the chromaticities in this image enlighten gently within strong forms to make sensuous countries of visible radiation.

Reflective Journal about Personal Philosophy of Behavior Management

Introduction Learning is a complicated process that requires professional and proper management. In addition to quality management, learning requires cooperation of all stakeholders including general school managers, teachers, students, parents, top education officials as well as the wider society where learning institutions are located.Advertising We will write a custom critical writing sample on Reflective Journal about Personal Philosophy of Behavior Management specifically for you for only $16.05 $11/page Learn More Being a complex process, effective learning can only take place within favorable environments in classroom, within school surroundings and the general societal environments. There are many factors which contribute to conduciveness of the learning environments most of which are controllable by school educators and others which are beyond school officials’ control. Individual and overall students’ behaviour within classroom an d school compound is one of the main factors that impact deeply upon the learning process. The purpose of this task is to provide a philosophical paper about personal philosophy of behavior management as a professional teacher or educator. Behaviour management Even though man is apparently the leading living thing in animals’ kingdom in terms of behaviour, different people attach different meanings to the concept of human behavior (Mishra, 2008). Consequently, there is no one particular universal definition of the term human behaviour. The difficulty of providing a universal definition of behaviour largely lies in the fact that the nature of human behaviour is multifaceted and complicated (Mishra, 2008). In addition to complexity, behaviour is dynamic so much so that an individual’s behaviour in one occasion is likely to be completely different in another occasion thus making it difficult to provide a standard description. Behaviour is a human feature that is ever-chan ging in line with varying physical and social contexts, order, place and time (Mishra, 2008). Generally, our behaviour is what we learn from our early days of growing as children. As we grow up, we consciously and subconsciously observe what our parents or guardians, other adults and relatives as well as our age mates and friends do or behave and we emulate them. In the education circles school managers and teachers focus on students behaviour which is a sum total of the things that learners have acquired from their parents, guardians, relatives, teachers, classmates, schoolmates and other adults and sources like media personalities and music and film celebrities. As children we normally have no idea on whether doing something is right or wrong until someone whom we respect or fear tells us (Boden, 1999).Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More We also learn on our own what is rig ht or wrong without being told verbally by a close person through the influence that their values, virtues and beliefs have up on us (Boden, 1999).  As we move from infancy and childhood in to teenage and young adulthood and finally adulthood, our power of choice which is inborn becomes well grounded. Therefore, as teenagers and young adults our good or bad upbringing, behavioural molding and programming at school and elsewhere not withstanding we find our selves at liberty to choose to do what is right or wrong. However, it is important to note whatever our choice we are always answerable for our behaviour and responsible for their outcomes (Boden, 1999). Human beings are inherently social beings. In other words, we live with others from birth until we die. In reality, we can not experience life in isolation from other fellow human beings largely because however intelligent, strong or rich we may be we are not absolutely self reliant. The good old adage says it all that there is no man who is an Island. That is, there is no man whatsoever who can live on his own in separation from others because we are naturally meant to be interdependent and we can therefore only realize life and satisfaction in unity and community with others. Therefore, we should always be conscious of the fact that how we choose to behave affects other people (Boden, 1999). Unfortunately, even though many people both young and old are aware of this fact we may intentionally choose to behave in manners that annoy and frustrate others. We can also be driven by power of our habits acquired over duration of time to behave in a manner that is annoying to others. However, it is noteworthy that we do not all time recognize the impact that our behaviour is bound to have on others. Also by virtue of having the power of choice as human beings we may opt to block out effects of our behaviour up other people (Boden, 1999). Behavioural Theories Various sets of ideas, opinions and facts or simply the ories about human behaviour have been put forward by education, psychology and sociology scholars from which teachers and school managers can derive helpful insights and skills on how to manage students’ behaviour in order to promote effective learning in classroom and elsewhere within the school or outside.Advertising We will write a custom critical writing sample on Reflective Journal about Personal Philosophy of Behavior Management specifically for you for only $16.05 $11/page Learn More One such theory has been put forward by the renowned scholar Burrhus Frederic Skinner who believed that behaviour is influenced by external conditions as opposed to internal states of an individual’s mind (Skinner, 1965). Skinner asserts that human behaviour is determined by outcomes which follow it, rather than by emotions, feelings and thoughts (Taylor MacKenney, 2008). Skinner’s theory is self explanatory in the sense that for him human actio ns are always followed by certain results, outcomes or consequences. Now if the resultant consequences of a given action are positive and pleasing in nature to us we are likely to repeat that behaviour more often in future. In opposite if the outcomes of our actions are not attractive we tend not to repeat that behaviour. Therefore, Skinner held that it is possible to influence human behaviour by controlling the consequences of that behaviour (Taylor MacKenney, 2008). In real life positive and negative reinforces can be used to manage desirable and unpleasant behaviors. Positive reinforcers are used to increase the frequency of actions that are regarded desirable while negative reinforcers are used to decrease and extinguish behaviors considered by managers to be undesirable (Taylor MacKenney, 2008). According to (Taylor MacKenney, 2008), Skinner’s theory of human behaviour is a fundamental basis of the processes that are used in bringing up children and shaping their beha viour and in law enforcement. For example, vehicles belonging to motorists who park them in a reserved parking space get towed with a view to discourage that behaviour.However,according to Hergenhahn,Olson and Ormrod cited in (Taylor MacKenney, 2008) Skinner’s theory is widely known for its use in education. (Taylor MacKenney, 2008) further observe that benefits of the processes founded upon Skinner’s behavioural theory are felt more greatly in special education classroom where behavioural problems are rampant. Use of skinner’s positive and negative reinforcement process is used to change inappropriate behaviors or to educate right behaviors. Skinner notes that behavioural reinforcements should be both timely and consistent (Taylor MacKenney, 2008). Therefore, good behaviors should be rewarded immediately in order to encourage their repetition by students or learners while bad behaviors should be punished with immediate effect so as to minimize their occurren ce in future and where possible put them out all together. In simple terms the delay between response and the reinforcement should be as short as possible (Taylor MacKenney, 2008). At the beginning of the teaching process, the reinforcer should be given after every response however after some learning has occurred it cease to be always necessary or even in some cases pleasant to support each response (Taylor MacKenney, 2008).Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More According Skinner’s theory, reinforcements must be viewed by the learner as a reward. Otherwise if students’ good behaviors are reinforced by something that the student dislikes then little learning will occur. Therefore, educators should try out different alternatives for different students. It is noteworthy that not all reinforcers are manmade and that natural consequences of our actions can be equal to or more effective than programmed (Taylor MacKenney, 2008). Glasser is another great scholar of reputation in educational psychology who advanced a number of behavioural theories which are key to student behaviour management.He put forward reality therapy theory and choice or control theories (Zastrow, 2009). According to Glasser, bad behaviours among students take place when they are fed up with or frustrated by school expectations. Glasser contends that learners whose basic needs are fulfilled show considerably little misbehaviour (Zastrow, 2009). In fact, fulfillm ent of basic needs is the main idea behind the reality therapy theory in student behaviour management (Zastrow, 2009). Glasser argues that inherently people need to meet the basic need of love that is, giving and receiving as well as the need to realize their self-worth (Zastrow, 2009). In schools Glasser emphasized that teachers and school managers should highlight student’s involvement, thinking and realization of finding self relevance in shaping their behaviours and teaching those with bad behaviours.  Glasser also came up with the famous choice theory also known as control theory. This theory opposes the contention that behaviour is caused by reaction to an outside motivation. Choice theory or control theory states that behaviouir is basically a continuous attempt to meet one or more of our basic needs which are inborn. According to Glasser, we inherently possess the power to choose what to do, when and how to do it and that we are accountable for the choices that we m ake (Holt and Kysilka, 2005). According to (Holt and Kysilka, 2005), choice theory best applies to the behaviour management of elementary, middle or high school students. According to Glasser all of our behaviors and choices are motivated by our desire to meet six basic needs including survival, belonging, love, power, freedom and fun (Holt and Kysilka, 2005). Glasser notes that more than ninety percent of all bad behaviors in students are a result of misguided efforts of the students to achieve power (Holt and Kysilka, 2005). Glasser proposes that accommodating learning strategies, class meetings and a quality school and curriculum are the best ways to satisfy the six basic needs of students (Holt and Kysilka, 2005). He suggests that students should be empowered intellequally and other wise and be given reasonable freedom in order to minimize instances of bad behaviours. Ginott put forward what has been termed to as theories of congruent or harmonious communication between teachers , parents, administrators and students (Taylor Nixon, 2004). His theory known simply as the Ginott Model is founded up on interpersonal relations and communication between students and teachers. His model recommends that teachers should embrace an approach that makes students feel recognized, respected and accepted (Taylor Nixon, 2004). His theory provides strategies for teachers to build and develop self-confidence, self-esteem and deemphasize frustration and fear in classroom. He supports the concept that teachers should always attack the problem and not the student (Taylor Nixon, 2004). Therefore, teachers should avoid at all costs labeling and negative criticism because labeled students tend to exhibit what they have been labeled a trend which can encourage bad behaviours.Ginnot proposed that teachers should shun too much criticism and instead they should provide recommendations and advise and make succinct statements to students geared towards improving their academic and co -curricular performances and seek their input and to correct behaviour (Taylor Nixon, 2004). The main idea behind his theory is functional and supportive relationships between teachers and students.  Kounin Model sums up the impacts of teachers’ warnings on students’ behaviours (Taylor Nixon, 2004). His theory identifies ripple effects that teachers’ efforts to reprimand bad behaviours in class may have upon other students by positively or negatively influencing them. In turn the ripple effect may adversely affect teachers’ efforts to maintain discipline in classroom (Taylor Nixon, 2004). His model proposes that teacher should always be aware of what is taking place in class. According to Kuonin’s Model, a teacher’s efforts to persuade a student to desist or stop bad behaviour in class room can either be clear, firm or rough (Taylor Nixon, 2004). He suggests that teachers’ reprimands should be clear and firm and that teachers sh ould avoid roughness in their warnings because it tends to upset and make children anxious. Instead Kounin recommends clarity strategies because when teachers make clear their orders for a student to desist from bad behaviours other students in classroom tend to exhibit the bad behaviours less (Taylor Nixon, 2004). Dreikurs advanced what has come to be known as Dreikurs Conceptual Model based up on the premise that most students’ bad behaviour is a result of the need to belong or not feeling worthy (Taylor Nixon, 2004). His model classifies misbehaviour into displays of inadequacy, power seeking, and revenge seeking and attention getting (Taylor Nixon, 2004). Dreikurs model recommends that a teacher should not get involved in incidences of some of these behaviours. In some cases once a teacher has understood his or her student’s behaviour patterns they should appeal to logical reasoning for students to self-correct their bad behaviours (Taylor Nixon, 2004). Accordi ng to Dreikurs, all human behaviour is purposeful and therefore even destructive behaviour is purposeful because it is self-determined ands self-directed (Taylor Nixon, 2004). Carl Rogers is recognized as one of the greatest psychologists of our age (Lloyd, Dunn hammer, 2008). His theory revolves around what he calls self-concept which he argues can be consistent with your real life experiences or inconsistent. According to Rogers, every one including students has a strong need for love, affection and acceptance Lloyd, Dunn hammer, 2008). Early in life parents provide for most of these needs. However, as a child grows and intensifies interactions with others he or she starts seeking and expecting recognition, respect, love and acceptance from his friends, colleagues and teachers. According to Rogers’s theory teachers and school administrators should create environments in which students feel accepted and loved in order to minimize incongruence among students which makes th em prone to anxiety in turn triggering defensive behaviour Lloyd, Dunn hammer, 2008). Canter’s model of student behaviour management emphasizes clarity and firmness in dealing with student misbehaviours.He suggests that when a teacher encounter a bad behaviour from a student while in classroom he or she should stay calm; state clearly and firmly what he or she wants the student to do; preface his or her statement of want with understanding for the child to understand; repeat his statement of want a maximum of three times (Wearmouth Berryman, 2005). If the student fails to comply let him or her know he or she may be choosing to receive a consequence. In short his, model suggests ensuring that reprimanding bad behaviour does not affect other students negatively just like Kuonin’s model.  Redl Wattenberg theories provide teachers with invaluable insights on how to manage group and individual behaviours in classroom and elsewhere. Their theories are based upon the pre mise that students behave differently in groups and individually (Charles Senter, 2005). Their model instructs teachers on the need to master how to foster self-control of students in classroom. Their theories have devised problem-solving thinking to help teachers deal with misbehaviour properly. Like Gasser’s theories their theories advocate for students’ involvement in discipline matters and a humane discipline approach that shuns punishment and maintains positive feelings (Charles Senter, 2005). According to Redl Wattenberg teachers should be aware of group dynamics and understand group behaviour in classroom is influenced by how students perceive the teacher. The Barrier Model is another important behavioural theory that teachers can use to manage and shape behaviours of their students. It is premised up on embracing a positive or you-can- do- it out look. Through this model teachers should be aware of negative mind habits which can easily contribute to bad beha viours in student as well as positive mind habits which encourage appropriate behaviours among students. These calls for creation of a learning environment that fosters social-emotional development and well being of students in order to make sure that their self-esteem, self-confidence and self-worthiness develop alongside intellectual development. Such kind of environment promotes positive habits of the mind among students which in turn enables them to put on personalities of well –behaved and focused students. My Personal philosophy of behaviour management as a professional teacher I personally appreciate the vital role that a student’s behaviour plays in the process of learning both in the presence and absence of the teacher. I am a professional teacher and my ten years teaching career has offered me an opportunity to teach in three schools where I have experienced firsthand the impacts of good and bad behaviors of students some of whom passed through my guidance an d came under my influence and others who were students of other classes I was not teaching. During my career I have practically witnessed students reap whatever each sowed during their school life.  I went to schools where doing what is right and behaving well towards teachers and your fellow students had no substitute whatsoever. As long as I can remember there was no omission in terms of keeping school rules and regulations that went unpunished however slight it appeared to a student. Discipline levels in my senior school was considerably high thanks to our no nonsense principal teacher who strongly believed that disciplined and well behaved students are naturally destined to excel in their studies and whatever they set out to do later in life after their formative years in school. Most of my class teachers as well as subject teachers shared these convictions and expected nothing short of impeccable discipline and good behaviour. As a matter of fact, it is my class teacherâ€⠄¢s-who was also my History teacher- personality and intellectual calibre which inspired my passion for teaching career. She was soft spoken, eloquent and a peoples person but all students including those that she was not teaching were conversant with her expectations regarding students behaviour and discipline inside classroom and outside. Even though she was always smiling and genuinely appreciated good deeds by students her punishments were dreaded. She was an avid believer of the scriptural teachings that putting aside the cane spoils a child and that if you teach your children good ways and behaviour in their tender age and formative years they can hardly depart from them later in their lives. Today I owe much of my personality as a teacher and professional tendencies to her. From her I learnt the golden rule of appreciating and rewarding accordingly good behaviors of students and punishing appropriately bad behaviors in love. She also believed that recognizing students and cal ling them fondly by their names made them feel good about themselves and minimized tendency by students to seek attention through bad behaviour as I later learnt from her while we were teaching together in a similar school when I graduated. This I have practically confirmed, in class where I found out that students who consider themselves outsiders seek attention by behaving weirdly but positively change when they start getting more attention from the teacher in a positive way. However, my training has also significantly shaped my personal philosophy of student behaviour management in classroom and generally in school. Students’ behaviour should be closely, strictly and professionally managed in order to promote conducive learning atmosphere in classroom and anywhere else where learning is taking place like in the field within the school compound and outside the school premises. I prefer managing my classes as a system whereby classroom instruction and management are mutually dependent. In this model a teacher systematically plans learning activities in an orderly manner, keeps students engaged and builds and maintains good interpersonal relationships between him or her and students and puts in place measures to prevent problems. I like this classroom management approach because it is effective in building what can be termed as learning communities which share common desirable goals and objectives including academic or intellectual excellence and a holistic student growth and development. Classroom management as a system is diverse in nature and allows the teacher to accept and apply theories, methods and convictions of other classroom management models. It has always been flexible and liberal in nature to me throughout my teaching career since I graduated from college. Systems approach allows a teacher to comprehend personality, good behavior and bad behavior of the students as function of the relations and interdependence between people and all factor s within the classroom environments. It presents the classroom as an educational system with complex components that are mutually interdependent and whose interplay provides the matrix within which students’ behaviour is shaped. The complexity of classroom as a learning place puts the responsibility of controlling students’ thoughts and actions and learning activities up on the teacher. The main strength of this approach is that it does not make a teacher absolutely committed to it alone as a method of managing students’ behaviour and general classroom activities. In other words, this method is always open to other models when need be. Generally, even though teachers are different personalities we should professionally agree that varying environments, students and endless combinations require distinct methods to manage them. Therefore, irrespective of our preferred methods of managing students behaviour and classroom activities as teachers we should be ready, ab le and willing to use the most suitable approaches to solve unique problems that we encounter in our teaching profession. Since teaching as a profession involves dealing with people who are inherently dynamic it is important to always remember that individual student actions and reactions will keep on changing in accordance with the environmental system they are operating under. Conclusion Teaching and learning are two processes which go hand in hand and which are equally complicated. Learning is supposed to enhance a holistic growth and development of a student. It should foster intellectual, social, emotional, spiritual and physical growth and development of students with diverse needs in all of the above mentioned aspects. Teaching on the other hand is the deliberate and systematic guidance and direction of the learning process. It is the complexity of these two processes that necessitates proper and professional management of students’ behaviour and classroom activities. Every person who befits the title of a teacher should therefore acquire and master necessary knowledge and skills of managing students’ behaviour and classroom activities. Reference List Boden, A. (1999). The Problem Behaviour Pocketbook. New York, NY: Pocketbooks. Charles, C. M. Senter, Gail W. (2005). Building classroom discipline. London: Pearson/Allyn Bacon. Holt, Larry C. and Kysilka, M. (2005). Instructional patterns: strategies for maximizing student learning. New York, NY: SAGE. Lloyd, Margret A., Dunn, Dana S. Hammer, E.Y. (2008). Psychology Applied to Modern Life: Adjustment in the 21st Century. New York, NY: Cengage Learning. Mishra, B. K. (2008). Psychology: A Study of Human Behaviour. New Delhi: PHI Learning Pvt. Ltd. Skinner, B. F. (1965). Science and human behavior. London: Free Press. Taylor, G. R., MacKenney, L. (2008). Improving human learning in the classroom: theories and teaching practices. Lanham, MD: RL Education. Taylor, George R. Nixon. (2004). P ractical application of classroom management theories into strategies. Lanham, MD: University Press of America. Wearmouth, J., Glynn, T., Berryman, M. (2005). Perspectives on student behaviour in schools: exploring theory and developing practice. New York, NY: Routledge. Zastrow, C. (2009). The Practice of Social Work: A Comprehensive Work. New York, NY: Cengage Learning. This critical writing on Reflective Journal about Personal Philosophy of Behavior Management was written and submitted by user Punisher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Budget Comparison Analysis

Budget Comparison Analysis The Federal Budget: Issues for FY2011 and FY2012 The federal budget is an important instrument used by the Congress to distribute resources and influence federal policies. The budget cycle for a single year takes about three calendar years to be completed. The managerial agencies open the budgetary procedure by assembling complete budget requests in the fiscal year before the President’s budget obedience.Advertising We will write a custom report sample on Budget Comparison Analysis specifically for you for only $16.05 $11/page Learn More Usually, numerous agencies commence working on their budget estimates during the summer before the onset of the fiscal year. The Office of Management and Budget (OMB) supervises the development of budget estimates from these agencies. The president is then expected to present a budget before the Congress on the first Monday of February (Levit, 2011, p.1). Budget Baseline Projections Financial plan Baseline projections review the brunt of future legislation on the budget. The CBO calculates current law baseline projections based on the postulations outlined in the budget enforcement legislation. Estimates based on these postulations usually produce superior revenue projections and slower growth of discretionary expenditure relative to scenarios autonomous forecasters perceive as likely. There are certain assumptions incorporated by CBO baseline projections: that the 2001/2003/2010 tax reliefs expire after 2012; that discretionary expenditure stays unchanged in inflation-adjusted terms; that sharp cutbacks in Medicare’s payment rates for doctors’ services will commence at the end of 2011 as planned; and that protraction of unemployment benefit will end on 31st, 2011 as planned. Nonetheless, CBO offers estimates of these overheads independently from its baseline (Levit, 2011, p.2). Federal Spending and Revenue Trends The federal spending accounted for about 21.2% of the gross domestic product (GDP) whereas federal revenues were estimated at 18.1% of GDP over the last four decades. Since FY2000, the US has experienced a budget deficit as a result of imbalances between spending and revenues (Table 1 in the appendix). For instance, in FY2010, the regime used up over $3.49 trillion in contrast to the $2.2 trillion in proceeds during this time. In addition, between the fiscal years 2008 and 2010, expenditures grew by $472.8 billion whereas revenues shrank by $362.1 billion (Levit, 2011, p.3).Advertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Federal Spending Federal expenditures are usually split into: mandatory, discretionary, and net interest categories. Mandatory expenditure includes expenditure on entitlement programs such as Medicare, Social Security and Medicaid. The Congress enacts laws that stipulate eligibility requirements for entitlement programs. The C ongress usually sets asides funds for entitlement programs based on the number of people who qualify. Optional expenditure on the other hand is a matter of yearly congressional appropriations laws. Net interest encompasses interest payments made by the government on the debt held by the public. In the fiscal year 2010, discretionary expenditure was about 9.28% of GDP. Discretionary expenditure, as a percentage of GDP, has been rising by 8.2% every year since FY2000. Increases in discretionary expenditures during this period (FY2000-FY2010) are mainly attributed to the US’ overseas military operations, especially in Afghanistan and Iraq (Levit, 2011, p.5). During the fiscal year 2010, mandatory expenditure was estimated at 55.2% of the aggregate spending, discretionary expenditure totaled 38.9% of aggregate spending, and net interest was about 5.6% of aggregate expenditure. Medicare, Medicaid and Social Security alone make up 42.9% of aggregate federal expenditure. Given that discretionary expenditure is slightly above 33% of the aggregate federal spending, a number of budget experts propose that any major federal outlay cuts must take into account reductions in mandatory spending. However, other experts argue that reductions in mandatory expenditures would have a negative impact on many households. Nonetheless, since CBO projects that the mandatory expenditure will increase to 14% of GDP in FY2021, action is required to reduce projected deficit levels and reinstate long-term fiscal health (Levit, 2011, p.6). Federal Revenue In the fiscal year 2000, total revenues were 20.5% of GDF. However, in FY2010, total revenues collected were 14.8% of GDP, the lowest level ever in the last six decades. Federal revenues have remained low for several years due to tax relief provision and economic recession. It is projected that federal revenues will remain low in FY2011. The long-term federal revenue prospects are dependent on the legislative actions of Congress on p otential tax reform and speed at which the economy recovers from the 2008 financial crisis. According to the CBO baseline projections, revenues are expected to increase to 20.7% of GDP in FY2021. These projections are based on the assumptions that some specific tax provisions end as planned under the current law.Advertising We will write a custom report sample on Budget Comparison Analysis specifically for you for only $16.05 $11/page Learn More Consequently, tax rates will increase hence boost revenue collection. â€Å"The major source of federal revenues has long been individual income taxes. For example, individual income tax revenues in the fiscal year 2010 were estimated at 6.3% of GDP† (Levit, 2011, p.6). Federal Response to Economic Crisis The federal government adopted exceptional remedial measures to address the 2008 financial crisis. For example, in February 2008, the Congress approved a $150 billion package (Economic Stimulus Act, 2008) to boost consumption levels through reimbursements to taxpayers and allowing business organizations devalue capital investments. Furthermore, the head of state signed into law the ARRA ACT of 2009, a second incentive package that is intended to kindle economic growth. The ARRA enclosed provisions that are now approximated at $820.8 billion in augmented mandatory and optional expenditure and decreased tax revenue for the FY2009-FY2019 period. â€Å"CBO projects that over 86% of ARRA’s direct effect on the deficit will take place the FY2011 ends† (Levit, 2011, p.10). These economic stimulus packages aim to bolster several state and local government programs such as: school funding, Medicaid, tax rebates, prolonged unemployment benefits as well as increased funding for transportation projects (Levit, 2011, p.10). Appropriations in the 2011 Fiscal Year The Tax Relief, Unemployment Insurance Reauthorization, and Job Creation Act 2010 were signed by the President into law on D ecember 17th, 2010. This law had many provisions, such as the reinstatement of the estate tax up to 2012, the expansion of the 2001 and 2003 Bush tax rebates up to 2012 and patching the optional minimum tax up to the expiry of FY2011. In addition, the emergency unemployment benefits were prolonged under this law (Office of Management and Budget, 2011, p.16). The employee share of the payroll tax was also reduced by 2% until the expiry of FY2011. According to the present law, CBO projected that the expenditure and revenue actions in the bill would amplify the deficit by over $389 billion in FY2011 and by $467.9 billion during the FY2012-FY2020 (Levit, 2011, p.12).Advertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More California’s State Budget In recent years, the state of California has been compelled to make hard choices to plug the budget gaps, for example, taxes were increased provisionally. In addition, the Proposition 98 Guarantee was decreased from $56.5 billion to about $49 billion. Overall, $103.5 billion in budgetary cuts were implemented between FY2008 and FY2010 (Brown, 2011, p.1). Even though the financial crisis has been the main cause of California’s budget deficit, the state had structural budget deficit prior to the economic recession. The budget gap for California State is projected to increase to $25.3 billion in the FY2011-12. This gap is composed of a budget-year deficit of $17.3 billion and a current-year deficit of $8.1 billion. There are several factors that contributed to the anticipated shortfall in FY2011-12. For example, the budget plan implemented in FY2010-2011 was based on impractical assumptions, such as financial assistance from the federal governmen t and on expenditure cuts that were not implemented. In total, these factors ($3.5 billion in federal assistance and $1.8 billion cuts) increase the budget gap by $5.3 billion (Brown, 2011, p.4). Bridging the Budget Gap In order to reinstate the power of local government to make sound decisions, increase efficiency in government operations and ensure the sustenance of core services, the governor proposed several remedial measures to bridge the budget deficit. As illustrated in Table 2, the budget consists of $ 26.4 billion in revenues, expenditure cuts and other measures to reduce plug the deficit in FY2010-11 and beyond. The budget decreases expenditure by about 12.4 billion. It comprises considerable cuts to several key programs, for example, $1.4 billion to California’s welfare-to-work program, $1.6 billion to Medi-Cal, $1billion to the California State University and University of California, over $579 million to employee reimbursement and state operations, and $750 milli on to the Department of Development Services (Brown, 2011, p.5). The California’s budget also contains some elements of borrowing and savings. â€Å"These consist of $1.6 billion in property tax shifts, $1.7 billion in borrowing from special funds, $0.9 billion from Proposition 63 moneys to finance community mental health services and $1 billion from Proposition 10 reserve to finance children’s programs†(Brown, 2011, p.6). Implementing the budget’s long-term solutions is the best way to purge the structural gaps in the future. As a result, the proposed budget demands for a hastened timeline to reinstate balance to the State’s budget. The proposed budget assumes that all relevant legislative amendments will be passed by the legislature and signed into law to implement budget solutions (Brown, 2011, p.6). Revenue Estimates California is currently recovering from the 2008 economic crisis. This recovery is apparent in the underlying revenue estimates f or the majority of California’s key revenue sources. The recently passed legislation has altered the pattern of California’s General Fund revenues. For instance, the Business Act [2008] limited the use of business tax credits (by 50%) to compensate taxpayer’s pre-credit responsibility for big businesses in FY2008-09. the impact of this restriction was to augment revenue by about $352 million in the FY2008-09, by $274 million in FY2009-10, and by about $7.9 million in FY2010-11. in addition, the Budget Act [2008] allowed corporations to share their credits with members in their association, commencing in FY2010. The impact of this provision was not evident until the FY2009-10 when the anticipated revenue is $54.9 million (Brown, 2011, p.36). This provision is projected to cause a revenue loss of about $235 million and $340 million in FY2010-11 and FY2011-12 respectively (Brown, 2011, p.37). Employee Compensation and Retirement In FY2011-12, salaries for state emp loyees are estimated to cost about $6.9 billion while other benefits such as retirement contributions and health care are estimated to cost $3.3 billion General Fund. Consequently, reducing salaries and benefits outlays continues to be critical to closing the budget gap. There are several proposals outlined in the General Fund budget to bridge the deficit. The first proposal relates to Personal Leave Program. The proposed budget mirrors savings of $71.5 million accruing from the personal leave program and extending into FY2011-12. The second proposal relates to the Reduced Employee Compensation Costs. A decrease of $308.3 million attained via a 10% reduction in take-home reimbursement for the 6 bargaining units without agreements. These savings will be realized via joint bargaining. Core Health Care Option is the third proposal outlined in the budget. In FY2010-11, healthcare benefit outlays for retirees and active employees are projected at 2.3 billion (Brown, 2011, p.177). In orde r to reduce healthcare expenditures for retirees and state employees, the budget incorporates an additional core health plan to the present plan options in order to save over $71 million from the anticipated rise in the FY2012 health rates. The core health plan would grant essential healthcare insurance at a lower premium. The California Public Employees’ Retirement System (CalPERS) will be empowered by the legislation to: bargain and append a core healthcare plan option to the current range of healthcare plans; and include a state agent in the healthcare contract consultations for the purpose of making adjustments to the core healthcare plan option and promoting the inclusion of cost-effective options within the current plans (Brown, 2011, p.178). Lancaster County: Budget Estimates FY2010 The management staff of the Lancaster County prepared a comprehensive budget estimates on the financial activities of the county for the FY2010. Since FY2004, the County of Lancaster has ne ver experienced a budget deficit (Table 3). For example, in FY 2004-05 total revenues were estimated at $16.6 million while total expenditures were $16.3 million during this period. In spite of the 2008 financial crisis, the total revenues collected in the County of Lancaster in FY2009-10 was the highest ($23.5 million) since FY2004-05 (Russell, 2010, p.61). In FY2010, unemployment rate for the County of Lancaster was 8.5%. In addition, revenues from taxable sale reduced by 3.5% during the 2010 fiscal period. As a result, the County’s budget for FY2011 decreased by about 2.3% (Russell, 2010, p.9). Priority of Funding The Lancaster County offers government services in eight key operational areas. These areas and percentage of total funding are: Judicial Administration- 3.2%; General Government Administration- 6.1%; Public Works-5.7%; Public Safety- 19.5%; Education- 50.7%; Health and Welfare- 11.8%; Community Development- 2.1%; and Parks, Recreation and Cultural-0.9% (Russell, 2010, p.3). Overview of the Lancaster’s Budget The budget statement for the County of Lancaster has three key aspects: Government financial reports; Fund financial reports; and Notes to the financial reports. The government financial reports provide general overview of the financial status of the County. Moreover, the government financial reports differentiate roles of the Lancaster County that are mainly financed through taxes and intergovernmental revenues obtained from user fees and other charges. The governmental activities of the Lancaster County include: courts; general government; sanitation; police services; social services; and education. The Fund financial reports are a cluster of accounts that are used to manage the manner in which the Counties resources are distributed for certain activities. The notes to the financial reports provide supplementary information that is critical to a full comprehension of the data contained in the government and fund financial repo rts (Russell, 2010, p.5). The government statement reflects activities such as public works, public safety and welfare services, which are financed through general government revenues (sales tax, property tax, fines, permits, etc). The statement of activities decreases gross expenditure via contributions, related program revenues and capital grants. The legislative fund fiscal reports are prepared using the attuned accrual basis of secretarial and the present fiscal resources extent benchmark. Revenues are acknowledged on the basis of their availability. They are treated as available only if they are collectible in the present financial period in order to be used to offset current expenditures. Accordingly, the County of Lancaster deems revenues to be available if they are collectible within 60 days after the expiry of the current financial period. â€Å"Expenditures are usually recorded when an expense is incurred. Nevertheless, debt service spending and spending related to compen sated claims, absence and judgments are documented only when imbursement is due† (Russell, 2010, p.20). The fiduciary funds of the Lancaster County are documented in the financial reports by type. Given that these resources cannot be used finance activities of the local government, they are not included into the government financial reports (Russell, 2010, p.20). Franchise taxes, property taxes and licenses related to the current fiscal year are perceived to be subject to accrual and are thus documented as revenues in FY2010. Consequently, personal and real taxes are documented as receivables and revenues when payable. Utility and sales taxes, which are amassed state agencies and forwarded to the County of Lancaster are treated as receivables and revenues if they are collectible within 60 days after the expiry of the FY2010. In addition, permits, licenses, rents and fines are documented as revenues when collected. Intergovernmental revenues- from state, federal and other grant s to be used to fund specific outlays- are documented in the fiscal period to which the funding applies. All other sources of revenues are perceived to be available and measurable the moment they are received by the government (Russell, 2010, p.20). Governmental Fund The County of Lancaster uses the General Fund to finance its operations. The fund is mainly used to document all financial resources and transactions of the County. The main sources of revenues are: local taxes; property taxes; licenses; federal grants; service charges; permits; and income interests. A major segment of the General Fund is mainly used to fund the activities of the Component Unit School Board. Capital Projects Funds is used to finance the construction or procurement of major capital assets. Special Revenue Funds are used by the County to document incomes from specific sources of revenues (except major capital projects) and requires different documentation as stipulated by the current legislative provision s (Russell, 2010, p.21). Long-term Obligations In the government financial reports, long-term obligations are documented as expenditures in the relevant business-type activities and governmental activities. With esteem to the fund fiscal reports, legislative fund sorts deed bond premiums as well as issuance costs of the bonds during the current fiscal period. The nominal value of debt issued and payments on debt issuances are documented as other sources of financing whereas concessions on debt issuances are documented as other expenditures incurred. The costs of bond issuances are documented as debt service outlays (Russell, 2010, p.24). Appendix Table 1: Federal Budget: Total Expenditure and Revenues, FY2000-FY2010 (As percentage of GDP) Fiscal Year 2000 2002 2004 2006 2008 2010 Expenditure 20.6 18.4 19.8 20 19.8 24 Revenues 18.1 18.4 16 18 18.4 15 Source: Levit, M.R. (2011). The Federal Budget: Issues for FY2011, FY2012, and Beyond. Washington, D.C., Congressional Resear ch Service Table 2: California’s State Budget: Budget Estimates (Dollars in millions) Fiscal Year 2010-11 2011-12 Total Percentage Expenditure Reductions 420 12,076 12496 47 Revenues 3162 8863 12025 46 Others 505 1378 1883 7 Total 4087 22317 26404 100 Source: Brown, E.G. (2011). 2011-12 Governors’ Budget Summary. Sacramento, California, State Capital. Table 3: Lancaster County: Total Revenues and Expenditures, Fy2004-FY2010 (Dollars in millions) Fiscal Year Total Expenditure Total Revenues 2004-05 16372 16614 2005-06 18260 16903 2006-07 19431 18944 2007-08 21109 21544 2008-09 21323 23550 2009-10 21534 23521 Source: Russell, J. (2010). County of Lancaster, Virginia: Annual Financial Report. Virginia, County of Lancaster. References Brown, E.G. (2011). 2011-12 Governor’s Budget Summary. Sacramento, California, State Capital. Levit, M.R. (2011). The Federal Budget: Issues for FY2011, FY2012, and Beyond. Washington, D.C., Congressiona l Research Service. Office of Management and Budget. (2010). Fiscal Year 2012: Budget of the U.S. Government. Washington, D.C., U.S. Government Printing Office. Russell, J. (2010). County of Lancaster, Virginia: Annual Financial Report. Virginia, County of Lancaster.

Mano and Other Words That Break Spanishs Gender Rule

Mano and Other Words That Break Spanish's Gender Rule Spanish nouns that end with -o are masculine, and ones that end with -a are feminine, right? Well, almost always. But there are exceptions to the  gender  rule, of which the two best-known are mano, the word for hand, which is feminine; and dà ­a, the word for day, which is masculine. So you can talk about la mano and las manos  and well as el dà ­a and los dà ­as. Key Takeaways Most Spanish nouns ending in -o are masculine, and most ending in -a are feminine, but there are exceptions.Some of the exceptions occur because of how the words were treated in other languages, such as Latin and Greek.Many nouns that refer to jobs or roles of people can be either masculine or feminine depending on the person they refer to. 6 Ways in Which the Rule Is Broken Exceptions fall into six  categories: Words that are shortened versions of other words. For example, la foto (photograph) is feminine because its short for la fotografà ­a.Words that end in -ista as the equivalent of the English -ist. For example, dentista can be either masculine or feminine depending on whether the dentist referred to is a man or woman. A few words with other endings are treated the same way. For example, modelo can be either masculine or feminine when referring to a human model, but masculine in other uses (such as when referring to a model airplane).Words whose meanings vary depending on the gender. For example, in some areas, la radio means radio, while el radio means radius or radium. Sometimes la radio is used to refer to the communications medium and el radio for a radio set.Some masculine words that come from Greek and end in -a (often -ma). Most of these words have English cognates.A few compound nouns, which are traditionally  masculine, even when the noun portion comes from a feminine noun. Words that are just exceptions, such as mano and dà ­a. Usually these exceptions come from the way the words were treated in Latin. Here is a list of the most common exceptions to the masculine o, feminine a rule: el aroma - aromael Canad - Canadael clima - climateel cà ³lera - cholera (but la cà ³lera, anger)el cometa - comet (but la cometa, kite)el cura - male priest (but la cura, cure)el dà ­a - dayel diagrama - diagramel dilema - dilemmael diploma - diplomala disco - disco (short for la discoteca)el drama - dramael enigma - enigmael esquema - outline, diagramla foto - photo (short for la fotografà ­a)el guardia - policeman or male guard (but la guardia, vigilance, policewoman or female guard)el guardabrisa - windshieldel guardarropa - clothing closetel guà ­a - male guide (but la guà ­a, guidebook or female guide)el idioma - languageel idiota - male idiot (but la idiota, female idiot)el indà ­gena - indigenous male (but la indà ­gena, indigenous female)la mano - handel maà ±ana - near future (but la maà ±ana, tomorrow or morning)el mapa - mapla modelo - female model (but el modelo, male model)el morfema - morphemela moto - motorcycle (short for la moto cicleta)la nao - shipel panorama - panorama, outlookel papa - pope (but la papa, potato) el planeta - planetel plasma - plasmael poema - poemel policà ­a - policeman (but la policà ­a, police force or policewoman)el problema - problemel programa - programel quechua - Quechua languagela radio - radio (short for la radiodifusià ³n; but el radio, radius or radium; usage of the feminine form depends on the region)la reo - female criminal (but el reo, male criminal)el reuma, el reà ºma - rheumatismel sà ­ntoma - symptom, signel sistema - systemel sof - sofala soprano - female soprano (but el soprano, male soprano)el tanga - G-stringel telegrama - telegramel tema - theme, subjectel teorema - theoremel tequila - tequila (short for el licor de Tequila)la testigo - female witness (but el testigo, male witness)el tranvà ­a - streetcar Gender for Names of Occupations and Other Roles Most words that refer to peoples jobs or roles, many ending in -ista or -eta, that can be either masculine or feminine are not listed above. Most have English cognates. Among the abundance of words that fit that category are el/la atleta (athlete), el/la artista (artist), el/la astronauta (astronaut), el/la dentista (dentist), el/la comentarista (commentator), el/la izquierdista (leftist or left-winger), el/la oficinista (office worker), el/la poeta (poet), el/la profeta (prophet), and el/la turista (tourist). Feminine NounsThat Use El Also not included in the list are combinations such as el agua (water) - feminine words that begin with a stressed a- or ha- and are preceded by el in the singular form only. Others are el guila (eagle), el ama (woman of the house), and el alma (soul). But note that the normal rules are followed in the plural form: las aguas, las guilas, las amas and las almas. With these words, el doesnt indicate gender but is used instead for ease of pronunciation. It is similar to the way in which Englist substitutes an for a in front of some nouns, as the rule applies to the opening sound of the word, not how its spelled.

Enzymatic Analysis of Yeast Alcohol Dehydrogenase Lab Report

Enzymatic Analysis of Yeast Alcohol Dehydrogenase - Lab Report Example A similar experimental design was used to analyze the effect of prior presence of varying concentrations of ethanol in the reaction mixture to evaluate its effect on the recovery of MTT formazan, thereby indicating the effect of alcohol on aldehyde dehydrogenase activity. Ethanol presence enhanced the alcohol dehydrogenase activity at all concentrations. A Vmax value of 0.0224Â µmol/min and Km value of 1.171 M were obtained. Alcohol dehydrogenase is the main enzyme involved in fermentation of carbohydrates for the commercial and industrial production of alcohol. It is derived from yeast, which is added to carbohydrates to induce anaerobic fermentation. Chemically, Alcohol dehydrogenase is a homotetrameric enzyme of approximately 150 kDA size which catalyses the reversible oxidation of alcohols. It is responsible for converting ethanal to ethanol and other alcohols during fermentation. Fermentation is the process in which glucose, a major constituent of all carbohydrates, undergoes glycolysis under anaerobic conditions with the resultant production of alcohol. The reaction is characterized by the regeneration of oxidized nicotinamide dinucleotide (NAD+), which is essential for maintenance of glycolysis under anaerobic conditions with resultant seizure of mitochondrial respiration. Estimation of NAD+ spectrophotometrically can therefore serve as an important method of estimating and monitoring the oxidati on of ethanol. Two experiments were designed for the purpose. In the first experiment, the optimal conditions necessary for the catalytic activity of yeast dehydrogenase (yADH) were studied by first preparing yeast extract under identical conditions and then subjecting these extracts to variable factors like dilution, time, pH and temperature. The production of NADH was measured indirectly by following the reduction of 3-[4,5-Dimethylthiazol-2-yl]-2,5-diphenyltetrazolium bromide

Employability after Graduation Essay Example | Topics and Well Written Essays - 1000 words - 2

Employability after Graduation - Essay Example How my plans fit with the comments within the context of the current labor market In making career plans for employability, it is important to consider the context of current labor market trends. Some of these trends have well being discussed by Brown et al (2002) in their article. In the first place, my theme of focusing on labour demanding-but-supply inadequate career choice is certainly in the right direction as Brown et al (2002) posit that graduates employability much rests with â€Å"whether they find employment will depend on whether there are other more qualified or experienced people looking for the same kinds of work†. Demand and supply of labor market have been an issue for a very long time and it is an open secret that some career courses studied at the university open learners to more readily available jobs than others. In a career with ready-made job openings, it is common to see employers and entrepreneurs at graduation ceremonies only to chase after graduates. In simple terms, some courses studied at the university makes graduates more employable than others if we want to believe in how Brown et al (2002) put the definition of employability saying employability has to do with â€Å"relative chances of finding and maintaining different kinds of employment†. To this effect, my decision to study to be a web designer was in the right direction. This is because the influence and power of the internet are gaining so much grounds in the business world today that almost every company is looking for a way to go electronic via the internet. This has called for the mad rush of web designers. Supporting this notion, the Business.Com states that â€Å"all companies need web design†, which means that there are usually more jobs than graduates. In the second place, my plan of being a measure of standard among colleagues with the same qualification is in line with the relative dimension as discussed by Brown et al (2002) in their article. A ccording to Brown et al (2002), â€Å"Employability not only depends on fulfilling the requirements of a specific job but also on how one stands relative to others within a hierarchy of job seekers.† This means that a student or graduate with a meaningful sense of securing employment or becoming employable must have a plan or orientation that sets him above other contenders in the search for a job. As Hirsch (1977) suggests, ‘If everyone stands on tiptoe, no one sees better’ (p.5). This means that as much as others are standing on tip-toe, there should be an effort to stand taller than all the others. There is a common saying that if all people are sitting, strive to stand and if all people are standing, strive to stand out; but if all people are standing out, try to be the standard.  Ã‚  

National Minimum Drinking Age Act Essay Example for Free

National Minimum Drinking Age Act Essay The universal question; should the age for drinking be lowered? In my personal opinion, I believe that the drinking age should be lowered to eighteen from twenty one for various reasons. The legal drinking age is currently twenty-one, but the illegal drinking age is everything under. Why is the main question asked. Some people believe that twenty one is too high to be the minimum age to be able to legally drink and others feel that it is the perfect age. This topic is very huge and has been debated for years. The United States drinking age has gone up and down and in 1984, it went up to twenty one. Many events took place before the drinking age went up. It all began when the United States slowly tried to ban alcohol in every state for every person no matter what your age was. They did succeed. This is called Prohibition. Prohibition started in 1919 and lasted until 1933. When Prohibition started, the Constitution gained the 18th Amendment. The 18th Amendment â€Å"prohibited the manufacture, sale, transport, import, or export of alcoholic beverages†. However, this amendment was removed in 1933 by the 21th amendment, which made beer and other alcohol legal. Once Prohibition ended, each state created their own set of drinking laws. Some were twenty one; others were eighteen, and then some in between. This lasted for a few years, but then the Minimum Drinking Age Act of 1984 came along. This act forced all states to change their drinking age to twenty one or lose part of the Federal-aid highway funds. It also said the states should pass laws that helped fight drunk driving. So, the drinking ages were set to twenty one, but this can change. Prohibition and safety issues, like underground drinking, are all factors that must be considered in making this decision. Because of these factors, the national drinking age of the United States should be lowered from twenty one to eighteen. Think for a moment on how many young adult or teenagers illegally drink underage. It is a fact that more than three in four teenagers consume alcohol when they are high school seniors. A big issue for underage drinking is where the underage drinkers actually do the drinking. It is known to people that underage drinking goes on, but where and when they do it, is something to look for. Because no one wants to get in trouble for drinking, those who are underage start taking part in â€Å"underground drinking†. Underground drinking is when people under the drinking age drink alcohol without the knowledge of anyone. People will bring alcohol anywhere, like a party, and drink it without their parents knowing. The police search for underage drinking, but, even they know that once the underage drinkers are caught, they will keep doing it. The difference is that this time, they will be smarter about it and hide it better than the time before. Wed find a party where we know theres underage drinking. We would seal the house. Surround the house with officersWe wrote hundreds and hundreds of tickets those years. All we did is we pushed it further underground. (Mark Beckner, the chief of police in Boulder, Colo.) The problem with drinking without anyone knowing can be very dangerous and someone could get seriously sick from alcohol poisoning, or go completely out of control and hurt themselves. If people under the drinking age hide when they drink, they will not want to tell anyone like an adult because they do not want to get in trouble. So, if no one wants to get in trouble, then no one will tell anyone if someone gets seriously sick. There are cases in which people have died because their friends who they were drinking with were afraid of the police. As a result, it took a couple hours for anyone to say anything, and by the time they did, it was too late to really do anything. â€Å"†¦a college freshman, Gordie Bailey, who died of alcohol poisoning during a fraternity celebration. The fraternity members left him on a couch for 9 hours before someone called 911. He died because, according to Gordies parents, the other college kids were too scared to call for help because the drinking was underage.† A lesson can be learned through this event and all the others just like it. If people under twenty one were more supervised, then adults could stop those who are drinking from getting hurt or be there to make sure they get help. It is very difficult to completely stop underage drinking, but we could work against it. If the drinking age was lowered, then there can be more supervision. Young adults at the age of eighteen generally go to college where there is a lot of alcohol usage. Perhaps if the drinking age was eighteen, those underage drinkers would not hide and be controlled by the police and therefore, stay much safer. Prohibition took place in the 1850s for certain states and the 1920s for the entire country. Prohibition was the time when the whole county, every age, was banned from drinking. Prohibition was supposed to lower crime and corruption, reduce the tax burden created by prisons and poorhouses, solve social problems, and make the health and hygiene in America better. At first, alcohol consumption lowered, but as time went by, it increased once more. Of course, everything they were trying to fix or lower went higher and out of control. â€Å"Alcohol became more dangerous to consume; crime increased and became organized; the court and prison systems were stretched to the breaking point; and corruption of public officials was rampant†¦Prohibition removed a significant source of tax revenue and greatly increased government spending.† (Mark Thornton, O. P. Alford III Assistant Professor of Economics at Auburn University.†) People also did drugs because of the lack of alcohol. Just think if that didn’t take place, then these dangerous things wouldn’t have happened. However, we did learn from it. For instance, we learned that banning it didn’t work. The alcohol consumption grew during Prohibition to â€Å"about 60-70 percent of its pre Prohibition level,† then slowly dropped to 70 percent, but after Prohibition ended, the alcohol consumption went from 70 percent to 40 percent. The reason it went up is because people were protesting. Basically, the Prohibition didn’t completely stop the use of alcohol, it just made things worse. Since the alcohol is banned from those under twenty one, people under twenty one are drinking more, so moving the drinking age down to eighteen would definitely work. As always, there are those who disagree with lowering the drinking age back to eighteen. They feel that twenty one is the proper age to start to take part drinking. People feel that those underage of twenty one can’t handle alcohol and tend to not know when to stop. One reason is that they become drunk more quickly than adults and adults don’t become dunk as often. There are also facts that state how many lives have been save and how many less accidents there have been. It is true that the number of fatal car accidents have decreased by thirteen percent for those between the ages of eighteen and twenty. That decrease saved about 21,887 people between the years 1975-2002. Others believe that the Minimum Legal Drinking Age (MLDA) can hurt the student’s academic career and also cause him or her to become an alcoholic easier. There are also some people who are afraid that they will become more venerable to do certain things. For example, young adults might be more likely to become involved in drug abuse, depression, unplanned or unprotected sex, violence, and other social ills if they drink. Also, people are worried about driving because, Americans drive more than Europeans who have a drinking age of sixteen, seventeen, or eighteen. On the other side, there are those people who want and are pro lowering the drinking age to eighteen. One reason is that people won’t get much of a thrill about drinking if they are used to being able to do it. Eventually, drinking alcohol will start to get normal and will not feel as important anymore. Besides, it is all about how responsible that person is. Anyone over or under the drinking age can drinking too much and end up hurting themselves. People also must consider the fact that underage drinking does go on, and it goes on unsupervised. If the drinking age is lowered, then those who aren’t supervised can be. Prohibition and safety issues, like underground drinking are truly good reasons to consider lowering the drinking age to eighteen. This topic has truly been discussed for years. People are either for lowering it, against it, or just do not know. But there are surly plenty of facts for the pro and con sides. To make the right decision, one must look at the history. As learned from history, banning alcohol only made things worse. Then, if one looked at how underground drinking could kill people if others around are too afraid to call 911 and risk getting in trouble, they should realize that if people were more supervised and didn’t have to hide, then those unfortunate events wouldn’t happen. The choice is simple. Lowering the drinking age to eighteen can be safer. Citations G., Harold, Wyoming, and MI. Drinking Age Should Be Lowered | Teen Essay on Drugs | Teen Ink. Teen Ink | A teen literary magazine and website. N.p., n.d. Web. 27 Oct. 2011. http://teenink.com/opinion/drugs_alcohol_smoking/article/48104/Drinking-Age-Should-Be-Lowered/. Engs, Ruth C.. Why the drinking age should be lowered: An opinion based upon research . Why the drinking age should be lowered: An opinion based upon research . N.p., n.d. Web. 27 Oct. 2011. http://www.indiana.edu/~engs/articles/cqoped.html . National Youth Rights Association  » Legislative Analysis of the National Minimum Drinking Age Act. National Youth Rights Association . N.p., n.d. Web. 27 Oct. 2011. http://www.youthrights.org/research/library/legislative-analysis-of-the-national-minimum-drinking-age-act/. Should the drinking age be lowered from 21 to a younger age?. Drinking Age ProCon.org . N.p., n.d. Web. 27

Le Creuset :: essays papers

Le Creuset Concentration of Manufacturing: In comparison to the diversified nature of Le Creuset’s approach to export markets, manufacturing in the company is very much concentrated. All Le Creuset’s products are manufactured at the two production sites in France (Fresnoy-le-Grand and Cousances). What could be the reason or reasons behind such a concentration in manufacturing? One reason could be the nature of the production process at the company. It is highly specialised. The products have to meet certain standards and levels. It consists of four distinct stages (production of cast iron; casting; finishing; and enamelling). The process thus is a distinct and orderly method. In addition there is the factor of the presence and remoteness to raw materials (in this case pig iron and recycled iron). Also the production process needs appropriate specialised equipment to support the highly specialised stages of production. Beside Le Creuset’s products have the image of being traditional, made in France with experience for long consecutive years. The production has been going on in France since 1925. This therefore creates or is part of the brand image. All these factors make it difficult for the company to found other production sites for the company in its foreign markets. The company instead concentrated on a more diversified level of marketing, sales and distribution. However this does not mean that production is neglected for still great attention is focused on improving productivity in the company through an on-going investment programme targeted at re-organising and modernising the production facilities and process at Le Creuset. As a result the process has now become more cost-efficient, effective, and automated. In fact automating the casting process for example has proved to be six time more efficient than the labour-intensive method that has been replaced. Culture or the Image of Le Creuset: What does Le Creuset as a brand name suggest a vision or an image of? Above all we should at first point out that it is the very qualities of Le Creuset products that create its image and culture world-wise. Le Creuset cast iron cookware has three outstanding features by which its recognised: its high quality, its superior durability, and the brightness and depth of its colour. These three distinct characteristics guarantee a very up-market product that consumers would highly desire and aspire to buy. The name, image and culture of Le Creuset created by the properties of the company’s products are very unique.

Micronutrient Chart Essay

Complete the table below. For each micronutrient listed, describe its function and identify common food sources. Then, review your Personal One-Day Intake Log and identify foods that provide substantial amounts of micronutrients. You do not need to identify every micronutrient found in every piece of food. List those foods in the My Food Choices column corresponding to the micronutrients they contain. Please answer each of the following questions with a maximum of 200 words. 1. What micronutrients are missing from your diet? What foods, that you enjoy, could you eat to supply these nutrients? 2. Micronutrient deficiencies can have many negative effects on your health. What long-term effects can you anticipate if your current deficiencies continue? General Questions – General General Questions Resources: iProfile and WileyPLUS ® Read the instructions in the University of Phoenix Material: Micronutrient and Fast Food Presentation located on the student website to complete this assignment.   If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, and you will automatically be spending time with other students who share at least one of your passions. It can be helpful to have friends who are fellow students but not your immediate classmates. This archive file of SCI 220 Micronutrient Chart comprises: Complete the table below. For each micronutrient listed, describe its function and identify common food sources. Then, review your Personal One-Day Intake Log and identify foods that provide substantial amounts of  micronutrients. You do not need to identify every micronutrient found in every piece of food. List those foods in the My Food Choices column corresponding to the micr†¦ Click this link Now for Complete Course – https://bitly.com/12C5XsD If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, and you will automatically be spending time with other students who share at least one of your passions. It can be helpful to have friends who are fellow students but not your immediate classmates. General Questions – General General Questions Resources: iProfile and WileyPLUS ® Read the instructions in the University of Phoenix Material: Micronutrient and Fast Food Presentation located on the student website to complete this assignment.

Comparing ‘The Yellow Wallpaper’ with ‘Hop Frog’ Essay

‘The Yellow Wallpaper’ and ‘Hop Frog’ were both written at a time of social turbulence and revolution. Poe wrote Hop Frog twelve years prior to the American civil war, so it is fitting that many of the ideas in the story carry a strong anti-slavery message. Similarly, ‘The Yellow Wallpaper’ was written in 1892 just before the climax of equal-rights for women. Gillman’s ‘The Yellow Wallpaper’ is one of the early feminist texts in which her writing criticises the position that women were oppressed into and the ignorance of society as a whole. Both Gillman and Poe attack fiercely these ideas that were both upheld and willingly accepted by the majority of society. These two settings immediately portray the two central characters, a woman and a slave, as two of an unheard minority, who were subjected to an unjust, patriarchal world. One of the main similarities between ‘Hop Frog’ and ‘The Yellow Wallpaper’ is the atmosphere of each of the stories. Both are horror stories are very dark, and have a horror genre, however ‘Hop Frog’ is also similar to a fairy tale in that it is quite unbelievable, and where Hop Frog’s surroundings are fantasy, the narrator’s surroundings are quite real. Despite their differences, both of the story’s surroundings and atmosphere are symbolic of the way the central character is feeling or being treated. For example, gluttony and corruption of the king and his ministers surround Hop Frog and Poe’s darkly vivid descriptions of these reflect the mood of Hop-Frog. The ‘oily’ ministers and a ‘corpulent’ king sound simply grotesque and fill the reader with a sort of stomach churning unease and tension at the treatment of Hop Frog. The corruptness and gluttony is hugely significant as it shows us the danger and easiness of becoming influenced and eventually corrupted by greed and alcohol. The narrator of ‘The Yellow Wallpaper’ has instead a room. It is describes as having ‘barred’ widows and a ‘nailed down’ bed, which give the impression of a prison rather than a place to become well again in. In fact the room actually does become a prison for the narrator, becoming more and more horrible as the story progresses. By the repetitive use of the word, ‘joke’ in the first paragraph Poe emphasises the discomfort of Hop Frog as well as achieving a hugely tense atmosphere. This makes the reader, who realises that this seemingly jovial and harmless behaviour of the king and his courtiers is in fact, a lot more damaging and sinister, feel the tension and discomfort that Hop Frog endures. Like Hop Frog, ‘The Yellow Wallpaper’ also has a tense atmosphere achieved by the speeded up pace of the story and the very short sentences, which flit from one idea to another. These short sentences show the alertness of the narrator’s mind as well as her increasing madness as she is left with no stimulation other than her own thoughts. As the story progresses the narrator’s madness grows and consequently her surroundings become more and more an extension of her own nightmarish imagination, eventually becoming as fantastical as Hop Frog’s. Throughout the story, the wallpaper in the room is a metaphor for the narrator’s illness and as her insanity grows, the wallpaper becomes more and more hideous. At the beginning of the story, it is described as ‘horrible wallpaper’. Her initial rejection of the wallpaper, shown when the narrator says; ‘I don’t like our room’ and asks John ‘Let us go downstairs’, is indicative of her want to get better and her rejection of insanity. The wallpaper is described as having a ‘sickly sulphur tint’, representing her illness, and appears to grow, ‘fungus’ and ‘toadstools’ suggests that her illness is growing, whilst ‘Budding’ and ‘sprouting’ suggest the continuity of this growth. Despite the fact that the images of the wallpaper worsen as time goes on, the narrator quickly becomes obsessed by it, spending hours studying it. The narrator describes how ‘It dwells on my mind so’. Eventually, the narrator becomes so mad, that it is as if she is schizophrenic. She begins to see herself in the wallpaper as a ‘woman’, ‘stooping down’ and ‘creeping behind the pattern’. As time progresses, the ‘ faint woman’ becomes clearer and stronger as the narrator becomes weaker. This shows her sane self, losing the battle to her insane self. Despite the awful surroundings, outside of her ‘barred’ windows lies the garden. In contrast to the wallpaper, the garden represents the narrator’s hope of freedom. The garden is described as ‘delicious’ and where everything in the wallpaper is bad and infectious, everything in the garden is good and healing. However the narrator is locked away with her illness and is unable to reach the garden, which holds the key to her freedom, ‘How I wish he [John] would let me go’ she tel ls us. This creates dramatic irony, as everyone knows what the narrator needs, including the narrator herself, except the narrator’s own husband John. Just as the wallpaper and the narrator’s madness increase as the story progresses, the behavior of the king towards Hop Frog worsens. This is shown by Poe’s descriptions of the king, starting as ‘our king’, turning into a ‘tyrant’ and becoming finally a ‘monster’. By describing the king in this way, the reader is not only made to feel sympathy for Hop Frog by portraying him as a powerless victim of this cruel abuse, but also make us forgive his final act of revenge, which is in fact utterly terrible. The King and his ministers are abusive and exploitative towards Hop Frog and Trippetta. Poe illustrates this particularly by the reference to alcohol, The king takes advantage of Hop Frog’s intolerance to wine ‘it excited the poor cripple almost to madness’ and sadistically ‘ he took pleasure in forcing the cripple to drink’. Poe describes how Hop Frog was forced ‘to be merry’ as it was the ‘poor dwarfs birthday’ and he is made to obey the ‘command to drink to absent friends’, which ‘forced tears to his eyes’. This is incredibly ironic, as Hop Frog is not with his friend because he is a slave in the court of the king. In ‘the yellow wallpaper’, the narrator’s ‘monster’ is her own husband, John, ‘a physician’. He ignorantly suffocates his wife, leaving her with no option but to escape into her own madness. He threatens her with ‘Weir Mitchell’ who was renowned for treating women with this ‘temporary nervousness’. The narrator describes how he is ‘like john and my brother, only more so’, showing her wish not to be sent to him. John also keeps the narrator away from human contact, starving her of any stimulation or interaction. Despite his obvious love for her he treats her like a possession, this is shown when he fails to regard her as a human being by addressing her as ‘she’ as if she isn’t even there. This also symbolises the fact that he has slowly removed her identity. John regards his wife with little more intelligence than a child, shown by his constantly patronising tone. He calls her ‘little goose’ and ‘little girl’ as well as remarking ‘bless her’ as if she is little older than five. John also shows himself to be really rather selfish when he implores her ‘get well for me’. Despite everything, we have to believe that John really does love his wife and wants to help her. But it is through John that Gillman makes a very poignant observation of the way in which society treats women, pointing out the real danger of ignorance. The Narrator in ‘The Yellow wallpaper’ is portrayed as an extremely bright creative woman, despite the way John regards her. She expresses her thoughts and releases some of the energy that she is so full of through writing. However John forbids that she should write, the narrator tells us ‘I am absolutely forbidden to ‘work†. The narrator herself tells us herself that ‘excitement and change would do me good’. Instead of excitement and change the narrator is confined to her bed and made to sleep most of the day ‘I lie down ever so much now’, ‘John thinks it’s good for me’. However, it is not good for her and the narrator describes how ‘I don’t sleep much at night’, showing the disturbance of her mind. This results in the narrator having an enormous amount of pent up energy which, when combined with her inability to express herself creates enormous tension in the story. As the narrator searches frantically for an outlet for her imagination she inevitably becomes mad seeking the much-needed stimulation within the wallpaper. The narrator’s inability to express herself can be compared with Hop Frog’s loss of control to the king when he is ‘forced’ to drink. Hop Frog is described as being driven to ‘madness’ by the wine, and ‘madness’ Poe reminds us ‘is no comfortable feeling’. In both stories the position of women is severely criticized. In ‘Hop Frog’, Trippetta’s position as both a slave and a woman is exploited. Her ‘grace’ and ‘exquisite beauty’ is described as being ‘universally admired’. Poe describes how she was ‘admired’ and ‘petted’ suggesting the shocking abuse she is subject to. Poe describes how the king ‘threw the entire contents of the goblet in her face’, suggesting the complete humiliation that she suffered. In ‘The Yellow Wallpaper’, we are introduced to Jennie who is the sister of John. She is described as a ‘perfect’ and ‘enthusiastic housekeeper’. Typically of a nineteenth century Lady, Jennie is subservient accepting her position willingly and gratefully. Gillman describes how she ‘hopes for no better profession’. Jennie represents the women of society who have grown to accept and are either to weak or to scared to rebel against a life that is no better than that of a slave’s. The narrator’s position as a woman is very similar to Hop Frogs. She is treated as a possession by her husband John and is seen to have no real opinions or views. She describes how the ‘heads’ that she sees are ‘strangle[d]’ by the wallpaper, ‘turns them up side down’ and ‘turns their eyes white’. This is very much inactive of the way both she and the other women of society feel suffocated and oppressed by their position. Both stories are written in first person narrative, which makes them a lot more personal. ‘Hop Frog’ is told by an anonymous Narrator, an onlooker, whilst ‘The Yellow Wallpaper’ is written like a diary with the narrator, a woman suffering from post-natal depression being the central character. Semi-Autobiographical, the story is loosely based on Perkins own experiences. The narrator in ‘The Yellow Wallpaper’ remains nameless meaning that the narrator could be any woman in society. It is also a metaphor for the identity that has been lost through her illness and the ignorance of her husband, John. Both the characters are the victims of ignorance. ‘The Yellow Wallpaper’ shows the ignorance of society about post-natal depression and the fact that no one is prepared to accept what the narrator is suffering from. Her ‘case is not serious’ we are told. The result of this ignorance is that the narrator’s condition is not cured but instead made worse. She is taken for a rest cure and deprived of interaction with people and stimulation. Her creativity is crushed when she is forbidden to write. This inability to express herself, had dire consequences; instead of recovering she instead she begins to descend further and further into her own madness. The wallpaper in her room, which gradually becomes more and more disturbing as her madness increases, shows this. This can be compared to Hop Frog who because of his difference in appearance is treated appallingly. The central characters of each story are portrayed as prisoners the narrator in ‘The Yellow Wallpaper’ is portrayed as a prisoner, trapped by her social position; as a woman, by her mental illness and by her own husband. Through her story, Gillman attacks an extremely patriarchal society. She criticises the lack of respect for women and shows her anger towards the inability of women to escape from the position they are oppressed to. The room in which the narrator is put in, in order to rest and recover from her illness is very much symbolic of her imprisonment. It is described as having ‘barred’ windows and the bedstead as ‘iron’, ‘heavy’ and ‘nailed to the ground’ representing her being tied down. The fact that the room was ‘a nursery first’, is very ironic; Firstly because she has no contact with her own baby and secondly because she has literally been reduced to the position of a child. Similarly, Hop Frog and his fiend Trippetta are salves, whom Poe tells us, were ‘forcibly carried off’ from their ‘barbarous region’ and ‘sent’, ‘as presents to the king’. This is reminiscent of the situation of many black slaves who were taken from Africa to the west at this time, in order to further the endeavours of rich, greedy men at as low a cost a possible. The reality of what faced them ahead was a harsh, cruel life of constant work with no freedom or rights as a human being. However, it is surely wrong that one person should have freedom whilst another is an enslaved possession because they are different. This injustice is shown in the story by the King’s inability to accept Hop Frog as a person, in appearance he is different and so is treated as an object, a possession. Poe describes him as a ‘monkey’ and a ‘squirrel’ and suggest that Hop Frog is begging for food ‘crumbs from the roya l table’. The result this is that Hop Frog is shown to be like a begging animal which serves to ease the King’s conscience at mocking Hop Frog, if he is not a person then he does not have feelings. Both Hop Frog and Trippetta are dwarfed and Hop Frog is a ‘cripple’ and Walks with an ‘ interjectional gait’, which comes across as quite funny when it is further described as ‘somewhere between a leap and a wriggle’. Despite this Hop Frog’s ‘value was trebled in the eyes of the king’ and the king, ‘who live only for joking’ exploits Hop Frog’s physical disabilities. It is therefor ironic that Hop Frog becomes the court ‘fool’ which is a metaphor for the fact that he is laughed at by the King. The idea of Hop Frog being mocked for the way he walks is shocking and through this Poe shows the unease of society at the treatment of the slaves. The King’s immoral behaviour mirrors that of the slave traders in America and Europe. Hop Frog’s physical disability can be compared to the narrator’s madness. The endings of each story are hugely significant and it is perhaps through the ending that we see the characters in their true light. Throughout ‘The Yellow Wallpaper’ the narrator has drifted in and out of her sane mind, she tells us once ‘I always lock the door before I creep’. Up until this point the narrator has not accepted that it is herself who is creeping, instead putting it down to the ‘woman’. But by the end, she is telling us how she is creeping round and round and round the room. Both a ‘rope’ and an ‘axe’ are mentioned, and John ‘faints’ when he sees the destruction of the room and of his wife. It is quite possible that either of them are dead, however Gillman leaves the ending ambiguous. As well as amplifying the uncertainty of the woman, this could also be down to the fact that Gillman, despite her feminist views, was still a woman in the nineteenth century. She did she want to demonize her character by making her murder her husband no could she afford to openly state that the husband was literally overpowered by his wife. Gillman would not want to upset her feminist audience either, who would be outraged if the narrator killed herself due to the fact that she is such a powerful symbol of a woman wanting to rebel against her oppression. For her to commit suicide would dishearten a lot of these women as it would look as if suicide was the only way out. It seems as if this ending was right for the character who despite becoming insane, is finally happy and tells us with utter satisfaction ‘I got out’. Whatever the reason for this ending, there is no doubt that despite the fact that this ending is truly horrific it also comes with a degree of relief. For with the narrator’s madness comes freedom, and more importantly, the woman finds her identity. Ironically this is not her former self, who is finally named as Jane, but another person; her insanity. Whilst ‘The Yellow Wallpaper’ remains ambiguous, the ending of ‘Hop frog’ is completely literal. Because eof the fact that Poe is a man, he can afford to take more liberties that perhaps Gillman was unable to take. He can openly humiliate and torture the king and the court, who represent the corrupt monarchy; an important part of society, and appear to get away with this. Hop Frog is portrayed as demonic and evil. He achieves his freedom by brutally killing the King and his ministers. Under the guise of the stupid ‘fool’ he tricks the king and his ministers into thinking that they are dressing up and covers them in tar and flax. The fact that Poe uses tar and Flax is of great significance as it is symbolic of humiliation and punishment throughout history. Hop Frog then chained them together to become the ‘eight chained orangutans’. Hop frog shows himself to be very intelligent when, ‘at the dwarfs suggestion, the keys had been deposited with him’, in contrast with the stupidity of the King. Poe describes how the they are humiliated when the chains cause them to ‘fall’ and ‘stumble’, The King and his Ministers have gone form mocking Hop Frog to being mocked themselves Hop Frog then suspends them from the ceiling at the ball and burns them alive. The fact that throughout the story Hop Frog never had the presence that the evil King had means that we would not immediately suspect Hop frog. When the ‘grating’ noise was first introduced, the reader did not think that it could be Hop Frog. However at the end when Hop Frog is perched on the rope with the burning king and ministers below him the ‘grating noise’ came form the ‘fang like teeth of the dwarf’, ‘who ground and gnashed them as he foamed at the mouth’. This is an insane a picture as that of the narrator. Hop frog rising up against the king is a complete reversal of roles, the oppressed has become the oppressor. However how is it possible that Poe can get away with this ending without his central character looking like the vengeful murder that he has become? It is perhaps because all-thorough the story, the treatment of Hop Frog as well as his situation has been described as Horrendous, horrific and brutal, evoking incredi ble sympathy in the reader. As if this isn’t reason enough, Poe threw in the added ploy of alcohol, which appears to demonize Hop Frog. Therefor when Hop Frog commits this terrible act, he is immediately forgiven whilst we all revel in the torture that the king and his ministers now incur. In the eyes of the reader justice has been done. Perhaps through his ending, Poe is forecasting what is to come, when the black slaves will rise up against their own white oppressors. It is therefor interesting that n order to truly punish and humiliate them, Hop Frog turns them first black. Like Gillman, Poe does not want to demonize the female character, leaving the question of Trippetta’s involvement up to the reader to answer.