Kafkas Metamorphosis Essay -- Metamorphosis essays

Kafkas Metamorphosis       As Gregor Samsa awoke one morning from uneasy dreams he found himself       transformed in his bed into a gigantic insect (Kafka 1757).       This opening is famous not only for its startling content but also for its       calm, matter-of-fact style which then sets the tone for the rest of the       flooring. Along with Homers Iliad and Odyssey and Dantes Inferno, Franz       Kafkas The Metamorphosis has one of the most-memorized and most       attention-catching opening lines.         Gregor Samsa feels that he has been treated as a lowly insect and comes to       feel that he is one the story makes the leap from I feel like an insect       to I am an insect. Whatever the causes for Gregor feeling this way,       these causes have led to his isolation and alienation (the feeling of       universe a stranger and an alien, even in those places where one should feel       at home). Gregor has undergone an ultimate alienation he is alienated       from both his psychological and physical self.         at once Gregors metamorphosis (change) has been accomplished, the story       moves inevitably to his death. In many ways, the protagonist (main       character) of The Metamorphosis and his dilemmas are... ..., his company). We feel a chill to see the authoritarian control       over Gregor and how it deeds itself out in the story. And those of us who       know the history of Germany and Czechoslovakia are chilled to see how the       events of the story find a parallel in the Nazi politics and the final solution       that came soon after Kafkas death.              Work Cited         Kafka, Franz.  The Metamorphosis. Norton Anthology of World       Masterpieces.  Ed. Maynard Mack et al. 2 vols. Exp. ed. New York Norton,       1995.  Vol. 2. 1757-1791.       

Has Nontraditional Training Worked for Women? Essay -- Women Workforce

Has Non conventional Training Worked for Women?The Best of Intentions...In the 1970s, the imbalance in gender distribution across occupations came to be recognized as a socioeconomic problem, and federal legislation aimed at education, training, and exercising began to address the issue over the next 2 decades. Title IX of the Education Amendments of 1972 and Executive install 11246 in 1978 prohibited discrimination by schools and contractors receiving federal funds. The Carl D. Perkins Vocational Education Act and its successive reauthorizations established state equity coordinators and set aside weapons platform funds specifically for gender equity and single parents/displaced homemakers (SP/DH). The Nontraditional Employment for Women Act of 1991 amended the Job Training Partnership Act to require employment goals for women in NTOs, and the 1992 Women in Apprenticeship Occupations and Nontraditional Occupations Act (WANTO) provided technical assistance to employers and unions f or integrating women into NTOs. In 1994, the School-to-Work Opportunities Act was intended to increase opportunities for people to prepare for careers not traditional for their race, gender, or disability (Ohio State University 1996 Olson 1999 Wider Opportunities for Women 1993). Over the last 2 decades, have these combined efforts made a difference? According to the incision of Labors most novel statistics (Womens Bureau 1998), a handful of NTOs are now 20-25% female, but many others remain at less than 10%, including firefighters (2.5%), heating/air conditioning mechanics (1.5%), and tool and die makers (0.2%). Despite the 1978 goal that the construction work force of 2000 would be one-quarter female, todays reality is about 2.7%, the same leve... ...Strategies for Increasing Womens Participation in good and Skilled Trades Training. digital publication Victoria, British Columbia Pine Tree Publishing, 1995. <http//www.islandnet.com/haturner/edtech/edtech1.htm Wider Opportuni ties for Women. Training, Placing and Retaining Women in Nontraditional Jobs. Washington, DC WOW, 1993. (ED 362 788) Womens Bureau. Women Workers Outlook to 2005. Washington, DC Womens Bureau, U.S. Department of Labor, 1992. (ED 356 171) <www.all-biz.com/outlook.html Womens Bureau. Nontraditional Occupations for Women in 1998. Washington, DC Womens Bureau, U.S. Department of Labor, 1998. <http//www.dol.gov/wb/public/wb_pubs/nontra98.htm Zhao, P., and Fadale, L. New York State New Ventures Program Model. Albany Two-Year College Development Center, State University of New York, 1996. (ED 404 467)

Honor in Prince Hal Essay -- Shakespeare Prince Hal Essays

Honor in Prince HalPrince Hals destiny is shaped for him by many forces his association with the neer-do-well Falstaff, the expectations of his father, fag Henry IV, and the constant comparison between himself and Hotspur. All three of these forces create in Hal a sense of applaud that is an integral part of his education as the rarefied king, and throughout the action of Henry IV, Part I, Hal is gaining a knowledge of honor that will shape him into the index that he will become. However, it seems that Hal ultimately chooses one form on honor over the other, although he must compare the honor of Falstaff and the conceptual honor of a chivalric hero before he comes to a final conclusion. The first influence that Shakespeare illustrates over Prince Hal is that of Falstaff, a fat old man who seems to spend his heart in seedy taverns accruing massive amounts of debt. From his devious scheme to rob unknowing travelers at the beginning of the story to his diatribe on what honor is not, it is clear that Falstaff has a very distinct notion of his own personal honor, and he seems to be trying to project that same notion onto Hal however, as Hal becomes closer to his father, Falstaffs honor becomes slight appealing. Falstaff treats Hal and King Henry IV to his own personal code of honor-or lack thereof Well, tis no matter honour pricks me on. Yea, but how if honour prick me saturnine when I come on? How then? Can honour set to a leg? No. Or an arm? No. Or pass water away the grief of a wound? No. Honour hath no skill in surgery, then? No. What is honour? A intelligence operation. What is in that word honour? What is that honour? Air. A trim reckoning. Who hath it? He that died oWednesday. Doth he feel it? No. Doth he hear it? No. Tis ins... ...cing his role as the Prince and defeating Hotspur when no one in the farming believed he had the gumption or the courage to do so. Hals plea to the King to salve the long-grown wounds of my intemperance and s ubsequent promise to die a hundred atomic number 19 deaths ere break the smallest parcel of this vow are the final turning points in the story that lead to Prince Hal being educated as to what it means to be an ideal and true King (3.2.155-159). However, there is still time for Hals perspectives and values to be shaped and re-shaped by his father, the ghost of Hotspur, and the excesses of Falstaff, as well as by characters who substantiate not yet been introduced, and in order to fully understand the transformation of Prince Hal, the reader must continue to King Henry IV, Part II and King Henry V to learn if Hal truly becomes an effective and charismatic ruler of England.

The Artists of the High Renaissance Essay -- Visual Arts Paintings Art

The Artists of the High RenaissanceHigh Renaissance, that period of art at the beginning of the sixteenthcentury, has been referred to as one of the great explosions ofartistic and creative one in history. Most notable it seems, forproducing three of the greatest artists in history Da Vinci,Michaelangelo, and Raphael, the High Renaissance was referred to assuch not only because it was a period of great and high art, butequally so, because it was essentially the culmination of the cycle ofart which preceded it, known as the Early Renaissance.Renaissance stems from the French verb naitre, message to beborn. Thus, the Renaissance would forever be known as the rebirthof critical artistic thoughts and ideals. Emerging from the much moregothic and spectral period that came before, the Renaissance wouldmost certainly prove to be one of the most enlightened periods in artand thought that history would ever see. Italian High Renaissanceartists achieved ideal of harmony and balance comparab le with theworks of ancient Greece or Rome. Renaissance Classicism was a form ofart that remove the extraneous detail and showed the world as it was.Forms, colors and proportions, light and shade effects, spatialharmony, composition, perspective, anatomy - all are handled withtotal control and a direct of accomplishment for which there are noreal precedents.The High Renaissance included such great artists as Bacchiacca, thepainter of Ev...

Chivalry :: essays research papers

It is apparent in today&8217s familiarity that the definition and application of chivalry has changed through and through history. During the Middle Ages, chivalry was a code of brave and courteous conduct for knights. According to this system of morals and manners, a knight was to remain faithful to God, patriotic to his king, true to his lady-love, and helpful to their less fortunate kinsmen. Chivalry is still alive today but to a lesser extent than in the Middle Ages. I think chivalry will exist in the future, but only time will tell.The legend of King Arthur and the Knights of the Round Table molded bold conduct. The Knights of the Round Table possessed many aspects of chivalry, but each of them had flaws. Sir Lancelot, for example, wasn&8217t entirely loyal to King Arthur because of his desire for Guenevere. He remedied the situation by conflict for his king in the battle against Sir Modred. While the chivalry of the Middle Ages is thought by most to have been reserved for royalty, this was not the case. Common folk alike exhibited chivalrous conduct, though in less glamorous ways.Chivalry has greatly diminished since the Middle Ages. Respect, courtesy, and honesty have little meaning to today&8217s youth. There are exceptions to this. Helping the elderly, family, and friends are just a few things young people can do to resurrect chivalry. I don&8217t think it&8217s possible to be as chivalrous as the knights in the Middle Ages were because our lifestyles have changed so drastically.As of now, the future of chivalry looks bleak. If society doesn&8217t change its ways soon, the quality of life and chivalrous behavior will continue to decline.

Chivalry :: essays research papers

It is apparent in today&8217s society that the interpretation and application of chivalry has changed through history. During the Middle Ages, chivalry was a code of brave and courteous conduct for horse cavalrys. According to this system of morals and manners, a knight was to remain faithful to God, loyal to his king, true to his lady-love, and helpful to their less fortunate kinsmen. Chivalry is still alive today but to a lesser termination than in the Middle Ages. I think chivalry will exist in the future, but only time will tell.The legend of King Arthur and the Knights of the circle Table molded chivalrous conduct. The Knights of the Round Table possessed many aspects of chivalry, but each of them had flaws. Sir Lancelot, for example, wasn&8217t entirely loyal to King Arthur because of his desire for Guenevere. He remedied the situation by fighting for his king in the battle against Sir Modred. While the chivalry of the Middle Ages is thought by most to have been reserved f or royalty, this was not the case. Common folk also exhibited chivalrous conduct, though in less glamorous ways.Chivalry has greatly diminished since the Middle Ages. Respect, courtesy, and honesty have puny meaning to today&8217s youth. There are exceptions to this. Helping the elderly, family, and friends are just a few things young people can do to resurrect chivalry. I don&8217t think it&8217s possible to be as chivalrous as the knights in the Middle Ages were because our lifestyles have changed so drastically.As of now, the future of chivalry looks bleak. If society doesn&8217t change its ways soon, the quality of life and chivalrous behavior will continue to decline.

Motivating Teachers Essay

In todays school system where no child is left behind the teacher is set up for failure. Combined with achieving metrics on trite testing scores these extrinsic motivators seem to be the only thing presented to teachers today. They are judge to be high quality teachers who are able to inspire, mentor, design and align lessons, diametriciate instruction, craft assessments, analyze data, grade homework, connect with parents, enforce discipline, promote fitness, tone down a love of learning, write individualized education programs, and so on.Look at what we are expecting of our teachers today, and how we are trying to motivate them. The joy of teaching students to convey their own decisions and succeed in life seems to be gone. Perhaps it is time to rethink the teaching job itself so that more people might do it well. One idea is to create more specific teaching jobs so that each teacher isnt asked to excel at so many different tasks on a day to day basis.The idea is to revamp the job in a way that allows individual teachers to spend more time doing what theyre best at. Rocketship Education (www. rsed. org) is an example of a high-performance charter school that uses a hybrid model of classroom instruction, real-time assessments, and customized, supplementary services in its learning lab. Using this type of a method means that the actual tasks that each teacher must do have been recreated.It allows the teacher to concentrate on coaching, motivating, instructing and problem solving around student issues and needs. In Boston, there are examples of Citizen Schools (www. citizenschools. org) which provide a new idea of who can teach. These schools leverage local professionals on a part-time basis to teach on specific topics and areas of expertise. These examples suggest opportunities to expand and better use the pool of teaching talent through lustrous differentiation and specialization.These methods use intrinsic motivation to increase teaching effectiveness b y allowing autonomy for teachers to instruct students in the topics that they have an affinity for. It seems that current standard practice in schools has all teachersregardless of skill or demonstrated performancetaking equal turns monitoring the lunchroom, supervising bus loading, patrolling the hallways, filling step forward stacks of mandated paperwork, and the rest. Increase in effectiveness would be shown by allowing more specialization.

Education of Pakistan Essay

Introduction knowledge has always been considered as one of the main factors for socioeconomic and subsequently the guinea pig development because of its ability to raise the quality and productivity of the human capital. fostering also creates aw beness, tolerance, self esteem and confidence, which empower plenty to defend their rights, reduce poverty and inequality and improve in health, status and good governance in implementation of socio economic policies.It also enables the pile to hold dear their ideological inspiration and help in developing national cohesion. Source Wikipedia, MoE GoP gentility in Pakistan is overseen by Ministry of Education of Government of Pakistan. The academic institutions argon the function of the provincial disposals whereas the national government mostly assists in curriculum development, accreditation and some financing of research. BackgroundThe Government of Pakistan recognizes teaching method as one of the fundamental rights of a citi zen as tumefy as extends its commitment to provide access to fosterage to every citizen. According to the Constitution of the Islamic Re human race of Pakistan, the State is responsible, to provide staple fiber necessities of life, such as, food, clothing, housing, education and medical relief, for all citizens, irrespective of sex, caste, creed or race, 38 (d) to remove illiteracy and provide lay off and compulsory secondary education inwardly minimum possible period. 37 (b). In this context, the human race celestial sphere has invested in education in both urban as well as in campestral areas, and in formal as well as non-formal institutions. The private empyrean also participates, though on a limited scale, in extending education and has formal formal schools, mostly located in urban localities. Besides, some NGOs and non-profit organizations also offer uncreated schooling, both under the formal as well as non-formal corpses. St mount ups of formal education.The edu cation in Pakistan is generally split into five levels primary (grades one through five) middle (grades six through eight) high (grades nine and ten, leading(p) to the Secondary School Certificate or SSC) intermediate (grades eleven and twelve, leading to a Higher Secondary (School) Certificate or HSC) and university programs leading to graduate and move degrees. immemorial education Only 63% of Pakistani children finish primary school education. Furthermore, 68% of Pakistani boys and 72% of Pakistani girls reach grade 5. The stock(a) national system of education is mainly inspired from the British system.Pre-school education is designed for 3-5 years old. afterward pre-school education, students go through junior school from grades 1 to 4. This is preceded by middle school from grades 5 to 8. The two commonly used indicators for measuring changes in primary and middle schooling are the Gross history Rate (GER and Net Enrolment Rate (NER). The essential education is divided into the following three stages. i) Pre-Primary Education Pre-Primary Education is an important component of Early childishness Education (ECE), Prep or Kachi classes of children having age of 3-4 years. An ontogenesis of 2.6 % in Pre-Primary entry (8. 434 million) in 2008-09 over 2007-08 (8. 218 million) has been observed and during 2009-10, it is calculated to join on by 2. 2 grantage. Primary Education (Classes I V) A number of 156,653 Primary Schools with 465,334 Teachers are functional. An increase of 0. 6 % in Primary enrolment (18. 468 million) in 2008-09 over 2007-08 (18. 360 million) has been observed and during 2009-10, it is estimated to increase by 1. 3 percent. Middle Education (Classes VI-VIII) A number 40,919 Middle Schools with 320,480 Teachers are functional . A decrease of 0.2 % in middle enrolment (5. 414 million) in 2008-09 over 2007-08 (5. 426 million) has been observed and during 2009-10, it is estimated to increase by 0. 6 percent. Sources 1. Figures of Primary, Middle, High and Higher Sec. from 1992-93 to 2007-08 is based on yearly Pakistan Education Statistics Reports, AEPAM, Islamabad 2. Figures of Inter Colleges and head Colleges for 2004-05 and onwards is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad 3. Figures of Private School data from 1992-93 to 1999-2000 is based on 8th Five Year forge Planning Division, Pakistan 4.Figures of Private School data from 2000-01 to 2004-05 is based on Census of Private Education Institution 1999-2000, Federal Bureau of Statistics, Ibd 5. Figures of Private School data of 2005-06 onward is based on National Education Census, 2005 AEPAM, Ministry of Education, Islamabad Secondary education Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the four school years, students are required to pass a national examination administered by a regional Board of ordinary and Secondary Education (or BISE).Education intermediat e indicators include functional public schools, basic facilities in public schools, posts filled against sanctioned strength in public schools and percentage of trained teachers in these schools. Number 24,322 Secondary Schools with 439,316 Teachers are functional. An increase of 2. 9 % in middle enrolment (2. 556 million) in 2008-09 over 2007-08 (2. 484 million) has been observed and during 2009-10, it is estimated to increase by 5. 6 percent. Sources Figures of Primary, Middle, High and Higher Sec.from 1992-93 to 2008-09 is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Inter Colleges and Degree Colleges from 2004-05 onward is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Tertiary education According to the OECDs 2009 Global Education Digest, 6. 3% of Pakistanis (8. 9% of manlys and 3. 5% of females) were university graduates as of 2007. Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020. There is also a great deal of variety betwixt the different age cohorts.Less than 6% of those in the age cohort 55-64 start out a degree, compared to 8% in the 45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34. An enrolment of 1. 147 million is estimated in 2009-10 over 1. 074 million in 2008-09 and 959,690 in 2007-08. 3,291 Higher Secondary Schools / Inter Colleges with 76,184 Teachers are functional Sources Figures of Technical & vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities from 1992-93 to 2007-08 was downloaded from website of HEC, Islamabad (www. hec. gov. pk) Quaternary education.Many Masters degree programs only require one and a half years of study. Doctor of Philosophy (PhD) education is also purchasable in selected areas and is usually pursued after earning a Masters degree. Students prosecute PhD degrees must choose a specific field and a university that is do ing research work in that field. PhD education in Pakistan requires at least 35 years of study. An enrolment of 458,835 students is expected during 2009-10 in Degree Colleges over 429,251 in 2008-09 and 383,810 in 2007-08. 1,238 Degree Colleges with 21,176 Teachers are functional and 205 new Degree Colleges look at been added since July 2008.Universities Education (Classes XV onwards) An enrolment of 948,364 is estimated in 2009-10 in Higher Education over 803,507 in 2008-09. In order to boost-up higher education four new universities have been established during the year 2009-10 making the total number to 132 universities with 50,825 Teachers in both Private and Public Sectors Sources Figures of Technical & Vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities are provided by Higher Education Commission (HEC), Islamabad (www. hec. gov. pk).Spending on education As a percentage of GDP, Pakistan spends only 2. 9% o f it on Education. However, the government recently approved the new national education policy, which would result in education being allocated 7% of the GDP. The government plans to raise the literacy consider to 85% by 2015. In accordance with the target set by the Millennium Development Goals for Pakistan and EFA Education for All. Public Expenditure on Education as percentage to GDP is lowest in Pakistan as compared to other countries of the South Asian region. According to official data, Pakistan allocated 2.5% of GDP during 2006-07, 2. 47% in 2007-08, 2. 1% in 2008-09 and 2. 0 % in 2009-10 which shows persistent declining trend. According to UNESCOs EFA Global Monitoring Report 2009, the Public Sector expenditure on Education as percentage of GDP, in other countries of the region was 2. 6% in Bangladesh, 3. 2% in Nepal, 3. 3% in India, 5. 2% in Iran and 8. 3% of GDP in Maldives. The breakup of investment in education by the Federal Government and the Provinces for the year 20 09-10 is given. pic Ministry of Education pic Education statistics, ministry of education Objectives/ Goals. Promote the educational and economic interests of backswept classes or areas with special care. Remove illiteracy, and provide free and compulsory secondary education within minimum possible period. Make technical and professional education generally visible(prenominal) on merit. Enable the people of different areas, through education, training to participate fully in all forms of national activities, including employment in the service of Pakistan. Decentralize the Government administration to hurry expeditious disposal of its business to meet the convenience and requirements of the public. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning, life skills and citizenship programmes Achieving 50% improvement in levels of adult literacy by 2015, specially for women, and equitable access to basic and c ontinuing education for adults Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Ensuring that by 2015 all children with special emphasis on girls and children in difficult circumstances have access to and complete free and compulsory primary education of good quality. Eliminating gender disparities in primary and secondary education by 2015 and achieving gender equal access to and exercise in basic education of good quality. Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Source MoE website.Situation analysis pic GER at primary education The primary-level GER for children 5-9 years old, excluding katchi16 class, according to the PIHS, was 72 percent in F Y 2001/02. Sound progress has been make so far in improving both GER and NER and is unmixed when the comparison is made between FY 2000/2001 and FY 2006/07 based on PSLM. The PSLM results are encouraging in many aspects. The boilers suit increase in primary school GER is impressive in PRSP period, from 72 percent in FY 2001/02 to 91 percent in FY 2006/07 The role of the private sphere in primary education has increased overtime.Of the total primary level GER of 87 percent in FY 2005/06, the government school GER was 57 percent and private school GER 30 percent. The government school GER increased by 15 percent between FY 2001/02 and FY 2005/06 period charm the private school GER increased by 33 percent during this period. It suggested, on the one hand, that new enrolment has taken place in both public and private schools. On the other hand, the relatively higher increase in private school GER suggested some shifting of children from public to private schools.However the PSLM sho ws that the reporting of the public school system increased to 69 percent in FY 2006/07 compared to 65 percent in FY 2005/06 but witnessed an overall decline from 72 percent in FY 2004/05 to 69 percent in FY 2006/07. Source Annual Report, SPRSM Isb. Percentage change in education from year 2000-2001 to 2008-2009 Education related expenditures in FY 08-09 enter increase of 28. 10 percent relative to FY 07-08 with considerablest increase in Others followed closely by Secondary and Primary Schools.There is considerable provincial variation in the sub sectors of education Punjab achieving highest percentage increase in Secondary and Professional Education in Khayber Pakhtoonkhwa, two sub sectors of higher education, General University and professional education taking precedence over primary education Baluchistan and Sindh expenditures in Technical and Vocational Training depicts increase in FY 08-09 as compared to year 07-08. Statistics show that Primary and Secondary Education hold major percentage in total education related expenditures.Professional education and Vocational Trainings hold least share in years 08-09. A uniform pattern emerges at the provincial level with Primary and Secondary Education contributing the most to respective mix provincial education expenditures. In university/college education, all the provinces exhibit identical trend with a share of 8-10 percent while professional education depicts highest share of 7. 85 percent in the year 08-09.Teacher and Vocational Training assume the least contribution in all but two provinces Baluchistan with 1. 96 percent and Punjab with 2.93 percent of aggregate education expenditures. Percentage distribution of education expenditures in FY 08-9 and FY 08-09 by province Federal Punjab Sindh KBRPKTNKWA Baluchistan Pak ist an Primary Education 6. 2 37. 4 40. 71 38. 01 34. 9 32. 4 Secondary Education 08. 52 24. 21 29. 24 38. 88 31. 64 24. 68 University/College 63092 8. 21 11. 97 8 9. 63 19. 3 Professional Technical universities 10. 81 1. 78 5. 26 7. 85 4. 94 5. 13 Techs & Voc training . 16 2. 9 0. 77 0 1.96 1. 53 Others 10. 39 25. 23 12. 05 7. 2 16. 93 16. 9 Total 100 100 100 100 100 100 Source Annual pot SPRS Monitoring Islamabad. Literacy According to the latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-09, the overall literacy footstep (age 10 years and above) is 57% (69% for male and 45% for female) compared to 56% (69% for male and 44% for female) for 2007-08. The data shows that literacy remains higher urban areas (74%) than in hobnailed areas (48)and is prevalent for men (69%) Compared to women (45%).However, it is evident from the data that overall female literacy is elevator over time, but progress is uneven across the provinces. When analyzed provincially, literacy post in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sind and Khyber Pakhtunkhwa has improved substantially during 2007-08 to 2008-09. According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 200708.All the provinces have shown an increasing trend, with Sindh arranging the highest increase, followed by both Khyber Pakhtunkhwa was well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the mesh rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in typesetters case of both male and female saw no change and remained at 91% between 2007-08 and 200809.Sindh and Khyber Pakhtunkhwa have shown Noticeable increase in the respective period. According to latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-9 the literacy rate (age 10 years and above) is 57% (69% for male and 45% for (female) compared to 56% (69% for male and 44% for fema le) for 2007-08. The data shows that literacy remains higher in urban areas (74%) than in rural areas (48%), and is more prevalent for men (69%)compared to women (45%).However, it is evident from the data that overall female literacy is rising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sindh and Khyber Pakhtunkhwa has improved considerably during 2007-08 to 2008-09 According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 2007-08.All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa as well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the amour rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 200708 and 200809.Sindh and Khyber Pakhtunkhwa have shown noticeable increase in the respective period. pic pic Source Annual Pakistan Education Statistics Reports, AEPAM, Islamabad National Education Policy 2009 The new National Education Policy (NEP) 2009 has been formulated after lengthy deliberation initiated way back in 2005. NEP formulation process remained intimately dormant during the years 2007 and 2008, owing to fluctuating political situation.The present Government re-activated the NEP process and convened 15th Inter-Provincial Education Ministers (IPEM) Meeting in February 2009 at Islamabad to share the draft NEP and getting implementing partners new political and bureaucratic leadership of education departments of provinces as well as other federating units on board. After establishing consensus at same IPEM meeting, a summary for the cabinet on National Education Policy 2009 (NEP 2009) was submitted to Cabinet Division in early March 2009, which wasconsidered by the Federal Cabinet on 8th April 2009.The Honourable Prime Minister directed Ministry of Education (MoE) to share the Policy document with all stakeholders for evolving more broad-based policy actions. MoE also made a presentation before the National Assembly Standing Committee on Education, which endorsed most of the policy actions contained in NEP 2009. Finally, Cabinet in its meeting held on September 9th, 2009 approved NEP 2009. A shift has been made by making national policy a truly national quite an than a federal matter.For this, it has been recommended that the Inter-Provincial Education Ministers (IPEM) Conference, with representation of all the federating units, will be the highest body to oversee progress of education in the country. Problems Of Educational systems of Pakistan. 1- Academic Problems Inefficient use of available resource s. Unequal distribution of Faculties among Public & Private Sector Lack of Monitoring Lack of standardization of Private Universities. Emphasize on quantitative education rather than qualitative aspect of education. Inadequate attention to research and support for it. 2- Management Problems In rough-and-ready governance and precaution structures and practices. Inefficient Regulatory steps Strong distrust about the realization of reform Politicization of faculty, staff and students Poor recruitment practices and inadequate development of faculty and staff. 3- Practical Problems Lack of internship facilities for students of higher Education institutions and universities. Week coordination between Universities and industrial, agricultural, and other sectors of the economy.4- Financial Problems Inadequate funding. Un adjusted fee structure of private universities No share of Foreign Direct investment in Education sector No concept of Debt Financing in Education sector 5 - Social Problems Lack of moral training in Higher Education Institutions Promoting Westernization on the list of Modernization Creating social misbalances EFA Education For All Financing education, in general, and especially in the context of the six goals of EFA has Emerged as a key area, which needs imperative attention. More specifically, the study attempts toi) develop a sound financing plan, based on the fiscal requirements and available resources to meet EFA targets in the country ii) accurately estimate the financial resources gap, and serve as a credible instrument to indicate the magnitude of assistance required from external development partners iii) understand the financial management procedure prevalent in the country (under a devolved set up, if any)iv) capture the essence of public private partnerships in vogue and its financial implications /benefits through case studies and v) Recommend a set of suggestions to improve education finance related to financial man agement procedures, collaboration between various government departments, coordination with private sector / NGOs and civil society and effectiveness of donor assistance.Based on information obtained from provincial population census reports and population projections by NIPS, the net enrolment in primary education is expected to reach 17. 536 million students in 2015/16. Of these, 9. 041 million will be boys and 8. 495 million will be girls. The total hail of primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. The total cost of achieving 86% adult literacy rates for all Pakistani males and females is Rs.208,197 million while the total cost of achieving a participation rate of 50% in early childhood education for both boys and girls in both urban and rural areas is Rs. 48,329 million. The total bill for achieving EFA goals and targets by 2015/16 is, therefore, about Rs. 1,212,097 million. Problems The main question arising is whether this bill can be met from domestic resources? In Pakistan the absolute arrive of figure allocated to education is low. Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrinsic rigidities in the financial system of Pakistan, arising from more pressing commitments of the country.As national expenditures have always far exceeded revenue collections, fiscal deficits have remained high. To close the resource gap, there has been a diachronic heavy reliance on external borrowing. In addition, the present geo-political situation of the country is such that high defense allocations are required for maintaining security and national sovereignty. As such, interest payments and defense expenditures make up bulk of expenditures. During the past four years, defense expenditures and interest payments consumed about one-fifth and one-third of total expenditures. The amount spent on social, economic and community services is approximately 15 % of total expenditure. Estimates suggest that of this, almost one-half i. e.about 7%-8% is spent on education.Projections of the financial resources available to meet EFA targets in the three themes, i. e. , primary education, adult literacy, and early childhood education for the thirteen years show that the total budgetary resources available by 2015/16 would be Rs. 786,005 million. Given the financial requirements of Rs. 1,212,097 million, the resulting financing gap is to the tune of Rs. 426,092 million. It may be highlighted that these estimates include an annual average additional cost of achieving Given the financial requirements of Rs. 1,212,097 million, the resulting financing gap is to the tune of Rs. 426,092 million.It may be highlighted that these estimates include an annual average additional cost of achieving UPE by 2015/16 of US $495 million, which compares well with the average annual additional cost of achieving UPE by 2015 for Pakistan estimated by international agencies such as UNICEF (US $790. 38m) UNESCO (US $394. 91 m) and the World Bank (US $660. 69 m. ). However, if a more idealistic approach based on good quality i. e. , five-classroom in urban and two-classroom in rural model schools, is considered, the financing gap is considerably higher and expected to exceed Rs. 2,031,292 million. How these problems can be met? Recommendations? Problems in education can be solved by solving following series of effective approaches. More resource generation and higher budgetary allocation to education The major issue in education finance in Pakistan is the low public sector investment.Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrin sic rigidities (such as resource constraints, large establishment bills due to a large salaried workforce and heavy debt interest repayments) in the financial system of Pakistan, arising from more pressing commitments of the country. Public sector allocations to education have steadily declined over the past five years from 2. 7% of GDP in 1995-97 to 1. 8% of GDP in 2001/02. It is, therefore, recommended that all efforts should be made to enhance the budgetary allocation to education to 4% of GDP, as suggested in the National Education Policy (1998).In addition, innovative approaches should be designed to generate additional resources for increased funds for the education sector, especially to primary education, adult literacy and early childhood education if Dakar targets have to be met by 2015. Higher proportion of development spending in education At present, an extremely high proportion (over 95%) of education budgets at the provincial levels are spent on recurrent heads, partic ularly on salaries of teaching staff, with negligible proportions i. e. , below 5%, remaining for development expenditures due to avoidable delays and budgetary cuts in view of shortfall in resources. It is recommended that besides improving these procedures, more emphasis should be placed on quality improvements such as teachers training, curriculum development, perspicacity systems and overall supervision of delivery of education. Higher participation of the NGO and private sectors Though considerable progress has been observed during the past decade in the participation of NGO and private sectors in the field of education, especially primary and university education, but more involvement of NGOs and private organizations would benefit the delivery of educational services .To facilitate this, the national and provincial education foundations also need to play a more active role in guiding and coordinating NGOs and private organizations in adopting public schools and supporting ru ral community schools to achieve rapid progress in achieving the Dakar goals. Costing of such arrangements needs to be worked out in greater detail and its implications for the financing gap of meeting EFA goals up to 2015. Also, it is essential for the government to provide a legal and policy framework as well as a regulatory mechanism for a realistic and sustainable public-private partnership. Better efforts to seek required foreign assistance In view of its commitments to the achievement of EFA goals, the Government of Pakistan has developed a National Plan of Action (NPA) on Education for All for the period 2001-2015, supported by the study based on estimates of financial need and availability of resources, incorporating targets, strategies and investment requirements of primary education, adult literacy and early childhood education.The gap in financial resources required to implement this plan is colossal and will, most certainly, have to be met from external assistance. It i s, therefore, recommended that efforts should be made to obtain the required assistance through grants, loans, debt SWAP and/or Fast Tracking hatchway (FTI). Based on the EFA goals of universal free and compulsory primary education of good quality, the study estimates the total cost requirement of the achieving these goals by 2015/16.The total cost on primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. pic Source Research paper on Education for all ministry of education, GoP Challenges obtain education as the highest priority of the government.Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of developing of.

Orwell’s “Shooting an Elephant” Essay

In the excerpt from Orwells Shooting an Elephant, the author uses similes, syllepsis, and connotation to appeal to the readers intellect of pathos in order to sustain his attitude of penitence and fluster in regards to shooting the elephant so as to comment on imperialism.Orwell uses Similes to convey his contrition and fluster towards shooting the elephant. He comp atomic number 18s the elephant to a huge rock toppling and paints the scene by saying The thick blood welled out of him like red velvet He clearly shows his fluster when he couldnt stand The tortured gasps that continued as steadily as the ticking of a clock.The use of these similes efficaciously shows how he is upset and feels guilty about shooting the elephant by using toppling rocks to suggest something monumental was ending. The tortured gasps show that he realizes the elephant is in pain and he feels remorse because he is not able to put it out of its misery. His fluster is shown when he mentions pouring shot af ter shot down his throat in an attempt to kill the elephant.Throughout the Excerpt Orwell uses a variety of words to appeal to the readers sense of pathos in order to convey his fluster and regret. When he shoots the elephant he notices a mysterious, terrible change come upon it and the elephant seems to him as if it became stricken, shrunken, immensely old His agitation is shown when he hears the long rattling gasps and monstrous noise. The use of these words appeals to the sense of pathos by creating empathy in the reader. By seeing these strong, descriptive words the reader can feel his regret and start out at shooting such a magnificent creature.In paragraph 12 Orwell uses syllepsis to show his contrition. He describes the elephant as low-powered to move and yet powerless to die This syllepsis shows how Orwell feels regret because it is his fault the elephant is in this state but he nor, the elephant, can do anything about it and has to see the elephant suffering.The author O rwell uses a variety of rhetorical and rhetoric devices such as similes, syllepsis, and connotation to appeal to a sense of pathos in his piece Shooting an Elephant in order to convey his feelings of remorse and fluster in a larger attempt to comment on imperialism. The elephant represents imperialism and shows how natives will put up a good fight, even when the odds are not in their favor, before backing down and giving up.

Reviewing Classroom Management Plan Essay

In reviewing this classroom focusing formulate, I impart be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as swell as the types of instruction, communication plan and the instructors personal philosophy. schoolroom management involves instructor actions to create a teaching environment that encourages compulsory social interaction, active engagement in learning, and self- motivation. (Burden 2004) The management plan discusses how the visual environment get out be set up to motivate the scholarly persons to learn by having a star student get along with.That recognizes the students hard work both intellectually and socially. As well as having the walls decorated with posters and students artwork. There will as well be plants and animals in the classroom that the students will be reward c are of in ready to develop of sense of responsibility. It is important to make your classroom a n attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a nigh(a) classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth.(Furniture, 2008)The physical arrangement is set up in groups so that the students freighter use it as a work billet as well as c set downs. By putting the desks in group it promotes group cohesion as well as helping with behavior management. It also helps students with contrasting learning needs, because students get the help that they need by having their peers and teacher to help them. Having different centers in the classroom is an excellent way to incorporate many skills and c erstpts, but it is also a great way to target students different learning styles. This plan gives students a chance to express their different learning styles.By giving them a chance to work with other st udents in the book nook area or meet with them on the carpet at different designated times. The arrangement of furniture affects space allocation and space allocation has effects to the learning atmosphere. If the classroom looks narrow and small for students, they feel restricted and they do not interact well. On the other hand, if a classroom provides adequate space, students feel that there is space for interaction. (Furniture, 2008) The room is set up so the high traffic areas are free of congestion and there is plenty of space to be able to question around the room effectively.Some things that you could add to make the classroom more than accessible for students in a wheel chair is by maybe adding a ramp outside the class room, and larger work space area for the student to be able work at instead of a traditional desk. The way the desks, tables, and other classroom materials are arranged affects instruction and has an influence on order in the classroom. (Burden, 2004) The p lan does not tell how the teacher unquestionable the rules. Ways that you could have the students become involved in the process of making the rules is by asking the students what things that they think should be a rule.Depending on the age of children, the teacher may need to reword the rules in positive way instead of a negative. When teachers collaborate with their students to identify the need for rules and procedures in the classroom it helps to establish an nice and safe place for learning. When they are given the opportunity to help create the list of rules, students are more motivated to follow them. Students will understand that the rules are meant to keep them safe and help them figure out what to do. Rules are general behavioral standards or expectations that are to be followed in classroom.They are general rules of carry on that are intended to guide individual behavior in an attempt to promote positive interaction and avoid disruptive behavior. (Burden, 2004) For pla yground and cafeteria behavior the teacher has the students follow the classroom rules. Procedures are approved ways to achieve specific tasks in the classroom. (Burden, 2004) If students know the classroom procedures, the routine runs more smoothly and efficiently and less(prenominal) time is wasted. (Ashbaker, 2006) Establishing classroom procedures and rules helps teachers and students to stay organized.When the students haveclear expectations there are fewer behavior disruptions. Procedures tell students how to perform routine instructional and housekeeping tasks. (Sadlers, 2009) The teacher has set transitions for the students to follow for beginning of the school mean solar day, leaving the room, strikeing to the room and the ending of day. The transitions for starting the day is having the students put a bill poster onto the bulletin board telling what they want for lunch, they will also find out what their job will be for the day. By doing this it teaches the students res ponsibility for making undisputable that their job gets done and they get to chose what they want for lunch.The students next need to go to their desks and do their morning working which gives all the students time to put their lunch card onto the bulletin board and find out their job. As well as letting the teacher get any last minute things ready for the day of instruction. The students have a set way of leaving the room in which they need to do the appropriate sign language sign for their needs. Then once the teacher acknowledges them, they also need to sign out on the sheet by the door and take the hall pass.When returning to the room the students needs to enter the room quietly and sign back in on the paper and return the hall pass and accordingly return back to their work. By doing this it also forces the student to take responsibility for remembering the right sign language sign and also to make sure that the teacher sees the sign before they can get from their desk. As wel l as making sure to remember to sign out and sign in and take the hall pass and return the pass when they return back to the room. Transitions are movements from one activity to another.A smooth transition allows one activity to flow into another without any breaks in the delivery of the lesson. To reduce the potential for disorder during transitions, you should prepare students for upcoming transitions, establish efficient transition routines, and clearly define the boundaries for the lessons. (Burden, 2003) The children are taught sign language for the words drinking fountain, sink, and bathroom, which are non- communicative cues that the students can use to let the teacher know of their needs. As well the teacher also uses cues by raising her hand in the air to let children know that the classroom is getting too noisy.The students will then raise their hands as well and put their finger oer their lips and immediately stop what they are doing and put their eyes on the teacher. By using sign language as well as other non verbal cues, it is a way for the student as well as the teacher to express themselves without disrupting the class. The teacher states that she will using multiple intelligences to include all learning styles, She will be using a combination of direct instruction, small groups and center to teach the students. There is no mention in the plan of how the teacher creates or delivers her lesson plan.To meet the needs of diverse students, instruction cannot be one-dimensional. By using various methods of instruction it helps each student to reach their academic potential. (Burden, 2004)There is a communication plan set up to keep the teacher, students and parents up to date on the students progress. The students will receive feedback on their assignments as well as assignments will be displayed on the front board. Each student will keep track of their assignments in their own personal assignment books. If a student stops completing their assignme nts then there will be a pink slip that will be sent home to the parent.Which will explain the assignment that was not completed the consequences as well the slip needs to be signed by a parent before move back to school. There will also be a star bulletin board set up where the teacher will give the student positive feedback. Parent conferences will be held as well as having report cards sent home. This plan help the students receive some positive feedback from their teachers as well as letting them stay up to date on their homework assignments. Although I think this plan needs to include more ways for students as well as parents to receive frequent positive and negative feedback.Providing positive feedback helps the child to feel good about what they have accomplished. As well from negative feedback learn what skill or behavior they need to approved upon. Overall I like this class management plan I believe Classroom Management is the key component in any educational setting. I be lieve that if students are in a safe environment, then learning can take place. In this plan the teacher set the tone for the class, by preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met.Having the right environment for all students to learn should be every teachers major goal. In order to implement an effective classroom management plan in the classroom, without it the students would not be able to learn. The changes I would make are to include more feedback for students and tuition on how the rules and lesson plan were developed and implemented. Also let the students have a part in developing the rules, so that will have a break off understanding of rules. They also will be more inclined to follow them and the consequences.Another thing that is missing is a behavior system that includes some original of reward system for the students as well as the classroom for positive beha vior and consequences for negative behavior. I would leave everything else the same I think that the primary(prenominal) components of the plan would work well with the needed changes that I have suggested. I think that a paraprofessional would be able to fit nicely into this plan by helping the teacher and students when needed. . References Ashbaker, B. & Morgan, J. (2006). Paraprofessionals in the Classroom.Boston, MA Pearson Education, Inc Burden, Paul R. (2003). Classroom management Creating a successful learning Community (2nd). JohnWiley & Sons. Maine Burden, P. (2004) An Educators Guide to Classroom Management. Boston, MA Houghton Mifflin. Sadlers, Krista. (2009, November 2). How to Establish Classroom Procedures and Rules. Retrieved from http//classroom-organization. suite101. com/article. cfm/how_to_establish_classroom_procedures_and_rules Furniture Arrangement affects learning. (2008). Retrieved from http//sugearup. com/2008/09/furniture-arrangement-affects-learning.

Kevin Van Dam

Kevin Van dekametre is a professional bass goosefish. Kevin has always had a love for fish, solely did not start fishing professionally until 1990. Kevin Van Dam may not be a household name to most people, but anyone who enjoys bass fishing has heard of him. Bass fishing is my passion and I look up to Kevin Van Dam, as he is the best in the world in this era of bass fishing. Kevin Van Dam was born on October 14, 1967 in Kalamazoo, Michigan.Growing up in Michigan gave Kevin the chance to fish a lot of different lakes and rivers for a variety of species of fish including trout, salmon, muskies, walleyes, and northern pike. You can learn a lot by fishing different species in the divers(prenominal) variety of lakes and rivers we have in Michigan, Kevin once said when asked about fishing in his childhood. Kevin loved to fish and was in the perfect environment to hone his skills. Although he fished for many species of fish, bass fishing was his favorite.Kevin dominated the tournament c ircuits, winning the Michigan Bass goosefishs Sportsman Society Angler of the Year twice before spill pro. Kevin graduated from Otsege High School, and married his high school sweetheart Sherry. Kevin and Sherry settled in their home town of Kalamazoo, and continue to live at that place today with there twin boys, Jackson and Nicholas. Kevin is a devoted dad and enjoys taking his children fishing and deer hunting. Kevin worked various jobs until deciding to become a professional bass angler at the age of twenty three.Kevin began one of the most successful bass fishing careers ever under shadows of doubt, that he was going pro too young. He soon proved all that doubted his abilities wrong by winning the Toyota Tundra Angler of the Year, and was the youngest ever to win this prestiges title. Kevin also won the Bass Anglers Sportsman Society Angler of the Year title at age twenty five. The Bassmaster classic is the highest regarded title in professional bass fishing, to qualify for the Bassmaster classic you must go through with(predicate) a series of tournaments fished by the toughest anglers in the world.Van Dam has qualified for twenty consecutive Bassmaster classics since 1991, this is the longest running qualification streak in history. He has won the Bassmaster classic three clock in 2001, 2005, and 2010. Kevin has fished in two hundred and twenty one Bassmaster events, he has won nineteen, finished second eleven times and finished in the top ten ninety times. Kevin Van Dam is a serious force to be reckoned with in the professional bass fishing world, and is simply nicknamed KVD.He has become a ambassador for the sport as it has grown in public attention, and is now featured on ESPN. Van Dam was awarded the first ever ESPN Outdoor Sportsman of the Year in 2002. KVD was grateful to receive this award, since it was not about his lifetime records which are amazing, but his promotion of the sport. Kevin Van Dam in my opinion and many others is the greates t Angler to pass threw the professional world of bass fishing some may not admit it, but statistically this is true. Kevin is a true role model for young bass anglers today.

Kate Cooper Case Essay

Green Meadows Hospital is sweetly constructed community hospital possess by Southern Hospitals Corporation. Kate Cooper was precise excited when she got a new position at Green Meadows as a Manager of Adult Services. They started hiring mountain and were getting ready to open the hospital. However, things did not go well as they planned and wanted to. Therefore, Kate had to resign. The whackinggest problem that I see in this was their unorganized concern skills and communications skills. They should have more prepared since they were new hospital and related to hoi pollois lives but from the beginning, it seemed like they did not think that it was a big of deal and on the nose went it the flow.Communications at Green Meadows Hospital is more likely virtuoso expression communication. It started out with 2 way communication mystify somehow, but it ended up having just one way communication model. At first, Alan seemed like he understood Kates situation and encouraged her wit h her getting higher education and seemed like he was going to be a strong supporter. However, it didnt re every last(predicate)y sound out. It was always him giving her too untold work when level she told him that she does not think that she freighter handle all the responsibilities and works due to her duties and school. Also, There were never really clear communication or/and understanding among Doug, Alan, and Kate.2 way communication model would have fixed their problems. Even though one way communication is a lot easier and faster, victimisation 2 way communication is more accurate, can make fewer mistakes, and leave behind have fewer problems. They could have asked questions to each other, clack about concerns, and even make suggestions or modifications if they needed to. That would have helped them to understand each other, information that they should know about, and what is being communicated. This could have help them to share information effectively and the squad could have performed better.I would have to say that Doug and Alan both have the SIL style of between S1 and S2. They both are somewhat directing and coaching at the aforementioned(prenominal) time. They seem like they are seeing to their followers but the result shows us that they didnt really. At first he seemed like he was very encouraging and supporting his followers and he turned out to be very egotistic and self-centered leader. To be a S3 or S4 leaders, they need to listen to their followers more since they are working with their patients directly and might know better than them. However, decisions were never made with the followers, rather the leaders made most of the decisions and just announced it. On the other hand, Kate is in the level of D2. She has had some experiences as a charge nurse and a house supervisor.Kate has some relevant skills with the new position but since she was new to this position and to the hospital, she needed some help from her leaders. I woul d say Peter is in the level of D4. He just knew what he was doing and seemed like very confidence of what he was doing but like Alan, he was very selfish, seemed like he always thought about himself first instead thinking about the team as a whole. To help Kate and Peter, they could change their leaderships to S3. I think S4 would be too much for everyone with this situation, but having 2 way communication, when making decisions followers can be involved, but still the leaders can make the final decisions. Instead of Doug and Alan telling Kate and Peter what to do, they all can be involved and talk about what is going on at the hospital and talk about it to make it better or make a better decisions. Kate and Peter will more feel like they are important and will be more motivated and perform better.First guess is expectancy theory. If people put their effort into something and they perform to get the result. Between putting effort and performing they think that their effort will mak e them to resonate their goals. Also between their performance and outcome, they expect specific result. Maslows Need Hierarchy is the next theory. People have to have the low level of need to have higher needs. Also once a need is satisfied, it is not a powerful motivator anymore. Third is Alderfers ERG Theory. This theory is somewhat exchangeable to Maslows theory but slightly different. It has three sets of needs existence, relatedness, and growth. Unlike Maslows law ERG theory states that several different needs can be done at once and at the same time because they are all connected. This can either motivate or demotivate people.They should use ERG theory to balk managers like Kate from resigning. Environment like hospitals should have existence needs, relatedness needs, and growth needs at the same time. They do not have time to wait for one thing to get done and go onto another. At the hospital they work with people. They should applaud each other, not just respect the le aders but withal leaders should respect the followers. And also they should have relationship that includes all the employees and share their thoughts, discuss problems together, and try to find the solutions together. And people need some kind of motivations to work better with other people, be productive, or perform better. These can happen all at once. However, Kate did not get any respect from her co-worker or her leaders and also did not have any motivations. Alan just kept pushing her to the edge. He did not even ask her opinion and told her what to do. Again, there was no communication between them and that was the main problem that they had.a. Absence of Trust At first, they trust each other, but as time goes by, they didnt really talk about the problems. They didnt even try to help each other out. They didnt talk about when Alan behaved unprofessionally and unconnectedly. No body was really getting on well. b. Fear of Conflicts They should have worked as a team but see ms like to me they were just working as an individual. They didnt respect each other, didnt sustentation about each other, and ignore some issues that they were having. They didnt really try to fix problems but just coered up when they should have talked about Alans behavior or Peter taking Kates orientation dates.c. Lack of Commitment Since they dont trust each other, dont respect each other, it led them to have lack of commitment. No body really knew what they were really doing. Everyone was on their owns. There were no priorities, no directions, and had same problems over and over again Kate having too much responsibilities and work). d. Avoidance of Accountability Alan always gave Kate way too much work that she cannot even handle them. Alan and Dough were supposed to be communicating each other and lead them team but even they did not really communicate well and resulted in Alan overstepping Dougs positions. e. Inattention to results Because of all of the above, it got to t he point where Kate was told that she had to quit school. This clearly shows how Alans leadership style and ethics were very wrong.I would say, right now they are in the Storming stage. It is the stage when hostilities and conflicts arise, and people jockey for positions of power and status. They cant go on to the next stage that is Norming stage if they cant solve the problems. Peter and Alan being selfish and having a self-centered leadership, having no communication among the team members, giving too much work and all the responsibilities to one manager, leaders unprofessional/inappropriate behavior should be all solved for them to continue to the Norming stage. At Norming stage, the team members share their ideas, thought, goals, and develop closer relationship, which will lead them to perform better, and success as a whole. For Green Meadows Hospital, the most needed solution is communication.Communication is always important in any kind of situation. If they start communicatin g as a team, having regular meetings that will build their trust. Trust is also important factor but with out communication, it cant be built. The leaders should have a heart for the company, should be able to motivate their followers, and should have right ethics. Leaders should not have any caper, fear, pride, or greed. Alan showed a lot of greed and deception in this case (telling Kate to quit school, unprofessional behaviors, not following his leaderetc). Of course it is important to have great leadership skills but without a heart, they will have no followers. To have faithful, committed followers, then leaders should do it first.

The Stranger

The Stranger Chris Drusbosky 3/5/12 Professor Krauss In the story The Stranger by Albert Camus, the belief that the themes of loss and retrieval are at the core of Mersaults mythology, and that they illumine the nonion of exile to which he returns so often is widely discussed. I howalways do not believe that either one of those themes has anything to do with the Mersault and the exile to which he returns to so often, rather I believe that Mersaults protest attitude is the reason for the exile he experiences in the story. The first theme that is give tongue to to play a role in Mersaults exile is the theme of loss.Though Mersault does lose his beget in the beginning of the story, it does not affect how he acts passim the rest of the story and he continues on comparable nothing ever even happened. Then there was the church and the villagers on the sidewalks, the red geraniums on the graves in the cemetery, Perez fainting, the blood red earth spilling over Mamans casket, the tw eed flesh of the roots mixed in with it, more people, voices, the village, waiting in front of a cafe, the incessant drone of the motor, and my joy when the bus entered the nest of lights that was Algiers and I knew I was going to go to bed and sleep for twelve hours. The Stranger page 18. Normally when someones mother dies, you are filled with tribulation and sadness and you cannot help but to think about how much you miss her and love her. In this quote, Mersault shows no type of sad emotion whatsoever. He seems to be completely unmoved and unchanged emotionally by the death of his mother. Not only does he not show any emotion at his mothers funeral, the very next day he meets with his mistress Marie Cardona and spends the day with her going swimming, seeing a movie, and spending the night at his house with her.Both of these examples distinctly show that Mersault is unmoved by the death of his mother and it plays no role whatsoever in the exile that he encounters throughout the story. The second theme that is said to play a significant role in Mersaults exile is the theme of retrieval. If there is one thing in my eyes that Mersault never did throughout the course of this story, it would be that he never retrieved anything and that he always stayed the kindred throughout the story. Mersault seems to maintains the same attitude towards everything that happens in the story, the I dont like or believe in much type attitude.One example that proves that Mersault possesses this attitude was after he was arrested for shooting the Arab 5 times. The magistrate asks him if he believes in God. But he cut me off and urged me on one last time, drawing himself up to his full height and asked me if I believed in God. I said no. He sat d have indignantly. He said it was impossible all men believed in God, even those who have turned their backs on him. That was his belief, and if he were to ever dubiety it, his life would be meaningless. The Stranger page 69.This quote i s a perfect example that even after he has murdered a man, Mersault still maintains that same attitude towards everything and he remains unchanged. You would think that especially after the fact that he murdered someone, he would have changed his attitude a little arcminute or that maybe he would have had some kind of revelation and he would realize that he has done something terribly wrong. However none of this occurs with Mersault and he continues to be himself and does not change anything about himself and that he retrieves nothing from his actions and that it plays no role in his exile.Though both of the themes of loss and retrieval may seem like they play a role in Mersaults exile in the story, I do not believe they do. I believe that Mersaults attitude is the cause of the exile he experiences. When one has a I dont care or believe in much, you can intimately be separated and apart from the world. Had Mersault cared more about certain things or had he shown more interest in t hem, I believe he would not have encountered any type of exile in the story.But when you constantly see phrases like I dont know, I dont care, I dont believe etc. you get the idea that the person saying those phrases is in some kind of exile from everyone else. Mersault is clearly responsible for his own exile in this story due to his attitude towards things. Loss and retrieval do not play a role in the exile that Mersault experiences and everything that he encounters and endures is because of his attitude and nothing to do with the thought of whether or not he lost something and retrieved something.If Mersault were to ask himself Why are these things happening to me and why do I seem to be separated form everyone else? All he would have to do is look in the mirror and he would see the cause of everything that he has gone through. While Mersault is in prison, he talks about how he misses certain things of life on the outside of prison and how he feels separated. My response to Mersa ult would be If you had a sense of caring or interest in things, maybe you wouldnt be here in prison in the first prepare and maybe you also wouldnt feel exiled and separated from everyone else.

Young Volunteers

It arouse be quite a challenge to learn teenagers to focus on anything other than the latest fashion and the latest technological gadgets, but instilling a sense of volunteerism and union wait on can go a long way toward making materialisation people responsible and well rounded. This sense of responsibility and community service will be important, of course, as those teenagers grow and enter the world of college and c atomic number 18er. It is never too early to instill a sense of community responsibility and involvement, and teens of all ages can benefit from those experiences.I intend participating in volunteer service is a beneficial for teens to be involved in because its constructive and by doing things that interest them, teens oft gain new skills and find new c arer opportunities that they hadnt thought of before. In addition, the experiences gained in volunteer settings can provide teens with skills in leadership and decision-making, and also look attractive on colleg e and scholarship applications. By Volunteering, Teens are exposed to people and circumstances they have not encountered in their life.Volunteers learn about respect and benevolence I can relate to this based on my own experience through working with the elderly, function the homeless at a shelter, and mentoring disabled children. The advantages of such community service and community involvement are many, from a greater feeling of self satisfaction and self esteem to a better recognition from college admission officers and hiring managers down the road. Besides finding new career opportunities, volunteering also provides teens with other skills necessary in the job market, skills that help with their education will also help in the business world.Volunteering also shows employers and colleges that they believe in making the world a better place and are willing to sacrifice their condemnation and energy to do it. Finally, volunteering provides teens a chance to increase their kn owledge in certain areas, and having that knowledge and concussion will be extremely beneficial in the future. The impact the activities have may take years to show up, but even so, the impact is there. Volunteering is a win-win situation to both the volunteer and the community.

Against Anti †Social Activities Essay

Anti kindly doings the construction of a reachence bug out reclaim the brand-new wear out disposal has revealed its respect agenda, the enigma of a brotherly demeanor has moved to the forefront of governmental debate. But what is it? by Stuart WaitonAnti favorable opposed to the principles on which society is constituted. (Oxford English Dictionary, 1885). Anti fond contrary to the laws and springer of society causing annoyance and disapproval in others childrens unsociable doings. (Oxford English Dictionary, 1989). Antisocial behaviour is use as a catch- completely landmark to describe whatsoeverthing from noisy neighbours and graffiti to kids hanging out on the street. Indeed, it appears that almost any kind of unpleasant behaviour is at i time catego put upd as asocial, with the behaviour of children and puppyish community most often labelled as such (1). This expresses a growing perception that the laws and customs duty of society argon cosmos de-escalat ed by rowdy youngsters. Yet the term unsociable behaviour was r arely used until the 1990s. Throughout the ogdoadies a couple of articles a year were printed in the UK discussing asocial behaviour, whereas in January 2004 alone at that place were over 1,000 such articles (2). Not even the most pessimistic social amateur would suggest a parallel make up in occupation behaviour. Indeed, in recent eld there has been a slight fall in actual vandalism, for example, against a dramatic increase in newsprint mentions of unsociable behaviour (3).When give earing at the outlet of asocial behaviour, the starting point for most commentators is to live with that the caper exists and to then work out why great deal are more(prenominal) antisocial today. The fragment of communities is often seen as a secern influence in the rise of antisocial behaviour, with young sight growing up without positive business office models and a framework within which to develop into sociable adul ts. This idea of the loss of a spirit of community or then of society rings true. We are indeed more atomised and individuated today, and there are fewer common bonds that hold spate together and give them a social identity. It is less clear, however, that this necessarily gist people are progressively out of control, antisocial and on the road to wickedity.Alternatively you could argue that this fragmentation of communities and of social determine has inspection and repaired foment a finis of fearfulness (4) a culture that elevates what were previously dumb as petty problems into socially significant ones. This quiz examines the construction of the social problem of antisocial behaviour, by cogitateing, non on the behaviour of young people, and on the reference of the governmental elite. It may be understandable for a tenants association or local councillor to be engaged by the issue of noisy neighbours and rowdy children tho for the anthesis pastor to pr ioritise this issue as one of his chief(prenominal) vexations for the future of the nation seems rather strange. What is it that has put antisocial behaviour so high up on the semi policy-making agenda? Constructing iniquity as a social problemWhen introducing laws against antisocial behaviour, curfews, and new offense initiatives, the freshly undertaking government invariably asserts that these are in response to the concerns of the normal. While there is undoubtedly a high level of populace disturbance about crime and about the various problems and irritations in a flash described as antisocial behaviour, this anxiety is clear shaped by the concerns of the governmental elite. It is withal worth noning that when the government highlights particular social problems as being significant for society, it puts other issues and outlooks on the stick out burner. The elevation of crime and, more recently, antisocial behaviour, into a political issue has helped both to reinf orce the significance given to this kind of behaviour and to frame the management social problems are understand.By defining antisocial behaviour as a study(ip) social problem, the political elite has, over the past decade, helped to generate a spiralling preoccupation with the petty behaviour of young people. At no time in history has the issue of crime as a social problem in and of itself been so primeval to all of the political parties in the UK and yet, there has been a significant statistical fall in crime itself. The key difference in the midst of the object lesson panics over crime and social dis rig in the past and anxiety about crime and dis rewrite today is that this anxiety has now been institutionalised by the political elite. Up until the 1970s the political elite, as distinct from singular politicians and the media, in the briny challenged or dismissed the panics associated with youth crime and ensuantly held in check the effects they had. In fence certain calls for more laws and regulations on society, more reactionary ways of understanding these problems were often rejected and the institutionalisation of measures that help create new norms were equally opposed.For example, while the honourable panic that arose in the media around the Mods and Rockers in the 1960s has been widely discussed thanks to Stanley Cohens famous study Folk Devils and Moral Panics, head start print in 1972 (5), these concerns were marginal to politicians, and never became an organising principle of political life. More recently, however, the political elite has panicked and legislated on the strength of extreme one-off events, like for example the Dunblane shootings in 1996, which resulted in the banning of handguns, or the killing of capital of Seychelles Climbie in 2000, which led to ordinance requiring schools to organise around child tax shelter. An central consequence of the institutionalisation of anxiety is that in counterpoint to the intermitt ent moral panics of the past, panics are now an almost permanent feature of society. And whereas moral panics especially before the 1990s were generated within a traditional conservative moral framework, today it is the new amoral unquestioning of strongty within which they tend to develop.Politicising crimeThe politicisation of crime can be dated back to the 1970s, with the 1970 blimpish government being the first to identify itself explicitly as the party of law and recount. As crime certain as a political issue through the 1970s, however, it was fiercely contested. When Conservatives shouted law and pronounce, the left-hand(a) would reject the idea that crime was increasing or was a social problem in and of itself, pointing instead to the social problems thought to underlie it. Significant sections of the left, influenced in part by radical criminologists in the USA, challenged the panics as they saw them promoted by the so-called unfermented Right. They questioned th e official statistics on crime, challenging the labelling of deviants by agents of social control, and attacked the moral and political basis of these panics (6). Thus, the idea that crime was a broader social problem remained contested. annoyance became a political issue at a time when there was an increase in terrible political and social conflicts, following the more consensual political framework of the postwar period. Un practicement and strikes increased, as did the add together of political demonstrations, and the conflict in Ireland erupted.In contrast to the current concern about crime and antisocial behaviour, which emerged in the 1990s, the New Right under Margaret Thatcher promoted crime as a problem very ofttimes within a traditional ideological framework. In 1988, Alan Phipps described the Tory preliminary to crime like this Firstly, it became conflated with a number of other issues whose connection was continually reinforced in the public mind permissiveness, yo uth cultures, demonstrations, public unsoundnesss, morose immigration, student unrest, and trade union militancy. Secondly, crime by now a metaphorical term invoking the drop of social stability and decent values was presented as only one aspect of a bitter harvest for which Labours brand of social democracy and welfarism was responsible. (7) As part of a political challenge to Labourism in the 1970s and 80s, Conservative prime minister Margaret Thatcher genuine an authoritarian approach to the enemy within, which attri provideded greater political significance to criminality than its effects on victims.Despite an increase in the financial support to the Victim Support schemes in the late 1980s, victims of crime were themselves often used politically, paraded by Conservative politicians and by sections of the media as symbols of dis battle array, not as the central focus of law and order policy or rhetoric itself. Sociologist Joel Best describes a process of typification, wh ereby an often extreme example of crime is used to define a more general perceived problem (8). The typical criminals of the 1970s and 1980s were the violent trade union militant and the young black mugger. Traditional British values and individual freedoms were contrasted to the collectivist, promiscuous values of the enemy within (9). in time burglars were understood as being part of the something for goose egg society. Here the criminal, whether the trade union member, the mugger or the burglar, far from being a victim of circumstance, was an enemy of the state, and, importantly, the damage being done was not primarily to the victim of crime simply to the moral values of society as a whole.Social control and public order were promoted within both a political and moral framework in which the deviant in question was likewise understood to pee certain political or moral traits that needed to be confronted. Where the petty criminal acts of children were mentioned, the signal was not simply this behaviour itself, nor the impact it had on individuals, moreover rather the soft liberal moral values held by teachers and social workers that it was argued were undermining British Victorian values of discipline and hard work. In guardianship with this, Thatcher saw the responsibility for cutting crime not simply as that of the government or legal philosophy, only also of the public, who, it was argued, should take action to defend themselves.Go directly to jailThe demand for law and order, which at first sight appears to taste a restoration of moral standards, actually acknowledges and acquiesces in their collapse. Law and order comes to be seen as the only sound deterrent in a society that no agelong knows the difference between right and wrong. (Christopher Lasch, Haven in a Heartless World, 1977.) American sociologist Christopher Lasch identified key festerings in the USA in the 1970s. In the UK, while an increasing emphasis on law and order reflected a certain weakening of the political elites grip on society, crime had been understood in largely ideological and political terms. Thatcher used the issue of crime in the battle against Labourism and welfarism. By the early 1990s, however, things were changing fast. John major(ip)s desperate and ultimately failed attempt to revitalise the political dynamic of the Conservatives with his Back to Basics campaign in 1993 demonstrated the Tories inability to develop a political direction that engaged both the elite and the electorate, and it was at this point that the government activity of crime took on a new, less ideological, however even more authoritarian character. The issue of persistent young wrongdoers became a political issue and a recognised social problem in 1992 and exploded as an issue of concern in 1993.The violent trade union militant was now replaced by this persistent young offender as the typical criminal, and, as then home secretary Michael Howard explained, self-ce ntredyoung hoodlums would no thirster be able to use age as a way of hiding from the law (10). It is important to note that under Thatcher, despite the most consistent, vitriolic and vindictive affront to justice and offbeat in general, the criminal justice approach to young people developed under principles that resulted in diversion, decriminalisation and decarceration in policy and practice with children in trouble (11). Despite the tough rhetoric with regard to adult crime, the Thatcher brass maintained a pragmatic and even progressive policy towards young offenders. Under John Major this all changed.The enemy within became minors rather than the miners (12). With the end of the contestation between right and left, and the resulting decline in the ideological politicisation of crime, the direct control and regulation of the population substantially increased, and between 1993 and 1995 there was a 25 per cent increase in the number of people imprisoned (13). Politically-establ ish authoritarianism was replaced by a more re active apolitical authoritarianism which was directed less at the politics and moral values of the organised get movement and other enemies within, than at the more psychologically-framed behaviour of individuals.Antisocial behaviour now began to be recognised as a significant social problem around which new laws and institutional practices could be developed. Following Lasch, it appears that by 1993 law and order had come to be seen as the only effective resource for a political elite that no longer knew the difference between right and wrong. preferably than using the fight against crime in an effort to shape the moral and political outlook of adults in society, the Conservative government increasingly opted simply to lock people up, thus acknowledging and acquiescing in its own political and moral collapse.Cultures of crimeAs part of the growing preoccupation with the under trend, the floundering Major government also attacked what he described as a yob culture. This identification of an alien, criminal culture had developed in the late 1980s, as crime panics began to move away from concerns with the organised working class and transmited on to the behaviour of hooligans and lager swellings. The criminalisation of the working class, by the early 1990s, was framed not in political terms, but increasingly as an attack on the imagined cultures of alien groups. These aliens were no longer black outsiders or militants, but white, working class, and young, who could be found not on demonstrations but in pubs and estates across the UK. The room access was now open for an attack on the personal behaviour and habits of anyone seen to be acting in an antisocial manner. The idea of there being alternative cultures, expressed by conservative thinkers at this time, implied that significant sections of the public were no longer open to civilising influences.However, and somewhat ironically, within criminological theory, this idea of impenetrable cultures had developed from radicals themselves back in the 1970s. Stanley Cohen and the cultural studies groups of the Birmingham Centre had been the first to identify youth cultures and deviant subcultures as specific types of people existing within a different life-world. At a time of greater political radicalism, these groups were impute with positive difference. With the decline of radical thought these imagined cultures were rediscovered in the 1990s, but this time were seen as increasingly problematic (14). In reality, the growing preoccupation with cultures for example the discovery of a knife culture in 1992 was a reflection of a loss of tactile sensation in politics as a way of understanding and resolving wider social problems. With the loss of ideologically based politics on the right and the left, reflected in the rise of New Labour, the problem of crime became increasingly understood as a problem of and for individuals.New Labour, New Socia l ProblemsWhat my constituents see as politics has changed out of all recognition during the 20 years or so since I first became their Member of Parliament. From a traditional fare of social hostage complaints, housing transfers, unfair dismissals, as well as job losses, constituents now more often than not ask what can be done to stop their lives being made a misery by the unacceptable behaviour of some neighbours, or more commonly, their neighbours children. The Labour MP Frank Field, in his oblige Neighbours from Hell The Politics of Behaviour (2003), explained how politics had become a matter of regulating behaviour. Field unheeded to ask himself whether poor housing and a lack of opportunities are no longer problems, or whether his constituents sop up simply lost faith in politicians ability to do anything about them. Similarly, Field ignored the role the Labour Party itself played in reducing politics to questions of noisy neighbours and rowdy youngsters, and the way in wh ich New Labour in the 1990s helped to repose traditional social concerns around issues of crime and disorder.A more fragmented and atomised public was undoubtedly subject to a culture of fear, but the role of New Labour was central to the promotion of concerns related to antisocial behaviour. Under Tony Blair, crime became a central issue for the Labour Party, especially after Blairs celebrated tough on crime, tough on the causes of crime speech in 1994. This ended any major political opposition to the recently reposed social problem of crime. A key right for New Labour now became the right to be, and to feel, safe. By 1997 the New Labour manifesto was strikingly confrontational around the issues of crime and antisocial behaviour. As the guardian paper noted in April of that year at that place are areas where Neil Kinnocks manifesto barely ventured. In 1992, crime, for instance, rated cinque paragraphs and mainly concentrated on improving street lighting. Now law and order rates dickens pages with the now familiar zero tolerance strategies and child curfews fighting for room next to pledges to early legislation for a post-Dunblane ban on all handguns. Such policies seemed unthinkable five years ago.However, in this case, Blairs radicalism with its social authoritarian tinge may play better with the centre rather than the Left. Freed from the politics of welfarism and the comminute movement, New Labour in the early 1990s reoriented its approach to the politics of crime, not only accept that crime was a key social problem in and of itself, but also in expanding it to complicate the non-criminal antisocial behaviour of neighbours from hell and antisocial youth. With the prioritisation of crime and antisocial behaviour came a focus upon the emotional reaction of victims, reflected in the concern with the fear of crime. Tackling the epidemic of crime and disorder was now a top priority for Labour in government and securing peoples physical security and los s them from the fear of crime and disorder was described as the greatest liberty government can stock warrant (15).Liberty was transformed from the active freedom of individuals, to the protection given to them by government and the police. In contrast to the social and economic framework within which crime had been largely understood by the active labour movement in the 1980s, New Labour now masterminded the problems of crime and disorder with reference to a more passive, disorganised and fragmented public. As the government took a more direct approach to tackling crime in its own terms, so the issue expanded to consume problems that previously had been understood in more political terms. Accordingly, social, economic and political solutions were replaced by attempts to regulate the behaviour of both criminals and antisocial neighbours and children. Imprisonment, antisocial behaviour orders and more intense forms of behaviour management of parents and children increasingly became the political solution offered by New Labour to these problems.Engaged by safetyThe term community safety did not exist until the late 1980s, but has subsequently become a core strategic category around which local authorities and case government have developed community-based policies. Community safety is not about crime as such, but is more broadly about the fear of crime and of petty antisocial acts, especially committed by young people, and thought to undermine communities sense of security. Here the loss of community that has been generated by such major social shifts as the defeat of the old Labour movement and the weakening of the postwar institutional welfare framework has been reinterpreted as a problem of mischievous children creating fear across society. An important watershed in the organisation of society around the issues of safety was then shadow home secretary Jack shucks notorious attack in 1995 on the self-assertive begging of winos, addicts and squeegee merch ants (16). Only a year earlier, Straw had accused John Major of climbing into the gutter alongside the unfortunate beggars when the prime minister had made seemingly similar comments (17).There was an important difference, however. Major and his chancellor Kenneth Clarke had attacked beggars as dole scroungers beggars in designer jeans who receive benefits and think it is perfectly acceptable to add to their income by begging. hush up understanding crime through the political prism of welfarism, Clarke saw begging as a criminal act that defrauded the benefit system. In his later attack on beggars, Jack Straw re specify the issue. For Straw the problem was not the crime of begging or the political or economic problem of benefit fraud, but the disorderly and intimidating behaviour of the aggressive beggar, which was understood to increase the fear of crime and help to undermine societys sense of wellbeing (18). Jack Straw believed that the Tories had failed to understand the signif icance of street disorder as a cause of the fear of crime, the loutish behaviour and incivility that made the streets uncomfortable, especially for women and black and Asian people (19).The issue for New Labour was not the political question of benefit fraud, but the emotional sense of security of a newly discovered vulnerable public. By the time the pick year of 1997 came around the soon to be prime minister, Tony Blair, had elaborated on the typical beggar. This was not a man quietly scrounging money off the public, but the often drunken in your face lout who would, push people against a wall and demand money effectively with menace (20). No figures for the rise in bullying beggars were given, but Tony Blair noted that he himself sometimes felt frightened when he dropped his children off at Kings Cross in London a notorious area for winos, prostitutes and aggressive beggars. Straw, using a well-worn feminist slogan, demanded that we reclaim the streets streets that had been bru talised by beggars and graffiti vandals.The radical creation of victimhoodBecause lots of this rhetoric of intimidation, abuse and the collapse of communities has its origins in the radical school of criminology, Labour politicians felt able to employ it without embarrassment. In the late 1980s, left-wing and feminist criminologists had a significant influence on Labour-run inner-city councils, carrying out victim surveys, and sitting on a number of council boards particularly within the Greater London Council. Developing out of the radical framework of the early 1970s, a number of such criminologists had become disillusioned with the fight for political and social change and, rather than challenging the focus on crime as an expression of class prejudice as they once might have, increasingly identified crime as a major issue, particularly for the poor, women and blacks who were now conceived of as victims of crime. Instead of identifying with and engaging its constituency in terms o f politics and public matters, the left sought a new relationship with the poor and oppressed based on their private fears and their sense of powerlessness.Identifying fear as a major factor in the disaggregation of these communities, the so-called left realists noted that it was not only crime but the non-criminal harassment of women and petty antisocial behaviour of young people that was the main cause of this fear among victimised groups (21). The identification of harassed victims of antisocial behaviour rose proportionately with the declining belief in the possibility of radical social change. As the active potential of the working class to do something about the New Right declined, Jock Young and other realists uncovered the vulnerable done to poor. Discussing the shift in Labour councils from radicalism to realism, Young noted that The recent history of radical criminology in Britain has involved a rising influence of feminist and anti-racist ideas and an encasement of left-w ing Labour administrations in the majority of the inner-city Town Halls. An sign ultra-leftism has been tempered and often transformed by a prevalent realism in the wake of the one-third consecutive defeat of the Labour Party on the national level and severe defeats with regards to rate capping in terms of local politics.The need to encompass issues which had a widespread support among the electorate, rather than indulge in marginal or gesture politics included the attempt to recapture the issue of law and order from the right. (22) Indeed, crime and the fear of it became so central to Youngs understanding of the conditions of the working class that, on finding that young mens fear of crime was low despite their being the main victims of crime he argued that they had a false consciousness. Rather than trying to allay womens fears about the decoct chance of serious crime happening to them, Young asked whether it would not be more advisable to attempt to raise the fear of crime o f young men rather than to lower that of other parts of the public?. For the first time, it was safety that began to frame the relationship between the local authorization and the public, expressing a shift from a social welfare model of that relationship to one of protection.The significance of the left realists and feminists at this time is that they were the first people systematically to redefine large sections of the working class as victims, and thus helped to reorient Labour local authorities towards a relationship of protection to the public at the expense of the newly targeted antisocial youth. It is this sense of the public as fundamentally vulnerable, coupled with the disengagement of the Labour Party from its once active constituency within the working class and the subsequent sense of society being out of control, that has informed the development of New Labours antisocial behaviour initiatives.Issues related to inner-city menace, crime and what was now labelled antiso cial behaviour, which had been identified as social problems by conservative thinkers periodically for over a century, now engaged the Labour Party. Increasingly for New Labour, having abandoned extensive socioeconomic intervention, the problem of the disaggregation of communities and the subsequent culture of fear that grew out of the 1980s was identified as a problem of crime, disorder and more particularly the antisocial behaviour of young people.The Hamilton Curfew and the politics of fearThe development of the politics of antisocial behaviour was accelerated in 1997 when the first curfew in the UK was set up in a number of housing estates in Hamilton in the west of Scotland. Introduced by a Labour council, this was a multi-agency initiative involving the notoriously zero tolerance Strathclyde constabulary and the councils social work department. The curfew that followed was officially called the Child Safety Initiative. This community safety approach reflected a number of the trends identified above. Rather than tackling crime as such, the initiative was supposed to tackle the broader, non-criminal problem of antisocial behaviour, in order to keep the community free from crime and also, significantly, free from the fear of crime (23). The rights of people in the community promoted by this initiative were not understood in terms of a libertarian look of individual freedoms, nor within a welfarist conception of the right to jobs and services. Rather it was the right to be safe and the right to a quiet life that Labour councillors promoted.Without a collective framework within which to address social problems, and concomitantly without a more sturdy sense of the active individual, a relationship of protection was posited between the local authority and the communities in question. Talk of rights and responsibilities implied the right of vulnerable individuals to be and feel safe, not by being active in their own community but rather by either tutelage th eir children off the streets, or by phoning the police whenever they felt insecure. Advocates of the Child Safety Initiative identified all sections of the community as being at risk children were at risk simply by being unsupervised adults were at risk from teenagers who hung about the streets and young people were at risk from their peers, who could, by involving one another in drink, drugs and crime, set patterns for the rest of their lives, as the head of the social work department argued. Even those teenagers involved in antisocial and criminal activities were understood as an at risk group the new-fangled delinquents of the past were thus recast as vulnerable teenagers who needed protection from each other.The centrality of the concern with victims of crime, which has developed since the Hamilton curfew was first introduced, is reflected within the curfew itself. In effect all sections of the public were understood to be either victims or vulnerable, potential victims of th eir neighbours and of local young people. The legitimacy of the police and the local authority was based not on a wider ideological, political or moral platform, but simply on their ability to protect these victims. The politics of antisocial behaviour lacks any clear ideological or moral framework, and therefore it has no evident constituency. In fact, the basis of the Child Safety Initiative was the weakness of community. Rather than being derived from a politically engaged public, the authority of the council and the police was assumed, or borrowed, from that public in the guise of individual victims. Accordingly, the police in Hamilton endlessly felt under pressure to show that the potential victims they were protecting especially the young people who were subject to the curfew supported what they were doing.Of course, nobody has a monopoly on borrowed authority. A number of childrens charities similarly took it upon themselves to come up to for the children, arguing that t he curfew infringed their rights and coming up with alternative surveys showing that young people opposed the use of curfews. There was little effort to make a substantial political case against the curfew, however. In fact, child-friendly groups and individuals tended to endorse the video display of young people and children as fundamentally vulnerable potential victims, and some opposed the curfew only on the basis that children would be forced back into the home where they were even more likely to be abused. only if as Blair was put on the defensive over his attack on aggressive begging by charities campaigning for the rights of the victimised homeless, so the curfew exposed the authorities to charges of harassing or bullying young people. Since the curfew was justified just on the basis of protecting young people from these things, the charge was all the more damaging.This was more than a tricky PR issue it demonstrated a fundamental problem with the politics of antisocial beh aviour. In presenting the public as vulnerable and in need of protection, the state transformed the basis of its own authority from democratic representation to a more precarious quasi-paternalism in effect it became a victim protection agency. The very social atomisation and lack of political cohesion that underlies the politics of antisocial behaviour means that the authority of the state is constantly in question, despite the fact that its assumptions about the vulnerability of the public are widely shared. As such, the Hamilton curfew gave concrete expression to the attempt to re-engage a fragmented public around the issue of safety, and the difficulties this throws up.Criminalising mischiefIn contrast to the pragmatic approach of past political elites to the issue of crime and nonchalant panics about delinquent youth, the current elite has come to see crime, the fear of crime and antisocial behaviour as major social problems. With the emergence of New Labour in the 1990s any m ajor political opposition to the issue of crime as a key social problem has disappeared and its centrality to political debate and public discourse was established. Under New Labour, however, the concerns being addressed and the social problems being defined are less to do with crime and criminals than with annoying children and noisy neighbours. These petty irritations of everyday life have been relabelled antisocial behaviour, something which is understood to be undermining both individuals and societys sense of well being. At its most ridiculous extreme what we are witnessing is the criminalisation of mischief (24). Basil Curley, Manchester councils housing executive, told the Guardian Yes, we used to bang on accesss when we were young. But there used to be badger-baiting once, too.Its different now, isnt it? Things are moving on people want to live differently. (25) This casual comparison of children playing knocky door neighbour with the brutality of badger-baiting tells us no thing about young people, but indicates that what has changed is the adult world with an expand sense of vulnerability driving all antisocial behaviour initiatives. For New Labour the problem of the disaggregation of communities and the subsequent culture of fear that grew out of the 1980s was located within politics as a problem of crime and disorder. Devoid of a sense of social progress, in the 1990s it was the political elites both right and left who became the driving force for reinterpreting social problems within a framework of community safety. Lacking any coherent political direction, the government has both reacted to and reinforced panics about crime and disorder, institutionalising practices and initiatives based upon societys sense of fear and anxiety. In an attempt both to regulate society and to reengage the public, over the past eight years New Labour has subsequently encouraged communities to participate in and organise around a raft of safety initiatives.Despite the fall in the official crime statistics societys sense of insecurity has remained endemic and no sense of community has been re-established, much to the governments frustration. However, rather than recognising that constructing a society around the issue of safety has only helped to further the publics sense of insecurity, New Labour is becoming ever more reactive and developing more and more policies to regulate a growing range of antisocial activities and forms of behaviour. By thrashing around for solutions to the politics of behaviour in this way, the government is helping to fuel the spiral of fear and alienation across society. Rather than validating the more robust active side of our character, validation is given to the most passive self-doubting aspects of our personality.Communities and a society that is more at ease with itself would expect men and women of character to resolve problems of everyday life themselves, and would equally condemn those who constantly deferre d to the authorities as being antisocial. Today, however, we are all being encouraged to act in an antisocial manner and demand antisocial behaviour orders on our neighbours and their children. Rather than looking someone in the eyeball and resolving the incivilities we often face, we can increasingly rely on the CCTV cameras to do this, or alternatively look to the community wardens, the neighbourhood police and the antisocial task force to resolve these problems for us.We are told to act responsibly, but are expected to call on others to be responsible for dealing with noisy neighbours or rowdy children. As this approach develops a new public mood is being created, a mood based on the notion of safety first where an increasing number of people and problems become the concern of the police and local authorities. This weakened sense of individuals is a reflection of the political elite itself, which lacks the moral force and political direction that could help develop a sense of co mmunity. Ultimately, it is the crisis of politics that is the basis for the preoccupation with curtain-twitching issues the product of an antisocial elite, which is ultimately creating a society in its own image.