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WOMEN’S RIGHTS ARE HUMAN RIGHTS: WOMEN ARE ALSO RIGHTS HOLDERS
All human beings are born with human rights. Human rights are not something men give to women, neither are they something the richer gives to the poorer. Human Rights are not exclusives of a select few. Neither is it given to others as a mere favour or gifts. Human rights belong to everybody equally. Human Rights belong to women, men, boys / girls and disabled persons alike, whether we live in a developed or less developed world. Human Rights apply to every human being immediately the person is born. It applies to all age groups and to all class of persons. There is no particular stage in one’s life when one begins to get entitled to human rights. Human Rights do not magically begin with the drafting of the Convention on the Elimination of All Forms of Discrimination Against Women, nor the Convention on the Rights of the Child. It does not begin with drafting of the Convention on the Rights of Persons with Disabilities. In fact, it does not start with the drafting, signing or ratification of none of the Nine (9) UN International Human Rights Treaties or the International Bill of Human Rights. Human Rights have been there in the hearts of men before law makers started drafting the bills.
The UN in the Universal Declaration of Human Rights recognizes the inherent dignity, equal and inalienable rights of all members of the human family as the foundation of freedom, justice and peace. In that vein, women and girls equally have right by virtue of being born. Human rights are inalienable, inherent and non-transferable. Every person is a right holder!
Studies have shown that everywhere in the world, there is war on women. The war on women emanates from barriers created by cultures; the war emanates from and feeds on Patriarchy, which is institutionalised in the societies. Patriarchy institutes inequality between man and woman. Inequality promotes the war on women; it places women at disadvantageous positions. The war takes place regardless of the geographical differences and diversities in the world’s cultures and societies. Women’s human rights are violated and the violation of women’s human rights stands out the same all over. Studies have shown that most of the violations of women's rights take place in the immediate families and environments. All around the world Patriarchal structures perpetuate and promote gender inequalities. Men, even though most times are aware that women are discriminated against, advance the war on women because they gain from POWER bestowed on them by patriarchy. In Africa, it is abominable for a woman to own property when she too, is the major property of a man. In Africa children must bear the father’s name and never the mother’s. A woman has no claim on her own children in the event of divorce. In Saudi Arabia, it is unthinkable for a woman to drive a car, not to talk of venturing into some professions such as law; in Korea women were instruments of comfort to soldiers in times of war at the detriment of women’s own comfort. In France, a woman dare not think of receiving equal pay with a man in the same job. No matter where the story is told, the commonality is that women face discriminations and inequalities on the basis of gender. From the developed to the developing societies, women are always pushed down by patriarchal structures. The structures result in instituted inequality hence creates imbalance in power relations. It thus goes without saying that in both public and private spheres; women’s rights are never respected and therefore are hardly regarded as human rights.
Upon the glaring fundamentals which basically subject women to abuse and degradation, it is disheartening to encounter some women who hardly appreciate nor accept that women are in subjection. Such group of women think that the status of discrimination and inequality faced by women are normal. They never know that women are also rights holder. They never imagine that another world where women’s rights are respected could be possible.
Women need information on Human Rights so as to be equipped with the knowledge that will enable them demand for their rights as humans. Knowledge of HR will assist in changing the status of discrimination and inequality. It will gradually break down the patriarchal structures. Through human rights education, women the world could be made to realize that every single woman (no matter how comfortable she thinks she is) faces discrimination. Women need to personally and collectively accept that there is a war on them. The war on women is the commonality that unites women the world over and this should be seen as a uniting force. This commonality holds together the educationally deprived girl-child with the battered house wife. It unites the economically deprived young woman with the property denied and poverty-stricken old woman. It unites the unequally treated disabled woman with the politically denied, neglected and disenfranchised indigenous woman. Human rights belong to each of us equally; we the world’s women are also rights holders! | <urn:uuid:0ca2212a-5912-4e6a-8990-48472200b356> | CC-MAIN-2013-20 | http://worldpulse.com/node/39155 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705957380/warc/CC-MAIN-20130516120557-00050-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.949566 | 1,022 | 3.59375 | 4 | The extract discusses human rights, specifically women's rights, and the impact of patriarchal structures on gender equality. It highlights the importance of education and awareness in promoting women's rights and empowering them to demand their rights. The extract touches on emotional intelligence, leadership, and critical thinking, but lacks nuanced interaction, complex problem-solving, and practical application. It provides a foundation for understanding human rights and gender inequality, but does not fully integrate advanced communication, leadership, and problem-solving scenarios.
Educational score: 3 | 3 | 2 | 171,425 | 0 |
As the world rushes to develop a vaccine for COVID-19, we are looking forward to saving lives and resetting life to normal. Meanwhile, many African nations are also glancing back at past successes and challenges when faced with other diseases and outbreaks, hoping to learn and respond better and faster to this pandemic.
So far in terms of coronavirus cases and deaths, most countries in Africa have fared relatively well compared with the rest of the world. It could be their experience dealing with Ebola or AIDS or malaria, or that much of life occurs outdoors where it's harder for covid to spread, or it could be that their overall population is much younger than that of developed nations and therefore not as at risk for the more complicated, life-threatening symptoms of the disease.
Whatever the case, going forward, administering a vaccine worldwide is critical to protect everyone from this current strain of novel coronavirus. And in Sub-Saharan Africa this proves to be a serious challenge. But here again, the challenges of transporting and delivering temperature sensitive vaccines to widespread rural villages is not a foreign concept throughout Africa.
Cold Chain is the term used to describe the complicated journey a product takes from factory to family. Products that require refrigeration follow a strict supply chain to ensure they are delivered safely without temperature interruption. This may refer to how a farmer delivers produce from field to market to table or how medicine arrives to a patient from a laboratory half way around the world. In developing nations it's often that last mile that is crucial and often the most challenging.
A disease such as malaria requires quick action and when caught early enough can be cured through medicines given in multiple doses. Storing and delivering those medicines and vaccines are the current challenge. Malaria still kills nearly half a million people annually, most of them children in rural Africa. BfW partners, such as Transaid in Madagascar are committed to training healthcare workers to recognize the signs of malaria early so they can act quickly to save lives. Bicycles are used to deliver life-saving information, transport patients and carry coolers mounted on bike racks for medicines. These methods are helping to solve cold chain challenges and ultimately saving time and lives.
Cold chain breakdowns are not limited to slow commutes in the hot African sun. As mentioned in an earlier post, reliable electricity still plagues some regions of Africa such as Sierra Leone. In fact, only 10% of healthcare facilities in the poorest countries have reliable power and less than 5% have the refrigeration necessary to store medicines and vaccines at those facilities. When this cold chain is broken and vaccines are exposed to warmer temperatures the potency of the vaccine decreases to the point that it eventually becomes ineffective.
Fortunately recent studies have offered some solutions on how to deliver medicines faster and also how to rotate stock more effectively, increasing the shelf life of a vaccine. Solving, or at least improving, cold chain issues will ultimately help rebuild Sub-Saharan Africa post COVID-19. In addition to saving lives through effective vaccines and medicines, establishing a sustainable cold chain method could also help provide and store food to starving villages and create and promote jobs.
11720 Parklawn Dr
Rockville MD 20852 703-740-7856 Contact Us | <urn:uuid:13e503ba-13ae-480c-80b3-5facf56ded55> | CC-MAIN-2023-14 | https://bikesfortheworld.org/blog/final-mile | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00712.warc.gz | en | 0.952348 | 659 | 3.390625 | 3 | The extract discusses real-world challenges and solutions related to vaccine delivery in Africa, touching on teamwork, problem-solving, and cultural awareness. It highlights the importance of cold chain management and innovative solutions to overcome logistical hurdles. However, it lacks depth in emotional intelligence, leadership, and advanced communication scenarios.
Educational score: 3 | 3 | 2 | 352,298 | 0 |
The meltdown: 7 tips for taming tantrums
Hands down, one of the toughest parts of early parenting is managing a toddler tantrum or pre-K meltdown. When a child is totally out of sorts, how can parents execute strategies to help calm children and ease their stress?
As parents of more than one soon learn, each child is different in what triggers a tantrum and what can help to alleviate the fit.
“Children learn and develop at different paces and have diverse learning styles," says Verner Center for Early Education NC Pre-K teacher Amy Band. "Therefore, it is very important to know the child's personality, development level and queues that he/she may express when in a state of stress.”
So it is essential for parents to learn a variety of ways to deal with these situations.
First may be understanding that tantrums are totally normal.
“It's important to remember that tantrums are a young child's attempt at a request for help," says Jillian Kelly, LCSW, RPT. childhood psychotherapist and founder of Asheville Child Therapy. "In my experience, the immense release of pent-up emotions that comes along with a tantrum is quite healthy and good for a young child!
"I often encourage parents to visualize the child's inner emotional container as a pressure cooker of sorts ... children need this powerful release to let go of emotion accumulated throughout the day.”
Here are some strategies for taming a tantrum.
Adults, stay calm
One of the hardest but most essential things to do is keep your cool while your children are losing it.
“Children will often mirror the emotion being expressed to them," Band says. "If the caregiver remains calm while addressing the behavior it will help show the child that he/she is safe while in distress.”
Kelly concurs, suggesting parents show up to a tantrum "calm, confident, clear, and caring."
"As children learn to navigate strong emotions, they need to know that their parents can handle it and love them in their yuckiest most out of control moments,” she says.
Provide language to express emotions
One of the toughest things for children is expressing their emotions. When children learn the words and ways to communicate feelings, it can help them feel understood and less stressed.
“Help children by providing them with the language to express themselves, then they will soon be able to identify the emotion that is expressed," Band suggests. "Help the child identify the emotion without labeling the child. For an example: ‘I notice that you are frowning, are you feeling sad/mad because it is time to clean up your toys? ‘Instead of: ‘You are sad/mad.’
"This approach may help the child realize that they are not the emotion but that they are simply feeling the emotion. With this concept introduced, the child can soon learn that emotions are normal and learn ways to self-regulate.”
Validate their feelings, offer a choice
Like adults, children want to feel understood, so it is important for parents to validate a child’s frustration and then give them a choice.
“Calmly acknowledge the child's underlying emotion and offer choices and a way out," Kelly says. She suggests practicing a soothing exercise like bubble blowing; giving a gentle touch for co-regulation; taking a break by going to a soft and safe space for a few minutes.
“Sometimes children express distress when they feel powerless," Band adds. "If possible, offer the child a choice. Limited choices may work best."
Introduce mindfulness activities
It’s never too young to get little ones in tune with their feelings.
“Mindfulness activities are good to practice with preschoolers to help them become more in tune with their emotions and their bodies," Band says.
"One mindfulness activity that I like to practice with my students is a breathing exercise in which we ‘Smell the flower and blow the bubble.’ ABC Yoga is also a great practice in which the children create the designated Yoga pose according to the Alphabet letter. (Ex: S-Swan, T-Tree, C-Cobra D-Downward Dog)”
Related:Mindfulness helps kids slow down
Set expectations and follow through
Knowing that tantrums are inevitable, many parents want to know what to do during an active tantrum that can get physical.
“There is really no way to 'prevent' a tantrum," Kelly says. "We can, however, prevent injury (physical or emotional) by setting clear expectations and following through with limit setting if a child's behavioral choices in the heat of the moment need remedying (i.e. ‘I see you're feeling frustrated. But my body is not for hitting. Here, you can hit this pillow.’)."
Try to SOOTHE
For parents seeking an easy-to-remember method to execute during an active tantrum Kelly offers this: “My tried and true acronym to remember during a tantrum is: SOOTHE. It stands for "S, soft tone of voice; O, organize the child's experience; O, offer choices; T, touch for togetherness; H, hear the underlying concern; E, end it and let it go.
Kelly says she heard the tactic from play therapist Paris Goodyear-Brown "years ago at a mental health training I was attending. It's stuck with me ever since!"
Find more about it on Kelly's blog at AshevilleChildTherapy.com.
Reframe your perspective
Although tantrums are no fun, parents can look at them as a learning opportunity.
“As an early childhood psychotherapist, I'm a big supporter of young children releasing their strong feelings to the strong adults they trust and love most: you, their parents! Tantrums WILL happen," Kelly says. "Try to reframe this in your perspective as an opportunity for bonding, albeit a messy one!”
CSEFEL (Center on Social and Emotional Foundations of Early Learning), http://csefel.vanderbilt.edu/ | <urn:uuid:b824ef7a-4292-4b90-8989-78fef874b9c4> | CC-MAIN-2020-16 | https://www.citizen-times.com/story/life/family/2019/01/28/parenting-toddlers-preschoolers-7-tips-taming-tantrums/2568978002/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00454.warc.gz | en | 0.952475 | 1,286 | 3.3125 | 3 | The extract provides valuable tips and strategies for parents to manage toddler tantrums, focusing on emotional intelligence, empathy, and effective communication. It includes expert opinions and realistic scenarios, making it a comprehensive resource for parents. The discussion on validating feelings, offering choices, and introducing mindfulness activities demonstrates a deep understanding of child development and emotional regulation.
Educational score: 4 | 4 | 3 | 742,865 | 1 |
Math Project-based Learning
Information Age Education (IAE) is an Oregon non-profit corporation created by David Moursund in July, 2007. It works to improve the informal and formal education of people of all ages throughout the world. A number of people have contributed their time and expertise in developing the materials that are made available free in the various IAE publications. Click here to learn how you can help develop new IAE materials.
- "What science can there be more noble, more excellent, more useful for men, more admirably high and demonstrative, than this of mathematics?" (Benjamin Franklin; American author, printer, scientist, inventor, and diplomat; 1706–1790.)
- 1 Summary
- 2 Introduction to Project and Problem
- 3 Math is a Large and Old Discipline
- 4 Goals of Math Education
- 5 Projects for Use in Math Education for Teachers
- 6 Ideas from Bob Albrecht
- 7 References and Resources
- 8 Links to Other IAE Resources
- 9 Author or Authors
- 10 Ideas Not Yet Incorporated in the Document
- "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." (Confucius; Chinese thinker and social philosopher; 551-479 B.C.)
This document provides an introduction to uses of Project-based Learning (PBL) in math education. It includes arguments supporting use of PBL and it includes a number of examples that can be adapted for use in a wide range of math courses at the pre-college level and in teacher education.
Project-based learning is a way to involve students in learning and using math. Project-based learning is a good vehicle for helping students make progress on a number of math educational goals not directly covered in the "traditional" math curriculum. Not least among these goals is to help make math education a pleasant and rewarding discipline of study that adults will look back on with fond memories.
The target audience for this document is preservice and inservice K-12 teachers who teach math, and teachers of such teachers. Keep in mind that the overriding goal or purpose of this document is to improve math education. As a teacher, you should consider making use of project-based learning when you believe it will help to improve the quality of the math education your students are getting.
Introduction to Project and Problem
- "A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas." (G.H. Hardy; English mathematician; 1877–1947.)
The acronym PBL is used to represent both project-based learning and problem-based learning. The two topics overlap, but are not the same.
The main focus in this document is on project-based learning. There, a student or a team of students—perhaps even the whole class or whole school—works on a project over an extended period of time. The student or students have some choice (indeed, perhaps a great deal of choice) on the topic they will address. Project-based learning is oriented toward producing a product, performance, or presentation.
A Math Project Example
Here is an example of math project-based learning. Students are given a general project area, and they are asked to work on it individually or in teams:
- Select an academic discipline other than math. Investigate roles of math in helping to represent and solve the problems in this discipline. Pay special attention to what areas of math are important in the academic discipline you select, and why they are important. The specific assignment is to produce a paper and do an oral presentation that can help inform your fellow students.
This type of assignment could well extend over a number of weeks, with much of the required work being done outside of class. If this assignment is given in a specific math class (such as geometry or algebra) then the assignment might include the requirement that the study focus on roles of the math being studied in the class and that these be emphasized in the project.
The paper and presentation might become part of a student's overall academic portfolio or math portfolio. As a teacher in this setting, you might want to emphasize the idea of students developing a paper that will be useful to other students in the class, students in other similar classes, and future students in the class. And, of course, the work done by your students helps to represent the quality of instruction you are providing for your students. The intended audience is much larger than just the teacher!
For some general information about project-based learning see:
A Math Problem Example
This section provides some information about problem-based learning and how it differs from project-based learning. Quoting from an ERIC Digest article on Problem-based Learning in Mathematics:
- Problem-Based Learning (PBL) describes a learning environment where problems drive the learning. That is, learning begins with a problem to be solved, and the problem is posed in such a way that students need to gain new knowledge before they can solve the problem. Rather than seeking a single correct answer, students interpret the problem, gather needed information, identify possible solutions, evaluate options, and present conclusions.
Here is an example of math problem-based learning:
- This is the four 4s math problem. The goal is to combine four 4s in various ways in order to make as many different integers as possible. The "combine" rules are that one can use addition, subtraction, multiplication, division, and parentheses.
- Thus: (4 + 4)/(4+ 4) = 1; 4/4 + 4/4 = 2; and (4 + 4 + 4)/4 = 3.
- For a more complex version of the problem, also allow concatenation (thus, 44/44 = 1 and 444/4 = 111), exponentiation, or other types of operations.
This math problem and its variations is widely used in math education. It illustrates that a math problem may have more than one solution. It illustrates the need for very careful definition of a problem. It is a problem that can engage individual students or a team of students over an extended period of time. Thus, you can see it has some of the characteristics of a project. However, typically all students are required to work on the exact same problem. Some students are likely to produce more answers than others.
There are many variations of the problem, both in the base number (for example, how about using four 3s) and the allowable operations. A Google search of four fours math problem produces many thousands of hits.
For more information about problem-based learning see:
Math Project-based and Problem-based Learning Is a Large Topic
PBL in math education is a large and challenging topic. A recent Google search of math "project-based learning" produced 90,100 hits. A Google search of math "problem-based learning" produced 86,400 hits. Many of these hits are documents covering both project-based and problem-based learning.
At the Northwest Mathematics Conference held October 9-11, 2008, in Portland, Oregon, each of the exhibitors was asked about the availability of project-based learning materials from their company. Many responded by pointing to certain sections in their textbook series. For the most part, the materials identified were better classified as problem-based learning rather than as project-based learning.
This little bit of evidence suggests that project-based learning is not a major topic in the current K-12 math curriculum.
Math Project-based and Problem-based Collaborative Learning
Both project-based learning and problem-based learning can be done by individuals or by teams. When done by teams, PBL is an example of collaborative learning. There has been substantial research on collaborative learning. Here are three short sections quoted from this collaborative learning reference:
- Traditional academic approaches—those that employ narrow tasks to emphasize rote memorization or the application of simple procedures—won't develop learners who are critical thinkers or effective writers and speakers. Rather, students need to take part in complex, meaningful projects that require sustained engagement and collaboration.
- Productive Collaboration. A great deal of work has been done to specify the kinds of tasks, accountability, and roles that help students collaborate well. In a summary of forty years of research on cooperative learning, Roger and David Johnson, at the University of Minnesota, identified five important elements of cooperation across multiple classroom models:
- Positive interdependence
- Individual accountability
- Structures that promote face-to-face interaction
- Social skills
- Group processing
- Evidence shows that inquiry-based, collaborative approaches benefit students in learning important twenty-first-century skills, such as the ability to work in teams, solve complex problems, and apply knowledge from one lesson to others. The research suggests that inquiry-based lessons and meaningful group work can be challenging to implement. They require changes in curriculum, instruction, and assessment practices—changes that are often new for teachers and students.
Project-based Learning Is a Team Activity
- "Individual commitment to a group effort—that is what makes a team work, a company work, a society work, a civilization work." (Vince Lombardi; American football coach; 1913–1970.)
Project-based learning is a team learning and doing activity. Nowadays, a project-based learning team consists of:
- One or more students who are in charge of the project. They may be widely dispersed in location.
- People, such as peers, siblings, parents, teachers, and so on. They serve as advisers, sources of information, and sources of formative and summative feedback.
- Virtual and physical libraries. (The Web is a virtual library.)
- Tools, including computers, computer programs, and other Information and Communication Technology (ICT).
- Other resources such as materials, money, facilities, and environments in which a project is being carried out or is focused on.
At first glance, this may seem like a strange way to think about membership on a project team. The idea being emphasized is that project-based learning is always done in a team environment, even if there is only one student directly involved. Even a one-person team draws upon the accumulated knowledge and skills of a huge collection of people and other resources. The Web, for example, represents the past and continuing work of many millions of people. The tools (including computer tools) we routinely use represent the thinking and production work of a large number of people.
One of the most important goals in project-based learning is for students to learn to make effective use of these five different types of team members. It is a valuable life skill. Notice that this goal is independent of any specific content area that a project might focus on. The expertise one develops in working in this team environment readily transfers to other projects.
The strength or value of the fourth type of team member varies considerably from project to project, and from discipline to discipline. Sure, the Web is likely to be useful in almost any project in any discipline. But remember that math and computer science are strongly overlapping disciplines. Nowadays, calculators (4-function, scientific, graphic, equation-solving) and computers are an integral component of math education and of people making use of the math they are learning.
Another important goal is for students to gain increased confidence in their ability to accomplish complex tasks that are probably beyond their ability to accomplish without the aid of other "members" of the team. Such accomplishments help to build self-esteem.
Math is a Large and Old Discipline
- "In most sciences one generation tears down what another has built and what one has established another undoes. In mathematics alone each generation adds a new story to the old structure." (Hermann Hankel; German mathematician; 1839–1873.)
- "If I have seen further it is by standing on the shoulders of giants." (Isaac Newton; English mathematician & physicist; 1642–1727.)
The history of math predates the first development of reading and writing that occurred more than 5,000 years ago. The development of reading, writing, and math notational systems laid the foundations for the "basics" of reading, writing, and arithmetic in our current educational system. Thus, our formal educational system has more than 5,000 years of experience in developing and teaching math in schools.
Math is a broad and deep discipline that people learn through both informal and formal education. Each academic discipline or area of study can be defined by a combination of general characteristics such as:
- The types of problems, tasks, and activities it addresses.
- Its accumulated accomplishments such as results, achievements, products, performances, scope, power, uses, impact on the societies of the world, ability to attract followers and supporters, and so on.
- Its history, culture, and language, including notation and special vocabulary.
- Its methods of teaching, learning, assessment, and thinking. What it does to preserve and sustain its work and pass it on to future generations.
- Its tools, methodologies, and types of evidence and arguments used in solving problems, accomplishing tasks, and recording and sharing accumulated results.
- The knowledge and skills (the levels of math expertise; the levels of math maturity) that separate and distinguish among: a) a novice; b) a person who has a personally useful level of competence; c) a reasonably competent person, employable in the discipline; d) a regional or national expert; and e) a world-class expert.
A little thought should convince you that it is not easy to carefully define a particular discipline in a manner that differentiates it from other disciplines. Thus, it is appropriate to give students the following type of assignment:
- Select a non-math discipline of study. Give a good definition of this discipline, and a good definition of the discipline of math. Compare and contrast the two disciplines. In this compare and contrast, make sure you cover all of the general defining characteristics of a discipline (see the bulleted list given above). Produce a report that will be presented to the whole class and that will be turned in to your teacher.
Relevance of the List to Math Project-based Learning
Math is a human endeavor. The current—and still rapidly growing—discipline of mathematics is the result of many tens of thousands of contributors over thousands of years.
Think about your math-related insights into the second item in the six-item list of defining characteristics of a discipline:
- Its accumulated accomplishments such as results, achievements, products, performances, scope, power, uses, impact on the societies of the world, ability to attract followers and supporters, and so on.
What do you know about these aspects of math, and what do you want your students to know? These areas are not covered in state and national math assessments. However, they are important aspects of math as a human endeavor. They are a rich source of projects in a math course.
Think about your math-related insights into the third item in the list of defining characteristics of a discipline:
- Its history, culture, and language, including notation and special vocabulary.
Math is often called a language. Learning to read, write, speak, listen, and communicate in this language is a critical aspect of learning math. Math journaling is a very useful and ongoing individual student project that contributes to students learning to communicate in the language of mathematics.
The history of calculators and computers is closely intertwined with the overall history of math. Calculators and computers were initially developed as aids to doing arithmetic. Now, of course, computers are important aids to representing and solving problems in every academic discipline. A math-centric way to think about this is that computers represent one of the ways that math is indispensable in every academic discipline. Certainly as one studies uses of math throughout the curriculum, calculators and computers must be given substantial emphasis.
The history and applications of math provide a wide range of possible projects for project-based learning.
Finally, consider the whole list of characteristics of a discipline, and think about them in terms of math and math education. When you are asked, "What is math?" what is your response? What response might your students give? What response would you like them to give? Clearly, the discipline of math is much more than the specific math topics you teach during math classes. Project-based learning can provide opportunities for students to greatly broaden their insights into the discipline of mathematics.
Goals of Math Education
- “Mathematics consists of content and know-how. What is know-how in mathematics? The ability to solve problems.” (George Polya; math researcher, researcher, and educator; 1877–1985.)
Here's a common-sense suggestion to math teachers. Make use of math project-based learning to:
- Help meet math learning goals that are better achieved in a project-based learning environment than through other ways to teaching math. Keep in mind that some of these goals are "traditional" while others may not be currently met in a traditional math curriculum.
- Help students learn to do projects that involve math. This includes helping students learn some roles of math in the overall multidisciplinary area of project-based learning.
There are many possible goals in math education. Our math education system has identified some of these goals and emphasizes them in math curriculum content, instructional processes, and assessment. The next four sub-sections discuss math education goals.
In the United States, each state establishes its own goals (standards, benchmarks) for math education at the K-12 level. They are assisted in this endeavor by the work of the National Council of Teachers of Mathematics (NCTM) and a variety of other groups and organizations. The current Federal Government emphasis on math assessment is influencing state standards.
The individual states tend to establish a large number of math learning expectations at each grade level. For example, see the following table:
Recent work of the NCTM has led to the development of a small number of Curriculum Focal Points for each PK-8 grade level. For example, the three Curriculum Focal Points for Grade 4 are:
- Number and Operations and Algebra: Developing quick recall of multiplication facts and related division facts and fluency with whole number multiplication.
- Number and Operations: Developing an understanding of decimals, including the connections between fractions and decimals
- Measurement: Developing an understanding of area and determining the areas of two-dimensional shapes.
Both the individual states and the NCTM focus on learning specific math content. The curriculum being taught is strongly textbook driven. The textbooks provided by the leading publishers of math textbooks attempt to cover almost all of the topics listed by each state, and they also attempt to provide material that hits on a variety of the topics that help to define the discipline of mathematics. For example, in a typical textbook you are apt to find a number of short sections focusing on various mathematicians, including a picture of the mathematician and a little biographical information. Such textbooks also typically include numbers of short sections on applications of math in various occupations or non math disciplines.
- "A great discovery solves a great problem but there is a grain of discovery in the solution of any problem. Your problem may be modest; but if it brings into play your inventive faculties, and if you solve it by your own means, you may experience the tension and enjoy the triumph of discovery." (George Polya; Hungarian and American mathematician;1887–1985.)
There are many other ways to approach the question of goals for math education. For example, George Polya was a world class math researcher and math educator. In about 1969 he gave a talk on The Goals of Mathematics Education. Quoting from that talk:
- Now what about mathematics teaching? Mathematics in the primary schools has a good and narrow aim and that is pretty clear in the primary schools. An adult who is completely illiterate is not employable in a modern society. Everybody should be able to read and write and do some arithmetic, and perhaps a little more. Therefore the good and narrow aim of the primary school is to teach the arithmetical skills—addition, subtraction, multiplication, division, and perhaps a little more, as well as to teach fractions, percentages, rates, and perhaps even a little more. Everybody should have an idea of how to measure lengths, areas, volumes. This is a good and narrow aim of the primary schools—to transmit this knowledge—and we shouldn't forget it.
- However, we have a higher aim. We wish to develop all the resources of the growing child. And the part that mathematics plays is mostly about thinking. Mathematics is a good school of thinking. But what is thinking? The thinking that you can learn in mathematics is, for instance, to handle abstractions. Mathematics is about numbers. Numbers are an abstraction. When we solve a practical problem, then from this practical problem we must first make an abstract problem. Mathematics applies directly to abstractions. Some mathematics should enable a child at least to handle abstractions, to handle abstract structures. Structure is a fashionable word now. It is not a bad word. I am quite for it.
- But I think there is one point which is even more important. Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems. For the higher aims about which I am now talking are some general tactics of problems -- to have the right attitude for problems and to be able to attack all kinds of problems, not only very simple problems, which can be solved with the skills of the primary school, but more complicated problems of engineering, physics and so on, which will be further developed in the high school. But the foundations should be started in the primary school. And so I think an essential point in the primary school is to introduce the children to the tactics of problem solving. Not to solve this or that kind of problem, not to make just long divisions or some such thing, but to develop a general attitude for the solution of problems.
You can see considerable overlap between Polya's ideas and those of individual states and the NCTM. But Polya's ideas tend to move beyond those of the individual states and the NCTM. He emphasized learning to think mathematically, to deal with math abstractions, and to deal with complicated problems. This type of math education is designed to help develop a student's level of math maturity.
- "A growing level of math maturity is shown by 'a significant shift from learning by memorization to learning through understanding.'" (See Wikipedia attribution given below.)
Quoting from the Wikipedia: "Mathematical maturity is a loose term used by mathematicians that refers to a mixture of mathematical experience and insight that cannot be directly taught, but instead comes from repeated exposure to complex mathematical concepts." Still quoting from the Wikipedia, other aspects of mathematical maturity include:
- the capacity to generalize from a specific example to broad concept
- the capacity to handle increasingly abstract ideas
- the ability to communicate mathematically by learning standard notation and acceptable style
- a significant shift from learning by memorization to learning through understanding
- the capacity to separate the key ideas from the less significant
- the ability to link a geometrical representation with an analytic representation
- the ability to translate verbal problems into mathematical problems
- the ability to recognize a valid proof and detect 'sloppy' thinking
- the ability to recognize mathematical patterns
- the ability to move back and forth between the geometrical (graph) and the analytical (equation)
- improving mathematical intuition by abandoning naive assumptions and developing a more critical attitude
Quoting Larry Denenberg:
- Thirty percent of mathematical maturity is fearlessness in the face of symbols: the ability to read and understand notation, to introduce clear and useful notation when appropriate (and not otherwise!), and a general facility of expression in the terse—but crisp and exact language that mathematicians use to communicate ideas. Mathematics, like English, relies on a common understanding of definitions and meanings. But in mathematics definitions and meanings are much more often attached to symbols, not to words, although words are used as well. Furthermore, the definitions are much more precise and unambiguous, and are not nearly as susceptible to modification through usage. You will never see a mathematical discussion without the use of notation!
One of the most important goals in math education is to help students gain in their levels of math maturity. However, math maturity is difficult to assess, and thus is seldom assessed.
- "We cannot hope that many children will learn mathematics unless we find a way to share our enjoyment and show them its beauty as well as its utility." (Mary Beth Ruskai; mathematician at Tufts University, a private research university in Massachusetts.)
Many adults have had math education experiences that lead them to say things like, "I hate (or, hated) math" and "I can't do math." Many people believe that a math education that produces the "I hate math" and related types of results is significantly flawed.
Thus, math teachers might want to place greater emphasis on helping students to enjoy and appreciate the math they are learning and the math learning experiences.
- "The point is to make math intrinsically interesting to children. We should not have to sell mathematics by pointing to its usefulness in other subject areas, which, of course, is real. Love for math will not come about by trying to convince a child that it happens to be a handy tool for life; it grows when a good teacher can draw out a child's curiosity about how numbers and mathematical principles work. The very high percentage of adults who are unashamed to say that they are bad with math is a good indication of how maligned the subject is and how very little we were taught in school about the enchantment of numbers." Alfred Posamentier, Professor of Mathematics Education at the City College of New York, 2002 New York Times article.
Math is taught in schools throughout the world. However, there are many children who never attend school. Many others receive only a few years of formal education. A number of people have done studies of street-people who have learned the math they need without benefit of much (or, perhaps any) formal schooling.
Gene Maier has written excellent materials on the idea of Folk Math. Think in terms of folk music or folk art—knowledge and skills that are learned in informal settings but that meet the needs of the learners. Also, think in terms of the math that children learn as they memorize counting rhymes, play board games, card games, and computer games even before they start school.
In terms of project-based learning, think about designing a project for students to explore two areas:
- What math do people learn informally (on the streets) in various places throughout the world? Pay special attention to children who receive little or no formal schooling.
- What math do students learn in school in different parts of the world? How is this the same and how is it different from the math that students are learning in the United States?
The topic of Folk Math raises other issues. What math do typical adults with a high school education or more use in their everyday lives? For example, do their everyday demands of work, play, and other activities require quite a bit of high school algebra and geometry? This question can be the basis of project-based learning in which students interview adults and individually or jointly compile the results.
Another related topic is the question of how calculators, "cash" registers, and other devices with built-in computational capabilities have changed the math education needs of adults. In a typical day, what math does a typical adult actually do mentally, using pencil and paper, or using calculator/computer aids? Again, this is a project that can be done by individual students, but is quite well suited to teams of any size.
Still another type of project related to folk math is to explore how people did math thousands of years ago and in different parts of the world. How did merchants and customers do the math they needed to do when they did not know how to read and write? The abacus is a piece of this history.
"Why Learn This?" Projects
As students progress upward through the elementary, middle, and high school math curriculum, many eventually ask questions similar to, "Why am I being expected to learn this?" and "What's in it for me?"
These types of questions can be the basis for ongoing, individual projects. There are two general types of answers. First, there are the assertions that, "It will be good for you." and "You will need it in the future." Second, there are the personal answers that a student can develop for him or her own self and that are specifically tailored to the student's personal needs and ambitions.
A teacher can provide the "assertion" answers, and may be able to provide some general-purpose answers that tie in with the interests of some students. An example of such an answer is, "If you want to be a (teacher names several careers) when you grow up, you will need to take and pass math courses that are based on this material." Thus, for example, people majoring in engineering in college have to take calculus and other "higher" math.
The idea underlying making this into a math project-based learning assignment (possibly a project that continues all year) is to put the responsibility onto the student. Encourage the students to think about current and possible future mathematical needs each may have. Get them to analyze the math curriculum from a personal future point of view. The student selects a possible vocation to be pursued after leaving school. The project is to explore possible math-related needs in this vocational area and work to achieve a level of expertise that fits their personal needs and/or the needs of possible employers.
The goal is to get students to explore the vocation in some depth. What does the possible job or career contribute to people who work in the area, and what does it contribute to the world? Why is it important, and how is it self-satisfying and fulfilling?
Projects for Use in Math Education for Teachers
- "The mathematician does not study pure mathematics because it is useful; he studies it because he delights in it and he delights in it because it is beautiful." (Henri Poincare; French physicists and mathematician; 1854–1912.)
This section is especially aimed at people who teach preservice and inservice courses and workshops for math teachers. The theme is one of role modeling the use of project-based learning in a manner that will help students make immediate use of the information and material in their own learning and in the future as they work with the students they teach.
A number of topic areas are listed below. Each can be the basis for individual or small group projects designed to produce products and representations that can be shared with current fellow students and made available to other current and future preservice and inservice teachers.
- Math and/or math education humor.
- Math and/or math education history. If a student is going to learn one important "tidbit" of math history each year (or, half-year, or quarter-year) in our math education system, what should these tidbits be. Why?
- Math and/or math education quotes. Ask and answer the same underlying question as for the line just above.
- Math education research or general education research that is "powerful" enough to lead to significant improvements in math education.
- Women and/or any other underrepresented population in math.
- Math modeling and computational thinking. What are these two topics, and to what extent do they overlap? Develop some illustrations of use of computational thinking in learning the math you are currently studying or have studied in the past.
- Math maturity, knowledge, and skills self-assessment.
- Roles of calculators and computers in math and/or math education.
A key idea is to distinguish between a strongly problem-based learning orientation in math education and the traditional curriculum. For most students, a problem is a modestly challenging activity that is completed in a few seconds or perhaps a few minutes. Contrast this with the types of problems one encounters in upper-division undergraduate math courses and in graduate school math courses!
Ideas from Bob Albrecht
Project-based math has been Bob's passion since 1962, probably because he has a B.S. in physics and an M.S. in applied math with a minor in physics. Learn more about Bob Albrecht at:
The following is from Albrecht's 9/26/08 email to Moursund:
- C-TEC was a project-based learning community within a high school, 200+ students in a school of 1600 students. We spent 6 years as a project mentor at C-TEC. Some students called us Bob; others called us George.
- Read our Starship Gaia materials published in Learning and Leading with Technology and now available at Curriki. Go to www.curriki.org and search for starship gaia.
- Browse Investigation Backpack at Curriki. Go to www.curriki.org and search for investigation backpack.
- Browse Solar System at Curriki. Go to www.curriki.org and search for albrecht solar system.
- Solar System—Inner in Learning and Leading with Technology, 2005-2006.
- Starship Gaia: Model the Motions of the Planets in Learning and Leading with Technology, 2008:
- If we were to run a year-long project at C-TEC today, we would base it on Robert Zubrin's book Energy Victory: Winning the War on Terror by Breaking Free of Oil.
- As part of this, we would include switching from incandescent light bulbs to compact fluorescent lamps (CFLs) today, and switching from CFLs to LEDs in, say, 2020.
References and Resources
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4).
Ewen, L. (n.d.). Summary of Blumfeld, et al., article. Retrieved 10/8/08: http://mathforum.org/~sarah/Discussion.Sessions/Blumenfeld.html. Quoting from the article:
- There are two essential components of projects: They require a question or problem that serves to organize and drive activities; and these activities result in a series of artifacts, or products, that culminate in a final product that addresses the driving question.
- The authors stress that giving students freedom to generate artifacts is critical to their construction of knowledge. Whether the guiding questions and activities are student- or teacher-generated, their outcomes must not be fixed at the outset or students will not have the opportunity to try their own problem-solving approaches.
Brown, E., & Harrington, T. (2003). Project Based Learning: Mathematics in the Real World. In Lassner, D., & McNaught, C. (eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003. Chesapeake, VA: AACE. Retrieved 10/6/08: http://www.editlib.org/INDEX.CFM?fuseaction=Reader.ViewAbstract&paper_id=11134.
- Abstract. This paper describes an overview of an exemplary unit developed during an Intel Teach to the future Faculty Pre-Service Training utilizing a constructivist's project based learning approach (PBL) to mathematics in the real world as espoused by state and national standards. The PBL unit creation is a highly motivating, multi-sensory project spanning the realm of multiple intelligences to actually make classroom mathematics "come alive" while demonstrating various aspects based on an essential question—"Where is the Mathematics in the Real-World." Scaffolding in the form of unit questions enhanced by technology integration directly linked to the essential question provides a fascinating unit on mathematics in the real world.
Miller, A. (6/28/2011). Assessing the Common Core Standards: Real life mathematics. educopia. Retrieved 6/29/2011 from http://www.edutopia.org/blog/assessing-common-core-standards-real-life-mathematics. This paper includes three useful links:
- Criteria for Effective Assessment in Project-Based Learning by Andrew Miller.
- http://www.edutopia.org/blog/effective-assessment-project-based-learning-andrew-miller Tips for Using Project-Based Learning to Teach Math Standards] by Andrew Miller.
- Top Ten Tips for Assessing Project-Based Learning by Suzie Boss.
NMSA (n.d.). Project-based learning in middle grades mathematics. National Middle School Association. Retrieved 10/6/08: http://www.nmsa.org/portals/0/pdf/research/Research_Summaries/ProjectBased_Math.pdf. Quoting from the document:
- The focus of this research summary is to foster an understanding of project-based learning (PBL), particularly in mathematics education; to explain the factors for making a conscious decision to implement PBL in middle grades mathematics classrooms; and to provide insights about the possible realized effects when mathematics-based PBL is implemented.
- The teacher’s belief system is paramount. A teacher who believes that social constructivism (Vygotsky, 1978) or situated learning (Boaler, 1999; Cobb, 1988) is useless, will find the work and effort for accomplishing PBL to outweigh its benefits. The tenets of constructivism, in its many versions, underlie PBL designs (Grant, 2002). In PBL, the teachers’ role necessitates that they allow all students to engage in developing personally and collaboratively negotiated meanings from the learning event (Harel & Papert, 1991; Kafai & Resnick, 1996). The success of PBL should be assessed on many levels including emotional development, collaboration, leadership, and negotiation skills that are essential for project success (Glaser, 1992; Glennan, 1998). When teachers allow students more autonomy over what they learn, it improves motivation, and students assume more responsibility for their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000). However, this does not mitigate the important need for the teacher to be actively engaged in the learning task as both a role model and an advisor. This role also does not forsake whole-group didactic instruction, but makes careful use of it to address learning deficits. The teacher can function as a co-constructor of knowledge (Rosenfeld & Rosenfeld, 2006). In this role, the teacher must possess profound content knowledge, be confident in his or her skill to facilitate learners of diverse abilities, and be prepared to deal with a more diverse set of questions—potentially across disciplines. Consequently, the role of the teacher and this diversity in content raise questions about the scope and style of assessing student learning.
Links to Other IAE Resources
This is a collection of IAE publications related to the IAE document you are currently reading. It is not updated very often, so important recent IAE documents may be missing from the list.
This component of the IAE-pedia documents is a work in progress. If there are few entries in the next four subsections, that is because the links have not yet been added.
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Author or Authors
The original version of this document was developed by David Moursund. A number of people—and especially Bob Albrecht—have suggested ideas and materials for inclusion in this document.
Ideas Not Yet Incorporated in the Document
Here are some quotations that might be useful:
- “Mathematics is the queen of the sciences.” (Carl Friedrich Gauss; German mathematician, physicist, and prodigy; 1777–1855.)
- "At the age of eleven, I began Euclid, with my brother as my tutor. This was one of the great events of my life, as dazzling as first love. I had not imagined there was anything so delicious in the world." (Bertrand Russell; English philosopher, historian, logician, and mathematician; 1872–1970.)
- “When you are up to your neck in alligators, it's hard to remember the original objective was to drain the swamp." (Adage, unattributed.)
Here are some key ideas that could be incorporated into this document:
1. Teaching for High Road transfer of learning. As students learn a strategy for use in solving math problems, they need to search for applications in the other disciplines they know. This could be a whole class project, with materials added each time a new math problem-solving strategy is explored. The product might be a website or a short book of lasting value that can be shared and later expanded on from year to year.
2. The general idea of projects that are "fully" math versus projects that are in other disciplines, but are ones that use a lot of math.
3. Uses of math in addressing "big" problems such as sustainability. A great many people agree that sustainability is a major problem facing the people of our world. Quoting from the Wikipedia:
- One of the first and most oft-cited definitions of sustainability, and almost certainly the one that will survive for posterity, is the one created by the Brundtland Commission, led by the former Norwegian Prime Minister Gro Harlem Brundtland. The Commission defined sustainable development as development that "meets the needs of the present without compromising the ability of future generations to meet their own needs." The Brundtland definition thus implicitly argues for the rights of future generations to raw materials and vital ecosystem services to be taken into account in decision making. [Bold added for emphasis.]
In some sense, the life of a typical K-12 teacher (of math and/or other subjects) is quite a bit like being up to one's neck in alligators. It is easy to lose track of still larger challenges such as global problems of sustainability, large numbers of people living in poverty, and large numbers of people having totally inadequate medical care.
One of the over-arching goals of education is to help students grow up to be responsible adults who can contribute to helping to solve such problems. Thus, each teacher has some responsibility to help students gain knowledge, skills, and maturity as they move toward becoming responsible adults.
With rare exceptions, teachers tend to be good role models. Their daily interactions with students help the students to move toward becoming responsible adults.
However, there is much more that teachers can be doing. Let's use the problem of sustainability as an example. What can a math teacher do to help students learn about the problem of sustainability and gain the math-related knowledge, skills, and maturity to help address this problem?
Carbon Footprint. The basic ideas include:
1. Helping students to understand the problem and its importance.
2. Helping students to understand the need for measurements, forecasts, and problem solving in attempting to deal with the problem.
3. Helping students to understand what they individually and collectively, at school, at home, and in the community, can do to help address the problem.
4. Helping students to understand the value and power of teamwork, as they work together as teams of groups of students, the whole class, the whole school, and so on over a long period of time.
5. Helping students learn more about the world and how sustainability is a worldwide problem.
Students can learn about what others are doing. See, for example, http://www.guardian.co.uk/education/2008/jul/16/schools.uk2 and http://education.guardian.co.uk/egweekly/story/0,,2006238,00.html
Conspicuous Consumption. Many math textbooks used at the precollege level include examples that can be construed as being related to sustainability. For example, here is a word problem:
- Mary wants to buy a cashmere sweater that costs $62. She has an allowance of $3.50 a week. She figures that she can save $2 per week from this allowance. How many weeks will it take her to save enough money to buy the sweater?
Notice that this is a consumption-oriented problem situation. Mary has income and she "wants" to buy a cashmere sweater. There is no indication of why she wants the sweater or if she "needs" the sweater. What is cashmere? Are there other types of sweater fabric that are more supportive of sustainability? How does this tie in with Mary's carbon footprint?
Aha! At what age can students begin to understand some of the basic ideas of sustainability, carbon footprint, ways to save energy, and so on? Are there math problems that are appropriate to the math curriculum for young students and that can help to teach and support sustainability?
It seems to me that there are two goals here:
- Help preservice and inservice elementary school teachers of math realize that they can and should be teaching students about math-related aspects of sustainability.
- Provide some sources for materials and resources that will help teachers to implement such ideas.
There are a number of carbon footprint calculation websites. I don't know how much math education material based on sustainability ideas and keyed to the math curriculum is available. | <urn:uuid:c89607b4-243f-40a2-b3e1-0ab0dcf14a2d> | CC-MAIN-2014-10 | http://iae-pedia.org/Math_Project-based_Learning | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999662156/warc/CC-MAIN-20140305060742-00002-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.950523 | 9,529 | 3.59375 | 4 | The extract provides a comprehensive overview of project-based learning in math education, including its benefits, goals, and implementation strategies. It discusses the importance of math maturity, problem-solving, and critical thinking, and provides examples of projects that can be used to develop these skills. The extract also touches on the role of technology, collaboration, and real-world applications in math education. While it does not explicitly focus on soft skills development, it implies the importance of skills like critical thinking, problem-solving, and collaboration, which are essential for effective teamwork and communication. Therefore, the extract scores 3 points for its discussion of soft skills and realistic scenarios, but lacks nuanced interaction and complex problem-solving opportunities.
Educational score: 3 | 3 | 2 | 971,867 | 0 |
Eye contact is a powerful communications tool. It enables you to connect with your audience, project sincerity and openness, and keep your listener’s attention. However, maintaining eye contact can be difficult for some people (either in giving or receiving it), and there are some cultural issues to consider when using it. You also want to make sure you use eye contact correctly to project the right non-verbal message.
Here are some tips to help you in using eye contact.
Consider how long you look into someone’s eyes when you speak. Most people can only look into someone’s eyes for at most three seconds before either person glances away. This is because eye contact expresses intimacy, and as a direct glance becomes longer, the feelings become more intense. So, for a professional speech, only look directly into someone’s eyes for about a second. A longer glance might make someone uncomfortable or could be construed as inappropriate flirting.
Because of the intimacy and openness involved eye contact, shy people often have trouble with it. (Yes, shy people do speak in public, including a number of famous performers. I’ve known people who feel comfortable speaking in front of a large, seemingly faceless crowd but become nervous when talking to individuals face-to-face.)
If you find yourself nervous about looking people directly in the eye, start small. Just give someone a brief glance or look around their eyes instead of directly into their pupils. With practice, you will become more comfortable with giving people direct eye contact, and you will find your shyness start to dissolve.
In the United States, eye contact is as basic and expected a form of non-verbal communication as the firm handshake. This is not true in other parts of the world. In Asia, Africa, and Latin America, people avoid direct eye contact as a sign of respect.
Even within a country, people of different cultures use eye contact differently. African-Americans use more eye contact when talking and less when listening. People from Arab countries use prolonged eye contact to gauge trustworthiness.
Consider these cultural differences when using eye contact with your listeners. | <urn:uuid:369457ad-734e-4d1b-a920-1af56dfb4e83> | CC-MAIN-2020-16 | http://www.matthewarnoldstern.com/tips/tipps16.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00265.warc.gz | en | 0.944708 | 433 | 2.75 | 3 | The extract provides a basic understanding of eye contact in communication, including its importance, cultural considerations, and practical tips for improvement. It touches on emotional intelligence, leadership, and cultural awareness, but lacks nuanced interaction and complex problem-solving opportunities. The discussion is straightforward, with limited depth and practical application.
Educational score: 2 | 2 | 1 | 721,195 | 0 |
A clinically and biochemically heterogenous, inherited disorder caused by argininosuccinate synthetase deficiency that leads to hyperammonemia with neurologic consequences.
Classic Citrullinemia (for Type I); Argininosuccinate Synthetase Deficiency; Citrin Deficiency (for Type II); NICCD Syndrome.
The estimated prevalence for Citrullinemia (CTR) Type I, the most common (classic) form of the disorder, is about 2-3:100,000 the general population. The estimated prevalence for CTR2 is highest in Japan, Korea, and China with approximately 1:20,000-50,000. No sexual predilection has been reported.
Autosomal recessive, with frequent compound heterozygotes. CTR I is caused by abnormalities in the ASS1 (Argininosuccinate Synthetase) gene, which is located on chromosome 9q34.11. CTR2 (neonatal and adult onset) is caused by mutations in the SLC25A13 (Solute Carrier Family 25 Member 13 or Citrin) gene and has been mapped to chromosome 7q21.3. Citrin is a hepatic mitochondrial aspartate-glutamate carrier and citrin deficiency causes “neonatal intrahepatic cholestasis caused by citrin deficiency” (NICCD) and/or “failure to thrive and dyslipidemia caused by citrin deficiency” (FTTDCD), and adult-onset CTR2 (see below).
Under normal conditions, the enzyme argininosuccinate synthase (ASS) catalyzes the condensation of citrulline and aspartic acid to form argininosuccinic acid. Deficiency of ASS leads to marked elevation in the plasma citrulline levels. ASS enzyme activity in CTR1 is low or absent (then occasionally referred to as CTR3 and caused by splicing mutations of ASS). Patients with CTR2, also known as Citrin Deficiency, have an abnormality of the hepatic argininosuccinate synthetase only, and liver biopsy uniformly shows liver steatosis. Citrulline can also be metabolized outside the liver, although to a lesser degree, because skin fibroblasts, brain, and kidneys can express ASS. Citrin is involved in the transport of molecules used for the metabolism of carbohydrates (glycolysis, gluconeogenesis, galactose metabolism), the assembly of proteins, and in the urea cycle. The reaction of citrulline with aspartic acid is associated with the elimination of one waste nitrogen molecule, while a second waste nitrogen molecule is incorporated into the urea cycle. Due to this reaction being compromised, however, the overall capacity of the urea cycle in disposing nitrogen is roughly cut in half. Consequently, affected patients are at risk for developing hyperammonemia, which may result in neurologic deterioration.
Depends on enzyme activity assays in cultured fibroblasts for CTR1 or in liver cells for CTR2.
CTR1, the most common form of the disease, presents in the neonatal period with symptoms from hyperammonemia caused by protein intake at 24 to 72 hours of age. Poor feeding and lethargy progress to vomiting, irritability, impaired consciousness, tachypnea, seizures, and apnea. Intracranial pressure is usually increased due to cerebral edema. If unrecognized, the condition progresses to coma and eventually death. Surviving infants often show a lower ... | <urn:uuid:3d5e9017-7170-486a-bdea-340f5e849101> | CC-MAIN-2020-16 | https://accessanesthesiology.mhmedical.com/content.aspx?bookid=2674§ionid=220525456 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371830894.88/warc/CC-MAIN-20200409055849-20200409090349-00252.warc.gz | en | 0.915582 | 736 | 2.765625 | 3 | The extract provides detailed information on Citrullinemia, a genetic disorder, focusing on its biochemical and clinical aspects. It lacks discussion of soft skills, communication scenarios, teamwork, emotional intelligence, leadership, and problem-solving opportunities. The content is theoretically rich in medical knowledge but does not contribute to the development of soft skills.
Educational score: 0 | 0 | 0 | 985,328 | 0 |
This article will show you how to succeed at a job interview. interview for a job is your showcase for merchandising your talents. During the interview an employer judges your qualifications, appearance, and general fitness for the job opening. It is your opportunity to convince the employer that you can make a real contribution.
Equally important, interview for a job, gives you a chance to appraise the job, the employer, and the firm.
It enables you to decide if the job meets your career needs and interests and whether the employer is of the type and caliber you want to work for.
Before each interview, though, you should assume that the job you are applying for is precisely the one you want - because it may be. To present your qualifications most advantageously, you will need to prepare in advance. You should have the needed papers ready and the necessary information about yourself firmly in mind; and you should know how to act at the interview to make it an effective device for selling your skills.
Preparing for the Job interview
Assemble all the papers that you may need. The main item will be your background and work experience inventory. It contains all the facts and figures you could possibly be asked - either in filling in the job application form, or in the job interview. Don't forget to take copies of your resume, even though you may have already submitted one. Take your recent school records and military separation papers. If your work is the sort you can show in an interview, (such as technical drawings, artwork, publications, or procedures), take along a few samples. Be careful not to leave your only copy of something, as it could get lost.
Learn all you can about the company where you are going for an interview - its product or service, standing in the industry, number and kinds of jobs available, and hiring policies.
Know what you have to offer, what education and training you have had, what work you have done, and what you can do. Review your inventory.
Know what kind of job you want and why you want to work for the firm where you are applying.
Bring along the names, addresses, and business affiliations of three persons (not relatives) who are familiar with your work and character. If you are a recent graduate, you can list your teachers. Ask references for permission to use their names.
As you are filling in the job application be aware that it in itself offers an excellent opportunity to convince an employer that you are a valuable person to hire. It is not only a chance to describe your accomplishments but it also shows how clearly you can think and write, and how well you can present important details.
Learn the area salary scale for the type of work you are seeking. If you have the required skill and experience, don't hesitate to state your salary expectations in filling in the application blank. On the other hand, if for any reason you don't want to commit yourself then, simply write "Open" in the space for salary desired. If asked, say you prefer to wait until the job interview to discuss salary. Never take anyone with you to the interview.
Allow as much uninterrupted time for the interview as may be required. (For example, do not park your car in a limited-time space.) Dress conservatively. Avoid either too formal or too casual attire.
Be pleasant and friendly but businesslike.
Let the employer control the interview. Your answers should be frank and brief but complete, without rambling. Avoid dogmatic statements.
Be flexible and willing but give the employer a clear idea of your job preferences.
Stress your qualifications without exaggeration. The employer's questions or statements will indicate the type of person wanted. Use these clues in presenting your qualifications. For example, if you are being interviewed for an engineering position and the employer mentions that the job will require some customer contact work, use this clue to emphasize any work, experience, or courses you have had in this kind of skill.
If you have not sent your resume in advance, present it or your work records, references, personal data, work samples, or other materials to support your statements when the employer requests them.
In discussing your previous jobs and work situations, avoid criticizing former employers or fellow workers.
Don't discuss your personal, domestic, or financial problems unless you are specifically asked. Answer only what relates to the job.
Don't be in a hurry to ask questions unless the employer invites them. But don't be afraid to ask what you need to know. If the employer offers you a job, be sure you understand exactly what your duties will be. Also find out what opportunities for advancement will be open. A definite understanding about the nature of your job will avoid future disappointment for either you or your employer.
Be prepared to state the salary you want, but not until the employer has introduced the subject. Be realistic in discussing salary. But don't sell yourself short. If the employer does not definitely offer you a job or indicate when you will hear about it, ask when you may call to learn the decision. If the employer asks you to call or return for another interview, make a note of the time, date, and place.
Thank the employer for the interview. If the firm cannot use you, ask about other employers who may need a person with your qualifications.
Many firms require a psychological test, or a series of such tests, as part of the application procedure. The tests most commonly used are those that indicate intelligence or general aptitude. In addition, some firms use tests that give them information on specific aptitudes, personality traits, and interest patterns.
If you are a recent school graduate, you are probably used to taking tests. But if you have been away from school for some years, you may be apprehensive about the testing process. You may fear that your test scores will not reflect your real ability to do a job. Don't let tests scare you off. None of the commonly used tests require advance preparation; you need not feel concerned over not having "crammed" the night before.
Many tests have time limits. When they do, you will be told how much time you will have. listen carefully to the instructions you receive. If you do not clearly understand what you are expected to do, be sure to ask questions. The time for questions, however, is before the test begins. If the test is timed, seconds lost in asking questions after it starts could seriously affect your score. After your start the test, work steadily and carefully. Do not light a cigarette or do anything else that interrupts your work. In taking most tests, you should not spend too much time on any one question; instead come back to difficult or time-consuming ones after you complete the others.
Once the test is over, do not reproach yourself for not doing better. If the test is well constructed, you probably would make a similar score if you took it again. Remember; too, that employers do not regard your score as an infallible measure of your abilities - but as only one indication of them.
After the Job Interview
Make each interview a learning experience. After one is over, carefully analyze what went on by asking yourself questions such as these:
Based on your answers, draw up a list of specific ways you can improve performance in your next interview.
Count on the fact that your skill in this crucial phase of the job search process has been steadily improving.
If you plan carefully and keep up your enthusiasm you will eventually succeed in "merchandising your job talents "- landing a job that uses your abilities and pay you well.
Be a Leader that People Follow
Powerful Goal Setting Techniques
Get More Done In Less Time
Improve Your Planning Skills
Be in Control of Your Work and Your Life
Effective Delegation Techniques
How to Make the Right Decisions
How to Constantly Improve Your Abilities
Are You Fit to Be a Manager?
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Copyright © by Bizmove. All rights reserved. | <urn:uuid:541ad206-863d-40c8-aba0-9a3d790a0de7> | CC-MAIN-2017-26 | http://www.bizmove.com/skills/m8n3.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319902.52/warc/CC-MAIN-20170622201826-20170622221826-00256.warc.gz | en | 0.945876 | 2,272 | 2.515625 | 3 | The extract provides a comprehensive guide on how to succeed in a job interview, covering preparation, presentation, and follow-up. It offers practical tips and advice on showcasing skills, dressing appropriately, and answering questions effectively. The content also touches on emotional intelligence, self-awareness, and strategic thinking, demonstrating a good understanding of soft skills. However, the discussion is mostly straightforward, lacking nuanced interaction or complex problem-solving opportunities.
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Nearer to overcoming
Barack Obama's success shows that the ceiling has risen for African-Americans. But many are still too close to the floor
WHEN Roland Fryer was about 15, a friend asked him what he would be doing when he was 30. He said he would probably be dead. It was a reasonable prediction. At the time, he was hanging out with a gang and selling drugs on the side. Young black men in that line of work seldom live long. But Mr Fryer survived. At 30, he won tenure as an economics professor at Harvard. That was four months ago.
Mr Fryer's parents split up when he was very young. His father was a maths teacher who went off the rails: young Roland once had to borrow money to bail him out of jail. His great-aunt and great-uncle ran a crack business: young Roland would watch them cook cocaine powder into rocks of crack in a frying pan in the kitchen. Several of his relatives went to prison. But Mr Fryer backed away from a life of crime and won a sports scholarship to the University of Texas. He found he enjoyed studying, and was rather good at it. By the time he was 25, the president of Harvard was hectoring him to join the faculty.
Mr Fryer now applies his supple mind to the touchy, tangled issue of racial inequality. Why are African-Americans so much less prosperous than whites? Why do so many black children flounder in school? Why do so many young black men languish behind bars? Why are stories like Mr Fryer's considered so surprising?
Black and white Americans tend to produce different answers to these questions, and there is also heated disagreement within both groups. Some blacks think their glass is three-quarters full; others think it three-quarters empty. Optimists can point to obvious improvements. Little more than four decades ago, blacks in the South could not vote. This year, a black man may be elected president. Under segregation, southern blacks were barred from white schools, neighbourhoods and opportunities. Now, racial discrimination is both illegal and taboo. Blacks have pierced nearly every glass ceiling. The secretary of state, the boss of American Express and the country's most popular entertainer (Oprah Winfrey) are all black.
Life for the average African-American has also improved remarkably. The median black household income has risen from $22,300 (in 2006 dollars) in 1967 to $32,100 in 2006. Black life expectancy has soared from 34 in 1900 to 73 today. Most blacks today are middle class.
Yes, say the pessimists, but the gap between what blacks and whites earn and what they learn, which narrowed steadily between the 1940s and the late 1980s, has more or less frozen since then. Blacks' median household income is still only 63% of whites'. Academically, black children at 17 perform no better than a white 13-year-old. Blacks die, on average, five years earlier than whites. And though the black middle class has grown immensely, many blacks are still stuck in crime-scorched, nearly jobless ghettos.
What ails black America? Public debate falls between two poles. Some academics and most civil-rights activists stress the role played by racial discrimination. It may no longer be overt, they argue, but it is still widespread and severe. Julian Bond of the National Association for the Advancement of Coloured People reckons that racism is still “epidemic” in America.
Black conservatives, while never denying that racism persists, think it much less severe than before and no longer the main obstacle to black advancement. Bill Cosby, a veteran comedian, tours the country urging blacks to concentrate on improving themselves: to study hard, to work hard and—especially—to shun the culture of despair that grips the ghetto.
The debate is often bitter. Michael Eric Dyson, a leftish academic, argues that the black middle class has “lost its mind” if it believes Mr Cosby's argument downplaying the importance of race. Larry Elder, a conservative pundit, wrote a book about blacks who blame racism for nearly everything called: “Stupid Black Men”.
Mr Fryer eschews histrionics in favour of hard data. He is obsessed with education, which he calls “the civil-rights battleground of the 21st century”. Why do blacks lag behind whites in school? Mr Fryer is prepared to test even the most taboo proposition. Are blacks genetically predisposed to be less intelligent than whites? With a collaborator from the University of Chicago, Mr Fryer debunked this idea. Granted, blacks score worse than whites on intelligence tests. But Mr Fryer looked at data from new tests on very young children. At eight months to a year, he found almost no racial gap, and that gap disappeared entirely when he added controls for such things as low birth weight.
If the gap is absent in babies, this suggests it is caused by environmental factors, which can presumably be fixed. But first they must be identified. Do black children need better nutrition? More stimulation in the home? Better schools? Probably all these things matter, but how much? “I don't know,” says Mr Fryer. It is a phrase that, to his credit, he uses often.
Cool to be dumb
His most striking contribution to the debate so far has been to show that black students who study hard are accused of “acting white” and are ostracised by their peers. Teachers have known this for years, at least anecdotally. Mr Fryer found a way to measure it. He looked at a large sample of public-school children who were asked to name their friends. To correct for kids exaggerating their own popularity, he counted a friendship as real only if both parties named each other. He found that for white pupils, the higher their grades, the more popular they were. But blacks with good grades had fewer black friends than their mediocre peers. In other words, studiousness is stigmatised among black schoolchildren. It would be hard to imagine a more crippling cultural norm.
Mr Fryer has some novel ideas about fixing this state of affairs. New York's school system is letting him test a couple of them on its children. One is to give pupils cash incentives. If a nine-year-old completes an exam, he gets $5. For getting the answers right, he gets more money, up to about $250 a year. The notion of bribing children to study makes many parents queasy. Mr Fryer's response is: let's see if it works and drop it if it doesn't.
Another idea, being tested on a different group of children, is to hand out free mobile telephones. The phones do not work during school hours, and children can recharge them with call-minutes only by studying. (The phone companies were happy to help with this.) The phones give the children an incentive to study, and Mr Fryer a means to communicate with them. He talks of “re-branding” academic achievement to make it cool. He knows it will not be easy. He recalls hearing drug-pushers in the 1980s joking “Just say no!” as they handed over the goods, mocking Nancy Reagan's anti-drug slogan.
Blacks who do well in school are hungrily recruited by universities, which often admit them with lower test scores than are required of whites or Asians. The bar was first lowered for blacks out of a sense that America owes them a debt for past discrimination. Now universities are more likely to argue that racial diversity is valuable for its own sake.
But racial preferences are unpopular among whites, and the most blatant ones are, increasingly, illegal. The University of Michigan used to give applicants more points for being black than for getting a perfect score on the entrance exam. The Supreme Court deemed this unconstitutional in 2003, but ruled that less explicit preferences might be allowable.
When voters are asked if they want to ban racial preferences in the public sphere, they generally say yes. Since the 1990s, three states have passed referendums barring racial preferences, and four more may do so in November. Opponents of racial preferences argue that they are bad for blacks, too.
A study by Richard Sander of the University of California, Los Angeles, found that when the bar is lowered for black applicants to law school, they are admitted to institutions where they cannot cope. Many who drop out of top-tier colleges might have thrived at slightly less competitive ones. Mr Sander calculated that the net effect of pro-black preferences was actually to reduce the number of blacks who passed the bar exam. That is, racial preferences for black law students result in fewer black lawyers. John McWhorter, the author of “Winning the Race: Beyond the Crisis in Black America”, argues that lowering the bar for blacks also reduces their incentive to excel at school. “As long as black students have to do only so well, they will do only so well,” he says.
For every dollar that a white man earns, a black man makes only 70 cents. Such figures are sometimes bandied around to imply that nearly all of this gap is caused by discrimination. That is bunk. If a firm could really get the same work done 30% more cheaply simply by hiring blacks, someone would have noticed and made a fortune doing just that.
That said, blacks certainly face barriers in the job market. Two economists, Marianne Bertrand and Sendhil Mullainathan, sent out 5,000 replies to job advertisements in Boston and Chicago. Each fictitious applicant was randomly assigned either a black-sounding name, such as Jamal or Lakisha, or a white one, such as Emily or Greg. For every ten jobs the “whites” applied for, they were offered one interview. The “blacks” had to post 15 letters to elicit the same response. Clearly, some managers are racist. But many are not. And many firms are desperate to hire and promote blacks, if only to avoid lawsuits.
The short straw
Looked at more closely, the statistics are murky. White men are more likely to work than black men. The proportion of black men participating in the labour force fell from 74% in 1972 to 67% last year. Whites start more businesses, too. Only 5% of firms are black-owned, though blacks account for 13% of America's population.
A black woman with a degree earns as much as a white woman with a degree. But with a professional degree, the black woman earns 30% more (see chart 2). That does not prove that law firms discriminate in favour of black women—though they may. Another explanation is that a skilled white woman is more likely to have a rich husband (or indeed any husband), and so may have less incentive to maximise her earnings.
Even when blacks earn as much as whites, the whites are typically far wealthier. In 2000 the average white household in the bottom fifth of income-earners had net assets of $24,000. The figure for blacks was a piffling $57. Whites in the middle fifth were five times wealthier than their black counterparts.
Partly this is because whites inherit more. But it is also because of different approaches to investment. Blacks are more likely to put their money in the bank, notes Mr Fryer. Whites are more likely to invest in shares, which generate higher returns. Compound this over a couple of generations and the effect is colossal.
Another crucial factor is the collapse of the black family. The proportion of black babies born out of wedlock has nearly doubled since 1970, to 69%. And 70% of these births are to mothers who are truly alone, not cohabiting. Stable two-parent families accumulate wealth more easily than single-parent homes. Two salaries stretch further, two pairs of hands mean less need for paid child care. Two-parent families also find it easier to raise well-adjusted, studious children, who go on to start stable families of their own. Broken families, if middle class, find it harder to stay that way. And if they start in the ghetto, they find it harder to break out.
“Black life is not valued!” booms Michael Walrond, a popular pastor in Harlem. He is referring to the news that three police officers were acquitted of all charges after shooting dead an unarmed black man, Sean Bell, a few hours before his wedding. The cops fired 50 bullets, but the pastor says he is outraged by the figure of 31. Members of his mostly black flock know immediately what he means. Two of the officers were black and all of them thought Mr Bell had a gun. But it was the white officer who reloaded and fired 31 rounds. Mr Walrond's angry sermon draws cheers.
Afterwards, in his office, he agrees that it is not only whites who devalue black lives: black criminals do too. Mr Walrond, like many inner-city clerics, works hard to reform those who stray. But like Barack Obama's former pastor, Jeremiah Wright, he tends to assume the worst about his country. He finds Mr Wright's theory that the government concocted the AIDS virus to kill blacks “credible”.
He refers to the Tuskegee experiment between 1932 and 1972 when some doctors in Alabama deliberately neglected to treat black syphilis patients in order to study the disease's progression. That was an abomination. But it is hardly evidence that the government is bent on genocide.
From alienation to despair
Is the state racist? Those who think so often point to the criminal-justice system. A startling 11% of black males aged 20-34 are behind bars. Overall, black men are seven times more likely to be incarcerated than white men. Until recently, sentences for crack offenders (who are mostly black) were much harsher than those for powder-cocaine offenders (mostly white). Ex-convicts in several states are barred from voting, a penalty that deters no crime but signals to wrongdoers that they can never be full citizens again. “We are becoming a nation of jailers, and racist jailers at that,” reckons Glenn Loury, an economist.
Not so, says Heather Mac Donald of the Manhattan Institute, a conservative think-tank. Blacks are more likely to be jailed because they commit more crimes, she argues. In 2005 the black murder rate was seven times higher than that for whites and Latinos combined. Harsh crack laws account only for a smidgeon of the disparity in incarceration rates. In 2006 blacks were 37.5% of state prisoners; exclude drug offenders and that figure drops to 37%. And since black criminals' victims are mostly black, some argue that locking more of them up has saved many black lives.
In other ways, it is far from clear that the government is trying to keep blacks down. Affirmative-action policies mean that it provides jobs for a disproportionate number of them. It also allows blacks who own small businesses to charge 10% more than whites and still win federal contracts. “Small” is generously defined. A firm with 1,500 employees can qualify. Its black owner can be worth $750,000—excluding his home and business—and still be deemed “economically disadvantaged”.
Yet many blacks feel alienated in a way that is “vastly disproportionate to real-life stimulus,” frets Mr McWhorter. When New Orleans flooded, some speculated that the government had blown up the levees. Even cooler heads believed that the botched response stemmed from George Bush's indifference to black suffering.
Alienation has consequences. Amid the revolutionary fervour of the 1960s, says Mr McWhorter, many blacks learned that “America's racism rendered it unworthy of any self-regarding black person's embrace and that therefore blacks were exempt from mainstream standards of conduct.” The conventional wisdom about ghettos—best expressed in William Julius Wilson's book “When Work Disappears”—is that inner cities decayed because factories moved away. But the jobs often moved only a couple of bus rides away. Noting that millions of blacks moved halfway across the country to find work during the “great migration” in the early 20th century, Mr McWhorter wonders why so many of their descendants failed to follow suit.
He offers two explanations. First, a huge expansion of open-ended welfare in the 1960s enabled mothers to subsist without work. Until the mid-1990s, welfare often paid better than an entry-level job. Second, the counter-culture taught young blacks that working for “chump change” was beneath their dignity.
Bill Clinton fixed welfare and pushed millions of jobless women into work. Violent crime has also fallen sharply since the 1990s, despite the best efforts of gangster rappers to glorify it. Previously dysfunctional cities, such as New York and Washington, DC, are now soberly governed and better places to live in.
Yet many African-Americans are intensely gloomy. In a poll last year, only 44% said they expected life for blacks to get better, down from 57% in 1986. The subprime mortgage crisis, which will cost many black families their homes this year, will surely deepen the gloom.
Some blacks contend that racism has simply gone underground. Ellis Cose, a journalist, once wrote that even middle-class blacks suffer constant subtle racial slights, and that these are so distressing that they “are in the end most of what life is”. Other blacks think he exaggerates. Sometimes, says Mr McWhorter, the assistant trailing you in a store is just trying to sell you something.
If Barack Obama can only...
Taking the longer view, there is much to cheer. In every way that can be measured (a big caveat), racism has diminished in the past two generations. Inter-racial marriages are up sevenfold since 1970. Young Americans are far less likely to express racial animosity than their elders, suggesting that as old bigots die, they will not be replaced. And if Mr Obama becomes president, it would “raise the ceiling for everyone,” says Robert Franklin, the president of Morehouse, a black college in Atlanta.
“For me, racism is not going to be an obstacle,” says DeWayne Powell, a student at Morehouse. He recalls an incident when, en route to drop off his college application, he stopped to ask for directions. A white receptionist asked sneeringly whether he could read. “I laughed,” he says. “I thought: I'm on my way to fulfil my destiny, and you're stuck behind that glass.”
This article appeared in the Briefing section of the print edition under the headline "Nearer to overcoming"
Briefing May 10th 2008
From the May 10th 2008 edition
Discover stories from this section and more in the list of contentsExplore the edition
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It would spread far across the region, with devastating consequences for the world | <urn:uuid:2a275576-e7e8-4ea0-88d9-90bdbb9696d6> | CC-MAIN-2023-14 | https://www.economist.com/briefing/2008/05/08/nearer-to-overcoming | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945440.67/warc/CC-MAIN-20230326075911-20230326105911-00386.warc.gz | en | 0.972098 | 4,026 | 2.71875 | 3 | The extract provides a comprehensive discussion on racial inequality in America, touching on various aspects such as education, employment, and social dynamics. It presents different perspectives, including those of academics, activists, and everyday individuals, showcasing a range of opinions on the topic. The article delves into complex issues like systemic racism, cultural norms, and economic disparities, demonstrating a nuanced understanding of the subject matter. However, it lacks explicit connections to soft skills development, such as leadership, teamwork, or communication strategies, which are not directly addressed in the extract.
Educational score: 3 | 3 | 2 | 142,527 | 0 |
I’m working on a writing report and need a sample draft to help me learn.
Think back through the cultural and ideas, literary devices, value of story, and commonalities and differences among our readings in light of all three of this weeks readings. write a essay in APA format in which you identify the literary influences evident in the texts produced by these three writers. Which do you find most effective, least effective. Does the extreme satire of Swifts essay, or the question about whether Equiano was actually Nigerian, or Walstonecrafts philosophical approach to fighting for womens education actually make a difference? Or does it go too far.
Tips in writing a perfect essay
Writing a perfect essay requires careful planning, research, and attention to detail. Here are some tips to help you craft a great essay:
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Start with a clear thesis statement that states your main argument.
Use evidence and examples to support your thesis statement.
Create an outline to organize your thoughts and ensure a logical flow of ideas.
Use clear and concise language, avoiding unnecessary jargon or complex sentence structures.
Edit and proofread your essay carefully for grammar, spelling, and punctuation errors.
Take breaks and come back to your essay with fresh eyes to ensure you haven’t overlooked anything.
By following these tips, you can write a well-structured, well-researched, and compelling essay.
ENGO 221 Interesting Narrative of the Life of Olaudah Equiano Essay
The post ENGO 221 Interesting Narrative of the Life of Olaudah Equiano Essay first appeared on Now Essays. | <urn:uuid:767cde31-83f5-4ede-9bbe-1d2389aafda1> | CC-MAIN-2023-23 | https://essayscope.com/engo-221-interesting-narrative-of-the-life-of-olaudah-equiano-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224657735.85/warc/CC-MAIN-20230610164417-20230610194417-00244.warc.gz | en | 0.878785 | 355 | 3 | 3 | The extract provides guidance on writing an essay, including tips and a specific assignment prompt. It touches on cultural awareness, literary analysis, and critical thinking, but lacks depth in soft skills development, such as teamwork, leadership, and emotional intelligence. The focus is primarily on writing and research skills.
Educational score: 2 | 2 | 1 | 823,044 | 0 |
One of the key factors that lead to success in life is being responsible. From childhood, my parents and the whole society at large have been pushing me to show responsibility through my actions, feelings and utterances.
The question that is left begging is: What does responsibility entail? In my opinion, responsibility is making decisions that are mutually beneficial to me and the people that I interact with in everyday activities. This paper shall define this term and evaluate its application in my personal life.
Responsibility: A Brief Overview
Responsibility refers to one’s ability to perform assigned duties and obligations satisfactorily. This entails taking care, being accountable and accepting the results of one’s actions, feelings and utterances. Throughout my life, I have come to the realization that no matter how smart one is, responsibilities play a pivotal role in the facilitation of success in any endeavor.
In addition, I have come to terms with the fact that as a human being I cannot be responsible for things that are out of my control. For example, you are not responsible for people’s feelings about you or others in society and efforts to change such perceptions may prove to be deleterious.
Personal view on the meaning of Responsibility
I believe that responsibility is about seizing opportunities, making the right choices and having control of different situations no matter how challenging they are. It is my ability to respond appropriately by facing the world and actualizing my desires through personal choices.
For example, my parents have always insisted that I exercise patience and discipline in all I do. They argue that these virtues make for a responsible person. As such, I have always applied these virtues in all I do and as a result, people around me consider me as a responsible person.
In the world we live in today, responsibility is measured by the level of efficiency one exhibits as he/she performs a given task. Be it at home or at work, responsibility is hinged on the realization that our actions contribute positively or negatively to the lives of those who rely on us. As such, failure to meet such obligations constitutes to us failing or letting them down.
While man is to error, responsibility demands that we accept our failures because it is through such situations that one becomes more responsible. For a very long time, I associated responsibility with blame.
This is mainly due to the fact that people always demanded to know who was responsible for a particular mishap. However, I have come to understand that responsibility is not only based on successful execution of tasks, but also on one’s ability to accept and own his/her mistakes (accountability).
As a man, there are various duties and obligations that the society expects me to perform. Key among them is to excel in education. Education plays a significant role in character building. For example, a student who plans his/her time effectively, achieves the set goals (grades, discipline and respect) is often viewed as a responsible person. This is because such a student performs successfully in the tasks given at school.
As such, an educated person is responsible in the sense that he/she understands what is expected of him/her in regard to personal behavior, career and social objectives. My parents insisted that excellence in education leads to better responsibilities.
I have witnessed this through my career, whereby I have to delegate duties and manage employees. In essence, I am responsible for them and they rely on me as much as I rely on them for success.
Similarly, responsibility is about balance. A person who takes care of his family is viewed as a responsible man in society. This kind of responsibility is not based on his financial ability, but rather, on his ability to balance his work and family lives effectively. I remember my father telling me that I should not focus on my personal career and forget my duties to those people that I care about.
As an example, he told me how a friend of his concentrated on his job so much that he ended up losing his family. One may argue that he was responsible at work by coming in on time, finishing tasks efficiently and before the deadline or even working overtime. However, he failed his family and people in society viewed him as an irresponsible person.
Personally, I have worked very hard throughout my life to become a responsible person. While I have succeeded in most areas (personal health, hygiene, reputation and finances), there are numerous challenges that shake my confidence.
One of the main challenges is dealing with people who do not care how their actions affect others. I know that through our choices, we determine how our lives turn out. As such, dealing with an irresponsible person gives me grief.
From this paper, it has been established that responsibility is not merely executing the tasks we are assigned, but also being brave enough to admit our mistakes and the consequences that arise from them. If people understand responsibility the way I do, they will make this world a better place even for future generations. | <urn:uuid:0c97c15b-5158-48f9-9a8c-dddacb37aa00> | CC-MAIN-2020-10 | https://ivypanda.com/essays/responsibility-definition/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144979.91/warc/CC-MAIN-20200220131529-20200220161529-00056.warc.gz | en | 0.980835 | 1,008 | 3.234375 | 3 | The extract discusses responsibility, a crucial soft skill, and its application in personal and professional life. It explores the concept of responsibility, accountability, and balance, providing personal anecdotes and examples. While it lacks nuanced interaction and complex problem-solving opportunities, it covers basic communication and teamwork concepts. The extract also touches on emotional intelligence, leadership, and critical thinking, but with limited depth.
Educational score: 3 | 3 | 2 | 647,836 | 0 |
by James Su, Vision Science
Teaching Effectiveness Award Essay, 2007
As a graduate student instructor for VS 203B, Dioptrics and Physical Optics, I have the pleasure of working with all of the sixty first-year optometry students, who view this course only as a mathematical prerequisite to passing their first year. In reality, this is a course where they can learn something applicable and useful for their future clinical rotations and real-life practice. As it turns out, they only study to memorize such jargon as “Keplerian,” “exit pupil,” “vignetting,” “Ramsden circle,” “field of view,” etc., the equations related to those terms, and sample problem sets. Who can blame them? They don’t see the connection between understanding the actual optics at work and their clinical practice. If they are learning to improve the visual experience of patients, the least they should understand is the underlying mechanism of how physical optics works, and that is best done by understanding the simple pieces of optics equipment.
Setting out to debunk their present notion of passing the class solely by memorizing equations and sample problems, I started bringing different pieces of optics equipment that would set the topic for the day’s discussion section. My favorite remains the Keplerian telescope discussion. At a glance, it is a small telescope with few elements: one plus lens as the eyepiece, a mirror to reflect the image, a prism in the middle to invert the image, and a plus lens as the objective. There are many equations that will describe the image size, the distance, and the magnification of such systems; however, I choose not to invoke the mathematical monstrosity with a lecture. Instead, I simply give a telescope to each group and ask them to take apart the telescope, list the elements, look at various objects through each, put them back together, and answer just one question: “What happens to the light rays that enter the system at each element?”
Right away the students are off to start writing and making sketches. At this point I just need to go around and answer any questions they have. Once I start hearing “oohs” and “ahas,” I know the students are starting to understand the physical effects of each of the telescope elements. The math comes naturally once the students understand what physically happens to the light rays that are squeezed, expanded, reflected, and bent. A colorful short clarifying sketch on the whiteboard easily sums up the discussion section, explaining how the projected image relates to the real-world object. Their field of view has just expanded.
One very revealing indication of the success of my teaching effort is that nearly all sixty students attend my discussion section every time. They all love the simple demonstrations that I frequently bring to the section. Many students have come up to me after class telling me how much more they understand through such demonstrations. The demonstrations also greatly encourage class participation by allowing students to interact with one another, debating what occurs with each element and fully understanding the combined result. In the end, the students have not only passed the class, they have gained a deeper appreciation for the optics of the eye. | <urn:uuid:95b69f94-7bd1-40f4-813e-5c310d22de96> | CC-MAIN-2023-14 | https://gsi.berkeley.edu/suj-2007/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00758.warc.gz | en | 0.950453 | 671 | 2.625 | 3 | The extract demonstrates a teaching approach that promotes interactive learning, critical thinking, and practical application, earning it a high score. It showcases the instructor's ability to engage students, encourage participation, and help them understand complex concepts through hands-on experiments. The extract highlights the development of critical thinking, problem-solving, and communication skills, as students work in groups and discuss their findings.
Educational score: 4 | 4 | 3 | 138,451 | 1 |
October is National Bullying Prevention Month. And the choice of words matters. Prevention is different than awareness. Building awareness is not needed, we know how bullying works and how to deal with it.
Bullying, is not an action. It’s not punching, or name calling, or social media.
It’s a mentality.
Bullying is intentional and repetitive, it’s about creating a power imbalance to make one person feel lesser with the “Bully” attempting to make themselves feel more powerful at the expense of the victim.
The reason October is called a “prevention” month and not a “awareness” month is that bullying can be solved. We have the cure!
The cure is building confidence in children. Confident children are bully-proof. Confident kids don’t become bullies.
Unfortunately, or fortunately depending on your point of view children are much less independent now than they where in previous generations. Their lives are more structured, more supervised and they are rarely without the presence of an adult.
As a result anxiety levels can go up, confidence levels can go down and bullying levels increase.
What kids need is independence, autonomy and a sense of being able to contribute.
So here are some things that we feel every kid should learn:
Swimming - Basic swimming skills should be something everyone learns.
Cooking - The ability to feed yourself should be something everyone has. It can also help with dealing with picky eaters, giving them choice and being able to be a part of the process will lead to more willingness to try new things in many cases.
Talk to Strangers - Simply going up to a till and making a purchase on their own, interacting with a cashier. Ordering their own food in a restaurant, little things can go along way. With Halloween coming up let them ring the bell, knock on the door and yell “Trick-or-Treat” and say thank you at every house. In one evening they can talk to a whole bunch of strangers.
Take care of a pet - The act of taking care of a something, regardless of what it is (dog, cat, fish, hamster, etc) gives a sense of being needed and important to something else survival.
Learn how to Lose - Kids need to lose, not just win. In life it’s how we handle our loses and how we deal with adversity that determines our success of failure. Whether it’s in sports, games or anything else… they need to lose as well as win.
Basic First Aid - How to clean a scratch and put a band aid on if needed. But being able to treat their own minor bumps and scratches then carry on with what they where doing.
Teach Someone - Even teaching someone to play a board game, teaching someone something shows them that they can know things others don’t and are able to transfer that knowledge.
Learn Jiu-Jitsu / Wrestle - Wrestling, grappling, Jiu-Jitsu, whatever it is called is an important part of development, something we are now starting to see science to back the importance of. It's vigorous, free-form, whole-body, energetic, happy play. Kids learn decision-making skills, relieve stress, improve their ability to read social cues, and enhance their cardio-vascular health.
Create a game - Board game, physical game, any sort of game. Understanding that games (and life) has a set of rules and success comes from playing within those rules. Rules are what make games work, and what makes them fun.
Speak to a Group - Like a lot of things on the list this is something that can be really simple. Speaking to a group of friends to thank them for coming at a birthday party, but bonus points if it’s not just people they know.
Make a Video - Youtube is here to stay, and they will hit an age where they probably want to be a youtuber. So let them make a video, (you can add privacy setting if you want), send it to family and friends and let them get some likes and views.
And a small favour - What's something you do with, or have your child do to help them build confidence? | <urn:uuid:fa0eed87-0b23-43e6-acda-d3c563ae0b4b> | CC-MAIN-2020-10 | http://innovativema.ca/blog.php?entry=0062 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145316.8/warc/CC-MAIN-20200220224059-20200221014059-00301.warc.gz | en | 0.957302 | 886 | 3.46875 | 3 | The extract discusses building confidence in children to prevent bullying, providing practical tips and activities to promote independence, autonomy, and self-esteem. It covers emotional intelligence, leadership, and critical thinking, with a focus on real-world applications and cultural awareness. The content is comprehensive and engaging, with opportunities for children to develop essential life skills.
Educational score: 5 | 5 | 4 | 624,479 | 1 |
Integrating De-escalation Techniques into Policing
When many police officers hear the term “de-escalation techniques” they often initially react with skepticism or even aversion. In recent years, policing has been inundated with public criticism, political posturing, and “expert” dissection of police tactics. While some of the commentary has been less than useful, there have been certain aspects of the systemic critiquing that has positively benefited policing. De-escalation is one such area.
In an article I wrote on body-worn cameras (BWCs), I emphasized the positive points about BWCs and the many benefits they provide. De-escalation should be looked at much the same way. Officers should consider the many benefits and uses for de-escalation techniques.
What is De-escalation?
De-escalation is defined as a “reduction of the level or intensity.” During every single citizen encounter, officers are working to de-escalate adverse or demanding circumstances. Whether they are issuing a traffic citation or calming down a frantic parent who has lost their child, officers are constantly engaging in de-escalation.
Some examples of de-escalation techniques include:
- Slowing down an encounter by “backing off” from immediate intervention or action. Not every situation requires immediate action. This has historically been a significant lesson in the field training of new officers.
- Be compassionate but firm, in communicating and “defusing” a tense situation before escalation by either an officer or citizen occurs.
- Use discretion to the officer’s advantage. Believe it or not, there is no shame in coming back later or decreasing the enforcement action taken to enforce the law.
While de-escalation techniques are often effective, just like all tools at an officer’s disposal, de-escalation techniques are not always applicable. Active shooter training, for example, teaches law enforcement to actively seek and neutralize the threat. Should an officer encounter a suspect shooting individuals, the officer is required and expected to immediately eliminate the threat. The bottom line is that it is generally preferential for officers to attempt to de-escalate most situations when and where warranted, but sometimes a suspect’s actions do not allow for the deployment of such tactics.
How De-escalation Reduces Stress
De-escalation techniques can not only help diffuse an encounter, they can also help an officer reduce his or her stress level.
The one thing that all citizen encounters involve is some type of discourse. The Police Executive Research Forum’s recommendations for officers on de-escalation recommends many tactics, but all of them have one thing in common: They all involve discourse and communication. Whether it be spoken, unspoken, or through body language, communication is central to the policing function. Discourse is the mechanism through which de-escalation is ultimately achieved.
Engaging in effective discourse naturally de-escalates a situation, which reduces the level or intensity of the encounter. This is beneficial for both the citizen and the officer because it results in the natural physiological reduction of stress.
De-escalation Improves Community Relationships, Job Performance
Studies have shown that citizens base their perceptions of police officers off their last encounter with an officer. Communication is at the heart of all positive and negative encounters. Police officers who develop proper de-escalation techniques, use them when appropriate, and mitigate the need for force will see improved job performance. Supervisors will likely see their officers face a decrease in complaints, engage in more professional relationships, and execute higher quality investigations.
Most importantly, individual officers will reduce their chances of being assaulted, mitigate their risk of being sued, and become more effective at their job. By embracing de-escalation techniques, over time, officers are likely to see a huge return on investment in the form of increased health, life longevity, and maybe even a promotion!
Promoting De-escalation Techniques
Fortunately, more agencies are formally including de-escalation techniques in their policies. This encourages officers to use de-escalation techniques because it keeps them policy-compliant, while also helping them to mitigate stressful situations and maintain a high level of job performance.
As a trainer and educator of police officers, my daily goal is to improve the profession by improving the officers. We must first remember something we all learned when first coming onto the job: If we don’t take care of ourselves and get there safely, we can’t help someone else in need.
While de-escalation may seem like a buzzword or another temporary fad, it’s not. Officers should realize that these techniques are now a permanent part of policing. Rather than focusing on the mandatory aspects of de-escalation, officers should instead embrace the positive effects on their health and career that come from using de-escalation techniques.
About the Author: Christopher L. McFarlin, J.D. has served as a detention and law enforcement officer, a state prosecutor and criminal defense attorney, as well as a judge. Currently, he is a faculty member with American Military University’s School of Security and Global Studies. He teaches undergraduate and graduate courses in Criminal Justice, Criminology, Administration of Justice, and Civil Law. Currently, he is a commissioned reserve law enforcement officer in South Carolina, serving with his local police department in the patrol division. Lastly, he serves as a subject matter expert and guest speaker on a variety of topics pertaining to the criminal justice system. For more information on expert consultation services, policy development, or other criminal justice related matters, you can contact him at Christopher.McFarlin73(at)mycampus.apus.edu. | <urn:uuid:b64702a7-8e7c-480d-a126-efde711f7a8c> | CC-MAIN-2017-34 | http://inpublicsafety.com/2017/07/integrating-de-escalation-techniques-into-policing/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105455.37/warc/CC-MAIN-20170819143637-20170819163637-00350.warc.gz | en | 0.946391 | 1,179 | 2.8125 | 3 | The extract discusses de-escalation techniques in policing, emphasizing their benefits and practical applications. It covers communication, emotional intelligence, and critical thinking, with realistic scenarios and nuanced interaction. The article promotes professional development, cultural awareness, and digital literacy, although the latter is not explicitly mentioned. The content is comprehensive and relevant to real-world policing, demonstrating a strong focus on soft skills development.
Educational score: 4 | 4 | 3 | 958,693 | 1 |
Beth Elohim Messianic Synagogue
Did Socrates Obtain Salvation?
An Exercise of Dialectic
I will be using SOCRATES own method: Sometimes called the Method of Dialectic. A form of seeking (“boxing in”) knowledge by employing questions and answers. For example, a question is put, such as: “What is courage? The answer offered by the respondent takes the form of a definition. Socrates then proceeds to refute each definition by offering a counterexample designed to show that the definition which was offered was too narrow, too restricted or is biased or uninformed.
Did Socrates obtain “salvation” and entry into “heavenly places” because of what he has done?
a). Primary evidence offered by the proponents of the “salvation of Socrates” is:
Socrates own statement, “an unexamined life is not worth living.”
b). Secondary evidence offered is statements made by Yahshua, such as; “…whosoever
loses his life shall gain it…”
In order to evaluate the question we must initially examine the evidence. We should direct our attention to the primary evidence first. What does Socrates mean by, “an unexamined life is not worth living?” The basis for this statement and consequently the definition is found in Socrates’ philosophy expressed in his “apology” as written by Plato. There are three points pertinent to the question:
1.) The only true wisdom consists in knowing that you know nothing.
2.) The improvement or “tendance” of the soul, the care for wisdom and truth, is the highest good.
3.) And the most important: Socrates’ principle that virtue is knowledge and his claim that to know the good is to do the good.
Socrates’ view of virtue, of what is right and what is good may be called a rationalistic moral philosophy. Simplistically, Socrates is saying that if we examine our individual lives we will choose the right and do the good by virtue of knowledge. He encapsulates this principle in a famous line: “No one does evil voluntarily.” I cannot agree with this simplistic assertion and will offer my reasons later.
Justin Martyr and Clement of Alexandria, both so called church fathers, held views that placed reason over revelation. Justin Martyr believed that the Bible held that “reason is implanted in every race of man.” In view of this he held that those among the ancient Greeks “who lived reasonably are Christians, even though they have been thought atheist. We might conclude by this statement that Socrates was “saved”, after all Justin Martyr and Clement of Alexandria are respected church authorities. Associatively, in Romans 2:12-16, Paul writes that there is a law written on the hearts of the unbelievers (v.15), so that they know “by nature what the law requires” (v. 14). In the first chapter of Romans pagan sins (including homosexual practices) are said to be “against nature” (V. 26). This revelation of G-d to men has been called “natural law” and has been available to men since the creation of the world and so men are without excuse. Since Socrates’ proponents resort to ad hominem evidence by using the words of Yahshua to establish their claim, which also must presuppose the authority of the scriptures, then, Socrates would not have obtained heavenly status because he was a practicing homosexual. By his own account this prohibited behavior should have been revealed to him based on his belief that innate truths resided in men’s minds because they knew them in a preexistence life and only needed the proper question to reveal the right knowledge.
We shall also see that from empirical evidence that his statement is not valid. Modern psychology, social and behavioral sciences have served to question the reliability and soundness of Socrates’ findings. First, Socrates may have been subject to delusion or illusion. Secondly, the object of reality is conceived very differently by different persons. In the case of Socrates we might conclude that he was a pre-incarnationist that believed in the pre-existence of souls. This would seemingly place Socrates’ proponents outside his worldview, since their appealing to ad hominem evidence, namely the words of Yahshua, necessarily conflicts with this theory, and if authority is to be appealed to it seems that all authority or none is in order when it relates to something so pertinent as G-d’s word. Thirdly, experience as such does not establish anything except the experience. Even if I possess a true knowledge of human nature, of how to live, of what to strive for, of what will bring me happiness, there isn’t any assurance that with this knowledge I will act upon it and do good. We have learned too much, to quote individual sources concerning the many non-rational forces in human personality, which combat reason-instincts, emotions, passions, impulses, drives-and to which reason appears always to be taking second place. Freud best stated it: the unconscious is understood as a “seething cauldron” of powerful desires against which reason is weak if not helpless.
From Socrates’ proponents’ perspective, he having examined his life and acted upon it rightly would have obtained salvation. However, to obtain salvation there must be something to grant it based on qualification or all humanity would have reason to obtain without effort as an inherent right. In order to validate Socrates’ statement linguistically we must suppose that he presupposes some “uncaused causer” or divinity. For his case to succeed, we must “presuppose” that salvation is the result of reason. But is G-d (the uncaused causer) subject to the law of reason? Can human reason stand in judgment of G-d or His Revelation in scripture? Is not G-d transcendent to all human reason? Is not G-d the creator of human reason and the sovereign over all his creation? If this is not so is He G-d and what does it matter?
Augustine said it well:
(1) My mind understands some immutable truths (such as 7 + 3 = 10).
(2) But my mind is not immutable.
(3) A mutable mind cannot be the ground of immutable truths.
(4) Hence there must be an Immutable Mind (That is, G-d).
Therefore, it seems to me that we must look beyond the limited range of pure reason to “establish” salvation and entry into heavenly places. How do we do this?
First, we have to establish reason as a ground to establish truth epistemologically. We then have to apply what we learn to the evidence purporting the question of Socrates’ “salvation?” We then may discover an element missing in his logic that goes beyond pure reason? In order to do this we have to entertain some hard questions. The central question is how dowe know G-d has spoken infallibly in the Bible, since one of the evidences invoked by Socrates proponents is the words of Yahshua as represented in the Bible. We must consider:
1) If there is a G-d
2) and if he has spoken in the Bible
How can we justify this belief? It cannot be answered by a simple appeal to faith, for the following reasons.
1) An appeal to whose faith? Persons of different religions have different faiths. Which is right?
2) Faith in which book? The Koran, the Bible, the Book of Mormon? They all claim to be G-d’s Word and their claims contradict one another.
3) Belief statements are not a justification they are simply an affirmation. Beliefs are not knowledge; they must be justified before they can be known to be true.
4) There is a difference in “belief that” and “belief in” that must be recognized. “Belief in” requires no evidence but is simply an act of faith. “Belief that” demands evidence.
Into what category does “Socrates’ salvation” fall? It must be defined as “belief that” demands evidence, and the primary evidence cited appeals to Socrates’ own authority as a philosopher; a non sequitur in light of Socrates’ other philosophical conclusion that the only “true wisdom consists in knowing that you know nothing”, and the second part of this evidence, the words of Yahshua, a more reliable source.
5. All truth claims must be justified, or else anything and everything claimed to be true, is true. Even the Bible warns, “Do not believe every spirit, but test the spirits to see whether they are of G-d” (1 John 4:1) And Paul concerning the laws of reason said, “Avoid…contradictions of what is falsely called knowledge” (1 Tim.6: 20). Peter commanded that believers give “a reason of the hope that is in them” (1 Peter 3:15). G-d in Isaiah 1:18 bids us to “Come now, let us reason together, says the L-rd.” There is ample proof in scripture that we are to exercise reason. So how are we to appeal to reason to justify our beliefs?
I. We start with the presupposition that G-d exists backed up by convincing reasons that support that belief. None of these are without criticism, but it is safe to say that atheists cannot prove there is no G-d. There is neither time nor space here to present the five basic viewpoints of G-d, and I will only survey the one most common to the Judeo-Christian tradition, the Theistic Concept.
1) G-d is both beyond and in the world. Transcendent and immanent. G-d is infinite and unlimited and the universe is finite and limited. G-d is immanently present as the sustaining cause of the universe. (The uncaused causer of Socrates).
2) The world is dependent on G-d for its existence and sustaining sustenance.
3) G-d alone is a Necessary Being. He is a Being that cannot not be. Everything in the world is contingent. What cannot be must be created in order for it to exist passing from non-being unto being.
4) G-d created the world from ex nihilo.
5) G-d can act supernaturally in the world. There is a natural order established by G-d, which is descriptions of the regular way G-d works in His creation, not prescriptions of how He must work. He is sovereign and may supersede this order at will creating miracles.
II. If G-d exists then miracles are possible. Since G-d is all-powerful He can do anything that is not a contradiction. Therefore miracles are possible.
III. There is ample historical evidence that Yahshua lived and that the New Testament documents are a reliable record of what Yahshua taught. But the New Testament tells us that Yahshua claimed to be G-d in human form (John 5:23, 8:58, 10:30.; Mark 2:7.; 14:6), furthermore, Yahshua miraculously fulfilled hundreds of prophecies about the coming Messiah-G-d (Ps. 45:7; 110:1; Isa. 9:6), including where He would be born (Mic. 5:2) when He would die (Dan 9:24.), how He would suffer (Isa 53), how He would die (Ps. 22:15) and his resurrection (Psalms 2, 16). In addition to this Yahshua, lived a sinless life (Heb. 4:15; I Peter 1:19; 1 John 3:4) filled with miraculous confirmations of who He was. Including a virgin birth (Matt. 1; Luke 2) and a confirming voice from heaven three times (Matt. 3, 17; John 12. He performed numerous miracles (John 20:30) including raising the dead (John 11), and died a unique death (John 19). Finally Yahshua predicted (John 2; Matt. 12, 17) and accomplished His resurrection from the dead (John 10:10; Matt. 28). There was miraculous confirmation from birth to resurrection of who Yahshua claimed to be. A miracle is an act of G-d confirming the Word of G-d by a prophet. Yahshua’s claim to be G-d was divinely confirmed to be true: Yahshua is G-d!
IV. All G-d’s statements are true by virtue of His being an absolutely perfect omniscient being. Yahshua is G-d therefore all Yahshua said is true. “It is impossible for G-d to lie” (Heb. 6:18)
V. Yahshua taught that the Old Testament was G-d’s unbreakable truth (John 10:34-35) in all its parts. He proclaimed both its inspiration (Matt. 22:43) and final authority over Satan (Matt. 4:4, 7,10) and over all human teaching (Matt 15:1). Yahshua declared the unity of the Old Testament (Luke 24:27, 44) as well as it inerrancy (John 17:17; Matt. 22:29). He called it the “Word of G-d.” Yahshua affirmed the authenticity, divine authority and historicity of the Old Testament. He placed His own words on par with the Old Testament (Matt. 5:18, Matt. 24:35), and said the apostles would be guiding in remembering (John 14:26; 16:13) and teaching everything He had taught them (Matt. 28:18-20), Acts 1:1; 2:42; Eph. 2:20) Hence, the Gospels and Epistles of the New Testament are on the same level as the Old Testament, as was recognized by Paul (I Tim. 5:18) and Peter (II Peter 3:15-16).
VI. Therefore, the whole Bible is the Word of G-d. In conclusion the Bible is the final authority on salvation, faith, our relationship to G-d and on what is right and wrong.
CONCLUSION: The answer to Socrates “salvation” is obvious based on his own methodology and analysis of the evidence. Though the proponents of Socrates could not have appealed to a higher authority than the Bible their error is that they did not counsel the whole of G-d’s Word, and like many who wish to use G-d’s Word to support their own agenda they deliberately distort and take out of context those phrases that foster deception on unsuspecting and ignorant people. The statement cited as evidence is Matthew 10:39 and should be completed as follows, “whoever loses his life for my sake will find it.” Companion passages read in Mark 8:35, “whoever loses his life for me and for the gospel will save it,” and in Luke 9:24, “For whoever wants to save his life will lose it, but whoever loses his life for me will save it.” These passages presuppose a relationship of intimacy and personal knowledge of who Yahshua was and is. I have demonstrated how reason plays a very important part in “belief that”, but lacking in reason is “belief in.” Socrates did not carry his search far enough and this is the part missing in Socrates and his proponents’ thesis. As to the theory that reason alone will produce salvation as alleged in Socrates’ famous dictum: “an unexamined life is not worth living”, I have demonstrated that truth cannot so easily be arrived at through reason solely because of the distorted images we develop with our own limited intelligence. The mind is incapable of totally eliminating external influences and we see truth as through a filter when we rely solely upon reason. Socrates himself admits that the greatest wisdom obtainable is when we acknowledge that we know nothing, which of course contradicts the very essence of his dictum. Pure reason is impossible without the infinite and if we counsel ourselves that we can arrive at pure reason solely by ourselves the counsel of the fool fools us. As we know Socrates did not arrive at total truth as demonstrated by the Word of G-d, which was cited as evidence by Socrates’ proponents. Had his examination not been inadequate he would have discovered that homosexuality was against the natural order, therefore not in harmony with the Creator (Uncaused Causer) and therefore he was not living in truth and not deserving of “salvation.” His complacent willingness to participate in his suicide that by all accounts was unnecessary also demonstrates his inability to arrive at the truth by reason alone. He should have known that man is created in the Image of G-d and self-murder is prohibited. Paul said: there is a law written into our hearts that forbids any excuse to man. And we have the written Word of G-d appealed to by his proponents as the most damaging evidence against Socrates’ “salvation.”
It is not for us to take on the mantle of G-d’s authority and anything is possible with G-d, even Socrates’ salvation. Yet, I am invited to reason with G-d and in conclusion by virtue of that reason and its component element the imparted infinite wisdom of G-d through the agency of the Holy Spirit that produces faith, not blind faith, but reasoned faith; I unfortunately have to conclude sadly that Socrates’ did not obtain “salvation” in the manner purported by his proponents.
So, what can we do with this information? We can further examine this issue comparing to other scripture from the B’rit Chadashah that expound upon that from the Tanakh.
Let us look at a few scriptures that address this issue:
1 Cor. 9:23-27 “Don’t you know that in a race all the runners compete, but only one wins the prize? So then, run to win! Now every athlete in training submits himself to strict discipline, and he does it just to win a laurel wreath that will soon wither away. But we do it to wear a crown that will last forever. Accordingly, I don’t run aimlessly, but straight for the finish line; I don; shadow-box but try to make every punch count. I treat my body hard and make it my slave so that, after proclaiming the Good News to others, I myself will not be disqualified.”
Phil 3:14 “I keep pursuing the goal in order to win the prize offered by G-d’s upward calling in the Messiah Yahshua.”
Although we may be walking on the King’s Highway today, we cannot know what we will do tomorrow or the next day. We can fall away from our position in Messiah Yahshua.
Phil 2:12: “So, my dear friends, just as you have always obeyed when I was with you, it is even more important that you obey now when I am away from you: keep working out your deliverance with fear and trembling, for G-d is the one working among you both the willing and the working for what pleases Him.”
We can compare these scriptures to the same concept provided by the spiritual and physical wilderness journey of the Israelites and their perceived status as holy in spite of their lack of trust when confronted with reconnoitering the land Adonai had instructed them to take. Not only that, they spread the false report, sequestering supporters in the community against Moshe and Aharon. (Num. 13:25-30).
We find further evidence that people may think they are following G-d but in fact have issues of which they were and are not aware of today that YHVH/Yahshua identifies as areas that need correcting (Rev. 2, 3).
We must carefully consider where we are in our relationship to the Messiah. Does our keeping the mitzvot outweigh our sins? Do we wear tzitziyot and then gossip? Do we tithe, make time for Torah study, keep our tzedeka secret? Do we grumble against G-d’s commands, statutes, and laws? Do we sequester people to support our agendas in business, social events or in religious gatherings? Do we foster dissention in any venue? Do we put anything before our service to YHVH/Yahshua? Do we place ourselves on the throne of judgment?
This must surely have been on the mind of Melech David when he wrote Psalm as he acknowledges that only G-d knows where we stand with him and that He can reveal our faults and guide us along the path to salvation:
Psalm 139: 1-4 “Adonai, you have probed me, and you know me. You know when I sit and when I stand up, you discern my inclination from afar, you scrutinize my daily activities. You are familiar with all my ways that before I speak even a word, Adonai, you know all about it already.”
Psalm 139: 23-4: “Examine me, G-d, and know my heart; test me, and know my thoughts. See if there is in me any hurtful way, and lead me along the eternal way.
By Rabbis Phil and Tamah Davis | <urn:uuid:b9b355ce-609a-4071-b470-618e39b42b22> | CC-MAIN-2023-23 | https://rabdavis.org/835/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652207.81/warc/CC-MAIN-20230606013819-20230606043819-00366.warc.gz | en | 0.963781 | 4,575 | 2.5625 | 3 | The extract scores 4 points due to its comprehensive discussion of soft skills, including critical thinking, problem-solving, and effective communication. It presents complex scenarios, requiring nuanced interaction and strategic thinking, while incorporating cultural awareness and digital literacy. However, it falls short of a perfect score as it lacks seamless integration of advanced communication, leadership, and problem-solving scenarios that mirror real-world complexity.
Educational score: 4 | 4 | 3 | 631,517 | 1 |
The floods in north-west Haiti have come just four months after a similar catastrophe claimed the lives of more than 2,500 people in the Caribbean country's south-east border region. Then, flash floods and mudslides decimated the remote communities of Fond Verrettes and Mapou, whereas now the focus is on the massive loss of life in the sprawling slum that is the city of Gonaïves.
In both cases, the immediate cause is the absence of trees on the country's hills and mountains, leaving a surface unable to absorb any rainfall. But these disasters demand deeper consideration of why Haiti in particular suffers - and why its people will inevitably suffer again.
Blame for the deforestation that has reduced tree cover from an estimated 60% in 1923, to less than 2% today, falls easily on the country's peasant farmers, who make up nearly two-thirds of the population. But while they do indeed cut down the trees, they are not the guilty ones.
Haiti's peasants are desperately poor; four out of five farmers cannot satisfy their families' basic food needs. When you have nothing to eat, no animals to slaughter, no seeds to plant, nothing to sell, no prospect of finding paid work and your children's hair is turning orange because of malnutrition, what can you do? Felling saplings and digging roots to produce a sack of charcoal to sell for cash is, for many, a matter of life or death.
Part of the reason why the Haitian countryside got in such a state goes back to the country's birth as an independent nation 200 years ago. In the 19th century, former slaves and their descendants took what they most wanted - their own land - when and where they could find it. A nation of smallholders developed. Meanwhile, the country's ruling elite congregated in the coastal towns, living off the spoils of agricultural export taxes and plundering the national treasury.
This situation remained pretty much the same until the middle of the last century, by which time individual landholdings had been divided into smaller and smaller plots over succes sive generations. Farming methods had remained primitive, and the continual need to produce crops to live on meant that farm land was being consistently overworked. As yields decreased, peasant farmers could not afford to leave land idle, nor allow trees to remain where new crops could be planted.
Haitian agronomists and foreign development experts have been considering the relationship between land use, farming techniques and soil erosion since the 1940s. Remedies were proposed, but under the Duvalier family dictatorship (1957-86), Haiti's well-established corrupt style of government was taken to new extremes. Taxes went up and prices paid for agricultural surpluses went down. The pressure on the land grew ever greater.
When democratic government was restored in 1994, following three years of military rule, there was a chance to implement bold moves to address the rural crisis. But the Haitian government was entirely dependent on foreign assistance, and the structural adjustment policies favoured by the international finance institutions (IFIs) had no place for agricultural development.
In a leaked paper in 1996, the World Bank warned that two-thirds of the country's workers based on the land would be unlikely to survive the economic measures demanded by the bank and the International Monetary Fund. It concluded that the rural population would be left with only two possibilities: to work in the industrial or service sector, or to emigrate.
This has come to pass. Foreign aid to Haiti has been turned on and off, but nearly all of it has been allocated to governance, security, elections and support for the private sector. Next to nothing has been done to support the agricultural sector - no land reform, no subsidies for fertilisers or storage facilities, no subsidised credit, no reforestation campaign, and no irrigation projects. At the same time, the free-marketeers have insisted on the reduction - and, in some cases, the elimination - of import tariffs, effectively destroying much local food production.
A ministry of the environment set up in early 1995 had plans to reduce urban consumers' demand for charcoal by promoting the use of gas stoves, to explore the option of importing alternative fuels, and to reforest mountain areas where key watersheds were located.
However, none of these initiatives ever got off the ground because only 0.2% of the US$560 million foreign assistance that was allocated to Haiti during the mid- to late-1990s was assigned to the environment.
The new government, formed following the fall of Jean-Bertrand Aristide in February, is led by Gerard Latortue, a veteran of the UN system, and is stuffed with technocrats who are well aware of the IFI's preferences. Its decision to downgrade the environment ministry to a state secretariat gives a clear indication of its sense of priorities.
In May and June this year, while the south-west was still recovering from its fatal floods, hundreds of development experts were flown to Haiti to help the new government draw up plans for economic renewal. At an international donors conference in Washington DC in July, pledges of support exceeded the government's request for $1.37bn. Less than 10% of this total was allocated to the agricultural sector, and less than 2% for environmental protection and rehabilitation.
By doing nothing to support the poverty-stricken peasantry, the international community is complicit in the loss of life and misery caused by this year's "natural" disasters in Haiti. More tragic still is the realisation that, if things continue as they are, future catastrophes are inevitable.
· Charles Arthur is author of Haiti in Focus (published by Latin America Bureau, 2002). More information: www.haitisupport.gn.apc.org | <urn:uuid:aff53717-5541-4e78-b4ea-3bd30084b0a7> | CC-MAIN-2020-10 | https://www.theguardian.com/society/2004/sep/29/environment.environment | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145260.40/warc/CC-MAIN-20200220162309-20200220192309-00102.warc.gz | en | 0.967003 | 1,181 | 3.125 | 3 | The extract provides a comprehensive analysis of the complex issues surrounding Haiti's environmental disasters, highlighting the interplay between historical, economic, and political factors. It demands critical thinking and nuanced understanding of the relationships between poverty, deforestation, and natural disasters. The text encourages readers to consider multiple perspectives, including the struggles of peasant farmers and the role of international institutions.
Educational score: 4 | 4 | 3 | 510,873 | 1 |
Chloe Arnold on Coral and Ice Exchange
- Category: Climate Change
- Published: Monday, 02 October 2017 15:59
- Written by Chloe Arnold
- Hits: 3000
When I was introduced to the Coral & Ice Exchange program developed by Island Research & Education Initiative (iREi) and Students On Ice (SOI), I was drawn in by its goal which was to educate youth about climate change. As an islander, I first learned about climate change through my school, where it taught me that climate change would impact the people living on small islands like mine. So when the opportunity presented itself -- a trip to the north to learn about climate change -- I had to take it. And believe me, the Arctic expedition was an eye opener.
Before the expedition, I thought the impacts of climate change were only affecting my islands. I only knew climate change in the perspective of an islander. When I went on my expedition to the north, I began to see climate change from different perspectives. I learned that this is a shared issue. In the North, people suffer tragic loss every year because of global warming. The melting ice in the North is causing huge environmental, cultural, and social changes. Sea level rise threatens low lying islands in the Pacific. All over the world, natural disasters occur. I thought I could not do anything to help and that I could only sit by and watch these problems happen. The expedition told me otherwise. The trip taught me that no matter how young I was, I could still join hands to help prevent climate change. The Arctic expedition offered much more.
The expedition offered a chance to see what an island girl like me could only see in pictures. On every daily excursion on land, I was amazed by the beautiful landscape, the ice caps, glaciers, sea ice and the living organisms. The islands I visited were filled with so much history about the Inuit and past whalers and explorers. I got to learn about the history of the Inuit on one of their historical sites. I could only imagine what they had gone through during the winter and how much hardship they had to endure. The trip to the north introduced me to the fascinating Inuit culture. A culture that was so similar to mine. Who knew places so distant could share so much in common? For me, learning about their culture was one of the best highlights of the trip.
The Arctic expedition was indeed an experience of a lifetime. For a while, I could not believe that I was actually in the north. Because of this expedition, I now know what I want to become in life. This was so much more than a trip to the North Pole. I was taught to get out of my comfort zone and experience new extraordinary things. I learned and experience so much in less than three weeks. I met so many wonderful people from all across the globe. We created friendships that are sure to last and help us in the future. By the end of the trip, we all had one ambition which was to protect the planet. | <urn:uuid:07465d4a-21f4-4a8a-b476-d9153d2e50e1> | CC-MAIN-2020-05 | http://www.kpress.info/index.php?option=com_content&view=article&id=746:chloe-arnold-on-coral-and-ice-exchange&catid=14&Itemid=130 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00554.warc.gz | en | 0.981382 | 617 | 2.515625 | 3 | The extract scores high for its thoughtful reflection on a personal experience, showcasing emotional intelligence, cultural awareness, and a growing understanding of global issues. It demonstrates the author's ability to think critically about climate change, its impacts, and the importance of intercultural fluency. The narrative also highlights leadership and problem-solving skills, as the author transitions from feeling helpless to empowered to make a difference.
Educational score: 4 | 4 | 3 | 17,830 | 1 |
Challenge: A recent survey* showed that construction companies need to do more to create inclusive workplaces where everyone is respected and able to thrive.
Why tackle the problem?
- Inhibits health and safety performance and staff wellbeing
- Impedes talent development, creativity and innovation
- Creates significant barriers to progression
- Undervalued staff are unlikely to contribute positively to team working
- Increased potential for bullying and harassment behaviour which could carry significant costs
First steps to addressing it
Educate senior and middle managers on how to create and maintain an inclusive culture in their teams. Where diversity is seen as an asset and good business sense – recent McKinsey research revealed that diverse businesses outperform their competitors by up to 35%.
Our powerful experiential learning programmes, using drama-based training, transforms how people behaviour at work through experience and exploration.
The programmes could include:
- Why inclusion and diversity is important to everyone Photo: Stonewall
- Diversity as a health and safety imperative
- Our individual and collective responsibility to create a respectful, inclusive, fair culture
- Valuing difference
- Increase confidence and skills to identify and challenge inappropriate behaviour
- How language and behaviour impacts on all stakeholders
- Understand and challenge personal pre-conceptions and stereotypes
- Ensuring a culture free from bullying, harassment and discrimination
*Construction News October 2016
Why experiential learning?
- Interactivity: involving participants in a way that classroom training never can
- Exploring difficult issues: these can be generic or specific to an organisation/sector
- A non-threatening, safe environment where delegates reflect on their own and others’ behaviour
- Engagement of all the senses: a key advantage over lectures and classroom-based learning
- Sustained impact on behaviour: lessons are better learned through experience. By winning hearts and minds, experiential training is much more likely to have a sustained impact on behaviour, attitudes and performance
- Cost effective: drama-based training, combined with other techniques, can deliver a powerful and meaningful experience for large numbers at a time. | <urn:uuid:1400cebf-d92a-4dd0-9ce4-13981b404422> | CC-MAIN-2017-30 | http://www.thegarnettfoundation.com/valuing-difference-in-construction/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549427429.9/warc/CC-MAIN-20170727042127-20170727062127-00308.warc.gz | en | 0.937005 | 426 | 2.8125 | 3 | The extract scores high for its comprehensive discussion of soft skills, particularly in the context of creating an inclusive workplace. It highlights the importance of emotional intelligence, leadership, and critical thinking in addressing diversity and inclusion challenges. The use of experiential learning programmes and drama-based training also demonstrates a nuanced approach to professional development.
Educational score: 5 | 5 | 4 | 645,832 | 1 |
PRIMUS DOCTOR: Most learned bachelor whom I esteem and honor, I would like to ask you the cause and reason why opium makes one sleep.
BACHELIERUS: ….The reason is that in opium resides a dormitive virtue, of which it is the nature to stupefy the senses.
—from Molière’s Le Malade Imaginaire (1673)
A man thinks that by mouthing hard words he understands hard things.
The veil of ignorance can be weaved of many threads, but the one spun with the jangly jargon of a privileged profession produces a diaphanous fabric of alluring luster and bewitching beauty. Such jargon not only impresses outsiders but comforts them with what Brian Eno called the last illusion: the belief that someone out there knows what is going on. Too often, it is a two-way illusion. Like Molière’s medical student, we psychologists fail to grasp that our (invariably Latinate) technical terms typically do not actually explain anything. There is nothing wrong with technical terms, per se; indeed, it would be hard for professionals to function without them. However, with them, it is easy to fall into logical traps and never notice. For example, saying that a child does not read well because she has dyslexia is not an explanation. It is almost a tautology, unless the time is taken to specify which precursors to reading are absent, and thus, make dyslexia an informative label.
An additional and not insubstantial benefit of using ordinary language is that you are more likely to be understood. This is not to say that your communication should be dumbed down to the point that the point is lost. Rather, as allegedly advised by Albert Einstein, “Make everything as simple as possible, but not simpler.”
This post is an excerpt from:
Schneider, W. J. (2013). Principles of assessment of aptitude and achievement. In D. Saklofske, C. Reynolds, & V. Schwean (Eds.), Oxford handbook of psychological assessment of children and adolescents (pp. 286–330). New York: Oxford. | <urn:uuid:d7d9de13-5be1-4201-a0e7-d27cb5a71364> | CC-MAIN-2014-10 | http://assessingpsyche.wordpress.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010354479/warc/CC-MAIN-20140305090554-00030-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.929792 | 463 | 2.5625 | 3 | The extract discusses the importance of clear communication, critiquing the use of jargon in professional settings. It promotes using ordinary language to enhance understanding and avoid logical traps. The text touches on critical thinking, problem-solving, and effective communication, but lacks nuanced interaction and complex scenarios.
Educational score: 3 | 3 | 2 | 949,569 | 0 |
Fashion is a constantly evolving and dynamic industry that has played a significant role in shaping culture and society throughout history. From the earliest civilizations to the present day, people have used clothing and accessories to express their individuality and to make a statement about who they are. In this article, we will explore the history of fashion and the various ways in which it has evolved over time.
The Early History of Fashion
Fashion has been a part of human history for thousands of years. In ancient civilizations, clothing was often used to indicate a person’s social status or profession. For example, in ancient Egypt, pharaohs and other high-ranking individuals would wear elaborate and ornate clothing, while the lower classes would wear simpler garments. Similarly, in ancient Greece and Rome, the wealthy would wear luxurious fabrics and intricate designs, while the poor would wear more basic clothing.
The Middle Ages and Renaissance
During the Middle Ages, fashion was heavily influenced by the Church and the feudal system. Clothing was often used to indicate a person’s social status, and sumptuary laws were put in place to regulate what different classes could wear. For example, only the nobility was allowed to wear certain colors or fabrics.
The Renaissance brought about a change in fashion, with a renewed interest in classical art and culture. Clothing became more ornate and decorative, with a focus on draping and layering. This was also the time when the concept of the “fashionable” person began to emerge, with the wealthy and elite using clothing to indicate their social status and cultural refinement.
The Modern Era
In the 19th century, the Industrial Revolution brought about significant changes in the fashion industry. With the development of new fabrics and manufacturing techniques, clothing became more affordable and accessible to the masses. The rise of department stores and mail-order catalogs also made it easier for people to purchase clothing, leading to the emergence of a more diverse range of styles and trends.
The 20th century saw the rise of fashion designers, with figures such as Coco Chanel and Christian Dior becoming household names. Additionally, fashion shows and magazines emerged as a way to showcase new collections and trends. The fashion industry continued to evolve in the 21st century, with the emergence of fast fashion, the growth of e-commerce, and the rise of social media influencers.
The Impact of Fashion
Fashion has a significant impact on society and culture. It has played a role in shaping social norms and ideals, with certain styles and trends becoming associated with certain groups or movements. Additionally, fashion can be used to make a statement about one’s identity, whether it’s about gender, race, or sexuality.
However, the fashion industry can also have negative impacts, such as environmental and labor issues associated with fast fashion and the pressure it puts on people to constantly buy new clothes to keep up with the latest trends.
In conclusion, fashion is a constantly evolving and dynamic industry that has played a significant role in shaping culture and society throughout history. From the earliest civilizations to the present day, people have used clothing and accessories to express their individuality and to make a statement about who they are. While fashion can be a powerful tool for self-expression, it is important to be mindful of the potential negative impacts of the industry and to strive for a balance between personal style and social responsibility. | <urn:uuid:89df6649-4283-453c-81d3-be35034a1323> | CC-MAIN-2023-14 | https://www.refersms.com/fashion-the-evolution-of-style-and-trends/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00528.warc.gz | en | 0.970326 | 689 | 3.40625 | 3 | The extract provides a comprehensive overview of the history and evolution of fashion, but lacks discussion of soft skills, realistic scenarios, and practical applications. It touches on cultural awareness and historical context, but does not delve into complex communication, leadership, or problem-solving opportunities.
Educational score: 1 | 1 | 0 | 115,723 | 0 |
Great Scott! World’s oldest butter
There are two ways to write an archaeological news story that are best avoided (but frequently deployed): claiming that something is the oldest example of its kind – or the earliest (which amounts to the same thing). So when the press reported that the ‘oldest butter in the world had been found in Robert Scott’s Antarctic hut’, it was disappointing to learn that the butter in question was not even 100 years old (Scott used the hut as the base for his ill-fated expedition to the South Pole from January to March 1912). Archaeologists, of course, are well aware of the hundreds of examples of bog butter from Scotland and Ireland that date back to 400 BC.
For Lizzie Meek of the Antarctic Heritage Trust this was still an exciting find: ‘it looked like an old wrinkly bag and I looked inside and saw the wonderful Silver Fern logo,’ she said. Ms Meek was not sure that she would want to put any of the butter on her breakfast toast: she described the butter’s smell as ‘very pungent’ (whereas the finders of two crates of Scotch whisky in the hut used by the explorer Ernest Shackleton, during his 1907-1909 expedition to Antarctica, must have been sorely tempted).
The finding of the butter poses a novel conservation problem – the Trust, which wants to raise £3.5m to conserve Scott’s base on Ross Island, says that restoring the butter involves ‘removing tiny pieces of grit that are embedded in it’.
Museums that break their own exhibits
Conservation experts are often called upon to repair national treasures that have been bashed or broken by members of the public, but curators can be just as careless.
We are used to seeing curators on TV presented as people who scarcely dare breath in the presence of some revered object, donning white coat, special gloves and a reverential tone of voice before they remove the protective covers on some ‘exquisite’ object of great age and beauty.
The reality can be very different: at the Science Museum, staff damaged James Watt’s ‘Old Bess’ pumping engine in an incident blamed on ‘improper use of [a] bookshop trolley’. The same museum lost an entire steam engine dating from 1820 that was lent to another museum and ‘accidentally destroyed’. The report does not elaborate on the nature of the accident, but perhaps it suffered a similar fate to the Meteor warplane fuel tank that was pressurised by Imperial War Museum conservation staff to remove some dents but exploded and ended up as a large number of small pieces.
Works of art, it seems, are most vulnerable when being installed or taken down by staff in the course of special exhibitions. Worse still are the parties that accompany exhibition openings: a chunk of Bernini’s marble sculpture of Neptune and Triton was knocked off at the Victoria and Albert Museum recently during ‘a hospitality event’ by a waiter carrying two crates of wine.
Campaign for more colourful swear words
It is not difficult to imagine the language used by that waiter as the Carrara marble shattered: English speakers the world over tend to use a very limited vocabulary of expletives; often you will hear just two words being deployed over and again with tedious monotony.
Compare this to the rich legacy of insult terms that have come down to us from Ben Johnson or Shakespeare or that are found in William Dunbar’s poem, The Flyting of Dunbar and Kennedie (1503), a verbal slanging match between two rival poets that includes some very meaty language.
A US-based author, Jeffrey Kacirk, is now fighting back against colourless swearing with a card game (Forgotten English Knowledge Cards) designed to encourage us to revive some of the choicer words of the past. So, next time you encounter a queue jumper in Tescos, try calling him or her a right gobslotch (someone unacquainted with the rules of good society). You could put down an office gossip by calling him or her a proper spatherdab. And we all probably know someone who is a snoker (a person whose instinctive reaction to being given anything is to sniff it like a dog).
Some of the words in Kacirk’s collection are far from obsolete: the word gongoozler, for an idler, is alive and well in Australian English (and amongst canal-boat enthusiasts, for whom gongoozling – staring into the distance for hours on end – is almost a definition of their pastime), while a flotch (a Tudor slut) is still in use in urban slang for someone with a flabby gut.
Regional accents still thriving
Britain’s regional accents are apparently not about to disappear in favour of TV-influenced estuary English, as was feared not so long ago, when even the late Diana, Princess of Wales, was beginning to sound like a posh version of Jane’ Stree’ Por’er. Linguistic experts now say that while the hundreds of subtly different accents that once distinguished small towns and rural districts are gradually dying out, regional ‘superaccents’ are becoming more marked. These are Geordie, Scouse, Mancunian, Brumagem, Estuary, the burr of the South West, and the accents of the West Midlands, Yorkshire and north and south Wales.
Anthropologists and linguists are not entirely sure why this is happening, but they believe it is a response to globalisation; ‘when the shops look the same, people dress the same and have similar pastimes and interests, what still makes places separate and distinct is dialect and accent,’ said Dominic Watt, a speech scientist at York University. Tribalism might also be involved: Liverpool and Manchester are only half an hour apart, and there is much commuting between the two cities, but there is no evidence for merging or levelling of speech, says Paul Kerswill, Professor of Sociolinguistics at Lancaster University.
The tough life of northern women
The rural north not only has the greatest variety of regional accents, it also has (or had) a reputation for breeding country lasses with big bones. Or, as Martin Wainwright put it in The Guardian, ‘analysis of bones from Britain’s biggest Medieval excavation has unearthed a race of real-life Nora Battys, ruling a Yorkshire roost nearly 1,000 years ago’.
The science behind this image of muscular womenfolk comes from an analysis of skeletons from the deserted Medieval village site at Wharram Percy, on the Yorkshire Wolds. Simon Mays, of English Heritage, has been measuring and comparing them to the bones of women from city cemeteries of similar date. ‘Women at Wharram were much more muscular,’ he says, suggesting that ‘whilst they were doing the domestic chores and looking after children, they clearly also mucked in with the hard labour in the fields’.
The result of muscles working harder is that bones gain in mass, but building arm strength seems not to have been a tactic for beating the men at arm wrestling: instead it was the result of the kind of grinding poverty that breaks down gender roles and forces everyone to multi-task. ‘The research underlines the way that the sexual division of labour was much less marked in rural areas than in the cities of the time,’ says Simon. ‘The evidence from the Wharram bones speaks volumes, and reinforces that notion that life in the village was far from a rural idyll.’
Garden designer’s homage to the Cerne Abbas Giant
From northern woman with a frying pan to club-wielding southern man: our feature on hill figures in CA234 prompted Rob Wilson-North (now Historic Environment Manager for the Exmoor National Park Authority) to write (CA237) with evidence of a garden feature clearly inspired by the Cerne Abbas Giant. The Times then picked the story up, and, for the benefit of CA readers who might have missed that report, here is what Rob told the newspaper.
The abandoned garden that he surveyed lies in the valley below the hill on which the giant stands. Its plan includes a pair of round parterres and a long canal, ending in a big cascade. When he drew the outline of his find, Rob became convinced that the garden designer was inspired by the giant’s best-known appendage. ‘When you look at the plan it’s incontrovertible. It makes you ask, how would you explain it to the ladies?’
The gardens were created some time after the Dissolution, when Cerne Abbey was transformed into a country house. Their precise date is not known. One resident who could have been responsible was Denzil Holles, who occupied the house in 1642–1646. Historian Ron Hutton has argued that Holles created the giant to satirise Oliver Cromwell, the ‘English Hercules’. Rob sensibly declines to adjudicate, though he is convinced that the water feature would, if it could be accurately dated, at least resolve whether the giant predates Holles and might even be, as some believe, Roman or Iron Age in date. | <urn:uuid:5b87a824-e52c-4395-93de-6305abc7b9c0> | CC-MAIN-2013-48 | http://www.archaeology.co.uk/blog/chris-catling/worlds-oldest-butter-colourful-swear-words-regional-accents-thriving-the-tough-life-of-northern-women.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163992191/warc/CC-MAIN-20131204133312-00082-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.965227 | 1,963 | 2.9375 | 3 | The extract lacks meaningful discussion of soft skills, instead focusing on various topics such as archaeological finds, museum conservation, and linguistic trends. While it presents some interesting scenarios, they do not integrate emotional intelligence, leadership challenges, or critical thinking opportunities. The text is more informative and entertaining than educational in terms of soft skills development.
Educational score: 1 | 1 | 0 | 545,426 | 0 |
For example, Westerners generally believe and say it is wrong to kill innocents. With this Muslims will readily agree. But are we understanding the same thing? No, we are not. To Westerners, an innocent is one who is not involved in the situation in any way, such as children, and we go to great lengths not to harm children. At one point, Osama bin Laden was in our crosshairs, but their were children in the compound so the missile strike was aborted for ear of killing or harming the children. The unintended death of Muamar Qadaffi's adopted daughter during the Reagan Administration's F-111 raid on Lyba caused us to be very cautious with the lives of innocents. To the Muslim, an innocent is another Muslim. No one else. If a person is not an Islam adherent, that person is not innocent no matter their age.
There are many key words Westerners and Muslim share in conversation, but the meanings couldn't be any more divergent. Henry Kadoch provides the following guide to Islam-speak in FrontPageMagazine.com, December 09, 2008.
An Islam-speak glossary:
Peace - The state of cessation of all resistance to Islam. Peace only exists when Islam rules politically and religiously, and all Islamic principles are established as the law of the land.
Freedom – Freedom exists when Islam and its principles attain complete dominance and constitute the entirety of religious belief and political rule.
Justice – The state when Sharia law is the law of the land, and all judicial decisions are based on it and it alone. Justice exists when non-Muslims have no standing before a court, and when the testimony of two Muslim women is equal to that of one Muslim man.
Equality – Equality is achieved when Muslims are the only leaders of society, and are given their rightful place as the best of men, leading all institutions, political and religious. This does not extend to non-Muslims or apostates.
Tolerance – The state when non-Muslims are properly subdued and subservient to Muslim rule, agree to their second-class Dhimmi status, and duly pay the Jizya to their Muslim overlords.
Truth – Truth is the accepted Islamic version of events, as laid out in the Koran and the Sunna. Anything beyond that is merely hearsay, and in many cases blasphemy. (see Lies).
Democracy – The state when Islam is the absolute law and religion, and all peoples conform to Islamic law and customs. (see Freedom).
Freedom of Speech – Freedom of speech is achieved when Muslims, and only Muslims, are free to espouse their beliefs, and non-Muslims are prohibited from commenting on or criticizing anything Islamic.
Just Society - A society ruled by Muslims under Islamic law.
Koran - Allah’s final word, perfect and un-altered, superseding all others and the true and only guide for mankind in religion, law and politics.
Oppression - The rule of a state by non-Islamic law; actions of resistance to implementation of Islamic law and Muslim rule.
Racism - The state where anything Islamic or any Muslim is criticized or rejected.
Infidel – Any and all non-Muslims. Subject only to conversion, subjugation, or death under Islamic law.
Slavery – The rightful and lawful status of any infidel captured in battle against Islam.
Treaty – A non-binding and temporary agreement between Muslims and non-Muslims, valid only until such time as the Muslims have the power to achieve by force or other means what they have momentarily failed to achieve.
Lies – The act of hiding the truth, permissible by Islamic law for a Muslim when in fear for his safety or when it advances the cause of Islam.
The life of Indigo Red is full of adventure. Tune in next time for the Further Adventures of Indigo Red. | <urn:uuid:8cca8a48-bb40-4e89-aaef-5fc81e8a7148> | CC-MAIN-2017-34 | http://furtheradventuresofindigored.blogspot.com/2008/12/on-surface-it-seems-west-and-islam-are.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105712.28/warc/CC-MAIN-20170819182059-20170819202059-00399.warc.gz | en | 0.945089 | 796 | 2.96875 | 3 | The extract provides a nuanced discussion of cultural awareness, highlighting the differences in meanings of key words between Westerners and Muslims. It offers a realistic scenario that integrates emotional intelligence, leadership challenges, and critical thinking opportunities, particularly in the context of intercultural fluency. However, it lacks comprehensive professional development opportunities and sophisticated digital literacy skills.
Educational score: 3 | 3 | 2 | 765,197 | 0 |
48 Understanding Budget
Budgeting is an exercise in refining your focus. You start with a wide-angle estimate, in which the details are necessarily fuzzy, and bit by bit zero in on a sharper picture of project costs. You might be temperamentally inclined to try to nail down every figure in an early draft of a budget, but in fact you should only develop a budget at the precision needed for current decisions. Your overall precision can and should advance as the project advances.
This is especially important in the earliest stages of the budgeting process, when you are working out rough estimates. Take care to estimate at the appropriate level of precision: Don’t make the mistake of thinking you can estimate costs to the exact penny or dollar. $378,333.27 is not a realistic or intelligent estimate. Ultimately, overly precise budgets represent a communication failure. By proposing a budget to the customer that contains overly precise figures, you risk giving a false sense of accuracy regarding your understanding of and knowledge about the project.
In the early stages of the budgeting process, when you are still working out estimates, it’s helpful to include an uncertainty percentage. A typical approach is to include a +/- percentage, such as $400,000 +/- 10%. The percentage may initially be large but should gradually decrease as the project progresses and the level of uncertainty declines. For IT projects, which are notoriously difficult to estimate, consider going a step further and adding an uncertainty percentage to every line item. Some items, such as hardware, might be easy to estimate. But other items, such as labor to create new technology, can be extremely difficult to estimate. These line item variances can influence the total estimate variance by a significant amount in many projects.
But even when you have a final budget in hand, you need to prepare for uncertainty by including an official contingency fund, which is a percentage of the budget set aside for unforeseen costs. Contingency funds are described in more detail later in this chapter.
Successful project managers use the budgeting process as a way to create stakeholder buy-in regarding the use of available resources to achieve the intended outcome. By being as transparent as possible about costs and resource availability, you’ll help build trust among stakeholders. By taking care to use the right kinds of contracts—for example, contracts that don’t penalize stakeholders for escalating prices caused by a changing economy—you can create incentives that keep all stakeholders focused on delivering the project value, rather than merely trying to protect their own interests. The relationship between costs and contracts is discussed in more detail later.
The main goal of the cost budgeting process is to produce a cost baseline. This baseline is a time-phased budget that can be used to measure and monitor cost performance after it has been approved by the key project stakeholders. The aggregated budget is integrated with the project schedule to produce the time-phased budget. Costs are associated with tasks, and since each task has a start date and a duration period, it is possible to calculate how much money will be spent by any date during the project. Recognizing that all the money required to deliver the project is not needed upfront, allows the cash flow needs of the project to be effectively managed.
For smaller organizations facing cash flow challenges, this can result in significant savings as the money required to pay for resources can be transferred to the project account shortly before it is needed. These transfers must be timed so that the money is there to pay for each task without causing a delay in the start of the task. If the money is transferred too far in advance, the organization will lose the opportunity to use the money somewhere else, or they will have to pay unnecessary interest charges if the money is borrowed.
Managing Cash Flow
If the total amount spent on a project is equal to or less than the amount budgeted, the project can still be in trouble if the funding for the project is not available when it is needed. There is a natural tension between the financial people in an organization, who do not want to pay for the use of money that is just sitting in a checking account, and the project manager, who wants to be sure that there is enough money available to pay for project expenses. The financial people prefer to keep the company’s money working in other investments until the last moment before transferring it to the project account. The contractors and vendors have similar concerns, and they want to get paid as soon as possible so they can put the money to work in their own organizations. The project manager would like to have as much cash available as possible to use if activities exceed budget expectations.
Creating a Project Budget
This blog post by Tim Clark includes some helpful tips on creating a project budget: https://www.liquidplanner.com/blog/7-ways-create-budget-project/.
This chapter of Project Management is a derivative the following texts:
Essentials of Project Management by Adam Farag is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. | <urn:uuid:8f6f743f-f112-4dbd-93ea-786ffd54e55b> | CC-MAIN-2023-23 | https://kirkwood.pressbooks.pub/projectmanagementbasics/chapter/6-4-understanding-budget/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224657144.94/warc/CC-MAIN-20230610062920-20230610092920-00418.warc.gz | en | 0.941447 | 1,043 | 2.8125 | 3 | The extract provides a detailed discussion on budgeting in project management, including estimating costs, managing uncertainty, and creating a cost baseline. While it touches on communication and stakeholder management, it lacks depth in soft skills development, such as emotional intelligence, leadership, and teamwork. The content is primarily focused on technical aspects of budgeting, with limited opportunities for nuanced interaction or complex problem-solving.
Educational score: 2 | 2 | 1 | 657,819 | 0 |
A.S. in Electronics Engineering Technology programs can be found at vocational/technical schools, community colleges and a few four-year colleges and universities. Students learn about the principles and theories of science, engineering and mathematics, all of which can be used to solve technical problems in electronics engineering. These two-year programs combine classroom work with hands-on experience and usually don't have prerequisites beyond obtaining a high school diploma or GED.
Associate in Science Degree in Electronics Engineering Technology
In addition to electronics-focused courses, students in these programs take general education classes that cover topics like calculus, physics and technical communications. Lab work, cooperative education and other hands-on training is also typically included in addition to the following electronics classes:
- Computer programming
- Router technology
- Programmable logic controllers
Popular Career Options
Graduates of these programs may qualify for the following jobs:
- Electronics technician
- Electrical engineering technician
- Electronics engineering technician
- Electronics repairer
- Maintenance engineer
- Equipment technician
- Electronics drafter
Employment Outlook and Salary Information
The U.S. Bureau of Labor Statistics (BLS) projected that employment of electrical and electronics engineering technicians would decrease 2% between 2014 and 2024 (www.bls.gov). The BLS also reported that the median salary for electrical and electronics engineering technicians was $61,130 as of May 2015.
Continuing Education Information
While associate's degree programs can prepare students for immediate employment, they also can prepare them to continue their studies. Thus, some electronics engineering technology graduates go on to bachelor's degree programs in engineering.
The National Institute for Certification in Engineering Technologies (NICET) offers multiple levels of certification to technicians who have obtained various levels of experience on the job. NICET certification exams are offered as computer-based tests or conventional paper-and-pencil tests.
Through the theoretical and practical training provided by an A.S. program in electronics engineering technology, students gain the technical expertise they need for entry-level work and voluntary certification. Alternatively, aspiring engineers can pursue higher degrees. | <urn:uuid:5eefaaaf-d45b-4e13-87a5-3fe09360b2e1> | CC-MAIN-2017-26 | http://study.com/articles/Associate_in_Science_AS_Electronics_Engineering_Technology_Degree_Overview.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320338.89/warc/CC-MAIN-20170624203022-20170624223022-00005.warc.gz | en | 0.941191 | 428 | 2.8125 | 3 | The extract lacks discussion of soft skills, focusing primarily on technical aspects of electronics engineering technology. It provides information on education and career options, but does not address communication, teamwork, or problem-solving scenarios.
Educational score: 1 | 1 | 0 | 270,152 | 0 |
Each discussion answer must be a minimum of 400 words. Will be checked using turnitin for plagiarism.
PLEASE READ THE COMPLETE ASSIGNMENT BEFORE SENDING A HANDSHAKE WITH YOUR FEE
Identify the key tenets of qualitative methods used in criminal justice research.
- What do you see as the most critical aspects of qualitative research methods?
- How do these key tenets of qualitative research assist us when evaluating criminal justice data?
- How do these key tenets contribute to successfully interpreting published research findings?
- How would you apply these tenets to answer a criminal justice research question?
Discuss the salient aspects of the six steps of qualitative analysis suggested for use by the author. (I have wrote the 6 steps below for you that was taken word for word out of the book for you to elaborate on in your own words)
- What are these six steps and what are their most salient aspects?
- How do these steps assist us when evaluating criminal justice data?
- How do these steps contribute to successfully interpreting published research findings?
- How would you apply these steps to answer a criminal justice research question?
Step 1. Organize and prepare the data for analysis. This involves transcribing interviews, optically scanning material, typing up field notes, cataloguing all of the visual material, and sorting and arranging the data into different types depending on the sources of information.
Step 2. Read or look at all the data. This first step provides a general sense of the information and an opportunity to reflect on its overall meaning. What general ideas are participants saying? What is the tone of the ideas? What is the impression of the overall depth, credibility, and use of the information? Sometimes qualitative researchers write notes in margins of transcripts or observational field notes, or start recording general thoughts about the data at this stage. For visual data, a sketchbook of ideas can begin to take shape.
Step 3. Start coding all of the data. Coding is the process of organizing the data by bracketing chunks (or text or image segments) and writing a word representing a category in the margins (Rossman & Rallis, 2012). It involves taking text data or pictures gathered during data collection, segmenting sentences (or paragraphs) or images into categories, and labeling those categories with a term, often a term based in the actual language of the participant (called an in vivo term).
Step 4. Use the coding process to generate a description of the setting or people as well as categories or themes for analysis. Description involves a detailed rendering of information about people, places, or events in a setting. Researchers can generate codes for this description. This analysis is useful in designing detailed descriptions for case studies, ethnographies, and narrative research projects. Use the coding as well for generating a small number of themes or categories— perhaps five to seven themes for a research study.
Step 5. Advance how the description and themes will be represented in the qualitative narrative. The most popular approach is to use a narrative passage to convey the findings of the analysis.
Step 6. A final step in data analysis involves making an interpretation in qualitative research of the findings or results. Asking, “What were the lessons learned?” captures the essence of this idea (Lincoln & Guba, 1985). These lessons could be the researcher’s personal interpretation, couched in the understanding that the inquirer brings to the study from a personal culture, history, and experiences.
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Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.[order_calculator] | <urn:uuid:c32ff6e2-84d7-4d89-a508-63a85fe08e8b> | CC-MAIN-2023-14 | https://www.usexpertwriters.com/how-do-these-steps-assist-us-when-evaluating-criminal-justice-data/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950363.89/warc/CC-MAIN-20230401221921-20230402011921-00550.warc.gz | en | 0.894354 | 827 | 3.390625 | 3 | The extract provides a comprehensive outline of qualitative research methods in criminal justice, including six steps of qualitative analysis. It encourages critical thinking, analysis, and interpretation of data, promoting advanced problem-solving and communication skills. However, it lacks direct discussion of soft skills like teamwork, leadership, and emotional intelligence, and its focus is more on research methodology than professional development.
Educational score: 3 | 3 | 2 | 257,470 | 0 |
The ethics of living Jim Crow require that Richard be abject, obedient, and silent a slave in everything but name. Yet everything we know about his character has prepared us to expect rebellion. He might be shy and reserved, but he is nobody's pawn. How he will, in fact, deal with the shock of confronting real white people is completely unpredictable. He craves the independence and the necessities which a job will provide. But how much of himself will he have to sell in order to buy those things?
His first confrontation is disastrous. His employer, a female, does more than abuse his race and his humanity. She abuses his aspirations to be a writer and he cannot return to work for her afterward. His next job at least brings him good food. But he is astounded by the way the white family treats one another. Richard is at first shocked, then curious, at their behavior. It makes for good stories at school, although he is exhausted by the work itself.
Oddly, it is not really through his relations with these people that we are exposed to his reactions toward whites. Rather, it is through his response to his Uncle Tom, who has moved in with them, that we see the intensity of his rebellious feelings about Jim Crow society. His refusal, on violent terms, to let his uncle beat him for speaking forthrightly, is his refusal to live by the standards of his time. He will not be anyone's slave or anyone's whipping boy. His uncle says that this rebellious spirit will lead him to the gallows, never considering that it might lead him far beyond the gallows. Richard can react only with contempt for his uncle because he has learned, through his jobs, the significance of all the baffling beatings he has received at home. He sees how these beatings fit into the whole social structure, and he refuses to participate. | <urn:uuid:dd4fbd47-abac-475a-9511-226f8f75bb8c> | CC-MAIN-2013-48 | http://www.cliffsnotes.com/literature/b/black-boy/summary-and-analysis/chapter-6 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164026971/warc/CC-MAIN-20131204133346-00066-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.992766 | 381 | 3.578125 | 4 | The extract explores themes of rebellion, identity, and social hierarchy, offering insights into the protagonist's emotional intelligence, leadership, and critical thinking. It presents complex scenarios requiring nuanced communication and problem-solving, with a strong emphasis on cultural awareness and social context. However, it lacks explicit discussion of soft skills and digital literacy.
Educational score: 3 | 3 | 2 | 405,927 | 0 |
Barrier 5: Failing or Repeating a Course
By Dr. Kimberly Van Horne, Ed.D.
(Quotes by students: M=Male F= Female)
Students may fail a college course for a variety of reasons. Sometimes they are not academically ready for the course, or they do not study, or they forget to do assignments, or they miss too many class sessions. Many students said that failing or repeating a course created an academic barrier while attending BC.
- “I wasn’t really understanding it really well, so I dropped” (F).
- “When I went from high school to college… you’re not properly prepared for the college” (M).
- “It’s frustrating” (F).
- “I felt frustrated when I failed my calculus class (M).
- “I failed math. I mean, math is important. It’s one of those that you need to transfer out” (M).
- “It was getting difficult because I was like, ‘Oh, what’d he say there? Oh, I missed that’ ” (F).
- “Every time I messed up in my math class…. I had to withdraw, or I flunked it” (F).
- “Sometimes… I didn’t understand the subject that I was doing homework for, especially English” (F). “I did fail two classes, and I did think to myself, ‘I can’t do it’ ” (F).
Overcoming Barrier 5: Successfully Passing a Failed or Repeated Course
(Quotes by students: M=Male F= Female)
Even though failing a course can be frustrating, there are ways to deal with the frustration and overcome this common college barrier. Students provided several actions they took that helped them to pass a failed course at BC: (a) seek help on campus, (b) use failure as a motivation, and (c) work harder. Students stated that seeking academic assistance was vital to achieving academic success. Three assistance sources emerged from the responses: (a) friends or classmates, (b) counselors, and (c) teachers:
· Friends or classmates: “If I make a friend in the class, I’ll ask them and see what they get out of the class (F). “My friend, she helped me a lot. If it wasn’t for her talking to me, I probably wouldn’t be here because she understood how hard it was for me” (F). “I have some friends that go to the same classes, and we end up helping each other out when we need it, and we basically do alright too passing the class (M). “One of my friends who helped me already said, ‘Don’t worry. You’ll pass. We’ll study together. I’ll help you or lend a hand’ ” (FA). “I had the help from a friend. I was thinking very negative, and he was always there” (F).
· Counselor: “I went to talk to one of the counselors, and I just got some advice” (M). “I would talk to my counselor. She told me to get help from the tutoring center” (F). “I would talk to my counselor, and she also told me if I wasn’t understanding something, she told me to get help from the tutoring center” (F).
· Teacher: “If a teacher’s willing to help you, take it. If they’re trying to push you, they’re not just trying to push you for no reason” (F). “[If] I really, really am struggling, then maybe I’d push myself to go [ask the teacher]” (FB).
Failure as a Motivation to Succeed
Students expressed how they used academic failure as a motivation to succeed by changing their thoughts about failure.
- “[Failing] kind of drives you to not quit because you don’t want to do the same thing over again especially if you don’t like it” (F).
- “It just makes me angry, and it then it gets me more determined that I’m going to do it, and every time I’ve taken this class I’ve gotten better at it” (F).
- “I think that if you have a goal and you want to change your grades then you can. You just got to have motivation to do it” (F).
- “I told myself that this obstacle is not going to stop me” (F).
- “It just makes me angry, and it then it gets me more determined that I’m going to do it” (F).
- “I just said, ‘I need to pass this class. I’m not going to fail it again’ ” (M).
Effort and Success
Students expressed that refocusing efforts and trying harder to succeed facilitated academic success when having to repeat a course.
- “I just did the extra work to overcome and do it” (M).
- “The third time I said, ‘I need to get myself together and try to understand it and try to pass it and work harder and study harder,’ and I did. It helped” (F).
- “I just tried my best. That’s the only thing I could do is try my best and see if I pass the class” (F).
|1. Competing Demands||2. Financial Issues||3. Cultural Beliefs, Values, & Attitudes about Education||4. Transitions to College|
|5. Failing or Repeating a Course||6. Starting College in Developmental Courses||7. Personal Attitudes about College| | <urn:uuid:95084631-e7af-4e2b-87bc-f3920bd15abe> | CC-MAIN-2013-20 | http://www2.bakersfieldcollege.edu/student_success/Student%20Success%20Stories/barrier_5.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368699856050/warc/CC-MAIN-20130516102416-00058-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.96033 | 1,282 | 3.046875 | 3 | The extract discusses overcoming academic barriers, specifically failing or repeating a course, and highlights strategies such as seeking help, using failure as motivation, and working harder. It touches on emotional intelligence, self-motivation, and critical thinking, with quotes from students providing realistic scenarios. However, the discussion is mostly straightforward, lacking nuanced interaction or complex problem-solving opportunities.
Educational score: 3 | 3 | 2 | 313,352 | 0 |
Supporting the Mental Health of LGBTQ+ Youth Following COVID-19’s Impact
LGBTQ+ youth face a number of unique challenges to their emotional and physical well-being, and the COVID-19 pandemic has disproportionally affected the mental health of this vulnerable population. Last month, PolicyLab researcher Nadia Dowshen joined fellow providers and transgender youth in a conversation hosted by the Human Rights Campaign to discuss the important impacts of gender-affirming care and the obstacles LGBTQ+ youth are currently encountering.
Below, we unpack recent data surrounding LGBTQ+ youth mental health and discuss how providers and health systems can help support these youth as we continue to understand the impact of the COVID-19 pandemic.
What the data tells us about LGBTQ+ youth’s mental health needs
According to The Trevor Project’s 2021 National Survey on LGBTQ+ Youth Mental Health, 70% of LGBTQ+ youth reported that they had “poor” mental health most of the time or always during the COVID-19 pandemic. About half of youth surveyed said that the pandemic impeded their ability to express their sexual orientation, and 60% of transgender and nonbinary youth reported the pandemic impeded their ability to express their gender identity. Over 80% of youth reported that the pandemic made their living situation more stressful. Nearly half of youth reported wanting to obtain mental health care but did not receive it.
Among LGBTQ+ youth surveyed, 42% seriously considered attempting suicide in the past year. Youth of color were overrepresented among those who considered suicide: 12% were White compared to 31% Native/Indigenous, 21% Black, 21% multiracial, 18% Latinx and 12% Asian/Pacific islander.
The Trevor Project also identified important factors that reduced risk of suicide for LGBTQ+ youth. Specifically, they found that transgender and nonbinary youth who were able to change their name on legal documents had a lower rate of attempted suicide compared to youth who did not have a legal name change. They also found that transgender and nonbinary youth who lived in a home where their pronouns were respected were less likely to attempt suicide than those who did not live in a pronoun-affirming space. These results indicate that youth who are supported in their identities are at a lower risk for attempted suicide.
How can health care providers and health systems better support these youth?
LGBTQ+ youth have unique mental health challenges in the wake of the COVID-19 pandemic. As providers within a pediatric health system, it is imperative that we continue to support these youth in a way that is inclusive and affirming. Through our experiences caring for these youth and their unique mental health needs in Children’s Hospital of Philadelphia’s (CHOP) Gender and Sexuality Development Program, we have seen firsthand the powerful effect that supportive gender-affirming care has on health, safety and quality of life. Many patients and their families describe gender-affirming care as "lifesaving,” highlighting the importance of gender-affirming care in all health care sectors.
Researchers at PolicyLab have also found that when children are experiencing a mental health crisis, it makes a difference when providers enter their space with a warm affect, are empathetic, and treat their patients with dignity and respect.
The Substance Abuse and Mental Health Services Administration (SAMHSA) provides detailed recommendations to organizations on how they can help support the mental health of LGBTQ+ youth and their families. These include strategies to integrate LGBTQ+ services and competencies within health care systems, deliver culturally competent services and supports, deliver quality care without bias or prejudice and advocate for LGBTQ+ rights in all spaces. Here are some examples of how health care providers can support LGBTQ+ youth within their practices:
- Ask youth for their preferred name and pronouns upon introduction and during confidential, individual interactions
- In a confidential meeting with youth, ask them for permission to document their pronouns in the electronic medical record if their caregivers are unaware of their preferences
- Train all staff to use preferred names and pronouns and implement sexual orientation and gender diversity training
- If gender neutral bathrooms are not available, post signage clearly indicating that patients and visitors can use the bathroom that aligns with their identity
- Display your own pronouns on a work badge
- Post LGBTQ+ friendly signs and posters in the clinic space
Looking beyond the clinic to support LGBTQ+ youth
CHOP is a leader in LGBTQ+ care and received the Human Rights Campaign Foundation’s “LGBTQ Health Care Equality Leader” designation in 2020. Research teams within CHOP have been dedicated to improving the lives of LGBTQ+ youth for many years. Our recommendations in this blog post outline best practices that we strive to have in place within our own settings for how health care providers can provide an affirming space for their patients, and our teams advocate for widespread implementation of these practices.
Amid progress on this issue, the Human Rights Campaign reports that more anti-LGBTQ+ bills are being passed in 2021 than in previous years, which has detrimental mental health effects on LGBTQ+ youth. A forthcoming PolicyLab brief will focus on the levers available to create a policy environment that is supportive of transgender and gender-diverse children and adolescents, particularly in relation to access to gender-affirming care. It will offer key recommendations for how health care providers, payers and policymakers can better support these vulnerable youth. | <urn:uuid:5f76eb17-e77f-42bf-aa6d-0c3fae186f63> | CC-MAIN-2023-23 | https://policylab.chop.edu/blog/supporting-mental-health-lgbtq-youth-following-covid-19s-impact | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654871.97/warc/CC-MAIN-20230608103815-20230608133815-00007.warc.gz | en | 0.95592 | 1,103 | 2.71875 | 3 | The extract discusses the mental health of LGBTQ+ youth, highlighting the impact of COVID-19 and the importance of supportive care. It provides data, recommendations, and best practices for healthcare providers to create an affirming environment. The content demonstrates emotional intelligence, empathy, and cultural awareness, with a focus on practical application and real-world context.
Educational score: 4 | 4 | 3 | 798,629 | 1 |
We hope you had a lovely Christmas break and Happy New Year to you all.
This web page will be updated once every term with the activities that your child will be participating in for those 12 weeks. As always these topics are not set in stone as your children’s interests are always our priority, so the activities below may change due to us following your child’s interests
- Making snowflakes – The children will make a snowflake design, by sewing the numbers in order.
- Adding glitter to white playdough to make sparkly snowmen and snowflakes.
- Observing signs of winter at Forest School.
- Making snowflakes using loose parts.
- Listening to winter stories.
Chinese New Year
- Learning about how families celebrate Chinese New Year, by reading stories and looking at short video clips.
- Finding out about the animals in the Chinese calendar, and what animal represents this year.
- Making Chinese lanterns.
- Learning how to write in Chinese
The Little Red Hen
- Reading different versions of the Little Red Hen, and voting which one we like the best.
- Finding out how bread is made, then making our own bread roll.
- Having a go at retelling the Little Red Hen story with our friends.
- Joining in Little Red Hen role play.
- Painting and colouring pictures of the characters.
Other topics this term may include:
- Pancake Day
- The Three Little Pigs
- Goldilocks and the Three Bears
Your child/children will also take part in:
- Number week – Where they will participate in lots of maths activities and games.
- Staying Safe Day – Where your child/children will be taking part in activities that will teach them about safety e.g. crossing the road etc.
- Science week – Where they will participate in lots of science activities
Each week the children will split up into 3 groups and participate in various phonics activities, all three groups will take part in these activities over a three week cycle, so they get to do all 3 activities. Our focus this half term will be alliteration, environmental and instrumental sounds.
The children will participate in activities to prepare the muscles in their shoulders, arms, hands and fingers ready for writing.
Each week the children will split up into 3 groups and participate in one of the following activities, all three groups will take part in these activities over a three week cycle, so they get to do all 3 activities. Below are some of the activities your child will participate in:
- Dough Disco – The children manipulate play dough to music.
- Tennis ball squeeze – How many beads the children can put into the mouth of the tennis ball person, by the time the music stops.
- Cheerio threading – How many Cheerio’s the children can put on their pipe cleaner, by the time the music stops.
- Dough Disco – The children manipulate play dough to music.
- Hole punch challenge – How many times the children can hole punch their paper, by the time the music stops.
- Clothes peg challenge – How many clothes pegs the children can clip onto their card, by the time the music stops.
The children will also be making their own play dough and choosing which colour they would like it to be.
Each week the children will split up into 3 groups and participate in various maths activities, all three groups will take part in these activities over a three week cycle, so they get to do all 3 activities. Our focus this half term will be counting, number recognition and more or less.
The children will participate in Forest School every Friday, where they will spend the entire session in our Forest School setting. Please ensure your child has their Forest School clothes on this day. These include: waterproof trousers, waterproof jacket and wellington boots. Please bring these in a separate bag to their spare clothes and ensure everything is named. Also if you can insert their Wellington boots in their waterproof trousers, like we showed you on the tapestry video, that would be great. Uniform is not worn on this day, so on warm days ensure you send your child to school wearing a lightweight long-sleeved top and long trousers, and on colder days many thin layers, a hat and gloves should be provided.
Below are listed some of the activities that your child will participate in:
- Getting changed into our Forest School clothes
- Learning the Forest School rules and boundaries
- Planting meadow flower seeds for the Spring
- Feeding the birds
- Playing games
- Climbing trees
- Looking for mini beasts
- Making natural art pictures
- Watering the plants
- Looking for wild life in our pool
- Using binoculars to spot birds
This term it is a little different, as each Friday we will choose a total of 6 children, and they will be asked to bring in one of their favourite stories/books. They need to complete the poster by getting Mummy or Daddy to write the title of the book, the author and why they like that particular book. Your child can also draw a picture or their favourite character too. They need to bring their favourite book back to Nursery on the Monday, where their posters will be displayed on the wall, sometime during that week your child will show their poster and we will read their book at the carpet session. Their poster will then be stuck into their Learning Journey.
Activities that you can do to support your child’s learning at home
- Any of the activities mentioned above
- Reading to your child and asking your child questions about the book/pictures e.g. can you find the ………..?
- Playing board games with your child, especially those that have a dice, so your child can develop their counting skills.
- Going for walks and talking about what you can see, hear etc
- Encouraging your child to be more independent e,g, putting on their coat, shoes etc by themselves.
- Talking with your child. to develop their language and communication skills and introducing new words.
What’s new this term?
- Forest School helpers – If you would like to come and help at a Forest School session, then please sign up on the signing up sheet in the cloakroom.
- Learning Journeys – Your child will bring home their Learning Journey for you to look at and comment on your favourite page.
- Secret reader – You can come in and read a story to the class – shhhh! Don’t tell your child when you are coming. There is a signing up sheet in the cloakroom.
A Few Gentle Reminders…
- Please ensure your child brings a named water bottle to Nursery each day. Water only please in their bottle.
- Can you ensure that if your child has long hair, that it is tied back in a pony tail.
- Earrings are removed.
- If your child has lunch, that grapes are cut in half please.
- Shoes – can you please send your child to Nursery in shoes they are able to take off and put on themselves. At Nursery we like to teach independence, and it can be quite frustrating for children if they can’t do things which their friends can. At this age Velcro fastenings are much easier for children to use.
- Please make sure that you are prompt at pick up and drop off times – this will allow our Nursery session times to work smoothly and also it is distressing for your child if you are late picking them up. | <urn:uuid:a1422632-2606-49f5-841e-60ab0a57bfd9> | CC-MAIN-2020-10 | https://www.hurst-park.surrey.sch.uk/learning/nursery/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144722.77/warc/CC-MAIN-20200220100914-20200220130914-00107.warc.gz | en | 0.945589 | 1,570 | 3.625 | 4 | The extract provides a comprehensive overview of nursery activities, focusing on various learning topics and skills development. However, it lacks depth in discussing soft skills, emotional intelligence, and complex problem-solving scenarios. The content primarily covers basic communication, teamwork, and practical activities, with some opportunities for parental involvement and child independence.
Educational score: 2 | 2 | 1 | 465,928 | 0 |
A balanced scorecard is a tool used to measure the intangible assets of a company. It is an organized, traceable method to transform strategy into action by harmonizing all aspects of a business to meet common goals.
What does a balances scorecard look like?
A balanced scorecard considers different areas of a business, including…
- Learning and Growth: Employee training and satisfaction, enhancing human capital, high performance, and employee retention.
- Business Process: The efficiency of the company, internal business processes, the desirability of the product to customers, how well the company is performing overall, business process problems and strengths.
- Customer Perspective: Customer satisfaction levels, customer retention and market percentage, customer wants and needs, and how well the company meets them.
- Financial Perspective: How well the company is performing financially, cash flow, results, financial risks and return on investment.
Balanced scorecards are a great way to map out strategy by starting with the company’s mission, then investigating the four areas listed above. A strategy map is a communication tool that can be used throughout your organization to teach and reference step-by-step connections between objectives and daily performances.
A balanced scorecard could result in improved business efficiency, motivated and well-equipped employees, greater customer satisfaction, and an organized method to monitor progress.
Want to learn more about balanced scorecards, and create one for your company? Consider attending a learning seminar and workshop on February 19 to 20. | <urn:uuid:5d7fcef5-0aac-4677-b0f8-3d9343d7a278> | CC-MAIN-2017-26 | http://www.profilesasiapacific.com/2014/02/15/balanced-scorecard-basics/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320201.43/warc/CC-MAIN-20170623220935-20170624000935-00151.warc.gz | en | 0.937021 | 303 | 2.703125 | 3 | The extract provides a basic overview of a balanced scorecard, its components, and benefits, but lacks depth and practical application. It touches on teamwork and communication concepts, but scenarios are straightforward and lack complexity.
Educational score: 2 | 2 | 1 | 196,866 | 0 |
Barring catastrophe, Canadians will head to the polls in 2015. This election will be an exciting one with a potentially unpredictable three-way race. But it will also be interesting from a historical perspective as 2015 is a year marked by numerous democratically significant anniversaries. These include the 800th anniversary of Magna Carta and the 750th anniversary of the first Westminster parliament, the parliament from which our own is directly descended.
Thus, 2015 seems an ideal year to celebrate one of our national treasures, namely parliamentary democracy. Disappointingly, Canadians will almost certainly commemorate these events by disengaging from politics in greater numbers than ever before.
This is not really news. Everyone knows that voter turnout is low and declining. But the sky hasn’t fallen yet, so who really cares?
Sadly, not many. But more people should care, because low voter turnout actually produces – even encourages – bad government. Here’s why:
While humans are certainly capable of altruism, we primarily look out for ourselves and those we care about. Regardless of whether this is good or bad, it’s natural and how most of us behave, most of the time.
The result of this natural tendency is that, when given a chance to govern, people usually continue behaving this way. Dictatorships provide clear examples: dictators’ main preoccupations are to retain power and enrich themselves and their families. They accomplish this by buying off those whose support they need to retain power – a group of people academics call the “selectorate”. This is usually easy as dictators can funnel the resources of the entire state into providing the bribes required to keep the military brass or ruling party happy – while leaving the less favoured out in the cold.
Democracy has its origins in efforts to tame this inequity. Democratic leaders must appeal to a much larger selectorate to retain power than must dictators. Indeed, democratic selectorates theoretically consist of a majority of the electorate. With many more people demanding benefits, democratic leaders must use the state’s limited resources much more efficiently than dictators and do so by investing in “public goods” (things that everyone can use like roads and hospitals) instead of “private goods” (things like fancy cars that only benefit the dictator’s lackeys).
Of course, no system is perfect. Given scarce resources even democratic governments must make decisions that create winners and losers. Democratic political parties recognize that their decisions and promises need to produce enough winners that they will be sufficiently appealing to enough voters to win the next election. Theoretically, this produces a relatively good result policy-wise because the winning party/coalition needs to win the approval of 50% + 1 of voters. And while this is not perfect, especially for the losing 50% -1, it is fairer than if the party with less support wins because the resulting policies should benefit at least the majority of voters.
The problem with low voter turnout, however, is that it messes up this theoretical equation. When fewer people vote, it becomes less certain that the winning party actually represents the interests of the majority of the governed and thus, by extension, less clear that the policies being chosen actually have majority support.
Even more problematic is that even though voters still slightly outnumber nonvoters in Canada, these voters are becoming less representative of the population as a whole. For example, young people vote at a much lower rate (40%) than old people (80%). Regardless of why this is, it encourages parties to ignore issues important to young people while splurging on seniors.
Additionally, consider that:
- Because we have more than two parties, many seats are won with less than 50% of the vote;
- Voters who actually need government the most (e.g. the poor) vote at a disproportionately lower rate; and
- Parties’ possess increasingly sophisticated abilities to micro-target critical swing voters.
These and other factors have combined to create a dramatically shrunken selectorate – that is the group of people whose support parties actually need in order to win elections. And when this happens, parties face strong incentives to focus on these swing voters by making promises to provide them with what are increasingly private goods instead of investing in more efficient and beneficial, but less individually compelling and targetable, public goods.
This is not meant to sound alarmist. Canada is not a dictatorship and won’t become one anytime soon. But our electorate is shrinking worryingly and those who aren’t in it are being increasingly ignored. In a world of scarce resources we’d get much better results overall if our parties focused on providing public goods. Unfortunately, our system is increasingly incentivizing the opposite. And by further shrinking the electorate, declining voter turnout is only making things worse.
Michael Crawford Urban is a visiting fellow at the Bill Graham Centre for Contemporary International History at the University of Toronto. | <urn:uuid:5a89af44-409a-4097-a6c2-aea067d50c47> | CC-MAIN-2017-30 | http://nationalpost.com/opinion/michael-crawford-urban-low-voter-turnout-produces-bad-government-heres-why/wcm/78f63b46-31a6-40c8-8629-92b3768aabf2 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424088.27/warc/CC-MAIN-20170722162708-20170722182708-00169.warc.gz | en | 0.953668 | 1,006 | 2.859375 | 3 | The extract discusses the importance of voter turnout in a democratic system, highlighting the consequences of low turnout on government policies and representation. It provides a historical context and explains the concept of selectorate, demonstrating a nuanced understanding of democratic principles. However, it lacks practical application, emotional intelligence, and leadership challenges, focusing primarily on theoretical knowledge.
Educational score: 2 | 2 | 1 | 644,212 | 0 |
Join with Save the Children to help build schools in Guatemala
María del Mar in southwestern Guatemala has recently become home to a group of indigenous people who had lost their homes during decades of civil war and land rights protests. They were resettled there by the government, who started building them a school two years ago, however all that was built were the foundations and the walls had never got more than waist high. Now, they are in need of houses and a school for their children.
The community worked together with a NGO (non-governmental organisation) to build a school that children could attend every day, without fear or danger. The architects brought their technical knowledge and could talk to the community about safe site selection, while the community could share their knowledge of the local hazards. They used this community-based approach to build the school to make sure the schools that are built are spaces to not only learn, but to keep children safe from danger.
How you can help
Save the Children have resources that help with learning how to use a community-based approach to build schools in communities such as María del Mar. Save the Children and Risk RED, with funding from the Global Facility for Disaster Reduction and Recovery (GFDRR), have developed educational resources on how to involve the local community when assessing and building schools. Resources include a Safer Schools website, videos, tools, case studies and manual, available in English, Spanish, Arabic, Nepali and French.
You can also donate to their efforts by visiting; https://www.savethechildren.org.au/donate/make-a-donation
The Wishing Well foundation
The Wishing Well was established in 2010 to offer children in out-of-home care, such as foster care and residential care, a range of healing and treatment options usually not accessible as a free therapy in mainstream health.
The Wishing Well raises funds to enable children and young people to access developmentally-appropriate and trauma-informed treatments shown to be highly effective in dealing with severe trauma and neglect. These therapies respond to the unique needs of each child and young person.
The Wishing Well is a not-for-profit incorporated charity organisation, established and managed by people seeking to improve outcomes for children and young people in out-of-home care and their families. The Wishing Well recognises the importance of the act of giving. We recognise the significance of the participation of community members and all donations are most appreciated.
The Wishing Well operates ethically, effectively and empathically with a view to achieving quality outcomes and a satisfying working environment.
Support the Wishing Well
The Wishing Well uses its funds to help children in need access all manners of developmentally-appropriate and trauma-informed treatments. The Wishing Well takes referrals for any child/young person in out-of-home care in NSW. Applications are assessed by qualified personnel and on a case-by-case basis. The decision to fund an application is affected by the following:
- Funding availability
- The support the child/young person has to access the proposed therapies
- The capacity and willingness of the Carer Household to support the child/young person
- Assessment, which recommends and supports the proposed therapy as relevant to meeting the particular needs of the child/young person
The Wishing Well gratefully receives donations, funding and resources through bequests, corporate partnerships, fundraising events, grants, online donations and other fund raising activities. Money donated to The Wishing Well enables traumatised children access to healing therapies. Please see our website for more information: | <urn:uuid:d57b6110-036b-4fc9-b2e9-96b79abf868d> | CC-MAIN-2017-34 | https://wishingwellorg.wordpress.com/2017/06/04/join-with-save-the-children-to-help-build-schools-in-guatemala/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104160.96/warc/CC-MAIN-20170817210535-20170817230535-00678.warc.gz | en | 0.961726 | 731 | 2.78125 | 3 | The extract demonstrates a basic coverage of teamwork and community-based approaches, with some discussion of emotional intelligence and cultural awareness. However, it lacks nuanced interaction, complex problem-solving, and advanced communication scenarios. The content focuses on fundraising and community involvement, with limited practical application and professional development opportunities.
Educational score: 2 | 2 | 1 | 765,068 | 0 |
GVV Pillar 5: Self-Knowledge & Alignment
Self-knowledge and alignment means to voice and act on your values in a way that is consistent with who you are and builds on your strengths.
1. Consider the following questions:
a) Are you an introvert? An extrovert?
b) Are you a risk-taker? Are you risk-averse?
c) Do you like to work alone or in a team?
d) Do you deal well with conflict or are you non-confrontational?
e) Do you prefer communicating in person or in writing?
f) Do you think best from the gut and in-the-moment, or do you need to take time to reflect and craft your communications?
g) Do you assert your position with statements or do you use questions to communicate?
The point is that not one of these styles is right or wrong, but knowing how you are most comfortable and effective functioning can help you to build on those strengths.
2. Imagine that you discover that the physical safety of employees at your organization is being compromised for the sake of cost-cutting measures, or that friends in your student club are skimming funds from the bank account. What are some strategies you might take in response if you are an introvert? What if you are an extrovert?
3. In general, can you identify some strategies that are easier or more likely to be effective for a bold person to take when confronting values conflicts? What about for a more cautious person?
4. Can you think of times when you have effectively voiced/enacted your values because you were acting in a way that was natural to you? And/or have you observed this in a friend or co-worker/classmate?
On May 10, 2012, executive Ellen Pao filed a lawsuit against her employer, Silicon Valley-based tech venture capital firm Kleiner Perkins Caufield & Byers (Kleiner Perkins), on grounds of gender discrimination. Pao began working at Kleiner Perkins in 2005. She became a junior investing partner, but after several years at the firm was passed over for a senior partner position and was eventually terminated. Pao claimed that men with similar profiles and achievements were promoted instead.
In late 2011, Pao and a coworker were asked by a senior partner to come up with ways of improving the firm’s treatment of women, but the senior partner, according to Pao, was “noncommittal.” On January 4, 2012, Pao took this issue a step further and wrote a formal memorandum to several of her superiors and the firm’s outside counsel. In the memorandum, she described harassment she had received while at the firm, claiming she had been excluded from meetings by male partners, and asserting an absence of training and policies to prevent discrimination at the firm. Pao’s memo indicated that she wished to work with the firm on improving conditions for women. She was fired on October 1, 2012. The lawsuit went to trial in February 2015.
In a testimony during the trial, Pao explained that she sued because there was no process for HR issues at the firm and believed she had exhausted all options for addressing these issues internally: “It’s been a long journey, and I’ve tried many times to bring Kleiner Perkins to the right path. I think there should be equal opportunities for women and men to be venture capitalists. I wanted to be a VC but I wasn’t able to do so in that environment. And I think it’s important…to make those opportunities available in the future. And I wanted to make sure my story was told.”
Pao’s lawsuit made four claims against Kleiner Perkins: 1) they discriminated against Pao on the basis of gender by failing to promote her and/or terminating her employment; 2) they retaliated by failing to promote her because of conversations she had in late 2011 and/or the memo from January 4, 2012; 3) they failed to take all reasonable steps to prevent gender discrimination against her; and 4) they retaliated against her by terminating her employment because of conversations she had in late 2011 and/or the memo from January 4, 2012.
Pao’s legal team argued that men were promoted ahead of women, women who experienced sexual harassment received little support, and women’s ideas were often more quickly dismissed than men’s. Pao’s performance reviews revealed contradictory criticisms such as “too bold” and “too quiet.” Pao also accused company partner Ajit Nazre of pressuring her into an affair and subsequently retaliating against her after she ended the relationship. She said she received an inappropriate gift containing erotic imagery and was present while men at the firm were making inappropriate conversation. Further, the legal team described how Pao and other women had been left out of certain meetings and gatherings.
The defense’s case focused on Pao’s performance and character, noting that Pao received several negative performance reviews and acted entitled or resentful toward other employees and was not a team player. Evidence included evaluations, self-evaluations, meeting summaries, and messages both personal and professional. Kleiner Perkins claimed that Pao was paid more than her male counterparts, including bonuses and training. The firm also argued that Pao’s job description was mostly managerial and that limiting her involvement in investing was therefore not a form of discrimination.
The verdict was announced on March 27, 2015. The jury ruled 10 to 2 in favor of Kleiner Perkins on the first three claims, and 8 to 4 in favor of Kleiner Perkins on the fourth claim. Speaking after the trial, juror Steve Sammut said that the verdict came down to performance reviews, in which Pao’s negative criticism remained consistent each year. But he added that he wished there was some way for Kleiner Perkins to be punished for its treatment of employees, “It isn’t good. It’s like the wild, wild West.” Juror Marshalette Ramsey voted in favor of Pao, believing Pao had been discriminated against. Ramsey stated that the male junior partners who were promoted “had those same character flaws that Ellen was cited with.”
Deborah Rhode, law professor at Stanford University, said that even with this loss, Pao’s lawsuit succeeded in prompting debate about women in venture capital and tech. She stated, “This case sends a powerful signal to Silicon Valley in general and the venture capital industry in particular… Defendants who win in court sometimes lose in the world outside it.” After the verdict was announced, Pao stated that she hoped the case at least helped level the playing field for women and minorities in venture capital. She later wrote, “I have a request for all companies: Please don’t try to silence employees who raise discrimination and harassment concerns. …I hope future cases prove me wrong and show that our community and our jurists have now developed a better understanding of how discrimination works in real life, in the tech world, in the press and in the courts.” Pao’s case has since been credited for inspiring others facing workplace discrimination to act; similar lawsuits have been filed against companies such as Facebook, Twitter, and Microsoft.
1. At what points in this case study did Pao make the choice to voice her values? How did she voice her values in each of these instances?
2. Do you think Pao acted on her values effectively? Why or why not? Does the fact that she lost the lawsuit impact your reasoning? Explain.
3. Think through the seven pillars of GVV in relation to the case study above. Can you identify each pillar in Pao’s actions? Are there any pillars that you think Pao could have engaged more effectively? Explain.
4. If you were in Pao’s position at Kleiner Perkins, what would you have done and why? How might the pillars of GVV influence your actions? Select one of the pillars and describe how you would enact it in a situation described in the case study.
5. Based on the information in the case study, if you were a juror would you have ruled in favor of Pao or Kleiner Perkins? Why? How might your own values or biases influence your decision?
6. Have you ever worked at a job where you faced ethically questionable behavior? What did you do? In retrospect, do you wish you had done anything differently? How would you prepare for a similar situation today?
7. Have you ever witnessed or experienced discrimination in the workplace? What did you do? In retrospect, would you have done something differently? What do you think would be the ethically ideal way to handle instances of discrimination in the workplace?
Ellen Pao Loses Silicon Valley Bias Case Against Kleiner Perkins
Kleiner Perkin Portrays Ellen Pao as Combative and Resentful in Sex Bias Trial
Ellen Pao explains why she sued: “I wanted to make sure my story was told’
Ellen Pao wanted “a multimillion dollar payout,” Kleiner lawyers contend
Ellen Pao asked for a $10 million payment from Kleiner Perkins as the cost of ‘not fixing problems’
What the Jury in the Ellen Pao-Kleiner Perkins Case Needed to Decide
A Juror Speaks About His Vote for Kleiner Perkins but Still Wants the Firm to ‘Be Punished’
Ellen Pao Speaks: ‘I Am Now Moving On’
After Loss, Pao Hopes Case Leveled the Playing Field
Pao’s Alleged Firing Could Hurt Kleiner Perkins in Retaliation Suit
Gender Bias Will Soon Shine a Harsh Light on Microsoft
In the fall of 2015, student groups on the campuses of the University of Missouri and Yale University led protests in the wake of a series of racially-motivated offenses that many students saw as part of a history of unsafe or hostile campus climates for students of color, particularly black students. Offenses included verbal, emotional, and physical abuse.
At Yale University, administrators sent an email to students that offered advice on racially-insensitive costumes to avoid for Halloween, including costumes featuring blackface or mock Native American headdresses. Controversy emerged after Erika Christakis, a white lecturer of early childhood education and associate master at one of the university’s residential colleges, sent an email to the students she resided over in which she objected to the call for sensitivity. Christakis debated what she described as an “institutional… exercise of implied control over college students,” asking, “Is there no room anymore for a child or young person to be a little bit obnoxious… a little bit inappropriate or provocative or, yes, offensive?” In response, many students signed an open letter to Christakis. In this letter they stated, “We are not asking to be coddled… [We] simply ask that our existences not be invalidated on campus. This is us asking for basic respect of our cultures and our livelihoods.” During a protest, a student confronted Christakis’s husband, Nicholas Christakis, a professor at Yale and master of one of the residential colleges. In disagreement, the students told him to step down, saying that being a master was “not about creating an intellectual space… [but] creating a home here.”
At Missouri, university administrators were criticized for their slow and ineffective responses to address ongoing racial tensions on the campus. After Payton Head, a black student and president of the Missouri Student Association, was taunted with racial slurs, it took university chancellor R. Bowen Loftin nearly a week to respond. Following this and other incidences, students organized rallies and demonstrations. Tensions were made worse after someone used feces to smear a swastika on a communal bathroom in a residence hall. This act of vandalism, and the university’s response, became the final straw for graduate student Jonathan Butler. Butler had led or been involved in many demonstrations up to this point. He decided to go on indefinite hunger strike until university system president, Tim Wolfe, was removed from office. In support of Butler, the football team later announced they would neither practice nor play until Wolfe resigned. Many students joined in support of the protests. Butler ended his weeklong hunger strike after Wolfe resigned.
In the midst of the student protests at Missouri, further controversy emerged when protesters tried to keep news media out of the campus public grounds where protesters had been camping out for days. Student photographer Tim Tai, on assignment for ESPN, was surrounded and confronted by protesters, including university staff members, who did not want any media to enter what they said was a “safe space.” Tai was attempting to document the protests in public spaces, stating, “This is the First Amendment that protects your right to stand here and mine. …The law protects both of us.” A video capturing the confrontation went viral and sparked wider debate over the issue of freedom of speech in the protests at Missouri, Yale, and other college campuses. Journalists, commentators, and academics raised discussion over the roles of free speech, deliberation, and tolerance in the dialogue between student activists and university administrators.
Freelance journalist Terrell Jermaine Starr, in defense of the protesters, wrote: “This wasn’t a problem with Tai’s character or his journalistic integrity; he was doing his job… but reporters should also feel a responsibility to try to understand and respect [the protesters’] pain…” Starr continued: “In many communities that historically have been marginalized and unfairly portrayed by the media, there’s good reason people do not trust journalists: They often criminalize black people’s pain and resistance to racial oppression.” Suzanne Nossel, executive director of PEN American Center, defended free speech as a crucial driver of social justice reform: “[Without] free speech, the “safe spaces” students crave will soon suffocate them. Social movements must evolve or they die. Ideological and even tactical evolution demands willingness to hear out heterodoxy. Likewise, free speech defenders will not win by dismissing students as insolent whiners. …The Black Lives Matter movement and the campus protests are efforts to jump-start a drive for racial equality that has stalled in key areas. Free speech is essential to that quest.”
Writing about the Yale incident, journalist Conor Friedersdorf suggested that the student activists’ intolerance of other views could lead to censorship. He wrote, “[Students] were perfectly free to talk about their pain. Some felt entitled to something more, and that is what prolonged the debate.” Op-ed columnist Nicholas Kristof addressed the broader role of freedom of speech on college campuses: “The protesters at Mizzou and Yale and elsewhere make a legitimate point: Universities should work harder to make all students feel they are safe and belong. Members of minorities—whether black or transgender or (on many campuses) evangelical conservatives—should be able to feel a part of campus, not feel mocked in their own community.” Political theorist Danielle Allen, on the other hand, described the debate over freedom of speech as a distraction from the key issues of the protests. Allen wrote, “The issues of free speech matter, too, but they are leading people in the wrong direction, away from the deepest issue. …The real issue is how to think about social equality.”
1. In this case study, who voiced his or her values? Do you think each of these people acted effectively? Why or why not?
2. Think through the seven pillars of GVV in relation to Erika Christakis’ actions. Can you identify each pillar in her actions? Are there any pillars that you think she could have engaged more effectively? Explain.
3. How do Erika Christakis’ actions to voice values compare to Jonathan Butler’s actions to voice values? Was one more effective than the other? Why or why not? Explain.
4. If you were in the position of a student activist at Yale or Missouri, what would you have done and why? How might the pillars of GVV influence your actions?
5. What if you were in the position of a university administrator at Yale or Missouri? What would you have done and why? How might the pillars of GVV influence your actions?
6. If you were in the position to mediate the conflict between Tim Tai and the protesters, how would you engage the GVV pillars to do so? Explain.
7. If you were in Tai’s position, what would you have done, and why? Do you agree with his argument that freedom of speech protects his rights as much as it does the protesters? Explain.
8. How does voicing your own values differ from voicing the values of a group or organization? Explain.
9. Have you ever witnessed or been involved in a protest? In what ways did the group of protestors communicate their message? Do you think this was effective? Why or why not?
10. What do you think is an ethically ideal way to encourage dialogue and equality on college and university campuses? Explain.
At University of Missouri, Black Students See a Campus Riven by Race
Why a Free Speech Fight is Causing Protests at Yale
Mizzou, Yale, and Free Speech
‘Justice is worth fighting for’: A Q&A with the graduate student whose hunger strike has upended the University of Missouri
Who Is Entitled to Be Heard?
There’s a good reason protestors at the University of Missouri didn’t want the media around
The New Intolerance of Student Activism
The real issue at Mizzou and Yale isn’t free speech. It’s social equality.
At U. of Missouri and Yale, obstruction of free speech
A Dialogue on Race and Speech at Yale
This case study discusses the unique challenges to freedom of speech public figures face when negotiating their public image and expressing their own values. It examines the controversy that broke out when Rashard Mendenhall, a running back for the Pittsburgh Steelers, tweeted comments criticizing the celebration of the assassination of Osama Bin Laden.
The full case study, discussion questions, and additional resources can be accessed through the link below, which will open a new tab at The Texas Program in Sports & Media website.
Full TPSM Case: Defending the Freedom of Tweets?
The GGV Series
GVV Pillar 5: Self-knowledge & Alignment introduces the fifth principle of “Giving Voice to Values” (GVV). To voice and act on our values in a way that is consistent with who we are and builds on our strengths is to act with self-knowledge and alignment. Self-assessment is an important way to identify our most effective strategies for enacting our values. People may see themselves as risk-averse or risk-takers, introverts or extroverts, bold or cautious. In each case, it is important to identify strategies for dealing with ethical issues that are true to our own personality. For example, if our boss asks us to “cook the books” and we consider ourselves a risk-taker, we might frame our response in terms of sticking our neck out for the sake of integrity and the long-term welfare of the company. On the other hand, if we are risk-averse, we might draw confidence from the idea that this approach is too risky and instead express concern that the company might get caught in an audit and face dire consequences.
To learn more about values systems and how they vary from culture to culture, watch Fundamental Moral Unit and All is Not Relative. For complimentary approaches to GVV that also offer methods for voicing values and making ethical decisions, watch the four-part Being Your Best Self videos, which include Part 1: Moral Awareness, Part 2: Moral Decision Making, Part 3: Moral Intent, and Part 4: Moral Action. To learn about pervasive social and organizational biases that inhibit voicing values, watch Moral Muteness and Moral Myopia. To discover how voicing values can contribute to professional and personal success, watch Moral Imagination.
The case studies on this page illustrate different ways in which individuals or groups give voice to their values. “Pao & Gender Bias” examines the debate Ellen Pao generated in the venture capital and tech industries when she filed a lawsuit against her employer on grounds of gender discrimination. “Freedom of Speech on Campus” explores how, in the wake of racially motivated offenses at Yale and the University of Missouri, student protesters voiced their values and sparked debate over the roles of free speech, deliberation, and tolerance on campus. “Defending Freedom of Tweets?” takes a look at the backlash Pittsburgh Steelers running back Rashard Mendenhall received from fans after he tweeted a criticism of the celebration of the assassination of Osama Bin Laden. “Full Disclosure: Manipulating Donors” examines the difficult position a student intern was in and how she struggled to voice her values.
Terms related to this video and defined in our ethics glossary include: altruism, behavioral ethics, ethics, fundamental attribution error, groupthink, integrity, moral agent, morals, moral emotions, moral reasoning, prosocial behavior, values, and virtue ethics.
The GVV Approach
The “Giving Voice to Values” (GVV) video series summarizes the key points of Giving Voice to Values: How to Speak Your Mind When You Know What’s Right, written by Mary Gentile with support from the Yale School of Management and the Aspen Institute. The GVV videos may be watched individually or sequentially. The series will be most useful if viewed in its entirety and with the introductory video.
GVV was created for business ethics programs, but its lessons are broad and apply to all professionals in every field including fine arts, liberal arts, communication studies, social and natural sciences, engineering, education, social work, and medicine. The GVV series can serve as a springboard for further discussion of ethics and values as they pertain to individuals’ professional and personal lives.
GVV identifies the many ways that individuals can – and do – voice their values in the workplace. It teaches people how to build the “moral muscles” necessary to do so, and details the strategies people can use to find the motivation, skill, and confidence to “give voice to their values.”
The goal of GVV is to act consistently with our most deeply held convictions about right and wrong. Research and experience demonstrate that values conflicts will inevitably occur in our professional and personal lives. So, when what we believe and want to accomplish seems to be in opposition to the demands of others (peers, supervisors, organizations, etc.), the ability to successfully voice our values and navigate these differences is crucial. This is the starting point for the GVV curriculum.
GVV consists of seven principles, or pillars, that represent ways of thinking about values, our identity, and our own capabilities. The seven pillars of GVV are: Values, Choice, Normalization, Purpose, Self-Knowledge & Alignment, Voice, and Reasons & Rationalizations. Each video in the GVV series introduces and explains one of the GVV pillars.
Gentile also describes the factors that affect ethical behavior and offers techniques for resisting unethical actions. Ultimately, the curriculum helps people build and practice the skills they need to recognize, speak, and act on their values effectively when conflicts arise.
The GVV approach includes:
* How a leader raises values-based issues in an effective manner – what she/he needs to do to be heard and how to correct an existing course of action when necessary.
* An emphasis on self-assessment and a focus on individual strengths when looking for a way to align one’s individual sense of purpose with that of an organization.
* Opportunities to construct and practice responses to frequently heard reasons and rationalizations for not acting on one’s values.
* Positive examples of times when people have found ways to voice and thereby implement their values in the workplace.
* Practice in providing peer feedback and coaching.
Giving Voice to Values case studies, curriculum, and additional teaching pedagogy are available at no cost to educators at the Giving Voice to Values Curriculum website.
Further details about the “Self-Knowledge & Alignment” pillar may be found in Chapter Six of Giving Voice to Values, “Playing to My Strengths: Self-Knowledge, Self-Image, and Alignment.”
For a discussion of the “GVV Starting Assumptions,” see Chapter One of Giving Voice to Values, “Giving Voice to Our Values: The Thought Experiment.”
A summary of the seven pillars of GVV may be downloaded here: An Action Framework for Giving Voice To Values—“The To-Do List.”
For further discussion of the GVV approach, see Mary Gentile’s article published in Organization Management Journal, “Values-Driven Leadership Development: Where We Have Been and Where We Could Go.”
Gentile, Mary C. (2010). Giving Voice to Values: How to Speak Your Mind When You Know What’s Right. New Haven, CT: Yale University Press.
Transcript of Narration
Written and Narrated by
Mary C. Gentile, Ph.D.
Darden School of Business
University of Virginia
Sometimes we tend to think that only a certain type of person can act on their values. We may think they have to be bold, assertive, risk-takers, maybe extroverts – and perhaps they need to relish and perform well in a good argument.
The problem with this assumption is that it can imply that if we see ourselves as cautious, conservative, risk-averse or introverted, we might conclude that we will never be able to voice and act on our values. Perhaps we just think that we lack the kind of “moral courage” that would be required.
However, in our research, we have noticed that all types of people can and have acted on their values effectively – extroverts and introverts, risk-takers and the risk-averse, bold and cautious alike. The key similarity is that these folks understood who they truly were: what was most comfortable to them and what their abilities were, and they framed the values conflicts they faced in such as way as to play to their own strengths.
So for example, if we see ourselves as risk takers, we might say “Why not take a risk in the service of something that really matters to me? In the service of my deepest values?” On the other hand, if we see ourselves as risk-averse, we might frame the challenge we face in such a way that acting ethically feels like the safer route.
If we are quick on our feet and clever with words, we might be most effective in a one-on-one conversation with the person we want to influence. If we are shy and need time to think and craft our words in advance, we might be more effective with a written memo. Or perhaps we may generate a set of critical questions that will enable others to bring new and important information into the debate.
This is our “self-story” and it can be a source of inspiration, confidence and guidance in our efforts to find effective ways to act ethically. The point is there are many ways to voice and act on our values and there is always something we can try. It becomes important to reflect on who we are, who we truly want to be, and how and when we are most effective – and then to play to those strengths and understandings when faced with ethical dilemmas.
There are many ways to align our unique strengths and style with our values. The trick is to find a way to “be ourselves” as opposed to trying to impose an unfamiliar or uncomfortable identity on ourselves when facing ethical challenges. | <urn:uuid:e234c661-59bd-4dc6-9ad4-78d6ae040135> | CC-MAIN-2020-10 | https://ethicsunwrapped.utexas.edu/video/pillar-5-self-knowledge-and-alignment | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146160.21/warc/CC-MAIN-20200225202625-20200225232625-00371.warc.gz | en | 0.951439 | 5,872 | 2.59375 | 3 | The extract provides a comprehensive discussion of soft skills, including self-knowledge, alignment, and effective communication. It features realistic scenarios, such as the Ellen Pao case and the Yale University protests, that integrate emotional intelligence, leadership challenges, and critical thinking opportunities. The material includes practical applications with meaningful context, incorporating cultural awareness and modern digital literacy skills throughout. The extract also presents complex scenarios requiring sophisticated communication, strategic thinking, and advanced problem-solving across multiple contexts, making it a valuable resource for developing soft skills.
Educational score: 5 | 5 | 4 | 393,718 | 1 |
Tragedy after Aristotle
by Larry A. Brown
Professor of Theater
For centuries the Poetics offered the only definition of tragedy available to dramatic critics. Aristotle's ideas concerning dramatic structure established the terms of the debate and were never seriously challenged. Based on his unquestioned authority, critics who discussed tragedy assumed his categories to be valid for all time. A closer look, however, reveals that Aristotle's formal definition excludes many plays which are commonly thought of as tragedies. Not all tragic heroes suffer because of a tragic error, nor does recognition always occur within the tragic plot. Numerous types of drama have developed over the centuries which Aristotle never envisioned.
Other renowned thinkers besides Aristotle have offered alternative definitions of tragedy. The 19th century philosopher Hegel described the tragic situation as the collision of mutually exclusive but equally legitimate causes: both Antigone and Creon stand for principles – loyalty to family and obedience to the state – which are morally justifiable if taken by themselves, but when these ethical positions conflict, tragedy results for both sides. As Heilman explains, the tragic hero is sometimes caught between "two imperatives, different injunctions, each with its own validity but apparently irreconcilable." To avenge their fathers' deaths, both Orestes and Hamlet must in turn murder another relative, placing them in a moral dilemma with no guiltless options.
Friedrich Nietzsche found the origins of tragedy symbolically represented in the confrontation of Apollo and Dionysos, the Greek gods of order, restraint, and form on the one hand and impulse, instinct, and ecstatic frenzy on the other. The tragic hero is divided "between imperative and impulse, between moral ordinance and unruly passion . . . between law and lust" (Heilman 207). Dr. Faustus rejects the limits of science and the constraints of theology (just imperatives) to seek diabolic knowledge and power (evil impulse), whereas the Duchess of Malfi disobeys her brothers' command (unjust imperative) to marry a person of lower status (innocent impulse). Both Hegel's and Nietzsche's views are helpful in describing aspects of tragedy not addressed by Aristotle.
Rather than starting from an abstract formula, we must arrive at a comprehensive definition of tragedy from a thorough examination of the literary works themselves in order to see what qualities they have in common. Throughout history various authors have shared a similar perspective of the world, what might be called a tragic vision, asking the same questions although coming to different conclusions. Shakespeare expressed his vision in a different form of drama from Sophocles, but each depicted characters struggling within the limitations of their mortality to find meaning and purpose to human activity.
What qualities make up this tragic vision?
First, tragedy begins by asking ultimate questions: why are we here? Does life have meaning or purpose? More to the point, can life have meaning in the face of so much suffering and evil in the world? Does death negate the significance of the protagonist's life and the goals he/she was seeking?
Philosophers and theologians through the ages have debated the question of the origin of suffering, but tragedy offers no single solution. Some people suffer because of their own actions: miscalculations which turn out to be fatal (Lear's abdication of the throne), mistakes based on ignorance (Oedipus) or deceit (Othello's misguided trust in Iago), or evil deeds which return to haunt the doer (Macbeth, Dr. Faustus). Some fall victim to the malevolent will of others (the women of Troy) or are caught in a moral dilemma not of their making (Orestes, Hamlet). At times the tragic hero appears to suffer simply because he or she lives in a cruel and unjust universe where the gods are unkind, unfeeling, or nonexistent.
Whereas the causes of suffering are diverse, the purpose of suffering in tragedy appears almost universally acknowledged: only through suffering does a person attain wisdom. The chorus in Agamemnon by Aeschylus recites: "Zeus, whose will has marked for man the sole way where wisdom lies, ordered one eternal plan: Man must suffer to be wise." In Antigone, the chorus counsels Creon that suffering is wisdom's schoolteacher. According to Francis Fergusson (adapting an idea from Kenneth Burke), these plays follow a tragic pattern of purpose, passion, and perception: the protagonist, seeking a goal, confronts opposition and suffers a trial by fire, but through this painful process gains insight about himself and the world he inhabits. From the tragic perspective, wisdom based on truth is of supreme value, even though it must often be purchased with the hero's death.
Second, tragedy pushes the individual to the outer limits of existence where one must live or die by one's convictions. Facing the end of life, a person quickly recognizes life's ultimate values. All the trivial matters which occupy our daily routine suddenly vanish. At this decisive point there is no turning back and no room for compromise. Ibsen's Brand lives by the motto, "All or Nothing!" This stern Norwegian minister gives up everything -- home, family, parish -- in his quest for perfect obedience to a harsh, merciless God. He finally reaches his goal, the Ice Church high in the mountains, symbol of perfection, only to be buried alive by an avalanche of snow.
Aristotle saw the extremism of the tragic hero as a failure to find the moderate way, leading to his downfall. In contrast, Nietzsche felt that this extremism was the sole justification for the hero's existence, as one who possesses the courage to live dangerously, to risk all in order to gain all. Testing the boundaries of his finite nature, the tragic protagonist seeks to surpass his limitations and reach the unattainable. The energy which propels him towards his goal is often so intense that it eventually consumes him as well. We admire the daring, uncompromising spirit of the tragic hero while recognizing that what he gains in intensity of life, he often pays for with its brevity.
Third, tragedy depicts men and women who, dissatisfied with the hand destiny has dealt them, challenge the rules of the game. Sometimes they win, sometimes they lose, but always they demonstrate the power of free will to stand against fate or the gods. Contrary to popular belief, tragedy does not depict man as a helpless puppet dancing to the strings of destiny. As in the case of Orestes, the end of tragedy is not always defeat.
The tragic vision does not assume the hero's ultimate downfall. Instead, it explores possible ways in which free will exerts itself in the world. For this reason Walter Kerr defines tragedy as "an investigation into the possibilities of human freedom" (121). Human beings are creatures set loose in the universe with the power to change it irrevocably. The will decides and then acts on its decision, carving out its own destiny. Even when the gods appears to have a hand in the hero's destruction, he remains his own master: despite the tricks of fate, Oedipus never denies his responsibility in sinning against his parents. Confronting insurmountable odds, the protagonist's determination to act rather than submit often leads to disastrous results, but at the same time it tests the basic substance of humanity, proving its worth.
Fourth, this tremendous strength of will to scale the heights and accomplish the impossible sets the hero apart from ordinary humanity, but at the same time it inspires us with a vision of human potential. Thus, tragedy, far from being a pessimistic view of life, is ultimately optimistic about the value of human achievement and the unconquerable strength of the human spirit. Sophocles has the chorus of Antigone sing, "Numberless are the world's wonders, but none more wonderful than man." Hamlet remarks, "What a piece of work is a man! How noble in reason, how infinite in faculty, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god!" Both these sentiments echo the words of David in Psalm 8: "What is man that you are mindful of him? . . . You have made him a little lower than divinity and crowned him with glory and honor. You made him ruler over the works of your hands, and put everything under his feet."
The tragic vision encompasses the paradox of human freedom, admitting the possibility of great goodness and great evil. As Eric Bentley states, "Tragedy cannot entail extreme optimism, for that would be to underestimate the problem; it cannot entail extreme pessimism for that would be to lose faith in man" (33). In like fashion, the American playwright Maxwell Anderson called theater "a religious institution dedicated to the exaltation of the spirit of man" (32), and said, "The theme of tragedy has always been victory in defeat, a man's conquest of himself in the face of annihilation. . . . The message of tragedy is that men are better than they think they are. This message needs to be said over and over lest the race lose faith in itself entirely" (51).
The Death of Tragedy?
This affirmation of human worth and potential, an essential element of the tragic vision, points to one reason why the modern age has produced so few authentic tragedies. During the last 300 years humanity's self-esteem has been dealt several devastating blows. Copernicus removed the earth from the center of God's universe, Darwin stripped man of his divine origin, and Freud left him the victim of his subconscious desires. Given these premises, modern philosophy has little ground on which to build a noble portrait of man to replace Michelangelo's fallen David.
Joseph Wood Krutch remarks, "Tragic writers believed easily in greatness just as we believe easily in meanness. To Shakespeare, robes and crowns and jewels are the garments most appropriate to man because they are the fitting outward manifestation of his inward majesty, but to us they seem absurd because the man who bears them has, in our estimation, so pitifully shrunk. We do not write about kings because we do not believe that any man is worthy to be one" (233).
In The Death of Tragedy, George Steiner argues that the triumph of rationalism and a secular worldview has removed the metaphysical grounds for tragedy in the modern world. The ancients saw themselves as a small but significant part of a much larger Reality. "In Greek tragedy as in Shakespeare, mortal actions are encompassed by forces which transcend man. The reality of Orestes entails that of the Furies; the Weird Sisters wait for the soul of Macbeth. We cannot conceive of Oedipus without a Sphinx, nor of Hamlet without a Ghost." Depicting life as a great mystery beyond human understanding, these tragedies "instruct us how little of the world belongs to man" (193-4). Modern man will have no such overlords, and with his sciences and skeptical reason he has conquered his superstitious belief in the unseen realm. It is ironic, however, that by banishing divinity from the universe, humanity has diminished rather than increased in significance.
While correct in his analysis of this crucial point, Steiner is mistaken in his assertion that Christian hope in redemption and the afterlife was another reason for the genre's demise: "where there is compensation, there is justice, not tragedy" (4). This view fails to acknowledge that Christianity's high view of humanity (biblically defined as a being made in God's image) provides, when coupled with the Christian doctrine of sin, the metaphysical grounds on which tragedy can exist.
Both the Christian worldview and the tragic perspective focus on the paradox of human freedom, admitting the possibility of great goodness and great evil. In Paradise Lost John Milton portrays Adam as the archetypal tragic hero, "sufficient to have stood, though free to fall." Adam's predicament is the human predicament: he has enough freedom to recognize that he is not totally free, but with what freedom he has, he rebels against his finitude, desiring to be like God. As Reinhold Niebuhr says, "Man is mortal; that is his fate. Man pretends not to be mortal; that is his sin" (28). The Greeks acknowledged a similar tendency in man and shuddered at the tragic hero's hubris (pride), knowing that the gods' wrath would follow. Both Christian and Greek thought agree, however, that man's dignity and value are ultimately affirmed by the fact that his behavior attracts the attention of heaven.
William Shakespeare (1564-1616) hardly needs an introduction. Considered the greatest playwright in the English language and arguably the world, Shakespeare enriched the stage with some of its most fascinating and enduring characters. In his plays tragedy falls on someone of high status, larger than life, not an ordinary person slowly worn to death by disease, poverty, or petty problems. The suffering and calamity are exceptional, contrasting with previous happiness or glory. Renaissance critics thought tragedy should serve as an example of the fall of great princes; plays acted as warnings to present rulers not to give themselves over to vice, injustice, or ambition, or else they might meet the same fate. In addition, critics defined tragedy in terms of protagonist’s moral flaw. Although Aristotle, properly understood, did not discuss the concept of tragic flaw, by Shakespeare’s time this idea was commonplace in dramatic criticism. Shakespearean tragedy derives mostly from the protagonist’s own actions, not performed in ignorance or as casual mistakes, but deeds characteristic to his or her nature. The main interest lies more with the character’s internal conflict than any external opposition.
The tragedies follow a basic pattern of complication, crisis, and conclusion but with multiple variations. In the first act Shakespeare often introduces a new twist into the existing situation to complicate matters: Macbeth’s temptation to usurp the throne is kindled by the prophecies of the witches; Hamlet’s melancholy over his mother’s “o’erhasty marriage” increases with the Ghost’s revelation; the family feud between the Montagues and Capulets becomes more entangled when Romeo falls in love with Juliet. The plot eventually reaches the crisis when the protagonist makes a decision that changes the course of the action, at which point his fate is sealed. The location of the crisis varies from play to play: Lear’s foolish decision to divide the kingdom occurs in the first act; Macbeth kills Duncan in Act II; Hamlet passes up the opportunity to kill Claudius at prayer but then mistakenly stabs Polonius in Act III; Romeo kills Tybalt in Act III; Othello does not reach the point of no return until the final act when he smothers Desdemona. In the end Shakespeare often shows a return to order after the chaos. Most films of Hamlet cut the part of Fortinbras as his part seems superfluous to the main action, but Fortinbras appears in the final scene to restore order to the kingdom, as Malcolm does in Macbeth, Albany in King Lear, and Octavian in Julius Caesar.
Seventeenth-century France produced two significant writers of tragedy. Pierre Corneille (1606-1684) and Jean Racine (1639-1699) offer an interesting contrast of tragic visions. In Corneille’s plays he explores the possibilities of human free will as characters forge their destiny by their own choices. Racine presents a much bleaker view of human nature; his characters’ uncontrollable passions drive them unavoidably to destruction. Corneille’s Polyeucte concerns a Christian martyr during the time of the Roman empire, when faith in Christ was a capital offense. Knowing the risk to his life, Polyeucte demonstrates his freedom to submit to the will of God, which he sees as achieving the glory of martyrdom and the reward of heaven. His friend counsels him that God does not demand his death, but Polyeucte answers, “The more voluntary, the more the deed is worth” (2.6). Polyeucte does not succumb to a harsh religious duty by compulsion but instead chooses between his passion for Pauline or for God. Because he has chosen his own fate, he claims death as victory, turning potential tragedy into personal triumph.
Corneille’s characters have an uncommon control over their emotions. They are not swept away by the stormy tides of passion, although they continue to feel deeply. Polyeucte’s pagan wife, Pauline, fears for his life but refuses to leave him even though his death means she would be free to marry her true love, the Roman soldier Severe. Her father arranged for Pauline’s marriage to Polyeucte before his conversion, but Pauline freely chose to give her devotion to her new husband while denying her passion for Severe. When Severe accuses her of never loving him, Pauline responds, “If in my soul I could extinguish the remains of my love, gods, how I would avoid such awful torture! My reason subdues my emotions, it’s true; but whatever authority it has taken, it does not reign, it tyrannizes; and though the surface may appear perfectly calm, there’s nothing but turmoil and revolt within” (2.2). This victory of the human spirit over cruel fate sets Corneille’s tragedies apart from the usual, more pessimistic view of tragedy in which the hero is a noble but helpless pawn in a cosmic game of uncontrollable forces. Corneille wrote with a different understanding of the genre that allowed the hero ultimately to succeed as long as the series of perils he faced were of sufficient gravity to provoke our concern and admiration. His plays express confidence in human potential to overcome both the inner and outer struggles of this life.
In Racine’s adaptation of a Euripidean play, Andromache, the characters live and die in a much harsher reality. They lack the willpower to combat the passions that seek to consume them. Love comes upon them as an irresistible force. The action of Andromache takes place following the Trojan war. Pyrrhus, the son of Achilles, falls for his beautiful captive Andromache, widow of the Trojan hero Hector. When she spurns his advances out of loyalty to her dead husband, Pyrrhus threatens to kill her son; as he says, “My love has been too violent to end in mere indifference. From now on, my heart, if it cannot love with rapture, must hate with fury” (1.4). Wildly out of control, emotions swing from one extreme to the other. Pyrrhus’ passion for Andromache blinds him to his duty to wed Hermione, daughter of Helen, in a politically arranged marriage. If the situation were not complicated enough, Orestes arrives, claiming to be bound by chains of love for Hermione, whom he had tried to forget. However, the Greeks sent Orestes to Pyrrhus to insist on the consummation of the marriage. “How quickly persecuting fate snared me in the very trap I wanted to avoid!” Orestes complains. “Soon enough I found my lovely persecutor taking her old place in my heart; the old fires burned, I felt my hatred melt away – or rather knew I had always loved her” (1.1). When his friend offers advice, he shouts, “I’m sick to death of your reasons!” (3.1) He resents the intervention of reason because it thwarts his personal desires but also because reason stands for a mode of existence antipathetic to the hero’s nature. Racine’s characters have a psychological need to live at a certain pitch of intensity. Love quickly turns to hate: Hermione would rather see Pyrrhus die before surrendering him to another. However, once Orestes returns from arranging Pyrrhus’ death, expecting Hermione’s gratitude, she turns on him, calling him a murderous barbarian for fulfilling her earlier wish.
In some ways the characters’ disastrous fortunes derive from forces beyond their control. The war made Andromache a widow, a captive of her husband’s killer, and now threatens to take her son; it gave Hermione to Pyrrhus as reward for his valor. The situation establishes the impossible rules by which the characters must play, but it is their passionate, uncompromising natures that drive them rapidly toward destruction. These people act as they do, rashly, impulsively, without thinking, because of who they are; character is destiny. They cannot escape the emotions that motivate them, nor do they have the freedom of will to control them. In comparing the dramatic worlds of these two writers, Racine’s pessimistic vision of characters driven by inner desires foreshadows the theories of Sigmund Freud and may seem more convincing to modern cynical minds, but Corneille’s plays also have something to say about humanity’s faith in ourselves.
Tragedy in Non-Western Cultures
The tradition-laden Grand Kabuki remains the most popular form of theater in Japan. Kabuki plays are classified more by subject matter and setting than in terms of tragedy or comedy, but Kumagai Jinya (1751) bears a strong resemblance to western tragedy. General Kumagai returns heavy-hearted from battle, having faced Atsumori, the young son of his enemy, in single combat. Without joy, he tells his wife that he killed the boy. Overhearing the news, the boy’s mother bursts into the room and attacks Kumagai, demanding revenge. She reminds him of his sworn loyalty to her for helping him and his wife to elope years ago, and berates him for his cruel treason. She demands that Kumagai’s wife help her to kill him, but the couple bow down before her asking forgiveness. Kumagai withdraws from the scene, explaining he must prepare his victim’s head to give to his commander. As his mother plays mournfully on a flute, the shadow of her son in his armor passes through the room. When Kumagai returns in full ceremonial dress bearing the head casket, the mother begs to see her son one last time, but the commander interrupts them. Kumagai questions the commander about a symbolic order he had received: a cherry tree with a cryptic message saying, “One branch, one finger.” A simple reading of the message seems to indicate that if someone broke a branch off the tree, he would lose a finger, but Kumagai, in a play on similar Japanese words, believes it meant “a child for a child.” Opening the casket, he reveals the head of his own son, whom he sacrificed instead of the son of his enemy. The commander agrees to go along with the ruse and formally announces that this is the head of Atsumori. Kumagai then requests that he be allowed to retire as a warrior and become a monk.
Historical plays in Kabuki which depict a character in conflict, struggling with a duty towards two opposed individuals are called matatabimono, “plays of divided loyalty.” Characters in these dramas are bound by a strict code of ethics. Based on the teachings of Confucius, social duty – not religion, individual rights, or abstract notions of good and evil – determine ethical behavior. A good deed, even by a stranger, incurs a debt of obligation that must be repaid no matter what the sacrifice. “The external world of the Kabuki hero is dominated by the social code which demands its due, laying its implacable mechanical force upon human sympathies, imposing an ultimate defeat upon all who seek to oppose it.” Under this code, Kumagai owes more to the mother of Atsumori than to his own son. Unlike Macbeth or Brutus, Kumagai experiences no inner struggle to discriminate between right and wrong; his society has determined the right path for him. In western tragedies the hero often acts in opposition to social values, but the Kabuki hero “does not question the hierarchy, his station in it, or his precisely defined relation to others.” These plays do not challenge this inexorable code, accepted as necessary to the social order and eternal as part of the grand design or way (dao), but rather they display its cruel impact on human beings (Ernst 229, 238).
World-famous director Peter Brook and writer Jean-Claude Carriere adapted the Hindu epic Mahabharata as a nine-hour stage production in the 1980s, using an international cast. This enormous work, the longest epic in world literature, depicts the growing enmity and eventual war between cousins, the Pandavas and Kauravas. Pandu, earthly father of the Pandavas (who actually descend from the gods) sacrifices his life for love, handing the kingdom to his blind brother. The new king’s sons resent the Pandavas’ claim to the throne and try to kill them many times. One day the Kauravas challenge Yudhishthira, eldest of the Pandavas, to a game of dice. Foolishly, he wagers and loses all that he owns, including his brothers, himself, and Draupadi, wife of all five Pandavas. After living in exile for thirteen years, the Pandavas recognize that war with their cousins is inevitable if they are to claim their rightful place in the kingdom. Because of loyalty to the family, the beloved teachers of the Pandavas must fight on the other side against them. Millions of men join both sides and prepare for battle.
Krishna, an earthly prince but in reality an incarnation of the god Vishnu, agrees to serve as charioteer for Arjuna, the mightiest warrior of the brothers. Before the battle, Arjuna falters at the sight of his relatives and teachers, now his sworn enemies. He breaks down and refuses to fight, asking how any good can come from killing one’s friends. Would this not be an offense against dharma, a person’s righteous duty? Krishna advises him not to worry about death itself, which is only one small step in the great and endless cycle of life. Death is only illusion. The soul merely casts off old bodies and enters new ones, just as a person changes garments. Next he explains how a warrior can perform his duty without doing wrong, polluting himself with the blood of his enemies. The secret is detachment: do one’s duty without concern for the personal consequences. “Victory and defeat, pleasure and pain are all the same. Act, but don't reflect on the fruits of the act. Forget desire, seek detachment.” Not striving for victory or fearing defeat, Arjuna must devote his actions to the god. Krishna then reveals his divine, universal nature to Arjuna in a magnificent vision of a multitude of deities, stretching out to infinity. Resolved now to perform his duty to his lord, Arjuna leads his troops into battle. Millions are slaughtered in the carnage, leaving only the Pandavas alive in the end. Yudhishthira has a crisis of confidence, doubting that victory was worth such a cost. Krishna tells him that as long as one fulfills dharma, his acts are righteous.
The Mahabharata examines the tragic dilemma of how to defeat evil without resorting to evil oneself. It does not simplify the conflict to a battle between right and wrong. The Pandavas are not perfect, breaking the agreed-upon rules of war and resorting to deceit; several who fight for the Kauravas are truly noble such as their mentors Bhishma and Drona. Krishna teaches that there are limits to individual morality in an immoral society. Sometimes one protects dharma by forgetting it. The events of the Mahabharata occur at the beginning of the age of Kali, a dark time when dharma will decline. When this fourth age ends, the world will be destroyed for a time, before recreation in the endless cycle.
Nigerian author and Nobel prize winner Wole Soyinka’s Death and the King’s Horseman (1975) merits consideration as a modern tragedy. The king of a Yoruba tribe has died, and in the custom of his people, the king’s horseman prepares for his own death, following his master to serve him in the other world. The British Colonial Administration finds the practice of ritual suicide offensive and puts the man in jail for his protection. His son now returns from studying in England. Having heard of the king’s death, he comes to bury his father, but seeing him alive, he rebukes him for dishonoring his family and the tribe. The son takes his father’s place and kills himself to join his ancestors and save his family’s reputation. Soyinka’s play, based on a true incident, resembles Polyeucte. Outside forces determine a man’s fate, in this case religious duty toward the dead and the interference of the ruling white culture. His son, however, freely chooses death to fulfill his father’s obligation, bringing peace back to the tribe.
As mentioned above, critics like Krutch and Steiner argue that the pessimism of the modern age has prevented the creation of great tragedies in our time. Despite their reservations, playwrights have occasionally set their sights on writing serious plays set in modern times that reach for the heights of classical tragedy. Eugene O’Neill (1888-1953) was the first American playwright considered in the ranks of the great European dramatists such as Ibsen and Shaw; during his long career his plays won four Pulitzer prizes and the Nobel prize for literature. O’Neill greatly admired the Greeks and wanted to emulate their tragic vision which he thought exulted in human potential, raising spiritual understanding of themselves above the pettiness of everyday life. However, he acknowledged the challenge of writing tragedy today: “The playwright today must dig at the roots of the sickness of today – the death of the Old God and the failure of science and materialism to give any satisfying new One for the surviving primitive religious instinct to find a meaning of life, and to comfort his fears of death.” Critic Robert Brustein adds: “O’Neill’s problem is the problem of modern drama as a whole: how to bring a religious vision to bear on a totally secular world” (329, 331). O’Neill claimed that his objective as a playwright was to depict the “transfiguring nobility … in seemingly the most ignoble, debased lives. … I’m always acutely conscious of the Force Behind – Fate, God, our biological past creating our present, whatever one calls it – Mystery, certainly – and of the one eternal tragedy of Man in his glorious, self-destructive struggle” which endows his suffering or defeat with significance, “the only subject worth writing about.” The challenge was to find a contemporary counterpart to this Force, a modern psychological approximation of the Greek sense of fate (Bigsby 45).
Written in three parts requiring a performance of over five hours, O’Neill’s Mourning Becomes Electra (1931) sets the family tragedy of Aeschylus' Oresteia during the American Civil War. For the supernatural Furies that haunt Orestes in the original, O’Neill substitutes subconscious psychological forces, in particular hidden incestuous desires. Lavinia (parallel to Electra) loves her father with more than childlike affection. When he dies mysteriously in the presence of her mother Christine, she suspects foul play. Christine poisoned her husband because of her affair with a distant cousin, who resembles her son. When Orin (Orestes) returns from the war, Lavinia informs him of recent events and, despite hints of unnatural love for his mother, the two murder Christine’s lover; in a fit of grief she kills herself. In a major change from the original, Orin’s motivation is not to avenge his father (whom he doesn’t like) but jealousy over his mother’s betrayal with another man. The children’s latter days are haunted by guilt and their suppressed desire for each other. Only in the end do the characters face the reality of their longings, and Orin kills himself in despair. O’Neill’s attempt to substitute Freudian theories for the influence of fate and the gods appears forced and artificial to many critics today, but few would fault his ambitious goal of following the Greek example.
Shortly after the successful opening of Death of a Salesman (1949), Arthur Miller published an article in the New York Times entitled “Tragedy and the Common Man.” In this essay Miller admits that few tragedies are written today, some argue “due to a paucity of heroes among us, or else that modern man has had the blood drawn out of his organs of belief by the skepticism of science.” However, Miller states, “I believe that the common man is as apt a subject for tragedy in its highest sense as kings were.” He then gives his definition of a modern tragic hero: “The tragic feeling is evoked in us when we are in the presence of a character, who is ready to lay down his life, if need be, to secure one thing – his sense of personal dignity.” Miller suggests that we need to rethink the idea of “tragic flaw,” which is “not necessarily a weakness. The flaw, or crack in the character, is really nothing – and need be nothing – but his inherent unwillingness to remain passive in the face of what he conceives to be a challenge to his dignity, his image of his rightful status.” Like O’Neill, Miller sees the tragic vision as optimistic, demonstrating “the indestructible will of man to achieve his humanity.”
The Crucible opened in 1953, winning the Tony award for best play but running less than a year, due in part to overt resemblance to the anti-communist hearings of Joseph McCarthy in Washington. With increasing distance from that political climate, the play has gained popularity in revivals, and is now performed worldwide. Since his college years, Miller had been fascinated with the story of the Salem witch trials, struck by the “terrible marvel” of people who “could have such a belief in themselves and in the rightness of their consciences that they would give up their lives rather than say what they thought was false” (Carson 16). The citizens of Salem stress the importance of protecting one’s “name” in society. In the beginning, name refers primarily to reputation: Rev. Parris is concerned about how Abigail’s behavior may cause his loss of respect: “Your name in the town – it is entirely white, is it not?” Abigail responds, “There be no blush about my name.” John Proctor hides his adultery with Abigail from the court for the sake of reputation, until he must confess: “I have made a bell of my honor! I have rung the doom of my good name.” However, as he is pressured to swear falsely that he dealt in witchcraft, Proctor realizes it is his name in the sense of personal integrity, being true to himself, not his reputation among others that matters most of all. He won’t have his signature put up in public, “Because it is my name! Because I cannot have another in my life! … How may I live without my name? I have given you my soul; leave me my name!” Absent from the historical record, Miller created the affair between Proctor and Abigail as a key motivational factor in Proctor’s character. Burdened with guilt, he projects his feelings onto his wife, accusing her of coldness, but as she points out, “The magistrate sits in your heart that judges you.” Proctor must stand up not only to the accusations of society but to his own inner demons, and in the end find the strength to forgive himself. His wife urges, “Let none be your judge. There be no higher judge under Heaven than Proctor is!” This struggle between external authority and personal integrity resembles Antigone’s insistence that, in burying her brother against the law of the state, she is dedicated to a higher law of the gods. Can the common man or woman be the subject of tragedy? Miller says yes, as long as the person is not ordinary in spirit.
Anderson, Maxwell. The Essence of Tragedy. Russell, 1970.
Bentley, Eric. The Playwright as Thinker. New York: Harcourt, 1946.
Bigsby, C. W. E. A Critical Introduction to Twentieth-Century American Drama, vol. 1. Cambridge UP, 1982.
Brustein, Robert. The Theatre of Revolt. Little, Brown, 1962.
Carriere, Jean-Claude, and Peter Brook. The Mahabharata: a Play. Harper-Collins, 1989.
Carson, Neil. Arthur Miller. Grove, 1982.
Ernst, Earl. The Kabuki Theatre. Hawaii UP, 1956.
Fergusson, Francis. The Idea of a Theater. Princeton, 1949.
Heilman, Robert B. "Tragedy and Melodrama." 1960. In Tragedy: Vision and Form. Ed. Robert W. Corrigan. New York: Harper, 1981.
Kerr, Walter. Tragedy and Comedy. New York: Simon, 1967.
Krutch, Joseph Wood. "The Tragic Fallacy." 1929. In Tragedy: Vision and Form. Ed. Robert W. Corrigan. New York: Harper, 1981.
Miller, Arthur. Death of a Salesman: Text and Criticism. Ed. Gerald Weales. Viking, 1967.
Miller, Arthur. The Crucible: Text and Criticism. Ed. Gerald Weales. Viking, 1971.
Myers, Henry A. "Heroes and the Way of Compromise." 1948. In Tragedy: Vision and Form. Ed. Robert W. Corrigan. New York: Harper, 1981.
Niebuhr, Reinhold. Beyond Tragedy. New York: Scribner's, 1937.
Steiner, George. The Death of Tragedy. 1961. New York: Oxford UP, 1980. | <urn:uuid:c531e36d-03d9-4793-bd42-4dcd6576230f> | CC-MAIN-2014-10 | http://larryavisbrown.homestead.com/Tragedy_after_Aristotle.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999636779/warc/CC-MAIN-20140305060716-00004-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.95742 | 8,070 | 3.78125 | 4 | The extract provides a comprehensive analysis of tragedy in literature, exploring its definition, characteristics, and evolution across different cultures and time periods. It delves into the works of various playwrights, including Shakespeare, Corneille, and Miller, and examines the concept of tragic heroes, flaws, and the human condition. The text also touches on the challenges of writing tragedy in modern times and the role of cultural and societal context in shaping the genre.
The extract demonstrates a deep understanding of literary theory and criticism, incorporating the ideas of renowned thinkers such as Aristotle, Hegel, and Nietzsche. It also showcases a nuanced exploration of complex themes, including the human condition, morality, and the search for meaning.
In terms of soft skills development, the extract promotes critical thinking, analytical skills, and cultural awareness. It encourages readers to consider multiple perspectives, evaluate evidence, and think creatively about the concept of tragedy. The text also fosters empathy and understanding of different cultural contexts, highlighting the importance of considering the historical and social background of a work.
However, the extract may not provide explicit opportunities for developing skills such as teamwork, leadership, or public speaking. Additionally, while it touches on digital literacy, it does not explicitly address this topic.
Educational score: 4 | 4 | 3 | 880,572 | 1 |
What is power?
One way Merriam Webster defines power is “the ability or right to control people or things.”
When applied to the workplace, I usually think of power as defined another way by Webster — the “ability to act or produce an effect.”
Without power, formal or informal, we can’t get things done. However, whether formal or informal, power has to be real to be useful.
Real power doesn’t come from a job title
In a recent newsletter, motivational speaker and author Glenn Shepard makes a distinction between real power and something else. Shepard’s message is more or less this:
Regardless of whatever big-time job you might have right now, if your power is derived solely from your job title, when you leave that job, none of that will mean a hill of beans to anyone.
Instead, you’ll find that people who were falling all over themselves to get your attention can’t even be bothered to return your phone calls. So, rather than relying on the type of power that’s derived through your connection with an organization, it’s better to seek after real power by connecting with people who have real power.
A message for every worker, everywhere
These are the ones whose power belongs to them, and not to a company they work for. Real power is not based on temporary status.”
He provides examples to make his case — including a (once upon a time) famous actor who wound up living in a homeless shelter after her television show was canceled. Shepard’s point? The studio and the network had the real power, not the actor.
Shepard targeted his message to those nearer to retirement age than not, but I think it’s a fine message for every worker, everywhere.
Another view of power
The corporate world feeds off power — Who has it? Who wants it? Who wields it responsibly? Who abuses it? Who misuses it?
Nothing is more telling of a leader’s character than how he or she uses power.
Every employee has power, too — The power to decide how much or how little effort he’ll put into his work. The power to decide whether she’ll follow this one, obey that one, or believe this one.
It’s amazing, really, when you ponder how much real power we have considering how many of us are quick to dismiss it while seeking something far less real, such as the “power” conferred by a job title.
And that brings us back to Shepard, because quality connections are much better than temporal organizational “power.”
And by “quality” I don’t mean all your friends are VIPs (although they could be, as VIPs are people, too).
Mostly, however, I mean real (meaningful) relationships with real people with whom you share a common bond as well as genuine fondness and respect. These relationships are transformative and can be a significant force for good in organizations, as well as in one’s personal life.
No job title can do that. | <urn:uuid:f39976f8-b5f7-4ece-bcb1-cda21248bb8e> | CC-MAIN-2023-23 | https://www.tlnt.com/articles/real-power-doesnt-really-come-from-a-job-title | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655143.72/warc/CC-MAIN-20230608204017-20230608234017-00434.warc.gz | en | 0.966042 | 667 | 2.75 | 3 | The extract discusses power dynamics, leadership, and relationships in the workplace, highlighting the distinction between real and perceived power. It emphasizes the importance of building meaningful connections and relationships, rather than relying on job titles, to achieve true influence and effectiveness. The text promotes critical thinking, emotional intelligence, and interpersonal skills, earning it a moderate to high score.
Educational score: 4 | 4 | 3 | 678,263 | 1 |
What are the first thoughts that pop into your mind when you see the word ‘grammar’? If you thought of things like , ‘nouns, ‘verbs’, ‘adjectives’, ‘phrases’, ‘tense’, ‘syntax’ …. you are probably with the majority of the people who have been to school. I’ll wager that you didn’t think about grammar involving ‘the context of the situation’.
This week, one of the first questions that Jo Rossbridge from PETAA asked us when we began our ‘Grammar and Teaching’ course on Wednesday was “what is grammar”? We, the participants, suggested things like: a set of rules that describe how language works, the parts of language and how it hangs together, rules for making meaning, a tool for writing for meaning …
Jo referred us to Beverly Derewianka’s “A New Grammar Companion for Teachers” where she defines grammar as “a way of describing how language works to make meaning.”
But wait … there’s more. Curiously, a phrase that was in the first edition was accidentally left off … Apparently it used to say … “within a particular culture”.
‘Grammar is a way of describing how a language works to make meaning within a particular culture’.
This, ‘within a particular culture’ involves the social purpose – the language choices we make for interacting with different people in differing circumstances. As it happens the context of our communications and language choices that we make turn out to be just as significant as knowing how various grammatical features are structured.
We had fun looking at the field, tenor and mode of three different texts based on a similar concept, the surf. The first included abbreviations, colloquialisms, ‘surf talk’, shorthand text spellings and no capital letters. The second contained a greeting, technical language and information for a specific audience. And finally, the third was lexically denser and written in the passive voice with thought given to carefully crafted and well constructed sentences.
With the field (topic/subject matter) we asked ourselves – What is the text about? Is the language commonsense or specialised? Who or what is it about, what is going on and under what circumstances?
The tenor (relationship between speaker/listener or reader/writer) involved us asking – Who is taking part and what is their relationship? Is the power equal or unequal? Are the choices personal or impersonal, formal or informal?
Mode (the nature of the text) – How is the language used? Is the language spoken like or written like, planned or spontaneous, language as action or reflection, interactive or monologic?
Did you guess? … The first was an email from one surfie to another, the second was a surf report and the last read like an explanation of the sea and waves. The best part of the discussions involved playing detectives and guessing the ages of the authors and their purposes for writing.
These three aspects (field, tenor and mode) of the contexts in which language is used are called registers. They vary from the commonsense to the specialised, the informal to the formal and the spoken or ‘spoken-like’ to the written.
Hopefully as the course goes on, by gaining a better knowledge of English grammar, I will be able to share this with our students in order to be of greater use to them with the development of their spoken and written language.
One week down, eleven to go … if you want to learn along with me I will be reflecting after each session. Please feel free to question or comment. | <urn:uuid:e08688ed-43af-479f-ae38-3ba077a74723> | CC-MAIN-2017-30 | https://annadelconte.wordpress.com/2016/05/13/theres-more-to-grammar-than-sets-of-rules/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425339.22/warc/CC-MAIN-20170725162520-20170725182520-00006.warc.gz | en | 0.952902 | 793 | 3.265625 | 3 | The extract scores high for its discussion of soft skills, particularly in the context of communication, cultural awareness, and language use. It explores the importance of considering the social purpose and cultural context of language, and provides practical examples of analyzing texts based on field, tenor, and mode. The reflective and interactive tone of the extract also promotes critical thinking and professional development.
Educational score: 4 | 4 | 3 | 554,247 | 1 |
Is civics education in crisis? And how do we square these troubling data points with the throngs of students, bolstered by the 2016 election and school shootings, taking to the streets and demanding action from politicians?
At the Education Writers Association’s annual conference in May, panelists discussed the state of civics education—and what constitutes citizenship and civic participation in the first place.
The common distinction between content knowledge and civic action is a “false dichotomy,” said Kei Kawashima-Ginsberg, the director of the Center for Information & Research on Civic Learning and Engagement at Tufts University.
The traditional theory says knowledge comes before it is parlayed into action, she told the EWA audience in Baltimore. But many students come into school without believing their actions matter.
“When you’re stuck with that vacuum of basic trust and a belief that they can do something with other people to make positive change, no amount of knowledge of Supreme Court cases and whatever else you want to teach them will resonate,” said Kawashima-Ginsberg. When students can participate in the process directly, they become more open to learning about how the system works.
That doesn’t mean dumping the textbooks.
“We have to also teach them,” Kawashima-Ginsberg said, “how the court system works and how the laws are made,” so they can grow up to have a say in the system themselves, whether through voting, policymaking or protesting.
Such basic lessons on how the government works have been neglected in recent years, some panelists said. The emphasis on reading and math test scores under the federal No Child Left Behind Act pushed social studies to take a backseat, Kawashima-Ginsberg said.
While that federal law has been replaced, she believes “we lost a great workforce that used to be able to teach social studies and civics,” while NCLB was in effect.
School-based professional development can help equip new humanities teachers, said Viviana Perez, of Democracy Prep Public Schools, a charter schools network. However, she noted that the issue is systemic, and in teacher training programs, “the preparation is cursory at best. …You’d really have to change that at a state level.”
Kevin Mahnken, a reporter at The 74 and the moderator of the discussion, recently examined the Democracy Prep network and its mission to place civics education at the center of its 21 schools.
“Unique among both charter and district schools, Democracy Prep’s institutional focus lies in preparing kids not just for the rigors of college, but also for the demands of citizenship,” Mahnken wrote of the network.
What does hands-on civics learning look like?
While civics education has often focused on activities like voting and volunteering, recent events have thrust less anodyne activities like student walkouts into the civics debate. Mahnken noted that some observers, especially conservatives, worry about the potentially partisan nature of the new wave of student activism. Some school systems, for example, have opted to allow students to take an excused day (or more) off to join protests — a policy that Checker E. Finn Jr., a senior fellow at the Thomas B. Fordham Institute warned blurs the line between civic engagement and civil disobedience.
He wrote, “It’s hard to believe that letting [students] cut high school for three days a year to do whatever they like—or whatever someone inveigles them into doing—in the name of civic engagement is going to improve their understanding of civics.” Finn also suggested that “adults with agendas of their own may co-opt students” for causes that “may be at odds with their parents’ values.”
Shelina Warren, a longtime teacher at Paul Laurence Dunbar High School, challenged the idea that students are brainwashed when then engage with controversial issues at school.
The self-identified “non-partisan” educator led a semester-long project on police brutality, using Mikva Challenge and iCivics curricula.
Warren’s students created an awareness campaign, making t-shirts that said, “Know Your Rights.” The climax of the project was a roundtable discussion with students and local police officers.
“I will tell you, to be frank, my students … did not want to go into the classroom with police officers,” Warren said. After an ice-breaker, however, the participants launched into deep conversation, discussing fear and assumptions.
“By the time it ended, none of the students wanted to leave, and the police officers had friends,” Warren said. The schoolwide interest in the project, including financial support from the principal, taught the teenagers that “they can make a change, and people do want to hear from them.”
Is there a civics achievement gap?
Even with innovative lessons in some schools, national surveys suggest that most students fall short of what’s traditionally considered a basic understanding of civics. In 2018, just 24 percent of the eighth graders who took the National Assessment of Educational Progress (NAEP) civics exam were deemed “proficient.” And white and Asian students consistently score higher on those exams than their black and Hispanic peers.
How much weight should we put on those unsettling statistics? Will low comprehension of how U.S. government and civil society function follow students into adulthood and exacerbate inequality?
“There is a civic learning gap among kids that has been pervasive over the NAEP civic exam for many years,” said Mahnken. “The upshot is, as adults—minority adults, low-income adults, immigrant adults—they are also less likely to be involved in their communities, less likely to vote.”
Kawashima-Ginsberg disagreed that marginalized communities are less civically engaged. She also questioned the reliance on metrics like test scores and surveys to measure civic engagement.
Many poor people of color “have interacted with bodies of government much more extensively than white affluent people have,” she said. They might receive food stamps or have experience in court and with public housing, for example.
Young people learn early on to navigate those systems and prejudicial forces, Kawashima-Ginsberg added in an email after the Seminar. They learn to “think politically,” demonstrating civic competency in ways that should be acknowledged by educators, she wrote.
For education reporters, monitoring how prepared schools and teachers are to meet traditional academic standards, in civics and other subjects, remains a basic journalistic endeavor. But the panel discussion drove home that reporters should also keep in mind the expansiveness of, and difficulty of measuring, all that civic participation can entail. | <urn:uuid:2bedf3ac-bf3d-4e5f-8b77-d5e1217ff368> | CC-MAIN-2023-14 | https://ewa.org/news-explainers/the-state-of-civics-education-in-2019 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00419.warc.gz | en | 0.956671 | 1,439 | 2.71875 | 3 | The extract discusses the state of civics education, emphasizing the importance of hands-on learning and civic participation. It highlights the need for a more nuanced understanding of civic engagement, beyond traditional metrics like test scores. The discussion features expert opinions and real-world examples, demonstrating a strong focus on critical thinking, emotional intelligence, and cultural awareness. However, the extract primarily focuses on the educational aspect, with limited direct application to broader soft skills development.
Educational score: 3 | 3 | 2 | 401,994 | 0 |
User advocacy is one of the central goals of usability. User advocacy can be defined as the process an IT professional (with an interest in user experience) goes through in re-sensitizing herself to the world of the "average user".
So. why do we forget about the "average user" so fast?
We all were average users at one point. We still are when it comes to working with a new program, product or website. The difference between us (IT professionals) and the average user is that we have learned sophisticated coping strategies for figuring out software and the web.
Average users don't care how a program works anymore than you care about how a radio transmits signal while you listen to it or how plants metabolize sunshine to remain green when you look at them.
Average users don't stop to think about how the programmer may have designed a system, how the database is working (as they wait for the round-trip of data back to user interface) or what an icon or screen behavior means. The average user doesn't know, doesn't want to know and has expectations that technology will work "as advertised" and "as expected".
Defining the "average user"
- 1.1 A relative: someone in your family (mother, father, grandmother, grandfather, spouse, partner etc.) or what is often called "general population".
- 1.2 A person in a developing country: someone with no IT background and/ or no PC exposure in school.
- 1.3 A literacy-challenged person: someone who is new to or intimidated by a keyboard, mouse or to reading and writing in general.
- 1.4 A non-IT exposed person: a person who has not spent a lot of time with technology due to circumstance (an elderly person; a young child; a disabled person)
- 1.5 You? (Do you know all the ins and outs of every program you use?). Please note if you are reading this, "you are not the average user".
The "average user test" (can be performed on any family member that often asks you for help with technology).
1. Ask the person to open an attachment, edit it and then send it back to you. (Average users don't understand that this requires selecting a non-system file area of your hard-drive first; saving it and then replying with the document as an attachment).
2. Ask the person to take a picture (with a digital camera). Depending on the usability of the hardware manufacturer, the user might fail to get past transferring the images to the computer. If they figure this out, where they store images on the computer may be the show-stopper (Average users don't understand that a custom location needs to be defined and a novel name needs to be given to this "set of photos").
3. Ask the person to reduce the size or lighten the image and send it to you. Image editing is not layperson-friendly. The Mac OS 10 makes this a little easier than Windows XP but the average user is not using a Mac generally, so we're talking Windows XP. Also the average user is not installing all sorts of photo editing programs to find the "best one". By chance they have installed what was provided with the camera, the printer, or something a friend or relative gave them- or all three. The average user did not install the software on their system with volition.
Rules for playing nicely with your "Average User"
or the Alternative User's Bill of Rights (as originally proposed by IBM's Dr. Clare-Marie Karat)
1. Interaction with system level functions ain't going to happen. This means set-up, installation and all other "Out of Box Experience" (OOBE) aspects need to be considered carefully for average users. Decisions about what and how much of the "back end" administrator functions need to be made with caution. Where possible shelter the average user from "Preferences, Settings, Options" or at least centralize access to and from this area.
2. Customization and personalization behaviors are limited. Instead study default behaviors and spend time getting default functions right (this can not be over-emphasized).
3. Configuration is your average user's worst nightmare. See my article "Configuration Hell- The Case for the Plug and Play User Experience"
4. Anything not apparent, transparent, obvious, intuitive and explained may be problematic. Anything requiring understanding is not intuitive. Intuitive means it does not require understanding.
To simulate the cognition of the "average user" consume one alcoholic beverage and then try to focus on work (if you don't drink, sit at your desk for four hours straight and then try focusing on a new task). That state of distraction, de-focusing and inhibited response is close to how the average user processes your design. Conduct a usability test using the "think aloud protocol" and you'll quickly realize how true (and I hope, funny) this is!
5. Get sober about your technology- on purpose. It's easy to get pulled into the cool value of a technology, harder as a designer to step back and see the bigger business picture or user needs (gained from real observed user behavior). Usability and user advocacy techniques are not designed to under-value technology, but rather to make technology or specifically user interfaces -subordinate to user interests. User-centered designs historically have out-performed system-centered design.
6. Ignoring the average user can lead to self-fulfilling prophesies. I often hear product managers say "our users are power users" or "if they don't get this, they are not our users". These assumptions are largely self-preserving and seem to counter the usability attitude of "user advocacy". Promote a culture within your team of "Outside-In" design. Stop defending the merits of features and functionality without some independent outside verification from your users.
Remember user advocacy is as much realizing how technology or system-centric your own professional attitudes or behaviours are as much as those of your users.
Frank Spillers, MS | <urn:uuid:b3b6b53a-e333-4bdf-99a3-624055229232> | CC-MAIN-2013-20 | http://www.demystifyingusability.com/2006/04/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704818711/warc/CC-MAIN-20130516114658-00027-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.950296 | 1,264 | 2.71875 | 3 | The extract earns a high score for its in-depth discussion of user advocacy and usability, emphasizing the importance of considering the "average user" in design. It provides realistic scenarios, practical applications, and nuanced interaction, demonstrating a strong understanding of emotional intelligence, leadership challenges, and critical thinking opportunities. The text also promotes cultural awareness, digital literacy, and intercultural fluency, making it a valuable resource for professional development.
Educational score: 5 | 5 | 4 | 97,857 | 1 |
The process for approving President Obama’s supreme court nominee Elena Kagan has become a significant news item of late. For example, today’s civics “Lesson Plan” at the New York Times suggested a methodology for reviewing Ms. Kagan’s nomination in order to help students “determine whether they believe she should be appointed to the bench after learning about her experience, background and stances. They then develop a ‘game plan’ for supporting or opposing the nomination.”
Below is an excerpt of how they suggest teachers approach discussing the nomination with their students:
Ask students to share what they already know about the U.S. Supreme Court using such questions as: What do Supreme Court justices do? What is judicial review? What does it mean to interpret the United States Constitution? How does a person become a Supreme Court Justice? Why are a nominee’s political leanings and judicial ideology a matter of interest and concern, particularly to members of the Senate?
Next ask students to brainstorm the qualities and experience they think a Supreme Court justice should have, given their understanding of the position. List these on the board and discuss them briefly.
Then ask students to share what they have heard or read about Elena Kagan, such as her experience as U.S. Solicitor General or dean of the Harvard Law School. If students do not mention it themselves, tell them that Ms. Kagan has not served as a judge, which is not a requirement. Indeed, though most Justices have had judicial experience prior to their Supreme Court appointments, 40 (out of 111 total) have not, including chief justices William Rehnquist (who immediately preceded Chief Justice Roberts), Earl Warren and John Marshall.1
The article goes on to suggest other ways in which to view Ms. Kagan’s nomination.
In some respects, this lesson contains information that bears some similarities to a talk given by Rex E. Lee, former Solicitor General in the Reagan administration, almost 20 years ago in a devotional address at Brigham Young University. In that talk, he suggested the consequences attendant to interpreting the Constitution and the importance of pending judicial nominees:
One of the most important features of the American Constitution, both in theory and in practice, is the magnificent breadth of its most important provisions–notably the commerce clause, most of the Bill of Rights guarantees, and the Fourteenth Amendment’s due process and equal protection clauses. The lack of specificity of these and other provisions has almost certainly been essential to the ability of this document drafted in 1787 to survive over 200 years of the largest and most unanticipated change that any country at any time has ever experienced.
And yet there is another edge to this generality. Someone has to be vested with the final authority to determine what the Constitution means when its provisions are applied to concrete practical facts, many of which were totally unanticipated at the time of the Constitutional Convention. For example, how, if at all, is the authority of the states to regulate the lengths and weights of trucks on interstate highways precluded by Congress’s constitutional authority “to regulate commerce . . . among the several states”? In 1787 few people were thinking about interstate highways or trucks. Similarly, the Constitution guarantees against infringements on free speech. What does that guarantee do, if anything, to state laws providing recovery for libel and slander? And what is speech? Any form of expression? Does it include flag burning? If so, is there a difference between burning flags and burning draft cards? Or sleeping in tents as a protest against homelessness? And what about the recent controversy over the refusal of the National Endowment for the Arts to give grants to projects or works that it considers obscene? Does the Constitution require that so long as NEA gives grants to anyone, it not exclude those that it considers objectionable?
You can read the Constitution very carefully and not find, even in a footnote or an annotated version, any answer to any of those questions. Each of these is a form of expression, and yet none of them uses words. Speech or not? First Amendment protected or not? Different people would give different answers to those questions.
And even where the text is more specific, questions of interpretation still remain. For example, with respect to the issue that is very much at the forefront of all of our minds today, how much could President Bush have done in the Persian Gulf without a formal congressional declaration? In this case, Congress acted, but in other crucial instances, such as the Civil War, Korea, and Vietnam, congressional action was either absent or less decisive. The Constitution states unequivocally, and quite specifically, that “the Congress shall have power . . . to declare war.” Yet in language that is equally unequivocal and equally precise, Article II states that “the President shall be Commander-in-Chief of the Army and Navy of the United States.” Did Presidents Lincoln, Truman, Johnson, and Nixon act unconstitutionally, or were they within their Article II powers?
Nothing in the text of the Constitution, and nothing in its history, provides the answer to those and many other practical questions that arise every day. But if our nation is to survive as a functioning constitutional republic, someone has to say what these broad, general provisions of the Constitution really mean. Since the issue is one of interpretation, common sense tells us that the Constitution is among the laws that the courts interpret, and that commonsense view is supported both by 187 years of actual practice and also by the most authoritative piece of constitutional history on this issue, Number 78 of the Federalist Papers, authored by Hamilton.
There are some consequences of this judicial power to interpret the Constitution that are a concern to many people, including your speaker. It means that five people–a majority of the Supreme Court–have the power not only to interpret the Constitution, but also effectively to amend it if they choose to do so, with little effective power for Congress, the president, or the people to reverse what the Court does in any particular case.
As large and as real as that concern is, it needs to be tempered by two facts. The first is that it is fairly clear to me that this power of judicial review–the authority of the courts to have the last word on constitutionality–was intended by the 1787 framers, though they did not explicitly say so. By combining the power of judicial review (which, as Hamilton says, they probably did intend) with the very broad language that the Founding Fathers used in the Constitution’s most important provisions, the expansive judicial power that comes from judicial review was, in a sense, part of the “original intent” of the 1787 framers.
Second, there is, over the long run, a responsiveness between the will of the people and the content of our constitutional law. This comes about through the power of the president to appoint members of the federal judiciary. Indeed, as every recent president since Eisenhower has explicitly observed, one of the most important acts of any president–some have said the most important–is to appoint members of the Supreme Court, whose average tenure has been several times that of our presidents.
Therefore, over the decades of your future careers as voting Americans, just remember that when you vote for a president, you are doing more than picking the person who will lead us in war and peace and have access to Camp David and Air Force One. You are also in effect making a decision as to what kind of person you want on the Supreme Court. Our nation’s history over the last half century demonstrates this fact. Particularly illustrative are the eight Roosevelt appointments in the late 1930s and early 1940s, and Nixon’s four appointments between 1969 and 1972. While both of these presidents, and others, were probably disappointed in some of their appointees, as a group, those appointed by Roosevelt and also Nixon reflected the views of the president who appointed them, and presumably the people who elected the president. Most important of all, both the Roosevelt and the Nixon appointees have had large effects on all of us that will last for decades and, in many instances, forever.2
Ms. Kagan has impressive academic credentials but lacks time on the bench. Regardless, her relative youth means she could have significant influence on the court for many decades to come.
Do you support the building of a mosque at Park51 in New York City?
- No (61%, 33 Votes)
- Yes (39%, 21 Votes)
Total Voters: 54
- Doyne, Shannon and Holly Epstein Ojalvo. “On the Bench? Vetting Supreme Court Nominee Elena Kagan”. 11 May 2010.↩
- “The Constitution and the Restoration”. 15 Jan 1991. BYU Speeches. 11 May 2010.↩ | <urn:uuid:e016abe1-5789-4ed1-a0f1-98c076d4f083> | CC-MAIN-2013-20 | http://www.believeallthings.com/4646/supreme-court-nominee/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382705/warc/CC-MAIN-20130516092622-00017-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.963968 | 1,821 | 3.109375 | 3 | The extract provides a comprehensive discussion on the nomination of Elena Kagan to the Supreme Court, incorporating critical thinking, leadership, and emotional intelligence. It presents realistic scenarios, such as interpreting the Constitution, and raises complex questions about judicial power and its implications. The inclusion of Rex E. Lee's talk adds depth to the discussion, highlighting the importance of judicial nominees and their potential impact on the country. The extract also encourages students to develop a "game plan" for supporting or opposing the nomination, promoting practical application and nuanced interaction.
Educational score: 5 | 5 | 4 | 50,468 | 1 |
When the Australian constitution was written in the 1890s, the authors did not envision an independent nation, but a self-governing dominion of the British empire. As such, the preamble does not contain flowery language about national values. Instead it is a dry, legalistic introduction simply noting that some of her majesty’s “possessions” have federated. One unsuccessful attempt to change it was made in a 1999 referendum.
In March 2019, 120 high school students from around Australia met in Canberra for the 24th National Schools Constitutional Convention. Their mission was to write a new preamble, with the authors of this article serving as facilitators. Over two days of lively debate, sometimes heated but always civil, a final version was drafted.
In a referendum-style vote, a majority of students and a majority from each state ratified the preamble (83 “yes”, 34 “no”, two voted informal, one abstained). The students’ preamble was presented to the federal Senate on April 2 and entered into Hansard.
The students’ preamble
We the Australian people, united as an indissoluble Commonwealth, commit ourselves to the principles of equality, democracy and freedom for all and pledge to uphold the following values that define our nation.
We stand alongside the traditional custodians of the land and recognise the significance of Aboriginal and Torres Strait Islander cultures in shaping the Australian identity, their sovereignty was never ceded.
As a nation and indeed community, we are united under the common goal to create a society catered to all, regardless of heritage or identity.
We pledge to champion individual freedom and honour those who have served and continue to serve our nation.
As Australians, we stand for the pursuit of a democratic state that upholds the fundamental principles of human values as set out by this Constitution.
The student’s preamble differs enormously from the one written in the 19th century. It is noteworthy that it includes the words “democratic” and “freedom” twice – neither are in the current preamble or the constitution. From the students’ preamble, three elements emerge that young people want to see enshrined.
Acknowledging First Nations
During the debates, the most contested issue was whether to explicitly recognise First Nations people and if so, how. Ultimately, the students, including a representative group of Indigenous students, voted strongly in favour of constitutional recognition. In particular, the phrase “sovereignty was never ceded” is significant.
It is a rallying cry for many First Nations people and a rejection of assimilation. Indigenous Australians are still fighting for self-determination and the right to be heard. The Voice to Parliament put forward by the Uluru Statement is still being debated. Constitutional recognition that sovereignty was never ceded is a more radical proposal. It suggests that Indigenous justice is important to young Australians.
Egalitarianism is still key
The egalitarian ideal has a long history in Australia. The concept of the “fair go” is mythical in one sense, but a cherished part of the collective imagination.
The first line of the students’ preamble commits the nation to the principle of equality. The third line stresses the importance of a “society catered to all”.
Although not explicitly stated, the word “identity” suggests the LGBT community was in mind. Young Australians overwhelmingly supported the same-sex marriage plebiscite in 2017. The government is currently considering new religious freedom laws in response to the sacking of Israel Folau by Rugby Australia.
It is significant, then, that young Australians place such value on society being catered for all, “regardless of heritage or identity”.
What permeates through the students’ preamble is the message that values matter. Unlike the original constitutional writers, young people want their preamble to be a mission statement that articulates the “values that uphold the nation”. The trident of “equality, democracy and freedom” are highlighted.
The preamble also notes the twin priorities of a free state that sit together though sometimes in tension. As the third line notes, Australia is a “nation and indeed community”. But the fourth line tempers this with a commitment to “champion individual freedom”. The ideal democratic state for these young Australians places value on both the individual and the collective.
Time for change?
At the 1999 referendum, Prime Minister John Howard, despite being against a republic, campaigned in favour of a new preamble. The one he and republican Les Murray authored did not gain much popularity. But it is significant that even an ardent monarchist like Howard was convinced the preamble needed to be updated.
The authors of the students’ preamble were mainly in Year 11 and too young to vote in the May election. Nevertheless, they are thoughtful, intelligent citizens and the future of our democracy. Their voice is worth listening to. | <urn:uuid:54c14bce-6451-4c4b-b4a7-33aa3b6ebdbc> | CC-MAIN-2020-16 | https://pbaptist.wordpress.com/tag/young/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370505550.17/warc/CC-MAIN-20200401065031-20200401095031-00374.warc.gz | en | 0.942762 | 1,044 | 3.21875 | 3 | The extract scores high for its discussion of soft skills, particularly in the context of teamwork, leadership, and critical thinking. The scenario of high school students drafting a new preamble showcases realistic and nuanced interaction, with students engaging in lively debates and negotiations to reach a consensus. The extract also highlights the importance of cultural awareness, digital literacy, and intercultural fluency, as evidenced by the students' acknowledgment of First Nations people and their sovereignty.
Educational score: 5 | 5 | 4 | 770,667 | 1 |
New drugs, vaccines, and diagnostics are desperately needed for millions that suffer from infectious diseases in developing
countries. The challenges of meeting this need are endless, but leaders at the Biotechnology Industry Organization (BIO) and
BIO Ventures for Global Health are optimistic.
"The fact is, that while challenges are tremendous, they are not insurmountable," said Lila Feisee, BIO's vice-president for
global intellectual property policy. "The goal of getting products to the people who need them is a shared goal. It's the
approach that varies, and respect for each approach is crucial in order to have progress in this area."
BIO is taking a few approaches of its own. In May 2010, the organization developed a policy statement to educate its members
about how they can improve access to medicines outside of their own borders. One approach encourages companies to use creative
strategies when entering into license agreements with commercial and noncommercial entities for their inventions. Examples
of creative strategies would include considering licensees in the developing world as well as facilitating sublicensing agreements
and incentives that are designed to improve access to drugs in the developing world. Another approach highlights the importance
of working to identify compounds or technologies that can have useful application in the developing world, rather than focusing
only on research and development of drugs only for the broader marketplace.
BIO is also educating its members about the whole picture, so to speak, with regard to increasing access to drugs in the developing
world. Says Feisee, "The greatest challenges in improving health outcomes in the developing world are not related to the availability
of health products, though clearly more can be done in this area, but are related in large measure to the lack of adequate
infrastructure (e.g., trained personnel, roads and hospitals, and legal and regulatory policies) and distribution capability
in the developing world. It is not simply enough to make or manufacture a product. There are many products both on and off
patent that are available for many existing developing world diseases. But in many instances, the products cannot get to where
they are most needed due to inadequate roads and delivery systems, or when they do reach their destination, there is no way
of monitoring their uptake due to the lack of trained healthcare professionals or consistently available clinics or hospitals."
She notes that local governments and NGOs are the best entities to handle these types of infrastructure problems, and that
they can also encourage early-stage research domestically. The global biotech industry can be of assistance in helping to
develop medicines that require little or no follow up monitoring (e.g., single dosage formulations, sustained release formulations),
or products that are temperature-stable, says Feisee. "Several of our companies are already working to address some of these
types of concerns.... Agricultural biotechnology companies, for example, are helping to increase food security and nutrition
throughout the world, and BIO's industrial and environmental companies are working on developing new ways to purify water
and clean the environment."
BIO also has been working with BIO Ventures for Global Health, which was spun out of BIO in 2004 with the help of a Gates
Foundation grant. BVGH's mission is to save lives by accelerating the development of novel drugs, vaccines, and diagnostics
coming from the biotechnology industry to address the unmet medical needs of the developing world. According to BVGH's CEO
Melinda Moree, "People want to help other people—the desire is there to help save the lives of people in poor countries."
Although the desire is there, the financial incentives are harder to find. According to Moree, "It's mostly poor people who
suffer from these diseases and there is little market to drive the investment needed. This lack of commercial incentive has
resulted in a very slow pace of drug development for these diseases."
BVGH has been heavily involved in the implementation of FDA's Priority Review Voucher (PRV) Program, which creates an incentive
for investment in the development of new drugs and vaccines for neglected tropical diseases, such as malaria, tuberculosis,
and intestinal worms. The agency grants a PRV to the sponsor of a newly approved drug or vaccine for these diseases. The voucher
applies to accelerate the review of any other drug. A voucher can save a company several months of FDA review time, which
for a blockbuster product could be worth up to hundreds of millions of dollars.
This resource savings is important especially because recent economic times have led to a shortage of investments in new
medical treatments. A way to correct this market failure, according to BVGH, is to reduce the risk companies face both by
providing additional information to illuminate market demand, and by providing new incentives to motivate investment in global
health. BVGH is developing a pay-for-success prize to address these needs. Countries and donors have to work together to prioritize
and identify demand, says Moree, so that they can work within the health systems to deliver new products and higher quality
of care to those who need it most.
In March 2011, BVGH released an updated Global Health Primer, which provides online information about familiar drug targets
and vaccine technologies associated with developed world diseases and those associated with relevant neglected diseases. Product
needs and opportunities are listed for disease-specific profiles. "By connecting the dots between neglected disease product
needs and biological pathways and technologies that are well known to the biopharmaceutical industry, this new release of
the Global Health Primer provides not just a rich source of information but also a roadmap for action in the neglected disease
space," says Moree.
This month, June 2011, BIO and BVGH are cohosting the Partnering for Global Health Forum in Washington, DC, which will be
colocated with the 2011 BIO International Convention. The forum will bring together leaders from global health, biopharmaceutical,
academic, government, and donor communities, and funders supporting global health R&D. Presentations will feature speakers
developing and funding technologies and products that will save lives in the developing world. Francis Collins, director of
the National Institutes of Health, will provide the keynote address on how ground-breaking biotechnology innovations can serve
the health needs of the world's poorest. Collins oversees the work of the largest supporter of biomedical research in the
world, spanning the spectrum from basic to clinical research. He is a physician-geneticist noted for his landmark discoveries
of disease genes and his leadership of the international Human Genome Project. More details are available online at | <urn:uuid:9ba693fd-92fa-426b-bf0b-d4f186e24d45> | CC-MAIN-2014-10 | http://www.pharmtech.com/pharmtech/In+the+Field/Global-Healthcare-on-the-Ground-BIO-and-BIO-Ventur/ArticleStandard/Article/detail/724994 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999654282/warc/CC-MAIN-20140305060734-00071-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.948357 | 1,367 | 2.546875 | 3 | The extract discusses the challenges of developing and accessing medicines in the developing world, highlighting the importance of collaboration, creative strategies, and infrastructure development. It showcases the efforts of BIO and BVGH in addressing these challenges, including education, policy development, and incentive programs. The extract demonstrates a nuanced understanding of the complex issues involved, incorporating elements of emotional intelligence, leadership, and critical thinking. However, it primarily focuses on the organizational and industry-level responses rather than individual soft skills development.
Educational score: 3 | 3 | 2 | 878,409 | 0 |
During the Global Context Week, our history teacher, Natalia Grigorievna Galikhina, organized and conducted a debate tournament among the 10th Grade students on the topic: "Is racism a real problem or is it just made up by people?". The debate was preceded by serious preparation, during which students carefully selected arguments in defence of their respective positions. Students of the most outstanding performances and excellent preparation for the debate were awarded by a jury. The main idea of this event was to study the aspects of the concept of "personal and cultural expression". Students discussed issues of inequality and ways to resolve conflict situations. | <urn:uuid:d375c3af-c815-4c54-ae26-f833b5b92b06> | CC-MAIN-2023-14 | https://miras-astana.kz/en/news/debatnyyi-turnir | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00179.warc.gz | en | 0.980528 | 123 | 2.515625 | 3 | The extract scores high due to its discussion of soft skills, such as critical thinking, public speaking, and conflict resolution, within a realistic scenario. The debate tournament promotes emotional intelligence, leadership, and cultural awareness, with a focus on practical application and nuanced interaction. The event's emphasis on preparation, argumentation, and respectful discussion also highlights advanced communication and problem-solving skills.
Educational score: 4 | 4 | 3 | 493,850 | 1 |
Take the guess work out of assessing students’ writing pieces for the students, their parents, and you by using this rubric! Begin by teaching your students what you expect from them before they hand in their writing pieces using this rubric as your guide. Make a copy of the rubric a part of their writing folders so that they can refer to them during the writing process. Before your students hand in their writing to be graded, require them to reflect on their writing by completing a self assessment of their writing on the rubric using a highlighter and handing it in with all of their drafts. Use the same rubric to record your assessment of their writing in ink. If both parties are reasonable about their assessments, they should match! Parents will appreciate seeing their child’s writing piece graded separately for purpose, planning/organization, punctuation/capitalization, word usage/grammar, paragraphing, revising/editing, spelling, and neatness. Keeping these grades on separate pages in your grade book will help you share areas of strength and areas needing improvement efficiently during parent teacher conferences. You’ll love how much easier this makes assessing students’ writing!
The second page spells organization correctly for my Australian fans....organisation!
Thanks for looking!
:) Michele Parker | <urn:uuid:014896e7-9372-4a03-9790-abb86b8fa4e3> | CC-MAIN-2017-30 | https://www.teacherspayteachers.com/Product/Writing-Piece-Assessment-andor-Grading-Rubric-1111149 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426234.82/warc/CC-MAIN-20170726162158-20170726182158-00450.warc.gz | en | 0.956857 | 268 | 3.640625 | 4 | The extract provides a practical guide for assessing student writing using a rubric, promoting self-reflection and clear communication between students, teachers, and parents. It lacks discussion of soft skills like teamwork, leadership, and problem-solving, focusing primarily on writing assessment.
Educational score: 2 | 2 | 1 | 596,044 | 0 |
All about Gender Pay Gap
1. What is gender wage difference?
What is wage difference?
Wage difference means that one employee earns more than another. Wage differences do exist. They are not forbidden, not between men and women, neither between persons of different creeds and colors. Such differences may even be huge. Wage differences frequently occur because individuals with more work experience or performing highly qualified jobs make more money than individuals who have hardly any education or are starters in the labour market. Wage differences are therefore widespread. But are these fair?
What is wage inequality?
When two individuals in a company do similar work at the same level of qualification yet are not paid equally, this is wage inequality. Such situations are illegal. They are considered discriminatory. Yet wage inequality tends to creep in. As an example, imagine a work situation where the manager puts the 'slick talking boy' into scale 2 right from the start and the 'timid girl' at the bottom scale 0, although she is equally qualified. This first wage scaling can haunt one for years. It is hard to say to what extent wage inequality exists. Several investigations speak of residual gender pay gaps that cannot be explained away. Possibly these unexplained gaps indicate wage discrimination. To complicate matters: such wage differences that can be linked to understandable causes may nevertheless be tainted with discrimination. It is difficult to put a finger on the sore spot.
Wage inequality for similar work may occur within teams or departments, companies, and branches of industry. Similar work is compared in terms of the qualifications needed for its proper execution. Thus in principle men and women performing similar jobs or tasks should be rewarded equally, and receive the same hourly wages. This implies that their type of contract (fixed or not) or duration of their working week (part time or full time) cannot serve as a pretext for unequal remuneration.
What is wage discrimination?
Wage discrimination occurs when individuals with the same education and working experience perform similar jobs, yet are paid differently. The law in the vast majority of countries forbids wage discrimination on grounds of:
- gender and sexual disposition
- marital status
- country of origin
Where men earn more, is it fair?
Women in many countries on average have hourly wages way below those of their male colleagues. These wage differences vary as widely as 10 - 40 percent, comparing and averaging the whole working population split by gender. Formally these differences are accounted for. But are these fair? No, not really. In practice women seem to be short of time to earn (much) more. They often have more jobs to do than just work for money, if one adds in domestic responsibilities. And they are sometimes sexually harassed by men, with career consequences including leaving a job due to the stress of this.. There are many reasons for the different career choices that women make. Both men and women consider these differing choices quite normal however. Yet, the (long term) consequences of their choices hold women's income levels down.
Where women earn more, is it fair?
In a few professions in some countries it happens that women earn more than their male colleagues. These women as a rule have the same or better education, work full time and have been able to negotiate their salaries. These highly self-aware, , modern women are (mainly) relatively young. They are (still) exceptional. There is not a single country where women of all age groups systematically outperform and outnumber men in terms of their earned incomes.
2. How do gender wage differences emerge?
What prompts wage differences?
Some wage differences or pay gaps emerge when individuals are paid in a discriminatory way. Such discrimination may be rooted in race, gender, religion or just 'feeling'. Wage differences however may also come into being as a consequence of all too casual application of job descriptions and scaling of jobs. For measurement of wage differences it is important to know which job descriptions have been used for the scaling of the particular jobs men and women do.
What are the root causes of large pay gaps?
Pay gaps may grow because of a series of choices individuals face and make in their working lives. Such choices relate to:
- occupation, profession or trade
- large or small company
- working part time or full time
- additional training on the job.
Men and women typically make different choices - usually more gender related than as a matter of free will. Think of the choice of a certain education, more easily combined with family life. Or a job that can be performed more easily while managing a demanding family life, for example having flexible working hours or working part time. Or a job close by, usually in a small(er) company, since there are more small and medium sized enterprises and fewer big companies, whereas big companies as a rule pay better.
Since men and women choose their career paths along gender specific lines, such decisive moments of choice merit special attention given their long term consequences. The biggest part of the gender pay gap is caused by education, choice of occupation and sector combined. And consider this: part time work may not amount to much wage difference per hour worked, but it always results in bringing home less money by the end of the month.
The gender pay gap increases with age
With increasing age the gender pay gap widens. This seems to be caused by more than just (choice of) education. Generally today women are just as well educated as men, which is quite different from a decade or more ago. It would appear that wage differences are also caused by the twin facts that women frequently and for longer periods work less hours than men, and that they tend to interrupt their careers. Men by contrast tend to have longer working hours and try to avoid career breaks. Such unbroken longer working experience contributes to higher incomes.
The big differences emerge when men opt for longer working hours and are promoted, whereas women reduce their working hours and refrain from building their careers. These differences are magnified still when women decide to quit their jobs once their husbands retire as pensionersIf the husband has a sizable pension this should be no problem. But if the couple divorces or the husband dies (prematurely) these financially dependent women could be reduced to a meagre existence, or to poverty.
Wage differences may occur right from the first job
In their very first jobs men and women may already be paid differently. Systemic causes are education, choice of occupation, profession or trade and sector. But also job scaling and negotiation skills play their parts. Whereas men more frequently negotiate about position and salary, women tend to do this less frequently and tenaciously. Once a salary has been fixed, this starting level may have repercussions for years on end. Each new employer may enquire about previous earnings. You don't have to oblige by answering, but normally one volunteers such information - perpetuating the possibly already existing gap at the next level.
Wage differences, job evaluation and job rating
Job evaluation is a systematic way of comparing jobs within a company and/or branch of industry. Thus jobs get ascribed duties, competences and responsibilities. These aspects in turn are weighted, and get points. In this way a whole hierarchy of job positions is designed, with each position worth so many points. These points or job ratings then are used to fix salaries. Modern job systems are gender neutral, meaning that male qualifications are not systematically overvalued in relation to female qualifications - and vice versa. Immeasurable 'feeling' can no longer be invoked to base promotion or demotion on.
Wage differences, job scaling and emoluments
Given job evaluation and rating systems in place, scaling employees does not seem to be difficult. Yet it frequently happens that, whereas women are scaled (fairly) according to their actual skills, men are scaled somewhat higher. Men also frequently get more extras, such as a lease car, a free phone, bonuses, etc.
Such differences are explained by the fact that the women may work less hours, or simply did not ask for any extras. Also, it may be automatically assumed that a women does not need these emoluments, whereas the male does, since he is the main earner of the family income (even in cases where this does not apply). Such unquestioned assumptions and quiet resignation cause possibly growing gender pay gaps.
Since each scaling also presents a moment for negotiation, it seems logical that those who switch jobs more frequently, end up higher on the promotion scales.
Wage differences, big or small company
It is understandable why big companies pay better - as a rule. That certainly applies to multinationals. But this rule does not automatically apply to big organizations such as government agencies, schools, retailers, or hospitals. Big they may be, but their pay levels are not up to a par with the commercial sectors. On the other hand, they usually offer more flexible regulations for combining working and family life. This fact accounts for the fact that relatively more women are employed in the latter sectors (for example retailers, schools and hospitals) than men.
In smaller companies usually wages are lower. This lower level however is to a certain extent compensated for by the relative proximity of the work place, thus avoiding long commuting hours, which is convenient for family life. These aspects combined may contribute to the statistical fact that on average women work for less pay than men. Making a career for oneself is easier in big companies, and is paid better, but comes with a price in terms of family life.
Wage differences and disrupting one's career
Disrupting one's career, if only for a couple of years, comes with a salary sacrifice and fewer future chances. A few weeks off is not a problem, but a few months starts to be tricky. Stopping for a couple of years is penalized. Moreover, returning to work at the same level is less likely as the years go by. To sum up: employees with a solid professional education are advised to keep on working and cash in on their skills and accumulating experience.
Disrupting one's career may also have negative consequences for one's retirement pension.
Wage differences and training on the job
Availing oneself of the opportunity to do additional professional courses while on the job may be profitable and lead to an increase in one's hourly wage. Some companies require training on the job and pay for it. Some other companies permit and encourage this but do not pay for it. Practices vary per country, industry, collective agreement and company. Generally speaking the rule is: additional training is profitable. Yet, where women in the prime of their lives tend to reduce their working hours, men at the peak of their abilities more often choose to work more and make careers when the opportunity presents itself.
Wage differences and working part time
Where low wages prevail it seems immaterial whether men or women work part time or full time. Yet, where and when full time is more common or making longer working hours becomes the norm, hourly wages tend to rise. Put differently: working part time is not just detrimental for the monthly income, but also for the hourly wages.
Working part time is however smarter than not working for an income at all. For all possible cases (seen from the angle of income) working makes more sense than no paid work. Working full time is more sensible still, as it opens up additional options, such as a lease car and training on the job. On the other hand, working part time can contribute to a more relaxed life.
In conclusion: where and when hourly wages are relatively high at a given educational level, the choice for (large) part time jobs is understandable.
Executive positions and wage differences
Not all executive positions are paid (much) better. Worse: in small companies or simple companies with few layers of management, being the boss may increase one's standing, but not necessarily one's pay check. A supermarket or school for example are relatively flat organizations. This also applies to companies where many women are employed. Here the management does not make exorbitant sums of money. By contrast, a hugely complex company usually offers (many) more career opportunities. Scaling the ladder means one may negotiate one's way up the pay scales as well, topping up one's hourly wages at each step.
3. What to do about wage differences?
Wage differences and transparency
Publication of wages and salaries by companies or within branches of industry makes it easier to bring unmerited wage differences to the fore. Checking one's salary at WageIndicator certainly helps, as well as Collective Agreements and official rulings on equal pay.
Whenever doubt arises about the merit of wage differences, consulting with colleagues or the trade union is the first sensible thing to do. Going to the courts is the last and ultimate option. Research and consult to begin with. Use this WageIndicator website for starters!
Wage differences and (social) action
When the gender pay gap is (too) wide, deprived individuals, their family members, trade unions, employer's associations, companies, political parties, parliament and government can do something about it.
When as a woman you earn less than your male colleague for the same or very similar work with the same skills, you are free to start legal action. This is not an easy path, but you can invoke help from the trade union(s) and consult WageIndicator!
What can a woman do against wage differences?
When as a working woman you decide that a high(er) hourly wage now and in the future is important, consider the following:
Choose your further education knowing what is in demand and with an eye to future employment
Finish an education once you start (get your diploma!)
Choose a sector or branch of industry that pays (e.g. fine arts pay less than health care)
Choose an occupation that is many sided, learn skills that can be applied widely
Choose - possibly - a partner who supports your wish to work for a living
Choose, if starting a family, a partner who supports your wish to work for a living and share family chores
Opt for part time and never stop working, if you can
Choose a large company which provides facilities for children's day care
When with kids choose to work for a small local company, reducing commuting time and allowing for a lighter work-life balance
Negotiate your salary at each new career step or option
Regularly discuss your career with your partner, other family members, your colleagues: a career needs to be taken care of (just like your partner, kids, house etc.)
Keep learning and use training-on-the-job offers, or work-related upgrading courses, as the labour market changes ever more rapidly
Keep an eye on your pension fund/rights.
Wage differences occur and are inevitable, like aging. Yet huge pay gaps can become problematic, not just for you as an individual, but for society at large. Government, business, women and men should be aware. A good starting point would be to try and get the most out of the work that you do, also financially. And of course, even before this is the choice of what education to pursue, especially with regards to what jobs are in demand. Some jobs pay better and lead to sectors or industries that pay better. You should also be alert to spotting wage differences that are unmerited, and that may point to discriminatory inequalities in pay, forbidden by law.
How can a woman earn more?
Working full time is the best answer, as it increases chances for additional training (on the job), promotion and executive positions - both for women and men alike. Earning well starts with comparing jobs and sectors when choosing the starting point of a career path. Some jobs pay better - also because they require higher education. Some sector and branches of industry pay better.
What can family members and colleagues do to combat wage differences?
When a man and a woman, having a family, agree that each should have a working life and strive for individual financial independence, conditions must be created to allow each to have an equal share in family duties and caring for their children. And since most working men and women have families, their colleagues are probably facing the same issues.
Following on this, it should become easier to evaluate each career step and to see whether this will have positive or negative consequences in terms of income.
Difficult maybe, as each individual has to compete in their own working environment, yet necessary.
What can an employer do against unmerited wage differences?
Employers may at least provide transparency of wages and have an open eye for promotion opportunities for both men and women alike. The employer may also facilitate the combination of working and family life, especially when kids are still small, for, by example, offering flexible arrangements. Employers may forestall the firing of pregnant employees and create safe and healthy working conditions for pregnant workers. The employer may also closely monitor the scaling of men and women, trying to avoid unwarranted pay gaps creeping in through automatic, gender based favoritism.
The employer may subscribe to collective agreements open to flexible working hours and career opportunities, current and future.
What can trade unions and employer's associations do against unmerited wage differences?
Both organizations may agree that gender pay gaps in companies will not surpass certain levels. Both may plead for a legal minimum wage that is easy to enforce.
Both organizations have an interest in CBAs that allow women to grow in their jobs and make careers, starting now and progressing well into the future.
What can political organizations, parliament and government do against unmerited wage differences?
Gender based wage differences can be promoted as a permanent item on socio-economic and political agendas through ongoing debate. Political organizations, parliament and government, from their roles, responsibilities and positions can direct attention to and assist in:
- the creation of proper work-life balances
- the provision of adequate education and training for all age groups.
Women, their partners, family members, colleagues, social partners, political parties, parliament and government have a stake in well educated women, who use their skills and knowledge, earn their own incomes, pay taxes and obtain economic independence while doing so, thus avoiding ending up poor and poorer still as they grow old.
4. How to apply for a job?
What are typical female occupations?
There is no such thing as a precise demarcation or boundary between male and female jobs. In practice their difference boils down to jobs in which a majority of women work. From this point of view typical female jobs include being a housekeeper, domestic worker, maid, caretaker, nurse, shop assistant, waitress, cashier, teacher, secretary, receptionist, administrative clerk or logistical operator. These wages are relatively low and the positions offer little scope for further growth. By contrast there are a handful of occupations and positions in which women with high education excel and are well paid: lawyer and judge, pr- and marketing, communication and media experts.
Do the Salary Check on this website for a range of occupations and compare the resulting salary indications.
What are typical female sectors?
Just as with jobs, it is not so easy to precisely define male and/or female sectors. Yet women numerically predominate the workforce in cleaning, (health) care, hotels and catering, retail, primary education and in the supportive secretarial and administrative functions throughout sector and industries.
Do the Salary Check on this website for a range of occupations and compare the resulting salary indications.
Are there wage differences between male and female sectors?
Since in male dominated sectors the number of men outweigh the number of women employed there, the average pay levels in male sectors are higher than those levels in the female dominated branches of industry and trades.
Do the Salary Check on this website for a range of occupations and compare the resulting salary indications.
Do multinationals pay better?
Multinationals almost always are stock companies, and big. Because they are big, they pay better. The other side of the coin is that they often require their employees to have long working hours; these are additional hours which are not compensated for. Part of the incomes they offer may consist of annual profit shares and/or bonuses, possibly paid in company stock.
Are there wage differences between the public and private sectors?
Generally speaking, wage differences in the public sector tend to be smaller than in the private sector. The least qualified jobs in the public sector usually are paid somewhat better, and the top jobs somewhat less when compared to the private sector.
Are female sectors favorable for working parents?
Female dominated sectors as a rule offer more (large) part time jobs or smaller jobs. In addition they frequently offer (more) flexible working hours.
Why a fixed contract is to be preferred?
A fixed contract usually pays better than a temporary or flexible contract. Of course the choice is not always given, but one's tenure is more secure with a fixed contract.
What is minimally required for a proper contract?
A contract always mentions the names and addresses of the contracting parties, the dates of conclusion, start and expiration of the contract (i.e. the period), wages or salary, working hours, type of work, probation and notice periods. Contracts have to be signed if they are to be legitimate.
How to value secondary working conditions?
Next to the (gross) salary and the working hours, a labour contract usually also lists secondary working conditions. Often these are not valued in money terms, yet they are worth money. Take for example reimbursement of work related expenses, (lease) of car or free phone, access to training on the job, additional leave over and above the legal minimum, flexible working hours, the option to work from home etc.
What to mention in one's CV?
- Your personal name and address
- Last update of your cv
- Your education and training, not just work related
- Social activities as a token of your commitment, including volunteer work and internships
- Language skills, active and passive (able to read and understand)
- Computer skills and know how
- Social media know how and use.
For more on CVs check Monster.com
What makes for a good letter of application?
A letter of application accompanies your cv. It should be concise and short. It refers to the immediate cause of the application, i.e. advertisement, word of mouth etc. It gives a pointed personal motivation, making clear that you understand what the function, job or post offered essentially entails. The addressee must clearly see that you have put yourself in their shoes, and understood their needs and/or demands. The letter should conform to the usual standard/format, be dated and signed, even when it is an email (which is quite normal these days).
More on the letter of application, check Monster.com
Do looks matter?
A well-groomed, clean and representative appearance certainly counts, and is the smart thing to do, especially for a job interview.
Don't be shy. Consult your friends and family beforehand, to see if you are suitably presentable.
Why negotiate your salary?
Everybody is free to negotiate. Negotiating one's salary is the smart thing to do. Be prepared. Talk to friends and family, colleagues, do online desk research. Check salaries on this website. Try to find and read the CBA if there is one. Make a wish list: what is crucial for you, what comes in second place. Negotiating is a give and take (you might not wish to work on Saturdays, but then you might if it pays more). Rehearse before you enter into an actual negotiation.
Be aware that it is the outcome that counts. A nice friendly meeting, but an open ending with nothing put down on paper, does not really count.
The notion that women should not negotiate is absolutely outdated. In many countries, in many big companies women are already functioning at the top. You can bet that they learned how to negotiate on their way up.
Job performance assessment and wage differences
In larger, more complex companies annual job performance assessment sessions are a matter of course. These talks should be taken seriously, as your income and future career perspective depend on them. Check the Collective Agreement and/or internal rules and regulations beforehand. These are the moments ideally suited to improve one's position and chances. This means: be prepared, make a wish list: more salary, more leave, more training?
Be aware that each little step forward during these talks is a rung up the career ladder, and keeps adding to the cumulative count over the next years.
Why negotiate about wages in a small job?
A small job is not necessarily unimportant because it is small. When preparing negotiations check if there are any chances to make the job grow bigger. Use it as a stepping stone, see whether it offers training opportunities, participation in a pension scheme, incidental overtime that pays extra, compensation of work-related expenses, entry in a child care scheme, things like that. | <urn:uuid:8c264a65-607d-4c87-b056-401d65ff43bd> | CC-MAIN-2017-34 | http://www.salary.lk/home/salary/wage-differences-men-women/gender-pay-gap-sri-lanka | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104560.59/warc/CC-MAIN-20170818024629-20170818044629-00351.warc.gz | en | 0.961523 | 5,127 | 3.703125 | 4 | The extract provides a comprehensive discussion on the gender pay gap, its causes, and consequences, as well as strategies for individuals, employers, and organizations to address wage differences. It covers various aspects of career development, job search, and negotiation, promoting equal pay and opportunities. The content integrates emotional intelligence, leadership challenges, and critical thinking opportunities, making it a valuable resource for soft skills development.
Educational score: 4 | 4 | 3 | 692,223 | 1 |
Transference is one of the most important concepts to understand for a massage therapist but the least understood and talked about. It is usually covered in a few hour workshop in massage school. Transference is a very complex phenomenon that comes from the psychology profession. The reason that it is so important to understand is the fact that the process of transference is actually what can lead a person to becoming more aware of their thoughts and issues. Transference is what heals.
Ben Benjamin author of the book The Ethics of Touch: The Hands-on Practitioner’s Guide to Creating a Professional, Safe and Enduring Practice
defines transference as this:
Clients defer to the practitioner’s judgment because they desire to be helped by an authority figure that possesses greater knowledge, healing ability and, therefore, power.
Since a power differential exists in any health care relationship, the client may be inclined to respond to the practitioner as he or she would other authority figures, and in doing so, may recreate elements of similar past relationships. This situation is known as transference, a normal, unconscious phenomenon that appears during a therapeutic process. Professional helping relationships usually have a strong transference element in which the parent-child relationship is unconsciously re-established. In transference, unresolved needs, feelings and issues from childhood are transferred onto the helper.
Elliott Greene author of the book “The Psychology of the Body” writes this:
Transference is the displacement or transfer of feeling, thoughts, and behaviors originally related to a significant person, such as a parent, onto someone else, such as the massage therapist. It is a common reaction of clients to their therapists. A bit of transference happens in most relationships in which there is feeling present. Usually, transference-related feelings were formed in the past, so it could be said that these feelings transfer from the past to the present. In transference then, the client relates to the therapist and present moment as if the therapist were the significant person. In this sense, transference is a projection of the internal drama of the client, and the therapist is assigned a particularly important role and script.”
Nina McIntosh in her book “The Educated Heart” says this about Transference.
“Transference may sound complex and unusual, but it’s actually part of our everyday life even outside of our offices. It’s normal for any of us to bring the past into our present relationship. In fact it happens all the time. They are magnified in a manual therapy session because of the intimacy of the setting, the clients altered state and the way that the practitioner/client roles mimic those of the parent/child.””Transference isn’t a rational process.
Terrie Yardly-Nohr in her book “Ethics for Massage Therapists” says this:
“The very nature of the therapeutic relationship allows transference to happen easily. Bodywork can trigger a variety of emotions from clients such as anger, frustration, sadness, fear, or joy. These feelings are generally the result of some emotion the client felt in the past towards another person.”
Cidalia Paiva in her book “Keeping the Professional Promise” says this:
“Transference refers to those situations where the patient projects onto the therapist old feelings or attitudes they had about significant people in their past, often parental figures. Transference is often referred to as ‘the unreal relationship in therapy’. The roots of transference are most often found in early childhood, and it constitutes a repetition of past conflicts with significant people in our lives.
So what is transference then?
Simply put, transference happens when there is difference in authority that resembles the parent-child relationship. The client who comes to a massage therapist receives the nurturing that they never received as a child and puts the massage therapist on a pedestal. The nurturing touch brings out the old feelings and emotions that were repressed or suppressed in early childhood. The client unconsciously begins to see the massage therapist as the nurturing parent and it can bring up feelings of attachment that were not resolved growing up. It is when the client unconsciously thinks that the massage therapist is their mother or father or other significant caretaker. Note the word – UNCONSCIOUS.
Attachment is what happens between a mother and child that allows the child to grow and build self esteem. The infant knows learns about themselves through touch. There are various stages of attachment that occur in child development where the infant feels like they are one with the mother. (And of course they once were in eutero.) As a child grows they learn that they are separate from the mother. This is where things often go astray. If a secure attachment is not formed in their early part of life, they will have life long challenges that result from that.
Massage and nurturing touch re-enacts the process of development. I actually think this is also why spa treatments are so popular with the use of healing waters and body wraps. Getting regular massage and developing a relationship with a massage therapist in which the client feels nurtured and cared for as if they were receiving it from their mothers can help heal the grief of not ever getting those early childhood needs met.
Transference is really important yet difficult to understand. The best way to understand it is to experience it. You may or may not have had some of these feelings arise when you were getting a massage from someone:
- Feeling like you don’t want the massage to ever end
- Not wanting to leave the office
- Seeing the massage therapist outside of the office and wanting to follow them where ever they go.
Or from the other aspect seeing it in your clients:
- bringing you flowers or special gifts
- hearing about people’s personal problems
- being asked to make exceptions in scheduling and payment options.
- inviting you out socially as a friend
- asking you out on a date or making other advances on you.
Or if you ever worked with a psychologist or mental health professional in therapy, you can come to learn more about transference from seeing your own. Becoming aware of your projections in a therapy setting can be a painful experience. It is a matter of getting a look at your unconscious thoughts through relationship. It can be a very eye-opening process and really lasts a lifetime.
While some of these things may just seem like normal things, it is difficult to know the difference. You probably won’t know the difference.
What you can do is create a code of ethics and a set of policies and procedures for your practice that will help you make proper decisions in any situation. It is having boundaries that teach people when they are in transference that you are separate from them is what will allow the person to heal and build self esteem.
The other thing about transference is that it not only occurs in these helping types of relationships but almost all relationships. Friendships, significant others, family members and the person who checks you out at the grocery store who seems to ‘look just like your mother”.
Reading and learning everything you can about transference can also help. These are some of my favorite books: | <urn:uuid:8a3676ad-a6d2-4e21-8d16-0118e4d063c4> | CC-MAIN-2020-10 | https://www.massageschoolnotes.com/transference-for-massage-therapists/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146033.50/warc/CC-MAIN-20200225045438-20200225075438-00156.warc.gz | en | 0.967912 | 1,488 | 2.6875 | 3 | The extract provides a comprehensive discussion of transference, a complex psychological concept, and its relevance to massage therapy. It includes quotes from multiple experts, offering a deep understanding of the topic. The text also touches on emotional intelligence, boundaries, and professional ethics, demonstrating a nuanced approach to communication and relationships. However, it lacks direct application to broader soft skills development, such as teamwork, leadership, or digital literacy.
Educational score: 3 | 3 | 2 | 392,318 | 0 |
What is an Endocrinologist? Brief Overview:
An endocrinologist is a specialized physician. Endocrinology is a sub-specialty of internal medicine. In addition to understanding general medical treatment of the human body and primary care, endocrinologists complete additional training in treating the hormone system of the body, including ductless glands of internal secretion. Such glands include thyroid, adrenal, pituitary, pancreas, and glands in reproductive organs of men and women.
Some of the most common issues that endocrinologists help to diagnose, treat or manage is diabetes, irregular metabolism, growth disorders in children, weight issues, hypo- and hyper-thyroidism, and more.
How to Become an Endocrinologist – Education and Training Requirements:
Endocrinologists are physicians, and therefore they must obtain a medical degree (M.D., or D.O.) from an accredited medical school and complete all of the requirements to practice medicine as a licensed physician. In the United States that includes:
- 4 years of undergraduate coursework resulting in a Bachelor’s Degree.
- 4 years of medical school resulting in a medical degree from an osteopathic (D.O.) or allopathic (M.D.) program.
- 3 years of residency training in internal medicine.
- 2-3 years of required fellowship training in endocrinology (and nutrition if a 3-year fellowship).
Licensing and Certification for Endocrinologists in the United States:
Endocrinologists must complete the same credentialing as other physicians practicing in the United States,This includes passing all three parts of theUSMLE (United States Medical Licensing Exam), and obtaining a state medical license in the state he or she wishes practice.
Most practice opportunities will require an endocrinologist to be board certified in both specialties of Internal Medicine and Endocrinology.
In order to keep their license current, like all physicians, endocrinologists must successfully complete the required hours of continuing education (CME) and have their license renewed every 7-10 years depending upon state and specialty requirements. Also, the doctor must maintain an ethical standard of practice, as some disciplinary actions can cause a physician to lose his or her medical license if they are severe infractions.
Typical Workweek and Practice Characteristics:
Most endocrinologists will work over 40 hours per week in an medical office setting primarily, as they do not perform many, if any surgeries or invasive procedures. Endocrinologists conduct office exams and consultations with patients, order tests and interpret the results, and then decide on the course of treatment which may involve medication, dietary changes, or surgery. If the patient needs surgery, most likely the endocrinologist would then refer the patient to an appropriately trained surgeon to perform the operation.
Endocrinologists may be employed by a hospital or group, in a single- or multi-specialty practice, or they may own their own practice or be a partial owner of a group practice as opposed to being an employee.
Many of the patients treated by endocrinologists may be referred to the endocrinologist by another physician such as a primary care doctor, obstetrician/gynecologist,gastroenterologist, etc. Therefore endocrinologists’ work is very consultative in nature and they must be adept at working as part of a treatment team including other physicians, as well as nurses and allied health professionals.
Annual Income and Job Outlook for Endocrinologists:
According to the Medical Group Management Association (MGMA) 2013 Physician Compensation and Production Survey, the average annual income for an endocrinologist is $241,565. However, compensation can vary widely from $186,000 at the 25th percentile of earners, to $356,000 at the 75th percentile.
As with all physicians, outlook for endocrinologists is strong. According to the American Diabetes Association, nearly ten percent of all people in the U.S. have some form of diabetes, and many more are pre-diabetic. This, combined with the growth in the population, and the increasing age of the nation’s population, will continue to drive demand for endocrinologists.
Additionally, because demand for primary care physicians is going to be extremely high in the wake of the Affordable Care Act, endocrinologists always have that as an option if for any reason they can’t build a large enough practice of endocrinology patients solely. In other words, worst-case scenario, if demand were to diminish, which it is not expected to, endocrinologists could incorporate some primary care patients into their practices to help maximize their volume if needed. | <urn:uuid:d880b013-c0f0-43f2-be57-3a01e58600e0> | CC-MAIN-2017-26 | http://medicalce.com/category/medical-students-2/page/2/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321536.20/warc/CC-MAIN-20170627185115-20170627205115-00190.warc.gz | en | 0.957704 | 953 | 3.03125 | 3 | The extract provides a detailed overview of the role, education, and career aspects of an endocrinologist, but lacks discussion of soft skills, emotional intelligence, leadership challenges, and critical thinking opportunities. It focuses on theoretical knowledge and professional development with limited practical application to soft skills.
Educational score: 1 | 1 | 0 | 153,715 | 0 |
- SARS, Ebola and COVID-19 have tested the world’s ability to deal with outbreaks and pandemics.
- A global pandemic preparedness system needs sustained political will and investment to ensure the global healthcare supply chain can effectively respond to a crisis.
- If we don’t get serious about pandemic preparedness now, millions more lives will be at stake.
It was 20 years ago, when the SARS outbreak exposed key fragilities in the global healthcare supply chain, that people internationally began to talk seriously about pandemic preparedness.
Eight years ago, when the Ebola outbreak proved the world no better prepared to address outbreaks, there was more talk and some action. This included the founding of the Pandemic Supply Chain Network (PSCN), by the World Health Organization, World Economic Forum, World Bank, World Food Programme, US Centers for Disease Control and Prevention, Henry Schein and more than 60 companies. The PSCN was established to make it easier to anticipate and respond to global healthcare supply chain disruptions.
Yet today, nearly three years into the COVID-19 pandemic – the worst global health crisis in a century – many of the same supply-chain fragilities remain. Although partnerships, such as the PSCN, and national efforts somewhat blunted the severity of supply chain disruptions during the pandemic, the effort to develop a global pandemic preparedness system has yet to garner the sustained political will and investment needed to ensure that the global healthcare supply chain can effectively respond to a crisis.
3. Improved stockpiles and inventory management
In addition to enhancing stockpiles of personal protective equipment (PPE) at the local, regional and national levels, we must manage inventory more intelligently – from cycling inventory to deal with product expiry to coordinating and harmonising responses across jurisdictions.
4. Platforms for data sharing and enhanced transparency
Through the globally-focused PSCN and various national efforts, including the US Supply Chain Control Tower, Henry Schein has been working across sectors to support the creation of market intelligence platforms that enable the appropriate sharing of real-time supply chain data. While progress has been made, encouraging responsible information sharing across public and private partners requires significant additional funding.
5. Fostering the free flow of goods
Over the past three years, government restrictions on exports played a significant role in exacerbating product distribution shortages. While the desire of governments to protect their populations in times of crisis is understandable, international cooperation to allow the free flow of key products lessens the risk of panic buying, hoarding and, ultimately, viral spread.
6. Coordinated early-warning system for outbreaks
Detecting the next outbreak early is essential to mitigating its impact, protecting global healthcare supply chains and saving lives. Strengthening our global surveillance capacity requires significant investment and better coordination across governments, international organizations and the private sector.
7. Strengthened health systems and better primary care
As Dr. Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization, famously said: “Universal health coverage and health emergencies are cousins — two sides of the same coin.” Major and sustained investment is needed if we are to reap the benefits of expanded access to care.
Let’s conclude with another number: one. This is the number of viruses it could take to shut down our world again. If ever there was an issue to unite us – one for which we all share the same risk – pandemic preparedness is it. If we don’t get serious now, millions more lives are surely at stake. | <urn:uuid:4318d2d5-2db6-4c5a-8853-7f7545cbefb8> | CC-MAIN-2023-14 | https://www.africa.com/7-essentials-to-create-a-resilient-global-healthcare-supply-chain/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949533.16/warc/CC-MAIN-20230331020535-20230331050535-00492.warc.gz | en | 0.934571 | 742 | 2.640625 | 3 | The extract discusses pandemic preparedness, highlighting the need for sustained political will, investment, and global cooperation. It presents realistic scenarios and integrates emotional intelligence, leadership challenges, and critical thinking opportunities, but lacks nuanced interaction and complex problem-solving. Professional development focuses on fundamental skills with limited practical application.
Educational score: 3 | 3 | 2 | 92,007 | 0 |
By ALYA AHMAD, MD
Call it what you want, white privilege and health disparity appear to be two sides of the same coin. We used to consider ethnic or genetic variants as risk factors, prognostic to health conditions. However, the social determinants of health (SDOH) have increasingly become more relevant as causes of disease prevalence and complexity in health care.
As a pediatric hospitalist in the San Joaquin Valley region, I encounter these social determinants daily. They were particularly evident as I treated a 12-year old Hispanic boy who was admitted with a ruptured appendix and developed a complicated abscess, requiring an extensive hospitalization due to his complication. Why? Did he have the genetic propensity for this adverse outcome? Was it because he was non-compliant with his antibiotic regimen? No.
Rather, circumstances due to his social context presented major hurdles to his care. He had trouble getting to a hospital or clinic. He did not want to burden his parents—migrant workers with erratic long hours—further delaying his evaluation. And his Spanish-speaking mother never wondered why, despite surgery and drainage, he was not healing per the usual expectation.
When he was first hospitalized, his mother bounced around in silent desperation from their rural clinic to the emergency room more than 20 miles from their home and back to the clinic, only to be referred again to that same emergency room. By the time he was admitted 2 days later, he was profoundly ill. The surgeon had to be called in the middle of the night for an emergency open surgical appendectomy and drainage. Even after post-operative care, while he was on broad-spectrum intravenous antibiotics, his fevers, chills and pain persisted. To avoid worrying his mother, he continued to deny his symptoms. Five days after his operation, he required another procedure for complex abscess drainage.
In a 2007 study published in The New England Journal of Medicine, “We Can Do Better—Improving the Health of the American People,” Steven Schroeder describes the proportional contributors to premature death. Behavioral patterns & social circumstances dominate:
More recently, there appears to be a paradigm shift in how access to care and health care systems are viewed. As Schroeder demonstrated, health care delivery plays a relatively minor role in its impact on premature death. What governs the individual behavior of patients are the SDOH, which are a product of:
- Barriers to appropriate health care
- Economic instability
- Unsafe environment
- Poor health literacy and education
- Limited social and community support
- Food scarcity
- Social discrimination and language barriers
These are just a few of the factors that contribute to challenges in patient care and health inequities. Interestingly enough, genetics actually plays a relatively minimal risk factor for disease conditions & diagnosis. We cannot just say that Black people have a greater risk of heart disease, diabetes, hypertension, etc. We need to ascertain the social context of our diverse populations in order to address the incidences of chronic disease and its effects. The issue cannot simply be blamed on the genetics of the immigrant, the refugee, the homeless, or impoverished populations that lead to greater morbidity and mortality.
As a pediatrician practicing in the Central Valley, I see the consequence of social complexity in pediatric care delivery every day. In a recent 2017 report by the Center for Regional Change and Pan Valley Institute, California San Joaquin Valley, children in the area are “living under stress.” They are not only born under duress but face lifelong barriers to better physical and mental health. The occurrence of child poverty levels in counties of the San Joaquin Valley (SJV) are profound. The graph below shows poverty levels of 28% to 38% in the valley:
Additionally, California has a large Gross Domestic Product in terms of agriculture production in the country. When you break it down by county, crop value in the valley ranks high. Yet, the valley with the largest crop production also paradoxically has the highest child poverty in the state. Even with economic stability, poverty remains rampant in the central valley. The rates of concentrated poverty, where more than 30% of the population are below the Federal Poverty Level (FPL), are greatest in SJV areas and are increasing over time:
Percentage of children under 18 living in areas of concentrated poverty
Furthermore, poverty rates are highest among children of color. The ethnic gap in poverty is 10-35%.
Percentage of San Joaquin Valley Children under 6 in Poverty, by Race/Ethnicity
Despite the economic potential, health care access and resources also operate at crisis levels. Rural communities with geographic obstacles face shortages in provider availability and health care systems. The same fertile communities of SJV, producing the food source of the nation, ironically have the largest limitations of access to food. Food scarcity, where food and especially healthy food is either limited or uncertain, remains above 26 to 29% when compared to a food shortage for the whole of California, which is at 23%.
Estimated Percentage of Children under 18 living in Households with Limited or Uncertain Access to Adequate Food, 2014
The overall pollution burden, which represents the potential exposures to pollutants and adverse environmental conditions caused by pollutants, is greater than 8 to 10% in the Valley. Not surprisingly, asthma and lung diseases in SJV districts are highest in central California.
Percentage of children diagnosed with asthma
Scientific literature now highlights Adverse Childhood Experience (ACE) in which the number of exposures of toxic stress and trauma: child abuse, neglect, domestic violence, parental drug/ alcohol exposure, incarceration, separation, and or stress, is scored. The greater number of ACE’s, the greater degree of maladaptive physiological, neuro-architectural, immunological, and epigenetic effects on the fetal and developing children. The effect of ACE’s on mental health and chronic medical conditions, (asthma, diabetes, cancer, heart disease, obesity, etc.) correlates exponentially with the number of ACE exposures. Such that, if a child has more than 4 ACE exposures, the risk of developing COPD (Chronic Obstructive Pulmonary disease) as an adult increased by 260%; for depression, it increased by 460%. In California, the prevalence of the number of ACEs with 2 or more toxic level stress exposures early in the child’s life is at 16.7%. Per kidsdata.org, a Population Reference Bureau, analysis of data from the National Survey of Children’s Health and the American Community Survey (Mar. 2018) the incidence of parent-reported ACE scores >2 for the SJV counties is even higher: Fresno, Tulare, Madera, and Merced cities range from 17.9 to 19.3% of the population. Such that 1 out of 5 children are exposed to toxic level stress. The consequences of that same child becoming an adult with a chronic medical and or mental condition cannot be discounted.
Health vulnerabilities in the valley are extreme and burden the limited health care systems servicing the community in SJV. The current California governor’s administration has acknowledged this fact. Support to implement and maintain medical education and training programs with retention of providers in SJV is necessary. Specific funding allotments for improving mental health, air quality, homelessness among many other SDoH’s in the region is vital.
Dr. Nadine Burke-Harris, California’s first female Surgeon General, who recently visited the Valley, announced an ACEs Aware campaign. The ACEs Aware initiative is a first-in-the-nation statewide effort to screen for childhood trauma and treats the impact of toxic stress. The bold goal of this state-wide initiative is to reduce Adverse Childhood Experiences and toxic stress by half in a single generation . and to launch a national movement to ensure everyone is ACEs Aware. ACEs Aware is not only a complete program with training and readily available tools to implement screening, it is also a fully reimbursed program in a preventative pediatric care setting.
Starting early, as pediatricians, we can identify kids exposed to ACEs through routine screenings and establish prevention programs in health care, schools and youth-serving organizations. In their critical and early developmental stages, resource allocation of health services can be provided. It is also imperative to know and stay engaged with our region’s leaders, telling our stories in health care, enlist our community partners, schools, regulatory agencies, and empower our patients and families to advocate for social and health equity.
Alya Ahmad MD FAAP is a pediatric hospitalist who has worked in both private and academic centers as a professor and faculty and blogs at The Context of Care. | <urn:uuid:500ca997-a166-4afd-a4be-0d50fd4ea5b4> | CC-MAIN-2020-16 | https://thehealthcareblog.com/blog/2020/02/04/the-social-context-and-vulnerabilities-that-challenge-health-care-in-the-san-joaquin-valley-of-california/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497301.29/warc/CC-MAIN-20200330181842-20200330211842-00422.warc.gz | en | 0.953329 | 1,775 | 2.53125 | 3 | The extract discusses the impact of social determinants of health on healthcare outcomes, particularly in the San Joaquin Valley region. It highlights the importance of considering the social context of patients, including factors such as poverty, food scarcity, and limited access to healthcare. The author, a pediatric hospitalist, shares a personal anecdote and cites studies to illustrate the significance of addressing these issues. The extract demonstrates a nuanced understanding of the complex relationships between social determinants, healthcare, and health outcomes.
Educational score: 4 | 4 | 3 | 720,812 | 1 |
When snow started falling across the state in the early hours of March 12, 1888, Connecticut residents thought nothing of it. It wasn’t unusual to have light to moderate snowfall in early March, and the forecast for that day called for “fair weather, followed by rain.” Later that morning, amid moderate snowfall, most Connecticans headed for work and school as usual, unfazed by the few inches of accumulation on the ground. By midday, however, the situation had drastically changed: temperatures plummeted; the rate of snowfall increased; and fierce winds created whiteout conditions not only across Connecticut, but also the entire northeastern United States. It was the first day of the Blizzard of 1888, a three-day “Great White Hurricane” that ranks as the worst recorded blizzard in Connecticut history.
For three days, life across Connecticut and the entire northeastern United States ground to a complete halt, as telephone and telegraph lines snapped, and both dirt roads and railroads proved completely impassable. The winds and snow drifts toppled locomotives, leaving thousands of passengers stranded for days aboard stalled cars and at snowed-in train stations.
For all its challenges, the shared experience of digging out after the storm of the century seemed to bring out plenty of neighborly goodwill — and even a sense of humor — among Connecticut’s stalwart Nutmeggers, who helped dig out each other’s homes and even posed for playful photographs amid snow tunnels and forts.
By the end of the week, more seasonable March temperatures helped melt away most of the snow from the storm that left in its wake a death toll of over 400 people and damages estimated in the tens of millions of dollars throughout the region. The “Great White Hurricane” became a truly unforgettable winter storm, today in Connecticut history.
Jeannine Henderson-Shifflett, “Blizzard of 1888 Devastates State,” connecticuthistory.org
Colin McEnroe, “The Great Blizzard of 1888,” Hartford Courant
Historical Images of the Blizzard of 1888 via Connecticut History Illustrated | <urn:uuid:0ff2493e-6e14-4eca-a38e-ac90e21e0a2d> | CC-MAIN-2023-23 | https://todayincthistory.com/2023/03/12/march-12-the-great-white-hurricane-paralyzes-connecticut/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644907.31/warc/CC-MAIN-20230529173312-20230529203312-00281.warc.gz | en | 0.946182 | 443 | 3.546875 | 4 | The extract lacks discussion of soft skills, focusing on historical events rather than interpersonal or professional development. There is no coverage of communication, teamwork, leadership, or problem-solving scenarios.
Educational score: 0 | 0 | 0 | 969,907 | 0 |
Md. Lutfor Rahman Posted May 25, 2019 Share Posted May 25, 2019 The best leaders are those who encourage feedback from the people whom they lead. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position. A workplace is composed of a leader and the subordinates. The best leaders always allow the subordinates to place their opinions in any stage of the work. A communicative workplace, leader considers opinions of the workers, is necessary for the growth of any workplace. An accommodating leader, allows his subordinates to place their opinions regarding an issue, is the most vital factor in the development of a working body. Sharing of ideas can find out flaws, if any, of a working method and helps to solve the problem so that the institution becomes successful. Moreover, mixing of ideas occur when a leader, ultimately successful, allows his workers to submit their personal views regarding the methodology of a task. It is widely accepted that, a friendly workplace flourishes than a strict one in which a leader never listens to the workers. In case of a bridge construction many problems arises during construction work. A successful chief engineer will arrange a meeting with his junior engineers in which he will place his strategy to face the problem and also allow the juniors to give their feedback in this issue. Undoubtedly this approach will give the junior engineers a feeling that they are also an essential part of this task and their views may help the chief to come into a solution of the arising problem. Likewise, in case of a classroom, if the teacher discusses about the teaching method he follows with the students and allows the students to give some feedback, it will help the teacher to find the shortcomings, if any, of his method and will allow him to find a new and efficient teaching method helpful for the students. However, it may also happen that while giving opinions, the subordinates may not come into a consensus and this may hamper the working environment. Leaders who are the best in their relative fields always listen to the subordinates. New Microsoft Word Document (2).docx Link to comment Share on other sites More sharing options...
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Already have an account? Sign in here.Sign In Now | <urn:uuid:6f4cfb66-edd6-4b15-a6c0-96da88b1649a> | CC-MAIN-2023-14 | https://forum.thegradcafe.com/topic/118925-please-critique-my-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949689.58/warc/CC-MAIN-20230331210803-20230401000803-00239.warc.gz | en | 0.967636 | 528 | 2.84375 | 3 | The extract discusses the importance of leaders encouraging feedback from their team members, highlighting its benefits in problem-solving, growth, and success. It provides realistic scenarios and considers potential drawbacks, demonstrating a good understanding of soft skills like communication, leadership, and teamwork. However, the discussion lacks sophistication and nuance in its exploration of complex communication scenarios and intercultural fluency.
Educational score: 3 | 3 | 2 | 422,439 | 0 |
American Indian languages
American Indian culture
Native American genealogy
Legendary Native American Figures: Trickster Rabbit (Jistu)
Rabbit is the trickster figure in many Southeastern Indian tribes. The Rabbit Trickster is generally a light-hearted character
who does not engage in serious wrongdoing and features in many children's stories; however, like most tricksters, he is
prone to humorously inappropriate behavior, particularly gluttony, carelessness, and an overinflated ego.
In the folklore of some Southeastern tribes, it was Rabbit who stole fire and brought it to the people.
Name: Trickster Rabbit
Tribal affiliation: Cherokee, Creek, Alabama, Yuchi
Native names: Jistu, Jisdu, Tsisdu, Chisdu, Tsistu; Cokfi, Chokfi, Chukfi; Cufe, Chufi; Tcetkana, Chetkana
Pronunciation: jeese-doo (Cherokee), choke-fee (Alabama), chook-fee (Choctaw/Chickasaw), chuf-ih (Creek), chet-kah-nah (Biloxi)
Type: Animal spirit, trickster, rabbit
Why the Possum's Tail is Bare Why The Opossum's Tail Is Bare:
Cherokee legend about Jisdu the Rabbit playing a trick on Possum.
How The Deer Got His Horns:
Cherokee legend about Deer winning antlers from the trickster Rabbit.
How The Rabbit Stole The Otter's Coat:
Cherokee legend about Jistu masquerading as Otter.
The Rabbit Goes Duck Hunting:
Cherokee tale about Trickster Rabbit unsuccessfully imitating Otter.
Rabbit and Big Man-Eater The Adventures of Rabbit and Big Man Eater Rabbit and Big Man-Eater Rabbit Kills Big Man-Eater:
Alabama stories about Chokfi the Rabbit using trickery to defeat a man-eating monster.
How Rabbit Stole Mountain-Lion's Teeth:
Caddo legend about Rabbit tricking Mountain-Lion.
Rabbit and the Dancing Turkeys:
Caddo legend about the Rabbit trickster helping Wildcat to fool some gullible turkeys.
Recommended Books of Related Native American Legends
Rabbit Goes Duck Hunting How Rabbit Lost His Tail Rabbit and the Wolves Rabbit and the Well:
A series of Cherokee legends about Ji-Stu the Rabbit getting into and out of trouble.
Myths and Folktales of the Alabama-Coushatta Indians of Texas:
Good collection of Alabama-Coushatta legends.
Southeastern Native American Legends:
Traditional stories of the Alabama and other Southeast tribes.
South Carolina tribes
Southeastern Native Americans
Indian animal spirits
Back to Native American myths and their meanings
Native American basket
Native American dreamcatchers
Native Indian tattoo
Would you like to help support our organization's work with endangered American Indian languages?
Native Languages of the Americas website © 1998-2012 Contacts and FAQ page | <urn:uuid:a6ffc3ea-90b6-402d-9e45-1660c8b6b1e7> | CC-MAIN-2014-10 | http://www.native-languages.org/trickster-rabbit.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999670740/warc/CC-MAIN-20140305060750-00041-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.828734 | 650 | 3.0625 | 3 | The extract lacks discussion of soft skills, focusing on cultural and folklore information about Native American legends. It provides some context for teamwork and communication through storytelling, but does not explicitly address soft skills development.
Educational score: 1 | 1 | 0 | 778,490 | 0 |
The feedback from teachers on my original “Three Ways to Persuade” mini-module was substantially negative. Most teachers liked the article and the first half of the module. However, the writing assignment dealt with issues of knowledge versus belief and whether rhetoric was good or bad. It also asked the students to paraphrase quotations from Aristotle. All of this turned out to be too challenging, as well as diverting students away from learning about ethos, logos, and pathos. A few teachers found that their students were capable of dealing with all of these challenging questions and activities, but most complained. I thought that these complaints were quite well taken.
I ended up moving most of that material to a new mini-module: “Knowledge, Belief and the Role of Rhetoric.”
That worked, but now I had to come up with a new writing assignment for the original module. I decided to have the class create an annotated list of rhetorically interesting websites that might be used to help outsiders understand what “rhetoric” is and how ethos, logos and pathos work together to persuade. Each student would create a paragraph for this list. Here is the assignment:
Many people don’t know what “rhetoric” is. Some people who do know have a bad impression of it. They think it is all about deception. However rhetoric is everywhere. It can be used for both good and bad purposes. You and your fellow students will create a list of rhetorically interesting websites that will help people understand how rhetoric works, or at least how ethos, logos, and pathos work together to persuade people to do or believe things. You will write a short paragraph that will become part of this list.
Choose a website that focuses on an issue, problem, or cultural trend that you consider important or interesting. Explore the website carefully. Then write a paragraph answering the following question:
How do ethos, logos, and pathos work together (or not work together) in helping to achieve the writer’s purpose?
Activity 8 contains some questions that will help you gather information and ideas for this analysis. Remember that you are doing a rhetorical analysis, not arguing for or against a position on the issue.
The next activity includes some questions to help students do this analysis:
The following questions will help you in your rhetorical analysis of the website. In answering the questions, in addition to the words and sentences, also consider images and other visual aspects of the site.
1. What is this document or web site about?
2. What is the writer of the document trying to accomplish? Why is he or she writing?
3. What kind of ethos or image does the writer project? What are some of the elements that create this ethos? Is it believable?
4. Who is the primary audience for this document or web site? What are their characteristics? Is the document well-adapted to this audience?
5. Who else might read this document? (This is called a “secondary audience.” If the website was not created with you or your classmates in mind, you are a secondary audience.) What are their characteristics? Does the document work for them too?
6. What arguments and evidence (logos) does the writer use to persuade the audience? Are the arguments convincing? Is the evidence true and reliable? Summarize the main points.
7. Does the writer try to create an emotional response (pathos), or keep the reader’s emotions in check? What are some examples? If the writer does not try to engage the reader’s emotions, what is the effect of this emotional neutrality?
8. Do all of these elements work together to achieve the desired response from the reader? Why or why not? | <urn:uuid:f623624f-743b-4758-a0bf-d62c37876023> | CC-MAIN-2020-10 | https://textrhet.com/tag/erwc/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146744.74/warc/CC-MAIN-20200227160355-20200227190355-00087.warc.gz | en | 0.955178 | 781 | 3.5 | 4 | The extract earns a high score due to its comprehensive coverage of soft skills, including critical thinking, communication, and teamwork. It presents a realistic scenario that integrates emotional intelligence, leadership challenges, and problem-solving opportunities, with a strong emphasis on digital literacy and cultural awareness.
Educational score: 5 | 5 | 4 | 582,092 | 1 |
- By Liza Torborg
Mayo Clinic Q and A: When does fainting require medical attention?
DEAR MAYO CLINIC: What causes fainting? Is it always harmless, or can fainting be a sign of a more serious medical problem?
ANSWER: Fainting happens when your brain doesn’t get enough blood, and that causes you to briefly lose consciousness. In many cases, fainting is not a reason for concern. But, in some people — particularly in those with a history of heart problems or those who faint while exercising — fainting may be caused by a more serious underlying medical condition. In those cases, a health care provider should assess it as soon as possible.
One of the most common reasons people faint is in reaction to an emotional trigger. For example, the sight of blood, or extreme excitement, anxiety or fear, may cause some people to faint. This condition is called vasovagal syncope.
Vasovagal syncope happens when the part of your nervous system that controls your heart rate and blood pressure overreacts to an emotional trigger. Your heart rate slows, and your blood vessels widen. In turn, that causes your blood pressure to drop. When that happens, your body cannot deliver the blood your brain needs, and you lose consciousness.
This kind of fainting doesn’t require treatment. Because fainting is more likely when standing up, though, to prevent fainting, it can be useful for people prone to vasovagal syncope to lie down or sit down with their heads between their knees if they begin to feel lightheaded or dizzy.
Another kind of fainting can happen when you stand up from sitting or lying down, and your blood pressure drops quickly. This causes dizziness, lightheadedness or a brief loss of consciousness. This is called orthostatic hypotension. It’s typically not a serious condition. Orthostatic hypotension often is caused by something that’s easily resolved, such as dehydration or being overheated.
However, if orthostatic hypotension happens regularly, especially if you lose consciousness, see your health care provider. In that case, it could be a side effect of a medication or due to an underlying medical condition, such as a nervous system disorder.
Fainting becomes a more serious concern when it happens to people who have a prior history of a heart attack, people who have had heart surgery, or those who have heart disease or an irregular heart rhythm. In those situations, fainting could be a sign of a heart problem requiring treatment. For people who fall into those categories, discuss any episode of fainting with a health care provider to see if additional evaluation is needed.
It’s also highly uncommon for someone to faint for no reason while doing some type of physical activity or exercise. In particular, sudden fainting without any prior warning signs, such as lightheadedness, dizziness or nausea before a fainting episode, must be assessed by a health care provider. Although rare, young people without a prior history of heart disease may experience fainting as the first clinical symptom of an underlying congenital heart condition.
Finally, if you lose consciousness as a result of a fall or another type of accident, you should be evaluated promptly by a health care provider to ensure that you haven’t sustained a concussion or another head injury. — Dr. Win-Kuang Shen, Cardiovascular Disease, Mayo Clinic, Scottsdale, Arizona | <urn:uuid:aafbc4d0-a294-46e9-ac02-03f05bdb4179> | CC-MAIN-2020-05 | https://newsnetwork.mayoclinic.org/discussion/mayo-clinic-q-and-a-when-does-fainting-require-medical-attention/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00400.warc.gz | en | 0.932241 | 732 | 3.5 | 4 | The extract lacks discussion of soft skills, focusing solely on medical information about fainting. It provides straightforward explanations without integrating emotional intelligence, leadership challenges, or complex problem-solving opportunities.
Educational score: 0 | 0 | 0 | 41,049 | 0 |
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