Hagar in The Stone Angel Essay Example | Topics and Well Written Essays - 500 words

Hagar in The Stone Angel - Essay Example On various occasions the hero of a tragedy is given opportunities to overcome his mistakes. Many modern writers have extended the category of a tragic hero and have included a common man who is equally capable of becoming a tragic hero. Hagar, in The Stone Angel is one such example. Hagar is a common woman with self-made dignity. She has a misstep, a tragic flaw, which is her unconquerable pride. As she says â€Å"Pride was my wilderness and the demon that led me there was fear... [I was] never free, for I carried my chains within me, and they spread out from me and shackled all I touched.† Her pride became the cause of her failed relationships with her father, brothers and sons. On various occasions Lawrence makes us understand her proud nature. She would not pretend to be her mother to console her dying brother. The incident ruined her relationship with her brother Matt. Her proud nature became the cause of her poor relationship with her husband. She felt too proud to show her emotions towards her husband. She refused to let John and Arlene stay in her house for the night. She refused to cry at the death of Arlene. â€Å"I shoved her [matrons] arms away.  Ã‚  I straightened my spine... I wouldnt cry in front of strangers, whatever it cost me†. The realization, that her pride came in the way of her son’s happiness, came to her very late. Hagar refused to adjust herself to the circumstances. She would not shift to the nursing home and instead told Doris and Marvin to move out of the house. Her stubborn nature came in the way of her happiness. It led her to her destruction. The tragedy of Hagar is that she refuses to change. Although Hagar and King Lear appear similar in their journey to self-discovery, a major difference becomes evident in the after effects of their epiphanies. Lear is redeemed after his epiphany and pushes away his pride. He reconciles with his daughter and is sent to jail, which does not matter

Education of Disabled Children

Education of Disabled Children Disability could be visible or invisible, temporary or permanent. The first major and systematic record of disabled persons in Pakistan is available from 1961 census. According to this record nearly 2 percent of the population suffered from all kinds of disabilities, particularly the children of age group 0-14 years after the initial crisis, many parents develop healthy and constructive attitude towards their handicapped children maximum population of Pakistan lives in rural areas so majority of the children are born and brought up there. The overall condition of our villages gives their life as start with multiple disadvantages. They suffer from illness caused by malnutrition and non-hygienic condition. The situation of handicapped children is far from satisfactory. The causes of this tragedy are poverty, ignorance, malnutrition, poor housing facilities, inadequate healthcare and environment act as a catalyst for infection. Good physical and mental growth can not be achieved in an e nvironment where there is poverty and misery, food and shelter is inadequate and health services are either lacking or extremely inadequate. The adverse social, economic and environmental conditions can be considered responsible for the poor intellectual performance of many children, who in more favorable environment could develop abilities within a spectrum. (David, 1978) Education of the disabled children was considered as useless exercise. The assumption was in past that a disable person could never become an integral member of the society. Persons with professional expertise to teach disabled children were not available and there was no infrastructure to support the education, training and rehabilitation of special children. The time has changed and the education of disable has started with a focus. A gradual realization has emerged that the education of a disable child is as important as the education of an able bodied main stream child. (Ali, 2003). One-quarter of the teachers believed that they had sufficient classroom time for inclusion efforts, that they were currently prepared to teach students with disabilities, or that they would receive sufficient training for inclusion efforts. These findings were interpreted as support for the assumption that teachers viewed students with disabilities in the context of the reality of the general education classroom rather than as support for the prevailing attitudes about integration. General education teachers thus demonstrated certain reluctance about inclusion that must be addressed if such a policy change was to be successful (Welch, 1989). The emphasis on special education as a place deflected attention away from the fact that special education was a more comprehensive process whose actual dynamics were major contributors to its success or failure A significant part of the special education process was represented in the beliefs and actions of general education. An integrated system means that special education cannot act independently as a separate system, but must formulate policy in response to the attitudes, perceptions, and behaviors of general education (Gallagher, 1994). Consideration for the needs of students of special school is the most central aspect of special education. It not only help teachers to plan, devise and implement modified curriculum but also guide them to create congenial classroom environment, set individual educational plans, arrange suitable educational resources, adopt effective teaching strategies, and select appropriate evaluation methods to improve the learning out comes of special children. Parents themselves take their disable child to special school where the school staff access their needs without following any standardized method for assessing the level of childs disability. Consequently, a very little detail about the special educational needs of the assessed child is available which is not sufficient for teachers to devise effective educational plans and arrange appropriate resources for such children (Coenen et al 2006). The issues concerning education of handicapped children and sociological view are globally highlighted by social scientist. The complexity in the nature of problems has further demanded prudent efforts especially in traditional societies of developing countries. Dera Ghazi Khan remained remote and deprived district of Punjab in terms of resource allocation yet the existence and sustainability of special education centers will determine the socio economic status of handicapped children. The evaluation of centers will help in determining the needs and problems of these helpless population strata. In this regard the present study will be contributing a substantial part in improving the efficiency of services provided to handicapped children. Mext (2002) explored that education system for children with special needs was shifting to special support education at the beginning of the 21st century. Ministry of education, culture, sports, science and technology mentioned that the special support education is a primary catalyst for the progress toward an equal opportunity society for all children including individuals with disabilities. The main principle of special support education is meeting individual needs of each child. A lifelong support system shall be developed through co-operation among every sector in society to promote childrens autonomy and participation in all societies. Ali (2003) studied the maturity of special education system in historical perspective and the nature and put some measures for its improvement. In her study she designed various instruments and conducted interviews of the special educators, support professionals, parents of special children and special persons. She found that the parent involvement in the education of special children is at minimal. A part from this she also concluded that majority of parents of special children of all categories and special persons are not completely contented with the education being given to their children. She also concluded that the role of non-government organizations (NGOs) was very large in the improvement of special education in Pakistan. Alam et al (2005) studied the behavior of parents towards physically handicapped children in Islamabad city by interviewing method. They found that a major proportion of the respondents had intermediate to graduation levels of education. About 30% of the respondents children suffered from deaf and dump and blind. Majority of the respondents said that their children were physical handicapped since birth. Kitcher et al (2005) studied that behavioral disorders were not only very distressing to multiply handicapped patients and their families but also had a negative impact on their learning at school or other facility, peer relationships and social competence, so more attention should be paid to diagnose (detect and classify) and aggressively treat behavioral disorders by pharmacological, educational and environmental interventions. Kazimi (2007) reported that in Pakistan, three systems of Education at present operate 1. Normal schools 2.Special Education Schools and 3. Inclusive Schools. In the last named special students of only the lower classes were accommodated. She argued that problems associated with working environment in Pakistan were wide ranging and have very severe effect on the personality of the person, especially when working with children in special setting or in inclusive settings with mental retardation or physical impairment. Further more, Teachers very often feel stress due to professional demands and ambiguous job description, parental pressure, non-supportive behavior and lack of student motivation. Similarly, Teachers working in mainstream inclusive education setting feel less stress. Molnara et al (2008) reported the education of the forthcoming generation was always a difficult task and this was particularly true for those educational institutes where students requiring special treatment were educated. These students were often educationally challenged, mentally challenged or multi-challenged. They present an international co-operation lasting for three years whose prime goal was to construct non-language-dependent software for handicapped children. They introduce the institutions taking part in the development, the process of the programs creation, the steps to apply the program and the possibilities and methods of improvement. Rao (2008) studied the persons with disabilities enjoyed co-existence, though at special times, the behavior and attitudes were at variant. An intellectual disability poses greater challenges than the other types. The families of persons with intellectual disabilities did also have needs different from others, which cannot be segregated from the needs of children with intellectual disability. The National establishment for the Mentally Handicapped had developed many service models and contributed headed for human resource development and research. National Policy has also measured as vital progress of human resources for providing education to all children with disabilities in the common education stream. Many milestones have been left behind in the path, major achievements have been made and opportunities have been formed for the disabled. Fletcher (2009) studied the students with a classmate with serious emotional problem incident reductions in first-grade test scores particularly students in low-income schools and within schools using school-level fixed effects condition was qualitatively parallel. The importance of the decline in mathematics achievement was approximately 30-60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the total effect on test scores of the procedure of including these students is potentially quite large. Nabeel (2009) stated that Department of special education Allama Iqbal Open University (AIOU) through distance learning system offers study/training at graduate, masters and Ph. D. levels. Teachers were equipped in 6 specialized areas of visual mutilation, physical disabilities, hearing impairment, intellectual disability, learning disability and inclusive education. Each student is assigned to a teacher who is a subject specialist. The special teacher training model through distance education method is highlighted. Pasha (2009) assessed that no standardized method is being used for special education. In Pakistan International Classification of Functioning has emerged as a standardized method for measuring health and disability at both individual and population a level. He explored the scope of ICF in the field of special education and has established links between ICF categories and curriculum areas, classroom activities and learning objectives for improving the quality of education. Further research has been recommended to find solutions to overcome the initial problems in adapting ICF framework in the field of Special Education in Pakistan.

Emily Rice Essay -- English Literature

Emily Rice Both â€Å"Lamb to the slaughter† and â€Å"The Speckled Band† shares some of the characteristics of murder mysteries. Explain the similarities and differences between the two stories and say which story you think is more compelling to read. After reading both â€Å"Lamb to the slaughter† and â€Å"The Speckled Band† I intend to analyse the stories in detail showing their similarities, differences and success in fulfilling my expectations of a murder mystery story, taking into consideration that the two stories were written at very different periods in history. In order to do this I will make comparisons between characters, settings, language and overall story line, etc. I will constantly be considering how writing techniques and styles have changed through time and how this affects the story. Finally, I will attempt to come to a conclusion stating which story is generally most compelling to read. Roald Dahl and Arthur Conan Doyle were very different authors with very different writing styles, but they shared the same love for writing stories with a twist and for pleasing their readers in their own unique ways. They were both born in different centuries, had dissimilar views and were very incomparable for their time. Arthur Conan Doyle knew what the public wanted to read, they wanted to be able to associate with and love the main character, Sherlock Holmes. In this age, crime was at an all time high and people lived in fear of crime; with knowledge of this is, he decided to create an appropriate character. So, Conan Doyle wrote of a character that could solve mysteries and counteract crime in such a way that amazed the Victorian public so much that they became dependant on the stories. This meant that Cona... ...he murderer. I found this interesting. There were very clear difference in the two stories such as the time that they were written, the style of language and general story line. But, after looking more deeply into the plot I have found out that there are a lot of similarities between the stories. Even though writing styles have changed over time, the fact that authors need to know about their readers is a very important part of writing a story. After all, if the audience don’t like reading a certain story, it is likely that the rest of the nation won’t as nationalities usually share beliefs and opinions. If a story or book contradicts the opinions of people at the time they were written, the story will most likely be unsuccessful. In conclusion, the most important factor about these two stories is that they were suitable for the time they were written.

The Functions of Diplomacy Essay

Diplomacy has existed since the beginning of the human race. The act of conducting negotiations between two persons, or two nations at a large scope is essential to the upkeep of international affairs. Among the many functions of diplomacy, some include preventing war and violence, and fortifying relations between two nations. Diplomacy is most importantly used to complete a specific agenda. Therefore without diplomacy, much of the world’s affairs would be abolished, international organizations would not exist, and above all the world would be at a constant state of war. It is for diplomacy that certain countries can exist in harmony. There has not been a documented start of diplomacy; however there have been instances ranging back to the 5th century where diplomacy arose in certain nations. Dating back to 432 B.C, the Congress of Sparta was an â€Å"illustration of diplomacy as organized by the Greek City States† (Nicolson 1). The origin of the word â€Å"diploma† comes from different sides of the earth. In Greece diploma meant â€Å"folded in two†, while in Ancient Rome the word was used to describe travel documents. Often times the word diplomacy is given many meanings. Many times will the words â€Å"policy† and the word â€Å"negotiation† be seen as synonyms; hence the word â€Å"diplomacy† and â€Å"foreign diplomacy† are deemed to be similar (Nicolson 3). These â€Å"synonyms† of diplomacy are all faulty. While they may be very similar in some cases, they are not the exactly the same. Sir Harold Nicolson who was an English Diplomat born in Tehran, Persia, states that: â€Å"Diplomacy is neither the invention nor the pastime of some particular political system, but is an essential element in any reasonable relation between man and man and between nation and nation† (Nicolson 4). For the upkeep of the International System, diplomacy is used in every corner of the world. Without it many nations would not be able to conduct successful negotiations. While many are not able to find a clear beginning or creation of diplomacy, modern diplomacy has become much more advanced and many aspects have changed over the years. The Peace of Westphalia in 1648 created the first modern diplomatic congress in addition to creating a new world order in central Europe based on state sovereignty. Much of Europe began to change after the introduction of modern diplomacy. For example, â€Å"France under Cardinal Richelieu introduced the modern approach  to international relations, based on the nation-state and motivated by national interest as its ultimate purpose† (Kissinger 17). The New World Order began to bloom in all of Central and Western Europe. Great Britain argued for the â€Å"balance of power† which kept European diplomacy alive for the next 200 years (Kissinger 17). Every country in Europe contributed a little to the diplomacy the world has today. The balance of powers theory that many famous realists such as Francsesco Sforza, Machiavelli, and Guiciardini argued was and still is an essential component of modern diplomacy. Many could argue that diplomacy is a product of society and history itself. As countries progress different aspects are added to diplomacy. Separation of powers, national interest, and a country’s sovereignty are only a few elements that were added to modern diplomatic history. Therefore, diplomacy can be seen as an ever-changing concept, the same way International Relations between countries fluctuate. Author of The Pure Concept of Diplomacy Josà © Calvet De Magalhà £es stated that â€Å"continuity of the diplomatic institution throughout thousands of years and in all known civilizations shows that diplomacy is an institution inherent to international life itself, one that may undergo transformations or may be used with more or less intensity, but cannot be dispensed with† (Szykman). As Henry Kissinger states â€Å"By pursuing its own selfish interests, each state [is] presumed to contribute to progress, as if some unseen hand were guaranteeing that freedom of choice for eac state assured well-being for all† (Kissinger 22), In the course of all diplomatic history â€Å"[†¦] no country has influenced international relations as decisively and at the same time as ambivalently as the United States. No society, has more firmly insisted on the inadmissibility of intervention in the domestic affairs of other states, or more passionately asserted that its own values w ere universally applicable. No nation has been more pragmatic in the day-to-day conduct of its diplomacy, or more ideological in the pursuit of its history moral convictions. No country has been more reluctant to engage itself abroad even while undertaking alliances and commitments of unprecedented reach and scope† (Kissinger 18). The United States headstrong tendencies to succeed have made it one of the most influential countries in the course of diplomacy. â€Å"The most famous of all peace proposals following World War I was the program of Fourteen Points, delivered by President Woodrow Wilson in  1918† (Szykman). Most can argue that without the United States, much of modern diplomacy would be gone. There are in fact many functions of diplomacy that make diplomacy an essential ingredient for any peaceful and efficient change. The reason to negotiate with other persons has always been the same, to have better relations. Over the course of diplomacy being in existence, the structure of diplomatic posts has changed from a loose one to an organized institution made for a specific purpose. While the structure of diplomatic posts has changed, the functions always remained the same. There are four functions of diplomacy. The first function involves â€Å"representing a state’s interests and conducting negotiations or discussions designed to identify common interests as well as areas of disagreement between the parties, for the purpose of achieving the state’s goals and avoiding conflict† (Ameri 1). Representations of a state as well as negotiation are the most important functions of diplomacy. Negotiations between two representatives are a key component in diplomacy, because in doing so the representatives find a common interest. Finding a common interest is vital in conducting negotiations because with a common interest representatives are able to devise a solution that is in the interest of both sides. G.R. Berridge that negotiation â€Å"can produce the advantages obtainable from the cooperative pursuit of common interests; and it is only this ac tivity that can prevent violence from being employed to settle remaining arguments over conflicting ones† (Berridge 1). The second function of diplomacy involves â€Å"the gathering of information and subsequent identification and evaluation of the receiving state’s foreign policy goals† (Ameri 1). Diplomatic posts are concerned with gathering information; however when the information is sent back to their native country a Foreign Ministry analyzes the data and determines what foreign policy should be enacted. Political leaders choose what path is right for their country then. The third major function of diplomacy is expansion of political, economic, and cultural ties between two countries (Ameri 2). For example, after WWII countries such as the United States and Britain aimed their foreign policy at the extermination of communism. In present day, the United States State Department engages international audiences to speak about politics, security, and their values to help create an environment receptive to US national interests. In addition, â€Å"the State Department annually sponsors more than 40,000  educational and cultural exchanges† (Diplomacy). Finally, the fourth function of diplomacy is that â€Å"diplomacy is the facilitating or enforcing vehicle for the observation of international law† (Ameri 2). It is the diplomat’s job to promote the country’s national interests and keep ties with other countries open. The emphasis put on diplomacy is not just dominant in today’s world, however it was a developing concept in the Renaissance as well. Great thinkers such as Machiavelli, Guicciardini, Grotius, Richelieu, Wicquefort, Satow, Nicolson, and Kissinger had a profound impact on diplomacy. For Machiavelli diplomacy was a tool of deception to grant more power to the state (Beridge 24). Machiavelli’s impact on leaders was a major one because he argued for leaders to be headstrong as well as reserved. Guicciardini promoted the upkeep of good relations; to be careful with whom one deals with and that reputation is key in a negotiation (Berridge 43). His contribution to diplomacy was that diplomati c posts are given to people who can be trusted and can promote their country’s state interests. What these great thinkers contributed to diplomacy was immense. All of them contributed a different element to the ever-growing concept of diplomacy. Since the subject of diplomacy is always growing and changing, it can be said that because of its vast effect on the world, everybody needs diplomacy to survive. It has become such a vital part of everyone’s life that is indirectly becoming a trait for survival. Throughout the course of history diplomacy has been a paramount element in the upkeep of peace and in the creation of positive change. Without diplomacy much of the world’s affairs would not exist. There are many examples of how diplomacy has affected countries, and even individual citizens. An example of how negotiation positively can affect someone is Clinton’s negotiation with Kim Jung Il in North Korea. Their peaceful negotiation resulted in the release of two American citizens. An example of how power can corrupt diplomacy is Libya and Switzerland. With the introduction of power, in other words oil, countries such as Libya with the leader Ghaddafi are able to have a stronger presence in the world and say things that can normally not be said. Power corrupts, however diplomacy seeks to rid corruption and reinforce the international system as well as international law. It is for diplomacy that international organizations can exist. In a diplomatic way, an international organization is merely a many  members finding a common ground on a particular subject. In the United Nations for example, all the members try to find a common interest for positive change. Although it is sometimes perceived to be slow change, the method of diplomacy causes fewer casualties than any other one. If diplomacy were not in existence, international organizations would not exist. The world would be at a constant state of war, and war would in fact never end because they normally end with diplomatic negotiations. Selected Bibliography Adam, Watson,. Diplomacy the dialogue between states. New York: McGraw-Hill Book Co., 1983. Berridge, G. R. Diplomatic Theory From Machievelli to Kissinger. New York: Palgrave, 2001. â€Å"Diplomacy – The U.S. Department of State at Work.† U.S. Department of State. Bureau of Public Affairs, June 2008. Web. 2 Sept. 2009. . Eban, Abba Solomon. New diplomacy international affairs in the modern age. New York: Random House, 1983. Kissinger, Henry. Diplomacy (A Touchstone Book). New York: Simon & Schuster, 1995. Kwong, Maj Tang Mun. â€Å"The Roles of Diplomacy and Deterrence in the 21 st Century.† Journal V27 N1 Jan-Mar (2001). Newsom, David D. Diplomacy under a Foreign Flag – When Nations break Relations. Washington DC: Institute for the Study of Diplomacy,1991. Nicolson, Harold. Diplomacy. Oxford: Oxford University Press, 1977. Satow, Ernest M. A guide to diplomatic practice. London: Longmans, 1932. Written by: Christopher Amacker

Miss Essay

A simple break in the chain of infection by always using the Standard Infection Control Precautions (SICPs) can save the NHS thousands of pounds every year not to mention saving patients’ lives. Cleanliness Champions have been put in place to make sure Standard Infection Control Precautions are implemented within health care settings. MRSA (Meticillin-resistant Staphylococcus Aureus) is one example of the staphylococcus family common bacteria (BBC Health–MRSA). There are many strains of MRSA and many people carry it in their throat, nose and skin folds. MRSA is an infectious agent and can live on the body for example in eczema, varicose and decubitus ulcers, this acts like a reservoir providing ideal conditions for the MRSA to lie in skin folds and in wounds. For the bacteria to exit the portal it can simple be spread from skin to skin contact. To break the chain of infection the patient should wash their hands. However, not practising good hygiene gives the bacteria a means of transmission. The bacteria will wait for a portal of entry; this could be another patient touching contaminated skin. There have been a number of campaigns to eradicate the transmission of MRSA, and one of them is from the World Health Organisation â€Å"Save lives clean your hands†. This campaign is for Health Care workers to assess within their own departments how often hand hygiene is being carried out by their colleagues (WHO 2012). Hand hygiene is considered one of the most effective measures in reducing and preventing the incidence of avoidable illness, in particular HAI. All staff within health care settings should be aware of this and perform hand hygiene effectively and in a timely fashion (Health Protection Scotland (HPS) May 2009). There are three main types of hand hygiene. Social Hand Hygiene which involves using soap and water. Hygienic Hand Hygiene is using antiseptic hand cleansers from a soap dispenser and then there is Surgical Scrub which involves scrubbing the hands and forearms with antiseptic cleansers. Each hand decontamination process uses a seven step technique. The 5 moments for hand hygiene guidelines explain when hand hygiene should be used (WHO 2009). PPE (Personal Protective Equipment) can also be used to protect against HAIs. PPE consists of gloves, aprons, face masks and goggles. When dealing with potential infections a risk assessment should be done before dealing with the threat of the infection being transmitted. The risk assessment should include whether or not you may need to wear gloves or aprons. Eye protection should be used for theatre staff due to a huge potential of blood splashes. Sharps include needles, scalpels, stitch cutters, glass ampoules and any sharp instrument. The main hazards of a sharps injury are hepatitis B, hepatitis C and HIV. (Royal College of Nursing 2005). All sharps must be handled and used with a great deal of care and disposed of according to the Standard Infection Control Precautions (SICPs). If there has been an incident of a needle stick injury it must be reported and documented as required. All in all the Cleanliness Champions programme will help Health Care workers understand the importance of Infection control and hopefully it will create new generation of Nurses who will be vigilant to how important hand hygiene is. References BBC Health – MRSA (2012), What is MRSA, [On-line], Available: http://www. bbc. co. uk/health/physical_health/conditions/mrsa. shtml [17 March 2012] Health Protection Scotland (HPS) (May 2009), National Hand Hygiene NHS Campaign Compliance with Hand Hygiene – Audit Report Health Protection Scotla nd (Report): Available: http://www. hps. scot. nhs. uk/haiic/ic/ nationalhandhygienecampaign. aspx [17 March 2012] Royal College of Nursing, (2005). Good Practice in Infection Prevention and Control, Guidance for Nursing Staff, Vol. 1, pp. 7-8 WHO (2009) WHO Guidelines on Hand Hygiene in Health care: a summary, [Online] Available: http://whqlibdoc. who. int/hq/2009/WHO_IER_PSP_2009. 07_eng. pdf WHO (2012), Your action Plan for Hand Hygiene Improvement Template, Action Plan for WHO Framework, Inadequate/Basic Results, [On-line], Available: http://www. who. int/gpsc/5may/EN_PSP_GPSC1_5May_2012/en/index. html [17 March 2012]a