Working and Going to School

Working, parenting, and going to school are tough Is it possible to accomplish my goals and still meet everyday responsibilities? Working a full-time job, being a single parent, and going to college are emotionally draining. It’s stressful, frustrating, and hard to be positive at times when there are so many demands on time. Goals can be accomplished and still meet everyday responsibilities. Working, parenting, and going to school are tough. Working a full time job is demanding. Getting up early and working late is physically draining. Day to day responsibilities need to be met which adds stress. My job is physically demanding on a daily basis. I work in the service field where I work outside everyday in any kind of weather. Heavy lifting, climbing, completing the job at hand, all the while praying I go home safe and in one piece at the end of the day. â€Å"I was waiting tables, going nowhere,† said Lynch, 32, and a single mother of one. â€Å"I was in a rut for a long, long time. †(Brindley, 2006) Those statements made me think about what I’m doing to change my life for the better. A one income household requires that I drag my behind out of bed on a daily basis and do my job to the best of my ability in order to pay the bills. I’m a single parent of a 15 year old daughter whom I love very much. Being a single parent isn’t easy. The sole responsibility of a raising a child to be responsible and disciplined is entirely up to the single parent. I talk with my daughter on a regular basis about my assignments and what my grades are in my courses. She cheers for me when I get excellent scores on tests. I need all the motivation I can possibly get. Recently, my daughter sprained her foot at school and has been on crutches for the past two weeks. I’ve made changes to my daily schedule to accommodate her needs. She is in a walking cast now but still stubborn and demanding. She is a typical teenager that plans activities with her friends and needs Mom to get her where she needs to go. School and grades are a constant struggle with her. I can’t get through to her know it all head that doing her homework and studying for tests are a must to get decent grades. I see that if I am going to be a positive role model, going back to school and succeeding in my courses. (Seastrand, 2007) When her grades are down she has no privileges. That’s when Mom gets a break! She’s not much fun to be around during these times either. Attending online college courses is mentally and physically demanding. Staying organized isn’t an easy task. Organization is the key to your success. If you have no idea what assignments are due, what appointments at work or school are up ahead you will get more stressed which will make your GPA plummet. Keep your home organized with your textbooks in one spot, your bills and mail in another spot, etc. Patience and priorities are a necessity. Take the time to stay organized and don’t procrastinate. (Comments on: How to Manage School While Working, 2005) I’m constantly kicking my daughter off of the computer in order to get assignments done. Deadlines for assignments don’t change but need to be broken down into tasks on a daily basis to meet the deadlines. Attending college courses is stressful. The decision to start taking college courses and working towards my B. A. in Accounting was easy. â€Å"How was I going to pay for my education? † I applied for grants and loans for this year. I had to wait several months before I did get my approval after starting my courses. I can breathe a little easier now but I still have several more years in order to finish my degree. I am in the midst of checking into scholarships which will greatly help the financial needs of school. Re-organizing my schedule in order to complete assignments and study is an on-going struggle. â€Å"Will I be successful in my college courses and get good grades? † I’m constantly working on this and praying for the best. Being a single college mother is a hard win/win situation and the long term effects are most important. (Seastrand, 2007) Being a good example to my daughter and getting good grades on work is my motivation to keep going. Organization, communication, patience, and priorities are necessities and the keys to success. (Comments on: How to Manage School While Working, 2005). Here is one statement that really struck me and I hope it helps other students also. Most importantly, always believe YOU CAN DO IT! Becoming more educated will change your life. In the famous words of someone whose name I have forgotten: â€Å"It is never too late to be who you were meant to become. † Good luck, I’m pulling for you! (Comments on: How to Manage School While Working, 2005) Another insight was not listening to people who say what your doing will be â€Å"too hard. † Keep pushing through and before you know it your degree requirements will be satisfied and your child will be clapping for you on graduation day. Go easy on yourself and keep things as simple as possible. Rely on friends and family if need be. (Seastrand, 2007). Working a full time job, being a single parent, and going to college are all very stressful but goals can be accomplished with organization and patience. References Brindley, M. (2006, November). Going back to college made easier for single parents hoping to improve their lives. Comments on: How to Manage School While Working (2005, 22 November). Seastrand, A. , (2007, April). What’s a Mom to Do? College Mom Magazine

Albert Einstein’s vs. Newton: General Theory of Relativity

Albert Einstein, most famously known as a physicist, was a contributor to the scientific world with his many known researches and humanitarian work. As a Nobel Prize Winner in 1921, his chronicled and more important works include Special Theory of Relativity (1905), Relativity (English Translation, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). (Nobel Prize Foundation, 1921) In all his important works, Einstein’s Theory of Relativity has lead the way for how science currently views time, space, energy, and gravity. Relativity, which all motion must be defined relative to a frame of reference and that space and time are relative, rather than absolute concepts, consists of two principal parts: The theory dealing with uniform motion, or the Special Theory of Relativity (1905) and the theory dealing with gravity, or the General Theory of Relativity (1916). (dictionary. com, pars. 2) Einstein’s Special Theory of Relativity is the physical theory of measurement in inertial frames of reference. Although Einstein’s Special Theory of Relativity was â€Å"special† because it dealt only with inertial reference frames; his General Theory of Relativity accounts not only for these, but also for bodies that accelerate and are based on the postulate that the local effects of a gravitational field and of acceleration of an inertial system are identical. (dictionary. com, pars. 2) An example of Einstein’s Special Relativity: One of the peculiar aspects of Einstein's theory of special relativity is that the length of objects moving at relativistic speeds undergo a contraction along the dimension of motion. An observer at rest (relative to the moving object) would observe the moving object to be shorter in length. General relativity or the general theory of relativity (GR) in whole is the geometric theory of gravitation. It is what we currently define as gravity in modern physics. GR integrates with special relativity in relatively, but GR consists of Newton’s law of universal gravitation and describes gravity as a property of the geometry of space and time. Even though special relativity intertwines a lot with general relativity, these two viewpoints are really what GR is about and relate greatly to each other. In the first viewpoint of GR, it is a theory of the behavior of space and time. Before the 20th century, all physics theorists assumed space and time to be absolutes, or separated from each other. Now called spacetime, together space and time formed a background within which matter moved. (Felder, pars. 4-5) In Einstein’s theory of GR, this physical theory was to describe how different kinds of matter would interact with each other and predict their motions. The theories of space and time greatly changed after the development of the Special Relativity Theory and shortly later the General Relativity Theory by Einstein. This results that space and time came to be viewed as the important variables in physics, which are capable of being changed by the mater within them and in turn changing the way that matter behaves. (Felder, pars. 5) Spacetime is an important factor in GR. In Newton’s world and before the 20th century, physics space and time again were viewed completely separately. In relativity theory, time is the fourth dimension our world has instead of the three one would think there is. It is hard to picture a 4D world, so to make things simpler let’s picture a 2D world. As shown in diagram 1, we can view spacetime as a 2D surface where the horizontal direction is space and the vertical direction is time. The diagram below shows the world line of an object in a one-dimensional space (Felder, pars. 7): (Diagram 1) A spacetime diagram like this is very critical to help in understanding relativity. It answers questions like: What’s the world line of a particle at rest? What the world line of a particle moving with constant speed in one direction? How would you describe the motion of a particle with the world line shown below? Viewing spacetime this way allows us to formulate physics in new ways. It is a similar way in getting Newton’s first law of motion, which states that an object with no force acting on it will move in a straight line at a constant and we can just say that the world line of a free object (one with no forces on it) is a straight line. speed (Harrison, pars. 6) Comparing to Newton’s laws, spacetime are considered two separate things, while in relativity, both in special and general theory, it is necessary to view spacetime as one. In GR this team of spacetime is curved by the effects of gravity. Now in GR, curved space often refers to a spatial geometry, which is not â€Å"flat. † Spacetime becomes curved in the response to the effects of matter and there is no gravitational force deflecting objects from their natural, straight paths. This puts gravity to correspond to changes in the properties of space and time, which in turn changes the straightest-possible paths that objects will naturally follow. So the act of curving is caused by the energy-momentum of matter and affects matters behaviors. In Newton’s first law of motion, it states that, where an object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. In a curved spacetime what used to be straight lines are now twisted and bent, and particles with no forces acting on them are seen to move along curved paths. (Physics Classroom, pars. 1) John Archibald Wheeler, an American theoretical physicist, paraphrases, â€Å"Spacetime tells matter how to move; matter tells spacetime how to curve. † (Britannica Encyclopedia, pars. ) To explain curved space in an example, suppose there are two people. Each person stands two feet apart from each other facing the same direction and begins walking straight. Even though one might think the two people are walking in parallel lines (since they are walking only in a straight line), is one will stand behind them in between them, he/she will notice that those two people will start to drift apart. In awhile the two people will become four feet apart instead of the 2 feet that they started on and both are not pointed in exactly the same direction as they started on. One might assume it’s because one is not going in a â€Å"straight† line. (Picture of Geodesics) Although, what is a â€Å"straight† line? One assumes that a straight line means being parallel or that a straight line is the shortest distance between two points. But in curved space path that stay parallel to each other are not paths of minimal distance and vice-versa, there is no path in space that fits a â€Å"straight† line being parallel or the shortest distance. In space, a straight line is curved and the shortest path between two points is called a geodesic. The second viewpoint of general relativity is described as a theory of gravity. In Newton’s second law of motion, that states that the acceleration of an object is dependent upon two variables – the net force acting upon the object and the mass of the object. (Physics classroom, pars. 2) In other words, getting two massive bodies like the Earth and Newton’s â€Å"famous† apple are going to pull each other because of the law of gravity. To explain further, if an apple started out at rest and when it just breaks off from a tree, gravity would make it move towards the Earth until it collided with it. Newton’s curiosity of a fallen apple not only explains his law of gravity and the falling of apples, but also the orbit of the moon about the Earth, the motions or the planets about the sun, and much more. Einstein’s theory of GR relates to this because it explains all of Newton’s laws, but in a very different way. In GR, a massive body like the sun causes the spacetime around it to curve and this act of curving in turn affects the motion of the planets, causing them to orbit around the sun. In Newton’s second law of motion, these objects (i. e. the earth and the apple) will have a gravitational attraction, causing them to accelerate towards each other until they eventually collide. In GR, the same effect will happen, but the description is different because gravity is not a force in GR. Objects neither exert nor feel any-non-gravitational forces, so basically the objects should act like free particles moving alone geodesics. (Felder, pars. 5) In a flat spacetime, which has no gravity, the geodesics would be in straight lines. Since objects started out at rest, their world lines would be vertical lines, this means that they would always stay the same distance from each other. However, in the effects of gravity, we know that the objects will have spacetime around it. In a curved space, parallel lines do not always stay parallel. The geodesics in this curved spacetime start out parallel but over time it doesn’t. This results in the objects colliding. Einstein shows that although Newton’s theory of two objects colliding is predicted, the underlying description of the curved space is different. To show an example about gravity and curved space with a couple of geodesics, here is another graph (Felder, pars. 14): To explain the graph in more detail, the yellow rectangle is the sun (and the space around the sun is really three-dimensional), the spatial axis is â€Å"r† (radius) instead of x, and â€Å"t† (time) instead of y. The geodesic lines (red ; blue, respectively) are the particles moving directly towards or away from the sun. The red geodesic shows that an object initially at rest will curve towards the sun. Even an object moving away from the sun could fall back in if it were moving slowly. While the blue geodesics, is for the particle starting out at the same place but with an initial outward velocity large enough that I will never fall back, objects that have an escape velocity. Explaining the basis of GR helps form a stepping stone to Einstein’s more complicated theories and consequences, along with some knowledge of the General Theory of Relativity. In this very complicated version by Einstein of Newton’s laws of motion, it in fact shows not that Einstein just complicated Newton’s theories, but showed that results are not the same. The result in fact that objects collide are there and come out slightly the same, but the behavior is different. Spacetime is therefore â€Å"curved† as a straight line. The theory of GR has brought the science world to a dramatic position of understanding the universe. Space and time, in which were two separate things are now explained as one union with each other. In GR gravity is not only viewed as a force but now as a description of the geometry of the universe. This helps scientists envision the universe in a more dramatic and insightful way. As Albert Einstein was forced to summarize the general theory of relativity in one sentence, he quoted: â€Å"Time and space and gravitation have no separate existence from matter. † Works Cited â€Å"Albert Einstein† Pac Bell. ; http://home. pacbell. net/kidwell5/aebio. html; â€Å"Albert Einstein†, Colliers Encyclopedia, (MacMillan, 1985) Volume 8, pg. 684-685 â€Å"Albert Einstein†, World Book, (World Book Inc. , 1999) Volume 6, pg. 146-147 â€Å"Albert Einstein†, Encyclopedia Britanica, ( Encyclopedia Britanica Inc. , 1997) Volume 4, pg. 403 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1953) Volume 1953, pg. 178-180 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1955) Volume 1955, pg. 177-178 â€Å"Albert Einstein†, The Biographical Dictionary of Scientists, (Oxford University Press, 1994) Second Edition, pg. 206-208 Felder, Gary. North Carolina State – Math and Physic Help. 2003. ;http://www4. ncsu. edu/unity/lockers/users/f/felder/public/kenny/papers/gr1. html; â€Å"general relativity. † Dictionary. com Unabridged (v 1. 1). Random House, Inc. 05 Feb. 2009. ;Dictionary. com http://dictionary. reference. com/browse/general relativity;. General Relativity† Albert Einstein Biography, Spark Notes. 05 Feb 2009 ;http://www. sparknotes. com/biography/einstein/section7. rhtml; Geroch, Robert. General Relativity from A to B. Chicago: University of Chicago Press, 1978. Harrison, David M. Homepage. 18 August 2007 ;http://www. upscale. utoronto. ca/GeneralInterest/Harrison/GenRel/GenRel. html; Leaving Certificate Physics Homepage. â€Å"Einstein’s Theory of Special Relativity. † ;http://www. teachnet. ie/torourke/Physicswebsite/Relativistic%20Length%20Co traction. htm; â€Å"Newton’s Laws. † The Physics Classroom. 1996-2009. ;http://www. physicsclassroom. com/Class/newtlaws/u2l1a. cfm; Nobel Prize Foundation. Nobel Lectures, Phys ics: Albert Einstein. 1901-1921. ; http://nobelprize. org/nobel_prizes/physics/laureates/1921/einstein-bio. html; Truth ; Reality. â€Å"Einstein Relativity. † 1997-2009. ; http://www. spaceandmotion. com/albert- einsteins-theory-of-general-relativity. htm; Wald, Robert M. General Relativity. Chicago: University of Chicago Press, 1984.

Antipsychotic medication Essay

Latuda (lurasidone) is an antipsychotic medication. It works by changing the effects of chemicals in the brain. Latuda is used to treat schizophrenia in adults. It is also used to treat depression associated with bipolar. Latuda is not for use in psychotic conditions related to dementia. This drug may cause heart failure, sudden death, or pneumonia in older adults with dementia-related conditions. You should not use Latuda if you are allergic to lurasidone. Latuda was formulated in October 28, 2010. It is supplied as a tablet for oral administrations. The recommended starting dose is 40 mg once daily and the maximum recommended dose is 80 mg/day. Latuda should be taken with food. Dose adjustments are recommended for the following: patients with moderate and severe renal impairment, patients with moderate and severe hepatic impairment, patients taking concomitant (existing or occurring with something else concurrently) potential inhibitors and patients taking concomitant potential ind ucers. Mechanism of action, atypical antipsychotic; precise mechanism is unknown; efficacy suggested involve medication of central dopamine type 2 and serotonin type 2 Any of these signs of an allergic reaction to Latuda require emergency medical help: hives; difficulty breathing; swelling of your face, lips, tongue, or throat. Serious side effects such as: dizziness, fainting, fast or pounding heartbeats; agitation, hostility, confusion, thought about hurting yourself or seizure’s should stop taking Latuda and call your doctor. A total of 831 drugs are known to interact with Latuda (lurasidone). 70 major drug interactions, 759 moderate drug interactions and 2 minor drug interactions. The disadvantages of taking Latuda are that there is increased mortality in elderly patients with Dementia-Related Psychosis.

Notarial practice Essay Example | Topics and Well Written Essays - 2250 words

Notarial practice - Essay Example Thus, the Attorney General of Hawaii, which oversees the notarial practice in that state, strongly warns notaries against performing the notarial act unless they are absolutely satisfied that the document they are certifying is true and correct. This calls for the trained eye of a newspaper editor who is quick to spot grammatical errors, misspelled names and places and reports initiated by PR hacks. If such inaccuracies slip through the editor's attention, he and his newspaper will have a price to pay. The consequences are worse for a notary who mistakenly validates or notarizes an untruthful and incomplete document. Once the document up for certification is determined to be above board, the next logical step for the notary is to ascertain the identity, authenticity and will of the person who will sign the document. The cardinal rule in notarial practice is that the document's signatory must appear in person before the notary. The law is quite equivocal in this regard. In the US state of Maryland, for example, its Secretary of State expressly forbids the notarization of the signature of a person who has not appeared before the notary. If the notary has personal knowledge of the signer, this makes his job a lot easier. In such a case, his personal guarantee of the identity and authenticity of the person is embodied in the notarial clause that says: "'John Doe is known to me to be the person described in and who executed the foregoing instrument." If the notary has no personal knowledge of the signer, it is his responsibility to check the person's identity. The law is so stern about this identification process that it is not enough that the signatory to the document is known to the notary personally or makes an appearance before the notary. Common sense dictates that you cannot always trust the intentions of even people of your acquaintance. They may be what they say they are, or sign the document in the presence of the notary, but are they entering into the notarial act on their own free will' Don't they harbor any mental reservations about the document' It is the responsibility of the notary to find this out. On the effort to determine the identity of the person involved, it behooves the notary to double check the person's identity through a "competent evidence of identity." This refers to a valid identification document issued by a legally constituted establishment or agency bearing the photograph and signature of the individual. (Supreme Court of the Philippines) An evidence of identity that could satisfy a notary is a driver's license, a passport, a social security card or a voter's ID. But in the notarial imperative, even these documents do not by themselves constitute a complete and competent evidence of identity. The possibility always exists that the identification document being presented to a notary may be forged or adulterated. It takes an expert eye nowadays to detect the difference between an authentic document and a well-executed forgery. So to be absolutely sure, a good notary seeks a match between the picture in the identification document and the actual appearance of his client, and between the signature in the ID and the signature the person executes in the

Describe and evaluate the main macroeconomic policies used by the Essay - 4

Describe and evaluate the main macroeconomic policies used by the Government and Central Bank of China over the last two years - Essay Example Monetary policy involves regulating the money supply and interest rates by a central bank with the aim of controlling and stabilising the currency (He and Chen, 2014). Over the last two years, china’s macroeconomic policies aim at containing inflation to 4% eventually, to contain real estate by bringing prices of houses down, to maintain a decent growth rate of about 8 to 9% and to preserve the value of China’s foreign assets (He and Chen, 2014). This essay discusses the monetary and fiscal policy as used by the government and Central Bank of China. China has used a proactive fiscal policy over the last two years. A proactive fiscal policy is a moderately expansionary policy, which creates demand and triggers economic growth by growing domestic demand (Zhang, Fan and Haan, 2010). The policy has over the period aimed at ensuring the steady growth of China’s economy, making proper adjustments to its economic structure, promoting reforms and benefiting its people. That said, the policy continues to try to maintain balance between enhancing economic growth, keeping prices stable and protection against financial risks. Unfortunately, China’s economy risks being stalled. This was seen in 2014 where the annual GDP growth hit a low of 7.4% (see figure 1), the lowest rate since 1990 (Wei, 2015). However, as many economic policy enthusiasts believe, continued use of moderately expansionary policy will generate positive results on China’s economic growth in the midst of slow export growth. The expansionary policy is aimed at spending to generate income. Build-up of development and infrastructure needs and vast fiscal resources have made China channel immense spending into the economy. China has in recent years has relied on its large population to provide the required demand for their products to generate the required income. Government expenditure has, however, been seen to mainly lie in the areas of education, healthcare and other social expenditures (Jia,

Audit&Assurance Essay Example | Topics and Well Written Essays - 2500 words

Audit&Assurance - Essay Example Therefore the international institutions and the accounting bodies have recognized the need for streamlining the Auditing practices to meet the emerging challenges. International Accounting Standards have been the first step in the right direction to address the issues evolved over a period of time, considering the international implications imposed by the cross border transactions worldwide. Not only the shift in methods of operations and the procedures involved in financial services, but also, the developments that have been continuously taking place in the production processes, information technology, media and the latest technological innovations such as mobile telephony, Global Positioning System (GPS), Social Networks, etc. necessitated revisiting the techniques adopted in auditing as well. The methodologies adopted in relation to auditing need to take into account these industrial and technological developments to enhance the efficacy and lend flexibility to the procedures in line with the fast changing environment. The international Federation of Accountants (IFAC) was set up during 1977 with a view to bring about uniformity in the profession on a global scale. The concept of ‘Assurance’ is of recent origin, has generally come into existence after the companies have resorted to computerization of accounting during1980s. The various accounting scams in the corporate history have only strengthened the resolve to improve the professional standards in line with the technological developments and to enhance the level of transparency, and this paper seeks to study the development of auditing over the period of time. When computerization gathered momentum, the important problems identified in the auditing process were mainly related to the understanding of the concept of the system adopted (especially the software), compatibility of the program with the established accounting practices or the guidelines, the efficacy of the program to discern the pitfalls

Science, Technology, Engineering and Mathematics Education Article

Science, Technology, Engineering and Mathematics Education - Article Example The first section of the article has been set apart to make an in-depth study of the STEM education situation in the US utilizing all the data available from previous studies. The second section comprises of a detailed review of the existing federal programs in this context, with a focus on a few selected programs. The third and final section has dealt with the legislative options being considered by federal authority to implement remedial measures. The article introduces the topic by saying that many studies had found the country lacking in sufficient numbers of students, qualified teachers and skilled practitioners in STEM sectors. In the article, the gravity of this situation is described using relevant figures and the measures were taken by the government to rectify this problem are also analyzed. It is pointed out that in a recent international assessment, carried out among 15-year old students, â€Å"the US ranked 28th in math literacy, and 24th in science literacy (Kuenzi, 20 08, p.1).† The article also has suggested that this has to be understood in the backdrop of â€Å"many US math and science teachers lack(ing) an undergraduate major or minor in those fields† (Kuenzi, 2008, p.1). It is specifically noted in this article that â€Å"the US ranks 20th among all nations in the proportion of 24-year olds who earn degrees in natural science or engineering (Kuenzi, 2008, p.2).† The legislation introduced in the 110th Congress based on previous study reports have been thoroughly scrutinized by Kuenzi’s article. The purpose of the report is stated as â€Å"to put these legislative proposals into a useful context† (Kuenzi, 2008, p.3)

Literature review Example | Topics and Well Written Essays - 2000 words

Literature review Example The Chinese government has legalised informal financing with the conditions that the money must not be raised from the general public and the maximum rate of interest must not exceed quadruple of the interest charged by formal institutions. Since ROSCAs typically fix the interest through bidding among the potential loan receivers, they exceed the interest limit of the government and are thus considered illegal and operate under cover (Chen, 2003; OECD Publishing,  2005; Li and Hsu, 2009). Informal lending institutions are officially allowed to charge much higher than formal lending institutions, which is why the cost of borrowing from such sources becomes very expensive. Judging by their resources and capabilities, this puts additional financial burden on private businesses. However, most of the loan applications by private businesses to banks and financial institutions get rejected primarily on grounds of absence of a previous credit history, sufficient collaterals and guarantee o f repayment. Thus, whereas formal lending institutions shy away from granting loans to private businesses, the credit crunch created due to non-availability of finance is being increasingly tended to by informal lenders. The article tries to get an insight into the financial system of China and analyses the dynamics of formal and informal financial institutions (Tanaka and Molnar, 2008). Research and Analysis The literature primarily wants to estimate the sizes of formal and informal lending markets, the criteria based on which loans are granted in each of these markets and the propensity of private businesses to borrow from the formal and informal lending institutions. To fulfil its objectives, the authors Kensuke Tanaka and Margit Molnar primarily use data from modified copy of a 2002 survey, conducted on 2500 private enterprises in China by the State Administration for Industry and Commerce, modified by Chinese University of Hong Kong in 2004 (Chinese University of Hong Kong, 200 4). Using the data, the authors have drawn a perspective of the finance industry of China as given below: Business size by sales (million ?) upto 1 1 to 3 3 to 10 10 to 20 20 to 50 more than 50 Businesses with borrowed funds 46% 57% 61% 64% 71% 58% Borrowings from formal lenders 14% 23% 28% 35% 44% 36% Borrowings from informal lenders 20% 18% 15% 12% 10% 8% Informal borrowings in products sector 23% 24% 20% 26% 9% 4% Informal borrowings in services sector 44% 35% 9% 12% 12% 9% The authors find that informal lenders are a significant source of finance for small private businesses, since formal lenders find them the riskiest due to unavailability of past credit history. Moreover, borrowing from informal lenders is more rampant in services sector than the products sector, chiefly because they have less tangible goods to keep as collateral. The authors compare the calculations with the findings of a survey conducted by Central Finance University that stated that the least developed area s of China (which coincidentally host the smallest private businesses) have the highest share of credit from informal lenders (Central Finance University of China, 2005). Next, the authors try to understand the

Police Ethical Conduct Research Paper Example | Topics and Well Written Essays - 3000 words

Police Ethical Conduct - Research Paper Example The ethical codes of conduct of the police or the law enforcement officers have a significant role to play in the work of the police. One of the primary reasons requiring such ethical code is that the public, in general, would not accept a police department that is corrupted. The concept of ethics in this regard is associated with corruption, failure to act, gifts, and gratuities. In the recent times, in several countries including the United States, the corruption levels of the police officers have increased to great extents. Such corruption examples include officers not acting on criminal activities, acceptance of bribes, providing information that may put at risk an enquiry to issues or suspects of the investigation, involvement in the mission of a crime, making complaints that are fake and initiating actions by the court, failure to bear witness precisely, and forgery of police reports or official declarations for search or arrest warrants (Stering, 2004, p.37). The need for ethi cal police conduct is essential since if one police officer gets corrupted, it has a significant effect on other officers as well. In general, the public has a belief that the police are involved in corrupt activities and that they try to protect each other in their personal interests. However, police officers have been found to be proud of their profession and they tend to have values for the integrity and respect that are associated with their work. Generally, they try to perform their activities professionally and without being involved in corruption, such involvements meaning exception (Stering, 2004, p.37). The present study thus focuses on the ethical codes of conduct of the police officers also discussing the causes behind officers undertaking unethical decisions. Police Ethical Code of Conduct: The Law Enforcement Code of Ethics was in the beginning considered as an oath of a police officer rather than as an established code of ethics. However, there was an aspiration of hav ing an oath of office that could be used for graduation ceremonies. This desire led to the creation of a separate code of ethics and conduct for the law enforcement officers and the police.

Trust & equity law Essay Example | Topics and Well Written Essays - 1500 words

Trust & equity law - Essay Example According to the court in this case â€Å"Charity in its legal sense comprises four principal divisions: trusts for the relief of poverty, trust for the advancement of education, trusts for the advancement of religion, and trusts for other purposes beneficial to the community, not falling under any of the preceding heads."4 Later on, these four principal divisions mentioned in the case together with some other provisions were incorporated in the Charities Act of 1992 and 1993. However, the definition given under the law was not clear enough so as to clearly elucidate on the issue of which organizations should be considered as charities. The case of McGovern v Attorney General (1982)5 illustrated the difficulties of obtaining charitable status. Note that in this case, the Amnesty International seek establish a charitable trust which is geared towards securing the release of prisoners, abolish the practices of torture and other dehumanizing acts as well as to do some research in the a reas of human rights protection and maintenance.6 Unfortunately, in this case, the charitable trust was not recognized by law as valid not because the goal was not a noble one but rather because the goals set by Amnesty International was not entirely charitable as it also includes some political motives such as the changing of policies in some countries which are in violation of human rights. On the other hand, in the earlier decision on the case of Re South Place Ethical Society (1980)7, the Court considered the charitable trust as valid not on the ground that the South Place Ethical Society â€Å"seeks the advancement of religion†8 but because it can be classified as an educational institution. This decision gives us an idea on how one could go around the provisions of the Charities Act 1993 and take advantage of the benefits accorded to charities. The enactment of the Charities Act 2006 heralded

Middle Range Nursing Theory Essay Example | Topics and Well Written Essays - 1250 words

Middle Range Nursing Theory - Essay Example Patients that have terminal illness may feel distress or pain in any or all of these domains and that the desire for comfort should be evaluated and attended to on all areas, instead of simply focusing on the long-standing practice of managing physical pain. The purpose of this paper is to discuss Kolcaba’s comfort theory, particularly its history, principles, and concepts, and application to specific nursing practice. A Brief Description of Kolcaba’s Comfort Theory At the advent of the twentieth century, the concept of ‘comfort’ was applied in a broad way, and it was greatly appreciated in nursing. Furthermore, the capability to give comfort demonstrated the personality and skill of nurses. During this period, nurses thought that giving comfort was their sole responsibility. Comfort was mainly essential because therapeutic medical procedures were still absent (Kolcaba, 2003). Improving the comfort of patients was viewed as a proactive nursing objective tha t also was encouraging, and, in almost all instances, should involve progress from an earlier condition. Comfort arose from environmental, emotional, physical, and psychological interventions, but directives for special comfort procedures were under the doctor’s discretion. ... The value of family comfort started to surface during this period and families were regarded valid beneficiaries of comfort therapies. Nurses encouraged self-care in patients if at all possible. Comfort became the top priority of nurses only when their patients have terminal illness. Moreover, where nursing contexts were less affected by technology, like long-term care and nursing homes, comfort was more essential as a purpose of nursing (Fawcett & DeSanto-Madeya, 2012). Smith and Liehr (2008) argued that such pattern had wide-ranging repercussions for nursing in the twenty-first century, because of an increasingly aging population. More and more elders desire comfort in the remaining days of their lives. Frances Kolcaba describes comfort in nursing as â€Å"the satisfaction (actively, passively, or co-operatively) of the basic human needs for ‘relief’-- a condition wherein a patient’s special needs were met--, ‘ease’-- a condition of total peace and serenity-- or ‘transcendence’-- a condition wherein an individual overcomes pain and difficulties-- arising from health care situations that are stressful† (McEwen & Wills, 2007, 256). Kolcaba’s comfort theory takes place within a context made up of ‘three states of being’ and ‘four contexts’ wherein comfort for the ill can exist in (McEwen & Wills, 2007, 256). The three interconnected states of being wherein a patient is supported are relief, ease, and transcendence. The environmental, social, psychospiritual, and physical are the four contexts wherein comfort for patients takes place. The psychospiritual domain is where life’s purpose and meaning reside (McEwen & Wills, 2007, 256). Comfort theory is rooted in the idea that all human beings respond in a

Diversity in America Essay Example for Free

Diversity in America Essay In an ideal world, humanity would understand that all mankind is created equally; that the underlying truth of each of us is goodness, and that through awareness, conscious choice and the willingness to create positive change, we could live in a world where diversity is celebrated. We would leave behind the substantial racist and oppressing patterns that exits in this world, specifically in the United States of America. It is said that the U. S. is a melting pot of cultures, and that we are a country of immigrants existing together as a new culture, living under the values of a democracy based on freedom, liberty and the pursuit of happiness. Yet this policy is completely disregarding the fact that as immigrants, we brutally committed genocide to the Native Americans. The dominant race in the U. S. A. is made up of white Euro-centric people, and looking at the patterns that exist in this culture is important to examine the history, the ways in which racism is alive and how and who is affected. We all must look at how, as an individual and within a community, we can work towards positive change, healing and understanding. As a society, we have committed and perpetuated the oppression of different cultures specifically the Native Americans, the Native Africans and the many immigrants from different countries. In the early history of the U. S. government, it is clear that there was a systematic method that aimed to remove the Native Americans from the land that was desired by the colonists, with the malicious intention to commit genocide. The first example of the patterns of racism that were established is seen in the fabrication of stereotypes onto the Native Americans. It was said that the Natives were â€Å"barbarians† and that they would rape and murder women and children and that they â€Å"served the devil† (Tataki, 1993, p. 41). The whites held the belief that the Natives were occupying land that the colonists felt entitled to. â€Å"White people also justified the genocide by saying that Native Americans died from diseases they were biologically unable to resist† (Kivel, 2002, p.126). It is a known fact that smallpox were given to the Natives as a way to kill them. Multiple examples exist throughout the history of the whites murdering, raping and unjustly exploiting almost every aspect of the Native’s culture. After committing such horrendous violations we are left with the inability to change all that has occurred and a great sadness that produces guilt, blame and anger that often stagnates a healing process and increases denial and avoidance. The Native American population has almost completely been destroyed. â€Å"At the time Columbus arrived in the West Indies there were approximately fifteen million indigenous people†¦ today†¦ the population of native Americans in the United States is around three million according to U. S. government census figures† (Kivel, 2002, p. 124) and the remaining Natives in America are mostly confined to reservations. This small fraction of designated land is no longer their original sacred land but it is being raped for natural resources. White settlers not only committed genocide but they also enslaved the Native Americans. This pattern of entitlement and abuse was continued with the legal capturing and enslavement of people of African decent with as much violence and oppression. The history of slavery in the United States that occurred through 1619 to 1865 began soon after the English colonists first settled in Virginia and lasted until the passage of the thirteenth Amendment to the U. S. Constitution. â€Å"Over the next twenty five years Virginia passed a series of laws that legalized slavery, producing a radically subordinate and stigmatized class below that of all whites† (Kivel, 2002, p.130). Although technically slavery was abolished in1865, a linage of abuse and inhumane treatment was installed and has been carried into this day and age providing a challenge to accept and comprehend the past. In an attempt in understanding black oppression, there are aspects that demonstrate this injustice. They are institutional racism, racist knowledge and power relations that are played out in our culture and in no way have anything to do biology. Individuals and societies have created and used race as a means to oppress and overpower other groups of people. Racial oppression is when a group of people dominates another for their own benefit disregarding justice and respect through the use of violence and defining and discriminating racial differences. This dominant group receives various benefits although in the larger picture all sides loose for the continuation of a pattern of pain and injustice is insured through these actions. African-Americans are a case of this racial oppression. They were turned into slaves because of the color of their skin. It is shocking that it did not start this way and that through the power of the U. S.government slavery laws were passed that enabled the white masters to turn the blacks into slaves. This is an example of the institutional racism used to enslave the blacks. Because of this occurrence, we, as a society, must break down the residual stereotypes that have instilled fear, pain and disconnection between the races, and to change the model that exists even at this point in time. Another example of racism in the U. S. is seen in the treatment of immigrants. This subject is personal, for on my father’s side of my family I am part of the first generation born in American. My father’s parents immigrated to the U. S. , to escape the holocaust and I am sure shared the dreams of the majority of different immigrants who traveled to the â€Å"land of opportunity,† escaping places of war and economic devastation to begin and pursue a new and better life. Through the duration of attending a class studying the diversity in America I have gained painful yet poignant knowledge of the racism that is still perpetrated upon immigrants, specifically on Jewish people. I have recently learned that groups of neo-Nazis congregate and commit acts of violence against Jewish people and immigrating races. This is terrifying to me and feels unacceptable while we live under a constitution that allows personal expression but does not permit such distinct racist and violent behavior. I am grateful and saddened that because I was raised in a protected and privileged community I have rarely experienced oppression and hateful discrimination when it so readily exists in our culture. In the past few months I find myself cycling through heartbreak, anger and disbelief of the injustice that has and still occurs, and then to a yearning for healing and equality for all. I remain in a space of wonderment, questioning the fact that although laws have been installed to prevent the acts of racism, fear, ignorance and violence is bubbling hot under the surface of our society, and we are a long way from a complete shift in humanity that I crave. I do believe there is hope. I believe that in gaining the truth of the past and diminishing ignorance of the harm that was and still is being done we open a door that may aid in the battles that are still being fought. Although the brutality of racism is alive, the potential to fight for the rights of all the people who live upon this American soil is possible, but the truth of the history and the attainment of awareness must be brought to fruition. Reference List Kivel, Paul, (2002). Uprooting racism: How White People Can Work For Racial Justice. Gabriola Island, BC VOR 1X0, Canada: New Society Publishers. Takaki, Ronald, (1993). A Different Mirror: A History of Multicultural America. New York, NY: Time Warner Book Group.

Struggle of Canadian aboriginal students in education

Struggle of Canadian aboriginal students in education The struggle of the Canadian aboriginal people is based in education. The struggle is for them to regain the control of their livelihood as communities and as nations. The aboriginal peoples population has been on the increase for the past decade. Their largest population lives in the main population centers of Canada. The overall education standards of aboriginal people lag behind the overall education standards of Canada. According to Levin, (2009), there are an estimated 40 % of aboriginal people that dropped out of secondary school as compared to 20% of the total population of Canada. For the 20 years, the attainment of education among aboriginal people has improved though still quite low. The growth in numbers of aboriginal people with completed high school in the past decade led to the improvement of their public image. Despite the improvements, aboriginal education is still not much successful (Levin, 2009). Aboriginal education and obstacles to understanding The history of the aboriginal people and the non-aboriginal people dates back many years ago. The non- aboriginal people (Europeans) came to the aboriginals land. They started to coexist with the aboriginal people teaching the non-aboriginal people so many things for effective coexistence. Friendship and peace treaties enabled them to stay peacefully. With the royal proclamation of 1963, the distinction was made between the need for land and the need for the protection of the aboriginal peoples rights. As time moved on, more Europeans arrived outnumbering the native aboriginal people which was characterized by poverty and diseases. With the British war of 1812-1814, the aboriginal people were declined of their position as the allies to the military. This implanted into their heads the idea that the British people were superior than they were. This explains the dominion and assimilation by the non-aboriginals (Levin, 2009). The aboriginal people make up many nations in Canada. These people have unique culture, beliefs and values. Within a specific region, there could be diverse number of people with different and diverse cultures. The Indian act of 1876 imposed oppression against the aboriginal people. The federal government controlled the schooling of aboriginals children (Antone, (2003). Through the system, the government did not educate the children but was rather transforming their minds (Battiste, (1995). The aboriginal children were exposed to forces of cognitive imperialism which are very distractive. This resulted into the children losing the world view, their language and their culture. This caused an upheaval in the aboriginal communities socially and psychologically. The major cultural aspects of the aboriginals were lost. They included the cultural aspects in relation to hunting, fishing, medicine and religion (Antone, (2003). According to Eileen and Tania (2005), the colonialism history dis rupted the aboriginals way of transmitting knowledge. The effect is long-lasting. The original aboriginal education and literacy and the philosophies were historically passed down the lineage by oral means and they wee kept by the old men (elders). The non-aboriginal education programs are characterized by the radio, the TV, and the video games. All these have replaced the traditional aboriginal ways of passing knowledge from one generation to the other (Smith, 1999). The non-aboriginal systems of education have resulted in the loss of respect for the aboriginal traditions and elders and the language. Despite all these challenges that aboriginal education is facing, the elders are trying to find where they belong in the society as they try to bring reinstate the aboriginal culture (Eileen, Tania, (2005). The aboriginal education differs fro the non-aboriginal education in various ways. The literacy levels among the aborigines are quite low with many adults being illiterate. According to Richards (2008), the performance of aborigines in on-off-reserve schools is quite low. Richard (2008) reports findings from the census data that the non- aboriginal young people (under 45 yrs) have high education as compared to older Canadians. He adds that there is a universal demand for high school certificates. More so, there is an increased gap between aboriginal and non aboriginal high school education qualifiers with the gaps more being more pronounced at those levels that are beyond the secondary school (Richards, 2008). The non-aboriginal education system does not uphold the aboriginal language and literacy. The system elevates the understanding of certain foreign competencies as it undermines the competencies of aboriginal education system. This has led to the feeling of low self esteem and inadequacy among aboriginal students hence high school dropout rates and the poor performance. Therefore, the non-aboriginal system of education dos not values the aboriginals language, culture and their traditions (Richards, 2008). The literacy system that is used is foreign and is one of the reasons as to why the aboriginals perform poorly in academic institutions. A holistic approach to this issue will go a great way in solving the aboriginals literacy. The literacy leaning process to be used should include all the aspect of the aboriginals culture including the language. To overcome the challenges, the aboriginal students should be taught by aboriginal teachers using their own modes of teaching like storytel ling, observation and by the use of performed knowledge (Richards, 2008). The implication of the low aboriginal high school education is seen in the productivity levels of Canada. It is also seen in poverty and the racial tension that exists. The fertility rate among aboriginal students is high thus characterized by many school dropouts (La Prairie, 1995). Transition to urban environments The aboriginal people underwent a lot of problems resulting from colonization. The children were forced to under a foreign literacy system that affected them by far. Through the non-aboriginal education system, the aboriginal children were taught in foreign language that they did not understand. They were also taught foreign cultures and alienated far away from their culture. Though the literacy system, they were taught that their culture is inferior. As a result of that, they suffered from colonialism, many of them suffering from low self esteem. They were characterized by poverty and poor lifestyles (Malatest, 2004). According to Gallant, (2003), the poor aboriginal children were vulnerable to alienation from culture and their society. They also suffered from hopelessness. She argues that the children live in poverty and in a world that is full of violence and racism. The above problems that the aboriginal youth are susceptible to are accompanied by other social problems like high school drop out rates, high suicide rates, high crime rates and poverty rates. In her report, Galant (2003) finds a multitude of problems that the youth experience as they move from the poor rural areas to urban areas. These problems are as a result of colonialism. They include: Problems of lack of identity: This is accompanied by the lack of culture and the native language. With this problem, the youth experience isolation and alienation which make involvement in gang and illegal activities very attractive for the aboriginal youths. These aboriginal youths face the challenge of trying to cope with the many different cultures of the non-aboriginal nature that are very hostile to the aboriginal culture (Galant, 2003). Education: due to poor school attendance be cause of inadequate funding, there are high dropout rates among the aboriginal youths. They end up with low education levels and high unemployment t rates translating to job prospects that are poor hence increased poverty (HRSDC, 2009). Parental care: given the poor settings of the aboriginal families, the parents are busy fending for their children as the children go to school. These parents rarely get enough time for the family. These families are dysfunctional with absentee parents (Evans, 1998). Early maturity: the poor lifestyles hat the aboriginal children lead makes them mature faster since some of them are left to work and feed themselves at tender ages. This makes them mature faster resulting in becoming parents early with poor parental skills (Gallant, 2003). Substance abuse: the aboriginal children who come from many rural places have little parental care. Due to low self esteem and alienation, many become victims of substance abuse. This they take believing that it will reduce the stress and the depression while boosting their morale (Gallant, 2003). Poverty: these children are vulnerable to poverty because of the poor socialization process that they receive. Their parents are poor and are rarely there for them. They are rarely monitored and advised on the best way for the future. The low self esteem they gain frustrates them thus making them lead poor lives (Friedel, 1999). Racism: this is accompanied by discrimination. It really lowers their self esteem and their confidence fostering hostility against their broader society (Smith, 1999). They feel alienated and marginalized. The above problems that face the aboriginal youth require a solution. The solution is not definite. They need support by every body and is comprised of every element that touches the holistic approach to life like recreation, proper parenting skills, good literacy and education standards, readiness for the labor market, transition services in the urban settings, support from the family and the family and very strong backing of the community. Without these support, these young aboriginal people will find it hard to deal with the daily life challenges hence living low quality lives as compared to non-aboriginal youths (HRSDC, 2009). Action plan The transition period for the aboriginal youths is very crucial. This is because it determines the future of a person. What a person gains in his youth will either built on his future or destroy it completely. The urban aboriginal youth face many challenges as seen above ranging from poverty, racism, alienation to poor performance academically. The only solution to these problems can be done during their transition stage as they move from the rural setting to the urban setting. The following are some of the recommended action plans: Establishing of urban centers for the aboriginal youths. These are important because they help the aboriginal youth to come together in a more welcoming environment that is more comfortable than when they are left alone. The place should be free from alcohol and drugs. Gallant (2003) in her report argues that every urban center should have a youth centre that provides a sense of belonging for the desolate aboriginal youths. Through these centers they are able to share their personal experiences freely and have a sense of belonging. The many social-cultural dislocations that the youth have could be counteracted by the youth centers. The aboriginal youth centers act as an alternative to street life since they provide a forum where the aboriginal youths are in a position to interact with their fellow youths, their culture, elders and be in a position to explore the many opportunities that the urban life provides for them (Gallant, 2003). Since the youth centers for the aboriginal youth are very helpful, the federal government should provide funding for their establishment and development. It should do this in collaboration with the respective aboriginal youth representatives together with the provincial counterparts of the government and the aboriginal youth development agencies. These centers should be located in easily accessible areas. This would be a step in helping the future generation of aboriginal youth (Smith, 1999). Establishment of urban aboriginal youth transitional programs Many aboriginal youths move to the city seeking to advance their studies among other reasons like seeking for reemployment. With the move to the city, they are culturally dislocated, powerless and incompetent. Despite the challenges, they are determined top make out a living and better their future. With insufficient t resources and inadequate education, many turn to alternative means of earning a living (Alberta Report, 2001). Accompanied by racism and discrimination, it becomes very difficult for the aboriginal youth to handle these situations in the urban settings. Gallant argues that there is nothing that is such devastating to a young person than the racist claim. The lack of knowledge on the original aboriginal culture together with racism and discrimination are the major aboriginal youth challenges in many urban settings. The effects of all these are manifested through isolation which leads to low self esteem (Smith, 1999). Gallant (2008) argues that there has been scanty attention paid by the government to these problems that are facing the aboriginal youth in transition. Basing on the above problems that are faced by the aboriginal youth in transition, the government should take initiatives to establish major transition services in major Canadian urban centers. This will ensure that the aboriginal migrants to the city are positively supported and proper discretion towards organizations that are appropriate in dealing with transitional issues is given. Services to be provided should include houses, training, provision of literacy skill in English, guidance and counseling among many others. The supervision of the services should be linked to the specific communities that the youth originate. The establishment of the transitional services and centers by the government should be done in collaboration with the rural communities of the respective communities (Prochner, 2004). Creating recreation in sports and arts for the aboriginal youth A recreational ground provides a positive release of excess energy by the youth. Through sports and recreational activities, the youth can be relieved from boredom, drug abuse and drinking. Sports are made with creativity, discipline and team work that enhances the way the youth make goals. This has far reaching results on the future performance and life of the youths. With the many aboriginal youths that migrate to the cities, given their poor backgrounds and settings, there are no recreational facilities that they can afford. The government should increase its efforts in availing recreational facilities to the aboriginal youth in transition. This will lower the vulnerability of the youths dysfunction both physically and socially. According to Gallant (2003), there is a strong relationship between the involvement in recreational activities and anti-social behavior. Lifelong bad behavior is as a result of lacking anything constructive to do. The youth gets more pressure from the peers to engage in harmful anti-social activities. The establishment of these facilities in schools is very essential because such skills are vital for equipping the students with lifelong skills like leadership skills, training and academic tutoring (Smith, 1999). Thus school attendance is mandatory. Through school programs that are fitted with recreational and sport facilities, the healthy behavior of students are enhanced. The government should work close with other agencies in the provision of recreational and sports facilities to schools. In addition to that, in order to cater for the aboriginal youth in transition, the government should establish the recreational and sports centers together with the urban aboriginal youth centers (Gallant, 2003). The centers established by the federal government should be community based and should not have a short term perspective. The projects should be sustainable in the long run and it should be designed for the offering of instructions to the aboriginal youths accompanied by the offering of leadership and training in life skills. Through these programs, the aboriginal youths will be able to overcome racism and discrimination hence building on their self esteem. This will go along way down the life of the young aboriginal people (Alberta Report, 2001). Health and sexuality program for aboriginal teens. Aboriginal homes lack good quality sex education. With the parents rarely at home and not involved in their children affairs, aboriginal youths are experience high rates of pregnancy which also contributes to high school drop out rates. In addition to that, aboriginal youths experience involvement in drug and substance abuse (Alberta Report, 2001). This contributes to the high pregnancy levels and school drop out and poor academic performance. Due to this, the federal government should initiate programs that alleviate the effects of drug and alcohol abuse. This will lower the number of children borne with fatal alcohol syndrome. The governments initiative should both be in rural and urban settings so the aboriginal children in rural and urban areas benefit. The federal government should also increase federal funding towards the initiative to reduce fetal alcohol syndrome among aboriginal youths (Alberta Report, 2001). In addition to the above, it is observed that there is very little use of contraceptives among aboriginal youths. This can also explain the high pregnancy rates which translates to high poverty rates. All these are accompanied by high unemployment rates among aboriginal teens. The federal government through its health minister and community based organizations for aboriginal youths should implement a public awareness policy that targets aboriginal teens. This policy should target to address the problems of sexual health of aboriginal teens hence promoting sexual practices that re healthy. The federal government should also set aside sustainable funding for the programs (Gallant, 2003). Gang life: coming up with better alternatives. Given the poor background setting for the aboriginal youths, as they move to the urban setting they become vulnerable to anti social activities which also are criminal in nature. The youths are usually discriminated. The gangs are readily acceptable for them since they provide for them a sense of belonging and identity since the youths are desperate. Though these gangs, the youths feel greatly empowered with renewed purpose and belonging. According to Carol, (1995) the aboriginal youths that live deeper inside the city are more vulnerable to engaging in criminal activities. They are also prone to processing of justice. Therefore, gangs do provide protection for them and thus giving them safety. They accord them the basic needs (Carol, 1995). It is recommended that the federal government while working together with the municipal and the provincial administration should help in the identification and provision o safe house for the aboriginal youths in urban centers. This will help them leave the gangs and engage in better life (Gallant, 2003). Alcohol and Substance abuse Many aboriginal youths in transition to urban life abuse substances like alcohol, solvents and smoking. This is one of the most risky lives. According to studies, aboriginal youth are six times riskier in abusing alcoholic substances than heir non- aboriginal counterpart. The federal government should come up with programs that help the aboriginal youth not to indulge in drug abuse. An example is the NNADAP program put in place by first nations. The program should be target all aboriginal youths both in rural and urban settings. Sustainable funding should also be provided by the federal government. In addition to that, there should be treatment centers that provide treatment for cases related to substance abuse. These centers should be age specific (Alberta Report, 2001). Training and Employments for the Aboriginal Youth Many aboriginal youths posses low education levels due to the poor backgrounds they come form. They rarely complete high school. With low education, many end up being jobless. Thus many aboriginal youths risk being unemployed (Smith, 1999). Being unemployed is risky for the youths as they are likely to engage in antisocial activities. The federal government should set up programs that will reduce the aboriginal youth unemployment. Given the fast population growth rate of the aboriginal people, the government should move fast in bringing Canadas shrinking labor force to the required levels. The barriers to employment of aboriginal youths include factors like little job experience, low education levels among the aboriginal youths, lack or inappropriate skills among the youth, high transience and mobility levels amongst the aboriginal youths and poverty and discrimination (Smith, 1999). To solve the above obstacles, the federal government should initiate employment and entrepreneurship programs for the aboriginal youths. These programs will help them develop the necessary skills, and experience fro the required jobs. All those programs that are undertaken to help alleviate the youth unemployment should have a long term perspective. Therefore, the federal government should not only initiate but sustain the programs through sustainable funding and increased human resource development. In addition to that, the partnership of transitional urban aboriginal youth and the private sector employers should be encouraged by the federal government and the stakeholders (Gallant, 2003). Provision of professional development Aboriginal education requires the use of professional development for it to come out successful. The aboriginal youth have suffered so much under the non-aboriginal education system. They have undergone the torture of the mind with many negative thought being implanted in their minds (Gallant, 2003). They were taught using foreign language that they do not understand well. They were alienated further from their culture and their traditions. Through this, they faced racism hence discrimination. The discrimination they faced affected their self esteem that they lost focus in life. They are still suffering from neocolonialism since their parents still believe that they are inferior to the non-aborigines. With this mentality, they are poor lacking a sense of direction in life (Tunison, 2007). There needs to be established a special education program that caters for aboriginal children. Aboriginal youth face many challenges as they study. Coming from a poor background where parents struggle to feed ad take them to school they face a lot of hardships. The parents cant afford better schools to take them. At the schools that they are taken, they are taught the non-aboriginal literacy where they are further alienated from their culture. As they move to urban settings, they are faced with the challenge of racism and lack of identity which leads to discrimination. Through all these tribulations, the aboriginal education is characterized high drop out rates, truancy and poor performance in academics (Kanu, 2005). There is very little parental involvement in the education of their children. According to the Ministry Of Education (2005), parents have an important role to play in the education of their children. They assist their children in doing home work, provide them with good parenting and also get involved at school projects and trips for their children. They should help the school in the better management of their children. Aboriginal parents are too busy that they find no time to spare for their children. Since parents also advice their children and influence their future life, the youths from aboriginal backgrounds do not experience that. This explains the poor performance at school, poverty, truancy, involvement in gang activities and high school drop out rates. The children lack a sense of belonging (Ministry Of Education, 2005). Since the system of education for the non-aboriginals does not favor the aboriginal children, the government should initiate the curriculum that favors the aboriginal students and culture. The government should also engage trained aboriginal teachers to teach aboriginal children. This is because they best understand the aboriginal culture and language (Gregory, et. al. 2008). This will break one of the barriers of poor performance among aboriginal children. More so, the government should develop aboriginal schools in urban areas that are exclusively for aboriginal students. This will reduce the instances if racism and discrimination hence the self esteem for the children will be raised resulting not only to better academic performance but also better future life. The government should come up with guiding and counseling programs that support secondary school going aboriginal students (Alberta Report, 2001). The outcome of poverty in aboriginal families is poor parental responsibility with many parents not taking part in the up bringing of their children. The children, due to low self esteem indulge in many antisocial activities that ruin their future. They engage in alcohol and abuse of substances in addition to participation in criminal activities. Their parents also do not know their culture. The future of the aboriginal people lies in the employment of professionals to come up with a system that suits them. The new system should make use of aboriginal teachers to teach aboriginal youths. Conclusion The aboriginal people are the natives of Canada. With coming of the Europeans, the aborigines were marginalized. They were imposed to foreign culture and education system that doe not value the cultural and the language of the aboriginal people. They were taught in foreign language that they did not understand. Through the non-aboriginal literacy programs, they were taught that they are inferior to Europeans. As a result they became inferior and poor. Their children performed poorly in schools. During the transition stage where the aboriginal youths move to urban setting, they experienced many problems that range from high school drop out rates, truancy, high rates of pregnancy, racism and discrimination and involvement in antisocial behavior. All this conditions accompanied b a very low self esteem impact negatively on the aboriginal children and they end up leading a very poor lifestyle. The federal government should engage in several activities to save the aboriginal people. It should work in collaboration with other community groups in the establishment of urban centers that care for the aboriginal youth in transition. Through the centers, the youths engage in sports and other recreational activities that will boost the self esteem of the aboriginal youth hence improving their future. It should also establish training centers and initiate awareness for the aboriginal youth in terms of drug and substance abuse, and sexual and health behavior. With these the aboriginal youth will contribute much to the labor force in Canada. All these programs that are initiated by the government should have a long term perspective otherwise, they will not be effective.

Nathaniel Hawthorne | Dr Heideggers Experiment

Nathaniel Hawthorne | Dr Heideggers Experiment Dr. Heideggers Experiment is a short story written by Nathaniel Hawthorne in the 19th century. Dr. Heideggers Experiment is about a doctor who claims to have water from the fountain of youth. He then he invites his friends over and conducts an experiment on them. He uses the water from the fountain of youth and makes them young again, but they break the vase holding the water and it wears off. Nathaniel Hawthorne is an American novelist and writer. He is known for his allegorical tales and excellent usage of literary devices. In Dr. Heideggers Experiment, Hawthorne uses symbolism, allegory and characterization to describe how people dont learn from their mistakes. Hawthorne uses the characterization of Dr. Heidegger to describe how people dont learn from their mistakes. Right before Dr. Heidegger lets his friends drink the water from the fountain of youth he says, Before you drink, my respectable old friends, said he, it would be well that, with the experience of a lifetime to direct you, you should draw up a few general rules for your guidance, in passing a second time through the perils of youth. Think what a sin and shame it would be, if, with your peculiar advantages, you should not become patterns of virtue and wisdom to all the young people of the age!' (Holt 231). Dr. Heidegger is characterized as uninterested in the how growing young again happens, or how the water from the fountain works. It is also revealed that Dr. Heidegger is wise, and is seeking answers about peoples behaviour and the folly of man. Dr. Heidegger has the intention of testing whether if given the opportunity, will people change their ways and learn from their mista kes. After the vase holding the water from the fountain breaks, Dr. Heidegger says, Yes, friends, ye are old again, said Dr. Heidegger, and lo! the Water of Youth is all lavished on the ground. WellI bemoan it not; for if the fountain gushed at my very doorstep, I would not stoop to bathe my lips in itno, though its delirium were for years instead of moments. Such is the lesson ye have taught me!' (235). It is revealed that Dr. Heidegger is curious about whether one will learn from his/her mistakes of the past. Dr. Heideggers experiments hypothesis that people dont learn from their mistakes was proven to be accurate. For my own part, having had much trouble in growing old, Im in no hurry to grow young again (231). Dr. Heidegger is characterized as one who values age and experience which he understands gives him wisdom. He remembers the mistakes he made in the past and learns from it. Hawthorne wrote Dr. Heideggers Experiment as allegory, where the four friends taking part in the experiment stand for mistakes and flaws which they dont change, to describe how people dont learn from their mistakes. As Hawthorne introduces the characters at the beginning of the short story he writes, Mr. Medbourne, in the vigor of his age, had been a prosperous merchant, but had lost his all by a frantic speculation, and was now little better than a mendicant (228). Mr. Medbourne stands for greed. He lost money making bad business decisions in the past. After the four friends transformed into their younger selves, Hawthorne writes, Mr. Medbourne was involved in a calculation of dollars and cents, with which was strangely intermingled a project for supplying the East Indies with ice, by harnessing a team of whales to the polar icebergs (233). Mr. Medbourne made the same foolish greedy business ventures again when he transformed. He has not learned from his mistakes. As Hawthorne intro duces the characters at the beginning of the short story he writes, Colonel Killigrew had wasted his best years, and his health and substance, in the pursuit of sinful pleasures, which had given birth to a brood of pains, such as the gout, and divers other torments of soul and body (228). He also describes Colonel Killgrew later in the story, Colonel Killigrews compliments were not always measured by sober truth (232). Colonel Killigrew stands for dishonesty and sin. He was a liar and pursued sinful pleasures, such as drinking and lusting. After the four friends transformed into their younger selves, Hawthorne writes, Colonel Killigrew all this time had been trolling forth a jolly bottle song, and ringing his glass in symphony with the chorus, while his eyes wandered toward the buxom figure of the Widow Wycherly (233). Colonel Killigrew is once again lusting and drinking excessively when he transformed. He is repeating the mistakes he made in the past. As Hawthorne introduces the ch aracters at the beginning of the short story he writes, Mr. Gascoigne was a ruined politician, a man of evil fame, or at least had been so till time had buried him from the knowledge of the present generation, and made him obscure instead of infamous (228). Mr. Gascoigne stands for stagnation. He failed as politician due to the lack of new ideas. After the four friends transformed into their younger selves, Hawthorne writes, Mr. Gascoignes mind seemed to run on political topics, but whether relating to the past, present, or future, could not easily be determined, since the same ideas and phrases have been in vogue these fifty years (233). His mind ran on the same ideas and topics just as he did in the past. He didnt learn from his mistakes and change. As Hawthorne introduces the characters at the beginning of the short story he writes, As for the Widow Wycherly, tradition tells us that she was a great beauty in her day; but, for a long while past, she had lived in deep seclusion, on account of certain scandalous stories which had prejudiced the gentry of the town against her (228). Widow Wycherly stands for vanity and promiscuity. She was very beautiful and did many scandalous things which forced her to go into hiding. After the four friends transformed into their younger selves, Hawthorne writes, As for the Widow Wycherly, she stood before the mirror courtesying and simpering to her own image, and greeting it as the friend whom she loved better than all the world beside. She thrust her face close to the glass, to see whether some long-remembered wrinkle or crows foot had indeed vanished. She examined whether the snow had so entirely melted from her hair that the venerable cap could be safely thrown aside (233). Hawthorne also writes, Doctor, you dear old soul, cried she, gets up and dance with me!' (234). Widow Wycherly is repeating her obsession with looks and vanity. She is also not changing her old promiscuous ways. She doesnt learn from her mistakes. When introducing the characters, Hawthorne also writes, It is a circumstance worth mentioning that each of these three old gentlemen, Mr. Medbourne, Colonel Killigrew, and Mr. Gascoigne, were early lovers of the Widow Wycherly, and had once been on the point of cutting each others throats for her sake (228). The three men used to fight over Wycherly. This conflict between the characters stands for hate. After the transformation, Hawthorne also writes, Dance with me, Clara! cried Colonel Killigrew. No, no, I will be her partner! shouted Mr. Gascoigne. She promised me her hand, fifty years ago! exclaimed Mr. Medbourne. They all gathered round her. One caught both her hands in his passionate grasp another threw his arm about her waistthe third buried his hand among the glossy curls that clustered beneath the widows cap. Blushing, panting, struggling, chiding, laughing, her warm breath fanning each of their faces by turns, she strove to disengage herself, yet still remained in their triple embrace (234). The four of them repeated what happened in the past and the men started fighting over Wycherly again. They all again didnt learn from their mistakes. Hawthorne uses symbolism of items belonging to Dr. Heidegger to describe how people dont learn from their mistakes. When describing Dr. Heideggers study, it says, Between two of the bookcases hung a looking-glass, presenting its high and dusty plate within a tarnished gilt frame. Among many wonderful stories related of this mirror, it was fabled that the spirits of all the doctors deceased patients dwelt within its verge, and would stare him in the face whenever he looked thitherward (229). The mirror symbolizes Dr. Heideggers failures as a doctor. The mirror reminds him of those failures and he learns from them. After the transformation and when they are fighting over Wycherly, it says, Never was there a lovelier picture of youthful rivalship, with bewitching beauty as the prize. Yet by some strange deception, owning to the duskiness of the chamber, and the antique dresses which they still wore, the tall mirror is said to have reflected the figures of three, old, gray, withered gran d-sires, ridiculously contending for the skinny ugliness of a shrivelled grand-dam (234). The mirror reveals that they are making the same mistakes as they did in the past and how foolish they are. The mirror symbolizes their repetition of those mistakes. When first introducing the experiment Dr Hiedegger says, This rose, said Dr. Heidegger, with a sigh, this same withered and crumbling flower, blossomed five and fifty years ago. It was given me by Sylvia Ward, whose portrait hangs yonder; and I meant to wear it in my bosom at our wedding. Five and fifty years it has been treasured between the leaves of this old volume. Now, would you deem it possible that this rose of half a century could ever bloom again?' (230). Dr. Heidegger kept this rose as a reminder of his mistakes in his relationship with his dead wife. It symbolizes Dr. Heideggers learned lessons of the past. Also in the description of Dr. Heideggers study, it says, In the obscurest corner of the room stood a tall and narr ow oaken closet, with its door ajar, within which doubtfully appeared a skeleton (229).The skeleton symbolizes peoples refusal to learn from their mistakes and as a result being internally dead. The skeleton being kept in the closet reveals that Dr. Heidegger has past horrible mistakes that he now learns from. The usage of the literary devices characterization, allegory and symbolism by Hawthorne excellently reveals the theme of the story, which is that people dont learn from their mistakes. Hawthorne characterizes Dr. Heidegger as wise and seeking answers about peoples behavior. Dr. Heideggers real intention of the experiment was to find out whether his friends will learn from their mistakes. Dr. Heideggers Experiment is written as an allegory. The four friends taking part in the experiment stand for the mistakes of the past which stay unchanged. Mr. Medbourne represents greed, Colonel Killigrew represents dishonesty and sin, Mr. Gascoigne represents stagnation, and Widow Wycherly represents vanity and promiscuity. The three mens conflict over Widow Wycherly represents hate. Items owned by Dr. Heidegger symbolize different aspects of learning from mistakes. The mirror represents Dr. Heideggers mistakes as a doctor and the repetition of mistake. The rose symbolizes Dr. Heideggers learned l essons of the past. The skeleton symbolizes Dr. Heideggers mistakes and also people not learning from their mistakes. Siddhartha: Book Analysis Siddhartha: Book Analysis One utilizes a potters wheel to mold and shape a piece of clay. As the wheel continues to spin, the clay transforms into a beautiful shape of art. This tool, however exists as more than just a mechanism for sculpting clay. The potters wheel stands as a profound metaphor for the circle of life. Herman Hesses prolific novel, Siddhartha, illustrates this metaphor through the examination of its protagonists life. In Siddharthas spiritual journey, his potters wheel initially spins, then slows down almost to the point of a standstill, and, with the help of that delay, sets into motion again. Just as the wheel physically sculpts clay into beautiful art, it metaphorically sculpts Siddharthas life into enlightenment. Siddharthas potters wheel spins from the very beginning of the story. Even his name exemplifies this metaphor, for it translates into the journey of life. (Lachotta) As the son of a Brahmin, Siddhartha feels unsatisfied with his transitory existence. (Hesse) He constantly thirsts for spiritual knowledge. In an effort to obtain this knowledge, he pumps the pedal of his potters wheel, and leaves his family behind to live a life of asceticism. On his spiritual journey, he encounters the samanas and Gotama, but cannot accept their teachings. He believes that true peace cannot be taught; he must experience it for himself. He expresses this belief in his conversation with the exalted Buddha, stating that for myself alone must I judge, must I choose, must I decline. (Hesse) In essence, he believes that he exists as the only potter in control of his wheel. He realizes that only he can cultivate his clay of life. As his journey continues into the city, his eyes become transfixed on an entirel y different existence Kamalas love. Although he previously denies all teachers, he allows Kamala and Kamaswami to teach him the arts of love and trade. This sets the new motion within his potters wheel, and ultimately, the new motion within his circle of life. As Siddhartha adapts to this new life of prosperity, he remains the samana within his heart. He continues to practice his own arts of thinking, fasting, and waiting, and feels indifferent to business affairs. (Hesse) However, as he plunges further into the world of the child people, his wheel begins to slow. The game of samsara begins to occupy his thoughts as much as the gods and Brahmin once [occupy] them. As Siddhartha makes love to Kamala, he slowly becomes seized by the spiritual malaise of the rich. (Hesse) The potters wheel within in his soul encompasses the wheel of asceticism, the wheel of thinking, [and] the wheel of determination. These wheels continue to whirl. However, they now spin slowly and hesitantly, and nearly [come] to a standstill. A slower speed in a potters wheel prompts errors in the clays structure. Similarly, this speed endangers Siddharthas self. Once the wheel reaches a standstill, it contains the potential to permanently engulf its creation. Siddhartha no tices this gradual transformation within his self, but becomes paralyzed to act against it. He lives as the hollow men do in the twilight kingdom. (Eliot) No longer a man of spirituality, he becomes a prisoner to gambling, wine, and dancing girls; he exists as the bird in the golden cage. In a symbolic dream, Siddhartha sees that the bird in the golden cage lies dead. This prompts him to head to the river, where his wheel sets into another motion. Upon his arrival to the river, Siddhartha stands hesitantly by the shore. The bird in his heart feels dead, and thus, his potters wheel feels at a standstill. He spits at his reflection, and then plunges into the water, where he sinks down toward death. Then he hears a word from the remote precincts of his soul. The holy OM of perfect completion penetrates his being, and sets his wheel in motion again. Siddhartha feels reborn. He realizes that with his unity of suffering and prosperity, he achieves true understanding of the world; he achieves nirvana. Although the slowing of the wheel exists as potentially detrimental to the clay, it also exists as necessary for a beautiful masterpiece. Paralleling the unity of both worlds, a potter must spin the wheel both fast to make the clay taller, and slow to center it. (Devries) Thus, Siddhartha molds his clay into enlightenment. Also, just as Siddhartha went through many smaller cycles to achieve his goals, the potters wheel spins in smaller cycles as it cultivates the clay. Siddhartha realizes these many cycles of life when he tells Govinda that the wheel of forms turns quickly. Furthermore, the river guides Siddhartha through his entire journey, just as the potter must continuously wet the clay as he guides its final shape. Water, therefore, exists as the sustenance for the potters wheel, in both physical and metaphorical terms. Siddharthas wheel sets into motion again, and ultimately, he completes his circle of life. Overall, Siddharthas spiritual journey parallels that of a potters wheel. Hesse creates this metaphor as the circle of life, and intricately weaves it throughout his entire novel. Siddharthas wheel initially spins, slows down almost to a standstill, and, with the help of that delay, sets into motion again. A potter must meet both motions in order to obtain a deeper and more beautiful creation. Otherwise, the creation exists as nothing more than a shadow, just as Siddhartha before he obtains his unity. In the end, Siddharthas circle of life results in an enlightened self. With his potters wheel, he creates something beautiful.

The Incompatibility of Copyright and Author :: Internet Laws Essays

The Incompatibility of Copyright and Author Like the book, a song's qualities change as it is presented on the Internet -- instead of being a tangible object, in cyberspace the song is much like McLuhan's electric light. Part of what helped recorded music parallel the book was the shared tangibility of their formats; compact discs, like bound books, can be held in hand. Without a tangible object to attach the concept of copyright, music becomes pure content, and shapeless, difficult to control. Songs passed between computer users have authors in the sense of a creator, but not in the sense of an authoring property owner. "With the slow advent of changes in consciousness brought on by the new electronic media technology, we may be beginning to see the deconstruction of solid individuality and ownership" (304, Sloop & Herman). The networked environment transforms a shared file into something akin to a conversation between two persons. This conceptualization of the music file conflicts with the notion of ownership in that conversations are not owned by either speaker; they are shared. The file sharing application Napster, created by Shawn Fanning, works thus. While the computer is disconnected from the network, songs are owned by the owner of the computer in which they reside. But when a network patch is achieved, "The resulting program, christened 'Napster,' worked by turning every user's computer into a small file server, linking all participants in a giant 'you show me yours, I'll show you mine,' dishing up digitized music" (Alderman, 103). Of course, the program made it possible to acquire music without paying for it, but it did so by breaking down the idea of song as an author's property. Part of that breakdown is caused by the change in medium that MP3 technology made possible. Did Napster dismantle ownership by theft, or was it the nature of the Internet that led to this breakdown? A recent book published by the National Research Council explains the difference between in copies made in cyberspace and those made on a Xerox machine: . . . so many noninfringing copies are routinely made in using a computer that the act has lost much of its predictive power: Noting that a copy has been made (in cyberspace) tells far less about the legitimacy of the behavior than it does in the hard-copy world.

Volpone :: volpone

Volpone  Ã‚   Volpone was first brought out at the Globe Theatre in 1605 and printed in quarto in 1607, after having been acted with great applause at both Universities, and was republished by Jonson in 1616 without alterations or additions. Volpone is undoubtedly the finest comedy in the English language outside the works of Shakespeare. Daring and forcible in conception, brilliant and faultless in execution, its extraordinary merits have excited the enthusiasm of all critics. The great French historian of English literature, Henri Taine, has devoted to it some of the most splendid pages of his famous work. â€Å"Volpone,† he exclaims, Å“uvre sublime, la plus vive peinture des mÅ“urs du sià ¨cle, oà ¹ s’à ©tale la pleine beautà © des convoitises mà ©chantes, oà ¹ la luxure, la cruautà ©, l’amour de l’or, l’impudeur de vice, dà ©ploient une poesie sinistre et splendide, digne d’une bacchanale du Titien. In none other of his plays, not even in The Alchemist, in Bartholomew Fair, or in The Silent Woman, is Ben Jonson’s prodigious intellect and ardent satirical genius so perfectly revealed as in Volpone. The whole of Juvenal’s satires are not more full of scorn and indignation than this one play, and the portraits which the Latin poet has given us of the letchers, dotards, pimps and parasites of Rome, are not drawn with a more passionate virulence than the English dramatist has displayed in the portrayal of the Venetian magnifico, his creatures and his gulls. Like Le Misanthrope, Le Festin de Pierre, like L’Avare, Volpone might more fitly be styled a tragedy, for the pitiless unmasking of the fox at the conclusion of the play is terrible rather than sufficient. Volpone is a splendid sinner and compels our admiration by the fineness and very excess of his wickedness. We are scarcely shocked by his lust, so magnificent is the vehemence of his passion, and we marvel a nd are aghast rather than disgusted at his cunning and audacity. As Mr. Swinburne observes, â€Å"there is something throughout of the lion as well as the fox in this original and incomparable figure.†   Ã‚  Ã‚  Ã‚   Volpone’s capacity for pleasure is even greater than his capacity for crime, and Ben Jonson has added to these two salient characteristics a third, which is equally dominant in the Italian—the passion for the theatre. Disguise, costume, and the attitude have an irresistible attraction for him, the blood of the mime is in his veins.

Death Of A Salesman-The Flute As A Motif Essay

Death Of A Salesman The Flute as a Motif A motif is anything that occurs several times in the course of a literary work. Because they are repeated so often, motifs tend to show what is permanent in a character, a society or even the human condition. Even so, they also serve to establish a tone, a way of feeling about what is happening. In the story of â€Å"Death of a Salesman,† the flute serves as a vital motif throughout the entire play. Firstly, the flute is used to show failure to the past which Willy lived and it then begins to live it on the present. Throughout the play, it is clear to see in many of the scenes, where Willy beings to drift off that the flute appears most of the time. This is a way to show that Willy is having a â€Å"regression† or a sort of failure. On page 18 of the novel, â€Å"He breaks off in amazement and fright as the flute is heard distantly (Miller, page18). † This fact, that Willy breaks off, a sign of losing his temper and having one of his usual, but strange attacks, showing his sickness and the disturbance in his mind. The flute here is heard at a distance in order to show that Willy is slightly going out of his mind. Also, the flute is also a way for Willy to remember his father who was one of Willy’s most important role models. Throughout the play, it associates the playing of the flute with Willy remembering his father, who would make and sell flutes. So, while reminding him of his father, the flute takes him back in time to his young years and his childhood. â€Å"Father was a very great and a very wild-hearted man. We would start in Boston. And he’d toss the whole family into the wagon, and then he’d drive the team right across the country; through Ohio, and Indiana, Michigan, Illinois, and all the Western States. And we’d stop in the towns and sell the flutes that he’s made on the way (Miller, page 49). † So, this reminds him of his father and he wishes he could be just like him as he was â€Å"free† and fulfilled his goals and dreams. He’s remembering his childhood as he talks about the different places that they traveled. Furthermore, the flute is used to show disturbance within the mind of a character or â€Å"sickness† which Willy is suffering. It’s used to show the audience that Willy is sick and that his mind is also sick. Each time he dreams or drifts off to imagination, the flute is heard in the background or at a distance. â€Å"From the right, Willy Loman, the Salesman enters, carrying two large sample cases. The flute plays on. He hears but is not aware of it (Miller, page 12). † The connotation of the flute here is being used as a way to show disturbance within Willy’s mind because he is not aware of the flute although it is being played. â€Å"The flute has faded away. He sits on the bed beside her, a little numb (Miller, page 13). † Since the flute stops playing, he seems numb and seems to be imagining things, which is his sickness. Moreover, the flute is also used as a characteristic of Willy because each time Willy appears, the flute is there with him. Even at his death, the flute seems to be there in the distance. â€Å"A melody is heard, playing upon a flute (Miller, page 11). † The opening stage directions begin with the flute and it is connected with the character entering as Willy is the first character introduced to the audience. â€Å"Biff remains a slight distance up and left of Linda. She sits there, summoning herself. The flute begins, not far away playing behind her speech (Miller, page 139). † Here, the flute is being used as a characteristic of the character because Willy has already passed away and Linda remembers Willy. In remembering him, the flute plays. Hence, it represents the flute as a motif associated with Willy Loman. Lastly, â€Å"Only the music of the flute is left on the darkening stage as over the house the hard towers of the apartment buildings rise into sharp focus, and the curtain falls (Miller, page 139). † The play ends with the flute being heard in the background and once again Willy Loman is alone and dead while his family leaves. The flute still continues to play as the curtain falls. In conclusion, the flute is a vital motif in the novel â€Å"Death of a Salesman† because it represents many things. It is important in showing the failure to the past which Willy lived and it then begins to live it on the present. Also, the flute is also a way for Willy to remember his father who was one of Willy’s most important role models. Furthermore, the flute is used to show disturbance within the mind of a character or â€Å"sickness† which Willy is suffering. Lastly, the flute is also used as a characteristic of Willy because each time Willy appears, the flute is there with him. The flute has undeniably shown great importance and significance in â€Å"Death of a Salesman. † Bibliography: Miller Arthur. Death of a Salesman, Penguin Books, 1976.