Sport Journalism, a view of the world, or a view generated by the dominant male supremacy?

The media is a powerful tool, which shapes the views and ideas of society, ‘the print media is an influential socializing agent in that it informs and entertains the reader and encourages social integration and social change by values, ideas and attitudes it presents' (Eitzen and Sage, 1995, p78). When the media has such an important effect on society, is it right that male journalists dominate the media, in a sense serving to maintain and preserve patriarchal relationships. Although there have been many changes in the treatment of females in society in the past, many females are still excluded from numerous professions. Certain institutions frown upon the entry of females, as advancements made by females in society decreases the amount of men in dominant positions in society. This is shown by the small number of ‘male preserves' (Elias & Dunning, 1986, p268) left in today's modern society. However, one institution that seems unable to accommodate change, for the sake of protecting its ‘male preserve' (Elias & Dunning, 1986, p268) is the print media. The media is increasingly becoming more of a male preserve, due to ever-growing equality females strive for; many men's clubs have vanished, as they would rather shut than accommodate females, and erase issues of equality. Therefore the print media is an important site for this male preserve, ‘our newspapers are run like old boy's clubs' (Stratford, 1992, p130). Even when females have broken in to the sports journalism profession, it is still under the dominant ideologies of a male supremacy. Entry is possible for women, as long as no attempt is made to alter or even question the status quo' (Stratford, 1992, p130). The only way females can be involved in the sports journalism world, is to reject the issues that display feminine power, in addition they also have to adopt the dominant ideologies of a male society. ‘They wanted the jobs: therefore played by the rules in order to get them, the rules were not changed to facilitate the progress of other female journalists after them. Long hours, drinks with the boys and a disregard for childcare remain the norm' (Stratford, 1992, p130). Although females do break in to the media profession, this most commonly comes in the form if a television reporter. As sports journalism portrays the journalist's personal opinions, where television reporters are presented with scripts to shape the ideals of viewers, the only important thing on television is image, which is more often than not an attractive female. The profession of sports journalism in the print media is one of the most gender specific in modern society. ‘Sport is a male preserve and at the part it plays, relative to other sources, in the production and reproduction of masculine identity' (Elias & Dunning, 1986, p268). The print media has always been run by a dominant male supremacy producing a masculine identity, with jobs of highest priority, which shape the views of society such as journalist, more often than not given to men. This dominance of males in the media raises issues, which are constantly raised over the treatment of females in society, especially over the stereotypical coverage they receive. Therefore, sports journalism in this light can not actually be classed as sports journalism, sports journalism is all about reproducing and portraying the views of society, and giving everyone a equal voice. However, the media is so one sided it clearly cannot achieve this successfully. Although journalists, claim to be reflecting the attitudes of society rather than shaping men, recent national trends indicate that, with respect to women's lives, they lag behind dismally' (Stratford, 1992, p134). Affect of Bias In Sports One major area, which is affected by the dominance of a male hegemony is sports journalism. A large number of achievements are lost in the media concerning female athletes, due to the stereotypical coverage they receive. This negative coverage is the production of having a print media, which is run by men, as they will never be able to write about females from a female perspective. Their ownership by rich, white middle aged men, and their editorship usually by the same type of men, explains the difficulties they have in reflecting recent changes in society in any but the most stereotypical ways' (Stratford, 1992, p130). The media frequently directs the reader away from the success and the strengths of female athletes, and towards the typical stereotypes of women. Journalists achieve this by the use of narratives, which is the forming of a story, ‘narratives provide drama, human interest and appeal necessary to attract and keep viewers' (Higgs and Weiller, 1994, p234). Narratives often demonstrate traditional qualities associated with females, females successes are seen to be more challenging due to the struggles of their personal lives. ‘Women's sport is further denigrated in importance by a heightened focus on the athlete's personal lives' (Duncan, 1993, p234). Furthermore, females are repeatedly represented as being weak and depending on others, more often than not this figure comes in the shape of a man. This shows how narratives often reinforce inequalities in power and gender relations. These inequalities help to construct a hegemonic masculinity, which Humberstone (1990) labels ‘the reproduction of patriarchal gender relations in society' (Humberstone, 1990, p235). Therefore, it can be argued that the media is just a site where men are free to oppress females, and are free from criticisms. In essence, journalists can be seen as originators of patriarchy in society, as they help it develop and manifest itself on to the larger stage of society through their own accounts they present to society. People are inevitably affected by what media present them, if the writers of the media are predominately of one gender, then there is potential that another side of the story or noteworthy athletic accomplishments are being neglected' (Urquhart and Crossman, 1999, p199). Conclusion: In conclusion, sports journalism is a flawed profession. The whole concept journalism is to illustrate and construct an equal argument, giving no one group priority over the next. However, many accounts of sports journalism demonstrate that the majority of the time, coverage is biased towards men and their male perspective. This bias is especially evident when it comes to the case of females in the media, often females voices and opinions are lost and unequal arguments are created. Research into the absence of female journalists in sport has previously demonstrated that not one single article was written by a female until 1976 concerning articles surrounding the Olympics, in two Canadian newspapers. There was also only one article written by a female in the 1992 Olympics, this is one example of a male supremacy in the media. ‘Sports journalism is obviously a male stronghold' (Urquhart and Crossman, 1999, p199). In addition, a recent count showed that in two popular British newspapers, female journalists still suffer from oppression due to the dominant male operated media. With 100% of sport articles written by male journalists for the Independent, and 96% written by male journalists for the Times. This justifies the argument that sports journalism is essentially flawed, as the codes of sports journalism are rejected. ‘For example, the practice of sports journalism should revolve around a set of essentially ethical concepts: freedom, democracy, truth, objectivity, honesty, and privacy' (Belsey and Chadwick, 1992, pXi), yet sports journalism does not. Thus, sports journalism cannot be seen as a democratic and truthful process, sports journalism simply is the production of a dominant male society, trying to hold on to one of its ever-fading male preserves.

Adolf Hitler: a Leadership Analysis

Adolf Hitler BSM Portfolio Assignment This paper demonstrates Hodges University’s learning outcome of leadership. Kevin J. Van Dyk – Third Wheel Hodges University MNA4360 Leadership for Managers Professor Ron Harbour Due: November 7, 2012 Graded by BSM Instructor: __________________________ Grade Awarded: __________________________________ Introduction For the past seventy years, Adolf Hitler has been known as one of the most evil men in history. The Fueherer, as he was known, exhumed hatred and violence in his pursuit of power.A vile man, driven by violence and a lust for power, eventually drove himself mad with his own idealistic vision of what a perfect world would be, and how he would achieve it. While his motives may have been questionable, his ability to lead and influence people is not. This case study will analyze the leadership tactics utilized by Adolf Hitler, as well as the personal issues he had with himself, society and the world he lived in. Also, Hitlerâ €™s unmatched desire for ultimate power, which ultimately led to his demise, will be examined as well. Ambitious scarcely describes the intensity of the lust for power and the craving to dominate which consumed him† (Green, 2001, pg. 8). Leadership, though defined through text books as, â€Å"The ability to influence a group toward the achievement of a vision or set of goals† (Judge. 2013, 368), is not only limited to the ability to influence people. Leadership also includes the mental and physical maturity and knowledge to be able to influence people ethically and morally.The greatest problem with Hitler’s leadership was that he allowed his ego driven desire for power to become greater than his vision for his country. Without the ethical and moral standards, leaders become dictators, and most will become separated from their wits and end up with less than optimal results. Situation Analysis In Management: The New Competitive Landscape, Bateman defines situat ion analysis as, â€Å"a process planners use within, time and resource constraints, to gather, interpret and summarize all information relevant to the planning issue under consideration† (pg. 108).A situation analysis is a tool used to assess a particular situation and dissect the internal and external parts, focusing on the strengths, weaknesses, opportunities and threats of the organization in order to accomplish a goal. Internal Environment The internal environment, or the factors that Hitler can control, are in his eyes limitless. Hitler truly believed he was in control of everything. His goals were driven by hatred and a hunger for power. â€Å"Hitler was a master of nationalist appeal† (Green, 2001, pg. 13), and â€Å"speech was the essential medium of his power† (Green, 2001, pg. ). The way he viewed the world he lived in, Hitler was able to control everything and everyone around him through his ability to speak and influence. Anything he could not contr ol, he sought to destroy, which included but was not limited to the Jews, Marxists, Czechs, Poles, French, any intellectual and the educated middle class. From an outside perspective, Hitler was a selfish, hateful, spiteful, violent man with demented goals towards world domination, and essentially was a cancer to the world. External EnvironmentThe external environment, which includes the factors uncontrollable by Hitler, to him is non-existent. Hitler controlled his external environment through brute force and violence along with fear. Countries like France and Britain allowed him to act this way for a great deal of time, as well as did some of the smaller areas conquered by the Nazi forces. It’s wasn’t until Hitler’s ego driven motives were finally seen by the rest of the world did anyone begin to rise up against him. Eventually, the other worldly enemies of Germany were able to stand up against him.Hitler’s own arrogance also became an external factor, as towards the end, he was unable to control his emotions or separate his delusion from reality. Political turmoil combined with good timing allowed Hitler to rise to power legally and begin to rally the people of Germany behind his vulgar plans. SWOT Analysis A SWOT analysis is an evaluation a company’s strengths, weaknesses, opportunities, and threats (Armstrong, 2010, p. 77). A SWOT analysis is a useful tool in comparing a business, or in this case a character’s, traits to the situation and to other characters.A SWOT analysis for Adolf Hitler * Strengths * Passionate Speaker * Charismatic * Calculated * Gifted Actor and Politician * Weaknesses * Angry and full of rage * Defensive * Ego driven and selfish * He became convinced of his own infallibility (EGO) * Opportunities * Rose to power during a time of political unrest and indecisiveness in Germany * Master of surprise tactics: gauged the psychological effects * Threats * Anyone who interfered with his mission was an enemy of the people. * Intellectual and educated people.Hitler was a very passionate speaker that was incredibly adept to connecting to his audience in order to influence or persuade. The people he was speaking to would feel his passion. His charisma for speaking combined with the weak structure of Germany at the time made him influential beyond any other. He had the combined skills of an actor and a politician, â€Å"he could talk well and he had the actor’s gift of mimicry to amuse his companions. (Green, 2001, pg. 12), and everything he said and did had a calculated thought behind it.He was never caught off guard or accidently let anything slip, â€Å"he never let slip and unconsidered word. He never said what he did not intend to say and he never blurted out a secret. Everything was the result of cold calculation† (Green, 2001, pg. 7). Hitler’s own ego was his biggest weakness. The arrogance to believe that his was a â€Å"man with a mission, marked ou t by Providence, and therefore exempt from the ordinary cannons of human conduct† (pg. 9). Hitler also had no respect for any type of God or higher being, deeming himself as a supreme deity in his own eyes.Anyone that believes they are on a divine mission to destroy and conquer clearly needs a path back to reality. His anger and rage would often play through during his speeches, though it was stated that he would often catch himself, calm himself, flatten his hair and continue on as if nothing had happened, and he also had a tendency to be on the defensive, making excuses and pointing the finger at anyone but himself or his country for the shortcomings of the time. Hitler took advantage of a great opportunity in early 1930’s Germany. There was a time of political unrest and uncertain leadership.The leaders of the respective political parties were weak, and Hitler saw the chance to put his plan into action to build the perfect nation. Incredibly patient and a master of t he surprise tactic, he waited until the timing was perfect to seize any opportunity. The greatest threats Hitler faced would be anyone that he was unable to control. The intellectual and the well-educated didn’t buy in to his rhetoric. Hitler had one way, his way. If you weren’t with him, you were against him. Anyone that interfered with his mission was an enemy of the people. Problem IdentificationBeing a leader is not just about influencing people to achieve a goal; leadership has to do with the motives behind the organization and its goals as well. When a leader allows their own ego to dictate the direction of the organizational goals instead of what’s best for the organization, a problem will occur. Such is the case of Adolf Hitler. His ego driven desire for power outweighed the organizational goals for the people of Germany and the rest of the world. An idealistic perfect nation was a nice thought, but eventually the overly eccentric steps taken forced Hitl er across the line from leader to dictator.Best Choice of Action I truly believe that Adolf Hitler could have been the world’s emperor, had he not let his ego get in the way. His biggest threats at the time were Britain and France, who he had kept on their heels for the majority of his time in power. Instead of being aggressive and driving forward hastily, Hitler allowed his ego to define his decision making. A lack of advisors in addition to an incredible ego cost him his empire. At one point Hitler said he would rather lose Germany altogether than surrender. The best choice of action for Hitler would have been to not be so closed off and untrusting.To appoint a cabinet of trusted officials that could help him objectively make a decision, as objectively as a genocidal maniac could possibly be, of course. With a little bit of an outside viewpoint, Hitler may have been able to see the flaws in his â€Å"Mission from Providence† and instead been able to be more efficient and effective in his plans for world domination. Characters Hitler had several types of power during his reign. Though seized through an opportunistic election, Hitler was granted Legitimate Power over Germany though their election process.The leader with legitimate power â€Å"has the right, or the authority, to tell other what to do. (Bateman, 2004, pg. 369). He also had Coercive Power, or the control over punishments. (Bateman). Hitler certainly used an Autocratic Leadership Model, which â€Å"makes decisions, then announces them to the group† (Bateman, 2004, pg. 374), He was also a very charismatic leader; charismatic leaders are â€Å"dominant and exceptionally self-confident and have a strong conviction in the moral righteousness of their beliefs† (Bateman, 2004, pg. 83). In addition to all this, Hitler was also a transformational leader, â€Å"Transformational leaders get people to transcend their personal interests for the sake of the larger community† (pg. 383). These qualities combined made Adolf Hitler the leader that he was, or at least the leader he started out to be. Once his ego and his own personal vendetta with the world clouded his vision for the organization, his empire began to crumble and his ability as a leader ceased. Student Use of Leadership OutcomeThis past week, Hodges University at PHCC was invited down to the main campus in Fort Myers in order to receive an award for outstanding leadership and activity. Although I am not currently the leader of this group, I seized this opportunity to go to the main campus and meet with the influential people within the university structure. As a new club at a satellite campus, the Ambassador Club was having trouble being noticed and acknowledged by the university. At this ceremony, I made sure to meet with the important department heads, deans and advisors in order to establish a channel of communication for the future.Our biggest problem as an organization right now, is tha t we are virtually unseen, by not only our community, but our university and campus as well. When I tell people I go to Hodges University, most people say, â€Å"Where’s that? † and â€Å"Huh? †. Even the students on PHCC’s campuses hardly know what Hodges University is. Our struggle with the university has been gaining the backing we need in order to secure a foothold within the community. A presence on campus and in the social eye would not only increase the student’s experience, but could possibly increase enrollment and student involvement.Our goal for the coming year is to show the university that we are getting noticed in the community and on our campus. We want to be noticed not only by the students, but by the administration as well in order to generate a better experience for students, alumni, faculty and prospective students alike. Learning to utilize the different types of power in leadership positions and when to use them allowed me to make the impression I needed to make in the presence of other leaders in positions of power. Conclusion Leadership is about more than just getting a flock of sheep to follow.Leadership is about having the moral and ethical maturity to influence people towards the right goals for the right reasons. Hitler lost sight of the moral and ethical end. He decided that his own diving ego was more important than the organization he was leading, which just so happened to be his nation of people. Hitler set out wanting to build a stronger, more dominate nation, a perfect nation above the rest. At first, he was charismatic and extremely effective. Once the leader loses the ability to influence, his ability to lead is gone.The people began to see how eccentric and evil and violent Hitler really was, and in effect, how unfit of a leader he truly was. Had Hitler had the moral ground ethical ability to continue to influence his people to follow him, the world may have ended up in a very different wa y. Reference Armstrong, G & Kotler, P. (2010). Principles of Marketing (14th Ed. ) Upper Saddle River, NJ: Pearson. Bateman, T. S. (2004). Management: The New Competitive Landscape (6th Ed. ) New York, NY: McGraw-Hill Green, W. , & McCarthy, G. (2001). Adolf Hitler. Oneonta, NY: The Hartwick Humanities in Management Institute.Judge, T, & Robbins, S. (2013). Organizational Behavior. Certification Statement I hereby certify that this paper constitutes my own original work and is properly quoted and cited where I have used the writings of another. Further, this paper has not been submitted for credit in any other Hodges University class or other college course or for publication elsewhere. Kevin J. Van Dyk You have 1 Essay Outgoing Title| Subject| E-Structor| Submission Time| | Hitler Case Analysis: Leadership| | Essay Center – 1 hrreview| | 11/06/2012 07:02:44 PM| You have 0 Question Outgoing Title| Subject| E-Structor| Submission Time|

Caesar Augustus Essay

It was the mid-1st century B. C. E. , Rome was ever-growing and the republic that once ran very smoothly was encountering many problems within itself. Wealthy land owners or patricians were gaining too much power and land and since Roman law read that only land owners could serve in the military much of the military power was reduced. Some people tried to change this, for example Tiberius, but his ideas were seen as controversial and he was assassinated in 133 B. C. E. One man named General Marius instituted a law stating that men didn’t have to own land to serve in the military. Soldiers still wanted land in return for their service though, and the general gave them land but this made soldiers more loyal to army officials rather than to the senate. After Marius retired Rome experienced a brief time of peace only to be broken by the Social War. The Social War was caused by the revolting of lower class Italians that were not entitled to full-citizenship and voting rights. This caused General Marius to come back. He ended the war and seized power of Rome. Marius died of old age and Rome started to become restless. In all of the turmoil there arose a powerful politician, Julius Caesar. Caesar created the First Triumvirate (three men) consisting of Caesar, Crassus, and Pompey (also known as Magnus). The Triumvirate really only made these men more powerful though and really didn’t help Rome overall. The Triumvirate disappeared when Crassus died and Caesar and Pompey started to fight. Caesar invaded Rome in 49 B. C. E. and became a dictator there. Then later Pompey was murdered in Egypt in 48 B. C. E. Julius increased the senate from 600 to 900 members to give himself more supporters. In five years Caesar held many powerful offices and almost succeeded in transforming Rome into an empire but was assassinated on the Ides of March in 44 B. C. E. Many wars took place after the assassination of Julius Caesar. His adopted son, Octavian, and his friend both formed the Second Triumvirate and defeated Caesars assassins in the Battle of Philippi. Many senators were killed during this time and it was not a good time for the republic. Eventually the Second Triumvirate dissipated and Octavian and Mark Antony turned on one another. Mark Antony married Cleopatra of Egypt and they committed suicide when Octavian invaded Egypt. Octavian became Augustus (exalted one) and now unofficially ruled Rome. Augustus knew that in order to successfully transform Rome into an empire he had to succeed where his father hadn’t. He supported the arts and technology. He rebuilt temples and created road systems. He pleased his people with holidays and special events. Augustus would even give free bread and wine to all of Rome’s citizens. The senate just had to sit and watch as Caesar Augustus became the total dictator of Rome. Literature grew exceedingly during this time. Under Augustus’ rule Rome entered the Pax Romana, the peaceful and golden age of Rome. So in the end Augustus obviously succeeded in the areas where Julius didn’t. Julius didn’t utilize his resources as well and didn’t realize that he needed to take away the senate’s power not enhance it. Augustus extended Rome to a great power and eventually fully ended the once-renowned republic. In a completely unnecessary comparison this story totally reminded me of the movie Star Wars, the fall of the republic and the birth of an empire. Anyways in conclusion, Augustus transformed Rome into an empire by gaining the loyalty of the citizens and soldiers while the senate lost its power. This man was so dominant that he even named the month of August after himself! Not many could have accomplished what Caesar Augustus did and many still marvel at his feats to this day. Caesar Augustus Essay It was the mid-1st century B. C. E. , Rome was ever-growing and the republic that once ran very smoothly was encountering many problems within itself. Wealthy land owners or patricians were gaining too much power and land and since Roman law read that only land owners could serve in the military much of the military power was reduced. Some people tried to change this, for example Tiberius, but his ideas were seen as controversial and he was assassinated in 133 B. C. E. One man named General Marius instituted a law stating that men didn’t have to own land to serve in the military. Soldiers still wanted land in return for their service though, and the general gave them land but this made soldiers more loyal to army officials rather than to the senate. After Marius retired Rome experienced a brief time of peace only to be broken by the Social War. The Social War was caused by the revolting of lower class Italians that were not entitled to full-citizenship and voting rights. This caused General Marius to come back. He ended the war and seized power of Rome. Marius died of old age and Rome started to become restless. In all of the turmoil there arose a powerful politician, Julius Caesar. Caesar created the First Triumvirate (three men) consisting of Caesar, Crassus, and Pompey (also known as Magnus). The Triumvirate really only made these men more powerful though and really didn’t help Rome overall. The Triumvirate disappeared when Crassus died and Caesar and Pompey started to fight. Caesar invaded Rome in 49 B. C. E. and became a dictator there. Then later Pompey was murdered in Egypt in 48 B. C. E. Julius increased the senate from 600 to 900 members to give himself more supporters. In five years Caesar held many powerful offices and almost succeeded in transforming Rome into an empire but was assassinated on the Ides of March in 44 B. C. E. Many wars took place after the assassination of Julius Caesar. His adopted son, Octavian, and his friend both formed the Second Triumvirate and defeated Caesars assassins in the Battle of Philippi. Many senators were killed during this time and it was not a good time for the republic. Eventually the Second Triumvirate dissipated and Octavian and Mark Antony turned on one another. Mark Antony married Cleopatra of Egypt and they committed suicide when Octavian invaded Egypt. Octavian became Augustus (exalted one) and now unofficially ruled Rome. Augustus knew that in order to successfully transform Rome into an empire he had to succeed where his father hadn’t. He supported the arts and technology. He rebuilt temples and created road systems. He pleased his people with holidays and special events. Augustus would even give free bread and wine to all of Rome’s citizens. The senate just had to sit and watch as Caesar Augustus became the total dictator of Rome. Literature grew exceedingly during this time. Under Augustus’ rule Rome entered the Pax Romana, the peaceful and golden age of Rome. So in the end Augustus obviously succeeded in the areas where Julius didn’t. Julius didn’t utilize his resources as well and didn’t realize that he needed to take away the senate’s power not enhance it. Augustus extended Rome to a great power and eventually fully ended the once-renowned republic. In a completely unnecessary comparison this story totally reminded me of the movie Star Wars, the fall of the republic and the birth of an empire. Anyways in conclusion, Augustus transformed Rome into an empire by gaining the loyalty of the citizens and soldiers while the senate lost its power. This man was so dominant that he even named the month of August after himself! Not many could have accomplished what Caesar Augustus did and many still marvel at his feats to this day.

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS Research Paper

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS - Research Paper Example The arrival of Italians in what is now referred to as Bolivia for instance changed the Bolivia political topography, with foreigners governing the land (Postero, 2007). That was until 2001 when Bolivia elected a president from one of the indigenous groups. This long reign by people who were not originally from these areas has caused tension among the indigenous people who felt hat not only are their rights not respected and given a place in the modern governments run by the foreigners, but also that they have been sidelined. Looking closely at the social-political issues in Latin amerce indicates that economic issues have contributed very much to these issues. The hype to push for the recognition of indigenous culture can be seen as fuelled by the economic depravation of most of these people. Most people who are of the indigenous origin in the Latin America are actually the most economically deprived as well as politically unrepresented. This has left a space for these people to feel that the new order of things is not part of then and that it is not in any way serving their interests. As a result, it has led to politicians of indigenous origins, with many politicians who are of indigenous cultural background using this hype as a way to hike up their popularity and get the votes from the indigenous people. This has been seen for example in Bolivia where the current president, the first indigenous since the arrival of the Italians five hundred years ago, used this hype for indigenous culture as a way to get the vote. He did not only use this to get the vote, but has also used this as a way to try to unite the indigenous groups after his election and also as a way to help in making sure that there is restoration of hope. However, this hype for indigenous culture has been criticised by many academics, describing it as a way for these indigenous politicians to get political edge. Part II: Discussion There is adequate literature on the issue of indigenous culture an d the definition of indigenous people in Latin America. In the recent times, it can be seen that scholars are finally having differing views in the politics of indigenous culture in many parts of the Latin America. As Hale (2004) says, in the past, the approach by many scholars has associated this push for traditional culture as a way for politicians to achieve their selfish interests by appealing to the indigenous people. But as Hale (2004)says, a closer look and a more critical look at these issues has indicated that this attitude by indigenous leaders is not only about them getting power, but that it is a deep seated need for most of these people to be able to connect with their past. However, in light of the fact that the so called foreigners have been in the region for over half a millennium, and also in the consideration of the fact that even the indigenous people have migrated within the Latin American from region to region, it becomes very hard to determine who is a foreigne r and who is indigenous (Stephen, 2007). For instance, people from the main Mexico regions are known to have migrated towards the Baja California region in search of better economic conditions. Although these people are indigenous Latin American, they are not indigenous to the Baja California region. In such a case, if issues of indigenous cul

All Worthwhile Learning Occurs in Educational Institutions Essay

All Worthwhile Learning Occurs in Educational Institutions - Essay Example This knowledge base takes a person through a variety of life experiences to help him or her practice a profession, meet people and basically, make a life. This paper discusses the fact that the process of worthwhile learning is not limited merely to educational institutions. The paper has been constructed in terms of a discussion of the determinants as outcomes of worthwhile learning outside the educational institutions. From there, it goes into finer details as far as aspects of those determinants of cognitive development are concerned. These aspects have to do with general and other competencies. Before launching into a discussion of the same, I have separated informal and formal learning so as to better understand the basis on which the determinants of worthwhile learning have been taken. ... It could be argued that any learning that contributes to the overall shaping of a person's cognitive development for positive interactions within their various spheres of operation are the de terminants of what learning is 'worthwhile learning'. Also, it is decided from his or her social position which affects the criteria of people of what is worthwhile due to the different needs and potentialities that exist in each social class. This fact raises some social issues about the inequality between people to gain access to privileged education (e.g. the notion of 'elite' universities) that will not be analyzed in this essay. So, the definition of worthwhile learning is a subjective view as according to Johnson: "One person's useful knowledge was another's useless ignorance" (see Johnson, 1988, p.23). But how do experiences structure any kind of learning Usually, it has been believed that the education system begins at home, for example involving the learning of specific sets of values. To begin with, the role of experience and learning from the same in one's life is one that fulfills the need to belong (Byram and Morgan, 1994). This sense of belonging rises from one's immed iate environment where there is focus on the values that one is born into and more characteristics of culture, region, and terrain. It should, of course, be acknowledged that not all learning in the home will necessarily be helpful as sometimes children can learn behaviors from parents that are not acceptable in a wider society like to be racist or sexist. The experience offers people first-hand knowledge of a variety of symbols (example) like judgment calls, decision-making process, and others, that one comes to associate with a place.

QUALITATIVE RESEARCH QUESTION Article Example | Topics and Well Written Essays - 1250 words

QUALITATIVE RESEARCH QUESTION - Article Example Findings: African American women had blurred ideas on their understanding of their condition and strategies to employ in managing it. There were also considerable factors that promoted or hindered their commitment to treatment. Implications: The study supports need for education on what hypertension is, managing hypertension and medication side effects, early screening for depression in hypertensive African Americans, developing cultural sensitive education material and formation of support groups. This paper is aimed to determine the ways through which African American women with high blood pressure understand their condition. This paper also finds out the strategies used by the women in managing hypertension through qualitative analysis. Hypertension is the leading cause of coronary heart disease and stroke in African American women. Compared to other groups, African American women have an earlier onset, a higher prevalence, more rapid progression of hypertensive end organ disease as well as mortality related to hypertension. Qualitative analysis should be intensive and non-biased. Qualitative research gives an in depth understanding of how African American women deal with their condition. Collection of qualitative data was done by interviews on a focus group of hypertensive African American women who were undergoing treatment for the disease from an ambulatory inner city free clinic in West Los Angeles. Twenty hypertensive women, aged 35 years and older, participated in the five focus group interviews. Attendance ranged from one to eight from the ten to twelve people that were invited. The study was approved by the University of California, Los Angeles Institutional Review Board. A flyer posted in appropriate areas of the clinic and neighboring areas was used to advertise the study. After sampling, participants were selected for the focus group. The sample collection procedures were clearly defined since the participants

Mental health and mental disorder module(psychososial studies Degree) Essay - 1

Mental health and mental disorder module(psychososial studies Degree) - Essay Example The existence of mental disease and the legality of the psychiatric specialization are not universally acknowledged. Depression is the most widespread disease of XX century. During all the past and in present century depression was considered as a normal condition of artistic, creative people. We heard more than once:  «I am in depression, live me along ". Nowadays, depression is a dangerous disease, which causes unfeigned suffering. The diagnosis of depression is not very easy task. The picture of the basic symptoms "is "decorated" with a variety of additional: difficulty to concentrate on any business, the attention "is floating". A known phenomenon "the lights are on but nobodys home" is from this area - it is necessary to re-read the same for thirty times to catch sense at last (is sclerosis a disease?). It is difficult to select word while communicating with other people, the string of conversation is constantly lost; there is a strange indecision, constant doubts even at performance of the most usual tasks. The self-confidence vanishes, it seems, that all the tasks are done wrong; the global feeling of fault may arise before relatives and friends, the person feels like a burden in the family, unnecessary, superfluous at work. His internal monologue sound approximately so: "I am a loser. I have achieved nothing and now full professional bankruptcy is waiting for me†. Both the past and the future are i magined gloomy and pessimistic. The person collects the most unattractive facts of the biography, completely ignoring those moments when he was happy, achieved success. From time to time there is an idea that, perhaps, the simplest way is to leave the life; there is diversified disorder of dream: it is difficult to fall asleep in the evening, general duration is reduced because of often awakenings, and as a result the wakes up at 4-5 oclock in the morning. There is also

As ocean temperatures increase, the intensity and strength of Research Paper

As ocean temperatures increase, the intensity and strength of hurricanes also increases - Research Paper Example Numerous impacts of this increase, on the other hand, were obscure until recently or are still obscure. Some researchers are presently discovering a relationship between the increment in ocean surface temperature and the increment  in hurricane intensity and frequency (Chan, 2012). Unless the increment in worldwide temperatures is not stopped or possibly slowed, hurricanes and other natural disasters may tend to keep on growing in duration and strength. It is crucial to see how global warming may incorporate with different variables known to prompt the development of hurricanes (Pielke & Laver, 2005). Anthropogenic components may be in charge of the warming of the globe. Greenhouse gasses discharged through the utilization of agriculture and fossil fuels, and, in addition, numerous different sources have prompted the greenhouse effect. The greenhouse impact causes the atmosphere to ingest more solar energy yet does not permit this radiation and heat out of the air. The more green gas in the environment, the more radiation and temperature that are caught or trapped and add to increased worldwide temperature (Yoshimura, 2006). Global warming or temperature increase has had a genuinely huge effect on ocean temperatures. Actually, records demonstrate nearly 1 degree Fahrenheit, around 0.5 degrees Celsius, warming of the seas in the past 50 years. Studies in sea or ocean temperature changes demonstrate that this sort of expansion is exceptional (Stenseth & Straile, 2007). Notwithstanding the increment in ocean surface temperature that has effectively occurred, it is anticipated that multiplying the air carbon dioxide, doubling, would prompt an extra temperature increment of 0.5 degrees Celsius. The liquefying of the polar ice caps additionally raises the ocean surface temperatures around the globe and adds to an increment in the rising heights of the seas. About 60% of hurricanes occurring in the Atlantic Ocean are developed from winds coming westbound

Opportunity-Development Approach to Helping Research Paper

Opportunity-Development Approach to Helping - Research Paper Example There has also been a changing of attitudes over time and this has improved the conditions of the people with disabilities or human service needs. The paper attempts to outline the issues in human services as well as attitudes in for the people with human service’s needs. Â  Human services are categorized into social services as well as mental services to people with special needs like disability and mentally retarded in the society. Human services involve offering services to people who require services like mental health services such as trauma, mental conditions, psychological issues and those that would like to change certain behaviors in their lives. Social services are mostly offered at the society level where many members in the society need assistance for basic needs to improve their quality life. Social services are mostly offered to the members who have developmental disabilities, the elderly, victims of drugs and crime and people who might be suffering from issues of immigration or refugees (Woodside 48). Â  Professional services are offered to the needy people in the society as a result of developed centers which offers services to the needy people. Nursing homes, rehabilitation centers, and other homes for the needy serve as good places to offer professional services. Family service programs are some of the best services that are offered to the needy people as the family workers offer a positive and safe environment where the needy people can be comfortable in. cases, where the needy people are catered by the agencies adopted, serve as a favorable environment to needy people because they feel a sense of belonging (Egan 445). Â  Mental health services are offered by specialists and professionals like psychologists who understand various mental needs of the patients and they have the skills for various needs.

MacBeth versions comparison essay Essay Example for Free

MacBeth versions comparison essay Essay There are many differences between interpretations of William Shakespeares MacBeth. This essay wall contrast Shakespeares original version and a movie version by Roman Polanski produced in 1970. Three major differences will be discussed. One difference between Shakespeares and Polanskis version is the absence of the scene in England in Polanskis version. In the Original MacBeth, MacDuff goes to England to convince Malcolm to return and fight MacBeth. The scene of the longest of the play; it is very drawn out and lengthy. Polanski simply eliminates this scene and shows Malcolm back in Scotland. The reason I feel that Polanski did this is that the scene detracts from the continuity and action of the play. The play is equally effective without the scene, and more streamlined. Another difference between the original and Polanskis version is the scene where MacBeth kills the king, Duncan. In the original, Shakespeare was not allowed to show the death of a divine right ruler, so he showed MacBeth coming out of the kings bedchamber after he had committed the murder. For Polanskis version, however, he had no such limitation, and could show anything that he chose, so he showed the actual murder of Duncan, where Duncan wakes up, and MacBeth cuts his throat after stabbing him. The reason that Polanski inserted this scene was to show how cold-blooded MacBeth was, and that he would do anything to achieve his goal of becoming king. A third difference is the use of the letter that MacBeth writes to his wife describing how he has become Thane of Cawdor and the witches three predictions. In the original, the letter was read by Lady MacBeth, and then not mentioned again. In Polanskis version, Lady MacBeth takes out the letter after everything with her and her husbands plan has gone wrong, reads it, and then kills herself. The reason that Polanski did this is that the letter is a useful device to cause Lady MacBeth to kill herself. She reads the letter, and its all this happy news, but she and MacBeth are miserable, and all the good things in the letter have gone awry. There are scenes also in Polanskis version which are not even included in the original. One of these such scenes would be the scene where the traitors from the war are being executed. They are brutally hung with cast iron brackets on their neck. This scene is very successful in showing the brutal treatment of traitors, the treatment that MacBeth would get if he was caught in his plan. The original did not do such a good job on this. Another of these such scenes would be the dreams that MacBeth has about Fleance killing him and Banquo helping him. Due to the extreme lack of technology in Shakespeares time, this was not possible. The dreams sequence serves to show how haunted MacBeths dreams are, and how worried he is about losing the throne to Fleance because of the witches predictions. There are many differences between these two version of MacBeth, and each of them, I believe, serves its own purpose to enhance and better the play.

Contemporary Issues In Health Policy Health And Social Care Essay

Contemporary Issues In Health Policy Health And Social Care Essay Expert knowledge; published research, existing research; stakeholder consultations; previous policy evaluations; the internet; outcomes from consultations; costing of policy options; output from economic and statistical modeling. This essay will explore the ontogenesis of evidence based health policy making whereby according to Buse et al (2005, p.6) health policy is assumed to embrace courses of action (and inaction) that affect the set of institutions, organizations, services and funding arrangements of the health system. The essay will use various case study examples to highlight the roles played by evidence from research, social and bureaucratic point of view. The National Institute for Health and Clinical Excellence (NICE) in 1999 gives advices on the betterment of acceptable health guidelines for prevention and treatment of diseases in England and Wales. The concept of policy making was not well know before as it these days. The two fundamental rationale for the establishment of health policy includes change in the public health policies and the health care policies ( Gray, p.95, 2001). Public health policy refers to improving the physical, social and biological surroundings. Health care policy refers to financial and administrative changes (Gray, p.95, 2001). Recently the policies are established based on evidence which was not the case before. Health policy making used to be more of recommendation or suggestion based in the past. Quantitative research evidence is likely to be more appreciated in delivering health services (Rycroft-Malone et al 2004). The rise of evidence based healthcare took place in the 1990s in such a way that healthcare researchers, professionals and the health system adopted research evidence for research in clinical decision making. This rise was entitled as evidence based healthcare movement (Davidoff et al. 1995; Sackett and Rosenberg 1995). The terminology evidence based policy has emerged from the notion of evidence based practice, both of them being ushered from evidence based medicine (EBM). The origin of EBM extended back to the mid 19th century in Paris (David L. Sackett 1997). EBM is widely used in the United Kingdom and in the United States by policy creators and therapist for promoting health and treating illnesses which signifies that EBM has both informative and scientific role . The development of evidence based healthcare was driven up by research-practice gap which means that it took long time for the effective interventions to come into clinical practice and it also took a long time to discard the interventions which were ineffective (Antman et al 1992). The problems of these interventions were classified as underuse, overuse and misuse by the Institute of Medicine (1999). For patients suffering grom heart attack , thrombolytic treatment for myocardial infarction is used as a treatment which decreases the chances of the patient to get another heart attack and it also decreases the mortality rate (Walshe, 2006, p.480). Since it had an evidence of a decade or more it became the poster child for the EBM movement. Example for overuse : merger of an organization due to difficulties in service quality, volume and monetory viability. Example of underuse : substitution of GPs with health care professionals for providing the basic healthcare treatment. It generall y involves the primary care and accident and emergency departments. Example of misuse : The fosterage and application of total quality management (TQM) (Walshe, 2007, p.481). Development of basis for evidence involves 8 principles (Kelly et al 2007) : Princliple 1: An assurance to the value of equity. Principle 2: Acquiring an evidence based proposal. Principle 3: Variance in technology. Principle 4: Gradients and gaps. Principle 5: Social values and its result. Principle 6 and 7: Social structure and dynamics. Principle 8: Clarifying partiality. The new labour government which was formed in 1997 declared publically that what matters is what works, directing a reform from imaginary or visionary theorization to a more practical and technological approach in which a negligible role would be played by evidence of effect and impact (Cabinet Office 1999). A variety of reports and data were generated by the Cabinet office and National office for evidence in policy making and the centre for Evidence Based Policy and Practice has been supported by Economic and Social Research Council (ESRC) (Jennifer Dixon, p.481, 2006). For conducting standardized and organized survey of the best evidence on the effects of social and educational policies and practices, The Campbell Collaboration was established (The Campbell Collaboration 2003). In 1997 the Canadian Health Services Research Foundation (CHSRF) was established by the government funds and its aim is to assist evidence based decision making in various health sectors( Dixon, p.481, 2006) . Health policy process involves diverse universal bodies like World Health Organization, the World Bank and the World Trade Organization (Rob Baggot, p.199, 2007). Health Policy Process also comprises of the nation states and their alliances, the G8 group of nations being eminently prevailing. Health policy is also influenced by a wide range of non-governmental organizations which represents professional and sectional interests as well as take up a position from which they can examine bureaucratic policies and recommend policies of their own (Chris Ham et al 1995). Health policy in the UK is formulated by authorities outside its communal horizon. The three key elements include global influences, international institutions and organizations as well as multinational corporations (Rob Baggot, p.197, 2007). Sackett and colleagues (1996) distinguishes EBM from EBP, and defines EBM as meticulous, accurate and wise application for the care of individual patients using current evidence in decision making whereas EBP is more about policy decisions for a group or bunch of people and not individual patients. In case of EBM randomized control trials are carried out which can raise certain arguments about outcomes, which is not the case with EBP. Black (2001) specifies that EBP in not merely a continuation of EBM but it differs qualitatively. The outcomes for policy generally depends on peoples thinking and judgemental behavior (Sackett et al 1996).There are two types of critical commentary for EBP, the first being internal critical commentary, which focuses on the appropriateness of the diverse range of methods for gathering, analyzing and using evidence as a foundation for recognizing and enhancing policies ( Head n.d.).. The external commentary is the second type of critical commentary which focuses on in what manner and place are the EBP benefaction more effective and the way in which they fit into the broad picture of policy debate and evaluation ( Head n.d.). Morgan (2010) recognizes six factors that forms the base for the growth of evidence based health policy (EBHP). They are as follows : The significance and advantage of having multi-disciplinary unit. The requirement to possess ample evidence substructure to draw upon. The indirect correlation between policy and research. The demand for policy exertion to be locally sensitive. The advantage of stakeholder engrossment. Aid from the national Government. These six factors yields a powerful foundation on which EBHP may be established (Morgan 2010). If these above mentioned factors are not satisfied in evidence based health policy then the consequence may be resistance of policy change. According to Carolyn Tuohy (1999, p.14) reformation occurs at certain favourable times and not others and it involves not only health care arena but also the political system. In addition, Tuohy (1999, p.14) mentions that reformation is influenced by various parameters such as history, series of reform and evidence based choice and two other terms which she outlined as institutional mix and structural balance. She describes institutional mix as the eveness of power between three main forms of social control : state hierarchy or authority based control; professional collegiate institutions or skill based control and market or wealth based control. She refers structural balance as the evenness of power between the three main stakeholders : the state, healthcare professionals and private financial interests. Tuohy argues that reform of healthcare would be different across different countries and would be incremental most likely. Evidence based health care focuses primarily on safety measures, analysis, detection and care of health related problems ( Haynes et al 1998). It is also important as well as necessary that the evidence based policy should be put into practice at the right pace, in the right position and in the right manner ( Haynes et al 1998). The outcome of the policies that are not designed properly or not tested may be detrimental (Tunis et al 2003). The data (i.e. efficacy and effectiveness) obtained for patients treatment is important but is not relevant for policy makers when it is considered for the constitution or implementation of regulations (Sturm et al 2002). Policy makers require evidence about healthcare proposals rather than efficacy and effectiveness data. According to Sturm et al (2002) randomized trials tend to be difficult in acquiring the information because RCT requires vast samples and a large unit, lesser duration would leave negligible time for conducting complex randomized studies and lastly there is a frequent change in the policy and healthcare arena. Ministers and civil servants must be willing to indulge themselves in the result monitoring which channels policy making (Ham, 1999, p.202). The clinicians and managers are not able to seek the evidence based practice because it is difficult to find the correct evidence for assisting decision making. The group of people who have high expectations for high quality evidence includes the clinicians, physicians, health policy makers, common public, patients and health care administrators (Tunis et al 2003). Amongst all of them patients and physicians more concerned for high quality evidence. The patients and physicians are guided by medical professional socities for shaping medical conclusions (Tunis et al 2003). Evans (2005) had analyzed the current reforms for over 11 European countries mentioned in the Journal of Health Policy Politics and Law. Evans (2005) observed that the reforms over the past 50 years were analogous , i.e. variation in the reform but parallel development. There are two apparent aspects of reform. The first aspect being the collection of payments for healthcare either by taxation or by mandatory social insurance which was linked to the World War II. The second aspect was the cost which was drive up by the highly motivated and intelligent opponents like the general practitioners and the pharmaceutical industries (Evans 2005). Nutley et al (2002) points out that a very narrow range of evidence is used by the United Nations in the public sector, precisely for research and statistical data, evaluation of policies and proficient information. According to Maynards (2005) observation the inadequacy of transperancy in describing public policy goals, creating trade-offs and allineating incentives was due to the underpinning of poor evidence of reforms in Europe. Evidence can be graded in terms of effectiveness in the National Service Framework on Mental Health (Department of Health ,1999) Type I evidence at least one good systematic review, including at least one randomised controlled trial. Type II evidence at least one good randomised, controlled trial. Type III evidence at least one well-designed intervention study without randomisation. Type IV evidence at least one well-designed observational study. Type V evidence expert opinion, including the opinion of service users and carers. Subtler strategies would be required by the clinicians to alter their usual procedure as evidence in itself is not adequate (Dopson et al 2002). Systematic reviews of RCTS are carried out in order to overcome inadequate evidence. These RCTs were reinforced by the development of Cochrane Effective Practice and Organization of Care (EPOC) team. Social values and political beliefs plays an important role in the development of evidence based health policy (Kelly et al 2007). A combination of social and political determinants of evidence on health would lead to a powerful response. Social beliefs produce injustice in health amongst the different classes of people. The rich and powerful population has got easy access to health services in comparision to the poor people who die at a younger age (Kelly et al 2005). The description and measurement of social determinants of health is a complex process. The psycho social model suggests that biasness based on the social status of an individual leads to stress which in turn produces a disease because of neuroendocrine response (Karasek 1996; Siegrist and Marmot, 2004; Evans and Stoddart 2003; Goldberg et al 2003). Environmental factors, proper sanitation and pure water, balanced diet, vaccination and good housing are essential for improving health (Graham et al 2004). Apart from socia l values and political belief situational factors like an earthquake or draught or some epidemic are also responsible for processing and implementation of policies (Buse et al 2005). Case Studies : Case Study 1 : Topic: European union policy on smokeless tobacco : a statement in favour of evidence based regulation for public health (Bates et al 2003). The significant aim of tobacco control campaigning is reduction of ailment and death from malignancy, cardiovascular disease and lung disease. Bates et al (2005) case study is about the ill effects due to tobacco and substitution of tobacco by smokeless tobacco. Tobacco contains an addictive substance called nicotine and because of nicotines addictive property many users are not able to quit smoking. Smokeless tobacco is considered to be les injurious as compared to smoking cigarette and there was a proof from Sweden which implies that it is used as a replacement for smoking and smoking cessation. This substitution is substantial argument which depicts that Sweden has the least tobacco related diseases. It is difficult for chain smokers to quit smoking but an alternate option to it could be meagrely dangerous forms of nicotine replacement therapies (NRT) may also reduce harm. Proofs from Sweden implies that snus can be used as a replacement against smoking and it has half mortality rate in comparision to other EU. Chewing tobacco like guthka and paan are officially forbided in the EU but is eminently lethal and Bates et al (2003) suggestion might eradicate more products from the market. In the entire Europe, Sweden ranks least smoking prevalence for male and female. Snus is 90% less injurious as compared to cigarette and the mortality rate can be declined if we use it in a limited manner. Smokeless tobacco is also harmful but to a lesser extent as compared to tobacco. For eg, the products made of smokeless tobacco in India and USA leads to oral cancer. In india the prime reason for oral cancer is smokeless tobacco. Diseases related to deaths in Europe due to smoking includes chronic obstructive pulmonary disease (COPD) and lung disease. However, smokeless tobacco do not produce these above mentioned diseases. A complete ban on the products that are least injurious forms of smokeless tobacco should be substituted by a regulation for all products that are smokeless instead and the products that are seriously harmful to the society should be eliminated. This policy is fair, rational, beneficial for chain smokers, self control might be developed amongst the smokers, toxicity controls would be applied and it might prove to be beneficial worldwide. Case Study 2: Topic: Translating research into maternal health care policy: a qualitative case study of the use of evidence in policies for the treatment of eclampsia and pre-eclampsia in South Africa: (Daniels et al 2008). Deaths of pregnant women and infants due to eclampsia and pre-eclampsia is one of the prime concern of the society. A qualitative case study approach was used in South Africa for analyzing the policy procedure. This case study explores about the usage of magnesium sulphate in curing pre-eclampsia and eclampsia in South Africa from 1970 to 2005 for which RCTs and systematic analysis were carried out. Pre-eclampsia and eclampsia are one of the prime reasons for maternal and infant morbidity and mortality universally and this is the case generally in developing countries. South Africa did not have a national maternal care policy before 1994 and hence every institution had its own guidelines for treating eclampsia and pre-eclampsia. In the mid 1990s the democratic government changed and various health policy reforms took place which resulted in the formation of new national policies for maternal care. These policies were evidence based and evidence was generated from RCTs and systematic reviews. The new government identified the health of females and children as a first concern and gave greater importance to it. The new government engaged academics in policy making from local networks in the National Department of Health. The local academics had much more understanding of evidence based practice and they used their strategies for policy process. The research identifies that affiliation amidst knowledge generation and application is critical thus research in healthcare policy making is also converted into an attempt to study. If pregnant females are suffering from hypertension it may lead to her death. Hypertension was regarded to be the main cause of death for females in 1998. Evidence was generated from research by doing two multi-center RCTs and three systematic reviews which shows that magnesium sulphate is effective in curing eclampsia and pre-eclampsia. Garner et al elucidates that in 1995 a survey was carried out which shows that magnesium sulphate was the most promising drug in curing eclampsia. This study thus uses evidence from research for developing guidelines and policies for maternal health. Case study 3: Topic: The impact of Chinas retail drug price control policy on hospital expenditures: a case study in two Shandong hospitals(Meng et al 2005). This is a retrospective case study which deals with the cost reduction of retail drugs and medicines in two Shandong hospitals in China. For the past two decades the pharmaceutical expenditure in China is found to be more than the overall economic growth (Wei 1999). Pharmaceuticals contributed to about 44.4% of the total health cost in 2001 in China. Hence the Chinese government adopted a systematic approach in cutting down the costs of retail drugs. In order to bring a change in the retail costs of drugs the financial data and records were viewed and analyzed. For the examination of the changes in the cost tracer condition approach was used and cerebral infarction was the health issue. About 104 and 109 cases of cerebral infarction were selected from the two hospitals prior to reform as well as after reform. The usage of drug was measured on the basis of prescribed daily dose (PDD). The usage of the drug after reform can be viewed from the literature of the hospital. But it was obse rved that even after implementing the pricing policy in the two hospitals the usage of drugs increased rapidly. In the provincial hospital there was a significant decrease in drug utilization whereas in municipal hospital there was a drastic increment of 50.1% even after reform. The provincial and municipal hospitals spent about 19.5% and 46.5% of the expenditure respectively on the top 15 drugs for treating cerebral infarction whose costs have been decided by the government and this took place after reformation. Allopathic drugs accounted for about 65% and 41% in the provincial and municipal hospitals respectively, though it did not had sufficient evidence for safety and efficacy in treating cerebral infarction. The Chinese government brought about a change in its policies for drug pricing after 2002 so that a control over the pharmaceutical expenditure could be made. In order to overcome the conflicts in pharmacy settings, countries such as Sweden approached direct salary compensation of the pharmacists. The drugs which came under the category of Urban Health Insurance Scheme were set up by the State Commission of Development and Planning. Policy makers have made a number of efforts in order to reduce the cost of pharmaceuticals. Various initiatives taken by the policy makers include preparation of a drug list, sharing costs for various schemes on health insurance, monitoring the GDP of hospitals and marking up regulations. The drug list includes two types of drug: Part A and Part B. Central government decides the cost of drugs for Part A and Part B but Part A drugs are generally used by the retailers whereas Part B drugs are used by the provincial government. Utilization of the drug along with the price determines the drug expenditure hence there should be rational usage of drugs and the prescribers should use various strategies for controlling drug expenditure. Conclusion : According to Walt (1994, p.1) since health policy is about power and processà ¢Ã¢â€š ¬Ã‚ ¦. It is concerned with who influences whom in the making of policy and how that happens. Health policy is all about decision making, consistent approach, expertise knowledge and positive action and it is emanated by senior officials, directors, ministers and government bodies. Evidence based policy stimulates a crystal clear and parallel application of evidence in health policy framework. Policy making is influenced by various social values and political belief like racial minority, holy belief, statistical features, unhealthy conditions and contagious diseases. Evidence based healthcare movement brought about a drastic change in the 1990s for the development of health protocols. Scientific research or RCTs play a key role in the development of EBP making. Incorporation of the contemporary nonpareil evidence would decline the hindrance between the creation of evidence and its appliance, and there would be an increment in the bulk of patients to whom the best treatment is offered. Bates case study is more of social belief because the public should co-operate with the health professionals to quit smoking. Even though he replaced tobacco by smokeless tobacco, it is still harmful to health. From the above mentioned case studies it can be observed that not all the health policies are implemented because of issues related to the government or the common public. Policy makers in the earlier period were not aware of the health protocols in depth as they are today and this awareness among the policy makers is brought by reformation in the public health protocols and the healthcare protocols. The support and approval from the government is mandatory for the implementation of the policy which indicates that political support plays more important role than the social support in developing policy.

Motives for British Imperialism in Africa Essays -- Imperialism Africa

Motives for British Imperialism in Africa Before the Europeans began the New Imperialism in Africa, very little was known about the inner parts of the continent. However, after some explorers delved deeper into the heart of Africa, the Europeans soon realized how economically important this area was, and how much they could profit from it. At the time, Britain had only small occupations of land in Africa, but after they realized that they could make money from the rich resources from the inner regions of Africa, they wanted to invade the African countries and take over. This led to the scramble and ultimately, the partition of Africa. During the Age of Imperialism, from 1870-1914, Britain was a major country, which proved to be true in the â€Å"carving up† and division of Africa. Britain was one of the strongest of the European countries, and had the power to take over much of the most valuable lands with the most rich and abundant supplies of raw materials and other resources. There were five main reasons for their imperialism. They were political and military interests, humanitarian and religious goals, ideological, exploratory, and lastly, but most importantly, economic interests. As for the political reasons, Britain simply wanted to remain competitive with other countries, such as Germany and France. At the time, the British had no allies, and the other countries such as France and Germany, were getting economically more stable. By taking over Africa, and setting up colonies, they would have allies and a sense of protection. Germany and France were also some of the bigger powers in Europe, and the British feared them because they needed to keep up with the competition of their rival countries. They were pretty much forced to practice imperialism because of the growing threat of Germany and France. The British continued to be imperialists until the beginning of World War 1, in 1914, because they feared that they might lose their empire. They conquered and added on many parts of Africa, such as Egypt, South Africa, Nigeria, the Suez Canal, etc†¦ In most cases, the reasons for this was that were able to colonize these people and gain alliances with them an d also to send out the message to other countries that they were still competitive. One prime example of this, was how Britain bought the Suez Canal into their own power. Fredinand de Lesseps, a Frenc... ...e from India. That was the underlying tenet of all British imperialism. Throughout history, the British have been a nation of sailors and businessmen. With the dawn of the imperial era, money began to equal power, and the wealth of the British elevated them to the top of the world. As Sir Walter Raleigh said, "Whosoever commands the sea commands the trade; whosoever commands the trade of the world commands the riches of the world, and consequently the world itself." India was where the riches of the world came from, the jewel in the crown of the British Empire. The British needed to dispel the threat of other Europeans in Africa to maintain control of India, and they did so efficiently. They quickly gained control of both the major sea routes to India and then turned their eyes to the rest of the continent. Whether the British were trying to foster public support or prevent another nation from becoming a threat, all British actions in Africa were directly or indirectly linked to India. The British were motivated by their desire to become powerful, and they skillfully combined enterprise and conquest to create a globe spanning empire centered around the wealth of India.

The bulest eye :: essays research papers

Claudia and Frieda MacTeer live in Lorain, Ohio with their parents. Their lives are hard, but their parents provide a stern and loving household. To make money, their parents take in a boarder, Henry Washington. Soon after, another young girl, named Pecola, comes to live with the MacTeers after her father, Cholly, burned down her house. The three girls become friends. Pecola loves milk and Shirley Temple; it quickly becomes clear that she believes that all things Caucasian are beautiful. It also becomes clear that Pecola considers herself ugly because she has such strong African features. She does not believe she can be loved. Pecola eventually moves back in with her family. Life there is not pleasant. Her father is an alcoholic, her mother is distant, and the two of them often fight. Pecola's older brother, Samuel, often runs away from home. Pecola also runs away but into her own fantasies: she dreams of having the bluest eyes in the world. Pecola's life away from her family is no better. She is often picked on and called ugly by those around her. Claudia and Frieda realize that the entire neighborhood agrees with Pecola that Caucasian features are beautiful. Pecola's parents have both had difficult lives. Pauline always felt like an outsider in her family and constantly suffers through feelings of loneliness and ugliness. She wants to love her daughter but finds Pecola unattractive. Pauline works for a wealthy white family and finds her solace in their house and in movie theaters showing the glamorous white world. Cholly was abandoned by his parents and brought up by his aunt. He was often humiliated by white people and built up a great rage toward whites and women. When he met and married Pauline, things were good for a time, but he soon felt trapped and unhappy. The marriage is listless and dull, except for those moments when they are fighting. One day, as he returns home and finds Pecola washing dishes, Cholly's life of rage and aborted desire wells up and he rapes his daughter. Pauline blames Pecola for the rape, irrationally seeing it as Pecola's fault. Pecola becomes more obsessed with getting blue eyes and visits Soaphead Church, a sham mystic, who promises to help her. Instead, he uses her to help kill a dog he doesn't like. Pecola discovers she is pregnant. Over the course of her pregnancy, Pecola goes mad.

The Riddle Of The Sphinx :: essays research papers

The Riddle of the Sphinx The study of myths probably began in the 4th century. BC. when Euthemerus explained them as exaggerated adventures of historical individuals. The allegorical interpretation of myths , stemming from the 18th century study , says that at one time myths were invented by wise men to point out a truth, but after a time myths were taken literally. The linguistic corruption interpretation says that myths could be understood as allegory for events found in nature. The Jungians school denoted myths as a mechanism of wish fulfillment. Sir James Frazer, believed that all myths were originally connected with the idea of fertility in nature, with birth, death, and resurrection of vegetation as a constantly recurring motif. Though the modern interpretation of myths is not general but a specific explanation for myths of a single people. The theological interpretation states that myths are foreshadowings of facts of the Scripture or corruptions of them. This view, which is not contemporarily popular, is surprisingly enlightening when attention is paid to the meaning of names of characters and places in relation to Biblical stories. Even recent fairy tales which fall into the category of myth, often reveal through metaphor more truth in scripture than one would anticipate. The most relevant and necessary topic for the understanding of the imagery and symbolism of myth is found in the framework of the celestial zodiac. The pictures found today in the zodiac were not developed by the Greeks, but were in place perhaps as early as 4000 B.C. predating even the civilizations of Sumaria. The pictures were not arranged in haphazard order to aid in the tracking of the star movements but with order and purpose of depicting an epic narrative. This understanding of the zodiac reveals an intelligence and scientific understanding that was corrupted through time . The symbolism which remains can be analyzed to reveal the basic truth behind it. The story of the sphinx is an excellent example of the zodiac / myth connection. The sphinx a composite creature with the head of a woman or man and the body of a lion was associated with the guarding of sacred sites of antiquity. It represented the whole of the narrative of the zodiac, with the head of a woman, Virgo the beginning of the celestial cycle and the body of a lion, Leo,the end of the cycle. In fact, the actual design for what scripture calls a cherub is in actuality,a sphinx. The angels were beings whose sole purpose was to reflect the will and the glory of the God who created them.

Transfer Essay

When I applied to colleges as a high school student, I had little idea where I wanted to go or what I wanted to accomplish. I was living in Ethiopia, where things I take for granted now, such as internet connection, were very scarce. Therefore, as far as I was concerned, looking up and researching colleges was a luxury. My mother tried her best to help out, but since she hasn’t done this process in a very long time she could only offer me little advice. I was unsure about how to start the process and I felt very overwhelmed and hesitant. I was also afraid that I might end up in Addis Ababa University, where the standard is below par, if I failed in my college application to the US. I had to act fast because I knew that I would never forgive myself if I failed to grab the opportunity to come back to America for college. Since deadlines were approaching, I picked four schools based on superficial attributes and rushed myself into applying. I was accepted into three colleges which enabled me to relax a bit about my future. I applied for scholarships in each of the school, so when it came down to the financial aid, St. Johns University ended up giving me more so I headed there. I wish to transfer, mostly because I seek a greater challenge. Currently, I do work hard and it has paid off but in the end I wish to challenge myself more and I believe I can obtain that through a transfer. Since last year I have taken much consideration and time to choose which schools can provide greater opportunities and challenges that I want and need to obtain a successful education; the opportunity to learn through the diversity and wider selection within the psychology department, and the challenge that comes with the prestigious reputation of each school. I also sought variety when I considered schools; I wish to transfer to a school that can offer variety both academically and socially, academically with the larger psychology department and socially with the size of the school. I believe variety is important, especially in a broad major such as psychology, for it will help me narrow down a specific area that I wish to further study. Social variety can provide much opportunity to find my place in a larger school. Another factor I wish to achieve from a transfer is control. Last year I felt I had little control of where I could go. My options were limited and I was forced to choose; therefore, there options were not what were best suited for me and my major. Now with proper time and management I can give myself the choice. Finally, College was completely unknown to me a year ago but now I have a successful first semester done and ready to start the next. Unfortunately, I don't envision myself graduating from my current university because the only factor I have become a part of is my studies, I haven't found any place where I feel comfortable and included, but with the size of my university options are limited. The universities I am applying to have an enthusiasm spirit that comes with pride. Each has a community of students who have taken much pride in their work. If admitted, I know I can contribute my own enthusiastic pride for the school and my work. Although my current university wasn't my ultimate choice I have made the best of it and it has helped me to know what to expect from college and what I wish to obtain from a transfer. I am confident in my decision for each of these schools because each can offer me challenges, opportunities, variety, control, and a chance to have a more productive college experience. As my transcript shows, I have done well at Amherst and I am convinced I can meet the academic challenges of Penn. I know I would grow at Penn, and your program in anthropology perfectly matches my academic interests and professional goals.

The Advantages and Disadvantages of Motor Car

In today's world of hurrying the car becomes to be the most popular way of moving from one place to another. However, some people consider that using cars is harmful for the humanity. On the one hand, using such mean of transport is very comfortable and contribute to save people's time and energy. Moreover, workers are able to transfer some important things with the help of the car. Personally I think that it is unable to survive without transport system. Anyway, loads of people cannot imagine how to get home after a tiring working day without a car.On the other hand, using the car as the most popular mean of transport has a lot of disadvantages. Firstly, cars pollute surrounding atmosphere which is very harmful for human's health. Secondly, there is an enormous quantity of car crashes which causes death of the majority of participants. In the conclusion i should say that people are faced with a difficult choise between using cars or being in the big colony of those people, who are o ne hundred per cent convinced that the world would be much better off without cars.To sum up, everyone should make his own decision. So many men, so many mind. The car has been the most popular method of transport for many years. Driving a car one can avoid crowds,one can feel free in his car,one can listen to music. In winter we don't get cold thanks to heating and in summer thanks to air conditioning we don't feel hot. Contrary to public transport we don't have to worry about a bus being late. we can get into our car at the time we choose ourself and go anywhere we want. Using a car is comfortable,convenient and easier than using public transport.If we have a car we can travel whenever we want to,we are â€Å"free†,not confined by departure or arrival time of a train or a bus. Obviously,driving a car has also some disadvantages,such as buying and running a car needs a lot of money, even more for a good quality one that is not too old. There are a lot of things to pay for â €“ the car itself, fuel, parts , maintenance, repairs, insurance to cover the cost of crashes or theft, parking charges and toll roads and any tax or licensing fees charged by government.If two cars crash they can hurt the people inside or around them. When too many cars try to go the same way, traffic congestion slows them all. They can cause air pollution if too many are used in a small area like a city, and the combined pollution of the world's cars is thought to be partly to blame for climate change. To sum up, cars have many advantages and disadvantges. However, we should use a car in the goodway. Also we should not use a car always try to use another kinds of transport to make decrease for the air pollution.

Respond To Pupils’ Use Of Home Language

Karen is working with a small group of children who have brought a toy in from home and have been asked to talk about it to the rest of the group. Ben is from Wales and has a very broad accent which is different from other children in the group, who are from London. When Ben stands and starts to talk a girl in the group starts laughing with her friend and tries to imitate him. What should Karen do? Why is it important not to ignore the pupils who laugh? Karen should talk to the girls who were laughing and explain that every person is a unique individual and we all have differences.They may not have intended to upset Ben or realise the impact their behaviour could have on him. She should ask the girls how they would feel if somebody laughed at them because of their accent or their appearance or other factor that is beyond their control. Considering the feelings of other people should always be encouraged. It is extremely important not to ignore this behaviour as pupils may think that it is acceptable to do this. Ben could become upset and feel isolated, which could have a serious impact on his self-confidence.His work may also be affected, he may not want to attend school, become withdrawn or even start to display unacceptable behaviour himself. To help promote diversity, Ben should be encouraged to talk to his peers about where he is from. If Ben speaks Welsh, he could teach a few basic words to the class. At Meadow View, some teachers encourage children to answer the register in a different language. A situation like this would be ideal to educate students about Ben’s background and hopefully make him feel included and accepted amongst his classmates.

Adventures of Huckleberry Finn Essay

Characters: Huckleberry Finn – The protagonist and narrator of the novel. Huck is the thirteen-year-old son of the local drunk of St. Petersburg, Missouri, a town on the Mississippi River. Tom Sawyer – Huck’s friend. Tom serves as a foil to Huck: imaginative, dominating, and given to wild plans taken from the plots of adventure novels, Tom is everything that Huck is not. Widow Douglas and Miss Watson – Two wealthy sisters who live together in a large house in St. Petersburg and who adopt Huck. Jim – One of Miss Watson’s household slaves. Jim is superstitious and occasionally sentimental, but he is also intelligent, practical, and ultimately more of an adult than anyone else in the novel. Pap – Huck’s father, the town drunk and ne’er-do-well. Pap is a wreck when he appears at the beginning of the novel, with disgusting, ghostlike white skin and tattered clothes. Plot: The story is all about a young boy named Huck, and a slave named Jim. Huck had faked his death and left town and then met the runaway slave,Jim.The two of them travel on a raft up the Mississippi river and meet and have to overcome many obstacles which bring them closer together as they both learn lessons all the way through to the end. Conflict: When Huck’s dealings with Jim, as Huck must decide whether to turn Jim in, as society demands, or to protect and help his friend instead. Climax: When Huck considers but then decides against writing Miss Watson to tell her the Phelps family is holding Jim, following his conscience rather than the prevailing morality of the day. Instead, Tom and Huck try to free  Jim, and Tom is shot in the leg during the attempt. Denouement: When Aunt Polly arrives at the Phelps farm and correctly identifies Tom and Huck, Tom reveals that Miss Watson died two months earlier and freed Jim in her will.  Ending: When Jim is free, Tom’s leg is healed, Huck still has his $6,000, and Aunt Sally has offered to adopt him. Lesson learned: I learned that I learned that we should never judge people by their appearances. Adventures of Huckleberry Finn Essay The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the novel’s satirical aspects requires a certain amount of intellectual maturity. Students below this level of aptitude may misconstrue the novel’s vulgar comments as racist, rather than an ironic portrayal of slavery. Some people feel that the elementary and secondary school students that read the book will only recognize the prominent issues of the novel and will overlook Mark Twain’s depiction that slavery is morally wrong. It is a fallacy that junior high students would be blind to Twain’s underlying references. The renowned literary work should be used as a way to educate students about the cruelty that occurred in our nation’s past. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school to familiarize students with important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that its advanced material is not suitable for children of those ages. At this point, they argue, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and students should not hear it used so frivolously. This word not only has a negative connotation, but it is a reminder of the inequality that once existed and alienates blacks. Furthermore, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the novel’s conclusion. Jim’s character starts out as an enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim gains confidence and the reader sees his true intelligence and compassion for Huck. Only shortly later, Jim gets drawn into Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being far too advanced for young children to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other ethnicities may have not yet had experiences that teach them the effects of this chauvinistic mentality and may see this behavior as acceptable. The Adventures of Huckleberry Finn uses language that is offensive and contains subject matter that illuminates the separation between races. Twain purposely shares these truths in order to denounce and ironize the entire institution of slavery. The belief that elementary and secondary school students cannot understand Twain’s underlying intentions completely underestimates their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors that can guide each student to an understanding of the evolution and importance of human rights. Descriptive Outline Proposition: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Plan: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. Paragraph 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 introduces the topic. Sentences 2 and 3 further develop the issue. Sentence 4 gives one view of the argument. Sentence 5 disproves the previous sentence. Sentences 6 and 7 support the latter side of the argument. Sentence 8 is the proposition of the essay. Paragraph 2: Says: Elementary and secondary school students will misinterpret the purpose of the racial slurs in Huckleberry Finn. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. Paragraph 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentences 1 and 2 acknowledges the opinion in the former paragraph as a transition into the opposing view point. Sentence 3 challenges the concession in the preceding paragraph. Sentence 4 gives a general reason supporting the first sentence. Sentence 5 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 6 explains the quotation. Sentences 7 and 8 state two benefits of adhering to the proposition. Kaila McDonnell Concession Essay Second Draft February 19, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent moral value that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it educates students about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and is not something students should hear used so frivolously. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the end of the novel. Jim’s character starts out as a typical enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim loses his slave persona as he gains confidence and the reader sees his true intelligence and compassion for Huck. Shortly after, Jim is involved in Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being is far too advanced for children of a young age to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other races may have not yet had experiences that taught them the effects of this chauvinistic mentality and may see this behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors with their guidance each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentences 6 and 7 state the other side of the argument. Sentence 8 is the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what it’s worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 gives a general reason supporting the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 4 explains the quotation. Sentences 5 and 6 say exactly why the proposition is true. Kaila McDonnell Concession Essay Draft February 16, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon many racial issues that many people believe is not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent subject matter that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. However, now over a century since the first emancipation of slaves, the enactment of slavery should not be forgotten. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curriculums claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are still susceptible to negative influences. Reading Huckleberry Finn would expose students to situations that are prejudice and belittling to the black population; for example, the repeated use of the word â€Å"nigger† in reference to blacks. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the symbol of the black community in the novel, is ridiculed and reduced to less than human by the end of the novel. This subject matter is far too advanced for children of a young age to understand its significance. Black students specifically may find this material embarrassing and discomforting, while students of other races may see this chauvinistic behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. At a young age, students should not learn to be blind to important issues, such as race relations. Leslie Fiedler, an advocate of Huck Finn says that he would have parents, â€Å"prize Twain’s dangerous and equivocal novel not in spite of its use of that wicked epithet, but for the way in which he manages to ironize it; enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery. † Prior to high school is when students are developing their own opinions and need to be guided to proper moral judgment. Huckleberry Finn addresses many relevant moral issues. In a classroom setting with the help of an instructor, every element of the story would be explained and each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentence 6 states the other side of the argument. Sentences 7 and 8 state and verify the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what its worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3, 4 and 5 say why this position is plausible with specific evidence from the novel. Sentences 6 and 7 state the importance and relevance of the prior examples. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 expands upon the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentences 4, 5, and 6 say why in fact the proposition is true. Adventures of Huckleberry Finn Essay Ernest Hemingway probably summed it up best when he said, â€Å"All modern American literature comes from one book by Mark Twain called Huckleberry Finn† (source). We’re dealing with quite a book here. Published in 1885, Adventures of Huckleberry Finn, Twain’s follow-up to the Adventures of Tom Sawyer, carved new territory into the American literary landscape in several ways. As one of the first novels to use a specific region’s vernacular in its narration, the Adventures of Huckleberry Finn set a precedent for many other distinctly American works to follow. Some readers didn’t exactly â€Å"get† this new colloquial style, however. Accustomed to the proper prose of Hawthorne, Thoreau, and Emerson, some readers didn’t know what to do with Huck’s particular way of storytelling. Aside from the novel’s new style of writing, Twain’s decision to use thirteen-year-old Huck as the narrator allowed him to include certain content that a more civilized narrator probably would have left out. At first, Twain’s novel was labeled crass by some readers. The book was even banned in schools for its use of the n-word which is ironic, given that the novel is up in arms over slavery. Even today, the Adventures of Huckleberry Finn makes â€Å"Banned Books† lists. Look more:  social satire essay Twain’s novel jumped head first into one of the biggest issues of its day: racism. Although the Emancipation Proclamation had been signed over two decades before Huckleberry Finn’s original publication date, African-Americans everywhere were still victims of oppression and racism. They were technically â€Å"free,† but often by name only in Reconstruction-era America. Many southerners were bitter about the outcome of the Civil War. By guiding his characters through several states of the Confederacy, Twain was able to reveal the hypocrisy of many pre-war southern communities. As a southerner himself, Twain had first-hand experiences to draw on, and he was able to walk the fine line between realistic depiction and ironic farce. Not to mention, Twain created the now-iconic character of Jim, a runaway slave who convinces Huck that African-Americans are deserving of freedom, and that equality is a goal for which we all should be fighting. The Adventures of Huckleberry Finn is now considered to be one of the Great American Novels, mostly due to how it so heartily champions the American ideals of freedom, independence, and rugged individualism. Huck’s dedication to his own moral standards and his bold sense of adventure and self-sufficiency have earned him a place in the All-American Hall of Fame. In addition, Twain is a hilarious storyteller, and the plot of this novel is a roller-coaster ride of moral dilemmas – so trust us when we say that if you haven’t taken the ride yet, you probably should. Why Should I Care? Mark Twain wrote Adventures of Huckleberry Finn twenty years after the American Civil War. Slavery had been abolished, and the North and South were making up (albeit with some residual anger). So why publish a highly moralistic tale about a system that was no longer in place? Weren’t race issues a moot point once slavery was out of the picture? Hardly. Freedom didn’t mean equality by any means – not legally, socially, or practically. (See Shmoop History’s â€Å"Jim Crow in America† for more.) Actually, come to think of it, this isn’t an outdated notion at all. Rules and laws often don’t accurately reflect what’s really going on. From a legal standpoint today, we have equality of race; yet racism is still a problem. Men and women are equal, yet many still see a â€Å"glass ceiling† for women in the workplace, meaning they often have invisible boundaries to advancement. That doesn’t mean laws are useless. Laws may not immediately effect change, but we’ve seen that they do precede change. While laws can affect how people act, it takes more to change the way we think. We can’t rely on laws alone. That’s where The Adventures of Huckleberry Finn comes back into the picture. We need people like Mark Twain to remind us not to be self-congratulatory for starting a process in motion, but instead to realize that greater change is always necessary. Adventures of Huckleberry Finn Essay What Huck finally realizes is that life’s questions should be answered from the heart. He also decides that humanity has evolved into a corrupt species whose ideas aren’t worth the â€Å"headache†. His answer is to flee society and all of it’s constraints and live in nature where he is free from civilization. Holden has a tougher decision to make since he must completely reverse his thinking. The first step is to realize his hypocrisy which he was able to do. Even though he was able to achieve this, it couldn’t truly solve his problem and he was forced to seek professional help in the end. Fortunately, both characters ultimately progress onto the next step by some means outside the conformity of normality. The Journey towards Maturity and Identity Life itself is a journey full of bonding and experiences which lead to wisdom and understanding. Without maturity one may never have these life teaching experiences. This leads to an empty shell of a person never truly feeling passion, love or peace. In the â€Å"Adventures of Huckleberry Finn† by Mark Twain, Huck Finn is trying to find purpose and identity through his moral battle with society, while Holden Caulfield in The Catcher in the Rye by J. D. Salinger is an adolescent struggling to mature into manhood. In comparison they are both on a journey towards maturity and identity. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. The threshold crossing is the place or the person that the character crosses over or through into the zone unknown, being the place where journey into self discovery begins. Many times the call to their adventure includes going by desire, chance, abduction, or by being lured by an outside force. In the Adventures of Huckleberry Finn, Huck is forced with the dilemma of whether to stay with his father and continue to be abused or to leave. Huck leaves because he desires to begin his journey. He also realizes that he will be forced to choose between his morals and his conscience, and will have to decide which of these morals to hold true. Huck also witnesses a symbolic death. He sets up his fathers cabin to look like he was brutally murdered. He emerges from this as a runaway child and now must be careful of what he does so that he does not get caught. He tells people false aliases for himself so that no one knows his true identity. Every time Huck does this, he is symbolically dying and re-emerging a more experienced person. At this point, Huck is now on his way to begin his journey into self discovery. Just like Huck, Holden also crosses over into the zone unknown, but starts his journey in a different way. Holden Caulfield is a very privileged kid. Throughout his life, his parents were able to send him to wealthy private schools hoping he would mature and begin to learn more about his own self. His call to adventure comes because he is mentally torn between experience and innocence. It would seem to him that an outside force is luring him to do something, but in actuality he is beginning his journey because of his desire. It is evident that Holden cares nothing about school and about his own education. He wants to leave so he can begin the journey of self discovery and escape the phoniness that surrounds him. Holden’s symbolic death is very similar to Huck’s. Holden also uses fake names, but he symbolically dies through fainting, changing the position of his red hunting hat, and his association with bathrooms. The bathroom motif, or the reoccurring appearance of the bathroom, symbolizes death for Holden because he enters bathrooms with a neurotic and pragmatic frame of mind and exits with a cleared mind. The symbolic death is what gets Holden and Huck onto their journeys and into the road of trials, where they experience many things that will change them forever. The road of trials is where most of the characters journey takes place. It is on the road of trials that the character begins to experience different obstacles that will change his life forever. For Huck Finn, his learning adventure takes place on the Mississippi River. Huck finds freedom on the river and it is here that he truly learns about himself. However, he still faces problems with moral decisions of right and wrong and helping a runaway slave to achieve freedom. Huck’s companion’s in travelling is Jim. As anti- society that Huck is, you would think that he would have no qualms about helping Jim. However Huck has to have feelings that slavery is correct so we can see the ignorance of racial bigotry. Huck and Jim’s journey begins as Huck fights within himself about turning Jim over to the authorities, but he decides not to. This is a monumental decision because it shows that Huck has decided to turn his back on everything home stands for, and that his true moral identity is slowly shining through. Even though Huck has made his decision about Jim, early in the voyage we see Huck’s attitude change towards Jim as racist. Eventually Huck plays a mean trick on Jim, It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I wasn’t ever sorry for it afterward, neither. Again, we see Huck’s attitude changing when later in the story Huck saves Jim from two slave catchers by tricking them to think Jim is Huck’s small pox ridden father. What is going through Huck’s mind as he alters his attitude on Jim, is unknown, however, his own identity is one that is truly caring and just. When Huck encounters the Grangerfords and the Shepardsons, he becomes aware of the hypocrisy of the family’s feud with each other. When attending church with them, he is amazed that while a minister preaches about brotherly love, both the Grangerfords and the Shepardsons are carrying weapons. When the feud erupts, Huck hides in a tree wishing he never came ashore. The river allows Huck the one thing that he wants to be, and that is Huck. It is the river and what Huck encounters on the river that helps him to mature and to find purpose behind his own true identity. As Huck learned his identity on his adventure, Holden does much of same on his, so as to mature and to accomplish the journey of self discovery. Holden Caulfield’s road of trials takes place from Pencey Prep to New York City. Holden deals with his own mental hallucinations, cognitive disotience, and his desire to stay innocent. At the start of Holden’s journey, he appears to be a very irresponsible person. When he is assigned to look after his schools fencing equipment, he leaves the equipment on the train. He does not care about what he has done and does not even want to go back and look for it. Also, his attitude towards learning are atrocious, and when he finally flunks out of school, he does not bother to tell his parents. Instead, he escapes to New York City where he begins to learn things about himself and about others. However before he goes, he decides to visit his social studies teacher, who flunked him, to say good-bye. Also, he visits his previous English teacher to tell him he has flunked out of yet another school. Maturity is evident because he is trying to persevere relationships with people he cares about. Along his journey, though, small changes suggest that Holden is growing up. He was once very selfish and did not like to share. However when he encounters two poor nuns travelling to another church, he gives them a large portion of his remaining money. This is a major step in Holden’s own self discovery. Holden requires much help to come to terms with his maturity. Even though he constantly speaks as if he is experienced in connection and bonding, they were always just facades. Even when in the city Holden feels he is superior to his environment because he has a false knowledge of it and it’s workings. This is shown when he wants to have a meaningful relationship with his old friend June but does not know how to come to grips on how. Despite of all he thinks he knows he is really only the faker he despises. While in the city Holden finds much comfort when with his sister Phoebe. When Holden first checks into the hotel, he is depressed and wants to call Phoebe but doesn’t because its too late. But I certainly wouldn’t have minded shooting the old crap with Phoebe for a while. In comparison, Holden and Huck in their adventures show that they choose to live in a decadent society in order to help other live as they wish to live rather than to withdraw in order to preserve their own scruples or force their own brand of salvation on others. The road of trials that both Holden and Huck experienced helped them to mature and find their own true identities. What Holden went through helped him to grow, and what Huck experienced helped him to mature. This now brings way to their flee and return where both Huck and Holden are forced to make decisions with where they want to go. The flee and return comes after the character completes his obstacles and is allowed to return to reality, the real world. At this point, the characters have now mentally grown and have shown new signs of maturity. Huck and Holden are both social misfits and want to escape civilization. After Huck frees Jim, he chooses to set out for new territory. He has arrived at maturity and self sufficiency and he is poised at the end in a delicate balance. So many things Huck witnessed like the cheating of the King and Duke, the lack of caring by the townspeople for Boggs, the naive of the Wilks’ sisters, and the lack of common sense by Tom Sawyer guided him to making the right moral choices. Throughout the adventure you have Huck Finn trying to find the one thing he could only find on the river, freedom, but a person can only stay on the river for so long, and so you have to go on land to face the injustices of society. As harsh as it seems its true. Huck may never understand why society is the way it is, but his flee is from all that’s wrong. However Holden Caulfield has nowhere to set out to. Consequently he is placed in a mental institution where he is forced to accept his own problems. Holden is fated at the critical age of 16 years, to fall from innocence, to experience the death of the old self and to arise a new Holden to confront the world afresh. The flee and return for both characters comes at the end of their journeys because now they have grown and have understood more about the society’s they each live in. Huck wants to just set out and find new territory. He wants to flee to nature where he is free from civilization. In Holden’s case, he has to realize his hypocrisy and accept that his problem forced him to get professional help in the end. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. Both Holden and Huck completed their own journeys to become more complete individuals. Children have an innocent perception of the world around them, but as adults we realize the world is not black and white but various colours. Huck and Holden’s journeys can be compared to the metamorphosis which a caterpillar goes through. The caterpillar starts out innocent (black and white) and goes through stages or obstacles to become a butterfly. In the end the caterpillar emerges colourful as well as more complete and experienced. Salinger has embodied in his novel a dream of innocence, of a sincere subtlety in the characters and has made it during general aiming at success and enrichment, and consequently, and on moral indiscriminateness. Holden Caulfield has become a kind of common noun, a person possessing the thinnest sense of what he called â€Å"falseness†, artificiality, a pose, self-deception and narcissism. And his hero was ready to leave school, lose privileges and material security in order to keep this granted to him the god vigilance to the truth. America has easily forgotten a moral climate of war. But Salinger with his military experience did not want to give in to vanity. In his works there are no absolutely any political implied senses. But his heroes always are in obstinate, though and not demonstrative opposition to authorities, including authority of opinions accepted by all. If this authority too presses on the hero, he runs away from it. Holden Caulfield has remarkable predecessors in the American literature – Huckleberry Finn in the XIXth a century and the hero of Hemingway – Jack Barns in the XXth. When Huck felt that he can’t bear any more the close frameworks of public establishments, he ran away on the river, in a wood, in the places which were yet not habitable by people. And Hemingway’s Barns left abroad – for France. But the uninhabited grounds are not present more. The abroad is inaccessible to the teenager, and for Holden Caulfield there is no place to leave, except for how to leave in itself. † Salinger’s works belong to the old American cultural tradition revealing discrepancy of the validity to democratic ideals, the contradiction between material progress and spiritual impoverishment of the person. The aversion of the world around is combined by Salinger with searches of strong values on which it is possible to build, as he said, a life which is† beautiful and peaceful†. The novel â€Å"The Catcher in the Rye† rejected the conformist like-mindedness and consumer way of life. Teenager Holden Caulfield sharply feels the dissonance in a society, school and family relations through the false world of adults. To a certain extent the novel has expressed moods of the writer and sociologist P. Goodman who has referred a phenomenon of public immaturity to that part of youth which did not wish to mature. The society is deprived of worthy purposes. However the writer did not become isolated in self-sufficing negativism. Freedom for Caulfield – it doesn’t not end in himself, and society seems to him hostile, first of all, because it does not allow make disinterested, kind businesses. The impossibility to reconcile with the existing causes confusion in Caulfield’s soul. Salinger accents infantilism of the hero that is not a tribute to a literary fashion, but conscious author’s reception. Defects of the bourgeois world are especially evident if to take a pure, natural glance from the country of the childhood. The generality of Caulfield’s picture of the world with a vital position of other â€Å"natural† people of 50th is doubtless. Honesty and freshness of a sight, and also the constant Caulfield’s â€Å"aspiration for revolt † (fighting, runaway from school, etc. ) gave to Salinger’s to narration a strong conflict background what made his novel rather popular. Huckleberry Finn of the Bilberry and Holden Caulfield undertake trip to self-opening. Huck also tries to find the worthy purpose and identity among inconsistent morals. While Holden Caulfield in â€Å"the Catcher in the Rye† is the teenager who is trying to find a maturity and courage. On comparison, both of them are on their way maturity and identity as the life is a long trip as well. Huckleberry Finn – a young boy deciding which of morals to follow. Searches of what way is correct are long and confusing. During his adventure he is compelled to choose between his moral and his conscience. When he faces hunters of generosity, he is compelled to make one of these decisions. He should choose whether to turn in his impetuous friend to the slave. Fortunately, his desire is strong, and he resorts to a complex lie in order to prevent Jim’s capture. Huck searches for a refuge in area where the lie does not exist and the beauty of a life will be what is really important. Bibliography 1. Salinger, J. D. â€Å"The catcher in the rye†. Little, Brown & Co. : 2002. 2. Christopher Brookeman, â€Å"Pencey Preppy: Cultural Codes in The Catcher in the Rye,† in New Essays on The Catcher in the Rye, Ed. Jack Salzman, Cambridge: Cambridge University Press, 1991, 57-76 3. Pinsker, S. , Pinsker, A.. Understanding The Catcher in the Rye. Greenwood Press, 1999. 4. Constant, P. Just Like ‘The Catcher in the Rye’. Seattle’s Only Books Section. 2006. Adventures of Huckleberry Finn Essay The name comes from the Biblical phrase â€Å"casting pearls before swine†. This shows how Hester felt about the people in town who judged her based on her mistakes. She never tried to hide Pearl. In fact, she did quite the opposite by dressing her in elaborate dresses. Hester basically cast her â€Å"pearl† before the â€Å"swine† of the community who condemned her for her wrong-doings. The author used several other symbols in his novel that all could have been and are seen differently in each person’s eyes. Mark Twain, much like Nathaniel Hawthorne, uses many different symbols in his Adventures of Huckleberry Finn. Huck and Jim travel along the river on a raft which symbolizes something like a utopian world. Before their journey began, their lives were hard. Jim was a slave, as he is a Negro; therefore he was treated as property, which is rather self-explanatory. Huck was living very unhappily as an orphan with the Widow. He felt somewhat â€Å"trapped† because he was being raised an entirely different way than he was meant to be. He wanted to be â€Å"free†, an impossible idea due to the way he was being raised. As they begin their journey along the river, the raft gives them a sense of hope. On the raft, Huck and Jim can be whoever they want to be. There is no one to tell them how to act or what to do. In their eyes, the life on the raft is perfection, in itself. The Mississippi River begins as the ultimate symbol of freedom for Jim and Huck. Literally, Jim is searching for freedom from his being enslaved. Figuratively, Huck is searching for freedom from living with fear of his father and from becoming civilized. They find this freedom as they float along the river. As time passes, however, the river becomes more of a symbol of life, in general, and all its misleadings and injustices. Despite their newfound freedom, they find they are not completely free from the evils and influences of the towns and the river’s banks. The river also brings them into contact with criminals, wrecks, and stolen property. This is the breaking point at which reality intrudes upon them and their raft paradise. The Mississippi River truly represents a false sense of freedom and the reality of life. Uncertainty of the future is seen in Jackson Island. On one hand, it symbolizes a life in which Huckleberry and Jim can live exactly the way they’d like to – free of scrutiny and judgment for the way they are. On another hand, however, life on the island would mean living in fear of being found and sent back to the wretched lives they escaped from. Again, like Hawthorne, Twain’s novel contains numerous other examples of symbolism and each can have a different meaning, depending on the examiner. There are so many forms of symbolism in today’s world and novels. Life, itself, can even be considered a symbol for something. However, no matter how many different types of symbolisms you come across in your lifetime, there will always be someone who sees their meanings differently than you. The old saying goes along perfectly with this idea. â€Å"Beauty is in the eye of the beholder. † Symbolism is in the eye of the beholder. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section. Adventures of Huckleberry Finn Essay Growing up, children are often told things that grown ups would question, as people grow they learn to question those things too. In the book The Adventures of Hucklberry Finn written by Mark Twain. Huck faces the challenge of either following what everyone is telling him is right, but he knows is wrong, or going against the grain and standing up for what he knows is right. Throughout the book Huck is unsure in what he believes and struggles to determine if what he is taught is wrong. The widow took over the role as guardian for Huck since his father and mother are both out of the picture. When Huck was being raised by his father he wasn’t taught any morals or values, so the widow took this as an opportunity to make Huck into a person whose life was all about morals. In the book the widow tells Huck that hell is bad and that heaven is good, but Huck is unsure that he should believe everything that she is telling him. Huck decides that going to â€Å"hell,† if it means following his gut and not society’s hypocritical and cruel principles, is a better option than going to everyone else’s heaven. â€Å"All right then, I’ll go to hell! (245). † This is Huck’s true break with the world around him. Huck faces the moral conflict of whether or not to turn Jim in because it is what society dubbed as the right thing to do. â€Å"I was paddling off, all in a sweat to tell on him; but when he says this, it seemed to kind of take the tuck all out of me (89). † Right off from the beginning, Huck wanted to turn Jim in because it was against society’s rules to help a slave escape and Huck knew it. But when Jim said that, â€Å"Huck; yous de bes fren Jims ever had; en you is de only fren; ole Jims got now (89). † helped Huck to grasp the concept that there is a friendship in the making. Even though Huck didn’t turn Jim in, he is till troubled by his conscience when the slave catchers were leaving because he knows it is wrong to help a slave. Still Huck cannot bring himself forward to tell on Jim, thus showing that his innate sense of right exceeds that of society. The con-men’s attempt to pose as the brothers of the late Peter Wilks is an important part of Huck’s moral development. The Duke and King try to take Peter’s estate, however, Huck decides to return the money to Peter’s three daughters. This action demonstrates further moral growth, as he does choose to abandon the two con-men. Huck learned that people can be nice and show each other that they care about one another. Women would walk up to Peter’s daughters and â€Å"kiss their foreheads, and then put their hand on theirhead, and looked up towards the sky, with the tears running down, and then busted out and went off sobbing and swabbing, and give the next woman a show (159). † Huck has never seen anything â€Å"so disgusting. † When Huck Finn sees one of the daughters crying beside the coffin, it makes a deep impact on him. Hucks religious beliefs and moral standards cross pathes as he handles the situation. When Huck says, â€Å"All right then, I’ll go to hell! (245). † He has decided to go against what society tells him to do by freeing Jim. Throughout the entire book Huck struggles with separating his own moral beliefs and what society tells him is the right thing to do. From the beginning of the book Huck showed that he did not always believe what people told and went against the grain when he said he wanted to go to hell instead of heaven. The moral development that Huck shows throughout the book causes Huck to develop other traits as well, such as compassion and sincerity towards others. Huck really came out of his shell and fully developed his moral beliefs when he gave the money back that the con-men stole to the three girls. It allowed Huck to get in touch with his emotional side of his moral beliefs and it told him what th right thing to do was.