The Rule Breakers of Yore

William Shakespeare and Mary Shelley are two prolific writers during their own time. Shakespeare was known for his countless plays like Othello, which tackled a variety of subjects, some touching delicate moral, social, and political issues (Miller n. p). On the other hand, Mary Shelley, a young woman who ran off with the young poet Percy Shelley was the author of a famous horror story called Frankenstein (Hamberg n. p). Both of these writers wrote stories of what may be considered as rule breakers of their time.Since Othello is a play by nature, there were only a few parts that are narrated. The main character Othello was an innocent victim of crude lies made by Iago, the envious villain. Most of the events that took place in the story were the effect of the twisted plan of Iago. People like Cassio, and Roderigo were manipulated according to Iago’s whim resulting to a tragic ending (Shakespeare and Sanders). This Shakespearean narrative proved to be a rule breaker indeed as a ll the elements therein point. The main character, Othello, was a moor in Venice, the country’s center of Christianity.Instead of putting a Christian at the point from which events should revolve, Shakespeare used a moor to represent how much hypocrisy that a Christian is capable of. This was of great importance because during the period when Shakespeare wrote the play, Christianity was stagnant and people were calling out for reforms (Muhlberger n. p) In the play, though the Christian characters were supposed to be portrayed as righteous and covetous, there were depicted as lying men who tried to get what they wanted at the expense of others.They were selfish and greedy, and were even willing to take another person’s life. This was a critical part of the play as it portrayed the city’s religion as one having anomalies and hidden controversies (Muhlberger). Another point that shows the defiance of this play was that a moor was not a very common site in Europe in reality during those days. But in the play, the moor was even a servant to the duke of Venice. He was even more affluent as compared to the other Italian characters (Cummings n. p).On the other hand, Mary Shelley’s Frankenstein also proved to rival the deviance of Shakespeare’s play. It was a story about a man, Victor Frankenstein, who created a hideous creature out of spare human parts from slaughtered houses and dissecting clinics. As did the Othello play of Shakespeare, Shelley’s story ended tragically with the main character and the subject of his torment dead (Hamberg n. p). The story strayed in deviance from the norms as it used a story where a man tried to play God by creating a man from chunks of flesh and parts sewn together.Using electricity, he was said to have breathed life into it. This was a form of disrespect because during that time, death was considered as a sacred event. Whether of Anglican or Protestant religion, people exerted all possible e fforts to produce a grand funeral for their dead. The dead were lavishly dressed, placed in elegant coffins and buried in cemeteries with the most beautiful tombstones or mausoleums (Alirangues n. p).Shelley was brave to have characterized a being out of stolen parts of the dead in a time when the dead seemed more important than those who were living. However, this was not yet the most defiant feat of her story as also during those times, in reality, Science and religion had such harmony that in creating a being through science was a form of sacrilege that may utterly destroy the harmony of the two subjects. This has almost been the case of Shakespeare’s Othello (Fyfe n. ).Given such, it may be concluded that the works by two of the most famous authors in history are indeed rule breakers in their own right, and in their own time. Whether they have created the narratives for the purposes of satire or to show the people harsh realities, they have successfully weaved literature treasures that are remembered not only because they were masterfully done, but because they have dared to break away from the norms in the subtlest yet very striking way.

Intermediate 1 Research Paper

Intermediate Accounting 1 (3367) — Fall 2012 Research Assignment Questions Directions: Type your answer starting on the line after each question. 1. FASB Accounting Standards Codification FASC a. When did the FASC Codification become effective? The FASC became effective for interim and annual periods ending after September 15, 2009 even though the authoritative version of the Codification was released on July 1, 2009. b. Did the FASC change prior GAAP? The FASC did not change prior GAAP but it instead reorganized previous GAAP into a new structure. This new structure is organized into a new research database that is supposed to be user friendly and make finding certain GAAP easier to use.c. What does the FASB expect from the new FASC structure and system? The FASB has high expectations from the new FASC system including reducing the amount of time and effort that is used to solve an accounting research issue. The FASC also expects the Codification to mitigate the risk of noncompliance through easier usability of accounting literature. The Codification is also expected to provide accurate information through real time updates whenever Accounting Standards Updates are released and to assist the FASC with all of the research and convergence efforts.d. What are the â€Å"topics† used in the ASC? There are six major topics that are used in the ASC. The first one is The General Principles Area wh ich includes broad conceptual matters. The next one is The Presentation Area which shows information is presented in the financial statements.The Assets, Liabilities, and Equity Areas have guidance on all of the balance sheet accounts while the Revenue and Expense Areas have guidance on all of the income statement accounts. The next topic that is used in the ASC is The Broad Transactions Area which deals with some financial statement accounts and is generally transaction based. The final topic used in the ASC is The Industry Area which contains guidance on how to account for specific industries or activities.e. Are SEC references included in the ASC? There are SEC references included in the ASC which are used to increase the utility of the Codification for public companies. The referenced materials include: Regulation S-X, Financial Reporting Releases, Interpretative Releases, and some SEC staff guidance.2. Transfer of Receivables FASC 860-10(a) Identify relevant Codification sectio n that addresses transfers of receivables. The main relevant Codification section that addresses the transfer of receivables is FASC 860-10-55. While there is information in other sections, most of it is found within section 55.b) What are the objectives for reporting transfers of receivables? The main objective for the reporting transfers of receivables is to provide users with an understanding of a transferor’s continuing involvement with any transferred financial assets. It is also to provide any restrictions on assets reported in the financial statements and also to show how a transfer of financial assets affects a business’s financial position, financial performance and cash flows.(c) Provide definitions for the following: 1. Transfer.A transfer is the conveyance of a noncash financial asset by and to someone who is not the issuer of that financial asset. 2. Recourse. Recourse is the right of the transferee of receivables to receive payment from the transferor of those receivables for: Failure of debtors to pay when due, the effects form prepayments, or adjustments resulting from defects in the eligibility of the transferred receivables. 3. Collateral. Collateral is any personal or real property in which a security interest has been given.(d) Provide other examples (besides recourse and collateral) hat qualify as continuing involvement. Several examples of continuing involvement that are provided by the ASC include: Servicing arrangements, agreements to purchase or redeem transferred financial assets, arrangements to provide financial support and the transferor’s beneficial interests in the transferred financial asset.3. Inventories FASC 330-10(a) Identify the primary authoritative guidance for the accounting for inventories. The primary authoritative guidance for the accounting of inventories is FASB Accounting Standards Codification topic 330.b) List three types of goods that are classified as inventory. What characteristic will aut omatically exclude an item from being classified as inventory? The three types of goods that are classified as inventory are goods awaiting sale (finished goods), goods in the course of production (work-in-process), and goods to be consumed directly or indirectly in production (raw materials). The definition of inventory does not include any long term assets that are subject to depreciation accounting. Therefore if an asset is depreciable, it is not included as inventory.c) Define â€Å"market† as used in the phrase â€Å"lower-of-cost-or-market. † The word market in the phrase â€Å"lower-of-cost-or-market† means the replacement cost of your inventory. It is the cost that it would take to buy the same inventory new.4. Asset Impairments FASC 360-10 / 820-10(a) What is the authoritative guidance for asset impairments? Briefly discuss the scope of the standard (i. e. , explain the types of transactions to which the standard applies).(b) Give several examples of ev ents that would cause an asset to be tested for impairment.(c) What is the best evidence of fair value?d) Does it appear that ABC should perform an impairment test? Explain.5. Notes Payable FASC 835-30(a) Identify the authoritative literature that provides guidance on the zero-interest-bearing note. Use some of the examples to explain how the standard applies in this setting.(b) How is present value determined when an established exchange price is not determinable and a note has no ready market? What is the resulting interest rate often called?(c) Where should a discount or premium appear in the financial statements? What about issue costs?

To what extent do markets pose a threat to democracy Essay - 1

To what extent do markets pose a threat to democracy - Essay Example (Barnhill 91-92) Moreover, a neglected side f democracy and growth is the question f what facilitates flexible, consensual responses to rapidly changing economic situations and the qualitative aspects f responses by governments to the day-to-day policy matters demanded by a democratic polity. More often than not, institutions are viewed as static and inanimate, devoid f political content. The standard views are that institutions provide security from intrusive government and insure the effective functioning f markets. Property rights are secure where institutions prevent arbitrary acts by government, providing a system f checks and balances, or a system f multiple veto points so that political power remains checked. Efficiency is a question f how well institutions perform and the extent to which rent seeking is prevented. Much f the discussion around differing forms f democracy has centered around presidentialism versus parliamentarism, focusing heavily on the developed countries. As some find, there is little heterogeneity among the richer countries where the presidential and parliamentary forms share many features in common and where outcomes may in fact be similar despite different organizational form. (Moltedo 30-31) Moreover, others have s... In other words, social norms, such as civic virtue and norms f reciprocity, and trust are also thought to be crucial. (Pierson 83-98) Globalization has become one f the biggest issues in the economic world today. In the past few years, the gradual processes that gave companies time to adjust have gone. The pace f globalization has increased dramatically, meaning that in probably less than twenty years; our economy will be virtually completely global. What exactly is "the common good" More recently, Velasquez et al (2005) cited the contemporary ethicist, john Rawls who defined the common good as "certain general conditions that are... equally to everyone's advantage". While the Catholic religious tradition, defines the common good as "the sum f those conditions f social life which allow social groups and their individual members relatively thorough and ready access to their own fulfillment". The concept f Globalization is frequently utilized but rarely defined. According to United Nations Development Programme (UNDP), Globalization broadly refers to the explosion f global linkages, the organization f social life on a global scale, and the growth f global consciousness, hence the consolidation f world markets. (Seaton 110-115) The common good, consists primarily f the social systems, institutions, and environments on which MNCs operate, MNCs thereafter have liabilities to make commitment to develop the common good. Background information f economic globalization and Corporations will be discussed, followed by the context f the common good and its implications under the circumstance f globalization and MNCs' activities. Then the discussion will remain the present existence f both "positive" and "negative" outcomes, environmental

SWOT analysis Essay Example | Topics and Well Written Essays - 500 words

SWOT analysis - Essay Example More people of all ages are becoming familiar with computers. New platforms like cell phones and tablet computers offer new linkup possibilities. Threats. The company is sensitive to dips in the national and overseas market. There are now more and more competitors. Local, national and international changes in taxes and legislation are a risk TOWS Analysis: Strengths/Opportunities Amazon.com is well placed to meet the growing online market. There is no limit to the number of products available, through partnerships with leading producers. The demographics are moving in the direction of more people, including older generations, now being able to use computer technology, which increases the market again. New hand held devices reinvigorate the youth market in particular, and Amazon.com has tweaked its interface to meet this opportunity. Strengths/Threats The company has withstood dips in the online market, partly because of its ability to switch product lines quickly when necessary. It h as a clear lead over all competitors, largely due to its patented technology. The past experience of dealing with legal and fiscal rules makes the company good at adjusting to changes. Weaknesses/Opportunities Amazon.com needs to keep its wide range, because this marks it out from competitors.

Problem question Essay Example | Topics and Well Written Essays - 1500 words

Problem question - Essay Example Jessica knows through other employees that a position will be open very soon but has been advised by Harrington that they ‘do not hire agency workers.’ Rachel has sought advice due to the fact that she is pregnant and considering employment options. She would like to know what her rights are to maternity leave and if there are any conditions allowing flexible scheduling before she applies for a position through Kent University as a part time accountant. It is very likely that Jessica is currently working under a ‘contract for service.’ This means that as an agency employee she is entitled to certain rights, those rights consisting of breaks during a work assignment, minimum wage, paid holidays, no unlawful deductions from pay (DirectGov), protection under the health and safety laws and freedom from discrimination in any manner. Jessica states that Nursebank has been bullying her and she would like to become employed four days a week directly with Harrington. Harrington does have an upcoming position but Jessica was told that they do not hire ‘agency workers.’ Jessica needs advice as to if this is against the discrimination policies that are legally in place. There are two factors here to consider and examine when reviewing Jessica’s complaints. The issue of Jessica’s bullying should first be explored. Bullying in the workplace can be described as being constantly picked on, ridiculed, humiliated, being overworked in comparison to other workers (Direct Gov), passed over for promotions and being threatened with dismissal. Jessica did not specify exactly how she is being bullied but these examples are not all-inclusive. Bullying is protected against through harassment and discrimination laws. Employers can be held liable for these behaviors through legal proceedings. It is important to advise Jessica that the first step she should take is to report the bullying. Review Nursebanks policies and procedures for deal ing with worker harassment and discrimination. It will become especially important that she has initially consulted and followed company procedure for reporting these actions should Jessica want to file a grievance against Nursebank. The ACAS statutory code of practice on grievance and discipline is issued under section 199 of the ‘Trade Union and Labor Relations Act of 1992’ (TSO). This sets out to establish guidelines for policy and procedure involved in grievances though the code does not necessarily need be followed exact but the employment tribunal will consider this code strongly in any cases brought up. Jessica should expect Nursebank to act promptly and consistently in investigating her complaints. Jessica has the right to be represented by her trade union, if she has one, or anyone she should use during any meetings or discussions or formal talks regarding her complaint. If the decision that the company makes in dealing with Jessica’s issue of being bull ied does not resolve the issue she can then proceed further and appeal the decision. Legal actions can be taken if there is no relief from the claim, though I would advise that Jessica ensure she has done everything possible with the grievance and appeal process so that should she need to file a suit against Nursebank she will have sufficient evidence that they have been negligent or libel. Mediation by a

The Commodities Under Advertisement And Print Media Essay

The Commodities Under Advertisement And Print Media - Essay Example The magazine focuses on adults that are above the age of 18 but below 25. This group is commonly known as the young adults' group. The reason for stating that this is the most preferred age group for the magazine is because of the explicit content contained in the magazine. When reading the column on the right of the left page one gets to view issues revolving around sex and it is such issues that should not be accessed by young people. In the contemporary environment, there have been different issues that involve young people getting into explicit behavior at a young age and the reason for this is the access to such magazines. It is from this that one understands that adults are the targets of this magazine. Young adults value information regarding new experience in the intimate sector. Many people around this age have little experience in intimacy and from the magazine, the audience value information regarding the subject of the column who discusses her experience when breaking her virginity. One gets to understand the reason why the young adults relate to the magazine The second advertisement is that of the acclaimed clothing line, Gucci. Gucci is an international store that has had the ability to capture the attention of many people from the classy products it has introduced into the market. When looking at the advertisement, one thing to note is the elegant bottle of perfumed displayed on the box. Prior to identifying the bottle, the first thing noticed is the color of the background in the advertisement.

Management Accounting Report Essay Example | Topics and Well Written Essays - 1500 words

Management Accounting Report - Essay Example Therefore, while running a business, the management has to focus both on overcoming the current economic hurdles as presented by the existing business environment, as well as focusing on how the anticipated future challenges can be overcome. One of the most vital tools for enhancing business survival in a challenging and competitive business environment is enhanced marketing/outreach efforts (Hoque, 2005 p472). This strategy ensures that a business keep reaching new customers and markets, while ensuring that it still keeps the current market base well informed on its product or service range. Promotion and advertising are strategies that helps a business to remain relevant and competitive, considering that the more the number of people who knows about the existence of the business and its products, the higher the chances of such a business getting more customers. Considering that enhanced marketing/outreach efforts covers both the existing and the prospective clients, a business that advertises and promotes its products is better placed to overcome competition, than a business that does not make any efforts to make more people know about its existence and its offerings (Cullen, et al., 2013, p12). Therefore, in order for organizations to increase both customer and organizational value, enhanced marketing/outreach efforts, aimed at both the current customer base and the potential customer zones, in essential. Knowing and focusing on business Niche Competition in the business environment serves to disorient many business organizations, leaving most of them unsettled on the products or services they would actually offer, or the main client base they are targeting to serve. This is because, the business try to evade the competition by shifting to a different market or product/service offering, where they feel that they may not be faced by stiff competition (Matt, Chenhall, & Euske, 2007 p17). However, considering that the business environment is very dynamic; they end up being faced by the same competitive challenges, thus disorienting the business even further. However, when a business focuses on knowing and serving its niche market, it will understand fully the needs of the customers, and thus tailor-make its products or services to match the specific needs of the niche market (Cullen, et al., 2013, p7). This way, the business is able to cultivate customer loyalty and goodwill, which in turn enhances the repeat purchase from the customers, and thus helps the business to overcome the forces of competition that could face the business (Kloot, 1997 p47). Development of supplier/vendor retention and recruitment programs While the customer is the most important focus for any business organization, the suppliers and the vendors play a very pivotal role in enhancing the success of a business (Matt, Chenhall, & Euske, 2007 p21). The competition in the modern world is not only for the markets and customers, it is also about the sources of cheap and efficient raw materials for a business, and also about a smooth channel of distribution, since all these aspects plays a vital role in enhancing the success of a business, while determining how effective such a business is in the market. Therefore, through

Philosophy of caring Essay Example | Topics and Well Written Essays - 750 words

Philosophy of caring - Essay Example According to Chapman, a healing hospital has a clearly defined charter of caring for all patients, loving and showing kindness, compassion and using all available skills to assist patients (2003). To this end, the main components of a healing hospital are faith, compassion, skilled staff and technology. All the components are important in making a positive impact on patient’s health. Compassion and Kindness are virtues that are deeply embedded in the Bible. The Bible requires people to show love and compassion to people in need. Thus, the nurses would be following spiritual beliefs by caring for patients. Skill and technology are also important components in a healing hospital (Chapman, 2003). Love and care cannot be efficient if there are no enablers. Skills and technology enable nurses cope with various situations facing the patients. Nursing need technology to accurately diagnose diseases and mitigate them. Technology can also be used in entertaining patients in order to reduce anxiety. Patients may listen to music that is spiritual to them or has some significance to them. Despite the importance of a healing hospital, creating the healing environment is complex and faces several challenges. The challenges pose barriers to the development of healing hospitals. One of the barriers is that it is difficult to find caretakers who are interested in the concept of a caring hospital. A caring hospital is more demanding and calls for sacrifice on the part of caretakers such as training (Puchalski & McSkimming, 2006). A healing hospital requires staff that have compassion, believe in a culture of care and are spiritual. It is preferred that the staff subscribe to Christian values. Thus, it may pose a challenge to find people who may abide by the rules of a healing environment. The major issues that need to be observed by the caretakers include physical,

Technology of Information Security Essay Example | Topics and Well Written Essays - 500 words

Technology of Information Security - Essay Example at the present are a mixture of these two solutions, where some data are stored on a centralized server and accessed by client computers, as well as some data is stored only on local computers which is never shared with other client computers (Microsoft, 2003; Shelly, Cashman, & Vermaat, 2005). In addition, all of the above discussed situations come with a variety of security problems to consider. In fact, for the majority of business organizations, at the very least some of this data must be kept secure. Moreover, in order to help present effective data security in the above discussed situations, there exist a wide variety of IT security technologies that can be used by the business organizations to keep their sensitive data and information secure during storage and network communication. Additionally, there is not a single IT security technology that has the capability to protect all data against all kinds of attack. However, there are many security technologies that can be combined to implement a wide-ranging security infrastructure that protects against a wide variety of security attacks (Microsoft, 2003; Shelly, Cashman, & Vermaat, 2005). I have presented below three information security technologies: It is an admitted fact that the majority of business organizations are exposing their personal networks to Internet traffic; as a result, the deployment of firewalls has become a basic need. Basically, â€Å"a firewall stops illegal communication inside and outside of the network, facilitating the company to implement a security strategy on traffic running between its network and the Internet† (Turban, Leidner, McLean, & Wetherbe, 2005; Laudon & Laudon, 1999). Additionally, firewalls can be either software or hardware. However, an effective firewall arrangement will be based on both (Beal, 2004). In this scenario, a firewall divides a network into different domains. A wide-ranging implementation of the firewall has the Internet as un-trusted domain; a semi

Cell pathology-histopathology Essay Example | Topics and Well Written Essays - 500 words

Cell pathology-histopathology - Essay Example After collection of tissue samples, preparation of the collected sample for histological evaluation commences (Anthony, 1998). Leica TP 1020, an automated tissue processor, facilitates fixation, dehydration and infiltration of the tissue sample (Hoppert, 2003). Tissue processing has four distinct steps namely: fixation, dehydration, clearing, embedding, and impregnation (Hoppert, 2003). Fixation aims at preserving the tissue by inhibiting autolysis and decomposition. An ideal fixative, formalin, achieves this by hardening the tissue sample with minimal shrinkage, and allows for subsequent staining of the sample (An, and Martin 2003, p.15). Dehydration of the fixed tissue is possible via the introduction of the specimen in alcohol of varying concentrations. The purpose of this step is to remove water from the tissue sample, and ready the sample for embedding. Xylene, a clearing, agent eliminate the alcohol from the specimen in a process called clearing. . T he alcohol free tissue sample passes through tubes containing molten paraffin wax. The wax replaces the clearing fluid in the tissue achieving infiltrati on. This stage marks the end of tissue processing. The processing of tissue occurs through molding and pouring of wax as a cover. This mould was to cool and solidify. This procedure embeds the tissue in solid media affording it support. This step is crucial for the production of blocks that will yield thin sections. The gyratory microtome produces ribbons containing thin, uniform slices of the tissue sample. Placing the ribbon in warm water bath facilitates their flattening. By use of forceps, a thin slice of the specimen lifted and mounted on a clean glass slide. Finally, flooding the glass slide with eosin dye achieves staining (An, and Martin 2003, p.17). Tissue processing aids a pathologist to diagnose a disease. Histology technicians, who act as assistants to the pathologists, apply tissue-processing techniques to prepare collected

Gambling should be legalized Essay Example for Free

Gambling should be legalized Essay What is gambling? According to www. dictionary. com gambling is taking a risk in the hope of gaining an advantage or a benefit. Gambling has been around for centuries and has been dated way back to 1492. People have been gambling in America ever since America was found. There are numerous underground cards clubs and casinos all over the country and in major cities. People gamble on everything: sports evens, dice, and cards. Even though people gamble every day in the United States, it is still illegal. People do gamble everyday, so why is it not legal. Gambling should be legalized. There are tons of ways to gamble. Anybody can pretty much gamble or make a bet on anything. Some major games though are cards. People play games such as poker or blackjack. Also, betting on horses and dogs has been around quit a bit. The biggest form of gambling though is the lottery. Most of these games and events are already legal such has the track and the lottery, but why are regular games like poker and blackjack illegal? Why gamble? What good can come from gambling? Gambling can help our economy by keeping money here in out on state. Proponents say it keeps money in the state (Legalized Gambling 2). Another huge reason on why gambling should be legalized in the fact that it would draw a huge number of tourism to our state. It could also attract potential tourist to the area. Tourist with money to spend, not just in the casinos, but at local restaurants, hotels and shops (Legalized Gambling 2). This statement not only proves that it would bring tourist, but also that the local area would thrive as well because tourist would be spending money at other places such as hotels and restaurants. It would make the state richer. Why not gamble? According to the Legalized Gambling article in paragraph three some people say that gambling would increase crime, which in return would mean would need more police and more money spent on the police. Many feel that casinos will cause an increase in crime which means increased money spent on police (Legalized Gambling 3). Many say it would cause people to become addicted, and the homes and families of these people would be ruined. Some also believe that more Arkansans will develop gambling addictions which will lead to decay in the homes of these people and a general decay of family life in Arkansas (Legalized Gambling 3). Although this article in referring to Arkansas, the points are very relative to our state of Pennsylvania. If gambling were legalized, there would be more jobs. Jobs are very important especially now in our society. Hundreds of people do not have jobs. Jobs will be open for new casino card dealers for example. More transportation will be need for people to get to the casinos, and since there will be more people coming we will need transportation to other areas as well. Also, the local businesses like hotels and restaurants will be booming. As a result, more jobs will be needed to up keep these facilities. Not only will gambling supply more jobs, but also the local taxes will go down. All gambling winnings are taxable. When a person wins the World Series of Poker, the winnings are taxed. Also, the casinos will have to pay taxes, which will result in lower taxes such as school taxes and so forth. This will keep most of the money in the state as well. Over in Jersey, gambling was one of the main sources of income for the state back in 1857. Legal gambling has become a $10 billion industry in New York, New Jersey, and Connecticut, and the states, which are collecting $500 million a year in gambling revenues, are becoming more dependent on it to balance their budgets (Janson 1). Back in 1857 the economy was bad but gambling didnt even become stunned by the economy. Despite a clouded economy, wagering is up in all three states in each of the last three years in almost every form of legalized gambling (Janson 2). Back then it was making a killing. We can only imagine what it is bringing in now. Gambling is the sole reason to go to Las Vegas. Who would want to go a desert on vacation where temperatures can get into the hundreds? Gambling is the only thing that is going for Las Vegas. With out gambling no one would go, and look at how much money Las Vegas is bring in off of the tourists coming from all over the world, all because of gambling. So when people do gamble where does the money go? Where gambling in legal money gets divided up. 84% returned to the public, 15% for commission, and 1% breakage or surplus (Freeman 167). This shows that at the racetracks 84% go back to the people who are gambling, 15% goes to the brokers, and 1% is the breakage or surplus. That is how the money works in the racetracks. Each state deals with the money differently though. These percentages include the deductions for monies for both Track and State. Each state has laws specifying the division of this percentage between Track and State. Some states use a sliding scale. The higher the volume of business, the higher the percentage paid to the state (Freeman 166). As shown here the state taxes are included. Also, commission is used in all racetracks, and this provided jobs for many people. Another good reason why gambling should be legalized is because people can make a ton of money. If people would be smart about things they could maximizes their profits. These people are called pros. Professional poker players, like Johnny Moss, make all their money from playing cards. Gambling, if done right, can be easy pickings for people. Gambling is a calculated technique for making money (Thompson 27). Basically this is saying that if people are not stupid with their money that they will win. For example, if a person is playing Texas Holdem, a type of poker, then they should only play superior starting hands like Ace King, or Ace Ace. The reasoning behind this is because these starting hands have the best odds or chances of winning. By calculating odds people can beat the game. As mentioned before, gambling can be beat. A good way to make money is to play games where the people have control. Luck can only take a person so far. In casinos, most of the games, like the slot machines and roulette, have odds favoring the house or the casino. It is wise to stay away form these games. Instead, people should play poker or blackjack, where there is a little more skill involved. Luck can only take a person so far. According to Basil Nestor Luck has an influence, but skill has a more pronounced effect (13). This means in the long run, skill will produce more money. In card games there is a rake. The rake is a percentage of the winnings that goes to the house or casino. This is how the casino makes money of the game. For example, if a person just won a $100 pot in poker and the casino rakes ten percent, then that person would only get $90. Another nice thing about casinos is that the more a person gambles, the more they will get. Casinos always give out free things. For the high rollers, or people that spend a lot of time and a lot of money gambling, casinos usually give them free rooms and free tickets to shows. If a person is doing well, the casino may give them free food or free money to play with. There reason for this is to keep that player there. Statistically, the house or casino has better odds, meaning that the chances of a person winning are lower than even. So, eventually the casino will win. So, they try to keep that player there for as long as they can because they think the odds will catch up with them, but as mentioned before there are ways around that Gambling will help our state out tremendously. The state could use more jobs. Some taxes will go down. It just seems to be a no brainer. Why would we not legalize gambling? People say that it will ruin homes and lead to addiction. Well, for all those people that are concerned about that, dont gamble. No one will twist your arm to gamble. Gambling will bring so much to the state of Pennsylvania. All the tourist will need a place to stay. Thats where our local hotel and motels come in. The business will increase drastically. All the tourists will need a place to eat. Our restaurants will serve that purpose. With all this, all these businesses will need to up keep with everything. So, as a result, there will be more jobs available. The casinos will also cause taxes to go down. With all the money the state will be receiving from the casinos, they wont need to tax the people of the state. We already have the lottery and bingo and, these are forms of gambling. How come the lottery and bingo are exactable to our society and games like poker and blackjack are not? Is there that much of a difference? Gambling will do more good than bad.

Role of ICT in Science Education

Role of ICT in Science Education What is the role of ICT in Nature of science and science teaching and learning? To answer this question, we need to understand what modern IT systems (both hardware and software) are good at Collecting and storing large amounts of data Performing complex calculations on stored data Rapidly processing large amount of data and Displaying it in variety of ways helping to present and communicate ideas. All these answers have direct relevance to the process of education and these help us to address an important question of when to use ICT? Before we discuss how ICT enhances the science education, we will see what activities involve in school science. The science particularly school science involves lot of practical activities. It includes observing, measuring, communicating, discussing, investigating, handling, watching, monitoring and recording the results. On the other hand science is equally a theoretical subject. It involves thinking, inferring and having god ideas, hypothesising, theorising, simulating and modelling. ICT can help as much in this aspect of science and in same way they do in practical aspect. In the mean time science teachers should use ICT along with their professional skills during lesson to maximise its potential. There are ranges of software tools available to science education such as Interactive White Board, Simulations, Data logging, Spreadsheets, Word processing, Virtual Learning Environment, Desktop Publication etc. Out of these, I will concentrate on Interactive white board and how it enhances the science education. What is Interactive White Board? It is a large physical display panel that can function as an ordinary white board, a projector screen, an electronic copy board or as a computer projector screen on which computer image can be controlled by touching or writing on the surface of the panel instead of using mouse or keyboard. Smith et al (2005) introduced the term Pedagogic interactivity within the use of interactive white board. Jones and Tanner (2002) related this term to Interactive teaching where teachers use higher order questioning skills that make student active contribution towards discussion and their views are valued. Also the teachers used their opinion to test their understanding against particular topic. Taber (2003) found that teacher role is critical in structuring activity in ways that challenge and build upon pupils prior knowledge white integrating new scientific ideas. Introducing IWB, can make learners interactive with whole class teaching gives new opportunity for them to express their ideas. These are not only done verbally, but using graphical and other representations. It helps them to share their scientific ideas with whole class and get back the teachers and peer feedback. Rogoff (1990) explained that the introduction of IWB in school environment provides a dynamic and manipulate object of joint reference which offers new forms of support for inter subjectivity. This is a form of socially shared cognition which facilitates explicitation and exchange of ideas and negotiation of new meanings in accordance with others perspectives. The use of IWB is not only develops the teaching styling. It also helps to enhance teacher efficiency. To make this happen, teachers should understand the potential contributions of ICT in teaching and learning. There are different types of learning involved in science. Underwood (1994) explained that the primary responsibility of the teacher is to encourage the cognitive development of the child, to ensure the retention, understanding and active use of skills and knowledge. Lee (2006) and Winzenreid (2007) found that the effects brought to the classroom IWB can be completing transformational or not change at all. All it depends upon how best the system is implemented and how it is used by the teachers to enhance the students learning. Mortime and Scott (2003) explained the teachers role who acts as mediation between the IWB and the students. The full understanding of technical interactivity is an integral part of this. In Science, interactive communication is vital between students and teachers to explore ideas together, drawing own hypothesis, discussing recent socio-scientific issues, consolidate scientific and informal ideas. The IWB contributes to the flow of interactive communication. Godwin and Sutherland (2004) described how teachers represented their individual constructed knowledge in order to develop student common understanding. Thus the IWB plays a vital role in science education. But how active the pupils are learning? The answer is how far the teachers understand and implement the technology successfully and careful blending of technology and pedagogy. On the other hand Hargreaves et al (2003) found that the class with non-technology context raised some issues. The issue such as higher lesson pace, collaboration and participation in discussion, assessing pupil knowledge, all these shown that the technology interactivity is highly helpful. Thus the teachers understand the features of IWB those associated with pace, motivation, involvement, participation and collaboration. (Becta 2003). But Moss Et al(2007) argued that this is not sufficient to develop students learning. But Hepper (2004) argued that the IWB provides teachers an opportunity to teach in their own professional way with a central focus of aboard, but with the excitement of media rich content. Thus it does not collide with existing pedagogy practice. Nieder Hauser and Stoddart (2001) and Olson (2000) found the choices of technology by teachers are based on their own conception of teaching and learning. Hennessey etal (2005), Kerr (1991) accepted the above argument that introducing new technology does not produce radical pedagogical change. Instead a slow evolutionary process where these new powerful tools interact slowly with existing particles. Roger and Finlayson (2004) demonstrated that whole class teaching with technology in science forced to use computer for demonstration with little manipulation by pupils. In Science the understanding of skills and concepts by students depend upon the facts and information provided by teachers. Clearly IWB provides number of ways of providing this knowledge. How much the students understanding of science is improved by using ICT? impact 2 Project (Harrison et al 2002) found that the use of ICAT has a measurable impact on the performance of students studying science in the secondary school. ICT is just the learning tool just it does not ensure learning. The most importance is application skills; which improves students understanding. Operational skills cannot be ignored, but teachers should make sure that this should not predominate over application skills. For the science teacher, an important aspect of application skill resides in the investment in task design, target setting and intervention strategies. An optimistic view is that school laboratories, like classrooms, will continue to be places where people meet and exchange ideas. Social interaction, discussion and hands-on activity are vital aspects of the educative process that are inadequately satisfied by the solitude of individual computer use. Computers should not be allowed to displace essential intellectual exchanges between people but should be used in ways that amplify and complement them. Thus it is important to identify and understand both the benefits and the disadvantages of individual ICT tools, so that judgements about fitness for purpose can be made at every stage of planning. The preparation of students for a task, the definition of task objectives and the nature of teacher interventions all contribute to the quality of the outcomes. These factors need to be borne in mind as we consider the possible impact of some of the innovations. ICT is transforming all aspects of society: its institutions, commerce, industry, home life and education. In education, there is a growing assumption that using computers is a good thing; after all, the response of many students seems to be predominantly one of high motivation. There is, however, a certain risk that the educational rationale for ICT becomes overshadowed by the glamour and progress of the hardware and software technology. Undoubtedly, technological developments will continue to invite thinking about new opportunities for teaching and learning, but it is very much easier to engage with the new technology than to seek a deep understanding of its implications for education. It is important, therefore, that pedagogy and technology are equal partners in the development process. In particular, innovations should not be driven by technology for its own sake. As guardians of pedagogy, teachers have a significant role in shaping the use of ICT for learning. The future success of ICT in science rests on the quality of thought given to its use, with a clear focus on learning outcomes.

Changes to the Urban Population in America

Changes to the Urban Population in America The Urban Frontier The New Immigration Southern Europe Uprooted Reactions to the New Immigration Narrowing the Welcome Mat Churches Confront the Urban Challenge Darwin Disrupts the Churches The Lust for Learning Booker T. Washington and Education for Black People The Hallowed Halls of Ivy The March of the Mind The Appeal of the Press Apostles of Reform Postwar Writing Literary Landmarks The New Morality Families and Women in the City Prohibition of Alcohol and Social Progress Artistic Triumphs The Business of Amusement From the end of the Civil War to 1900, Americas urban population tripled. The advent of skyscrapers allowed more people to be packed in a small geographical footprint. Cities grew to become sprawling metropolises where people commuted to work in electric trolleys. Amenities like electricity, indoor plumbing, and telephones made city life alluring. Department stores like Macys and Marshall Fields provided jobs and shoppers. However, cities had their own issues. Lots of trash was generated, crime was rampant and uncollected garbage made cities unsanitary. Slums were crammed with people with little sanitation and ventilation. Until the 1880s, most of the immigrants were well educated migrants from Britain and Germany, who fit well into American society. In the 1880s, a new wave of immigration was made up of Italians, Croats, Greeks and Poles, who were illiterate and poor. Europeans came to America driven by population growth in Europe and lack of opportunity due to industrialization. America was advertised as the land of opportunity by profit-seeking Americans looking to get cheap labor. However, some 25% of the 20 million people who came between 1820 and 1900 returned to Europe. Those who remained tried to retain their own culture, although their children embraced American culture. The federal government did little to help the assimilation of immigrants assimilate into American society, leading to immigrants being controlled by powerful bosses who provided jobs and shelter in return for political support. The nation gradually awoke to the plight of the immigrants, led by protestant clergymen like Walter Rauschenbusch preaching the Social Gospel. Settlement houses such as Hull House founded by Jane Addams in 1889 and Walds Henry Street Settlement in New York, became centers for womens activism and reform. The cities gave women opportunities to earn money and support themselves. The anti-foreignism of the 1840s roared back in the 1880s, as the nativists gave the new immigrants a rude welcome, fearing the mongrelization of the Anglo-Saxon race. Trade unionists saw the new immigrants as depressing wages. In 1882, Congress passed the first of the anti-immigration, laws, banning paupers, criminals, and convicts from entering the U.S. The 1882 immigration law also specifically barred the Chinese. In 1886, the Statue of Liberty arrived from France as a gift from the French. The changing character of the urban population posed challenges to American churches especially Protestant churches. Older richer churches failed to address the issues of urban poverty and suffering, and were starting to become irrelevant. This resulted in a new wave of liberal Protestant revivalism led by people like Dwight Lyman Moody, a former shoe salesman. Roman Catholic and Jewish faiths also grew thanks to the new immigrants.. The Young Mens ad Womens Christian Associations also grew rapidly. Charles Darwins idea of natural selection published in his boon On the Origin of Species in 1859, resulted in splitting the religious camp into two: A conservative minority that stood firmly behind the Bible and the Accommodationists who take a more liberal view. Public education, especially high schools grew rapidly. The idea that a high school education should be a birthright became popular. The Chautauqua movement, launched in 1874, educated adults. The South lagged badly behind in education where about 44% of Blacks were uneducated. Southern black education was led by many blacks. Most famous was an ex-slave, Booker T. Washington who started by heading a black normal and industrial school in Tuskegee, Alabama, teaching the students useful skills and trades. Another was W.E.B. Du Bois, the first Black doctorate from Harvard University, who founded the National Association for the Advancement of Colored People (NAACP) in 1910. Numerous colleges and universities were established after the Civil War. Women and Black education also grew at a rapid clip. The Morrill Act of 1862 provided a generous grant of the public lands to the states for education. The Hatch Act of 1887 provided federal funds for the establishment of agricultural research in land-grant colleges. Private philanthropy also played an important role, resulting in universities such as Cornell, and the University of Chicago, funded by Rockefeller. Homegrown influences shaped the American education system. The elective system and specialization gained popularity. Medical schools and science bloomed after the Civil War. Discoveries by Louis Pasteur and Joseph Lister improved medical science and health. William James helped establish behavioral psychology. Public libraries well stocked with books were also being built. Carnegie contributed $60 million for public library construction. The invention of the Linotype in 1885 allowed the press to keep pace with demand. Competition sparked so-called yellow journalism which reported wild and fantastic stories that were either false or hyped. Two new journalistic tycoons emerged: Joseph Pulitzer and William Randolph Hearst, although their influence was not always wholesome. Magazines like Harpers and the Atlantic Monthly, were popular. An enduring journalist-author was Henry George, who undertook to solve the association of poverty with progress and left a mark on Fabian socialism. After the Civil War, dime-novels became the rage. The king of dime novelists was Harland F. Halsey, who wrote 650 of these novels. Horatio Alger rags-to-riches books about virtue, honesty, and industry being rewarded by success, wealth, and honor, were widely popular. Emily Dickinson became famous for her poems after her death. American novelists now wrote about the human drama of everyday life. New notable writers were Kate Chopin, who wrote The Awakening and Mark Twain who wrote The Adventures of Tom Sawyer. Bret Hartes California gold rush stories were popular. Henry James often made women the main characters in his novels. Two noted black writers were Paul Laurence Dunbar and Charles W. Chesnutt, who used black dialect and folklore in their poems and stories. Victoria Woodhulls proclamation of free love in 1871 shook conventional morality. Economic freedom for women encouraged sexual freedom and resulted in the increase of birth control, divorces, and frank discussion of sexual topics. Urban life was hard on families who had to take care of everything themselves without support from their clan. Urbanization resulted in families having less children. Marriages were delayed and birth control was used. In 1898, Charlotte Gilmans Women and Economics, advocated for women to abandon their dependent status and contribute through productive involvement in the economy. The National American Woman Suffrage Association was formed in 1890. Ida Wells was a tireless crusader for better treatment of Blacks and formed the National Association of Colored Women in 1896. The National Prohibition Party was founded in 1869. The Womens Christian Temperance Union also crusaded against alcohol, calling for a national prohibition of alcohol. The Anti-Saloon League was founded in 1893. The American Society for the Prevention of Cruelty to Animals was founded in 1866 and the American Red Cross in 1881. American Art had proved mediocre so far. Many of Americas finest painters such as James Whistler and John Singer Sargent made their living in Europe. Sculptors included Augustus Saint-Gaudens, who made the Robert Gould Shaw memorial, located in Boston, in 1897. Music scaled new heights with the building of opera houses and the emergence of jazz. Edisons phonograph, brought canned music into peoples homes. In entertainment, Phineas T. Barnum and James A. Bailey teamed up in 1881 to stage the Greatest Show on Earth. Wild West shows, like those of Buffalo Bill Cody were very popular. Baseball and football became popular as well. Baseball became Americas national pastime. In 1891, James Naismith invented basketball. Croquet and bicycling crazes also swept the country The urban population in America rapidly increased following the Civil War. Cities became sprawling metropolises of skyscrapers where people commuted to work. The nature of immigration also changed. Before the 1880s, the bulk of the immigrants came from Britain and Germany. After 1880, a new wave of poor and illiterate immigrants from Southern and Eastern Europe came to the U.S., driven by population growth in Europe and lack of opportunity. The federal government did little to help these new immigrants assimilate into American society. Many of them came under the control of powerful bosses who traded them food and shelter for political support. In time, community houses such as Hull House as well as Churches especially the Protestants would help out. The anti-foreignism of the 1840s came back in the 1880s, driven by a fear that the new immigrants would sully the anglo-saxon bloodline. Congress would pass a number of laws restricting immigration. Paupers and criminals were no longer a llowed. A specific law barring Chinese immigration was also passed in 1882. In 1886, the Statue of Liberty arrived in New York as a gift from France. The changing nature of immigration also took its toll on American churches, resulting in a Protestant liberalism wave. Catholicism and Judaism also gained ground. Darwins idea of natural selection also split the faithful into 2 camps, one that still clung to the old orthodox view of the Bible and the other, a more liberal view that sought to have both science and the Bible co-exist. Support for public education as a birthright was high and numerous high schools sprouted. In the South, badly hit by the Civil War, education for Blacks was led by a number of notable black figures such as Booker T. Washington and W.E.B. Du Bois who founded the NAACP in 1910. Higher education also got a fillip after the Civil War, with numerous universities and colleges being established. Private philanthropy also played an important role in establishing ma ny respected private colleges. The American education system was also shaped by local influences. The elective system and specialization became popular. Medical science also improved with the establishment of medical colleges and important discoveries by Pasteur and Lister. The number of public libraries also increased rapidly. The invention of the linotype in 1885 enabled the popular press to keep pace with demand. Magazines like Harpers also served to partially satisfy the demand for printed material. Yellow journalism which published sensational and often false stories also became widely popular. Dime novels were another fad. The character of American writing also changed from the earlier romanticism to more worldly stories about human drama and life, written by famous authors like Mark Twain. Urban life was hard on families since a family had to do everything themselves without much support from others such as a clan. Urbanization generally caused a reduction in family size, del ayed marriages and the use of birth control. Anti-temperance became popular again, with the National Prohibition Party being founded in 1869 and the Anti-Saloon league in 1893. American painters still had to go to Europe to make a decent living. Music took off especially with the fusion of European and Black music resulting in new music genres such as Jazz. Edisons phonograph also enabled canned music to be brought to American homes cheaply. In the field of entertainment, shows such as The Wild West Show and Barnums Circus were very popular. Baseball soon became Americas sport. Basketball was invented in 1891. Criquet and cycling also became very popular especially with women.

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother With the little things. It's the little things that make up a year, and the years which make up a life. It's the little things that make up the memories. And I have an abundance of those. Sitting on the green couch listening to stories. Stories from her childhood, from the war years and beyond. Stories of playing with mice in the attic of the house -- her refuge as none of her siblings would go up there, stories of being tied up and gagged with a pickle in the mouth and shoved behind a cupboard by an exasperated older brother. Stories of shooting peas at the women in her father's factory. Of being found awake too early by her father one Christmas morning and being punished by having the presents taken away. Only she cried so much she was allowed to keep the doll. Of having some painful ailment and being carried kicking and screaming into the ocean by Sally because "Salt water will cure it." Of playing on a raft and having it sink. Everyone got off except May. They stood on the bank and watched it sink with May stubbornly repeating "I'm not going to swim". Grandma always laughed so much telling that story! Stories of the war. Protecting the patients from bombs by putting them under the stairs. But the mothers and newborn babies went under their beds. Of bringing corn back after a visit back home and carrying the two pieces round the wards so every soldier could have a bite. Of working with blind children. Of going out into streets full of rubble. ("Were you scared, Grandma?" "No. I was always too busy looking after others to be scared.") Of meeting an Australian soldier during a dance in England. Of getting married. I was fascinated by those stories. She told them so well. Over and over. She never seemed to get tired of me asking. Christmas time. Luke, Grandma and I, then later Chloà « and Laura. Lying in front of the fire writing letters to Santa and "posting" them up the chimney then racing outside to see the charred remains carried away by the breeze. Snooping around trying to find the Christmas stockings she made out of old orange bags. Pouring boiling water over almonds then "shooting" them out of their skins. They used to go all over the kitchen! Eulogy for Grandmother :: Eulogies Eulogy Eulogy for Grandmother With the little things. It's the little things that make up a year, and the years which make up a life. It's the little things that make up the memories. And I have an abundance of those. Sitting on the green couch listening to stories. Stories from her childhood, from the war years and beyond. Stories of playing with mice in the attic of the house -- her refuge as none of her siblings would go up there, stories of being tied up and gagged with a pickle in the mouth and shoved behind a cupboard by an exasperated older brother. Stories of shooting peas at the women in her father's factory. Of being found awake too early by her father one Christmas morning and being punished by having the presents taken away. Only she cried so much she was allowed to keep the doll. Of having some painful ailment and being carried kicking and screaming into the ocean by Sally because "Salt water will cure it." Of playing on a raft and having it sink. Everyone got off except May. They stood on the bank and watched it sink with May stubbornly repeating "I'm not going to swim". Grandma always laughed so much telling that story! Stories of the war. Protecting the patients from bombs by putting them under the stairs. But the mothers and newborn babies went under their beds. Of bringing corn back after a visit back home and carrying the two pieces round the wards so every soldier could have a bite. Of working with blind children. Of going out into streets full of rubble. ("Were you scared, Grandma?" "No. I was always too busy looking after others to be scared.") Of meeting an Australian soldier during a dance in England. Of getting married. I was fascinated by those stories. She told them so well. Over and over. She never seemed to get tired of me asking. Christmas time. Luke, Grandma and I, then later Chloà « and Laura. Lying in front of the fire writing letters to Santa and "posting" them up the chimney then racing outside to see the charred remains carried away by the breeze. Snooping around trying to find the Christmas stockings she made out of old orange bags. Pouring boiling water over almonds then "shooting" them out of their skins. They used to go all over the kitchen!

Reflections on Night, by Elie Weisel Essay -- Reflection Essay

Night, by Elie Wiesel, is an autobiographical novel which tells the story of Eliezer, a Jewish teenager from the small Transylvanian village of Sighet. He is 15 when transported to Auschwitz, Buna, and finally Buchenwald with his father during World War II. Eliezer loses his faith, argues with God, and is sustained only by the need to care for his father. As well as the appalling memory of the Holocaust resurrected in this novel, Night bears with it the unforgettable implication that this atrocity must by no means be permitted to occur again. However, what if it is possible that these horrors could be carried out again in present day? Furthermore, have we really learned enough from this tragedy to be sure nothing like the Holocaust could ever happen? I believe after the world has witnessed the wickedness of the Holocaust during World War II, it is very unlikely that such a mass slaughter of innocent people could ever happen again. Nevertheless, that does not mean that I think it is i mpossible for any group of people to try and make history repeat itself. My first reaction when reading this book was simply â€Å"How could the world have not known about the crimes being committed by the Nazis?† In the novel, Elie Wiesel describes his first night in Auschwitz as â€Å"†¦life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke†¦the faces of the children†¦the flames†¦silence which deprived me, for all eternity, of the desire to live†¦never shall I forget these things, even if I am condemned to live as long as God Himself.† Amazingly, the world had no notion of what the Nazis were doing, and didn’t stop them until over 11million people were killed. This was because the Nazi party did not make it known to t... ... them responsible? Not to mention the people of Germany who supported Hitler and allowed their Jewish friends and neighbor’s be subjected to such oppression. Could they also be responsible? I suppose there can never be a right answer to this issue. In conclusion, Night by Elie Wiesel is a spectacularly written and thought provoking novel. Not only does it tell of one young man’s struggle to survive, but it tells a story for all of those who suffered and died in the Nazi death camps. It brings up maddening thoughts that cause the reader to think and truly understand the outstanding terrors upon those not worthy of the Aryan race. Most importantly, it teaches the reader of the lessons of the tragedy that took place and how we must never allow another Holocaust to ever happen again which is what I believe is the main proposal Elie Wiesel tried to convey in his novel.

Equal Employment Opportunity Complaint Essay -- Discrimination Complai

Equal Employment Opportunity Complaint In order for John to file a discrimination complaint against his employer, he is required to file a charge with the Equal Employment Opportunity Complaint counselor or representative of the company. Once the charge has been filed, an investigation is made, or the charge maybe selected to an EEOC program and maybe dismissed. In this case, John is given a certain number of days to file a lawsuit on his behalf. This process would have to go through several lengthy stages such as the EEOC administrative process. If gone to trial it must go through filing of a summons, response and answer, discovery process, enlisting of experts, pre-trial, actual trial and a possible appeal.   Ã‚  Ã‚  Ã‚  Ã‚  In the EEOC’s Charge Process, John must go to his EEOC’s representative within this company and file a complaint. This is considered the administrative process. Pertinent information must be given about the plaintiff and defendant such as name, address and phone number, the date and a brief description of the charge. Once the charge has been filed the employer is notified that charges have been filed. The charge would be thoroughly investigated. A written description and date of alleged violation is requested again; interviews with people, documents are reviewed; and sometimes the facility is visited which the alleged discrimination occurred. As an alternative the charge may be assigned to the EEOC Mediation Program instead of an investigation, which both parties must consent to. If the mediation is unsuccessful, the charge returns back to investigation. There is a possibility that the charge be dismissed. If this is the case, John will be able to fi le a lawsuit on his behalf within 90 days.   Ã‚  Ã‚  Ã‚  Ã‚  After given the notice of a right to sue from EEOC, John can then file a lawsuit within two years. This is where the statue of limitation comes into place. The suit must be filed within the discovery of the charge. John must then file a summons or a complaint in the appropriate court. Attached to the summons is a detailed complaint of the allegations and relief required in case. The defendant, John’s employer, will then receive the summons notifying them of the lawsuit.   Ã‚  Ã‚  Ã‚  Ã‚  After the defendant receives the summons, they must respond by filing an answer or preliminary motion within the federal court or preliminary objection within the state court. Th... ...d other employees would benefit by becoming knowledgeable of their rights under the laws of EEOC and corrective or preventive actions would be taken to discourage discrimination. This is why it is so important that an employer must educate management, as well as, employees so that problems, such as, John’s won’t escalade to the point of a complaint being filed within the EEOC administration. Employer’s may lose, as well as, employees and may become devastating where as both parties are negatively affected. REFERENCES Bennett, Alexander, Hartman (2003), Employment Law for Business, Fourth Edition I., The Regulation of the Employment Relationship, The McGraw-Hill Companies. Bennett, Alexander, Hartman (2003), Employment Law for Business, Fourth Edition II. Regulation of Discrimination in Employment 3. Title VII of the Civil Rights Act of 1964, The McGraw-Hill Companies. The U.S. Equal Employment Opportunity Commission. Retrieved from http://www.eeoc.gov on April 1, 2004 U.S. Courts Federal Judiciary. Retrieved from http://www.uscourts.gov on April 1, 2004 Discrimination Complaint Procedures. Retrieved from http://www.lacity.org/per/EEO/discrime.htm April 1, 2004

New Generation of Jails

New generation jails â€Å"seek to manage human behavior positively, consistently and fairly.† (Sullivan, 2007, â€Å"Major changes†) Goals include maximizing the interaction between the staff and prisoners, subjecting the latter to more direct and continuous supervision, and enhancing safety for both parties, by making the jail more manageable and organized. The design is based on a philosophy that accused or convicted offenders must be treated in a humane manner while being incarcerated. (Allen et. al, 2007, p. 101) New generation jails are constructed using a podular design, where housing areas are divided into smaller and more manageable pods or units. A typical unit contains single occupancy cells to avoid triggering aggressiveness among inmates that may occur when they share a cell. Each unit has a secure control booth where the staff can directly and constantly observe and supervise inmate activity. (Nelson, 1998, â€Å"New Generation Jails†) The houses are designed to imitate a â€Å"normalized environment,† where inmates can enjoy visiting, programming, recreation, and related activities. Carpeting, wood, upholstered furnishings, paint color, and considerable natural light are incorporated into the housing unit to encourage better moods and interaction. Educational facilities, telephones, exercise machines and other recreational equipment are also available. Unlike the traditional prison cell which contained only a bunk, faucet and toilet, cells now have a desk and seat, running water, intercoms, and large windows. (Law Library, 2007, â€Å"Jail structure and design characteristics†) So far, assessment of new generation jails have shown that they help alleviate problems of tension and violence, noise inside the prison, idleness, vandalism, discipline and jail costs. Staff morale, inmate control, and communication/relaying of information have also greatly improved. (Corrections Center of Northwest Ohio, 2007, â€Å"The New Generation Direct Supervision Jail.†) New generation jails have been successful in alleviating and minimizing future problems, thanks to the combination of a dedicated and satisfied supervision staff and new facility designs. References Allen, H. E., Latessa, E. J., Ponder, B. S., and Simonsen, C. E. (2007). Corrections in   Ã‚  Ã‚   America: An introduction, eleventh edition. New Jersey: Pearson Education, Inc. â€Å"Jail structure and design characteristics.† (2007) Law Library – American Law and Legal   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Information. Retrieved April 12, 2007 Nelson, W. R. (January 5 1998). â€Å"New generation jails.† Prop1.org Web Domain. Retrieved   Ã‚  Ã‚  Ã‚   April 12, 2007, from http://www.prop1.org/legal/prisons/97jails.htm Sullivan, P. M. (March 21, 2007). â€Å"Influencing juvenile justice architecture.† The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Corrections Connections. Retrieved April 12, 2007, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.corrections.com/news/article.aspx?articleid=15338 â€Å"The new generation direct supervision jail.† (February 28 2007) Corrections Center of    Northwest Ohio Online. Retrieved April 12, 2007, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ccnoregionaljail.org/newgenerationjail.htm   

Math Observations

Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities.Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board . She then asked what they thought the math problem would be. They repeated 3+2= 5.She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven.Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem.Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made su re once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all.I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments.I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners.The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and wr iting out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer.Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing th em on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the p ictures on the board.Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup:The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. T he classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall.Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red.On the board there was a tally system set for when the class as a group were not on task or not fallowing dire ctions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square.The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of t he whole square. The students answered by saying â€Å"2 squares†.Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and tha t they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better kno w their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs.Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wip e boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center.Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall) . The students then started to write down all the data on the board. Then Mr.Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction work ers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old.He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.

Helping Children Master the Basic Facts Essay

The chapter â€Å"Strategies for Multiplication Facts† provides detailed overview of strategies used for mastering and enlarging multiplication facts. It is suggested that basic facts may be improved due to relating existing knowledge to new facts. The author outlines five group strategies stating that the first four are easier and they cover 75% of multiplication facts. Nevertheless, it is noted the offered strategies are simply suggestions, not the rules to follow. Actually, these strategies help students think of various facts easily. The special attention in the chapter is paid to doubles, zeroes and ones, helping facts, division facts and ‘near facts’, etc. It is noted that fact remediation should be used in case when students are unable to master basic facts mentioned above. Such students need new approach to comprehend basic facts. Therefore, fact remediation is of great importance, because it aims at providing hope for students having problems with mathematics. Often students experiencing difficulties with getting facts, start thinking they are unable to learn facts at all. The author recommends to â€Å"let these children know that you will help them and that you will provide some new ideas that will help them as well†. (184) It is admitted in the chapter that students who comprehend the basic multiplication facts doesn’t reason better that student who find it difficult to get the idea of basic facts. The author states that nowadays the goal of mathematics isn’t simply to learn how to count, instead it aims at learning how to reason, how to make the sense of things around. What is more important, mathematics develops the skills of critical thinking and punctuality. Mathematics teaches students to solve problems and, therefore, students experiencing difficulties with mastering basic facts shouldn’t be excluded from mathematical experiences. Summing up, the author claims that all students should be involved in â€Å"exciting and meaningful experiences, they have real motivation to learn facts and real opportunities to develop relationships that can aid in that endeavor†. (185) References Van De Walle, John. (2003). Elementary and Middle School Mathematics: Teaching Developmentally. USA: Allyn & Bacon.

Handmaids Tale †Basic Response Essay

One of the ways in which The Handmaid’s Tale creates opportunities to respond is through its discussion and exploration of a dystopian society. A dystopian society is often characterised as a futuristic setting with oppressive societal control and elements of totalitarianism. The Handmaid’s Tale is set in the futuristic Republic of Gilead and a way in which Atwood has chosen to display a dystopian society is through creating a sense that the citizens of Gilead are under constant surveillance, a characteristic of dystopian literature. This can be shown through the reoccurring motif of â€Å"the eye. † The eye motif symbolises the eternal watchfulness of god and the totalitarian state with its recurrence creating a sense that citizens of Gilead are constantly being surveyed. This is shown as Offred states â€Å"to be seen-to be seen- is to be- her voice trembled-penetrated. † The use of repetition and italicise of the word ‘seen’ is used to highlight the fact that individuals don’t want to be seen, creating an ominous presence of control and threat through the constant watching. Another way The Handmaid’s Tale creates opportunities to respond in relation to its dystopian reading is in its discussion of citizens in fear of the outside world. This fear is shown through the presence of â€Å"The Wall. † The wall serves as a symbolic barrier separating Gilead from the outside world and also emphasising the existence of the totalitarian state and its allusion of a perfect world. This meaning is shown as the wall is described to have â€Å"barbed wire along the bottom and broken glass set in concrete along the top. Visual imagery here is used to create fear of the outside world through the literal and metaphorical barrier the wall represents. It is also important to note that the value of Atwood’s text is evident in the way it is a cautionary novel, designed to provide a reflection and thus provide commentary on the potential for 21st century society to adopt these extremes. Therefore the novels exploration of elements of dystopian society including the perceived surveillance of citizens and fear of the outside world creates opportunities to respond to The Handmaid’s Tale in relation to its comments about dystopian society, making it valuable. Even though the totalitarian regime has been destroyed, Atwood warns us that governments can still exploit woman. In the Historical Notes, it is concerning how Professor Pieixoto states, â€Å"No new system can impose itself upon a previous one without incorporating many of the elements to be found in the latter. † This implies that selected characteristics of the dystopian Gilead Republic will be adopted by a new government. Another way in which The Handmaid’s Tale creates opportunities to respond is through its complex interpretation from a feminist perspective. This is shown within the novel as the Handmaid’s bodies are used for procreation, their sexual freedom has been denied. This is seen through the constant discussion of fertility with Offred often belittling herself and her body to be used, â€Å"we are like containers, it’s only the insides of our bodies that are important. The outside can become hard †¦ like the shell of a nut. † Here a simile is used to continue to degrade and dehumanise Offred through equating her to a simple â€Å"nut,† an empty being, only valued for her fertility. Also the way in which women are used for procreation is shown through the motif of red, â€Å"a nondescript woman in red,† with women here further dehumanised to â€Å"nondescript† beings. The motif of red is used to represent fertility. The way females are often referred to as red throughout the text highlights how the Handmaids’ sole purpose within the society of Gilead is to procreate, demonstrating once again how females within the society are only valued for their bodies. In regards to a feminist interpretation, male dominance is also presented throughout the novel through the discussion of sterile- this is again italicised to emphasise its effect relating to a feminist viewpoint as males don’t go to colonies yet females do highlighting gender inequality. The inclusion of these elements discusses a range of feminist concerns allowing it to be interpreted in a myriad of different ways, increasing its value. The Handmaid’s Tale furthermore creates opportunities to respond through its inclusion of post-modern elements thus making it valuable. The novel can be read from a post-modern perspective as Atwood uses self- reflexivity as a means of questioning what is truth. This is shown when Offred admits, â€Å"This is a reconstruction, all of it is a reconstruction. It’s a reconstruction now, in my head. † The use of repetition, â€Å"reconstruction† creates emphasis and awareness of how the story Offred tells is only fractured pieces of the story, taken apart and put back together. Atwood here is trying to make her reader’s question if what is being said is true; implying that not everything read is necessarily true. This post-modern analysis which believes in the existence of multiple truths can be further seen through Offred’s narration shown as she questions â€Å"you want the best for her. Don’t you? † Here metafiction is used as Offred directly communicates with the audience, presenting an element of post- modern literature. From a post-modern interpretation the truthfulness of Offred’s singular narration is questionable accentuated when she consciously reinstates, â€Å"I don’t want to be telling this story. † This highlights how her narration could be subjected bias rather than truth. Thus The Handmaid’s Tale can be interpreted from a post-modern perspective making it valuable as this is one of the many ways it can be responded to. In conclusion it is through the different ways to respond to Margaret Atwood’s novel, The Handmaid’s Tale that the text possesses value. These responses are generated in relation to dystopian, feminist and post-modern interpretations that the novel discusses. Each of these comments on 21st century society and encourage audiences to respond to their own society in different ways making the text valuable.