Civil Liberties of the Early Twentieth Century :: essays research papers

All throughout history civil liberties have been established, fought for, and abused. During the first quarter of the twentieth century, the civil liberties in the United States of America were tested. There were many events where the freedoms that our founding fathers had fought for Passive Voice (consider revising). Prejudice, fear, and racism all played a role during these events, during many of which they decided the outcome. Two events that demonstrate when the civil liberties in America were tested were during the trial of Sacco and Vanzettii and Schenek v. United States. Schenek v. United States was a trial in 1919 that reaffirmed the conviction of a man for circulating antidraft leaflets among members of the armed forces. This trial upheld the Espionage and Sedition Acts, which by many deemed unconstitutional. The Espionage Act of 1917 was a United States federal law, which made it a crime for a person to convey information with intent to interfere with the operation or success of the armed forces of the United States or to promote the success of its enemies. The Sedition Act forbade Americans to use "disloyal, profane, scurrilous, or abusive language" about the United States government, flag, or armed forces during war. The act also allowed the Postmaster General to deny mail delivery to dissenters of government policy during wartime. These two laws denied the freedom of speech that our sacred Bill of Rights was supposed to uphold. The antidraft flyers that Schenek passed out claimed to be freedom of speech so the government could not stop the cir culation of Schenek’s pamphlets. However, by passing out antidraft laws, Schenek had â€Å"the intent to interfere with the operation of success of the armed forces of the United States.† By doing this, he broke the law. He was sentenced to six months in prison for breaking an unconstitutional law. The government was trying to reduce the freedom of speech during a time of war so that the nation would be united as one. The opposition of some feared Woodrow Wilson and his cabinet so they took action by reducing some freedoms and imprisoning many people unconstitutionally. The scare of not being united under a time of war was the cause of the Espionage and Sedition acts. These acts immediately caused the unfair conviction of Schenek and put him in prison. Although he was utilizing his freedom of speech, the unfair laws passed through the government by Woodrow Wilson, Congress, and the Supreme Court forbade him his civil liberties.

The Gap Inc Essays -- Business and Management Studies

The Gap Inc 1. Case Summary The Gap, Inc is a chain of retail stores that sell casual apparel, shoes, and accessories for men, woman and children. Headquarter in San Francisco; the stores operate under a variety of names including: Gap, Banana Republic, Old Navy Clothing Company, Gap Kids, and baby Gap. All merchandise sold by chain is private label. The Gap was founded in 1969 when Donald Fisher and his wife, Doris opened a small clothing store near San Francisco State University. By 1971 they were operating six Gap stores. In 1995, Fisher retired as CEO and Drexler, now age 50, took over the title. The Gap contracted with over 500 manufacturers around the world that made the companies private label apparel according to Gap specifications. Gap, Inc purchased about 30 % of its cloth from manufacturer located in United State and 70% from vendor located in 46 foreign countries. No single supplier provided more than 5 % of its merchandise. In the wake of concern over third world working conditions, the Gap also adopted a set of sourcing principle and guideline. This provide standard that the vendors had to meet including: engage in no form of discrimination, used no forced or prison labor, employee no children under 14 years of age, provide a safe working environment for employees, pay the legal minimum weight of the local industry standard- whichever is greater. The Gap’s supplier should also meet all applicable local environmental regulation, and comply with the Gap own more stringent environmental standards, neither threaten nor penalize employees for their efforts to organize or bargain collectively and uphold local custom laws. To ensure compliance with its standards, the Gap sends a Gap Field Representative to conduct in-depth interview with a prospective supplier prior to the initiation of a business relationship. The Gap supplier in Salvador, run by Mandarin International, Taiwanese-owned Company that operated apparel assembly plants around the world. The Gap had begun contracting with Mandarin plants in El Salvador in 1992. A worker there was paid approximately 12 cents for assembling a Gap three-quarter sleeves t-shirt or turtle neck, which retailed at about $20 in the United States. Wages at the Mandarin plants averaged 56 cents an hour-a level that was claimed to provide only 80% of the amount neede... ...arin employee who make Gap product. - The Gap should make sure the entire supplier fulfills its sourcing principle and guidelines. The supplier which doesn’t implemented the entire Gap standard and the local government standard, the Gap should avoid doing business with them. - Mandarin International done unethical business by not allowing their employee to make union (fired all the union members) and all the unethical behavior toward the employee. Recommendation - The Gap should choose their supplier carefully and maximize the Gap field representative by put an eyes and do the regular inspection not only when they start the business but always monitoring the working and social condition of the supplier to comply with the Gap code of conduct and also the local government laws. - The Gap representative officer should do the interview without being known by the Mandarin International, so the employee would be freely to speak about what really happened in the factory. - The Gap should give more effort to increase the quality of live their supplier employee which usually in the third world by giving education or other benefit.

Counseling Case Study

It is imperative for every school counselor to consider the diversity present in a multicultural setting of the students before the school counselors engage in their practice. In this paper, the focus would be on answering the series of questions regarding the presentation of an ideal, therapeutic, and ethical counseling session between therapist and client relationship: First, â€Å"who is the person to be consulted prior the presentation of such kind of therapeutic session?Second, What would people learn from the implementation of the cultural ethnic theories which would be beneficial for the multicultural societies in U. S.? Third, what are the cultural factors that need to be taken into consideration in working or counseling with Hispanic families? ; and lastly, What are the suggestions and recommendations at hand for the school counselors in dealing with both the teachers and the families of students in the U. S.? (Corey, 2001, p. 50). Body Who is the person to consult for the presentation prior to such kind of therapeutic session? Foremost, the person who is to be consulted prior the presentation of a strategic therapeutic relationship is the client to gain from the session.The client or student should be debriefed by the school counselor in order to discuss desired goals for the therapy and counseling. Moreover, it is also required for a counselor to understand the relationship of the client in family, and in the multicultural setting where the individual belongs; it is to determine the characteristics of the culture and subcultures present, and how it plays a factor in developing the people and the institutions under it (Sue, Ivey, Pedersen, 1996).What would people learn from the implementation of the cultural ethnic theories? Clients in the counseling process would benefit from the implemented cultural ethnic theories. Internalization of such desired and acquired behaviors from the therapeutic process would be the goal of every counselor for their cli ents. Furthermore, the school counselors should be able to develop effective techniques on how to gain and acquire behaviors and attitudes that are similar to the desired behaviors of a specific culture (Sue & Sue, 1999; Pedersen, 2000).What are the cultural factors that are necessary in working with Hispanic families? Cultural factors have to be considered in working with Hispanic families. Some of these cultural factors in the Hispanic family include the following: their ways of verbal and non-verbal communication, generalized beliefs of the Hispanic culture, family systems, political, educational, and social principles which serve as institutions and foundations that influence the intrinsic values of individuals in the Hispanic family.The challenge of being â€Å"multicultural† is posed to the counselors in order for them to gain the trust and increase their rapport in their client in the counseling process (Freedman, 1999). What are the recommendations at hand for the sch ool counselors in dealing with both the teachers and the families of students in the U. S.? To sum it all up, school counselors must be flexible and increase one’s insight to consider cultural diversities, ethnicity, language and race in the family and educational setting of Hispanic students residing in U. S (Clemente & Collison, 2000).Moreover, this calls for recommendation that there should be provision of more intensive training for school counselors to increase their awareness and avoid their own issues of stereotypes among clients who are culturally different from them. Furthermore, the case of the twin Hispanic boys maltreated by the Mexican should be put into account for the counselors to research more about their client’s cultural background so they may be careful in treating their clients to avoid misunderstanding and increase the tendency for an effective counseling process(ASCA, 2006). References American School Counselor Association. (2006). Culturally res ponsive school counseling for Hispanic/Latino students and families: the need for bilingual school counselors. Retrieved November 18, 2008, from http://www. thefreelibrary. com/Culturally+responsive+school+counseling+for+Hispanic%2FLatino+students†¦ -a0153359897 Clemente, R. , & Collison, B. B. (2000). The relationship among counselors, ESL teachers, and students. Professional School Counseling, 3, 339-349. Corey, G. (2001). Theory and practice of counseling and psychotherapy.SG: Wadsworth. Freedman, K. F. (1999). Multicultural Counseling. Retrieved November 18, 2008, from http://www. alaska. net/~fken/Multiculture. htm Sue, D. W. , Ivey, A. E. , Pedersen, P. (1996). A theory of multicultural counseling and therapy. Pacific Grove, CA: Brooks/Cole. Sue, D. W. , & Sue, D. (1999). Counseling the culturally different: Theory and practice. (3rd ed. ). New York: Wiley. Pedersen, P. (2000). A handbook for developing multicultural awareness. (3rd ed. ). Alexandria, VA: American Counsel ing Association. Counseling Case Study It is imperative for every school counselor to consider the diversity present in a multicultural setting of the students before the school counselors engage in their practice. In this paper, the focus would be on answering the series of questions regarding the presentation of an ideal, therapeutic, and ethical counseling session between therapist and client relationship: First, â€Å"who is the person to be consulted prior the presentation of such kind of therapeutic session?Second, What would people learn from the implementation of the cultural ethnic theories which would be beneficial for the multicultural societies in U. S.? ; Third, what are the cultural factors that need to be taken into consideration in working or counseling with Hispanic families? ; and lastly, What are the suggestions and recommendations at hand for the school counselors in dealing with both the teachers and the families of students in the U. S.? (Corey, 2001, p. 50). Body Who is the person to consult for th e presentation prior to such kind of therapeutic session? Foremost, the person who is to be consulted prior the presentation of a strategic therapeutic relationship is the client to gain from the session.The client or student should be debriefed by the school counselor in order to discuss desired goals for the therapy and counseling. Moreover, it is also required for a counselor to understand the relationship of the client in family, and in the multicultural setting where the individual belongs; it is to determine the characteristics of the culture and subcultures present, and how it plays a factor in developing the people and the institutions under it (Sue, Ivey, Pedersen, 1996).What would people learn from the implementation of the cultural ethnic theories? Clients in the counseling process would benefit from the implemented cultural ethnic theories. Internalization of such desired and acquired behaviors from the therapeutic process would be the goal of every counselor for their c lients. Furthermore, the school counselors should be able to develop effective techniques on how to gain and acquire behaviors and attitudes that are similar to the desired behaviors of a specific culture (Sue & Sue, 1999; Pedersen, 2000).What are the cultural factors that are necessary in working with Hispanic families? Cultural factors have to be considered in working with Hispanic families. Some of these cultural factors in the Hispanic family include the following: their ways of verbal and non-verbal communication, generalized beliefs of the Hispanic culture, family systems, political, educational, and social principles which serve as institutions and foundations that influence the intrinsic values of individuals in the Hispanic family.The challenge of being â€Å"multicultural† is posed to the counselors in order for them to gain the trust and increase their rapport in their client in the counseling process (Freedman, 1999). What are the recommendations at hand for the s chool counselors in dealing with both the teachers and the families of students in the U. S.? To sum it all up, school counselors must be flexible and increase one’s insight to consider cultural diversities, ethnicity, language and race in the family and educational setting of Hispanic students residing in U. S (Clemente & Collison, 2000).Moreover, this calls for recommendation that there should be provision of more intensive training for school counselors to increase their awareness and avoid their own issues of stereotypes among clients who are culturally different from them. Furthermore, the case of the twin Hispanic boys maltreated by the Mexican should be put into account for the counselors to research more about their client’s cultural background so they may be careful in treating their clients to avoid misunderstanding and increase the tendency for an effective counseling process(ASCA, 2006). References American School Counselor Association. (2006). Culturally r esponsive school counseling for Hispanic/Latino students and families: the need for bilingual school counselors. Retrieved November 18, 2008, from http://www. thefreelibrary. com/Culturally+responsive+school+counseling+for+Hispanic%2FLatino+students†¦ -a0153359897 Clemente, R. , & Collison, B. B. (2000). The relationship among counselors, ESL teachers, and students. Professional School Counseling, 3, 339-349. Corey, G. (2001). Theory and practice of counseling and psychotherapy.SG: Wadsworth. Freedman, K. F. (1999). Multicultural Counseling. Retrieved November 18, 2008, from http://www. alaska. net/~fken/Multiculture. htm Sue, D. W. , Ivey, A. E. , Pedersen, P. (1996). A theory of multicultural counseling and therapy. Pacific Grove, CA: Brooks/Cole. Sue, D. W. , & Sue, D. (1999). Counseling the culturally different: Theory and practice. (3rd ed. ). New York: Wiley. Pedersen, P. (2000). A handbook for developing multicultural awareness. (3rd ed. ). Alexandria, VA: American Couns eling Association. Counseling Case Study This paper is all about the discussion of prevalent child abuse occurring within the family. According to district counselors, the incident of frequent abuse among the children should be stopped by providing education and counseling session on corporal punishment and child abuse among the Hispanic and non-Hispanic parents in American societies. This paper then, focuses on the provision of proper education among the Hispanic families where corporal punishment and child abuse is increasingly rampant.The foci stresses on the things that the families have to learn regarding the avoidance of abuse and imparts some cultural factors and recommendations that has to be taken into consideration when dealing with Hispanic families. The aforementioned objectives of this paper were expected to be met by the district school counselors in every community. Counseling Case Study Introduction Corporal punishment and frequent spanking among children (which is commonly perceived to lead into child abuse ) is becoming increasingly rampant in Hispanic and non-Hispanic families.For the parents especially the Hispanic parents, who wish to discipline their children, resort to such sudden negative reinforcement in order to discipline their children. However, district counselors believe that frequent spanking which is a form of corporal punishment found that it does not lead to a favorable result among children in the long run. In so doing, the counselors investigated on the matter and they came up with devising other effective ways of disciplining children and counseling the parents as an alternate solution other than the negative punishment.Body I. Child Abuse within the Family A. Consultation prior the presentation of a need to alleviate child abuse In order for me to determine whether a case of child abuse occurred in a certain family, I need to consult fellow counselors or psychology colleagues to ask for their second opinion. There has to be a consensus and a social norm that has to followed regarding the decision whether child abuse has occurred or just mere corporal punishment.Practically speaking, corporal punishment occurs only when there is no â€Å"severe and intense punishment† was executed due to present emotional state of the parent which may be out of anger. B. Things to be learned regarding corporal punishment and child abuse Corporal punishment may be in the form of symbolic gestures of slapping or knuckling in the head (Graciano, 1994). Whereas, child abuse is explicitly the mark of left (physical, psychological, and emotional) damage in the children who received the severe and intense negative punishment from the parent/s.Occasional spanking and its frequency was found by many counselors to lead into the increase of frequency and intensity of the habit. This results to the unawareness of the parents that they are actually executing child abuse among their child or children. C. Cultural factors to put into account when working with Hispanic families Cultural factors needs to be taken into consideration when working with Hispanic families. As they are known to prioritize familism, they are more likely to induce harm to impose discipline among their children.Moreover, Hispanic families are found to be more likely to abuse their children due to the repressive state they are currently experiencing from anxiety in coping and adjusting within their culturally diverse society. II. Recommendations and Suggestions I would like to recommend to the school counselors that how to work with both teachers and families is to associate household like that of a manager leading his subordinates at work. Similarly, leaders, as counterparts of parents, should not practice negative reinforcement among their employees.Most likely, leaders are expected to promote positive attitude among their subordinates to increase the employees’ likelihood to perform their best at work. Same with the family, parents should positively reinforce the positive behavior of their children rather than negatively punishing them to decrease the tendency negative behavior among their children in the future (Holtzman et. al. ) References Graciano, (Initials). (1994) (Title). Holtzman, D. , Kruger, E. J. , & Srock, C. D. (year). Generational Diversity Scenarios in the For-Profit and Nonprofit Sectors. NJ: The Richard Stockton College of New Jersey.

Essay on Domestic Violence

Domestic violence — also called domestic abuse, battering or intimate partner violence — occurs between people in an intimate relationship. Domestic violence can take many forms, including emotional, sexual and physical abuse and threats of abuse. Men are sometimes abused by partners, but domestic violence is most often directed toward women. Domestic violence can happen in heterosexual or same sex relationships. It might not be easy to identify domestic violence at first. While some relationships are clearly abusive from the outset, abuse often starts subtly and gets worse over time.You might be experiencing domestic violence if you're in a relationship with someone who: †¢Calls you names, insults you or puts you down †¢Prevents you from going to work or school †¢Stops you from seeing family members or friends †¢Tries to control how you spend money, where you go, what medicines you take or what you wear †¢Acts jealous or possessive or constantl y accuses you of being unfaithful †¢Gets angry when drinking alcohol or using drugs †¢Threatens you with violence or a weapon Hits, kicks, shoves, slaps, chokes or otherwise hurts you, your children or your pets †¢Forces you to have sex or engage in sexual acts against your will †¢Blames you for his or her violent behavior or tells you that you deserve it †¢Portrays the violence as mutual and consensual The longer you stay in an abusive relationship, the greater the toll on your self-esteem. You might become depressed and anxious. You might begin to doubt your ability to take care of yourself or wonder if the abuse is your fault. You might feel helpless or paralyzed. If you're an older woman who has health problems, you might feel dependent upon an abusive partner.If you're in a same sex relationship, you might be less likely to seek help after an assault if you don't want to disclose your sexual orientation. If you've been sexually assaulted by another woma n, you might also fear that you won't be believed. Still, the only way to break the cycle of domestic violence is to take action — and the sooner the better. Domestic violence, also known as domestic abuse, spousal abuse, battering, family violence, and intimate partner violence (IPV), is defined as a pattern of abusive behaviors by one partner against another in an intimate relationship such as marriage, dating, family, or cohabitation. 1] Domestic violence, so defined, has many forms, including physical aggression or assault (hitting, kicking, biting, shoving, restraining, slapping, throwing objects), or threats thereof; sexual abuse; emotional abuse; controlling or domineering;intimidation; stalking; passive/covert abuse (e. g. , neglect); and economic deprivation. [1][2] Alcohol consumption[3] and mental illness[4] can be co-morbid with abuse, and present additional challenges in eliminating domestic violence. Awareness, perception, definition and documentation of domesti c violence differs widely from country to country, and from era to era.Did you know over two women per week are killed by current or ex-partners, and that one in four women in the UK will experience domestic violence in their lifetime? In Women's Aid's view domestic violence is physical, sexual, psychological or financial violence that takes place within an intimate or family-type relationship and that forms a pattern of coercive and controlling behaviour. At least 1 in 4 women experience domestic violence in their lifetime and between 1 in 8 and 1 in 10 women experience it annually

Functioning Of Municipal Schools Education Essay

With the feverish competition today youth want to be perfect in whatever they attempt to make whether it is in academic surveies, athleticss or cultural activities. Therefore the instruction in A.P. Municipality Act 1965 under subdivision 130 with Rule 42 of Taxation and Finance, regulations appended to the APM ACL 1965, have become more flexible in the constitution of their schools and conveying flawlessness in their attack. Harmonizing to this policy the municipality can incur outgo connected with instruction on the points like preparation of instructors and care of schools etc. Aiming at flawlessness the municipal schools besides aim at excellence and that is possible by presenting the undermentioned policies: Constitution and care of schools Construction and care of school edifices Training of instructors Excellence would intend giving our best in whatever we do. Our best attempts are different from another individual ‘s best attempts, and these can non be compared because everyone has strengths and restrictions. Therefore, â€Å" instruction in the A.P. Municipality Act as mentioned in the subdivision 31, would name commissions to tap the interior resources of their staff and pupils. They would name commissions to preparation of reappraisals, and general supervision of development programmes, associating to instruction and public assistance of SCs, BCs and adult females and kids among others. The station – Independence India placed great significance on the instruction of its citizens, and making literacy to the nook and corner of the state. The establishing male parents of the state and the fundamental law shapers did non experience the necessity to do instruction a cardinal right as they thought that the State will go forth no rock unturned in doing everyone educated all literate. But the State and the cardinal Government failed to populate up to the outlook of the establishing male parents of the state and both fell level on this basic and cardinal responsibility. Education is non even mentioned explicitly as an country of nucleus concern for municipalities in A.P. and it is a gray country. It is taking cue from subdivision 31A above that the function of municipalities in â€Å" managing † instruction is restricted. The administrative map of naming caput Masterss and instructors in the municipal schools, managing and pay outing their wages, advancing and reassigning the staff, and keeping the care of the municipal schools under their direction is taken attention by the municipal governments. But most of these academic maps rest with the instruction section. The mark of cosmopolitan instruction remained a mirage with big subdivisions of the society unable to direct their small 1s to school. Even primary instruction, non to talk of higher instruction did non make the door – stairss of larger figure of people. In A.P. Municipal schools exist merely in 13 territories of the 23 territories in the province. About 2100 Municipal schools are working in the province. About 1400 primary schools, 400 Upper primary schools, and 300 Secondary schools are working in the province. Over 3.5 lakh kids are enrolled in these schools, and 8100 instructors are working in the municipal schools with teacher – student ratio of 1:45, 1:49, and 1:40 in primary, upper primary and secondary schools severally. But one tends to oppugn these pupils who are enrolled in these Municipal schools, how far they have acquired cognition in ego confidence/ one tends to oppugn the regularity of the instructors to the school and the credibleness of their work.1.5. 2 Municipal Schools in Vijayawada – Krishna District, A.PVijayawada, besides called â€Å" Vidyalawada † ( topographic point of instruction ) occupies a big sum of the educational substructure of Andhra Pradesh. The metropolis was named â€Å" the educational Sahara † by a foreign embassador. Education in the metropolis is implemented by both the authorities and private establishments. Vijayawada Municipal Corporation ( VMC ) takes attention of the authorities educational establishments. Municipalities responsible for opening / up-gradation of schools in the urban countries are under Municipal Corporation. A Municipality is a unit for all intents. All instructors in a municipality are under one unit for intents of publicity or reversion etc. Panel commission in the municipality has the authorization for publicity of instructors. Teachers are transferred from one school to another in the same municipality. Municipal governments inspect the schools. Wages of instruction and non instruction staff are paid by the authorities. But it is reduced to the extent of educational revenue enhancement collected by the municipality. RTE Act 2009, reminds the schools to include in the course of study â€Å" basic hygiene, environmental cleanliness, good societal etiquette and political behaviour. † ( Act 6.5 ) every bit good as life accomplishments ( Act 6.6 ) together with the accent on, non merely on one ‘s rights but on one ‘s surveies specially to society. ( Act 6.8 ) ( Act 7.6 B ) insists on developing and implementing â€Å" criterions for preparation of instructors † . The policy ( 4.14 ) provinces that â€Å" thorough periodic developing the instructors are equipped with up – to – day of the month cognition and pedagogical accomplishments including the usage of new educational engineerings. In the changed and quickly altering scenario good wonts of work-ethics are inculcated † . Tendencies in registration show a clear displacement to private schools in urban countries like Vijayawada. The municipal schools slowdown behind in the undermentioned countries – deficiency of motive to the staff, hapless substructure, deficiency of sanitation installations, deficiency of topic, deficiency of equal instructors, teacher absenteeism, use of the age old methodological analysiss in learning English, faulty scrutiny system etc are some of the factors taking to hapless public presentation of pupils, ensuing in low demand for these municipal schools. It is said that instructors must make bold to larn things beyond the course of study and do acquisition gratifying utilizing some utile instruction AIDSs. There is a slow and gradual realisation among the educationalists, that the households of the hapless pupils who attend municipal schools still remain hapless in malice of their traveling to school. This is due to miss of proper learning installations in authorities schools which stick to minimum instruction. Professor Martin Woodhead besides said that there is a demand to reform authorities schools to present choice instruction at least for the interest of those hapless who will still go on to direct merely their male childs to private schools. Government schools will still be a blessing to girl child instruction. While the world reflects the above outlook what is noticed among the municipality schools is much distant and out dated from the world.InfrastructureClass suites: Insufficiency of suites to suit is a job in municipal high schools. Problems exist with respect to airing and sufficient infinite for all the kids in all the category suites. Headmaster ‘s office and staff room: In the urban municipal schools in Vijayawada there is one room that is used as the Head Master ‘s room every bit good as the office with the files stacked behind. There is no equal topographic point to hive away and exhibit the assorted shields, trophies and souvenirs won by the school and its squads. Labs: There is no sole infinite for a research lab in any of the schools visited. There are a little figure of incontrovertible AIDSs and equipment in high schools, but the same are stacked in closets inside schoolrooms. In the instance of an upgraded school, research lab equipment is being borrowed from a neighbouring school and the same is returned after presentation in the category. Library: Libraries ideally provide entree to books in add-on to the schoolroom texts and make a nexus with the developments taking topographic point outside. Storage of books in the best of municipal schools is found non satisfactory. Books are non made accessible to the pupils for whom they are meant to be extra reading stuff. Common suites for misss: The Government of India has embarked on a mission to retain misss in schools through the National Programme Education for Girls at Elementary Level ( NPEGEL ) . Urban slums in Municipalities and Corporations of the four territories including Krishna territory was covered under the programme. It was seen that such room existed in one high school, but was non being utilized for the intent. The freshly constructed suites were being used as staff suites for female instructors. Drinking H2O and Toilets: Drinking H2O for kids has non been uniformly provided in all municipal schools. Sanitation installations or lavatories in schools are shared by the pupils and the instructors. This is a cause for concern as bead out among misss is usually attributed to hapless sanitation conditions in schools. Resort areas: Due the scarceness of infinite in urban countries, it is difficult to happen municipal schools with equal infinite for drama land for the pupils. Furniture for Staff and Students: Municipal schools have been missing in furniture for its pupils. There are barely any municipal schools, at all degrees, which have been benches for all the kids. This could perchance be one of the grounds for the parents in switching their kids to private schools. Performance: Look at the consequences achieved by municipal schools over the old ages, it is found that the base on balls per centum has been a assorted bag of success and failures. Some of the pupils of VMC have excelled academically despite hardships. The public presentation of Municipal School pupils in SSC Board exams over the last three old ages is systematically on an mean 60 % .Performance of Municipal School Students in SSC ExamsYear Municipal Schools All Schools No. Appeared No. Passed Pass % No. Appeared No. Passed Pass % 2008 – 09 21899 13084 59.75 799324 585781 73.28 2009 – 10 23140 13385 57.84 880252 643974 73.16 2010 – 11 22959 14607 63.62 956887 722137 75.47 As is seen from the tabular array above the public presentation of municipal schools is about 60 % while the overall public presentation in all schools is systematically about 74 % . Inspite of these consequences which indicate quantitatively good public presentation, their public presentation in English linguistic communication appears to be qualitatively hapless. As per the recent G.O. Ms No: 76 ( 2008 ) , English medium has been introduced at all degrees in municipal schools. However, the system is non adequately equipped to manage kids who wish to inscribe in English medium schools. A four twenty-four hours developing programme on Communicative English has been organized by the Education Department to all the instructors to heighten their cognition and accomplishment. But this does non look to to the full fit them to manage the categories.1.6 The Problems of Teaching / Learning EnglishThe manner English is taught in schools, particularly in municipal and authorities schools to a great extent responsible for the lowering of the criterion of English in India. The purpose of teaching/learning English linguistic communication is surely really high and the agencies are unequal to recognize them. The followers are some of the jobs faced by the instructors of English in Municipal schools:Dearth of Competent instructorsThe instructors of English at municipal schools do non update themselves with the recent developments in the field of linguistics and latest methods of instruction ; hence, they are non able to learn English on par with the English instructors in the private schools. Though the instruction functionaries conduct developing programme one time a twelvemonth, the instructors give least importance to fit themselves with the latest methods of learning English. And besides these preparation programmes are conducted together along with the other capable instructors. So, the English linguistic communication instructors are non given much importance to fit themselves with the latest techniques.Job SatisfactionTeachers are non satisfied with their occupation. Most of the instructors look at their work as a load, do non take much involvement than what is compulsory. They are besides engaged in tonss of activities other than learning. They are really much comfortable utilizing the interlingual rendition method of learning E nglish.Competence of TeachersMost of the instructors ‘ competency of English is low. They have really limited or no pre-service preparation at all and had undergone barely any in-service preparation for the English linguistic communication. They are witting of it and therefore seem to endure from low self-pride.Constraint of clipThe instructors focus on syllabus completion. They do non hold sufficient clip to make other activities like brace work, group work, dramatisation etc. in the category. The instructors do non interact with the scholars. Teacher is the Centre of the linguistic communication category.Crowded ClasssThe size of the categories everyplace is well big and therefore, pupils ‘ engagement in the category work is rather impossible. The ratio of pupils in relation to teacher is non relative. This is one of the grounds why the instructors are unable to pay single attending to the pupils.Lack of CreativityLearners normally live in less supportive ( for instruc tion ) household and societal ambiance in stuff, emotional and fiscal footings. Most of them are first coevals scholars. They prefer to utilize the age old readymade notes for the scrutiny to go through. The pupils are non tapped to utilize their creativeness.Teacher ‘s and Student ‘s Regional Dialect impacting proper pronunciationThis is a really important job with most of the instructors learning English. When the instructors try to talk English, they carry their ain regional idiom into English. They have trouble in pronunciation and are non cautious about the emphasis and modulation of their ain address. They teach wrong phonic written texts, pronunciation, emphasis and modulation to the pupils. A big figure of instructors learning at school degree are unqualified. They have small thought of right use and none at all of right pronunciation. Their vocabulary is every bit limited as their reading. They are non familiar with the usage of modern learning techniques. Though the text books prescribe for different categories are skill-oriented, instructors are non equal plenty to learn them. The frequent alterations made in the policy sing English by the province and cardinal authorities has besides proved to be greatly damaging to the instructors and scholars of the linguistic communication.Teaching AidssClass room learning AIDSs and stuffs are by and large in short supply in schools, non to speak of audio-visual AIDSs like tape recording equipments, lingua phone programmes of movie strips. In some instances even pieces of chalk and black board are hard to obtain.ExaminationsIt is a commiseration that most of the scrutinies are in content oriented instead than skill-oriented. If at all any accomplishment is required to be displayed by the testers, it is their writing ability. Though reading, listening and talking accomplishments are given in the text books, they are neglected wholly in the scrutinies. With the constitution of organic structures like National Council of Educational Research and Training ( NCERT ) , National course of study has gained popularity and being progressively adopted by more and more provinces. Many of these syllabi provide adequate range for the development of the scholar ‘s abilities. However, the strangeness of the English instructor with both the purposes and aims of these course of studies and their usage about ever succeeds in get the better ofing the very intents for which they were ab initio framed. Teacher ‘s instruction is one major country which needs drastic alterations if quality instructors are to go available to develop the English linguistic communication accomplishments of the pupil.

Characters in ‘Of Mice and Men’ are Prejudged? Essay

Do you think all of the characters in ‘Of Mice and Men’ are prejudged? (25 Marks) In ‘Of Mice and Men’ most of the characters are subjected to discrimination and prejudice. The prejudice can be seen most in the characters Lennie Small, Crooks and Curley’s Wife. Curley’s Wife was a subject of Prejudice because she was a woman. During the 1930’s a woman’s place was to be at home raising a family, also women were seen as second class citizens and property of their husbands. Before we meet Curley’s Wife, the reader already has an opinion of her because of what the character Candy calls her- â€Å"jail bait†; George calls her a â€Å"tramp†. It’s implied that she is a tart and a promiscuous woman; she craves the attention her husband doesn’t give her. Another way prejudice against Curley’s Wife is shown by Steinbeck not giving her an actual name. She is defined by her husband, she is his proper ty, displayed and treated like any other of his possessions. The irony is Curley’s Wife â€Å"coulda been in the movies† (her American dream) which contrast the idea of having your name in lights. Crooks and Curley’s Wife are quite similar because they’re pushed away from the mainstream society of the ranch, they are the outsiders. Also another thing which links Curley’s Wife and Crooks is the lack of an actual name, Crooks is called Crook as he has a crocked back as he was kicked by a horse, the lack of a prober name dehumanises the characters, making them less important, Steinbeck uses this to highlight how different groups of people where degraded. Another character who is discriminated against is Crooks. Crooks is an African American character that is discriminated racially, he also has a crocked back. During the 1930’s there was segregation between black and white people this is show in ‘Of Mice and Men’ Crook is segregated from the rest of the Ranch workers. His room is on the edge o f the ranch, which highlights how much of an outsider he is. When we see Crooks’ room for the first time it’s less than basic, †Crook’s was a long box filled with hay† this is another form of discrimination as he isn’t treated equally, his room shows how black people where thought of – lesser people. â€Å"hay† is associated with animals partially horses this could suggest that the Boss thinks of Crooks as an animal and belongs outside. Crooks don’t say much in the book, because during that time black people didn’t have a voice and would be judged on what they said. Crooks and Lennie are also similar because there outcasts, both characters are excluded from nights out with other ranch workers and  games that the others play when they aren’t working. Lennie Small is one of the main characters in the book. He is mentally disabled and has the mind of a child. Lennie is a misunderstood character who has good intentions but doesn’t understand the impact of his actio ns. The only character Lennie has a close relationship to George, who sees him as a burden blocking the way to his American dream. An example of Lennie being misunderstood is when he and George were in Weed, he touched the girls dress because it was soft and it ripped, and then they both had to leave as Lennie was accused of attempted rape. In the book Lennie is discriminated against Crooks. Crooks takes advantage of Lennie’s lack of metal capacity, Crooks was subjected to racial hatred as the hands of white people and uses Lennie to get back at them. Crooks implies that George won’t come back and he’ll be alone. Lennie is treated differently because the other men don’t understand him as little was known about mental illness during the time.

Looking the Part: What to Wear to Your College Interview

There are myriad circumstances in your life where you may have to dress for a certain role. You might be on a sports team, in which you wear your jersey the day of an important game. Maybe you’re having dinner with your grandparents so you put on some clean, ironed pants and a nice shirt. Or maybe you’re all dolled up and headed to the prom. Different circumstances call for different attire, and when you near the end of your high school career, you’ll enter new territory in this regard. There will be special events, graduation and graduation parties, and of course, college interviews. Preparing for interviews can be stressful. You are probably busy thinking about how to answer possible interview questions, planning how you’ll frame your unique experiences and communicate who you really are. You might be so busy thinking about what you’ll say and talk about during the interview that you don’t spend much time anticipating what you’ll wear to the actual interview. It can be hard to decide what to wear to a college interview, especially if you’ve never interviewed for something similar. In this post, we’ll outline how you can play the part so that you make a positive first impression and show that you are serious about your college ambitions. Because many students spend time stressing about how to dress for interviews, some colleges now specify the appropriate attire. If you interview confirmation specifically states that you may dress casually, you should do so, assuming that you aren’t wearing any ripped clothing or inappropriate logos. But if your interview confirmation specifics business casual or doesn’t offer any insight at all, keep reading. With our top tips for how to dress and prepare yourself outwardly for the college interview, you’ll be able to let your mouth do the talking, not any flaws or missteps in your appearance.   You will need to choose clothes that look business appropriate. These are the kinds of things you would wear to a formal class presentation if you wanted to make a really positive impression. Your clothing should be modest and simple, but clean and crisp. A good general rules of thumb is, if you wouldn’t wear it to a family dinner with your grandfather, don’t wear it to an interview. What does this entail exactly? You don’t need a full suit or anything, but you should at least look clean and put-together. Try to avoid any large brand logos on your clothing and certainly avoid jeans or t-shirts. If you’re a boy, you should consider wearing dress pants or khaki pants paired with a collared shirt. Be sure to tuck your shirt in and wear a belt so that your pants fit snugly and no undergarments are visible. If you’re a girl, you should consider wearing dress pants or a knee-length skirt or dress. Pair these with a simple blouse or business appropriate sweater. Be sure that none of your undergarments are visible through your clothes.   Your shoes should be appropriate and polished. You should not wear any sneakers, platforms, or high heels over 3†. Make sure that your shoes are not exceptionally scuffed or worn. If you don’t already have a pair of nice, professional shoes, now is the time to invest in a pair. You will need them beyond the interview for jobs and other events in college.   Be sure to leave most of your fashion accessories at home or in the car. You should not wear or bring any sunglasses or hats to the interview. These types of accessories are more likely to distract attention from what you have to say. The same is true of piercings. If possible you should remove all visible piercings except for earrings. If you do wear earrings, or any other jewelry, it should be modest and not distracting. Hopefully this goes without saying, but you don’t want to show up for the interview with last night’s pizza on your chin or the stench of yesterday’s workout lingering under your arms. Be mindful of arriving for the interview having recently showered, brushed your teeth, and used deodorant. This shows that you have planned ahead and taken it seriously. Beyond that, be careful not to apply too much perfume or cologne before your interview. For people who are not used to the smell, it can be overpowering and/or unpleasant. Some people are even allergic to strong perfumes. If you do choose to wear perfume or cologne, just a small amount will suffice. Again, your outward appearance should convey that you are taking the interview seriously and are respectful of the process. You should look composed, but not over-the-top. For girls, makeup should be natural and light. Don’t wear bright lipsticks, eyeshadows, or anything else that might distract from what you have to say.   For boys, make sure to shave or trim your facial hair. Having a beard or a mustache is of course fine, but it should be well-kept. Remember that your facial hair is an indication of your care and preparation. Even if you normally wear it ungroomed, you should trim and groom for this occasion. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Make sure to iron your clothes before the interview. Even completely appropriate attire will appear unprofessional if you arrive with it wrinkled. If you are traveling from afar and won’t have the opportunity to change into your interview clothes after you arrive, be sure to bring a wrinkle release spray. Practice using it at home. Mist your clothes from a distance, smooth out wrinkles with your hands, and allow the spray to dry. Also think about small impressions, such as the watch or the socks that you’re wearing. If they don’t fit the part, leave them at home. Top it all off with a conservative hairstyle. There’s no need for mohawks or wild colors for this event. Remember, again, that you want the focus to be on you and what you have to say, not on what you’re wearing or how you’ve done your hair. Despite wearing clothes that are outside of your normal wardrobe, try to feel comfortable in what you choose for the interview. Make sure that everything fits comfortably so that you won’t be adjusting your clothing or distracted by it during the interview. Also, try to stay true to yourself even if you’re wearing something out of the ordinary. There are plenty of methods to incorporate your own sense of style in subtle ways that won’t overpower the rest of your image. A small piece of jewelry, a scarf, or cufflinks are some ideas.   Remember, this is a college interview and your interviewers expect a high school student to walk in the door. They are not looking for a lawyer or a CEO. There is no need for a complete three-piece suit unless that’s what makes you feel most comfortable. Similarly, if you don’t normally wear high heels, today is not the day to try them out for the first time. Your interview attire should be something that makes you feel comfortable and composed while conveying that you take the process seriously and are respectful of the institution and the interviewers. There’s no need to spend lots of money on expensive clothing. A few polished staples that you can reuse for other events will do just fine. Finally, don’t forget that no matter what you choose to wear, it won’t have any impact if you can’t complete the image by backing it up through your own actions. Your body language is just as important a part of your outward appearance as anything you’re wearing. When you walk into the interview, even if you are feeling nervous, put a smile on your face, make eye contact, and shake hands with a firm grip. As you do so, introduce yourself and thank your interviewer(s) for having with you. At the end of the interview, do the same and thank the interviewer(s) for their time. Tell them that you’ve enjoyed speaking with them and look forward to exploring your options at their institution. This advice might seem overwhelming if you feel like you don’t look the part of the aspiring college student. Maybe you have some visible tattoos or piercings that can’t be removed. Maybe your wild hairstyle or color can’t be changed, or perhaps you just can’t get through the interview without your fluorescent pink plaid lucky socks. If this is the case for you, don’t worry; this isn’t the end of the world. If there is a glaringly obvious component to your appearance that seems unusual or even out of place, relax. You won’t be the first interviewee to present an unusual image. Rather than allowing it to be the elephant in the room, bring it up during the interview as a talking point. The interview is meant to get to know you better as a candidate and what better way than discussing how your appearance reflects who you are? Be confident in yourself and offer some insight so that the interview committee isn’t left wondering.       College interviews can be a stressful time, especially if you’re about to have your first one. Remember that if you prepare ahead, remain true to yourself, and go into the interview with confidence, you will put your best foot forward. There are few opportunities in life where you get to talk so much about yourself, and it can feel awkward at first, but with some practice and a little reminder to be yourself, the interview process can be comfortable and even fun. If you are nearing college interview time and you need some more help preparing, whether it’s choosing your attire or preparing your talking points, consider our ’s Mentorship Program , which provides practical advice on topics from high school activities and college applications to career aspirations, all from successful college students who have been in your shoes.