Is the fiscal stimulus worked during the Japanese Stagnation in early Research Paper

Is the fiscal stimulus worked during the Japanese Stagnation in early 1990 crisis - Research Paper Example Indeed, the government introduced several fiscal stimuli, they were, however, not effective enough to bring back the growth that the Japanese economy had earlier witnessed. Opinions on the effectiveness of the fiscal stimulus abound in literature written by economists with some arguing that the fiscal stimulus was not successful and actually degraded the economic growth due to the crowding out effect; while others arguing that the fiscal stimulus prevented worsening of the economy and should therefore be considered â€Å"successful†. In my opinion, however, the fiscal stimulus did not work and the reason for this, in part, is due to the fact that most fiscal stimulus when actually implemented/applied by the Japanese government was seldom close to what the government actually promised to implement/apply. Therefore, the fiscal stimulus failed to work because whatever stimulus was actually applied was never enough. Following the September 1985 Plaza Accord, the Japanese Yen start ed to appreciate which led to Japan’s export sector getting badly hit. To counter this appreciation of the Yen, the Bank of Japan drastically eased its monetary policy reducing the interest rate from 5% in January 1986 to 2.5% in February 1987. Soon, the real estate and financial markets began to expand rapidly as a result of this monetary easing, creating a huge financial asset bubble. In response to this, the government increased its interest rate to 6% in 1989-90. The sudden tightening of the money supply led the markets to collapse and thus began the onset of a long period of stagnant economic growth in Japan. The real GDP increased from 428,826 billion Yen in 1990 was to a mere 469,480 billion Yen by the end of 2000 (Powell). Statistical evidence of poor performance of fiscal stimulus The discussion about fiscal stimulus and the Japanese 1990s crisis finds root in the Keynesian economic principles. Keynesian economists preach that during a cyclical trough, discretionary fiscal policies can help the economy emerge from the trough. That is, when the economy goes down due to cyclical factors, the government by introducing fiscal expansionary policy (applying fiscal stimulus) can help the economy maintain emerge from the downturn faster. The Japanese economy in the 1980s saw rapid expansion and large building up of asset bubbles. Accordingly and cyclically, when the bubbles burst, the economy started to cool down. However, this time the trough was not due to a business cyclical downturn; the economy had lost steam due to asset bubble burst. Keynesians argue that by applying large fiscal stimulus under such situations, the government can reinvigorate growth. The Japanese government did apply several fiscal stimulus programs but was unsuccessful in spurring growth or controlling other macroeconomic indicators either. Figure 1 below puts into perspective the state of the Japanese economy during the crisis. It shows the real GDP growth rates for Japan and for the US from 1985 to 2002. Figure 1: Comparison of Real GDP growth in Japan and US from 1985 to 2002 From Figure 1, we see that Japan enjoyed high economic growth from 1985 to 1991 where after the economy was more or less stagnant until 2002 except in 1996 (2.6%) and in 2000 (2.9%) where the economic growth was >2% but still well below that of

The Ideal Ruler for Goldings Island Essay Example for Free

The Ideal Ruler for Goldings Island Essay * In chapter one, Ralph was given sole responsibility of chief on the island, with Jack becoming his hunters. Throughout the novel, we see things gradually begin to break up on the island, and much of this is down to Ralphs poor leadership and assertive skills. Alone, Ralph was a very poor leader, leading to the break-up and ultimately the destruction of the island. However, if the leader had all of Ralph, Jack, Piggy and Simons qualities, things could have been very different. * The first quality that an ideal chief should have is intelligence and knowledge. Ralph has never been shown as having much intelligence, or knowledge of the wider world. An example of this is where he is trying to reassure the boys of being rescued and says that the Queen has a huge map and his father in the Navy will be able to rescue them in no time. Piggy has intelligence of adult things, for example he knows what a conch is, and also about rock pools. Jack however has knowledge of practical things, such as how to gut and kill a pig. Both the scientific knowledge that Piggy has, and the practical knowledge that Jack has would help to create a perfect leader * To be a good leader, you must have a lot of assertiveness and be able to enforce the rules to people even when they do not want to follow them. Ralph was not capable of this, and an example is when Jack tried to undermine his authority by saying the conch doesnt count on this part of the island. Instead of standing up to Jack, and continuing to enforce the rules, he just accepts this. Jack however does have this quality, and this great ability to keep people in their places is shown by the twins Samneric staying rigidly in their places as Ralph tries to talk to them and bring them back to his camp. * Simon and Piggy are both very caring towards the littleuns. These qualities would be very useful in building the perfect leader, as they can do vital work towards the island as well. It is also better to keep all the people n the island happy, no matter how big or small. * To be a good leader, you must recognise other peoples strengths and find a way to use them. Ralph here makes a good leader as he can see other peoples strengths. An example of this is where he says that Jack and his choir can be hunters. Although this undermines his authority, he can see that Jack does have potential that will help the island. He could also see that Piggy had great knowledge, and although he wasnt very good at physical work, Ralph used Piggys vast knowledge to his advantage. * Simon is a very kind, gentle boy who is in touch with nature. He is willing to get on with hard work, and does not expect thanks. This would be very useful, as the world does not want leaders that need to be praised and thanked for everything they do. The world needs leaders which can get on and show that they love the world and people without constantly needing attention and thanks, as we see in Jack with his hunters saluting him after anything he says, * Simon and Ralph both hold good life-giving values. An example of this is how Ralph wants the boys to stay clean, and not wear war paint and to tidy their hair. As a leader, values are implied and so it is vital that these values are ones that will help the island to thrive. * To be an effective leader, the leader must be able to communicate. Jack is very charismatic, and is able to put a good spin on things to be able to convince his peers that his ideas and values are the correct ones. Ralph also has this ability, but begins to lose it, as we see from where he cannot make speeches without stopping and pausing, and therefore he does not communicate well towards the end as he is stumbling. On the world stage, Golding was trying to show that a world leader must be able to communicate and have charisma to get themselves out of bad situations, such as * Planning and organising is a vital part of becoming a good leader. Ralph has very good planning skills, as we know from where he plans out each part of his speech to make sure that it is effective. When they first came onto the island, Ralph also organised the signal fire and the construction of the shelters. This quality would help to form a perfect leader as the organisational skills to be rescued. On the world stage, Golding was trying to show that someone with the planning and organisation skills to be a good leader would be necessary, as often sticky situations, such as an unnecessary war arise from poor organising, such as failing to obtain the necessary evidence which would have prevented it. * In the novel, we know that Ralph and Jack are two halves of a perfect person. They both have incredible charisma, however Ralph is very concerned with organisation and planning and Jack is very concerned with hunting to provide for himself and other hunters. Piggy has so much knowledge, and is the voice of reason between the group. This quality would help to create the perfect leader, as disputes between other people on the island/in the world need to be sorted out by someone who can see reason. However he is not good at communicating, and this would need the skills of either Ralph or Jack to sort out the dispute. Simon is very spiritually aware, and is capable of getting on with a task with receiving no thanks. This quality would be very useful on the island/to the world as you often need a right hand man to help instruct the main leader who receives little or no thanks. * Looking at these points, we can see that combined, Ralph ,Jack, Piggy and Simon would all form the perfect leader if we drew only on their strengths and put aside their weaknesses. On the world stage Golding was trying to show that if we all pull together, and each draw on everyones good points but forget the bad points, we will have perfect leaders and the world will be able to get on in harmony.

Ode On Grecian Urn and Sailing To Byzantium :: Sailing To Byzantium Essays

Ode On Grecian Urn and Sailing To Byzantium When you go to bed you see that it is dark outside, but when you wake you see light. The light and dark of the day is very dissent, but they are very closely related. Dark and light are the fares things from each other, while you can't have light without dark meeting. In the "Ode on a Grecian Urn" and "Sailing to Byzantium" we see these differences. The difference in the "Ode on Grecian Urn" and " Sailing to Byzantium" are very distinctive especially in the themes of art verses nature in the battle between immortality. "Sailing to Byzantium" has themes such as art verses nature while "Ode on a Grecian Urn" relies mainly on the battle of immortality in life. This can also be said about "Sailing to Byzantium." We will start with "Sailing to Byzantium to show the strive for immortality. This theme of immortality as I go thoughtout this poem: "That is no country for old men. The young in one other arms, bids in the tree. Those dying generations of their song." (1,2,3) Imortality hit you in the face start off these lines. It talks about old becoming young and birds and trees. This makes you think of spring and vegetation and animals and life. Yates uses vivified examples such as "An Aged Man is but a patty thing, a tattered coat upon a stick." (9,10) Yates is describing a scarecrow or what you might call death. He also talks about a maniacal bird in lines thirty and thirty-one. This is something that isn't dying and will go on forever. These two images life and death help insure the complexity of these poems. The images of life and death is also repesented in Keats "Ode on a Grecian Urn." "What leap-fringd Latin haults about they shap of deities or mortials or both." (5,6) As you can see through reading these lines life and death are big aspects in this poem. One the other side this poem is very different from Sailing to Byzantium." In "Ode on a Grecian Urn" there is just one aspect that is really representatives here. This aspect of death is talked about so vivialy in this poem. Keats talks about death all through this poem. "Through winning Near the Goal-yet do not greive, she can not save, through threw has not the bliss."(18,19) When you die you fade away. This tone is all through this poem. Death is a huge aspect and a way of life. The vivid way that keats talks about

Michael Imaginary Friend :: short story

Michael Fritz was a very lonely boy. His parents died in a nasty car crash when he was two, so Michael was sent to live with his Aunt and Uncle. Michael was known as a shut in, and never would he go play with kids his own age. He was content with the inside of his home and that is where he stayed. While Michel’s Aunt and Uncle were at work his nanny, Kendra, would watch after him and take him to the park. On a day that seemed to be as normal as the rest something very abnormal happened. Michael was taken to the park, and like his usual routine; he went off and played by himself. A few hours later Michael went to Kendra, and told her he was ready to go. She agreed and they started to the car. â€Å"Miss Kendra, can I bring a friend home with me,† stated Michael. Kendra replied, â€Å"I can’t see a reason why not.† Kendra looked around for Michael’s friend, but she did not see him anywhere. â€Å"He’s right here,† stated Michael, â€Å"he is very excited to come home with us.† It was at that moment that Kendra realized that Michael had an imaginary friend. She was fine with the idea and thought the concept of an imaginary friend was perfectly normal. â€Å"Oh, now I see your friend. What is his name?† the nanny said. â€Å"His name is Jonny, and he is one year older than me.† The whole car ride home Michael was talking to his imaginary friend. Kendra did not mind; she was acutely very happy to know that Michael made some type of friend. When Michael’s aunt came home that night the Kendra pulled her to the side and told her about Jonny. Kendra also told her that Michael began using very bad words when he spoke with Jonny. Sarah (Michael’s aunt) was very surprised that Michael would ever use swear words, and frankly did not believe what the nanny was telling her. Later that night Sarah pulled Michael to the side and asked him about his friend. Sarah’s first words were, â€Å"Kendra told me that you have a new imaginary friend.† â€Å"He’s not imaginary he is really!† Michael answered angrily. â€Å"Oh, Ok,† Sarah replied sarcastically. â€Å"Well does your friend have a name?† â€Å"Yes, his name is Jonny.† Sarah asked, â€Å"Kendra has brought to my attention that some choice words has slipped out of your mouth.

Research Ethics

A research study is defined as an activity involving collection of data with an aim of solving a specific selected problem. The above is followed by recording of the data then subsequently its analysis so as to arrive at meanings. Finally the results are generalized so as to make the findings applicable to whole populations and therefore deductions as well as suggestions also known as recommendations. Finally the researcher makes conclusions which are an opinion which expresses the researchers stand concerning the research problem. A researcher should ensure that the suitable data collection instruments and methods are used. The suitable data analysis techniques should be employed so as to enable the researcher draw the relevant conclusions of a study. A research study involves costs, which are incurred in various ways including data collection, carrying out interviews as well as costs associated with data analysis. In any given research study there is usually an involvement of usually three or more groups of participants. The participants include the researcher, the respondent and the sponsor. For a marketing research, the sponsor is usually the supplier. Research studies require that some ethical norms be considered to ensure that the research being carried out is meets ethical standards as well as regulations guiding various professions. These ethical norms are usually observed with reference to the rights and obligations of each participant in a research. In any given study, the researcher is supposed to adhere to ethical norms something aimed at ensuring that, the research does not interfe with peoples fundamentals rights no harm the research subjects in any way. All particiapants in a research are required to adhere to the given regulations in their interactions amongst themselves as well as in their interactions to the public in whose midst the research is conducted. When handling the respondent a researcher should apply certain ethical norms in order to observe and guarantee the respect of respondent’s rights. Such respondent’s rights in an interview can include amongst others: (i) Informed consent – it’s the right of the respondent to be informed about a certain research to be carried out and that the respondent is supposed to be a participant. The researcher is obliged to respect the respondent and give details of the research study. With an informed consent, the relationship between the researcher and that of the respondent is enhanced something which results into a good working rapport hence contributing to the success of the research study. Incases of lack of consent before a research begins co-operation lacks in the data collection process and therefore chances that the data gathered may be unreliable become high. (ii) Confidentiality – Ethical norms dictate that the respondent should be treated with a sense of confidentiality in handling the respondents’ information. The respondents’ information should not be exposed to third parties or used for purposes other than those for which consent was sought for. The information obtained from the respondent should be given to the right person. Incase of a marketing research the supplier should get the information. The researcher should make sure that he/she remains truthful and ensure that he /she does not expose the respondents’ information (Dooley, 2002, P160-170). (iii) Anonymity – It is the right of the respondent to maintain his or her anonymity. Anonymity refers to the concealing of the respondent’s identity. It is the right of the respondent to decide about his identity hence the researcher should respect that decision. The researcher should not disclose the identity of the respondent when the instructions demand so. The researcher should posses the value of promise keeping so as to succeed (Emerson 1990, P89-103) The researcher should be able to be responsible when handling the respondents’ identity. He/she should not be able to misplace any documents containing the respondents details this would contravene the respondents right to immunity. The researcher should be honest to the extent of involvement of respondent in the research study. The researcher should inform the respondent whether there is any risk of harm involved. This will help the respondent in preparing himself or herself. This honesty should not be compromised. This point to the obligation of the researcher in taking into consideration the respondent’s safety. The researcher has the obligation towards the research staff. Ethical issues will enable him or her handle the research team as per the ethical norms (Gray 2003 p 67-83) The researcher should be honest towards the research staff in terms of their remuneration. The researcher should also consider the safety of the research team. He or she should ensure that no acts of negligence or carelessness should occur which might cause safety risk of the research team. The researcher should also ensure that he or she practices patience while handling the respondent, the research team and also the sponsor (incase of a market research study; the supplier) Patience will be required in negotiations and discussions since a research study mostly involves teamwork. Each participant in a research study usually has a set of obligations to be taken care of. The researcher usually has an obligation towards the supplier who is the sponsor of a research study. The researcher is supposed to achieve these obligations through the guidance of ethical norms. The obligations of the researcher to the sponsor executable through application of ethical norms include: (i) Obligation to submit a conclusive research study worthy of the cost paid. The sponsor usually takes more of the research cost; therefore the researcher has to submit research work, which is worthy the amount paid for. To succeed in these obligations the researcher should remain honest. The researcher should be ready to account for the research project to the satisfaction of the sponsor; In the case of a marketing research the supplier ***** (ii) The researcher has the obligation of submitting the researcher has the obligation of submitting the research work within the specified time frame. This obligation requires that the researcher posses the quality of commitment. The researcher should be truthful in giving the expected time for completion of the research work. (iii) The researcher has the obligation of submitting research work of the right quality. The supplier or sponsor will expect the researcher to carry out a research study, which serves the purpose. This will include use of the suitable data collection methods, proper analysis and reasonable conclusions drawn. The supplier (sponsor) will expect the researcher to provide him or her with the suitable data evaluation techniques so that he may be able to understand well the research work (flick 1983 p 10-26) We must be aware of the fact that the sponsor who is usually the supplier in a market research study has an obligation towards the researcher. The sponsor has to be honest towards the researcher in terms of the scope of the research work required. He should not exaggerate on details required in a research study, which might be out of scope. Failure to be honest the researcher will definitely submit irrelevant information upon research (Johnson 1985 p 17-36) The supplier (sponsor) should remain truthful about the research costs. The sponsor should clear the costs of research and also remunerate the researcher. The supplier should not create complications after the research work has been completed. This would contravene the researcher’s right of remuneration. CONCLUSION Research studies are aimed at alleviating certain problem or learning more about a specific problem. For any research study to be successful the participants should be able to co-operate well towards attainment of the research objective. This co-operation will be brought about by each participant playing his or her role under the guidance of the ethical issues required in a research study. The ethical issues shouldn’t be largely dependent on the specific participants’ rights and obligations.

The Case Against Giant Sharks

The Case Against Giant Sharks Does anyone remember when Shark Week used to be about sharksthe biology of sharks, the lifestyles of sharks, fun facts about sharks and the people who watch them? Well, those days are long gone: now we have made-up documentaries about giant prehistoric sharks like Megalodon and endlessly recycled exposes of humongous, mythical, 40-foot-long Great Whites that swallow other sharks practically whole. (Lest you think  Im unfairly picking on The Discovery Channel, bear in mind that no less an eminence than The Smithsonian Channel has aired dreck like Hunt for the Super Predator.) But before we go any further, heres an important caveat. There are, in fact, gigantic predators lurking beneath the oceans depths, some of which have only rarely been glimpsed by humansthe classic example being the Giant Squid, which can grow to over 40 feet long. But even the Giant Squid isnt as giant as its cracked up to be: this elongated invertebrate weighs only a few hundred pounds, and its cousin, the Giant Octopus, is only about the size of a well-fed fifth-grader. If these real-life cephalopods are nothing like the monsters depicted in movies and unscrupulous TV shows, imagine how much license producers take when it comes to the long-extinct Megalodon! Everyone clear on this? OK, time for some questions and answers. Q. Isnt it conceivable that a Great White Shark could be 30 or 40 feet long? After all, there are well-documented examples of 20-foot-long Great Whites, and 30 feet isnt that much bigger. A. Lets put it this way: the late NBA star Manute Bol was one of the tallest human beings who ever lived, at seven feet and seven inches. Does the fact of Manute Bols existence mean that human beings can potentially grow 10 or 11 feet tall? No, it doesnt, because there are genetic and physiological constraints on how large any given species, including Homo sapiens, can grow. The same logic applies to all animals: there are no 40-foot-long Great White Sharks for the same reason there are no five-foot-long house cats or 20-ton African elephants. Q. Megalodon swam the worlds oceans for millions of years. Why is it so impossible to believe that a small population, or even one individual, has survived into the present day? A. A species can only prosper as long as environmental conditions are conducive to its continued existence. In order for, say, a population of 100 Megalodons to thrive off the coast of South Africa, their territory would have to be stocked with the kinds of giant whales these sharks feasted on during the Pliocene epochand theres no evidence for the existence of these giant whales, much less for Megalodon itself. As for the persistence into modern times of one lone, ornery individual, thats a tired cultural trope directly traceable to the original Godzilla movie, way back in the 1950sunless youre willing to believe that Megalodon has a million-year life span. Q. Ive seen reasonable-looking people on nature shows who insist theyve seen 40-foot-long sharks. Why should they go out of their way to lie? A. Well, why would your Uncle Stanley lie when he said that Bluefin Tuna ​that got away was seven feet long? Human beings like to impress other human beings, and they arent very good at estimating the sizes of things that lie outside a human scale. In the best cases, these people arent intentionally trying to deceive anyone; they just have a misplaced sense of proportion. In the worst cases, of course, they are intentionally trying to deceive the public, either because theyre sociopaths, theyre out to make a quick buck, or theyve been instructed to misrepresent the truth by TV producers. Q. The Loch Ness Monster surely exists. So why cant there be a living Megalodon off the South African coast? A. As Lois Griffin once said to Peter on Family Guy, Hold on to that thought, because Im gonna explain to you when we get home all the things that are wrong with that statement. There is absolutely no reliable evidence that the Loch Ness Monster (or Bigfoot, or Mokele-mbembe) actually exists, unless you want to credit the kind of fuzzy, forged photographs that shows like Megalodon: The Monster Shark Lives traffic in. In fact (and Ill probably be wildly misquoted here), Im inclined to say that theres LESS evidence for the existence of Megalodon than there is for the Loch Ness Monster! Q. How can the Discovery Channel lie about the existence of Megalodon, or giant Great White Sharks? Isnt it legally required to state the facts? A. Im not a lawyer, but based on all the available evidence, the answer is no. Like any TV channel, Discovery is in the business of making a profitand if hogwash like Megalodon: The Monster Shark Lives or Megalodon: The New Evidence brings in big bucks (the former shows 2013 premiere was viewed by five million people), the networks executives will gladly look the other way. In any case, the First Amendment makes it nearly impossible to hold broadcasters like Discovery to account: they have a constitutional right to spew half-truths and lies, and the public has the responsibility to doubt all of the evidence presented on these shows.

The Psychology of Holden Caulfield Essays

The Psychology of Holden Caulfield Essays The Psychology of Holden Caulfield Essay The Psychology of Holden Caulfield Essay Holden Caulfield is seventeen years old and is newly kicked out of his school. In his family, he has two brothers, D.B, and Allie, who had died in the story and a little sister, Phoebe. Along with both his mother and father. Since his mental health was brought up often with thoughts of being crazy, with statements like Im crazy, swear to God, I am and references of psychological hospitalization in his past, a psychological approach will be used to explain his mannerisms. Holden does demonstrate tendencies associated with Bipolar Disorder, consisting of manic and depressive states. He displays many of the symptoms that follow this disorder such as the little need to sleep, difficulty to remain on one single topic for a certain amount of time, and impaired decision making. Bipolar disorder would make more sense on what mental condition that he has since it usually happens within the ages of 15-30 and early onset Bipolar is more frequent with males than females along with being more severe than normal. In the beginning, he has a large amount of money but by the end, his borrows money from Phoebe. For almost everyone he meets at a bar, he pays for their drinks, sometimes offering drinks for others as well,he donates money to the nun and pays for a prostitute. He has a problem with decision making; he even makes a plan to become a deaf-mute to not to interact with people. He constantly judges people as he generalizes people based on their looks and status everywhere he goes. Every time he tries to walk across the street and to be afraid of disappearing before he makes it or thinking that some pervert bum wrote the obscene words on the wall of the school when it was probably the kids who did it are signs of paranoia. All during the fours days, he only eats breakfast once when he meets the nuns, even then it was very little.At one point Holden has a conversation, Ackley, instead of turning out the light like Ackley asks, Holden t

East. St. Lousi Essay

East. St. Lousi Essay East. St. Lousi Essay Putting it Together Soc 390 April 25, 2013 East St. Louis Illinois is promoted, by their Mayer in his website address, as a â€Å"great place to live, to work, to do business, and to raise a family† (2011:245). This statement seems contradictory to the statistics showing that population has declined by one third since 1950 while unemployment is estimated at over 50% (2011:245). This paper will examine the historical and current neighborhoods, job opportunities, and family structures of East St. Louis by using the theories of Massey and Denton, Cohen, and Stack. It will also examine why poverty continues to increase and provide argument that a major reform in social policy must take place to dismantle this perpetuating cycle. To understand what changes must be made, a brief overview of the history of East St. Louis is necessary. Neighborhoods In the early twentieth century, East St. Louis was an all American city. People from varied backgrounds were flooding towards this industrial hot spot in search of work that was abundant. People were building houses and raising families in the quiet suburbs of St. Louis city. Children were free to play in the well-manicured public spaces. Couples could take evening strolls and listen to the music playing in the nightclubs and plenty of small businesses lined the streets (2011:36). However, with the political interest of this city being geared towards industry, this residential paradise would soon take a turn for the worse. Today, East St. Louis is hardly recognizable to the residents of its past. The once thriving businesses are closed and the buildings are uninhibited. The streets are littered with trash and rubble from the decay of the old structures (2011:39). Vandalism and crime have taken over in most of the public spaces. The current residents of this city are now left to dea l with the fallout of this abandoned landmark. This situation can be seen time and time again in cities across the nation. As discussed in Streetwise, the village of Northton went through a similar transformation during World War II (1990:56). The influx of jobs brought desirability to the village and in turn attracted lower income families, the unemployed. When poverty moved into the area, the wealthy and middle class residents moved out. â€Å"The out-migration of middle class families from ghetto areas left behind a destitute community lacking the institutions, resources, and values necessary for success in post-industrial society†(1993:7). This quote is an exact reflection of what took place in East St. Louis in the 1960’s. After the civil rights movement, black families found increasing opportunities for advancement and started a migration towards better neighborhoods. Consequently, white residents started to flee in the late 1960’s (Nunes, 1998). The white industrial workers started noticing the overflow of black families from Brooklyn encroaching on the Northern border of East St. Louis. This migration caused white families to leave their house as well as their job thus providing more resources for black families moving in, white flight. Slowly the white-owned industries lost interest in the area and started phasing out. The middle class blacks followed suit and left only the low income blac k families within the city. The possibility of escaping this abandoned city is very unlikely without financial resources. Even the middle class families that can successfully make it out of the ghettos are faced with a highly segregated housing market (1993:9). Culture of poverty theorists cite poor work ethics and morals as the downfall of the city and maintained that these traits carry across generations (Hamer 56). However, others cite changes in welfare policy concentrating on removing the poor from welfare rolls and forcing them into low wage labor as â€Å"welfare racism† (Hamer 57). Personally I believe we can reform the welfare system to remove the negative effects without abandoning the impoverished. Again,

Organizational Behavior in the Workplace Essay Example | Topics and Well Written Essays - 750 words

Organizational Behavior in the Workplace - Essay Example 3). While these three steps aim to improve a product, they also compel the manager to learn about organizational behavior. Organizational behavior refers to â€Å"the study of factors,† which influences employee behavior, as well as the factors that affect the response of the organization towards the behavior displayed by the employees. In reality, employees have positive and negative experiences in the workplace environment that may affect their motivation (George & Jones, 2012, p. 3). This situation makes it necessary for managers to develop organizational behavior tools, which may be taken up in the short term, and long term; tools that hopefully may mitigate the negative, and increase the positive experiences of employees in the workplace environment (George & Jones, 2012, p. 4). The manager has to begin at the individual level, and apply short term organizational behavior tools that will help unveil an employee’s personality. Personality inventories may be conducte d to gauge the personality of an employee. In this method, the reaction of employees regarding statements that are in line with personality dimensions will be asked that will reveal their level of agreement or disagreement (Ashraf, n.d., p. 157). An assessment centre can also be developed that will guide employees in their career choices (Folsom & Boulware, 2004, p. 21). These tools will help the manager in developing motivational strategies that are in keeping with the preferences of the employees. Personality inventories and the evaluations done in the assessment centre are usually administered for a short period. After the individual level, organizational behavior tools that are intended to address issues at the group level have to follow, and be implemented for a long period. After the process of personality evaluation and enhancement, the manager has to focus on work motivation, and this has to include all employees. One way to enhance employee motivation level is by building q uality circles. Quality circles refer to â€Å"semi autonomous work groups† comprised of employees from the same work areas who regularly gather to talk over issues connected with their work responsibilities (Ashraf, n.d., p. 158). Constant communication is imperative to build a socially-dynamic workplace environment. The manager should encourage subordinates to form quality circles to inspire employees to engage themselves in activities that will help them connect with other employees and the company. It will be hard on the part of the managers to implement changes if employees do not fully trust them or the organization. Trust is something that can never be bought through extravagant rewards, or through flowery words. The trust of the employees to the capacity of the managers in dealing with the happenings within the organization is essential to keep them motivated and to retain them for a long period. As one of the foundations of an organization, the manager has to take pa rt in shaping â€Å"a culture of trust† (Pride, Hughes, & Kapoor, 2013, p. 203). This is an effective big picture strategy that if applied will bring positive transformation in the workplace environment. When there is a culture of trust, rapport is increased, and the relationship between the manager and employee becomes better. One way to build the trust of employees

Spss-group 2 project Essay Example | Topics and Well Written Essays - 750 words

Spss-group 2 project - Essay Example After excluding this case, a sample of 313 remains, bringing the total for both years to 725 respondents. After isolating Question #99 in Section 4 (What year are you?), and focusing on the Juniors (3.00) the following trends were identified (see table below): Notably, while all other grade levels indicated a decrease from ’06 to ’07, Juniors (3.00) recorded an increase. A comprehensive run of the descriptive statistics indicate that 85 Juniors, 20.6% of the entire sample (where n=412), participated in the study in 2006. In 2007, an impressive 96 Juniors, 30.7% of the entire sample (where n=313), participated in the survey. In ’06 and ’07, a total of 181 juniors participated in the survey, equating to 25.0% of the total participants in the two subsequent years. However, the results are more meaningful when presented as a proportion of the cumulative total, (see table below): The number of Juniors increased by 11 between ’06 and ’07. This was a 12.9% change. Noteworthy, the number of Juniors participating in the survey indicates an upward trend. From the analysis, it is evident that the number of Juniors who participated in the survey in 2007 were greater than those who participated in 2006. The means indicate that the students agree that their experience with their major is positive. Most found it to be primarily exciting, interesting, rewarding and fun. Only a few SOB students perceive their majors to be boring and worrisome. Additionally, upon further analysis of Section 1 Questions 19- 37, students had knowledge and an understanding of various SOB aspects. A large amount of the student body was informed about the major requirements of their courses, understood the core requirements, and was familiar with the student business advisory council and how to choose a career. They were also knowledgeable about the various Associations in BSOB including the Finance Association, NEOSA, Student Entrepreneurs Association,

Hospitality Industry and Environment Forces Essay

Hospitality Industry and Environment Forces - Essay Example In addition, diplomatic relations among governments have diverse effects on the hospitality industry. A government may choose, when it ascertains it is appropriate, to advise its citizens against visiting certain countries depending on how the prevailing diplomatic relations between the two nations. Economic factors influence the hospitality industry. A booming economy leaves a people with spare cash to spend on holidays. A weak economy presents, however, little cash flow to governments and relevant agencies that may lack the resources to invest in the hospitality industry. In addition, technology influences the hospitality industry. Tourists can enjoy their tours in many ways due to the advances in technology. Tourists can now film their adventurous trips and share their experiences with friends and family through social sites. Hotels can also provide booking services to their travelling clients online through their websites (Mok, Beverley and Jay 139). Surveillance and security provided in the hospitality industry have improved because of technology. There are fewer incidences of terrorist attacks targeting the hospitality industry because of technology applied in gathering and sharing intelligence by relevant agencies. Socio-cultural factors influence the hospitality industry. The manner in which local people interact with tourists determines their satisfaction levels. In addition, hospitable societies receive the highest number of tourists. Societies with unique cultural practices also attract many

Pure Competition paper MICROECONOMY Essay Example | Topics and Well Written Essays - 500 words

Pure Competition paper MICROECONOMY - Essay Example For this reason therefore the hotel market is pure competitive. One of the characteristics of pure competition is that there are many buyers and sellers in the market, this also includes the fact that the buyers are willing to buy products at a given price and that the producers are willing to supply products at a given produce. The hotel business has several suppliers or firms which include red roof inn, red carpet inn, Knight inn, Travelodge hotel, day inn and Econo lodge, it is also evident that their continued operation over the years means that buyers are willing to buy their at a given price. On prices in a competitive market the prices are determined by the level of demand and supply, when demand increases then prices also increase and when the supply declines then prices are expected to increase, also that in the long run the market is at equilibrium, for this reason therefore the hotel market is characterised by the determination of prices by market forces and therefore we conclude that is fulfils one of the conditions of a competitive market. In pure competition there are no barriers to entry, for our case the hotel market is characterised by free entry and exit by firms and this is evident from the large number of firms in the industry and the lack of regulations by government to restrict entry into the hotel

Business plan to develop a small business - Engineering or Dissertation

Business plan to develop a small business - Engineering or Manufacturing Based - Dissertation Example Alroy has established a revenue increase expectation of 30 percent by 2015, along with test market entry into a single foreign market. This will test Alroy’s capacity and know-how for foreign market expansion through which the company will learn more effective B2B relationship development, how to structure and control costs of distribution, and also develop alliance strategies in foreign markets with disparate and unique customer profiles and needs. This business plan highlights all of the strategic steps in areas of marketing, market analyses, financial analyses, managerial philosophy, and operations that will be critical to establishing a positive competitive position domestically and internationally. Based on forecasted revenue streams and market availability, it is estimated that the company will achieve a positive cash flow of over ?300,000 on the heels of 2014 revenues of ?1.5 million. By 2017, it is estimated that Alroy will achieve revenues of ?2.25 million and net ear nings of ?1.8 million as a result of improved cost controls and overhead cost reductions over a 4 year operating period, hence making this a new model with significant return on investment. Interim Report One 1.0 Introduction Alroy Sheet Metals Ltd was established in 1956 and the company is one of the longest standing sheet metal organisations in the United Kingdom. Currently, the business performs metal fabrication services for the aerospace, medical and MOD industries. Whether the project requires aluminium or steel fabrication, Alroy Sheet Metals provides high quality products that are manufactured using modern 3D CAD Modeling software. The company performs punching, bending and forming utilising a wide variety of equipment and technologies. The company is focused on quality and precision within a total quality management system to ensure customers receive superior products that will fulfil the needs of diverse consumers in disparate markets. The company adheres to ISO 9001 quali ty standards with internal rigorous inspection processes to ensure top quality output (Kable Intelligence 2013). What makes Alroy so unique is that the company has a flexible production system that allows the business to create products of any size and dimension. This represents an operational model that can be adjusted to accommodate any variety of commercial or retail orders in any industry. The business is able to control costs with the implementation of an ERP system which supports lean manufacturing (Alroy 2011), thus saving costs along the supply chain and in operations. Additional modern technologies, such as individual raw material product bar coding, makes the production system efficient and able to meet customer deadlines effectively. Alroy currently sustains very close business relationships with such buyers as Johnson Controls, Allied Bakeries and SDC, providing such services as CNC punching, welding, Waterjet cutting and CNC laser profiling (Alroy 2011). Painting, plati ng and silkscreening also represent the variety of services offered by the organisation, illustrating a very diversified business model supported by modern technologies, two CNC machining centres and CNC lathe, providing the business with

Pure Competition paper MICROECONOMY Essay Example | Topics and Well Written Essays - 500 words

Pure Competition paper MICROECONOMY - Essay Example For this reason therefore the hotel market is pure competitive. One of the characteristics of pure competition is that there are many buyers and sellers in the market, this also includes the fact that the buyers are willing to buy products at a given price and that the producers are willing to supply products at a given produce. The hotel business has several suppliers or firms which include red roof inn, red carpet inn, Knight inn, Travelodge hotel, day inn and Econo lodge, it is also evident that their continued operation over the years means that buyers are willing to buy their at a given price. On prices in a competitive market the prices are determined by the level of demand and supply, when demand increases then prices also increase and when the supply declines then prices are expected to increase, also that in the long run the market is at equilibrium, for this reason therefore the hotel market is characterised by the determination of prices by market forces and therefore we conclude that is fulfils one of the conditions of a competitive market. In pure competition there are no barriers to entry, for our case the hotel market is characterised by free entry and exit by firms and this is evident from the large number of firms in the industry and the lack of regulations by government to restrict entry into the hotel

Operations Management Coursework Example | Topics and Well Written Essays - 1500 words

Operations Management - Coursework Example The client is an organization engaged in providing hotel services and accommodations in each of their twelve holiday centres spread over the Mediterranean and the Caribbean. Each holiday centres also provide water sports facilities including restaurants, bars, entertainments and retail establishments. The engagement is to automate the production of quarterly reports for submission to Headquarter and to provide real time daily reports to local management and weekly reports to senior management stationed at the Headquarter. The proceeding pages will indicate the integration definition of the organization (Podeswa, 2008). Part of the engagement is to overcome the following challenges that need to be resolved quickly. Improve if not overhaul the image of the organization to negate the impact of disgruntled customers that obliterates their ability to have repeat customers. The primary focus is to determine what part of the business is having difficulties if not the part of the business where customer experience is at its worst. Gathering data related to customer satisfaction is an essential foundation for the solution that will be recommended since its success or efficacy can only be determined if a baseline performance has been measured. A primary solution that can be implemented to resolve the reporting requirement is to automate the frontline portion of the process to get an accurate data capture process that can provide reliable data. The same mechanism or process can also be employed to measure key performance indicators (Bissessur, 2010) that are primarily designed to measure customer satisfaction. Customer complaints and feedback methodology will also be used to determine if not validate the data reflected by the metrics that measures the key performance indicators for customer satisfaction. Customer Satisfaction rate = Customer Complaints received/Total

Second language acquisition Essay Example for Free

Second language acquisition Essay Study: To access the impact of anxiety and age on second language learning. Method A personal information questionnaire was first provided to two classes (34) of adults studying in the second semester of a migrant English program, all of whom had undertaken an oral exam within their English program two weeks earlier. From this corpus of 40 questionnaire responses only 7 were selected for this study, based on the fact that they had no knowledge of English prior to arriving and the length of time they had been living in America. Subjects The subjects chosen were all females and all were over the age of 25. Their time living in America varied between 6 months and 1 year but none had learnt or been able to speak or understand English prior to their arrival in America. Data were collected using a questionnaire developed for this purpose. The questionnaire consists of 10 items on a five-point Likert type scale. The items reflect the oral situations the subjects were likely to encounter within their study program. Results Table 1 below provides the results of the questionnaire by subjects ordered by age and numbered 1-7. Table 1: Subject/ age Q. 1 Q. 2 Q. 3 Q. 4 Q. 5 Q. 6 Q. 7 Q. 8 Q. 9 Q. 10 Oral Exam Score 1 (25yrs) Korean 5 5 4 4 4 3 4 4 4 2 48/100 2 (27yrs) Spanish 5 5 4 2 3 3 3 3 3 1 72/100 3 (32yrs) Russian 5 5 3 3 3 3 3 3 3 2 71/100 4 (36yrs) Spanish 5 5 4 1 3 3 4 3 3 2 66/100 5 (44yrs) Russian 5 5 4 2 3 4 3 4 3 2 53/100 6 (48yrs) Russian 5 5 4 2 4 4 4 4 3 1 47/100 7 (51yrs) Spanish 5 5 4 1 4 4 3 4 4 1 47/100 Discussion This qualitative data shows that talking in front of the class and answering teacher’s questions cause the most anxiety with all 7 feeling extreme anxiety in these two situations. The situation causing least anxiety for all is when they speak to their English teacher in an informal situation. Similarly, the table indicates low anxiety levels for 5 out of 7 subjects in group discussions. An interesting point to note is that anxiety levels proved lower overall when subjects were participating in a one to one situation with their teacher, even under test conditions, in contrast to situations where they were performing in front of their peers. Results also show that correction by the teachers whether for grammar or pronunciation does cause anxiety, whether it be moderately of very for all subjects. Results also indicate that anxiety increased with age with the one exception of subject 1 – the youngest but as anxious as the two eldest subjects. The same results are found in relation to scores received on their oral English exams, scores decreased with age and anxiety levels with the exception of subject 1. It should be noted that subject 1 is the only Asian participant, which may be a factor in her being the exception as all others were of Russian or Spanish descent. APPENDIX Questionnaire. Fill in the circles according to how anxious you feel when you speak English in the following situations. 1: not at all 2: slightly 3: moderately 4: very 5: extremely Situation Anxiety level 1. The teacher asks me a question and I have to answer in English O O O O O 1 2 3 4 5 2. Having to talk or present by myself in front of the class O O O O O 1 2 3 4 5 3. Taking part in a role-play in front of the class O O O O O 1 2 3 4 5 4. Taking part in a group discussion in the class O O O O O 1 2 3 4 5 5. When the teacher corrects my grammar O O O O O 1 2 3 4 5 6. When the teacher corrects my pronunciation O O O O O 1 2 3 4 5. 7. When I think other classmates are criticizing my English O O O O O 1 2 3 4 5 8. When undertaking an oral test O O O O O 1 2 3 4 5 9. Asking English teacher for advice O O O O O 1 2 3 4 5 10. Speaking informally to my English teacher O O O O O 1 2 3 4 5. APPENDIX Personal Information Name: _____________________________________ Age: _______________ Address: _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ Place of birth: ______________________________________________ Years living in America: __________ Age you arrived in America: _________ Nationality: _____________________ Score in school oral exam: _________.

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. It is the responsibility of the classroom teacher and their support staff to intelligently apply their schools’ behavior policy to the benefit of all in their learning environment. â€Å"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given† – Bertrand Russell. Bibliography Bigge, M (1976): â€Å"Learning theories for teachers†.  Harper Row. Chapters 1 and 2. Blandford, S (1998 ): â€Å"Managing Discipline in Schools†Ã‚  Routledge Falmer, Chapter 8. Butcher, K (2001): â€Å"Exploring the foundations of middle-school classroom management†. Childhood Education, 78 (2), 84 – 90. Canter and Canter (1976): â€Å"Assertive Discipline†.  Canter Associates (Publisher), 2001. Cohen, J [et.al] (1993): â€Å"Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments†.  Jossey Bass Wiley, Page 3. Croll, P [et.al] (1985): â€Å"One in Five: The Assessment and Incidence of Special Educational Needs†. DFES (2007): â€Å"Behavior and Discipline in Schools†. Retrieved on 10/07/07 from: www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool Dosani, S (2007): â€Å"Managing a Challenging Class†.  Buckinghamshire Schools Educational Psychology Service, Vol 5, Page 1. Emmer, E (1980):â€Å"Effective Classroom Management at the Beginning of the School Year†. 80 (5), 219 – 231. Fuller, B [et.al] (1994): â€Å"Raising School Effects whilst ignoring culture?†.  Review of Educational Research, 64 (1), 119 – 157. Galvin, P [et.al] (1990): â€Å"Building a Better-Behaved School†. Logman. Gunter, P (1997): â€Å"Negative Reinforcement in Classrooms†.  Teacher Education and Special Education, 20 (3), 249 – 264. Jack, S (1996): â€Å"An analysis of the relationship of teachers reported use of classroom management strategies on types of classroom interactions†.  Journal of Behavioral Education, 6 (1), 67 – 87. NCC Course Handout (2004): â€Å"Nottinghamshire Behavior Support Plan, 2001 – 2004†.  Appendix A-2. Rathvon, N (2003):â€Å"Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence†.  Brunner-Routledge. Rockwell, S (2006):â€Å"You can’t make me! From Chaos to Cooperation in the Elementary Classroom†. Sage Publications, Chapter 1. Skinner, B (1974): â€Å"About Behaviorism†.  Random House. Tassell, 2001 â€Å"Classroom Management†. Retrieved on 10/07/07 from:  http://www.brains.org/classroom_management.htm Tauber, R (1988): â€Å"Overcoming Misunderstanding about the Concept of Negative Reinforcement.†. Teaching of Psychology, 15 (3), 152 – 3. Wheldall, K [et.al] (1985): â€Å"The Behavioral approach to teaching package (BATPACK)†. Positive Products. Wolfgang, C (2001):â€Å"Solving discipline and classroom management problems†.  John Wiley Sons. Wragg, E (1993): â€Å"Primary Teaching Skills†. Pages 18 – 37 and 58 – 88.  Routledge.

Personal Narrative - Mother Ireland :: Example Personal Narratives

Mother Ireland My family is proud to boast a long and rich history mothered by the Emerald Isle of Erin, which is Gaelic for Ireland. My family's clan was first called the O'Neills, and we inhabited the outskirts of a small village which now goes by the name of County Cork. We were minstrels, actors and musicians in the courts of our family's home for many generations. An interesting piece of recent history about my family is that we are closely related to the Kennedys on my father's side. My grandmother was one of the Davises, who in some way were related intimately to the Fitzgeralds, who were John F. Kennedy's mother's close family. And not too many people know this, but one of the young Kennedy ladies had the good fortune of marrying the famous Mr. Arnold Schwartzenagger. I wish to go even farther back, though, to the era of the Medieval Renaissance on the Isle, when my family owned their own lands and estate, and the head of our family was known as one of the first rulers of Ireland. Our family's castle and lands remain standing to this day, but are inhabited by no one for failure to pay twenty million dollars in back taxes over the past three hundred years. So now our family's castle sits as a tourist attraction on the coast of Erin, as a reminder of the rich and time-honored beauty it has brought and will always bring to the Island. Our family owes its debt of gratitude to one young man. The rule who was living in our family's castle at the time had two sons. At the time, having two sons meant that the ruler would have to entrust his lands and properties to one of them when he died. Since the ruler could not decide whom to entrust the castle to, he told them to have boat race around the shores of Roan Innish ("Isle of the Seals, a small island off the coast of Ireland). So it was determined that whoever was first to touch the shoreline on the other side of the island would inherit all of his father's wealth. Well, the race was long and hard, and the younger son grew so tired that he could not row one second longer even though he was so close to the shoreline.