7s McKinsey model Essay Example for Free

7s McKinsey model Essay Strategy is a plan developed by a firm to achieve sustained competitive advantage and successfully compete in the market. What does a well-aligned strategy mean in 7s McKinsey model? In general, a sound strategy is the one that’s clearly articulated, is long-term, helps to achieve competitive advantage and is reinforced by strong vision, mission and values. But it’s hard to tell if such strategy is well-aligned with other elements when analyzed alone. See more: Is the Importance of being earnest a satirical play essay So the key in 7s model is not to look at your company to find the great strategy, structure, systems and etc. but to look if its aligned with other elements. For example, short-term strategy is usually a poor choice for a company but if its aligned with other 6 elements, then it may provide strong results. Structure represents the way business divisions and units are organized and includes the information of who is accountable to whom. In other words, structure is the organizational chart of the firm. It is also one of the most visible and easy to change elements of the framework. Systems are the processes and procedures of the company, which reveal business’ daily activities and how decisions are made. Systems are the area of the firm that determines how business is done and it should be the main focus for managers during organizational change. Skills are the abilities that firm’s employees perform very well. They also include capabilities and competences. During organizational change, the question often arises of what skills the company will really need to reinforce its new strategy or new structure. Staff element is concerned with what type and how many employees an organization will need and how they will be recruited, trained, motivated and rewarded. Style represents the way the company is managed by top-level managers, how they interact, what actions do they take and their symbolic value. In other words, it is the management style of company’s leaders. Shared Values are at the core of McKinsey 7s model. They are the norms and standards that guide employee behavior and company actions and thus, are the foundation of every organization.

Dazed and Confused Essay Example for Free

Dazed and Confused Essay Dazed and Confused List and describe 4 characters that are important to the movie: Randall Pink FloydFloyd is the stud senior quarterback who realizes he doesn’t want to be just a quarterback for the rest of his life and questions his role in the social pack. He cant stand Coach Conrad and the pledge sheet hes making all the players sign. Hes going out with Simone, but hed like to hook up with Jodi. He seems to belong to all cliques. Mitch KramerMitch is going to be a freshman in high school and hes already getting picked on by the senior class. Lack of parental supervision (and help from Pink and his pals) allows Mitch to experience high school life a little earlier than most of his classmates. Kramer is the new kid on the block who, like Pink, has an amazing athletic talent and a way with the ladies| Fred OBannionOBannion is a super-senior who is enjoying his second straight year of hazing freshmen. He has a temper, and when the freshmen get their revenge he blows up and drives away in his piece-of-junk car. | David WoodersonWooderson, a former superstar quarterback and graduate working for the city after realizing that life after his alma matter is sweeter when you live by your own rules. The high schoolers think hes cool because hes older and he has a nice car. Many of the classic lines in this movie to come from Wooderson. | Q: What does the movie teach us about life? The movie dazed and confused is more than just a movie about smoking marijuana. It documents the changes we all face in life, as social and political pressures increase, when one gets older and faces decisions that require you to figure out how to avoid being what others want you to be while staying young at heart. Q: What is your favorite part of the movie? My favorite part in the movie is when they are sitting on the 50-yard line of the football field smoking marijuana, reminiscing and having laughs. While Matthew McConaughey â€Å"Wooderson†, says a very memorable quote, â€Å"Man, its the same bull***t they tried to pull in my day. If it aint that piece of paper, theres some other choice theyre gonna try and make for you. You gotta do what Randall Pink Floyd wants to do man. Let me tell you this, the older you do get the more rules theyre gonna try to get you to follow. You just gotta keep livin man, L-I-V-I-N†. Q: Why is that your favorite part of the movie? This is my favorite part of the movie because it reminds me of me and my friends back in the day. Plus the quote â€Å"You just gotta keep livin man, L-I-V-I-N† is one of my favorite quotes of life! Q: Do you believe the movie is realistic? Why or why not? I believe the movie is realistic because the director made the characters all so different and have their own personalities. It’s also realistic because the audience can relate to at least one character in the movie. Q: What have you learned from this movie? Society is full of constraints and limitations that people in power: or those looking to capitalize on the weakness of others place on others to get them to act the way they want them to. If you want to be free of such people and situations, you have to learn how to challenge the social constructs and rules that keep you from finding your true purpose in life. Don’t let others tell you what you can and can’t do. This doesn’t mean that you have a right to break the laws, but it does mean that you can be anything you want to be if you are willing to go after it. There are no laws that say you have to be what someone else wants you to be. Q: Who do you think (what age group, or what kind of person) would enjoy this type of movie? I think Teenagers all the way up to Elders; of both genders, would enjoy this movie. Everybody who has watched it will watch again and again, and never will get old to them. For those who haven’t watched it, WATCH IT! Other important Information Director: written and directed by Richard Linklater Producers: Sean Daniel, Richard Linklater, Jim Jacks and co-producer Anne Walker-McBay * Jason London as Randall Pink Floyd * Wiley Wiggins as Mitch Kramer * Rory Cochrane as Ron Slater * Sasha Jenson as Don Dawson * Michelle Burke as Jodi Kramer * Christine Harnos as Kaye Faulkner * Adam Goldberg as Mike Newhouse * Anthony Rapp as Tony Olson * Matthew McConaughey as David Wooderson * Marissa Ribisi as Cynthia Dunn * Jason London as Randall Pink Floyd * Wiley Wiggins as Mitch Kramer * Rory Cochrane as Ron Slater * Sasha Jenson as Don Dawson * Michelle Burke as Jodi Kramer * Christine Harnos as Kaye Faulkner Adam Goldberg as Mike Newhouse * Anthony Rapp as Tony Olson * Matthew McConaughey as David Wooderson * Marissa Ribisi as Cynthia Dunn Starring: * Jason O. Smith as Melvin Spivey * Shawn Andrews as Kevin Pickford * Cole Hauser as Benny ODonnell * Milla Jovovich as Michelle Burroughs * Joey Lauren Adams as Simone Kerr * Christin Hinojosa as Sabrina Davis * Ben Affleck as Fred OBanni on * Parker Posey as Darla Marks * Deena Martin as Shavonne Wright * Nicky Katt as Clint Bruno * Esteban Powell as Carl Burnett * Renee Zellweger as Nesi White Awards Year| Result| Award| Category/Recipient(s)| 1993 | Nominated| Golden Leopard| Richard Linklater| 994 | Nominated| Young Artist Award| Best Youth Actor Co-Starring in a Motion Picture Drama Jason London| Rating: (R) Running time: 102 minutes Other: Lawsuit In October 2004, three of Linklaters former classmates from Huntsville High School, whose surnames are Wooderson, Slater, and Floyd, filed a defamation lawsuit against Linklater, claiming to be the basis for the similarly named characters on the film. The lawsuit was filed in New Mexico rather than Texas because New Mexico has a longer statute of limitations. The suit was subsequently dismissed

Reviewing The Identity Of Looked After Children Social Work Essay

Reviewing The Identity Of Looked After Children Social Work Essay This essay explores how the identity Looked after child contribute to oppression and discrimination in two specific areas of Education and Health. The essay will analyse the role of legislation and policy in combating or promoting discrimination and oppression. The history, societal attitudes, views of the children and theories underpinning looked after children will also be discussed within the essay. Finally I will focus on the implications and relevance to Social Work practice. For the purposes of clarity I will start by defining oppression, discrimination and stigma. Thompson (1997) identifies oppression as the disregarding of individuals or group of peoples rights resulting in inhuman or abusive treatment with dominance and power by one group over another. For Thompson (2006), discrimination refers to a process of unfair or unequal treatment of individuals or groups resulting in undermining the interests of people from a less powerful category within society. From the two definitions of Oppression and Discrimination it can be deduced that the common elements are abuse of power and privilege associated with degrading treatment of the less fortunate individuals or groups of people in society. Apart. from discrimination and Oppression it is important to mention Stigma as another attribute that is prevalent and used as a tool for social exclusion. Diversity in Society Assignment 1016433 Goffman, (1963), and Parker and Aggleton, (2003),s theories of stigma help us to understand how stigma is constructed and its influence in peoples lives. Goffman (1963), describes stigma as an attribute that is deeply descending within a particular social interaction, where the person possessing the attribute falls short of societal expectations. Parker and Aggleton (2003) interpret stigma as a tool of preserving or undermining social structures. They view stigma and discrimination as functional systems which maintain boundaries between those in power and those without. Through such power, social inequalities are developed leading to creation of social norms. Social norms formulate stigma as they govern interactions between people and reinforce power structures that serve to isolate those that are regarded as outsiders. Both theories help us to understand the roots of stigma, prejudice, negative attitudes and its impact to Looked After children after Children. The last three decades have experienced a huge overhaul and introduction of legislation and policies seeking to address the needs of children. The Childrens Act 1989 (CA 1989) reformed Law relating to children and in particular set out the framework for the provision of support for children and families and for the protection of children in England and Wales. This was in line with the the United Nations on the Rights of the Child (UNCRC 1989) which was the first legally binding International instrument to promote the rights of children throughout the world. Burke and Parker (2007). Diversity in Society Assignment 1016433 It is important to mention them following initiatives when discussing issues relating to the welfare of children: The Quality Protects 1998, Chidren Leaving Care Act 2000, Adoption and Children Act 2002, the Choice Protects policy, the Childrens Act 2004, Every Child Matters 2004, Care Matters (Green and White Papers) and The Children and Young Persons Act 2008. Some of these initiatives and legislation were introduced to reinforce Safeguarding children and also in response to reports of abuse, neglect and harm to children in different institutions of residential care in the UK with the most publicised individual cases such as the deaths of Victoria Climbe ( 2000). It was revealed that Staff working with vulnerable children were not adequately trained, rigorously checked on recruitment, no support and vigilance towards diversity and openness. A number of inquiries like Laming Report (2003) recommendations are also worth mentioning which revealed significant failings within the indivi duals and organisations which are meant to be looking after children. As a result there was a lot of media coverage and society as a whole questioned the role of government, laws and all individuals working with children and vulnerable people. The Childrens Act ( 2004) emerged in response to addressing these shortcomings and to improve services. In 2009 Lord Laming was also asked by the government to provide an emergency progress report on issues surrounding safeguarding children following yet another death of a child Baby P in 2007. He identified and reinforced that systematic and individual failures as the cause of death to a child whom they were supposed to look and care for. Laming report (2009) .. Research has questioned how effective and how far the above initiatives reduced the discrimination of Looked after children. Examples of such research just to name a few: Children experience of the Children Act (1989), Discrimination Against Young People in Care: Remember my message (1993), The Multidimensional Treatment Foster Care in England Project (2006), Barriers to change in the Social Care (2000),Busting at the seams (2010) and the recent Panorama BBC programme on experiences of children leaving Care. The UK is a multicultural society and Diversity should be understood and be a tool for most of the policy makers and legislators to make laws which promote equality. Diversity according to Blaine (2007) is associated with the presence of differences in society in relation to gender, race, ethnicity, religion, social class and sexual orientation. These differences are neither good nor bad but some of the differences are associated with inequality and disadvantage. Social work p ractice is concerned with empowerment, anti discriminatory practice, social justice and redressing inequality in line with human rights. Burke and Parker (2007) Cocker and Allain (2008) identify Looked After Children and Young People as children in the care of the local authority, through a Care Order made by a court or voluntary agreement with their parent(s) to accommodate them. They may be looked after in a childrens home ,by foster carers, or other family members. All unaccompanied asylum seeking children are also Looked After Children. Diversity in Society Assignment 1016433 According to (Dfes Statistics 2010) reveal that there were about 64,400 looked after children as at 31 March 2010, an increase of 6 per cent from 2009 and an increase of 7 per cent since 2006.. Mostly the main reason of being in care, was because of abuse or neglect (52 per cent.There were 3,400 Unaccompanied Asylum Seeking Children (UASC) who were looked after at 31 March 2010. This is a decrease of 12 per cent from 2009. As these statistics reveal there is an increase in the number of Looked after children to date although there is a decrease in the Unaccompanied Asylum Seeker Children (DfES 2010) Hogg and Vaughan (2002) views identity as associated with the process an individual becomes who they are in the sense of personhood and others view of who they are. Furthermore a person has multiple identities and these needs to be seen as part of the whole individual as disregarding some aspects would be misleading and reductive of the individuals identity. Graham (2000) further highlight that identities have different meanings and are not fixed but change over time as a result of environment, personal circumstances and outside influences. These influences will significantly affect the social experience and the self image of those defined, through, for example the experience of negative discrimination. Diversity in Society Assignment 1016433 All aspects of a childs identity needs to be recognised and acknowledged regardless of gender, race, ethnicity or religion. By developing a positive identity children are motivated and their self esteem is enhanced for them to feel a sense of value, belonging and worth Blaine (2007). However Cocker and Allain (2008) argue that not all environments are positive in fostering this idea. When this occurs the child becomes withdrawn and shy to open up and engage. Having a looked after child identity endangers a child to be different, socially excluded, marginalised and denied equal opportunities in accessing services. Assessing Children in Need and their Families: Practice Guidance (2000) As such Social workers need to adopt and work with a culturally sensitive approach and apply the balancing act to enhance the resilience concept. Masten (1994) cited in Daniel et al (2002) Burke and Parker (2010) further argue that the Social Work context and the involvement of a Social worker in a childs life applies and identify the child as different. This is revealed by the bureaucratic and comprehensive paperwork, regular review and educational meetings, visits, contact arrangements and procedures and guidelines are associated with the looked after child but are not experienced by most children in normal life settings. However this arguement is dismissed by Garret (2003) cited in Burke and Parker (2010) when he affirms that paperwork and bereacratic procedures are essential tools for a social worker to use in helping them identify and address important developmental needs of the child but should however encourage more one to one contact with the child rather than spending time on paperwork. In Education Research has revealed that Looked after children do not perform well and are likely not to have (GCSE) and most likely risk being expelled from School due to behaviour. Statistics show that a third of the 60 0000 looked after children obtain a GCSE and a further fifth obtain fewer than five GCSEs. Although these figures are lower than a few years ago, they are still much higher than for children as a whole: more than half not obtaining five or more GCSEs compared to less than one in ten children as a whole. this includes Black minority and white as well DfES (2010). Because of their identity as Looked after children they are disadvantaged and discriminated against at School and in matters related to education. The Social Exclusion Unit (2003) published a document ( A Better Education for Children in Care which highlighted 5 reasons for the low attainment levels ranging from Instability caused by insecure placements, bullying, lack of support and encouragement at home , t ime out of school due to expulsion, support and encouragement and emotional, mental or physical health. From the above five highlighted issues it can be summarised that the home environment plays a crucial role in enhancing education. Schofield and Beek (2009) suggest parents and people at home where the child lives need to be supportive and encouraging to the child learning success. School environment should promote learning that develops a child holistically to facilitate the self discovery method and accepting themselves as they interact with other children. This is not always the case as children are disrupted of continuity in settling and making friends if placement breaks down. Sometimes bullying at school results in low self esteem Although most local authorities have put in place a number of inter disciplinary services looking at the physical, mental well being of children. However in Jackson and McParlin (2006) in their article (the education of children in care professionals are seen to be making assumptions and jumping into conclusions ending up giving labels and long prescribed long term solutions to short term problems unnecessarily. This is associated with neglect and discrimination. More training and awareness of diversity, anti discriminatory practices and individualised person centred approach should be reinforced.(Every Child Matters 2004) Roger Morgan (2010) argue that the problem of poor school performance in looked after children lies in the care and education system not in the children. They argue that the care and education systems do not address pre care experiences of the child low attainment and also failure to address the aftermath or the impact of separation when children are removed from their families. The child may be suffering from undiagnosed post traumatic stress which can erupt in any confined environment such as school classrooms. They also argue that teachers have no knowledge of the childs history. Teacher training does not equip teachers with knowledge of the care system and on addressing behaviour from Looked after children. There is also the emphasis on exaggeration of difficulties and the overuse of the term ( Challenging behaviour focuses to address the present problems arising from the childs pre-care experiences and disappointments of being in care. The Authorities should rather focus on expl aining and addressing the underperformance. They further highlight the study by (Jackson et al.2005) where a research with students in Higher education who had a care background was carried out over a 5 year period. The respondents experienced a high level of trauma, abuse and neglect but were placed in foster homes that were supportive and valued education. The findings revealed that foster families who support education and celebrate the childs achievements are more likely to compensate to some level the pre care experiences and promote higher attainment in education. It is important to place children in placements which are supportive to the childs success in education, foster resilience and offer a safe place to grow and achieve. To support childrens wellbeing the government has put in place the Children and Young Persons Act 2008 with a commitment to promote the wellbeing of children and those who are involved in their care. Children Act (2008) In accessing Health facilities Looked after children face difficulties with mental health issues. Mostly their Health needs are overlooked and not met as they are labelled. Axford (2008) in her article exploring social exclusion noted this difficulty as more prevalent among children from Black Ethnic Minority background who face a cultural, language and racism within organisations that are meant to support and look after them especially asylum seekers. There is lack of relevant and appropriate delivery of service in assessing the physical and mental wellbeing of children before placement and continuous monitoring of wellbeing through individual health plan. This can be attributed to lack of awareness and knowledge on the part of and role of carers and foster parents. This leaves the responsibility to the child who will most of the time ignore health issues and abscond appointments. (Young Minds )Training of carers and foster parents need to be promoted to improve delivery of service In working with looked experiences of the Children Act (1989) highlighted that there are continuing myths about the Act which are still disadvantaging Looked After children. Also children still feel they are not fully aware of their rights under the Act as they face day to day regulations and successive barriers. Children still feel they do not receive what the law says they should. A typical example was in socialising with restrictions on risk assessments for overnight stays by teenagers in care. This has brought a sense of discrimination and marginalisation as it is for normal teenagers to do overnight stays. Prout (2000) cited in Glenny and Roaf (2008)further picked up another conflict and tension among within government departments and targets when he mentions that control and self realisation are both present in legislation and policy but in tension. On one camp there is the idea of viewing children as individuals with a capacity for self realisation within a safe societal envi ronment while in the other camp there is the idea of viewing children as vulnerable and requiring control, regulation and surveillance. One example Youth Matters four challenges to help teenagers achieve the ECM outcomes.( DfES 2005, 2:12) Social workers need to listen, engage and work in partnership with looked after children. In a research by Sally Holland (2010) Journal of Social Work to explore the Ethics of Care as being marginalised and not being implemented and recognised it was evidenced that lasting relationships are disrupted by placements and children often acknowledged their links to their past and significant people in their lives. This highlights the importance of their individual pathway in promoting their wellbeing and interpersonal relationships and future achievements. Clarke (2010) emphasises the need to sustain and promote lasting care relationships with formal carers and social workers to avoid the consequences of loss ,neglect and worthlessness by listening to their story, exploring and putting their needs and choices first. Oliver et al (2010) Briefing Paper Advocacy for Looked After Children when they unveiled that Reseach has also highlighted that there were some ambivalence within professional s as to what extent children must be involved in decision making to matters concerning their care as well as resource barriers. To overcome these constraints Winter (2009) suggested regular contact, feedback, advocacy and putting the needs of the child first need to be priority as children value being listened to and having their wishes fulfilled by active participation in matters concerning their wellbeing. I also have personal experience when I was involved in a consultation exercise with Young Persons leaving care as part of my coursework.. The Young Persons highlighted that sometimes they did not receive any feedback from social workers when they contact them. Also they mentioned that there was a lot of bureaucracy which they felt treated them as different and treated them discriminatory for example social work visits at school and regular reviews or educational meetings. They felt they wanted to be treated as normal children not Service users. Barriers to Change in the Social Care (2000) suggest and support that there should be a Human rights approach in working with looked after children. Glenny and Roaf (2008) suggested Early intervention is essential to support children and families before problems either from within the family or as a result of external factors, which have an impact on both the child and family. Government departments, statutory and voluntary organisations have an obligation to work in partnership for the success of early intervention agenda. These teams should work together establish protocols which will help to ensure early indications of being at risk of social exclusion are addressed and receive proper attention. McLeod (1998) highlighted the need to acknowledge Child development stages. He mentions that children accept and discover themselves through stages and exposure to promote self awareness, confidence, self esteem and positive attitudes. McLeod highlighted Freuds psycho-analysis theory (1859-1939), Ericksons psycho-social development theory (1950) and Bowlbys attachment theory(1969,1973,1880,1988). This view is shared in the literature review by Hunt (2003) cited in ( Charlotte Ritchie 2005 Critical Review) which highlights that although there is no concrete evidence of kinship care over non kin foster care there are indications that chances are the former promotes the childs wellbeing and welfare than the latter. This shows how important it is for Social Workers to be aware of child developmental needs and how valuable family ties are. Schofield and Beek , (2005) cited in Shaw (2010) shares the same views that past relationships with family and professionals has an impact on the child s wellbeing and ability to cope with life on their own. Active parenting focusing on the childs needs and positive engagement with the child will help and promote skills to deal with difficult situations in life. It is also good to for social workers to promote resilience as a tool of empowering children so that they are equipped to face challenges and deal with their past and future. Daniel and Wassell (2002) The importance of identity is further echoed by (Goerge, 1990;Testa et al., 1996; Testa, 1997; Wulczyn and Goerge, 1992) cited in (Charlotte Ritchie 2005) in her critical Paper of exploring the significance of Kinship care when she states that Identity, attachment, cultural heritage and self esteem are further maintained and consolidated when a child remains with their family and relatives than non relative placements. This will also go a long way in alleviating the Placement shortages currently experienced by ethnic minority foster placements and also reinforce the value of cultural sensitivity in Social Work. Bates et al (1997) suggests that assessment framework should foster identity and acknowledge diversity in order to promote a childs perception of themselves and their environment. Social workers need to employ anti-discriminatory practice with a lot of opportunities and resources for self discovery. They need to support the child to discover and accept themselves. It is import ant to offer options to situations that promote identity in order to understand themselves and others as children need to have their own identity to mirror on.(:Assessment for Children in need Practice 2000) The Children and Young Persons Act (2008) also emphasise that its commitment to promote a childs well being and the people involved in the care of the child. Although there has been notable initiatives in addressing the needs of Looked after children for the past ten years a lot still has to be done in terms of societal attitudes, resources and safeguarding. To achieve the every child matters outcomes all the stakeholders need to work together by putting the needs and act in the best interest of the child. By listening and engaging with Looked after children practitioners, politicians and policy makers will be able to improve Childrens quality of life. Anti discriminatory practice, empowerment and equal opportunities practices are part of the answer. . 3624words

Teaching Philosophies :: Education Teaching Teachers Essays

Teaching Philosophies When everyone always asked the question, what do you want to be when you grow up? I replied; I want to be a teacher. I said this because teaching was the only occupation that was familiar to me. Now, when people ask me that question I answer, I am striving to become an art educator, not because it is familiar, but because of the difference I could make. The greatest rewards of being and educator are those that are intrinsic. What I enjoy the most about teaching someone something new, even now, is the look on their face after they have mastered the technique. Being and art teacher makes this reward a common one, because of the variety of media one works with. Although this, and other reactions are common, I will never get sick of their repetition, or the content area that I am teaching. I would use an eclectic approach to my teaching philosophy. It would be composed of the popular method of pragmatism, mixed with idealism. I believe that all students should have the right to make positive contributions to the class and society, and that learning should be both a group and an individual activity. I personally feel that one of my jobs as a teacher, is to act as a mentor to students, and lead by example. I enjoy teaching, and am knowledgeable in the content area that I am responsible for. I feel that students would enjoy learning the history, theories, and techniques of art when I present the material to them. I am a firm believer in Plato’s theory â€Å"Never discourage anyone who continually makes progress, no matter how slow.† If a child is putting forth maximum effort, I find no reason to enforce faster working habits negatively upon them. Children with slower working speeds should be encouraged, and nurtured, while being worked with on a one to one b asis occasionally. My ideal classroom would have large tables arranged in several horseshoe or incomplete circles. This would give the students a maximum area to work, and myself a place to stand and give advice and directions. The ceramics section would be in the back corner of the room to prevent clay dust on everything. My bulletin boards would be decorated with famous works of artists of the past. One would be reserved for especially for an assignment outline for each media the class would cover.

The Problem Of Evil Essay -- essays research papers

The Problem of Evil Evil exists, a plain and simple fact. The argument for the problem of evil (and suffering) proves that fact. The argument for the problem of evil states that there is a all-good, all-powerful God. It states that God being all-good means that he only wants good to exist. But, look at all the bad and evil in the world. A total contradiction of a all-good God. God being all- powerful means that he can make whatever he wants. So, if God can make whatever he wants then why did he not make all people and things good? This all boils down too the fact that evil does exist and with evil existing there could not be an all-good, all powerful God.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that the argument for the problem of evil is a good argument. The first solution to the problem of evil states that good cannot exist without evil. Not a bad argument, but faulty. With evil existing you have something to compare it to, which is good. But, If God was really all-good the word evil would not exist because everything would just be good. If God is so good and so powerful than why does he let so much evil exist? I could understand a little bit of bad people and things to make the good stand out, but there is so much. All the time in the news you hear about someone being murdered, children being molested, a natural disaster striking a area and many people suffering and dying, etc... This also shows that God cannot be all-powerful if lets all this evil exist in the universe th...

Structuring a Successful Composition Course Essay -- English Writing T

Thinking about how I would structure my classroom for a composition course creates a dilemma for me. I had a great experience in my high school composition courses. I really responded to how it was taught and made a personal connection to the work I was doing. Originally, I wanted to model my classroom after the one I had loved so much. The readings I have done concerning postmodern techniques being used in a composition course have also seemed very appealing to me, but present a different classroom experience. James Berlin claims â€Å"in teaching writing we are tacitly teaching a version of reality and the student’s place and mode of operation in it† (235). Without dealing with the forces students are contending with I would be indoctrinating them with my own ideology and not teaching them the tools to understand and work with these systems for themselves. The problem is how can I reconcile these two teaching styles to fit into my version of a productive and successfu l classroom? The initial thing I would be concerned with when teaching a course such as this is how to get the students to want to do the work. I know that most kids do not want any part of schoolwork period, but how can I make the work interesting enough to get kids to at least have some kind of connection to their work? My first instinct would be to assign a short writing task with a few options for topics concerning the kids personal lives, family situations, or friends. James Sosnoski in his essay â€Å"Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone!† attempts to create a series of writing assignments for his postmodern classroom. His first assignment would not be as concerned with the individuals issues, but he would have the students write about ... ...for my teaching is to teach my students to understand themselves and how they fit into the systems that affect their lives in so many ways. How I am going to go about doing that I have not figured out quite yet. Works Cited Althusser, Louis. â€Å"Ideology and Ideological State Apparatuses.† Althusser, Lenin 127-86. Berlin, James A. â€Å"Contemporary Composition: The Major Pedagogical Theories.† Illinois: National Council of Teachers of English, 1997. 233-48. Clifford, John. â€Å"The Subject in Discourse.† New York: The Modern Language Association of America, 1991. 38-51. Jarratt, Susan, A. â€Å"Feminism and Composition: The Case for Conflict.† New York: The Modern Language Association of America, 1991. 105-123. Sosnoski, James, J. â€Å"Postmodern Teachers in Their Postmodern Classrooms: SocratesBegone!† New York: The Modern Language Association of America, 1991. 198-219. Structuring a Successful Composition Course Essay -- English Writing T Thinking about how I would structure my classroom for a composition course creates a dilemma for me. I had a great experience in my high school composition courses. I really responded to how it was taught and made a personal connection to the work I was doing. Originally, I wanted to model my classroom after the one I had loved so much. The readings I have done concerning postmodern techniques being used in a composition course have also seemed very appealing to me, but present a different classroom experience. James Berlin claims â€Å"in teaching writing we are tacitly teaching a version of reality and the student’s place and mode of operation in it† (235). Without dealing with the forces students are contending with I would be indoctrinating them with my own ideology and not teaching them the tools to understand and work with these systems for themselves. The problem is how can I reconcile these two teaching styles to fit into my version of a productive and successfu l classroom? The initial thing I would be concerned with when teaching a course such as this is how to get the students to want to do the work. I know that most kids do not want any part of schoolwork period, but how can I make the work interesting enough to get kids to at least have some kind of connection to their work? My first instinct would be to assign a short writing task with a few options for topics concerning the kids personal lives, family situations, or friends. James Sosnoski in his essay â€Å"Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone!† attempts to create a series of writing assignments for his postmodern classroom. His first assignment would not be as concerned with the individuals issues, but he would have the students write about ... ...for my teaching is to teach my students to understand themselves and how they fit into the systems that affect their lives in so many ways. How I am going to go about doing that I have not figured out quite yet. Works Cited Althusser, Louis. â€Å"Ideology and Ideological State Apparatuses.† Althusser, Lenin 127-86. Berlin, James A. â€Å"Contemporary Composition: The Major Pedagogical Theories.† Illinois: National Council of Teachers of English, 1997. 233-48. Clifford, John. â€Å"The Subject in Discourse.† New York: The Modern Language Association of America, 1991. 38-51. Jarratt, Susan, A. â€Å"Feminism and Composition: The Case for Conflict.† New York: The Modern Language Association of America, 1991. 105-123. Sosnoski, James, J. â€Å"Postmodern Teachers in Their Postmodern Classrooms: SocratesBegone!† New York: The Modern Language Association of America, 1991. 198-219.

Oedipus: Aristotelian or Formalist Theory Essay

Teiresias’s speech at the end of scene one of Sophocles’ play Oedipus Rex is fairly short but it is in this encounter between Oedipus and Teiresias where the main conflict of the story begins to unfold. This is a pivotal speech in the play as it helps to develop some of the major themes in the play as well as begin to build up the tragic irony at the center of the story. When this speech is analyzed using either Aristotelian or Formalist theory key elements can be found that are effective in increasing the drama in the play and in tying together one of the play’s central theme. In the Poetics Aristotle outlines his vision of a successful tragedy and states that plot and character are the first two principle features of tragedy. Teiresias’s final speech helps to develop both of these key components of tragedy in Oedipus Rex successfully. During his conversation with the king Teiresias introduces the first source of conflict into the play as Oedipus tries to convince the old man to reveal what he knows about Laios’s murder. Aristotle termed this moment of the plot the â€Å"desis† which in modern literary terms is known as the complication which serves to build up the drama of a story towards the climax, and Teiresias’s speech here achieves that purpose. There is also an effective use of foreshadowing in Teiresias’s speech in which he reveals to the audience the twist of fate that Oedipus will experience even though the king at this point is unaware of Teiresias’s true meaning. The reversal of fortune and recognition contained in Oedipus Rex are praised by Aristotle as being characteristics of an ideal plot and the foreshadowing found in Teiresias’s speech help to build up the anticipation towards the revelation of Oedipus’s identity. In the perfect tragedy Aristotle stated that character should support the plot and Teiresias’s final speech was indirectly very effective in building Oedipus’s character. Until his meeting with Teiresias Oedipus was seen a considerate king looking out for the interest of his people in trying to discover Laios’s killer. In his conversation with Teiresias the audience gets its first glimpse of Oedipus’s anger and can begin to see him as capable of being the murderer they are searching for. Teiresias’s final speech also reveals to the audience Oedipus’s â€Å"tragic flaw† of not knowing who he truly is, which will eventually be his downfall. In revealing Oedipus’s genuine ignorance to his true identity through this speech the audience feels more pity for the king when the revelation occurs and this heightens the tragedy of the play. From a Formalist theory perspective of Teiresias’s speech two literary devices are used that effectively increase the drama of the play and tie in a central theme and those are symbolism and tone. Symbolism in Teiresias’s speech begins to build the tragic irony of the play and to establish one of the themes of the play of sight versus knowledge. Teiresias describes the killer as â€Å"a blind man, Who has his eyes now†, but he is also referring to Oedipus’s inability to see the truth (Sophocles 720). Teiresias himself is a powerful symbol as well in the play as he is blind but he can see the truth of better than Oedipus despite the king’s attempts to discover the truth so vigorously. In the end of the play when Oedipus blinds himself upon finally learning the truth he completes the imagery that was begun in Teiresias’s final speech. The tone of Teiresias’s speech is ominous and foreboding and it serves to change the tone of the entire play. At this point the audience is becoming aware that things will not end well for Oedipus and his valiant quest to find Laios’s killer is going to result in dire consequences. The graphic imagery in the line â€Å"Who came to his father’s bed, wet with his father’s blood† helped establish this ominous tone that serves to build the tension through the rest of the play (Sophocles 720). After his encounter with Teiresias Oedipus becomes increasing confrontational with other characters in the play and the tone set by Teiresias’s speech helps to establish much of that conflict. Sophocles’ Oedipus Rex is such a well-rounded piece of literature that regardless of what literary approach is used to analyze it the play will provide an endless vehicle for discovery. There are so many complex images, themes, and symbols weaved together that it is an ideal story to study.