Catalysts In ?A View From The Bridge? And ?The Glass Menagerie? :: essays research papers

Just as in science, a catalyst speeds up the rate of the chemical reaction; in literature, a catalyst is a person, idea or event that initiates and develops the conflict of the story. In â€Å"A View from the Bridge† and â€Å"The Glass Menagerie†, the catalysts used are introduced at different points in the plays and play different roles. In â€Å" A View from the Bridge†, Rodolpho, the catalyst, is introduced in the exposition, and plays a major role in the play. He initiates the conflict by being attracted to Catherine, and by the fact that Catherine is attracted to him as well. The fact that he is introduced in the exposition, allows for the author to develop his character, and thus allows for the audience to sympathise with him instead of Eddie. This development gives the audience a high quality catalyst as it can relate to Rodplpho. Rodolpho creates a heavy tension in the family, due to his relationship with Catherine. This tension relates to the play’s theme of obsession as it is caused by Eddie’s obsession with Catherine. How Rodolpho relates to the main theme and develops the tension make him a quality catalyst. Jim, the catalyst in â€Å"The Glass Menagerie†, is introduced in the complications of the play, and though he initiates the conflict, he does not develop it. This may be due to the fact that he was introduced too late into the play, and because his character was not developed. This underdevelopment of his character produces a lower quality catalyst as the audience cannot relate to Jim, and also because he participates little in the play. The tension created by Jim relates to the theme of betrayal, when he tells Laura that he is engaged after he led her on and kissed her. Jim’s inefficiency to develop the plot results in a less dramatic climax in â€Å"The Glass Menagerie†.

Anschluss

Anschluss – A Summary What was Anschluss? The Treaty of Versailles was created in 1919 designating all the new laws being enforced on Europe after WWI. Anschluss was one of these; it forbade Germany from making a political union with Austria. Due to this law Hitler had to find a way of making it seem as though Austria wanted the union. Hitler’s plan: He was boosted by his successes in 1936/1937 and now felt that Austria and Germany should become one German-speaking country. Austria felt the same due to its economic instability.The Nazi party was strong in Austria and Hitler encouraged his party to wreak havoc in Austria through demonstrations and riots. Hitler used this problem as an excuse to bully the Chancellor of Austria, Kurt Schuschnigg, into an agreement. Schuschnigg rebelled by turning the choice of a union to the public through a referendum. Hitler worried that he would not withstand this vote so he used force. His army was brought in as a persuasive element. C onsequently, 99. 75% of the Austrians voted for a union. Hitler had succeeded.This union had been allowed without the interference of either Britain or France. The British Chamberlain actually felt that the TOV was wrong to have disconnected Austria and Germany. Furthermore, Britain’s Lord Halifax had even suggested to Hitler that there would be no protest towards Anschluss on Britain’s part. Consequently, this meant that all of Austria’s wealth would add to Germany’s already expanding empire, through the form of weapons, soldiers, gold and iron. â€Å"The Nazi’s were creeping in like maggots into a dying animal. †

Heineken in Cambodia

Heineken Overview of controversial business practices in 2008 Sanne van der Wal & Rob Bleijerveld April 2009 Heineken Overview of controversial business practices in 2008 Sanne van der Wal & Rob Bleijerveld Amsterdam, April 2009 Heineken Overview of controversial business practices in 2008 Colophon Heineken Overview of controversial business practices in 2008 April 2009 By: Sanne van der Wal & Rob Bleijerveld Cover Design: Annelies Vlasblom Funding This publication is made possible with co-funding from the Vereniging van Beleggers voor Duurzame Ontwikkeling (VBDO) Published byStichting Onderzoek Multinationale Ondernemingen Centre for Research on Multinational Corporations Sarphatistraat 30 1018 GL Amsterdam The Netherlands Phone: + 31 (20) 6391291 E-mail: [email  protected] nl Website: Hwww. somo. nl This document is licensed under the Creative Commons Attribution-NonCommercial-NoDerivateWorks 2. 5 License. 1 Introduction This company report has been prepared by SOMO (Centre for R esearch on Multinational Corporations). It provides an overview of business practices that could be regarded as unsustainable or irresponsible which occurred (or might have been addressed) in 2008.The overview below describes only controversial practices and not the positive achievements of a company in the same year. Information on positive achievements can usually be found in a company’s annual and/or sustainability report and on the company’s website. The purpose of this report is to provide additional information to shareholders and other stakeholders of a company on controversies that might or might not be detected and reported by the company itself.This report does not contain an analysis of a company’s corporate responsibility policies, operational aspects of corporate responsibility management, implementation systems, reporting and transparency, or total performance on any issue. For some controversies, it is indicated which standards or policies may hav e been violated and a brief analysis is presented. Apart from this, the report is mainly descriptive.The range of sustainability and corporate responsibility issues eligible for inclusion in this overview is relatively broad and mainly based on the OECD Guidelines for Multinational Enterprises. These Guidelines are used as a general frame of reference in addition to the company-specific standards. Sources of information are mentioned in footnotes throughout the report. The main sources were obtained through SOMO’s global network of civil society organisations, including reports, other documents, and unpublished information.Media and company information databases and information available via the Internet are used as secondary sources where necessary. Heineken has been informed about the research project in advance and was given two weeks to review the report and provide corrections of any factual errors in the draft version. The overview of controversial practices in this rep ort is not intended to be exhaustive. Instead, it focuses on a limited number of issues and cases that might merit further attention or reflection.Where information about the latest developments, either positive or negative, was unavailable, it is possible that situations described in the overview have recently changed. Taking into account these limitations, SOMO believes that the report can be used for improvement and for a more informed assessment of a company’s corporate responsibility performance. For more information, please contact SOMO: SOMO (Centre for Research on Multinational Corporations) Sarphatistraat 30, 1018 GL Amsterdam, The Netherlands Tel. 31 (0)20 6391291 Fax +31 (0)20 6391391 e-mail: [email  protected] nl website: www. somo. nl 2 Heineken Overview of controversial business practices in 2008 Precarious working conditions of Heineken Beer sellers in Cambodia This short overview deals with only one issue: the continuing bad labour and health conditions of s ocalled ‘beer sellers’ in Cambodia, salaried women who wear distinctive Heineken uniforms while exclusively selling Heineken beer in bars and restaurants, alongside those working for its partly owned partner brands (e. . , Tiger, ABC, etc†¦), and for competitors.The work conditions of these women, who are hired by most of the international brewers and their distributors operating in Cambodia 1 , have been criticised for several years, by the Cambodian NGO (Non-Governmental Organisation ) Siem Reap Citizens for Health, Educational and Social Issues (SiRCHESI) 2 . In 2002 the CEO and the Boards of both Heineken Breweries Ltd and Heineken Holding N. V. from here: Heineken) were first notified by SiRCHESI of concerns about the health and welfare of their beer sellers, who continued, in 2008, to be at high risk for HIV/AIDS and alcohol- related health problems, who experience sexual harassment and violence at their workplaces, and who are not paid a ‘living wage'- a salary for a full-time job on which they can support themselves and their family dependents. Press reports going back to 1998, and particularly a story in the Wall Street Journal (2000) had already clearly described the problems before social scientists began systematic data collection. Also SOMO's overview of controversial business practices of Heineken during 2006 for VBDO of April 2007 has called attention to this critical issue. 4 Recent inquiries and research in Cambodia –as part of a longitudinal study (2004-2009) 5 – reconfirm that these bad labour and health conditions still exist. Heineken – and other brands, with whom they both compete and co-operate – have not made significant progress in 2007, nor in 2008 to reduce the high risks to the health and safety of the women beer-sellers in Cambodia nor meet their monthly financial needs.So far, industry efforts to resolve these issues – through the formation in late 2006 of â€Å"Beer Sell ing Industry Cambodia† as a professional brewers association with a code of conduct (COC) for beer sellers – have failed. 1 2 3 4 5 See e. g. â€Å"Heineken en promotiemeisjes in Cambodja – deel A,† R. Feilzer and F. P. van der Putten (p. 85-96) and F. P. van der Putten, â€Å" – deel B† (p. 109-13), in: Bedrijfsgevallen, Eds. W Dubbink and H. van Luijk (Assen: Van Gorcum, 2006). SiRCHESI website, . and ,, and . SiRCHESI’s website http://www. fairtradebeer. com press reports section. Heineken – Overview of controversial business practices in 2006,† Francis Weyzig (SOMO), April 2007 Performed by Staff, volunteers ,researchers and students located in Siem Reap with SiRCHESI, or at Siem Reap Provincial AIDS Office, of University of Guelph (CA), National Center in HIV Social Research (University of New South Wales, AU), Macquarie University (Sydney, AU), University of Melbourne (AU), Australia Volunteers International, Duke Un iversity (North Carolina, US), Oxford University (Oxford, UK), University of Technology Sydney (AU), as welll as University of Maastricht, NL, National University of Singapore, and Staffordshire University (UK).Data and analyses were provided through Ian Lubek, international advisor to SiRCHESI. The SIRCHESI interviews with beer sellers were conducted either in the workplaces or during health workshops. 213 interviews were conducted from 2004-6, and 324 from 2007-9. 22 beer sellers worked for Heineken and partner brands, 57 worked for Carlsberg brands such as Angkor; 56 sold AB-INBEV brands, 1 sold a SAB-Miller brand, and the remaining 201 sold other brands including Dutch brands Bavaria, Hollandia, as well as Corona, San Miguel, Singha, Oettinger, Asahi, etc. 3 Below, some controversial aspects of the situation in 2008, revealed by SiRCHESI, are described. More background data can be found on the SiRCHESI website dedicated to this issue www. ethicalbeer. com. On the same website mo re new details on the longitudinal study, including data for 2008-9, are published by SiRCHESI 6 as well. Low income and transparency As in 2006, SiRCHESI research 7 confirms that Heineken is not paying a â€Å"living wage† in 2008.If Heineken and its Asia Pacific Breweries partner brands (Tiger, ABC, Anchor, Cheers,etc. paid their beer sellers the current industry standard (2008) of just over 8 US dollar per beer case as commission, they would earn – based on SiRCHESI’s observations of sales of more than 3 cases per night – about 700 US dollars per month which amounts to about 10 times the current fixed salary. BSIC brand sellers are consistently paid less each month than non-BSIC brands yet increasingly sell manifold more beer each year 8 . In fact workers get less than 2. 5 percent of the sale, and face severe nightly workplace health and safety risks. Part of this profitability for Heineken is based on the sellers’ own nightly consumption of ab out 6 percent of sales, which adds harm and risk to their working situation.For a number of years, Heineken officials reported paying bonuses to the beer servers, yet SiRCHESI interviews showed that from 2002 onwards these were not being received by the beer sellers. In fact in 2008 they reported receiving monthly earnings of 71 US dollars which is considerably lower than the 84 US dollars reported by non-BSIC sellers and the 85 US dollars Heineken headquarters reports paying 9 . SiRCHESI estimates that 71 US dollar monthly is still less than half of what would be enough to provide for them and their family dependents. This situation of underpayment –first reported to Heineken executives in 2002 and unchanged ever since- puts terrible pressures on the women to support their families and to make ends meet, compelling some to sell unsafe sex to customers in desperation to supplement insufficient income.In general it is difficult for Heineken beer sellers to know to what benefit s and bonuses they are entitled because Heineken is failing to provide beer sellers copies of their work contracts specifying working conditions, benefits such as severance pay and maternity leave, and exact earnings– all, transparently. In 2008, no beer seller could show SiRCHESI a copy of their signed contract. Several Heineken beer sellers said they did have signed contracts but that these contracts had gone to the distributors' Head Quarters in Cambodia. In 2008 SiRCHESI asked the distributor and BSIC for copies of these contracts they but were told they were â€Å"proprietary† and could not be disseminated. 6 7 8 9 See for example: â€Å"Ab-Inbev, Carlsberg, Heineken and other international brewers are yet again in 2008-9 behaving badly to women beer sellers in Cambodia†, SiRECHESI, April 2009, http://www. ethicalbeer. com/read/April2009-INFO.df AND â€Å"Professor criticizes international beer companies for not being proactive enough in Cambodia (2008-9) to protect their women beer sellers from hazardous, harmful, and potentially mortal workplace health and safety risks: Citing recent research, he urges company executives, brand consumers and shareholders to implement immediate changes. †, SiRCHESI, April 2009, http://www. ethicalbeer. com/read/APRIL2009Press-info. pdf This overview builds on SiRCHESI published (see footnote directly above) and unpublished information provided/communicated directly to SOMO by As Tiger Beer seller Sophea wrote to management at Cambodian Breweries Ltd. asking for a salary increase to 100 US dollars monthly: â€Å"Our claim is absolutely justified. The quantity of our sales increased, and the price of beer increased too†¦. Now it {Tiger Beer} is sold for 2. 90 US dollars. â€Å" (Cambodge Soir, 18-25 June, 2008). â€Å"Biermeisjes bezorgen Heineken hoofdpijn,† Financiele Telegraaf (p. 27) 10 mei 2008 4 Heineken Overview of controversial business practices in 2008 Workplace health an d safety issues Heineken’s HIV/AIDS policy of 2002 has promised coverage to all its workers world-wide 10 . However the company and partner brands are still not providing free HAART (highly active anti-retroviral therapy) for their HIV positive beer sellers as they do for their personnel in Africa.What compounds the situation is that most beer-sellers are currently excluded from Government ARVT (anti-retroviral therapy) programs due to Cambodia and the Global Fund’s inability to implement access in 2008-9 for all persons living with HIV. Simple factors such as lack of daily transportation to a distribution site mean that many beer-sellers cannot receive ARVT. In Africa Heineken has solved this problem through workplace distribution of HAART. Heineken is also not providing enough effective workplace health and safety education about HIV/AIDS, reproductive health and alcohol risks before employment begins. Although Heineken proactively developed the Selling Beer Safely ( SBS) Program in 2003 it has not been offered to every employee; moreover, the number of beneficiaries of SBS is declining markedly.Of 224 Heineken family sellers in the SiRCHESI research sample of 2004 to 2009, 31. 2 percent had received no health training at the time of the interview. It should be mentioned that this is better than the industry average of 43. 3 percent that received no health and safety training about being a beer seller. In 2004, 22 percent of Heineken or Tiger beer sellers had received SBS training. However in 2008 this share had declined to 4. 7 percent. However, when SiRCHESI asked whether they had received either the SBS or any other in-house training program 11 , BSIC beer sellers did modestly better: 27. 8 percent reported in-house training, while only 8. 3 percent non-BSIC sellers reported in-house training.But the most serious criticism is the procrastination in supplying this education. Of 224 Heineken family beer sellers interviewed, 16 (7. 1 percent) re ceived training before they started, and a further 6 (2. 7 percent) received it on the first day. 80/224 or 35. 7 percent had received it in the next 6 months, while the remainder had training in the next 18 months or not at all (122 or 54. 5 percent). Hence only 9. 8 percent had been given some early-warning training – before or on the first day of work- about the risks and harm possible for beer-sellers themselves, damage to the fetus during pregnancy, or contraction of HIV/AIDS or a sexually transmitted infection (STI).Although the BSIC COC which Heineken claims to uphold explicitly forbids workplace drinking of alcohol, SiRCHESI found that only 6% of Heineken (7. 6% of BSIC brands) beer sellers were in fact abstaining in 2008. For those who continue to drink, the mean alcohol consumed nightly by BSIC sellers in 2008 was 1. 48 litres nightly or 6 standard drinks (N=103), while 1. 53 litres (7 standard drinks) were consumed nightly by Heineken beer family servers (N=89). Al l of these levels are well above levels of national guidelines for responsible drinking as set for women by 23 countries surveyed by the International Center For Alcohol Policies (ICAP) 12 including the Netherlands.This means that these women have an increased risk for physical (raised blood pressure, stroke, and liver cirrhosis), mental, and social problems associated with alcohol abuse. While (excessive) workplace drinking continues to be a critical issue in Cambodia it has been observed by SiRCHESI to no longer exist in nearby Singapore. 10 11 12 â€Å"Heineken's HIV/AIDS Policy – contribution of a private company,† HEINEKEN COR P. COMMUNICATION ~ 02 92857455 NO. 023, by Heineken International, 18 April 2002 (at http://fairtradebeer. com/reportfiles/heinekenaidspolicy2002. pdf) SiRCHESI: â€Å"other in house-training† are mostly shorter than the 3 day SBS training some just get 1-2 hours – the â€Å"refresher courses† International Center For Al cohol Policies (ICAP) in International Drinking Guidelines Reports 14

Effective School Leadership

The elements of effective school leadership combines a variety of attributes. Although all these attributes are important, four are critical and essential in the success of a school leader. The first essential attribute is that a leader must model character by being principle-centered. The second essential attribute is that the main role of the school leader is to be an instructional leader. The third essential attribute is to align people. Finally, the fourth essential attribute is to establish direction for the school.These four attributes work in conjunction to promote the goal of the effective school deader: student achievement. Principle-centered An effective school leader models character by being principle-centered. Principles are guidelines for conduct that have demonstrated lasting value (Covey, 2004). Specifically, an effective leader exhibits integrity, fairness, and acts in an ethical manner. Knuth and Banks (2006) assert in their Essential Leadership Model that first and foremost, effective leadership is character dependent.They go on to explain that to be able to effectively lead schools, authentic leaders with strong character display fairness, integrity, and ethical behavior. A highly effective leader builds the character of their staff by being a role model (Mclean, 2003). A leader must develop their own voice and then be clear about their own guiding principles to effectively model the behavior they expect of others (Souses and Poster, 2008). Covey (2004) describes integrity as an interdependent reality, that each individual is treated by the same set of principles.A leaders fulfills expectations and creates a foundation of trust. Integrity encompasses fairness and ethics. Effective leaders who have integrity function fairly and in an ethical manner. Leaders committing to these virtuous principles maintain n enduring responsibility to student success, teacher growth, and quality school environments. Ethical behavior by effective leaders includ es a commitment to all students regardless of which race, gender, religious, or socioeconomic category they fall in.Leaders value ethnic diversity by taking action to ensure a quality education for every child. This commitment represents an uncompromising pursuit to do what is fair (Robbins and Alva, 2004). Instructional Leader Effective school leaders are instructional leaders. Highly effective principals have a passion for learning (Mclean, 2003). According to Chairman (2013), the educational leader is the overall leader of instruction. Administrators must be actively engaged in the professional growth and learning of the school staff.Effective leaders understand that they are directly responsible for learning and influence student achievement outcomes by their actions (Robbins and Alva, 2004). Fallen (2014) conveyed that the role of an effective principal is to lead teachers in learning to improve their instruction, while working alongside them understanding what works and what d oes not. Learning leaders model the pursuit of knowledge regarding effective reactive, inspiring staff members to create an environment where risk taking and experimentation are valued and mistakes are the prelude to new knowledge and understanding (Robbins and Alva, 2004).Instructional leaders recognize that trying and failing is more beneficial than never trying at all. An effective instructional leader ensures that every student has the opportunity to learn. Proclaiming the statement â€Å"all can learn† is too easy. Effective leaders develop programs differentiated to meet the needs of small groups of students in their schools because they know that one size rarely fits all. This rage to step out of the box and broaden their knowledge base is a characteristic of highly effective administrators.Instructional leaders are continually thinking, planning, and developing ways to improve instruction and engage more students (Mclean, 2003). Effective school leaders are frequently presenting research-based strategies to increase their staffs' capacity to instruct with the goal of student achievement. Aligning People An effective school leader aligns people by creating a culture of communication and collaboration, and by developing relationships among staff, students, families and communities. The actions off single person are unlikely to produce impacting changes; instead a team effort is required.Solid trust, strong relationships, deep competence, core confidence, group collaboration, and individual accountability are required to effect change; to get exceptional things done, effective school leaders have to enable others to act (Souses and Poster, 2008). Effective school leaders demonstrate the skills and temperaments to foster a sense of belonging throughout the staff; they address the needs of others, share their time and knowledge, communicate clearly and concisely, and develop supportive relationships characterized by rust and respect (Knuth and Banks, 2006). A highly effective leader is a communicator.Whether it be listening, writing, speaking, or reading, successful principals are communicating nearly 100% of the time. Shaping organizational behavior and practice relies on the fundamental leadership skill of communicating with clarity and precision (Robbins and Alva, 2004). Fostering a culture of professional collaboration is a trait of effective principals (Knuth and Banks, 2006). Effective school leaders make it possible for others to do quality work (Souses and Poster, 2008). Student learning is examined when principals directly influence how teachers learn together (Fallen, 2014).Leaders, working collaboratively as professionals who believe in continuous growth, produce teachers that will succeed. Collaboration emerges as relationships shift between staff members, progressing from congeniality to cooperation to collegiality. Professional Learning Communities are a result of this shift, culminating with a focus of helping al l students achieve and learn (Robbins and Alva, 2004). Human relations are the base of leadership. Effective school leaders actively engage staff, families, ND community to share the responsibility of student achievement. Forging these relationships creates tremendous power (Robbins and Alva, 2004).The success of a leader is dependent on the ability to build and sustain human relationships. The quality of these relationships matters most when completion off goal is the objective. A relationship characterized by mutual respect and confidence will overcome the greatest challenges (Souses and Poster, 2008). Highly effective principals will bring out the best in their staff members (Mclean, 2003). Establishing Direction Effective school leaders establish direction for their staff and school. Leaders are expected to have a sense of direction and a concern for the future of their school; this ability is vision (Souses and Poster, 2008).Leaders develop a vision of the future, while impleme nting strategies for the changes needed to accomplish that vision. Effective school leaders keep people moving in the right direction by motivating and inspiring each step of the process (Cotter, 1990). Clarity of vision, compared to other leadership qualities, is what separates leaders from other credible people (Souses and Poster, 2008). Leaders inspire and enlist others in a shared vision. Effective school leaders eave a desire to never settle for status quo; they push change, even when it is uncomfortable for others.Highly effective leaders are change masters. They are flexible, futuristic, and realistic leaders who motivate and manage change that endures. These leaders are able to envision what low-performing or even failing schools will look like after their mission has been achieved (Mclean, 2003). They then create and implement a plan to increase student achievement. By establishing the direction of their school, effective leaders are able to challenge the process and ventur e out in search of opportunities o innovate, grow, and improve (Souses and Poster, 2008).Conclusion Souses and Poster (2008) stated that leadership is an identifiable set of skills and abilities that are available to us all. A school leader must be effective to gain student achievement as its primary outcome. There are four attributes that are critical and essential in the success of an effective school leader. First, a school leader must model character by being principle-centered. Second, a school leader is to be an instructional leader. Next, the school leader must have the capacity to align people through communication, collaboration, and developing relationships. Effective School Leadership Effective School leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning.Some key elements of Instructional leadership and what I believe to be most important and effective elements in the leadership role include the following:Prioritization: Instructional Leaders make adult learning a priority and set high expectations for performance (NAESP, 2001). While leaders cannot neglect other duties, teaching and learning is where the majority of a leader’s scheduled time needs to be allocated.Visible Presence: Placing the focus on learning objectives, modeling behaviors of learning, and designing programs and activities on instruction are essential for instructional leadership (Whitaker, 1997). Having leaders as teachers of instruction serves as a model for many teachers who may struggle with certain concepts and can help build trust and relationships.Curriculum: Principals need to know about the changing concepts of curriculum (Approaches to Leadership). The goal of any leader should be to increase student achievement; therefore, the curriculum, instruction, and assessments must all be aligned with the standards. Leaders need to be knowledgeable with curriculum and state standards and provide professional development and continuous learning for adults.Data: In their focus on improving achievement, effective leaders use multiple sources of information to assess performance (NAESP, 2001). Many leaders use data to help guide the instructional focus and professional development for teachers. Effective leaders skillfully gather information that determines how well a school organization is meeting goals and use that information to refine strategies designed to meet or extend the goals.Effective leaders make student success pivotal to their work and,  accordingly, pay attention to and communicate about i nstruction, curriculum, and student mastery of learning objectives, and are visible in the school. Learning needs to occur throughout an organization, and instructional leaders need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. To illustrate, effective leaders don't just arrange for professional development; rather, they participate in staff training provided to their staffs.Additionally, good leaders foster the idea of working together as a valuable enterprise because they understand that this kind of collaborative learning community ultimately will build trust, collective responsibility, and a school wide focus on improved student learning (Mendez-Morse, 1991).

Family Values Are Not Contradictory to Personal Choice as Well as Self-Fulfillment Essay

With the collapse of the traditional family mode and the accelerated development of the capitalist world, the world has changed significantly. According to John Dewey, â€Å"The significant thing is that the loyalties which once held individuals, which gave them support, direction, and unity of outlook on life, have well-nigh disappeared† (Individualism—Old and New, 1962). And the situation remains the same in the 21st century. There has been more flexibility on lifestyle and people are no longer under the pressure—or under less pressure –of forming a family. Some people choose to devote their whole self to what they want to do, claiming that carrying out family values will prevent themselves from choosing what they really want and affect the process of realizing self-fulfillment. There has been a heated debate on whether family values are contradictory to personal choice as well as self-fulfillment. This essay will consider arguments in support of family values conflicting personal choice as well as self-fulfillment, and then point out the problems of these statements. It will set forth reasons why family values are not contradictory to personal choice as well as self-fulfillment. Many people claim that people are not free to make personal choice because of family values, especially in a society dominated by Confucius culture, where several generations live together and filial piety as well as blood relationship is appreciated; however, this is not true. In Confucius culture, rather than love relationships between couples, much weight is put on the affection between family members. As Lin Yutang said in â€Å"The Chinese family ideal†, this affection contributes to a feeling of obligation which amounts to a deeply religious attitude. This leads some people to suspect that family members may have to sacrifice their own opportunities or even personal life for the advantage of the whole family, which negatively affects their pursuit of self-actualization. Generally speaking, this statement is true. Nevertheless, it is insufficient in the sense that it ignores the implications of affection between family members and wrongly interprets Confucius family mode. Chinese philosophers make the passion between husband and wife the very basis of a normal human life so much that they regard it as the very foundation of all normal human life (Lin Yutang, 1937). Besides, Confucius culture starts out with a belief that man exists as a member of family unit and no one exists completely alone. So, by emphasizing the affection between family members, Confucius culture regards one’s achievement the glory of his own and at the same time the glory of his family. In other words, the whole family will stand out if one member needs help, which means it is possible to facilitate his chase of self-fulfillment with the resource from the whole family. It can be inferred that with family values, how much easier it is for one to fulfill himself once he makes the decision. Family values play an important role in facilitating one’s pursuit of self-fulfillment, especially in a family appreciating Confucius culture. It has been argued by some that one evidence showing how family values are against personal choice as well as self-fulfillment is the unattainable balance between career and family; yet this statement is problematic. With the accelerated pace of city life in modern society, many people have failed to maintain a job and a family at the same time. And in most of the follow-up of these cases, men turn to career and have to spend little time with family members while women sacrifice their career to stay at home and look after the whole family, and more and more young people turn to a personal choice of remaining single in the name of pursuing self-fulfillment, instead of celebrating family values by marrying a spouse and having children as what people did in the old days. However, although the dilemma of modern citizens does exist, the statement above is no longer correct, for it is the result of misunderstanding. As Immanuel Kant introduced in his philosophical system, freedom is not about doing what we want according to instinct, but about realizing our free will by controlling our instincts. Therefore, family values are not to blame for restraining our choices as we are not free to our choices in the first place. People should face the fact that their time is limited and be aware of their unlimited choice of way of self-fulfillment. This means, to work for long hours to support the family is an admirable method to value the family and fulfill themselves as well. From my point of view, family values and personal choice as well as self-fulfillment are so tightly connected with each other that we cannot even separate them. Self-fulfillment is realized through a series of personal choices, and personal choice depends heavily on the influence of family values. Because the personal choice one makes is never fully personal. It is affected by numerous external factors, for example, the economic and political environment, the inter-person relationship as well as the mainstream values, and he justifies and weighs these factors using his beliefs which are influenced by his family values. On top of this, whatever the social environment and cultural background, the universal family values contain the concepts of flexibility, communication, compromise and unconditional love. Healthy family values are intended to make the family a positive and supportive place for members, facilitating their personal choices as well as self-fulfillment. After analyzing the arguments presented here for both sides of this question, it can be contended that family values are not contradictory to personal choice as well as self-fulfillment. People’s belief for family values can be a strong support for one to realize his ambitions in the sense that the whole family will be his backing. And one’s pursuing for self-fulfillment can be another admirable way to celebrate family values. Family values, personal choice as well as self-fulfillment are actually interactive factors positively affecting each other.

Excretory System

Excretory system Excretion is the removal of waste products of metabolism from our body system. Contents †¢1 Excretory functions †¢2 Component organs o2. 1 Lungs o2. 2 Kidneys o2. 3 Ureter o2. 4 Urinary bladder o2. 5 Urethra o3 Urine formation4 Reasons For Excretion The excretory system removes metabolic and liquid toxic wastes as well as excess water from the organism, in the form of urine,sweat,urea or bile. This is important so as to help maintain balance within the organism and prevent damage to m the body.As your body performs the many functions that it needs in order to keep itself alive, it produces wastes. These wastes are chemicals that are toxic and that if left alone would seriously hurt or even kill you. For example, as your cells break down amino acids, they produce a dangerous toxin known as urea. The cells of your body excrete this urea into your blood Excretory organs Skin Skin is an excretory organ. The regulation of body temperature causes it to produce sw eat which contain urea surplus water, salts and other waste .Lungs One of the main functions of the lungs is to diffuse gaseous wastes, such as carbon dioxide, from the bloodstream as a normal part of respiration Kidneys The kidney's primary function is the elimination of waste from the bloodstream by production of urine. They perform several homeostatic (metabolic balance) functions such as:- 1. Maintain volume of extracellular fluid 2. Maintain ionic balance in the blood 3. Maintain pH concentration of the blood. 4. Excrete toxic metabolic by-products such as urea, ammonia, and uric acid.The way the kidneys do this is with nephrons inside the glomeruli. There are over 1 million nephrons in each kidney, these nephrons act as filters inside the kidneys. The kidneys filter needed materials and waste, the needed materials go back into the bloodstream, and unneeded materials becomes urine and is gotten rid of. In some cases, excess wastes crystallize as kidney stones. They grow and can become a painful irritant that may require surgery or ultrasound treatments. Some stones are small enough to be forced into the urethra Urine formationWithin the kidney, blood first passes through the renal artery to the capillary formations called a glomerulus and is collected in the Bowman's capsule which filters the blood from its contents—primarily food and wastes. After the filtration process, the blood then returns to collect the food nutrients it needs, while the wastes pass into the collecting duct, to the renal pelvis, and to the ureter, and are then secreted out of the body via the urinary bladder. What is a kidney stone? A kidney stone is a hard, crystalline mineral material formed within the kidney or urinary tract.Kidney stones are a common cause of blood in the urine (hematuria) and often severe pain in the abdomen, flank, or groin. Kidney stones are sometimes called renal calculi. The condition of having kidney stones is termed nephrolithiasis. Having stones a t any location in the urinary tract is referred to as urolithiasis, and the term ureterolithiasis is used to refer to stones located in the ureters. The Human Skin 19. 3 Skin and Lungs as Accessory Excretory Organs In addition to the urinary system, the skin, lungs and liver of vertebrates are accessory excretory organs. 1) Skin: Human skin possesses glands for secreting two fluids on its surface, namely sweat from the sweat glands and sebum from sebaceous glands. (Fig. 19. 7). Sweat is a watery fluid containing in solution primarily contains sodium-chloride, urea,and excess water . Figure 19. 7 Vertical Section of the Skin Sebum is a wax-like secretion which helps to excrete some lipids such as waxes, sterols, other hydrocarbons and fatty acids on the skin. (B) Lungs: Lungs which are the main respiratory organs of vertebrates, help to eliminate the entire volume of carbon dioxide produced in the body, as well as some moisture, during expiration.The lungs maintain the blood-gas home ostasis through elimination of carbon dioxide. When lungs fail to eliminate enough carbon dioxide, the kidneys attempt to compensate. They change some of the carbon dioxide into sodium bicarbonate, which becomes part of the blood buffer system. SUMMARY (1) Excretion is the removal of nitrogenous waste products from the body. (2) Kidneys are the most important excretory organs of mammals. Through filtration, reabsorption and active transport, waste is remove, but kidneys conserve substances useful to the organisms. 4) In general, kidneys regulate the intake and the outflow of water and salts in the blood and help to maintain homeostasis. (5) Regulation of kidney function is achieved by certain hormones such as antidiuretic hormone, aldosterone and angiotensin. (6) Skin and lungs also act as accessory excretory organs. Nitrogenous Waste †¢The liver also works by breaking down nitrogenous waste. Your different metabolic processes in your body are important to keep you alive, but t hey also create waste in the form of nitrogen.The body must then transport the nitrogen waste out of your body. Your liver converts the nitrogenous waste into urea, which is then transported out of the body when you urinate. Bile †¢Once toxins have been converted, the liver deposits the deactivated toxins into the bile. The liver excretes bile as a digestive aid for harder to digest fats, as well as a way to transport toxins out of the body. The bile is then stored in the gallbladder till needed. Once it is needed, it moves the duodenum and helps with the digestion and excretory process.

IRAC Analysis on The Ranks Essay Example | Topics and Well Written Essays - 500 words

IRAC Analysis on The Ranks - Essay Example The overbreadth doctrine also allows people whose own speech or conduct is not prohibited to challenge limitations on free speech (such as those in picketing) on behalf of others who may refrain from doing so out of the fear of prosecution. The violation of the First Amendment right to freedom of speech is strong grounds for Jeff and Nicole Rank to protest against their arrest for wearing anti-Bush T-shirts. The written message on T-shirts constitutes written, symbolic communication which will be included in the protected category. Moreover, there has also been a violation of their fourteenth amendment right because the State has curtailed their privilege to attend the rally with the right to free expression of their opinion through the message on their T-shirts. There are only a few instances where the first amendment right to freedom of speech can be curtailed. The federal Government could argue that the incidential suppression of the First Amendment freedom of Jeff and Nicole is no greater than what is necessary to further the Government’s interest, i.e, in this case to prevent any disturbance erupting among the supporters of President Bush. However, they are unlikely to have any success with this argument, because Jeff and Nicole had worn the T-shirts for ten minutes at the rally without any indication of unrest among the crowd. This manual also provides strong grounds in Jeff and Nicole’s favor because it clearly states that â€Å"any physical contact with demonstrators† is to be avoided. According to the manual, action is to be taken to minimize demonstrator effect only when it is likely to cause some disruption, which was not so in this case. The Federal Government may try to argue that it was trying to prevent disruptive activity, but there was no sign of a potential disruption caused by Jeff and Nicole to the extent that it could be deemed necessary to restrain them, especially physically by