Interview with a High School Counselor Essay -- Counseling

School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with â€Å"school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school† (Secondary School Counselor 2012). Counselors work in â€Å"diverse community settings designed to provide a variety of counseling, rehabilitation, and support services† (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor. High school counselors advise students on an assortment of topics. Counselors help from advising students about colleges and requirements to helping students deal with social, behavioral and personal problems. School counselors do not always interact with students individually; they will also work with small groups of students or even an entire class, depending on the topic. According to the American School Counselor Association (ASCA), high school is a time for students to transition into adulthood and the work of work, begin separating from their parents, and exploring and defining their independence. They need guidance in making concrete and compounded decisions. This is where school counselors come in to help these students guide them with information. While interviewing the high school counselor of my choice Mr. Lee Ryland, this learner has learned that Mr. Ryland’s responsibilities as head school counselor i... ...and then peer approval, trying to be accepted in a group. Having strong counselors is a good foundation for a school; these educators are here to help promote academic success. Works Cited Counselors. (2010). United States Department of Labor. Retrieved 2015, from Bureau of Labor Statistics website: http://www.bls.gov/oco/ocos067.htm Ekchian, V. K. (Ed.). (2010, December). Los Angeles Unified School District Policy Bulletin. Professional Growth Manual.(2013). Renew a professional clear credential. Retrieved from California Commission on Teacher Credentialing website: http://www.svusd.k12.ca.us/resources/pg_manual_multsingsubj.pdf Secondary School Counselor. (2012). Los Angeles Unified School District. Retrieved from http://www.teachinla.com/research/class_descriptions/0533.pdf Ryland, L. (2015, February). Professional Counselor Interview.

To what extent can an HR manager ensure that policy / policies regarding developing people for performance in an organisation are put into practice

Introduction As it is a relatively new focus for modern organizations, human resources is increasingly viewed as paramount to a company’s success, as Cascio (1991) cited â€Å"people are our most valuable asset.† Long gone is the ideology of a company being represented by its assets and wealth, rather it is the personnel side of business which faces significant challenges, as Ulrich (1998) cited numerous ways in which human resources is invaluable to today’s business notably the use of organizational knowledge and adaptability to the ever changing business environment. Due to this focus on people in organizations human resource managers now arguably have more value than the majority of individuals operating in different functions (Lengnick-Hall and Lengnick-Hall 1988.) The majority of business academics support the newly formed metaphor of a business being an organism as opposed to the out dated view of a business as a machine or process, which was shown by O’Neill (2 007) to be evidently reductionist in the way it views organisational procedures. O’Neill highlighted that whilst the biological metaphor was clearly more complex, its acknowledgement of sub systems and informal mechanisms makes it much more suitable for the modern workplace, where human resource’s importance largely outweighs the more operational aspects of a business. HR and Competitive Advantage The role of human resources and human resource managers is now so vital to companies that many academics view the area as a source of major competitive advantage to a firm (Ferris et al 1999, Wright et al 2006.) This view sees that human resources as a function is best to be integrated into all of the businesses primary functions (Arthur 1994) and Miles and Charles (1984) even went so far as to include human resources as part of an organizations strategic decisional processes. However whilst many support this increased focus on the personnel side of a business, for instance Teece et al (1997) believed the transfer of knowledge and skills in developing the workforce is the only real dynamic capability a modern company can hold, Dunford et al (2001) highlighted that the human resource function has struggled to justify its position in organizations (see Drucker 1954, Stewart 1996.) Whilst the importance of people in organizations has little opposition, many view human resource professio nals to have limited importance on the workforce and implementing various policies. Whilst Barney and Wright (1996) examined and supported the importance of a human resource partner in running businesses, it could be argued that whilst making the relevant human resource decisions is necessary, using middle / junior human resource managers to promote these policies is more difficult. Gunnigle (1977) for instance noted that whilst senior management possesses a lot of authority in making personnel decisions, a range of different approaches is suitable for implementing policies, from a â€Å"high strategic integration of human resource issues in strategic planning to more piecemeal ad hoc approaches to managing human resources.† Human resources development As human resources has become so central to organizations, policies regarding developing a company’s personnel have emerged as the focal point for many academics. Defined by Swanson and Holton (2009) as â€Å"a process of developing and unleashing expertise for the purpose of improving individual, team, work processes and organizational system performance,† human resource development is seen by Nadler (1970) to contain three key components, these being training, education and development for the workforce. Developing policies to improve a workforces skills and successfully implementing them assumes a pivotal role in shaping a business’s strategy (Torraco and Swanson 1995.) In fact what Agrawal (1994, cited by Torraco and Swanson 1995) discovered is that whilst the majority of organizations have sufficient technology and policies regarding personnel development, in reality many employees are not actually trained sufficiently to use new equipment. This therefore im plies that managers need to take a more proactive approach in ensuring development policies are put into practice. However due to the vagueness of the development concept, Swanson and Holton (2009) simply look at it in terms of being a problem defining and solving process. The question then becomes what influence a human resources manager has in a modern workplace scenario to implement policies. Whilst Guest et al (2003) found a greater use of human resource management is associated with lower labour turnover and increased employee satisfaction, the actual power a human resources manager has over making changes to workforce policies is limited as seen by Miles (1965) due to the ideological gap between the workforce and managers. Miles used the example of the gap between how managers prefer a different personnel approach to their subordinates than to their superiors. This discrepancy showed that whilst managers welcome a focus on their abilities and development when regarding more se nior managers, they would rather adopt a human relations approach to the workforce, whereby the focus is on morale. Therefore managers in this position could be reluctant to use any formal power they may have to implement new policies. Kanter’s (1989) findings also point towards this conclusion, as Kanter discovered a number of changes in the employee – manager relationship, notably the reduction of power and distance between a manager and their subordinates. Whilst Kanter’s idea that managers now have to implement ideas through more interpersonal and informal means is appealing to a workforce, the concept of â€Å"managers are integrators and facilitators, not watchdogs,† could prove to be problematic when it comes to implementing strict policies on the workforce. Employee factors In order to fully analyse how a human resources manager can successfully implement workplace policies regarding development, various employee factors come into consideration. Firstly there is the importance of the style of communication used. As mentioned previously the distance between managers and workers particularly in large organizations necessitates the effective use of communication channels. According to Soliman and Spooner (2000) using a two way free flowing communication system is the most appropriate method of dealing with development, because it would allow not only for managers to communicate policies to the workforce, it would also allow two way feedback on the said procedures. This idea of a loop of communication regarding development is supported by Bradley (2002) who argued that a â€Å"coherent evaluation and feedback system† should be integrated into every new workplace policy. This is especially vital for development due to the highly personal nature of the issue. Only through effective feedback will human resource managers have the required knowledge about the workforce to ensure that suitable development policies are implemented. A relevant suggestion on how this ideology could be used in a modern business scenario was proposed by Mehra and Brass (2001) in suggesting the use of social networks to communicate feedback to managers. Another clear factor in a human resource manager’s ability to promote development policies is the emotional intelligence of the staff. Sy et al (2006) showed that high levels of emotional intelligence clearly correlate with workplace performance and satisfaction. This suggests that a manager with a highly emotionally intelligent workforce would have an easier time ensuring policies are put in place. Cherniss (2001) even went so far as to cite â€Å"self management† as a key component of the framework of emotional intelligence, implying perhaps that if a workforce was mature and skilled enough the job of the human resource manager would be completed by the staff. However whilst this may seem appealing to managers there is also a problematic issue with emotionally intelligent workforces. The majority of modern workforces possess clear elements of emotional intelligence and often utilise informal learning in their position (Eraut 2004.) Garrick (1998) noted the danger of this informal learning style, that it is not controlled in any way by the management team. With the increased trend for workplace environments to be based around intelligent project / task teams (Hechanova-Alampay and Beehr 2001) human resource managers could often find themselves facing insurmountable odds if they wished to implement unpopular policies. Therefore in order for managers to be able to put policies in place they must ensure in addition to there being effective communication channels in place that a degree of employee commitment is drawn from the workforce. Studies by Romzek (1990) proved the use of employees holding a psychological tie to their place of work, and highlighted the managerial influence on this subject. The way in which managers can ensure employees hold this commitment is displayed by Vischer’s (2006) ranges of environmental comfort. As long as employees show a certain level of comfort human resource managers should be able to implement new development policies. Managerial Factors There has been a large amount of research completed on the new role that managers now face in organizations, namely the human resource function where research seeks to provide guidance on how to deal with specific workforces (Geroy et al 2000.) This is largely due to the new styled work of managers as they face a changing psychological contract with their workforce and so need to build commitment in their implementing of policies (Hiltrop 1999.) This therefore means that managers need to adapt traditional managerial styles if they wish to have the power to put in place new development policies. Vischer (2005) used the example of the new style of managerial offices, where employees can view the managers working to symbolise the increased need for an interpersonal approach to managerial work. Whilst managers traditionally took a scientific based approach to implementing new policies, for instance the labour process conceptualization cited by Ramsay et al (2000) the modern way of reachi ng a workforce is via a transactional leadership approach. Not only does this feedback, group based style work in terms of productivity results alone (Deluga 1988) it gives managers more authority to properly put policies into practice. Bass’ 1985 study justifies this success of transactional leadership by noting an increased employee confidence. Bass noted that a contactable manager with charisma fulfils the traditional leader role that many workforces look for when deciding whether or not to adopt a new policy. However there are other factors a manager must consider when attempting to promote new development policies, primarily there is the direct influence the manager has on the individual. This is especially vital for development policies as they are regarding individual people and so workers would resist policy changes from a manager whom they feel has no connection or influence on the person that they are. Important factors in this topic range from the face to face nece ssity for successful managers, as Dambrin (2004) demonstrated how the reduction of this direct communication in home based telephone workers significantly reduces the need for managers altogether, to the findings by Cleveland et al (2003) which noted the increased influence that managers of similar ages to their staff enjoy. Whilst this element is of little use to many managers (as they cannot help their relative age to the workforce) the concept that employees are willing to accept policy changes from people whom they consider to be similar to them is extremely useful. Therefore the practical use of these findings is in the manager’s tactics in dealing with their staff. There is much research that centres on this factor (Furst and Cable 2008, Wayne et al 2006) and recent findings suggest that managers adopt a highly individualistic based style when implementing development policies, as managerial influence is not equally perceived by workers (Barton and Deschamps 1988.) Lawl er et al (2007) highlighted that older, more highly educated employees feel they should have more say in their own development. Therefore the avocation must be for managers to manage their workforce reactively, not according to a pre-set plan of action (Niederkofler 2002.) Conclusion This report has investigated the extent to which a human resources manager can realistically implement policies regarding development in their workplace. Firstly the importance of human resources as an organizational function was explored, from Cascio’s generic quote to how human resource is now seen as essential in many modern businesses (Teece et al 1997, Barney and Wright 1996.) As personnel development is undoubtedly a vital issue in modern organizations (Torraco and Swanson 1995, Nadler 1970) the issue became how a manager can overcome the ideological gap between themselves and the workforce (Miles 1965.) The aspects that allow managers to do this and successfully implement development policies were tackled in firstly terms of employee expectations for managers, where Mehra and Brass’ communication recommendations and Eraut’s views on emotional intelligence were a focal point, and secondly the managerial influences on their staff such as the use of transform ational leadership and the individualistic style proposed by Barton and Deschamps (1988.) In this way managerial work is very much a self fulfilling prophecy where their expectations for the workforce will likely become reality (Swanson 1995,) and in this context managers should use this information about how to approach issues to their advantage, due to the power value of information as seen by Goad (2002.) References Arthur, J.B. (1994) Effects of Human Resource Systems on Manufacturing Performance and Turnover. The Academy of Management Journal, Vol 37, No 3 (June 1994) pp 670-687. Barney, J. B. & Wright, P. M. (1997). On becoming a strategic partner: The role of human resources in gaining competitive advantage (CAHRS Working Paper #97-09.) Ithaca, NY: Cornell University, School of Industrial and Labour Relations, Centre for Advanced Human Resource Studies. Barton, D.L. and Deschamps, I. (1988) Managerial Influence in the Implementation of New Technology. Management Science, Vol 34, No 10 (October 1988) pp 1252-1265. Bass, B.M. (1985) Leadership: Good, better, best. Organizational Dynamics, Vol 13, Issue 3, pp 26-40. Bradley, S.J. (2002) What’s workingBriefing and evaluating workplace performance improvement. Journal of Corporate Real Estate, Vol 4, Issue 2, pp 150-159. Cascio, W.F. (1991) Costing Human Resources: The financial impact of behaviour in organizations. (3rd ed) Boston: PWS-Kent Pub. Cherniss, C. (2001) Emotional intelligence and organizational effectiveness. Jossey-Bass publications. Drucker, P. (1994) The practice of management. New York: Harper. Cleveland, L.M. Jeanette, N. 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Journal of Management, Vol 25, No 3 (June 1999) pp 385-415. Furst, S.A. Cable, D.M. (2008) Employee resistance to organizational change: Managerial influence tactics and leader-member exchange. Journal of Applied Psychology, Vol 93, Issue 2 (March 2008) pp 453-462. Garrick, J. (1998) Informal learning in the workplace: Unmasking human resources development. Routledge publishing. Geroy, G.D. Wright, P.C. and Jacoby, L. (2000) Toward a conceptual framework of employee volunteerism: an aid for the human resource manager. Management Decision, Vol 38, Issue 4, pp 280-287. Goad, T.W. (2002) Informational literacy and workplace performance. Quorum books, 88 Post Road West, Westport. Guest, D.E. Michie, J. Conway, N. Sheehan, M. (2003) Human Resource Management and Corporate Performance in the UK. British Journal of Industrial Relations, Vol 41, issue 2, pp 291-314. Gunnigle, P. (1977) Personnel Policy Choice: The Context for Human Resource Development. Journal of European Industrial Training, Vol 15, Issue 3. Hechanova-Alampay, R. Beehr, T.A. (2001) Empowerment, span of control, and safety performance in work teams after workforce reduction. Journal of Occupational Health Psychology, Vol 6, Issue 4 (October 2001) pp 275-282. Hiltrop, J.M. (1999) The changing psychological contract: The human resource challenge of the 1990s. European Management Journal, Volume 13, Issue 3 (September 1995) pp 286-294. Kanter, R.M. (1989) The new managerial work. Harvard Business Review, Vol 67, Issue 6, pp 85-92. Lawler, E.E. Renwick, P.A. and Bullock, R.J. (2007) Employee influence on decisions: An analysis. Journal of Organizational Behaviour, Vol 2, Issue 2, pp 115-123. Lengnick-Hall, C.A. and Lengnick-Hall, M.L. (1988) Strategic Human Resources Management: A Review of the Literature and a Proposed Typology. The Academy of Management Review, Vol 13, No 3 (July 1988) pp 454-470. Mehra, A. Kilduff, M. and Brass, D.J. (2001) The Social Networks of High and Low Self-Monitors: Implications for Workplace Performance. Administrative Science Quarterly, Vol 46, No 1 (March 2001) pp 121-146. Miles, R.E. (1965) Human Relations or Human ResourcesHarvard Business Review, Volume 43, Issue 4, pp 148. Miles, R.E. Charles, C. (1984) Designing strategic human resources systems. Organizational Dynamics, Vol 13, Issue 1, pp 36-52. Nadler, L. (1970) Developing Human Resources. Gulf Publishing Company, Book Publishing Division, Box 2608, Houston, Texas 77001. Niederkofler, M. (2002) The evolution of strategic alliances: Opportunities for managerial influence. Journal of Business Venturing, Vol 6, Issue 4 (July 1991) pp 237–257. O,Neill, M.J. (2007) Measuring workplace performance. (2nd Ed) CRC Press. Ramsay, H. Scholarios, D. and Harley, B. (2000) Employees and High-Performance Work Systems: Testing inside the Black Box. British Journal of Industrial Relations, Vol 38, Issue 4, pp 501-531. Romzek, B.S. 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Compare and Contrast How the Main Protagonists Experience Being Outsiders Within Their Respective Societies.

Compare and contrast how the main protagonists experience being outsiders within their respective societies. The experience of being outsiders is explored by William Shakespeare in ‘Othello’, Emily Bronte in ‘Wuthering Heights’ and Robert Browning in his Dramatic Monologues. Shakespeare explores the theme of alienation through a character considered an outsider by the society in which he lives in. Similarly Emily Bronte explores Heathcliff and the obstacles he faces at Wuthering Heights. Browning’s Dramatic Monologues illustrate the minds of psychotic lovers who are all possessive and delusional.In all the three texts the outsiders are rejected and are to an extent responsible for their own position in the society. While some are underprivileged others deprive and almost punish themselves for not being accepted. The characters within the three texts are undoubtedly affected by their ‘otherness’ and feel ostracised by those who surround th em. In Wuthering Heights, Heathcliff is an outsider because he is never accepted as part of the Earnshaw family. He is described as a â€Å"dark-skinned gypsy† and this prevents him from being acknowledged as a foster brother to Catherine and Hindley.Mr Earnshaw was the only character Heathcliff could trust, however Hindley began to terrorise and mistreat him which made him feel unwanted. He labelled him as a â€Å"beggarly interloper! † and an â€Å"imp of Satan†. However, the most eccentric aspect of Heathcliff’s character is his name. He is referred to as simply ‘Heathcliff’ and does not carry the Earnshaw’s last name, as he is not blood related. Furthermore the name Heathcliff is a name of a deceased son of Mr Earnshaw, therefore Heathcliff is seen as an inferior character who is deprived of a sense of identity.Similarly in Shakespeare’s ‘Othello’ the protagonist is a black military man, but unlike Heathcliff he is considered to be a noble and respectful soldier amongst the Venetian people. Othello seems to be proud of his heritage and his achievements and although he is a foreigner, he is seen as a useful character that can bring success to the city of Venice. From the beginning of the play he is referred to as a â€Å"moor† and â€Å"thick lips† by both Iago and Roderigo. This may suggest that Iago and Roderigo are simply jealous that an outsider can receive so much recognition from their own people.Both Othello and Heathcliff are labelled for their differences by characters that see no place for them in the community. Othello’s vocation is not the only aspect of his life that is envied by characters; his marriage to Desdemona evidently causes problems with her father, Brabantio, but also fuels Iago’s jealousy and hate. Brabantio accuses Othello of â€Å"enchanting† his daughter and using witchcraft to lead her astray as she would not have loved him vol untarily. It seems contradictory to allow Othello to fight the city’s sieges, but oppose his marriage to a Venetian woman.Othello’s marriage to Desdemona grants him a theoretical citizenship, where he would have to be recognised as a Venetian. Othello is a powerful figure within the society and it is patent that he favours it above any nation. In spite of this, Brabantio, and Iago in particular, feel that this is an invasion of their country. His ‘otherness’ impedes him from being an equal and although he is seen as a virtuous military leader, society would not accept his relationship with Desdemona.Likewise Heathcliff’s relationship with Catherine cannot be accepted by society, but unlike Othello, Heathcliff is not a respected or useful member of society thus society cannot tolerate someone they won’t benefit from. Robert Browning’s Dramatic Monologues illustrate the minds of characters that become psychotic and aim to possess their l overs. ‘My Last Duchess’ presents a manipulative and heartless Duke, who is completely made redundant by his wife. Browning presents the Duke as a character who lacks remorse and whose jealous nature introduce us to dark and sinister qualities.He portrays his character as naive and ignorant even after the death of his wife. Browning’s choice of not allowing the Duke to blame himself for his failed marriage and realising that he is an outsider builds on the image of a psychotic character that will not rehabilitate any time soon. Heathcliff similarly does not accept that he is in the wrong. â€Å"I do hate him- I am wretched –I have been a fool! † Isabella realises the extent to which her naivety has played a role in Heathcliff’s evil intention. Heathcliff on the other hand his not regretful for the way he used Isabella as a means to an end and his plan to terrorise Hindley and Edgar.The Duke has not realised how his actions had an impact on hi s wife, not mentioning that he himself killed her. He is not sorry for the way he behaved but Isabella on the other hand has realised her wrong doing and is at this point regretful. Both Heathcliff and the Duke continue to live life on the outside and have not taken the opportunity of renewing themselves to be accepted. The Duchess rejected the Duke by disregarding the expensive gifts he brought for her. Heathcliff too is rejected by Catherine and later by Isabella. â€Å"How very black and cross you look!And how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton†. Catherine has begun to distance herself from Heathcliff because she’s realised that there would be a possibility of the two living as â€Å"beggars†, while life with Edgar will â€Å"aid Heathcliff to rise†. He therefore no longer had someone on the same wavelength as him. This ulterior motive Catherine had, which she believed would reward both her and H eathcliff, demonstrates Catherine’s naivety to the social structure of the Victorian era and the limitations set by society.The narrator in ‘The Last Ride Together’ is also rejected by his mistress but in contrast his acceptance of this makes him dissimilar to the Duke and Heathcliff. In this poem Browning portrays human success and the limitations people face. Although the lover’s life has been â€Å"meant for fails†, he has accepted his fate with his mistress and so accepts his failure of not being able to get her as part of his success. Othello on the other hand has major success in â€Å"wooing† Desdemona which could suggest that the rejection and success these characters receive could reflect the extent to which they are seen as outsiders.Porphyria’s lover is depicted as an outsider like the Duke but the narrator in this poem is far more psychotic. Browning’s use of language indicates that Porphyria is from a higher class t han her lover â€Å"gay feast†, â€Å"dripping cloak and shawl†, â€Å"soiled gloves† paints an image of a wealthy and independent woman. There is a clear issue of class and wealth in both of these Browning poems and it seems to be the root of the problems faced by the lovers. In ‘Wuthering Heights’ money and power is also a major issue which causes the unfortunate events endured by the protagonist.When Heathcliff returns to the Heights as a gentleman â€Å"in dress and aspect† rather than a â€Å"scavenger†, there is a rise in his wealth and power. Although he abuses his new status to fulfil is evil intention, he has conformed and it now appears that he is compliant. Unlike Heathcliff, Porphyria’s lover doesn’t conform so that he feels up to par to Porphyria, instead his jealousy of her escalates into murder. Wealth and class are important issues to address when considering the position of an outsider. Othello’s o therness is overlooked because his power and status dictates his class and wealth and his overall reputation.On the other hand the Duke believed that his wealth was enough for his wife. His psychopathic nature separated him from the Duchess, restricting her liberty and autonomy. The Duchess’ position as a substandard wife could have threatened the Duke’s role as her husband and made her a liability to his wealth and reputation. In comparison, Heathcliff is also a threat and his ‘otherness’ makes him, not only an outcast but a menace to the established system. Edgar Linton dislikes the fact that Heathcliff is interfering with the already constructed and workable social constitution by behaving in a way that suits him.Edgar Linton’s reaction to Catherine â€Å"welcoming a runaway servant as a brother† proves that his presence can cause conflict within the family unit as well as the community. â€Å"I shall be as dirty as I please: and I like t o be dirty, and I will be dirty†. Bronte uses particular language to display a noncompliant and inflexible character whose principles dominate his logic. The semi colon and comma suggests that Heathcliff is trying to convince both Catherine and himself that his decision to remain an outsider is the right choice. Desdemona is equally a threat to Othello as she is able to tarnish his reputation which defines him as a man.Iago has made Othello believe this but it is in fact Iago who feels threatened by Othello’s success and achievements. Iago may not want to rise in social superiority but seeing someone being regarded as an honourable character makes him resentful. ‘The Laboratory’ describes a psychotic and revengeful female character whose husband favoured â€Å"Pauline† and â€Å"Elise†, other women besides her. Browning uses religious references to create an image of the narrator before she became a deranged outsider. â€Å"Empty church, to p ray God in†, the narrator has lost her faith in Christianity and her plan to kill proves this.Killing goes against one of the Ten Commandments, ‘Thou shall not kill’. No proper Christian will contemplate murder knowing that it is against their religion. This could suggest that the narrator has lost her faith in God after losing out on love. Christianity also says ‘Thou shall not commit adultery’ and her ex lover broke this commandment. The narrator here is irrational as she is trying to make two wrongs a right because despite her ex lover committing adultery her plan to kill will not make things right. Shakespeare’s use of imagery draws attention to the division between black and white or good and bad between Othello and Desdemona.When Othello’s views begin to resemble Iago’s, he becomes cynical about women and relationships. His race becomes more of a problem and Desdemona is referred to as â€Å"that cunning whore of Veniceâ₠¬  instead of a â€Å"fine/fair woman†. â€Å"Her name that was fresh is now begrimed and black as mine own face†, Desdemona is now seen by Othello as an outsider as much as he is seen as an outsider by Iago. He views himself and Desdemona negatively due to his presumption of her infidelity. Desdemona’s actions have reflected on Othello and this has made him almost blames himself for being an outsider and particularly for being black.Iago convinced Othello that Desdemona would want somebody more like herself, white, middle class and defiantly someone who can be acknowledged by her father as an appropriate suitor. It could be said that he views himself and Desdemona negatively because he doesn’t fit the requirements Iago created and made him believe. The narrator in ‘The Laboratory’ however does not perceive herself in a negative way. â€Å"I am here† she thinks she has outsmarted her ex lover and his mistress but has failed to realise that she is an outsider and her actions are those of an immensely psychotic and jealous person.This has made her see her ex lover’s relationship with his mistress as negative instead of understanding that she will soon be in the wrong too. Porphyria’s lover is similarly in denial as he has convinced himself that his actions can be justified. â€Å"No pain felt she† this quote shows that the lover is adamant his actions have not caused any problems. â€Å"I am quite sure she felt no pain†, here he tries to manipulate himself into thinking his actions were correct by eliminating any doubts in his mind. Iago greatly benefits from this tactic by using it on Othello but Porphyria’s lover is trying to control himself and his mind.He has an inability to differentiate right from wrong as well as not being able to distinguish his fantasy from reality. Browning presents this as the beginning of the poem by using pathetic fallacy and personification to descr ibe his jealous and irrational character,â€Å"tore the elm-tops down for spite†. Browing’s use of verbs such as â€Å"awake’ and â€Å"vex† compares human qualities to that of nature, the wind destroys the ‘elm-tops’ but Porphyria’s lover goes further than this and commits murder. The setting is personified to reflect the lover’s characteristics and so the coming events are somewhat foreshadowed.To conclude, the main characters in all the three texts experience alienation within their respective societies. While for some it is due to their psychological impairments others do not quite fit in the social establishment. They are expected to keep within their boundaries as they may cause disturbances to the community. It can be suggested that the outsider’s own morals and values are being pushed aside which may force them to conform. Bibliography Spark notes York notes advance: Othello and Wuthering Heights www. elitenotes. com Work count: 2,176

Lidar

Using  LiDAR Data  At  Vermont  Electric  Power  Co. Prepared  By: Jarrod  Harper Phone:  (802)  770? 6223 Email:  [email  protected] com What  is  LiDAR? Light Detection and Ranging †¢ The  dictionary  title:  Ã‚  a  measuring  system  that  detects  and   locates  objects  on  the  same  principle  as  radar  but  uses  light   from  a  laser †¢ A  method  for  quickly  and  accurately  collecting  ground   information  from  an  aerial  platform  using  a  laser  and  ground   control. †¢ In  the  technical  definition  of  the  word,  LiDAR is  a  survey  but  it   cannot  be  used  for  a  legal  boundary  survey. How  is  LiDAR Data  Collected?What  Data  is  Collected  During  a  Flight? â€Å"Everything † †¢ Foliage †¢ Bare  Earth †¢ Transmission  Lines  and  Towers â₠¬ ¢ Railway  Beds †¢ Roadways †¢ Vehicles †¢ Buildings †¢ etc. Optional †¢ Photography †¢ Weather  Conditions What  Were  the  Deliverables  to  VELCO? †¢ DTM  Ã¢â‚¬â€œ Digital  Terrain  Model †¢ Orthorectified Imagery †¢ AutoCAD  Drawings †¢Contours †¢Streams †¢Roads †¢Buildings †¢Utility  Lines  and  Poles †¢Edge  of  Trees †¢ PLS? CADD  Terrain  Model PLS? CADD  (Power  Line  Systems  ? Computer  Aided  Design  and  Drafting): overhead  power  line  design  software What  Has  VELCO  Created  With  the  Data? New  Transmission  Line  Designs †¢ Permitting  Drawings †¢ EPSC  (Erosion  Prevention  and Soil  Containment)  Plans †¢ Aesthetic  Mitigation  Plans †¢ Tree  Planting †¢ etc. Issues  Encountered  With  the  Data? †¢ Mobilization †¢ Ground  Control †¢ F oliage †¢ Units  Conversion LiDAR Data  Collected  in  October  2006 Cost  for  LiDAR? †¢ Aerial  Laser  Ground  Profile  Ã¢â‚¬â€œ DTM:  Ã‚  $743. 75  /mile †¢ Digital  Imagery  and  Orthophotography – $743. 75  /mile †¢ AutoCAD  Mapping  Ã¢â‚¬â€œ $637. 50  /mile †¢ PLS? CADD  Format  Files  Ã¢â‚¬â€œ $185. 00  /mile †¢ Cost  Per  Mile:  Ã‚  $2,310. 00 †¢ Miles  Surveyed:  Ã‚  52. 5 †¢ Total  Project  Cost:  Ã‚  $121,275. 00

Establish a Cooperative Socio Moral Atmosphere Essay

Reflections on Readings and Class Discussion: After reading the two articles, connecting them to the socio moral principle in a statement would be; for a child to have an established cooperative socio moral atmosphere, they need to be given the opportunity and resources in a safe environment to build and create as well as be taught positive social skills, and acquire a genuine and heart felt way to show their respect. First day of kindergarten video: The teacher did not have a classroom type D, she was very in tune with her authority over the children in the way she often told them what to do and how to do it. For example, she called the children’s attention to take roll and told the children specifically hands in your lap, eyes on me, say here when I call your name. Some children listen better while they are playing or their hands are busy which this teacher’s classroom would not take into account. Another example would be there was a teacher’s assistant who was just doing a child’s work for them, rather than helping them do it themselves. Creating Classroom Rules Video: this video was the very opposite of the first video. The teacher engaged the students and wanted their opinions and thoughts about what the classroom rules should be, but at the same time she was facilitating and not telling any child they were wrong, instead she put some ideas into new phrasing for it to make more sense. Also, the example in class about church in a heteronomous vs. autonomous relationships explains well how those who have come to see church how their parents did and it became a part of them continued to go, on the other hand those who went because they had to or did so to make their parents happy did not find a connection with what they learned and when they lived on their own decided to not go anymore. Evidenced in the CDLL Classroom Blogs: 10/24/12 The Maple room was busy as usual. Real pieces of wood and nails were new this week and the children showed quite an interest! They took turns hammering the nails into the wood and then prying them back out. The children also used materials from the Maple room to construct train tracks! In the Pine room, a continuing theme was working at a restaurant. Children and teachers sat at the table while children took orders. The orders were placed and they began to cook the meals. Some of the â€Å"daily specials† included pizza with onions, mushrooms and cucumbers, soup, hamburgers and root beer. All of the children worked together to make the restaurant run smoothly!! Evidence in CDLL Daily Documentation: 10/3/12 After our discussion, I had a table set up with measuring cups and spoons, bowls, dry and wet ingredients, leveling sticks and spoons for stirring.

LIterary Analysis, Bioethics, Psychology, Sociology, and History of Essay

LIterary Analysis, Bioethics, Psychology, Sociology, and History of Never Let Me Go by Kazuo Ishiguro - Essay Example This has required the readers to scrutinize the cultural supposition on the subject of human humanness, and to countenance intricate questions: what it means to be human. How humanity can be defined. The novel has led to the many research; the literal research can be as follows: bioethics, sociology, and psychology of the book. The book goes through past the boundaries of the literal novel, by gripping the mystery of the beautiful love story, wounding critique of human insensitivity, also in the moral examination of people tend to treat the fewer fortunes in our different society today. The book can be analyzed, and we can easily come up with various themes, which can educate our society of today, starting from, the sociological and psychological and history of the book (Whitehead, 55). The history of human cloning started, from a group in the New Castle University who took eleven women (Whitehead, 54). They took their genetic resources and replaced it with DNA from the developing stem cells. The project was to make the cloned embryos from which the stem cells could be used to cure the diseases. The stem cell lines are produced by taking the genetic materials of the patient and putting it into the eggs that donated by the donors. The resultant egg, therefore, became a perfect match for individuals, and used in treating disease such as diabetes without any problem of rejection. The therapeutic cloning believed to have a huge potential to cure diseases, and disabilities in people, therefore, allowed in Britain. On the other hand, the reproductive cloning, this is the cloning of human embryos with the intention of creating a baby. It has become illegal since 2001 (Toker & Daniel, 164).Let me go as been enormously received extremely received, critically, and included t he curriculum courses of various colleges in both, Britain and the United States of America, it has also been include the secondary schools

Socially Responsible Marketing Essay Example | Topics and Well Written Essays - 2000 words

Socially Responsible Marketing - Essay Example However, another view is that most companies value their reputation and would not endanger their goodwill by making false claims.Moreover,action by enforcers like regulatory bodies or private lawsuits by competitors-even if penalties and damages are not ordered-are costly. Investigations by regulatory bodies or private lawsuits can easily exceed the profits derived from deceptive marketing. Such suits distract company execuitives, further increasing the cost of an ad already challenged as deceptive. These costs damage the reputation and goodwill, result in exorbitant legal fees and distract company executives.Therfore such repercussions induce the marketers to carefully review their ad claims and ensure that they are true and fully substantiated. Anti tobacco campaigns accelerated in the late eighties when litigation exposed a long history of deceit carried out by industry officials regarding their knowledge about the damaging health effects of tobacco use including the deliberate use of new ingredients to enhance the addictive power of cigarettes. This revelation adversely affected the credibility of producers and marketers and brought to light their fallacious claims about the informed and free choice of customers.Likewise, allegations have been leveled against the fast food industry about inadequate disclosures and misleading advertising. Innumerable lawsuits have contended that the fast food marketers do not provide adequate or accurate information about the fat, sugar and the chemical contents of their products. It was also the core point of the argument by Cesar Barber, who filed legal claims challenging McDonalds, Burger King, Wendy's and KFC for his excessive, life threatening weight.(source) In this context, it will be pertinent to examine the marketing policies of largest beverage company in the world. Coca Cola, a very assertive and uncompromising advertiser. Historically cola has been seen as a harmful product, inextricably linked with obesity and rapid bone loss. Like most FMCG companies, Coca Cola is an aggressive marketer with colossal ad budgets, usually roping in celebrity spokespersons. The Case of Coca Cola Another noteworthy aspect is marketing targeted by companies at young impressionable children. Besides conventional advertising, Coca Cola had rolled out ad campaigns aimed at young children. In 1998, Coca Cola came under criticism for its efforts to secure exclusive vending contracts with public schools across America. The promotional campaigns included contests like 'Team up with Coca Cola contest'. The event involved lectures by Coke executives. The company came under fierce criticism for targeting schoolchildren and commercializing school hallways to make them just another place to sell soft drinks. It was also revealed that the Company had promised under funded public schools for the possibility of cash or sporting equipments in exchange of exclusive rights to sell Coke. Such marketing policies of aggressively pursuing the youth as the potential customers seriously undermine and threaten public health. The concern over public health has mobilized a number of groups to hold Coke accountable for its unsavory practices of targeting youth. Opponents of Coke's marketing campaign cite rapidly increasing obesity and diabetes among the US students. Insecticide contents and Environmental