5 Stages of Grief

Kubler-Ross Model of 5 Stages of Death Daniel Redwood, D. C. (1995) mentioned the 5 stages of death was introduced by Elisabeth Kubler-Ross in the book On Death and Dying (1956). The 5 stages of death is also known as Kubler-Ross Model. According to this model, there are 5 stages that a person will face when he or she is going through death or is about to lose someone they love or have just lost their loved ones. The 5 stages are Denial, Anger, Bargaining, Depression and the final stage is Acceptance (as citied in Elisabeth K. B. , 1956).The 5 stages will be further explained as below. The first stage is ‘Denial’. In this stage, people who are about to die or have lost their loved ones will be very numb and they will find that there is no purpose in life. Besides that, during this stage, one will not be able to focus in their life and will usually lose their hope. Through being in denial, one will be able to cope and thus making survival to be possible once again. Being in the denial stage also protects them from being overwhelm with the anxiety that they are about to die or have lost their loved ones.Another important reason why one will be in this stage, is because they are unable to accept the reality that they are about to die or have lost their loved ones ( Elisabeth K. B. , 1956). The second stage of death is ‘Anger’. In the ‘Anger’ stage, one will usually be feeling very angry because they got that particular sickness or because they have lost their loved ones. They feel angry because they feel it’s not fair for them to fall sick or for their loved ones to fall sick. This is mainly due to the reason of belief that they have lived a balanced and healthy life. Therefore, they should not easily fall sick and face death.During this stage, the person will usually have a targeted person to release their anger. Usually, the person who is facing death due to some terminal illness will release their anger towards the doctor who is treating them, immediate family members or the person who is taking care of them. According to Axelrod, J. (2006), doctors usually becomes the targeted person because the doctor was not able to find a cure or treatment for the illness that the person is facing. This may be due to the stereotype that doctors should be able to treat and cure all of their patient’s sickness.Family members and the immediate person who is taking care of the person who is facing death becomes the targeted person because the person who is facing death will usually be filled with anger and disappointment due to the fact that they are about to leave their loved ones and not be able to ever see them again. After the ‘Anger’ stage, comes the ‘Bargaining’ stage. According to Elisabeth, K. B. (1956), just before we are about to lose our loved ones, the bargaining stage comes in the form of ‘doing anything and everything’ to spare the life of your loved ones, so that we are able to see them survive and continue living.The bargaining usually involves spirituality, where one will look towards a higher Being for miracle to take place. After a loss, bargaining will appear in the form of â€Å"What if.. † or â€Å"If only.. † statements. This is because, we would wish if we could have return to the past and change things so that we would not have lost our loved ones. The next stage is ‘Depression’. Elisabeth, K. B. (1956) mentioned right after the ‘Bargaining’ stage, we will step into the present state. Feeling of emptiness, sorrow and grief will be very deep and at times unbearable.During this stage, one will feel as though this depression will always be there. Elisabeth, K. B. (1956) also state that the stage of depression is normal when one has lost their loved ones. Finally, we will go through the ‘Acceptance’ stage. During this stage, we have finally accepted the reality and able to live in the present. We may not like the reality, however we have learned to accept. We have finally made a way to be able to continue living our life and move on. Instead of denying the past, one will be able to change, grow and continue living

College Development Essay

Residential life is part of almost every college or university. When most people think about residential life, they think of dorms and roommates; however, residential life is much more. The organizations are mostly divided into three units that make it all work: residence life programs, housing operations, and room assignments. (â€Å"College and university,†) Residence life is one of the major parts of a student’s environment. They only spend about twenty percent of their time in classrooms, as they spend most of their free time in housing. Residential life helps students to develop as young adults and future leaders. â€Å"The purpose of residence life programs is to provide educational programming, nonclinical counseling, and support for student learning†. (â€Å"College and university,†) People who are employed in residential programs mostly focus on improving student life and its safety, which helps to develop communication skills among people and also increase personal growth among student peers. The second unit of resident life is housing operations; they deal with daily tasks such as cleanliness, construction, and management. In a residential setting, is important to keep the environment clean and the buildings running properly in order for the community to work. The last unit of residential life is room assignments, in which finding the best-fit roommate is the most important. This area of residential life is designated to make room changes and monitor the occupancy of other housings. If there is a situation where problem occurs among roommates, the roommate assignment staff tries to find the best solution to find a resolution. Although it is often not realized, Residential Life is a big part of student life as it is a major factor in shaping a student’s experience in the institution. To ensure that residential life is at its best, the institution hires educated and professional staff. Almost every floor in each dorm has a residential assistant, who is responsible for maintaining a positive environment and be there for students if they are having a hard time adjusting. Residential assistants also welcome the students back to their dorms and inform students about upcoming activities and clubs. At the beginning of the school year, the RA creates a Facebook page for the people that they are responsible for and have group meetings to discuss issues and regulations. This helps new students feel welcome in their dorm and creates an environment where students can interact with other people in their dorms. Most dorms also have residence directors or graduate assistance. â€Å"Their responsibilities usually include staff development of their RAs, student counseling, educational programming, enforcement of institutional policies in the residence halls, and may also include other functions such as academic advising, intramural sports adviser, and facilities management†. (â€Å"College and university,†) If the RA cannot deal with a problem, they report to residence director or graduate assistance, depending on who is available to their building. The staff goes through training to make sure that every need of a student is met. â€Å"There is a strong need for well-qualified, educated, and trained entry-lever live-in professional staff in campus residence halls to support and achieve the academic and educational goals of the institution† (Belch, Wilson & Dunkel). It is important for students to be engaged and connected to school spirit, as it is more likely that they will remain in that institution. (Brooks). Each institution wants to give the best experience and education possible to their students. The person that oversees the Residential Assistants, Residential Directors, and Graduate Assistances is the Assistant Director of Residential Life. Keyne Cahoon is the Assistant Director of residential Life at Northeastern University and has many tasks during the day that keep her busy: â€Å"My primary responsibility is to directly supervise 5, 2 GAs, and indirectly supervise approximately 50 RAs. Additionally, I am responsible for the overall administration of the residential student conduct process (so I work with OSCCR to review and assign cases where residential student are involved), I am in charge of the professional staff recruitment and selection process (so I recruit and coordinate the process to hire all RDs and Assistant Directors of Residential Life), and I serve as a core team member of We Care†. (Cahoon, 2013) Being an Assistant Director of Residential Life is more than just dealing with housing situations. It involves a lot of communication among co-workers, documentations, and solving sometimes-unrealistic problems. Keyne Cahoon enjoys this challenge: â€Å"I enjoy students’ energy and excitement. I enjoy helping them figure out a problem and helping them solve it themselves†. (Cahoon, 2013) She is really involved in the community and enjoys every second of it. She finds her job very interesting and her passion makes her job a hobby. The only person who oversees her work is Brie McCormick, the Associate Director of Residential Life. She supervises the Assistant Director of Residential Life and deals with a lot of day-to-day issues for the department as a whole. The Associate Dean of Cultural, Residential & Spiritual Life of Northeastern University is Robert Jose. He represents the Residential life as a whole unit. The theories that Residential Life uses are theories of organizations and campus environments, typology theories and models, and student success theories. All of these theories have the main focus to improve on student life outside of the classroom. Residential Life aims to provide complex learning by giving students the opportunities to make friends, be part of a groups or a clubs, play a sports, and much more. Living in dorms teaches them how to deal with every day situations in classrooms or outside. Students will be able to be â€Å"able to apply acquired knowledge to everyday situations, able to communicate clearly and effectively, acts responsibly to others, is civic minded, understands and appreciates those of other nationalities and cultures, is self-aware, and has a sense of connectedness to the university†. (Brooks) Living in the dorms helps students prepare for life after college or university and enables them to apply the things they have learned to a variety of situations. References Belch, H. A. , Wilson, M. E. , & Dunkel, N. (n. d. ). Cultures of success:recruiting and retaining new live-in residence life professionals. The College Student Affairs Journal, 27(2), 176-193. Brooks, S. E. (n. d. ). The connection between residence life and first-year student retention at the university of Pittsburgh. The Journal of College and University Student Housing, 37(1), 12-23. College and university residence halls – purpose of residence halls, organization and administration, residence hall staffing, residence hall student government read more: College and university residence halls – purpose of residence halls, organization and administration, residence hall staffing, residence hall student government. (n. d. ). Retrieved from.

Marketing Mix and Consumer Behavior Essay Example | Topics and Well Written Essays - 2500 words

Marketing Mix and Consumer Behavior - Essay Example Today the entire world is considered as markets by the marketers who are involved in global trade. Participating in the global trade has become a growing trend of today’s business scenario since global trade comes with the opportunities of competitive advantage and access to a wider market that provides the marketers, ample scope to grow and develop. Thus in this context, when a marketer wishes to grow and prosper then it’s necessary for him/her to consider the entire world as their consumer. This is true for products as well as services. The report at hand focuses on the marketing mix of a brand and the means through which the brand convinces and satisfies its customers. One such brand with a global presence is BiCE. BiCE is a group of restaurants with Italian origin that was started during 1926. Today the group has its presence in the places like North America, South America, Asia, Middle East, Europe and Africa (BiCE, 2013). The marketing mixes at each of these place s are different. Since it’s not possible to discuss BiCE’s marketing mix in the context of all the places, therefore the present report will be focusing on BiCE Abu Dhabi, UAE. However before discussing the marketing mix of the restaurant it is necessary to discuss the market condition of the place where the restaurant is operating presently. Marketing Mix Product- BiCE offers a complete Italian familiarity to its customers. Italian rock music is played by a group of musician in the lounge area so bring out the essence of Italy. The adjacent places of the restaurant remain well-decorated by terracotta idols and Etruscan bronze structures. The wide array of delicacies consist of a broad gamut of cuisines starting from appetizers like gamberi, zucchine e carciof, Fritto di calamari, Carpaccio like Carpaccio di aragosta con composta di mango piccanto e salsina al caviale, soup like Zuppa di orzo e gamberi, Risotto like ai funghi Porcini, salad like Insalata Cesare con cro stini all’aglio, pasta like Penne all’arrabbiata, Main Course like Filetto di tonno rosso, in crosta di sesamo con caponata Siciliana, and Side orders like Sauteed spinach- Sauteed mushrooms - Steamed vegetables, Grilled vegetables - Mash potato - Grilled asparagus - Grilled asparagus and Mixed salads. Along with offering superb Italian cuisines the restaurant also comes with accommodation facilities. But the lodging service is only accessible during the peak seasons of the year when maximum number of tourists visit the country for spending their holidays and shopping (Jumeirah, n.d.). BiCE mainly focuses on rendering a diverse array of food menus to meet the tastes and food demands of people pertaining to various nations pertaining to China, Thailand, Arabic, and other European countries like Germany and France. Similarly the restaurant also tends to meet the varying eating needs of other expatriate population coming from United Kingdom and United States to United Ara b Emirates. The cuisines are served in packages that come with separate sauces, salads and other non alcoholic beverage drinks and also of alcoholic drinks like wine and others. Moreover the restaurant also focuses on encouraging the people to enjoy their socializing activities through helping them savor on the food and drink products in an eat-out zone with adequate seats attached for gossiping. In addition the availability of a Wi-Fi facility further works toward meeting the requirements of the expatriate

European Union Law Master Case Study Example | Topics and Well Written Essays - 1250 words

European Union Law Master - Case Study Example The qualification or condition is therefore null and void. It is universally basic in the construction and interpretation of laws that what is not excluded must be included, especially in the present case where the issue is that which pertains to labor benefits. Even presuming for the sake of argument that there is that qualification requiring gross negligence to be present on the part of the employer, both Ruth and David are still entitled to the compensation because the choice, installation or utilization of the harvesters is a matter being decided and acted upon by the employer and any error in the judgment of the latter concerning the said choice, installation and/or utilization of the harvesting machine is attributable as one of gross negligence. Consequently, when Ruth and David sustained injuries resultant of the use of the harvester, it has to be interpreted that the causal origin was the gross negligence of the employers. It was incumbent upon the latter to see to it that any machine to be used or is In view of all the foregoing, it is evidently clear that Ruth and David are entitled to separation or termination benefits as provided for in the afore-cited Directive 999/98 without any condition or qualification. Accordingly, they have to be paid by their respective employers of the mandated compensation upon permanent disability which was caused by the harvester. The guidelines set forth in the European Union Treaty It is no overstatement to say that the rights of laborers are among the leading concerns underpinned in the provisions of the European Union Treaty. Labor right is a human right. As a matter of fact, it may be considered the paramount of all rights. As embodied in Article 136 (ex Article 117) of the consolidated version of the European Union Treaty, the rights of laborers have been delineated with special attention. These include such privileges as embraced in the general objectives that will promote employment and augment the conditions of workers for their living and working circumstances. The approved declaration of the union has also outlined the appropriate social protection of the laborers. Necessarily, the latter stipulation includes severance or post-employment needs such as pension and retirement benefits and compensations. (CONSOLIDATED VERSION OF THE TREATY ESTABLISHING THE EUROPEAN COMMUNITY. Dilogo social y formacin professional. Organizacion Internacional del Trabajo. [internet]). At this juncture, it is equally significant to note that Article 137 of the afore-mentioned consolidated version of the treaty further expresses that the community of nations complements and supports the activities of all member states in the fields of labor rights and privileges including those that will improve the working environment in order to protect the health and safety of the workers. Along that line, if the issue of compensation due to permanent disability is removed from the case at bar, the employers of both Ruth and David are yet nevertheless fundamentally under legal obligation to protect their safety from the dangers and hazards

Why is Charlemagne considered to be the Imperial Father of Europe Essay

Why is Charlemagne considered to be the Imperial Father of Europe - Essay Example He implemented the livre caroliniene standard based upon a pound of silver as the currency of his region. As an economic innovator, he also lay the groundwork for standard accounting practices and computations used for record keeping. Such great accomplishments for a man who was known to many as being uneducated. Though not formally educated himself, the man had a thirst for knowledge and learning. Which is why his reign gave particular importance to growing the academic successes of his people. He is credited with having ushered in the Carolingian Renaissance era that is embodied by the continuous growth of scholarships, literature, and art during his reign. Allowing for a free exchange of knowledge and experience between the countries of his conquering that increased the number of schools and book copying centers in France. Though he worked hard to establish the stability of his empire on both the political and religious front, Charlemagnes attempts to find the perfect balance between the relationship of Church and State was a tenuous one as his reign was based upon the loyalty, efficiency, and support, of his subjects. Religious pressures aside, he still managed to implement what he felt were important political reforms in the realm for the benefit of his subjects. Such were the documented accomplishments of Charlemagne throughout his life that it is easy to see how he could easily have come to be known as the â€Å"Imperial Father† of Europe even if the Roman Catholic church had not bestowed the same title upon him in an apparent political move meant to give the church the upper hand when it came to empire

Primary Source Analysis (Between Emerson and Thoreau) Essay

Primary Source Analysis (Between Emerson and Thoreau) - Essay Example This essay examines Emerson’s ‘Nature’ and passages from Thoreau’s ‘Walden,’ arguing that these texts reimagine our epistemological connection with the Universe through poetically reframing the way we approach nature and our philosophical relation to history and humanity. One of the most prominent connections between the texts is the need to view nature through a poetic lens. In this way, both Emerson and Thoreau distinguish between forms of interacting with nature with this poetic lens, and modes where nature is viewed only for its utility. Emerson indicates, â€Å"His relation to nature†¦is through the understanding, as by manure, the economic use of fire, wind, water, and the mariner’s needle† (Emerson, p. 7). This distinction between the poetic view of nature and the economic view of nature is also echoed in Thoreau. Thoreau writes, â€Å"I have frequently seen a poet withdraw, having enjoyed the most valuable part of a farm, while the crusty farmer had supposed that he had got a few wild apples only† (Thoreau, p. 3). In both instances there is the recognition that man’s transcendental interaction with nature must occur under the auspices of poetic observation. Another coinciding element between both texts is a consideration of man’s relation to history. ... Why should not we have a poetry and philosophy of insight and not of tradition, and a religion by revelation to us, and not the history of theirs?† (Emerson, p. 3). Later in the text Emerson indicates that the existence of a common man in 19th century America is just as glorious as Julius Caesar’s existence. In this way Emerson is indicating that man’s search for truth and meaning should be rooted in their relationship with nature over their relationship history. To an extent Thoreau embraces Emerson’s epistemological positioning of nature as transcending history. Thoreau writes, â€Å"I have been as sincere a worshipper of Aurora as the Greeks† (Thoreau, p. 5). Still, Thoreau seems more willing to revel in the way that nature brings man into a direction connection with historical precedent. In either instance there is the The means that the texts explore the way man interacts with nature represents another significant consideration. Emerson clearly embraces a phenomenological connection with nature and subsequently the universe. He indicates, â€Å"The foundations of man are not in matter, but in spirit. But the element of spirit is eternity† (Emerson, p. 6). In addition to indicating this means of connecting with nature, Emerson articulates a number of dimensions to his perspective, including notions of the Soul. While Emerson works to create a pantheon of spirituality through reference to the Soul, Thoreau works more to demonstrate appropriate ways for man to consider their place in the world and their relation to nature. In one instance Thoreau describes his entrance into town. He comments, â€Å"When I meet the engine with its train of cars moving off with planetary motion, -- or rather like a comet, for the beholder knows not if with that velocity

Discuss how the anatomical and molecular structure of the podocyte Essay

Discuss how the anatomical and molecular structure of the podocyte facilitates filtration in the kidney - Essay Example The epithelial cells in the podocytes are polarized in nature with a luminal and basal cell membrane. The cell membrane corresponds to the sole plates of the foot processes. The slit diaphragm is found between the luminal and basal cell membranes (Kriz et al, 1998). A thick surface coat of sialoglycoproteins covers the luminal membrane and the slit diaphragm. The podocytes have a high negative surface charge due to the sialoglycoproteins made up of podocalyxin and podoendin among others. This surface charge helps to maintain the interdigitating pattern of the foot processes. When the surface charge is neutralized by cationic substances like protamine sulphate, the processes draw back and cause tight junctions between them (Kriz et al, 1998). The abluminal membrane contains many proteins participating in the various functions of the glomerulus. Podoplanin is a recently described protein found all over the podocyte. Galatosamine residues of glycoconjugates and A13 (podocyte-specific pr otein) are found. The cell body has the large nucleus, well developed Golgi system, endoplasmic reticulum and lysosmes (Kriz et al, 1998).Podocytes play a significant role in the physiology and pathology of the glomerulus and form the basis of the filtration process in the kidney along with the slit diaphragm. The glomerulus has a glomerular filtration barrier which is deeply involved in the kidney functions (Pavenstadt, 2000). The podocyte is the most differentiated cell or highly specialized cell in the glomerulus for the functions. The podocytes stabilize the glomerular architecture by preventing distensions of the glomerular basement membrane and maintain the large filtration surface at the slit diaphragm. They account for 40% of the hydraulic resistance of the filtration barrier (Pavenstadt, 2000). The foot processes are contractile in nature with actin, myosin, alpha-actinin, vinculin and talin and connected to the basement

Pubic health priority in uk Essay Example | Topics and Well Written Essays - 750 words

Pubic health priority in uk - Essay Example It has been also identified that the person smokes for more than one year for around 11 to 15 times. He is aware of the consequences of smoking and wants to quit this behaviour. Considering the intervention, it can be claimed that during designing and delivering a health promotion intervention for an individual, who is a smoker and it is essential to apply the five categorized strategies with the aim of achieving the objectives of integrated health promotion intervention. The intervention process is described below: In this contemporary era, the tendency of consuming tobacco has increased among the adults of the UK, which has caused several diseases among the smokers relating to chronic diseases. Thus, during the intervention process it will be highly essential to prepare an intervention procedure through which the tendency of consuming tobacco can be reduced among the adolescents. Thus, during this stage, it is essential to identify the time span the smoker has been consuming tobacco. At the same time, it is also vital to identify the number of cigarettes he has been consuming per day. Moreover, it is also required to know whether the person has attempted to quit the habit of smoking (Cepeda-Benito, & et. al., 2004). During this stage, it is highly essential to advice all tobacco users to stop consuming tobacco. In this regard, it is highly essential to make understand that respondent about importance of leaving or quit smoking in a clear manner through which the individual will able to understand the smoking involved threats. In this regard, it is essential to make the individual aware about the negative consequences of smoking and also need to provide real example in order to create doubt and fear inside the mind regarding smoking (Illinois Academy of Family Physicians, 2005). After gathering the essential

Personal Reflection Journal Assignment Unit 6, 7, 8, and 9

Personal Reflection Journal Unit 6, 7, 8, and 9 - Assignment Example Now, I am aware that these strengths will be my keys to success in my career and personal life. I did not really need an assessment to tell me that. However, it surely motivated me to go on and even try harder at what I do. I do not have an excuse to be mediocre. How can I apply the results of the strengths-finder assessment in my personal life and career? As a relator, I am a people-person. I am not one to shy away from meeting new people and getting to know them for various purposes. This definitely helps me in my networking activities. As an achiever, engaging in tasks drives me to do more. The exhilaration of completing them excellently is very fulfilling. Being analytical can make me appear cynical of other people’s ideas. I need to consider all options and possibilities before I finally give my nod. I know it keeps people on their toes, and for me, that is a good thing so they also strive to do their best with me. I can link this to being an arranger. I strive to iron everything out so operations run without glitches. Lastly, being in command ensures that I get things done. I can take charge of things, and assume a leadership position with confidence because of my other strengths that contribute to my credibility. Given a choice, I would opt to be an Operations Manager instead of my current job as Technical Advisor. I believe my strengths as a commander, relator and achiever will greatly benefit the position. Being in command enables me to act out decisions with ease because I know I take action and not merely think. My being an achiever makes sure of that. Being a relator helps me connect with people and place them where they are best suited. I am confident that as an operations manager, I will excel with the help of my strengths. As for my weaknesses, I need to keep reflecting on my performance to know where I need improvement on. My self-evaluation will help me identify these weaknesses

Financial Engineering Essay Example for Free

Financial Engineering Essay University of Stratchclyde is amongst one of the top ranking universities in the United Kingdom. The university is located right at the heart of Glasgow, Scotland’s biggest and most cosmopolitan city. The University of Stratchclyde was founded in 1796 when John Anderson, Professor of Natural philosophy at Glasgow University left instructions in his will to establish a university which should be a place for useful learning for everyone. His vision was realized when Anderson’s university opened later in the same year he died. The university developed rapidly since its inception and by the 1890s, had become a major technological institution with a wide reputation for research and learning. This rapid expansion meant that there was a need of raising more finances for opening up a new building for the university. For this purpose, a fundraising campaign was started by the governors and as a result a, the Glasgow and West of technical college building, now the Royal College Building was opened in George street(strath. ac. uk. ,n. d. ). The primary focus was on science and engineering, though it also offered some courses in management. The college was known for producing some of the best scientists and engineers of its time. In 1964, the Royal College was granted the Royal Charter and thus became the University of Strathclyde. In 1993, the University of Strathclyde merged with Jordan hill College of Education, which is Scotland’s Premier teacher training college(strath. ac. uk. , n. d). This new faculty offers teacher training alongside courses such as speech and language pathology, social work, sport and outdoor education. At the time the University received its Royal Charter, it had some 4,000 full-time students and only a single block of buildings fronted by the Royal College. Today University of Strathclyde has become the third largest university in Scotland.

Visual Aids Help Tths Students Improve Their English Education Essay

Visual Aids Help Tths Students Improve Their English Education Essay In Vietnam, English is considered the most important foreign language, which is taught as one of the main subjects in schools as well as in universities and is also used the most in communication among other foreign languages. According to the Longman dictionary of language teaching and applied linguistics, English is used as a foreign language or a second language to communicate with foreigners who speak the English language in non-English speaking countries. The English teaching and learning at Thuong Tin High School is not very significant in terms of the students achievement. Especially, the big concern is for English vocabulary retention. At the end of the first term 2009 2010 only about 50% of the students got an average of 5 and 6, and only 8% got 7 or 8 and the rest got 3 or 4 in the English oral test in the 2009 State First Term Examination. These figures have made the teachers of English in TT High School feel worried, they need to consider the serious problem carefully and find out the best methods to improve the situation quickly. This poor achievement is not new but has lasted for years, and there have been many things done about it but the situation has not improved. Students have been given extra lessons so that they have more time to practice their English, especially English speaking lessons, they have been helped a lot with revision before every test. They have even been provided with well-prepared hand-outs of the points on which they are going to be tested and told what to learn to do the tests well. In spite of what they have been informed and reminded of, unexpected things have still occurred, students have not improved their achievement, and the fact that most students were not very proficient in speaking and writing tests which were shown on the report of first term. To find out which factors are important in language learning, it is necessary to have a close look at social factors as well as a number of psychological dimensions of difference. Attitudes and motivation, self-confidence, intelligence, language aptitude, and language learning strategies have also been found to have an effect on language learners success in their language learning (Gardner, 2001). The research project took place at Thuong Tin High School located in Thuong Tin, a town about 30 kilometres from Ha Noi Capital and has been developing very fast. The people have become richer and a large number of families have invested money in after school activities and private tutoring for their children in English and other core subjects. If students and learners have an excellent level of English, they will gain acceptance to higher schools of learning and better-paid jobs. English is an important and compulsory subject at almost every school in Vietnam. Thus, usually students have to learn English for at least 7 years, from grade 6 to grade 12. In many schools in cities children start learning English in grade 3. There is even a trend to learn English before elementary school as their parents believe that the English language is a useful investment for their childrens future. Most jobs now require the applicants to have knowledge of English language at certain levels. Though English is taught from grade 3 in primary schools, most high school students are difficult to read an English paragraph fluently, talk to each other in English as a conversation, listen to a short introduction on television or write a letter or even a paragraph of description in English well. The issue that why most TTHS students have still had low results on speaking and writing tests though they have been helped a lot before tests, and what possible solutions could be found. The TTHS teachers have had a serious discussion and come to conclusion that most TTHS students have low English vocabulary retention and this has great influence on their speaking and writing tests. Students can not speak, listen, read and write English if they do not have enough necessary English vocabulary. But what we, teachers, have to do to help our students improve their English vocabulary. More things must be done to change the situation for the better, and the concerns were carried out, such as; motivation, methods of teaching and learning, environment of teaching and learning, materials and inclusive of Visual Aids. The defined solution for this issue was that Using Visual Aids to help students improve English vocabulary retention, because the teachers believed that there is no ways of lear ning vocabulary better than seeing the real things or illustrated things. Most teachers of English agree that it is difficult for them to have successful lessons on vocabulary or communication without visual aids and students will not be easy to understand and practice if they do not have certain visual aids for every task because students do not have enough necessary vocabulary to practice. The purpose of this research is to determine using Visual Aids helps TTHS students improve English vocabulary and the effects that visual teaching strategies have on the academic achievement of TTHS students. Research questions: How do VISUAL AIDS help students improve English vocabulary retention? What effects do visual teaching strategies have on the academic achievement of TTHS students? LITERATURE REVIEW Visual aids Brown (1973:1) emphasizes that using variety of media, visual aids, will increase the probability that the students will learn more, retain better what they learn and improve their performance of the skills they are expected to develop. Moreover, Finocchiaro (1974:63) states that the students will understand and retain better when they have been shown or taught some objects that associate with it. Educational professionals have acknowledged the fact that students who struggle in reading comprehension because they may lack the ability to comprehend words. Joseph (2006) realised, there are several approaches to teaching word-reading skills but few incorporate systematic procedures that facilitate mastery, build fluency and lead to retention of skills for struggling readers(p.803). Students who struggle in acquisition skills need specific interventions to increase their reading level and word knowledge. These interventions should be ongoing and occur early in the learning process in order to ease the cognitive load at the students current reading level and for the next grade level. Using visual aids to enhance English vocabulary and vocabulary retention is a strategy that has been researched and implemented into TTHS English classromms. With the use of visual aids, such as; authentic materials or illustrated things, students could increase their English vocabulary retention as well as they can base on their vocabulary to improve their speaking, writing, listening and reading comprehension skills. Joseph (2006) confirmed that students tend to be more motivated and choose to complete assignments and tasks that contain some items that are known to them and that appear to demand lower level of effort because they feel confident about their ability to complete such tasks. If implemented properly, visual aids, which are authentic materials or illustrated things, can make ongoing deffernces in students ability to read with confidence independently and continually. It is the consistency of vocabulary interventions that allows the struggling students to see the vocabulary terms within the reading passage if they are to expand their knowledge of the vocabulary term. This can make the difference in their proficiency of languag e acquisition Dave (1975: 10-11) also proposes some of the visual aids as follows: Real things and toys with different sorts, sizes and colors are useful to draw students interest. Real things can be presented to students by means of field trip or bringing the object to the class for direct observation. Chalkboard or blackboard are certain to be the most useful teaching aids, used in the class. They have the advantage of providing points of attention for the class and they can be used for many purposes. Pictures are flashed for a brief moment, therfore, the pictures should be simple and big enough to be seen clearly by every student in the class. Wall charts or wall pictures are big papers with some pictures and words, useful for presenting vocabulary to the class. From the explanation above, not all of media can be applied in the classroom; the teachers have to select the appropriate media that directly related to the learning process. Vocabulary assessments should also be used for a precursor to evaluate students comprehension. Johnston (1997) pointed that as childen spend more and more time reading and writing, many routines and common patterns become automatic, picking up speed and actually going through a different part of the brain, no longer involving conscious efforts (p 145). This is an important factor if students are to become independent of the classroom teacher. It is important to increase students toolbox of vocabulary strategies. According to Haycraft (1983: 102) teaching aids can be used for consolidating vocabulary, practicing structure and word order or for variety of games. Besides, teaching aids can also give a great help to the teacher in the class. A learner cannot always successfully learn English just by listening to the explanation from the teacher. Visual aids help teacher give more emphasis on pronunciation of the words, utterances and incorrect written of words. Moreover, in vocabulary class, the learners are encouraged to give their opinions about the visual aids that are presented by the teacher, thus the learners can be more active in teaching-learning process. Visual aids are also very useful to train the students to speak and memorize the words automatically. Visual aids, especially pictures are very useful in teaching vocabulary to encourage and motivate the students to learn the language. As stated by Coppen (1969: 88) pictures are parts of visual aids.The purpose of picture is to provide a stimulus which will elicit a particular response from the learner. The picture represents some action and in order to learn the appropriate words to describe the action itself must not be in question. Pictures are parts of visual aids. They may be used in teaching the elementary school students to avoid boredom. Brown (1973: 410) states some functions of pictures as follows: Media are used to teach the students to learn effectively. Pictures help the students read the books and eventually interpret and memorize words. Edmund Fason (1959: 416) states that teaching-learning process with pictures will get succeed if the pictures are related to the material of the study, pictures should be coloured and varied, colourful pictures intensify the students imagination. Using visual aids can give a great help to the teacher in the class. The students will not always be successful in learning English just by listening to the explanation from the teacher or by reading many books. Using visual aids in vocabulary class encourage the students to give their opinions about the presented pictures. The teacher can make them more active during the teaching-learning process. Moreover, flashing visual aids for a short time is very useful for the students to speak and memorize the words automatically. Retention Retention should be a requirement for the acquisition of vocabulary terms. Joseph (2008) makes these recommendations, in specific environmental conditions, words that were taught were considered learned when they were read correctly on next-day retention probes. Words that were not read correctly on next-day retention probes were not considered learned. Previously taught but unlearned words were retaught with the same instructional condition until they were read correctly on next-day retention probes (p 298). This would be a good procedure to follow if learners are to highten their retention of vocabulary terms. These retention probes were designed to measure students vocabulary acquisition. Retention probes were always administered the day immediately following the instructional condition and before another round of instructional conditions bagan. Each retention probe consisted of all the visual aids of unknown words that were taught in the previuos daily sessons. The visual aids we re exchanged and presented as one group of words to the students. Reiser and Dempsey (2007) states, maximizing learning with rich media involves two memories systems; working memory and long term memory that shapes human learning (p314). METHODOLOGY Subjects This research study took place in Thuong Tin High School in Thuong Tin town, 30 kilometres away from the centre of Ha Noi Capital. The subjects involved in this research were 40 students, they were in two different classes 12A2 and 12A3 (aged 16-18). They were randomly selected to put into two groups: 20 students in the control group (12A2) and 20 other students in the experimental group (12A3) (This means that the class 12A2 has 20 participants who belong to the control group, and the class 12A3 has 20 participants who belong to the experimental group). All of them are grade-12 students in the school year 2009 2010 and go to school everyday from Monday to Saturday. They have 3 English periods every week, each period lasts 45 minutes. The experiment lasted one month. After forming two groups, a test was given to students to check their English vocabulary so that the researcher could ensure students in two groups had the English vocabulary equivalence (Appendice 2). Instruments. Many visual aids were used when conducting this research, this was done by using pictures, real things and illustrated things. To make clear the research question, these following types of data were collected: surveys, pre-tests and post-tests, interviews, observations, and test scores. A survey was given at the beginning of the study to determine if the students enjoyed learning English and their attitudes to the instructional style of the class (Appendice 1). This helped me understand students perception of the class and if any changes, other than those used during the study, needed to be made to maximize the students academic performance. A Pre-test and Post-test were used before and after the research to find out the difference between the pre-test results and post-test results in order to know whether studentsvocabulary retention has been improved (Appendice 3A, 3B). Observations and test scores were also used as measurement tools. In order to take notes and determine the participation and attitudes of the students, observations were used daily. Did the students respond differently to the various visual aids? Were the students on task during a certain visual strategy? Did the students enjoy some visual strategies over others? Observing also made it possible to determine if outside variables affected the students test scores. Were the students having a stressful day? Did the students just come back to school from a holiday break? To determine if the use of visuals affected test scores, test scores during the four week study were compared with those from the previous four weeks. At the end of the study, the answers to the questions must be found; Why do TTHS students speak, listen to, read and write English so badly? How do visual aids help them improve their English vocabulary retention? Which effects do the visual teaching strategies have on the academic achievement of TTHS students? Design and Methods of Data Collection When implementing the experiment, the researcher used different visual aids in lessons, for example; pictures, real things and illustrated things were utilized alternatively so that students could understand the mentioned words and memorize them more effectively. Interviews were done before and after the research in order to know whether students were interested in the experiment, how they behaved during the research and what they achieved after the research. Observation was implemented in the process of research, this helped the researcher know that all the students in the experimental group took part in the experiment regularly. Test scores were done after the experiment finished, the test scores were collected from the pre-test results and the post-test results to show the improvement and difference of using visual aids in teaching and learning English vocabulary. Teaching activities that used visual aids were provided to the experimental group students in the class 12A3 in all the lessons; listening, speaking, reading and writing lessons every week. RESULTS Survey Results. The survey that was given to the two English classes included five questions and five answers, numbers 1-5 (Appendice 1). When asked students the five questions, the researcher found that there was a big difference about students attitude to learning English, and learning English vocabulary with the help of visual aids before and after the experiment. The result was compared in the Pre and Post-survey (Appendice 1). Questions Answers Before the experiment (n=students) After the experiment (n=students) 1. Do you enjoy learning English? Yes 32 68 No 48 12 2. If you do not like learning English, why? Because : Teaching methods 34 18 Lack of visual aids 46 62 3. Would you like to learn English vocabulary by watching visual aids, such as; pictures, real things or illustrated things? Yes 52 68 No 28 12 4. Do you think you will improve your English vocabulary better by looking at the visual aids when you are discussing a topic? Yes 46 67 No 34 13 5. Should visual aids be used and taught regularly and variously in classes Yes 48 66 No 32 14 There were several tests (a sample test in appendice 2) given to students in the both groups to ensure that the students in the experimental group was equivalent with students in the control group about the English vocabulary before the experiment. Groups Percentage of words that recalled and written down before the experiment 0 20% 30 50% 50 70% 80 100% Control group (n=20) 2 8 7 3 Experimental Group (n=20) 3 9 6 2 Interview Results In each group, 5 students were randomly invited to interview before and after the experiment. They were asked to give answers to 3 questions (Appendice 4). The 5 students in the experimental group produced the same words as the 5 students in the control group before the experiment but the experimental students produced more words than the control students after the ezperiment. a. An interview before the experiment b. An interview after the experiment. Tests Results Pre-tests: Groups Number of words 10 40 40 70 70 -100 Control (n=students) 8 9 3 Experimental (n-students) 7 10 4 Pots-tests Groups Number of words (n=100 words) 10 40 40 70 70 -100 Control (n=students) 5 10 5 Experimental (n-students) 2 11 7 From the results of the post-tests, it was easy to find that if students were provided with visual aids in their lessons. They could increase their vocabulary much better. Before the experiment, the two groups were equivalent in their vocabulary, but there was a big gap between the control group and experimental group after the experiment. The experimental group increased their vocabulary a lot more than they were before. However, the control group did not improve their vocabulary a lot. Questionnaire Results After the study time, the 20 students in the experimental group were given a five question interview about their feelings towards the class. The answers were categorized as either being agreement and disagreement and compared with the results before the experiment.. Comparison of Agreement and Disagreement Responses from the Interview QUESTIONS Answers from Ex-group (n=students) YES NO Before After Before After 1) Do you like the English class? 8 15 12 5 2) Do you enjoy learning with visual aids 12 17 7 3 3) Do you think the visual aids are helping you? 10 14 10 6 4) Do you want to have visual aids in future lessons? 11 16 9 4 5) Are you motivated with and interested in learning English vocabulary with visual aids? 10 18 10 2 Discussion The objective of my research was to find out how visual aids help students improve their English vocabulary and to discover if visual learning strategies have an effect on ESL academic achievement in a high school English classroom. The main findings of this research show that there is a positive correlation between the use of visual aids and the results when using surveys, interviews, observations, and test score comparison Comparison of Averages from the Control and Study Periods According to Dong (2002), he found that when teachers use visuals, the students ask more questions. During the study period, I observed that the students in the experiment asked more questions than the control group. The students were interested in the visual aids and always asked questions to clarify their misunderstanding. CONCLUSION This research indicates that students may learn in many different ways and teachers should do many things possible to support and to meet the needs of all students. Visual aids can break the language barrier that separates students from teachers. Pictures, ral things or illustrated things always helped to explain both special and common English words fully. For example, the word fire an employee was given to students in a question on a test, but none of the students in the class knew what that word meant and trying to explain it did not help either. The meaning of the word was then made clear when I made a picture on the board. This research would recommend that teachers use as many visual aids as possible in their classroom. This research also shows that visual aids can increase students English vocabulary and improve their vocabulary retention. The most useful and popular visual aids were introduced in class were pictures, illustrated things, such as; toys or model forms. For example, during the unit on cars, it was so easy for students to guess and to know the parts of a car when they saw pictures of car parts or a toy car. My research had a positive impact on student learning, English is quite a difficult subject with lots of vocabulary and visuals are the best way to learn those words. There are also a lot of topics that have to be covered in an English class. Visuals, especially pictures, are a great way to show students the overall concept and the minute details of a topic. The students in my English class have learnt and improved their vocabulary a lot when I applied the visual aids in the class. As already mentioned, pictures were the most popular and effective. There was a purpose behind each and every visual. I carefully planned out how I would do and explain each visual so that students could performed well. REFERENCES Collier, V. P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16 (1-2), 187-212. Dong, Y. R. (2002). Integrating language and content: Education and Bilingualism, 5 (2), 40-57. Duran, B. J., Dugan, T., Weffer, R. (1998). Language minority students in high school Hamblen, K. A. (1993). Theories and research that support art instruction for instrumental outcomes. Theory into Practice, 3 (4), 191-198. Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59 (1), 43-64. Gardner, R.C. (1985), Social Psychology and Second Language Learning: The role of attitudes and motivation, London: Edward Arnold Gardner, R. C. 2001. Language Learning Motivation: The Student, the Teacher, and the Researcher.Texas Papers in Foreign Language Education, Volume 6,  Number 1,  Fall 2001. Joseph, L. (2006, May). Incremental rehearsal: A flashcard drill technique for increasing retention of reading words. International Reading Association, 51 (1), 90-92. Petrie, G. M. (2003). ESL teachers views on visual language: A grounded theory. The Reading Matrix, 3 (3), 137-168. Tan, A., Nicholson, T. (1997, June). Training poor readers to read words faster improve their comprehension of vocabulary. Journal of Educational Psychology, 89(2), 276. Appendice 1 Survey The servey was given to 2 classes (each class consists of 40 students). Questions Answer Before the experiment (n=students) After the experiment (n=students) 1. Do you enjoy learning English? Yes 32 68 No 48 12 2. If you do not like learning English, why? Because : Teaching methods 34 18 Lack of visual aids 46 62 3. Would you like to learn English vocabulary by watching visual aids, such as; pictures, real things or illustrated things? Yes 52 68 No 28 12 4. Do you think you will improve your English vocabulary better by looking at the visual aids when you are discussing a topic? Yes 46 67 No 34 13 5. Should visual aids be used and taught regularly and variously in classes Yes 48 66 No 32 14

The Decoration of Houses Essay -- Literary Analysis, Edith Wharton

In Edith Wharton’s first major work, The Decoration of Houses, she states that â€Å"the impression produced by a landscape, a street or a house should always, to the novelist, be an event in the history of the soul† (qtd. in Falk 23). Later in her Pulitzer-winning novel The Age of Innocence, Wharton uses her knowledge and love of architecture to develop her characters, as she had previously deemed important. Thus, she takes style of houses, their design, and their European or American identification into consideration and depicts characteristics of the New York society and the major characters. Ranks in the social order are shown based on where in the New York district a character lives, personalities of aristocrats that are cold are shown through plain walls and furnishings, and some characters are separated from society because they follow different strains of architecture and interior design. At the beginning of the novel, Beaufort’s house quickly stands out as a character who earned his place in society through the architecture of his home. It is the first described and â€Å"one of the few in New York that possess[es] a ballroom . . . this undoubted superiority [is] felt to compensate for whatever [is] regrettable in the Beaufort past† (13). This characterizes the upper class society of New York. Clearly, architecture must be important if a ballroom guarantees someone a high rank, and it can even cover up the fact that Beaufort was not born into the social order and has a mistress. Ada Van Gastel, a Wharton critic who wrote â€Å"The Location and Decoration of Houses in The Age of Innocence,† points out another way that Beaufort’s property represents him: â€Å"Having only recently entered society, he still resides on the ... ...lot, yet at this point, he is identified with New York. He tries to break away later, but like the plot of the novel, he cannot leave America or the architecture attributed to it. Wharton artfully uses her love of architecture in The Age of Innocence. She shows some characters as elite but plain New Yorkers, just like their house. Beaufort uses his to break into society, but he never quite fits. All the same, Archer cannot be characterized as directly. He wants to be European, like Ellen Olenska and Catherine Mingott, but it does not work. Architecture seems to confusedly describe him in this, which portrays his own confusion with it. It may also show Edith Wharton’s uncertainty on whether she liked his character or not. In the end, when she announces that he will never fit in with the European characters, maybe she is deciding her view of him.

Harry Potter: Books and Merchandise :: Harry Potter Essays

Harry Potter: Books and Merchandise With the rising popularity of the Harry Potter books, there is an increase in production of Harry Potter merchandise that both Hasbro and Mattel are taking full advantage of. Warner Bros. Worldwide Consumer Products has announced that Hasbro has received the license to create Harry Potter games that involves the first two books in the series, Harry Potter and the Sorcerer’s Stone and Harry Potter and the Chamber of Secrets. Some of the Hasbro divisions including, Wizards of the Coast, Tiger Electronics and OddzOn, are also going to create some Harry Potter products. These companies are worldwide leaders in the products that they make, some of the products that they are known for are, the Pokemon Trading Card Game and Magic: The Gathering. There are trading cards, candy, youth electronic video games, and role playing games. Cap Candy will have interactive candy including the magical Bertie Bott‘s Every Flavor Bean and Tiger Electronics will introduce handheld electronic games, personal radios and recorders, diaries, kids messaging systems and voice changing devices. â€Å"The millions of Harry Potter fans around the world are going to love seeing literary references to things like cards and candy come alive through our exiting range of offerings,† said Alan G. Hassenfeld, Hasbro’s chairman and CEO (About). Mattel, however, has the rights to Harry Potter toys. They have produced action figure trivia games, and collectible figures. Some of the collectible figures will only be offered in specialty stores. Most of these toys became available during the first part of the 2001 (Find Articles). There have already been over five hundred toys and gimmicks in stores, including dolls, puzzles, castles, broomsticks, and do-it-yourself magic. With the holiday season coming up, the Harry Potter products will be selling out fast. Mattel expects certain items to be sold out by Thanksgiving. Storeowners are happy to see the rise in sales with the merchandise and have had a hard time keeping products in the stores (CNN.com). The popularity of J.K. Rowling’s Harry Potter series has helped Hasbro’s and Mattel’s sales go up. People, young and old, are buying up all of the Harry Potter merchandise and spending an enormous amount of money on the products. Along with the merchandise being sold in stores there is also a movie, â€Å"Harry Potter and the Sorcerer’s Stone† that came out November 16, 2001.

Lord of the Flies, Coral Island and the Role of Adults

It is known that to fully appreciate the novel â€Å"Lord of the Flies† (1954) by William Golding (1911-1993) it is necessary to have read Robert Michael Ballantyne’s (1825-1894) â€Å"Coral Island† (1858), or at least to understand its theme and treatment. And so, since it was Golding’s intention to set himself to write an island story that deliberately challenged Ballantyne’s model in â€Å"Coral Island† -by inverting its assumptions and values- we can explore multiple angles from which the two novels can be compared and studied.An item which seems quite interesting when analysing both texts is that one related to civilization and its adult exponents. After a thorough reading and focusing on very clear and specific elements we happen to notice the differences -as well as some similarities- among the roles and the significance of these adult characters in each novel. We will first refer to Golding’s â€Å"Lord of the Flies†, in which there are various examples of the complexity of the adult figure. But we must first refer to Golding’s own experience at war in order to get a clearer picture of his position towards our central concern.From the first years of his life, he faced the atrocities of war when he took part in the Second World War by joining the British Navy at 1940. The war, as a physical result, changed a lot Golding's view of life. He could not believe in man's innocence any longer. He found that even the children are not innocent. No one is innocent. The ideas of W. Golding's view of human nature can be found in almost any of Golding's books and particularly, in his first and most famous book, â€Å"Lord of the flies† 1. So, let us now focus on the novel itself.At a moment of uncertainty-anguish the boys beg desperately for a signal from the world of grown-ups: (â€Å"Grown-ups know things† said Piggy. â€Å"They ain’t afraid of the dark. They’d meet and have tea and discuss. Then things ‘ud be all right—† â€Å"They wouldn’t set fire to the island. Or lose—-† â€Å"They’d build a ship—-â€Å" The three boys stood in the darkness, striving unsuccessfully to convey the majesty of adult life. â€Å"They wouldn’t quarrel—-† [†¦] â€Å"If only they could get a message to us,† cried Ralph desperately. â€Å"If only they could send us something grown-up†¦ a sign or something. 2) In the next chapter what they get is a dead body of a man hanging from a parachute, a corpse which gets rotten as the story advances. Is this the adult figure they were waiting for? Or, should the question be: Does this ‘gift’ from air help them in any way to strengthen their boundaries with civilization? The answer seems to be ‘no’. On the contrary, it makes them panic, slowly driving them mad and irrational. It unleashes violence, leads them to sa crifices and murder, and takes them back to a primitive stage.So up to now the adult figure does not seem to be associated with a positive role. However, there is another character in the novel who also becomes very important as regards our analysis of the adult figure. Finally, when on the last pages, Ralph is lying on the sand, ready to accept the blow which will kill him, and he hears the silence around him, and he looks up †¦ up†¦ , he can first see some emblems of power, some symbols of the grown ups’ world and also of his father authority, and only then he can see a man – a naval officer. This man happens to stop Ralph’s brutal chase just by chance. Grown-ups have been dropping bombs and planes, and it was an atomic war which had made the children’s evacuation necessary in the first place. Who have gone crazy and been having an atomic war but the grown-ups themselves? 3 Again, a new question should be made: Is this a real symbol of salvati on? Or, How can an ambassador of an atomic war stand for the parental protection or even a mature model to be followed? The naval officer’s ignorance, his lack of understanding of what has been going on, is ironical. Furthermore, what Golding is trying to make clear at this instance is the decadent figure of the human adult, and by extension, of the whole human civilized world. Let us now turn to R. M. Ballantyne’s â€Å"Coral Island†. Here, the concern about civilization, seems to be very well defined as well as good and evil are so clearly separated that there cannot be any conflict between them. 5 In spite of this, when we come to a closer look we find a special complexity within a number of characters. Everything about Ballantyne’s boys, who are older by some years than Golding’s boys, is confident and positive.The novel as a whole, pictures the assumptions and values of the Victorian period in affirming progress, imperialism, self-reliance, th e Creator, the goodness of nature and of human nature- when Christianised at least 6 Actually, this is quite an interesting item to focus on. On the one hand there are the dark-skinned people referred to as â€Å"the savages†, who are in fact the native inhabitants from the neighbouring islands. They are a kind of primitive adults, constantly characterised as cruel, uncivilised inferior beings.Their rituals, their form of life, the whole of their culture is described as barbarian and demoniac and Ralph, our young narrator, is deeply horrified at seeing them. They represented a menace to the boys, and they tried to escape from them or to stay in good – but distant- terms with them, so as to keep them away from their coral island. On the other hand there are the pirates, who, paradoxically, are –like the rest of the fair-skinned characters- superior ; their ways are civilised, their clothes being the main symbol of their superiority. What is interesting about thes e last ones is that they are at first described as representing a dangerous element –as had already been the shark or the very ocean. Nevertheless, as the novel goes on, we are made to think that this wandering adults who travel overseas, robbing ships, conquering all that they found at their pace and kidnapping people, are actually ‘not that bad’. Even the pirates are â€Å"better† than the natives, more intelligent, cleaner, etc.But also, as we reach the end of the novel, we suddenly meet some educated peaceful missionaries who work a miracle when they get to the island the boys are captured in and manage to convert the wild savages into Christians and they embrace our Lord’s Gospel. It must be understood that the priest’s reason for being there is to abolish the beliefs of an entire human group and the pirates are traditionally thought of as being thieves, kidnappers and violent conquerors. But, somehow, this is not the image Ballantyne de picts towards the end of the novel. Given, thus, the complex nature of these beings, a new different question arises.What is the true nature of adults-civilization for Ballantyne? How come that adults like the priest and the pirates can be representatives of good or salvation? Are the adults capable of completely changing their previous evil nature all of a sudden? Obviously, the answer seems to rely on the moral outlook, the Victorian ethos, which bathes the whole novel. The didactic intentions are clear. His intentions are to teach his readers, not only to inform them about the wonders and terrors of the Pacific Islands, but also to make them reflect on the power, goodness, glory of God and make them better people. As a result, by comparing and contrasting both novels from the opposed perspectives of the two authors , we identify the key elements inherent to each one as regards our main topic. Basically, while in Ballantyne’s â€Å"Coral Island† the prevalent view of man was that based on the confidence of the white man 9 in Golding’s â€Å"Lord of the Flies† the thesis is based on the man’s fallen nature myth, expressing through it his belief in man’s other nature, the dark and guilty nature. 0 Mainly, both Ballantyne and Golding’s perceptions about adulthood and civilization vary not only because of a completely divergent perception on the world -which derives from their personal experiences- but also because of the time when each novel was written and the totally different socio-political scenery in which they were developed. 1 Material obtained from http://www. geocities. com/Athens/Forum/6249/bio. htm 2 â€Å"The Lord of the Flies†, by William Golding (p. 117) Faber and Faber Limited (1954) 3 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 5 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 6 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 7 Macmillan Master Guide, The Lord of the Flies, 1986 8 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 9 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 10 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 11Macmillan Master Guide, The Lord of the Flies, 1986

Challenges of the Fire Department.

Todays fire service faces multiple challenges, one of the biggest challenges that threatened our existence is the waning of public support. Since the decline in our economy, many politicians have made firefighters their enemy and attacked the fire service. Recently, fire department wages have been blamed for our municipality’s dire fiscal condition. A majority of the public has taken note of these attacks and has taken the side of the politicians. Through our actions, we must work hard to regain the publics respect and trust. Without the publics support the fire department would not exist.Throughout our nations history the fire service has been held in high esteem and very well respected. It has taken generations to establish this reputation and now it is now up to us to carry and build upon this foundation. The majority of firefighters do a great job on and off duty but it is the poor judgment of a few individuals that discredit and tarnish our organization’s reputatio n. Just in the last few years, there have been numerous charges against firefighters that include; murder, DUI, soliciting prostitution and grand larceny.All these charges are from within the Las Vegas Valley and do not mention the charges faced by our brothers and sisters across the nation. These charges coupled with political attacks have resulted in eroding the relationship between the fire service and the general public. It is up to our generation of firefighters to win over our citizens and regain their trust. We must do this by performing our duties with the outmost professionalism and customer care in mind. It all begins with our appearance. Whether we recognize it or not, we are judged not only by our actions but also by our appearance.Our uniforms and conduct must reflect the professionalism that is expected from the fire department. Our equipment must also be well maintained and organized. We must show pride and take care of the equipment granted to us by the public. Durin g emergency calls we must show compassion and understanding even if by our definition the call does not warrant an emergency response. We are in the business of serving the public and we must show our citizen’s that we are here for them and are willing to respond and mitigate their emergency regardless of the time of day.Once an emergency is mitigated, it should be our goal to have our citizen’s completely satisfied and be astonished to level of care provided by their neighborhood fire department. We should not leave the scene until our customers needs have been completely met. I understand and have responded to calls where people are less than friendly, but we must also treat these customers with the same level of professionalism and respect. Our profession places us under the scrutiny of the public’s eye and we must not forget about the multiple spectators that are always on scene.With the popularity of cell phones and cameras our every word and actions could easily be recorded and posted on social network sites. We have all benefitted by the hard work and dedication of previous firefighters. We cannot take their effort for granted and we must work hard to rebuild our public image. We must police and hold ourselves to a higher standard. Our conduct on and off duty must reflect that of a professional if we want our legacy to continue and be passed forward.

Dessler Chapter Essay

1) Which Amendment to the U. S. Constitution states that â€Å"no person shall be deprived of life, liberty, or property, without due process of the law†? A) First Amendment B) Fifth Amendment C) Tenth Amendment D) Thirteenth Amendment E) Fourteenth Amendment Answer: B Explanation: The Fifth Amendment to the U. S. Constitution (ratified in 1791) states that â€Å"no person shall be deprived of life, liberty, or property, without due process of the law. † The Thirteenth Amendment (1865) outlawed slavery, and courts have held that it bars racial discrimination. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 2) The ________ Amendment to the U. S. Constitution outlawed slavery, and courts have held that it bars racial discrimination. A) First B) Fifth C) Tenth D) Thirteenth E) Fourteenth Answer: D Explanation: The Thirteenth Amendment (1865) outlawed slavery, and courts have held that it bars racial discrimination. The Fifth Amendment to the U. S. Constitution (ratified in 1791) states that â€Å"no person shall be deprived of life, liberty, or property, without due process of the law. † Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 3) The 13th Amendment to the U. S. Constitution addresses the subject of ________. A) due process B) slavery C) private property D) trial by jury E) women’s rights Answer: B Explanation: The 13th Amendment to the U. S. Constitution abolished slavery and courts have held that it bars racial discrimination. The 5th Amendment addresses due process, and the 6th Amendment requires a trial by jury. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 4) The ________ gives all persons the same right to make and enforce contracts and to benefit from the laws of the land. A) Fifth Amendment B) Civil Rights Act of 1866 C) Title VII of the 1964 Civil Rights Act D) Civil Rights Act of 1991 E) Thirteenth Amendment Answer: B Explanation: The Civil Rights Act of 1866 gives all persons the same right to make and enforce contracts and to benefit from U. S. laws. The Fifth Amendment to the U. S. Constitution (ratified in 1791) states that â€Å"no person shall be deprived of life, liberty, or property, without due process of the law. † The Thirteenth Amendment (1865) outlawed slavery, and courts have held that it bars racial discrimination. Title VII of the 1964 Civil Rights Act states that employers cannot discriminate based on race, color, religion, sex, or national origin. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 5) Title VII of the 1964 Civil Rights Act explicitly prohibits employers from discrimination based on all of the following characteristics EXCEPT ________. A) race B) religion C) color D) sexual orientation E) national origin Answer: D Explanation: Title VII of the 1964 Civil Rights Act states that an employer cannot discriminate based on race, color, religion, sex, or national origin. Title VII bars discrimination on the part of most employers both public and private with 15 or more employees. Sexual orientation is not directly addressed under the law. Diff: 1Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 6) According to Title VII of the 1964 Civil Rights Act, which of the following employers would be legally allowed to refuse employment to an individual based on race, religion, or sex? A) a state agency with 65 employees B) a medical office with 25 employees C) a local restaurant with 10 employees D) a department store with 100 employees E) a public school with 30 employees Answer: C Explanation: Title VII bars discrimination on the part of most employers, including all public or private employers of 15 or more persons. It also covers all private and public educational institutions, the federal government, and state and local governments. A business with fewer than 15 employees would legally be allowed to refuse employment based on race, religion, sex, or national origin. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Application 7) Which legislation was responsible for the creation of the Equal Employment Opportunity Commission? A) 13th Amendment B) Equal Pay Act of 1963 C) Civil Rights Act of 1866 D) Executive Orders 11246 and 11375 E) Title VII of the 1964 Civil Rights Act Answer: E Explanation: Title VII established the Equal Employment Opportunity Commission (EEOC) to administer and enforce the Civil Rights law at work. The commission itself consists of five members appointed by the president with the advice and consent of the Senate. Executive Orders 11246 and 11375 established the Office of Federal Contract Compliance Programs. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 8) The EEOC was initially established to investigate complaints about ________. A) job discrimination B) unfair business practices C) sexual harassment in schools D) structural accommodations for disabled people E) overtime payments for labor union members Answer: A Explanation: Title VII established the Equal Employment Opportunity Commission (EEOC) to administer and enforce the Civil Rights law at work. The EEOC receives and investigates job discrimination complaints from aggrieved individuals. Diff: 2Page Ref: 32 Chapter: 2 Objective: 1 Skill: Concept 9) How many members serve on the Equal Employment Opportunity Commission? A) 3 B) 5 C) 9 D) 10 E) 12 Answer: B Explanation: The Equal Employment Opportunity Commission (EEOC) consists of five members appointed by the president with the advice and consent of the Senate. Each member serves a 5-year term. Diff: 1Page Ref: 32 Chapter: 1 Objective: 1 Skill: Concept 10) Which of the following appoints the members of the EEOC? A) U. S. Congress B) U. S. Supreme Court C) President of the United States D) Department of Justice E) American voters Answer: C Explanation: The EEOC consists of five members appointed by the president with the advice and consent of the Senate. Each member serves a 5-year term. Diff: 1Page Ref: 32 Chapter: 1 Objective: 1 Skill: Concept 11) Which of the following requires equal pay for equal work regardless of sex? A) Title VII of the 1964 Civil Rights Act B) Equal Pay Act of 1963 C) Executive Order 11246 D) Pay Discrimination in Employment Act of 1967 E) Civil Rights Act of 1991 Answer: B Explanation: Under the Equal Pay Act of 1963 (amended in 1972), it is unlawful to discriminate in pay on the basis of sex when jobs involve equal work; require equivalent skills, effort, and responsibility; and are performed under similar working conditions. Diff: 1Page Ref: 33 Chapter: 2 Objective: 1 Skill: Concept 12) When companies utilize ________, they take steps to eliminate the present effects of past discrimination. A) affirmative action B) executive orders C) rehabilitation action D) civil rights guidelines E) equal pay rules Answer: A Explanation: Affirmative action refers to steps that are taken for the purpose of eliminating the present effects of past discrimination. The Equal Pay Act of 1963 requires employers to pay equal pay for equal work, and the Vocational Rehabilitation Act of 1973 requires employers with federal contracts of more than $2,500 to take affirmative action in employing disabled persons. Diff: 1Page Ref: 33 Chapter: 1 Objective: 1 Skill: Concept 13) Which of the following is responsible for implementing Executive Orders 11246 and 11375 that were issued by the Johnson administration? A) Equal Employment Opportunity Commission B) Pension Benefits Guarantee Corporation C) Occupational Safety and Health Administration D) National Labor Relations Board E) Office of Federal Contract Compliance Programs Answer: E Explanation: The Johnson administration (1963–1969) issued Executive Orders 11246 and 11375 which didn’t just ban discrimination but also required that government contractors with contracts of over $50,000 and 50 or more employees take affirmative action to ensure employment opportunity for those who may have suffered past discrimination. These orders also established the Office of Federal Contract Compliance Programs (OFCCP) to implement the orders and ensure compliance. Diff: 1Page Ref: 33 Chapter: 2 Objective: 1 Skill: Concept 14) Which of the following factors is NOT an acceptable basis for different pay for equal work under the Equal Pay Act of 1963? A) merit B) seniority C) gender D) production quality E) production quantity Answer: C Explanation: Under the Equal Pay Act of 1963 (amended in 1972), it is unlawful to discriminate in pay on the basis of sex when jobs involve equal work; require equivalent skills, effort, and responsibility; and are performed under similar working conditions. Pay differences derived from seniority systems, merit systems, and systems that measure earnings by production quantity or quality or from any factor other than sex do not violate the act. Diff: 2Page Ref: 33 Chapter: 2 Objective: 1 Skill: Concept 15) Paul is a 49-year-old American of Anglo-Saxon descent. What legislation is most likely intended to protect Paul from discrimination? A) Executive Order 11375 B) Equal Pay Act of 1963 C) Executive Order 11246 D) Age Discrimination in Employment Act of 1967 E) Thirteenth Amendment to the U. S. Constitution Answer: D Explanation: The Age Discrimination in Employment Act of 1967 (ADEA) made it unlawful to discriminate against employees or applicants who are between 40 and 65 years of age. Executive Orders 11246 and 11375 require government contractors to take affirmative action, the 13th Amendment barred slavery, and the Equal Pay Act made it unlawful to discriminate in pay based on the employee’s gender. Diff: 2Page Ref: 33 Chapter: 2 Objective: 1 Skill: Application 16) According to the Age Discrimination in Employment Act of 1967, it is unlawful to ________. A) sue an employer for age-based pay B) fire older employees for insubordination C) require employees to retire at age 65 D) allow juries to determine age discrimination E) institute a minimum age for employees Answer: C Explanation: The Age Discrimination in Employment Act of 1967 (ADEA) made it unlawful to discriminate against employees or applicants who are between 40 and 65 years of age. Subsequent amendments eliminated the age cap, effectively ending most mandatory retirement at age 65. The ADEA allows jury trials. Diff: 2Page Ref: 33 Chapter: 2 Objective: 1 Skill: Concept 17) The ________ requires certain federal contractors to take affirmative action for disabled persons. A) Equal Pay Act B) Vocational Rehabilitation Act C) Age Discrimination in Employment Act D) Americans with Disabilities Act E) Civil Rights Act Answer: B Explanation: The Vocational Rehabilitation Act of 1973 requires employers with federal contracts of more than $2,500 to take affirmative action in employing disabled persons. It does not require hiring unqualified people. It does require an employer to take steps to accommodate a disabled worker unless doing so imposes an undue hardship on the employer, which is addressed by the ADA. Diff: 1Page Ref: 33 Chapter: 2 Objective: 1 Skill: Concept 18) Which of the following refers to highly recommended procedures issued by federal agencies regarding employee selection, record keeping, and preemployment inquiries? A) job specifications B) employment metrics C) process charts D) uniform guidelines E) applicant tracking systems Answer: D Explanation: Uniform guidelines are issued by federal agencies charged with ensuring compliance with equal employment federal legislation explaining recommended employer procedures in detail. They set forth â€Å"highly recommended† procedures regarding things like employee selection, record keeping, and preemployment inquiries. Diff: 1Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 19) Which of the following does NOT participate in the issuance of uniform guidelines? A) EEOC B) Department of Labor C) Better Business Bureau D) Department of Justice E) Civil Service Commission Answer: C Explanation: The EEOC, Civil Service Commission, Department of Labor, and Department of Justice together issued uniform guidelines. These set forth â€Å"highly recommended† procedures regarding things like employee selection, record keeping, and preemployment inquiries. The Better Business Bureau is not involved in issuing uniform guidelines. Diff: 1Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 20) Uniform guidelines from the EEOC are recommended for employers to use in matters regarding all of the following EXCEPT ________. A) employee selection B) record keeping C) preemployment inquiries D) sexual harassment E) psychological testing Answer: E Explanation: The EEOC, Civil Service Commission, Department of Labor, and Department of Justice together issue uniform guidelines. These set forth â€Å"highly recommended† procedures regarding things like employee selection, record keeping, sexual harassment, and preemployment inquiries. The American Psychological Association has its own non-legally binding Standards for Educational and Psychological Testing. Diff: 2Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 21) Which Supreme Court case was used to define unfair discrimination in conjunction with EEO laws? A) Buckley v. Valeo B) Brown v. Board of Education C) Griggs v. Duke Power Company D) West Coast Hotel Co. v. Parrish E) Abington School District v. Schempp Answer: C Explanation: Griggs v. Duke Power Company was a landmark Supreme Court case used to define unfair discrimination as put forth in EEO laws such as Title VII. The Court ruled that employment practices must be job related and that discrimination does not have to be overt to be illegal. Brown v. Board of Education held that segregation in public schools was unconstitutional. Choices A, D, and E were not cases related to EEO laws. Diff: 2Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 22) In Griggs v. Duke Power Company, Griggs sued the power company because it required coal handlers to be high school graduates. The Supreme Court ruled in favor of Griggs because ________. A) high school diplomas were not related to success as a coal handler B) Duke Power Company intentionally discriminated based on race C) no business necessity existed for Duke Power Company D) Title VII forbids job testing E) Griggs held a GED Answer: A Explanation: The Court ruled in favor of Griggs because having a high school diploma was not relevant to the job of coal handler. The Court held that an employment practice must be job related if it has an unequal impact on members of a protected class. Diff: 2Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 23) If a person is in a protected class, he or she is protected by which of the following? A) Department of Labor guidelines B) Sarbanes-Oxley Act C) Title VII of the Civil Rights Act D) Consumer Protection Act E) National Labor Relations Board Answer: C Explanation: The term protected class refers to persons such as minorities and women who are protected by equal opportunity laws, including Title VII. Choices A, B, D, and E are not equal opportunity laws. Diff: 1Page Ref: 34 Chapter: 2 Objective: 1 Skill: Concept 24) All of the following are principles established by Griggs v. Duke Power Company EXCEPT ________. A) burden of proof is on the employer B) performance standards should be unambiguous C) business necessity is a defense for an existing program D) employment selection practices must be job related E) discrimination does not have to be overt to be illegal Answer: B Explanation: The Court ruled in Griggs v. Duke Power Company that the burden of proof is on the employer to show that a hiring practice such as testing is job related. The Court also ruled that business necessity is the defense for any existing program that has adverse impact and that discrimination does not have to be overt to be illegal. The case did not address performance standards. Diff: 3Page Ref: 34-35 Chapter: 2 Objective: 1 Skill: Concept 25) Under the principles established by Griggs v. Duke Power Company, ________ can be used as a defense for any existing program that has adverse impact. A) occupational qualification B) business necessity C) affirmative action D) burden of proof E) fair in form Answer: B Explanation: Business necessity is the defense for any existing program that has adverse impact according to Griggs. The court did not define business necessity. Diff: 2Page Ref: 35 Chapter: 2 Objective: 1 Skill: Concept 26) Which court case provided details regarding how employers could validate the relationship between screening tools and job performance? A) West Coast Hotel Co. v. Parrish B) Albemarle Paper Company v. Moody C) Griggs v. Duke Power Company D) Burlington Industries v. Ellerth E) Ward Cove v. Atonio Answer: B Explanation: In the Albemarle case, the Court provided more details on how employers could prove that tests or other screening tools relate to job performance. For example, the Court said that if an employer wants to test candidates for a job, then the employer should first clearly document and understand the job’s duties and responsibilities. Diff: 2Page Ref: 35 Chapter: 2 Objective: 1 Skill: Concept 27) Under the Civil Rights Act of 1991, once a plaintiff shows disparate impact, who has the burden of proving that the challenged practice is job related? A) plaintiff B) employee C) employer D) judge E) EEOC Answer: C Explanation: According to the Civil Rights Act of 1991, once an aggrieved applicant or employee demonstrates that an employment practice (such as â€Å"must lift 100 pounds†) has a disparate (or â€Å"adverse†) impact on a particular group, then the burden of proof shifts to the employer, who must show that the challenged practice is job related. Diff: 1Page Ref: 36 Chapter: 2 Objective: 1 Skill: Concept 28) According to the Civil Rights Act of 1991, an employee who claims intentional discrimination can sue for all of the following EXCEPT ________. A) back pay B) job reinstatement C) punitive damages D) compensatory damages E) substantive consolidation Answer: E Explanation: According to the Civil Rights Act of 1991, an employee who claims intentional discrimination can sue for back pay, attorneys’ fees, court costs, job reinstatement, punitive damages, and compensatory damages. Substantive consolidation is a legal term referring to debt consolidation. Diff: 2Page Ref: 36 Chapter: 2 Objective: 1 Skill: Concept 29) Race, color, religion, sex, or national origin is a motivating factor in a termination, but the employee would have been terminated for failure to perform anyway. Which of the following most likely exists in this situation? A) mixed motive B) business necessity C) disparate impact D) liability defense E) burden of proof Answer: A Explanation: An unlawful employment practice is established when the complaining party demonstrates that race, color, religion, sex, or national origin was a motivating factor for any employment practice, even though other factors also motivated the practice. Some employers in so-called â€Å"mixed motive† cases had taken the position that even though their actions were discriminatory, other factors like the employee’s dubious behavior made the job action acceptable. Under CRA 1991, an employer cannot avoid liability by proving it would have taken the same action—such as terminating someone—even without the discriminatory motive. Diff: 3Page Ref: 36 Chapter: 2 Objective: 1 Skill: Application 30) Which of the following requires employers to make reasonable accommodations for disabled employees? A) Civil Rights Act of 1991 B) Equal Pay Act of 1963 C) Americans with Disabilities Act of 1990 D) Vocational Rehabilitation Act of 1973 E) Disability Discrimination in Employment Act of 1967 Answer: C Explanation: The Americans with Disabilities Act (ADA) of 1990 prohibits employment discrimination against qualified disabled individuals. It also says employers must make â€Å"reasonable accommodations† for physical or mental limitations unless doing so imposes an â€Å"undue hardship† on the business. Diff: 1Page Ref: 36 Chapter: 2 Objective: 1 Skill: Concept 31) According to the Americans with Disabilities Act, which of the following would be considered a disability? A) homosexuality B) voyeurism C) pyromania D) compulsive gambling E) AIDS Answer: E Explanation: The ADA specifies conditions that it does not regard as disabilities, including homosexuality, bisexuality, voyeurism, compulsive gambling, pyromania, and certain disorders resulting from the current illegal use of drugs. The EEOC’s position is that the ADA prohibits discriminating against people with HIV/AIDS. Diff: 1Page Ref: 36 Chapter: 1 Objective: 1 Skill: Concept 32) Which type of disability accounts for the greatest number of ADA claims? A) drug-related B) cosmetic C) mental D) vision E) hearing Answer: C Explanation: Mental disabilities account for the greatest number of ADA claims. Under EEOC ADA guidelines, â€Å"mental impairment† includes â€Å"any mental or psychological disorder, such as . . . emotional or mental illness. † Drug-related conditions are generally not regarded as disabilities. Diff: 1Page Ref: 36 Chapter: 2 Objective: 1 Skill: Concept 33) Under ADA, those who can carry out the essential functions of the job are known as which of the following? A) protected class B) line managers C) career anchors D) staff authorities E) qualified individuals Answer: E Explanation: The ADA prohibits discrimination against qualified individuals—those who, with (or without) a reasonable accommodation, can carry out the essential functions of the job. The individual must have the requisite skills, educational background, and experience to do the job. Diff: 1Page Ref: 37 Chapter: 2 Objective: 1 Skill: Concept 34) Which of the following best explains why employers win the majority of ADA cases? A) Employers make the necessary reasonable accommodations for employees. B) Employers prove that age negatively impacts an employee’s job performance. C) Employees fail to prove that they are disabled yet qualified to perform a job. D) Conservative judges are sympathetic towards small-business owners. E) Employee attorneys fail to draw connections between Title VII and ADA. Answer: C Explanation: Employers traditionally prevailed in almost all—96%—federal circuit court ADA decisions. A main reason is that employees were failing to show that they were disabled and qualified to do the job. Unlike with Title VII of the Civil Rights Act, the employee must establish that he or she has a disability that fits under the ADA. Diff: 3Page Ref: 38 Chapter: 2 Objective: 1 Skill: Concept 35) Which of the following will be the most likely result of the ADA Amendments Act of 2008? A) Employees will find it easier to prove that their disabilities are limiting. B) The number of major life activities considered disabilities will be narrowed. C) Employers will be required to make fewer accommodations for workers with disabilities. D) Employers will be required to hire a specific percentage of disabled workers to be in compliance. E) Employees will apply for more jobs knowing that the legislation guarantees their employment. Answer: A Explanation: The new ADAA’s basic effect will be to make it much easier for employees to show that their disabilities are limiting. For example, the new act makes it easier for an employee to show that his or her disability is influencing one of the employee’s â€Å"major life activities. † It does this by adding examples like reading, concentrating, thinking, sleeping, and communicating to the list of ADA major life activities. Diff: 3Page Ref: 38 Chapter: 2 Objective: 1 Skill: Concept 36) In which of the following situations does sexual harassment NOT violate Title VII? A) if the conduct substantially interferes with a person’s work performance B) if the conduct creates an intimidating work environment C) if the conduct creates a hostile work environment D) if the conduct is motivated by both age and gender E) if the conduct creates an offensive work environment Answer: D Explanation: Under Title VII, sexual harassment generally refers to harassment on the basis of sex when such conduct has the purpose or effect of substantially interfering with a person’s work performance or creating an intimidating, hostile, or offensive work environment. Sexual harassment violates Title VII. The motivation behind the conduct is not relevant to Title VII violations. Diff: 3Page Ref: 39 Chapter: 2 Objective: 2 Skill: Concept 37) The ________ provides that a person who commits a crime of violence motivated by gender shall be liable to the party injured. A) Civil Rights Act of 1991 B) Federal Violence Against Women Act of 1994 C) Pregnancy Discrimination Act D) Vietnam Era Veterans’ Readjustment Assistance Act of 1974 E) Vocational Rehabilitation Act of 1973 Answer: B Explanation: The Federal Violence Against Women Act of 1994 provides that a person who commits a crime of violence motivated by gender shall be liable to the party injured. The law offers an additional path women can use to seek relief for violent sexual harassment. Diff: 1Page Ref: 40 Chapter: 2 Objective: 2 Skill: Concept 38) Which of the following is NOT a form of sexual harassment according to EEOC guidelines? A) unwelcome sexual advances that create an intimidating work environment B) requests for sexual favors made implicitly as a condition of employment C) verbal conduct of a sexual nature that unreasonably interferes with work performance D) physical conduct of a sexual nature that creates an offensive work environment E) mutually consensual physical conduct of a sexual nature between co-workers Answer: E Explanation: EEOC guidelines define sexual harassment as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature that create an intimidating, hostile, or offensive work environment or interfere with work performance. Requests for sexual favors that are used as the basis for employment decisions are also considered sexual harassment. Consensual sex between co-workers is not considered sexual harassment. Diff: 3Page Ref: 41 Chapter: 2 Objective: 2 Skill: Concept 39) All of the following are ways for an employee to prove sexual harassment EXCEPT by proving that ________. A) the verbal remarks of a co-worker were sexually flirtatious B) the rejection of a supervisor’s sexual advances led to a demotion C) a hostile work environment was created by a co-worker’s sexual conversation D) a hostile work environment was created by a nonemployee’s sexual advances E) a hostile work environment was created by a supervisor’s sexually abusive conduct Answer: A Explanation: The U. S. Supreme Court held that sexual harassment law doesn’t cover ordinary â€Å"intersexual flirtation. † Someone can prove sexual harassment if rejecting a supervisor’s sexual advances led to a demotion, firing, or altered work assignment. Sexual harassment can also be proven if a hostile work environment is created by the sexual conduct of supervisors, co-workers, or nonemployees. Diff: 3Page Ref: 41 Chapter: 2 Objective: 2 Skill: Application 40) Judy was up for a promotion at Simpson Consulting when her supervisor, Will, encouraged her to develop a sexual relationship with him. He suggested that her promotion would be a sure thing if they were involved. When Judy declined his advances, Will fired her. Which of the following would Judy most likely be able to prove in court if she decided to sue Simpson Consulting? A) hostile environment created by nonemployees B) hostile environment created by supervisors C) hostile environment created by co-workers D) disparate treatment E) quid pro quo Answer: E Explanation: Quid pro quo (something for something) is the most direct way to prove that rejecting a supervisor’s advances adversely affected what the EEOC calls a â€Å"tangible employment action† such as hiring, firing, promotion, demotion, and/or work assignment. Quid pro quo would be the best option for Judy if she sues the firm for Will’s actions. Diff: 3Page Ref: 41 Chapter: 2 Objective: 2 Skill: Application 41) Gus is always making sexual jokes at work. Many employees find the jokes funny, but Shelley, Gus’s executive assistant, is uncomfortable with the jokes. Eventually, she decides to quit her job rather than endure the jokes any longer. What form of sexual harassment has Shelley experienced? A) quid pro quo B) hostile environment created by supervisors C) hostile environment created by co-workers D) hostile environment created by nonemployees E) none of the above; Shelley is not a victim of sexual harassment Answer: B Explanation: As Shelley’s supervisor, Gus created a hostile environment according to the EEOC. A claimant does not need to show that the harassment had tangible consequences such as demotion. It is sufficient in many cases to prove that a supervisor’s sexual harassment substantially affected an employee’s emotional and psychological abilities. Diff: 3Page Ref: 41 Chapter: 2 Objective: 2 Skill: Application 42) All of the following are ways that an employer can minimize liability in sexual harassment claims EXCEPT ________. A) maintaining thorough records of all sexual harassment complaints B) informing all employees about sexual harassment investigations C) instituting a sexual harassment reporting process D) training employees in sexual harassment policies E) investigating sexual harassment charges promptly Answer: B Explanation: Maintaining records of complaints, instituting a reporting policy, providing sexual harassment training, and investigating charges quickly are ways that employers can show that they took reasonable care to prevent and correct sexual harassment, which will minimize the employer’s liability. Sexual harassment investigations should be conducted privately, and the information should not be made available to all employees. Diff: 3Page Ref: 42 Chapter: 2 Objective: 2 Skill: Concept 43) Sanders Sporting Goods, an international sporting goods chain, is being sued for sexual harassment by a former Sanders employee. The plaintiff asserts that she was the victim of numerous unwanted sexual advances from a male co-worker. The woman claims that Sanders’ management condoned a hostile work environment and that the company is liable for the actions of the male employee. Which of the following, if true, would best support the plaintiff’s argument that Sanders is liable for sexual harassment? A) Sanders re-published its sexual harassment policy twice within the last year. B) The HR department at Sanders has records of the plaintiff’s initial complaints. C) Exit interviews of outgoing Sanders employees include questions about sexual harassment. D) Sanders lacks a management response system for handling sexual harassment complaints. E) Sanders recently lost a court case filed by former employees who claimed disparate treatment. Answer: D Explanation: Employers can minimize their liability in sexual harassment claims by showing that they have a response system set up for handling sexual harassment complaints, so Sanders may be liable if it lacks a system. Firms that re-publish their sexual harassment policies frequently, keep thorough records of complaints, and address sexual harassment issues during exit interviews are able to show that they took reasonable care to prevent sexual harassment. Disparate treatment refers to discrimination claims rather than sexual harassment claims. Diff: 3Page Ref: 42 AACSB: Reflective Thinking Chapter: 2 Objective: 2 Skill: Critical Thinking 44) Sanders Sporting Goods, an international sporting goods chain, is being sued for sexual harassment by a former Sanders employee. The plaintiff asserts that she was the victim of numerous unwanted sexual advances from a male co-worker. The woman claims that Sanders’ management condoned a hostile work environment and that the company is liable for the actions of the male employee. Which of the following, if true, would most likely undermine the plaintiff’s claim that Sanders is liable for the male employee’s conduct? A) The male employee physically threatened the plaintiff on three occasions. B) The male employee made sexual advances towards the plaintiff on a daily basis. C) The male employee was required by HR to participate in a sexual harassment awareness course. D) The male employee’s conduct significantly interfered with the plaintiff’s ability to perform her job. E) The plaintiff discussed her concerns about the male employee’s conduct with female co-workers. Answer: C Explanation: If the male employee was required to take a sexual harassment course, then that action shows Sanders was making a reasonable attempt to stop the behavior. Choices A, B, and D support the plaintiff’s claim that ther