UK Government in Encouraging Sustainability in Businesses Essay

UK Government in Encouraging Sustainability in Businesses - Essay Example This essay stresses that  the concept of sustainability first became prominent with the publication of the Bruntland Report in 1987. The report defines sustainability as â€Å"meeting present needs without compromising the ability of future generations to meet their own needs†.From this paper it is clear that  the concept of sustainability has evolved overtime since it was first defined. In earlier days, it was mainly an operational concern that focused on defensive strategies to cut waste and reduce organizational footprint. It then evolved and took a more strategic stance with focus shifting to value chains and innovation from waste and cost reduction. Right now, the concept pervades all organizational decision making.  This trend clearly shows a move towards rendering the term sustainability in business redundant as it will simply be how business is done. However in the present, businesses are consciously incorporating sustainability into their business decisions.   Most businesses express their sustainability goals through corporate social responsibility (CSR) commitments. CSR within an organisation is often composed of practises, policies and programs that are integrated throughout the business’s operations from decision making, processes to supply chain, which aim at ensuring current sustainable business operations taking into consideration future impacts.  Governments around the globe have increasingly grown aware of the significance of encouraging sustainability in businesses.... hows that many organizations are actively integrating and incorporating sustainability principles into their business operations, and the reasons behind this go far beyond reputation management. A sustainable business hence genuinely delivers environmental, economic and social benefits simultaneously in its operations while minimising the damage to society and the environment (Nidumolu, Prahalad, and Rangaswami, 2009:1). Most businesses express their sustainability goals through corporate social responsibility (CSR) commitments. CSR within an organisation is often composed of practises, policies and programs that are integrated throughout the business’s operations from decision making, processes to supply chain, which aim at ensuring current sustainable business operations taking into consideration future impacts (Petrini and Pozzebon, 2010: 364; Baumgartner and Ebner, 2010:77). Companies are increasingly inclined to incorporate society’s expectations of ethical busines s practices into their business strategies as a way of not only responding to pressures from stakeholders such as employees and consumers among others, but also exploring opportunities that create competitive advantage for the company. Assessment of the role of UK government in encouraging sustainability in businesses as compared to other stakeholders Governments around the globe have increasingly grown aware of the significance of encouraging sustainability in businesses. In the UK, the government has played a critical role in encouraging sustainability in businesses. The government’s role in sustainability adoption often takes a regulatory approach. This is unlike other stakeholders of an organisation which have different key roles to play in encouraging sustainability, for instance, employees

Business Research -Data, variables and hypotheses Essay

Business Research -Data, variables and hypotheses - Essay Example Overtime allowances complement these benefits. Supplementing the workloads of employees with assistance from trained interns, who are enthusiastic to learn work builds employee morale. In USA, it has been found that 70% of workplaces face employee morale issues due to work overloads ((PR Newswire Association LLC, 2011). Stiff deadlines and workloads cause occupational stress to the staff of an organisation. When the paid leaves are limited, employees opt for unpaid time-offs in order to cope with the stress. Employee performances affect the profit levels of the organisation, as high performance levels guarantee organisational growth, along with all the other factors, as they are the people who deliver the actual work undertaken by their firm. It is human nature to expect compensation commensurate with employee performance, given the employee tenure and contribution to the organisation. The performance-based component of salary of employees is one such acknowledgement. When the quality of work performed is high and work tenure is running overtime, as in GrowthTech, employees tend to belittle their salaries and feel underpaid. The market rates and salaries offered by other firms are the other factors that contribute to feeling underpaid. This results in positive perception towards outside firms, when compared to his employer. PR Newswire Association LLC, Initials. (2011, May 17). Staff retention, employee morale, workloads, and health care costs are top workforce issues for state and local governments. Insurance News Net, Retrieved from http://www.insurancenewsnet.com/

The Charge of the Light Brigade with Dulce ET Decorum Est Essay Example for Free

The Charge of the Light Brigade with Dulce ET Decorum Est Essay The Charge of the Light Brigade is written by Lord Alfred Tennyson and describes the tragedy of six hundred heroic men on 25 October 1854.. We get the impression it was an Officer of high rank who relayed this story to the poet due to the constant detailed strategy. The second poem, Dulce et Decorum Est, is written by Wilfred Owen, detailing a scene from World War 1. This poem details the cruel suffering these heroic men experienced seen through the eyes of the Commanding Officer on scene. There are 60 years between these two poems which is immediately obvious with cannons and sabres in The Charge of the Light Brigade and the use of gas in Dulce et Decorum Est. Although these two poems are 60 years apart, the horrors and tragedies are similar but it is the poets who paint them in different colours. Lord Alfred Tennyson paints his poem in radiant colours with shining brass as this elite British cavalry force attempt to recapture the guns. They are proudly and heroically charging as a unit Flashed all their sabres bare into a situation that we, the reader, know can only end in tragedy and suffering. Wilfred Owens palette consists of the more murky colours of mud and blood running into each other detailing the actual suffering of the individual soldiers as it happens. There is a fast, charging pace in Lord Tennysons poem with a rhythmic beat which helps set the scene. In contrast, Wilfred Owens poem is more descriptive and slow in pace which helps the reader to understand the suffering of the individuals. The Charge of the Light Brigade is based on a episode of the Crimean War which took place on the 25 October 1854. The Light Brigade was an elite British cavalry force, made up of 630 men and horses, who were ordered to recapture the Turkish guns at the head of a valley. These guns had been captured by the Russians who had launched an attack on Balaclava, the Allied base. The inspiration behind this poem were three words written by The Times correspondent, W.H. Russell when informing that this ill fated attack was because Someone had blundered. According to Tennysons son, a few minutes after reading this editorial where this phrase occurred, this poem was born. Lord Alfred Tennyson was much admired by Queen Victoria, and was made poet Laureate. This made him the official state poet; therefore, he would record National events through his poetry. Although this poem also records tragedy and failure it emphasises true courage and bravery, which can only strengthen the admiration and respect from the reader for these ill-fated heroes. This heroism also reinforces patriotism within the population creating more unity. The deaths of these men were not in vain; they died for their Country, this is what makes them heroes. Verse one is setting the scene. It immediately starts with Half a league, half a league, Half a league onward, All in the valley of Death Tennyson is setting the pace at a gallop. He also creates the feeling of an adrenaline rush. The repetition creates this effect with its rhythmic meter. There is the biblical and symbolic reference to the Valley of Death which tells the reader that these soldiers are being sent like lambs to the slaughter dying for their country. This immediately creates dramatic tension. Tennyson writes this poem in the third person, which tells the reader that he is not actually there this is indicated when he writes Charge for the guns! he said; Into the valley of Death Rode the six hundred. These three lines outline the objective of the Light Brigade, emphasising their fate with repetition of the biblical symbolism and finally reminding the reader, again with repetition, the number of men involved. These three lines create tremendous dramatic tension by reiterating the futility of this exercise. In verse two Tennyson increases the dramatic tension one hundred fold. He asks the rhetorical question Was there a man dismayed? which is, in effect, emphasising how brave the Light Brigade were. He continues to say Not though the soldier knew Someone had blundered: Here is the thunder bolt these men are risking their lives due to an error. This is the only time the error is mentioned, almost as if it was an incidental part of the battle. Tennyson has taken these three words, Someone had blundered as a direct quote from W.H. Russells editorial in The Times. These are the three words that had such a powerful effect on Tennyson himself. He doesnt expand on the error or point the finger of blame, he simply states the fact. It is in these two lines that the reader senses an element of fear. However, fear is never an issue with the Light Brigade themselves. After this shock declaration, Tennyson reminds the reader of the galloping, adrenalin charged pace when he writes Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: These three lines also very simply emphasise not only how disciplined these brave men and horses were but also their total trust in their Commanding Officers and masters respectively. Verse three depicts the Light Brigade as victims charging into an ambush. It begins with the galloping effect, this time illustrating the actual danger this elite force is charging into. Cannon to right of them, Cannon to left of them Cannon in front of them These three lines give an onomatopoeic effect of anticipation, adrenalin rising, hearts beating harder as they continue their charge. Tennyson fuels this tension further when he writes Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Here Tennyson uses alliteration creating the whistling effect of flying shells. This Unit is surrounded on three sides and are under attack but they continue courageously with their assignment. Tennyson reminds us of their fate, again using biblical symbolism when he writes Into the jaws of Death, Into the mouth of Hell This is very descriptive writing, Jaws describing the three sides of ambush and waiting to eat these innocent souls. Again, biblical reference is emphasised by the personification of Hell in the form of this erroneous valley. Rode the six hundred is the last time the Light Brigade are referred to as a complete live unit. This is relevant as it tells the reader not one of these heroic soldiers retreated but continued as one fighting force. Verse four now depicts the Light Brigade as an attacking force, charging enemy lines. The verse starts with Flashed all their sabres bare, Flashed as they turned in air Sabring the gunners there The galloping and adrenalin fuelled pace is maintained, with the adrenalin running at an all time high. These men are reacting to adversity from close quarters. These lines are also onomatopoeic, giving the swishing, cutting motion of metal through air and flesh. Charging an army, while All the world wondered: This confirms the Light Brigade are still as one even against great adversity, striving to achieve their goal. The world is in great admiration for this elite force, perhaps speculatively holding their breath for the end result. Plunged in the battery smoke Right through the line they broke This rhyming couplet emphasises the galloping and adrenalin charged pace from the first three lines of this verse. This displays the true grit and determination of these valiant men and their steeds. Even through their impaired vision (due to heavy gun fire which would also sting their eyes) the remainder of this elite force managed to break the enemy line and continue their fearless attack from close quarters. Reeled from the sabre stroke Shattered and sundered This details alliteratively the slashed destruction this brave unit dealt on the enemy. Then they rode back, but not Not the six hundred. The Light Brigade is now divided, incomplete this is emphasised by the repetitive use of the word Not. Death is not mentioned it doesnt need to be mentioned. Verse five recounts the aftermath. It is almost a reflection of Verse three, accept this time the Cannon behind them. The galloping effect continues with the remaining unit returning to base. A further variation is shown when Tennyson writes While horse and hero fell, They that had fought so well He reminds the reader that this unit was not just a team of heroic men but also their courageous steeds. All that was left of them, Left of six hundred. No number is specified here, but the poet implies very few soldiers and horses survived this onslaught. He allows the reader to decide how few they think may have survived. Finally verse six is a salutation to this incredibly brave, elite force. He opens this verse with the rhetorical question, When can their glory fade? O the wild charge they made He is telling us that this unit will never be forgotten because of their extreme bravery and heroism. Honour the charge they made! Honour the Light Brigade, Noble six hundred! Here, Tennyson is instructing the reader to respect this heroic Force and their courageous efforts. This is emphasised by the repetition of honour and use of exclamation marks. This is an anthem glorifying their name and memory of a truly patriotic elite Force. This poem creates a sense of urgency and determination. He repeatedly creates a galloping pace with a sense of purpose. There is no deviation from this purpose even when the Light Brigade are faced with great adversity. The poets clever use of word repetition combined with the rhythmic meter arouses the readers emotions. Verse one sets the scene and the pace. Tennyson still manages to create a sense of foreboding with his biblical symbolism of the valley of Death. Although there is this sense of foreboding, the Light Brigade have a duty to carry out the orders of their Commanding Officers. It is in the second verse when the readers emotions begin to ride high. It is when the reader is informed Not though the soldier knew Someone had blundered: Frustration is now felt because the reader now realises the doomed fate of this elite force is down to one persons mistake. We are aware of this unit charging into the wrong valley knowing that it can only end in tragedy. This almost makes the reader want to give up. It is Tennysons clever galloping pace that pushes the reader on into this massacre. Verse three shows the Light Brigade being swallowed Into the jaws of Death quite literally as they are surrounded in a jaw like fashion with Cannon to right of them, Cannon to left of them, Cannon in front of them This is extremely descriptive and leaves the reader with the impression that there will be no survivors, as the enemy does not need hand to hand combat to slay the Brigade as they have cannon power. However, Tennyson pushes us forward in verse four by turning the tables and making the Light Brigade become the assailants. As a reader this particular verse gives me a feeling of total admiration. Here is an elite Force faced with an impossible situation. They could have retreated and no one would of blamed them for doing so, but no, without question they continue with even more grit and determination. It is this action that makes them heroes. They are representing us as a nation and are proving to the enemy that we run from no one and are not afraid to stare Death in the eye. Even more to their credit, this elite Force slash their way through the enemy lines leaving bodies in their wake. It could be said that the Light Brigade is symbolic of our country in stature both being small. However, the Light Brigade, like our Country, is a Force to be reckoned with. It is in this verse that patriotism is at an all time high. Not only has this Force continued its challenge but has managed to come through the other side as victors leaving their mark. Tennyson continues with the galloping pace in verse five, echoing the words of verse three with slight variation. As a reader I feel quite exhausted (as obviously the surviving soldiers were) but the galloping speed is maintained until safety is reached. The final verse, although brief, is praise for this heroic Light Brigade. There are not enough words to describe these courageous men and their steeds, so Tennyson has kept it simple but authoritative when he says Honour the charge they made! Honour the Light Brigade, Noble six hundred! These simple words create tremendous pride and make you feel that they should be shouted for the entire world to hear. These men are an inspiration to us all. Dulce ET Decorum Est is a poem from 1914-1918 World War One. This poem is actually from 1915 to 1916. The poet, Wilfred Owen, was a Commanding Officer and he actually witnessed the true horror of war. Unfortunately, during this war the weaponry became more advanced and deadly. Chemical warfare was the new weapon. This was a perfect weapon for cowards as the poisonous gas could be released from cylinders or fired in shells five-miles away. The enemy had the satisfaction of knowing that they could cause maximum suffering before death without having to witness it. The suffering from these gases wasnt just from the lungs and eyes but also the visual appearance of the victims was like something from a horror film. The skin would turn greenish black and yellow, tongue protruding with the eyes becoming a glassy stare. In addition to this the victim would be coughing up greenish froth. The stimulation for Owen to write this poem was to share the true horror of this chemical war. To report death as a statistic is one thing but to describe the actual suffering these men had to endure before their release by death is something that needed to be told. In those days it was more likely a poet, especially one commanding a group of men, would be more likely to write in criticism of the horrors of modern warfare. Understandably, they would see the gruesome and painful death as an unnecessary horror. It was futile to allow people to experience such painful death when the enemy wouldnt be near enough to enjoy the the pleasure. In contrast, the Charge of the Light Brigade was close quarter fighting. The enemy still needed to have the Light Brigade in their sights before firing the cannons. The sole concern was to kill as many of the elite force as possible. Unfortunately in World War One, it appears suffering was the main aim. The main thing to bear in mind is that these soldiers werent just rank numbers to the Commanding Officers, they were family. These men very closely together shared all different kinds of emotion. For a Commanding Officer to see one of his men suffer so horrifically and slowly would be like watching his own brother or son. He would equally suffer the torture from frustration of not being able to help or relieve the pain. It could be said this poet suffered from World War One stress disorder as he continued to suffer nightmares after experiencing one of these chemical attacks. In contrast to The Charge of the Light Brigade, there is no glorification of war in this poem. In fact, Wilfred Owen dares to end his poem The old Lie: Dulce et decorum est Pro patria mori On reading this poem I have to agree. The first verse immediately tells us that the poet is there(unlike Tennyson, whose contact with war was by reading The Times), by his use of first person when he writes we cursed through sludge we turned our backs In contrast to the Charge of the Light Brigade the descriptions of the soldiers are very detailed, allowing the reader to share their agony. Owen effectively uses many similes to paint his picture, for example Ben double, like old beggars under sacks, Knock- Kneed, coughing like hags This is extremely descriptive of the young men returning from the frontline, appearing more like old vagrants than young brave soldiers. This verse emphasises the exhaustion of these men we began to trudge. Men marched asleep All went lame, all blind Drunk with fatigue; death even to the hoots Of tired, outstripped five-nines that dropped behind. Owen cleverly describes the five-nines as also being tired, which unfortunately means impending death. The second verse immediately begins with direct speech order Gas! GAS! Quick, boys!. These four words are extremely informative. The first word Gas! is spoken like a reaction. The second word GAS! shows recognition of the true danger. Quick, boys! depicts the urgency for his men to protect themselves. Notice he uses the word boys and not men, this indicates familiarity and passion. Owen continues to detail how awkward these gas masks were to put on when he says Fitting the clumsy helmets just in time But someone still was yelling out and stumbling. The reader experiences the panic and frustration these tired men go through when trying to secure their life saving devices. We are now introduced to the real graphic horror of a chemical attack when Owen tells us through the thick green light, As under a green sea, I saw him drowning. This indicates how quick the chemicals kick into action and how thick and smothering it is. The third verse consists of only two lines In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning. Here is the indication that the poet is suffering from World War One stress disorder. His horrific experience of witnessing on of his boys die such a horrible death returns to haunt him. You can feel his frustration when he says my helpless sight, knowing he is unable to help this soldier. guttering is symbolic to this soldiers spark of life being extinguished due to drowning under a green sea of poisonous gas. In contrast, there was no mention of suffering or death in the Charge of the Light Brigade. The fourth and final verse explodes the myth it is sweet and fitting to die for your country. Owen asks the reader if they would send their children to honourably die for their country if they knew they would die such a slow gory death. His use of adjectives are powerful as he describes white eyes writhing in his face His hanging face As if this is not enough of a description he continues, like Tennyson, with the simile, using biblical symbolism. like a devils sick of sin. This gives the imagery of how evil war is and is the creation of mankinds sin. Owen continues with the satanic imagery when he refers to gargling from the froth corrupted lungs, Obscene as cancer Of vile, incurable sores on innocent tongues This imagery depicts an innocent man possessed, perhaps by the devil himself, as he dies a slow and torturous death. This could be symbolic of Christ himself taking on the sins of the world when he was crucified he also died a slow and torturous death. Owen powerfully ends this tortured poem My friend, you would not tell with such high zest To children ardent for some desperate glory The old Lie, Dulce et decorum est Pro patria mori. The poet is talking directly to the reader and is making the reader rethink his or her own beliefs. He is clever because he isnt asking if the reader would suffer such death for their country but if the reader could allow their child to suffer such a death. He explodes the myth by referring to the well known military motto as an old Lie. Owens graphic descriptions of the exhausted soldiers returning from the frontline create a feeling of sympathy for me. These men fought their war and are returning to safety. Many are injured but limped on, blood-shod. Like Tennyson, Owen quietly drops the proverbial bombshell when he says deaf even to the hoots Of tired, outstripped five-nines that dropped behind. For me this creates the feeling of despair for these poor men, as they now have to continue their fight for survival from the unseen enemy. (Tennysons quiet bombshell was Someone had blundered thus making the mission futile.) Hope evaporates as quickly as the poisonous gas spreads when I realise there is one soldier who was just to slow to secure his gas mask. As if thats not enough Owen continues in graphic detail to describe the suffering of this innocent soul. He uses strong words such as guttering, choking, drowning, writhing and hanging. This is extremely powerful writing as it gives me the impression this man is dying many deaths. As I continue reading this poem my sympathy also turns to the poet himself. To witness this horror once is bad enough, but this poor man has to relive it every time he goes to sleep. I can understand his bitterness to war, and after reading this I share his view. This man bravely makes a stand against an age old myth and questions it. It is because of men like Wilfred Owen, who detail the true, visual horror of war that changes and new laws can be made. After World War One chemical warfare was banned by The Geneva Convention and fortunately still stands today. If it wasnt for people like Wilfred Owen, who knows what sorry state our World would be in today. Although I have witnessed this soldiers death through the eyes of his Commanding Officer, I believe he didnt die for his country he died to save the World. There are two main differences between these two poems. They are, firstly, glorification of war (The Charge of the Light Brigade) and the abhorrence of war (Dulce Et Decorum Est). Secondly, the person these poems are written in. Tennyson obtained his details of this war from The Times editorial. However, Wilfred Owen was actually present during the chemical attack. There is a sixty-year gap between these two poems and, therefore the customs and beliefs are different. Tennyson is from the old school, glorifying war, depicting it as action packed, but never mentioning death. Owen, in contrast, concentrates on the suffering of the soldiers as opposed to their heroic deeds. There is futility in both poems but of a different nature. In the Charge of the Light Brigade the mission, itself, is made futile by one human error. However, in Dulce et Decorum est the futility is in the extreme suffering of one man never to be witnessed by the enemy who dealt this heinous blow. Both poets however, refuse to let this futility go unrecognised. Tennyson instructs the reader to honour this noble elite Force who broke enemy lines against great adversity. In contrast Owen instructs the reader to reconsider the old belief of willingly dying for your country. Both these poems have contrasting powerful messages and both are right. I try to imagine it was my great grandfather who died in the Charge of the Light Brigade. On reading this poem it would reassure me that he had not died in vain and had in fact died a hero. Equally, I try to imagine it is my great Uncle who is dying a slow agonising death in Dulce et Decorum est. Although painful to read, again he has not died in vain because the World has been made to share his experience and it never wants that experience again. In effect, it could be said that the Light Brigade as a unit and the chemical infested soldier are representative of Christ in their own ways. The Light Brigade representing Christ fighting the good fight against all odds and achieving their objective (seizing the guns albeit the wrong ones). The dying soldier representing Christ dying for our sins on the cross.

Essay --

APPLE’S PRESENTATION TECHNIQUES The keynote at Apple’s Worldwide Developers Conference (WWDC) 2013 offers yet another opportunity to learn fresh and effective techniques that you can and should apply to your presentations. Stick to one theme per slide. It means that it is better not to put the two topics or statistics in one slide. Apple brings this recommendation to the top and becomes as laconic as can be. Apple had to deliver the following idea: â€Å"The developer program is incredibly vibrant. We have over six million registered developers. Demand for this show has never been greater. We sold out in just over a minute [71 seconds].† Let’s think how many slides you would create. Most people would put the two statistics, 6 million and 71 seconds, on one slide. Apple CEO, Tim Cook, had two slides. The first one simply read: 6 million. The second slide read: 71 seconds. The second slide also had the words â€Å"Sold Out† in red. We know that facts and statistic have benefits and drawbacks. If used effectively they offer quick, credible support for your message. Make data visual. In the presentation of Apple Tim Cook announced that Apple customers have downloaded 50 billion apps from the App Store. Instead of simply putting the number on the screen, as most presenters would do, Apple designers created a visual display of the data with zeroes that are actually images of apps. Creative visual cues can impress the audience and become more memorable. Always avoid bullet points. There are images and text (sometimes on the same slide) on Apple slides, but no bullet points. The theory says, â€Å"Include no more than four to six lines of text on one slide- this can be one quote, three bullets that are two lines each, or one example.† The designer... ... part of your company story. Apple’s team presentation is a better role model for creating, designing and delivering presentations. It appears as mix of informative and persuasive presentations. It is perfect example of how speakers’ body language and words match one other. Supporting materials in this presentation add interest, visual impact, and credibility. Techniques that Apple used in this presentation are extremely impressive and effective. Work Cited: DiResta, Diane. Knockout Presentations. Worcester ( Mass.): Chandler House, 1998. Print. Goodall, H. Lloyd., Sandra Goodall, and Jill Schiefelbein. Business and Professional Communication in the Global Workplace. Boston, MA: Wadsworth Pub., 2010. Print. Gallo, Carmine. "10 Presentation Techniques You Can (And Should) Copy From Apple's WWDC Keynote." Forbes. Forbes Magazine, 11 June 2013. Web. 07 Dec. 2013.

“Raisin in the Sun” by Lorraine Hansberry Essay

Since the 1930’s, the idea that a family, a home, opportunity, money and security being available to everyone in the US has been the â€Å"American Dream.† Unfortunately, in reality this dream isn’t really available to everyone, not then and not now. The idea of an â€Å"American Dream† is examined throughout Lorraine Hansberry’s play, A Raisin in the Sun as the theme of the play surrounds itself around Langston Hughes’ poem, â€Å"Harlem† where Hughes examines if dreams shrivel and dry up like a â€Å"Raisin in the Sun.† Throughout the play, all the characters express their own dreams for their lives. The idea of the American dream is analyzed to the point that at the end of the play, although this dream isn’t available to everyone because of racial, gender and class discrimination, the most important aspect the Youngers find out of it is the uniting of the family. Every character in the book has their own idea of the American dream. Mama and Ruth dream of owning their own house and getting the family out of their current living situation while Beneatha dreams of getting an education, becoming a doctor and not being dependent on a man for anything. Walter, although he wants to support his family, has his dream of buying a liquor store to raise money for his family. He finds more pride in proving himself successful. Walter, although with a capitalistic way of thinking, sticks to his own dream and come off as a frustrated character throughout the play. He takes out his frustration about not having money on Ruth, â€Å"You tired, ain’t you?†¦So tired-moaning and groaning all the time, but you wouldn’t do anything to help, would you?† (32). At first his frustration is because of the family’s financial situation, but it just grows with Ruth’s pregnancy. Eventually, he realizes that his dream of the liquor store isn’t feasible when he actually has the insurance money and he deals with its loss. He realizes that money was not the only barrier keeping him from his dream. Walter learns that what everyone else is hoping foe, the home, is the ultimate goal he should also be supporting. Beneatha on the other hand, has the American dream of getting an education. During the time period of the play, not only was it unusual for a woman to go to medical school but also it was even more rare of a black woman. Beneatha faces many obstacles on her way to achieving her dream; she  constantly faces discrimination because of her race and class and especially because of her gender. Even with hard work and persistence, she would have a lot more difficult time achieving her dream. For example, for white males to be going to medical school at that time was very common. They did not have to face gender or racial discrimination. Beneatha, not only has to provide money for her education but also deal with society’s disapproval because of the path she chose to pursue. She doesn’t even get support from her own brother. Walter continuously belittles her dreams and says that she should â€Å"just get married and be quiet.† (38). Walter, along with society at that time, believed that a woman’s place was to stay at home, cook, clean and take care of the children. Although Mama and Ruth support Beneatha’s individualist attitude, they do not understand it. When Beneatha mentions that she is â€Å"not worried about who [she’s] going to marry yet-if [she] ever get[s] married,† (50) they are horrified at the thought of a respectable young woman not being married. However, as the play progresses, Beneatha realizes that the dream of owning a house is the dream of the whole family and that she must stand united with them against people like Carl Lindner. Throughout the play, Mama and Ruth’s dream of securing the family’s future through the idea of buying a house stays constant. They also face many obstacles in trying to achieve this idea in the â€Å"American Dream.† Carl Lindner, from the â€Å"welcoming committee† of the all-white Clybourne Park residence area, sees their race and tries to persuade and eventually bribe them into not purchasing their dream house. Mama, however, does not give into this obstacle and goes through with the purchase of the home. After Walter deals with the lost insurance money and Beneatha deals with the loss of money for her education, they start to accept the idea of uniting to pursue one dram for the whole family. They realize that the happiness that they get from fulfilling the dream of the entire family is much more important to them than fulfilling their own dreams. Individually, they all have many hurdles but when they stand united as a family, they can get through them all. Just as the Youngers faced obstacles on their path to the â€Å"American Dream,† most people in today’s society face similar problems. Whether it be the  dream of education, a house or opportunity, people face discrimination every step of the way. As much as the society would like to believe that everyone has equal opportunity to succeed in life, it is just not true. Race, gender and class discrimination creates barriers for people trying to achieve their dreams of success. Much improvement is needed in the mindset of society before everyone truly has equal opportunity to achieve his or her version of the â€Å"American Dream.†

Why Choose a Single-Sex School

No single educational environment is right for every student. From varying learning styles to different interests, education has become an incredibly diverse and customized experience for students. For some children, the best learning environment is one that removes students of the opposite gender from the equation.  Research has shown that single-sex education offers benefits for both girls and boys. While it has long been known that girls do better academically in all-girls’ environments, more recent research has shown that boys may fare even better than girls in single-sex classrooms. The research fairly overwhelmingly and  consistently points to the advantages of single-sex schools. For example, a study at Stetson University  in Florida showed that among fourth graders at a public elementary school in the state, 37% of boys reached proficiency levels in co-ed classes, while 86% of boys in single-sex classrooms did (the boys in the study were matched so that they were statistically equivalent). While 59% of girls reached a proficient level in co-ed classrooms, 75% did when they were only with girls. This type of research has been carried out and substantiated among students of different economic, ethnic, and racial backgrounds in many different industrialized countries around the world. Part of the magic of single-sex schools is that the teaching methods can be adjusted to the students. Well-trained teachers at girls’ and boys’ single-sex schools can take advantage of the specific ways in which girls and boys learn. For example, boys often need a higher level of activity, while girls might need more reassurance that they have something to offer to the classroom discussion. In a typical co-ed classroom, it is difficult for one teacher to use these specific strategies for all the students. Here are some other advantages of single-sex schools: Girls Gain Greater Confidence CRC Health studies show that one-quarter of the female members of Congress and one-third of the female board members of Fortune 100 companies attended girls’ schools. This staggering statistic might be in part because girls in single-sex schools learn to feel confident about their ideas, and they more readily jump into class discussions when they are not self-conscious. In a girls’ school, students are not worried about what boys will think about them, and they shed the traditional idea that girls should be demure or quiet. Boys and Girls Feel Comfortable in Non-traditional Subjects Boys in boys’ schools feel comfortable in areas that they learn to avoid in co-ed schools, such as literature, writing, and foreign languages. Many boys’ schools emphasize these subjects, and the teachers in these schools are able to plan the curriculum so that the themes in the books the boys read are geared towards their concerns and interests, as opposed to the usual â€Å"girl-centered† books in many co-ed schools. For example, boys may read stories about boys coming of age, such as Homer’s The Odyssey, and the students’ analyses of these works can be centered on boys’ concerns. Girls in girls’ schools, on the other hand, tend to feel more comfortable in areas that they traditionally shy away from, such as math and science. In all-female schools, they can have female role models who enjoy these subjects, and they are encouraged to be interested in these areas without competition from boys. Students Unlearn Gender Stereotypes In boys’ schools, boys fill every role—whether it’s a traditional role such as captain of the basketball team or whether it’s an untraditional role such as the editor of the yearbook. There are no stereotypes about which types of roles boys should fill. Similarly, in a girls’ school, girls are the head of every sport and organization and can comfortably take on such untraditional roles as head of the student body or head of the physics club. In this way, students in these schools unlearn traditional stereotypes and do not tend to think of roles in terms of gender. Single-Sex Classrooms Often have Better Discipline While sometimes all-girls’ and all-boys’ classrooms have a certain relaxed quality borne of freedom to express themselves, single-sex classrooms have been shown overall to have fewer discipline problems, particularly for boys. Students are no longer busy impressing or competing against the opposite sex but can get down to the true business of learning. Many parents who attended co-ed schools may feel uncomfortable at first exploring the single-sex school option for their children, but there is no doubt that many students learn better in these types of schools.

My Views On Education Philosophy Essay examples - 1978 Words

My Views On Education Philosophy When I first began college I wanted to be an accountant. I had taken accounting class in high school and really enjoyed it. Accounting is finite and rigid in terms of how it is structured. The rules did not change in regards to how you went about learning and applying it. Once you mastered the principles of accounting you would be able to do your assignments in class or your work in the real world proficiently. As I began taking the core accounting classes in my first years of college I noticed that the same reasons that once attracted me to accounting were now acting as a deterrent toward the profession. The finite, rigid nature of accounting was making it mundane, boring, and overall†¦show more content†¦Therefore, as a social studies teacher, I will be paid to do what I love which is continually enhancing my knowledge of history. I can then give my knowledge back to society through the process of educating the youth about history. This process will enrich and enha nce the minds of the youth who will one day take their place as the future of our society. The students must be the most important aspect in the classroom regarding the teachers’ priorities. The teachers first and foremost duty is to educate their students. In order to educate their students at the highest possible level every aspect of the classroom must produce a positive learning environment to allow the student to flourish. Classroom environment, disciplinary structure, teaching methods, teacher-student relationship structure, and the overall philosophical structure would all be aspects of a classroom that a teacher must formulate accordingly to allow the student to thrive academically. Disciplinary structure is integral to a positive learning environment. I have been a part of several classes in my secondary education in which the teacher did not put the students first. The teacher did not seem interested in the students. This disinterest was illustrated by how particular aspects of the classrooms structure were neglected. The teacher did not care when particular students were disrupting the class by talking and getting out ofShow MoreRelatedMy Views On Philosophy Of Education1294 Words   |  6 PagesPhilosophy of Education Let us remember: One book, one pen, one child, and one teacher can change the world. Teaching is a very important responsibility that is crucial to our children in society. Not only does teaching give the teachers responsibility to teach the children school subjects but they also open the children’s minds to create and imagine a world on their own. 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