10 Essay Topics on ‘The Scarlet Letter’ by N. Hawthorne for a Literary Analysis

10 Essay Topics on ‘The Scarlet Letter’ by N. Hawthorne for a Literary Analysis If The Scarlet Letter by N. Hawthorne is part of your syllabus, chances are that your instructor will have you write a literary analysis. Through this assignment, they will give you a better chance to grow familiar with the basic ideas and concepts of the text. However, to get a good grade, you will need to go beyond a mechanical surface analysis and present well-thought-out ideas about the work. In addition to reading the book, you need to know a few facts to create an exceptional literary analysis. So, here is a list of 10 essential facts that can help you better understand ‘The Scarlet Letter’ and come up with your own topic for an effective analysis. If you want something a little more direct, refer to or list of 20 essay topics for ‘The Scarlet Letter’ by N. Hawthorne for a literary analysis. ‘The Scarlet Letter’ is the most famous book by Nathaniel Hawthorne. The setting is seventeenth-century Puritan New England. The events of the book take place during 1642 -1649. It is a tragic tale of love and the consequences of betrayal. The Puritanical attitudes and values play a major role in the social narrative of the novel. They are also the driving force behind the gender expectations and themes. The novel was one of the first American books to be mass-produced. During that era, books were hand bound and sold in small quantities. The first mechanized printing of ‘The Scarlet Letter’ produced 2,500 copies; all of them were sold out within ten days. The book enjoyed immense popularity and was widely read and discussed in all circles. This reception was quite rare for that period in literary history. The merits of the work were further recognized by the 20th century author D.H. Lawrence, who said that ‘The Scarlet Letter’ was a perfect work of American imagination. The overarching themes of the narrative are the struggle between sin and righteousness. The individual’s role and the role of the society are explored throughout the novel. The minor characters and the community’s behavior reflect how individuals were expected to behave during those times. There was a strict code of conduct which was to be followed by all, which is why transgressors were judged harshly. The protagonist, Hester Prynne, is made to wear a scarlet letter A to mark her as an adulteress and display her shame to the world. The letter is meant as a physical reminder of Hester’s affair with the cheating minister Dimmesdale. As the story progresses, this symbol of shame transforms. It shifts from standing for â€Å"Adulterer† to meaning â€Å"Able†, and then finally takes on a vague, indeterminate meaning. This transformation is meant to show the meaninglessness of the system and punishment, and judgment of the community. Another major theme explored is that of the extreme Puritan legalism. Hester makes the choice of not conforming to this mode of thinking. She rejects their beliefs and rules. Hester spends her life trying to help out the poor and the sick as much as possible. The rejection of the society forces her to re-evaluate her values. As a result, she does not mix with the society and ends up living a largely solitary life. Solitude is a major factor in bringing about the transformation in her thoughts and beliefs. It allows her to explore her own and society’s ideas of guilt and sin. Her thoughts go beyond the Puritan beliefs, making her begin to see her sin from a different perspective. The extent of the change in Hester’s beliefs is obvious from the fact that she begins to believe that the earthly sins can be atoned for and do not necessarily result in eternal damnation. Hester communicates this belief when she tells Dimmesdale that the sin they committed has been paid for as a result of their daily penance. This is in sharp contrast with Puritanical beliefs which hold that the sin of adultery condemns a person to Hell and cannot be forgiven. Hester is physically and spiritually alienated from the Puritan society. Her thinking becomes free from the religious bounds placed on it and she develops her own moral standards. This character development becomes clear when Hester decides to move on after the death of Dimmesdale. She can no longer conform to the strict beliefs of the Puritanical society. ‘The Scarlet Letter’ was first published in the year 1850 by Ticknor Fields. Its publication marked the beginning of Hawthornes most lucrative period. Hester’s daughter, Pearl is fascinated by the scarlet letter her mother wears. Pearl reacts to it with an attitude of joy and curiosity whereas the Puritanical elders see it as a sign of the devil. The mirthful personality of Pearl saves Hester from falling into the abyss of darkness. Instead of making her feel more ashamed, the child becomes her saving grace. These facts cover most of the themes and ideas presented by Nathaniel Hawthorne in what is believed to be his masterpiece; but, as with any work of literature, there can be no exhaustive list of facts.   You can explore the novel further if you have enough time. However, if you are in a hurry this list will give you the push you need to become creative and begin working on your assignment. If you need help with writing this assignment, check out our guide on how to write a literary analysis on ‘The Scarlet Letter’ by N. Hawthorne for a concise format and more guidelines. Best of luck! References: Maddern, C. (2010). Medieval literature. Harlow, England: Longman/Pearson. Lawrence, D. (1964). Studies in classic American literature. New York: Viking Press. Hester and Pearl in The Scarlet Letter by NathanielnHawthorne/Introductory Page. (2016). Hawthorneinsalem.org. Retrieved 6 April 2016, from hawthorneinsalem.org/Literature/HawthorneWomen/ScarletLetter/Introduction.html Charvat, William. Literary Publishing in America: 1790–1850. Amherst, MA: The University of Massachusetts Press, 1993 (first published 1959): 56. ISBN 0-87023-801-9 Parker, Hershel. The Germ Theory of The Scarlet Letter, Hawthorne Society Newsletter 11 (Spring 1985) 11-13. The Classic Text: Traditions and Interpretations. Uwm.edu. 2001-10-09. Retrieved 2016-04-06. Schwab, Gabriele. The mirror and the killer-queen: otherness in literary language. Indiana University Press. 1996. Pg. 120.

Setting a Purpose for Motivated Reading

Setting a Purpose for Motivated Reading Setting a purpose for reading helps keep students focused and engaged while reading, and gives them a mission so that comprehension can be reinforced. Reading with purpose motivates children and helps students who tend to rush, take their time reading so they wont skip over key elements in the text. Here are a few ways teachers can set a purpose for reading, as well as teach their students how to set their own purpose. How to Set a Purpose for Reading As the teacher, when you set a purpose for reading be specific. Here are a few prompts: Read until you get to the part where so and so did this.Stop reading until you find out about so and so.Read until you discover___.Read until you find out where the story takes place.Close the book when you figure out the problem in the story. After students have completed your task you can help build comprehension by asking them to do a few quick activities. Here are a few suggestions: Draw a picture of what they think will happen next in the story.Create a concept map recording elements in the story.Write down a problem they discovered while reading the story.Ask critical thinking questions, such as What the solution to the problem in the story?...What is the purpose of this book?....What is the author trying to accomplish?...What issues arise in the story?Retell the story in your own words with a partner.Compare how the characters have changed throughout the story. Teach Students How to Set Their Own Purpose for Reading Before teaching students how to set a purpose for what they are reading make sure they understand that a purpose drives the choices they make while they are reading. Guide students into how to set a purpose by telling them the following three things. You can read to perform a task, such as specific directions. For example, read until you meet the main character in the story.You can read for pure enjoyment.You can read to learn new information. For example, if you wanted to learn about bears. After students decide what their purpose for reading is then they can select a text. After the text is selected you can show students before, during, and after reading strategies that match their purpose for reading. Remind students that as they read they should refer back to their main purpose. Checklist for Reading Purposes Here are a few tips, questions, and statements students should be thinking about before, during, and after reading a text. Before Reading: What do I already know about the topic?What can I expect to learn?Skim the book to find out what I will be learning. During Reading: Pause during reading to reflect upon what was just read. Try to link it to something you already know.Do I understand what I just read?Place a sticky note next to any question, unfamiliar word, or comment you would like to share in the text. After Reading: Reread any passages that confused you.Go over your sticky notes.Summarize in your head what you have just read.

Keyword Critique Research Paper Example | Topics and Well Written Essays - 1750 words

Keyword Critique - Research Paper Example In sociology, persons are normally classified into groups according to their socio-economic conditions. Social stratification tries to understand political, social, ideological, cultural, and economic dimensions of social inequality. However, stratification is not homogenous concepts. It is by definition has multiple meanings and the meanings changes when placed against different contexts and different actors. In sociology, the use of the term stratification has changed from time to time. It even substantially changes in terms of meaning and practice in different schools such as Marxism, functionalism and structuralism. II. The Conceptualization of Stratification When someone tries to find answer of poverty in any society the concept of stratification becomes important. If we try to locate reasons behind the backwardness of Black people or women vis-a-vis White people or we try to gauge chances of a child born into working class family to climb the social ladder, we will lend into ou rselves into the study of social stratification. The methodological analysis of stratification seeks ‘to discover social gulfs- to find the gaps in people’s social relations and experience- which might explain the fissures in people’s perception of each other. ... Max Weber has tried to elaborate the concept of social stratification wherein he studies stratification in traditional societies or we could call them status-based societies and of modern societies. According to him in traditional societies, person’s social status was depended upon his ascribed status wherein a person possesses qualities, which are beyond his control like sex, class at birth ethnicity, race, caste, or religion. Whereas in modern society element of achievement or personal qualities defines persons social status. Max Weber has made distinction between social class, which is defined according to material wealth, and status class, which depends upon social honor, prestige and links to the religious institutions. Studies of social stratification try to understand at what extends class or status system affects modes of social action. It analyses class and status structures and its reproduction in the society. Social stratification tries to understand how inequality of condition and opportunities affects outcome and what are the methods used by groups to protect their class or status boundaries. In simple word, how people maintain their class privileges and how other sections try to get access to it, these are the issues which get importance in the study of social stratification. Social stratification investigates various ways through which class, status-groups are formed in the society, and through it sociologist understand the society. While fiercely criticising the empirical sociology dominated in the United States, Anderson and Massey points out that â€Å"as the status attainment model came to dominate American sociology, the study of stratification became progressively despatialized. Socio-economic outcomes were conceptualized as individual-level

Managing in an Inclusive Environment Diversity Essay

Managing in an Inclusive Environment Diversity - Essay Example Meisinger 2007 State of Workplace Diversity Management Report conveys that a survey with 1400 HR Professionals reveal that 52 percent of the respondents believe that diversity practices accomplish specific business objectives to a large extent. Still, these respondents had stated that diversity management remains a challenge because, diversity management field is not well-defined or understood, focuses too much on compliance, and places too much emphasis on ethnicity and also on gender. Creating an Inclusive work environment pays. By bringing about diversity programs an organization can create such environment. There are at least 19 business houses, which have taken seriously and brought in enviable diversity programs. These efforts include such interventions like giving women of color access to variety of support networks, extending leadership development programs to minority groups and diversity workshops to managers Chubb Group of Insurance Companies have offered a comprehensive diversity initiative called 'Reach Up, Reach Out, Reach Down', in which high-potential employees of color receive management training and development opportunities. Almost a quarter of female employees who took advantage of management training last year were women of color. Compliance is no doubt an important factor. ... Competitive Advantage Experts are of opinion that there are valuable competitive advantage in employing diverse work groups and they offer seven good reasons why an organisation should have diverse workforce : 1. It is the right thing to do, both ethically and morally. 2. A diversity helps complying with the laws regarding issues of discrimination. 3. Having diversity in a company opens up marketing opportunities, because prejudice aspects of customers are substantially balanced 4. A diverse group of people provides better and varied ideas. 5. Companies want to hold themselves out as the employer of choice. 6. Diversity helps retain your people. 7. Diversity initiatives impact the bottom line. [MANUEL ESPINOZA, (2007), 6-2-2009()] Compliance with law Compliance is no doubt an important factor. US Equal Employment Opportunity Commission (EEOC), has observed that, particularly after the Sep 11 attacks , focus was on preventing workplace discrimination, harassment and backlash against innocent employees and applicants for employment who were, or were perceived to be, Arab, Muslim, Middle Eastern, South Asian or Sikh. Employment Non-Discrimination Act of 2007 (ENDA, H.R. 3685) prohibits discrimination. Further, it would add 'Sexual orientation' to the list of protected groups, classified by race, religion, ethnicity, sex, age, disability and pregnancy. This would grant protection to gay men, lesbians and bisexuals against discrimination at the workplace. In the Constitution, free exercise of religion is an absolute right. The Workplace Religious Freedom Act of 2007 (WRFA, H.R. 1431) involves accommodation of religious freedom in the workplace. Currently, under Title VII of the Civil

Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students,  is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary  school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily  correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of soci al and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be ad dressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc., New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd., South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation?, The New Sociology for Australians. Longman Cheshire Pty. Ltd., Melbourne. pp 231 256 Webb, J., Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238

Science Versus Faith In Memoriam A. H. H. Essay -- memoriam

The Victorian Age, named for the queen who reigned nearly the entire century, was characterized by incredible scientific progress. Charles Darwin, for example, came forth with his treatise The Origin of Species, which advanced his radical theories of evolution and survival and rocked the pillars of traditional Christian faith in humankind's superiority to the beasts of the earth. Darwin's theories of natural selection and survival of the fittest conflicted with the story of the Creation related in the Bible. Moreover, scientists now had proof that the Earth was much older than had ever been imagined before, making the history of humanity seem like a blink of the universe's eye. The Victorian population could no longer blindly accept that the world had been created in six days after geologists had proven that the world evolved into its current form over millions of years. In addition, a theory called "Higher Criticism" developed which read the Bible not as the infallible word of God, but as a historical text. In the face of these incredible and disturbing discoveries and theories, the faith of many Victorian Christians was profoundly shaken. The Victorian masses no longer had a bedrock of tradition and Biblical scripture to stand upon; it had been dashed to pieces by fossilized rocks and the skulls of apelike men. The poet laureate of the age, Alfred, Lord Tennyson, the voice of the Victorian people, expresses his horror and bewilderment at the implications of these scientific discoveries in "In Memoriam A. H. H." In sections 54, 55, and 56 of this lengthy poem, Tennyson finds his belief in God weakened and his faith foundering in the face of scientific fact. Â   Â   Â   Â  In the face of evolution, geology, and natural selection, ... ...eration of evidence he cannot deny. He is wounded by God's apparent betrayal of humanity and desperate for an answer, but there is none forthcoming. It took years for the wounds inflicted by science on the faithful to heal. Some Victorians chose agnosticism as their new philosophy of God; if someone could prove to them His Existence, then they would believe. Others chose to become atheists. Atheism stated that there was no God, no afterlife, and no divine creator. While neither of these theologies was very popular during the Victorian period, they have continued to exist. The citizens like Tennyson who attempted to reconcile their old faith with their new knowledge had to find ways to blend the two together, to show that it was possible for God to work through Nature to achieve His ends. They had to gather together the dust of Earth, and with it shape a Heaven. Â  

School Violence: Cause and Remedies

School Violence : Causes And Remedies Educators and policy makers have been grappling with the issue of violence in schools for decades, . Educators, psychologists, psychiatrists, social workers, political scientists, anthropologists, and sociologists have all weighed in on the possible causes. Sifting through the theories can be overwhelming, and implementing effective violence prevention programs is often frustrating. No wonder, then, that teachers and administrators often feel defeated when they confront the dangerously aggressive behavior of some pupils.According to a federal survey. Seventy-one percent of all public elementary and secondary schools reported at least one violent incident during the 1999-2003 school years. Causes: Violent behavior and the intent to act violently are potential symptoms of numerous psychiatric disorders. Conduct Disorder, a state of persistent disregard for social conventions and rules and manifesting as criminal and antisocial behavior before the a ge of 18, is perhaps the most frequently mentioned diagnosis among violent youth.In addition substance abuse and dependence can contribute substantially to violent acts, either by reducing inhibitions among otherwise nonviolent students or by creating a climate through drug transactions in which violence is central. More rarely, impulsive behavior found in conditions such as Attention Deficit Hyperactive Disorder can lead to violent outbursts. Finally, diagnoses such as Oppositional Defiant Disorder, Antisocial Personality Disorder, and a range of psychotic disorders have been associated with the development of violent behavior among youth.In addition to certain psychiatric diagnoses, characteristics such as low verbal IQ, immature moral reasoning, poor parental modeling, poor social skills, and lack of social supports have all been associated with the development of violent behavior in children. Studies examining characteristics particular to the school environment have found that a weakly structured school and a student's poor academic performance, low commitment to education, and, perhaps most important, poor attachment to the school are all strong indicators of potential violence.In addition, schools that tolerate physical and social aggression, especially when perpetrated by elite student groups within the school, are increasingly at risk for the outbreak of violence on or around school grounds. These characteristics alone are not sufficient to predict the occurrence of violence. Remedies: Clinicians and school officials must pay special attention to potential motives for and means of committing violence.They must be willing to discuss provocative and threatening journal writing and art projects with students and with designated school authorities who decide what actions to take to protect the student and the school. Listening to students who express concern about another student's behavior is particularly important. Ignoring violent behavior or wanting t o let â€Å"someone else† deal with the problem is a normal parental reaction. Discussing with your child ways to protect themselves is not â€Å"scaring† them unnecessarily, but is equipping your child to not be a victim.There are things you can do to help your child if the unthinkable does occur. Studies of extremely violent behavior in schools have found that those who commit high-profile acts of violence have almost always made their intentions known to peers through direct or indirect communications. Educators must foster a setting in which students are comfortable making their concerns known to teachers and peers. Interventions both to curb and to address student violence must be multifaceted. Serious psychiatric disorders indicate the need for counseling and possibly medication. The treatment plan must integrate legal considerations.Recent innovative approaches show promise for addressing violent behavior in schools. One of them is Multi systemic Treatment, whic h involves multiple and active interventions for young people who commit violence, has attracted increasing attention during the past decade. Schools are an important setting for addressing violent youth, and the extent to which students feel attached to their school has direct bearing on the likelihood of later and ongoing violence. Schools, therefore, are a necessary part of the complicated equation that will ultimately make learning and development safer and more rewarding for everyone.

Mkt 421 Week 3 Learning Team Submission

Starbucks has a specific target audience for the company’s soup line. According to â€Å"Who Is Starbucks' Target Audience? † (2012), â€Å"This audience is adult male and adult females from the ages of twenty-five to forty years old. This is approximately half of Starbucks total business† (para. 3). The company has another large target market audience. According to â€Å"Who Is Starbucks' Target Audience? † (2012), â€Å"Starbucks’ second largest target market is forty percent of its business. This audience is between the ages of eight-teen to twenty-four† (para. 4).This helps the company to target a mature audience that will appreciate the wholesome goodness of the company’s soup line. One potently large target market the soup line will open up is catering business lunches. This will open up corporate America to the value that Starbucks presents. This corporate customer will not only purchase soup, but will also be able to purchase c offee with the order. This audience already consumes the company’s’ coffee, but goes elsewhere for their meal plans. This is also an attempt to gain customers from fast food establishments that would like a more upscale dining experience.This experience along with the other things like internet access is what Starbucks offers its customers. Who Is Starbucks' Target Audience?. (2012). Retrieved from http://smallbusiness. chron. com/starbucks-target-audience-10553. html It might be argued that Starbucks is no more than a fast food company paralleling such chains as McDonalds, Wendy’s, and Taco Bell. The company appears to provide the same basic service customers expect from a fast food giant. One sharp marketing contrast however, consistently has Starbucks standing out far above the others.Starbucks Corporation counts on the same customers visiting their local stores daily and sometimes multiple times in a day. Most fast food chains cannot typically tout such a cl aim. Starbucks’ customer base is not necessarily specific to age, gender, or cultural origin. Starbucks customers are those who buy-in to the sophisticated image of the â€Å"Siren,† and all she represents. Many Americans have always loved good coffee and coffee drinking as a social event. Starbucks capitalizes on this tradition and caters to the coffee house crowd.In the minds of many, coffee houses represent a rather bohemian genre of artists, poets, and scholars. Starbucks customers know there is a bit of the coffee house crowd in all of us. The company markets a sense of social freedom that has timeless appeal. Starbucks customers like the feeling of exclusivity that being a Starbucks customer provides. Knowing the quirky Starbucks language is an example that is exclusively Starbucks. Starbucks language is a kind of mix of Italian and English. For example, beverage preparers are referred to as â€Å"baristas. Beverage titles like â€Å"caramel macchiato,† a nd â€Å"Triple, Vente, no foam, three Splenda, skinny, latte,† are fun to say and make the customer feel worldly and sophisticated. Ordering the exclusively Starbucks â€Å"frappacino† satisfies that strange attraction Americans seem to have toward all things European; never mind that the trademarked word frappacino is not a real word in any language. In addition, Starbucks customers value time and are often master jugglers and multitaskers. Schedules that often overlap career, academics, and family needs are common among Starbucks customers.The new, â€Å"Cup of Comfort† line of gourmet soups provides customers a way to grab a healthy bite of lunch or dinner without interrupting an already busy day. Soccer mom can swing through the drive through so little Bobby or Jennifer can eat a healthy meal before practice and mom can get a quick boost to keep her going. â€Å"Cup of Comfort,† adds an appealing element to the Starbucks menu and satisfies a need for something substantial and healthy in customers’ diets during an afternoon or evening visit to this favorite gathering place.

5 Clues That Its Time to Quit

5 Clues That Its Time to Quit Tomas Chamorro-Premuzic of the Harvard Business Review has compiled 5 tell-tale warning signs that may indicate it’s time for you to start job hunting. You’re Not LearningYour mind- and your career- thrive when you are constantly encountering new information, developing new skills, or following your natural curiosity into continuous learning. If your job offers you no pathway to move forward and continue growing, why are you there? The invigorating stress of a job search might even spill over into your current job- try it and see.You Are UnderperformingI wish I had researched this article in the spring of 2010; I was underutilized at my job, had a micromanaging boss, and coasted through each day with no motivation, excitement, or incentive to work any harder. If this is you, GET OUT! Find a job where you are engaged, or stressed, or challenged- anything but zoned out. If you need motivation, try to imagine the resume blurb for your current underwhelming job. â€Å"Sat at desk and tried not to nod off in front of boss. Filed company paperwork. Thought fondly of death.† Yeah, it’s time to move on.You Feel UndervaluedAppreciation can come in many forms, but if you don’t feel like your supervisors or colleagues understand your value, you may be experiencing burnout and counterproductive self-sabotage that lowers the productivity of more than just yourself. Maybe you can speak up for what you need- or maybe there’s another organization out there that can appreciate you for what you bring to the table.You’re Just In It For the MoneyWith the obvious caveat that lots of us do lots of things because we have bills that need paying, if literally the only reason you show up each day is the promise of an eventual paycheck, you are in the wrong job. Many studies have shown that compensation can make up for the lack of intrinsic rewards like enjoyment, curiosity, or personal fulfillment, but it won’t be rewarding and you certainly won’t be motivated to do your best work.You Hate Your BossThis is the biggest red flag because everything else- responsibilities, supervisees, assessment, even compensation- can be altered or adjusted. But in order to complain about your boss you have to invoke HR or go over their head (or, just wait for them to implode, if they are incompetent).Chamorro-Premuzic’s research found that 75% of working adults cite their immediate supervisors as the most stressful part of their job. This may mean your company has failed to identify and cultivate good leadership, or it might just be a personality mismatch. Either way, you may need to move on to break free.What do you think- do any of these apply, and if so, make sure to sign up and get matched with the latest job opportunity!

Examples of Physical Changes

Examples of Physical Changes Physical changes involve states of matter and energy. No new substance is created during a physical change, although the matter takes a different form. The size, shape, and color of matter may change. Physical changes occur when substances are mixed but dont chemically react. How to Identify a Physical Change One way to identify a physical change is that such a change may be reversible, especially a phase change. For example, if you freeze water into an ice cube, you can melt it into the water again. Ask yourself: Is the change reversible? Not all physical changes are easy to reverse.Was there a color change (with exceptions), bubble formation, or formation of a precipitate? These are all signs of a chemical change, not a physical change.Is the chemical identity of the end product the same as it was before the change? If the answer is yes, its a physical change. If the answer is no, its a chemical change. Examples of Physical Changes Crushing a canMelting an ice cubeBoiling waterMixing sand and waterBreaking a glassDissolving sugar and waterShredding paperChopping  woodMixing red and green marblesSublimation of  dry iceCrumpling a paper bagMelting solid sulfur into liquid sulfur. This is an interesting example since the state change does cause a color change, even though the chemical composition is the same before and after the change. Several nonmetals, such as oxygen and radon, change color as they change phase.Chopping an appleMixing salt and sandFilling a candy bowl with different candiesVaporizing liquid nitrogenMixing flour, salt, and sugarMixing water and oil Indications of a Chemical Change Sometimes the easiest way to identify a physical change is to rule out the possibility of a chemical change. There may be several indications that a chemical reaction has occurred. Note: Its possible for a substance to change color or temperature during a physical change. Evolving bubbles or releasing gasAbsorbing or releasing heatChanging colorReleasing an odorInability to reverse the changePrecipitation of a solid from a liquid solutionFormation of a new chemical species. This is the best and surest indicator. A change in the chemical properties of the sample may indicate a chemical change (e.g., flammability, oxidation state).

Caring for the Dying Patient and Their Family Members Essay

Caring for the Dying Patient and Their Family Members - Essay Example Healing begins at this intersection where clinical problems/issues (dilemmas) emerge and suffering can best be understood. It is the accepting of others' different perspectives and beliefs that helps strengthens and creates resilience in the crisis time of suffering. The experience of suffering from an illness can be alleviated by those who play a role in the lives of the one suffering. These individuals are the ones whom the patient is connected with. We often consider the ones who are connected to the person with the illness as close family members and friends. Doctors and nurses, particularly family nurses can play a big role in alleviating the patient's suffering. The reason they play a big role is because the person with the illness, or the patient, has close ties to the nurse (medical practitioner) as he or she depends on the nurse for medical care on a regular basis. Some patients and family members (this includes friends) may not realize it but the nurse also provides more than medical care such as emotional and mental encouragement, strength, hope, and so on. Or the nurse can offer the opposite and place more fear and discouragement upon the patient and family members. There is much stress when dealing with one who is suf... Not only is there stress for the patient and family members but stress for the medical staff. All humans need the support of others. When hit by a major life-changing event, humans usually have the need to share this experience with someone who they feel close to-a friend, work associate, and/or a spouse. Many studies have shown that the impact of a major life event can be changed, or modified, by a support network. (Rock, 1992 The responsibilities of nurse and medical practitioners extend further than they used to. It no longer is an age where the nurse just helps solve medical problems and cares for the physical ailment. They are an extension of the family and a link/connection to the family's ability to handle and overcome the experiences of suffering. The nurse and family interact with each other and converse with each other in this trying time and it is the knowledge, understanding, and relieving of the suffering from this type of interaction that gives the family strength and resilience during a time of family crisis. The way a nurse thinks, the languages he or she uses, the questions he or she asks, and the values that are placed on relationships can create family strengths and resiliency in the midst of suffering. "Illness is a family Caring for Patient 4 affair" and the medical staff members are part of the family. (Bell, J., 1992, pp. 244-246.) Resiliency is the "ability to recover readily from illness, depression, adversity, or the like; buoyancy," as defined by resiliency. (n.d.). Resiliency is the ability to bounce back after a down time especially a time of crisis. Suffering from an illness is definitely a time of crisis for the family. Families know quite well the experience