Nazi and Vatican WWII Relations

Primary Facts Holy See/ Vatican (seat of the Roman Catholic Church) and   Germany forged relations in July 20, 1933 known as the Concordat of the Reich Concordat. Cardinal Eugenio Pacelli (who later became Pope Pius XII in 1939) and Germany’s Vice Chancellor Franz Von Papen were the Instrumental figures in the agreement. Witnessed by Msgr. Giovanni Montini (later became Pope Paul VI) and Ludwig Kaas (leader of Germany’s Catholic Center Party). Pope Pius XI and Hitler approved the Concordat but were not in attendance. Prior to this Concordat, the Catholic bishops were active in denouncing Nazism. 1. Prior to WWII Original reasons for the concordat (Vatican) Generous financial assistance to German Catholic Schools(Alvarez and Graham) Prior Concordat treaties were made with other nations like Bavaria in 1925; Prussia in 1929; and Baden in 1932 Autonomy of ecclesiastical institutions and their activities (Alvarez and Graham: 1997: 3) Establish better footing in Protestant-controlled Germany Prevent the spread of communism using Nazism as a bulwark Joint Agreement with the Nazi party for the Church’s protection Other vested interests Original Reason for the Concordat (Germany) To silence the Catholic bishops’ persistent denouncing on the spread of Nazism. Gain the church’s approval and international recognition Establish the trustworthiness and reliability of the Nazi regime. Ensure the rise of Nazism, unopposed Soften the Catholic Church’s opposition to socialism by relying on the power of the pope over the congregation based on the Canon law. Establish power over the German churches. Endorse the Nazi ideology on divided German priests Other vested interests Negative Effects of the Concordat on the Roman Catholic Church Hitler established in 1935 a Ministry of Church Affairs to oversee church movements and placed churches under administrative control. Nazism was actively taught in schools which included â€Å"a salute† to Nazi officers. Anti-Semitism was fanned as Jewish-hate propaganda was endorsed by the Nazi regime. German priests were taught that Nazism reasserts the values of religion. Religious activities were barred outside places of worship. Authority of the Roman Catholic Church was questioned Reduction of vocations to the priesthood by encouraging men to marry Increasing hostility as Hitler decided not to honor the pact. Notes: Pope Pius XI started condemning the Nazi party but died shortly before he could deliver a blunt message to the public in 1939. Barely a month after, Cardinal Eugenio Pacelli assumed the papacy as Pope Pius XII as the wartime pope. War broke out in September of the same year. There are rumors presented by Cardinal Tisserant that Pope Pius XI was murdered a few hours before he was to deliver a message condemning Germany. 2.   During the War The Vatican Ended Pius XI’s ban on Action Francaise which is an anti-Semitic organization Denied knowledge on reported atrocities committed by the Nazi party against Jews. Conciliatory policy of silence despite reports from bishops and other foreign dignitaries. Did not denounce the humanitarian problem of the Jews and other marginalized sectors in Europe. Refused to acknowledge any knowledge of the crimes against humanity. Never excommunicated Hitler. Remain mum and allowed genocide of the Jews. Reasons for upholding the Concordat and silence despite Germany ignoring it Pressured into silence by Germany’s privileged information gathering on the Vatican Believed that Nazism could work against communist movement Germany questioned the neutrality of the Vatican Fear of offending Germany and loosing support. Protection of the church properties and interest during the war Protection of assets and interests Veiled endorsement of anti-Semitism Results: Hitler’s refusal to honor the terms in the Concordat allowed the worst genocide in the history of mankind among Jews and other marginalized sectors in Europe. Properties were looted, women and children subjected to punishment and executions along with men. Treatment of men like common criminals or animals without legal consequences; mass murders of Jews with the supreme effort to eradicate their bloodline.               

Nomination Essay

â€Å"Educators exist to perpetuate cultures and the human species; to teach young people the qualities they need to perpetuate culture and the human species. To do that, you have to fight apathy, greed and irresponsibility.† This is what Virginia L. Nikolich firmly believes, and as a teacher, she sees to it that this belief is handed down to her students. Teacher Ginny, as what most of her students call her, is not just an average teacher. She is a devoted instructor that deals with special education, teaching not only the normal K-12 students but also children who have a variety of disabilities. This means that as a Special Education teacher, she must be able to oversee these students’ behavioral, social, and academic development. Being a special education teacher may be considered as a hard and challenging task for most of the people, but that is not all for Teacher Ginny. She does not only teach special children, but she also teaches normal boys and girls. But again, for teacher Ginny, it’s still not all. She teaches both special and special children at the same time, same place, and with the same lessons. As a devoted agent of knowledge, she did not back away from teaching these children at the same time. She is co-teaching with another instructor on the subject of Biology. As Special educators, they are expected to design and teach the appropriate curricula for their students. They have to tailor all the works and activities in response for their needs and disabilities, like state and federal standards, grading and paperwork standards, as well as the monitoring of the student’s performance. It is her task to create Individualized Education plan for the special students which serves as her teaching guide. But what makes Virginia L. Nikolich from other teachers in her field of specialty? According to teacher Ginny her personality and professional life are the products of her education. She considers teaching as another learning process, which is why she chose to be in that profession for most of her life. She learned to blend in the day-to-day lessons which she gets from teaching. She continued to grow, not only as a teacher but also as a learner. She learned to blend the subject matter which Biology, to special education, and even computer degrees education. As she continues to teach, the more she learns about the things around her. She wishes to share everything she learned with everyone she teaches. As a small influence, she dreams of having big effects to different people in the feature. One of the aspects in her life, teacher Ginny values the support that her family has never failed to support her in everything she does. The value of the family is a good aspect to start with, and that it is probably the most influential for teacher Ginny. With her family background and experience, she became diligent, persistent, and conscientious flexible, compassionate and kind: the traits which her students greatly valued and appreciated. As a professional educator, Virginia L. Nikolich followed all the rules and has improvised in some, depending on the needs of the student. Teacher Ginny, as most know her, is definitely one of the best teachers in her field.

MLA ARGUMENT RESEARCH PAPER ON CIVIL WAR IN LIBERA Dissertation

MLA ARGUMENT RESEARCH PAPER ON CIVIL WAR IN LIBERA - Dissertation Example Thus, their attack by the America Liberians is totally uncalled for. Adebajo has this to write about the America-Liberians, â€Å"This coastal settler elite established a corrupt, nepotistic system that excluded and oppressed the sixteen main â€Å"up-country† indigenous ethnic groups: the Bassa, Belle, Dei, Gbandi, Gio, Gola, Grebo, Kissi, Kpelle, Krahn, Kru, Loma, Mandingo, Mano, Mende, and Vai† (21). The America-Liberians â€Å"waged several wars against the indigenous peoples of Liberia whom they overran and subjugated as menials.† (Bassey & Oshita 111). The America Liberians are actually the force behind the series of unrest in Liberia as the injustice in the land forced Liberians to react. This is not as if the Liberians were right for staging a civil war in the first place, but the fact remains that the America Liberians should not have targeted innocent people. â€Å"Even though Liberia was established because of the ‘love of liberty’, the h istory of this country has been characterized by different and ugly experiences: political repression, lack of rule of law, social exclusion and deprivation, economic mismanagement, and poor governance.

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Aviation Meterorology - Essay Example The state run Lao Airline is one of the airlines that have witnessed an accident blamed on bad weather. This discourse seeks to analyze the Lao plane crash in the context of the meteological factors. Airplane crashes are a rare occurrence all over the world. Gorham (2013) attributes this to the fact that it is the safest mode of transport today with a lot of safety measures instilled within the industry. Any airplane accident regardless of how small it may be tends to attract a lot of public attention. The media, for example, tend to focus much on airplane accidents more than any other accident. This is because it is a very rare occurrence (NASA, 2011). Nevertheless, like the other transport means, airplanes also do experience mishaps resulting in accidents. As earlier mentioned most airplane accidents are very tragic with a minimal chance of survival. The recent Lao Plane crash that killed all 44 passengers on board plus the five plane crews is a case in point (news.com.au, 2013). Reports indicate that poor weather has been one of the the leading causes of airplane accidents. The ATR-72-600 passenger airplane operated by the Lao Airline crashed on October 16, 2013. The accident has been blamed on poor weather. Spamer (2013) notes that on the fateful day, the Lao Airline departed from Vientiane, Laos to Pakse, Laos. The airplane had 44 passengers on board at the time and five crews. In total, the airplane carried 49 people and was en route to Pakse. Unfortunately, the plane crashed in poor weather before landing at Pakse (Head, 2013). Reports indicate that scheduled flight was delayed at Nari because of a heavy tropical storm that had hit the central and southern provinces of the country. After waiting for the weather to clear, the plane finally took off en route to its destination. Eyewitnesses indicated that the ATR 72 plane was just about to land on Pakse’s runway 15 in very poor weather but could not

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The Experience of Ethnic Minority Workers Essay Example for Free

The Experience of Ethnic Minority Workers Essay EXECUTIVE SUMMARY This report describes the findings of a qualitative research project, The Experience of Ethnic Minority and Migrant Workers in the Hotel and Catering Industry: Routes to Support and Advice on Workplace Problems, funded by the European Social Fund and Acas and carried out by the Working Lives Research Institute at London Metropolitan University. The research provides evidence of the conditions faced by ethnic minority and migrant workers in the hotel and restaurant sector, an industry already known for its harsh working environment. In-depth interviews with 50 ethnic minority and migrant workers in London, the West Midlands and the South West were carried out between May 2005 and May 2006. In addition, interviews were held with key informants to provide contextual information on features and trends within the sector. The key findings of the research are summarised here. Working conditions in hotels and restaurants †¢ Cash-in-hand, undeclared or under-declared, and illegal working was found among the ethnic minority and migrant restaurant workers interviewed, and affected both employment conditions and rates of pay. This was prevalent in small, ethnic minority-owned restaurants, usually employing members of the same ethnic group. The National Minimum Wage (NMW) was the rate commonly paid to basic grade staff, including bar and restaurant staff, hotel porters and housekeeping staff, particularly outside of London. The research also found a high incidence of flat rate payments per shift or per week, regardless of hours worked, below the NMW, often paid cash-in-hand. Long hours working was a further feature. Full-time workers did a minimum 40-hour week, with 50 to 60 hours a week being common, particularly in restaurants. Late night working, or until the last customer left, was often expected without extra pay. Some felt that they had no life outside work due to the long hours demanded by the job. In some instances, individuals had several jobs to earn money to support family or send back home. There was low awareness of holiday and leave entitlements. Very few workers received more than the statutory entitlement to four weeks’ holiday. Some reported getting no paid holidays or receiving less than the legal minimum, and there was generally low awareness of holiday entitlement. In small restaurants there was sometimes an informal policy of two weeks’ leave. It was common for workers to have received no written statements of particulars or contracts. This was found among both informally and legitimately employed workers, and was a source of anxiety for several. †¢ †¢ †¢ †¢ 1 †¢ There were poor perceptions of job security in the sector. Few workers felt secure in their employment, often feeling they could be sacked on the spot, particularly those working informally. Some longer-term workers in regular employment were aware that increasing use of casual and agency staff meant that their jobs were not secure. Training available to migrant workers, particularly in restaurants, was minimal, usually only in basic health and safety, hygiene or fire procedures. In some hotels, however, managers had recognised the neglect of training in the past and were offering staff the chance to pursue National Vocational Qualifications. †¢ Problems at work †¢ There was a high degree of acceptance of the poor working conditions in the sector among interviewees, with issues such as low pay, long hours, unpaid overtime and poor health and safety standards often not perceived as particular â€Å"problems† but rather viewed as the nature of work in the sector. Where problems were identified these related to: pay; long working hours; workload; getting time off; bullying and verbal abuse, including racial harassment; problems getting on with colleagues; English language skills; and theft of property from work. Bullying and verbal abuse was common, particularly in kitchens where chefs were often known as bullies, but this was accepted by some as â€Å"just the mentality of the kitchen†. Sometimes the abuse had a racial element, with â€Å"bloody foreigner† used as a term of abuse. Racist abuse from restaurant customers was also regularly suffered by some waiters. In one hotel, several staff had experienced bullying from a manager, resulting in time off sick with stress. Staff believed there was an ulterior motive of trying to get rid of long-serving employees and replacing them with cheaper casual staff. Opportunities for promotion were felt by several interviewees to be inhibited by discrimination on grounds of race, ethnicity, nationality or age, as well as the limitations imposed by work permit or visa rules. Some long-term workers felt they had been overlooked for promotion, with their age then compounding the problem as employers looked for younger staff to promote and develop. Where employees saw that they had opportunities to progress, this was due to the support of a manager. Opportunities were further limited by employer presumptions about the suitability of staff for â€Å"front-of-house† jobs, such as reception or waiter positions, based on ethnicity, gender and age. Some employers expressed preferences for white staff, or a â€Å"balance† of white and non-white front-of ­ house staff, on the grounds that it was what their customers wanted. The research found that such racial stereotyping was expressed openly in this sector in a way that may not be acceptable in other sectors. †¢ †¢ †¢ †¢ 2 †¢ In the main, interviewees did not raise health and safety concerns when discussing problems at work, reflecting an acceptance of the hazards of this type of work. However many issues did arise during the course of interviews, which included: burns and working in hot kitchens; working in a confined space; back and shoulder pains; and tiredness from long working hours and heavy workload. Often, responsibility for health and safety, such as avoiding burns, was seen as primarily belonging to the employee and not the employer. Most workers believed that little could be done to tackle the problems that they were having at work, or felt that the only solution was to leave the job. A handful of workers had taken action to resolve their problems at work, either by raising concerns with their manager, or seeking outside support or advice. †¢ Support, advice and awareness of rights †¢ Workers felt poorly informed about employment rights in the UK, and had little idea of where to get information if they needed it. Many also were unsure about aspects of their own particular terms and conditions of employment, which was related to a lack of written information. As might be expected, those who had been in the UK for a longer time, and the small number who were members of a trade union, felt better informed about their rights at work. Trade unions had been a valuable source of support for a small number of interviewees, but for most workers, unions simply did not feature in their experience of work. But despite the difficulties of organising in the sector, including high staff turnover, no culture of trade unionism and employers that are hostile to trade unions, union membership was growing in one London hotel and catering branch. This was the result of recruitment campaigns that included information in several languages. Some interviewees either had, or would, seek support from community organisations about problems at work. However, there was a variation in the level of community support available in the three regions, with London and the West Midlands having established organisations representing a variety of ethnic groups, but such structures were much less well developed in the South West. Seeking support and advice through community organisations can also be a double-edged sword for those who work for employers within the same ethnic community, with some fearing that if they sought advice, word would get around and they would have problems getting work in future. Of the small number of workers who had sought support for problems at work, Citizen’s Advice, Acas and a specific project for service workers (no longer in existence) had been used. While a small number were aware of Citizen’s Advice, a couple thought that the service excluded them because of its name, which implied to them that it was for British citizens only. †¢ †¢ †¢ 3 Conclusions and recommendations †¢ While many of the working conditions and problems highlighted in this report are common to workers in the sector, the research found several features that serve to differentiate the experience of ethnic minority and migrant workers: immigration status; working in the informal sector; discrimination in the labour market and employment; and low expectations which increase tolerance of poor working conditions. For ethnic minority and migrant workers the difficulties in raising and resolving problems relate both to their own individual vulnerability and characteristics of work in the sector. Recent migrant workers may have limited English language skills and little or no knowledge of UK employment rights and support structures, factors that compound the difficulties of addressing problems in the sector. These include: the perception that there is a ready supply of labour to replace workers who complain; a lack of union organisation; a culture of poor personnel practice, such as minimal training and provision of information; and the informal nature of much employment obtained by ethnic minority and migrant workers in the sector. There appeared also to be a lack of monitoring or enforcement of employers’ compliance with employment legislation in this sector. To understand the different experiences and motivations for ethnic minority and migrant workers working in hotels and restaurants, the research developed a typology of strategies that highlights at one end how some individuals feel they are acting strategically in relation to their work choices, whereas at the other, economic factors and limitations play a greater role in determining their choices. The strategies move from Career progression through Broadening opportunities and Stepping stone to Pragmatic acceptance and No alternative. The research makes a number of recommendations about how the position of this vulnerable group of workers can be improved through better access to employment rights and information, improvements in working conditions and career opportunities, and improved provision of support and advice. †¢ †¢ †¢ 4 1. INTRODUCTION This project, The Experience of Ethnic Minority Workers in the Hotel and Catering Industry: Routes to Support and Advice on Workplace Problems, was funded by the European Social Fund and Acas and carried out by the Working Lives Research Institute, London Metropolitan University between May 2004 and July 2006. The project used qualitative research methods to explore the experiences and problems at work of ethnic minority and migrant workers in hotels and restaurants, with the aim of both identifying the range of experiences and problems encountered, and gaining a greater understanding of access to and use of support and advice to resolve these problems. The research therefore provides evidence of the conditions faced by ethnic minority and migrant workers, which is an area relatively neglected by research so far. Its objective is to inform policy in order to improve good practice in relation to the employment of ethnic minority and migrant workers, to prevent problems from arising, and to improve the support and advice mechanisms available. The key target groups for these research findings and policy objectives are thus employers, statutory bodies, the voluntary sector, trade unions and community groups. 1. 1 Background to the project At the start of the project a working paper (Wright and Pollert, 2005) was prepared to establish the extent of ethnic minority and migrant working in the hotel and restaurant sector, as well as pinpointing the main issues for workers in the sector identified by the existing literature. The working paper is available on the project website1. The paper showed that ethnic minority and migrant workers make up a significant part of the hotel and restaurant workforce – almost threefifths (59%) of workers in the sector in London described themselves as other than White British in the 2001 census (Wright and Pollert, 2005: 27). Outside of London the picture reflects the differences in the concentration of the ethnic minority population across the UK. In the West Midlands, where 84% of the hotel and restaurant workforce were White British in 2001, the largest other groups were White other (2. 9%), Bangladeshi (2. 3%) and Indian (2. 2%). The sector is a particularly important source of employment for some groups, with 52% of male Bangladeshi workers employed in restaurants, compared to only 1% of white males (Holgate, 2004: 21). In London, migrant workers (those born outside the UK) account for 60% of those employed in the hotel and restaurant sector (GLA, 2005: 68), compared to 31% of all London workers who were born outside the UK. However there have been important changes in the composition of the hotel and restaurant workforce since the 2001 census, with employers filling vacancies in the sector by employing significant numbers of workers from the East European countries that acceded to the EU in 2004 (known as the A8 countries). The government requires nationals of the A8 countries who wish to work in the UK to register with the Worker Registration Scheme (WRS), and Home Office figures show that of the 375,000 workers registered between May 2004 and March 2006, 22% were working in hospitality and catering (80,570 workers) (Home Office, 1 http://www. workinglives. org/HotelCatering. html 5 2006a). There has, however, been a decline in the proportion of WRS applicants in Hospitality and Catering from 31% in the second quarter of 2004, to 18% in the first quarter of 2006, with Administration, Business and Management now employing greater numbers. The highest proportion of all applicants under the scheme were Polish (61%), followed by Lithuanian (12%) and Slovak (10%). The figures also show a movement of registered workers to other parts of the UK than London, with the percentage applying to London falling from 25% in the second quarter of 2004, to 11% in the first quarter of 2006 (Home Office, 2006a). While working conditions in the industry have been well documented as consisting of low pay, low status, exploitation of employees and lack of unionisation (e. g. Gabriel, 1988; Price, 1994; Head and Lucas, 2004; LPC 2005), little has been written in the UK about the actual experiences of ethnic minority and migrant workers, with much of the existing literature focusing on management behaviour and strategy (Wright and Pollert, 2005). Some recent exceptions include a study of low pay in London (Evans et al, 2005), which included the hotel and catering industry. This study of 341 randomly selected low paid workers contained 90% who were migrants. Of their sample of hotel and hospitality workers, the largest group (two-fifths) were non-British whites, mainly from Eastern Europe, followed by Africans (24%). It found the lowest rates of pay to be in the hotel and catering sector, below contract cleaning, home care and the food industry. Other recent research has considered the experience of Central and East European migrants in low paid employment in the UK in the context of the A8 countries joining the EU, and covers hospitality, along with construction, agriculture and au pairs (Anderson et al, 2006). It is some 15 years since the Commission for Racial Equality (CRE) undertook a formal investigation into recruitment and selection in hotels (CRE, 1991) in response to concern that the sector was failing to consider equal opportunities in employment practices. It found that ethnic minority staff were disproportionately concentrated in unskilled jobs, and found only one ethnic minority manager out of 117 hotels investigated. It made a number of recommendations about how hotels should improve their practices in relation to recruitment, monitoring, positive action and training taking account of equal opportunities issues. However, we have been unable to find evidence of any monitoring or evaluation of whether these recommendations have been heeded or implemented by hotel employers. While knowledge of employment rights among all workers in the UK is poor, it has been shown that vulnerable groups know even less (Pollert, 2005). A random survey of people’s awareness of employment rights in the West Midlands found that women, ethnic minorities, young people and the low paid were least likely to be aware of their rights (WMLPU, 2001). The research was undertaken in the context of considerable public debate on migration policy, and at a time when the government was intending to phase out low skilled migration schemes, such as the Sectors Based Scheme, which granted work permits to certain numbers of workers in skills shortage sectors such as hospitality, in the light of new labour available from the European Union (Home Office,2005). At the same time there is increasing concern for â€Å"vulnerable† workers, and the government has recently published a policy statement on protecting vulnerable workers, defined as â€Å"someone working in an environment where the risk of being denied employment rights is high and who does not have the capacity or means to protect themselves from that abuse† (DTI, 2006: 25). 6 1. 2 Research aims The research set out to address the following key questions: 1. What are the working conditions of ethnic minority and migrant workers in hotels and restaurants? 2. How are working conditions seen and what are perceived as ‘problems’, and how does this impact on acceptance of poor working conditions? 3. What type of problems do ethnic minority and migrant workers have working in hotels and restaurants? 4. How do these compare to the problems generally affecting workers in the sector and to what extent are they associated with particular labourmarket niches within the sector to which these workers are confined? If this is so, to what extent is the insecurity of migrant status relevant, or is racial discrimination relevant? 5. How much do ethnic minority and migrant workers in this sector know about their rights at work, and to what extent do ethnic minority and migrant workers in this sector attempt to enforce their legal rights at work, or instead try to find ways to achieve a sufficient income and manageable working conditions, even if this means colluding with illegal employment practices? 6. How much do ethnic minority and migrant workers in this sector know about where to get advice and support for problems at work? And who do they turn to for advice and support? To what extent do ethnic minority and migrant workers in this sector use statutory (i.e. Acas, CRE), voluntary (CABx, local advice agencies), trade union, community (groups or informal contacts through ethnic networks) or informal (friends, family) sources of support and advice? 7. What are the experiences of ethnic minority and migrant workers in this sector of using all these sources of support and advice and what barriers do they face in accessing support and advice for workplace problems? 1. 3 Structure of the report The report describes the research methodology and access routes, together with the characteristics of the interviewees in section 2. The working conditions experienced by interviewees are described in section 3, confirming evidence from much of the existing literature on the sector, but also highlighting where the experience of ethnic minority and migrant workers may be particular. Section 4 describes the problems encountered by interviewees in their jobs in hotels and restaurants, but also considers the attitude of these workers to defining â€Å"problems† at work, as well as their approaches to resolving problems and barriers to resolution. The information, support and advice available to and used by the ethnic minority and migrant workers interviewed is explored in section 5, together with their awareness of employment rights in the UK. 7 In section 6 conclusions are drawn about the specific experiences of ethnic minority and migrant workers in the sector, the problems that they face and their need for support and advice, suggesting that changes need to be made to practice within the sector, as well as in improved provision of support to ethnic minority and migrant workers. 8 2. METHODOLOGY The project employed qualitative research methods to gather in-depth accounts of the experiences of 50 ethnic minority and migrant workers. Interviews were carried out between May 2005 and May 2006. In addition, interviews and face-to ­ face and telephone conversations were held with key informants to provide contextual information on features and trends within the sector affecting ethnic minority and migrant workers. The strengths of using qualitative methods are that they can not only identify tangible issues (the problems themselves, for example), but also more elusive, subjective issues, such as motivation, perceptions of opportunities and of rights, sense of inclusion, integration and fairness – or their opposites – sense of frustration, alienation and barriers to obtaining support and fairness at work. 2. 1 Regional scope The research project was confined to England within the terms of reference set by the European Social Fund. Three English regions were selected in order to provide a comparison of experiences of migrant and ethnic minority workers: London, the West Midlands and the South West. London and the West Midlands have considerably larger non-white and migrant populations than other parts of the country, with significant numbers of Bangladeshis and Pakistanis working in the hotel and restaurant sector in the West Midlands (Wright and Pollert, 2005: 27 ­ 28). In contrast, the South West is the English region with the smallest non-white population, but is experiencing a growth in migrant workers. The problems facing ethnic minority and migrant populations here have been less well documented, but where studies have been done, isolation from ethnic minority communities and support structures emerges as an issue (BMG Research, 2003; Gaine and Lamley, 2003; SWTUC, 2004). Tourism also accounts for 10% of total employment in the South West, with the greatest proportion of these (70%) employed in the hospitality sector – accommodation, restaurants, pubs etc. (Tourism Skills Network South West, 2002). In the South West it was decided to focus the research on two towns with a large tourist population and therefore a high demand for a hotel and restaurant workforce: Bournemouth and Plymouth. The Human Resources manager of a Bournemouth hotel group, interviewed for this research, said that only 32% of their workforce was British, indicating a high reliance on foreign-born workers. 2. 2 Definitions of ethnic minority and migrant workers The research includes both â€Å"ethnic minority† and â€Å"migrant† workers, categories which, in real life, are complex, changing and overlapping. Some ethnic minorities (using the Labour Force Survey definitions) will also be migrants. Migrants (defined here as all those who were born outside the UK, Home Office, 2002) may or may not be defined as ethnic minorities, and may or may not be discriminated against. White Australian or Canadian migrant workers, for example, would not be. But Kosovan people may be regarded as ethnic minorities, and suffer racism and discrimination, and Czech or Polish people may or may not be discriminated against, and while they may not be â€Å"visible† in terms of skin colour, in the way black and Asian people are, they are â€Å"visible† in terms of language, cultural characteristics, and discrimination. As many â€Å"white† Eastern Europeans are now 9 working in the hotel and restaurant sector, particularly since the EU enlargement in May 2004, it was felt to be important to include their experiences in the study. 2. 3 Access to research participants In order to include the experience of a broad range of interviewees from different ethnic groups and backgrounds, including both recent and more settled ethnic minorities, it was decided to use multiple routes to access interviewees. Therefore a range of bodies were contacted, many with a twofold purpose of: a) providing contextual information about the sector and/or the experiences of particular ethnic groups; and b) helping gain access to research participants. Organisations contacted included trade unions, community and worker organisations, sector bodies, employers and statutory and advice agencies (see Appendix 2). In the South West, where there are fewer organised community groups than in the two other regions, we spoke to officers at Bournemouth Borough Council, who gave us informal contacts within the main local ethnic minority communities, as well as putting us in contact with several community interpreters who spoke the main languages of the local ethnic minority groups: Portuguese, Korean, Turkish, Bengali and Spanish. These routes proved very useful in helping to access research participants and in providing interpretation for interviews. However, in the end, Turkish and Bangladeshi workers were reluctant to come forward to be interviewed, which the interpreters said was because they were fearful of speaking out about their employers, despite reassurances of confidentiality. In all three areas we used fieldworkers who were able to use their language skills to carry out interviews in workers’ native languages, namely Bengali, Spanish, Polish, Lithuanian and Mandarin. The fieldworkers were also able to provide access to workers who may not have come forward otherwise, being people who were known and trusted among their own ethnic communities, or who were able to provide sufficient reassurance of confidentiality. Training was provided in using the interview guide to all fieldworkers to ensure a common approach was used in interviews and that fieldworkers understood the aims and objectives of the research. While the approach used provided access to workers in a wide range of establishments,from large hotel groups to small independent restaurants, including several working ‘illegally’ or ‘informally’, we acknowledge that using such routes could not access the most hard-to-reach illegal migrant and ethnic minority workers, who may constitute a considerable proportion of workers in the sector. The research may not fully represent the worst conditions found in the ‘underbelly’ of the sector as suffered by many ‘illegal’ or ‘undocumented’ migrants, as portrayed, for example, in Steven Frear’s 2002 film about a London hotel, Dirty Pretty Things. It was decided not only to seek out interviewees who perceived themselves as having had a â€Å"problem† at work, but a range of people in different jobs in the sector, in order to explore their typical work experiences and their attitudes towards â€Å"problems† and conditions in the sector. 10 2. 4 Key informants In addition to the worker interviews, at least 20 key informants (see Appendix 2) provided further context on the hotel and restaurant sector, including regional knowledge. These included employers and employer representative bodies, trade union officials and branch members, community organisations, representatives of sector bodies and statutory and voluntary organisations. In some cases in-depth interviews were carried out, and in others more informal conversations were held either face-to-face or on the telephone. 2. 5 Worker interviews A total of 50 in-depth qualitative interviews were carried out in the three regions, with a greater number in London due to the huge range of ethnic minority and migrant workers in the sector in the capital. The breakdown was as follows: Table 1: Worker interviews by region Region London South West West Midlands Total % 46% 24% 30% 100% No. of worker interviews 23 12 15 50 during the interviews, which and a half. Participants were of both themselves and their participation with a ? 10 shop A semi-structured interview schedule was used generally lasted between 45 minutes to an hour assured of confidentiality, and of the anonymity employer. They were thanked for their time and voucher. At the start of the interview, participants were asked to complete a two-page questionnaire giving basic demographic and employment details, data from which is provided in the following section. 2. 5. 1 Ethnicity Respondents were asked to describe their ethnicity, according to the classification used in the 2001 Census. The results are grouped together in table 2. Table 2: Ethnicity of the sample Ethnicity White Bangladeshi and Pakistani Chinese and Other Asian Black Mixed % 36% 26% 20% 16% 2% No. of interviewees 18 13 10 8 1 11 2. 5. 2 Country of birth Table 3 shows the range of countries from which interviewees came. It was notable that only one participant was born in the UK, despite attempts to find British-born ethnic minority workers in the sector. Both fieldworkers and interviewees themselves commented that many British-born people do not wish to work in a sector that is known for low pay and long hours, including the children of migrants interviewed, as they seek better alternative employment opportunities (some young British-born workers do work in the sector while they are students, but tend to do so for only a short time). Table 3: Country of birth Country of birth Bangladesh China Colombia France Ghana Holland Indonesia Ivory coast Korea Lithuania Philippines Poland Portugal Slovakia Somalia Spain Sudan Turkey UK Ukraine 2. 5. 3 Gender Women are under-represented in the sample (38% of interviewees) compared to their presence in the sector as a whole, but this reflects the fact that the sample includes a substantial number of Bangladeshi workers, who represent a significant group in the sector in the West Midlands, and most of these workers are male (Wright and Pollert, 2005: 27-28). 2. 5. 4 Age Only one interviewee was under 21 years old. Almost two-fifths (38%) were aged 21 to 30 years old, and the same proportion were between 31 and 40 years old. Six interviewees (12%) were aged 41 to 50, and five (10%) were between 51 to 60. None of the interviewees were aged over 60. 2. 5. 5 Education Overall the sample was fairly highly educated, with 36% having a first stage or higher degree. Another 10% had post-secondary non-tertiary level education, and 36% had received education up to secondary level, while 12% had received. % 24% 10% 6% 2% 4% 2% 2% 2% 6% 8% 2% 4% 4% 6% 6% 2% 2% 4% 2% 2% No. of interviewees 12 5 3 1 2 1 1 1 3 4 1 2 2 3 3 1 1 2 1 1 12 primary level education or less. A further 6% had other qualifications or the details of their education were not known. 2. 5. 6 Employment The majority (62%) of the interviewees worked in restaurants, while 30% worked in hotels. The remaining 8% either worked in both hotels and restaurants, as agency workers, or in catering services. More than half of respondents (54%) said there were 10 or fewer employees where they worked. A further 22% said there were between 11 and 25 people where they worked. Only 6% worked for employers with between 26 to 49 people and 10% said there were 50 or more employees where they worked. However these figures should be treated with caution, and may underestimate the number working for larger employers, as respondents may have interpreted the questions as referring to the workplace or department of the hotel where they worked, rather than the employer as a whole. Almost half the interviewees (48%) worked as waiters or waitresses, either in hotels or restaurants. Another 20% were chefs or cooks, and a further 4% worked in kitchens as general assistants. 12% said they were supervisors or managers and 4% described themselves as cashiers. Another 10% worked in other jobs in hotels as receptionist, general assistant or porter/bar worker. The majority of workers were full-time (70%), while 14% said they worked parttime, and 14% were casual workers. Working hours were long. The largest proportion (40%) worked over 40 hours per week – 10% worked between 41 and 48 hours, while almost a third (30%) said they worked over 48 hours a week. Just over a third (36%) worked between 21 and 40 hours a week. Only 6% did less than 20 hours a week. The majority (82%) had only one job at the time of the interview, with 18% having two or more jobs. However, some of those currently working in only one jo.

Expected U.S. GDP growth rate going forward Essay Example for Free

Expected U.S. GDP growth rate going forward Essay This paper examines the expected growth of the United State’s GDP.   It looks at how the economy is performing, especially after the recent credit crunch that had effects on the whole world’s economy. The paper looks at GDP growth rates expected at different rates for specific periods of time.   According to the World Bank, the economy of the United States of America is the largest amongst the world’s economies. Expected U.S. GDP growth rate going forward Economic growth is a situation in which the value of goods and services produced by a given economy. It is measured in terms of GDP where it is taken as the percentage rate of rise in real GDP.   Growth is an economic parameter that is presented in real terms; this means that it varies according to adjustments in inflation-terms so that the effects of inflation on product prices can be netted out (Lipsey, et al, 2007).   The average living standards of citizens of a nation are measured using real GDP per capita calculated as the total GDP divided by the total population in an economy. Considering the recent economic activities, the economy was on a go slow during the second quarter due to the fact that consumer spending was adversely affected by job scarcity. This condition left the recovery to almost solely dependent on the flow in commercial investments. According to updates of July 28, 2010 by Economic Outlook Index, it predicted that the economy will experience growth in real Gross Domestic Product at an annualized growth rate based on six month period. However, after the end of stimulus initiatives, it is expected to slow to about 2.5% by the end of December 2010. This situation will be greatly influenced by the seemingly perpetual high unemployment, the feeble housing market, high debt and rigid credit. The GDP of U.S., and of course other economies, can be determined either by finding total demand in the economy, total production or total spending. Using total spending, it is projected that during 2010 the total spending will be $6413 billion. This represents about $378 billion or 6.26% increase based on the previous projections of 2009. This is also expected to continue rising in the subsequent years. For instance, the total spending is expected to hit $6713 billion and $6832 billion in 2011 and 2012 respectively (U.S.A. Government spending, 2010). The implication of this is that the U.S. GDP can be expected to grow at the rate 6.26% in 2010, 4.68% in 2011; this represents a drop from the preceding period and in 2012 it is expected to grow at the rate of 1.77% (U.S.A. Government spending, 2010). This means that even though the real GDP is expected to grow between 2010 and 2010, it will happen at a reducing rate. Even, So, some of drivers of the projected growth include the expected increase in employment for the period running from 2008 to 2018 in which   unemployment is to reduce by 10.1% and increased government expenditures amongst other significant economic factors. It is therefore important to note that there is no cause for alarm amongst the business community and the investors. Conclusion The recent credit crunch which started in 2007 affected the U.S.A economy alongside other major world economies hence sending ripple effects to the developing economies (International Monetary Fund, 2008). More jobs were lost during the period, the prices in the real estate market experienced high inflations and generally the cost of basic consumer products went up. However, through stimulus strategy and other economic interventions has seen the U.S GDP growth start increasing. This is due to projected growth in total expenditures and commercial activities within the U.S. economy. It is also expected that unemployment rate will go down and hence have a positive effects on total expenditures.

Managerial delegation within nursing practice

Managerial delegation within nursing practice PREPARATION FOR PROFESSIONAL PRACTICE Part 1 The following assignment will discuss the importance of managerial delegation in practice. The learning outcomes I shall cover in this essay are to critically analyse the concepts of professional and inter-professional collaboration. I shall also demonstrate accountability and responsibility in managing the delivery of care. I shall also critically reflect upon my own strengths and weaknesses in relation to leadership qualities, management skills, communication skills and evidence based practice. All those aspects will be examined on the basis of a scenario. The scenario concerns a patient called Betty, who was due in for admission by police escort and I asked a qualified member of staff to undertake the admission. However it became apparent that the patient was drunk upon arrival for admission. I felt inexperienced to deal with this and I recognised the need to resort to policy, legal, ethical and safety issues surrounding my delegation and decision-making before the admission could proceed. I discovered that there was no policy in respect of admittance of a drunken patient. For that reason I recognised the need to seek guidance from more experienced team members as patient safety was a concern. The good part of this experience was that I felt supported by more experienced staff members. After discussions, I felt that the admission was manageable and would not cause any safety issues in respect of patient care. I changed my decision and asked the qualified staff member to orientate the patient to the ward. Rather than asking the nursing assistant who I felt did not have the theoretical knowledge of substance misuse or appropriate skills to deal competently with the situation on this occasion. I could have refused the admission due to lack of policy guidance and if the situation arose again, I would judge the situation on its risk to patient safety and care. This scenario shows that during the course of a workday, a nurse makes decisions of many kinds, these are not trivial decisions; they involve a patient’s well-being, so it is important that as a nurse my decisions are good ones. I believe my PDP has helped me identify weaknesses as learning needs, enabling me to address these areas during practice, gaining more skills and benefiting my nursing career, patients and prospective employers. Some nurses criticise PDP’s for negatively highlighting areas of poor performance (Wilson et al 2009), others believe they positively acknowledge the nurses strengths and constructively recognise areas of improveme nt (Evans 2003). Policy changes and changes in nursing practice (The NHS Plan 2000, National Service Framework for Older People 1999, Making A Difference 1999, NMC 2002) means the nurses role has changed. The nurse needs to delegate tasks to enable all the daily tasks to be completed. Actually the above scenario contains aspects of leadership, management and delegation. It would therefore be important to examine those aspects and look at the differences between them. In a transformational style, one identifies a problem, and works collaboratively with other staff to find a solution. There is an element of unpredictability as well, which empowers the nurse for the future (Faugier et al 2002). Leadership goes also with authority, influence and power (Jooste, 2004). Influence plays a more important role as a leader should be able to motivate, negotiate, and persuade instead of simply wielding power. This influence is to model by example, to build caring relationships, and mentor by instruction (Jooste, 2004). Leadership goes also along with management, but confusion prevails about these two notions (Marquis et al 2009). The differences lie in the roles of the leader and a manager as made clear by (Hughes et al 2006) in the following distinctions: â€Å"managers administer, leaders innovate; managers maintain, leaders develop; managers control, leaders inspire; managers have a short-term view, leaders have a long-term view; managers ask how and when , leaders ask what and why; managers initiate, leaders originate; managers accept the status quo, leaders challenge it.† Managerial delegation is one aspect nurses have to very careful about. As a matter of fact, delegation is the turning over of both authority and responsibility for doing work duties to a subordinate, but additionally explaining the ‘what’ and ‘why’ of a selected job, whilst leaving the ‘how’ up to the subordinates (Coburn et al 2006). It is â€Å"is the process by which you (the delegator) allocate clinical or non-clinical treatment or care to a competent person (the delegate). You will remain responsible for the overall management of the service user, and accountable for your decision to delegate. You will not be accountable for the decisions and actions of the delegate† (Wales (NLIAH), 2010). This brings about a new level of professional decision-making and the nurse as a person with managerial skills and deleg ation (Thomas et al 2009). As part of my management placement I would learn of my managerial and delegation duties for the day during handover when I would identify what tasks needed doing. Following this I would check the ward diary and the doctor’s book to see what tasks I needed to delegate to ensure that all the patients were cared for safely. Evidence suggests, many student nurses and newly qualified nurses feel unskilled at delegation due to limited educational training and inexperience in the work place (Johnson et al 2006). On placement I felt ill prepared to delegate to staff members for these reasons, however I recognised that the best way to develop this skill would be through experiential learning. Delegation is a skill, which (Johnson et al 2006) argues is better acquired through experiential learning than lectures. (Kolb 1984) describes the experiential learning cycle as experience, reflection, generalising and planning. (Simon et al 2009) and (Parsons 2009) argue that delegation should not be purely experiential as research suggests educational sessions have resulted in knowledge and confidence for decision-making (Conger 1993). Making a Difference (DOH 1999) supports both views, as do I. I found it hard to determine what can and should be delegated in case I compromised patient care. I over came this by using a theoretical framework alongside experiential learning. I critically analysed two frameworks. The first being the Four Rights of Delegation: Right task, Right person, Right communication and Right feedback (Hansten et al 2004). The second model was (Conger’s 1993); it is called delegation Decision-making Model, which addresses three areas, task analysis, problem identification and selecting the right team member for the job. However I rejected Conger’s model, as I perceived it as being flawed for the fact that it does not include feedback. Each time a task was delegated the staff member was asked to give feedback, so when they had completed their task, a written record documenting what had occurred, this way I could be sure that the patient had received the care needed. This written record can be confirmation that the task delegated has been started and finish to the instruction which I had delegated to the delegate. Any difficulties during the task which the delegate acknowledges can be further examined and future recommendations can be put in place for future practice (Warner 2008). To delegate successfully the student nurse needs to develop an understanding of team members’ job descriptions, job expectations and skills training; otherwise patient care could suffer (Thomas et al 2009). Nurses must be very careful when delegating someone, and they have to keep in mind that there are accountable. Perhaps the best way to understand this issue would be to quote from the (Nursing and Midwifery Council 2008) on what it says about the delegator’s accountability: â€Å"If the nurse or midwife is delegating care to another professional, health care support staff, carer or relative, they must delegate effectively and are accountable for the appropriateness of the delegation. The Code requires that nurses and midwives must: establish that anyone they delegate to be able to carry out their instructions; confirm that the outcome of any delega ted task meets required standards and make sure that everyone they are responsible for is supervised and supported (Tomey et al 2009). I reflected upon the above experiences via self-reflection, peer and clinical supervision with my mentor. I decided that communicating more effectively to staff members was crucial to my ability to delegate better. I believed that my good communication skills were invaluable to me when learning how to delegate. (Parkman et al 2004) states that â€Å"effective communication is a fundamental asset to successful delegation†. Evidence has shown that good communication skills by the student nurse will enable them to be more successful in delegating resulting in higher levels of job satisfaction as it empowers all team members (Parsons et al 2009). Using (Gibbs Reflective Cycle 1988) to reflect and evaluate my delegation experiences and in turns the quality of care provided for patients has helped me to become more self aware in my actions. (Cook 20 01) states that â€Å"when the student nurse becomes aware of these things, it impacts positively on the quality of care, therapeutic communication and relationship with the patient† (Cook 2000). I have learnt that there are barriers to reflection. (Newell et al 2008) and (Jones et al 2008), criticize the idea of reflection arguing that it is a flawed process due to an inaccurate recall of memory and hindsight bias. (Richardson et al 2002) argues that it theorise actions in hindsight therefore devaluing the skill of responding intuitively to a patient. As such this could affect the quality of care given to the patient. But as with everything new challenges will always occur. One such challenge which can occur on a daily basis is when one of my delegation requests is contested due to a conflict of personalities. These conflicts of personalities can be shown in many ways such as ageism and gender. The older delegatee can sometimes show a condescending demeanour and display a pa tronizing superior attitude and a reticent to taking tasks from a younger newly qualified nurse. It is hard for the newly qualified nurse to point out any mistakes to someone older with many years of experience (Nursing Times 2011). Equally it is difficult when allocating a task to a member of staff who resents being told what to do by the opposite sex. When these barriers occur it is of great value for me to reflect on my practical and theoretical skills learned. With these skills learned, I know I have the confidence to meet any challenges and incidences which I can expect to meet on a daily basis. In general, as a newly qualified nurse giving delegation tasks, the nurse has to display strength in his/her personality (Doyle et al 2006). Any frailty within the newly qualified nurse’s character will soon be exposed by the delegate and advantages can be taken. Such advantages could include taking short cuts in the tasks delegated, or giving the task to someone else without fir stly notifying the delegator. In conclusion I feel I have grown personally, professionally and evidence of this can be seen through the achievement of NMC (2002) outcome competencies, PPS, witness statements, portfolio, profile, reflection, peer and clinical supervision. I feel that I have faced up to this challenging task and whilst learning to some degree through trial and error, I feel have succeeded in gaining delegation skills, because I have combined communication skills, theory and practice, with safe practice as my priority. Part 2 PREPARATION FOR PROFESSIONAL PRACTICE Part Two Drug Management For part two, I will be using a personal development plan (PDP). By using my personal development plan coupled with the smarter framework I will have a greater chance to envisage my personal development plan. The SMARTER framework will be used in order to judge the components of my goals. See: Appendix 1 I shall focus on one part of my PDP, which I feel less confident in and that is my medication administration skills, coupled with my NHS trust’s policy on their Principles of Safe Administration of Medicines. I shall suggest ways in which I can overcome problems I have in this area. My strengths and weaknesses can be seen in appendix 5. See: Appendix 5 Some nurses criticise PDP’s for negatively highlighting areas of poor performance (Wilson 2002), others believe they positively acknowledge the nurses strengths and constructively recognise areas of improvement (Evans 2003). I believe my PDP has helped me identify weaknesses as learning needs, enabling me to address these areas during practice, gaining more skills and benefiting my nursing career, patients and prospective employer. The contents of my PDP include the prioritisation of 5 key areas for improvement, which I feel I need further knowledge and learning about, these areas are: Drug Management, IT, administration, Chairing meetings and infection control. I have set a 3 months goal in order to improve my knowledge and understanding of these areas of deficit. The way for me to achieve my goals could include such ways as Reading professional journals like British Medical Journal, Nursing standard and Nursing times, couching by IPT members, shadowing and learning form the professionals, ward resources and using the hospitals own nursing library. For an outline of my PDP please see: Appendix 2 As well as a PDP it is important that I maintain a reflective Diary, noting important events relevant for further investigation. See: Appendix 3 I have always been apprehensive when the time comes to administer the medication. I had read and heard so many bad incidents in the press and TV when fatalities had occurred due to incorrect medication being administered. Because of these fears, I have always tried to include within my PDP any incidents or information concerning the administration of medications. I am aware that each NHS trust has their own policies on the safe administration of medications. While researching the policies of my local trust, I came upon the following policies which I feel will be beneficial to improving my knowledge on the safe administration of drugs. Registered nurses in exercising their professional accountability in the safe administration of drugs must comply with the 10 R’s as listed in the trusts drugs Policy (East London NHS) See: Appendix 4 A prescribed medicine is the most frequently provided treatment for patients in the NHS and although standards for medicines prescribing, dispensing and administration are high in this country, mistakes do occur (DoH, 2004). There has been growing awareness of the causes of medicines incidents. The publication of ‘An Organisation with a Memory’ (DoH, 2000) demonstrated the government’s commitment to improving the safety of patient care with the clear aim to reduce the number of incidents of serious medicines incidents by 40 %, (Courtenay et al 2009). As a result of these facts and the government initiatives it is essential that the Trust has a supportive and clear process to improve the practice of the administration of medicines. In their review of Medicines Management, the Healthcare Commissions (State of Healthcare 2007) reported that trusts need appropriate controls to ensure that medicines-related risks are minimised (Healthcare Commission 2007). The report f rom the National Patient Safety Agency (NPSA), ‘Safety in doses: medicines safety incidents in the NHS’ (NPSA, 2007) outlining seven key actions for trusts to implement to improve patient safety and improve staff skills and competencies. The Nurse and Midwifery Council (NMC) Standards for Medicine Management (NMC, 2007) encourage the immediate reporting of incidents. In order for registered nurses to keep their registration the NMC has compiled a test called (Prep) post registration education and practice. In order for nurses to achieve success in this test they must show that they have completed 35 hours of learning in relationship to the area of practice for every 3 years. The newly registered nurse must keep a (PPP) personal professional profile which will record their ongoing learning achievements (NMC) 2. The purpose of a (PPP) is so that the nurse can have a record of their achievements and it can be a source of reference. TheNursingandMidwiferyCouncil,thenursinggoverningbody,expectsall Nursesto:acknowledgeanylimitsofpersonalknowledge, skills and take steps to remedy any relevant deficits to meet the needs of patients (NMC scope of Professional Practice). AspartoftheNMCrequirementsforregistration,allnursesarerequiredtokeepa Professionalportfolio.Thisrecordslearningandskillacquisitionandintegrationof thisprofessionaldevelopmentintopractice.InspectionofthisportfoliodocumentcanberequestedbytheNMCatanytime,asthisprovidesevidenceofmeetingprofessionalstandards. Having set my learning need as drug management, within 6 months I shall do all I can to achieve proficiency in the administration of drugs. I am fully aware of the complexities of drug administration such as, the 10 R’s which I mentioned above, new medications coming on stream, old drugs being disused or superseded and contraindicated where certain combinations of medication is not advisable, the list can go on and on. As a nurse managing drugs I know there is no room for guessing when drugs are concerned, I know the only way is the right way when lives are at risk. 1

Altering the Amount of Heat Produced When Magnesium Reacts with Sulphur

Altering the Amount of Heat Produced When Magnesium Reacts with Sulphuric Acid When energy in the form of heat is given out of a reaction it is an exothermic reaction. Exothermic reactions usually need activation energy, the energy to break the bonds in the chemicals and to start the reaction. Once the bonds are broken new stronger bonds are formed. In an exothermic reaction energy in the form so heat is given out to the surrounding when the products are formed. Therefore there is an average rise in temperature; energy is lost which results in a negative ?H. The outcome variable for this experiment is to conclude what changes can be made to vary the heat energy when magnesium is reacted with sulphuric acid. Magnesium + Sulphuric Acid  ¡Ãƒ º Magnesium Sulphate + Hydrogen Mg (s) + H2SO4 (a)  ¡Ãƒ º MgSO4 (a) + H2 (g) There are many variables which can be changed in some way to effect the reaction, some of which are listed below:- Volume of Sulphuric Acid Concentration of Sulphuric Acid Initial temperature of Sulphuric Acid Motion of liquid (speed of stirring) Amount and size of magnesium Purity of magnesium The extent of oxidation on the surface of the magnesium Addition of Catalysts Size of Container Temperature of surrounding environment Pressure at which reaction is conducted Insulation of the test-tube Height of thermometer above the base of the test-tube Explaining variables In solutions of higher concentration, particles are closer together. They have a greater chance of colliding. Because there are more collisions the reaction rate is greater. How does temperature affect the rate of a chem... ...by encasing each experiment to prevent any changes in temperature at the start of the reaction to the end of the reaction from affecting the experiment. Extensions to the investigation Computers could be used to carry out data logs of the temperature during the experiment to give a more reliable and more accurate account of the experiments and to help distinguish patterns between concentration, heat produced and rate of reaction throughout each reaction. More concentrations of acid could be used to see if they also have similar affects on the temperature rise. Different substances could be reacted to see if they behave similarly. More repeats could be carried out to qualify the findings. These could be done under different conditions to see how the reactions react under a colder or hotter environment.

Consider changes Owen made in Anthem For Doomed Youth. How effective Es

Consider changes Owen made in Anthem For Doomed Youth. How effective do you find them in presenting the Pity of War? In this essay I intend to analysis how effective the redrafts of the poem 'Anthem For Doomed Youth' by comparing the first and final drafts. I will go about this task by comparing and contrasting the parts of the poem, which have been change to the ones, which appeared in the final draft. The first change that one is confronted with is the change of the title. Owen begins with the word 'dead', which is changed to 'doomed'. The reason for changing this is because it makes the readers first impressions very deep. The word 'doomed' hits closer to home than the word 'dead' as doomed creates image sin the readers mind that all the youth will die as opposed to 'dead' which simply accounts for the dead. The word doomed has a greater impact within the readers mind. The word doomed also has a sense of inevitability about it and those involved have no control over it. It hints to the reader that the youth of the soldiers has been taken away due to the horrific events that they will encounter whilst at war. As youth is meant to be a time of happiness. The overall impact if this change does do a lot for the poem to emphasise the 'Pity of War'. In the first line the soldiers are referred to in the final draft as 'cattle' from the passive verb of 'fast'. The word 'cattle' creates connotations within the readers mind of the slaughtering of the animals and creates a much more violent picture. It also spells out to the reader that the reason for cattle is so they can be slaughter and their existence serves no other meaning which could be linked to the purpose of the troops being in the battle field; t... ...ake an effort but it seems to make war be a petty thing and as soon as darkness strikes everyone puts down guns and waits until morning. Overall the majority of the changes are to make the lines have more impact but some are also to be in with the structure. The poem is in two stanzas, the first seems to create a picture of the entire events of a whole war. Due to the way it talks of battle and then mention remembrance at the end. Due to the language used and the usage of alliteration the stanza seems to have a sense of speed about it and overall creates a very compelling picture of war. The second stanza has a much more religious and emotional view about it. The pace is slowed down and there is much emphasis on the connotations and imagery, which the author crates. The poem is a very true reflection of the way in which life was wasted in World War One.

Men Makes Better Teachers Than Women

Men Make Better Teachers than women (Just for comment)The simple answer is women should teach by men teacher and boy should teach by women teacher so both are study interestingly and paying attention on their subject so students get a good marks I will discuss in general view about men make better teachers than women and in my point of view both are good and bad. There are many characteristics, techniques and other factors that make a successful and exemplary teacher. These may be varied as the teachers themselves.However, there are certain time-tested attributes, characteristics, practices and environmental actors which contribute immensely to teacher success. The main topic of today is to be categorized as Teacher-Personality and Attitude, Teacher-Student Psychology and Teacher-Institute Relationship and who can be teach better men and women? If teacher doesn’t have knowledge and clear concept of his teaching he shouldn’t teach. There are some cases that, a teacher ma y be a good student in his class but he cannot be a good teacher. Good teacher requires communication skills and Teacher-Student Psychology between students and teachers.A teacher also a good friend of you. He understand the nature of students either they are in mood of study or not and how should I convey my knowledge to students in a fun or serious, in story or in joke. That’s make the teacher best that he/she understand the student on their level and if some students asks any question he/she try to understand that what students want to say and try to clear this concept on his mind. One thing also play a big role in class, â€Å"Teacher-Personality and Attitude with students†. There are certain personality characteristics and attitude issues which will help a teacher excel at his/her work.It is widely believed that if a teacher is presentable, he/she will give a good impression to the students especially in the first few days of the class. This indicates that the tea cher is taking his/her job seriously and acting professionally and the students eventually will appreciate that. In addition to looking presentable, the teacher’s personality in class plays a big role in how efficiently the class will be conducted. It is essential that the teacher send the right signals to the students so they will understand the basic rules in the class. A teacher also should active and energetic, some teachers are good in nowledge but they don’t have much communication skills with student in the result, the students are sleeping in the class and they don’t much concentrate on that subject. According to my point of view I generally categorized the teacher in different situation that are: An average teacher just tells the students that what did they do? But, A good teacher explain the students that how did they do? And also, A very good teacher demonstrate the students that like this way they can do? And a great and best teacher inspires you, he gives motion to student to achieve the target for not be a good student but also a very good person in community.That teachers are very rare today that they sincere with their students and wish they always done a best in every field of life. A famous quote â€Å"In every successful student behind a teacher, and in failure a strict teacher† So that’s reason our villages people don’t study more because teacher treat them strictly and they prefer work instead of study. The teacher who follow these things it is a good teacher either it is women or men. But in my personnel point of view a man teacher is more best then women teacher because he behaves sometime strict and he doesn’t compromise with their students as women teacher.

My interersting travelling Essay

The advantages of group learning As students are trained in the form of credits you probably already know and familiar with concepts such as group exercises , group discussions , group work †¦ But not with any student or group of students who also exploit the positive approach of this study . The cause of this situation comes from the students who , or sometimes from the other objective reasons . The advantage of this method of learning is almost always students aware and undeniable . Learning environment group will actively promote the learning of individuals , creating cohesion in a community . While working in groups , the contradictions that arise from student to resolve † conflicts † . From there , they will have the ability to resolve conflicts , to convince others of the situation may be encountered in later life . The spirit of learning and the ability to listen to others and will be what students will learn . These skills are very important when you step out of the work environment and this would be a good premise to know how to work in a team environment . Work , group discussions, not merely at the request of teachers set for students , but more importantly it is the study of student research . Study groups will gather opinions of individual creativity , from which the product will be rich academic creativity . The best method will be selected from the comments yet. Learning products will now also be the result of all the members . School groups are not effective , why ? The positive aspects of group learning methods is undeniable . But no group of students also achieved the highest results with this method of learning , even sometimes some students feel it brings a lot of forms and achieve less effective than individual work people . So the reason why ? First, a number of students considered that the group work exercise of  collective psychology so often † not my job † , everyone except himself . As a result, † no one common father cry .† Many think that school groups will be very comfortable as it is a form of learning by playing , learning to speak , † thrown across his back turned † another thing about this table †¦ It ‘s so wrong . Since you are self- wasting his time in vain . Second, learning requires self-discipline team of each team member . The work is similar to the operation of a production line . Lines will not work , or work less effective if a part does not work or does not work properly function . If a team member does not work as assigned will result in the group will work stalled . The third reason , which is the division of labor is not clear . Sometimes a team member to take on too much work , while members have nothing to do . The work of the group is often put too much for the leader , sometimes even product is the result of individual rather than the leader of the group of products . Conversely , sometimes the leader † hug † too much work for her to lead the others † self-love † and the result is uncooperative . How to learn good team ? There are many causes of this learning method is not effective . Both objective reasons and from the school itself . So how to approach learning the most effective team ? First of all assigned work is reasonable . This depends on the role and ability of the leader to direct . When the work is clearly divided for each member they will be aware of his role , is responsible for completing the work . It is especially important to say to the self- consciousness of individuals in groups , students should find themselves responsible for a part of it , and the finished product has a contribution herself . A group is only effective when the members have self-consciousness : self-awareness of time , homework , self-awareness † speech † †¦ Only when each student develop  highly independent spirit , think about issues that need to provide learning research group that studies the group , the new group is promoting effects . And finally , the spirit of learning , listening hard , hard for that team will be the key to a successful exercise group . School performance group only when it is done on the basis of preparation of the content and methods of all members of the organization . With a networked computer , you can voice chat to discuss , study groups with friends everywhere just to save time , to be effective ! Please prepare yourself for a serious academic attitude and an effective group ! I hope to share on your part to help the students gain interest in learning groups , especially the effectiveness of learning with this method !

Curley’s Wife Om Thesis Paper

What does it mean to be a victim of loneliness? Merriam-Webster defines it as â€Å"being without company; cut off from others†. In the novel Of Mice and Men we see one character experiencing true loneliness, Curley’s wife. Set in the 1930’s, during the Great Depression, on a ranch in California, Of Mice and Men follows the journey of two men. When these two men, George and Lennie, come to work on the ranch, it sends the whole ranch in a new direction. Curley’s wife just hopes that she can find a companion, and who better than new people. But one thing always stands in her way, her loneliness.Curley’s wife is a major victim of loneliness because of her failed dreams, her struggle to be someone’s friend, and her lack of love. Curley’s wife had a big dream all set up in her mind. The only problem is that it never happened. She came so close to coming to her dreams, but then it was all taken away. From a young age, Curley’s wife wa nted to be a famous movie-star. She dreamed of being around all the big directors, and completely changing her life. She had met with a few directors and all said she had that â€Å"twinkle† in her eyes that would win a crowd.She almost had the opportunity to go to Hollywood, she just had to wait for a letter. Unfortunately, that is all she did, wait, and wait, and wait. It never arrived. She went so far as to blame her mother saying she took the letter because she didn’t want her to fulfill her dreams. With all of this said and done, she left her hometown and found the Ranch. This failed dream of being a movie-star made Curley’s wife very depressed and lonely. She married Curley just because she wanted another person to fill the void of her lost dreams. The only problem is that she is very distant from her husband.It sent her deeper into loneliness. Curley’s wife comes off as a tramp and flirtatious to all the men on the ranch. They all tell George and L ennie to stay away from her, that she only causes trouble. But in reality, all she wants is a companion. When talking to Lennie, alone, in the barn on the ranch, Lennie repeats one sentence over and over to Curley’s wife. â€Å"‘George says I ain’t to have nothing to do with you–talk to you or nothing’† (Steinbeck 86). Everyone just seems to be shoving Curley’s wife away. All of these men keep portraying her as a troubled girl, and it makes her relationship with everyone difficult.She just wants someone to be her friend, and without one, she is lonely. Ever since she left Salinas, Curley’s wife has always lacked love. She loved the director that came to visit her and told her he would write to her. But when she never got the letter, it was almost as if she gave up on love. She married Curley, but it wasn’t real love. She married him because she wanted another person in her life. She wanted to be part of something. But she is never with him, and she is never with anyone for that matter. Neither of them try to show love to each other. But Curley’s wife lacked the love she thought she deserved.Katharine Gammon explains the psychology of loneliness and how a lack of love affects us,â€Å"The reasons trace back to humanity's evolutionary history, when people needed each other to stay alive. Loneliness doesn't just make people feel unhappy, it actually makes them feel unsafe — mentally and physically. † Curley’s wife feels not only unhappy, but unsafe. People are portraying her as something she isn’t and she isn’t getting credit for the things she does have/do. They are just making her feel more lonely. Some may believe that Curley’s wife’s actions set her up for her troubles and even her death.They may believe that she was just a tramp and troubled girl who had it coming to her. But while some may believe that, Curley’s wife was indeed a vict im of loneliness because she believed in her dreams, and they were crushed. She wanted to be a person’s â€Å"someone† but she lacked all the love. She is in fact a true victim of loneliness. Steinbeck never gave Curley’s wife a name, and that shows her loneliness. She was in extreme loneliness because of her failed dreams, her struggle to be someone’s friend, and her lack of love. Loneliness is a real feeling, action, and emotion. Curley’s wife had it all.I think Mother Teresa scored it right in the bag when she talked about loneliness. â€Å"Loneliness and the feeling of being unwanted is the most terrible poverty. † Mother Teresa knew what poverty was, and according to this quote, Curley’s wife was in the most terrible poverty. Work Cited Gammon, Katharine. Why Loneliness Can Be Deadly. N. p. , 2 Mar. 2012. Web. 27 Mar. 2013. Merriam-Webster. online ed. 2013. Merriam-Webster. Web. 27 Mar. 2013 Steinbeck, John. Of Mice And Men. New York, New York: Penguin Group, 1937. 86. Print. Quotes, Brainy. BrainyQuotes. N. p. , n. d. Web. 27 Mar. 2013.

Philosophy Final Essay

Question One   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Plato’s work The Apology Socrates is on trial for three distinct things: Firstly, Socrates fell out of favor with the government (who were constantly berated for being ignorant by Socrates in a fashion) and so the sought to eradicate him by accusing him of not paying favors to the gods for whom the citizenry worshipped.   Secondly, Socrates was on trial for impiety.   Lastly, Socrates was on trial and sentenced to death for corruption of the young.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Socrates attempted to defend himself in front of the Senate by using his famous Socratic method as revealed in Plato’s pages of The Apology.   He bantered and lead the court officials around in a dialogue fashion, asking questions in order so that they would have to answer them themselves and thus prove Socrates’ point in a question answer dialogue.   The dialectic art of arriving at the was the system Socrates used.   In this regard he would arrive at the answer by questioning the belief of engaged speakers in a philosophic circle, or in this case, in a courtroom hearing. Although this idea of philosophy may come across as non-confrontational,             Socrates used this method to verbally jab at the speaker until they themselves found fault in their philosophy, and through a system of negative or positive responses came to recognize the truth: Thus, Socrates sought to find justice for himself by only asking questions, leaving the answers up to the officials.   This type of philosophy has been likened to a cross examination present in today’s court rooms, where the person under oath is asked a series of questions that are both destructive and humiliating, until they are forced to acknowledge the truth, much like the arguments around Socrates. The aim of such confrontational questioning was always about finding the ultimate truth, but in this court case it seems that Socrates failed because the case eventually lead to his demise. Socrates believed that this truth seeking was the main goal of philosophy, and philosophical discussions, and he believed that everyone involved with the account was in pursuit of this goal as well:   It was this optimism that lead to his downfall in a way. Socrates could be considered a martyr.   It was his stand against the government at the time which lead to the eventual destruction of the Thirty Tyrants, but when democracy came back into place, they then chastised Socrates because of his pull with the younger crowd.   The definition of a martyr is a person who dies for a cause.   Socrates’ cause was for truth and wisdom; that is what he taught the crowd which followed him about the city (and which attracted the disfavor of the democracy who felt Socrates had too much power and sway over the citizenry and feared an uprising) and in the end, those were the causes for which he died. In The Apology Plato writes of a scene where Crito offers Socrates the opportunity to escape from prison, but Socrates forbids it stating that it would go against democracy for which he stood and it would be a deceitful act which is the opposite of truth, for which he based his philosophy.   Thus, Socrates is offered with a form of escape which he denies, thereby choosing death willingly for his beliefs, the true definition of a martyr.  Ã‚  Ã‚   Socrates willingly or rather knowingly accepts his fate as governed by the ones whose democracy he upheld and it was through this act that Socrates was able to demonstrate philosophy in action. Question Two As to the existence of god, Descartes deems that this should be accounted for next to discovering what knowledge is. Descartes’ explanation of God and existence required an innate sense of the presence of God. He began by thinking that the cause of any idea is as real as the substance of said idea. Since his idea of a Supreme Being or god infinite, therefore the cause of this idea of infinity must also be never-ending and according to his belief, only the real god is boundless. Thus, the cause for the existence of god cannot be human beings because we are not infinite and we are mortal. There must be a cause of this Supreme Being’s existence which is outside the human race. Based on Meditation III, Descartes expressed â€Å"my idea of god cannot be either adventitious or factitious (since I could neither experience god directly nor discover the concept of perfection in myself), so it must be innately provided by god. Therefore, god exists.† It was Rene Descartes who delivered a â€Å"first systematic account of the mind/body relationship† (Descartes 1). Descartes’ dualism theory states that â€Å"mind is a nonphysical substance† (Descartes 1). Further, he differentiated mind from brain. He attributed consciousness and self-awareness to the mind while intelligence is contained in the brain. Descartes used his Meditations on First Philosophy to make certain what he is in doubt before regarding the existence of the mind and body. Because of this, he was able to take a hint that mind and body are two different things. He advocated that the â€Å"mind† is used for thinking, thus, it is immaterial and can exist even without the body. This immaterial and non-physical content of the mind then he called as the â€Å"soul.† And therefore, the mind is a substance distinct from the body, a substance whose essence is thought (Descartes 12). Based on this perspective, Cartesian dualism became a stronghold of future theories. It champions the idea of the â€Å"immaterial† mind and the â€Å"material† body. Even if these are two different entities, they interact to create actions and events reversibly involving mental and physical activities. Despite many non-European supporters of Cartesian dualism, this gave rise to the â€Å"problem of interactionism† wherein it averts the impossibility of interaction between an immaterial and material entity, the mind and body respectively. To defend these criticisms of Cartesian dualism, Descartes formulated an explanation through the pineal gland theory. This gland is located in the center of the brain between the left and right hemisphere, from which the â€Å"immaterial† mind and the â€Å"material† body purportedly interacts. However, this has remained a theory up to this time since Descartes failed to defend such idea of the causal interaction of the mind and body through the pineal gland. Question Three Kant’s deontology ethics involves the belief of actions being immoral despite the outcome.   Kant did not put faith in the consequences of people’s actions but the actions themselves; thus leaving the effect of a scenario out of the equation of morality.   This ethical stance was part of Kant’s philosophy and he believed that the absolutism of deontology was the correct course of action despite circumstances. For Mill on the other hand, his theory of utilitarianism was in stark contrast to Kant’s theory of deontology.   Utilitarianism speaks toward the action of a person directly results the outcome.   Thus, the truth is always the correct path in Kant’s philosophy while the outcome of a lie being the pathway to truth or justice is the course of Mill’s philosophy. In a situation where Kant and Mill were able to converse, there would be several issues on which they would agree, as well as many on which they would fervently argue. With Mill’s dedication to the understanding of natural sciences/economy, and his studies into the harm theory as it applies to humanity, he would be at odds with the strong religious conviction of Kant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For Kant, the existence of God was the principle motivating factor of his studies. His work dealt with the â€Å"constructing an adequate theoretical argument for the existence of God†. (Rossi) His early work was founded on, rather than the proof of God as a being to be worshipped, the idea that God was fundamentally provable through mathematics. Kant will argue that the concept of God properly functions only as a â€Å"regulative† — i.e., limiting —   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   principle in causal accounts of the spatio-temporal order of the world. Kant’s critical philosophy thus undercuts what rationalist metaphysics had offered as proofs for the   Ã‚  Ã‚  Ã‚  Ã‚   existence of God. On the other hand, the critical philosophy does more than simply dismantle the conceptual scaffolding on which previous philosophical accounts of the concept of God had been constructed. (Rossi) To this end, Kant spent his life in study of the pursuit of finding God in science and mathematics that man had developed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John Stuart Mill, on the other hand, felt that the harm principle was the ruling factors of world existence. John Stuart Mill’s argues in On Liberty that the use of the harm theory, or harm principle is that a state of government must ensure the quality of liberty just so long as the actions committed in the cause of liberty are not detrimental to the activists.   That is to say that the government may interfere in order to prevent harm.   The following paper will discuss Mill’s harm principle and its application to government in regards to restrictions and controls.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mill argues for the doctrine of liberty.   Mill means to define the role of a person in society and as such the limited amount of coercion consistent in society that should affect that individual, â€Å"No society in which these liberties are not, on the whole, respected, is free, whatever may be its form of government; and none is completely free in which they do exist absolute and unqualified† (Mill).   Mill is stating that although these qualities are liberty come at a cost in no society would they be considered free because of the forms of government in which the world adheres. Question Four Nietzsche restricts the presence of God in his equation by saying that the concepts of good and evil have changed with the progression of history and that these two paradigms of human behavior and secular code will continue to evolve toward the demands of a changing society. Nietzsche, therefore, makes the argument that morals are constructs of the times in which we will and have evolved much as human beings have over the ages, but that this is not necessarily a good thing because it is meant as a manner of preventing others from having control over us. This is because people inherently wish to exercise power over others and morals are a way of leveling things off so that the strongest members of society do not dominate, as Nietzsche emphasizes, The pathos of nobility and distance, as mentioned, the lasting and domineering feeling, †¦something total and complete, of a higher ruling nature in relation to a lower nature, to an â€Å"beneath†Ã¢â‚¬â€that is the origin of the opposition between â€Å"good† and â€Å"bad.† (The right of the master to give names extends so far that we could permit ourselves to grasp the origin of language itself as an expression of the power of the rulers: they say â€Å"that is such and such,† seal every object and event with a sound and, in so doing, take possession of it.) (Nietzsche) In the Genealogy of Morals, Friedrich Nietzsche presents his idea about the morality of human beings and why it is flawed: Nietzsche begins by discounting many of society’s assumptions on how they function in life, as he believes that we tend to view things as having inherent meanings But all purposes, all uses, are only signs that a will to power has become master over something †¦with less power and has stamped on it its own meaning of some function, and the entire history of a â€Å"thing,† an organ, a practice can by this process be seen as a continuing chain of signs of constantly new interpretations and adjustments, whose causes need not be connected to each other—they rather follow and take over from each other under merely contingent circumstances. (Nietzsche) Nietzsche uses punishment as an example in this case, as human beings tend to believe that punishment is an action that happens to a person as a result of that person doing something that he or she deserves to be punished, although counter to this Nietzsche also states that suffering is meaningless and therefore, punishment may also with Nietzche’s own philosophy be meaningless. He would argue that punishment is completely separate from this, however, as punishment is very often used as a way of showing off one’s power or in some cases, as an act of cruelty. This suggests that the punishment does not always fit the crime, as the clichà © is written, so those two things should not necessarily be associated with each other. It cannot be understood how these two things are the same thing, so it is necessary to keep them separate. Nietzsche then continues this argument to show how morality has arrived at the point that it is at right now. Nietzsche argues that all of existence, especially in human beings, is a struggle between different wills for the feeling of power. This means that society wishes to have some sort of control over their own lives and also over the lives of others. This is why competition and the nature of this in man is so prevalent in society, Rather, that occurs for the first time with the collapse of aristocratic value judgments, when this entire contrast between â€Å"egoistic† and â€Å"unegoistic† pressed itself ever more strongly into human awareness—it is, to use my own words, the instinct of the herd which, through this contrast, finally gets its word (and its words). And even so, it took a long time until this instinct in the masses became ruler, with the result that moral evaluation got downright hung up and bogged down on this opposition (as is the case, for example, in modern Europe: today the prejudice that takes â€Å"moralistic,† â€Å"unegoistic,† â€Å"dà ©sintà ©ressà ©Ã¢â‚¬  [disinterested] as equally valuable ideas already governs, with the force of a â€Å"fixed idea† and a disease of the brain). (Nietzsche) It is all a competition to achieve this power, even if there is no physical reward for winning these competitions. Nietzsche shows the constant changing of the ideologies of good and bad by stating that in past generations, the concept of good was defined by the strongest people in society. In barbaric times, anything that the stronger members of society did was defined as good, while the weaker members of society were seen as bad. This is not something that we would agree upon today, but members of these past societies would not agree with the way we do things either. Therefore, Nietzsche believes that to give anything an absolute interpretation does not work because as the times change, so will this interpretation. It is wills which define this, so as wills change, so will the apparent truth. If it is truly desirable to have free will, therefore, a person must not believe in any absolutes, but rather view the world as a constantly changing place and let our wills define the things that are occurring around and in society. This includes looking at things from as many different perspectives as possible in order to decide contingently upon personal perspectives which viewpoint a person wishes to make. This can also be applied to morality as, since nothing is absolute, morals are constantly changing as well. Morality is not something that was passed down from God to human beings, but is rather something that has evolved and changed since the beginning of time and will continue to do so. The only thing that has not change in human beings is that they inherently have the desire to achieve more power over their fellow human beings, because of the existence of free wills. This means that the present morality that human beings possess has been born due to hatred for those things that are stronger in the presence of society. Nietzsche argues that a person will have fear of things that could possibly have power over them, so a person must have developed this moral code in order to protect themselves from the stronger members of society. Nietzsche believes that a person must embrace these animalistic instincts because a person is currently hurting themselves by repressing them. Work Cited Cooper, J.M.   Plato Complete Works.   Hackett Publishing Company.   1997. Descartes, Rene. n.d. â€Å"Meditations on First Philosophy.† 10 March 2008 Mill, John Stuart.   Utilitarianism.   Online.   10 March 2008:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://ethics.sandiego.edu/utilitarianism.html Nietzsche, F.   Genealogy of Morals.   Online.   10 March 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://books.google.com/books?id=OwGPCsLiBlwC&dq=nietzsche+genealogy+of+mor  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ls&pg=PP1&ots=rTBJrGtorH&sig=vLolmBFHWUdXa7z8_CxzfIlj18A&hl=en&prev=h  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   tp://www.google.com/search?hl=en&client=firefox-a&rls=org.mozilla:en  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   US:official&hs=ymY&pwst=1&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=Nietz  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   che+genealogy+of+morals&spell=1&oi=print&ct=title&cad=one-book-with-thumbnail Rossi, Phillip. â€Å"Kant’s Philosophy of religion†. Stanford Encyclopedia of Philosophy. June  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2004. 10 March 2008. URL: http://plato.stanford.edu/entries/kant-religion/