Positive relationships in an education

Positive relationships are important in an educational setting. Building of positive relationships in an educational set up is very important in an educational institution. The teachers need a positive relationship amongst themselves for them to work as a team in achieving goals and objectives of the school. Every single teacher has a role to play in ensuring that the students achieve the best in the process of leaning.Advertising We will write a custom essay sample on Positive relationships in an education specifically for you for only $16.05 $11/page Learn More This way, every teacher would be helping the other in accomplishing the noble task of ensuring the students’ success either directly or indirectly. The relationship between them must be very cordial for this to happen. The student must live as one family within the learning institution. As stated in the discussion in Section A of this paper, the learning institution is a community. Within this community, students must cooperate with one another and develop a bond that would help them stay as one. When this good relationship is developed, there are benefits that would be generated by the students. The students would be in a position to share knowledge, thereby enhance their understanding of various subjects. When this positive relationship is maintained, every student would be the protector of the other. As such, the classroom would be turned into a peaceful environment where everyone cares for the other. A positive relationship should also be developed between the teacher and his or her students. This would help break the wall the two that could be created by fear, difference in age or knowledge or such other related factors. This will make it easy for the teacher to freely share with the student and therefore understand their unique needs and abilities. This way, the teacher would be in a position to come up with a strategy to help these students. A number of strat egies of building relationships in an educational set up exist, with varying suitability based on time and place of application. In an educational setting, the best strategy that is very relevant is using of strengths and talents in building productive relationship. This strategy, also widely considered as a concept, has been in existence for a very long time but its applicability was developed recently. Use of Strengths and Talents in Building Productive Relationships Peters (2002) says that good relationships are very important in a learning institution. This scholar holds that the learner should fist start by ensuring that he or she has a good relationship with himself or herself. This involves the process of ensuring that the learner understands his or her internal self.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More An internal conflict is one of the most destructive factors to any learner. Whe n a learner does not have a piece of mind, it would be very difficult to make him or her develop a positive relationship with others. The first step in ensuring that a student has a peaceful mind is by ensuring that he or she understands his or her strengths and weaknesses. A student should be made to believe that he has the potential of doing something meaningful, even if this is extra-curriculum activity. By appreciating himself, such a student would open up for greater potential in many other areas. Such a student would be social and able to relate easily with fellow students and even teachers. Heydon (2003) says that emotional and social skills can help young learners to be high achievers. This is because such a student would be able to appreciate the reasons as to why they are in school. Baca and Cervantes (2004) say that talents are some of the best traits that can help students integrate easily amongst themselves. In a school set-up, there would always be various talents and capabilities. The talents may be on academics or co-curriculum activities. The teacher has the responsibility of identifying talents from the students at an early stage of life. In many occasions, students fail to realize that they are talented in one way or the other. A teacher, as a professional and one with experience, has the responsibility of ensuring that the student is helped in developing this talent. This is important because once a student realizes that he has a special capacity in doing relevant things in the school, he would find it easy to accept and appreciate himself as an equal member of the society. This self-acceptance, according to Brimijoin, Marquissee, and Tomlinson (2003), is the first and most important step in developing a good relationship within the learning institution. Strengths are also key factors in ensuring successful building of relationship. It is a common that a student would be strong in one area, and weak in another. As a teacher or a professiona l, it would be very important to dwell on the student’s strengths and not their weakness. This does not mean that the weaknesses should be ignored. The ultimate goal of the teacher is to ensure that every student conquers her weaknesses in order to be at par with other students. However, this should be done in a way that would enable the learner not feel weak before the rest of the students because this may make him or her recoil and confide in himself, a fact that may hinder good relationship in the classroom. As such, the teacher and other concerned individuals should approach the issues by looking at the strengths of the learner, however negligible the strength could be. By capitalizing on the strength of the learner, Heydon (2003) says that the learner would gain confidence in him. It is this confidence that would be used to fight the area of weakness that was identified. The confidence would help foster good relationship with fellow students, teachers, and other members of the learning institution.Advertising We will write a custom essay sample on Positive relationships in an education specifically for you for only $16.05 $11/page Learn More The student would manage his or her weaknesses knowing that there are areas where he or she has more strength as opposed to other students. Heydon (2003) strongly supports the idea of building a strong relationship with the help of student strengths and talents. This scholar appreciates the fact that a learning institution needs a serene environment in order to facilitate student success. This scholar further notes that this serenity is not just ensured through identification of a good natural environment. This serene environment starts with those who are in the environment. The teachers and the students alike have the responsibility of ensuring that the environment is peaceful and that everyone is a guardian of the other. When one identifies his or her strengths, the next importan t thing would be to appreciate that he or she also has some weaknesses that needs to be improved on, and that other students to have some strengths that need appreciation. This way, no student would look down upon the other because of this mutual understanding. Perception, attitude, and feelings are some of the defining factors that define relationship in the learning environment. Perception is a key factor that defines relationship amongst students and teachers. There are some perceptions that are always misguided. In a learning institution, it is common that a learner may have certain perception either towards the teacher or towards fellow student. A teacher may also bear some perception towards the student or even fellow teachers. If the perception were positive, then this would be okay because the consequence would be positive. In the perception is negative, and then corrective measures should be taken to ensure that the perception is changed. Villa, Thousand, and Nevin (2004) s ay that perception shapes ones attitude. Attitude would in turn shape up all the steps to be taken by the learner or the teacher. In case a teacher develops a negative attitude towards students or a section of students, the relationship may sore, and there will be equal measure hatred between the two parties. Nothing positive can come out of this in a learning institution. Similarly, hatred between students themselves due to negative attitude can have a devastating effect, as there would be animosity within such a class. The feelings, which is another product of attitude, may have positive or negative effect on the class, depending on its nature Building a positive relationship in a learning environment is one culture that every individual must make attempt to maintain.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Baca, L., Cervantes, T. (2004). The bilingual special education interface. Upper Saddle River: Pearson Merrill Prentice Hall. Brimijoin, K., Marquissee, E., Tomlinson, C. (2003). Using data to differentiate instruction. Educational Leadership, 60(5), 70-74. Heydon, R. (2003). Literature circles as a differentiated instructional strategy for including ESL students in mainstream classrooms. Canadian Modern  Language Review, 59(3), 463-75. Peters, J. (2002). University-school collaboration: Identifying faulty assumptions. Pacific Journal of Teacher Education. 30(3), 229-243. Villa, R., Thousand, J., Nevin, A. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks: Corwin Press. This essay on Positive relationships in an education was written and submitted by user Reese Nolan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Six Sigma ought to be a learning process. The WritePass Journal

Six Sigma ought to be a learning process. Introduction Six Sigma ought to be a learning process. ).   The Six Sigma approach links the (Gutià ©rrez, Bustinza and Molina 2012). This is an indication of the ability of the firm to take in new information and make it work within the existing infrastructure (Ibid). With a clear benefit related to the capacity to identify and adapt this element is a learning cornerstone (Ibid).   In order to balance this area of improvement Six Sigma identifies five fields that must be addressed including the define, or identification stage followed by the measurement phase to gauge the extent of the issue, then an analysis of the issue must be performed based on these initial components(Gygl et al 2005). This analysis will then be subject to improvement, alleviating the root cause, followed by the creation of new controls in order to better maintain integrity (Ibid).   Again, personal experience has demonstrated the value of progress built on the capacity to learn and adapt. The design or redesign phase is often more than a simply tweak to an existing system, commonly requiring a complete reconceptualization of the model (Harmon 2007).   Several fundamental business causes are credited with needing this step.   An organisation may simply choose to upgrade or completely reinstall a process in order to make progress (Gygl et al 2005).   Or, during an on-going improvement process, a discovery making a new process essential is made. Further, a company may see a long term advantage by offering an entirely new product or line, making this step essential (Ibid). There is a five step process to achieving this goal of design or process redesign. This process includes the Define, or identification of goals for the new process, Match, or the development of performance requirements, to Analyse or the analysis using the performance requirements created, Design and implement, refers the creation and subsequent implementation of the developed process followed by the Verify, or testing to make sure that the new process lives up to the specifications of the required research (Gygl et al 2005). This design stage of the Six Sigma process incorporates the lessons gained from each step by the company to create and then implement a complex goal (Macadam, Antony, Kumar and Hazlet 2012).   Yet, the lessons learned from the experience may differ with each team member, making future application difficult (Lifvergren et al 2012). With each application personal experience will impact application and can only be improved through additional experience.   With the creation of learning process for the team membership, the capacity for the team to achieve a successful resolution to the process is enhanced (Sony and Naik 2012).   Conversely, the overly complex nature of the Six Sigma method can lead to unnecessary delays in development and production (Macadam et al 2012). Personal experience during the implementation of Six Sigma illustrates the very complex methods required to generate the expected results. This overly complex approach has delayed project production by adding in sev eral elements to be considered that were time consuming to attend to.   The effort to add organisational learning to this aspect is difficult as the need to incorporate all of the diverse elements is hard to do. The Process Management section is required in the presence of the need for a fundamental change in the manner in which a business operates (Gygl et al 2005). Often credited with being the most challenging potion of the Six Sigma process, this entails a similar approach as did the first two sections. This process includes the defining stage, or the identifications of key requirements, the measuring of performance phase, the comparison of requirements and current production levels, the analysis stage is need in order to determine the best methods for process refinement and the controlling process performance stage in order to maintain the progress gained through the experience (Ibid). This step of the Six Sigma process allows for the company to identify their fundamental challenges, learn from the determined shortcomings and achieve success through implementation (Parast 2011). The step by step organisation of goals enables streamlined learning process that allows for a companywide learning component. Arumugam, Antony and Kumar (2013) illustrate their argument that Six Sigma enhances the learning process in order to produce better results. Incorporating the two organizational elements of Six Sigma resources, technical and the social or team safety factor, their research supports the argument that he Six Sigma project teams are a deliberate extension of the process and promote organizational learning (Ibid).   This study demonstrated that the project resources clearly impact the knowing-what and knowing how.   Additionally, the team psychological safety factor impacts the knowing how learning mechanism (Ibid).     The knowing how balances the influences of the knowing what on overall project success, a clear indication of learning. Lifvergren et al (2010) credits the Six Sigma learning process as creating a seventy five per cent success rate over the course of twenty two Six Sigma projects. In this case success is defined as the business increasing revenue and enhancing operations (Lifvergren et al 2010). Further, the lessons learned during this period, were then utilized to contribute to other developing projects adding to the fundamental value of the technique (Ibid).   Personal experience has taught that The Six Sigma method enables an atmosphere of targeted learning for the team members, which in turn allows for enhanced benefits. Organisational Theory and Six sigma’s contribution to the learning organisation Organisational theory describes the interaction between the activities of the business and the world (Jones 2010).   Organisations are formed around a group of people working together towards the same goal. Organisational learning is defined as the change in the organisations knowledge base as the entity accrues experience (Argote 2012). This involves both the area of declarative knowledge, or facts, and the procedural knowledge which encompasses the related skills and routines, the concept touches on every level of business. This suggests that as an organisation grows and operates it also learns (Ibid). Others argue that the process of gathering experience is not strictly confined to operational production, but can in fact be made of theoretical and secondary experience (Easterby-Smith and Lyles 2013). Organisational learning directly impacts the quality and performance of the company (Argote 2012).   This element has been argued to be a measureable indication of a companyâ€⠄¢s wellbeing (Ibid). The capacity to read the signs of the world around them enable these forms of company to ‘learn’ from the environment, and by doing so, is able to create a sustainable model.   Modern researches have determined that organisational learning within an organization may be measured either by assessing cognitions of the membership (Easterby-Smith and Lyles 2013).   Others argue that the behavioural approach is the better method of evaluation with research focus on the practice and routines of the membership and take note of how performance characteristics change (Pepper 2010). In both approaches, it is the membership that is evaluated as well as their response to the environment around them. Six Sigma contributes to the organisational learning process by laying out a clear set of guidelines, which can lead to a successful resolution (Aboelmaged 2010). With a wide array of both statistical tools and methods, the opportunity to become overly dependent on a single approach can diminish the results (Snee 2010). The wide range of available mechanisms adds depth and adaptability to the Six Sigma process (Pepper 2010). However, the converse argument describes this as an overly convoluted process that will only lead to a dearth of data which will in turn become a detriment to the application (Snee 2010).   Six Sigma contributes to the learning process by laying out the process clearly, this allows for a companywide approach that serves to utilize the wide range of experience innately available. How can six sigma be implemented into the organizational learning mechanism The Six Sigma process can be implemented through the management phase that provides support for the company (Nair, Malhotra and Ahire 2011).   The roles of executive leadership, or the CEO, the Champions or stewards of the Six Sigma implementation, Master Black Belts or in-house coaches and Black Belts as experts on specific elements provide a clear tool for Six Sigma to be implemented into the organisational learning mechanism (Ibid). Others cite these very same elements as being contrary to the organisational learning effort by making it overly complex (Nair et al 2011).   Further, the organisational learning effort can be hampered by a lack of qualified leaders, crippling the time frame (Livfergren et al 2010). This system offers advanced training and certification in Six Sigma components in order to alleviate this same issues as well as enhance the opportunities for positive organisational learning experiences (Basu and Wright 2012). Yet, personal experience has illustrated t he fact that many of these trained advisors are ill equipped for each unique Six Sigma application experience. The concept of organisational learning incorporates many of the same mechanisms that the Six Sigma uses (Basu et al 2012). For example the initial step within each of the Six Sigma basic processes consists of the identification and subsequent definition of the issue at hand in order to understand the limits (Ibid).   The organisational learning approach utilizes the concepts of experience and inquiry in order to bridge the conceptual gaps found in the business world (Easterby-Smith and Lyles, 2012). The compatibility of goals allows for a Six Sigma approach that closely correlates to the companies need to be progressive (Basu et al 2012). Further, the Measure and Analyse elements of the Six Sigma approach enable a clear benefit to the organisational learning efforts, as the company or issue at hand is scrutinized, measured and considered in detail (Glyn et al 2012).   However, personal experience has illustrated that this over attention to detail can create the opportunity for or ganisational learning that is hampered by the over exposure to diverse theories. The process of organisational learning is further supported by the Six Sigma’s elements of improve and control (Argote 2012). The recognition and resolution of the issue being researched leads to a more informed membership that will in turn provide improved performance.   Others argue that the increased scrutiny only adds to the member’s opportunity to fall prey to delay (Basu et al 2012).   In each case the Six Sigma supports the organisational learning process as well as adds to the quality of analysis and provision for resolution. How can six sigma influence organisational learning? Six Sigma has several opportunities to enhance organisational learning at every level of operation (Yun and Chua 2002).   Others argue that the implementation of the Six Sigma process is a waste of resources (Eng 2011).   Innovation and consumer satisfaction by the Six Sigma concept enables a better outreach capacity for the entire organisation, directly enhancing the entities ability to learn (Yun et al 2002).   Others cite the elements of the system as being less than innovative or original; in fact, arguing the system is redundant (Argote 2012). However, the complex nature of the Six Sigma mechanism allows for a comprehensive examination of the even the most detailed business, adding to the opportunity to accurate organisational learning. Over exposure and reliance on the statistical tools related to the Six Sigma system are a common criticism of the system (Corbett 2011). Others cite the availability of wide range of tools an asset during the often exhaustive examination process (Eng 2011).   Further, the Six Sigma method has been argued to an extension of the Total Quality Management, or TQI, system, and in no substantial way new or innovative (Corbett 2011). However, others find the nature of method, both reassuring and inclusive (Eng 2011). Conclusion The Six Sigma process has become a matter of substantial debate as business turn to emerging theory in order to streamline operations.   The evidence produced in this study has illustrated the divide over the systems complexity, yet exposed the industries need for the tool. With the capacity to assess and identify and subsequently improve, the Six Sigma system adds depth to any organisational learning experience. Further, the knowledge gained during this exposure will be available for later use.   Utilizing the Six Sigma elements including Black Belts and Master Black Belts, the incorporation into any existing organisational learning model is made possible.   Yet, this same issue of complexity has the potential to derail and diminish the return of the Six Sigma experience if the process lacks consideration or balance during implementation. Eventually, as with any highly refined tool, the Six Sigma has the capacity to become a valuable element of the organisational learning experience.   Yet, the success or failure of application will rely on the methods chosen as well as the professionals responsible for the analysis. References Aboelmaged, M. G. (2010). Six Sigma quality: a structured review and implications for future research. International Journal of Quality Reliability Management, 27(3), 268-317. Anand, G., Ward, P. T., Tatikonda, M. V. (2010). Role of explicit and tacit knowledge in Six Sigma projects: An empirical examination of differential project success. Journal of Operations Management, 28(4), 303-315. Argote, L. (2012).  Organizational learning. Boston: Kluwer Academic. Arumugam, V., Antony, J. and Kumar, M. (2012). Linking learning and knowledge creation to project success in Six Sigma projects: An empirical investigation.  International Journal of Production Economics. Basu, R. and Wright, J. (2003).  Quality beyond Six Sigma. Oxford: Butterworth-Heinemann. Corbett, L. (2011). Lean Six Sigma: the contribution to business excellence.  International Journal of Lean Six Sigma, 2 (2), pp. 118131. Desai, D. (2010).  Six sigma. Mumbai [India]: Himalaya Pub. House. Easterby-Smith, M., and Lyles, M. A. (Eds.). (2011). Handbook of organizational learning and knowledge management. Wiley.com. Eng, T. Y. (2011). Six Sigma: insights from organizational innovativeness and market orientation. International Journal of Quality Reliability Management, 28(3), 252-262. Gutià ©rrez, L. G., Bustinza, O. F., and Molina, V. B. (2012). Six sigma, absorptive capacity and organisational learning orientation. International Journal of Production Research, 50(3), 661-675. Galganski, C. J., and Thompson, J. M. (2008). Six Sigma: an overview and hospital library experience. Journal of Hospital Librarianship, 8(2), 133-144. Harmon, P. (2007).  Business process change. Amsterdam: Elsevier. Lifvergren, S., Gremyr, I., Hellstrà ¶m, A., Chakhunashvili, A., and Bergman, B. (2010). Lessons from Sweden’s first large-scale implementation of Six Sigma in healthcare. Operations management research, 3(3-4), 117-128. Martin, J. 2007.  Lean six sigma for supply chain management. New York: McGraw-Hill. Kumar, M., Antony, J., and Tiwari, M. K. (2011). Six Sigma implementation framework for SMEs–a roadmap to manage and sustain the change. International Journal of Production Research, 49(18), 5449-5467. Nair, A., Malhotra, M. K., Ahire, S. L. (2011). Toward a theory of managing context in Six Sigma process-improvement projects: an action research investigation. Journal of Operations Management, 29(5), 529-548. Parast, M. M. (2011). The effect of Six Sigma projects on innovation and firm performance. International Journal of Project Management, 29(1), 45-55. Pepper, M. P. J., Spedding, T. A. (2010). The evolution of lean Six Sigma. International Journal of Quality Reliability Management, 27(2), 138-155. Snee, R. D. (2010). Lean Six Sigma–getting better all the time. International Journal of Lean Six Sigma, 1(1), 9-29. Sony, M., and Naik, S. (2012). Six Sigma, organizational learning and innovation: An integration and empirical examination. International Journal of Quality Reliability Management, 29(8), 915-936. Yun, J. Y., Chua, R. C. (2002). Samsung uses Six Sigma to change its image. In Six Sigma Forum Magazine, 2(1), 13-16. SQ Quality Press.

To what extent do trade unions and trade union organisations in Europe Essay

To what extent do trade unions and trade union organisations in Europe constitute a European labour movement - Essay Example In this regard a psychological contract is also formed which states that the employees will give their service and attention to the organization and in return they also expect fair remuneration, proper work environment and sufficient privileges. The objectives and goals of the trade unions are centred on the interest of the employees and the proper enforcement of the labour rights. The trade union helps the employees to negotiate with the employer on the grounds of pay scale and working conditions, to address the need for major changes in the workplace along with major redundancies, to communicate the concerns of the employees to the employer, etc. The trade union also facilitate the addressing of employee grievances and ensures that they are properly mitigated without any internal disputes. It also provides all the necessary legal and financial advices to the employees to help them with their personal interests (People Power, 2014). It also provides the employees with certain facilities on the ground of educational facilities, discounted products and services including insurances. The objectives of the trade union clearly states that it takes care of the upliftment of the workers and prevents any unethical practices on the m. The trade union allows the workers to come under one roof and create a unity that creates a bigger momentum which helps them to take care of their concerns. The trade union was initiated with the advent of the labour movements during the pre-industrial era. The dominant professions in the Britain and Europe were only limited to agriculture, metal works, etc. The workers worked for the land owner or any business man, and they had very little control over their working condition. The highly autocratic behaviour of the employers exerted severe pressure over the employees and their working condition were quite poor along with their pay scale. This as a result pushed the

Research for Career Path for BSN(only) Paper Example | Topics and Well Written Essays - 1250 words

For Career Path for BSN(only) - Research Paper Example The lack of appropriate knowledge means that nurses will, at all times, be lacking in certain areas where they are expected to perform the best. Thus, student nurses require long-term motivational aspects that will make them enjoy their profession and help people more in the future (Buerhaus, Auerbauch, and Staiger, 2009). Many who have upgraded their Registered Nurse diplomas to a bachelor’s degree have cited an improved perception of their work and an eventful stint at their work settings; the bachelor’s degree just adds the required confidence to the nurse as a way of ensuring that they perform their duty as expected. However these nurses are quickly running out of options in their career path. Nurses provide at least 80% of direct patient contact, and thus expect to be trained well and awarded career options that will serve them for long-term benefits and not for the short-term goals alone (Marsland and Hickey, 2003). Rewards have limited most people from entering t his education level and have thus led to attrition. However, this report will seek to search for three career options that a graduate holding a Bachelor of Science in Nursing (BSN) can choose. Career Options A BSN prepared registered nurse (RN) has several options from which they can choose. For the purpose of this report, the three choices are public health nurses, military service nurses and long-term care nurses (Buerhaus, Auerbauch, and Staiger, 2009). These choices are entrusted to them because it is believed that the knowledge they hold at this level can be used for national service. There are reports that show that the more knowledgeable a nurse is, the higher the chances for their patients to survive. This is because they have a greater awareness that is helpful in the increase of a substantial survival advantage. It is also statistically proven from a research carried out by Metz, Fouad and Ihle-Helledy (2009) that at least 25% of all BSN graduates interviewed want to pursu e a career in faculty role and 76% wanted to further their education to fit into the national grid. However, even as BSN they have a high chance of being recruited into the workforce and serve as nurses in the long-term care centers, as public health nurses or military nurses as they would prefer. Why These Choices It is projected that by the year 2025, the number of nurses required to serve the public will have increased to at least 1 million. The growing number of baby boomers has necessitated a review of the way nurses are registered given that at least 260,000 registered nurses will be required to cater for this increase (Buerhaus, Auerbauch, and Staiger, 2009). Further, an increase in the number of chronically ill currently placed at over 100 million, means that the current number of nurses is strained and the ill are not receiving the care they require. The increasing complexities in the medical world also require knowledgeable people in different areas who can multitask and h elp to alleviate any backlogs that may arise while ensuring the safety of the patients. Despite this increased need for nurses it is also reported by the American Association of Colleges of Nursing (AACN) that a large number of qualified undergraduate baccalaureate applicants are being turned down annually (Fang et al., 2011). They claim that the limited number of facilities as well as an inadequate number of faculties in the nursing field has limited the number of

The Tempest - William Shakespeare Essay Essay Example for Free

The Tempest William Shakespeare Essay Essay Although William Shakespeare’s The Tempest is often categorized as his late romance, its plots reflect the major social movement of that time—the Europeans settling in the New World. As the Europeans eagerly set out to find the New World, they left behind hopeful citizens pondering over what they would find. In The Tempest, through the characters, we can infer that the Europeans’ intentions ranged from creating the perfect government to interacting with the inhabitants. They discovered that their idea of the perfect government in which everyone is equal failed to exist. Nonetheless, they were correct in their anticipation that the New World would already be settled—by savage ‘Native Americans’. They eventually integrated the Native Americans into their society as slaves. In their journey to the New World, the Europeans failed to establish an ideal government, yet succeeded in incorporating the natives into their own society. One of the Europeans’ expectations of the New World was a perfect government in which everyone would be equal. In The Tempest, Shakespeare’s character Gonzalo describes it as a government where there would be â€Å"no occupation; all men idle, all;/And women too, but innocent and pure;/No sovereignty. † (II. 1, ll. 154-156) Even as his comrades ridiculed him, he is steadfast in his belief, and simply labels them as â€Å"gentlemen of brave mettle. † (II. 1, l. 181). This would seem like the ideal government, and would work in theory. In European society in the early seventeenth century, much emphasis was placed on class. The lower class faced many restrictions, and many citizens were infuriated with the class system. To the lower class, the hope of a perfect government in which everyone was equal was ideal. Another one of their hopes was that the natives, although barbaric, would be of great use to them when they first settled. They hoped to incorporate the Native Americans into their own society. In The Tempest, Caliban, the original native of the island, originally greeted Prospero with respect: â€Å"When thou cam’st first,/Thou strok’st me and made much of me†¦then I loved thee/And showed thee all the qualities o’ th’ isle,/The fresh springs, brine pits, barren place and fertile. † (I. 2, ll. 333-338) When Prospero first came to the island, Caliban went through the trouble of finding him the best food and water sources. Because of Caliban’s kindness, this shows that the Europeans believed that the Native Americans would be easy to manipulate, and thus, easy to control. They hoped to be in command of the Native Americans so that the task of controlling North America would be easier. To gradually incorporate the natives into their own society as slaves was one of the hopes of the Europeans. However, their hopes and predetermined ideas were found to be inaccurate. The reality was that the utopian government that the Europeans dreamed about did not exist. In fact, Gonzalo’s government was impractical. There would always be conflict, and if everyone was equal, they would feel equally poor. This would call for a sovereign, which would defeat the purpose of everyone being equal. Hierarchy will always exist simply because it is human nature to strive for the best. For example, in The New World, this was reflected in the colony of Jamestown. There was always a captain in charge. A chain of order was important in order to prevent chaos in times of distress. Conversely, one of their expectations became a reality. They believed that the natives would be savages. The Europeans looked down upon the Native Americans because they appeared in many ways to be subhuman. This was due to non-Christianity, a primitive dress style, and a sense of filth: â€Å"Their hair is usually black, but few have any beards. The men wear half their heads shaven, the other half long†¦some are of disposition fearful, some bold, most wary. All Savage†¦For their apparel, they are some time covered with the skins of wild [beasts]†¦There is yet in Virginia no place discovered to be so Savage in which Savages have not a religion†¦Ã¢â‚¬  The Europeans viewed the Native Americans as inferior beings. At first, the Native Americans were inclined to incorporate the Europeans as an intermediary: â€Å"Americans sought to incorporate the newcomers into their universe. † (Kupperman 175) They also concluded that the Europeans would be of great use to trade with. As time progressed, both the Native Americans and the Europeans strived to merge the other into their own hierarchy. (Kupperman 174) However, this attempt at incorporating the other soon proved to be futile. In The Tempest, Caliban is always plotting to overthrow Prospero (conversation with Trinculo and Stephano). This is paralleled in the Europeans’ constant, underlying worry that the natives would revolt against them: â€Å"Both the Roanoke and Jamestown  colonists reported that conspiracies against them were planned. † (Kupperman 175) The Native Americans knew their territory, and gradually developed tactics to fend off attackers. The Native Americans were highly skilled warriors, yet lacked the technology that the Europeans had. (Barbour) In addition, the Europeans had resistance to disease that overwhelmed the Native Americans. Eventually, the Europeans managed to seize power in their settlements, and incorporated the Native Americans into their civilization as slaves. Although the Europeans failed to establish a utopian government, their efforts to merge the Native Americans into their society were successful. Their ideal failed to exist simply because of human nature. Nonetheless, they integrated the Native Americans into their society as slaves. Albeit unconventional, the expectations of the Europeans were portrayed to some degree. Through The Tempest, the Europeans’ hope of establishing an model government did not become a reality, yet they managed to incorporate the natives.

The Rape of Women in Draupadi, by Mahasweta Devi, and Open It,”by Saad

The Rape of Women in â€Å"Draupadi,† by Mahasweta Devi, and â€Å"Open It,† by Saadat Hasan Manto Where there is war, there is the rape and abuse of women. From the Trojan War to the Middle East conflict, rape has been a tactic of war. Rape is commonly viewed by society as a symbol of female degradation, female submission, and the stripping of honor and humanity. In the stories â€Å"Draupadi,† by Mahasweta Devi, and â€Å"Open It,† by Saadat Hasan Manto, the rape of women is a common theme. In Manto’s â€Å"Open It,† a young girl, Sakina, is raped by young men of her community, while in Devi’s â€Å"Draupadi,† a tribal rebel is raped by authorities of the state. While the storylines of these pieces are rather similar, the portrayal of the rape and the reactions of the young women are exceedingly different. Both authors use the disrobing of garments to create a dramatic climax. However, the respective climaxes convey contrasting ideas about the rape and degradation of women. In â€Å"Draupadi,† the unveiling of garments reveals im mense female power. In â€Å"Open It,† the disrobing of garments reveals helpless female submission. Despite these differences, however, both acts of disrobing result in a striking male reaction and symbolize the remarkable survival of these battered and abused women. The circumstances of the rape and the personalities of the rape victims are very different in â€Å"Open It† and â€Å"Draupadi.† In Manto’s story, a father is desperately looking for his daughter, Sakina, in the midst of the chaos and disorder of Partition. He asks self appointed social workers of the community to help him find Sakina. When Sakina is approached by these men, her initial reaction is one of fright: â€Å"The moment she heard the truck, she began to run† (Manto 360). ... ...r remarkable survival. Although society will always have preconceptions of rape and how a woman should and will react to being raped, it is apparent through â€Å"Draupadi† and â€Å"Open It† that being raped is a very personal experience. It is an experience unique to women that can yield very different reactions. Rape can make a woman, like it did Dopdi, or it can break a woman like it did Sakina. Because being raped is such a personal experience, a woman’s reaction to such a trauma should not and can not be judged. Whether a woman is strengthened or weakened through rape, it does not matter. What matters is that she survives. Works Cited Devi, Mahasweta. â€Å"Draupadi.† In Other Worlds. Ed. Chakravorty Spriak. New York and London: Routledge, 1987. Manto Hasan, Saadat. â€Å"Open It.† Stories about the Partition of India. Ed. Alok Bhalla. New Delhi: Harper Collins, 1999.

Classical Civilizations of Ancient Greece, Rome, and China

Throughout history, there have been many civilizations, empires, colonies, and tribes that have impacted the world. The civilizations of Greece, Rome, and China have done this, but what sets them apart from the others is their lasting significance and lasting impact they had on the world. For this reason, they are considered classical civilizations. To describe how Greece, Rome, and Han China are classical, there are three systems that are used; these are Economic, Social, and Political. Out of these three classical civilizations, Greece came first in history.An important invention of Greece was its plumbing systems. Greece was the first to create plumbing and now it is almost unheard of for a house anywhere on earth to not have a plumbing system. This innovation falls under the economic category. The most important social feature from ancient Greeks would be philosophy. After the Peloponnesian Wars, many people began questioning themselves and their beliefs. During this time, many p hilosophers were living in Greece. One of the most important was Socrates. He encouraged people to examine their beliefs.When he was 70, he was taken to trial for â€Å"corrupting the youth of Athens† and â€Å"neglecting the city’s gods. † He was put to death by poison. Some historians say that the fall of Athens started with his death. Plato, one of Socrates’ students, wrote a book about Plato’s vision of a perfectly governed society. Plato’s writings dominated philosophic thought in Europe for almost 1,500 years. Then there was Aristotle, a student of Plato’s. Aristotle invented a method of logic which is the foundation for the scientific method of today.Even Greece’s philosophy was very influential on future civilizations, democracy is considered Greece’s most important contribution to modern society. Democracy, under the political system, is a government controlled by its citizens, either directly or through represe ntatives. Greece was the first to have this type of government. America, along with many other countries, borrowed this idea from Greece when creating their governments. Next on the timeline is Rome. Ancient Rome, like America, borrowed many ideas from the Greeks to create and advance structural ideas.In this way, they adapted their plumbing systems, but improved it by inventing public latrines. We might think of this as an advancement, but Rome had areas where pots were placed in a circle to go to the bathroom, and the waste would drop down into a river or stream (the plumbing system). This was a huge improvement in their sanitary conditions. The Romans acquired other ideas from places other than Greece. In the political division, there was the Roman law where its standards were extremely influenced by the teachings of Stoic philosophers.The principles were based on common sense and practical ideas. Much of modern laws, including the legal systems of many European countries along w ith the United States, have been influenced by the long lasting Roman law. Again with importance, Rome’s agriculture and trade played a big role in Roman life. Agriculture was the most important industry in the empire and everything else depended on it. Most Romans relied on the food grown in their local area and all other food and luxuries were only for the rich and they got them through trade.Rome, being along the Mediterranean Sea, had a enormous trading system and also had roads connecting it to far off places such as Persia and southern Russia. And connecting this huge empire was its sole language, the Latin language. Latin, in the social system, had a major influence on some major languages of the world, including French, Italian, Spanish, and English. Along with Rome’s unified currency know as the Denarius, the Latin language helped unify the civilization by linking diverse people and far away areas.Ancient China’s occurrence overlapped Rome’s, but started afterward, so last would fall China. In comparison with Rome, China had a large trading network. They both built roads to build their networks too. China’s commerce was very important to the Han Empire. When the Empire realized valuable their silk was as an item of trade, they kept their production technique a secret. The demand for silk from China increased. This increase of demand expanded Chinese commerce reaching all the way through Asia and India, all the way to Rome.As trade would fall in the Economic category, China’s bureaucracy and civil service would fall in the Social category. A bureaucracy is a system of departments and agencies that formed o carry out the work of government and a civil service is when people are paid to work within a civilization/country’s government. The bureaucracy of China included eighteen different ranks of civil service jobs that civilians could obtain by taking examinations. But if someone wanted to take one of thes e tests, they would have much more of a chance if they went to the school that Wudi set up.In this school, people studied Confucius’s works. These schools were expensive so only sons of wealthy land owners ever had a chance at a government career. Evidently, you did not have to believe in the Confucianism religion, but those who did were rewarded. Confucianism falls under the social division. These three civilizations were considered classical civilizations because of the impact that Greece, Rome and China had on the modern world’s economic, social and political systems.