How much of a problem is work place stress in a care home Essay

How much of a problem is work place stress in a care home - Essay Example and Rout, J. 2000, p. 77). Hence, it is extremely important to identify stressors and implement programs to reduce problems created due to stress, as it will help the organizations in managing workplace stress and to identify nurse’s perception of workplace stress. However, to find a solution to stress, it is very important to understand what ‘stress’ really is. Definition of Stress The meaning of ‘stress’ has been a matter concern for many researchers studying stress in human beings. There were so many aspects related to it that researchers found it difficult to define it properly (Lazarus and Folkman 1981, p.11). Lazarus (1966) suggested that it is a psychological aspect related to the adaptation of human being and animals to their surrounding and hence, wide range of phenomena that occur in human beings while adapting to the surrounds, should be considered as stress (Lazarus and Folkman 1981, p.11). Hence, stress is not just one thing but consists of many different aspects of psychological, emotional, physical and communicational level, which occur when dealing with adaptation to surrounding environment (Lazarus and Folkman 1981, p.12). ... Hence, the events and the situations that occur in the surroundings are called as stress stimuli (Lazarus and Folkman 1981, p.12). However, the stress stimuli comes not only from external conditions but also the inner human drives like hunger, sex, thirst etc., are considered as stress stimuli as it has a potential to create stress in human beings (Lazarus and Folkman 1981, p.12). However, it was realized that stress is not just a stimuli but is also evident in the response as every stimuli creates a response (Lazarus and Folkman 1981, p.15). Hence, it was observed that the stress is cohesion of stimulus-response relationship in living beings and hence, it consists of both, the stimuli and the response in living beings (Lazarus and Folkman 1981, p.15). Hence, Miller (1953) has defined stress as â€Å"..any vigorous, extreme, or unusual stimulation which being a threat, causes some significant change in behavior†¦Ã¢â‚¬  (Lazarus and Folkman 1981, p.15). Bosowitz et al. (1955) h as defined stress as â€Å"stimuli ‘more’ likely to produce disturbances† (Lazarus and Folkman 1981, p.15). The definitions show that stress is always a challenge for human beings and it is not easy to handle the emotional and psychological patterns that are created due to stress. According to Selye (1984), stress is â€Å"the response of an organism to any demand made upon it† (Howard 2003, p.93). Hence, it generally creates negative impact on the emotional and psychological health of a person (Howard 2003, p.93), as the demands and the pressure in the environment are, most of the times, unexpected and unwanted. Hence, there are many things, situations and events in the environment that work as stressors in human being’s life. Understanding

Theorising Social Life Essay Example | Topics and Well Written Essays - 1750 words

Theorising Social Life - Essay Example Howard Becker (1963) not only worked on the concept of symbolic interaction, but he also analyzed the effect of social construction on the identity and actions of people. The Labeling Theory mentioned in the Outsiders: Studies in the Sociology of Deviance (1963) by Becker, theorizes that â€Å"deviance is based on the reactions and responses of others to an individual’s act (Becker 1963).† According to Becker (1963), â€Å"deviance is not a quality of the act the person commits, but rather a consequence of the application by others of rules and sanctions to an â€Å"offender.† The deviant is one to whom that label has successfully been applied; deviant behavior is behavior that people so label† (Orcutt 2002). An individual is labeled as a deviant when the people around the individual study their behavior and as a result label that individual as a deviant. As Becker (1963) states clearly, â€Å"no particular act is inherently deviant until a group with socially powerful statuses or positions label it as such† (Kyvsgaard 2003). Furthermore, Becker suggests that deviance approach should be concerned with active interactionist concept rather than cause-and-effect relationships between inert variables. He states that â€Å"all causes do not operate at the same time, and we need a model which takes into account the fact that patterns of behavior develop in an orderly sequence (Becker 1963)†. Becker takes the concept of career in the labeling theory to explain deviance more clearly. In Outsiders, this concept is used to study the stages and possibilities involved in the establishment of a deviant career. Becker explains deviant career as a steady guide of deviant behavior which is a result of the labeling process (Orcutt 2002). Becker suggests that numerous individuals sometimes commit non-conforming actions without becoming directly caught up in a constant

Discussion Questions Essay Example for Free

Discussion Questions Essay DQ #1: Select a small business that you may want to start. What is strategic management and planning? Why would a strategic plan be important to the success of this business? How are the four functions of management relative to creating and implementing a strategic plan? I want to start an e-commerce sales business. The strategic management and planning guidelines for this kind of business include the following: Planning As an owner, I will analyze the direction the organization will go and create core objectives for the business. The objectives will help the company stay on track and assist in any unexpected developments that may arise down the road and short-term and long-term goals are designed. Organizing We will analyze our resources and determine the volume of products to purchase and the individual cost to generate profits. We will also review how many employees will be needed. Directing Our managers will be tasked with the responsibility of encouraging positive behavior from employees to create production that leads to higher profitable margins. Managers will implement a reward system for consistent high producers. Controlling The entire team will survey the operation and gauge areas that may require improvements or adjustments to maximize sales volumes. The team will also use the same goals and objectives that were previously established to review any issues or concerns and confirm that any negative feedback that may have been received is addressed. A strategic plan would be very necessary and important for this business to solidify a position in the e-commerce industry where customers can shop for quality products and the company will earn profits, while instilling great customer service. The four functions of management are relative to creating and implementing a strategic plan so all areas are balanced and functioning in conjunction with the expectations of the business. DQ #2: What is the difference between mission and vision statements? What factors must be considered to produce an appropriate mission and vision statement for an organization? Vision and mission statements various phrases that a company uses to describe or state their values, direction, integrity position, beliefs and style. The difference between the vision and mission statement is that the mission statement defines the purpose, goals and objectives of a business. The mission statement also explains the impact the business will have on the community. The vision statement speaks more to the values of the organization, explains the purpose of the achievements, and outlines how things should be done as the goals and objectives are being followed. In order to produce an appropriate mission and vision statement the business should focus on elements that build trust among potential consumers that will help them to understand the primary facets from which the business plans to operate. Some key variables are the quality of products and services that will be delivered, the contribution to the community, and the ethical position that will be the foundation of good business behaviors

Teaching Diverse Learners In Any School Environment Education Essay

Teaching Diverse Learners In Any School Environment Education Essay In this course, youll review relevant research, observe video discussions and classroom examples, and do activities on working with learners who are at different levels and who have different learning abilities and approaches. At the end of this course, you will better understand how to identify the various aspects of diversity that affect foreign language learning; and be able to develop strategies for improving the learning of all students in your classroom. You will partake in activities will focus on how to be a leader in your school for diversity, how to assess diversity in your classroom, how to think critically about new ways to teach your curriculum, and how to engage diversity among students. Teachers today gain a broad range of experiences and perspectives through working in public schools today and meet students that differ from them culturally, linguistically, and ethnically. Creating a classroom that caters to these diverse students offers a powerful resource for them to learn more in different ways, in new environments, and with different types of people. Every single teacher in our continuously changing and diverse system has the power to serve as an invaluable resource for all students and peers. Teachers will learn how to become an enabler in the classroom and in their school catering their classroom for all types of students especially because of the growing diversity in U.S. classrooms. The student will be able to: à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Use assessment tools to utilize in your class à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Gain classroom tips and activities through à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Learn best practices à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Create an action plan to increase diversity understanding in your school both in and out of the classroom à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Network with other educators who are concerned with diversity Define and understand disability in the United States Deal with conflict Set up a classroom that caters to diversity Incorporate all types of students Incorporate University Design for Learning Online Learning with Full Instructor Facilitation Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects. Weekly Online Lecture Assignments: Week 1 Text Reading: Read BUILDING CREATIVITY AND COLLABORATION IN DIVERSE CLASSROOMS Critical Issue: Educating Teachers for Diversity Insensitivity to Physical, Racial, or Ethnic Differences Answer Questions (Open Ended) Describe the cultural, linguistic, and/or ethnic diversity in your classroom. How do you draw on this diversity to promote learning? What learning styles seem to predominate among your students (for example, auditory, visual)? How do you accommodate those learning styles? Watch Video Clips Clip 1: Bank Street College of Education Empowers New Teachers (This old college is teaching aspiring educators new tricks, with a focus on experiential learning, classroom immersion, and mentoring) Clip 2: 10 Big Ideas for Better Classrooms: Striving to Improve Public Education (Using Student examples: Successful examples of key elements in improving public education: Project-Based Learning, Technology Integration, Integrated Studies, Cooperative Learning, Comprehensive Assessment, Emotional Intelligence, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources) Clip 3: CREDE Principles Applied to the Re-Invention of Teacher Preparation(Marty Alberg University of Memphis This presentation provides an overview of the application of CREDE principles at three levels: 1.) The University of Memphis teacher preparation classroom; 2.) Middle school classrooms in Memphis, TN through the Three Rs Program; and 3.) The state of Tennessee through the Problem Based Learning component of the Tennessee Board of Regents Teaching Quality Initiative. As do CREDE?based strategies, problem?based approaches to teacher preparation engage pre?service teachers in learning opportunities that challenge their cognitive and problem solving skills; promote learning through cooperation and teamwork; connect teaching with real?world student experiences, skills, and educational needs; and facilitate learning through meaningful, productive activity. Participants will experience problem? based pedagogy through sample cases developed for teacher preparation in Tennessee.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 2 Text Reading: Read Linguistic and Cultural Diversity Building on Americas Strengths Preparing teachers for children in poverty: the Nashville district picks up the mantle for qualified instruction in high-needs schools School Leadership and Student Motivation. Answer Questions (Open Ended) If you are familiar with the concepts of the multiple intelligences theory, what steps have you taken to incorporate them in your teaching? In multilevel classes or ones in which proficiency levels are quite varied, how have you differentiated instruction for the range of performance levels? Watch Video Clips Clip 1: Teacher and Student Education In Diversity, part 1 Clip 2: Teacher and Student Education In Diversity, part 2 Clip 3: UDL Guidelines in Practice: Grade 5 Language Arts (A panel of UDL experts takes you inside a diverse urban school to show master teachers applying the principles and guidelines of UDL.) Clip 4: Best Practices through Universal Design for Learning Clip 5: An Introduction to Integrated Studies (Combining academic subjects produces deeper learning and a better understanding of the interrelationships between them) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 3 Text Reading: Read DIVERSITY AND COMPLEXITY IN THE CLASSROOM Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance Educating Students from Generational Poverty: Building Blocks from A to Z Framework for Understanding Poverty Answer Questions (Open Ended) Have you taught special needs students in your classroom? If so, how did you respond to the instructional challenges that they posed? In your experience, how can learning disabilities or learning differences affect learning in a foreign language classroom? What school resources have you found to be helpful when you are faced with making an accommodation that you have not had to make before Watch Video Clips Clip 1: Working With Students From the Culture of Poverty (In their Classroom Instruction That Works research, McREL and Robert Marzano identified nine strategies that can be applied in any learning environment and result in significantly increased student learning. When implemented consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests.) Clip 2: Working With Students From the Culture of Poverty 2 (Although most educators are familiar with the Classroom Instruction That Works research, teachers still need help transferring the theory into practice.) Clip 3: Children in Americas Schools clip1 open (Poverty in the classroom) Clip 4: Children In Americas Schools clip2 Poverty (Poverty in the classroom) Clip 5: Children in Americas Schools Clip 3(Poverty in the classroom) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Midterm Project Due Week 4 Text Reading: Read Diversity is a Key To Reducing Racial Bias in Schools Diversity Reduces Racial Bias in Schools Strengthening Teacher-student relationships Watch Video Clips Clip 1: High-Performing, High-Poverty Schools Clip 2: Challenging Poverty (Some schools have over 75% of their students living in poverty. Many students are homeless. They may find alternative housing or simply couch hop with friends or relatives) Clip 3: Challenging Teachers (Teachers and students talk about challenges in the classroom.) Clip 4: Challenging Coursework (Students need challenging coursework to prepare them for higher education. High Schools and nonprofits have programs that help lower income students prepare for college.) Clip 5: Challenging System (Minnesota used to be one of the top states in education. That is not true today. And the expectations of what education needs to provide for students futures are more challenging than ever.) Clip 6: Challenging Peers (Peers can help each other succeed or fail. Education is seen by some to be not cool. Some black students feel doing well in school is white so they dont fully participate. Sometimes students can change to a different school or find their own way to succeed.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 5 Text Reading: Read When teachers build relationships with students Watch Video Clips Clip 1: Learning on Purpose: Transforming a Good School into a Great School (Wall-to-wall career academies and a transition program for ninth graders have helped create an environment at this Texas high school in which rigorous, relevant education inside and outside of the classroom is the norm for all students.) Clip 2: Teaching Students to Work Together (Integrated curricula, team teaching, and technology tools have built up the academic achievement and self-esteem of these rural Louisiana middle school students.) Clip 3: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization) Clip 4: Principal Derek Pierce on Building Relationships Between Students and Teachers (How a Portland, Maine high school made human relationships the building blocks of high student achievement.) Clip 5: Mr. D TV 1-14-10 Building Relationships With Students Mid-Year (Topic: Reaching out to students you havent built a relationship with. Mr. D TV is a weekly teacher advice vlog from the author of I Want to Teach Forever (teachforever.com). ) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 6 Text Reading: Read Diversity in America Equal is not Enough Current Issues in Inclusive Education in the Eyes of Children Watch Video Clips Clip 1: Big Thinkers: Howard Gardner on Multiple Intelligences (Edutopia revisits its 1997 interview with the Harvard University professor about multiple intelligences and new forms of assessment.) Clip 2: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization. ) Clip 3: Multiple Intelligences Leave No Child Behind (Edutopia revisits Indianapoliss Key Learning Community to see how things have changed since our first look in 2001) Clip 4: Diversity in Teach For America (Listen as corps members reflect on the importance of bringing diverse perspectives and backgrounds into the classroom.) Clip 5: Teach For America Alums Reflect Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Final Project Due Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings. Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty. Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. Methods of instruction: Percentage of Course Credit Video Lectures 20% Textbook/Articles Readings 10% Midterm project 25% Final project 30% Discussion Board interaction (weekly submissions) 10% Participation 5% Grading criteria/system and evaluation activities: A faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples. University Grading Criteria Grade Equivalent 97-100% A+ 93-96% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 69% or below U Attendance/Participation It is expected that students will attend all instructional sessions, complete all required activities, and field assignments. Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee. University Computer Lab/Library Services Please refer to Section VI in the Student Handbook. Disability Services Please refer to Section VII in the Student Handbook. Due dates of major assignments and projects: Midterm Project Due Date: TBA Final Project Due Date: TBA Midterm Project Design for Instruction TWS Standard 4 The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and the specific learning context. Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include: how the content relates to your instructional goal(s), how the activity stems from your pre-assessment information and contextual factors, what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Suggested Page Length: 3 + visual organizer Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating  ® Indicator  ¯ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score Alignment with Learning Goals Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design. Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design. All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design. Accurate Representation of Content Teachers use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teachers use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. Teachers use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. Lesson and Unit Structure The lessons within the unit are not logically organized organization (e.g., sequenced). The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals. Use of a Variety of Instruction, Activities, Assignments and Resources Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). Some variety in instruction, activities, assignments, or resources but with limited contribution to learning. Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student. Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student. Use of Technology Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided. Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology. Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology. Final Project Lesson Planning Activity The project will consist of constructing, implementing, and evaluating a lesson plan that incorporates diversity in the classroom. The student should include strategies and techniques emphasized in the course. The assignment should contain the following information: A description of the classroom environment (e.g. grade level, student/teacher ratio, race if known, ELL, etc.) The proposed lesson plan, incorporating strategies and techniques emphasized in the KDS video presentations. The desired or expected outcome of following the new lesson plan. An evaluation of the lesson plan and its effect on student learning, attitude, etc. Did the results match your expected outcome? Why or why not? How do you know? The assignment should be a total of 5-7 pages in length and include 3-5 references. Use APA format: Use the standard Cover Page and submit to your course facilitator. All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items. Scoring Rubric for Assignment Total Value: 100 Points (25% of final course grade) Content of Paper -Value: 70 points Copy of your lesson plan, your reflections. Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the writing format and style as required by the APA Publication Manual, 5th Edition.

Human Interaction with Nature in the Works of Aldo Leopold and Elizabet

Human Interaction with Nature in the Works of Aldo Leopold and Elizabeth Bishop The poet Elizabeth Bishop and the naturalist Aldo Leopold share a keen power of observation, a beautifully detailed manner of writing, a love for the beauty of nature, and an interest in how people interact with the natural world. Like Leopold, Bishop examines human interactions with nature on both the personal and the ecological level. On the individual level, a hunter’s contact with the animal he or she is hunting changes his or her attitude toward nature in both Bishop’s poem â€Å"The Fish† and Leopold’s essay â€Å"Thinking Like a Mountain.† On the larger level, both Bishop in her poem â€Å"The Mountain† and Leopold throughout the Sand County Almanac envision the role of human beings in relation to the rest of the natural world as one of exploration and interpretation through science and art. In both Bishop’s â€Å"The Fish† and Leopold’s â€Å"Thinking Like a Mountain,† the person’s contact with a wild animal comes about through hunting. In theory, hunting is a sport, â€Å"a challenge of fang against bullet† (Leopold 129), in which the animal has a fair chance of escaping. In reality, however, there is no real challenge for the hunter in either case. Leopold and his companions, â€Å"pumping lead into the pack† (130), kill the wolf not by skill but by the sheer number of bullets, while Bishop’s speaker testifies, â€Å"He didn’t fight. / He hadn’t fought at all† (5-6). Thus, both call into question whether their hunting is actually a sport. Both Leopold and Bishop’s speaker are initially unaware of the true value of the creatures they hunt. Leopold writes, â€Å"I thought that because fewer wolves meant more deer, that no wolves would mean hunter’s paradise† (130). Bish... ... of human beings in nature is to explore, perceive, understand, and give a voice to the world around them through science and art. They suggest this both through what they say in their writing and by the very act of writing, which is an act of perception and interpretation of nature. However, their interpretations of the mountain’s message beg the question of whether they are interpreting it correctly, or whether they are simply attributing their own views to landforms. Perhaps their works are best seen as an invitation to their readers to explore the natural world for themselves and create their own interpretations. Contact with wild creatures might change our attitudes too! Bibliography Bishop, Elizabeth. The Complete Poems, 1927-1979. New York: Farrar, Straus and Giroux. Leopold, Aldo. A Sand County Almanac. New York: Oxford University Press, 1949.

Philosophy and Religion Essay -- essays research papers

The many religions of the world exhibit a large amount of different beliefs and philosophies. Some believe in many gods, some believe in just one god and yet there are those that believe in no god. One of the things that I agree with is that you can not love anything else unless you first learn to love and respect yourself. I also think that after one?s physical body is deceased, you become reincarnated. And lastly, I don?t recognize one god or overall being, but rather follow the example made by others. These are some religious elements I follow.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, you can not love anything unless you love yourself. If you go around with self hate and little confidence, it gives you no room for any other affection. Buddhism and Taoism also believe this. Buddhism emphasizes love for one?s self greatly, and believe that you can not accomplish anything in life unless you take care of your mind and body. After you achieve self contentment, you must learn to love all beings. I am concerned with loving nature, much like Taoism. We get our food, oxygen, clothing and everything else we need to survive from nature. Without it, we would not exist. You should also pay great respect and love to your family and elders. As with nature, without them we would never have come into being. They teach us lessons and morals of how to live our lives. Shintoism feels strongly about praising our elders. They think that basically our whole life should revolve around those w...

Harshness of the time Essay

‘Of Mice and Men’ has been described as a novel about the harshness of the time. What justifications can you find for this? ‘Of Mice and Men’ is set in 1930’s America, an extremely prejudiced area of history. It is a time that criticises and excludes women, black people, disabled people and old people, deeming them useless within a utilitarian society. In the novel, Steinbeck represents the harsh prejudices, poverty and injustice with the life of itinerant workers, a microcosm of American society at this time. Firstly, the way in which Steinbeck describes the bunkhouse of the ranch immediately seems to suggest a harsh environment in which people are forced to live and work in: â€Å"†¦ the walls were whitewashed and the floor unpainted†¦ a solid door with a wooden latch†¦ † This description of the ranch suggests a purely utilitarian approach to life, showing a living area with no aesthetic appeal whatsoever. It shows no dignity towards the workers, and what’s more they don’t complain about its lack of appeal. This gives the impression that ranch workers live with no inspiration, seemingly being forced to live a life purely to survive it rather than enjoy it. The â€Å"door with a wooden latch† and general unloved atmosphere gives a prison-like sense to the bunkhouse, conveying a sense of loneliness and isolation. This lack of communication and friendship could be interpreted as an extremely harsh thing to deal with. In addition to this, the severe racism portrayed by Steinbeck through the character Crooks is just one example of the harsh prejudice that disadvantaged people face in this novel: â€Å"†¦ he [the boss] give the stable buck hell, too†¦ ya see the stable buck’s a nigger. † Crooks is constantly referred to as â€Å"a nigger†, and characters in the novel react to this as a completely normal comment to make, which we see when George reacts to this name with â€Å"Nigger, huh? â€Å". The fact that the ranch is racially segregated is quite surprising for numerous reasons. The novel is set in the West where racism was considered to be less intense, as well as the fact that Steinbeck conveys the ‘American dream’ as a theme in the novel, suggesting that anyone can make it in America and â€Å"live off the fatta the land†. However it is clear that black people are restricted from succeeding here and this irony merely emphasises the harshness of reality for black people during this period in time. In addition to this, the prejudices that women face present the times the novel is set in to be extremely harsh, often through Curley’s wife: â€Å"She put her hands behind her back and leaned against the door frame so that her body was thrown forward† The novel does not even dignify Curley’s wife with a name, as she is merely referred to as the wife of Curley or simply just â€Å"a tart†, which suggests that they live in a somewhat patriarchal society where women are seen as purely sex objects. This would suggest that women are not allowed to aspire to better things, and live their lives as commodities of men. Another problem that they face is the fact that the only power they can achieve is through their sexuality, but if they choose to expose this, they are criticised for being promiscuous, emphasising the harshness they have to cope with. Furthermore, Whit’s story of â€Å"Bill Tenner† who got his letter put into a magazine is one of great interest to the ranch-workers, especially Whit, which tells us something about their dreams and aspirations: â€Å"Bill Tenner? Worked here about three months ago†¦ That’s the guy! Here, Steinbeck portrays a certain excitement within Whit, which we see from the exclamation â€Å"That’s the guy! † and this has arisen purely from the fact that one man who he barely knew (as ranch-workers moved from place to place often) had accomplished something that he had dreamed of. This shows a huge lack of ambition among the workers, from the fact that the only excitement for these workers has come from a mere acquaintance of Whit’s name being printed in a â€Å"pulp magazine†, which was a piece of inexpensive fiction. This is not only quite pathetic, but also extremely saddening to see grown men become energised by something so seemingly trivial. Although people living in this time period and circumstances would not necessarily see this as harsh, looking at it from today’s perspective, in contrast it most definitely seems like an austere environment. In conclusion, the harsh living conditions, inhibitions and prejudices that the majority of the disadvantaged ranch-workers must live with have a clear correlation to the state of American society during The Great Depression of the 1930’s. Steinbeck seems to have created a character for each type of harshness that was experienced, for example, Curley’s wife corresponds to sexism, and Candy corresponds to old and disabled people, all of which creates an accurate impression of the harshness of the times that ‘Of Mice and Men’ is set in.