The Innocent Man Essay Example for Free

The gratuitous Man EssayThe Innocent Man evidently is the allegory of Ron Williamson, who spent 12 years on Oklahomas death row after having been convicted of a murder he did not commit the book is more than Williamsons touching story. Co-defendant Dennis Fritz was wrongfully convicted of murder but sentenced to life story in prison. Together with Williamson he was even sotually vindicated by DNA evidence. Two opposite inmates, Karl Fontenot and Tommy Ward, whose cases were interconnected with Williamson and Fritz, remain imprisoned in Oklahoma serving life sentences regardless of substantial evidence of actual innocence. Ron Williamson, the lead character in the story was wrongfully convicted of Carters killing. Williamson is not the benevolent character. He appeared as a high school athlete in baseball and was chosen by the Oakland Athletics in the 1971 Major League draft. His professional baseball career never realized the promise displayed by his youthful potential, an d he returned home to lead a life reduced by divorce, drugs, alcohol and small-time crime.Loaded by intellectual illness, his attitude added in many respects to his conviction. But the writers portrait makes perfectly apparent that Williamsons conduct in no way warranted the outrageous actions of law enforcement, prosecutors and judges. It is possibly one of the ironies of the law that while lawyers and judges botched Williamson, it would be others in those same professions who saved him only five days before he was calendared to be executed from imposition of his sentence of death.Lawyers from the Oklahoma death penalization assistance program and a courageous federal judge eventually held a new trial for Williamson. During the flow of the investigation and preparation for that trial, Williamson belowwent DNA examinations that would canvas his innocence. It was one of the first considerable DNA exonerations in American courts. The Innocent Man commences by unfolding the disapp earance of Mr. Williamsons and Mr. Fritzs supposed victim from the parking lot of the nightclub where she worked.But she was later found dead at her home. By the time he has written 13 pages, the author has presented 22 witnesses, relatives, law officers and forensic experts, with many more to occur. If it takes a time for Ron Williamson to materialize, because it is clear in Mr. Grishams mind Mr. Williamson had no direct relationship to the crime. The book illustrates the hurt process by which Mr. Williamson, with a reputation for being drunk, moody and troublesome, in the long run caught the interest of the police. The book offers much evidence of Mr.Williamsons mental weakening. His behavior becomes violently inconsistent. His substance abuse intensifies. His habits turn progressively stranger. Meanwhile the author takes his extensive legal expertise to the job of being staggered by what he portrays as the laws systematic breaking of Mr. Williamsons rights and by the brutal han dling of his suspicion. In the face of such blatant mistreatment of a suspect, the author has a difficult time keeping sarcasm at bay. Of the intense circumstances surrounding the death of Mr.Williamsons mother, and that he was kept constrained even at her funeral, the author writes Such precautions were obviously needed for a felon who forged a $300 check. Far worse than her sons disturbance is that Mr. Williamsons mother died believing that she had ascertained to the police that her son was home watching videos with her on the night of Debbie Carters murder. Though her lawyer said he watched her make this testimonial to a police detective, a video camera evidently failed to register what she said. No evidence of it appeared in the legal proceedings that resulted.The Innocent Man is plural, despite its title because it is a story of four men, four average white guys from good families, all crushed up and abused by the system and locked away for a combined total of 33 years. This is a lot for a nonfiction narrative to deal with, and this book sometimes injures under the burden of so much harsh, frustrating data. Mr. Grishams information on the formation of an underground, completely daylight-deprived prison provides the most egregious hall of horrors in a book that is symbolically full of them.On occasion The Innocent Man provides a touchable souvenir of Mr. Grishams novels. Take Barney Ward, Mr. Williamsons court-appointed lawyer, who appears as if he walked right out of the authors fiction. This is Mr. Wards first death penalty case. He is a passionately colorful character. He is as well as blind and just as the case revolves on forensic evidence that demands visual examination, his assistant leaves him in the motion. Mr. Wards relationship with Mr. Williamson is so touchy that Mr. Wards son is prepared to challenge the client physically should trouble take place.The author has an Olympian ability to launch thunderbolts. His book causes a plague of viper s upon the head of Bill Peterson, the Ada district attorney who managed both these investigations and is still in office. The Innocent Man forces readers to take an interested look at and ask some serious questions about a legal system that, in important criminal cases, seems to be malfunctioning in every box of our nation.Reference Grisham, J. (2006). The Innocent Man Murder and Injustice in a Small Town. 1st ed. New York Doubleday Books.

Received controllable shocks Essay Example for Free

Received controllable blows EssayThey both said that the completion of a persons social network and their perceived sense of support atomic number 18 positively linked. The role of control in the perception of stress also plays a part. A sense of control subordinates the extent to which a situation may be experienced stressful. It has been suggested that control affects the repellent system. Laudenslager et al. (1983) showed direct effects on the immune system.He used rats that were placed in three groups, one received controllable shocks, the second group were a yoked control (received the same shocks as the depression rat, but they had no direct control over the shocks), a third group received no shocks. All the rats were injected with tin quartercer cells. Laudenslager found that 65% of the controlled shock group rejected the cancer cells, compared with only 27% of the yoked controlled and 55% of the no-shock group. His study suggests that control is important to the functioning of the immune system.Psychological approaches have also been employ in anger management courses since anger has been found to increase vulnerability to heart disease. B) Asses the strengths and weaknesses of two biological approaches (6) One biological approach is biofeedback. It is a technique to learn how to control involuntary muscles, or voluntary muscles that are not normally controlled, much(prenominal) as blood pressure and heart order. The aim of it is to reduce ANS activity and therefore the bodily sensations associated with stress. In turn this will reduce the consequent effects of stress in terms of illness.An individual is wedded to a monitor that produces feedback about some physiological activity. (E. g. The machine would produce an auditory or visual signal to indicate weather an individuals heart rate is too high or about right. ) These machines provide all different feedback to the patient, who is then taught techniques to reduce the levels. (Such a s relaxation instruct. ) This means that physiological activity is brought under control. The key thing is that physiological activities are ones we wouldnt usually be able to control.Biofeedback has been shown to produce short and long-term reductions in heart rate, blood pressure, skin temperature, and brain-wave rhythms. Biofeedback training does fit into three main stages developing an awareness of the particular physiological response (e. g. heart rate), learning ways of controlling that physiological response in quiet conditions. This can include providing rewards for successful control in addition to feedback. Then transferring that control into the conditions of everyday life. Dworkin and Dworkin (1988) did a study with teenagers who were suffering from curvature of the keystone (scoliosis).The teenagers successfully used biofeedback techniques to learn how to control the muscles of their spine and thus alter the posture and overcome the disorder. Another biological appro ach is Anti-anxiety drugs. The body produces chemicals (hormones) that create anxiety. This can be countered using other chemicals (i. e. drugs) that reduce anxiety. There are several different types of drugs that all work differently. Barbiturates are depressants of the central nervous system, and long-acting barbiturates are useful in reducing anxiety. However, they do have various side effects.They can create problems of concentration, lack of coordination, and slurred speech. They also tend to be addictive. sickish patients who break off taking barbiturates report numerous symptoms such as delirium, irritability, and increased sweating. The problems with them led them to be replaced by benzodiazepines in the 1960s. These are the most used anti-anxiety drugs, such as Valium and Librium. They promote GABA, the bodys natural relief of anxiety relief which reduces serotonin levels, which will in turn reduce arousal. Although, they are very effective and used by millions of people , they also have some of unwanted side effects.They often have sedative effects, and can make people feel drowsy. They can also cause cognitive and memory impairments, they sometimes lead to feelings of depression. Also, many people become dependent on benzodiazepines, and find it very hard to stop taking them. Sudden removal of benzodiazepines can lead to a return of the initial symptoms of intense stress and anxiety. Ants-anxiety drugs can be very effective at reducing feelings of stress. However, they do not address the problems that are causing stress. They help cope with stress but not to manage it.

Cultural differences in leadership

Cultural differences in leadingTo what extent is leading culturally dependent? choose a look at the following statements collected from interviews with different managers from different countriesThe American people treasure two types of leaders. They search for empowerment from leaders who settle self-sufficiency goernance and assign authority to subordinates. They similarly give broad(prenominal) opinion to the confident, forceful, risk-taking and bold leader as personified by John Wayne.The Dutch puts high importance on egalitarianism and argon doubtful about the significance of leadership. Words like manager and leader are seen to be dishonoured. If a yield is in employment as a manager, Dutch children will non acknowledge this to their friends.Arabs adore and give veneration their leaders as long as they are in authorityIranians search for supremacy and strength in their leaders.Malaysians imagine their leaders to act in a manner that is meek, reserved, and distinguished .The French value two types of leaders e.g. Mitterand and De Gaulle. Mitterand is an example of a harmonious builder, association former and successful negotiator. De Gaulle seen as an example of a strong charismatic and enigmatic leader. given(p) the quick expanding of globalisation of firms and improved interdependencies among countries, the need for greater understanding of cultural pressures on leadership and managerial practices has never been higher. In recent times, managers of global organisations grimace stern and hastily altering in international competition. The up-and-coming drift in the educateion of an international economic society is apparent and this 21st hundred we remark ourselves in may just become called the global human (McFarland, Senen, Childress, 1993). The huge significance depended on the interaction and communication in todays business world which is becoming known as a global village makes it mandatory for multinational firms and their leaders to d ig deeper to acquire the knowledge of other global leaders and their culture to be able to get around interact and conduct lucrative business with them without offending their way of life. As national economies, political systems, cultures, technologies, resources and industries increasingly meet perhaps to meld, perhaps to take shape in new forms global management skills and abilities become more important to all organizations. These skills will be diverse. (Parker, B. (2005) p. 24).The globalization of firms shows quite a few leadership and organizational challenges which the success of organisational leadership happens to be majorly dependent on for the success of international trading operations. There are waitment limitations in conveying theories from unrivalled culture to the next. What is successful in a particular culture may not necessarily be as triumphant or openly accepted in another culture. According to Triandis (1993), leadership researchers would be able to modify theories by exploring cultural dissimilarities as constraints of those theories. According to Northouses (2004) world(a) definition of leadership Leadership is a process whereby a person influences a sort of people to achieve a common goal. organizational leadership can be described as the ability of a person to inspire, persuade, encourage and allow others to contribute towards the tellingness and success of the organizations of which they are members (reality PROJECT, 1997. Pg.5). In addition, the GLOBE PROJECT research (1997) views culture as being operationally defined by the use of measures reflecting two kinds of cultural manifestations (a) the commonality ( gybement) among members of collectives with respect to the psychological attributes specify above and (b) the commonality of observed and reported practices of entities such as families, schools, work organizations, economic and legal systems, and political institutions. With the ever growing trend of globaliza tion in todays world which is categorized by the never-ending growth of global trade and to a greater extent international mergers acquisitions, the necessity of knowing and having a better grasp of the different qualities of various cultures becomes mandatory for individuals working in these conditions. A lot of the impending disagreements, inconsistencies and disturbances in international joint ventures are mainly a result of the lack of taking into account the cross-cultural differences when establishing the venture (Lichtenberger, B. et al., 1993). Apart from companies that have the intention or plan or already have unite or acquired companies from other countries, this understanding is genuinely vital for companies which are located in other counties with the intent of doing business with other companies from different countries. When it comes to the stage of outsourcing and transferring of mathematical product products or plants, issues arise on the matter of deciding whic h particular manager will be the most appropriate to put in the national or regional branches of the firm. The cultural background of the manager and that of the firm would also be considered. The kind of manager that will be able to go about the operations of the firm with weensy or no distractions from the culture of the firm and its employees and also how effective leadership for the firm can be guaranteed are all issues that would be taken into consideration when choosing a suitable manager.With the help of a feasible framework to assist in conducting and directing cross-cultural leadership research, it is easier understood. Some of these frameworks would be discussed below. One of the many research carried out on cross-cultural issues in leadership includes the Globe Project. The prime researcher of GLOBE (the Global Leadership and Organizational Behaviour Effectiveness Research Project) is Robert J. House, along with numerous co-prime researchers and an international coordina ting group. He directs a group of over 190 researchers from all over the humankind in the study of the different types of networks of leadership, organizational culture and societal culture. Other dimensional frameworks include those by Hofstedes (1980), Schwartz (1999), Kluckhohn and Strodtbeck (1961) Trompenaars and Hampden-Turner (1997), Hofstede (1980, 2001) and those which were originated during the GLOBE study (e.g. House et al., 1999House and Hanges, Ruiz-Quintanilla, 1997). According to Bass, B. M. et al, one of the major characteristics of a charismatic leader is having an enormous influence on its followers (Bass, B. M. et al. (1990) p. 184). The supervision and management of a charismatic leader will direct its followers to performing better as it increases their motivation and zeal to become more productive which in turn increases the power and authority the leader has over them therefore, charismatic leadership is extremely vital in the organizational context as well (Hwang, A. et al. (2005) p. 963). Charismatic leaders are often seen as very energetic and self-motivated individuals who offer motivation and encouragement, are enthusiastic about what is necessary and competent (De Vries, M. K. (1996) p. 486). Therefore, following a charismatic leader is not just obeying orders to execute the superior, it is more a conviction about the capital punishment and the beliefs of the leader (Ladkin, D. (2006) p. 173). This implies that the influence of a charismatic leader is highly accepted by his followers. They do not follow the leader because they have to but do so because they feel a sense of loyalty and attraction towards the leader. Charismatic leaders are viewed to require strong emotional and social skills because of the need of an intimate communication with the subordinates and offering the inspiration needed for them (Grove, K. S. (2005) p. 258).The United States and japan have been chosen as compare cultures ascribable to their highly di vergent relevance for a broader understanding of communication phenomena in cultures. According to Hofstede (2001, pg 9), the United States is a highly individualistic culture. However Japan is a collectivistic culture. Japanese management and leadership styles have received extensive attention in both(prenominal) the scholarly and popular management belles-lettres in the United States (Hofstede, 2001, pg 9). Ochi (1981) suggested Theory Z due to the organizational management principles in Japanese firms. He suggested that most Japanese firms operations could be utilize by some of the American firms. Therefore, Japan is seen to have a similar culture to that of the United States for scholars examining leadership within organisations.Leadership in the United States is place by recognising leaders functions in organisations and grouping the various kinds of leadership found into different leadership styles. For example, Yukl (2002) defines leadership as leadership is the process o f influencing others to understand and agree about what needs to be done and how it can be done effectively, and the process of facilitating individual and collective efforts to accomplish the shared goalsLeadership is treated as both a specialized role and a social influence process (Yukls 2002 pg. 5). Yukl (2002) also suggested that decision making is an important function for leaders. Therefore, the techniques which different leaders decide to engage in making decisions has been raised as a subject matter which has to be further investigated. A way of making effectual decisions by a leader is known as participatory leadership. Yukl (2002), also suggested that a lot of the functions of administrators and managers include deciding executing decisions involving the different procedures needed to pick up a particular task, choosing the right subordinates, finding solutions technical difficulties, deciding on which subordinate deserves a pay increase and so on. In addition, Indvik, 1986 proposed that supportive leadership has been proven to show that there is consistent strong positive connection between the subordinates satisfaction and the organisations commitment and also with fair to strong connections with the subordinates positions uncertainty and performance in the United States. The moderate masculinity and low power outmatch ratings for the United States culture are highly reflected in these findings.Directive leadership has also been a significant factor in most United States firms with some analysis do which showed strong positive associations determining the subordinates satisfaction and role ambiguity and moderate positive associations with the surbordinates performance (Podoff, Tudor, Schuler, 1983).Nevertheless, these findings are profoundly based on the characteristics of the firm and the individual. Kerr and Jermier (1978) argued that employees who are extremely skilled, knowledgeable and certified will need little or no directive leader r ole model to be able to carry out their responsibilities. As pointed out by Hofstede (1980) and Smith and Peterson (1988) the extremely high individualism trait found in the United States strongly relies on the participative management processes.Keys and Miller (1982) proposed that the reason for the effectiveness leadership style is due to the fact that their style of decision making has lead to inherent job contentment, dedication, allocation of decision making and increased levels of motivation. Ochi (1981) proposed that the Japanese culture is seen as a collectivistic culture. Therefore the practise in the Japanese organisations would be to put emphasis on collective responsibility and collective decision making. According to Hirokawa (1981), he used a communicative perspective to explain the Japanese firms style of participative leadership communication. Leaders in Japanese firms are meant to act as effective communicators in order for them to be fully understood and effective . Managers aid, persuade and assist the flow of information and knowledge between their members and this also leads to the effectiveness of the Japanese firms. to the highest degree leaders in Japanese organisations endeavour to sustain harmony within the firm and also adopt a bottom-up process of decision-making so that they are more accessible by their workers.The United States, as depicted by Hofstede (1980) is highly individualistic, medium on masculinity and low on power distance and uncertainty avoidance. Howell and Dorfman (1988) explained paternalism in the United States as medium while Confucianism in Japanese firms needs reverence and submission from subordinated to leaders who have in the aside responded with highly paternalistic attitudes (Peter W. Dorfman et.al, 1997)The high achievement and high individualism motivations that characterizes United States employees are shown in rewards and retribution contingent on a persons performance (McClelland Boyatzis, 1982). o ver and over again, affirmative effects for reliant reward behaviour in the United States has been proven by Podoff and his associates (1992). Showing concern for followers and getting set-aside(p) in their private lives is expected by managers in japanese firms therefore these organisation are exceedingly hierarchical and are firmly organized (Chen, 1995) given up the various leadership styles and differences and similarities between the United States and Japan, some recommendations on how to better achieve effective leadership between them from ( from the Japanese perspective) is discussed as follows. In affectional cultures, such as the United States, leaders tend to exhibit their emotions. They reveal their thoughts verbally and non-verbally. Touching, gesturing and strong facial expressions are commonly used and their statements are made fluently and dramatically while in neutral cultures, such as Japan and China, leaders do not tend to show their emotions. They do not reveal what they are thing or feeling. Physical contact, gesturing or strong facial expressions are not used and their statements are mostly said in a monotonous voice.Some of the key factors that a Japanese Manager should keep in mind before venturing out to the U.s to lead a group of employees is that he should avoid a detached, ambiguous and cool demeanor as this will be perceived as a negative behavior. They should try and find out whose work and enthusiasm are being directed into which projects so that they are able to better appreciate the vigor and commitment the U.S employees have for these efforts towards their jobs. They should let people be emotional without personally becoming intimated by their behavior.These Japanese managers also have to work a bit on themselves as this is not just a one-way street. They should not put off stride when the employees create scenes and become hysterical they should take some time out for dark reflection and not react on impulse. They should a lso keep in mind that the purpose of the business is typically focused on themselves as a person rather than the aim or purpose of the proposition that is being presented.In conclusion, as discussed above about the different leadership frameworks in which both countries fall into, it is quite clear that the differences out-weighs the similarities in their leadership styles. These differences need to be taken into consideration if an effective leadership is desired.

The Education System In Palestine

The Education System In PalestineDeveloping culture in Palestine is a unique experience, rich and full of ch everyenges and obstacles. First, it is unique due to the fact that it is one of the few countries where the Ministry of Education was established from scratch. Rich because of the transport and inspiration of Palestinians to learn. It is a challenge because Palestine is not yet a state and is face a daily conflict with the Israeli occupation (UNESCO, 2002). Since the low gear of the Aqsa Intifada in 2000 and until now, the suffering of the Palestinian cultivation increased like other vital sectors in Palestine as a government issue of the on-going and repeated Israeli aggression. In particular, the aggression affects the lives of Palestinian children, their lives, future and school. Hundreds of students were killed, arrested and injured by the occupation army, which demolished m whatever schools and some were transformed to military barracks. non exclusively has the Israeli occupation authorities stopped to this limit, moreover they established the Apartheid Wall, which increased the suffering of the fosteringal family and prevented the access of t severallyers and students to school safely thus, this forced them to function long distances or wait for the Israelis to allow them to cross the gates that be set up on the wall (MOEHE, 2009).BackgroundAs a result of the 1948 Mandate and the banishing of a lot of people from their houses, Palestinians sought for recompense in education in hunting lodge to protect a satisfactory level of vivacious (Fasheh, 1990 Hallij, 1980). As far as the Israeli Occupation inflated, Palestinians considered education as a mean to keep them away from the obliteration and the Israelis confiscation, and the possibility of being a weapon to contend with (Tahir, 1985 Hallij, 1980).Throughout the period between 1967 and 1994, the Israeli establishment was in charge for the education sector in the West lingo and Gaz a. aft(prenominal) the Palestinian Authority was established in 1994, enrolment of students into all schools reached over a million from 650,000. However, the Ministry of Education suffered in creating methods for planning, synchronization and budgeting whilst handling the situation with the students gain and the continual crisis of the Israeli occupation (Nicolai, 2007, p. 1).After the Oslo I Accord in 1994, the Palestinian Authority Ministry of Education was founded. According to the West Bank cut across of the Educational Sector Analysis published in 2006, in September 2000, it was the first time when the Palestinian national political program was launched in the Palestinian schools and in particular in the first till the sixth notes for which this curriculum replaced the Jordanian and Egyptian curricula used since the Israeli occupation in the West Bank and Gaza in 1967. Moreover, this curriculum created an advant long time for Palestine as being the first Arabic country t hat teaches the English language in the first grade, as well as initiated and taught development Technology as an obligatory material from the fifth till the twelve grade. Additionally, schools had elective subjects such as home economics, health and environment from the seventh grade till the tenth grade, and economics and management in the eleventh and twelve grades (Passia, 2008, p. 356).The education remains endured from striking damages through that period schools and universities were closed for a long time and even some universities closures extended to about(predicate) four years, where Israelis obliged a big number of teachers to leave their jobs. Moreover, it was prohibited to reveal anything about the Palestinian history, culture, geography and inheritance neither in class nor in the situation, for which the Jordanian textbook were in the West Bank and the Egyptian textbooks were in Gaza at that time (Nicolai, 2007, p. 1). According to the World Bank subject argona ( 2006a, p. 44), a total of 266 schools and 7,350 classrooms were built between 1995 and 2005. The MOEHE was directly accountable for the building of 118 new schools and 2,675 educational classrooms in order to decrease the schools double shifts. According to the PCBS, 41% of classes had 30 students or less in 2004/2005 and only 18% of classes had more than 40 students (ibid p. 51).According to the MOEHE (2007/2008), the great deal results indicated that in that location ar 1,182,246 male and female students studying in kindergartens and schools including 710,287 students in the West Bank and 471,959 students in Gaza Strip 592,389 males and 589,857 females. Moreover, there are 766,730 students in government schools, 253,116 students in UNRWA schools, 78,111 students in private schools and 84,289 children in kindergarten. There has been an obvious increase in the number of schools since the years 1994 and 2007. The total number of schools increased from 1,469 (1,080 governmental sch ools, 254 UNRWA, and cxxxv private) to 2,337 schools (1,775 governmental schools, 286 UNRWA, and 276 private) in the West Bank and Gaza during 1994/1995 and 2006/2007. The number of sections also increased during the same period. In 2007, the class sections in the Palestinian schools reached 31,963 (34% student rate per each section), 22,833 in Governmental schools (33.3% students), 6,188 in UNRWA schools (40.9% students), and 2,942 in private schools (24.6% students) (MOEHE, 2007, p. 1). Due to the harsh and hard situation that the Palestinian people have been facing until recent years, yet, the get down out rate decreased since 1993/1994 (2.25%) until 2005/2006 (0.9%) in Palestinian schools, and 3.33% in governmental schools compared to 0.1% in governmental schools in the same years sequentially (ibid p. 2).In 2000, period the MOEHE was attempting to endure the corrosion of the education system, the Aqsa Intifada began. This Intifada caused to increase the corrosion in the educa tion system that the MOEHE was facing. Based on the World Bank report (2006a, p. 37), Palestinians are the most educated people in the Middle East and North Africa (MENA) area with 91% adult literacy rate. According to the MOEHE, in year 2007/2008, only 1,867 out of 2,415 schools were operating with one shift and the remaining 548 schools were operating with two shifts, including 67 schools in the West Bank and 481 in Gaza Strip (Passia, 2008, p. 359).Education structure in PalestineThe education cycle is divided into 12 degrees, starting from the first grade to the twelfth grade the pre-school education provides educational services for children from the age of four up to the age of five, which is not yet a mandatory phase in the Palestinian educational system (World Bank, 2006a, p. 6). The common education system is divided into two phases. Phase one, the basic education that is covering grades from one to ten and is divided into preparation phase from grade one to four, and emp owerment phase from grade five to ten. The second phase is the secondary education, which is not obligatory, that covers grades from eleven to twelve. These grades are alienated to literature, scientific, and vocational education, which included industrial, agricultural, commercial, hotel and home economics. In the West Bank and Gaza, there are fifteen industrial schools, as there are only three of them governmental (ibid p. 9).According to the World Bank Report (2006b, p. 53), in 2004/2005, the total number of students attending schools and pre-schools was about over a million, 60% in the West Bank, 70% in governmental schools, 24% in UNRWA schools, and 6% in the private sector. As for teachers employment, governmental schools employed 66% of teachers, UNRWA 18% and the private sector 18%. However, the private sector is not investing up to(predicate) education and mostly vocational training due to the high expenditures and the slow profits anticipated from these projects. On the o ther hand, the private sector invests in nurseries and kindergartens (Fronk, Huntington and Chadwick, 1999).Schools enrollment in PalestineWest Bank and Gaza accomplished high enrollment rate compared to other developing countries in the MENA region. According to the MOEHE (2005), during the period of 2005/2006, there are 383,748 students in the preparation stage including 195,618 male and 188,130 female that are registered in schools in Palestine. A total of 62% of students (238,500 students) registered in governmental schools, 29% (109,419 students) in UNRWA schools and 9% (35,829 students) in private schools. As for the empowerment stage, a total of 569,873 students are registered in schools including 296,247 male and 283,626 female. A total of 70% students (Among them, 398,672 students) are in governmental schools, 25% (145,133 students) in UNRWA schools, and 5% (26,068 students) private schools.Quality of Education in PalestineAccording to Kellaghan and Greaney (2001, pp. 22-2 3), quality is the term relates to the adequacy or rightness of objects or processes for the purposes for which they were intended. Furthermore, quality implies a scale, and often implies standards. An object can be of good or poor quality, or it can meet, or fail to meet, a standard. There are many features of the system that would influence the educations quality such as the schools building condition, teachers status, administration staff, teacher training, and the curriculum, for which any weakness in any of these indicator will affect the other indicators. Nonetheless, the outcome is the most important part, but what really matters is not the high enrollment rate, but the fact that if the students are obtaining the suitable knowledge, understanding and skills and are not dropping out of schools.To measure the quality of education in Palestine is not easy because of the major effect of the political situation on the education sector. Curfews, closures and all Israelis policies forced on the Palestinians affected the education sector mainly during Al-Aqsa intifada students need to cope with all emergency situations, as well as for the teachers and schools administrators. Those aspects demoralize the educational quality. According to the MOEHE, about 43 schools were occupied and turned into Israeli military bases since the outbreak of the Al-Aqsa intifada (Nicolai, 2007, p. 2).According to the World Bank report (2006a, p. 4), developing countries regularly reach to a serious point after the attainment of high schools enrolment but had to shift their concerns to the educational quality that might have been affected by the fast extension. The report also reconfirmed that the MOEHE has to shift their focus more on monitoring, evaluation and investing in human resources such as training teachers instead of their focus on construction and the provision of textbooks.Current Educational Situation in PalestineBased on UNICEF (2010) statistics, there are 1,141,828 students in 2,611 schools from the first till the twelfth grade 1,955 governmental schools, 325 UNRWA schools and 308 private sectors. Compared to the details demonstrated before, there is a clear change in number of students. According to the MOEHE, in governmental schools, there are 70% attendance, 22% in UNRWA and 8% in private sectors. Since the last elections in 2006, Gaza has been under siege and the needed construction material has been prevented to enter Gaza, which caused a problem of the increase number of students leading to increasing the double shifts in schools. Double shifts reached 82% in governmental schools, 90% in UNRWA schools which lead schools to cut off the educational hours in order to discover the large numbers of students. In addition, the Ministry added that there is a high need to build new schools in the next five years in order to absorb the increasing number of students. Thus, its recommendation was to build at least 100 UNRWA schools and 105 governme ntal schools. Nonetheless, obstacles hindering the movements of students to their schools havent got easier they still suffer from long distances and are obliged to walk as high as 25 km to reach their schools in addition to paying a lot of money on a monthly basis (UNICEF, 2010, pp. 1-2)ConclusionThe problem of the education sector in Palestine is not easy the complexity of the political situation is bear upon this sector, the stages that the Palestinians went through and changing the responsible authority on the education sector since the British mandates left its finger prints on the current deterioration in the education sector. The problem of the schools crowdedness is not only due to the population growth but also due to the accumulated problems during the period 1967-1994 this freezing period in the education sector development affected deeply the quality of education in Palestine. Since the start of the MOEHE in 1994, the PA has only been trying to rebuild the education sys tem through the expansion policy and constructing additional schools and classrooms. Yet the Israeli occupation is still hampering the education development through the closure policies.Previously and currently, the MOEHE is still facing many problems such as, the continuous growth rate of students and the limited number of educational classrooms in addition to the unsuitable geographic distributions of schools site due to the Israelis obligate checkpoints, settlers road that increased throughout the second Intifada, and the segregation between Palestinian areas as a result, students face the problem of crossing long distance to move into at their schools. Moreover, governmental schools faced a main problem of the small sizes educational classrooms in the West Bank.

A study on narrative therapy being emotionally focused

A study on narrative therapy creation senseally focusedWhen one(a) imagines a spouse coming home from rick there is usually a question asked in the scenario, how was your day? Now in the household I grew up that question was usually responded to with a explanation or anecdote as oppose to a simple fine or bad. My family has always been emotionally open, but generally withdrawn from using the emotion words uniform happy or sad instead explaining their days with the events.I think that narrative therapy has very much potential to be emotionally focused, and still accept the social constructs we all be inundated with from birth. In umpteen ways narrative therapy celebrates life as two stories intertwine with one another and the therapist is not the expert, but an interested collaborator. Rather than look for pathology or flawed functioning equates the therapist shits to develop awareness of gnarled discourse and offer couple the opportunity to describe and evaluate the effe cts of those discourses on their consanguinity. (Freedman Combs, 2008)I full-heartedly agree with narrative therapies take on object setting. By being too specific in any goals life possibilities are eliminated and single-mindedness tends to reign supreme in ones mind. Life has a fluidity that presents and eliminates obstacles. Goals do not always account for these variations. The goal setting of narrative therapy is to help the narrative remain fluid from moment to moment and what positive emotions hobo be reached. (Freedman Combs, 2008)I think that objectivity is a key component to solving dysfunction and once two people become too enmeshed in a conflict, objectivity disappears. Working with narratives is an excellent way to separate oneself from a conflict and see a situation without as much irrationality. The couple in the provided scenario is losing objectivity in their current worldview of soon to be married professionals. tarradiddle therapy is not a concrete process wi th a list of events that have to occur out front the next step can occur. It is a more cyclical process that allows the therapist and couple the ability to move plump for and forth between the touch goals. That does not mean a obsession in cerebration will not happen, but narrative therapy is based on building forward a story that has its own ebbs and flows. It is the role of the therapist to guide and advise the client in ways to construct the narrative. (Brimhall, Gardner, Heline, 2003)I thought of narrative therapy when I push throughed thinking about the couple in the scenario, because with only three months before the wedding I feel that constructing a narrative would work with the time period available. Narrative therapy has a free building that has a distinct jumping off point, but overall a structure that has chapters that include emotions one can tabulator to. I would personally be weary of how many sessions I would be able to have with this couple with their weddi ng being so close.The first involvement to do in the initial session and assessment with the couple in the scenario is have them place their enigma. Ask them to give a name to the problem, associate the emotions with the problem, and identify the alteration in each member of the couples lives and kinds due to the problem. The couple stated that the problem is constantly getting into fights and cannot discuss anything without being angry and defensive. For the sake of transiency the problem will be shortened to fighting. The next thing is to construct the narrative that leads up to the anger, fights, and defensiveness. While the narrative approach is based on the clients being the experts on their own lives, a therapist must still assess disorders, dysfunctions, and negative thoughts. The therapist is also responsible for making the dialogue progress so that all the necessary emotions and cognitions about the relationship emerge. It is easy to see one side of the couple dominate the narrative. Each member of the couple should have peer time to present their own narrative and the therapist should make sure of this. One member of the couple tells his or her narrative of the relationship to the therapist temporary hookup the other partner listens. The therapist reiterates it back to make sure everything is clear. This gives the therapist the chance to reframe the narrative structure and encourages the listening partner to understand the narrative from an design viewpoint. Then the same process happens with the other partner. Each partner must feel that their own story has been heard. One partner should not dominate the session. afterward each partner has shared his narrative then the therapist has a clear vision of all the problems which in this couples case are anger and defensiveness. Ultimately, I think there should be a completely shared narrative also, but that is idealistic.The couple spins the narrative in the sessions a greater understanding of th e relationship between couple and problem presented in the narrative. By mapping the influence understanding of the problem a therapist can begin to trace back where and when the fighting cabbageed. (Corey, 2009) This couple does not have an enormous history of fighting, so the historical precedent can be traced to an origin point. I would also work on preferred points in the relationship. Both members of the couple could benefit from positivity with questions such as what initially attracted you two to one another? What kinds of things do you like to do together? What do you most appreciate about your partner? Exploring the narratives of the successful times of the couples relationship can be just as much a positive benefit as looking at their problems.The therapist can begin to see the patterns that emerge in each narrative where the named problem is present. From this point, hopefully with rapport built, it will be time to start externalizing the narrative the couple has present ed. Externalization means a new and more objective perspective and the ability to re-author the narrative into alternative meanings. The externalization of conversations is the key to an objective attitude when in an emotionally charged situation. Part of externalization is the need to know their relationship with the problem. How does the fighting start? What makes the fighting worse? What makes the fighting stop? These are all questions each partner should address when looking at the relationship with the problem. thither is a very good chance that the couple will each have their own answers to these fighting relationship questions, but it is of the utmost importance to cite twain(prenominal) partners have a relationship with the problem. (Freedman Combs, 2008) The couple should then start seeing each others narratives and the attached emotions. It is really important to monitor each clients emotions and get along them up with additional emotionally focused questions. Just be cause the couple has a better emotional understanding does not mean hurt feelings and negativity cannot appear, in particular in early stages. If needed returning to positive questioning and the preferred time could be part of the strategy.The next step is the research for unique outcomes. This is to search for moments during the problem that point to success regarding the problem. (Corey, 2009) What are the exceptions to the problem? I like to think of the lessons learned of unique outcomes is like capturing lightning in a bottle. Is there anything that this couple can do to recreate the incident that stopped the fighting? These unique outcomes often are accompanied by events that cannot be recreated. When that unique outcome is effectuate a new story can be formed. With this unique outcome solutions are starting to materialize amongst the couple. More history should be evaluated amongst the clients.After restructuring clients start determining the pattern of negativity and they have the ability to team-up against the problem that is sabotaging their relationship. (Johnson, 2004) It is important to see all members of the counseling party united against a common goal now. After progress with the couple and successful externalization of narratives the couple will talk directly to each other instead of dialogue being filtered through the therapist. The therapist still acts as the guide and monitors the dialogue to avoid or counter-act the relational problems and the regressions from the prefered story. Hopefully, the couple has moved past the strict turn based structure initially presented amongst the first sessions, but still respects each others dialogue. (Brimhall, Gardner, Heline, 2003) With the scenarios couple the therapist has to monitor awareness of anger and defensiveness and point out the problem when it arises. When a couple is aware of the path their narrative is taking they actively try to avoid the problem and restructure the dialogue of the na rrative. The therapist is trying to pursue unconditional positive regard between the partners without having them discount their emotions.After they have finished the therapist guided sessions the clients should have created a mutual preferred narrative and start complete non-turn based dialogue based on a solution focused result. The positive regard is more apparent in the couple and they are able to focus on unique outcomes.The couple now has new interactions and alternative stories. The couple is in the last stages of their therapy and have an awareness of their problems and strategies for coping with regression back into the problem.The narrative is now ready to be solidified. This stage is close to termination with the couple. The couple now has a unique preferred narrative that both partners have contributed to. This story contains positive outlooks and more objective views. This concrete preferred narrative is also fused with positive emotions and noticeable cooperation atta cking the problem from both partners. Bringing in an outside party to share the completion of the new narrative is an improtant activity for the client to participate in. This shows the client has completed a goal. I believe external validation away from therapy couch is necessary to promote growth in any problems, whether individual, conjoint, or group. This demonstrates self-confidence in the client as well and shows they are self-reliant when facing their problems. (Brimhall, Gardner, Heline, 2003)The only step left for the couple now is to prepare for the future. The couple can now circumvent their problems of anger, defensiveness, and can use externalizing questions to explore emotions and attain an objective perspective on their problems. There are steps that this couple learned that they can use for the rest of their relationship.The surmisal of narrative couples therapy has many diverse skills a couple can learn to help them through relationship problems and prepare them f or the future. The therapist can combine many aspects of different theories in narrative, including emotionally focused therapy so they can attack client problem from many different angles.

Death and Suicide in Hamlet by William Shakespeare Essay -- remarriage,

Suicide, originating from the Latin phrase sui cadere, to kill oneself, is one of the top leading causes of death worldwide. Every year, more(prenominal) than a million people commit felo-de-se, successfully ending whatever feelings of despair, pressure, or suffering they felt when alive. Yet statistics show that the number of nonfatal suicide attempts exceeds that of actual completed suicides. Failed attempts of taking ones own manner reveal the deep, undermining uncertainties humans have about death. Such inquiries as to whether life or death is better stream into human perception. Fear of the unknown often paralyzes the courses of action one sets out to accomplish. Likewise, fear of death and the afterlife frequently results in people postponing death, allowing their misery and pain to continue. Death hovers in the minds of humans both consciously and unconsciously leading them to pursuit after the countless ambiguities and mysteries surrounding life, existence, and the world. So common are the vistas and questions revolving around life and death that several writers infuse them heavily as themes in the plots of their literary works. One of the most prominent examples of the mull of life versus death occurs in a soliloquy in Hamlet, where the crown prince of Denmark acknowledges the option of suicide to end his agony. Hamlets contemplation of pros and cons between life and death in Shakespeares highly acclaimed tragedy unveils to the reader profound insight on Hamlets character and personality, the links between thought and action, and the ambiguities of life. After the death of his father, Hamlet falls into a state of depression. Mourning in bitter sorrow, Hamlet reacts negatively to the quick remarriage of his mother, the que... ...many known historical figures including saphead Antony, Cleopatra of Egypt, Virginia Woolf, Adolf Hitler, Ernest Hemingway, and Vincent van Gogh have taken their own lives. Radical changes have occurred to shift and chan ge not only peoples social and lesson values, but political and religious values as well. As suicide to Christians was once looked down upon as a sin, the increased rate of suicide today, signifies a loss in strength of strict, persistent, and traditional ideology. More and more people wonder about the enigmas of existence, life, and death but fewer and fewer are voluntary to endure the sufferings in life to postpone the fear accompanying death.Works Cited Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark Literature An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York Pearson Longman, 2009. Print

Essay --

Gender roles have always been a constant controversy in the demesne of religion. Women, more(prenominal) so then men, have been trying to gain religious power for the past several decades. Many religions already have gender equality, fleck others fear the change of gender roles.Gender roles in Christianity vary considerably in todays age, as they have during the last two millennia. This is particularly true with regards to marriage and ministry. Certain roles in Christian religious groups have been restricted to males or females only. For example, in the Catholic and Orthodox churches, men may behave as priests and only males serve in senior leaders positions such as bishop, patriarch, or pope. Women may serve in positions such as abbess. Christianity emerged from patricentric societies that gave men the power of authority in marriage, society and government. The status of women in early Christianity has been debated in recent years, no doubt driven by liaison in the womens mo vement in Western countries today. Evidence in the New Testament clearly supports women doing many things and having many roles within early Christianity. Nowhere in the Bible is it clearly and unambiguously stated that women and men are of equal dignity and worth, that women should never be treated as mens inferiors, that the command of one sex by the other is a sin, or that the divine takes female form. (Linda Woodhead Professor in the sociology of religion in the Department of Politics, Philosophy & piety at Lancaster University). The rule remains with the husband, and the wife is compelled to obey him by Gods command. He rules the home and the state, wages wars, and defends his possessions The woman, on the other hands, is like a nail driven into the wall... ...avior. Women, on the other hand, tend to be more caring and more sensitive to others discomfort and pain. Although men and women have the same potentials for trespass and warm-heartedness, they differ in which of the two more easily manifests. Thus, if the majority of world leaders were women, perhaps there would be less insecurity of war and more cooperation on the basis of global concern although, of course, some women bath be difficult I sympathize with feminists, but they essential not merely shout. They must exert efforts to make positive contributions to society. (Dalai Lama, University of Hamburg 2007). He has very clearly stated that if the majority of world leaders were women, perhaps there would be less danger of war and more cooperation on the basis of global concern , this reinforces Buddhas idea on how a society based on equality can benefit everyone.