Empirical evidence to support the theoretical framework Essay Example for Free

Empirical evidence to support the theoretical framework Essay Wolfgang and Ferracuti present a general a general version of this subculture of violence thesis, which was drawn on Sutherland’s differential association theory, as well as other approaches, in order to explain why certain groups have higher rates of violence (Cote, 2002 p. 88). The subculture of Violence theory relied to some extent on Wolfgang’s earlier study of homicide in Philadelphia. Wolfgang had found that a significant number of homicides that occurred among lower-class people seemed to result from very trivial events that took on great importance because of mutually held expectations about how people would behave (Waters, 2006 p. 62). The authors of the theory began their work by presenting a variety of propositions and constitute the thesis, ranging from psychoanalytic theories of aggression, medical and biological studies, the frustration-aggression hypothesis, containment theory, child-rearing practices, and social learning and conditioning propositions. Wolfgang and Ferracuti has pointed out that the subculture of violence approve of violence unconditionally and that violence is not necessarily supported by all members of sub-society (Cote, 2002 p.88). One case presentation is provided in which the theoretical framework of subculture of violence is depicted. States that have a higher population of black people but low in white homicide rates, such as Ohio, Indiana, and Illinois, contain a large proportion of blacks who come from the South (Hazlehurst and Hazlehurst, 1998 p. 36; Smith and Berlin, 1998 p. 268). On the other hand, the states in which the migrant blacks were reared also show a high white homicide rates. Critically analyzing these facts, one can infer that in the Southern states, there is a subculture of violence more intensive than in other parts of our country, which is shared by both black and white races and which is carries North by both races when they migrate to these new areas (Smith and Berlin, 1998 p. 268). As an example, the analysis of racial stands and status present in the United States, trivial insults are expected to be met with violence, and failure to respond in this way is met with social censure from the peer group adapted this theory to explain violence among American Blacks (Cote, 2002 p. 88; Hazlehurst and Hazlehurst, 1998 p. 36). Maintenance of a manly image is important in the subculture, and individuals who are unable to resolve conflicts verbally are more likely to resort to violence in order to assert their masculinity. Behavior is partly a response to social conditions, and partly the result of an individual’s acceptance of the ideas and values which he has absorbed from the subculture of violence (Hazlehurst and Hazlehurst, 1998 p. 36). Critiques on Subculture of Violence Theory. Fine and Kelinman (1979) have offered a general critique of the notion of subculture as it is used by social scientists. Many of their criticisms are relevant fir understanding the limitations of subculture of violence theory. They note that problems in previous subculture research include (1) a confusion of the ideas of subculture and sub-society, (2) the lack of a meaningful referent for subculture, (3) the homogeneity and stasis associated with the concept, and (4) the emphasis on defining subcultures in terms of values and central themes. They suggest that the subculture construct, to be of maximal usefulness, needs to be linked to processes of interaction among members of groups (Greene and Gabbidon, 2000 p. 133). In addition, it would be difficult to support an argument that a subculture exists in relation to a single cultural interest, and the thesis of a subculture of violence does not suggest a monolithic character (Bean, 2003 p. 229). Tedeschi and Felson (1994), for instance, were unable to identify a community or subculture that placed a positive value on violence. Furthermore, the subculture of violence hypothesis has been criticized on the grounds that it makes a circular argument (Walters, 2002 p. 81-82). Darnell Hawkins (1983) offered a number of criticisms of the subculture of violence theory that could apply equally to other â€Å"cultural† theories (Mann, 1993 p. 115-116): 1. There is an overemphasis on individual value orientations which, when aggregated, are said to generate a subculture. 2. The theory is not empirically grounded and is challenged by some research findings. 3. A great deal of the theory underemphasizes a number of structural, situational, and institutional factors that affect interpersonal violence; for example, for African Americans such factors extend from historical patterns evolving from slavery to the ramifications of an individual homicide, to the manner in which the criminal justice system operates. 4. The theory downplays the effects of the law on criminal homicide patterns. 5. In addition to the implanting of values, there are other possible ways that the social, economic, and political disadvantages faced by African Americans may lead to high homicide rates. Criticisms of the theoretical framework are subjected to various differentiations of human totality. The primary domain associated in the theoretical framework itself is the concept that subculture is the prime effectors of criminal and deviant behavior occurrence, which is not always and not entirely factual. As the statement of criminal governance and behavioral psychology implies, there are still various organizations and domains present in the both intra and inter-personal human attributes, such as physical nature, cognitive capacity and status, moral perspectives, environmental strains and stresses present, and the social conflicts that cover broad scope of conceptualities. Conclusions. In the summary of the theoretical framework presented, Subculture of Violence Theory by Marvin Wolfgang and Italian criminologist Franco Ferracuti (1976), has produced significant contributions in explaining how social community of subculture and violence affects the behavioral deviancy. The major point of the theoretical framework emphasizes more on violent behaviors resulted by a sub-cultural environment that encourages and legalize violent behavioral patterns. The theory assumed that violence only occurs if violence itself is intrinsically present in the community, and eventually, encourage its occurrence. If the subculture engages in behavioral conflicts of violence, chances are, the individuals involved in such acts or those that are indirectly related to the occurrence of that act shall primarily be influence to redo the violent behavior due to the concept of violence-legalizations. The theoretical framework has been based in the reflection of lower-class norms and a learned response to the pressures encountered in lower-class living, empirical support for the existence of impoverished inner-city areas, and the homicide occurrences in African Americans and whites. The social policy implicated involves mainly the racial equity between the races exampled. Reference Bean, P. (2003). Crime. Routledge. Cote, S. (2002). Criminological Theories: Bridging the Past to the Future. Sage Publications Inc. Flowers, R. B. (2002). Kids Who Commit Adult Crimes: Serious Criminality by Juvenile Offenders. Haworth Press. Greene, H. , Gabbidon, S. L. (2000). African American Criminological Thought. SUNY Press. Hazzlehurst, K. M. , Hazzlehurst, C. (1998). Gangs and Youth Subcultures: International Explorations. Transaction Publishers. Heitmeyer, G. F. , Hagan, J. (2003). International Handbook of Violence Research. Springer. Lee etal, M. (2003). Solution-Focused Treatment of Domestic Violence Offenders. Oxford University Press. Mann, C. (1993). Unequal Justice: A Question of Color. Indiana University Press. Smith, A. B. , Berlin, L. (1998). Treating the Criminal Offender. Springer. Vito etal, G. F. (2007). Criminology: Theory, Research, And Policy. Jones and Bartlett Publishers. Volavka, J. (2002). Neurobiology of Violence. American Psychiatric Pub. Walters, G. D. (2002). Criminal Belief Systems: An Integrated-Interactive Theory of Lifestyles. Praeger/Greenwood. Waters, N. (2006). Ten List for School Safety: Teach These Laws to Safeguard Generations. Tate Publishing. Wolfgang, M. (2001). The Subculture Of Violence: Towards an Integrated Theory in Criminology. Routledge.

Social Media Benefits In Education English Language Essay

Social Media Benefits In Education English Language Essay In todays technological environment, it is important that teachers try their best to make use of this innovative technology. As explained by Thaker, this technology can be used to facilitate communication between the students and the teachers. However, this new form of communication can also help parents in getting involved in the learning of their children. One way of enhancing this communication is through the use of social media (Bienstock, 2012) (Thaker, 2011). There are a number of social networking sites that can be used. Facebook  [1]  , Twitter  [2]  , Edmodo  [3]  , LinkedIn  [4]  , Twiducate  [5]  , Classroom 2.0  [6]  and Google+  [7]  are just few of the existent social media that one can make use of in education. These media are being constantly used by almost everyone on everyday basis. The results obtained from Pingdom (2012) on the demographics of 24 different social media sites show that these media are being used by different persons in different age groups. In fact, the study shows that even teenagers are making use of such media (Pingdom, 2012). However, one might argue, should we use such media in education, even though we know of the problems and issues related to such media? However others might reason that we cannot just eliminate the use of such a valuable and easily accessible resource. Bienstock (2012) makes reference to the New York Times article in which Ms. Pust states I think that we would do more good keeping kids safe by teaching them how to use these tools and navigate this online world rather than locking it down and pretending that it is not in our realm. (Preston, 2011 in Bienstock, 2012) In the following sections, we will discuss the advantages that social media offers in the area of education. However, we are also going to point out the problems that these media might present and how to cope and manage them. Social Media Benefits in Education Students Develop communication skills students can gain social confidence from online interaction, which may help them feel more secure in new situations Increase skill in technology students become more familiar with new and emerging technologies, as well as increase their media literacy through exposure to many different types of online media Since many students already use these forms of technology, they may be more engaged in learning if they utilize it Online communities can be very diverse and expose students to many new view points, ideas, and opinions Social media can also be a source to increase talent to work on group projects Students can develop an optimistic image of themselves by putting best qualities out there Enhanced Collaboration acquiring information can be accomplished by students alone. But problem-solving skills are often better enhanced in a collaborative environment. Social media allow students to work together on projects beyond an individuals capability Teachers and Schools Increased access to resources since learning materials can be shared Collaboration amongst teachers and exchanging of lesson plans and information Can reach parents who are incapable to come to school in a cheap and effective way Can form partnerships with schools in other states or countries Enhanced Flipping Social media can be used to enhance the teacher-student relationship. Students view recorded lectures or read curricular material outside the classroom. Inside the classroom, students complete what usually qualifies as homework. Teachers act as tutors, helping students through problem areas in their work. Modernize Discussions through social media teacher can credit students for in-class participation. This requires teacher to monitor which students are speaking up when. Communicate Between Classes Teachers can send out announcements, share ideas or pose questions to pupils, especially when classes are spaced several days apart. How well are schools using social media? (Harrison, 2012) Successes Challenges Making safe communities some sites allow teachers to control online environments thus reducing dangers associated with social media Lack of knowledge a schools social media account should be managed by someone who understands social media Encouraging collaboration students can critique and comment on each others assignments. They can easily work in teams online and asking teachers questions or starting a discussion is easy Lack of features lack of engagement for students can make them feel as if the school doesnt care. Features should include one-on-one connection Invitation to produce content social media can invite students and schools to produce content for both enrolled and prospective students. This can show the schools personality More than a presence a social media profile requires daily maintenance and interaction with students The NCF (Ministry of Education, Employment and Family 2011) argues that literacy, numeracy and digital literacy are the foundations for further learning. Our students are digital natives whether we like it or not. For us as teachers we have to accept this and exploit it to deliver the subject content to our students. Students and Social Media Our students are continuously communicating through social media, in Malta the most popular one being Facebook. Can we stop this? No we can not as out students are equipped with laptops, tablets, iPads, smartphones all providing easier access to social networks. Introducing social media in education is not an easy step, as mentioned before students are continuously using it with most of them ignoring the possible consequences. When the topic is approached only on a theoretical level students think that it will never happen to them, for them there is nothing wrong uploading any kind of photos to appear cool with their friends. They can not perceive that once a photo is available on the Internet is available to anybody even though they select the Only Friends option. Social Media Problems and How to Minimise Them? The only way to deal with this problem is through educational videos that illustrate various situations which teenagers found themselves in because they didnt know it could happen to them. A teacher can start by showing these two videos http://viewpure.com/nOUu1fldBbI and http://www.youtube.com/watch?v=hK5OeGeudBMfeature=channel and discuss a set of questions with the students to elicit important points from both videos; the uploading of photos, anyone can watch your photos without you being aware of it. Students need to be educated towards social media. They have a tool in their hands, they think of knowing how to use it but most of them dont. Teachers and parents have to understand we cannot stop the social media hype. We as teachers have to educate about this tool. What can go wrong? Many students ask the questions: What can go wrong? These are some of the answers that we as educators need to provide: Cyberbullying (CEOP, 2007):: By using technology like mobiles or the internet, this type of bullying can affect someone not just at school, but at home as well. Because it takes place in the virtual world, it has a 24/7 nature and can make someone feel upset or threatened in their own home. Students should be educated that this kind of bullying can be evidenced. With cyber bullying they can save text/emails/WebPages, print them and used as a proof to catch the bully. Sexting: Someone taking an indecent image of themselves, and sending it to their friends or boy/girlfriend via a mobile phone or some other form of technology is sometimes referred to as sexting. Once these images have been taken and sent to others, control is lost of them and they can end up anywhere.   They could be seen by friends and family, a future employer, or even, in some cases, end up in the possession an offender! This also puts that person who originally sent the images in a vulnerable position (CEOP, 2007):, as somebody they may or may not know now has these images and could use technology to bully, harass or even try to locate them as seen in the videos. Students have to be educated to think Do I want my schoolmates to see these photos, my family? Hacking: Students should always choose the Log Out option so their account can not be hacked. False Identity: People arent always honest with who they are, their age or what they look like. Students have to be share of whom they are confirming as a friend. It is very easy to lie on the Internet and there is no way of knowing if someone is telling the truth. Even if someone shows them a photo of themselves, this could be a picture of someone else or could be faked. This applies to webcam or video footage too; seeing a person in a video, does not mean it is them. Students have to be educated not to meet people they encountered over the Internet. Addiction: One has to be aware of the time and effort spent in establishing connections. It is very easy to become addicted, for some, these sites become one of the major concerns (CEOP, 2007). This can have adverse effects on a persons ability to work efficiently and affects ones health as well. Sometimes the best lesson to educate our students is not through theory but providing them with actual facts. For example this article http://www.dailymail.co.uk/news/article-2201064/Man-murders-girl-16-testify-raping-years-agolured-death-posing-teen-Facebook.html narrates the story of a girl killed by her rapist before she could testify against him. He posed as a teenage boy on Facebook and told Shania Gray (the victim) he had a crush on her and they agreed to meet. He took her to a secluded park and shot her (Pullman, 2012). Everyone has a Facebook account why shouldnt I? Our society, educators, parents cannot hide from the reality that social media are part of our culture. The future generation are approaching their lives differently as they integrate digital technologies- such as computers, the Internet, instant messaging, cell phones and e-mail throughout their daily activities. As educators we can propose the following simple but effective SMART Rules (UK Safer Internet Centre, 2012): Keep your personal information like address, mobile number safe. Make students think this question If I meet a stranger on the street would I give him my mobile number? The same reasoning has to be applied to a stranger met on the Internet. Dont Meet Up. Social networks can be a place to encounter with new people. Students must always know who you are talking to. If an adult they do not know asks them to meet up, they have to be educated to say no. Accepting (UK Safer Internet Centre, 2012): Educate students to think before they accept something from someone over the Internet as it might contain viruses with the sole purpose to steal information from someones computer used by a hacker to keep data on people perhaps engaged by paedophiles. If students do not know from whom it is and it has an attachment, they have to delete it. Reliable (UK Safer Internet Centre, 2012): Not everyone online can be trusted. Older men tend to lie about their age and who they are to meet female adolescents. This is a point we as educators need to stress onto; students have to know who they are talking to. Tell (UK Safer Internet Centre, 2012): Students should not be afraid of talking if someone is harassing or stalking them over the Internet. They have to talk with their parents, or a guidance teacher or any other trusted adult if someone makes them worried or uncomfortable online. Moreover if a student knows about a friend who has these kinds of problems he/she has to tell someone. It is not betraying him/her friends trust, it is helping and in some cases saving his/her friend. The Issue of No Physical Interaction Social media is a medium that enables communication between people from all over the world through the use of technology. Such interaction can be done from the comfort of your own home and this can facilitate the process tremendously. Some may argue that social media may present a challenge since the students are unable to socialise properly. This may be due to the fact that the interaction between peers is not presented in a physical manner. On the other hand, social media allows people to meet in ways that otherwise would have not been possible. Social media not only allows easier communication but eliminates the issue of geographical barriers. It allows students to form and (Tomaszewski, 2012) (Connolly, 2011) (Williams, 2011)maintain friendships, that otherwise would have been difficult or impossible. Such friendships allow students to learn and interact with other cultures other than their own. It allows wider knowledge sharing from people all over the world. Such interaction would not have been possible or would have been difficult and more costly if it had to be done physically. Therefore, when used with properly and with caution, social media allows not only learning to occur, but also friendships and knowledge sharing to take place. Avoid these when using Social Media We do not want more rules but as any other important tool Social Media should be used responsibly. We are in the day and age, were Social Media is used all the time by everyone and this is the main reason why we should be careful of what we do. We should educate our students how to use Social Media sites responsibly. These are a few rules, which if applied, help us appreciate the power of Social Media when used in the classroom. Post Illegal Activities Although your profile may be set to private there are other ways and means how this content can become public and be view by anyone on the web. Once public, it will be impossible to remove that content from the internet. Trash Your Teachers Bullying can also include interactions done on posts where teachers or school administration are mentioned. This can be a grave offence even if certain things may seem harmless to who posted them. Post Objectionable Content from School Computers or Networks Do not use the school computers to post objectionable information. Some school networks can track this activity. Post Confidential Information This is very important as already mentioned before everyone can see the information you post so be careful not to post any personal information where people can track you. Overly Specific Location Check-Ins Do not use Social Media to say that you are home alone or in a remote location this will help even persons who are not willing to help to find you. Lie/Cheat/Plagiarize If a lie is shared on Social Media it is most probably that everyone will get to know. There can also be investigations regarding cheating and plagiarism. Threaten Violence When a threat is posted online even if anonymous, there will be investigations by the police and eventually will trace the offender. Ignore School-Specific Policies Always abide by the policy of your school regarding Social Media. Unprofessional Public Profiles Students should be thoughtful of what to post online. Certain content might not be acceptable for an employer, who in the near future might go through ones profile. Do not say or put anything on your profile which you do not want a future employer to see. Never Rely on Privacy Settings 100% Students should never rely on privacy settings over good judgment,  [8]  says social media specialist, Andrew Moravick. Some Social Media networks have very good privacy settings but some are updated very often and not everyone can keep track. Post Emotionally Do not post anything on Social Media when feeling emotional about something. Thing may seem very different when analyzing the same scenario when feeling calm. As we can see, these are very simple rules students and everyone using Social Media can follow. We just have to keep in mind that anything posted irresponsibly on Social Media networks can have very negative effects. Conclusion So far experts remind us that there are clear dos and donts for integrating social media in the classroom. Social technologies are here to stay and it is import to help students learn how to used social media. Guide students in how to think deliberately about their use and consider the outcomes of proper and improper use of social media. This goal can be appropriately reached when teacher have received appropriate training on the use of social media. Full backing and support of the school administration is mandatory to fulfill this objective. Turning social media into an educational tool can be used to further a students education and enrich it.

An Analysis Of The Genesis 22 Religion Essay

An Analysis Of The Genesis 22 Religion Essay The chapter begins with a pattern of introduction that usually suggests a new wave in the trend of events. And it came to pass after these things, that God did tempt Abrahamà ¢Ã¢â€š ¬Ã‚ ¦. In verse 20, the same introduction is used in stating that Abrahams brother Nahor had been born children by Milcah. It is known from the onset that God is testing Abraham. The primary aim of the test is to teach Abraham that obedience and commitment are vital to keeping covenants. Obedience to covenant obligations brings guarantee of the fulfilment of Gods promises and fresh bestowal of the blessings that go with covenant keeping. God calls Abraham to take his son Isaac, whom he loves very much to a land which he will show him and offer him for a burnt offering (verse 2). The practice of human sacrifice in ancient near-eastern society is here revealed. In verse 3, Abraham obeys Gods command without any grudges, rising up early in the morning and taking along with him the persons and materials needed to perform the sacrifice. His response to Gods call Behold, here I am shows Abraham has entrusted his future and life into Gods hands. He makes himself totally available for Gods purpose. The prophet Isaiah showed a similar attitude in his vision. Abraham surrenders totally to God knowing he was going to be the founding father of Israel. An important truth is learnt about what happens when Gods word is followed-up with obedience in verse 4. He lifted up his eyes and sees the place of the sacrifice from a distance. He did not need God to speak again for him to ascertain the place. Revelation and divine knowledge and insight follow obedience to the word. Verse 5 shows Abraham leaving his servants behind in the Journey and moving on with Isaac. It seems true worship is a personal thing that often involves the individual going beyond the point where most people can or are willing to go. His faith is unshaken in his confession that he and the lad will go, worship and come back. He understands this is a test and so far, he seems to be doing well. Isaac, the object of the worship is not oblivious of the happenings around him. He is aware a burnt offering is to be performed but does not see any lamb for it. This makes him curious, and even though he was later bound up by his father for the sacrifice, he did not resist ( 7-10 ). Abraham demonstrates his faith once again in God by assuring Isaac of Gods providence ( verse 8). In some way, the whole story is allegorical. Isaac is portrayed as a type of the Christ to come, for as Jesus carried his cross to the place of his crucifixion so Isaac carries the wood for the sacrifice demanded by God(22: 6). Abraham is seen often assuming the status of a god-figure. Twice he is called upon, both by God and Isaac and he responds, here I am'(1). His response with this phrase is reminiscent of the revelation of God(Yahweh) when He speaks to Moses( Ex. 3:14). In Jesus confrontation with the Pharisees, the same title he uses pitches him against them because they taught of him as a blasphemer equating himself with God. This same statement by Abraham is not only indicative of his total availability to God. It in some way makes the parallel of Abraham as a God-figure tenable in the same way that Isaac, the object of the sacrifice is representative of the true lamb in the new testament, Jesus Christ. Isaac carries the wood for the burnt offering ( 6 ), as Christ carries his cross. The place of the sacrifice in the land of Moriah( verse 2) is later seen in the mountain of Jerusalem where Solomon eventually built the temple of the Lord (2 Chron. 3: 1). It plays on the Hebrew word to see (raa) used by Abraham in verses 8 and 14 as to provide. The fact that Abraham was the first to offer a sacrifice there when he eventually offered the ram caught in the ticket shows that he first instituted true worship to God. He was the first to worship God there. It took Abraham three days to find the place of worship. This is probably a half-way point of the entire journey to and fro that would take about seven days. In verse 9, Isaac is bound by Abraham, ready to be slain, yet he does not resist even though his father had already told him that God will provide a lamb for the sacrifice. He is a type of the Christ described in Isaiah 53: 7 who as a lamb brought to the slaughter, opened not his mouth. Abrahams reply to Isaacs question that God will provide himself a lamb for the sacrifice (verse 8) is an act of his faith in God. He had earlier obeyed Gods command to go somewhere to sacrifice his son. Now, he has to assure his son that the object of the sacrifice will be provided. In verse 10, Abraham demonstrates his faith totally by stretching forth his hand with the knife to slay the lad. God sees Abrahams heart that he truly fears him and speaks through his angel from heaven. God is pleased with Abrahams willingness to entrust all his future into his hands. Verse 13 shows Abrahams faith yielding fruits. He had told his son that God will provide a lamb for the burnt offering. Now, the Lord has indeed provided. He sees a ram caught in a bush by its horns and uses it for the sacrifice. Abraham later calls the name of the place Jehovah-jireh, acknowledging that God had indeed seen to or provided. Verses 15- 18 is a re-affirmation of covenant promise by the same angel of the Lord that spoke earlier on. God gives his word through his angel in promise to Abraham that he will bless him and multiply his seed as the stars of the heaven because he has obeyed his voice, trusted him and was willing to sacrifice for covenant. His seed shall posses the gate of their enemies and all the nations of the earth shall be blessed through them. Covenant promise earlier made demands obedience and faithfulness. Now faithfulness in that covenant walk has brought more assurance of more blessings. In verse 19, Abraham returns to his servants and they go and dwell in Beersheba. The underlying theme in the story is the fact that human sacrifice which was a core part of societal life is here seen to be abolished and replaced with animal sacrifice. Infant sacrifice was customary to the nations that dwelt about Abraham and would later become an important practice in Israel (2 Kings 16: 3). Israels realization that the first born belongs to the Lord resulted in their seeking alternative sacrifice that would redeem the first born. Abraham pioneers Israels change from the practice of the other nations through Gods direction to redeem his son by the ram. In verses 21 to 24, the writer notes that Abraham receives news of the children that have been born to his brother Nahor through Milcah. Perhaps the news of multiple bodily fruitfulness is a sign of the promise by the angel of the Lord. The children born to Nahor are Huz, Buz, Kemuel, Chesed, Hazo, Pildash, Jidlaph, and Bethuel. Rebekah, the wife Abrahams servant would later choose for Isaac is the daughter of Bethuel mentioned here. Kemuel is the father of Aram. Nahors concubine Reumah also bore him four children by name Tebah, Gaham, Thahash, and Maachah. This part of the chapter completes the geneology to the second generation of the children of Terah, besides the children born to Abraham by Keturah (25: 1-6). Abraham had fathered Isaac. Now, the younger brother Nahor has twelve children; eight by his wife Milcah, and four by his concubine Reumah. Jacob, Abrahams grandson would later have the same number of children by his wives and concubines. Out of the twelve children born to Nahor, three would become names of places or nations. In Genesis 10: 23, Uz is mentioned as a son of Aram. It is the homeland of Job (Job 1: 1). This is probably northern Edom. The country of Buz is the homeland of one of the friends of Job (32: 2). In Genesis 24:15, Bethuel is seen as a personage. Buz is home to one of Jobs friends ( Job32: 2). Hazu (and Bazu) are mentioned by the 7th century Assyrian king Esarhaddon. In short, Abrahams entire family is blessed even though his youngest sibling Ur, who had fathered Lot had died in Haran. Conclusion Faithfulness is key to keeping covenants. Afterwards, blessings follow. God is faithful. The question is; are we ready to walk in faith with him as Abraham did?

The Coming of Age Theme in Alice’s Adventures in Wonderland, by Lewis C

Many have compared life to a journey over the course of which, one experiences many tumultuous changes and transitions. On this journey, the human body continually undergoes a developmental pattern of physical, mental, and social modifications. Even in the realm of literature, fictional characters inevitably follow this fate. In literature, the stage between childhood innocence and adulthood transforms characters, this is frequently referred to as "coming of age". Because all humans experience this transition, it establishes "coming of age" as a timeless universal literary theme. Among such "coming of age" novels is Lewis Carroll’s tale about a seven-year-old Victorian girl named Alice. In the novel, "Alice’s Adventures in Wonderland", Alice falls into the curious world of Wonderland. Alice assuages and manages inter-conflicts, such as her identity. Through the confusion, experimentation, and uncertainties of the Wonderland between childhood and adulthood Alice realize s in her unconscious state that she is changing from simple child into a young woman. Although the novel is notorious for its satire and parodies, Alice’s Adventures in Wonderland main theme is the transition between childhood and adulthood. Moreover, Alice’s adventures illustrate the perplexing struggle between child and adult mentalities as she explores the curious world of development know as Wonderland. From the beginning in the hallway of doors, Alice stands at an awkward disposition. The hallway contains dozens of doors that are all locked. Alice’s pre-adolescent stage parallels with her position in the hallway. Alice’s position in the hallway represents that she is at a stage stuck between being a child and a young woman. She posses a small golden key to ... ... 2007. 70-93. Print. Carroll, Lewis. Alice’s Adventure in Wonderland and Through the Looking-Glass and What Alice Found There. New York: The modern Library, 2002. Print Conchita, Charly Carlyle Ph.D. â€Å"Alice’s (& Lady Gaga’s) Sense of Self in Wonderland: A Psychoanalytic Formulation.† nymphobrainiac.wordpress. 5 March 2010. Web. May 2015. Pool, Daniel. What Jane Austin Ate and Charles Dickens knew .New York: Touch Stone. 1993. Print. Rooy, Lenny de. Lenny’s Alice in Wonderland site. Web. 1 May 2015. Vallone, Lynne. Notes. Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice Found There. By Lewis Carroll. New York: The Modern Library Classics, 2002.245-252. Print. Walker, Stan. "An overview of Alice's Adventures in Wonderland." Literature Resource Center. Detroit: Gale, 2010. Literature Resource Center. Web. 4 May 2015.

Pride And Prejudice :: essays research papers

Pride and Prejudice, by Jane Austen is a novel that goes into great detail discussing the reasons for marriage. Marriage in the 1800's, when this novel took place, was very different from conventional marriages today. In that period in time, reasons for marriages were wealth, convenience, and most uncommonly, love. The first of these reasons is the subject of wealth. The opening sentence of Pride and Prejudice states, "It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife." In the 19th century, women usually only wanted to marry men if they were rich. This was the guys' way of getting a wife, if they were fortunate enough. As Mrs. Bennet says, "If I can see one of my daughters happily settled at Netherfield†¦and the others equally married, I shall have nothing to wish for." One easily realizes how obsessed Mrs. Bennet is with having rich son-in-laws. All that matters to her is having her daughters married to wealthy men. This one concern was not scarce in the era. The second of the three reasons is convenience. Charlotte Lucas says it best: "I only ask a comfortable home; and considering Mr. Collins character, connections, and situation in life, I am convinced that my chance of happiness with him is as fair as most people can boast†¦" Collins isn't wealthy, but all that Charlotte wants, he can give her. This marriage is by far the most convenient of the novel. Another great example of a marriage of convenience is Mr. and Mrs. Bennet. This convenient marriage is not as easily seen, though one notices how formal they are with each other. Mr. and Mrs. Bennet don't seem to like each other at all. This seems to be very far from Jane Austen's view of marriage, though. The third reason for marriage is love. Although a marriage brought about by love was very uncommon at this time, Jane Austen believed it was the only true reason. Elizabeth Bennet was Jane Austen's "mouthpiece" regarding this. Austen showed her new fangled views of marriage though the character of Lizzie. A prime example of marrying for the reason of love is Jane and Mr. Bingley. These two characters were attracted to each other from the very beginning, and are the only characters in the novel that truly married out of a devout love for each other.

Opinion Piece Romeo and Juliet Essay

There are so many wrong things about the love that Romeo and Juliet had. They said they loved each other, but I do not find that possible. For one thing, the love that Romeo felt for Rosaline was not love. Second, Shakespeare does not exactly explain love very well, or the definition of it. Thirdly, Juliet and Romeo were never in love, plain and simple. And fourthly, defining infatuation. Apparently, Shakespeare has mistaken love for infatuation in this play. First off, the ‘love’ that Romeo felt for Rosaline was definitely not actual love. He only strongly admired her from a distance, not being able to get closer. She never felt anything for him in return; it was never meant to be. But when Juliet came along, his feelings were strong enough to forget about Rosaline completely. Juliet was different; she actually had feelings for Romeo too. When Juliet had feelings for Romeo, Rosaline barely even knew he existed. When Juliet spent time with Romeo and cared for him even though she barely knew him, Rosaline could not have cared less. The fact that Romeo and Juliet’s families are enemies possibly might make the two teenagers want to be together more, to sort of rebel against their families’ ways. I mean, they are teenagers. Now, we have to go over defining love, because clearly it is not properly introduced in Shakespeare’s play. There is no specific way to know you’re in love, because if you actually are you should just know, and feel it. There’s no telling that a first love will never last. There is no rule that you can only be in love when you are a certain age. Anyone is capable of love. Teenage love is true too, and can be strong. Or at least, some is. You cannot say that a person is only in love when they feel certain things. It only matters that you do know the person somewhat well, and you strongly care about them. That they bring out a positive part of you or make you feel warm and fuzzy inside, and that you feel no need to hide your true self from them. Infatuation or admiration is NOT love. It’s like an extreme exaggeration of feelings. For example, say a girl who’s obsessed with a celebrity says she loves him. No, she is not. Because for one thing, she’s never even met the guy before–or gotten a chance to know him. So that is how it was with Romeo and Rosaline. Although, Romeo didn’t know Juliet very well either. Romeo and Juliet were never in love. It is plainly put. Everything happened too fast, the relationship moved too quickly which resulted in a tragedy. There was no time for them to get to know each other. Though you can fall in love quickly once you know who they are. But no, there was no time for that. They just had to get married quickly and leave the knowing each other for later. To love someone, you have to know them. Romeo never knew what Juliet’s favorite color was, or what her hobbies were. He never knew her fears, her favorite food, or her skills. Juliet never knew if Romeo liked poetry, music, or fighting. Though, obviously he did not. But did she ever know that? Maybe he was afraid of spiders. Who knew? Juliet barely had an idea. In order to love someone, you have to know at least something about them or their life or their personality. It is absurd. And in order for them to have a successful marriage, they would have to get to know each other pretty well first. You can not save that for later, marriage does not work that way. And what if, once they did get to know each other, they did not like each other at all? Say, if one was not what the other was expecting of a person. They might make each other mad all the time, and the relationship would come crashing down, only because they didn’t know each other first, before they went and got married. Infatuation. To define it more specifically, it is when you obsess over someone or something, saying you love it and adore it but you really don’t, you just don’t know it. You strongly admire that thing or person, and you love the idea of it being yours. So basically it’s a sense of possession you feel when you really want something and all you care about is having it. You become completely obsessed and that’s all you care about. So, evidently, Romeo was definitely infatuated with Rosaline, and he was infatuated with Juliet too, the only feelings Romeo ever felt for anyone was infatuation. Juliet and Romeo barely knew each other.

Change Management and Communication Plan Essay

Introduction It has been decided that Riordan Manufacturing will implement an official customer management system. This system will be used by everyone in the organization. The main goal of the team is to help with the planning and implementation of the new system in order for a smooth transition. Current Formal and Informal Structure Riordan Manufacturing has a current formal power structure of clearly lay out chain of command that is broken down into specialize departments such as V.P. Operations, Dir. Plant Ops., Pontiac, Dir. Plant Ops.: Albany and V.P. International. Riordan’s organizational charts show how the structure of the organization is broken down by department and who reports to whom. The current informal structure is Employee files. These file are kept by individual managers because there is no centralize location to file them. Managers at Riordan are also responsible for tracking FMLA absences and any requests for accommodation under the ADA whereas usually this is ran out of the human resource departments. To facilitate coordination, each managerial position is given a place in the chain of command, and each manager is given a degree of authority in order to meet his or her responsibilities (Robbins & Judge, , 2011). For example, under the executive chart the President/CEO has an assistant and two others that report to him; Senior VP-R&D, Kenneth Collins and the Chief Operating Officer, Huge McCauley. The Senior VP directs the R&D departments; Materials Engineers, Packaging Engineers, Development Engineers, Administrative Assistants, and Research Program Managers. Huge McCauley directs departments heads such as V.P. Transportation, V.P. Sales & Marketing, Chief Financial Officer, Dir. of Acct. & Finance and Dir. of HR. These departments then report their developments within their own department to the Senior VP-R&D or to Chief Operating Officer who then gives a report back to the CEO. This is the formal structure of Riordan’s Chain of Command which each employee must follow to ensure an effective organization. The current formal power structure will help Riordan with accomplishing their planned changes. Any new information about the change plan would flow down to the employees by their operating manager. Appropriate Organizational Structure for Change The power or political structure of Riordan can affect employee behavior in positive or negative ways. Constructive power within businesses involves encouraging efficiency. This incorporates giving staff the authority to make decisions as well as rewarding employees for outstanding performance by appointing them to supervising roles. When department heads do not have high esteem of the employees under them, this is considered negative power. This style of leadership stimulates employees to perform by intimidating them with losing their jobs and other repercussions. Employees who are trained to pilot the government of an organization tend to be dynamic than the ones who are kept out of the loop. To promote efficiency, organizations must cultivate a political structure that is easy for employees to understand. Instituting clear chains of command and policies can makes it simpler for staff to find needed answers and consequently spend more time on quality work. Businesses that develop environments of unconstructiveness and inconsistency suffer as a result. If employees are allowed to take part in unethical or dishonest conduct to get ahead and preferential treatment trumps the value of hard work, an organization may face decreases in efficiency which will result in a higher turnover rates. Potential Effects of Structure on Employee Behavior A clear and concise chain of command is important in any business. This structure will allow the employees of the organization to maintain an understanding and appreciation for the chain of command, the structure of the system, as well as the organization. Without the chain of command, the system would fail. Judging from the employee consensus, the team has managed to hold a sense of interest from the employee basis. They also believe that  the team is sincere in its concern for the employees of the business. A negative reaction in the population of employees was that there was a definite lack of communication. Due to the fact that the employees are also affected by the changes occurring with the implementation of this system, communication will be a crucial point between leaders, managers, and team members. We have also decided that another crucial key point will be the opinion and feedback of the employee population. In order to implement this system with the highest success rate possible, we need to know from an outside view, how it is working before there are issues with the customers. This will also make the employees feel as though they have a meaningful contribution to the task. Characteristics and Potential Influence on Employee Behavior Team orientation and culture are the bases of the cultural characteristics in regards to Riordan Manufacturing. These characteristics consist of the idea that work functions around team. This is a strong asset in a business. Individual mind-sets will only slow the business down. Team orientation is necessary because each team member represents a small portion of a larger picture. Each of them attains a common knowledge of the task and goals that need to be achieved. Another strong point of a team base is the fact that they can rely on each other for help, both with the system implementation and other issues. A potential breakthrough for the organization could be a stronger ability to use the employees by embracing them and their core values. We could gain an appreciation for their hard work and dedication to the company. Pay raises could compensate the employees for this dedication, along with bonuses and incentives. Incentives, whatever they may be, are a good way to celebrate the way that culture can influence employees so that they may embrace its importance and meaning. Potential Sources of Resistance and Strategies to Manage Effectively Resistance to change is an expected reaction of human nature. We are not accustomed to change, as it is possible to lead to failure; however, there are also ways to manage the resistance within the company. Individually, selective information processing has a high potential for resistance. Despite the fact that most bases will be covered in the way of information  distribution throughout the employees, managers, and leaders, it is highly likely that there will be confusion and a lack of communication. This has brought about the decision to make any distributed information passed along on a selective basis. Rules have been made and guidelines have been set in order to maintain order throughout the business; however, the employees have grown accustomed to these rules and guidelines. Changes on a grand scale will likely have an adverse effect on the employees. It will challenge their normal activity and behavior causing the employees to react in a way that takes away from the severity of the changes. To simplify the consequences of this scenario, employees will adopt the popular selective hearing. They will hear what they want to hear and react in such a way that makes sense to them in regards to the â€Å"old norm†. Organizationally, the biggest threat will possibly be structural inertia. Due to the fact that the business has set a plan and method of conducting business successfully, the organization is likely to attain an attitude that constitutes the saying, â€Å"if it is not broken, do not fix it†. This would obviously be reasoning for resistance to change. Change Implementation Strategy As far as the implementation of the new system goes, the next 12 months will be crucial. A plan will help to dictate the direction in which the plan will take the business. Providing a detailed step-by-step instruction manual, so to speak, will be the best chance for the success of the implementation. It may take a bit longer, but implementing the plan only one step at a time will make for a smoother transaction from one norm to the next. This will also allow for feedback of the employees without aggravation, which will also allow time for necessary adjustments. Evaluate the Success or Failure of the Change At first, the employees will likely be confused by the change. It will take time to adjust to the new norm before an evaluation of the success can be determined. Training will be of great importance. Having a pre-knowledge of the upcoming events will prepare the employees for the inevitable. We know that the change is coming and so should they. The customer base is the best way to know for sure if the plan is effective. Most businesses only exist as a service to a customer; therefore, training the employees on the right and  wrong reactions to the customers and the service that they receive will be the primary goal for Riordan Manufacturing. This will give the customers a sense that the company is making the necessary changes to better serve them. Communication Plan There are a few different channels that can be used to communicate the change. The most important channel is through face to face interaction. It is the best way to be able to see if a person understands what you are telling them. It also gives them an opportunity to ask questions if they don’t understand. By doing face to face interaction, it gives us an opportunity to read their body language and comprehend if they are on the same page as we are. Another good channel to use to communicate is email. It is a good way to send out a message to all the appropriate people at one time. While it doesn’t allow us to be able to see people’s reactions, it does allow them to read it and print it out so that they can remember it easier. Putting up flyers around the building is another way to get people informed in case that they don’t see their emails or someone forgets to tell them. On the flyers it is imperative to put on them to come see the managers with any ques tions. This is the least personal way to communicate this but still an effective way to communicate our message. There are potential barriers that could cause our message not to get relayed. We could forget to tell some people about the change that is occurring. A way to make sure we do this is to come up with a checklist to acknowledge every time that we tell someone to ensure that the message is delivered. Another barrier would be that the email does not get sent through. Sometimes computers do not work properly so there is always potential for a failure of the email being sent. One thing that we can do is to make sure that we copy the email to ourselves so that we know that the email is sent out. Also we need to make sure that we read over the email to ensure that everything was worded properly and the email is easy to understand. The final barrier that could be encountered is to make sure that we do not put too much information in our message so that there is an overload. We need to be clear and concise and be to point. Our message needs to be as efficient as it possibly can be so that our readers or hearers understand it completely. The Message Expressly, change agents bear the significant responsibility of managing change activities within the organization. Furthermore, change agents are visionaries, which identify early on that modifications to the organization are necessary to strengthen the organization, subsequently allowing the organization to remain relevant in terms of commerce generation. What is more is change agents can be internal (employees) or external (out-side consultants), managers, or non-managers. Though change agents play a critical role within the organization, organizational members do not always embrace them. Indeed, organizational change is met with individual sources (routine, security, financial factors, fear of the unknown, and discriminating information processing). In addition, the following organizational sources (structural inactivity, regulated focus of change, group inactivity, threat of proficiency, and threat to establish influential relationships). Clearly, change within the organization is a delicate endeavor. As a result, the selection of the best communication channel becomes underscored. Though the use of electronic mail has been in operation for decades the ability of Email allows for clear, well thought out directives in writing which means the message should not be convoluted. The message sender must consider his or her audience carefully. According to â€Å"Mind Tools† (2012), â€Å"your message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response,† (Introduction to Communication Skills). For example, an Email message regarding changes within an organization, To the following essential groups/teams Organizational Shareholders, Human Resources, Accounting & Finance, Research & Development, Customer Service, Manufacturing, and finally our Sales Force. Specifically for our organization to sustain the success, which we have become accustomed to the following universal changes within the organization, are schedule to take affect shortly. Furthermore, all aforementioned groups and teams will benefit from these critical modifications. Since consumer markets have become global, the outsourcing of certain manufacturing responsibilities will allow our organization to increase profits while at the same time  realign teams by promoting selected manufacturing team members to the research and development department. Moreover, this revision promises to increase organizational profits. In addition, the intention to recruit members of our sales force as permanent in-house consultants offers an optimistic outlook, as they are extremely knowledgeable regarding customer needs. Though these planned adjustments will certainly change, the way we run our organization let us embrace these challenges, and respond expeditiously to hit the ground in a full sprint. Indeed an optimistic response will help us maintain profitability and navigate the ever-changing global market place. References Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior (12th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. University of Phoenix. (2012). Riordan Manufacturing. Retrieved from http://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Business/Riordan/index.asp