German Concentration Camps and Japanese

Introduction Japanese-American internment refers to the repositioning and confinement by the United States administration of about 110,000 Japanese Americans and Japanese to base camps popularly referred to as War Relocation Camps. This took place in 1942 following Imperial Japan’s assault on Pearl Harbor. Those detained were drawn from the Pacific seaside of the United States.Advertising We will write a custom essay sample on German Concentration Camps and Japanese-American Internment Camps specifically for you for only $16.05 $11/page Learn More The incarceration of Japanese Americans was carried out lopsidedly right through the United States. Japanese Americans who resided on the west shoreline on the United States were each incarcerated (World War Two – Japanese internment camps in the US). On the other hand, in Hawaii which held over 150,000 Japanese Americans, who accounted for a third of the region’s populace, between 1,200 an d 1,800 Japanese Americans were incarcerated. 62 percent of the persons interned consisted of American nationals. President Franklin Roosevelt consented to the incarceration with Executive Order 9066 that he gave on February 19, 1942. The order consented to home armed forces commanding officers to allocate military regions as segregation areas from which any or the entire people may be barred. This order was used to announce that all persons of Japanese origin were barred from the whole Pacific coast, as well as the entire California and for the most part of Oregon and Washington, with the exception of the individuals in incarceration base camps. Later on in 1944, the Supreme Court supported the consistency with the law of the incarceration orders, at the same time as maintaining that the orders that discriminated persons of Japanese origin were a separate matter not in the range of the procedures. The United States Census Bureau lent a hand to the incarceration efforts through offe ring top secret region information on Japanese Americans. The body’s partaking was refuted for decade but was at last confirmed in 2007.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More During this period Nazi Germany as well upheld concentration camps all over the regions it was in charge of. The initial Nazi concentration camps were to a great extent spread out in Germany following the Reichstag fire in 1933. These camps were going to detain political detainees and challengers of the administration. The amount of camps went up fourfold in the period from 1939 to 1942 (Clay, 122). This was due the increasing number of detainees who composed of Jews, Bohemians, political detainees, crooks, homophiles, the psychologically ill and others were detained, by and large minus trial or court process. Japanese-American Internment Camps Around 110,000 and 120,000 persons of Japanese origin were subject to this mass incarceration course. The other one third were not citizens as they had been refuted the chance to achieve citizenship by regulations that barred Asian-descent nationals from ever attaining citizenship. The detainees in these camps were put up in tar paper-enveloped quarters of plain structure erection minus plumbing or cookery provisions of any form (World War Two – Japanese internment camps in the US). These provisions were at par with international regulations, but at the same time left much to be desired. A majority of these base camps were put hastily by civilian outworkers in the summer of 1942 founded on blueprints for armed forces quarters, making the constructions poorly set for overcrowded family existence. Armed security officers kept vigil at the camps, which were all in far-off, uninhabited areas far from population centers. Detainees were usually permitted to live with their families and were well treated as long as they obeyed the set rules. There are authenticated cases where security officers shot detainees who allegedly tried to walk outside the fences. One such incident led to the re-assessment of the security regulations at the camps. A number of managements later permitted reasonably free movement outside the marked barriers of the camps.Advertising We will write a custom essay sample on German Concentration Camps and Japanese-American Internment Camps specifically for you for only $16.05 $11/page Learn More German Concentration Camps Conditions were pathetic in the German Concentration Camps as compared to those in Japanese-American Camps. A lot of detainees lost their lives through purposeful mistreatment, illness, malnourishment, and doing too much work. Others were deliberately put to death as they were considered unfit to work. The detainees were moved in atrocious conditions by rail stowage cars. A lot of them lost their lives in these even before getting to their destination. They got l ocked up for several weeks without essential commodities such as food and water. A lot of them lost their lives due to dehydration in the extreme high temperatures of summer or the freezing temperatures of winter (The Nazi Death Camps). After 1942, a lot of small base camps were established close to industrial units to offer forced labor. Conditions were inhumane and detainees were in most times sent to gas compartments or killed if they did not carry out their duties fast enough. Towards the closing stages of the battle, the camp bases were turned into sites for therapeutic try outs. Many things were reformed in the camps including medications to detainees. Female detainees were more often than not sexually assaulted and demeaned in these camps. Since 1943 to 1945, the Allies focused on setting the camps free even though it was a bit late. Works Cited David Clay, â€Å"Contending with Hitler: Varieties of German Resistance in the Third Reich†, p.122 (1994). The Nazi Death Ca mps – Middle Tennessee State University. 2009 – April 23, 2011. www.mtsu.edu/~baustin/holocamp.html World War Two – Japanese internment camps in the US. 2010 – April 23, 2011. www.historyonthenet.com/†¦/japan_internment_camps.htmAdvertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on German Concentration Camps and Japanese-American Internment Camps was written and submitted by user Am1ra 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.

When to Abbreviate, Etc.

When to Abbreviate, Etc. When to Abbreviate, Etc. When to Abbreviate, Etc. By Mark Nichol When is it appropriate to abbreviate words? The answer to this question, as with many matters in writing, is not a simple one: It depends on type of content and the degree of the content’s formality. In technical publications and scholarly journals, abbreviation of statistical information or references to dimensions and durations abounds. Furthermore, the American Medical Association’s manual of style dictates that periods be omitted in many abbreviations. However, in general content intended for professional publication, consider whether to abbreviate, especially in contexts in which multiple various abbreviations might be distracting. Social titles such as Mr., Mrs., and Ms., are usually superfluous altogether but are abbreviated when they appear, except in generic usage such as â€Å"Hey, mister!† Doctor is abbreviated before a name but otherwise spelled out, as is saint. (Note, however, that cities and other geographic designations differ in using Saint or St.; consult a resource to verify the correct style for a particular location.) Military and quasi-military ranks are spelled out or abbreviated depending on context, but as with other titles, they should be spelled out in isolation (for example, â€Å"The captain returned the salute†). Regarding i.e., that abbreviation and its close cousins e.g. and etc. are convenient, but they are no improvement on the English equivalents (â€Å"that is,† â€Å"for example,† and â€Å"and so on,† respectively). Style for scholarly journals is to use the abbreviations in parentheses and spell out the English phrases outside parentheses, but this distinction is not recommended for general-interest publications; avoid them altogether. Names of countries and other geopolitical entities are usually spelled out as nouns but abbreviated as adjectives (â€Å"the United States,† but â€Å"the US economy†); note in the previous example that periods in such designations, as in most other capitalized abbreviations, are unnecessary. Designations of thoroughfares, like many other words, can be abbreviated in lists or in graphics where space is at a premium, but generally spell out such terms as avenue, road, and street even when they are part of an address. Titles of senior corporate executives- CEO, COO, and CIO, for instance- are almost always abbreviated in all references, but VP (â€Å"vice president†), SVP (â€Å"senior vice president†), and the like are generally spelled out in all instances. Corporate terms such as PR (â€Å"public relations†) and HR (â€Å"human resources†) can be spelled out or abbreviated depending on context; they’re likely to be spelled out in a formal report and probably will be abbreviated in a casual reference in a mass-market book. Academic degrees are often abbreviated after a person’s name, but it’s better to refer to someone receiving a bachelor’s or master’s degree or a doctorate rather than a BA, an MA, or a PhD. Likewise, â€Å"curriculum vitae,† or the plural form â€Å"curricula vitae,† is preferable to CV. References to media such as CDs and DVDs are ubiquitous (or at least were before they began to give way to online access to music and films), and there’s no need to spell those initialisms out. (You’d likely have to look up that DVD originally stood for â€Å"digital video disc,† though the second word has since been supplanted by versatile. And who knows, or cares, that URL stands for â€Å"uniform resource locator†? The initialism will do in all cases.) However, words for parts of a book or other printed publication should be spelled out (for example, â€Å"In my copy, chapter 6 starts on page 47†), and MS or ms, for manuscript, should be used only in informal contexts. No. is sometimes used as an abbreviation for number in phrases such as â€Å"No. 1†; it’s a compromise between spelling the word out and using the number symbol (#). The abbreviation for versus, vs., is acceptable in informal content, as is OK. (Okay is a common variant, but the initials are more accurate; the most likely derivation of OK is the jocular misspelling â€Å"oll korrect,† the only survivor of a short-lived flurry of such locutions coined during the nineteenth century.) Terms of distance and duration, such as foot and hour, are generally spelled out when accompanying numerals except in technical writing, as are designations such as Celsius and Fahrenheit; the same is true of phrases such as â€Å"miles per hour† and â€Å"pounds per square inch.† However, the abbreviations am and pm, often capitalized and/or with periods, are always acceptable, though a phrase such as â€Å"one o’clock in the morning† is appropriate for a casual reference in fiction or nonfiction. Abbreviations are much more likely to be employed in ephemeral publications such as newspapers than in more durable materials such as books, though formality varies widely in the latter format; online usage differs as well. Ultimately, the careful writer will consult a style guide appropriate to the type of print or online publication for guidance or at least will consciously consider the visual and cognitive impact of abbreviation. (See this post for more guidance on abbreviations, and search for â€Å"abbreviations† on DailyWritingTips.com for additional assistance.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†50 Synonyms for "Assistant"Personification vs. Anthropomorphism

Micro enterprises Essay Example | Topics and Well Written Essays - 500 words

Micro enterprises - Essay Example equires ethical values that will enable them treat the workforce equally, regardless of the gender, race, religion, culture and abilities (Harvey, 2012). Through adopting a non-discrimination policy, the leaders can afford to treat all the members of the workforce with equality, thus promoting the feelings of appreciation amongst the workforce. The creation of teams and groups that embraces and comprises of different elements of the workforce serves to promote the management of diversity, in that all the members of the workforce feels considered and represented in the groups and teams. Valuing and considering the contributions made by all members of the workforce serves to make the workforce more vibrant, creative and innovative, in that they feel that their ideas and inventions will be recognized and appreciated by the organization (Jeffs, 2008). Receiving and treating the grievances and the concerns raised by members of the workforce, without discrimination or favoritism on any basis that creates diversity in the workforce, is another successful step towards having the leaders of the macro enterprises manage the diversity of the workforce specializing in decision support system (Harvey, 2012). Through the effectiveness of diversity in the workforce, the leaders are assured of a motivated team, which guarantees success. Some characteristics are relevant for small business to be considered as appropriate in the selection process for developing the decision support systems. A small business requires being technologically oriented, an aspect that serves to ensure that the business is in a position to test and try novel technological innovations, ensuring that they can develop a system that is most appropriate for the business (Power, 2002). This is most essential since technology keeps changing and the types of decisions to be made are dynamic, thus calling for constant improvement in the business DSS so established. Another requisite characteristic of such a

Inferential Statistics (m4c) Essay Example | Topics and Well Written Essays - 500 words

Inferential Statistics (m4c) - Essay Example Therefore, identification of the population among whom the new and the current combination of drugs are to be compared is necessary. Let the population thus selected be the adult and adolescent population in the United States. There are literature considering differential effectiveness of highly active antiretroviral therapy among patients of different gender and race. (King et al., 2008; Campo, Alvarez, Santos, & Latorre, 2005). However, part of the difference may be attributed to availability of the drug, following the prescribed regimen and lifestyle, rather than any inherent difference in genetic composition. Nevertheless, it will be a good policy at the initial stage to limit the experiment among adult and adolescent Caucasian males to protect against possible confounding effects. Once the population is identified, a sample of specific size needs to be selected. The sample size will depend on the power of the testing procedure, which is outside of the purview of the present consideration. Current guidelines recommend start of antiretroviral therapy when the disease has progressed to WHO Stage III when CD4 cell count is less than 350/ÃŽ ¼l. This may be taken to be the baseline criterion for inclusion. Also, the standard guidelines for adherence to the protocol, testing for baseline resistance etc must be satisfied to be included in the drug testing. Any one of these regimens needs to be chosen for the new drug to be compared against. Ideally this experiment would be a matched case-control study. Two HIV/AIDS patients with very similar profiles with respect to advancement of disease, CD4 cell counts, age, sexual orientation and other possible factors that may have bearings on the disease are to be randomly assigned either to the cocktail drug regimen or to the new drug regimen. However, there may be ethical consideration to such assignment. Without informed

Geography - British Colonisation Essay Example | Topics and Well Written Essays - 2250 words

Geography - British Colonisation - Essay Example The maritime adventures of the 16th century naval and merchant seamen were responsible for the extension of English economic power throughout the Atlantic to North America and the Caribbean, to promote trade for the home country. â€Å"Obsession with maintaining colonial production led to policies that encouraged the development of labour in the new territories† argues Page (75). Consequently, religious dissidents in England such as the Puritans were subjected to unfavourable treatment which compelled them to flee to the newly discovered land of America by the 15th century. Similarly, indentured labourers were sent away from the British Isles to distant colonies, while slave trade from Africa continued to be carried over several centuries, for subjugation and slavery. The British colonization of India along with trading rivalry from other European powers resulted in their extending their mercantile principles to India by the early 17th century. By the 18th century, British imp erialism spread to Australia as well. In the 19th century, Africa, New Zealand and Canada were brought under British colonization. In the 20th century radical changes took place in the British Empire, besides its separation into dominion and colonial divisions. By the mid-20th century, massive decolonizations led to the achievement of independence by many British colonial areas, although some marginal regions remained in the colonial fold. Thesis Statement: The purpose of this paper is to investigate British Colonization across the globe, over several centuries of British Imperialism. Colonization and Expansion of the First British Empire James A. Williamson observes that because there was no scope for ambitious land expansion by the British, colonization had to be undertaken overseas. English sea-power primarily emerged and developed during the Middle Ages, and by the Tudor era (1485-1603) seafaring took lasting hold of the imagination of the people. Thus, British colonization and expansion must take into account the beginnings of sea-power, and its development driven by geographical, political, and economic factors (Williamson 3). The first British empire was established in the Americas between the 16th to 18th centuries by emigrants fleeing from Britain to escape the religious rule and harassment. Thus, by the early 19th century, Britain formed an empire spanning the seas by emigration to the newly discovered land of America which was the homeland of native Indians since ancient times. Gradually, â€Å"multiplication of the colonial stock began to transform British North America from a fringe of maritime possessions into a territorial nation† (Williamson 6). In South Africa, the same process resulted in Cape Colony being taken over as a predominantly naval station on the British route to the East. In Australia, the coasts occupied for a distinctive administrative purpose drew immigrants who spread into the interiors. British expansion into New Zealan d took place against the wishes of the imperial government, states Williamson (6). Thus, the four distinct regions of North America, South Africa, Australia and New Zealand were taken over by the growing population of British immigrants who overflowed into unoccupied borderlands. Establishment of the Second British Empire Establishment of the Second British Empire included the expansion of British colonial rule in India from

Communication in Teaching | Reflection

Communication in Teaching | Reflection Given what you have experienced during the first 21 hours of this study unit, reflect on an experience which involved communication, listening, group building or teamwork or conflict management skills (or any other skills covered in this part of the course) which occurred either during your personal secondary schooling or during your school observations throughout this year. Analyse and reflect upon this experience as explained in your course information sheets. The Value of Interpersonal relationships Interpersonal skills are important for human relationships to initiate, maintain and terminate one`s relationships. According to Johnson Johnson as cited in Johnson (2006) emphasis is made on the fact that â€Å"relationships are the key to your humanness, psychological health, personal identity, social, cognitive, and moral development, ability to cope with stress and adversity, self-actualization, educational and career productivity, and physical health.† On the other hand Johnson (2006) states that â€Å"it is only within constructive relationships that you may improve your interpersonal effectiveness and self-actualization.† (p. 25) Experiences are the most effective situations in life that help the individual to mature, learn and develop his/her personality. Every experience serves as a guideline so as not to repeat the same wrong encounters or methodologies that happened in the past. We must therefore work hard to acquire strong interpersonal skills which enable us to communicate and interact well with each other. Concrete Experience I will be discussing my personal experience with my pupils during secondary school in form three. I used to make part of a group of students in a church school who used to participate and help the school to organise fund raising activities. In the beginning of form three I was encouraged by my friends to be nominated for the students` council elections. Elections for the Council used to be held at the beginning of every scholastic year. Each class was asked to elect one representative for a two-year term. These elections were class-based and overseen by the Class Tutor. I was elected as one of the student council representative. My main tasks included promoting a greater environmental awareness. I was also responsible for the publication of leaflets regarding topics of interest in the school community, organising activities such as casual dress day in aid of charity and Christmas class decoration competition. We also used to organise fund raising activities to complement the school`s main annual fund raising event. The Council used to meet regularly once every month and this helped us to feel part of the school environment. Being members of the school council, together with the school administration we had the opportunity to set up the exams timetable for the half Yearly and Annual examinations. The teacher that used to monitor the students` council was very caring, helpful, understanding and down to earth. She used to encourage us to organise different activities for the benefit of the school. I was one of ten students from the secondary area. Our relationship was friendly and team oriented. We worked hard to reach targets and our criticism towards each other was always of a constructive nature. In fact we could freely discuss work related matters and find solutions to the difficult situations that arose from time to time. We were all hard workers, responsible for our actions and were capable to work well without supervision. As a team, we used to give feedback to the teacher who was responsible who helped us finalise our ideas about any particular activity. Before implementing a school activity every representative from each class used to discuss the matter with her classmates so as to ensure fairness with everyone. Furthermore, working with such a great team and with an understanding teacher was of utmost pleasure and satisfaction. We organised many other activities such as hot dog day, yogurt day and car wash day where parents contributed by bringing their cars to school on a Saturday morning and the students had to was h the cars. These activities were very instrumental in raising funds for the school. We also organised a play for Prize Day and decorated the school hall for that particular occasion. I also had to give a helping hand in the layout of the invites. I remember, Prize Day was held in March and we were awarded a prize for loyalty, teamwork and sense of responsibility. This was the result of the hard work and sense of commitment. We provided a good overall performance in our team and we built a good rapport with our teachers, assistant heads and the head of school. The school theatre needed continuous maintenance to be more welcoming for the students and the staff. So we tried our best to organise lots of activities to gain funds for this purpose. Unfortunately, this came to an end when the teacher responsible for our students` council was pregnant and she had to go on maternity leave. She was replaced by another teacher but things began to change very rapidly. The group started to disagree about lots of things being discussed as the teacher responsible was not doing her utmost to help us work for the school. I tried my best to get on well with everyone, however, difficult people tend to pose more challenging situations. The new teacher had difficult methods and ideas and her approach towards the school administration and staff was also different. Scheduled meetings used to be cancelled by the teacher in charge on a regular basis, due to other commitments, making it more difficult for us to communicate with each other. The fact that the entire group was bothered and cooperation was lacked it made me feel uneager to work and participate. I tried to do my very best to adapt to the situation. I decided to take action about the situation because the group was split due to disagreements. So I discussed the issue with the group and we agreed to talk to the new teacher about the problem. She tried to understand our concerns and provide a solution to our dilemma but it seemed that her ineffective management skills showed poor results. The school theatre remained in the same state as the school did not have enough funds to cover the costs for refurbishment. Reflection My own experience within the teams I worked for tended to have both positive and difficult times. These may be the result of the diversity of characters as well as the different approaches which one implements in order to tackle the various situations. In everyday life one comes across all types of circumstances and this also applied to me nonetheless. Looking at a glance at the beginning of my experience, when I was elected as a student council representative, I can tell that working with students and the teacher was a remarkable experience. This was because I could deal openly with all of them. Moreover, I was trained how to work within a group and to share ideas all for one aim. Later on, I was asked to organise and help out with the play for Prize Day. This was indeed a challenge for me because I had never organised anything of the sort that was so important for the school. It was my first experience. However, everyone was helpful and reliable and I learnt a lot of skills from different tasks. This was not an easy job and since I had to deal with other students and the school administration, it was difficult at times to handle their needs. Being part of a students` council made me feel responsible for the other students and one has to try his/her best to meet others` request in the best possible way. One could understand certain complaints raised by students whenever an activity was not very well met by the others. At the end, our group together with the teacher who was responsible for the Council tried to adapt according to the needs and priorities of the school. But as Council representatives we all worked hard to gain trust from students and the school administration and this made it possible for us to work hand in hand with them. We managed to build a good relationship. It is worth mentioning that we had strict rules to follow especially with regards to finance and we were very careful to choose certain activities that were educational and appealed to the school. We used to deal with these delicate situations in a calm atmosphere and we often tried to find out a win-win situation. The time spent working together was an amazing experience and our mutual support gave us a strong sense of unity. This helped us create a tranquil environment making it possible to increase productivity. Our effort was noted by the school administration and we were shown gratitude by being awarded a prize during the prize day. The goals we achieved and the positive feedback made us feel beneficial to the school and this gave us a great sense of satisfaction. However, this attitude changed completely when the teacher responsible for the students` council had to resign due to pregnancy. Another teacher came to replace her and since then things changed for the worse. Our work became more difficult since the new teacher was unfamiliar to our routine and we had to start from scratch explaining the whole process to her. We were encountering various arguments and although I never took sides certain unwanted behaviour left a negative impact on me. I was not used to working in such an environment and I could not concentrate in carrying out my tasks due to certain conflicts. The new teacher was not taking the council seriously. We met for a very few times and planned fewer activities than before. She created a sense of lack of collaboration and indifference within the group and the students used to spend more time arguing rather than working. The team was changing and I was not feeling part of them. I am quite a hard worker and I wanted to do my u tmost to overcome such a de-motivating situation. I did not want to hinder my sense of commitment as if I knew that I was capable of offering a better service. Our teacher was authoritarian and she did not accept suggestions from members of the team. In fact I was very surprised when she tried to understand our queries and was trying to do her best. However, nothing happened and our plans to modernise the school theatre remained unchanged as the school did not have enough funds for that type of refurbishment. The group split up and everyone ended working alone without any agreement. Skills Needed and Skills Reflected Upon The above description shows my first experience when being part of an effective group which came to an end. We had outstanding communication skills both verbally and non-verbally. Besides, our first teacher used to listen to our views and suggestions and this encouraged the participation of all concerned whilst the second teacher was indifferent to our ideas and lacked responsibility. The school administration seemed to have a sense of leadership yet it was always open to our suggestions each time a difficulty arose. The group was created with the aim of working for a common goal and we all managed to develop a positive attitude towards each other. This was accomplished since our main objective was to give our utmost. Participation, determination and enthusiasm were the ingredients that made the group functioning well. Bearing in mind the content level, the procedural level and the socio-affective level as priorities of our agenda, helped us to keep strong. Every day was a new challe nge for us and we never took each other for granted. The latter fostered respect among us. At first it was an effective group since goals were clarified and changed for the best of the group and everyone worked in a cooperative way. Communication was two – way, open and accurate expression of both ideas and feelings were empathised. Self-actualisation, innovation and interpersonal effectiveness were encouraged. (Comparison of Effective and Ineffective Groups-Lecture notes.) The strong sense of leadership skills could be felt as we worked and participated together to reach one goal and lots of activities were accomplished. It was important for us to establish clear goals and discuss with our superiors the issues related to our tasks. The relationships between us, the teacher and the school administration were a positive one. We were always welcome to bring forward our opinions, and our suggestions were respected even though they were not always applied. Furthermore, we really felt part of a team since our synergy was used wisely to enhance the smooth running of our s tudent council group. Thinking back, I now realise that although we used to negotiate well with the school administration, it would have been very relevant if we were offered some training during PSD lessons. Such sessions could have been targeted to tackle assertiveness as this would have been very helpful in the future and also to know how to deal with problems and with various characters where assertiveness was the order of the day. Therefore the skill to take unpopular decisions when these were really needed in order to be fair with the rest of the group members was of utmost importance. Unlike the beginning of the first group, when the first teacher in charge resigned and another teacher took over, the group communication became one-way and ideas were only expressed; feelings were suppressed or ignored (lecture notes.) In other words, I consider the group as ineffective. First and foremost our teacher was not open for discussions and she rarely held any meetings. This was a result of lack of communication. Personally I think that I have adequate verbal and non-verbal communication skills, although I still believe that there is always room for improvement especially in stressful situations. However, it was very difficult to reach a compromise within this team. Assertiveness was far away from reality. Our teacher’s leadership skills were very unproductive. As a result the team members were either passive or aggressive. She needed to organise herself and integrate us within one group since her system was drifting us apart each and every day, and eventually the g roup was split in two. An effective leader should possess the skill to inspire. Our teacher needed to be the person who should have encouraged us by sharing with us her enthusiasm towards a positive attitude. Unfortunately, synergy failed since she adopted a two ways and two measures attitude with regards to managing her students. It was her responsibility to support every member and create an honest and trustworthy environment. This would have improved our relationship, which would have in turn been possible to exchange ideas in order to identify and reach goals. Hard to admit, this change de-motivated me. The entire group was frustrated and adopted a different approach. Before it was more challenging and satisfying and I tried to do my best to adapt to the new situation. I decided to act on the new situation because the group was split due to disagreements. So I discussed the issue with the group and we had agreed to talk to the new teacher about the problem. In spite of these difficulties and apathy among the members I still tried to take action to re-unite the group. With regards to the unproductive attitude which was adapted by the new teacher and which led to unwanted circumstances, I feel that I still need to improve my self confidence when facing an unfair situation. Furthermore, our supervisor did not have the right skills to manage a group and to acknowledge our problems. She lacked assertiveness and she was not capable of addressing individuals. She could not delegate the right tasks to the right members and maintain collaboration t o raise funds for the school. At this point she should have held a meeting every month instead of cancelling meetings every time. It was essential to discuss and work on the positive issues and to improve negative ones as well as finding possible solutions to reach a consensus. Active listening which includes a psychological level by listening attentively to both verbal and non verbal content of another speaker and physical level were lacking in the approach adopted by the new teacher towards us. The physical level entails the word ‘SOLER’ (lecturer notes) S- Face the person SQUARELY, O- Adopt an OPEN position, L- Remember that it is possible at times to LEAN toward the other person, E- Maintaining good EYE-CONTACT, R- Try to be relatively RELAXED while engaging in these behaviours. (Lecture notes – Listening and Non-verbal attending: SOLER). Despite all the encounters with many people who may have different opinions and characters, I believe that one should still do his/her best in order to create a positive approach. Every individual should feel the need of contributing towards the creation of an enjoyable life within a community. This helps us reveal our identity and makes it much more possible to integrate healthily. Last but not least, although one may come across difficult people in life who restrain cooperation s/he should also keep in mind that these people are a minority. Mandela (2012) states that â€Å"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.† On the other hand Johnson (2006) emphasises that â€Å"to live is to communicate! All life communicates in some way. Communication is the foundation for all interpersonal relationships, and our daily lives are filled with one communication experience after another.† References Johnson, D. W. (2006). Reaching Out (ninth edition ed.). USA: Pearson International Edition. Sarah Bonello

A True Betrayal Of Nature :: essays research papers

In Mary Shelley's Frankenstein, Victor betrays nature by creating the Monster. It is the responsibility of nature, and not man, to create human beings. Victor has done something unnatural, he has created life after death, "I have created a monster." Victor is soon punished for interfering with nature when his own creation turns against its creator. The monster murders William Frankenstein, Victor's brother; Henry Clerval, Victor's best friend; and Elizabeth Lavenza, Victor's bride. The Monster kills all those that are closest in Victor's life in a form of retaliation for Victor's creation of a monster, one without a companion, one rejected by all of civilization. "I determined to seek that justice which I vainly attempted to gain from any other being that wore the human form" (Frankenstein, p.136, line 13). It is the death of Victor's family that signifies his punishment " I have never seen a man so wretched a condition" (Frankenstein, p.20). Victor's repentance comes in two parts: when he decides to destroy his own creation: "I am going to unexplored region, to 'the land of mist and snow;' but I shall kill no albatross, therefore do not be alarmed for my safety" (Frankenstein, p.15, line 25) and when the blame shifts from Victor to the Monster, and the Monster decides to kill himself "Cursed, cursed creator! Why did I live?" (Frankenstein, p.132, line 1). The penance is done by the end of the book and the Monster is removed from civilization. However, that is not to say that Victor is absolved of his betrayal. Victor is in constant sorrow for his creation because it caused the death of so many in his life. In the poem "The Rime of Ancient Mariner," the mariner betrays nature by murdering the Albatross: "I had killed the bird that made the breeze blow" (AM, p.08, line 52). The Albatross represents nature. The representation is meaningless to the mariner until he sees the how things are quickly changed after the death: "Water, water everywhere, nor any drop to drink" (AM, p.10, line 02). Finally, after suffering, and losing his entire crew, the mariner realizes the Albatross as a symbol of nature and he comprehends the evil he has done. The mariner receives a sufficient punishment, "I looked upon the rotting sea, and drew my eyes away; I looked upon the rotting deck, and there the dead men lay" (AM, p.18, line 11). After the killing of the Albatross and the loss of the mariner's crew, his suffering include having his soul in agoney soon afterwards.