Adrenaline free essay sample

Most of us, at some point, have been excited or thrilled as a form of entertainment. Whether it is a roller coaster at an amusement park or a scary movie, some results from this form of exciting entertainment may include tense muscles, increase in heart rate, increase in blood pressure, or excessive perspiration. Such physical effects are caused by Adrenaline. Adrenaline is a hormone that is released from a person’s adrenal medulla during emergency situations but does not have psychoactive effects. It is released into the person’s body from the adrenal glands located above the kidney. It is commonly referred to as a â€Å"fight-or-flight† hormone, because of its effects in increasing the supply of glucose and oxygen directed at a person’s brain and involuntary muscles. This allows the person to have better physical abilities to utilise during an emergency. Adrenaline is also known as epinephrine. Adrenaline is derived from the Latin roots ad, meaning towards and renes, meaning kidneys. We will write a custom essay sample on Adrenaline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Epinephrine originated from the Greek roots epi, meaning on, and nephros, meaning kidneys. This is in reference to the physical location of the adrenal glands in a person’s body, atop the kidneys. Norepinephrine or noradrenaline is another hormone released from the adrenal glands. It is very closely, chemically related to adrenaline, as well as having similar effects on the human body. However, a significant difference between the two hormones is that adrenaline has no psychoactive effects, while noradrenaline does, affecting the person’s mental processes. The effects of adrenaline released with into the bloodstream include the stimulation of involuntary muscles, rising blood pressure, conversion of glycogen, a form of stored body fuel, inside the liver into glucose, heart rate increase, the dilation of the bronchioles, the fine, thin-walled, tubular extensions of the bronchus, in the lungs, increased breathing rate, increased metabolic rate, and decreased digestive and kidney activity. The release of adrenaline into a person’s blood stream can be seen as the changing of a gear in a manual car. The release of adrenaline allows a person’s body to be able to have better physical performance in the event of an emergency, while the changing of a gear in a manual car allows the car to have better performance and be able to reach higher speeds than at the lower gear. The diagram included shows the cross-sectioned view of adrenal gland. It identifies both the outer layer, known as the cortex, and the inner area, known as the medulla. The adrenaline is secreted from the inner area. Below it, the location of the adrenal gland is shown in relation to the kidney inside a human body. As indicated, it is located above the kidney. In terms of my art practice, my adrenaline is often released while I am working. For example, while completely three-dimensional projects in the workshops, the power tools and other machines make me very nervous while using them. As a result, my adrenal glands release adrenaline, making my heart rate increase exponentially. In other cases, inspiration for art may also cause the release of adrenaline in my both. Similarly, when I use great emotion into my paintings. I am also excited to the point of adrenaline release. Adrenaline free essay sample Most of us, at some point, have been excited or thrilled as a form of entertainment. Whether it is a roller coaster at an amusement park or a scary movie, some results from this form of exciting entertainment may include tense muscles, increase in heart rate, increase in blood pressure, or excessive perspiration. Such physical effects are caused by Adrenaline. Adrenaline is a hormone that is released from a person’s adrenal medulla during emergency situations but does not have psychoactive effects. It is released into the person’s body from the adrenal glands located above the kidney. It is commonly referred to as a â€Å"fight-or-flight† hormone, because of its effects in increasing the supply of glucose and oxygen directed at a person’s brain and involuntary muscles. This allows the person to have better physical abilities to utilise during an emergency. Adrenaline is also known as epinephrine. Adrenaline is derived from the Latin roots ad, meaning towards and renes, meaning kidneys. We will write a custom essay sample on Adrenaline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Epinephrine originated from the Greek roots epi, meaning on, and nephros, meaning kidneys. This is in reference to the physical location of the adrenal glands in a person’s body, atop the kidneys. Norepinephrine or noradrenaline is another hormone released from the adrenal glands. It is very closely, chemically related to adrenaline, as well as having similar effects on the human body. However, a significant difference between the two hormones is that adrenaline has no psychoactive effects, while noradrenaline does, affecting the person’s mental processes. The effects of adrenaline released with into the bloodstream include the stimulation of involuntary muscles, rising blood pressure, conversion of glycogen, a form of stored body fuel, inside the liver into glucose, heart rate increase, the dilation of the bronchioles, the fine, thin-walled, tubular extensions of the bronchus, in the lungs, increased breathing rate, increased metabolic rate, and decreased digestive and kidney activity. The release of adrenaline into a person’s blood stream can be seen as the changing of a gear in a manual car. The release of adrenaline allows a person’s body to be able to have better physical performance in the event of an emergency, while the changing of a gear in a manual car allows the car to have better performance and be able to reach higher speeds than at the lower gear. The diagram included shows the cross-sectioned view of adrenal gland. It identifies both the outer layer, known as the cortex, and the inner area, known as the medulla. The adrenaline is secreted from the inner area. Below it, the location of the adrenal gland is shown in relation to the kidney inside a human body. As indicated, it is located above the kidney. In terms of my art practice, my adrenaline is often released while I am working. For example, while completely three-dimensional projects in the workshops, the power tools and other machines make me very nervous while using them. As a result, my adrenal glands release adrenaline, making my heart rate increase exponentially. In other cases, inspiration for art may also cause the release of adrenaline in my both. Similarly, when I use great emotion into my paintings. I am also excited to the point of adrenaline release.

Compare and contrast the ways in which two poets present the themes of cultural displacement Essays

Compare and contrast the ways in which two poets present the themes of cultural displacement Essays Compare and contrast the ways in which two poets present the themes of cultural displacement Essay Compare and contrast the ways in which two poets present the themes of cultural displacement Essay In this essay I will be comparing two poems about cultural displacement and being torn between two cultures and how it has affected its writers. These two poems, Sujata Bhatts Search For My Tongue and Moniza Alvis Presents From My Aunts In Pakistan, are both about the feelings the poet experiences living in one culture whilst originally from another. Sujata Bhatt includes Gujarati in her poem along English for greater effect, as this shows her entrapment between the two cultures. Similarly, in Presents from My Aunt in Pakistan, Moniza Alvi shows her entrapment by giving vivid descriptions of traditional clothing against English clothes. These techniques help to give the reader a more in depth feeling of what each poet was feeling while living away from their original culture and also they show the difficulties involved in doing so.Moniza Alvis first stanza of the poem describes the clothes sent to her by her aunts; she lists and describes in great detail these clothes to her readers. The first things she lists are two salwar kameez outfits. This particular piece of clothing is specific to her Pakistani culture, however it may be unfamiliar to her English readers and this is where the effect is made, because she is showing what it is like not understanding things. On the other hand, by using these terms, she may be trying to get used to them, perhaps because she feels she is not yet familiar with them as she probably should be. This goes to say that, perhaps Moniza Alvi knows little about her Pakistani culture and feels she must know more; this may be due to self curiosity or pressure from her aunts who are always sending her Pakistani items.A salwar kameez consists of a tunic dress and trousers. Alvi beautifully describes them with a symbolic vocabulary. She describes one of them as a peacock-bluecolour and the other by using a simile which reads glistering like an orange split open. From this, we can see that both items are described us ing tropical colours, animals and fruits, all things which are not originally from the UK. This means that she feels they should not be here because they did not originate from the UK. Perhaps this means that she feels the same about herself, she feels as though she does not belong in Britain as she did not fully originate from here. However, it could mean that she wishes these things were not here because she has accommodated herself to the English ideals and culture and therefore the Pakistani items have little meaning in her life and are not necessary for her.Furthermore, it is made clear to the reader that Alvi tries to emphasise the description of the clothes because she is using free verse:They sent me a salwar kameezpeacock-blue,The free verse allows the lines to flow loosely on the page while emphasising on the important bits by giving their own line. We can see how peacock-blue, is written on its own line meaning that she wanted this to stand out from the rest. By structuri ng the poem in this way, it affects the way it is read out loud and therefore the emphasis can be made on whatever line necessary. Another example of this is:Itried to glimpse myselfin the miniatureglass circlesThe use of free verse here helps us to picture what the girl is doing because of the way it is written. This also shows the struggle she has to go through, symbolizing perhaps the struggle of being torn between the two cultures. The ellipsis after I makes a pause in reading, this exemplifying the struggle she is going through.Moniza Alvi shows struggle again when she goes on to describe the bangles which her aunts had sent her, she explains how they snapped, drew blood. This is sinister and ambiguous as bracelets cannot draw blood. This personification of the bracelets could have many meanings, for one, the comma used after the word snapped, pauses and delays the next set of words, again reminding us of her struggle. On the other hand, it could simply be that she wanted to pa use before stating something unexpected, perhaps that is what happened in her life, the sudden move to London might have been unexpected to her and in return she was hurting thus the drew blood.If the move to London had caused her pain, it could mean that she liked it better in Pakistan, and she did not like the fact that her life there was cut short. The reason I think her life was cut short in Pakistan is because this phrase is very short and powerful and to me, it symbolizes a short period of time, perhaps because of the use of the word snapped which is very simple and fast. However, the noun blood suggests violence and conflict which was perhaps the reason she had to leave and come to London.Without starting a new stanza, Alvi goes on to express her new thought which was a bout fashion. She states how fashion changes, here she is talking about fashion changes in Pakistan and compares it to how fashion changes in London. Perhaps she is trying to find all the similarities between her two cultures. Also, she could be trying to make Pakistan somewhat appealing to her so that she can fit in with the culture without having to force herself.Also, the confused poem structure as she jumps from one subject to another could mean that she is lost in thought, that she has so much on her mind and she is trying to make sense of it all. This could be due to the fact that she is being torn between her two cultures. Also, as there are so many things she wants to take time to think about, she feels the need to jump from one to another without great pause in order to be able to express everything.In the second stanza, the free verse continues to flow as she gives a description of how she tries on the Pakistani clothes. We can see the effect living away from the Pakistani culture has had on her as she explain she feels alien in these new Pakistani garments. In additions to this, she states that she longed // for denim and corduroy which shows the conflict between the two cultu res. She feels she has to wear the Pakistani clothes because they are part of her culture; however she does not feel comfortable wearing them, she feels alien and would rather wear her English clothes. The frustration is showed again through the stanza structure; the frustration that she has no natural closeness to her Pakistani clothes is visible.By separating longed from for denim and corduroy, giving them their own separate lines, the pause between them makes the reader think that she is ashamed of saying what she really wanted because she feels pressured to like these Pakistani clothes. Also, by longing for the two pieces of clothes which were English, she is showing her closeness to her English side of her rather than the Pakistani side. Furthermore, she shows she feels inferior to the Pakistani culture as she states I could never be as lovely as those clothes.This shows that her self confidence was perhaps shattered because so many people were asking her to be more Pakistani w hen she was truly more attached to her English side. This made her feel inferior and trying to find excuses as to why she did not belong to the Pakistani community. If her self confidence was boosted, she could wear both her cultures clothes proudly without any problem. Also, her non-belonging feelings could also be linked to the fact that she felt unwanted in the community because she was half English and half Pakistani. This is shown when she states that she is half English unlike Aunt Jamila.Perhaps her Pakistani side of the family was making her feel responsible about not being fully Pakistani which would explain her wish to belong to their community more. She feels unwanted and confused as to where she should belong more. This also makes her confused about whether or not she should feel happy in her English clothes, as her aunts are sending her all these Pakistani clothes. She feels pressured to belong to one culture more than the other as she feels she cannot please both at th e same time. She cannot see the two cultures merging as she has polarized more to the English.Her confusion about her culture continues to be displayed throughout the course of the poem, the random memories show her displacement and her contradictory phrases show again her confusion. An example of her contradictions is when she claims she longs for denim and corduroy which implies that she wants to belong to the English community. However, she then says I wanted my parents camel skin lamp. A camel skin lamp is specific to the Pakistani lamp, which implies she would like to be part of the Pakistani culture. Despite this, her contradiction could simply mean that she wants to belong to both cultures equally because she wants some things from the English culture and others from the Pakistani culture. However, it could be argued that she cannot have both the cultures at the same time, thus proving that she is confused and torn between her two cultures.Furthermore, she goes on to criticis e the Pakistani culture by saying that in the making of the camel skin lamp major cruelty took place. This could suggest that she thinks Pakistan is a cruel country and it could also symbolise her pain when she was taken away from Pakistan.In stanza four, Moniza Alvi mentions her mother and her love for the jewellery she owned. She tells the story of how they got stolen from her car. This symbolises culture being stolen from her. She says the jewellery was Indian gold, dangling, filigree. These adjectives changed the mood up to the point when she mentions them being stolen. The adjectives used to describe the jewellery are very significant. For example, filigree means very fragile which could mean that is how her cultures are as well, they could easily be taken from her as the jewellery were taken away from her mother. Also, the fact that they belong to her mother and not to her could also symbolise that, like the jewellery, she has no control over it because it does not fully belon g to her. It was stolen from her when she was taken away from Pakistan just like her mothers jewellery. Furthermore, the fact that it was stolen from Britain could suggest that British culture has stolen her original identity as a Pakistani.Again, she skips from one thought to another now to say that her aunts requested cardigans from Marks and Spencers. This confuses the poet further because she does not understand why they could possibly want English clothing when they had such beautiful things in Pakistan. It was almost as though they want something different from what they already own and should cherish, which is exactly what Moniza Alvi wanted. Perhaps she does not yet understand that having both cultures within her is not all that bad. She does not have to choose between the two cultures, she could make the most out of both of them equally. Her aunts in Pakistans want for the MS cardigans could be interpreted as a reflection of her own wants, perhaps her want of something othe r than the confusion she had live through. She wants something different, just like her aunts in Pakistan wished for the English cardigans.Alvi showed her school friend the clothes she received from her aunts and she tells us that they didnt impress my school friend // who sat on my bed, asked to see // my weekend clothes. This could be the source of confusion about which culture she should belong more fully to. Reason being, her English friends are more interested in her English clothes making her want to push her Pakistani culture aside. On the other hand, her Pakistani family is more interested in her Pakistani side, making her question her English half. In addition, the fact that she feels pressured by her English friends to carry herself in an English manner, could explain her distance towards her Pakistani culture, because if she accepted and wore herself in a Pakistani manner, she would not be as easily accepted in society in London.Her cultural displacement is also shown whe n she states no fixed nationality. She drops this line into the poem, along with the descriptions of beggars and street sweepers. This means that her lack of fixed nationality, for her, means that she is on the same level as street sweepers and all the lower class people in society. This shows her torment and confusion. Also, she shows that she would rather have a fixed nationality rather than having two cultures within her, where she feels like she has to choose between them.The cultural displacement however, is shown differently in Search for my Tongue by Sujata Bhatt. Sujata Bhatt implies that she went to the USA when she was older as she states she is forgetting her mother tongue. This implies that she has used it most of her life, and it is now being taken over by the new language she has to speak, English. Sujata Bhatt was fully Indian and therefore her poem shows no confusion towards her culture and the English culture, her poem shows the distress and confusion towards the tw o languages now forcing each other to back out.The structure of Sujata Bhatts poem is in many ways different from Moniza Alvis poem. Bhatt has a clear, less confusing structure, it barely contains any enjambment which shows that perhaps her confusion is not as major. Her poem is carefully planned out into three sections in which at first she is afraid she may lose her mother tongue. Her fear and anger are shown through her use of punctuation. She uses a lot of commas, which slow down the pace of the poem. Perhaps by doing this she was trying to show that she is mourning her mother tongue which she is afraid is losing. Also, her anger is shown through the negative language she uses and the repetition of the word rot.Repeating this aggressive word has a major effect on how the message of the poem is presented. This noun is carefully used to point out her anger for losing her mother tongue and it also forces the audience to make a vivid picture of what is going on. This is different fr om Presents From My Aunts In Pakistan, in terms of both the structure and the language. Sujata Bhatt shows her anger through her careful use of words and shows her sadness for the loss of her mother tongue through the use of commas to slow down the poem. Furthermore, the second section of her poem is in another language. She had written this part of the poem in Gujarati, her mother tongue; this has a major effect on the poem is received as the contrast between the two languages shows her entrapment between the two languages.However, this also shows that even though her mother tongue is forgotten through the day, as it is not being used, it blossoms in the night showing that it is still there and proving its existence. This also shows her assurance that she still has the most important thing of her Indian culture within her. The inclusion of the foreign language in this English poem is very mysterious, and perhaps, apart from wanting to show that she had not forgotten her mother tong ue, Bhatt wants to show her audience what it really feels like not being able to understand another language.This in some ways relates to Moniza Alvis poem, because in her poem, she had used Pakistani terms for certain Pakistani pieces of clothing, these terms were not familiar to the reader. Perhaps they both used these unfamiliar ways to describe their culture in order to show just a fraction of their cultural displacement. Also, the structure in Alvis poem is very different, the poem is very confusing and uses many run on lines to further emphasise the confusion felt by the poet. Furthermore, in the third section of the poem, Sujata Bhatt translates for us what the Gujarati meant.The atmosphere of the poem changes here, from aggressive and gloomy to much more lively and triumphant. We can tell she feels triumphant as the commas which were used to slow down the pace are now used to slow down her excitement. The language also changes from being negative to being somewhat very posit ive. She uses words like blossoms and describes how her mother tongue now grows strong veins and is powerful enough to push the other tongue aside. This excites the reader as the pace is much quicker and lively compared to the first part of the poem.This is fairly different from Moniza Alvis poem which kept relatively the same mood throughout the poem. Perhaps the reason Sujata Bhatt has chosen to change the atmosphere in this way was to make a clear comparison between how she was feeling when she thought she had lost her mother tongue and how she feels now that it is coming back to her. Also, Moniza Alvi perhaps had no reason to show something like this, instead she used run on lines and random memories to represent her confusion about cultures something that Sujata Bhatt had chosen not to do. Sujata Bhatts poem is much more organized.The language used in both poems is similar yet different in some areas. They both create imagery through the use of their language and other techniqu es. Sujata Bhatt uses an extended metaphor throughout her poem by repeatedly referring to her tongue as a plant. This is shown when she describes her tongue as it would rot // rot and die. The reason this is compared to a flower is because flowers die and rot in places that are not appealing to them. This shows Sujatas strain in the new country, her strain to speak a new language. However it also shows the plant imagery she is creating. She goes on describing her tongue as it grows strong veins.Again this shows the plant metaphor, and the fact that this is towards the end of the poem shows that the metaphor was kept even after her mother tongue had made its return; this then supports the fact that the poem contains an extended metaphor. In comparison to this, Moniza Alvi creates imagery firstly through the structure of her poem, because she has random memories the way the poem is structured forces the audience to picture what they are reading. Also, unlike Sujata Bhatts poem, Presen ts From My Aunts In Pakistan contains a lot of imagery which compares her two cultures.And where she describes her Pakistani culture in a very elaborate way, she explains the English using dull, plain words with no emphasis. This is somewhat similar to Sujata Bhatts culture comparison as she made her Indian culture stand out by including some of her own language in the poem, she is making the foreign language stand out to English audience, making it very mysterious and therefore interesting. Also, Sujata Bhatts use of colloquial language is very sinister as she ends with more elaborate and triumphant vocabulary. This colloquial language is exemplified by lost my tongue.This, in colloquial language means tongue tied and she might be saying this to display her cultural displacement and what it feels like. Perhaps she has no voice within her new society just like Moniza Alvi felt she did not belong in the English society, Sujata Bhatt may be feeling excluded with no voice. In addition to this, the ending to these poems show very different attitudes to their supposedly lost cultures. Sujata Bhatt ends her poem triumphantly by saying it blossoms out of my mouth. This last line of the poem shows how her cultural displacement has been settled and she is now reassured that her Indian culture will always be with her no matter what. Also the use of the word blossoms gives the poem a more positive and joyful feel and ending.Perhaps Sujata has done this to show how much her culture means to her and how she feels when she is in control of it. In comparison to this, Moniza Alvis poem last few lines include the phrase no fixed nationality and this shows that her ending is not a happy ending as she is still feeling confused. However the last reference about cultures she made at the end of the poem is about the Pakistani culture which perhaps shows that she would love to be much more attracted to it, and she misses being a part of it.In conclusion, both these poems show their cultural displacement through various techniques such as the language used for effect, the structure to express feelings better and even the tone of the poems. The change in tone in both poems was very significant, where on one hand Bhatt went from a mournful mood to a triumphant and glorious feeling, on the other hand, Moniza Alvi showed her confusion through her constant change of tone and atmosphere. Both poems have a unique way of showing their pain living away from one of their culture. They both however, sent the same message out, that you can never be entirely happy without your original culture, or without both your cultures involved in your life.Bhatts poem shows her triumph in recovering her culture which assured her that no matter what, it will always stay with her. Alvi on the other hand, is still confused as to what nationality she belongs to best, although she should recognize that she belongs to both equally, she is still torn between the two and her pain is reflected in the lines of her poem. In addition, the pressure to belong more to one culture than the other gets higher as her aunts are somewhat pushing her to belong more to the Pakistani culture. However, the structure shows that her confusion is more due to the Pakistani culture, as her random thoughts are mostly about her life in Pakistan.The imagery is also very powerful in both poems as they both show what is more vivid and what stands out more to them through various techniques.

Education High School Personal Statement Example | Topics and Well Written Essays - 500 words

Education High School - Personal Statement Example In the class that I am looking at, there are all types of students. Clearly some are more talented than others, however the gift lies in the teacher being able to engage all of the students in my opinion. Comment 2 - The religion of my students is mixed. Again we are looking at defining the term religion. Is it based upon what the child is told by his parents that he is, or is it based on what the child practices For example, is the child a roman catholic but does not know the first thing about Roman Catholicism What I have noticed that all children in my field class seem to have in common is what Orlich defines as the "silent sabatour". It is indeed something that is not diverse because once a child has stated that "I am just not good at science" it does wind up deflating the enthusiasm of the rest of the class to learn material. Comment In Response to What A Friend Posted: I thought that what you posted was insightful. It was something that I had not really considered in this discussion. I would like to compare it to my own analysis and perhaps we could both post a comparison of our findings. What made you choose the two elements that you discussed. Can you identify with any of the students that you observed

English as a Second Language for Adult Immigrants (The Domain is Adult Term Paper

English as a Second Language for Adult Immigrants (The Domain is Adult Education) - Term Paper Example With the increasing number of adult immigrants in the USA and Canada, English language becomes a significant issue for people. Immigrants need to adjust with the foreign cultural environment and with the common language i.e. English. The major dispute concerning the English language within immigrants is that it creates verbal obstructions as well as misinterpretations, and can harm the effective communication within organizations (Charlotte Mecklenburg, 2002). Literature Review According to Burt (2004), knowledge and fluency in English is explicitly connected with financial self-sufficiency. Immigrants who are literate in languages except English are more probable to have temporary work and get less income as compared to those who are well-educated in English and have English as first language. Several surveys on the immigrants’ income in the USA depict that there is positive relations between English learning capabilities and salaries of immigrants. This is one of the major reasons that immigrants want expertise in English language both in speaking as well as in writing. Providing â€Å"English as Second Language (ESL)† lessons to immigrants is a useful method to resolve the English communication problem in the workplace. However, it can be observed that companies are reluctant about providing ESL lessons due to problems with regard to planning, expense, and a sense that providing ESL lessons are not their duty (Burt, 2004). ... ing citizenship, the demand of â€Å"English for Speakers of Other Language† (ESOL) in Canada and the USA is increasing constantly, and it is considered as one of the fastest growing constituents for adult education. The admission for English education is also inclined by the way of â€Å"Immigration Reform and Control Act† (IRCA) in the year 1986. Presently, the population assisted by English learning programs has changed significantly. The immigrant populations of the USA and Canada in present days are much different than past days with respect to size, origin and financial status. According to a Census survey in the year 2000, the number of Hispanic population was more than 58% compared to 1990. In order to fulfill the emerging requirements of English education for the immigrant population, huge numbers of qualified teachers are required. ESOL classes are often organized to accommodate for initial, transitional, and advanced level of expertise. On the basis of resour ces of organizations and requirements of students, different approaches, practices and technologies are used in ESL training. The major objective of ESL programs is to assist adult immigrants in accomplishing competency in English language. Majority of classes are developed on the basis of students’ needs and benefits, for instance, the ESOL classes can be aimed towards adult learners who have arrived in Canada or in the USA, and therefore include survival as well as life skills training in their programs. Other classes may incorporate ESOL guidelines with professional education and family knowledge, as well as citizenship and academic training. The governments always help immigrant learners to obtain necessary skills and knowledge so that they can become active performers in workplace and in society

Racial Discrimination in the Workplace Essay

Racial Discrimination in the Workplace Essay In the current time, the pay gap between the genders is still significant in most countries, which shows that there is discrimination against women in the workplace, as the graph below illustrates that women were more than twice as likely as men to say they have been victims of discrimination (Wilson, 2006). In the past century many people did not have equal rights to choose their jobs. For example women could not find jobs easily as men, because certain people believed that men were more qualified than women. In the current time, people strongly believe in human rights, but discrimination still exists, and the impacts of discrimination are serious in the workplace and in society. The effects of discrimination in the workplace are shown mainly in two ways. Firstly, discrimination directly deals with the increasing rate of unemployment. Gender discrimination exists in some companies. There are companies that do not employ women, and as a result women have less job opportunities. In addition, age discrimination exists in other companies. Young people may not find jobs after graduation, because some companies think that young peoples lack of experience would not benefit them. Secondly, discrimination results in decline in work efficiency. If a company discriminates against women, consequently this company will lose work balance. Furthermore age discrimination is also harmful to a company. For one, at an older age people have a lot of experience, but young people are full of enthusiasm and ideas, so these two groups are both important for a company. Racism has been identified as the belief that race is the main determinant of human capabilities, that a certain race is better than others, and that individuals should be treated differently according to their racial designation (Racism, 2010). The United States has come a long way in defeating discrimination in the workplace but it still has a long way to go. Although many minorities made great steps during the Affirmative Action years, today there is still a very low percentage of minorities in comparison to whites in corporate America. In addition, the graph below shows the percentage of minorities in the workplace, where they got only 34% of the total employment (Chow, 2010). Racism acts dont affect the racist himself/herself or only the people working with him/her, it involves the customers and the staff also. As seen in the graph below, the effect of racism is not limited to certain kind of people (Jones, 1996). The customers should be served in the best way possible no matter where they are from. Some employees may make the company lose many customers because of their actions. In the workplace there has to be harmony between the employees so the work flows easily and work gets done efficiently. But when there is discrimination between the staff, the environment becomes unhealthy, and consequently such actions would affect the company as a whole. For example, when employees are racist against each other, they wont be helpful to each other, and as a result the work wont be done effectively. Discrimination can be caused by many reasons in the work place, such as religion, hatred, and stereotyping. One of the main reasons of discrimination is religion, which can endanger the workplace. Religion may be a sensitive issue, and it might cause conflicts. Furthermore, in the workplace discrimination could occur just because of hatred. For example, some employees may think that another employee got a raise just because of his race, so they would discriminate and hate him/her. In the current time, most of the companies hire employees from different nationalities, because of globalization. Moreover, some of the employees may be racist to other nationalities and they would not accept having other nationalities working at the same level as they are. Moreover, stereotyping is another reason of discrimination. Someone may have had a bad experience with people from a certain region, and as a result this person may discriminate and stereotype anyone from this area because of the past experience. The consequences for racism in the workplace is massive, it includes lack of work flow, lost customers, and lawsuits. Racism would eliminate the efficiency of the work dynamics, as some employees may not work effectively with others so there will be a lack of the work flow. Furthermore, this might affect the company adversely. Additionally, if the company has racist employees this will affect the way they treat their customers. Consequently, the operation of the company will be affected, as many customers might feel discriminated or not appreciated and may leave the company and start going to other competitors. As well, the company might be at risk of racism lawsuits if it acquires racist employees. As a result, this is going to put the company and the employee at jeopardy. Moreover, if the company gets a reputation of race discrimination it would be harmful for its business. The graph below shows the number of discrimination cases filed by category to the U.S. Equal Employment Opportunity Commission (PERFORMANCE RESULTS, 2008). For a company to survive its business it has to have solutions and preventive measures for racism acts. This could be achieved by awareness by peer review, training, disciplinary acts, and even terminations. Companies that take efforts to attain cultural diversity are open to changes in corporate policies that give incentives for employees who increase productivity in their departments based on cultural diversity. Often, this translates into major changes in corporate policies, such as in engaging in peer reviews over the traditional boss/underling scenario. When managers are reviewed by those underneath them, there is less of a chance that they will engage in racist comments or actions. Plus, the company should give cultural diversity training to their employees so that they will be aware of their actions and words, that they might think its acceptable to say or do but its considered racist. Many times, racism is not a public, overt action. Sometimes, many people who think of themselves as without prejudice may make racist comments without even knowing they made them. They may hear others putting down a fellow worker and take notice but be completely ignorant of their own prejudices and behaviors. Saying something like â€Å"you sure are smart for a black man,† or a woman, or a Latino, is the kind of comment where the person usually has no sense of his or her own racism and many times think they had sincerely given the person a compliment. Furthermore, the graph below demonstrates the rate of discrimination while working in most countries around the world (Nita, 2008). Also, there has to be some kind of disciplinary acts within the company, so employees would be more careful of their actions toward each other, and toward customers. Disciplinary acts is important in such cases as it shows the importance of the issue and that such discriminating actions are not tolerated in the company. Furthermore, termination is considered as the final result of racism acts. For example, an employee is known of discriminating acts and the disciplinary acts have not shown any improvement in his/her actions. Therefore, termination must be considered so that the work environment would not be affected by such employees, and so that this racist employee would act as an example to all the other employees. In conclusion, racist are very successful at keeping their actions private, thats why racism in the workplace still exists. The fact that an employee doesnt publicly say discriminating words at the workplace does not absolutely mean he has had a change of heart. He still may meet outside of work with his/her colleagues, and engage in racist jokes or put-downs. The basic prejudice is still there, and as long as it is, there can be no comfort taken in the fact that actions in the workplace have changed. A racially-biased attitude remains. People cannot feel comfortable on making progress on discrimination in the workplace until this kind of attitude no longer exists (Racism In The Workplace, 2009). Chow, L. (2010, January 14). Mad Men Havent Changed Much Since The 1960s. Retrieved April 03, 2010, from National Public Radio: http://www.npr.org/templates/story/story.php?storyId=122545036 Jones, J. M. (1996). Prejudice and racism. In J. M. Jones, Prejudice and racism. McGraw-Hill Humanities. Nita. (2008, March 5). Job discrimination at the workplace. Retrieved April 11, 2010, from http://nitawriter.wordpress.com/2008/03/05/job-discrimination-at-the-workplace/ PERFORMANCE RESULTS. (2008, November 26). Retrieved April 10, 2010, from The U.S. Equal Employment Opportunity Commission: http://archive.eeoc.gov/abouteeoc/plan/par/2008/performance_results.html Racism. (2010, April). Retrieved April 02, 2010, from wikipedia: http://en.wikipedia.org/wiki/Racism Racism In The Workplace. (2009). Retrieved April 11, 2010, from Knowledge Galaxy: http://www.knowledgegalaxy.net/racism_in_the_workplace/racism_in_the_workplace.html Wilson, D. C. (2006). When Equal Opportunity Knocks. GALLUP Management Journal , 1-4.

Othello literary masterpiece Essay

Introduction   Othello is one of the classical literary masterpieces written by William Shakespeare. Known as the dark-skinned Moor of Venice (Encarta Encyclopedia, 2002), Othello is a story of the mighty warrior whose life turned into a tragic downfall as he was corrupted by suspicion and jealousy over his wife Desdemona and his new friend Cassio. Unknown to Othello, it was Iago, his evil lieutenant, who conspired against his happiness and domination. Though it has been said that every character has a great significance and plays an important role in every story, Iago has been one of the most affective despite him being the antagonist in the novel. His character is the main reason why major incidents in the novel took place. This paper is aimed at analyzing the characters in the novel thereby coming up with the conclusion on everybody’s real motive and agenda in the whole novel. Characters in the Novel   Othello: Othello can be admired for his bravery, courage, wisdom and tactful ways. However, he himself had a great contribution on his own tragic downfall. There was this part in the story where he had shown enough patient not to fight with Brabantio, the father of his wife Desdemona because he wanted to prove that he did not bewitched his wife and that it was actually love that bonded them as a couple. If he was wise enough and confident on the love he shared with Desdemona, he could not easily been manipulated and brainwashed by the evil Iago for him to believe that his friend and soldier Cassio and his wife was betraying him and that the two were having an affair. Othello was a victim himself. He was a victim of the circumstances that Iago had made to destroy his trust to his wife, to his friend and even to himself. If he was able to know what’s playing in Iago’s mind earlier before he had done such tragic deed of killing Desdemona, then he could have saved her. He could as well save his reputation and self respect. He killed his wife to save his pride because the idea of Desdemona’s accused infidelity is unbearable for him. It was a threat to his own dignity. The worst part was that he did not only lose his pride. He lost his beloved wife, his own life and his own reputation. Nothing was left for him in this tragic story. Though Othello was the main character in this literary masterpiece, a twenty percent attribution is fair enough for him. Never would a man desire to be in a shameful ending. He would never have wanted to kill his wife, lose his friend and destroy his own reputation if it was not because of the evil plans of Iago. If he was able to know Iago’s plans, he could have done something to save everything including Desdemona, his beloved wife, Cassio, his friend and his own life and honor (Characters of Othello, 2006). Desdemona: Though she was a victim herself, and her life was taken by Othello, her own husband, her part on the tragic downfall in the story of Othello was much more significant. Desdemona was the subject of conflict between Othello and Cassio being used by Iago as he planned it that she was committing adultery. In classic stories, Eve was the reason of Adam’s committing sin, Delilah was the one responsible for Samson’s lost of his strength and his captivity. In Othello’s life, Desdemona was his Eve or Delilah for because of this woman, he was not able to see the truth but instead, he trusted the wrong accusation tailored by Iago that made him felt jealous to the extent of taking Desdemona’s life in his own life. Though in contrary to the classic example I have mentioned in this paper, Desdemona is innocent of the accusation Iago tailored against her. What I am trying to point out is that, women, especially in the old society and culture was oftentimes the reason behind a man’s downfall. It was like men were losing their rationality no matter the masculine strength, bravery and wisdom. Women has always been the weakness of men. On the other side, there is the saying that goes something like â€Å" In every man’s success, there is a woman behind it†. Quite contradicting and ironic! The same twenty percent attribution is given to this character. The sad thing is that the feminine side of women sometimes lead her to being helpless and unable to defend herself and prove the her innocence (Characters of Othello, 2006). Cassio: This character was another victim of circumstances. His deep admiration to Desdemona was the only reason why Iago managed to plant the root of suspicion against him with the intention of overthrowing him as lieutenant for him to get the position he had long for. He was a loyal friend and soldier to Othello but in the end he was seen as a threat and was even treated as a traitor. He was the fall guy to suffer all the accusations Iago had tailored to destroy Othello as well as to kick Cassio himself from his post. His importance in the story is just about ten percent in my own opinion (Characters of Othello, 2006). Iago: Personally, I consider this character as the one with the greatest contribution in the tragic story of Othello. He was described as Shakespeare’s most evil figure in a way that he can easily manipulate the people around him to do his bidding by taking advantage of his trust and using his victims own motivations to achieve his own (Characters of Othello, 2006). Being pragmatic, he was in the same way an opportunist to aid his plan toe st plant the seed of suspicion on Cassio and Desdemona. He was able to manipulate all the other characters in the story that leads to everyone’s tragic ending. Relative to the tragic ending of the story, sixty percent can be attributed to the evil deeds of Iago. Compared to modern times stories on television series, Iago was a representation of an ancient villain who was a great threat to a Othello who was supposed to be a good leader and a hero himself. The envy on Iago’s part for not being in the place of Cassio was the root why he set up Cassio and, Desdemona in committing adultery. This way, he was hoping to gain the trust of Othello to put him as a lieutenant. But the plot was also a way to avenge to those who hurt him and also to gain what he believes is his (Characters of Othello, 2006). It was evident with how Iago tailored the accusation on Desdemona and Cassio that he was indeed, a very clever man but his intentions was evil and his purpose was wicked. For someone to constantly lie and deceive one’s wife and friends, one must be extremely evil or, in the case of Iago, amoral. In every scene in which Iago speaks one can point out his deceptive manner. Much credit must be given to Iago’s diabolical prowess which enables him to bend and twist the supple minds of his friends and spouse. In today’s society Iago would be called a psychopath without a conscience not the devil incarnate. His ability to say the right things at the right time is what makes him such a successful villain. However, someone with a conscience would never be able to keep up such a ploy and deceive everyone around him (Characters of Othello, 2006). At the climactic ending of the play, Iago’s plot is given away to Othello by his own wife, Emilia. Iago sees his wife as an obstacle and a nuisance so he kills her. He kills her not as much out of anger but for pragmatic reasons. Emilia is a stumbling block in front of his path. She serves no purpose to him anymore and she can now only hurt his chances of keeping the position he has been given by Othello. Iago’s merciless taking of Emilia’s and Roderigo’s lives is another proof of his amorality (Othello, 2006). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is very clear from the above discussion that Iago’s pure motive for doing such evil deed is pure selfishness. He wanted power. He felt that he’s the one who should receive the highest form of respect from his constituents. He thought that he, alone, deserves the best credit, may it be for money, or for power. In his heart, there was nothing but pure hunger for power and attention.   By reflecting on what he was able to do, it can be easily assumed that he can still do anything and everything just to be get his most desired supremacy, even if it would mean killing more people and deceiving more loved ones. Works Cited: â€Å"Characters of Othello†. [online]. .   Ã¢â‚¬Å"Othello†. 2002. Microsoft Encarta Encyclopedia.   Ã¢â‚¬Å"Othello: Analysis of Iago†. [online] â€Å"Othello: Analysis of Major Characters†. [online]

Intergrating Special needs students Essay

Integrating students with disabilities into the every day classroom is highly important. It gives students with and without disabilities the opportunity to be apart of an inclusive and accepting community. Students who have severe disabilities are those students who have a physical, emotional, mental problems which require extra educational, psychological or medical assistance beyond traditionally offered education. In past years, special needs students have been over looked or their needs neglected, so they have had to move to schools that cater specifically to their needs. Many parents and school administrators thought that these kids needed to be cared for in a special location, outside neighborhood schooling. Studies have shown and from personal experience, students with disabilities who are integrated into regular classrooms, benefit from the structured and well organized activities that all students can participate in. This is not only good for the students with disabilities, b ut those who do not have disabilities, learn about real world differences. They are exposed to proper interaction with someone with a severe disability. This also gives non ­disabled students the opportunity to not fear students with disabilities and like ­wise. There are times throughout the school day that may not be suitable for SSN students to be interacting with other students. There are times that are great for integration (with assistance from an aid) , such as gym, music, art, passing periods, library, etc. This gives students the ability to not only interact with non ­disabled students but also learn what the day to day expectations are. Students with disabilities are often not given goals to accomplish or expectations. Students with disabilities should have a goal and expectations just as any other student, they just may need assistance along the way. If the student has a mild disability they should have the same expectations as non ­disabled kids, again they just need assistance reaching those goals. This requires teachers who are willing to help SSN or mild needs students, if they are not accompanied by an aid. A huge thing teachers and aids need to be on the look out for is bullying amongst the students. If a student with no disabilities was to pick on a disabled student that could be harmful on many levels. First off, it’s hurtful for anyone to be picked on. Second, if the disabled student feels negative vibes and is feeling bullied, the integration will no longer work. Students with disabilities usually pick up on negativity, and do not want to participate when they feel threatened. So it is imperative that teacher and aids be enforcing positive interactions amongst the students. Teachers need to help the aids in assisting the student. Many times teachers do not want the burden of a disabled student. It is extremely important that teachers are a helping hand in creating this environment. This means the classroom needs to be safe, positive and welcoming, for all kids. A good way to insure this is the â€Å"open ­door ­policy.† That means that teachers invite any onlookers to come in and observe the integrated activities. It also means that they welcome onlookers to observe an instruction in progress and to interact with the disabled students. A lesson plan that should be put into place in every classroom, at a lower grade, should be information on disabilities. Students who are taught and have explained the integration process are more likely to be positively responsive. There are many ways that integrating student with severe disabilities or special needs can benefit all students. Students can learn proper interaction with one another. Students with disabilities can learn what their day to day process is, and what is expected of them. This can only work if teachers are responsive to needs to SSN or mild needs students, not only the student will benefit, this also helps the teacher grow. All schools should switch to an integrated curriculum, to insure equality amongst all students, disability or not.