The eNotes Blog 7 Books to Read for Mental Health AwarenessMonth

7 Books to Read for Mental Health AwarenessMonth May is Mental Health Awareness Month, so we are spotlighting books that offer insight into the lives and minds of authors and characters who experience mental illness or neurodivergence. Neurodiversity refers to the idea that the human brain contains natural variations, which result in different social, emotional, and educational needs and aptitudes. Neurodiversity is a social movement that seeks to recast traditionally pathologized neurological differences, such as autism, as natural aspects of human diversity. Literature has long been an outlet through which people can relate their perspectives and experiences of reality to others. However, neurodivergent and mentally ill people have historically been silenced and reduced to stereotypical and stigmatizing caricatures. Modern efforts to destigmatize mental health have led authors and activists to reclaim their stories and explore the myriad challenges and triumphs associated with mental illness and neurodivergence. The following 7 titles, ranging from dark fantasy to memoir, explore different aspects of mental health through the lenses of authors who share in their characters’ experiences and diagnoses. 1. The Astonishing Color of After by Emily X.R. Pan Emily X. R. Pan’s stunningly rich debut novel details Leigh Chen Sanders’s search for answers in the wake of her mother’s suicide. Leigh becomes convinced that her mother has transformed into a bird and decides to travel to Taiwan to reconnect with her estranged maternal grandparents. As she learns more about her culture and family history, Leigh also uncovers more information about her mother. As Leigh processes her own feelings of grief and guilt, she is forced to confront the realities of her mother’s untreated depression and the pervasive stigma surrounding mental health. Page count: 462 Publish date: March 20, 2018 2. Borderline by Mishell Baker Mishell Baker’s debut novel, Borderline, is a riveting urban fantasy adventure about Millie Roper, a double amputee with Borderline Personality Disorder (BPD). After a failed suicide attempt leaves her scrambling to put her life back together, Millie is recruited by the Arcadia Project, a secret agency dedicated to maintaining human-fae relations. Baker draws extensively from her own experiences with BPD to create a story that is refreshingly devoid of cliches. Borderline refuses to treat mental health as a prop, instead focusing on Millie’s everyday realities as she contends with her new career and the magic and mayhem it entails. Page count: 390 Publish date: March 1, 2016 3. Don’t Touch by Rachel M. Wilson Rachel M. Wilson’s novel Don’t Touch combines Wilson’s own experiences with Obsessive Compulsive Disorder (OCD), a charming cast of characters, and some surprisingly deep ruminations on Hamlet. In the wake of her parents’ divorce, protagonist Caddie Finn develops a mantra: as long as she doesn’t touch another person, her parents might get back together. Caddie knows that this is illogical, but her OCD makes it a difficult superstition to defy. However, in order to achieve her goals, Caddie must learn to overcome her fears and manage her compulsions in a healthier way. Page count: 432 Publish date: September 2, 2014 4. The Drowning Girl  by Caitlà ­n R. Kiernan Caitlà ­n R. Kiernan’s novel The Drowning Girl is a fictional memoir, written from the perspective of India Morgan Phelps, a schizophrenic artist who becomes embroiled in the mysteries surrounding a hitchhiker she picks up named Eva Canning. The memoir structure of the novel- and India’s struggles to manage her schizophrenia- results in an unreliable narration, with India spiraling between lucidity and fantasy as her obsession with the mystery grows. The result is a suspenseful, dark fantasy novel that takes time to educate readers about schizophrenia and push back against the negative stigma associated with it. Page count: 332 Publish date: March 6, 2012 5. Freshwater by Akwaeke Emezi Freshwater is Akwaeke Emezi’s semi-autobiographical debut novel about Ada, a Nigerian woman who travels to the United States for university. Ada experiences what Western psychology would refer to as Dissociative Identity Disorder- that is, she has multiple personas that step forward at different times. However, Emezi rejects Western narratives surrounding mental health, instead offering an alternative lens by grounding Ada’s experiences in traditional Nigerian religious beliefs. Page count: 229 Publish date: February 13, 2018 6. Marbles: Mania, Depression, Michelangelo, and Me by Ellen Forney Marbles, an autobiographical graphic novel written and illustrated by Ellen Forney, explores Forney’s journey in the aftermath of being diagnosed with bipolar disorder. Forney struggles with the diagnosis, worried about how going on medication will impact her creativity. However, as she researches more about bipolar disorder and attends therapy, she begins to draw inspiration from other mentally ill artists, such as Sylvia Plath and Vincent Van Gogh. Marbles is an eccentric and deeply personal rumination on identity, creativity, self-advocacy, and the struggle of finding the right balance. Page count: 256 Publish date: November 6, 2012 7. An Unkindness of Ghosts by Rivers Solomon Set in a dystopian future, An Unkindness of Ghosts depicts the last vestiges of humanity living aboard a spaceship called the Matilda. The autistic protagonist, Aster, must unravel the mystery behind her mother’s death while simultaneously contending with the rampant abuse and racism that plagues the Matilda. Solomon doesn’t tokenize diversity, treating queerness, neurodivergence, and race as natural parts of the world. However, the novel refuses to ignore the oppression faced by those who live in the margins of society, layering together hope and tragedy as Aster struggles towards a better future. Page count: 351 Publish date: October 3, 2017 Mental health is a broad and complicated topic, encompassing a variety of experiences, conditions, and management strategies. If you or someone you know is struggling or just wants to learn more, the following list of resources may be able to help: PsychCentral provides an annotated list of resources to help educate people about a variety of conditions. It also provides a range of other resources and support networks. The National Alliance on Mental Illness compiles personal stories, helpful guides, crisis helplines, and community resources. Mental Health Resources is a community-based organization focused on recovery and self-advocacy. PsychologyToday has a directory to help connect people with therapists in their area. Teen Health and Wellness provides a list of hotlines and services oriented towards teens struggling with mental health, bullying, and other issues. The National Suicide Prevention Hotline provides free, anonymous, around the clock support to those in crisis as well as resources for suicide prevention and education. Hotline Number: 1-(800)-273-8255

How to Start an Academic Club in School

How to Start an Academic Club in School For students planning to apply to a selective college, membership in an academic club is a must. College officials will be looking for activities that make you stand out, and club membership is an important addition to your record. This doesnt mean you will have to feign interest in an organization that already exists. If you share a strong interest in a hobby or subject with several friends or fellow students, you may want to consider forming a new club. By forming an official organization that really interests you, you are demonstrating true leadership qualities. Wanting to take on the role of a leader is only the first step. You need to find a purpose or theme that will engage you and others. If you have a hobby or interest that you know enough other students share, go for it! Or maybe there is a cause you want to help. You could start a club that helps keep the natural spaces (like parks, rivers, woods, etc.) clean and safe. And once you establish a club around a topic or activity you love, you are sure to stay more engaged. You might receive the added honor of recognition from the public and/or school officials who appreciate your initiative. So how should you go about this? If you are starting a club at school, you may want a teacher to serve as advisor as a first step. You may need a teacher or coach just to gain permission for using school facilities.The teacher or advisor may be temporary. Sometimes, a teacher will start the first meeting and encourage students to follow through with organization.The most important requirements for starting a successful club are interest and commitment.Once you know you have a team willing to commit to a regular meeting time and a cause, you can manage the rest with ease.Next you will need clear organization. Structure will keep the club together in slow times (like during a few heavy months of heavy homework and testing) or in the event of a disagreement. Steps to Forming a Club Appointment of a temporary chairman or president. At first you will need to assign a temporary leader who will preside over the drive to form the club. This may or may not be the person who serves as permanent chairman or president.Election of temporary officers. The members should discuss which office appointments are necessary for your club. Decide whether you want a president or chairman; whether you want a vice president; whether you need a treasurer; and whether you need someone to keep the minutes of each meeting.Preparation of constitution, mission statement, or rules. Decide upon a committee to write a constitution or rule booklet.Register club. You may need to register with your school if you plan to hold meetings there.Adoption of constitution or rules. Once a constitution is written to everyones satisfaction, you will vote to adopt the constitution.Election of permanent officers. At this time you can decide if your club has enough officer positions, or if you need to add s ome positions. Club Positions Some of the positions you should considered are: President: Leads meetingsVice president: Plans eventsSecretary: Records and reads minutesTreasurer: Handles fundsHistorian: Keeps a picture book and notesPublicity Officer: Makes and distributes flyers, postersWeb master: Maintains web site General Order of a Meeting You can use these steps as a guideline for your meetings. Your specific style can be less formal, or even more formal, according to your goals and tastes. Call to order by the president or chairmanReading and approval of the minutes from the previous meetingDiscussion of old businessDiscussion of new businessProgramAdjournment Things to consider When to meet and how oftenHow many members you can handleHow much funding you will needWays to raise moneyWhether or not to have club duesActivities for everyone to participate in Finally, you will want to make sure that the club you choose to create involves an activity or a cause that you really feel comfortable with. You will be spending a lot of time on this venture in the first year.

Managing Human Resources and Labour Relations Term Paper

Managing Human Resources and Labour Relations - Term Paper Example Rights of employee at the workplace All the employees working at the workplace have the fundamental rights that involve the privacy rights, rights to have fair compensation and complete liberation from any sort of discrimination (Sims,2007, p.556). A person who is not the employee of the firm but is there for applying for a job has also certain basic rights that should not be violated by the employer even before hiring the employee. The rights that comes under such category includes right of no discrimination on the basis of age, cast, race, nationality, religion or gender while hiring the person. For instance: forthcoming employer has no right to ask personal questions to the applicant regarding family issues or matters while taking interview. In U.S. many of the states are following the right of privacy for the employees at the place of work. Such privacy right diverges into many areas like privacy of personal items, handbags, briefcase, and lockers for the employee as well as priv ate mail address that has no access of the employer. Moreover, the employees also have the right to have the private phone talks and voice mail message box that is only accessible by him. Nevertheless, there is a minimum privacy given to the employees to their email addresses while using the internet connection and desktop of the workplace. For the employer, it is vital not to enter into the potential job applicant personal information as well as some other issues. The employer has no right to check the background and get the information about the credibility of the person until and unless the employer has taken the written permission from the employee to conduct the check. Without the permission, the employer may face a violation of employee right. In addition to these rights of employees, there are some other rights that include: Employee right to have a freedom of no discrimination and harassment Employee has all the right to work in a safe environment that is free from the toxin materials, dangerous circumstances and should be given the safety precautions. Employee has the right to complain or file a claim regarding the employer in case of any misconduct. Such rights of employee are also termed as whistleblower rights. Employees have the right to get the accurate wages of the work they have done. Federal laws for employment relationship There are several federal laws and regulations dedicated to the employment relationship. Title VII is applicable to a workplace with more than 15 employees according to which there should be no discrimination while hiring the employee by the employer on the grounds of color, gender, cast, nationality or religion (Griffin, 2007, p.195). American with disabilities act ADA act describes the disability as the mental or physical that limits the moves or activities. This law prevents the discrimination against the disable person (Veres, 1995, p.)159. Age discrimination in employment act prohibits the employer to prefer the younge r generation over the older workers. This act is applicable to workplace with more than 20 employees and for employees having 40 years of age. There is no law regarding the prevention of preference

Stratigec Assignment Example | Topics and Well Written Essays - 2500 words

Stratigec - Assignment Example One of the many locations that Coca Cola has invested its resources in is in Japan, a country that accounts for close to 74% of the sales made in Asia. Having to locate a precise region and country that makes its products move of the shelves at a high rate will be essential for growth of the MNE. The ability to utilise strategies for the growth of the company indicates the benefits that influence the creation of new opportunities for the sake of the company. Answering this question will be quite essential in assisting upcoming MNEs to improve on their sales and revenues, while encouraging them to make good use of the resources available. To tackle this gap in the current literature, this essay will examine the literature present to date, and then look at an example of how Coca Cola manages to expand its services across the world, more so in Japan. An examination of the empirical evidence will also take place as well as an interpretation and discussion of the findings from the examination of Coca Cola and its internationalisation strategies. Multinational companies are the main drivers of globalisation and economic growth. These enterprises use their skills, strategies and resources to make the best out of what they have. The goal is to recreate the growing need for a space in the host country to ensure they capture the markets and make good use of the strategies they have readily placed near them (Arregle, Beamish & HÃ ©bert 2009: 89). They understand that the global cities in place will only benefit if there are outsiders who come and take good advantage of the skills and resources present to improve on their presence geographically and within the industry. The market share they acquire will always depend on how much they invest to acquire exclusive rights to develop their goals within the society (Dellestrand & Kappen 2012:

Soccer Essay Example for Free

Soccer Essay Neymar da silva santos junior Neymar is a Brazilian football players he is one of the most popular and best football player in the word and he is only twenty years old. He play in Santos CF but he has offers of the best football clubs around the word he is the most wanted player in Europe and he is probably the future of the national team. He start playing football very young and in 2003 Neymar join Santos football club academy, at the age of 15 he earn 10,000 real per month. In 2009 he earn the opportunity to be in the first team of Santos CF. Then he start to show his real potential and he became the new idol of Brazil. This young player of just 4 years of his professional career has achieve a lot of goals and he has earn a lot of trophies like the silver medal of the Olympic games and the best player of the paulista championship in 2012. The only problem with Neymar is that he doesn? t want to emigrate to Europe yet he wants to stay in Brazil but as Pele said ? If he want to be the best he must be with the best? o he must emigrate to Europe that’s what most people think and that may happen this winter and in my opinion if Neymar decide to emigrate to Europe he can be better than Messi, Maradona and even Pele who is the greatest football player in history. References http://www. squidoo. com/Neymar#module147735293, Copyright  © 2012, Squidoo, LLC and respective copyright owners http://www. neymaroficial. com/Carreira, Copyright 2012. Site Oficial do Jogador Neymar Jr | desenvolvido por Insanemedia / WooW! Brasil | marketing digita http://en. wikipedia. org/wiki/Neymar

effects of cancer Essay -- essays research papers

Cancer   Ã‚  Ã‚  Ã‚  Ã‚  In this paper I’m going to enlighten the reader on the struggles and hardships that people have living and maintaining with cancer. The stress that cancer causes is enough to change the emotional balance of ones environment. Physical pain is a factor that causes a person with cancer to do not want their life to continue. Some more factors that people deal with while assessing cancer are emotional pain, treatment, expenses, and just learning to how to cope with cancer.   Ã‚  Ã‚  Ã‚  Ã‚  Cancer is a sickness that interferes with a person’s life and changes their daily schedule and also effect’s his or her families regular activities. Cancer strikes one out of every three people, almost every family will hear that dreaded word in a personal way. â€Å"Pain is one of the most commonly feared symptoms of cancer † said David Matachar, MD, director of the Duke University Center for Clinical Health Policy Research and senior author of the paper. This section of the paper gives readers a personal experience with a person who has cancer. To understand the physical and emotional pain of cancer I interviewed a close friend of mine and asked her to explain the emotional and physical pains of having cancer. She started off saying that â€Å"once she found out that she had cancer so many thoughts rushed threw her head.† She wondered first is she would loose her hair or not. Then by having cancer would people treat her a certain way just because she has cancer when they found out. Would she be able to continue her everyday activities. Could she one day have children and in fact pass it on unto them. She thought that she was going to die as is if she was on a time clock. Secondly she felt that she would be on her own without help, without someone she could depend on. The physical pains she endured was the sickness she felt after chemotherapy and radiation. The soreness she felt after surgery from being cut open and sown back together. Feeling of tiredness during the day was a pain for her when she knew that there was things still to be done. Pain from the daily exercise workouts she had been instructed to do. To maintain a certain level of healthiness. Certain times of the day were her body wanted to shut down but she forced it to carry on. The taking of so many pills a day caused her to be drowsy and restless. She saidâ€Å" she knew ... ...t by non-specialty providers. Pain management by oncologists was slightly more effective, but still managed the pain of only 55% of patients. By the Cancer Weekly editors from staff and other reports.   Ã‚  Ã‚  Ã‚  Ã‚  The struggles and hardships that people endure while living with cancer could stress someone out to where they could forget about their self-worth. In my opinion physical pain and emotional pain are two of the biggest factors when trying to cope with having cancer. As far as physical pain goes your body becomes so weak at times to where your almost helpless. Emotional pain could eat a person up on the inside to where they would think negative all the time, make it to were they wouldn’t want help or push themselves away from those family member that are trying to help them. The self-drive one should have would be erased and could lead to other medical problems. Once a person looses the will power to take charge and go out there on there own to make things right or better it makes it hard for them to and maintain cancer and it’s many obstacles. It also blocks their ability to intake knowledge to prevent or maintain themselves throughout the process.

Rampant Child Labor

â€Å"The children are the future of our nation.† This famous line of Dr. Jose Rizal has gained prominence especially among policy makers in their quest to develop and implement laws and programs that will propel the total development of a nation's millions of children. I personally agree with Rizal's vision since each child is a potential contributor in the improvement of society. A child may seem insignificant in determining the status or condition of a society, but collectively it is a major determinant in a society's progress. Unfortunately, in the Philippines, street children are victims of trafficking for illegal employment and prostitution. This is due to the poverty, hunger and abuse which a street child experiences at an early age. Street children become more susceptible to these illegal treatments because of the lack of education and awareness toward their society, environment and human rights. As a result, they tend to disregard education and start working at an early age to be able to help themselves as well as their family financially. Child labor is the illegal employment of children below the age of 15, where they are not directly under the sole responsibility of their parents or legal guardians. Furthermore, the child's work endangers their life, safety, health and morals or it hinders them from schooling. It also includes the situation of children below the age of 18 who are employed in hazardous occupations. In the 1997 Asian consultation on Child Labor, representatives of government and non-government organizations, as well as the child workers themselves tallied the most intolerable forms of child labor. These include the following: prostitution of children and similar work in the entertainment industry, children used as soldiers, mining and quarrying, construction work, deep-sea fishing, smuggling of illegal substances, scavenging and pyrotechnics. The negative impact of child labor often causes irreparable damage to the child's physical and psychological development. Children who start working at an early age most likely suffer from respiratory diseases, deaths, poor nutrition, physical health hazards, sexually transmitted disease and anti-social behavior. In addition, they tremendously reduce educational opportunities, which later leads to dropping-out and illiteracy. Since they have abandoned their educational responsibilities, it is difficult for them to stop working. Today, because of the increase in child labor, the basic minimum age of employment in the Philippines is contained in Republic Act 7658. The minimum age of employment for hazardous is contained in the Labor Code. These two laws are complemented by other national laws containing some provisions. Since 1988, the Government of the Philippines, in partnership with UNICEF among others, has established programs for child labor which seeks to abolish exploitative child labor and provide protection, healing and recovery for child workers. We, students who receive adequate education can help in reducing child labor through many means. We could teach young children about the value of education since they will understand us better because we are basically the same age. For instance, in child-to-child projects, we can try to build a child's self-esteem and self-worth. We could also help generate income for poor families and organizations. Furthermore, by simply taking care of our environment which includes households, school grounds, or our community, we are helping by giving children a healthier atmosphere for growing up. This would reduce sickness and reflect on our physical outlook. These are just some of the many simple ways wherein we could help street children uplift their living condition.

Theory and Practice of Work with Young People

‘The group constituted an open air society, a communal gathering which had great importance socially, culturally and economically. ——— During each nightly meeting the young worker, once fully integrated, listened, questioned, argued and received unawares an informal education..' (Roberts in Smith, 1998:24). Describing his experience of street groups in the early part of the 20th century, Roberts uses the term ‘informal education' to describe the accidental learning that took place as a direct result of the interaction between young working men. But can what we call ‘informal education' in the 21st century be described as accidental? Mark Smith argues that whilst: ‘Learning may at first seem to be incidental it is not necessarily accidental; actions are taken with some purpose. The specific goal may not be clear at any one time – yet the process is deliberate.' (Smith, 1994:63). Throughout this assignment I shall be exploring the term ‘informal education', examining its origins and meanings, its purpose and practice. Using historical information to examine the early roots of present day youth work, I shall asking whether anything has really changed in the past 150 years by exploring the issues that I face in my day to day practice as a youth and community worker. In 1755 Jean Jacques Rousseau published his work ‘A Discourse on Inequality' and argued that as civilisations grew, they corrupted: ‘Mans natural happiness and freedom by creating artificial inequalities of wealth, power and social privilege' (Smith, 2001, www.infed.org/thinkers/et-rous.htm) In 1801 Johann Heinrich Pestalozzi published How Gertrude Teaches Her Children. Like Rousseau, Pestalozzi was concerned with social justice and he sought to work with those he considered to be adversely affected by social conditions, seeing in education an opportunity for improvement. (Smith, 2001). In the first half of the 20th century John Dewey published three books that built on the earlier work of educationalists like Rousseau and Pestalozzi. These works heavily influenced the development of informal education as we know it today since they: ‘Included a concern with democracy and community; with cultivating reflection and thinking; with attending to experience and the environment.' (Smith, 2001, www.infed.org/thinkers/et-hist.htm#theory). In 1946 Josephine Macalister Brew's book Informal Education: Adventures and Reflections, brought informal education into the realm of youth work. This was followed in 1966 by The Social Education of the Adolescent by Bernard Davies and Alan Gibson. Since then there have been numerous works on the subject of informal education, most notably, in relation to youth work, those of Tony Jeffs and Mark Smith. So what exactly is informal education? Like many terms in use today, it is widely used to describe an enormous variety of settings and activities. In 1960 the Albermarle Report used it to describe youth work provision as: ‘The continued social and informal education of young people in terms most likely to bring them to maturity'. (in Smith, 1988:124). Houle (1980) favoured the experiential definition of informal education describing it as ‘education that occurs as a result of direct participation in the events of life' (In Smith, 1988:130), whilst Mark Smith said ‘one way of thinking about informal education is as the informed use of the everyday in order to enable learning' (Smith, 1988:130). In 2001 Smith went further, describing informal education that: ‘* works through and is driven by conversation * involves exploring and enlarging experience * can take place in any setting' (Smith, 2001, www.infed.org/i-intro.htm) And of its purpose: ‘At one level, the purpose of informal education is no different to any other form of education. In one situation we may focus on, say, healthy eating, in another family relationships. However, running through all this is a concern to build the sorts of communities and relationships in which people can be happy and fulfilled.' (Smith, 2001, www.infed.org/i-intro.htm). Whilst I would agree with Mark Smiths definition of informal education there is and has been an enormous diversity of opinions, theories and explanations of exactly what sort of community we need for people to be happy and fulfilled. Smith's assertion that the role of informal educators is to work towards all people being able to share a ‘common life' with an emphasis on: ‘Work for the well-being of all, respect the unique value and dignity of each human being, dialogue, equality and justice, democracy and the active involvement of people in the issues that affect their lives' (Smith, 2001, http://www.infed.org/i-intro.htm) involves a commitment to anti-oppressive practice that is expounded in much of the literature surrounding the field of informal education. But this has not always been the case and can we hand on heart honestly lay claim to practicing liberating education in our work today? Whilst Rousseau, Pestalozzi and Dewey all identified structural inequalities and believed that ‘education is the fundamental method of social progress and reform' (Dewey in Smith, 2001, www.infed.org/archives/e-texts/e-dew-pc.htm) the application of their theories were not always applied to the work of those who first began providing services for young people. Indeed early ventures into the field of youth work are often seen as controlling not liberating and as overtly oppressive instead of anti-oppressive. ‘The early youth service history in both England and Wales has been described – as a time when work with young people was characterised by both appalling social and employment conditions and by rapid social and political change caused by the development of an industrialised urban society' (Jones & Rose, 2001:27) It is within this context that intervention by middle class societies and organisations in the 1800's was seen to be necessary in order to rescue, control and/or rehabilitate young, working class people. Concern over the working conditions of children and young people brought into being an array of groups, clubs and educational services and policies designed to rescue and protect young people from the worst excesses of employment practices and the failure of working class parents to provide a suitable and controlled home life. ‘Working class adolescents were thought to be most likely to display delinquent and rebellious characteristics – because it was widely assumed that working class parents exercised inadequate control over brutal adolescent instincts' (Humphries 1981 in Smith, 1988:9) This moral underclass discourse lays the blame for social inequalities, poverty and disaffection solely on the shoulders of the working class themselves because: ‘The problems faced are then seen not so much as structural but as personal. The central deficit is often portrayed as emotional or moral' (Smith, 1988:56). And it also suggests that: ‘Their behaviour, without coercion and control, will mean that they will remain unable to join the included majority' (Payne, 2001: handout) By the end of the 19th century, compulsory education and a growing number of welfare statutes meant that youth workers focus shifted from welfare and rescue to a concern with the moral character of young people which was underpinned by the growing influence of Victorian family ideology. ‘The Victorian middle class had very definite ideas about the ideal family and the desirability of imposing such an ideal upon the whole of society.' (Finnegan, 1999:129) This was: ‘Not just a family ideology but also a gender ideology. It was a careful and deliberate attempt to reorganise the relations between the sexes according to middle-class ways and values and then define the outcome as somehow being natural' (Smith, 1988:4) Thompson says of this view: ‘To describe, for example, the traditional male role of breadwinner as ‘natural' adds a false, pseudo-biological air of legitimacy.' (Thomspon, 2001:28) This was at a time when the ‘discovery' of adolescence by Hall and Slaughter and a biologically determined explanation of human behaviour meant that: ‘Those who saw it as their duty or job to intervene in the lives of young people, now had a suitable vocabulary of scientific terms with which to carry forward their intentions' (Smith, 1988:9) The Biological determination of human behaviour further justified differentiated gender roles within the family as well as creating an: ‘Ideology of adolescence marked out (by) a biologically determined norm of youthful behaviour and appearance which was white/anglo, middle class, heterosexual, able bodied male' (Griffin, 1993:18) However, just as family ideology was a driving force in determining social relations at the beginning of the twentieth century; it is just as powerful here in the twenty-first. Roche & Tucker say that: ‘It is through the use of the representations (discursive messages and images) contained within ‘family ideology' that social policies and educational and welfare arrangements are constructed and maintained.' (Roche & Tucker 2001:94) Gittins agreed: ‘Family ideology has been a vital means – the vital means – of holding together and legitimising the existing social, economic, political and gender systems.' (Gittins in Roche & Tucker 2001:94) This is significant if Driver and Martell are correct in asserting that present day ‘Labour increasingly favours conditional, morally prescriptive, conservative and individual communitarianisms' (Driver & Martell, 1997:27) which Etzioni believed would right the social problems of today that are attributable to the ‘failure of people to exercise social and moral responsibility' (Etzioni in Henderson & Salmon, 1988:22). Etzioni emphasised the role of the traditional nuclear family in inculcating in children the right moral standards and he described communitarianism saying: ‘Communitarians – call for a peer marriage of two parents committed to one another and their children' (Etzioni in Henderson & Salmon, 1988:22) Like the Victorians, present day government can be seen as equally keen to legislate into being their ideology of the nuclear family through the use of stricter divorce laws and punitive measures imposed on single parents. The decision to cut lone parent premiums from income support and child benefit in 1998 are examples of a willingness to impose their ideology on society as a whole despite the fact that what they are proposing as ‘normal' or ‘natural' is not bourn out statistically. ‘The ideological norm of the nuclear family is often presented as if it were a statistical norm whereas, in fact, only 23% of households follow the nuclear family pattern of biological parents with their dependent children.' (Thompson, 2001:28) Michael Anderson also points out that despite the belief that the traditional family has only recently become fragmented, marital break up was a regular feature of 19th century Britain and is not peculiar to the 20th century. Comparing marital dissolution caused by death in 1826 and by death and divorce in 1980, Anderson concluded that: ‘The problem of marital break-up is not then new – (it) was clearly, statistically, an equally or even more serious problem' (Anderson in Drake, 1994:73) However, this desire and determination to bring about a particular kind of society influenced by a set of morals and ideals is reminiscent of Mark Smiths definition of the purpose of informal education as: ‘A concern to build the sorts of communities and relationships in which people can be happy and fulfilled.' (Smith, 2001, www.infed.org/i-intro.htm). The only real difference lies in the definition of what makes for community fulfilment and happiness. Smith says that informal education: ‘Involves setting out with the intention of fostering learning. It entails influencing the environment and is based on a commitment to certain values..' (Smith, 1999:19). It would not be difficult to describe the efforts of the middle class in the 19th century in such a way although with our 21st century eyes we now believe we can read the intended control and oppression of working class communities behind their ideals. But in the 21st century are we actually doing much better? If our suspicions concerning the intentionality behind the actions of Victorian middle class youth workers are correct, can we say our own intentionality is any purer? If intentionality can be understood as power as defined by Bertrand Russell when he says that power is the ‘production of intended effects' (in Jeffs & Smith, 1990:5), we could be accused of wielding power in order to create the sorts of communities and relationships in which people can be happy and fulfilled' (Smith, 2001, www.infed.org/i-intro.htm), according to our own philosophies, beliefs and current hegemonic principles, in much the same way that we accuse the middle class philanthropists of the 19th century. Is the ability to wield power to effect change in the lives of others conducive with a practice that has at its heart a commitment to anti-discriminatory practice which: ‘Means recognising power imbalances and working towards the promotion of change to redress the balance of power' (Dalrympole & Burke, 2000:15). As professional workers we can also be considered middle class? All of which begs the question, have we more in common with our predecessors than we like to think? It is certainly possible that they too thought they were operating with the same ‘moral authority' that Jeffs & Smith describe as part of an informal educators role in: ‘Being seen by others as people with integrity, wisdom and an understanding of right and wrong' (Jeffs & Smith, 1999:85) Especially in their desire to provide a ‘strong guiding influence to lead them (young people) onward and upward socially and morally' (Sweatman, 1863 in Smith, 1988:12). No doubt they would also have agreed with Kerry Young's description of youth work as supporting ‘young people's moral deliberations and learning' (Young in Banks, 1999:89). But early youth workers cannot be described as concerned with equality and anti-oppressive practice. On the contrary, their work was: ‘Contained within particular class, gender, racial and age structures: a woman's place was in the home, to be British was to be best, betters were to be honoured and youth had to earn its advancement and wait its turn' (Smith, 1988:19) This made life extremely difficult for anyone who did not fit the stereotypical image of British youth. Tolerance and respect for other races and religious systems was not a feature of informal education and, for example, the estimated 100,000 Jewish immigrants that arrived in Britain between 1840 and 1914 had great difficulty: ‘Maintaining a distinctive culture in a climate of oppression and restriction – (coupled with) pressures – to acculturate to middle-class norms' (Pryce, 2001:82) So what of my practice, of my intentionality? Do I operate from a moral underclass ideology that blames homeless young people for their situation or do I work from a redistributive discourse that sees the issue of poverty as central to the exclusion these young people experience? Can what I do in my day to day practice be termed informal education? Am I concerned with oppression and anti-oppressive practice? Much of what I and Nightstop as an agency do in our work involves enabling young people to live within a system that is discriminatory, unfair and biased towards a particular form of family ideology that suggests that young people should remain dependent on their parents until financially independent or aged 25 which means that they are entitled to lower rates of benefit. Even those young people who work find themselves living on lower wages than their older colleagues. Christine Griffin argued that the discovery of adolescence: ‘Emerged primarily as a consequence of changes in class relations as expanding capitalist economies demanded a cheap and youthful labour force' (Griffin in Roche & Tucker, 2001:18) Even today the notion that young people deserve less pay than their elders finds voice in the policies of the minimum wage which offers no restriction on wages for 16/17 year olds and a lower rate for those aged 18-22. Our continued involvement in teaching them to budget their reduced incomes could easily be described as an expression of an ideology that believes that it is the lack of skills these young people have that cause them difficulties in surviving the benefit and pay systems rather than a belief in the failure of the systems to provide adequate means of survival. And if this was all that we do we could not be described as informal educators if part of the formulae for informal education involves: ‘Equality and justice, democracy and the active involvement of people in the issues that affect their lives' (Smith, 2001, http://www.infed.org/i-intro.htm) However, whilst enabling young people to develop the skills necessary to live independently we also encourage them to question the inequalities they face and the ideologies underpinning them. By engaging young people in conversation, which Jeffs and Smith say is ‘central to our work as informal educators' (Jeffs & Smith, 1999:21), and asking ‘is that fair' and ‘why do you think that is' we encourage them to question things they take for granted as normal and natural and involve them in what Freire described as ‘problem-posing' education which encourages people to critically examine the world so they may: ‘Perceive the reality of oppression, not as a closed world from which there is no exit, but as a limiting situation which they can transform' (Freire, 1993:31). I do not believe the same can be said for the work of early youth workers and much of the work they undertook can be understood as designed to maintain the status quo, to silence the witnesses to oppressive regimes and to control the masses that were beginning to organise themselves via the emergence of trade unions. Emile Durkheim described this type of education as ‘simply the means by which society prepares, in its children, the essential conditions of its own existence' (Giddens, 1972:203), which can be understood as a form of social control. ` The process which enforces values and maintains order is termed social control` (Hoghughi, 1983 in Hart, 2001, youthworkcentral.tripod.com/sean1.htm) Again the question arises, as informal educators in the 21st century are we doing much better? Sean Hart believes we may not. Social control within a context of community work may be regarded as a process of continuity. Indeed much community work, especially that of those with right wing political ideology, involves self-help and making the best of what you have. Thus, it could be argued that this kind of work reinforces the current hegemony and deflects from attempts to challenge the oppression it creates. (Hart, 2001, youthworkcentral.tripod.com/sean1.htm) The difficulty in this for my work is that the young people with whom I work must learn to make the best of what they have and the daily grind of finding enough to eat means that they have little energy left for dismantling oppressive regimes. As Friere said: ‘One of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings consciousness' (Freire, 1993:33). And as they struggle with meeting their most basic of needs I sometimes find it difficult to justify my continuing commitment to educate them about inequality when their overwhelming deprivation is viewed from my comfortable, middle class life style. The inescapable ethical dilemma is very clear since their need pays for and justifies my existence as the manager of Nightstop. As Mark Smith says the welfare professions: ‘Provide a rich source of desirable jobs – for members of elite and middle class groups where such groups can enjoy varying degrees of power, privilege and freedom in their work' (Smith, 1988:58). And I certainly do have power, not only within my own organisation but within local government departments who actively seek my input on the development of services for homeless young people. But in order to ensure that I do not ‘help to maintain the system which supports (me)' (Smith, 1988:58) I now encourage those systems to interact directly with the young people for whom services are being designed at the same time as encouraging young people themselves to play an active part in service development by helping them develop their social intelligence. This can be described as: ‘An understanding of social rules which govern our interactions and an ability to follow or manipulate these to achieve our ends.' (Graham in Hunter, 2001:75). and although this means that I favour David Clarks model of community ‘as a collection of social systems and of individuals in community as affected by different systems' (Hunter, 2001:20) and of community development as ‘opening systems up to each other' (Hunter, 2001:112) this does not fit with Freire's view that: ‘The solution is not to â€Å"integrate† them into the structure of oppression but to transform that structure so that they can become â€Å"beings for themselves' (Freire, 1996:55). However, I also believe that young people themselves have the ability to transform the structure by virtue of their active involvement within it since I do not see young people as incapable of making a vital and valuable contribution to their communities. In this I seek to avoid the accusation that I have a ‘lack of confidence in the people's ability to think, to want and to know' (Freire, 1996:42). The same cannot be said of the youth workers in the early 20th century who felt it necessary to improve young people but without the welfare and rescue focus found it necessary to have other ways of encouraging young people to attend. This was resolved in so far as young people were to be attracted by leisure opportunities whilst support from the ruling classes could be enlisted via the aims of moral improvement so close to their heart. Baden-Powell's identification of citizenship as an answer to problematic youth in 1907 enabled him to offer up scouting and its emphasis on: ‘Observation and deduction, chivalry, patriotism, self-sacrifice, personal hygiene, saving life, self-reliance, etc' (Jeal, 1995:382) Claiming this would produce a new generation of young people who would fit more closely the ideals sought. In other words he described his practice in terms likely to fit the dominant ideology of the day in order to secure the support he needed to continue the work. Again reminiscent of today since: ‘Attempts to attract changing sources of funding have usually been accompanied by promises to elicit from young people whatever behaviour was required by the particular funding body' (Young in Banks, 1999:78). I encounter the dilemma between the needs of my organisation for funding and the desire to end the stereotypical classification of homeless young people on a regular basis as I am frequently required to describe homeless young people in terms that are labelling and oppressive in order to meet the criteria and therefore the ideology of funders which suggests that young people should be capable of independent adult life but whose efforts are actually ‘ consistently thwarted by (their) relegation to the status of a dependent underclass' (Henderson & Salmon, 1988:30). The new youth service of 1900s found that: ‘While clubs have exploited the need for recreation among working class adolescents, and combined this with their being vehicles for a conservative ideology, they did not necessarily attract large numbers' (White early 1900's in Smith, 1988:14). Concern with the numbers of young people attending youth provision is no less today than it was then. The continued need of sponsors, whether statutory or voluntary, for statistical information concerning the use of facilities and opportunities, means that we are ever pushed towards quantifying our work for evaluation purposes instead of concentrating on the quality of provision. Mark Smith says that: ‘Part of the reason for the failure to attract working class young people lies in the tension between social provision and improving aims' (Smith, 1988:14) and although he was describing the dilemmas of early youth workers I believe this is also present today. If informal education has purpose then it cannot be anything other than improving, even Jeffs and Smith say that informal education works to the ‘betterment of individuals, groups and communities' (Jeffs & Smith, 1999:83). And if we are not honest and open about our improving aims, can young people be said to be participating voluntarily from a position of informed consent? The need to ‘improve' and ‘socialise' young people has continued to be a recurring theme throughout the 20th century within government policy. The Education Act of 1918 gave Local Education Authorities the power to spend money on the ‘social training of young people' (Smith, 1988:34). Circular 1486, In the Service of Youth (Board of Education, 1939) which said that youth services should have ‘an equal status with other educational services' (Nicholls, 1997:8) talked of the disruption the '14-20 age group had suffered in its physical and social development' (Smith, 1988:34). Circular 1516, The Challenge of Youth said the aim of an LEA should be to ‘develop the whole personality of individual boys and girls to enable them to take their place as full members of a free community' (Nicholls, 1997:9) whilst Circular 1577 (Board of Education 1941) required young people to register with their LEA and ‘be interviewed and advised as to how they might spend their leisure time' (Smith, 1988:35). In 1960 the Albermarle Report portrayed ‘the main job of youth work as being to help young people to become ‘healthy' adults' (Smith, 1988:49) although Mark Smith argues that the ‘second element of Albemarles vision for the youth service (was) the containment and control of troublesome youth' (Smith, 1988:71). In 1966 the Home Office Children's Department began planning: ‘Community Development Projects – to aid work preventing family breakdown and juvenile delinquency' (Nicholls, 1997:20) which effectively takes us back 100 years. Informal education since then has taken on many guises, from concern about dwindling numbers of young people attending provision, to a growing awareness that there are young people who do not attend at all, the ‘unattached' youth. However it is the continuing response to a problematic discourse that has characterised the series of moral panics about young people that has in the past and continues today to shape youth work. Conclusion Although a growing political awareness of the needs of young people who have been marginalised and excluded by society because of their race, gender, disability, sexuality and class etc., led to targeted work that was and is ‘issue based', youth work has, throughout the past 150 years, maintained its associational character (Smith, 2001). However, recent work has begun to concentrate more on the individual than the ‘social groupwork' (Smith, 2002, www.infed.org/youthwork/transforming.htm) Smith says is fundamental to informal education. The linking of the youth service to the Connexions Strategy with its emphasis on surveillance, control and containment, coupled with an individual, case work emphasis will mean that: ‘The concern with conversation, experience and democracy normally associated with informal education is pushed to the background' (Smith, 2002, www.infed.org/youthwork/transforming.htm) Working to state led objectives and targets that are fed by a communitarianist ideology that focuses on the family mean that what informal educators do in the twenty-first century does not differ greatly from the work undertaken in the 19th and the assumption that adults have a right to intervene in the lives of young people, from a variety of hidden agendas and purposes continues unchallenged. In 1944 Paneth asked: ‘Have we been intruders, disturbing an otherwise happy community, or is it only the bourgeois in us, coming face to face with his opponents, who minds and wants to change them because he feels threatened? Or do they need help from outside? (Paneth, 1944 in Smith, 1988:37).

Ernest Hemingway Bibliography of Major Works

Ernest Hemingway Bibliography of Major Works Ernest Hemingway is a classic author whose books helped define a generation. His to the point writing style and life of adventure made him a literary and cultural icon. His list of works includes novels, short stories, and non-fiction. During World  War I signed up to drive ambulances on the front line in Italy. He was wounded by mortar fire but received the Italian Silver Medal of Bravery for helping Italian soldiers to safety despite his injuries. His experiences during the war heavily influenced  much of his fiction and non-fiction writing. Heres a list of the major works of Ernest Hemingway. List of Ernest Hemingway Works Novels/Novella The Torrents of Spring (1925)The Sun Also Rises (1926)A Farewell to Arms (1929)To Have and Have Not(1937)For Whom the Bell Tolls (1940)Across the River and Into the Trees (1950)The Old Man and the Sea (1952)Adventures of a Young Man (1962)Islands in the Stream (1970)The Garden of Eden (1986) Nonfiction Death in the Afternoon (1932)Green Hills of Africa (1935)The Dangerous Summer (1960)A Moveable Feast (1964) Short Story Collections Three Stories and Ten Poems (1923)In Our Time (1925)Men Without Women (1927)The Snows of Kilimanjaro (1932)Winner Take Nothing (1933)The Fifth Column and the First Forty-Nine Stories (1938)The Essential Hemingway (1947)The Hemingway Reader (1953)The Nick Adams Stories (1972) The Lost Generation While Gertrude Stein coined the term Hemingway is credited with popularizing the term by including it in his novel  The Sun Also Rises. Stein was his mentor and close friend and he did credit her for the term. It was applied to the generation that came of age during the Great War. The term lost does not refer to a physical state of being but a metaphorical one. Those who survived the war seemed to lack a feeling of purpose or meaning after the battle had ended. Novelists like Hemmingway and F. Scott Fitsgerald, a close friend, wrote about the ennui their generation seemed to collectively suffer from. Sadly, at the age of 61, Hemmingway used a shotgun to take his own life. He was one of the most influential writers in American literature.

The Dos and Donts of Writing a Dissertation Conclusion

The Dos and Donts of Writing a Dissertation Conclusion The Dos and Don’ts of Writing a Dissertation Conclusion After years of hard work, dedicated research and sleepless nights, you’re finally close to finishing your dissertation. You’ve reviewed the literature, gathered and analyzed data, and reflected on the results. Well done. But what does it all mean? This is where the conclusion becomes crucial, as it allows you to summarize your work and its significance. Its therefore important that the conclusion to your dissertation is clear, concise and compelling. Here are a few â€Å"dos† and â€Å"don’ts† to keep in mind when writing your conclusion! DO†¦ 1. Summarize Your Argument A good conclusion will briefly restate your hypothesis, key findings and the implications of your research. This will help the reader to follow your argument as a whole, bringing together various elements raised during the discussion. 2. Put Your Work in Context The conclusion of your dissertation is a good place to restate the significance of your work. This might include how it contributes to existing knowledge in your field or its importance outside of academia. 3. Assess Limitations No study is perfect, not even yours! Sorry to break the bad news! On the plus side, you can discuss the limitations of your work at the end of your dissertation. Doing this will demonstrate your understanding of the research process. Issues you may want to consider include sample size and time constraints. 4. Identify Implications for Future Research Most dissertation conclusions include suggestions for how your work could inform future research. This could be a refinement of your own investigation, though it might also be a radical new idea suggested by your results! DON’T†¦ 1. Introduce New Material Although it’s fine to offer an opinion or reflection at the end of your dissertation, introducing new arguments or evidence at this point is forbidden. If something is important enough to include in the conclusion, it should be part of the main body of your paper. 2. Write Too Much Your conclusion should include a summary of what precedes it, but it isn’t necessary to go back over everything in depth. Try to make this chapter fairly snappy, relating what you have already read in an easily digestible way. 3. Keep Your Reader in Suspense Unlike an episode of Game of Thrones, you can’t finish your dissertation on a cliffhanger! In your research, you will have set out to answer certain questions. Make sure that you address these explicitly in your conclusion so that nothing is overlooked. If you follow these tips you should hopefully find writing that allimportant concluding chapter a much simpler process. But if you need any more support, the experts at Proofed will be happy to look over your work!

Alcan Operates Based on the Case Facts Essay Example | Topics and Well Written Essays - 1250 words

Alcan Operates Based on the Case Facts - Essay Example It is one of the world famous cutting-edge enterprises having a remarkable combination of skilled and talented workforce with advanced technology, innovative products, as well as a decidedly focused customer-culture. The enterprise has operating facilities across 61 countries with a work force of about 68,000 employees. The organization takes the leading position in production of raw materials, fabricated products and primary metals. Its four principal business groups include Bauxite and Alumina, Primary Metal, packaging and the engineered products. The four business groups are the main revenue contributors for the organization (Binet, GUALARD, and JACLOT, 2000). The associated products of the business groups include Aluminum sheets for beverage cans, automotive systems, mass transportation markets, personal care industries and the pharmaceutical products. The enterprise is involved in creating and selling of a variety of products, which include bauxite, automobile iron, sheet ingot, aluminium recycling services, forging stock. It is extremely vertically integrated having eight mines and deposits, a transport network with ports and facilities, seven alumina plants, 26 aluminium smelters, 17 laminated products plants, 12 electric power plants, seven alumina refineries, 180 packaging materials plants and 49 engineered products plants. Organizational Structure. ... His services are shared at the bottom of the ladder. The senior management in Alcan Company is made up of a CIO and four associates. These associates include: Strategic IT-Program director, Chief information-security- officer director, performance-management director, and the Enterprise Architectural director. At the bottom of the ladder, two services that are shared exist. One service is for the application, and the next is for infrastructure. All these are directed towards the senior management. In the centre of the ladder, there are different business groups of IT Directors. In this organization, the policy of decentralization ensures that each group is headed by an IT director normally referred to as VP. This director is concerned with the management of the IT in his specific group. He is also accountable for the top management of his group (Dube, Bernier, & Roy, 2009). Normally, the four IT VPs reports 75% of their group to the top management. They also report a 25% of their gro up to the CIO. These directors, therefore, are responsible in attaining the global objectives of the company. On the other hand, the shared services act as the business group internal consultants. Challenges Faced by Alcan Organization. Alcan organization like any other large organization is faced with various environmental, economical, social as well as technological challenges. Environmental challenges. The greatest environmental challenges affecting Alcan Organization are sustainable raw material development, industrial waste, air emissions, and water. These challenges have affected this company since laws requested organizations to change procedures and equipments so as to meet standards imposed to them. This change was to cause any company a substantial amount of money. The