Importance of a Teacher Essays

Importance of a Teacher Essays Importance of a Teacher Essay Importance of a Teacher Essay 1996). Fritz Redl, a pioneer in working with students with emotional disturbances, emphasized that self-awareness is a key ingredient for succeeding with this population: As teachers we have a room, a group, equipment, materials, a curriculum, instructional methods, and grades, but most of all, we have ourselves.What happens to us emotionally in the process of teaching emotionally disturbed kids is the critical factor in determining our effectiveness. (cited in Long, 1996a, p. 44) Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict.Although psychological soundness and effective interpersonal skills are essential characteristics for teachers who work with this population (Kaufman, 1997; Webber, Anderson, Otey, 1991), certain students can provoke even the most concerned, reasonable, and dedicated teachers to act in impulsive, acrimonious, and rejecting ways (Long, 19 96a). Students experiencing stress have the capacity to locate and activate unresolved issues in our own personal lives. Few of us possess the inner peace to respond in a calm and professional manner without conscious effort.Awareness of our primary emotional triggers improves our chances of making rational decisions based on conscious choice, rather than unconscious emotional conditioning. 2. Am I paying attention to what I need to pay attention to? Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict. Further, the psychological fit between a teacher’s need to stay in control and a youth’s inability to maintain control can lead to counterproductive power struggles (Long, 1996a).Long asserted that by taking ownership of â€Å"negative† feelings such as anger, frustration, and disdain, we are more likely to recognize the difference between having feelings and being had by our feelings. Teachers who are aware of their own emotional processes are more likely to minimize the frequency and intensity of these counterproductive power struggles (see box, â€Å"Strategy for Identifying and Defusing Emotional Triggers†). Most teachers recognize the power and necessity of using positive reinforcement (Johns Carr, 1995).By consciously noticing and reinforcing positive behavior, the classroom becomes a more positive environment- one in which the recognition of both academic and behavioral accomplishments leads to increased student self-esteem (Fagan, 1996). In an extensive study of effective teaching behaviors for students with disabilities, Larrivee (1982) found that â€Å"giving positive feedback† to be a behavior positively correlated with student performance measures. Johns and Carr recommended that at least 70% of comments teachers give students should be positive.Although researchers have found teacher praise to be linked to improved behavioral and academic outcomes of students with emotional and behavioral disorders, the use of praise in these classrooms is often low (Sutherland Wehby, 2001). Teachers often inadvertently neglect to recognize and build on students’ positive behaviors and strengths. Good and Brophy (1984) found that teachers’ perceptions of students can Strategy for Identifying and Defusing Emotional Triggers Take periodic â€Å"timeouts† before, during, or after both â€Å"positive† and â€Å"negative† interactions with students. Ask yourself: â€Å"What led me to respond this way? â€Å"Is this way of responding helping or hurting this relationship? † â€Å"Is it helping me grow as an educator? † â€Å"Is it helping the youth make better choices? † It is important to remember that we are often unaware of our primary emotional triggers. Actively seek consultation from colleagues and supervisors regarding behaviors a nd/or attitudes which are helping or hurting your effectiveness in the classroom. Ask a colleague or supervisor: â€Å"What do you see as my biggest strength in working with students with behavioral and emotional disorders? † â€Å"What types of problems or student behaviors do I find the most difficult? TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 9 affect teaching outcomes. Teachers who work with students with emotional and behavioral disabilities can become so attuned to problem behaviors and perceived weaknesses, they inadvertently neglect to recognize and build on positive behaviors and strengths. A Minnesota youth poll by Hedin, Hannes, Saito (as cited in Braaten, 1999) revealed that two thirds of respondents believed that they were perceived negatively by the significant adults in their lives. Only 25% believed that adults held positive images of them.Furthermore, a large proportion did not believe the adults’ perceptions of them to be accurate. The researchers concluded that the youths believe that adults do not value or trust them and do not treat them with respect, and this belief increases as the youths grow older. In their study of teacher behaviors, Sutherland and Wehby (2001) found that ongoing teacher self-assessment had a positive impact on teacher praise. The Penny Transfer Technique is one strategy teachers can use to help them Strategy for Shifting Your Focus (The Penny Transfer Technique) Take five pennies and place them in your left pocket.Identify a student in your classroom who regularly needs to be redirected. Ideally, this should be a student whom you find difficult to engage. Every time you are able to verbally encourage that student for something he or she does well, transfer a penny to your right pocket. It is important to avoid phony or superficial affirmations (e. g. , â€Å"I like your new jeans†). Your goal is to move all five pennies to the right pocket by the end of the day. Repeat this exercis e each day for 2 weeks. (Note: You may need to use less pennies or extend the timeframe several days if you are only with the student one period. Richardson (2001) noted that professionals who have used the Penny Transfer Technique have found that (a) they began to automatically notice positive behaviors of problem students and (b) they were able to change their perceptions and thus improve their relationships with these youth. 3. Am I using effective strategies to reduce burnout and nurture my own mental health? uated primarily on their ability to help students make tangible, academic improvements (Long, 1996b); yet they are also expected to assume multiple roles, such as model, disciplinarian, surrogate parent, social worker, and counselor.Many teachers find it difficult to perform all these roles in the midst of decreasing budgets and increasing class sizes. Teachers find themselves struggling to find time to adequately cover each of the learning objectives while also attending t o the emotional needs of their students. Teacher stress can adversely affect the teachers, their students, and the classroom climate. Cheney and Barringer (1995) found that stress â€Å"can be manifested as (a) a reluc- We must develop effective strategies for regularly monitoring and managing our own stress.People often expect teachers to assume not only academic roles, but also those of instructional model, disciplinarian, surrogate parent, social worker, and counselor. shift their focus to more positive student behaviors and attributes (see box, â€Å"Strategy for Shifting Your Focus†). Teaching students with emotional and behavioral disorders is one of the most perplexing and challenging roles in education (Cheney Barringer, 1995). These teachers are faced with enormous pressures and simultaneous challenges (Cheney Barringer; Pullis, 1992) and report high levels of emotional exhaustion (Male May, 1997).They are eval- Strategy for Reducing Burnout and Nurturing Teacher Mental Health Recognize the difference between productive venting and an unproductive pattern of negativity and complaining. Take time to assess your conversations with friends and colleagues about your classroom and students. Ask yourself whether these conversations are helping to reduce or amplify your stress level. Periodically gauge your feelings and coping skills and seek out positive models. Stop and ask yourself, â€Å"What is your vision for the children and youth that you teach? † If necessary, explore new strategies (e. g. exercising, seeking professional help, reframing student behavior, finding humor in potentially humorous situations, commending yourself for ways you are making a difference) for managing your stress and increasing your own morale. 10 COUNCIL FOR tance to consider factors beyond the immediately observable behavior of the student, and (b) a rigid focus on school rules as a way of coping with problematic social interactions† (p. 181). To surv ive and thrive in the classroom, teachers who work with students with emotional and behavioral disabilities must develop effective strategies for regularly monitoring and managing their own stress.Teachers need safe places to express their feelings and frustrations and recharge their emotional batteries. In a survey of special education teachers, Pullis (1992) found that talking with supportive colleagues is one of the most effective coping strategies. In fact, 96% of teachers rated collaborating and talking with special education colleagues as one of their most effective strategies for coping with stress (see box, â€Å"Strategy for Reducing Burnout and Nurturing Teacher Mental Health†). We need to recognize the difference, however, between the need to vent and a pattern of negativity and complaining.Assessing our results will help us make this distinction. Venting is only helping us if we are actually venting pent-up  ¦ EXCEPTIONAL CHILDREN feelings. If this process only adds to our stress level and frustration, we might want to employ a different strategy. A pattern of â€Å"unproductive venting† in the teacher’s lounge, in the copy room, at lunch breaks, and at home is often the most foreboding precursor to burnout. We must regularly assess our coping skills and seek out positive colleagues and role models who will engage in supportive, constructive dialogue. . Am I using an appropriate sense of humor to build relationships, diffuse conflict, engage learners, and manage my own stress? They all seem to take themselves and their jobs too seriously. They seem unhappy when they teach. Ironically, while they have very little tolerance for â€Å"acting-out† behaviors, students tend to act out more in their classrooms. On the other hand, â€Å"teachers with a sense of humor are usually happy, relaxed, fun-loving, and reinforcing to others† (Webber et al. , 1991, p. 291). A recent study supported these observations.Talbot and L umden (2000) found that teachers who were more likely to use humor in their classroom reported lower emotional exhaustion and a higher sense of personal accomplishment. Also, many writers have pointed out that an appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged (Johns Carr, 1995; Sommers-Flanagan Sommers-Flanagan, 1997; Webb er et al. , 1991). These authors also noted that humor is also one of the most effective means of de-escalating potential crisis situations. Webber et al. bserved that it is difficult for a student to continue to act aggressively or destructively while he or she is laughing. Crowley (1993) interviewed students with severe behavioral disorders regarding helpful teacher attitudes and behaviors and found that these students repeatedly talked about the relevance of humor in the classroom. Victor Borge, the comedian, could have been talking about educators and students when he said, â€Å"Laughter is the shortest distance between two people. † Sultanoff (1999) asserted, â€Å"One of the greatest potential gifts we can provide for children is to present ourselves as â€Å"humor beings. By living with a humorous perspective, we teach children to effectively manage life’s challenges with far less stress† (p. 2). A number of educators have stressed that an appropriate sense of humor is absolutely essential for long-term success in working with youth with emotional and behavioral disorders (Richardson, 2001; Tobin, 1991, Webber et al. , 1991). These students often are trying to make sense out of a variety of highly charged emotional stressors (e. g. , poor reading skills, changing family structure, parental abuse and neglect) and will likely direct their hurt and frustration at teachers and peers.Students need to be held accountable for their behavior. If we take their actions personally or too seriously, however, we place ourselves at risk for both overreacting and burnout. Teachers want to approach their jobs diligently and sincerely; however, we need to recognize when we are taking ourselves, our students, or our jobs too seriously. Humor that heals is sensitive, is good natured, defuses difficult situations, and brings people closer together. Having a sense of humor in the classroom is less about telling jokes and more about maintaining a relaxed and upbeat attitude and outlook about our jobs and life’s bizarre twists.Teachers who have an appropriate sense of humor convey to their students that they enjoy their jobs, like their students, relish playful exchanges, and do not take themselves too seriously. Most importantly, they recognize the difference between humor that hurts and Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor An appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged. While working as a high school counselor, one of the authors was informed that 80% of the disciplinary referrals to the assistant principal came from nly 10% of the teachers. When asked if there were commonalities among those teachers, the assistant principal remarked, To assess whether you might be incorporating an appropriate sense of humor into your classroom, periodically ask yourself the following questions: â€Å"How often do I laugh as I teach? † â€Å"Do students seem to enjoy learning in my classroom? † â€Å"For the most part, do I enjoy working with students with behavioral and emotional disorders? â€Å"Do I use humor as a technique to defuse difficult situations or avoid potential power struggles? â€Å"Does humor used in my classroom (by me or my students) tend to bring people closer together or push them further away? † Based on your responses to these questions, it may be helpful to seek consultation or additional resources to more effectively incorporate humor into the classroom. Also, remember that qualifying language was us ed in these questions (â€Å"for the most part,† â€Å"tend to†). You do not need to inject humor into every lesson plan or difficult situation. An honest self-assessment, however, will likely provide you with direction regarding areas where a change in attitude or behavior may be helpful.TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 11 humor that heals. Richardson (2001) noted that humor that hurts is sarcastic, caustic, and pushes people away from one another, whereas humor that heals is sensitive, good natured, defuses difficult situations, and brings people closer together. As educators, we need to periodically assess our use of humor in the classroom and make adjustments when warranted (see box, â€Å"Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor†). 5. Do I regularly acknowledge significant ways I (and others) are making a difference in the lives of students?Strategy for Recognizing Difference Makers: The Starfish Calendar This technique is similar to the â€Å"Penny Transfer Technique†; however, the objective is to recognize the positive behavior of teachers. First, find a calendar. Draw and cut out pictures of yellow and orange starfish. When you recognize another educator making a difference (e. g. , taking extra time after class, encouraging a student to talk to their counselor, using a creative intervention), communicate in some way that you appreciate their efforts. Then, write a brief description of the behavior on a yellow starfish and paste it on the date in your Starfish Calendar.At the end of the day, identify a specific way you made a difference, and paste an orange starfish in the calendar. Make a conscious effort to find one yellow and one orange starfish each day. This should only take a few minutes. If you happen to miss a day, try to find two the following day. tible to this symptom of burnout (Zabel, Boomer, King, 1984). Kaufman and Wong (1991) found that teachers who percei ve themselves as having the ability to bring about desired student results are more likely to perceive their students as teachable and worthy of their attention and effort.One study defined teacher efficacy as â€Å"the extent to which the teacher believes he or she has the capacity to affect student performance† (Bergman, McLaughlin, Bass, Pauly, Zellman, 1977, p. 137). These teachers with a high sense of self-efficacy were also less likely to personalize the misbehaviors of students and more likely to maintain an attitude of tolerance for difficult students. Recognizing ways that they and others are making a difference can affect the teachers’ perceived self-efficacy (see box, â€Å"Strategy for Recognizing Difference Makers†).Although many teachers make a habit of overextending themselves, burnout is just as likely to result from a persistent feeling that they are not truly making a difference. The Starfish Calendar (see box) is one simple way to encourage o urselves and others to be proactive in acknowledging the contributions of teachers. Final Thoughts Many teachers have not received adequate training to recognize how their own psychological histories and personalities affect their interactions with youth with emotional and behavioral disabilities.Although the success of educators to reach and teach these young people depends on many factors (e. g. , frequency and intensity of student behaviors, organizational structure, administrative support), this article focused on an important area in which teachers have more direct control- increasing their own self-awareness. Many goals outlined here are challenging and may not be fully attainable. As vulnerable human beings, teachers will never discover all their emotional triggers, build positive relationships with every student, or completely avoid counterproductive power struggles.If teachers make conscious, ongoing efforts to increase their own self-awareness, they will likely enhance th eir effectiveness and their job satisfaction. Teachers who are willing to take prudent risks and try new strategies will inevitably make some mistakes. We need to view past conflict and unsuccessful interventions as helpful feedback, rather than personal failure. We must remember that the overall attitude of the teacher and the classroom climate affect students much more than most other techniques or interactions. References Bartollas, C. , Miller, S. J. (1998). Juvenile justice in America (2nd. d. ). Upper Saddle River, NJ: Prentice-Hall. Bergman, P. , McLaughlin, M. , Bass, M. , Pauly, E. , Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 335 341) Braaten, J. L. (1999). Self-concept and behavior disorders. Journal of Youth and Adolescence, 39(1), 218-225. Cheney, D. , Barringer, C. (1995). Teacher competence, student diversity, and staf f training for the inclusion of middle school students with emotional and behavioralIn conducting workshops for professionals who work with youth with emotional and behavioral disabilities, one of the authors shared the following story of a young boy rescuing starfish on the beach: A young boy was walking along the beach in the middle of a sweltering, summer day. As the tide was retreating, he noticed thousands of starfish washed up on the dry sand. As the boy began throwing starfish back into the ocean, a man was passing by and said, â€Å"Son, look how many there are- you will never make a difference. † Smiling, the boy looked at the starfish in his hand, threw it into the cean, and declared, â€Å"I’ll make a difference to that one. † The plight of students with disabilities is analogous to starfish washed up on the dry sand. It is easy to become paralyzed by the magnitude of the task and fail to recognize ways teachers are making a difference. It is easy to allow negative television newscasts, periodic setbacks, and seemingly unappreciative students and adults to discolor our perceptions and rob us of the idealism that propelled us to be a teacher. It is also easy to become so busy attending meetings and attending to students, we fail to attend to ourselves and our colleagues.Because of professional role demands, teachers of students with behavioral and emotional disabilities are frequently isolated from interaction with colleagues and particularly suscep- 12  ¦ COUNCIL FOR EXCEPTIONAL CHILDREN disorders. Journal of Emotional and Behavioral Disorders, 3(3), 174-182. Crowley, E. P. (1993). Reflections on â€Å"A qualitative analysis of mainstreamed behaviorally disordered aggressive adolescents’ perceptions of helpful and unhelpful teacher attitudes and behaviors. † Exceptionality, 4(3), 187-191. Fagan, S. A. (1996). Fifteen teacher intervention skills for managing classroom behavior problems.In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 273-287). Austin, TX: Pro-Ed. Gold, Y. , Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Washington, DC: The Falmer Press. Good, T. L. , Brophy, J. E. (1984). Looking in classrooms (3rd. ed. ). New York: Harper Row. Johns, B. H. , Carr, V. G. (1995). Techniques for managing verbally and aggressive students. Denver: Love. Kaufman, J. M. (1997). Characteristics of behavior disorders of children and youth (6th ed. . Columbus, OH: Merrill. Kaufman, J. M. , Wong, K. L. (1991). Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Disorders, 16(3), 225237. Knitzer, J. (1993). Children’s mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders, 1(1), 8-16. Larrivee, B. (1982). Identifying effective teaching behaviors for mainstreami ng. Teacher Education and Special Education, 5, 2-6. Lerner, R. M. (1995). America’s youth in crisis: Challenges and options for programs and policies. Thousand Oaks, CA: Sage. Long, N. 1996a). The conflict cycle paradigm on how troubled students get teachers out of control. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 244265). Austin, TX: Pro-Ed. Long, N. (1996b). Inclusion of emotionally disturbed students: Formula for failure or opportunity for new acceptance. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 116-126). Austin, TX: Pro-Ed. Long, N. , Morse, W. C. , Newman, R. G. (Eds. ). (1996).Conflict in the classroom: The education of at-risk and troubled students (5th ed. ). Austin, TX: Pro-Ed. Male, D. B. , May, D. (1997). Stress, burnout and workload in teachers of children with special edu cation needs. British Journal of Special Education, 24(3), 133-140. Pullis, M. (1992). An analysis of the occupational stress of teachers of the behaviorally disordered: Sources, effects, and strategies for coping. Behavioral Disorders, 17(3), 191-201. Richardson, B. G. (2001). Working with challenging youth: Lessons learned along the way. Philadelphia, PA: Brunner-Routledge. Sommers-Flanagan, J. , Sommers-Flanagan, R. 1997). Tough kids, cool counseling. Alexandria, VA: American Counseling Association. Sultanoff, S. M. (1999). President’s column. Therapeutic Humor, 13(4), 2. Sutherland, K. S. , Wehby, J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35(3), 161-171. Talbot, L. A. , Lumden, D. B. (2000). On the association between humor and burnout. Humor: International Journal of Humor Research, 13, 419-428. Tobin, L. (1991). What to do with a child like thi s? Inside the lives of troubled children.Deluth, MN: Whole Person Associates. Underhill, A. (1991). The role of groups in developing teacher self-awareness. English Language Teaching Journal, 46(1), 71-80. Webber, J. , Anderson, T. , Otey, L. (1991). Teacher mindsets for surviving in BD classrooms. Intervention in School and Clinic, 26, 288-292. Zabel, R. H. , Boomer, L. W. , King, T. R. (1984). A model of stress and burnout among teachers of behaviorally disordered students. Behavioral Disorders, 9(3), 215221. Brent G. Richardson, Associate Professor; and Margery J. Shupe, Assistant Professor, Education Department, Xavier University, Cincinnati, Ohio.Address correspondence to Brent G. Richardson, Education Department, Xavier University, Cincinnati, OH 45207-6612 (e-mail: [emailprotected] edu). TEACHING Exceptional Children, Vol. 36, No. 2, pp. 8-13. Copyright 2003 CEC. Available from CEC Teaching Kids With Learning Difficulties in the Regular Classroom Susan Winebrenner Testing S tudents With Disabilities Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students Start using this book on the first day of school with the first chapter on making all students welcome in your class!More than 50 reproducible pages of useful forms will make your job easier. Winebrenner, a skilled classroom teacher, also gives concise explanations of various learning differences you may encounter in your inclusive classroom and presents proven techniques for dealing with diverse learning styles, language, literacy, science, math, social studies, behavior problems, and much more. 1996, 248 pages. ISBN 1-57542-004-X #S5188 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $29. 95 Practical Strategies for Complying With District and State Requirements, 2nd Edition Martha L.Thurlow, Judy L. Elliott, James E. Ysseldyke This guide explains how to decide which tests students with disabilities should take; what assessm ent accommodations are, their purpose, and who is eligible for them; how to blend the assessment process with the student’s IEP; and more. Two sections give very useful reproducible forms and suggestions for staff development. 2002, 344 pages. ISBN 0-7619-3809-5 #S5578 . . . . . . . . . . . . . . . . . . . $49. 95/CEC Members $34. 95 TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 13

Profile and Crimes of Teresa Lewis

Profile and Crimes of Teresa Lewis Teresa and Julian Lewis In April 2000, Teresa Bean, 33, met Julian Lewis at Dan River, Inc., where they were both employed. Julian was a widower with three adult children, Jason, Charles and Kathy. He lost his wife to a long and difficult illness in January of that year. Teresa Bean was a divorcee with a 16-year-old daughter named Christie. Two months after they met, Teresa moved in with Julian and they soon married. In December 2001, Julian’s son, Jason Lewis, was killed in an accident. Julian received over $200,000 from a life insurance policy, which he placed in an account that only he could access. A few months later he used the money to purchase five acres of land and a mobile home in Pittsylvania County, Virginia, where he and Teresa began to live. In August 2002, Julian’s son, C.J., an Army reservist, was to report for active duty with the National Guard. In anticipation of his deployment to Iraq, he purchased a life insurance policy in the amount of $250,000 and named his father as the primary beneficiary and Teresa Lewis as the secondary beneficiary. Shallenberger and Fuller In the summer of 2002, Teresa Lewis met Matthew Shallenberger, 22, and Rodney   Fuller, 19, while shopping at WalMart. Immediately after their meeting, Teresa began a sexual relationship with   Shallenberger. She began modeling lingerie for both men and was eventually having sexual intercourse with them both. Shallenberger wanted to be the head of an illegal drug distribution ring, but he needed money to get started. If that failed to work out for him, his next goal was to become a nationally recognized hitman for the Mafia. Fuller, on the other hand, did not talk much about any of his future goals. He seemed content following Shallenberger around. Teresa Lewis introduced her 16-year-old daughter to the men and, while parked at a parking lot, her daughter and Fuller had sexual intercourse in one car, while Lewis and Shallenberger had sexual intercourse in another vehicle. The Murder Plot In late September 2002, Teresa and Shallenberger devised a plan to kill Julian and then share the money that she would get from his estate.   The plan was to force Julian off the road, kill him, and make it look like a robbery. On October 23, 2002, Teresa gave the men $1,200 to purchase the necessary guns and ammunition to carry through their plan. However, before they could kill Julian, a third vehicle was driving too close to Julian’s car for the boys to force him off the road. The three conspirators manufactured a second plan to kill Julian. They also decided they would kill Julian’s son, C.J., when he returned home to attend his fathers funeral. Their reward for this plan would be Teresa’s inheriting and then sharing the two life insurance policies of father and son. When Teresa learned that C.J. was planning on visiting his father and that he staying at the Lewis home on October 29-30, 2002, the plan changed so that father and son could be killed at the same time. The Murder In the early morning hours of October 30, 2002, Shallenberger and Fuller entered the Lewis mobile home through a rear door that Teresa had left unlocked for them. Both men were armed with the shotguns Teresa has purchased for them As they entered the master bedroom, they found Teresa asleep next to Julian. Shallenberger woke her up. After Teresa has moved to the kitchen, Shallenberger shot Julian multiple times. Teresa then returned to the bedroom. As Julian struggled for his life, she grabbed his pants and wallet and returned to the kitchen. While Shallenberger was killing Julian, Fuller went to C.J.’s bedroom and shot him several times. He then joined the other two in the kitchen as they were emptying Julian’s wallet. Concerned that C.J. might still be alive, Fuller took Shallenberger’s shotgun and shot C.J. two more times.   Shallenberger and Fuller then left the home, after picking up some of the shotgun shells and splitting up the $300 found in Julians wallet. For the next 45 minutes, Teresa stayed inside the home and called her ex-mother-in-law, Marie Bean, and her best friend, Debbie Yeatts, but did not call the authorities for help. Call to 9.1.1. Around 3:55 A.M., Lewis called 9.1.1. and reported that a man had broken into her home at approximately 3:15 or 3:30 A.M. He had shot and killed her husband and stepson. She went on to say that the intruder had entered the bedroom where she and her husband were sleeping. He told her to get up. She then followed her husbands instructions to go to the bathroom. Locking herself in the bathroom, she heard four or five shotgun blasts. Sheriff’s deputies arrived at the Lewis home at approximately 4:18 A.M.   Lewis told the deputies that her husband’s body was on the floor in the master bedroom and that her stepson’s body was in the other bedroom. When the officers entered the master bedroom, however, they found Julian severely wounded, but still alive and talking. He was moaning and uttering, â€Å"Baby, baby, baby, baby.†Ã‚   Julian told the officers his wife knew who had shot him. He  died not long afterwards. When informed that Julian and C.J. were dead, Teresa did not appear to the officers to be upset. â€Å"I Miss You When You’re Gone† Investigators interviewed Teresa. In one interview she claimed Julian had physically assaulted her a few days before the murders. Even so, she denied killing him or having any knowledge about who might have killed him. Teresa also told the investigators that she and Julian had talked and prayed together that night. When Julian had gone to bed, she went to the kitchen to pack his lunch for the next day. Investigators found a lunch bag in the refrigerator with an attached note that read, â€Å"I love you. I hope you have a good day.†   She had also drawn a picture of a smiley face on the bag and had written inside it, â€Å"I miss you when you’re gone.† Money Was No Object Teresa called Julians daughter Kathy on the night of the murders and told her that she had already made the necessary arrangements with the funeral home, but that she needed the names of some of Julian’s family members. She told Kathy that it wasnt necessary for her to come to the funeral home the following day. When on the next day Kathy showed up at the funeral home anyway, Teresa told her that she was the sole beneficiary of everything and that money was no longer an object. Cashing In Later that same morning, Teresa called Julian’s supervisor, Mike Campbell, and told him that Julian had been murdered. She asked if she could pick up Julian’s paycheck. He told her the check would be ready by 4 P.M., but Teresa never showed up.    She also informed in  that she was the secondary beneficiary of C.J.’s military life insurance policy. Booker told her she would be contacted within 24 hours as to when she would receive C.J.’s death benefit. money. A Braggart’s Demise On the day of the funerals, Teresa called Julians daughter Kathy prior to the services. She told Kathy she had had her hair and nails done, and she had bought a beautiful suit to wear to the funeral. During the conversation she also asked if Kathy was interested in buying Julians mobile home. Investigators learned that Teresa had tried to withdraw $50,000 from one of Julians accounts. She had done a bad job of forging Julians signature on the check, and the bank employee refused to cash it. Detectives also learned Teresa was aware of how much money she would receive upon the deaths of her husband and stepson. Months before their deaths, she was overheard telling a friend the amounts of the cash payouts coming to her, should Julian and C.J. die.   ...Just as Long as I get the Money Five days after the murder, Teresa called Lt. Booker to request she been given C.J.’s personal effects. Lt. Booker told her that the personal effects would be given to C.J.’s sister Kathy Clifton, his immediate next of kin. This angered Teresa and she continued to press the issue with Booker. When Lt. Booker refused to budge, she again asked about the life insurance money, reminding him again that she was the secondary beneficiary. When Lt. Booker told her that she would still be entitled to the life insurance, Lewis responded, â€Å"That’s fine. Kathy can have all of his effects as long as I get the money.† Confession On November 7, 2002, investigators again met with Teresa Lewis and presented all the evidence that they had against her. She then confessed she had offered Shallenberger money to kill Julian. She falsely claimed that Shallenberger had both Julian and C.J. before Julian’s money and leaving the mobile home. She said that Shallenberger had expected to receive half of the insurance money, but that she had changed her mind and decided that she wanted to keep all of it for herself. She accompanied investigators to Shallenberger’s home, where she identified him as her co-conspirator. The following day, Teresa admitted that she had not been totally honest: she confessed to Fuller’s involvement in the murders and that her 16-year-old daughter had assisted with planning the murder. Teresa Lewis Pleads Guilty When a lawyer is handed a murder case as heinous as Lewis case was, the goal switches from trying to find the client innocent, to trying to avoid the death penalty. Under Virginia law, if a defendant pleads guilty to capital murder, the judge conducts the sentencing proceeding without a jury. If the defendant pleads not guilty, the trial court may determine the case only with the consent of the defendant and concurrence of the Commonwealth. Lewis appointed lawyers, David Furrow and Thomas Blaylock, had a lot of experience in capital murder cases and knew that the appointed trial judge had never imposed the death penalty on a capital defendant. They also knew that the judge would be sentencing Fuller to life imprisonment under a plea agreement he had made with the prosecution, were Lewis to testify against Shallenberger and Fuller. Also, they hoped that the judge would show leniency since Lewis had eventually cooperated with investigators and turned over the identities of Shallenberger, Fuller, and even her daughter, as accomplices. Based on this and the heinous facts that had surfaced in the murder-for-hire-profit crime, Lewis lawyers felt that her best chance to avoid the death penalty was to plead guilty and invoke her statutory right to be sentenced by the judge. Lewis agreed. Lewis IQ Prior to Lewis plea, she went through a competency assessment by Barbara G. Haskins, a board-certified forensic psychiatrist. She also took an IQ test. According to Dr. Haskins, the testing showed that Lewis had a Full Scale IQ of 72. This placed her in the borderline range of intellectual functioning (71-84), but not at or below the level of mental retardation. The psychiatrist reported that Lewis was competent to enter the pleas and that she was able to understand and appreciate the possible outcome. The judge questioned Lewis, making sure that she understood that she was waiving her right to a jury and that she would be sentenced by the judge to either life imprisonment or death. Satisfied that she understood, he scheduled the sentencing proceedings. Sentencing Based upon the vileness of the crimes, the judge sentenced Lewis to death. The judge said that his decision was made more difficult by the fact that Lewis cooperated with the investigation and that she had pleaded guilty, but as the wife and stepmother to the victims, she had engaged in the cold blooded, pitiless slaying of two men, horrible and inhumane for profit, which fits the definition of an outrageous or wantonly vile, horrible, act. He said that she had lured men and her juvenile daughter into her web of deceit and sex and greed and murder, and within an incredibly short period of time from meeting the men, she had recruited them, been involved in planning and completing these murders, and within one week before the actual murders she had already made a failed attempt on Julian’s life. Calling her the head of this serpent, he said he was convinced that Lewis waited until she thought Julian was dead before she called the police and that she allowed him to suffer...without any feelings at all, with absolute coldness. Execution Teresa Lewis was executed on September 23, 2010, at 9 P.M by lethal injection, at Greensville Correctional Center in Jarratt,  Virginia. Asked if she had last words, Lewis said, I just want Kathy to know I love her. And I am very sorry.   Kathy Clifton, the daughter of Julian Lewis and the sister of C.J. Lewis, attended the execution. Teresa Lewis was the first female to be executed in the state of Virginia since 1912, and the first female in the state to die by lethal injection The gunmen, Shallenberger and Fuller, were sentenced to life imprisonment. Shallenberger committed suicide in prison in 2006. Christie Lynn Bean, Lewis daughter, served five years in prison because she had knowledge of the murder plot, but failed to report it. Source: Teresa Wilson Lewis v. Barbara J. Wheeler, Warden, Fluvanna Correctional Center for Women

The Necklace by Guy De Maupassant Essay Example | Topics and Well Written Essays - 1500 words

The Necklace by Guy De Maupassant - Essay Example This essay discusses that the author cleverly represents a lot of elements through the diamond necklace, most prominent of which is the high social statuses and wealth. While a diamond necklace represents beauty in the real world, within the novel it is representing the evils of the society. The satirical reference is clearly visible during the story as Madame Loisel is not content with her dress which is worth 400 francs, but would rather have the necklace too. She considers it unruly and humiliating for herself to go amidst rich women with a dress but no expensive jewelry. When she is asked to select between the different jewelry items by her friend, she skips on the Venetian cross, pearl necklace, and bracelets, and selects a diamond necklace instead. This shows her thirst for wealth and needs to belong to the upper class. She clarifies it herself when she states that the party will be attended by many riches and she doesn’t want to feel left out because of her social statu s. In the late 1800s, wealth was a factor that many people cared about, and social class even more. Maupassant uses situational irony and the social satire to deliver his message that money is not always wealth. Maupassant learned from his seniors about observation and reporting of daily life occurrences in a biting way. Very rarely would he show the sympathy for his characters? The Necklace was also inspired by his clerical work experience in the Public Instructions Ministry.

Law v.s. Opinion Essay Example | Topics and Well Written Essays - 1250 words

Law v.s. Opinion - Essay Example Born on August 1, of 1930, he recently passed away on January 23, 2002. His views embody the disciplines of many tenets including: philosophy, literary theory, sociology, and anthropology. He is the protagonist of the world of sociological studies, and he opposed and debunked some of the most prevalent antagonisms in the genre. His most popular work is Distinction: A Social Critique of the Judgment of Taste. In the 1967 study, he interprets how members of the upper class define taste as an aesthetic. He finds that the public has no genuine representation in democratic societies. Pierre Bourdieu asserts that public opinion does not exist. This poses the question, how should we conceive public opinion If it is true that the public does not exist, than the real question is, whose opinion is public opinion Rational Choice Theory poses that idea that human beings form their opinions and decisions based on collective observations and calculations. It also assumes all individuals are well informed of all of their options and that it is an inherent human tendency to think everyone makes decisions this way. If this is true, it would explain the blind faith people have in public opinion. It is a faith so devout, it often sways and molds popular culture ideals. Pierre Bourdieu strongly negates this view. According to his perspective, if there is no public opinion then, the courts judge based entirely according to the law, and their own personal judgment, which we perceive in compliance with an imaginary public. The constitution ends up having a very significant say in the lives of the people. This forces us to look at its core creation by the Federalists and the government that has grown to live by it. The government we have today has come a long way since it's creation by the Founding Fathers. With the new disappointments arising towards the current administration, many have begun to question and asses the purpose of the constitution structured by the Founding Fathers and how it still applies to us today. Some go so far as to suggest that the federalists who framed the constitution insisted on limited federal involvement, but the history of America shows this is not the case. The Federalists protested limited government, while secretly creating a constitution that might one day form into an all powerful force. In fact, history shows that every official in any given office usually tends to take actions to increase the power of the government, whether state or federal, regardless of party classification. This is a formula specifically structured to maintain a minority class of wealthy elite to rule over the majority. The only difference between then and now is technological advancem ent and experience in the elitist control of the masses. If it were not for the presence of these traits in American society, there would be no real physical change to analyze. In a sense, nothing has really changed; money is still as much the emperor of our nation now, as it was then. Until the twentieth century both scholars and the public revered the Framers as demigods and canonized the Constitution as the crowning symbol of a democratic revolution against tyranny. However, the many publicized political and corporate scandals of the Progressive Era in the late nineteenth and early twentieth centuries influenced historians to begin viewing the Constitutional

Investigatory Project Physics Essay Example for Free

Investigatory Project Physics Essay The objective: The objective was to see which colored jars had the highest emissivity (or absorbed heat the fastest) which colors radiate heat the fastest by performing independent tests for heating cooling the colored jars. Methods/Materials Nine of the 10 small jars were painted on the outside with different colors of enamel paint. The 10th jar was used as the control variable. For the heating testing, the colored jars were divided into 3 groups. Group 1: red, blue, yellow; Group 2: gold, silver, black; Group 3: white, green, purple. Each jar started with 80 mL of 24 degree C tap water. The worklight had 2 high-powered lights of 500 watts each and 4 jars were tested at a time (each group was tested 1 at a time; one jar always being the control) for a total of 3 tests for 1 heating trial. There were 2 jars per light, both 20 cm from the light and 3 cm from each other. The 4 jars each had calibrated glass thermometers in them to monitor the water temps. A foil wall was put between the 2 lights to keep light heat from affecting the other lights jars. The temps were checked every 10 min. for a 100-min. period and recorded. For the cooling trial, 59 degree C water was poured into the 10 jars. The temps were checked and recorded the same way as the heating trial. Results The green jar heated the fastest with its temp rising to 63 degrees C at the end of the period. Blue followed with 59 degrees C. Black was near average, with 52 degrees C. Gold stayed coolest with 41 degrees C. All colors cooled at almost the same rate but Black always had the coolest temp compared to the other jars. Conclusions/Discussion The hypothesis was incorrect in the heating trial, but was supported in the cooling trial. During research a picture of the visible spectrum was found, showing blue and green with the thickest bonds. Maybe thats why the blue and green jars heated the fastest appeared to have the highest emissivity. The black jar cooled the quickest maybe because its color had the jar absorb the heat from the water. Green appeared to have the highest emissivity. It may be linked to why chlorophyll is green. If the colored jars were placed under a light source, the darkest color of the set would heat the fastest (or have the highest emissivity); if all colored jars were cooled from the same temperature, the darkest would cool the fastest.

Insight On Necrophilia,whats T Essay -- essays research papers

Insight on Necrophilia (1999)   Ã‚  Ã‚  Ã‚  Ã‚  The author Barbara Gowdy has succeeded in “We so Seldom Look on Love'; to arouse our curiosity through a romanticized depiction of what most would consider a sin, necrophilia. It is most probable that society in the nineteen fifties influenced the style and choice of characters to explore such delicate and obscure behavior. Barbara Gowdy proved herself to be very clever by opening a passage through the soul of a young woman, in order to humanize the inexplicable lust for dead flesh. What better way to translate imagination in its purest form than through the soul of a young women: “When you die and your earthly self begins turning into your disintegrated self, you radiate an intense current of energy.'; (p. 1) Certainly the author wishes to offer an approach to necrophilia that defies the reader’s expectations. The idea that such a disturbing behaviour can evolve in the heart and body of a girl at such a young age, can alter the reader’s preconception on the necrophiliac’s physical and emotional profile: “Necrophiles aren’t suppose to be blond and pretty, let alone female.'; (p. 4) With this statement, Barbara Gowdy reinforces the contrast of the story versus the judgement of her society in the fifties. When the author decided to explore a controversial matter of sexual nature, such as necrophilia, she made a thoughtful decision by choosing ...

A Discussion of Environmental Changes Affect Organisations

There are two types of the term environment, internal and external; both of them can be changed. Recently the global environments are changing and will keep changing, either the internal or the external. As the very famous butterfly effect theory, a small change at one place in a complex system can have large effects elsewhere. A tiny environmental change can badly affect a organisation itself. This essay is going to discuss the influence of the environmental changes effect the organisations in both sides, positive and negative. The most important factor to an organisation is the market; it is like the blood for a corporation. In the current situation, globalisation acts the main role of business. Which means any organisation has the opportunities to meet the global market? Therefore the marketing division in each organisation has to consider the global environment can change the market share percentage. For instance, the natural environment getting more and more polluted, and consumers choose products more carefully. So the quality of products also have to be more carefully monitored, otherwise customers will choose the products from the competitors and the corporation loses the market. Another example is the global economy. It is well known that the finance crisis in 2008 affect most entities all over the world. The ex-market might never need the products or could cut down the needs. Or those ex-markets do not exist any more. So the external environment can definitely change the market. Other the other hand, external changing environment could bring new market. Any new changes can create new wants and needs, thus the new creation can be found for cater to the needs and wants of customers. Secondly, the changing environment affect the resourcing include the natural resources and human resources. It is undeniable that the resource on earth is getting less and less, and most of them are non-renewable. Since children, we were told that the last drop of water will be human being’s tear. With the decreasing of the natural resources, the organisations will have to adjust itself to get with it. After finish the oil resources, how many oil based organisations can survive, like the car corporations? However, with the new inventions, there are more and more new power resources can be used. For instance solar, wind power, wave energy and nuclear. So the car industries can produce and sell cars using new energy. Changing from whether internal or external environment can make a lot differences on human resource. Talk about the human recourses, the new generation is called Generation Y, who have highly educated. Which means more and more talents from the entire world could get and work together. So more and more diversity and multi-culture can display in today’s organisations. Take Australia for an example, people in different age, gender, background, personality, educational level and so on can just perfect amalgamated. However, the diversity can also cause misconstrue, conflict or discrimination. Another important thing has to be mentioned is culture diversity. As we all know, the current society has became social diversification. Take Australia for example, more than 100 nationalities and cultures can be found in this continent. People who from different culture background can mostly examine the matter from different angles. Also, the changes of environment affect the managing, different environment requires different styles of management. In modern society, most multinational organisations need to consider that what kind of leadership is the best way to leader the local teams. To gain the highest profit, a good leader who can lead the team and motivate staff is highly necessary. A good manager can adjust his methods to cater to different requirement. For example, a good newly transfer manager could get into the local culture quite soon and respect it. And the changing environment can affect the decision making. Good management could never include personal moods or emotions, same as changes in working conditions.

Biography of William Shakespeare Essay

In the mid-sixteenth century, William Shakespeare’s father, John Shakespeare, moved to the idyllic town of Stratford-upon-Avon. There, he became a successful landowner, moneylender, glove-maker, and dealer of wool and agricultural goods. In 1557, he married Mary Arden. John Shakespeare lived during a time when the middle class was expanding in both size and wealth, allowing its members more freedoms and luxuries as well as a louder voice in local government. He took advantage of the change in times and in 1557 became a member of the Stratford Council. This event marked the beginning of his illustrious political career. By 1561, he was elected one of the town’s fourteen burgesses and subsequently served successively as constable, one of two chamberlains, and alderman. In these positions, he administered borough property and revenues. In 1567, he became bailiff—the highest elected office in Stratford and the equivalent of a modern-day mayor. Town records indicate that William Shakespeare was John and Mary’s third child. His birth is unregistered, but legend pins it on April 23, 1564, possibly because it is known that April 23 is the day on which he died 52 years later. In any event, his baptism was registered with the town on April 26, 1564. Little is known about his childhood, although it is generally assumed that he attended the local grammar school, the King’s New School. The school was staffed by Oxford-educated faculty who taught the students mathematics, natural sciences, logic, Christian ethics, and classical language and literature. Shakespeare did not attend university, which was not at all unusual for the time. University education was reserved for wealthy sons of the elite, mostly those who wanted to become clergymen. The numerous classical and literary references in Shakespeare’s plays are a testament, however, to the excellent education he received in grammar school (and to his ability as an autodidact). His early plays in particular draw on the works of Seneca and Plautus. Even more impressive than his formal education is the wealth of general knowledge exhibited in his works. His vocabulary exceeds that of any other English writer by a wide margin. In 1582, at the age of eighteen, William Shakespeare married the twenty-six-year-old Anne Hathaway. Their first daughter, Susanna, was baptized only six months later—a fact that has given rise to speculation concerning the circumstances surrounding their marriage. In 1585, Anne bore twins, baptized Hamnet and Judith Shakespeare. Hamnet died at the age of eleven, by which time Shakespeare was already a successful playwright. Around 1589, Shakespeare wrote his supposed first play, Henry VI, Part 1. Sometime between his marriage and writing this play, he moved to London, where he pursued a career as a playwright and actor. Although many records of Shakespeare’s life as a citizen of Stratford—including marriage and birth certificates—have survived, very little information exists about his life as a young playwright. Legend characterizes Shakespeare as a roguish young man who was once forced to flee London under suspect circumstances perhaps having to do with his love life. But the little written information we have of his early years does not necessarily confirm this characterization. In any case, young Will was not an immediate and universal success. The earliest written record of Shakespeare’s life in London comes from a statement by the rival playwright Robert Greene. In his Groatsworth of Witte (1592), Greene calls Shakespeare an â€Å"upstart crow†¦ [who] supposes he is as well able to bombast out a blank verse as the best of you. † While this is hardly high praise, it does suggest that Shakespeare rattled the London theatrical hierarchy even at the beginning of his career. It is natural, in retrospect, to attribute Greene’s complaint to jealousy of Shakespeare’s ability, but of course we can’t be sure. With Richard III, Henry VI, The Comedy of Errors, and Titus Andronicus under his belt, Shakespeare was a popular playwright by 1590. * The year 1593, however, marked a major leap forward in his career. By the end of that year, he secured a prominent patron in the Earl of Southampton and his Venus and Adonis was published. It remains one of the first of his known works to be printed and was a huge success. Next came The Rape of Lucrece. Shakespeare had also made his mark as a poet and most scholars agree that the majority of Shakespeare’s sonnets were probably written in the 1590s. In 1594, Shakespeare returned to the theater and became a charter member of the Lord Chamberlain’s Men—a group of actors who changed their name to the King’s Men when James I ascended to the throne. By 1598, he was the â€Å"principal comedian† for the troupe; by 1603, he was â€Å"principal tragedian. † He remained associated with the organization until his death. Although acting and playwriting were not considered noble professions at the time, successful and prosperous actors were relatively well respected. Shakespeare’s success left him with a fair amount of money, which he nvested in Stratford real estate. In 1597, he purchased the second largest house in Stratford—the New Place—for his parents. In 1596, Shakespeare applied for a coat of arms for his family, in effect making himself a gentleman. Consequently, his daughters made â€Å"good matches,† marrying wealthy men. The same year that he joined the Lord Chamberlain’s Men, Shakespeare wrote Romeo and Juliet, along with Love’s Labour’s Lost, The Taming of the Shrew, and several other plays. Two of his greatest tragedies, Hamlet and Julius Caesar, followed around 1600. Hamlet is widely considered the first modern play for its multi-faceted main character and unprecedented depiction of his psyche. The first decade of the seventeenth century witnessed the debut performances of many of Shakespeare’s most celebrated works, including many of his so-called history plays: Othello in 1604 or 1605, Antony and Cleopatra in 1606 or 1607, and King Lear in 1608. The last play of his to be performed was probably King Henry VIII in either 1612 or 1613. William Shakespeare lived until 1616. His wife Anna died in 1623 at the age of 67. He was buried in the chancel of his church at Stratford. The lines above his tomb—allegedly written by Shakespeare himself—read: Good friend, for Jesus’ sake forbear To dig the dust enclosed here. Blessed be the man that spares these stones And cursed be he that moves my bones. *The dates of composition and performance of almost all of Shakespeare’s plays remain uncertain. The dates used in this note are widely agreed upon by scholars, but there is still significant debate around when and where he wrote most of his plays.

Psy essays

Psy essays Three reasons why a neuron may not generate an action potential. The total input falls short of the threshold. The interaction between heredity and environment can be used to explain the development of schizophrenic disorder. The major areas in which biological factors could operate are in the genetic transmission of schizophrenia, neurotransmitter abnormalities, and brain abnormalities. Evidence strongly supports a genetic contribution to schizophrenia, probably involving more than one gene. The dopamine hypothesis argues that schizophrenia is caused by too much dopamine at critical synapses in the brain. The structure of the brain, the frontal lobe of the cortex is under active in people with schizophrenia. The Sociocultural Approach is that schizophrenia is reported more often in lower social classes, especially in urban areas. Poverty creates long-term stress. Aslo, people who are economically disadvantaged often find that their lives are controlled by other people, such as unreasonable boss or unsympathetic people in a welfare office. As a result, they may not have the opportunity to ta ke charge of their lives and cope effectively with stress. Two arguments in favor of using deception in research are as such: If researchers describe precisely what will happen during some studies, demand characteristics can distort the results and make them meaningless. Research participants rarely complain about deception in psychological research. Two arguments against using deception in research are as such: Researchers must keep in mind the important principle of respecting the dignity of other people. Also, researchers must avoid any research study that is likely to cause permanent harm to the participant. The roles played by hormones in the endocrine system are as follows: Hormones are chemicals released by the endocrine system, these hormones travel throu ...

Racial Formation - Definition and Overview

Racial Formation - Definition and Overview Racial formation is the process, resulting from the interplay between social structure and everyday life, through which the meaning of race and racial categories are agreed upon and argued over. The concept comes form racial formation theory, a sociological theory  that focuses on the connections between how race shapes and is shaped by  social structure, and how racial categories are represented and given meaning in imagery, media, language, ideas, and everyday common sense. Racial formation theory frames the meaning of race as rooted in context and history, and thus as something that changes over time. Omi and Winants Racial Formation Theory In their book Racial Formation in the United States,  sociologists Michael Omi and Howard Winant define racial formation as â€Å"...the sociohistorical process by which racial categories are created, inhabited, transformed, and destroyed,† and explain that this process is accomplished by â€Å"historically situated projects in which human bodies and social structures are represented and organized.† â€Å"Projects,† here, refers to a representation of race that situates it in social structure. A racial project can take the form of common sense assumptions about racial groups, about whether or not race is significant in today’s society, or narratives and images that depict race and racial categories through mass media, for example. These situate race within social structure by, for instance, justifying why some people have less wealth or make more money than others on the basis of race, or, by pointing out that racism is alive and well, and that it impact s people’s experiences in society. Thus, Omi and Winant see the process of racial formation as directly and deeply connected to how â€Å"society is organized and ruled.† In this sense, race and the process of racial formation have important political and economic implications. Racial Formation is Composed of Racial Projects Central to their theory is the fact that race is used to signify differences amongst people, via racial projects, and that how these differences are signified connects to the organization of society. In the context of the U.S. society, the concept of race is used to signify physical differences amongst people but is also used to signify actual and perceived cultural, economic, and behavioral differences. By framing racial formation this way, Omi and Winant illustrate that because the way we understand, describe, and represent race is connected to how society is organized, then even our common sense understandings of race can have real and significant political and economic consequences for things like access to rights and resources.Their theory frames the relationship between racial projects and social structure as dialectical, meaning that the relationship between the two goes in both directions, and that change in one necessarily causes change in  the other. So, the outcomes of a racialized social structure- differentials in wealth, income, and assets on the basis of race, for example- shape what we believe to be true about racial categories. We then use race as a sort of shorthand to provide a set of assumptions about a person, which in turn shapes our expectations for a person’s behavior, beliefs, worldviews, and even intelligence. The ideas we develop about race then act back on the social structure in various political and economic ways. While some racial projects might be benign, progressive, or anti-racist, many are racist. Racial projects which represent certain racial groups as less than or deviant impact the structure of society by excluding some from employment opportunities, political office, educational opportunities, and subject some to police harassment, and  higher rates of arrest, conviction, and incarceration. The Changeable Nature of Race Because the ever-unfolding process of racial formation is one carried out by racial projects, Omi and Winant point out that we all exist among and within them, and they inside of us. This means that we are constantly experiencing the ideological force of race in our everyday lives, and what we do and think in our everyday lives has an impact on social structure. This also means that we as individuals have the power to change the racialized social structure and eradicate racism by changing the way we represent, think about, talk about, and act in response to race.

On Management Essay Example | Topics and Well Written Essays - 750 words

On Management - Essay Example It is always easier to come up with business goals than actually establishing and executing the required strategies to achieve these objectives. Being a manager is not just being able to show profits at the end of the year but being in charge of the critical daily business processes to work for it. Good management is indispensable to the success of any organization. The failure or success of any business institution lies in the hand of its management team as they "lay the company's long term direction, develop competitively effective strategic moves and business approaches and implements what needs to be done internally to produce day in and day out strategy execution" (Strickland, 4). Put simply, the manager is the major driving force that directs the organization to its expected end. In school, we are taught that manager has four primary functions-planning which refers to identifying the goals, objectives, and the business plans to achieve them; organizing which identifies and sets the necessary resources to execute the business plan; directing which includes pointing, leading, and managing employees to achieve organizational goals; and controlling which involves the evaluation process carried out by the organization to check if the actual performance of the company matches the devised business plan (Allen 2). I believe that these functions are significant in the achievement of business goals. However, all these functions are too broad to discuss together, so this paper will only tackle the leadership function of management. Leadership is a critical and rigorous process of influencing and motivating people to achieve business goals. Though the goal of each leader is essentially the same, they craft different ways to achieve them by employing unique management and leadership styles which often leads to conflict as to whether what leadership technique is superior. Two leadership styles are often utilized in business operations-authoritarian and participative management. Authoritarian organizations follow the military type of organization where decision making is centralized and lies at the hand of the top management. Middle managers do as they are ordered, following the chain of command implemented by their superior. Authoritarian organization essentially operates a top-down management style, where the primary role of managers is to transmit orders. Also, authoritarian organizations view that workers hate work and that they need to be compelled to the task demanded from them. This implies that the achievement of the company's goals can only be achieved through force. Authoritarian managers do not motivate their employees to perform well in their job. Their main concern is the achievement of a certain goal at the expense of their employees. ("Role of Managers under Different Management Styles" 38-51) In a participative management style, works are delegated to the employees and managers largely coordinate with the group work. Also, responsibilities are accepted and performed by the employees knowing they will be held accountable for the quality of their work. Work is viewed as a source of satisfaction or frustration depending on the manager's and organization's chosen style of leadership. People who derive satisfaction from their job will then perform the best way that they can while those who obtain frustration from it will tend to perform badly. Thus, managers highly motivate their em

French Discussion (Choosing a cadidate for a job) Essay

French Discussion (Choosing a cadidate for a job) - Essay Example et culturels, comme  «Ã‚  Communautà © et Diversità ©Ã‚  !  Ã‚ », un grand projet annuel qui rà ©unit des politiciens, hommes daffaires, des personnalità ©s culturelles et des reprà ©sentants des plusieurs organisations non-gouvernementales pour un dialogue sur les problà ¨mes plus importants de la socià ©tà © comme la pauvretà ©, la violence et la discrimination, en proposant des solutions concrà ¨tes pour ces problà ¨mes et en donnant des fonds matà ©riels pour les solutionner. Il a des bonnes recommandations et il nous a laissà © une bonne impression aprà ¨s l’interview, parce qu’il est enthousiaste, à ©nergique, il dit qu’il aime le travail, en plus, il n’est pas marià © et il affirme qu’il peut donner tous son temps pour accomplir sa tà ¢che. En plus, ses connaissances d’anglais sont bonnes, il a prix des courses pendant trois ans. Le deuxià ¨me candidat est Mademoiselle Annette Girard, 22 ans, licencià © en gestion à ©conomique, spà ©cialisation entreprise, mais elle a fait des cours parallà ¨les pendant deux annà ©es pour obtenir une diplà ´me en administration touristique. Elle a fait parti de diffà ©rents projets culturels, parmi lesquels le projet europà ©en  «Ã‚  Discover the Culture  Ã‚ » (Dà ©couvre la Culture), qui a eu lieu en Lituanie pour deux semaines. En plus, elle a gagne le premià ¨re place dans le concours international  «Ã‚  The People Speak  Ã‚ » (Les Gens Parle), en consà ©quence elle a participe dans la confà ©rence internationale organise dans le sià ¨ge des Nations Unis à   New York- un dialogue sociale et culturel entre les jeunes reprà ©sentants de 13 pays. Elle est une personne dynamique et captivante et elle n’est pas marià ©e, donc elle peut consacrer tout son temps à   diriger le projet. Elle a travaille comme organisateur des à ©và ©nements dâ₠¬â„¢entreprise, mais elle a beaucoup d’expà ©rience en travaillant avec des personnes qui viennent des pays diffà ©rents. Ses connaissances d’anglaise sont trà ¨s bonnes, elle a le premier certificat Cambridge et des trà ¨s