Teaching Styles, Learning Styles, and Cultural Location in...

Teaching Styles, Learning Styles, and Cultural Location in Relation to Academic Success The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. -William Arthur Ward. Every teacher is different and teaches differently, but when it comes to academic success of students, how do the teaching styles affect the overall outcome of the student success. Although teaching styles and learning styles have a massive role to play and academic success, so does cultural location. Teaching styles will form students learning behavior and how they see their future. Teaching styles meshed with learning style of an individual student is the biggest predictor of students academic success in all cultural locations. There are many ideas for what happens in the classroom although many believe that teaching styles will affect the academic success within a classroom based upon a teacher and his or her own beliefs and influences. We all have our own beliefs and values which may be different from anothers. Because beliefs influence teacher action, and context influences beliefs, it seems logical that national context would influence teachers use of and beliefs about Mosstons Spectrum of Teaching Styles. (Kitsantas, Panagiota). Every teacher has a different form of influence and that influence will affect their own personal teaching style. Due to this not every single teacher has the same ways of teaching. Sometimes unknown to theShow MoreRelatedAnalysis of Some of the Benefits of Study Abroad Essay1538 Words   |  7 Pagesto collaborate with each other in all sectors of life either related to the business or the education. It can be done only through the exchange of the language, culture, and tr aditions (Caffarella Daffron, 2013). The Middle East is an important location of the world because of the tremendous energy resources like the oil, gas etc. After the tragic incident of 9/11, now the European countries are thinking more about the Middle East. The students from Europe, especially from America, are moving towardsRead MoreDifferent Learning Styles of Sophomore Nursing Students of Sbc10087 Words   |  41 PagesIntroduction Learning varies on each and everyone. Individuals can perceive and process information in different kinds of ways, which implies that the degree to which individuals learn has as much as to do with whether the learning experience is geared to their style of learning. Some of the individuals learn and develop easily in the early stage, while others are not. For some time now educational research exploring the issue of academic achievement or success has extended beyond simpleRead MoreDifferent Learning Styles of Sophomore Nursing Students of Sbc10095 Words   |  41 PagesBACKGROUND Introduction Learning varies on each and everyone. Individuals can perceive and process information in different kinds of ways, which implies that the degree to which individuals learn has as much as to do with whether the learning experience is geared to their style of learning. Some of the individuals learn and develop easily in the early stage, while others are not. For some time now educational research exploring the issue of academic achievement or success has extended beyond simpleRead MoreFactors Contributing to Students Persistent Failure in English Language Examinations in Nigeria.5845 Words   |  24 PagesANALYTICAL STUDIES OF VARIOUS MARKETING APPROACHES THAT COULD ASSIST THE GROWTH OF EDUCATIONAL PROGRAMMES OF THE OPEN AND DISTANCE LEARNING INSTITUTIONS Iyere Theodore, Olu Akeusola, Omolara Daniel. Abstract Education is now a global product with institutions worldwide competing for students and finding ever more creative ways to satisfy student needs and preferences. The optimism and belief in educational progress has gingered the new wake of marketing approachesRead Morestudy guide Essay5978 Words   |  24 Pagessolving and collaborative working necessary for professional and academic learning through group and teamwork, interactive class-based activities, team-based projects and a case study approach to business issues. LEARNING OUTCOMES On completion of the unit, students should be able to: 1. Appreciate the social, cultural, political, economic legal dimensions of the business environment 2. Identify aspects of social and cultural diversity 3. Identify, appreciate and use own skills, interestsRead MoreCapstone Project: Skylar Community College3861 Words   |  15 Pagesof the leading community educational institution in Skylar, Texas; Skylar Community College aims to provide the highest quality of education and innovative learning experience to its students through creative teaching style and research. The college is committed to produce the leaders for tomorrow and contribute towards the economic and cultural development of the state and the nation. As a part of its Mission statement, Skylar Community College is committed to the following strategic objectives: Read MorePtlls Level 311404 Words   |  46 Pagesboundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1.1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle. I intend toRead MoreLearning Environment and the Academic Performance of Secondary School Students in Akwa-Ibom State11343 Words   |  46 Pagessupplies the person who with one or more years training institution or on the job becomes the labour force of a nation. However, our educational systems (secondary schools inclusive) have failed in the areas of character molding, morals, behaviour and academic output. Various stories abound of students and young people’s vices of vandalization, robbery, pick pocketing, tuggery etc. Furthermore, there is mass disregard and disrespect for elders for those in position of authority and for work that the productsRead MoreAs Stated Before, This Study Looked At The Relationship6791 Words   |  28 Pagesthis study looked at the relationship between leadership styles that are effective in southeastern Kentucky middle schools from the perception of school principals and teachers. Schools have all kinds of leaders as principals who try to improve their school. School reforms have been an instrument that principals of schools have had to deal with such as the No Child Left Behind Act of 2001, which holds schools accountable for student’s success. The principals in today’s middle schools have leverageRead MoreEvaluation Of Granville Boys High School3711 Words   |  15 PagesOF GRANVILLE BOYS HIGH SCHOOL For my Professional Engagement placement, I was assigned to a UNSW ASPIRE program school, Granville Boys High School (GBHS), an single-sex government school situated in South Western Sydney. Due to its geographical location in one of the most multicultural regions in Sydney, with 95 per cent of the school’s total of 488 enrolments classified as Language Background Other Than English (LBOTE) students. Most students attending the school live in the surrounding Holroyd/Auburn

Statutory Rape Essay example - 1092 Words

Statutory Rape Laws The term â€Å"statutory rape† is used when the government considers people under a certain age to be unable to give consent to sex and therefore consider sexual contact with them to be a rape. The age at which individuals are considered to give consent is called the age of consent. The age of consent can ranging from thirteen to twenty-one, depending on the limits set by each state in accordance with local standards of morality. Even sex that violates the age-of-consent laws but is neither violent nor physically forced is described as statutory rape. In most jurisdictions, the expressions â€Å"under-age sex† or â€Å"sex with a minor† are more commonly used. After many years of prosecuting statutory rape laws, some people are†¦show more content†¦Therefore, the government should create a clear differentiation between the two types of statutory rapes and then a set of clear guidelines should be constructed. The first form of statutory rape occurs when a person violently rapes an unwilling child under the age of consent, whether that person is a stranger or family member (incest). This form is defined and in some cases more serious, deserving harsher punishment than the other. The second kind of statutory rape is when a person of legally age is accused of rape, by reason of committing sexual activities with their significantly younger partner. Under this circumstance, â€Å"sex with a minor†, is when things are no longer only black and white. Violent rape is rape; no matter how old the victim; on the other hand â€Å"under age sex† gets tricky. I suppose what is problematic about the second situation is that different states have different ages of consent. For instance, in California an eighteen-year-old boy could technically be put in jail for having sex with his seventeen-year-old girlfriend, because the age of consent in California is eighteen. However, this situation would be fine if the two â€Å"love birds† lived in Hawaii, where the age of consent is fourteen. Is it fair that depending on the state we reside in, determines who we date? Also, is it right that an eighteen-year-old is wrong for having a sexual relationship with a girl who is only one year younger thanShow MoreRelatedStatutory Rape And The Age Of Consent1734 Words   |  7 PagesAccording to the California Law, statutory rape is having sexual relations with a â€Å"child† or â€Å"minor† anyone who is below the age of consent. Committing this crime can result in imprisonment and cause the defendant to be charged with a felony even i f they weren t previously aware of the age of the victim at the time in which the act was done. When a statutory rape case is being evaluated, the victim must be under the age of 18 or under the age of consent and the one presenting the case must haveRead MoreStatutory Rape : A Legal Matter2047 Words   |  9 PagesStatutory rape is a legal matter in which an individual has sexual intercourse with a minor. Although the statutory rape law is to protect any individual from being sexually abused by an older individual sexual assault is mainly geared towards protecting women. Even though having sex with a minor is illegal it is possible in some states to have sex with a minor with valid consent. If an individual is caught having sexual intercourse with a minor the penalties may result in serving time in a stateRead MoreThe Problems with Statutory Rape Essay examples1006 Words   |  5 Pagesthe laws surrounding statutory rape. Although the laws are in place to help people, many peop le see them as unfair and they believe that there are changes that could be made to help improve these laws. A major problem with statutory rape laws is that each state has a different law. To help improve statutory rape laws, all states should work together to have a set of country-wide laws, so that the states all have the same laws. With a few minor improvements, the statutory rape laws would be problemRead MoreWhy Are Statutory Rape Laws in NC More Favorable for the Girl Rather Than the Guy?1426 Words   |  6 PagesHave you ever wondered what Statutory Rape really is? It is sexual intercourse with a minor. In humbler terms it is when a male adult 18 years or older has sexual intercourse with a female who is 17 years old or younger without consent. The issue that I have seen arise a great deal of the time is that the laws in most states are sexually biased when it comes to an adult male and an underage female. In this essay I want to specifically focus on the State of North Carolina, being that I live in thisRead MoreHow Old Is 15?1656 Words   |  7 Pagesdate someone older, much older, how would you feel? Most parents would feel disapproval of their child s actions. Me myself, I m not against the situation; some may say it’s because I m young. The correct term for this situation is called statutory rape; others who are against it sometimes call it child pornography. Governments do their part to end global threats to children because the abuse of a child anywhere is an offense to people everywhere. Also, there are many exciting, effective newRead MoreYoung Girls in Puberty Are Not Women Essay1213 Words   |  5 Pageslaw, having sex, assault or anything of nature, with an underage person (minor) is, consider statutory rape. Even if the sex may not be forced or compelled, it is legally looked at as a nonconsensual under the statutory rape law code. Different states address sex with minors differently, based on the current statutory rape law, some states are working diligently to enhance the way the carryout statutory rape laws to offenders’ while some are lacking extremely on the issue, which are leading to someRead MoreThe Legal Ages Of Consent By States Legislations1639 Words   |  7 Pagesages of consent by states legislations, there is an issue concerning the basis of equality established in every case involving statutory rape laws across the United States. Since the welfare reformation of 1996, teen pregnancy was targeted as a large contribution to the issue of having many welfare recipients. Officials agreed upon the enforcement of stricter statutory rape laws with the intent to potentially frighten older men from having relations with younger women. However, establishing the lawsRead MoreThe Age Of Consent1647 Words   |  7 Pagesa guideline constructed stating this. Introduction The law states that statutory rape is having sexual intercourse unlawfully with a child of below sixteen years of age, and it is punishable by imprisonment in a state prison or serving a term in a correction facility. The law further provides that it does not require the defendant to be aware of the age of the victim at that time to amount to statutory rape. For a statutory case to be considered, all that is required is proof that sexual intercourseRead MoreRape Is Rape And The Punish Should Be The Same1366 Words   |  6 PagesRape is the definition of nonconsensual sexual intercorse which may involve female-on-male, male-on-male, male-on-female, female-on-female, sexual assault or the attempt of. If any form of rape falls under that definition than no, different types of rape should not receive different legal sanctions. Rape is rape and the punish should be the same. However, this definition excludes statutory rape, which refers to the sexual relation with a minor. The law states that minors are incapable of giving consentRead MoreThe Rape Laws Against Sex1487 Words   |  6 Pages Finally, during the 13th century the criminal definition of rape changed, yet again due to society changing. This new law stated that â€Å"the rape of matrons, nuns, widows, concubines, and prostitutes, as well as the statutory rape of children† (Richards Marcum, 2015, p. 16) was now considered a criminal act. Taking a look at the United States, the rape law here consisted of five elements that must be met before it was considered rape in a court of law. â€Å"The act had to be criminal, involve carnal

Poverty and Education Free Essays

OMAR BANDEH # 2122369 ENG 102 PROFESSOR LAWSON Topic Outline Thesis: Education is the most powerful weapon that can bring positive changes in a society. I. Empower an individual to be a model citizen A. We will write a custom essay sample on Poverty and Education or any similar topic only for you Order Now Educate him about his Rights B. Develop his self esteem II. Poverty alleviation A. Wide range of job opportunities B. Living standards increased C. Reduction in crime rate III. Eradicate Disease A. How to avoid it B. How to treat it C. How to live with it THE IMPORTANCE OF EDUCATION IN A SOCIETY Every nation especially third world countries should invest a substantial amount of their budget on education for it is the most invaluable asset that could transform an entire society. It was said by Aristotle that educated men are as much superior to the uneducated as the living are to the dead† if that is so then an uneducated society is as good as a dead society. After all education is the most powerful weapon that can bring positive changes in a society, it is the only weapon that can empower an individual in particular and a whole society in general, alleviate poverty and eradicate disease. The foremost aim of education is to empower an individual to be a model citizen and for that to happen he must know his rights and responsibilities. Without education, man is a splendid slave knowing not the difference between good and bad or his rights such as his freedom of speech, worship and movement, for only the educated are free. Free to make decisions, to face life, and to accept successes and failures. More over education is the only tool that can develop one’s personality, his self esteem and confidence for it is a combination of these that gives a person the ability to stand up against tyranny and oppression of any form. In a complex modern democracy, citizens must be educated for them to be able to participate in a nation’s democratic and developmental process. For example if Nelson Mandela was not educated he would not have been able to challenge the apartheid government thereby helping to bring it, to its end and in the process making the whole of South Africa free and colour blind. Secondly, the role of education in poverty eradication is crucial. There is overwhelming evidence that education is the one tool that children from poor families can use to break the cycle of poverty in which they are born in. A poor farmer’s son has the same opportunities to that of a president’s son if he is educated, for education provides the knowledge and skill with which an individual can use to get a job and earned a living on his own. It is only with an affordable education that a society’s poverty can be reduced and its living standards increased. And because poverty is a multidimensional social problem once it is taken care of, high crime and prostitution rates will dramatically reduced. Finally, disease, the one thing that can decimate an entire society especially an uneducated one. For education provides knowledge about diseases, how to treat them and most importantly how to avoid them. For example diseases such as HIV/AIDS have blighted entire societies in places like Uganda and South Africa before people knew what it is and how it can be avoided. Now, after much sensitization the rates of HIV/AIDS infection have reduced dramatically and those already infected have been adequately educated on how to live with the disease in such a way that life expectancy of an Aids patient have increased compare to before. In addition, the availability of education in a society informs them the use of being hygienic and how to maintain high hygienic standards such as washing one’s hand after using the toilet and also before eating which has help to reduce the prevalence of diseases such as cholera and diarhoea. Therefore, to conclude, the impact of investing in education is profound for it is the only tool that can positively change a society by empowering it, lifting it out of poverty and most important of all enabling its people to live longer healthily. How to cite Poverty and Education, Papers

The Salt Eaters free essay sample

Rosalyn Tomlin English 316-040 Professor B. Greene Final Essay 5/16/13 Finding Self-Love by Healing and Remembering Your Inner Self In my reading of Toni Cade Bambara’s novel The Salt Eaters, I found myself at first disconnected and missing the real meaning behind the text. After reading it and putting it down and then picking it back up. The novel contains many variations of characters and different storylines that soon intertwine into each other. Woman’s quest in search for identity and freedom but not forget the importance of the black community values. In the novel, I found several important themes throughout the novel but my main focus will be on the healing power its focus on the community and female aspects finding self-love. In comparison to Bambaras work, Toni Morrison’s Beloved uses the act of remembering to deal with the past. The story gives brief understanding of the supernatural world. Beloved is the ghost of Sethe’s daughter who has came in the significant time of her life to bring Sethe to peace with her past. In both novels, the determination of finding inner peace become very hard to find, where rememory and salt are used as symbols to help both protagonist come to a close. But we have to ask ourselves would we be able to overcome our past by always remembering it? The novel opens in clinic room where Velma Henry, the activist in the community attempted suicide. Along with Velma a spiritual healer by the name Minnie Ransom companies her and works on Velma. Velma attempted suicide because of her inability to deal with the conflicting demands of the black community. Her continuous interaction of groups of women committed to womens liberation, black capitalism, voodoo, and astrology, intimidate her sense of self because she believes in succeeding selfhood through work in the community, and each group insists on her faithfulness to segregation of the others. This also falls under with her growing with unhappiness with her marriage to Obie. Her dissatisfaction with life proves the compound for the other characters to mirror upon their own lives. Velma shows her merging needs by closing off herself from the dangerous realms of personal relationships. If we look at the definition of â€Å"the self† we think of a person or thing referred to with respect to complete individuality. The self is viewed as a carefully bounded physical space, a country with borders that can be opened and closed at will. The irony of this shows that the more she closes herself off it increases the fear of interference. While she protects the self from closure, she simultaneously stops the possibility of relief and healing. Minnie doubts that Velma wants to recover: â€Å"Are you sure, sweetheart? I’m just asking is all†, Minnie Ransom was saying, playfully pulling at her lower lip till three different shades of purple showed. â€Å"Take away the miseries and you take away some folks’ reason for lining. Their conversation piece anyway† (15). Velma has constructed her innermost identity by toughening herself against vulnerability and suffering; her suicide attempt shows her crucial sign at self-protection. To keep that in mind, Velma needs to keepo alive the pains and disorders that jusify it. In other words Velma finds security in maintaining a constant state of antagonism, that helps generate and completing a cycle, by withdrawals from love and happiness. Minnie attempts to break this self destructive, self oppressive pattern through the use of all her folk arts. She expresses Her view of Velma and the world through a conversation with old wife: Dancing in mud with cowries. Mmm. Twisting and grunting for the reward-applause of a bloody head on a tray. Lord, have mercy. What is wrong with the women? If they ain’t sticking their head in ovens and opening up their veins like this gal, or jumping off roofs, drinking charcoal lighter, pumping rat poisons in their arms and ramming cars into walls, they looking for some man to tear his head off. What is wrong, Old Wife? What is happening to the daughters of the yam? Seem like they just don’t know how to draw up the powers from the deep like before. Not full sunned and sweat and more. Tell me, how do I welcome this daughter home to the world†¦? (43-44). The women have ignored the ancient beliefs in spirits and healing and instead pursue power though ideological groups. The problem lies not in the value of such groups, but in their separation from the black folk roots of the ideas. Velma’s healing follows the pattern of the troupe, but because that pattern demands concreteness, that she must inquire into her own personal and cultural past, with Minnie Ransom, to find an identity deeper than any of those meet the expense of her different beliefs: Day of Restoration, Velma muttered, feeling the warm breath of mine Ransom on her, lending her something to work the bellows of her lungs with. To keep on dancing like the sassy singer said. Dancing on toward the busy streets alive with winti, coyote and cunnie rabbit and turtle and caribou as if heading for the Ark in the new tidal wave, racing in the direction of resurrection as should be and she had a choice running in the streets naming things cunnie rabbit called impala called little deer called trickster called brother called change naming things amidst the rush and dash of tires, feet damp dressing swishing by the Sprits of Blessing way outrunning disaster, outrunning jinns, shetnoi, soubaka, succubi, innocuii, incubi, nefarii, the demons midwifed, suckled and fathered by the one in ten Mama warned about who come to earth for the express purpose of making trouble for the other nine. (263-264). Her vision begins in the view of the urban black with blues singers and busy streets, then moves to a natural world where life signifies some greater truth. From there she enters a spiritual space that is very alive with those who bless and those who haunt. but this space is itself a part of the concrete reality of the streets. Velma wants to live in a world that is free of constant running, shape shifting, and renaming. The whole idea of a self must be reconceived and the safety of an everlasting identity sacrificed. The world of joint harmony is also the world of demons and succubi, who seduce with their attractive but life rejecting forms. Velma must give up the safety of the various ideologies to follow the path of the â€Å"crazy woman†. She is aware if this change: Velma would remember it as the moment she started back toward life, the moment when the healer’s hand had touched some vital spot and she was still trying to resist, still trying to think what good did wild do you, since there was always some low-life gruesome gang bang raping lawless pesty last straw nasty thing ready to ponce, put your total shit under arrest and crack your back but couldn’t. And years hence she would laugh remembering when she’d thought that was an ordeal. She didn’t know the half of it. Of what awaited her years to come. (278). This quotation shows flexibility of time characteristic in the magic of the voodoo woman, signifies success of Velma’s healing, but it also demonstrates that recuperation makes it possible greater, not reduced struggle. She made whole by her willingness to open herself to the world and identify the self with the world that results in no resolution. Bambara touches base with the understanding between the female self and her community. The self can only reach its fullness through it embrace of the world; withdrawal from the world with its self-realization and self-destructive ways. The author shows us the understanding of selfhood, and the extension of the self into the world makes it vulnerable to the dangers. She also shows us the female self as being a model for the community, which often disintegrates in its efforts to define itself as one thing. This novel shapes a new definition of identity and cultural relevance and traditions of black women in the sense of community and of self. The characters in this novel are both individuals and a part of a community which takes the idea of community very seriously. The characters are depicted as standing at a moment of decision where there may be a change in the community environment, and they have no way of foreseeing how this will develop. To re-establish a balance and gain a firm grounding before any such change, they need to reaffirm community and link themselves to something outside themselves. This means, in the folklore people need to sit down together and eat salt. Sophie Heywood says clearly, you never really know a person until youve eaten salt together (Bambara 147). Eating salt brings the people together, and it does so at the same time that it helps keep the bodys chemistry in harmony. So long as individual eats just the right amount of salt, the body will maintain its equilibrium, which is why Ahiro advises Obie that crying is also therapeutic: the body needs to throw off its excess salt for balance (Bambara 164). Salt is a cure-all which can also be a poison. It is also suggested that salt can be an antidote for snakebite (Bambara 257 58), and since this is a region where there are many snakes and even snake-handlers, this may be one of the reasons why salt was adopted as a communal element for the townspeople. Salt is a symbol of healing, purification, and of danger. In this story, and countless others well known to the masses, salt is used to heal bites and wounds. In everyday life it is used to purify meats and keep them editable for longer periods of time. Salt also has its unhealthy or undesirable results from its use. Too much salt in food will give both a bitter taste and cause health issues. Many people suffer from hypertension as a direct result of too much salt intake. Salt, along with the rest of the symbols is used to bring a deeper meaning and understanding to the story. In comparison to the novel Beloved shows a great deal of the similar want to be connected with your inner self and self healing. I use beloved as my example because she is in constant reminder of her past which she uses to help her self heal. To survive, one must depend on the acceptance and integration of what is past and what is present. In Beloved, Toni Morrison carefully constructs events that parallel the way the human mind functions; this serves as a means by which the reader can understand the activity of memory. Rememory enables Sethe, the novels protagonist, to reconstruct her past realities. The vividness that Sethe brings to every moment through recurring images characterizes her understanding of herself. Through rememory, Morrison is able to carry Sethe on a journey from being a oman who identifies herself only with motherhood, to a woman who begins to identify herself as a human being. Memories are works of fiction, selective representations of experiences actual or imagined. These internal resonances are so profound that even if one is eventually freed from external bondage, the self will still b e trapped in an inner world that prevents a genuine experience of freedom. As Sethe succinctly puts it, Freeing yourself was one thing; claiming ownership of that freed self was another (95). The novel wrestles with this central problem of recognizing and claiming ones own subjectivity, and it shows how this cannot be achieved independently of the social environment. Morrisons characters, African-Americans in a racist, slave society, there is no reliable other to recognize and affirm their existence. The mother, the childs first vital other, is made unreliable or unavailable by a slave system which either separates her from her child or so enervates and depletes her that she has no self with which to confer recognition. The consequences on the inner life of the child the emotional hunger, the obsessive and terrifying narcissistic fantasies- constitute the underlying psychological drama of the novel. 124 was spiteful. Full of a babys venom. The opening lines of the novel establish its psychic source: infantile rage. A wounded, enraged baby is the central figure of the book, both literally, in the character of Beloved, and symbolically, as it struggles beneath the surface of the other major characters. Even the elderly grandmother is significantly named Baby, and the ferocity of a babys frustrated needs colors the novels overt mother-child relationships as well as the love relationship between Sethe and Paul D and that between Beloved and her sister Denver. A babys frustrated needs refers here not to physical needs but to psychic and emotional ones. The worst atrocity of slavery, the real horror the novel exposes, is not physical death but psychic death. The pivotal event, or crisis, of the novel is Sethes murder of her baby daughter Beloved. The reader is allowed to feel, however, the paradoxical nature of the murder. Sethe, having run away from the sadistic slave-master Schoolteacher, is on the verge of being recaptured. Her humanity has been so violated by this man, and by her entire experience as a slave woman, that she kills her daughter to save her from a similar fate; if I hadnt killed her she would have died and that is something I could not bear to happen to her (200). Sethe kills her baby because, in Sethes mind, her children are the only good and pure part of who she is and must be protected from the cruelty and the dirtiness of slavery(Morrison 251). In this respect, her act is that of love for her children. The selfishness of Sethes act lies in her refusal to accept personal responsibility for her babys death. The infantile rage in the novel is a form of frustrated, murderous love. The baby ghost of Beloved wreaks havoc in Sethes home, prompting Denver to comment, For a baby she throws a powerful spell, to which Sethe replies, No more powerful than the way I loved her (4). The power of Beloveds rage is directly linked to the power of Sethes love. The intimacy of destructive rage and love is asserted in various ways throughout the book Sethes love for Beloved is indeed a murderous love. Within my studies of Literary theory, we have learned about the Psychoanalytical theory, where Sigmund Freud has uses different stages of a childs life that projects behavior of their later life. The infant self has an essential, primary need to be recognized and affirmed as a whole being, as an active agent of its own legitimate desires and impulses, and the fulfillment of this need is dependent on the human environment, on other selves. According to this theory, human beings are not innately sexual or aggressive; they are innately responsive and relational. Harry Guntrip explains, the need of a love-relationship is the fundamental thing in life, and the love-hunger and anger set up by frustration of this basic need must constitute the two primary problems of personality on the emotional level. Because the first physical mode of relationship to the mother is oral, the earliest emotional needs in relation to the mother are also figured in oral terms in the childs inner world. Frustration in this first oral stage of relationship leads to what object relations theorists call love made hungry, a terrifying greediness in which the baby fears it will devour and thus destroy mother and, conversely, that mother (due to projection) will devour and destroy the self (Guntrip). A preponderance of oral imagery characterizes Morrisons novel. Beloved, in her fantasies, repeatedly states that Sethe chews and swallows me (213), while the metaphor of Beloved chewing and swallowing Sethe is almost literal: Beloved ate up her life, took it, swelled up with it, grew taller on it (250). Denvers problems of identity and self-cohesion, too, are often imaged in oral terms: leaving the house means being prepared to be swallowed up in the world beyond the edge of the porch (243). When Denver temporarily loses sight of Beloved in the shed, she experiences a dissolution of self-she does not know where her body stops, which part of her is an arm, a foot or a knee- and feels she is being eaten alive by the dark(123). Beloved, in the second part of the novel, is said to have two dreams: exploding, and being swallowed (133). Everywhere in the novel, the fantasy of annihilation, is figured orally; the love hunger, the boundless greed, that so determines the life of the characters also threatens to destroy them. Sethe repeatedly asserts that the worst aspect of her rape was that the white boys took my milk! (17). She feels robbed of her essence, of her most precious substance, which is her maternal milk. We learn that as a child, Sethe was deprived of her own mothers milk: The little whitebabies got it first and I got what was left. Or none. There was no nursing milk to call my own (200). Sethe was not physically starved as a baby she did receive milk from another nursing slave woman but she was emotionally starved of a significant nurturing relationship, of which the nursing milk is symbolic. The craving for mutual recognition for simultaneously seeing the beloved other and being seen by her propels the central characters in the novel. Beloved says she has returned in order to see Sethes face, and she wants to be there in the place where her face is and to be looking at it too (210). When, as a child, Sethe is shown the brand burned into her mothers skin and is told that she will be able to know her by this mark, Sethe anxiously responds, But how will you know me? How will you know me? Mark me, too, . . . Mark the mark on me too (61). Love is a form of knowing and being known. The hunger is to be touched, recognized, known in ones inner being or essential self. Beloved demonstrates, finally, the interconnection of social and intrapsychic reality. The novel plays out the deep psychic reverberations of living in a culture in which domination and objectification of the self have been institutionalized. If from the earliest years on, ones fundamental need to be recognized and affirmed as a human subject is denied, that need can take on fantastic and destructive proportions in the inner world: the intense hunger, the fantasized fear of either being swallowed or exploding, can tyrannize ones life even when one is freed from the external bonds of oppression. The self cannot experience freedom without first experiencing its own agency or, in Sethes words, claiming ownership of itself. The free, autonomous self, Beloved teaches, is an inherently social self, rooted in relationship and dependent at its core on the vital bond of mutual recognition. In both novels, the struggle of finding your inner self and healing comes into play. In both novels, the determination of finding inner peace become very hard to find, where rememory and salt are used as symbols to help both protagonist come to a close. While both main character go through similar but different situation the main focus is clear, their search for inner self, identity. The salt present the need to clean out the system but it also could represent the obstacles we face. As we know salt burns the wound we hold. Memories run through our minds each and every day, but to continue letting it become a bothersome to us will continuously hold us back and affect us in the near future. we have to learn to let go and move on for a better life. Work Cited Bambara, Toni Cade. The Salt Eaters, Random House, 1980. Guntrip, Harry. Schizoid Phenomena, Object Relations, and the Self. New York: International Universities P, 1969 Morrison, Toni. Beloved. New York: New American Library, 1987

New Ways To Think About Essay Writing

Writers should know there are so many different qualities that should be present in a good essay. Like sentence structure, grammar, punctuation, unique thinking, balanced arguments, etc. But most students forget to follow correct sentence structure while writing an essay. Try to make your essay writing more interesting by adding facts and phrases. Experts of essay writing services suggest students to ignore dull and boring writing styles and write essays in a way that it will create a positive impact on the reader.   Here we are discussing about some new ways to make the essay interesting. Try to make your writing interesting: Start writing an essay by using interesting writing styles and authentic arguments. It will help you to score high grades in your assignments and capture the attention of the reader.   Keep in mind that you have to follow the correct sentence structure and write freely in the flow. That will help you to make your writing more appealing and authentic. Most of the writers of Professional writing services suggest students to implement this trick to get the best results. Prefer to add fascinating details: Another way to make your essay writing interesting is to include fascinating details, facts, flow charts, diagrams and figures in your arguments. For this you can include related or interesting examples in your content that will enable you to write a remarkable essay. In this regard, you can also take help from Best essay writing Service. They will guide you about some more interesting tips to make your essay writing appealing and stimulating. Try to emulate the style of writers: Another thing that you can do to make your writing style interesting is to emulate the writing style of other writers in your essay. That will help you to improve your personal style of writing and encourage you to make it much better. Or else you can hire best online essay writing service like and ask them to guide you how to improve your essay writing skills and which procedures you might have to follow. Avoid using passive voice in writing: Professional of essay writing services advice student to avoid using passive voice in their essay. If you actually want to make your arguments authentic or vivid then prefer to use active voice sentences in your statements. That will help you to improve the quality of your essay and score high grades. Try to keep your writing direct and energetic and remember, you have to write first form while writing subject in the sentence. That will enable you to improve the quality of your academic writing otherwise you can also hire essay writing service for your assignments at very affordable rates. Avoid using repetitive phrasing: Expert of Best essay writing Service guide students to never repeat the sentences or words again and again in the essay. Keep in mind that it will decrease the quality and effectiveness of your essay. And make the reader feel like you are using un-verified or un-authentic information in your essay. You have to use authentic and interesting information in your essay or assignments that will encourage the reader to read it with interest. Expert of essay writing services implements this trick in their writing and help you to score good grades. Implement creative writing techniques: Students should know trick of storytelling that will help them to write authentic arguments. You can also borrow story telling ideas from other writers by discussing in detail about your way of writing. If you think you are not good at it, then prefer to hire the Professional writing services. They will help you to learn the best way of storytelling and write more effective and authentic arguments in your essay. While writing an essay make sure you follow correct sentence structure, grammar and punctuation and write high quality essay that will enable you to score good grades in your daily assignments and tests. Use easy or figurative language: While writing an academic assignments prefer to use easy or figurative language that readers can understand easily. Some people think by using complex and difficult words, they can actually improve the quality of their work. But in reality its not correct infect it, will make it difficult for the reader to understand what you are trying to say.   Expert of Best essay writing Service suggests students to use, easy to understand language in their writings so that the reader can understand better whatever you are trying to say.

Victim Advocacy Program of the U.S. Navy essays

Victim Advocacy Program of the U.S. Navy essays Between 1982 and 1990, the United States Congress enacted a series of laws designed to inform victims and witnesses of crime of their rights and positions in the criminal justice system. The last of the series, the Victims Rights and Restitution Act of 1990, imposed a duty on departments and agencies of the United States engaged in detecting, investigating, or prosecuting crimes, and incarcerating those convicted, to see that victims are accorded specific rights and certain services. Congress via the President directed the Department of the Navy (DON) meet mandatory requirements in relation to the rights of victims and witness within the military justice system. Today, the U.S. Navy is a benchmark organization in regards to the rights of victims and witnesses. The provisions described in this essay are not limited to offenses prosecuted at courts-martial (equivalent to a felony offense and trial). Crime victims and witnesses do not forfeit their status when offenses are referred for non-judicial punishment or administrative separation processing (minor offenses). In overseas locations, these terms are limited to victims and witnesses who are military members (and their families), Department of Defense civilian employees, and contractors (and their families). Within the DON, victims have the right to address the court at sentencing. A government trial counsel must provide notification to victims of the opportunity to present to the court at sentencing, in compliance with applicable law and regulations, a statement of the impact of the crime on the victim including financial, social, psychological, and physical harm suffered by the victim. Victims have the right to be present at all public court proceedings related to the offense, unless the court determines that testimony by the victim would be materially affected if the victim heard other testimony at the trial. The victims perspective may be considered be...

Characteristics of a good citizen Essay Example | Topics and Well Written Essays - 250 words

Characteristics of a good citizen - Essay Example Another vital responsibility is by participating in elections and exercising their right to vote. They have to show responsibility because it is a requirement for democratic governments (Jackson 2013). To be a good citizen, an individual should participate in all community activities at all times and be involved in the betterment of the lives of other citizens. Participation in community requires people to know what is happening in the neighborhood and report anything suspicious to the authorities. To be a good citizen, one also needs to be civically active and obey laws all the time. All these actions are vital because they make the society safe and a better place to live (Jacques 2011). The actions are a sign of active citizenship, and they facilitate governance at all levels of the society. Active citizenship is a significant step towards a healthy nation. Crime tends to reduce because criminals cannot thrive in a community that reports wrongdoers and suspicious people to the law enforcers. There are also significant economic gains when people contribute their efforts to society developments. There is also increased peace because people get contented with the leaders they choose. Jackson, R. (2013, December 5). Government of the People: The Role of the Citizen. Retrieved June 26, 2015, from

Management and Leadership Development Essay Example | Topics and Well Written Essays - 2000 words

Management and Leadership Development - Essay Example This study looks into management is fundamentally a human social craft necessitating the ability to interpret the wants and thoughts of others. On the other hand, leadership has been defined as an influence relationship among followers and leaders who are determined to introduce real changes reflecting their mutual purposes. However, some authors have commented that leadership is nothing more than a romantic myth based on untrue and unrealistic hopes and expectations. A number of management approaches have been developed to address contemporary ideas in the leadership and management development. For example, Longenceker and Neubert contend that the constant state of change has diminished the potential for actual long term benefits. However, they fail to realise that the change has become an internal part of today’s business environment and there is no way to avoid the presence and implications of the change. Contrary to the above contemporary idea in the management development , a number of authors who believe that with the changing requirements in the organizations, the organizations have welcomed the phenomena of change and have moulded their organizational structure along with the management development. They also maintain that managers face the issues such as more work for less rewards as organizations re-invent themselves in order to remain competitive and attain competitive advantage. Organizations do not survive without appropriately satisfying the needs of all stakeholders including managers. No organization prefers to increase its labour turnover cost under normal circumstances. In the following parts of this literature review, first, definition of management is provided and is followed by the definition of leadership. Subsequent to that, the critical evaluation of the management development has been included before the description of critical evaluation of the leadership development. A summary of literature review is provided after the critical evaluation of leadership development. Definition of Management Management is essentially a human social craft requiring the ability to interpret the thoughts and wants of others who could be employees, competitors, customers or whatever; management is the facility to shape values, meanings and human commitments (Watson 1994, p.223). Moreover, management is responsible for others, maintaining and controlling processes and implementing policies as well. Definition of Leadership Defining leadership has been elusive and complex problem largely because he nature of leadership itself is indistinct (Daft & Lane 2008). Some have even stated that leadership is nothing more than a romantic myth based on false hopes and expectations that someone will come along with an utter ability to solve their issues and problems. However, Rost (1991) defines that leadership is an influence relationship among followers and leaders intending real changes that reflect their mutual objectives. Critical Evalua tion of Management Development Historically, management theory and practice have been largely influenced by the classical approach of Taylor’s scientific management movement, Weber’s bureaucracy and Fayol’s administrative principles (Mighty and Ashton 2003). In these aspects, managers are assumed to be â€Å"heroes† making a considerable positive contribution to organizational effective and performance (Mintzberg 1973, 1975). However, particularly in the last quarter of the twentieth century, this perspective was seriously challenged. Pfeffer (1977) for example, contended that organizational outcomes were significantly attached or linked primarily to a range of external, contextual factors rather than the policies and actions of the organizational leaders. New challenges such as increased competition on a global level, constantly changing technological means along with the growth of information and knowledge age have largely influenced and challenged the traditional methods of managing the organizational

Macro economics Essay Example | Topics and Well Written Essays - 1500 words

Macro economics - Essay Example Underemployment and unemployment has had very damaging effects to the social and economic fabric of Europ. Underemployment is an immense social evil and a colossal economic waste. Unederemployment leads to an enormous degree of personal hardship and misery. It also destroys familial relationships, breeds racism and sexism and paves the way to social disintegration. Undermployment is the primordial factor for the alarming growth of inequality and poverty. The aggregate expenditure of the United States in the 1980s were focused on pension provision, education public works, defense spending and healthcare. Education expenditure in most developed countries constitutes 6% of GDP. Private expenditure in education adds two/thirds of a percentage point. United States private spending in education equals 1.6% of GDP. Higher levels of education expenditure reflect the importance attached to education at the policy level and also at the individual levels. Education is helpful for economic and social progress. Between 1970 and 1988 real spending in education had increased by 50% in the US. Numerous public works projects show a favorable benefit-cost ratio. Lifestyle improvements in transportation and communications help citizens enjoy a better lifestyle. Defense expenditures help protect democracy in America and around the world. A portion of the aggregate expenditure also goes to the payment of interest on the national debt. As a result, consumption outlays usually dominate the Federal budget and state budgets. (Joyce and Mullins, 1991) B. DISTRIBUTION OF US AGGREGATE EXPENDITURES The table indicates that, as a component of total state spending, state education and health/hospital spending have experienced a slight relative increase over time, while highway spending has declined dramatically, and public welfare spending has experienced a large relative increase. For local governments, the shifts have been toward health and hospital spending and away from education, highway and public welfare spending.The state's share of total spending has increased slightly overall. State spending on education and public welfare has increased significantly over the 23 year period since the 1970s. The expenditures for capital outlays, health and hospital spending, and highway spending has diminished. In addition, the state share of revenue and taxes should decline, as should the state share of expenditures. There are shifts for states with in four areas: 1) state taxes as a percent of total state general; 2) state aid to local government as a percent of local general revenu

Causes And Consequences Of Youth Homelessness Social Work Essay

Causes And Consequences Of Youth Homelessness Social Work Essay Homelessness has had a history in the UK far back from the 7th century, when the kings would pass laws to punish vagrants. Ever since then the number of homeless still rises and falls, and has taken a much vast shape, enrolling the youth into it, and not just the adult homeless. Even though, in principle, the UK has adhered to the code of housing legislation ever since the first legislation of 1977, followed by the current legislation of 2002, it is worth noting that housing and homeless legislation does not apply to all parts of UK. The decentralised local governments of the four countries of UK have been vested with the responsibility of providing for the homeless, although Northern Ireland is no longer a decentralised government. This dissertation will set out to examine the causes and consequences of youth homelessness in UK, simultaneously researching into the corresponding government initiatives to house and rehabilitate these young homeless people. The age group covered in this paper is 16-25 years old. Homelessness has been an important issue in the UK, as is evident from the housing of homeless legislations to date. It is an issue which still demands strong consideration and interventions by the government and the voluntary organisations at the macro level, and family and friend at the micro level, to help prevent youth homelessness. The paper will explore the legislative context in the UK vis-Ã  -vis the work of non-profit organisations and government agencies. The paper will also delve into the details of interventions by the civil society organisations/charities in addressing the issue of youth homelessness and examine the role of social workers in the given scenario. The dearth of social housing facilities and lack of support from family and friends has led to youth living in homelessness. There are very many factors causing homelessness, which will be explored in this dissertation as we move to the succeeding sections in detail. To name a few would be those of the collapse of relationships, women fleeing abusive homes, being evicted from homes, alcoholism, and they want of complete autonomy from parents for example. However, it is important to understand that though the causes of homelessness can be categorised into social, economical, political and policy level factors, the reasons for youth homeless could also be viewed and should be viewed as individual factors. Hence, it is important to find out in detail what leads to these situations and makes them robust factors of homelessness. This paper will inspect in detail all such factors causing homelessness and consequences thereupon the youth, referring back and forth to the legislative actions and their effectiveness, and the kind of role social work can play in stabilising their lives and ensuring their welfare. Acknowledgement Dissertation structure Chapter one will be the introduction to the issue of youth homelessness in the UK. The key concepts of this subject will be defined as well as terms relevant and important in providing clarity for better comprehension of the issue. The introductory chapter will also detail the significance of this topic and the legislative context of the issue, along with the kind of work being done by the voluntary organisations and the government in dealing with youth homelessness. Chapter two will review the literature of past ten years, comprising of journals, articles, legislations and books dealing with the issue of youth homelessness, and their contribution to the understanding of causes and consequences of this issue. Reviewing literature would also help us compare and contrast the profile and nature of youth homelessness, whether it has changed over time. This chapter will also discuss the scale of youth homelessness in the past decade, by investigating into the most recent statistics of a unique nationwide study conducted in the UK, in 2008, by Joseph Rowntree Foundation and delve into an in-depth research of the issue through several journals, namely of Joan Smith, Isobel Anderson and Julie Christian (2003), Thomson, (2004), Pleace et al (2008) and Quilgars et al, (2004 2008), Mary Ellen OConnell (2003), Graham Tipple and Suzanne Speak (2003) and Sean A. Kidd (2006). I will also use these journals since the authors have written on the issue of housing the homeless extensively, which helps us in grasping the issue in totally. Moreover, in this section, I will also assess the importance of having a theoretical knowledge base in dealing with such issues as issues of youth/adolescent behaviour. Chapter three will look at the present role and interventions of social workers into this whole issue of youth homelessness and the limitations of social work practice in holistically dealing with the issue. Chapter four will present case studies which will help analyse the problems, causes and consequences for the homelessness of these individuals in relation to the already reviewed literature; vis-Ã  -vis their experiences of the same. Chapter five will be provide a closure to the paper by summarising the overall discussion undertaken in this dissertation and the role social work can play in the context of youth homelessness. However, role of social work will keep featuring throughout the paper, but certain specific discussions will be take place in this chapter to conclude the dissertation. Rationale The aim of this paper is to investigate the subject of youth homelessness; its causes and consequences on the youth aged 16-25 years of age, with a focus on difficulties they face in living their lives without any family support, more so when they are not equipped with life skills and emotional support, along with financial instability. There are multidimensional factors that create such situations where the youth find themselves homeless, marginalised, victimised, exploited and excluded. My interaction with such youth during my twenty five days field work placement at the Framework has motivated me to further explore the subject of youth homelessness, with focus on the causes and consequences that make them vulnerable and hence homeless. This interaction and exposure to the youth problems turning them into homeless youths made me curious to study the issue in detail, investigate and articulate experiences of such youths, who have either undergone or are currently facing social exclusion and being all by themselves at a young age. The unavailability of family support adversely impacts their entire existence, driving them towards precarious forces, such as unemployment, substance abuse, lack of development skills and so on. Strictly sticking to the topic of my research, I will be addressing important subsidiary question, such as the efficacy of the current legislations and government initiatives to curb youth homelessness, and the corresponding social work practices and interventions of the voluntary organisations in this whole issue. This paper will investigate the occurrence of the issue on social, personal, legal and policy levels. Reference shall be made to a range of literature, comprising recent articles, journals, studies, legislations and information gathered from the organisation I did my field work at, to support my own field work experiences with the available evidences in literary form and statistics. One such piece of reference would be the study conducted across the country, Youth Homelessness in the UK, (Quilgars. D et al, 2008), which reveals that despite significant policy developments across the UK to address youth homelessness in recent years, most particularly the extension of priority need groups and a new emphasis on the prevention of homelessness, 75,000 young people experienced homelessness in 2006-07. This scenario and inadequacy of policies and legislation in ending youth homelessness instigated me to choose the subject, to examine the magnitude of the problem and its ramifications. Under the Childrens Act 1989, children of this age group of 16-18 years are children in need of care and protection and are all entitled to welfare and development services from the local authorities in cases where they either dont have parents or have them but there are threats to childs existence in their presence. Yet, many youngsters in the UK are living in threatening circumstances, which certainly has a direct implication on the countrys overall economy and human resource as well. Lastly, I will use and analyse the given problem in the light of some case studies that I documented during my field work, which gave me an opportunity to listen to the real life experiences of a few homeless young people and how they have been assisted, to what extent by social work practices and organisations they came in contact with. This will also help establish a link between theory and practicality when social workers counter people with real issues unfold before them. Chapter 1 Introduction Food, clothing and shelter are the basic needs of any individual born to live. Anything less than these basic pre-requisites can expose human beings to threats to well-being, psycho-social imbalances and economic instability, each have its implications on the individual. While food is required for one to live and adequate and decent clothing to cover oneself, shelter is most important for ones safety and personal space. Absence or insufficient provision of any of these basic needs can result into insecurities and decreased morale. According to Maslows hierarchy of needs, fulfilment of the basic physical requirements including the need for food, water, sleep and warmth is essential for people to move on to the next level of needs, which are for safety and security. All other needs become secondary until these physiological needs are met (Cherry, 2010) Therefore, it is important to acknowledge what impact homelessness can have on young people in fulfilling the other basic needs and developing their potential. Homelessness in the UK has exceeded the mere meaning of being without a roof by several folds. A person could be homeless even if he may possess a family house if that home is not conducive for the stay of the person. Since this paper will focus on youth homelessness, it is important to understand the legal definitions of homelessness in the context of young people and build the ideas around it, which this paper seeks to do. Although it is difficult to estimate the exact number of homeless young people in the UK due to their high mobility, yet the recent estimate as per the 2006-07 study in the UK, (Quilgars, et. al, 2008) tells us that at least 75,000 young people experience homelessness. This is an estimation based on the number of youth connected to organisations providing housing services and hence, many go un-estimated (Robinson and Farrington, 1999). There have been two predominant approaches used to explain youth homelessness. These are called the individually based perspectives and structurally based perspectives (Hutson and Liddiard, 1994). The former viewing youth homelessness as a result of an individuals own mistakes, which render him/her homeless, such as not paying rent or not obeying their parents. This gets them into the situation where they lose their homes and become shelterless. In contrast, the Structural perspective understands youth homelessness as an outcome of social factors and inequalities that impact individuals, such as the effect of poverty (Giddens, 1998). These approaches are important to underpin the contemporary scenario of youth homelessness and will be referred to in the course of the dissertation. Legislations, on the other hand, provide a framework for all social actions to operate in line with the set standards and procedures, defining the problem in a legally accepted way. Prior to the passage of the Homeless Persons Act 1977, the liability of providing for the homeless people was entrusted with the social services department in its entirety. This Act later shifted the responsibility onto the district (local) housing department focusing on the shelter needs and not the families unmet needs that rendered them homeless (Smith, 2003). Definition of Homelessness and some vital statistics Even though in principle the UK adheres to the code of housing legislation ever since the first legislation of 1977, yet it is worth noting that housing and homeless legislation does not apply to all parts of UK. The decentralised local governments of the four countries of UK have been vested with the responsibility of providing for the homeless, although Northern Ireland is no longer a decentralised government. (Quilgars, et al 2008) In the UK, the definition of homelessness is not just that of an individual being without a roof and/or living on streets. It is much broader than this and anyone seeking accommodation in a friends house, staying in a hostel, or living in overcrowded or unsuitable accommodation is classed as homeless. This may be because the person does not have any rights to stay where he/she live or even of his/her own family home is unsuitable for stay. (Need Reference) A person is homeless if he or she has no accommodation which they are entitled to occupy and which it would be reasonable for them to continue to occupy. (Brayne and Carr, 2005, p.700). The Homelessness Act of 1996 laid down parameters for qualifying as being priority needs group for those seeking assistance from local authorities. Under this legislation, the priority needs group did not include the youth aged 16-24 years. There was no provision for this category of young generation that was increasingly being lost to homelessness and problems that emerged from being homeless. A pregnant woman, person residing with dependent children, vulnerability induced by old age, mental illness, physical disability or other special reasons were culminated into the priority group; having priority need for accommodation. By the virtue of this Act, the local authority was duty bound to provide temporary accommodation (usually Bread Breakfast), while they investigated their application. The 1996 homelessness legislation on the whole did not have provisions for the youth homeless, where it could have included under the category of age induced vulnerability. The 16/17 year old homeless were brought under the purview of 2002 applicable in England and Wales, while the Homeless Act 2002 was followed by separate legislation in Scotland in 2003, and in North Ireland (Smith, 2004). The 2002 definition also included those lately released from prisons or youth custody and previous members of armed forces and those with a history of care. UK homelessness education has emphasised on two types of housing situations for defining its homelessness. These are, the occupancy status and security and insecurity of the tenure. The 2002 legislation has included all forms of violence leading to homelessness through loss of the right to a home into the definition, which was earlier limited to only domestic violence in 1996 Act. (Smith, 2003). Homeless legislation right from the first one in 1977 till 2002, have created a national framework for defining homeless over the last 25 years. Homelessness legislations and the government initiative for rough sleepers across the UK have also fundamentally shaped the definition of homelessness. There are three categories for defining homelessness in the UK, which are; Statutory Homeless, Non-statutory homeless and Rough Sleepers (who sleep in the open or uninhabitable places like sheds etc.). Statutory homelessness refers to the applicants to whom the local service authorities owe the duty of housing because they fulfil the criteria of being in need and vulnerable, hence fitting into the priority needs group. The existing data, though inadequate, estimates that at least 75,000 16-24 year olds experienced homelessness in the UK in the year 2006-07 alone. The largest group of statutory homeless were the young people at 43,075 of 75,000. Many young homeless children of this age bracket are found to be with dependent children themselves, particularly those from18-24 years of age. Scotland and many urban areas of the UK tend to report rate of statutorily homeless young people. Young girls qualify to be more in this category of statutorily homeless than young men (Quilgars., et al 2008). Of the 8,300 pregnancies among girls conceiving before the age of 16 in 2008, two-fifths resulted in births and the other three-fifths in abortions. Teenage motherhood is eight times as common amongst those from manual social background as for those from managerial and professional backgrounds (Conception statistics, ONS England and Wales) and ISD Scotland, Great Britain; updated Feb 2010). The non-statutory homeless are those who lose their accommodation due to their own mistakes, such as those who fail to pay their rent and therefore lose their hold over the accommodation. Such category does not fit into the eligibility criteria of seeking housing support from the local authorities. Of the estimated homeless youth in 2006-07, 31,000 were numbered to be non-statutorily homeless young people using Supporting People services during the given year. Qualitative evidence tells us that on a whole considerable number of young people have experienced rough sleeping (sleeping in open spaces) over the course of a year than on any given night in the UK. The combined total of estimates and counts of rough sleepers in England in 2010 was 1,247; this comprised 440 from the 70 authorities that conducted a count and 807 from the 256 authorities that provided estimates (Rough Sleeping England Total Street Count and Estimates 2010, 23 July 2010). Local Authorities were especially challenged by the voluntary organisations and welfare advocates on the issue of young single homeless because such a high proportion of the young single homeless living in hostels, having a history of local authority child care. The voluntary agencies and welfare advocates observed that many young homeless also fell qualified as priority need under the Homeless Persons Legislation because they were vulnerable (Smith, 2003). In 1996, a Youth Homelessness Action Partnership of NGOs came up with their own wider definition of youth homelessness, which was also based on the housing situations of youth. Their definitions included those immediately homeless and/or rough sleeping (on streets, dilapidated buildings, and includes those who spend periods rough sleeping, and other periods on friends floors or hostels); those living short term with friends or in direct access hostels (short-term accommodation); those doubled up living with relatives or friends (hidden homeless); and those who may be asked to leave their accommodation or whose accommodation is temporary including those living under licence agreements (insecure accommodation and lodgings) (Youth Homeless Action Partnership, 1996). Thus, the housing situation has been considered to a great extent to shape up the changing definitions of homelessness and youth homelessness. There have been several studies focusing on different types of homeless situations. The Homelessness Act 2002 is certainly an extensive Act that has taken into account the youth who are so much at risk of losing their family home more so after attaining the age of 16 years and even when the children turn 13 years old. The UK, being a child rights country, has set up structures and systems to assist and support the youth in resuming a steady life. Much stress is thus laid on inter agency and coordinated efforts of the government and NGOs/charities in evolving strategies to combat and tackle the issue. There are many agencies, both voluntary and government that have instituted or funded the institution of hostels for these homeless youth, consequences of which will be dealt with in the coming sections on the causes and consequences of youth home lessness. (Need reference) Significance of the study This dissertation is has its own significance, whereby it will look at the whole issue of youth homelessness at four levels, the social, personal, legal and state policy level. Thereafter, it will discuss the far reaching adverse impacts this has had and continues to have on young people that also bring all the legal actions and their efficacy, role of authorities concerned and family structure in the UK under a scanner. Legislative Context The Childrens Act 1989 made strong recommendations of housing the young people who move out of the local authorities care, This Act gave a new dimension to the social work practice in the context of youth homelessness. Children aged between 16-17 years were designated as children in need. This bound the local authorities to provide accommodation to these homeless irrespective of the fact under whose jurisdiction they fell, or was it the Social Service Departments or district authorities duty to do so. This age group was accepted as the priority need group. The new legislation of 2002 also expanded its circumference accepting this age group as highly vulnerable and hence to be served on priority basis. (www.legislation.gov.uk ). Prior to the 2002 Act, the authority had a duty to house those applicants of which they were convinced were households/individuals in the priority need group, as set out in section 189 of the 1996 Act. However, by section 197 of the 1996 Act, the authority would simply limit its role to that of an advisor by enabling the people in need of accommodation find other alternative suitable accommodation by themselves. The 2002 Act repealed this section and made it obligatory for the authorities under section 193, to secure suitable accommodation for applicants who are eligible, homeless through no fault of their own, and have a priority need. This duty was limited to two years by the 1996 Act; the 2002 Act removed this 2 year limitation. (http://www.legislation.gov.uk/ukpga/2002/7/notes/division/3 ). The 1996 Act provided that allocations could only be made to those accepted as a qualifying person and placed on the housing register maintained by the housing authority. This requisite was removed by the 2002 Act. The Act requires all applications to be considered by authorities, including applications for a transfer of accommodation from existing tenants. (www.legislation.gov.uk). The 2002 legislation amended the definition of violence by encompassing all kinds of violence that leads to homelessness. It mandated the local authorities to conduct homelessness reviews in their areas and come up with strategies to combat it, and work in collaboration with the voluntary and statutory organisations to deal with this social menace taking toll on youth well-being in the UK. The local housing authorities were permitted to offer accommodation to the non priority need homeless households as well. From the onset, the policies and legislation emphasised on the preventive aspect to curb homelessness, particularly youth homelessness. Pilot preventive schemes have included Safe in the City and Safe Moves (Nistala and Dane, 2000; Safe in the City, 2000; Quilgars et al., 2004). A new National Youth Homeless Scheme (NYHS) was launched in England in 2007, a central scheme to tackle the issue, led by the YMCA and Centrepoint. This comprised innovative prevention strategies to reduce youth homelessness, and work with those who already homeless. Supported Lodging exemplar schemes in 2007/08 for knowledge sharing on experiences gained by working with authorities for developing such schemes where need arises (CLG, 2007a). Joint projects with Department for Children Schools and Families (DCSF) to explore how youth homeless could be reduced were undertaken by the central government. This focused on age wise intervention strategy for children ranging from 16-17 years old homeless youth and those at risk, care leavers (18-21 years old) who are homeless or potentially homeless, children in households living in transient shelters and the children in intentionally homeless households. All these circumstance possessed the power to make these children vulnerable to homelessness. Through Safe Moves, an early intervention model was devised to deal with the problem by using peer monitoring, family mediation and life skill training with young people aged 13-18 years to prevent homelessness. In Scotland, Wales and Northern Ireland, young people at risk due to financial insecurity and sexual exploitation are also described as priority need group by guidance to legislation. Wales has set the age limit for this group at 18-20, whereas North Ireland and Scotland have not set any specific age limit. Additionally, Scotland also includes this age group youth involved in substance misuse as priority need group. The Housing (Scotland) Act 2001 extended rights of temporary accommodation to all single (non-priority) homeless people for the first time and the 2003 Housing Act enables the Scottish ministers to abolish the priority need test to provide accommodation services to all those assessed homeless. Scotland is also setting out to achieve the target of abolishing priority need by 2012, thereby giving all homeless people including the youth, the right to permanent re-housing (Code of Guidance on Homelessness, Chapter 6, 2005). England also has a target to abolish Bread and Breakfast accommodation use to emergency situations only for 16-17 years old. Support programmes were also introduced across the UK in 2003, to help local authorities and service providers ensure independent living of the homeless and hence socially excluded in general and youth people at risk and vulnerable to other related problems (which will be discussed in the following chapter 2) by imparting life skills training, vocational trades as employment skills, housing support, tenancy etc. Local authorities have enhanced the number of supported housing schemes that provide bed-spaces for those with mental health problems, physical health problems, learning disabilities, alcohol or drug use problems etc. (The Supporting Peoples Programme, available at http://www.publications.parliament.uk/pa/cm200809/cmselect/cmcomloc/649/649i.pdf ). The Every Child Matters framework and introduction of Child Trusts arrangements have improved the range of indicators across the country. Childrens Commissioners have been established in each country, known as Children and Young People Commissioners in Scotland and North Ireland. Also, lately in England, emphasis has been laid on the role of parenting (Social Exclusion Task Force, 2008). Leaving care acts have also extended the obligation of the social services to provide care leavers with accommodation till the age of 18 years across the UK. However, there are pros and cons of every development that takes place. In fact, it will be most opportune to discuss as I move along in my work whether its the disasters that lead to development or the vice versa. Though youth homelessness is not a disaster, i.e. it would technically not fall under any defined parameter compounding to a disaster, natural calamity or a man-made one. Nonetheless, seeing the level of risk a youth is posed with at a fragile age, where all the other problems follow her or him being without a family home, is not less than a disaster for that young child, perhaps a situational and human made disaster. To a certain extent, these developments and expansion in facilities by the government and voluntary associations to the young homeless children, who actually leave their families to live a precarious independent life has in some way aggravated youth homelessness and the misuse of the term homeless. My 25 days field placement made me learn how the youngsters, particularly the teenage girls under 16, got pregnant to just acquire accommodation, away from home. Hence, it is very important to maintain equilibrium to counter the issue and not aggravate it, by default though. It is here that the role of social work takes precedence in mediating the situation at the very initial stage. The law making bodies of the nation seems to have grasped this urgency to work at the preventive aspects and not just intercede at the curative level, as a result of which preventive measures for Homelessness are being talked of in the legislation of 1996 and 2002. It is extremely important for the authorities to work on the prevention part along with rendering services and relief to the needy. The next chapter shall now focus on reviewing the relevant literature on this topic to give a better understanding of the issues that face young homeless people. Structure of the study-what will be covered in the subsequent chapters Chapter Two: Literature Review Introduction Coverage of the study/ Criteria of literature (like what source I am going to use eg-journal article, books ,research and year) Causes of youth homelessness Consequences of youth homelessness 5-Similarities and Dissimilarities between proposed problem and existing studies Scope of relevance of theoretical knowledge Chapter summary Chapter Three: Social worker vs. homeless youth Organisations working on homeless issues Role of social worker in dealing with homeless youth in UK In the 1980s, the voluntary organisations challenged the legislation for not considering the young single homeless, whose number was increasing rapidly in the hostels. Housing (Homeless Persons) Act 2002 extended its reach by amending the previous 1996 legislation and covering the young single homeless and those aged 16-17 years by designating them as priority need group. Homelessness has always been defined in different ways by the voluntary organisations, which entails different aspects. Voluntary organisations have stressed on including the single homeless people into the category of homeless and many such categories from time to time. Therefore the problem of youth homeless is a manifestation of wider social and economic reasons primarily. There are a range of personal and social circumstances that land youth into such situations (Scottish Executive, 2002; OPDM, 2005; Cabinet Office, 2006; DSD, 2007). Anybody can face homelessness, however, it the socially and economically marginalised and those hailing from poor families are deemed to be much vulnerable in coping with such situations. Such situations for homeless youth have often led to them losing their jobs and education, after moving away from their mooring. However, these progressive changes in the homelessness laws in the country have partly resulted from the NGOs and charity sector lobbying with the government, based on research into the needs of homeless people that has been undertaken in the UK.(need to understand the use of this paragraph in legislative heading) Limitations in social work practice Chapter Four: Analysis of the problem Case studies Analysis of the problem Chapter summary Chapter Five: Discussion Introduction Implication of the social work practice Chapter summary Future research

Immersion Schools :: Teaching Public Education

Immersion Schools Immersion schools started for a number of reasons, but predominantly to include native language use in the education of language-minority students. This enabled children from other countries to learn English along with studying in their native language. Immersion integrated native English speakers and native speakers of another language (such as Spanish or French) for most of the day, with the goals of promoting academic achievement, language development and cultural understanding of other students. Immersion schools keep their populations balanced, they hold around fifty percent native English speakers and fifty percent speakers of a non-English language. The academic instruction is held in both languages, with the non-English language being used from fifty to ninety percent of the time. This way the students can be the learners and the teachers at the same time. The two-way immersion creates a bilingual environment for all students; since the first language (for example English) is maintained while the second language (for example Spanish or French) is acquired. Schools are set up to promote this bilingual language learning. Teachers are persuaded to use cooperative learning, hands-on material and visual and graphic displays to teach the content material. The schools are required to have classroom materials in both languages, and school wide materials such as library resources and computer software in both languages. They ask for support from families and the community. They make serious efforts to ensure that both languages and cultures are thought of equally, and the families are included in the school decisions. Schools face some problems with beginning the immersion program. Not many of their teachers had ever experienced this kind of language immersion when they were in school, which makes it difficult to understand how to teach these children. The schools tend to try and create a program for the teachers to attend before coming into their own classroom, but there is only so much a program can prepare that teacher for. Traditional teaching and teaching at immersion schools are dramatically different. In Immersion schools language acquisition is important along with the basic teaching skills. Although teaching the second language is the most crucial part of immersion schools, teaching the basics and making sure that the children understand is still very important. Teachers at the immersion schools have four specific teacher tasks: to make the input comprehensible, to provide opportunities for language output, to enhance the comprehensibility of readings and to develop a system for providing constructive feedback.

All About Writing Topics Essay

An essay is a short piece of writing on a topic and presents the author’s point of view on the matter. It is a pure non-fiction presentation of the writer’s outlook on the topic that is the focus of the essay.1 An essay should be structured in different sections that make it easy for the readers to read and follow the author’s thoughts clearly. It is composed of the introductory paragraph, supporting paragraphs and the summary paragraph. The introductory paragraph is the first paragraph of an essay. It brings the main idea of the essay. It captures the interest of the reader and notifies why the topic is important. Another important part of an essay is the main body or the supporting paragraphs. In these paragraphs, the main idea is discussed. The points are cited one by one to develop the main idea of the essay. Aside from the introductory and supporting paragraphs is the summary paragraph which comes at the end of the essay. In this paragraph, all the ideas in the supporting paragraph are explained through a conclusion. By reading this part alone, the reader should be able to understand the whole idea of the essay.2 Since an essay can describe, clarify, argue or analyze, it has different types.3The four major types of essays are narrative, descriptive, expository and persuasive essays. In a narrative essay, the writer tells a story about a real-life experience. When writing this type of essay, writers should try to involve the reader by making the story as vivid as possible. A well-crafted essay builds towards a conclusion or making a personal statement. The second major type on the other hand which is the descriptive essay, paints a picture with words. A writer might describe a person, place, object, or even memory of special significance. The descriptive essay strives to communicate a deeper meaning through the description. This uses colorful words and sensory details. The third type is the expository essay. This essay is an informative piece of writing that presents a balanced analysis of a topic. Moreover, in this type of essay, the writer explains or defines a topic, using facts, statistics, and examples. Lastly is the persuasive essay. While like an expository essay in its presentation of facts, the goal of the persuasive essay is to convince the reader to accept the writer’s point of view or recommendation. In this type of essay, the writer should present all sides of the argument, but must be able to communicate clearly and without equivocation why a certain position is correct.4 Despite having many types of essays with various compositions, they have one thing in common. All essays are collection of interesting ideas which are thoroughly organized to assure that readers are able to fully understand the main ideas of the essays. 1 â€Å"What is an essay,† . 2 â€Å"Parts of an Essay,† . 3 Grace Fleming, â€Å"What is an Essay,† . 4 â€Å"Types of Essays: End the Confusion,†.

Marketing Term Paper Topics

Marketing Term Paper Topics The writing skills of students vary from excellent writing skills to no writing skills at all. Unfortunately not every professor involved in grading academic papers understands that he is grading students knowledge on the subject and not his/her writing skills. In order to get a good grade these days you have to have both: knowledge on the subject and writing skills. All students who have had marketing as a course and have studied all the marketing ideas – know that in order to pass the course you have to be able to carry out all the knowledge as well as incorporate something new, the product of your own thinking and your own ideas. When writing a marketing term paper – you have to make sure that the information you want to include in your paper is relevant. The hardship of writing a marketing term paper is that this science is relatively new. This means that it is constantly improving itself, and the things people have been learning 10 years ago greatly differs from the things you study now. That is why you should be aware, that some sources you may want to use can be old enough to be considered irrelevant. When writing a marketing term paper you have to choose a good marketing term paper topic. Such marketing term paper can be very tricky, as you will need to put enough effort to write a good paper on a specific marketing term paper topic, and if you choose a weak marketing term paper topic – your professor may perceive that you are lazy and do not want to write something interesting and rather write something easy.   On the other hand – you may stumble upon the problem, that there is not enough information for you to complete the paper on the marketing term paper topic which you have already started. In order to avoid that – you have to plan your marketing term paper, and make sure that you have enough information on the marketing term paper topics you are about to write. Basically, the thing which value all professors is the credibility of your information. If you use really credible book, journals, and publications – you will show your professor, that you trust the experience of a generally approved professional in marketing; hence you treasure the experience of your professor. A very big issue in writing term papers in Marketing is plagiarism. Since there are a lot of works, where you gather the information for your marketing term paper topics there are a lot of works that need to be cited and referenced. When using any source of information – always write down exact reference, as without it – your paper will be perceived as a plagiarized one. CustomWritings.com can easily help you with your marketing term paper topics. If you need assistance in writing an excellent marketing term paper you can simply turn to CustomWritings.com for help and we will be honored to help you with this assignment. The staff at our company consists of professional writers, who write for a living. All of them either are or were students and know all the little aspects of writing a marketing term paper. We can help you with every stage of your marketing term paper. Here is a top of marketing term paper topics: 1. Importance of innovation in marketing 2. Bank marketing 3. Marketing Research and Strategy 4. E-Marketing Becoming More Effective in the Pharmaceutical Industry 5. Should MNCs standardise or adapt their marketing strategy in Chinese Asian markets? 6. Internet Marketing 7. Marketing and promotion 8. Applied Managerial Marketing 9. International marketing 10. Marketing in the Digital Age 11. Business Marketing in Accounting 12. Marketing Principles 13. Barriers in Marketing 14. How to maintain profitable marketing during uncertain environmental conditions 15. Factors of the macro marketing environment 16. The Role of the Marketing Manager 17. Marketing is the major factor in the success of any business 18. Domain of Relationship Marketing 19. Hispanics and direct marketing advertising 20. Public Relations Role In Integrated Marketing Communication 21. Marketing theory 22. Marketing orientation 23. Marketing Research for Personal Computer in North America 24. Experience Marketing 25. Relationship Marketing 26. Marketing activities of Coca-Cola 27. Levis marketing strategy 28. Marketing strategy of Pepsi 29. Marketing Mix 30. Marketing: Amazon.com

Selma Lagerlof Biography

Selma Lagerlof Biography Selma Lagerlf Facts Known for:  writer of literature, especially novels, with themes both romantic and moral; noted for moral dilemmas and religious or supernatural themes.  First  woman, and first Swede, to win the  Nobel Prize for Literature. Dates:  November 20, 1858 - March 16, 1940 Occupation: writer, novelist; teacher 1885-1895 Also Known as: Selma Lagerlof, Selma Ottilia Lovisa Lagerlà ¶f, Selma Otti Lagerlà ¶f Early Life Born in Vrmland (Varmland), Sweden, Selma Lagerlà ¶f grew up on the small estate of Mà ¥rbacka, owned by her paternal grandmother Elisabet Maria Wennervik, who had inherited it from her mother. Charmed by her grandmothers stories, reading widely, and educated by governesses, Selma Lagerlà ¶f was motivated to become a writer. She wrote some poems and a play. Financial reversals and her fathers drinking, plus her own lameness from a childhood incident where shed lost use of her legs for two years, led to her becomind depressed. The writer Anna Frysell took her under her wing, helping Selma decide to take a loan to finance her formal education. Education After a year of preparatory school Selma Lagerlà ¶f entered the Womens Higher Teacher Training College in Stockholm. She graduated three years later, in 1885. At school, Selma Lagerlà ¶f read many of the nineteenth centurys important writers Henry Spencer, Theodore Parker, and Charles Darwin among them and questioned the faith of her childhood, developing a faith in the goodness and morality of God but largely giving up traditional Christian dogmatic beliefs. Starting Her Career The same year that she graduated, her father died, and Selma Lagerlà ¶f moved to the town of Landskrona to live with her mother and aunt and to begin teaching. She also began writing in her spare time. By 1890, and encouraged by Sophie Adler Sparre, Selma Lagerlà ¶f published a few chapters of Gà ¶sta Berlings Saga in a journal, winning a prize that enabled her to leave her teaching position to finish the novel, with its themes of beauty versus duty and joy versus good. The novel was published the next year, to disappointing reviews by the major critics. But its reception in Denmark encouraged her to continue with her writing. Selma Lagerlà ¶f then wrote Osynliga lnkar (Invisible Links), a collection including stories about medieval Scandinavia as well as some with modern settings. Sophie Elkan The same year, 1894, that her second book was published, Selma Lagerlà ¶f met Sophie Elkan, also a writer, who became her friend and companion, and, judging from the letters between them that survive, with whom she fell deeply in love. Over many years, Elkan and Lagerlà ¶f critiqued each others work. Lagerlà ¶f wrote to others of Elkans strong influence on her work, often disagreeing sharply with the direction Lagerlà ¶f wanted to take in her books. Elkan seems to have become jealous of Lagerlà ¶fs success later. Full Time Writing By 1895, Selma Lagerlà ¶f gave up her teaching completely to devote herself to her writing. She and Elkan, with the help of proceeds from Gà ¶sta Berlings Saga and a scholarship and grant, traveled to Italy. There, a legend of a Christ Child figure that had been replaced with a false version inspired Lagerlà ¶fs next novel, Antikrists mirakler, where she explored the interplay between Christian and socialist moral systems. Selma Lagerlà ¶f moved in 1897 to Falun, and there met Valborg Olander, who became her literary assistant, friend, and associate. Elkans jealousy of Olander was a complication in the relationship. Olander, a teacher, was also active in the growing woman suffrage movement in Sweden. Selma Lagerlà ¶f continued to write, especially on medieval supernatural and religious themes. Her two part novel Jerusalem brought more public acclaim. Her stories published as Kristerlegender (Christ Legends) were received favorably both by those whose faith was rooted firmly in the Bible and by those who read the Bible stories as myth or legend. The Voyage of Nils In 1904, Lagerlà ¶f and Elkan toured Sweden extensively as Selma Lagerlà ¶f began work on an unusual textbook: a Swedish geography and history book for children, told as a legend of a naughty boy whose travels on the back of a goose help him become more responsible. Published as Nils Holgerssons underbara resa genom Sverige (The Wonderful Voyage of Nils Holgersson), this text came to be used in many Swedish schools. Some criticism for scientific inaccuracies inspired revisions of the book. In 1907, Selma Lagerlà ¶f discovered her familys former home, Mà ¥rbacka, was for sale, and in terrible condition. She bought it and spent some years refurbishing it and buying back the surrounding land. Nobel Prize and Other Honors In 1909 Selma Lagerlà ¶f was awarded the Nobel Prize for Literature. She continued to write and publish. In 1911 she was awarded an honorary doctorate, and in 1914 she was elected to the Swedish Academy the first woman so honored. Social Reform In 1911, Selma Lagerlà ¶f spoke at the International Alliance for Female Suffrage. During World War I, she maintained her stance as a pacifist. Her discouragement about the war diminished her writing in those years, as she put more effort into pacifist and feminist causes. Silent Films In 1917, the director Victor Sjà ¶strà ¶m began to film some of the works of Selma Lagerlà ¶f. This resulted in silent films in every year from 1917 to 1922. In 1927, Gà ¶sta Berlings saga was filmed, with Greta Garbo in a major role. In 1920, Selma Lagerlà ¶f had a new house built at Mà ¥rbacka. Her companion, Elkan, died in 1921 before the construction was completed. In the 1920s, Selma Lagerlà ¶f published her Là ¶wenskà ¶ld trilogy, and then she began publishing her memoirs. Resistance Against Nazis In 1933, in Elkans honor, Selma Lagerlà ¶f donated one of her Christ legends for publication to earn money to support Jewish refugees from Nazi Germany, resulting in German boycotts of her work. She actively supported the Resistance against the Nazis. She helped support efforts to get German intellectuals out of Nazi Germany, and was instrumental in getting a visa for the poet Nelly Sachs, preventing her deportation to the concentration camps. In 1940, Selma Lagerlà ¶f donated her gold medal for war relief for the Finnish people while Finland was defending itself against the Soviet Unions aggression. Death and Legacy Selma Lagerlà ¶f died on March 16, 1940, some days after sufering a cerebral hemorrhage. Her letters were sealed for fifty years after her death. In 1913, critic Edwin Bjà ¶rkman wrote of her work: We know that Selma Lagerlà ¶fs brightest fairy raiments are woven out of what to the ordinary mind seem like the most commonplace patches of everyday life and we know as well that when she tempts us into far-off, fantastical worlds of her own making, her ultimate object is to help us see the inner meanings of the too often over-emphasized superficial actualities of our own existence. Selected Selma Lagerlof Quotations Strange, when you ask anyones advice you see yourself what is right. It is a strange thing to come home. While yet on the journey, you cannot at all realize how strange it will be. There isnt much that tastes better than praise from those who are wise and capable. For what is a mans soul but a flame? It flickers in and around the body of a man as does the flame around a rough log.