Philosophy of Education :: Philosophy of Teaching Statement

Philosophy of Education I knew at an early age that I wanted to be a teacher. As a child, my friends and cousins always played school and of course I always had to be the teacher! We had a cinderblock building that we called the "playhouse" and this is where my teaching career began. We would play for hours doing reading, spelling and writing. I always loved to grade the papers. And most of all I had strict behavior rules. Throughout life, even though my teaching career has been on hold, I have worked in various atmospheres with children from babysitting to different types of leadership roles. Mostly being a youth leader in our church has had a lot of various types of teaching skills. Keeping children's motivation level and interest is a difficult task. I have worked with all different ages from preschool through the sixth grade. I truly believe that sometimes a teacher is the most important role a child comes across. The impact that a teacher makes will last a life time. My elementary experiences were wonderful years that I feel have made me into the person I am today, especially my second grade teacher, Ms. Fezer. She was the greatest teacher of all times. She not only had love for her students but compassion to want them to learn and made sure they that they understood the material. She made learning fun and always had a wonderful smile. I hope to run a classroom in the manner that she did. Another great teacher that stands out is my dad. He is a retired sixth grade teacher. He was very strict, but all the children loved him. He made sure that they were ready for seventh grade. Along with teaching respect and manners and he never failed to help any child in need. These children, now grown up still make a point to speak to him when they see him out. Some even thank him for being so strict and making them work hard that they have told him it sure did pay off later on down the road. As a father, he's the greatest and always willing to help .

Logic Model

Logic model Brief history of evaluation and the logic Model Scriven (1991) would argue that evaluation has been around for many years, and is only now recognised as a discipline. He would go further and say it is like a knowledge which has been around for a decade before we were discussing its use, nature and logic. It is essentially different from science in its methods and thought. He would argue it is only recently we have appreciated its value as a discipline we still have a long way to go. Despite the current popularity of logic Models they date back to the 1970s. The first publication that used the term â€Å"logic model† was quoted as Evaluation: Promise and Performance by Joseph S. Wholey (1979). Suchman (1967) is similar to Bennett's hierarchy, The Seven Levels of Evidence (1975, 1976), well-known in Cooperative Extension circles, was an early predecessor of today's logic model. The backgrounds and footprints of logic model thinking can be seen in the private sector, public sector and non-profit sector. Private sector- The private sector has experienced total quality management (TQM) and performance measurement movements. TQM is an on-going process that involves management and staff to meet the requirements of clients and other stakeholders while keeping costs to a minimum. Moullin (2002) Public sector- The Government Performance targets with health and social care which asked for outcomes which were linked to funding. E. g. Accident and Emergency waiting times, more recently the push for released prisoners who are managed within the community by agencies will receive funding if they do not reoffend within a set time frame. This is similar to the payment by results concept within the health service. This saw the influx of program managers being employed within the public sector. We also have performance indicators within the Local Authority which measure assessment time frames and timely reviews of LAC. Non-profit sector- The non-profit sector is concerned with improving programs to produce outcomes. This has resulted from the new commissioning guide lines where contracts dictate agreed outcomes linked to funding. I have chosen the logic model for evaluation and am going to discuss its strengths and weaknesses. A logic model is an evaluation tool that provides a way of illustrating a program visually so it can be understood by all stake holders. It can be presented in table format which can be presented in easy read language thus can involve clients with disabilities. It shows planned activities and results expected from it and there is no right or wrong way of developing the model. It provides a picture or diagram of what is going to be done and what the program evaluation is going to be. The Logic model has three approaches to evaluation: It is a client centred (bottom up approach) approach it starts with the desired effects or results and works up to outlining how we will get the results. It is best used when evaluating an existing activity. Within this research it will look at the existing processes of weather the voice of the child is heard within the Looked after Children Review (LAC)? Top down approach starting with the pre-planned program activities and strategies that can evaluate a program in its developmental phase, within the process of LAC review where the voice of the child is a concept that the government is wanting in place. The Independent Reviewing Manager is responsible for ensuring the voice of the child is heard. The most important strength of the Logic Model is that both approaches can be used at the same time. Benefits and limitations of the Logic Model It is a usefully program planning and evaluation tool. It is simple yet complex it can be time consuming as you seek to involve all stake holders. It may not always address weather we are doing the right thing and get caught up in creating the model then weather the program is the right thing to do. It mat stifle creativity and spontaneity as it has clear phases to follow. It is easier for the stake holders to understand the overall purpose of the program and it ensures the inputs and outputs correspond. It identifies key questions to be evaluated. This may not always cover all the outcomes that may happen as a result of the evaluation, e. g. he question asked may result in other unexpected outcomes which may be overlooked. Taylor et al (2008) This model clearly outlines the intended key elements to all stake holders, staff, clients, policy makers and the agencies. The model often focuses on positive change sadly this may not be the result as change is not always positive. The model can reveal the break in steps in any part of the progra m activities, revealing the limitation where a great deal of patience is required. It may simplify the complicated process of cause and attribution where they may be many issues that influence process and outcomes. Scriven puts in very simple terms â€Å"The relation between mosquitos and mosquito bites† (Scriven, 1991: 77) it is important to realise the logic model only makes a statement of intent not reality. Taylor et al (2008) Theory under pinning the logic model Empowerment Empowerment is a contested concept which can be defined in many ways depending on peoples understanding and ideas. Adams (2003) According to Wallerstein (1992), states empowerment is a social-action process. It encourages participation of people, organizations, and communities towards the goals of Individual and community control. Towards political efficacy, improved quality of Life and social justice, While Whitmore (1988) feels the concept of Empowerment needs to be more clearly defined; she states that there are some common Underlying assumptions: Individuals are assumed to understand their own needs better than anyone else and therefore should have the power both to define and act upon them. All people possess strengths upon which they can build. Empowerment is a lifelong endeavour. Personal knowledge and experience are effective and useful in managing. McDougall (1997) suggests â€Å"empowerment is not an intervention or a strategy. Rather it is a fundamental way of thinking†. â€Å"Empowerment is not giving people power; people already have plenty of power, in the wealth of their knowledge and motivation, to do their jobs magnificently. We define empowerment as letting this power out† (Blanchard, K 1960). As we can see from some of the definitions of empowerment that the individuals carrying out the evaluation themselves need to be committed to the values of equality and social inclusion otherwise the outcomes may be affected highlighting one of the weakness of the theory and logic model where we can have unexpected outcomes, and influences we may not have anticipated. Participation Participation of children and young people in social work policy and practice has been a fairly new concept. For many years professionals interpretation of children’s feelings, needs and wishes have determined services and influenced research and policy. Franklin et al (2004). It has slowly dawned on professionals over the last 30 years that children and young people need to be involved in decision making and processes. This desire to involve children and young people has only increased since 2000 Oldfield et al (2004). Participation now is central to current government legislation, policy and guidance framework underpinning delivery of public services to children and young people. This thinking has been influenced by social and political changes at national and international levels. Literature Search on Participation It is important to suggest that you cannot have empowerment without participation and participation without empowerment. Alderson (1993) has made us aware through his research the competencies children have in getting involved in decision making, and children and young people have been identified as a group in their own right. Alderson particular focused on children and young people’s ability to discuss and give consent to surgery. Fanklin et al (2004) The emergence of the children’s rights agenda. Children and young people began to gain legal participatory rights in decision- making under the UN convention on the Rights of the Child (UNCRC), it was ratified in the UK in 1991. This focused adults to think about how to involve children and young people in decision â€Å"appropriate to abilities and understanding† Franklin et al (2004:6). Marchant et al (2004:136) would suggest that too often we are focusing on children and young people’s competence to participate rather than on adult’s competence to support children and young people to make decisions and take action. There has been an increasing influence of the consumer; the concept that as consumer’s children and young people are given more power threw legislation and policy to exercise choice and influence over the services they receive. Franklin et al (2004). Sadly majority of LAC have had no choice in coming into care but within the system they should be given choice. The reality of choice is often restricted by resources. My question would be do they really have choice are the consumers? The impact of high profile child protection cases in the late 1980s and early 1990s, which uncovered systematic physical and sexual abuse by staff in children’s homes led to an acknowledgement that â€Å"adults know best† and will act in the interest of children and young people had failed many children. There was a â€Å"culture of collusion, neglect, indifference and silence on the part of staff† Landsdown (2001:3). Children were denied a voice ‘speaking with’, ‘listening to’ and actively involving children and young people would have ensured their protection. Scottish Executive (2004) There is a growing movement of children’s service user and carers, we have seen a development of groups such as the Children’s Rights Alliance for England (2005); the Children’s Society (2006), National Young Carers Initiative and A National Voice, who are working towards transforming the status of children and young people in the UK. Children’s participation in the United Kingdom (UK) has moved a long way. Children and young people can play a crucial role when organisations listen to them in delivering services. Wright et al (2006) Methods There are robust applied reasons to view qualitative evaluation methods as harmonious to quantitative methods. Reichardt et al (1994). There is a wide debateon the two methods. Datta (1994) suggested that the difference in the two models are less apparent in practice then in theory and that often evaluators will use more than one approach due to the complexity of the work they do. Reichardt (1994) The table below tries to show differences between qualitative and quantitative evaluation approaches. For this research we will be using both, questions and narrative approach to allow the stakeholders to express their views. It will be an indicative approach starting with the data and then making sense by looking at the themes that emerge through language, feelings and experience. It is a holistic approach which is empowering as it tries to represent all stake holder’s views as well as evaluators. It is considered a natural way where the research is not looking to lead the stakeholders in any one direction. Miles & Huberman, (1994) it is a holistic approach. Key Differences Between Qualitative and Quantitative Evaluation Approaches| Qualitative EvaluationIs Often Characterized by| Quantitative EvaluationIs Often Characterized by| †¢ Inductive approach to data gathering,interpretation, and reporting†¢ Holistic approach: finding gestalts for theevaluation results†¢ Verstehen: understanding the subjectivelived experiences of program stakeholders(discovering their truths)†¢ Using natural anguage throughout theevaluation process†¢ In-depth, detailed data collection†¢ Use of case studies†¢ The evaluator as the primary measuringinstrument†¢ A naturalistic approach: does not explicitlymanipulate the setting| †¢ Research hypotheses and questions that are tested in the evaluation†¢ Finding patterns that either corroborate ordisconfirm pa rticular hypotheses and answer the evaluation questions†¢ Understanding how social reality, asobserved by the evaluator, corroborates ordisconfirms hypotheses and evaluationquestions†¢ Emphasis on measurement procedures that lend themselves to numerical representations of variables†¢ Representative samples of stakeholder groups†¢ Use sample sizes with sufficient statisticalpower to detect expected outcomes†¢ Measuring instruments that are constructed with a view to making them reliable and valid†¢ Evaluator control and ability to manipulatethe setting, which improves the internalvalidity, the statistical conclusions validity,and the construct validity of the researchdesigns| (Miles & Huberman, 1994) We will be using a purposive sample of stakeholders to interview. The interviews will include 2 social workers, 2 families, 2 young people who have left care, 2 Independent reviewing managers and 2 foster carers. This is because for the research we want to interview people involved in the LAC review as our research is about children and young people going through the process and weather their voice is heard. The table below shows the advantages and disadvantages of sampling methods and why we have chosen purposive sampling. Sampling techniques: Advantages and disadvantage Technique| Descriptions| Advantages| Disadvantages| Simple random| Random sample from whole population| Highly representative if all subjects participate; the ideal| Not possible without complete list of population members; potentially uneconomical to achieve; can be disruptive to isolate members from a group; time-scale may be too long, data/sample could change| Stratified random| Random sample from identifiable groups (strata), subgroups, etc. Can ensure that specific groups are represented, even proportionally, in the sample(s) (e. g. , by gender), by selecting individuals from strata list| More complex, requires greater effort than simple random; strata must be carefully defined| Cluster| Random samples of successive clusters of subjects (e. g. , by institution) until small groups are chosen as units| Possible to select randomly when no single list of population members exists, but local lists do; data collected on groups may avoid introduction of confounding by isolating members| Clusters in a level must be equivalent and some natural ones are not for essential characteristics (e. g. geographic: numbers equal, but unemployment rates differ)| Stage| Combination of cluster (randomly selecting clusters) and random or stratified random sampling of individuals| Can make up probability sample by random at stages and within groups; possible to select random sample when population lists are very localized| Complex, combines limitations of cluster and stratified random sampling| Purposive| Hand-pick subjects on the basis of specific characteristics| Ensures balance of group sizes when multiple groups are t o be selected| Samples are not easily defensible as being representative of populations due to potential subjectivity of researcher| | Select individuals as they come to fill a quota by characteristics proportional to populations| Ensures selection of adequate numbers of subjects with appropriate characteristics| Not possible to prove that the sample is representative of designated population| Snowball| Subjects with desired traits or characteristics give names of further appropriate subjects| Possible to include members of groups where no lists or identifiable clusters even exist (e. g. , drug abusers, criminals)| No way of knowing whether the sample is representative of the population| Volunteer, accidental, convenience| Either asking for volunteers, or the consequence of not all those selected finally participating, or a set of subjects who just happen to be available| Inexpensive way of ensuring sufficient numbers of a study| Can be highly unrepresentative| Black, T. R. (1999:11 8) For this research the narrative approach for interviewing the sample has been chosen. What we mean by the word narrative is important to understand why we are using this approach. The  Oxford Mini Dictionary  defines narrative as ‘a spoken or written account of something’ (Hawker, 2002: 406). Chambers Twentieth Century Dictionary  is not specific about the written or spoken, with its ‘an account of any occurrence’ Macdonald, (1972: 876) thereby including the possibility of other types of communication visual, aural, tactile and so on. This wider, inclusive definition is important because it recognizes and allows the use of signing, Braille, and other communications systems/languages. It provides the following through the interviews, locates the person in context describing setting, character and mental summary of events, conflict and outcomes. Mishler (1986) The narrative process will enable collection of data from the sample selected and they will be able to tell their stories this is very important within the LAC population as we have more black children and young people represented in our system. They will be able to tell their story from their cultural perspective Marshall et al (1995). The main advantage of the process is that in the interviews we will be able to find the voice of the participant in the particular time, place and setting in this case the LAC review. Connelly et al (1990) this can also lead to gaining insight into the organisational change which can lead to cultural change. Faber (1998), Boje (1991), Beech (2000) It can also bring insight into decision making through stories and how knowledge is transferred in the organisation. OiConnor, (1997) Darwent,( 2000). We need to also acknowledge the limitations of the narrative approach. We can have researcher bias which can influence the data, the sample may not be credible, sample could have been influenced by other studies they were involved in, and background information may be missing, the analysis of the researcher could be biased, the very presence of the researcher may affect the research and data, the present information may not influence the future. Heisenburg (1927) and building trust with the sample takes time the snapshot view and small sample may impact the outcomes as they may not be representative of the population. Hammersley et al (1983) Hammersley (1990) We will be using semi-structured interview method as it is complementary to using the narrative approach to asking questions, and its strengths and limitations. â€Å"Interviewing is a complex and demanding technique† (Frey and Oishi 1995:02) This researcher sets the environment for the data to be collected. The interviewee has time to share their views but the process relies on the interviewee willing to give an honest answer. Breakwell et al (1950). It allows the interviewer to ask open questions and supplement ones to clarify views, Frey and Oishi (1995). They may not be completely honest and ask elaborate questions back to ascertain exactly what the research is about. (Wimmer and Dominick (1997). The data and validity of the research may well be impacted by these. Breakwell et al (1995)

Response Paper Gilgamesh Essay

The Epic of Gilgamesh is very complex, but it is also considered one of the greatest epics in the Western literature. In the story we can find several contradictions, from which I chose the friendship between Enkidu and Gilgamesh. The story of Gilgamesh starts off by the description of Gilgamesh, â€Å"the strongest one of all,the perfect,the terror† (Ferry 4). Initially, Gilgamesh appeared as someone who isn’t able to have feelings nor relationships. Although he fought with Enkidu, once Gilgamesh tested his opponents strength, he decided to let him into his world becoming best friends. Some people would say that Gilgamesh is using Enkidu for his journeys, which we can see when he allows the hunter to take his prostitute and bring him. He did this for nothing in return, where we can notice that he already had a plan for Enkidu. Whilst this is correct in some points there are other things involved that prove differently. In the beggining of the story, Enkidu was made by the goddess Arura in order to punish Gilgamesh with the same wild and stormy heart as Gilgamesh has. Having this into consideration, Enkidu owes life to Gilgamesh, or at least shall be thankful to Gilgamesh for his own existing. Also, the people shall be grateful for their city, because Gilgamesh is the one â€Å"who opened passes through mountains; and who dug deep wells on the mountainsides;† (Ferry 4). This indicates the strength of Gilgamesh and values he had in the city. Once friends, Enkidu has started living differently, not like the wild beast he used to be. Enkidu is lucky for the friendship he has gotten from Gilgamesh, but it has also costed him. Gilgamesh has always wanted immortality and fame in the city, and because of his wish Enkidu is the one who has suffered. Before going to Cedar Forest, Enkidu is the one who was discussing with the Elders about the dangers of the trip. One doesn’t notice anywhere in the text how Enkidu knew about dangers of the trip and the keeper of the Cedar Forest, the demon Huwawa. This is the privilege that Gilgamesh does not have. Furthermore, throughout the trip, Enkidu is the one who was communicating with the God of the sun, their protector, Shamash. Aditionally, the Elders are advicing Gilgamesh to  let Enkidu go first and † find the water to quench† (Ferry 19) his thirst and offers to the God. This is a big advantage/value for the Enkidu, since he is the one communicating with the Gods and able to know the road. Further in the story, their friendship becomes stronger, once they share their strenghts and weaknesses, courage and fear. The most intriguing thing in the whole story is the heroic side of Enkidu. The true friendship and loyalty to Gilgamesh are his biggest values. Once in fight with the demon Huwawa, Gilgamesh was scared of the speed Huwawa was possessing and, once Gilgamesh saw his face, he hid away, in some cases even weeped. In each time, despite the dangerous cicumstances, Enkidu had quick mind and knew what he had to do, which is show Gilgamesh he was not alone, â€Å"Two people, companions, they can prevail together against the terror† (Ferry 26). Going futher into the story we are finding out that, because of killing Humwawa and Bull of Heaven, the Gods have decided to punish Enkidu,although God of Sun Shamas tried to save him. He had the protection of the God, because he was compressed into this trip. Initially, the mother of Gilgamesh, Rimat-Ninsun, just before the trip has hit the biggest weakness of Enkidu, â€Å"Enkidu has neither father nor mother;† (Ferry 13). This proves the fact that he had no choice left because he was feeling worthless and there was no other solution but to go to this dangerous trip. Even at the end, when Enkidu knew he was destined for punishment, he did not have selfish heart, he accepted it and stayed loyal to Gilgamesh. This has me thinking, who is the real hero? By whose name should the book be named instead? By the great strenght and power Gilgamesh, or the loyal, great guide who turned into hero with his actions? Did Enkidu think he owed his life to Gilgamesh, or he did not want to go against the will of the Gods? Considering many tablets are not recovered, which made the text incomplete, there is complexity to this friendship and many questions that need to be answered. Here, after Enkidu dying, we also get the feeling of Gilgamesh being selfish, and not saving his friend. As soon as Enkidu has died, and Gilgamesh saw a worm falling out of his nose, he saw the reality where this can happen to him too. He was determined to find immortality. Although on a  new selfish quest, we can see his true grieving for a friend, a brother. Every individual Gilgamesh encounters with can see that he is full of sorrow. This is where the prevalent repetition happens. At first, I thought it was a literary element only. However, how the story grew, the significance of the repetition grew also. It became the emphasis of Gilgamesh’s sorrows. It keeps being repetead to keep our mind on the soft-hearted Gilgamesh, who truly grieves for Enkidu, who undoubtfely deserved it. It is engraved in our memory that he is truly lonely and has lost someone who was a big part of his life. But even so, that little part in the back of my mind is still set on Gilgamesh not urging for Enkidu’s sparing. In a conclusion, friendship between Enkidu and Gilgamesh is far more than important in this great epic. The contradictions are tempting to discuss, and because of the missing tablets, there will always be some questions. However, although Gilgamesh did not get his immortality, this prominent story, through many centuries, definitely has.

Bigger Thomas A Tragic Hero

When analyzing Bigger Thomas, Richard Wright’s protagonist in the novel Native Son, one must take into consideration the development of his characterization. Being a poor twenty-year-old Black man in the south side of Chicago living with his family in a cramped one- bedroom apartment in the 1930’s, the odds of him prospering in life were not in his favor. Filled with oppression, violence, and tragedy, Bigger Thomas’ life was doomed from the moment he was born. Through the novel, Bigger divulges his own dreams to provide for his family and to be anything but a â€Å"nobody. Although Bigger struggled to fight through obstacles to pursue his dreams for the future, his chase for a better life came to an abrupt halt after the tragic accidental murder of his employer’s white daughter. Bigger Thomas fits the definition of a tragic hero, considering he is the protagonist of Native Son that experiences tragedy throughout the novel. Along with tragedy, Bigger also undergoes change as the novel progresses. By the end Bigger’s life story, he is able to change into a man that is no longer consumed through the fear in his heart. Due to his characteristics, Bigger Thomas can be compared to Willy Loman in Arthur Miller’s Death of a Salesman. Both characters are tragic heroes that are related by their struggles through tragedy and changes they undergo throughout their lives. By comparing the two characters, one can solidify the importance of both characters because of their tragedies they experience. In the beginning of Native Son’s book one: Fear, one is able to realize that Bigger Thomas’s fate looms in the hands of his environment. He did not choose to live a life of poverty in the â€Å"Black Belt† of south side Chicago. This life was forced upon him. On page 20 of the novel, foreshadowing occurs as Bigger chats with his friend Gus about his future. He says, â€Å"Every time I get to thinking about me being black and they being white, me being here and they being there, I feel like something awful’s going to happen to me† (Wright 20). He displays a defeatist attitude that he further explains as he talks to Gus. He explains his reasoning as he questions, â€Å"Why they make us live in one corner of the city? Why don’t they let us fly planes and run ships? †(Wright 20). As a result of this conversation, the reader is able to identify that Bigger goes through his life feeling defeated. He has minimal hope for his future as he lives in fear that something awful will happen to him due to the color of his skin and where he lives. Although one may argue that Bigger is a negative person who uses the color of his skin to justify his evils, this is not the case considering Bigger constantly is oppressed by his environment and lacks options in his life. The white people that surround Bigger give him no hope to prosper thus creating a tragic existence from the start. It is not until Bigger gets a job offer from a rich white philanthropist, Mr. Dalton that his life may be able to turn around for the better. Unfortunately for Bigger, this opportunity does just the opposite. While accepting a job as a chauffer for the Dalton family, Bigger becomes optimistic about his current situation. Instead of constantly letting his mother and siblings down, he is now able to provide for them through this job by granting them $20 from his salary each week. Although the job acquired little skill, Bigger was satisfied that through this job, he could be less of a â€Å"nobody. While reflecting on this new chapter in his life, Bigger expressed, â€Å"This would be an easy life. Everything was all right, except that girl† (Wright 59). The girl that worried Bigger was Mary Dalton, Mr. Dalton’s free spirited daughter that constantly challenged Bigger’s patience and authority. Their first encounter left Bigger skeptical of Mary Dalton’s motives. By their second encounter, Bigger was blatantly fearful that Mary would cause him to lose his job. During their second encounter, Bigger is ordered to chauffer Miss Dalton to the University for her nightly class. Unfortunately to Bigger’s surprise, Miss Dalton has another set of plans. She tells Bigger, â€Å"I think I can trust you† (Wright 64) in order to toy with his emotions and disobey his boss’ orders as Bigger, Mary, and Mary’s communist boyfriend Jan Erlone take the car out for a night in the loop. After a rousing evening on the town filled with booze and conversations about communism that left Bigger offended and ashamed to be black, it became Bigger’s duty to make sure that Mary was placed safely in her bed after being too intoxicated to stand on her own. Because Bigger strives to obey his boss, he feels inclined to personally place Mary in her own room in order to avoid trouble. This shows that Bigger Thomas took Mary to her bedroom with no intention of causing any problems in his new workplace reminding the reader that Bigger is not an evil human being, just a product of his environment. After being in Mary’s bedroom, Bigger decided to overstay his welcome due to his curious arousal with white women. To Bigger’s surprise, â€Å"a hysterical terror seized him† (Wright 85) as Mrs. Dalton makes an appearance in Mary’s bedroom to check on her daughter. Bigger automatically assumed that if he was caught in Mary Dalton’s bedroom at an odd hour of the night he would be immediately fired and accused of raping a white woman that could ruin his already tragic life forever. Due to her blindness, Bigger was not seen immediately, but he realized if Mary kept mumbling, Mrs. Dalton would make her way to the bed and eventually feel Bigger laying next to her. Out of pure fear, Bigger reacts irrationally as he suffocates Mary Dalton with a pillow in order to keep her quiet. Fear is what provoked the irrational response that killed Mary Dalton and turned Bigger Thomas’ life into a series of tragic events. In Malcolm Cowley’s scholarly article, Richard Wright: The Case of Bigger Thomas, he reminds the reader that despite his monstrous actions towards Mary Dalton, he is not the one to be blamed. Cowley makes the point that Bigger, â€Å"has been trained from the beginning to be a bad citizen. He had been taught American ideals of life†¦but had been denied the means of achieving them† (Cowley 113). Cowley’s observation justifies that Bigger reacted as a product of his environment that constantly taught him to be a bad citizen because he had no way to achieve the kind of life he would hope for. This provokes even more tragedy in Bigger’s life. Through the accidental murder of Mary Dalton, a tragic hero arose in the form of Bigger Thomas. This tragic hero was born out of pure fear for the white man, but as the novel progressed, the fear of oppression slowly left the tragic hero as he vows to no longer live in fear. After Bigger Thomas’ accidental murder of Mary Dalton, Bigger’s life turns into a wild goose chase where he is forced to hide out until being caught by Chicago authorities. While awaiting his trial, certain to face death, Bigger meets the man that will defend his case. The defendant Max, a white communist decides to take on Bigger Thomas’ case in order to show white people the oppressive lifestyles black people were forced to survive on every day. At first Bigger was skeptical about a white man volunteering to defend a black man accused of murder and rape. He questioned, â€Å"Why would Max isk that white tide of hate to help him† (Wright 420). He is shocked that a white man would defend a black man out of the goodness of his heart. Max asks Bigger questions that remind Bigger that he is a human being among everyone else despite his race. At this point it does not matter to Bigger if Max saves his life, because Max has made him mature mentally and undergo change. After recounting a conversation where Max asked Bigger questions about what he wanted to do with his future, he expresses to Max, â€Å" (you) asked me questions nobody ever asked me before. You knew that I was a murderer two times over, but you treated me like a human† (Wright 424). After Max assures Bigger that he is a human, Bigger transforms his way of looking at life. Instead of feeling constantly oppressed, Bigger believes that he is a human that deserves a future much like everyone else despite the color of his skin. Instead of accepting his death sentence, Bigger realizes that he has the urge to live his life as a human that possesses the ability to have a future. As Max reassures him, â€Å"you’re human, Bigger† (Wright 424) Bigger comes to a change in his heart. He realizes that the fear he has sustained from the white people that constantly suppress him comes from his own thoughts. He now believes in himself as an individual that no longer lives in fear. Because of this, Bigger is able to accept his death sentence and change his outlook on life. Unfortunately, this change came too late in his existence to matter. Although Bigger loses the battle with life, he ultimately wins the battle with the color of his skin after accepting that he is just as human as Max, his defendant. In James Baldwin’s article, â€Å"Many Thousand Gone- Twentieth Century Interpretations of Native Son,† Baldwin explains his interpretation of Bigger Thomas’ battle within Native son. He explains, â€Å"In this case the force of circumstance is not poverty merely, but color a circumstance which cannot be overcome, against which the protagonist battles for his life and loses† (Baldwin 53). This statement is not accurate considering a battle is not lost. Even though Bigger Thomas is sentenced to death, he is able to end his life with peace of mind knowing that he can die as a human without fear. The change Bigger Thomas has undergone shows that Bigger has overcome his oppression thus winning his battle. After reading Native Son, the protagonist Bigger Thomas resembled another tragic hero from the play, Death of a Salesman. By comparing Willy Loman, the protagonist of Death of a Salesman to Bigger Thomas, one can tell how similar their characters are although they have been created in different time periods and environments. Both Bigger and Willy are lost souls trying to give meaning to their ultimately meaningless lives. As a result of their self made pressure to have a purpose in life, they both are not well liked by their friends. After divulging a plan to rob a store owned by a white person, Bigger gives his friends Gus, G. H. , and Jack strict instructions to meet together at a specific time. When Gus shows up to their meeting spot late, Bigger is outraged. He cusses at his friends and resorts to physical harm due to his anger. While his friends watch Bigger self-destruct into a man of rage, G. H. lets bigger know that, â€Å"You done spoiled things now† (Wright 40). Not only had Bigger spoiled the plan to rob the store, but Bigger had also spoiled his friendships as all three men leave him to wallow in his rage alone. A similar situation occurs in Death of a Salesman as Willy Loman receives a friendly visit with his friend Charley. Since both men were unable to sleep, they decided that a quick game of cards would be a sufficient outlet for their energy. While playing cards, Willy develops a hostile attitude towards Charley and constantly insults him on his choice of eating habits and card playing abilities. After Charley accuses Willy of cheating during their game, Willy evolves into a rage-infested tyrant and orders his friend to leave. Charley retorts, â€Å"You ought to be ashamed of yourself† (Miller 1252) and storms out the door. This instance compares to Bigger Thomas’ uproar with his friends considering both outbursts led to their friends leaving them to wallow in their own anger. In addition to not being well liked, both Willy Loman and Bigger Thomas live in constant fear throughout their stories. As a mediocre salesman, Willy Loman spends his days fearing that he is not successful enough to provide for his family. Because of this looming fear to be successful, Willy often lies to his family about his job in sales to make himself seem far superior to who he really is. For example, while Willy explains to his wife, Linda about the money he has made on one of his sales trips, he exaggerates the amount of money he made. This lie would have been unnoticed if Linda did not ask Willy to pay for the reparations of their leaky roof. When Linda asks him to pay, Willy exclaims, â€Å"A hundred and twenty dollars! My god, if business don’t pick up I don’t know what I’m gonna do† (Miller 1247). The shame Willy feels because he is unable to pay for the roof reparations directly correlates to the constant fear Willy has to become successful for his family. Bigger Thomas is also a character that constantly lives in fear. This fear is shown when Bigger is explaining to his lawyer Max about how whites have all the power and Bigger fears that because of this, his life will not amount to anything. He tells Max, â€Å"Well they own everything. They choke you off the face of the earth, they like god†¦Ã¢â‚¬  (Wright 353). Since Bigger believes that white people control everything he fears that nothing can be done to make his life meaningful. Both Bigger Thomas and Willy Loman possess similar qualities that show are comparable through their lack of ability to make friends throughout their fear ridden lives. Through Bigger Thomas’ life of oppression, violence, and tragedy, one is able to tell that he struggles with the hopes of becoming anything but a â€Å"nobody. † Being the protagonist of a tragic novel, Bigger possesses the qualities of a tragic hero. Even though his life is cut short due to the tragic accidental murder of Mary Dalton, his boss’ wild daughter, Bigger is able to go through a change that brings him peace of mind as he awaits his sentence to die. Being a product of his environment, Bigger constantly lived in fear of the white man. With the help of his lawyer Max, Bigger was able to undergo change and realize that he too was a human that had no need to live in fear. Drawing from specific scenes from the text, Bigger Thomas can be compared to Willy Loman, the protagonist in the play, Death of a Salesman. Their characters were both inflicted with fear throughout their lives that eventually ended in tragedy for both characters. Works Cited Arthur Miller Death of a Salesman.

Business Accounts and Users of Financial Statements Research Paper

Business Accounts and Users of Financial Statements - Research Paper Example This paper tells that each of the users  of financial statements has different needs and interest in financial information. First, investors require financial information to assist in making investment decisions. Before putting their resources for investment purposes, investors have to evaluate the performance of firms to establish whether the businesses can enable them to earn their required rate of return (Fess & Warren 1993). This would help them make an investment decision and determine what amount to invest in a firm. Shareholders are also interested in the financial performance of the firm as it determines the dividends they will receive and the worth of their investment. Firms with good financial performance well will have good share prices and shareholders will need this financial information to determine whether to sell their shares or buy more shares (Nikolai, Bazley, & Jones 2009). Lenders are the second users of financial information. Lenders are either individuals or f inancial institutions that offer loans to firms that are need of funds. Before making their lending decision in terms of whether to lend and what amount to give to firms. They have to look at the financial performance to determine the risk of their money. The lenders will be interested in the performance of the firm within the duration of their loan (Fess & Warren 1993). In addition, the employees and their unions are also interested parties of a firm’s financial statement. Employees put their efforts in ensuring that the firm achieves their objectives and therefore need feedback on their performance. They also require the financial statements as a basis for bargaining for their increment in remuneration and other benefits like retirement.  The employees also need financial information to help in the formulation of new strategies that are meant for improving the performance of the organization. Financial information as well is needed by the employees to determine the organi zation continued existence for job security purposes. Creditors and suppliers are also interested in the financial information to determine the ability of the business to pay their owing debt as they fall due. This group is interested in the short term liquidity of the business rather than the long term performance (Deloitte 2011). Firms with good financial performance will have reliable creditors. Moreover, customers are also interested in the financial performance of the business in cases where they are interested in long term relationship with the business. Customers who depend solely on the business for their products will need to require surety of the business continued existence. Notwithstanding, the government authorities be it federal or state need the financial information for regulatory purposes. The security exchange authority will need financial information to determine the policies and to determine the national income of the country (Deloitte 2011). They also require fi nancial performance as a way of determining the soundness of the capital markets. The public may also be interested in the financial performance especially to businesses that affect the general public good. The public closely monitors businesses that are major employers or contribute substantially to the economy (Kravitz 1999).  

Ernest Rutherford Essay Cont Example | Topics and Well Written Essays - 750 words

Ernest Rutherford Cont - Essay Example In 1971, Earnest continued to make contributions in the field of physics through a series of experiments and would later discover that it was possible to disintegrate nuclei of light elements like nitrogen using energy from alpha particles of radioactive materials. Therefore, Earnest was the first to induce an artificial nuclear reaction, and his idea is the basis for nuclear reactions in the modern world for producing energy and weaponry. He is famous for coining the names alpha, beta, and gamma rays in a bid to classify the various forms of rays since the concept was barely understandable in those days (Nobel Media 1). In this case, the scientist made a significant contribution to electromagnetic radiation. Furthermore, Ernest observed that radioactivity of objects reduced with time (Rutherford 17). Eventually, he came up with the term half-life as the time it takes for the radioactive materials to disintegrate thus the scientist was the one who set the laws governing radioactive decay. In addition, Rutherford is the scientist behind the nuclear model of atoms where he inferred that an atom comprise a nucleus that is surrounded by many orbiting electrons and his conclusion is how modern science view atoms (Weisstein 1). Earnest‘s contribution in nuclear physics has contributed to a great deal in the area of modern physics and chemistry (Weisstein 1). The concept of radioactivity, especially the alpha, beta, and gamma rays is the basis for understanding how solar radiation reaches the earth and the overall effect on atmospheric temperature. Earnest found that gamma rays were of high frequencies and if they reached the earths surface, the temperatures could be high and unbearable for the inhabitants (Rutherford 1). In this case, Earnest made an important contribution for the modern scientists to understand how issues like global warming and

CASE STUDY ANALYSIS OF STATE BANK OF INDIA Example | Topics and Well Written Essays - 6000 words

ANALYSIS OF STATE BANK OF INDIA - Case Study Example As the name suggests, State bank of India or SBI is a public sector bank which has branches in most parts of India. Even though SBI still controls a substantial portion of Indian banking industry, competition from private banks and foreign banks is causing big problems to SBI. Some of the major problems facing by SBI at present, are related to marketing, HR, customer service and technology. Private sector banks, such as HDFC and ICICI compete strongly with SBI now. ICICI Bank has already overtook SBI in terms of market capitalization. Rural marketing is another big problem for SBI. Even though SBI has many branches in India, most of these branches are located in urban areas. Rural population still consists of many unbanked people and SBI failed to exploit this community. Lack of employee motivation and communication problems are the major HR problems in SBI. Poor compensation and heavy workloads are some of the reasons for demotivation of SBI employees. Communication is usually taking place in SBI only through one way; from top to the bottom. As a result of that, even talented employees were unable to use their capabilities properly. Customer service is another area in which SBI is facing problems now. Many of the SBI customers have the complaint that they were neither respected nor treated properly by the SBI employees. The high income customers of the SBI believe that they are not getting enough recognition from SBI even though they contribute more than 80% of SBI’s turnover. Lack of product innovation and the technologies feasible to exploit the banking possibilities in rural areas are some of the technology related problems in SBI. SBI still uses old technologies and the company does not bother very much about developing a technology suitable for the rural communities in India. SBI’s marketing problems can be solved with the help of tools such as 7Ps marketing mix and General Electric Matrix