Police Complaints

Analysis & Application Police Complaints November 21, 2011 Abstract Conducting ourselves as mature individuals could determine whether or not we’re taken seriously within society. Since the beginning of time, black, white, Hispanic, etc. , have filed complaints against police officers, regardless of their maturity level or regardless of their own fault level. Is society too disrespectful to law enforcement? If civilians could walk in police officer shoes for one day would the complaint level decrease? This paper will focus on the perception of the police by measuring public complaints and identifying two key aspects that affect the relationships between law enforcement and civilians. Background One may be shocked to learn that police officer complaints and the final outcome of said complaints are not handled by the police chief, the city’s mayor or a review board, but instead by an â€Å"arbitrator†. (Iris, 1998) This has been a particular struggle between police chief’s and review boards across the United States. In the years between 1990 and 1993 â€Å"there was a total of 328 disciplinary actions decided by binding arbitrators† involving the Chicago Police Department, and under a new policy in 1993, â€Å"205 disciplinary actions were reviewed by arbitrators for non-binding advisory opinions. † (Iris, 1998, pg. 216) Despite a rigorous review process, surprisingly disciplines imposed upon Chicago police officers were cut in half by the arbitrators. Could the ineffectiveness of the police discipline have a major affect in regards to civilian complaints? If arbitrators are not punishing police officers appropriately, this could be a reason for their actions and why some officers feel as though they are above the law. More officers need to be held accountable for their actions and across the United States, each complaint made against an officer should hold the same outcome if found guilty. Concerns/Issues In an article written by Dina DeCrescenzo, the author mentioned two forms of holding police officers accountable early on in their careers and those are; internal and external. Internal forms include the presence of an effective internal affairs division; proper recruitment; selection peer or coworker pressure†. External forms include; civilian review boards and citizens reporting deviant police behavior†. (Burns, 2009, pg. 69) Identifying deviant police officers early can definitely have an affect on civilian complaints. In 2005 in Los Angeles, CA, a 13 year-old, 8th grader was killed by a police officer after failing to stop a vehicle and leading officers on a chase. The officer had not idea that the assailant was a 13 year-old boy. The police chief had a very challenging job at the time, of reforming the police department. The police chief found that the officers’ actions were justified because his life was threatened. However the commission, headed by a civil rights activist, â€Å"voted 4 to 1 to set aside† the police chiefs’ finding and ruled that the officer â€Å"violated department policy when he fired into the car as the boy backed toward him†. (Murr, 2005) Many disagreed with this decision; some thought that because the officer risks his life to protect the public, the decision was unjust. This may be the key reason why complaints are not reported or are not taken seriously. If law enforcement are not being held accountable, how can civilians trust them? Now in the aforementioned case, the ruling was overruled; however the public opinion by law officials in regards to the ruling weighs heavily on society and the criminal justice system. If law officials believe that every shooting incident is warranted because police officers put their lives in danger, then the public will not have faith in the legal system. Proposed Solutions A key issue in this sample is the measurement of how civilians feel about law enforcement. Trust and confidence for law enforcement are the main reason individuals feel compelled to either speak up or not speak up at all against officers. How can we help society gain trust and confidence in its law enforcement individuals? 1. Personal experiences with police: Questionnaires offered to individuals that would love to see a change in policing and less complaints. The questions would consist of thoughts on fighting crime, crime prevention, victims of police brutality, community concerns and thoughts on unlawful stops. Collecting this data will allow law enforcement to react in the appropriate manner. Not necessarily criticizing information, but helpful information. 2. Community: Questionnaires in regards to community policing (good or bad), teenagers within the community, policing programs to assist single parents. This type of information is critical to identifying reasons for crime. Working together with the community can decrease police complaints because confidence and trust has been replenished in the neighborhood. Conclusion Unfortunately the number of police complaints within the United States by citizens are hard to identify because each law enforcement agency records and processes complaints differently. Police officers are held accountable for not only their partners, themselves, but the community. If tactics are not used to build better relationships within the communities they police, citizen complaints will continue. The aforementioned samples can be used to help offset some of the miscommunication happening between law enforcement and citizens. Society and law enforcement must come to a middle point on the ruler to help make a safer environment. References Burns, Ronald G. (2009) Critical issues in criminal justice. Upper Saddle River: Pearson Prentice Hall. Murr, A. (2005). Back on the Mean Streets. Newsweek, 145(8), 32.

Johannes Vermeer’s “Woman Holding a Balance” Essay

The nationalgalleryofart.gov website features an artist by the name of Johannes Vermeer. Johannes Vermeer’s â€Å"Woman Holding a Balance† exhibit consists of that single art piece, which was created in 1664 with oil on canvas. This realistic piece of art shows a woman holding a balance, seemingly lost in her thoughts. In the background is a painting of â€Å"The Last Judgment†. Vermeer made it hard to perceive what the woman may be balancing, whether it is the gold chains and the strings of pearls that are lying on the table in front of her, or if it’s her thoughts that she is trying to balance out. That idea is up to the audience to decipher and debate. Looking at the basic characteristics determines the artist’s style. Vermeer distinctly places background lines that fade into the vanishing which happens to be the woman’s finger, which helps in balancing the painting. In another attempt to balance the painting, Vermeer placed the balance point precisely in the middle of the painting. He also makes the woman a positive shape, meaning she is at the for-front of the painting, while the work of art and jewelry are perceived as negative shapes, meaning they are in the background. Vermeer also uses light to enhance this painting. The light seems to aggrandize the woman, making her the focal point of this work. He uses different types of paints to create wool like texture of the woman’s orange dress. He understood the concepts of different colors; for example, using the lighter color orange dress under the dark blue shawl, gave him a chance to lighten the painting. The size of the painting behind the woman suggests that the woman is small, actually making everything in the work smaller than it. Implied motion is shown in the painting also, by the woman holding the balance, in the process of waiting for it to reach equality. By combining these characteristics, one can determine the style Johannes Vermeer uses in this painting. Realism is the style of this work. Because everything in this painting could have really happened in his time of the 17th century, concludes the fact that the style is realism. In this work of art, I see a pregnant woman holding a balance contemplating something. I can be certain she is holding a balance, but it is what she is balancing could be up for debate. I think she is balancing her thoughts about the future of being a new mom vs. just a wife, or maybe the thought her religion and what is to come of it. The painting of â€Å"The Last Judgment† inquires this thought process. These symbols that Vermeer uses serve to support the message being conceived as the balancing of life-what religion holds for her, and what the real world holds for her. Vermeer’s biography explains that he grew up, settled, and died in Delft. He was raised as a Protestant, but before marrying he converted to Catholicism. In the 1600’s religion was a big part of life, which supports the logic about the symbolism, and their meaning of the painting. His culture is relayed in the painting, by the clothing the woman is wearing, and the artifact she is holding. His style seemed to be realistic historical or realistic religious. This fact is also supports the idea of this painting being about religion. The art of the 17th century was â€Å"Baroque† which communicated religious themes. The Catholic Church was a big influence at this time, and seemed to encourage art relating to religion. I found that minute details in a painting can help one understand it better. The biography of the artist can help a lot also. When looking at a piece of art , one has to literally pick it apart, and then look at it all together because the smallest thing could change the meaning being portrayed. The most important information I embarked on was everyone has a different opinion of what a painting is implying, and no one is wrong. Works Cited Johannes Vermeer, Woman Holding a Balance, c. 1664, National Gallery of Art, Widener Collection

Coronary Artery Disease Nursing Care Plan

Coronary Artery Disease Tabatha Turner Practicum I Arkansas Tech University Coronary Artery Disease â€Å"Acute coronary syndromes represent a spectrum of clinical conditions that are associated with acute myocardial ischemia† (Gulanick & Myers, 2011). Coronary Artery Disease (CAD) is one of these clinical conditions that affect approximately 13 million people (Rimmerman, 2011). Because coronary diseases are the leading cause of death in men and women, nurses need to be involved in the care and education of people with or without CAD. Prevention is the best cure. Nurses play an important role in the treatment of CAD by offering and supplying comfort for anxiety and pain, minimizing symptoms and side effects, educating patients on the disease process, and helping to reduce risks and promote healthier lifestyles. Pathophysiology The heart is supplied blood, oxygen, and nutrients by the coronary arteries. When functioning normally, the coronary arteries ensure adequate oxygenation of the myocardium at all levels of cardiac activity (Klabunde, 2010). CAD is a heart disease that is caused by impaired blood flow to or through the coronary arteries. Several disorders can arise from the disease ranging from myocardial ischemia to myocardial infarction. Blood flow through the coronary arteries is usually dictated by the heart’s need for oxygen. It is controlled by physical, metabolic and neural factors and uses 60 to 80% of the oxygen in the blood that flows through the coronary arteries (Porth, 2011). When this blood flow is interrupted, damage ensues. Blood flow can be blocked by atherosclerosis, the buildup of fats and cholesterol in and on the artery walls (plaques) (Mayo Clinic, 2012). These buildups can be either stable and obstruct blood flow or unstable, â€Å"which can rupture and cause platelet adhesion and thrombus formation† (Porth, 2011). When the plaques are disrupted and a thrombus is formed, blood flow is obstructed and a myocardial infarction (MI) can occur. This obstruction starves the heart of oxygen and can cause angina (chest pain) and necrosis of the heart muscle. Risk Factors There are modifiable and non-modifiable risk factors for CAD. Patient teaching should include modifiable risks that can be avoided such as smoking, obesity, uncontrolled hypertension, high LDL levels and low HDL levels, uncontrolled diabetes, high stress, and sedentary lifestyles (Mayo Clinic, 2012). Many of these can be controlled by diet, exercise, and smoking cessation. Non-modifiable risk factor include age, gender (men are more at risk for CAD but women’s risk increases after menopause), and family history. According to the Mayo Clinic, the patient’s risk is highest if their father or brother was diagnosed with heart disease before age 55, or their mother or sister developed it before age 65. Since these factors cannot be controlled, it is extremely important to control the modifiable ones especially if the patient is at greater risk due to non-modifiable factors. Pathophysiology of MI Myocardial infarctions affect approximately ? million people each year in the US. 50% of the people affected die before reaching the hospital (KU, 2012). MI is characterized by the ischemic death of myocardial tissue associated with CAD. This occurs when blood flow through the coronary arteries is significantly reduced or blocked and the heart muscle does not receive enough oxygen. A â€Å"heart attack† usually has a quick onset with chest pain being the significant symptom due to the lack of oxygen (Porth, 2011). Other symptoms can be fatigue, dyspnea, and heart palpitations. Treatment for CAD The goal in treating CAD is to restore adequate coronary perfusion. If that is not possible, medications can be used to reduce the oxygen demand by the heart (Klabunde, 2011). Treatment options for CAD include reducing risk factors, use of medications, and surgery. Patients can slow the disease process by stopping smoking, eating healthier, and participating in more active lifestyles. Medications that can be used are anti-platelets and anticoagulants that dissolve clots, or anti-angina drugs such as beta blockers (decrease myocardial oxygen consumption by decreasing the actions of the sympathetic nervous system), calcium channel blockers (decreases eart rate and strength of contraction and relaxes blood vessels, decreasing blood pressure), or nitroglycerin (dilates the arteries to increase blood flow, reducing myocardial oxygen consumption) (Smeltzer, S. , Hinkle J. , Bare, B. , & Cheever, K. 2010). Usually cardiac catheterizations are done to determine blockage percentages (Appendix B). In extreme cases of CAD, stents can be implanted within the artery to restore blood flow or bypass grafts can be placed from an artery or vein elsewhere in the body to bypass the diseased segment (Klamunde, 2010). Nursing Diagnoses CAD can be life threatening if the disease is allowed to progress. Therefore measures should be taken to prevent progression. Proper, thorough assessment and nursing interventions can help. The first priority nursing diagnosis for a patient with CAD would be: Ineffective cardiac tissue perfusion related to reduced coronary blood flow secondary to CAD as evidenced by chest pain, blood pressure of 164/88, and pulse ox of 90% on room air. This is the first priority because if the heart is not properly fed, the pump can fail and will result in inadequate circulation for the whole body which could cause death. The second priority nursing diagnosis would be: Acute pain related to ischemia secondary to CAD as evidenced by restlessness, increased blood pressure, 143/88, and verbal report of pain in left shoulder and left jaw of 8/10 (on a numeric 1-10 scale) that has been unrelieved by over the counter medications. If pain is not managed, the body systems will continue to respond increasing vasoconstriction which in turn increases BP which could eventually lead to a cardiovascular accident or death. The third nursing diagnosis for a patient with CAD that is a smoker and has an unhealthy diet is: Risk prone health behavior related to inadequate comprehension of disease process as evidenced by patient smoking ? a pack of cigarettes a day and eating fast food and fried foods regularly. These behaviors are both modifiable risk factors and should be included in the patient teaching. Nursing Goals For the priority nursing diagnosis of Ineffective Cardiac Tissue Perfusion, he goals would be:Patient will attain adequate tissue perfusion and cellular oxygenation as evidenced by a pulse ox of 96% or above on 2L oxygen by nasal cannula within 8 hoursPatient will verbalize an understanding of the disease process and the therapy regimen by discharge.The goals for the diagnosis of Acute Pain would be:Patient will verbally describe the level (using a numeric 1-10 scale) and characteristics of their pain every 2 hoursPatient will report pain goal of

The Impact of the Internet on Traditional News Media Research Paper - 1

The Impact of the Internet on Traditional News Media - Research Paper Example Introduction The widespread use of internet has drastically changed the conventions of different news media. The cyber world has hastened the pace and spread of news in an amazing manner which downgraded even the scope of scoops. The advent of internet has thus marked a lot of changes in news media and subverted even the concepts of news upside down. The impact of internet on TV and Print media The vast and ever spreading world of cyber space contributed a lot to the growth of news media and triggered a revolution in the field of communication system. For a journalist, let him associate with either print media or visual media, internet is a powerful source to collect news. In olden days, as we know, the exchange of messages was carried out by the so-called messengers. Later postal system came into exist which made the communication system a little bit comfortable to share something between two people of different corners. The inventions of telegraph and wireless technological system opened the new vistas of exposition and exchange. In modern epoch, for any person who wants to know more about a topic or a news event can easily find out the detailed information by logging on websites. Thus, internet is undoubtedly a good source of news for both the reader and the journalist. In olden days the prime source of news for the newspapers was only the reporters deployed in the diffe rent places.

Critically assess the impact of Taylor and Ford on organizations today Essay - 1

Critically assess the impact of Taylor and Ford on organizations today - Essay Example Today every organization works towards task maximization. The theory behind Taylor’s works grew to maturity from his times although the notion is sometimes misused. Impact of Taylor and Ford in My View Concerning Their Legacy According to Kolb (107, 2008), Taylor observed that the level of motivation between workers differs from one worker to the next, the only difference that comes in, presents itself in unmotivated cases. He experimented and found out, that when workers carryout recurring tasks they tend to work slowly. Managers call it, malingering, tailor calls it, soldiering; while workers call it, avoiding over work from the managers. Workers demand payment according to the work they do to the organization, otherwise they all tend, even the most talented, perform the amount of work attended to by the slowest employees. This proves that workers appear concern with their interest and demand recognition of work performed from their employers. An employee will never give the job their best shot if they feel; that the benefits appear way below their efforts. Taylor feeling about work practice in various work environments shows that; the designs make the practice unproductive in its deliveries (Kolb, 107, 2008). Taylor felt that more is yet to unveil to improve on task performance. Time and movement studies, coupled with rational analysis, will prove him right in the future. Taylor significantly noted that employees output linked to the rate of compensation boosts the morale of employees. This way employee maximizes on production levels. Taylor’s compensation plans involved piece rates. Taylor disputes the notion that appeared and is still common concerning, that craft men belong to the craft world and can only carryout craft duties (Darity, 213, 2008). According to Price (244, 2007), Taylors studied the different types of manual labor, in times where the technology today had not developed. He realized that workers working in areas such as materia l handling tool, shoveling applied in off loading of railroad cars, lifting and moving involving iron pigs at the steel mill, the physical supervision of bearing balls amongst other; appeared as overwork for employees involved. He noted several practices that appeared unreasonable to the employers. He proposed that employees require breaks in between their jobs; this helps employees regain their lost energies, both physically and mentally. Employee’s tuition on taking increased levels of breaks absurdly raised the production level. The impact has both effects, but to a significant effect is the positive effect Dobbin, & Boychuk (344, 2009) asserts that; employees welfare had to be undertaken, hence the need for administration. The main challenge that administration faces most of the time involves getting the right person for the job. There exists various personalities in the society, those that can handle unprofessional jobs and maintain their comfort, referred to as stupid l ot, and those that cannot stand such jobs without noticing that the job is unchallenging and monotonous, the intelligent lot. This proves that individuals performing pig iron is not witty enough to realize the exact science involved in the level of work he/ she performs. The link to mechanization, automation and off shoring Scientific management developed in times when mechanization and automation were seen as embryonic. The ideas behind the above notion appeared that; the dreams and

Tips for Trainers Research Paper Example | Topics and Well Written Essays - 250 words

Tips for Trainers - Research Paper Example article, the comic trainee who attempts to make jokes and a well delivered joke uplifts the session while a mistimed one or an explicit one can increase awkwardness. This particular type lies somewhere between the chatterboxes and the challengers as they tend to add unwanted humor based on their own experiences, most of the time with long explanations (Shetty, 2010). One can counter chatterboxes (talkative) trainees by paying more attention to them and asking them questions about the training subject. The introverts or slow learners (passive) trainees may open up if they are paired up with chatterboxes and made leaders of the group in training activities, asking them questions can result in a childish silence so encourage them in non-direct ways or throw really easy questions at them. The know-it-all or challenger (angry) type can be handled by recognizing their contribution and then throwing the same question back at them, new information or facts can satisfy them and only a confident trainer would subdue their high self confidence so knowing the inside out of subject area is very important, irrelevant questions or experiences can be kept for after the training discussion usually held one to one. You do not want to hurt somebody’s feelings as a trainer, if a joke is delivered well and taken well by the participants then the comedian can get confident and make more tries although as a trainer you have an agenda to follow hence you should always tell the participants that the session is for learning purpose and that we should get back to the topic at

Discuss the art work in the Cantor Arts Centre in Standford University Essay

Discuss the art work in the Cantor Arts Centre in Standford University - Essay Example This means that some of the artworks in the museums are obtained freely from the people who made them, and who have the full rights. People are in some cases driven to present artworks in museums by the desire to promote their cultures or represent the general coexistence of creatures in their environment. Through this, people understand and keep information about the culture that is represented by a work of art and are able to explain some information. In describing the work of art in a museum, it is important to identify the piece of work represented, the artist and the issues that prevailed during the time of production. This is important in understanding the work in different dimensions as well as getting the understanding of the feeling of people concerning the work (Payne and Picasso 8). The Lion Reclining in a Landscape The Lion Reclining in a Landscape is an artwork that is exhibited in Cantor Arts Center in Stanford University as part of the pieces of art that are representi ng the nature through a lion in an environment. The artwork was created as an original artwork by an artist, Antonie Luios Barye, who lived in America between the year 1796 and 1875, to represent the correlation between animals and their environment. This image was presented to different museums for exhibitions under the authority of the Barye who owned the piece of art and is availed to all the people who visit such museums for the viewing. This image is presented as a drawing that is made on a paper and is placed in the shelves for viewing by all the interested visitors in such museums. One of the places where Barye presented this image is the Cantor Arts Center in Stanford University where it is presented to the public for viewing. Through the work of art, people are able to understand different issues and this is in accordance to the views of the people concerning Barye and his piece of art. The piece of art that was presented in the 19th century as a primary creation but it has undergone reproduction with time so as to keep it in the records. The Lion in a Landscape image, although old and replicated by other people by copying the original image, is accepted favorably by the people who view it from the different museums in which it is exhibited. In the event of painting the image, the artist was presented was affected by different circumstances in the environment that made the different features to be prevalent in the image (Payne and Picasso 29). Antonie Luios Barye lived under his father who worked as a goldsmith and familiarized himself with the work of making sculptures and his skills were perfected by his working with different companies and training in different institutions. He continued in his work to demonstrate his interest in animals and that led him to production of images that were representing them in different ways. This means that all his production was designed according to his preferences in animals within the environment (Payne and Pica sso 59). During the time of production of Lion in a Landscape, the political environment was dominated by the Roman Empire who valued sculptures and drawings of their images. Economically, Barye produced his artworks during the time of gold

Family business organizational change Personal Statement

Family business organizational change - Personal Statement Example With this kind of situation, it appears that I will not need to conduct a thorough negation with Acico's top management but only a discussion with my father and sister. However, I am sure that my father will approve of my proposal since he has always been supportive with the strategies that we want to implement in the business organization. My sister has also taken this same course and I believe that she will also be more than willing to implement the transformation that is needed. However, as the organizational strategy that I would like to put in place focuses on the empowerment and motivation of the entire human resource, I believe that this effort should be commenced by consulting the other top executives about their position in the structural change. In this way, they will really feel my commitment of empowering and motivating them to excel in their positions. I have realized that it is imperative to first communicate the issues of change to the other executives in Acico, making sure that they understand it and embrace it. I am aware that some of them may be hesitant in implementing the necessary changes. Since the present organizational structure and system has worked for Acico for the past ten years, they might question the efficiency of the new system. Also, some of them may not want to alter the status quo with the fear that things will just turn out more complicated. In order to convince them, I realize the importance of preparing answers to their questions and skepticism. I will deal with these executive with the level of professionalism and expertise required of a top manager. My explanation will focus on the different concepts and case studies I have learned in this course, together with various real world experience of companies who also embraced this change. I will let them see that the change will be for the benefit of all the stakeholders of Acico in the long run including them. In the long run, these changes will become the foundation of the company's operation enabling our successors to run the business organization efficiently, create the shareholder value, and ensure the satisfaction of the customers. I will let them see that the workforce is one of the most important resources of the company as they are our strategic partners. Thus, they should also be aligned strategically in order to attain our organizational goals. I know that I will also be dealing with the mindset of some of the people in the organization. Being relatively less experienced than most of the company's executives, some of them may think that my sister and I are just young ladies equipped with MBA degrees, and thinking that we know it all, we implement changes within Acico. I believe that this misconception also needs to be changed. Through words and actions, it is my aim to communicate to the top management that we are implementing changes not because we want to prove ourselves but to improve the situation of everyone in the business organization. With the changes that I want to implement, Acico will be in a win-win situation where all of the employees are more productive because they are

Congress, the bulk of work on legislation consists of what members do Essay

Congress, the bulk of work on legislation consists of what members do in committees - Essay Example Similar to the Senate, Congress has four major categories of committees; standing, conference, select, and joint committees. Standing committees are the most important as they deal with the vast majority of legislative concerns. Within each standing committee are sub-committees tasked with the responsibility of dealing with specific areas of a legislative issue; for example, the Ways and Means committee. Contrastingly, conference committees specifically deal with Bills, and comprise of members from both the Senate and Congress. By reconciling differences of members in the committee, conference committees are able to form a single Bill, which can then be forwarded to the President for his assent. Select committees are short-term in nature and are formed to deal with a specific issue when it arises; for example, Intelligence committee. Finally, joint committees resemble conference committees in structure; however, they are need-based; formed to address specific issues; for example, joi nt committee on taxation (Independence Hall Association). Committees wield a great deal of influence in the US legislature; as such, the majority party chooses the Chairman of each committee in the US Congress. However, it is important to note that all committees comprise of members from all political parties with representatives in the Congress. There is no specified criterion used by committees to choose its members; however, legislators earn their place based on political favors earned due to loyalty, power and seniority in the Congress. Due to this, legislators in Congress are always cautious of their dealings with each other, as they are aware failure to do so would cost them favorable committee assignments. The number of members serving in the various committees varies. Besides the Chairman, the Ranking Member also holds a high status in the committee. This position is reserved for the senior most member of the minority

Criminal Justice Assignment Example | Topics and Well Written Essays - 250 words - 1

Criminal Justice - Assignment Example in â€Å"Friend or Foe†). Despite the continuous adoption of this legal rule, I do agree with the contention of Edwin Meese. â€Å"The rule endangers innocent victims while letting criminals escape† (â€Å"Friend or Foe†). Due to this principle, illegal weapons which are considered as illegally confiscated by police authorities because it violates the prohibition on unreasonable searches and seizures are considered as inadmissible in evidence. Hence, the illegal articles will not be included in the criminal proceeding which if actually admitted will surely convict the accused or punish the individual who is in possession of an illegal item. In this sense, the accused is freed from any liability with regard to that illegal item leaving the victim hopeless and frustrated. Moreover, this rule can encourage more law violators believing that they will not be punished by owning that illegal item as long as it is not seized legally. The fruit of the poisonous tree doctrine is not helpful per

Holocaust Denial Essay Example for Free

Holocaust Denial Essay The holocaust is the term used to describe the period of persecution and extermination of European Jews by Nazi Germany. During this period, an estimated six million Jews were murdered in a series of state-sponsored killings. This was a culmination of a Nazi policy which was â€Å"the final solution to the Jewish question† (Michman, 2003) Why did Nazis Hate Jews? The Nazis hatred for Jews had been in existence for a long time, but it is after the World War 1 that it intensified. Prior to that, there had been strong feelings of anti-Semitism in Europe, mainly from the Christians. This is because of the Jews reluctance to embrace Christianity and their stubborn adherence to Judaism. (Israel G. 1990) After the First World War in which German lost, Hitler sought to find a plausible explanation for their defeat. Since at the time most banks and financial institutions were run by Jews, the Nazis blamed then for not availing enough funds for the war. They were viewed as being tight-fisted, corrupt and vile people, who could do nothing but destroy. This aroused feelings of hatred for the population, and the Nazi regime went on churning propaganda that blamed all of Germany’s problems on the Jews. (William, 1995) From another angle, the Jews were generally viewed as being an inferior race to the Aryans. Hitler believed that Aryans were the master race and even made a table of sorts which classified the races according to superiority in genes, with Aryans at the top, and Jews, Gypsies and Blacks at the bottom . The Nazis therefore saw the need to eliminate them from Europe to avoid weakening the racial purity of the Aryans (William, 1995) Holocaust Denial Holocaust denial is a term used to refer to the movement which seeks to deny that the holocaust really happened, and if it did, whether it occurred in the manner and scale that historians claim it did. It is a movement especially active in the United States, Canada, and Western Europe. However, the first people who sought to deny that the holocaust ever happened were the Nazis themselves. They attempted to destroy all evidence and even denied the proof that was presented at the Nuremberg trial. The organized version of the movement called Holocaust Revisionism was founded in 1979, by Willis Carto, founder Liberty Lobby, an anti-Semitic organization in America, when he incorporated the Institute of Historical Review. He is quoted as saying History is far too important to be left to history professors, pundits and politicians. History is power The leading activists for the IHR include Mark Weber, Bradley Smith and Fred Leuchter in the United States, Ernst Zundel in Canada, David Irving in England, Robert Faurisson in France, Carlo Mattogno in Italy and Ahmed Rami in France. However, among these, Bradley Smith, the self-styled director for the Committee for Open Debate on the Holocaust, CODOH, has been the most visible in the United States. He has placed series of ads in college newspapers since 1991 on behalf of CODOH. In one such ad, Bradley promises a $50,000 to anyone who can convince a radio station to air a ninety minute video to show that the holocaust was a hoax. The IHR also writes a journal called the Journal of Historical Review and holds annual conferences, which are used as vehicles for holocaust denial. http://www. adl. org/holocaust/introduction. asp The revisionists offer the following arguments to prove that the holocaust is a farce. First of all, they claim that there is no single document which has been identified, which expressly shows a master plan for the execution of Jews. This, according to them, is proof that the whole idea of Jewish annihilation is a creation by the Jews to gain sympathy from the world. ( http://www. remember. org/History. root. rev. html) Secondly, there were no gas chambers at Auschwitz and the other camps, so the allegations of people being gassed to death are mere lies. There are no documents about gas chambers of any kind anywhere so no mass murder of Jews in gas chambers took place. (http://www. jewishvirtuallibrary. org/jsource/Holocaust/denial. html) Another reason why they deny the holocaust is because they purport that the scholars rely on the subjective testimonies of alleged â€Å"survivors†. These testimonies are highly biased and because there is no supporting documentation proving the genocide, these accounts can only be taken to be false. (Raul, 1985) The revisionists also claim that there was no net loss in the Jewish population in Europe between 1941 and 1945; therefore the claim that 6million Jews were killed cannot be true. According to them, there were not even enough Jews in Europe to account for the 6million victims. ( http://www. remember. org/History. root. rev. html) Furthermore, according to the revisionists, the Nuremberg trials were stage managed in favor of the Jews. They were a sham and were just held so that Jews could benefit from the sympathy they aroused. To further strengthen their arguments, the holocaust deniers have posed a series of questions that put in doubt the truth about the events that took place during the holocaust. To start with, they ask; it is said that the gas chambers were ventilated, and if so, wouldn’t the gas have killed the people outside as well. Since this didn’t happen, then surely, there was no such thing as Zyklon-B used to gas people to death. The next question is, if as many as 6million people were killed and cremated, then where did all the ash go to. It should be so much going by the numbers, and going by what is available now, the numbers must grossly be exaggerated. ( http://www. remember. org/History. root. rev. html) Moreover, Zyklon-B, which was allegedly used had to be dropped into the chambers by people, so, the people would have died from the gas themselves, wouldn’t they? In addition, how come the eyewitnesses to the gassings survived, why didn’t the Nazis eliminate them since they knew so much. That is not all; there was a swimming pool at Auschwitz, this means that the people there lived in luxury, so this could nit have been an extermination camp. Also, the death lists from there do not show that any person was gassed, and the number of people who died there was very small. Finally, since much of the area around Auschwitz has a high water table, then the said burning of the bodies in ditches could not be possible. (http://www. remember. org/History. root. rev. html) Some of the revisionists also pose counter-statements against the evidence given by the survivors. In regard to the deaths in Treblinka, the victims were said to have been killed using diesel fumes; so the revisionists say that fumes from a diesel engine are not enough to kill a person. This implies that the people could not have died as a result of inhaling the fumes. The doors of the gas chambers which used the engine exhausts would not withstand the pressure of the gas accumulating inside, which would lead to an explosion; how come that did not happen? ( http://www. remember. org/History. root. rev. html) In one of the most controversial denials, the revisionists assert that the Anne Frank diary was a fabrication written by someone else who wanted to further the Jews agenda. Did the Holocaust really happen? For every claim made by the revisionists, evidence has been produced to prove that the genocide actually happened. The Nazi regime itself had documents that clearly pointed out to their intention to massacre the Jews. Although they destroyed much of the documents, some remnants were later recovered. (Lucy, 1975)The evidence available includes written documents in terms of letters, memos, blueprints, orders, bills, speeches, articles, memoirs and confessions. There are accounts given by eyewitnesses, who include survivors, Jewish Sonderkommandoes, SS guards, commandants, local townspeople and some of the Nazis. (Michael et. Al, 1997) Indisputable evidence can also be gleaned from photographs taken by the military, press, civilians and survivors. Some of the camps where the mass murders took place still exist, some in almost original state. Inferential evidence is also available in form of population demographics which confirms the change in Jewish population. Therefore, it can be concluded that the evidence of the holocaust is so compelling that we cannot deny that it took place. (Michael et. al, 1997) REFERENCES http://www. jewishvirtuallibrary. org/jsource/Holocaust/denial. html http://www. adl. org/holocaust/introduction. asp http://www. remember. org/History. root. rev. html Israel G. (1990), Encyclopedia of the Holocaust, Volume 2, New York Lucy D. (1975) The War Against the Jews, 1933-1945, New York Michman, D (2003). Holocaust Historiography: A Jewish Perspective: Conceptualizations, Terminology, Approaches, and Fundamental Issues. London Michael S. and Alex G, (1997) Denying History Who Says the Holocaust Never Happened and Why do they Say it? † University of California Press Raul H. (1985) The Destruction of the European Jews (Student Edition), New York William L. P (1995) Novelist of Hate, ADL Research Report. Brugioni, D. A. , Robert G. P. (1979) The Holocaust Revisited: A Retrospective Analysis of the Auschwitz-Birkenau Extermination Complex. (Central Intelligence Agency, Washington, D. C. )

Why pantomime appeals to the whole family Essay Example for Free

Why pantomime appeals to the whole family Essay Modern pantomimes are predominately aimed at children and are usually based on well known childrens fairy tails such as Aladdin, Puss in boots, Little red riding hood, Cinderella and Snow white and the seven dwarfs. Although many adults do admit they enjoy accompanying their children to the pantomime and therefore pantomime can appeal to all the family for different reasons. Characters usually seen in Pantomime would include a hero, a wicked queen, the dame of which would be played by a male member of the cast dressed in drag the dames entrances would also be more extravagant and exaggerated than any other character, the audiences friend for example Buttons in Cinderella who always expects a response from the audience on appearance and finally the fool which is a character who is stupid and cant do anything right. As you can tell from the set up of characters Pantomime is most definitely a night of comedy. Pantomime is also made up of plenty of audience participation. The audience participation is required in several parts of pantomime such as pointing out mischievous or bad characters behind the principal characters by shouting out lines such as Its behind you! of course the baddy will always be gone by the time the character looks around meaning the process be repeated over and over again. The characters will always speak out to the audience several times during the performance expecting a response. In the middle of the Pantomime the characters may stop and announce birthdays within the audience making the audience sing happy birthday and also bringing members of the audience on to the stage, they may also show song lyrics making the audience sing in two halves to form a competition. Also included will be jokes or comedy of which are aimed at the adults in the audience which the children may not understand but adults will find funny. All of the above may be considered as family entertainment because of the whole of the audience having to participate, children and adults are included in the song competitions adults may be required to sing separately to the children. Songs included in the performance are usually from different eras meaning different aged people from the audience can relate to them. The nature of the set is very colourful and exaggerated to represent the fairy tail and catch the audiences attention. Most Pantomimes shown at places such as the Marlowe in Canterbury and the Hazlitt theatre in Maidstone will include famous actors in their Pantomime to attract an audience; this is also more likely to attract older viewers. Pantomime is made for all the family because although it is specifically aimed at children, parents, brothers and sisters and nans and grandads are always going to get dragged along too the secret is they actually enjoy it , I mean everyone enjoys a fairytale dont they? Weve all seen and heard of fairytales when we were younger Pantomime just adds a bit of comedy and enjoyment to them. Overall I think Pantomime is something for the whole family to look forward to every year at Christmas its entertaining and a fun performance to participate in, if youre a parent its great to see your children having fun and enjoying the performance as well as entertainment and comedy for yourself. Every Pantomime is different even if it is the same fairytale you can guarantee it wont be exactly the same as the one you saw the year before. Children can buy flashing lights etc to wave in the audience, I think Pantomime offers something for everyone of the family and is a great success within the UK for this.

Nature And Structure Of Mathematics

Nature And Structure Of Mathematics Chapter 2 Literature review In this chapter, literature related to mathematics confidence, reflection and problem- solving are reviewed. The chapter begins with an introduction to mathematics and the occurrence of educational changes and concerns in South Africa. It examines the metacognitive activity reflection and its various facets along with affective issues in mathematics. Then, differentiating between past and current research, the focus will be on how mathematics confidence and reflective thinking relates to the level of achievement and performance in mathematics problem-solving processes. Concluding description will follow, illustrating the relationship between reflection and mathematics confidence during problem-solving processes. 2.1 Mathematics, its nature and structure Mathematics can be seen as a combination of calculation skill and reasoning (Hannula, Maijala Pehkonen, 2004:17) and can further be classified as an individuals mathematical understanding. Mathematics is a process, fixed to a certain person, a topic, an environment or an idea (Hiebert Carpenter, 1992). Mathematics originated as a necessity for societal, technological and cultural growth or leisure (Ebrahim, 2010:1). This desire led to the advancement of concepts and theories in order to meet the needs of various cultures throughout time. With its imprint in nature, architecture, medicine, telecommunications and information technology, the use of mathematics has overcome centuries of problems and continues to fulfil the needs of problem-solvers to solve everyday problems. Although mathematics has changed throughout time, in its progress and influences there are interwoven connections between the cognitive, connotative and affective psychological domains. The increasing demand to process and apply information in a South African society, a society characterised by increasing unemployment and immense demands on schools, still awaits recovery and substance from these cognitive and metacognitive challenges (Maree Crafford, 2010: 84). From a socio-constructivists perspective, developing, adapting and evolving more complex systems should be the aim and goal of mathematics education (Lesh Sriraman, 2005). According to Thijsse (2002:34) mathematics is an emotionally charged subject, evoking feelings of dislike, fear and failure. Mathematics involves cognitive and affective factors that form part of the epistemological assumptions, regarding mathematical learning (Thijsse, 2002:7 that will be discussed in the following section. 2.1.2 Epistemological assumptions regarding mathematics learning English (2007:123-125) lays down powerful ideas for developing mathematics towards the 21st century. Some of these ideas include: 2.1.2.1 A social constructivist view of problem-solving, planning, monitoring and communication; 2.1.2.2 Effective and creative reasoning skills; 2.1.2.3 Analysing and transforming complex data sets; 2.1.2.4 Applying and understanding school Mathematics; and 2.1.2.5 Explaining, manipulating and forecasting complex systems through critical thinking and decision making. With emphasis on the learner, from a constructivist perspective, learning can be viewed as the active process within and influenced by the learner (Yager, 1991:53). Mathematical learning is therefore an interactive consequence of the encountered information and how the learner processes it, based on perceivednotions and existing personal knowledge (Yager, 1991:53). According to DoE (2003:3) competence in mathematics education is aimed at integrating practical, foundational and reflective skills. While altering the paradigms in learning, mathematics education was turned upside down with the shift being towards instructing, administering and applying metacognitive-activity-based learning in schools as claimed by Yager (1991:53) and Leaf (2005:12-18). This change and reform in education and education paradigms is illustrated in Figure 2.1. Early 1900s Early 1900s 1960s 1980s 1980s- 2000s 1980s 2000s The overarching approach with impact on education and therapy focussing on metacognition In Figure 2.1 Leaf (2005:4) states that the intelligence quotient (IQ) is one of the greatest paradigm dilemmas. This approach is designed in the early twentieth century by F. Galton and labelled too many learners as either slow or clever. The IQ-tests did assess logical, mathematical and language preference and dominance in learners but left little or no room for other ways of thinking in mental aptitude (Leaf, 2005:5). In contrast to the IQ-approach is Piagets approach, named after its founder, Jean Piaget, who apposed the IQ-approach. Focussing on cognitive development, he suggests timed stages or learning phases in a childs cognitive development as a prerequisite to the learning process. Piaget exclaims that if a stage is overseen, learning will not take place. A third paradigm, the Information processing age, divided problem-solving into three phases: input, coded storing and output. Designed in an era where technological advances and computers entered schools and the school cur riculum, information processing was seen as comparing the learner with a microchip. Thus, retrieving and storing data and information was seen as a method to practise and learn as being the focus of learning. This learning took place in a hierarchical order, and one phase must be mastered before continuing to a more difficult task. Outcomes Based Education (OBE) was implemented after the 1994 national democratic elections in South Africa. Since 1997 school systems underwent drastic changes from the so called apartheid era. According to the Revised National Curriculum Statement (2003) the curriculum is based on development of the learners full potential in a democratic South Africa. Creating lifelong learners are the focus of this paradigm. After unsuccessfully transforming education in South Africa, a need still exists to challenge some of the shortcomings of the above mentioned paradigms. An Overarching approach is an aided paradigm proposed by Leaf (2005:12). The Overarching approach focuses on learning dynamics or in other words, what makes learning possible. This paradigm utilizes emotions, experiences, backgrounds and cultural aspects in order to facilitate learning and problem-solving (Leaf, 2005:12-15). Above mentioned aspects are also known to associate with performance in mathematics problem-solving (Maree, Prinsloo Claasen, 1997a; Leaf, 2005:12-15). 2.1.3 Some factors associated with performance in mathematics Large scale international studies, focussing on school mathematics, compare countries in terms of learners cognitive performance over time (TIMSS, 2003 PISA, 2003). A clear distinction must be made between mathematics performance factors in these developed and developing countries (Howie, 2005:125). Howie (2005:123) explored data from the TIMSS-R South African study which revealed a relationship between contextual factors and performance in mathematics. School level factors seem to be far less influential (Howie, 2005: 124, Reynolds, 1998:79). According to Maree et al. (2005:85), South African learners perform inadequately due to a number of traditional approaches towards mathematics teaching and learning. Maree (1997b:95) also classifies problems in study orientation as cognitive factors, external factors, internal and intra-psychological factors, and facilitating subject content. One psychological factor in the Study Orientation in Mathematics questionnaire (SOM) by Maree, Prinsloo and Claasen (1997b) is measured as the level of mathematics confidence of grade 7 to 12 learners in a South African context. Sherman and Wither (2003:138) documented a case where a psychological factor, anxiety, causes an impairment of mathematics achievement. A distillation of a study done by Wither (1998) concluded that low mathematics confidence causes underachievement in mathematics. Due to insufficient evidence it could not prove that underachievement results in low mathematics confidence. The study did indicate that a possible third factor (metacognition) could cause both low mathematics confidence and underachievement in mathematics (Sherman Wither, 2003:149). Thereupon, factors manifested by the learner are discussed below. Academic underachievement and performance in mathematics is determined by a number of variables as identified by Lombard (1999:51); Maree, Prinsloo and Claasen (1997); and Lesh and Zawojewski (2007). These variables include factors manifested by the learner, environmental factors and factors during the process of instruction. 2.1.3.1 Some associated factors manifested by the learner Affective issues revolve around an individuals environment within different systems and how that individual matures and interact within the systems (Lombard, 1999:51 Beilock, 2008:339). In these systems it appears that learners have a positive or negative attitude towards mathematics (Maree, Prinsloo Claasen, 1997a). Beliefs about ones own capabilities and that success cannot be linked to effort and hard work is seen as affective factors in problem-solving (Dossel, 1993:6; Thijsse, 2002:18). Distrust in ones own intuition, not knowing how to correct mistakes and the lack of personal effort is regarded as factors that facilitate mathematics anxiety, manifested by the learner (Thijsse, 2002:36; Russel, 1999:15). 2.1.3.2 Some associated environmental factors Timed testing environments such as oral exam/testing situations, where answers must be given quickly and verbally are seen as environmental factors that facilitates underachievement in mathematics. Public contexts where the learner has to express mathematical thought in front of an audience or peers may also be seen as an environmental factor limiting performance. 2.1.3.3 Some associated factors during the process of instruction Knowledge about study methods, implementing different strategies and domain specific knowledge is seen as factors that influence performance in mathematics. It seems as though performance is measured according to the learners ability to apply algorithms dictated by a higher authority figure such as parents or teachers (Russell, 1995:15; Thijsse, 2002:35). Thijsse (2002:19) agrees with Dossel (1993:6) and Maree (1997) that the teachers attention to the right or wrong dichotomy, stresses the fact that mathematics education can also be associate with performance. A brief discussion on mathematics problem-solving will now follow. 2.2 Mathematics problem-solving A mathematics problem can be defined as a mathematical based task indicating realistic contexts in which the learner creates a model for solving the problem in various circumstances (Chalmers, 2009:3). Making decisions within these contexts is only one of the elementary concepts of human behaviour. In a technology based information age, computation; conceptualisation and communication are basic challenges South Africans have to face (Maree, Prinsloo Claasen, 1997; Lesh Zawojewski, 2007). Problem-solving abilities are needed and should be developed for academic success, even beyond school level. According to Kleitman and Stankov (2003:2) managing uncertainty in ones understanding is essential in mathematical problem-solving. Lester and Kehle (2003:510) fear that mathematical problem-solving is currently getting more complex then in previous years. Therefore problem-solving continues to gain consideration in the policy documents of various organisations, internationally (TIMSS, 2003; SACMEQ, 2009; PIRLS, 2009; Moloi Strauss, 2005 NCTM, 1989) and nationally (DoE, 2010; DoE, 2010: 3). As Lesh and Zawojewski (2007:764) states The pendulum of curriculum change again swings back towards an emphasis on problem-solving. Problem-solving is emphasised as a method involving inquiry and decision making (Fortunato, Hecht, Tittle Alvarez, 1991:38). Generally two types of mathematical problems exist: routine problems and non-routine problems. The use and application of non-routine problems, unseen mathematical processes and principles are part of the scope of mathematics education in South Africa (DoE, 2003:10). Keeping track of and on the process of information seeking and decision making, mathematics problem-solving is linked to the content and context of the problem situation (Lesh Zawojewski, 2007:764). It seems as though concept development and development of problem-solving abilities should be part of mathematics education and beliefs, feelings or other affective factors should be taken into account. In the next section a discussion will follow regarding past research done on mathematics problem-solving. 2.2.1 Some research done on mathematics problem-solving in the past Studies on learners performance in mathematics and how their behaviours vary in approaches to perform, was the conduct of research on mathematics problem-solving since the 1930s (Dewey, 1933; Piaget, 1970; Flavell; 1976; Schoenfeld, 1992; Lester Kehle, 2003; Lesh Zawojewski , 2007:764). Good problem solvers were generally compared to poor problem-solvers (Lester Kehle, 2003:507) while Schoenfeld (1992) suggested that the former not only knows more mathematics, but also knows mathematics differently (Lesh and Zawojewski, 2007:767). The nature and development of mathematics problems are also widely researched (Lesh Zawojewski, 2007:768), especially with the focus on how learners seeand approach mathematics and mathematical problems. Polya-style problems involve strategies such as picture drawing, working backwards, looking for a similar problem or identifying necessary information (Lesh Zawojewski, 2007:768). Confirming the use of these strategies Zimmerman (1999:8-10) describe dimensions for academic self-regulation by involving conceptual based questioning using a technique called prompting. Examples of these prompts are questions starting with why; how; what; when and where, in order to provide scaffolding for information processing and decision making. 2.2.2 Working memory, information processing and mathematics problem-solving of the individual learner In the 1970s problems were seen an approach from an initial state towards a goal state (Newell Simon, 1972 in Goldstein, 2008:404) involving search and adapt strategies. 2.2.2.1 Working memory as an aspect of problem-solving The working memory is essential for storing information regarding mathematics problems and problem-solving processes (Sheffield Hunt, 2006:2). Cognitive effects, such as anxiety, disrupt processing in the working memory system and underachievement will follow (Ashcraft; Hopko Gute, 1998:343; Ashcraft, 2002:1). These intrusive thoughts, like worrying, overburden the system. The working memory system consists of three components: the psychological articulatory loop, visual-spatial sketch pad and a central executive (Ashcraft; Hopko Gute, 1998:344; Richardson et al, 1996). 2.2.2.2 Problem-solving persona of the mathematics learner The learner, either an expert or novice-problem-solver is researched on his/her ideas, strategies, representations or habits in mathematical contexts (Ertmer Newby, 1996). Expert learners are found to be organised individuals who have integrated networks of knowledge in order to succeed in mathematics problem-situations (Lesh Zawojewski, 2007:767; Zimmerman, 1994). Clearly learners problem-solving personality affects their achievement. According to Thijsse (2002:33) learners who trust their intuition and perceive that intuition as insight into a rational mind, rather than emotional and irrational feelings, are more confident. The variety of attributes, such as anxiety and confidence, is included in reflective processes either cogitatively or metacognitatively which will be discussed in the next section. 2.3 Cognitive and metacognitive factors Although cognitive and metacognitive processes are compared in literature, Lesh and Zawojewksi (2007:778) argues that mathematics concepts and higher order thinking should be studied correspondingly and interactively. Identifying individual trends and behaviour patterns or feelings, could relate to mathematics problem-solving success (Lesh Zawojewksi, 2007:778). 2.4.1 Cognition processes during mathematics problem-solving Newstead (1999:25) describes the cognitive levels of an individual as being either convergent (knowledge of information) or divergent (explaining, justification and reasoning). 2.3.2 Metacognition 2.3.2.1 Components of metacognition 2.3.2.2 Past research done on metacognition The Polya-style heuristics on problem-solving strategies, mentioned previously, is noted by Lesh and Zawojewski (2007:368) as an after-the-fact of past activities process. This review process between interpreting the problem, and the selection of appropriate strategies, that may or may not have worked in the past, is linked with experiences (negative or positive) which provide a framework for reflective thinking. Reflection is therefore a facet of metacognition. 2.3.3 Reflection as a facet of metacognition Reflection, as defined by Glahn, Specht and Koper (2009:95), is an active reasoning process that confirms experiences in problem-solving and related social interaction. Reflecting can be seen as a transformational process from our experiences and is effected by our way of thinking (Garcia, Sanchez Escudero, 2009:1). 2.3.3.1 Development of reflective thinking Thinking about mathematics problems and reflecting on them is essential for interpreting the given problems provided details about what is needed in order to solve the problem (Lesh Zawojewski, 2007:368). Schoenfeld (1992) mentions an examining of special cases for selecting appropriate strategies from a hierarchical description, but Lesh and Zawojewski (2007:369) argue that this will involve a too long (prescriptive process) or too short conventional list of prescribed strategies. Lesh and Zawojewski (2007:770) rather suggest a descriptive process to reflect on and develop sample experiences. The focus should be on various facets of individual persona and differences, such as prior knowledge and experiences, which differs between individuals. 2.3.3.2 Expansion models for reflectivepractice According to Pletzer et al (1997) applying reflective practice is a powerful and effective way of learning. Three models for reflective practice exist: the reflective cycle of Gibbs (1988), Ertmer and Newby (1996), Johns-model (2000) for structural reflection and Rolfe et als (2001) framework for reflective practice. The first model is that of Gibbs (1988). i Gibbss (1988) model for reflection Gibbs model is mostly applied during reflective writing (Pugalee, 2001). This model for reflection is exercised during problem-solving situations by assessing first and second cognitive levels. A particular situation, such as in Figure 2.2, when the learner has to solve a mathematical problem is described by accompanying feelings and emotions that will be remembered and reflected upon. A conscience cognitive decision will then be made determining whether the experience was a positive (good) otherwise negative (bad) emotion, or feeling. By analysing the sense of the experience a conclusion can be made where other options are considered to reflect upon. (Gibbs, 1988; Ertmer Newby, 1996) iiJohns (2000) model for structural and guided reflection This model provides a framework for analysing and critically reflecting on a general problem or experience. The Johns-model (2000) provides scaffolding or guidance for more complex problems found on cognitive levels three and four. Reflect on and identify factors that influence your actions Figure 2.3Johns model for reflective practice Source:Adapted from John (2000) The model in Figure 2.3 is divided into two phases. Phase 1 refers to the recall of past memories and skills from previous experiences, where the learner identifies goals and achievements by reflecting into their past. This could be easily done using a video recording of a situation where the learner solves a problem. It is in this phase where they take note of their emotions and what strategies were used or not. On the other hand, phase 2 describes the feelings, emotions and surrounding thoughts accompanying their memories. A deeper clarification is given when the learner has to motivate why certain steps were left out or why some strategies were used and others not. They have to explain how they felt and the reason for the identified emotions. At the end the learner should reflect between the in and out components to identify any factor(s) that could have effected their emotions or thoughts in any way. A third model is proposed by Rolfe et al (2001), known as a framework for reflex ive practice. iiiRolfe et als model for reflexive practice. According to Rolfe et al (2001) the questions ‘what? and ‘so what? or ‘now what?, can stimulate reflective thinking. The use of this model is simply descriptive of the cognitive levels and can be seen as a combination of Gibbs (1988) and Johns (2000) model. The learner reflects on a mathematics problem in order to describe it. Then in the second phase, the learner constructs a personal theory and knowledge about the problem in order to learn from it. Finally, the learner reflects on the problem and considers different approaches or strategies in order to understand or make sense of the problem situation. Table 2.1 demonstrates this model of Rolfe et al (2001) in accordance with the models of Gibbs (1988) and Johns (2000) as adapted by the researcher. It shows the movement of thought actions and emotions between different stages of reflection (before, during and after) in problem-solving. Table 2.1Integration of reflective stages and the models for reflective practice Stage 1 Reflection before action Stage 2 Reflection during action Stage 3 Reflection after action Descriptive level of reflection (planning and describing phase) Theory and knowledge building of reflection (decision making phase) Action orientated level (reflecting on implemented strategy-action) Identify the level of difficulty of the problem and possible reasons for feeling, or not feeling, â€Å"stuck†, â€Å"bad† or unable to go to the next step. Pay attention to thought and emotions and identify them. Describe negative attitude towards mathematics problems, if any Observe and notice expectations of self and others: like parents, teachers or peers Evaluate the positive and negative experiences Analyse and understand the problem and plan the next step, approach or strategy Perform the planned action Awareness of ethics, beliefs, personal traits or motivations Recall strategies that worked in the past. Reflect on the solution, reactions and attitudes Source:Adapted from Johns (2000), Gibbs (1988) and Rolfe et al (2001) 2.3.3.3 The reflection process While some research claims, seeing and doing mathematics as useful in the interpretation and decision making of problem-solving processes (Lesh Zawojewski, 2007), a more affective approach would involve feelings or the feelings about mathematics(Sheffield Hunt, 2006), in other words, affective factors. 2.4 Affective factors in mathematics Rapidly changing states of feelings, moderately stable tendencies, internal representations and deeply valued preferences are all categories of affect in mathematics (Schlogmann, 2003:1).Reactions to mathematics are influenced by emotional components of affect. Some of these components include negative reactions to mathematics, such as: stress, nervousness, negative attitude, unconstructive study-orientation, worry, and a lack of confidence (Wigfield Meece, 1988; Maree, Prinsloo Claasen, 1997). Learners self-concept is strongly connected to their self-belief and their success in solving mathematics problems is conceptualised as important (Hannula, Maijala Pehkonen, 2004:17). A study done by Ma and Kishor (1997) confirmed belief, as an affect on mathematics achievement, being weakly correlated with achievement among children from grade 2 to 8. However, Hannula, Maijala and Pehkonen (2004) conducted a study on learners in grade 7 to 12 and concluded that there is a strong correlatio n between their belief and achievement in mathematics. Beliefs and are related to non-cognitive factors and involve feelings. According to Lesh and Zawojewski (2007:775) the self-regulatory process is critically affected by beliefs, attitudes, confidence and other affective factors. 2.4.1Beliefs as an affective factor in mathematics Belief, in a mathematics learner, form part of constructivism and can be defined as an individuals understanding of his/her own feelings and personal concepts formed when the learner engages in mathematical problem-solving (Hannula, Maijala Pehkonen, 2004:3). It plays an important role in attitudes and emotions due to its cognitive nature and, according to Goldin (2001:5), learners attribute a kind of truth to their beliefs as it is formed by a series of background experiences involving perception, thinking and actions (Furinghetti Pehkonen, 2000:8) developed over a long period of time (Mcleod,1992:578-579). Beliefs about mathematics can be seen as a mathematics world view (Schlogmann, 2003:2) and can be divided into four major categories (Hannula, Maijala Pehkonen, 2004:17): beliefs on mathematics (e.g. there can only be one correct answer), beliefs about oneself as a mathematics learner or problem solver (e.g. mathematics is not for everyone), beliefs on teaching mathematics (e. g. mathematics taught in schools has little or nothing to do with the real world) and beliefs on learning mathematics (e.g. mathematics is solitary and must be done in isolation) (Hannula, Maijala Pehkonen, 2004:17). Faulty beliefs about problem-solving allow fewer and fewer learners to take mathematics courses or to pass grade 12 with the necessary requirements for university entrance. Beliefs are known to work against change or act as a consequence of change and also have a predicting nature (Furinghetti Pehkonen, 2000:8). Affective issues, such as beliefs, generally form part of the cognitive domain, anxiety (Wigfield Meece, 1988), which will be dealt with in the next section. 2.4.2 Anxiety Anxiety, an aspect of neuroticism, is often linked with personality traits such as conscientiousness and agreeableness (Morony, 2010:2). This negative emotion manifests in faulty beliefs that causes anxious thoughts and feelings about mathematics problem-solving (Ashcraft; Hopko Gute, 1998:344; Thijsse, 2002:17). Distinction can be made between the different types of anxieties as experienced by learners across all age groups. Some of these anxieties include general anxiety, test or evaluation anxiety, problem-solving anxiety and mathematics anxiety. The widespread phenomenon, mathematics anxiety, threatens performance of learners in mathematics and interferes with conceptual thinking, memory processing and reasoning (Newstead, 1999:2). 2.4.2.1 Mathematics anxiety The pioneers of mathematics anxiety research, Richardson and Suinn (1972), defined mathematics anxiety in terms of the affect on performance in mathematics problem-solving as: Feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations This anxious and avoidance-behaviour towards mathematics has far reaching consequences as stressed by a number of researchers (Maree, Prinsloo Claasen, 1997; Newstead, 1999; Sheffield Hunt, 2006 Morony, 2009). Described as a chain reaction, mathematics anxiety consists of stressors, perceptions of threat, emotional responses, cognitive assessments and dealing with these reactions. A number of researchers expand the concept of mathematics anxiety to include facilitative and debilitative anxiety (Newstead, 1998:2). It appears that Ashcraft; Hopko; Gute (1998:343) and Richardson et al (1996) see mathematics anxiety in the same locale as the working memory system. Both areas consist of psychological, cognitive and behavioural components. Although they agree on the same components, Eysenck and Calvo (1999) states that it is not the experience of worry that diverts attention or interrupts the working memory process, but rather ineffective efforts to divert attention away from worrying a nd instead focus on the task at hand. 2.4.2.2 Symptoms for identifying mathematics anxiety Mathematics anxiety is symptomatically described as low (feelings of loss, failure and nervousness) or high (positive and motivated attitude) confidence in Mathematics (Maree, Prinsloo Claasen, 1997a:7). Dossel (1993:6) and Thijsse (2002:18) states that these negative feelings are associated with a lack of control when uncertainty and helplessness is experienced when facing danger. Unable to think rationally, avoidance and the inability to perform adequately causes anxiety and negative self-beliefs Mitchell, 1987:33; Thijsse, 2002:17). Anxious children show signs of nervousness when a teacher comes near. They will stop; cover their work with their arm, hand or book, in an approach to hide their work (May, 1977:205; Maree, Prinsloo Claasen, 1997; Newstead, 1998 Thijsse, 2002:16). Panicking, anxious behaviour and worry manifests in the form of nail biting, crossing out correct answers, habitual excuse from the classroom and difficulty of verbally expressing oneself (Maree, Prinsloo Claasen, 1997a). Mar

Judge Declares Microsoft A Monopoly :: essays research papers

On November 5, 1999, District Judge Thomas Penfield Jackson declared one of the leading software companies in the world, a monopoly. The United States' government has what are called, antitrust laws, which prevent a company from having a monopoly on a market. The US charged Microsoft with violations of these laws, stating that they were thwarting such competitors as, Netscape Navigator, and other web browsers. The US justice department has accused Microsoft of being "engaged in massive anticompetitive practices." Bill Gates, owner of Microsoft, believes that the practices of Microsoft are in no way that of a monopoly, and are just forms of very aggressive competition. It is estimated that any sanctions that Microsoft faces will be appealed for years to come, prolonging this case. Judge Penfield has not ruled on whether Microsoft has broken the antitrust laws set forth by the government; and it will be years before the judge sets the penalties for these infractions. The deci sion of Jackson was announced after the closing of the stock market, and the market is closed for a week after this decision. This is good news, because many economists feared a large dive due to this recent decision. The court evaluated thousands of pages of electronic mail, and 76 days of testimony, and came to the conclusion that Microsoft was partaking in anticompetitive practices. Jackson stated that "Microsoft has demonstrated that it will use its prodigious market power and immense profits to harm any firm that insists on pursuing initiatives that could intensify competition." The government will continue this case against Microsoft and continue to push for the penalties to be presented to the corporate giant.

The Separation of Church and State in America Essay -- Religion Politi

"Prayer has been banished from schools and the ACLU rampages to remove â€Å"under God† from the Pledge of Allegiance. Moreover, â€Å"Separation of Church and State† is nowhere found in the Constitution or any other founding legislation. Our forefathers would never countenance the restrictions on religion exacted today." -- Bill Flax, Forbes, 2011 Church and State seem to be two words which are entirely inseparable from each other. Religion in politics and the government has been present since the federal government was first put into place. The issue of religion is present in such varied topics as the public school system, presidential elections, right down to the National Anthem. The fact of the matter is, Church and State are very far from being separate in the United States. "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." These opening words of the First Amendment of the Constitution set forth a guarantee of religious freedom in the United States. The Establishment clause was intended to accomplish this end by, in the words of Thomas Jefferson, creating a "wall of separation between Church and State." The First Amendment prevented the government from interfering in it's citizens religious lives. It did not, however, prevent the federal government from engaging in it's own. The Fourteenth Amendment, Ratified in 1868, states that "No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the Unites States; nor shall any State depri... ...urch and State may be an unattainable goal. But as long as the Church and State have anything to do with one another, the struggle will continue. Bibliography: Flax, Bill. "The True Meaning of Separation of Church and State", July 9, Forbes, 2011 Web. 15 May 2015 http://www.forbes.com/sites/billflax/2011/07/09/the-true-meaning-of-separation-of-church-and-state/ Goldberg, George. Church, State, and the Constitution. Washington, D.C.: Regnery Gateway, 2014. Mueller, Arnold C. "Religion in the Public Schools." In Church and State Under God, ed. Albert G. Huegli. St. Louis: Concordia Publishing House, 2004. Lopatto, Paul. Religion and the Presidential Election. Edited by Gerald M. Pomper. New York: Praeger, 2014. Spiritual Answers Online, Church and State, Web. 15 May 2015 http://www.spiritual-answers.com/Questions/church_and_state.htm

Long Distance Relationship And How To Make It Work Essay -- essays res

Long Distance Relationship and How To Make It Work Dear Love Lady,   Ã‚  Ã‚  Ã‚  Ã‚  I have a love problem and I don't know what to do. I am a freshman in college and so is my boyfriend. We have been together since our senior year in high school, and we are very much in love. But, since we've been at college, we have developed a problem. We don't see each other from month to month. You see, we go to colleges in completely different states. We have always lived on the same street, but now we are so far apart. I don't even know if it will work, or better yet how to make it work. Any advice? Sad and In Love, Atlanta, GA Dear Sad and In Love,   Ã‚  Ã‚  Ã‚  Ã‚  Well, it sounds as if you have a great thing if you can just stick with it. As a matter of fact, I have been in a situation just like yours. My boyfriend and I had just the same problem back when we were in college, and we made it work. We are now happily married with two beautiful children. So, I think I can give you a few pointers on how to keep your love going. You are going to have to have three important things to make it work though. Those things are trust, communication and patience.   Ã‚  Ã‚  Ã‚  Ã‚  First and the most important, you and your boyfriend need to have trust in each other. In every relationship there has to be trust, but for some reason, in long-distance relationships, it seems like there has to be just a little something more. Since you two are so far apart, yo...

Existentialism & Fight Club Essay

From an existentialism point of view, there is no right or wrong choice, since one gives an action value by the virtue of choosing it. Choices can only be judged on how involved the decision maker is when making it. Judging by this standard, the narrator is justified in killing Tyler, since he fully became involved in choosing to both accept and reject Tyler’s values by that action. â€Å"Existentialism’s first move is to make every man aware of what he is and to make the full responsibility of his existence rest on him.† In my essay, I shall first discuss how shooting Tyler is crucial in allowing the narrator to achieve the first move in embracing existentialism. He acts as the catalyst for the narrator to make the first move in existentialism: being aware of what he is by acknowledging all his primal instincts and assuming responsibility for his existence. Tyler does so through his acts of escalating violence and atrocity to provoke the narrator to confront both who he is and his responsibilities, culminating finally in his own death. I shall also discuss the theme of consumerism as portrayed in the movie, and how the decision of shooting Tyler relates to the narrator’s interpretation of this theme. The narrator had been hesitant to assume full responsibility for his existence at the start of the movie. He dislikes his present circumstances- he is jaded with his current job and lacks a clear purpose, as illustrated by the quote †A single serving package, a single serving†¦Ã¢â‚¬  Once he consumes the single serving, he is done. He makes a fleeting impression in someone else’s life before he fades from their memory. He feels his existence is meaningless because he has no connections with anyone. He is not content with the present state he is in, but makes no active effort to consciously define his own existence. He shows bad faith in this respect, because he deceives himself into believing that he lacks complete freedom of involvement in making this decision. He is a coward by Sartre’s definition: â€Å"Those who hide their complete freedom from themselves out of a spirit of seriousness or by means of deterministic excuses.† He possesses the desire to redefine his existence by rebelling against the values in society, but this conflicts with his conscious mind (the ego), which restraints him from doing anything socially unacceptable. His conscious mind hides these unacceptable desires in the subconscious mind, coming up with excuses that prevent the narrator from fulfilling these desires. Eventually, the repressed energy from these unconscious desires resulted in the fracturing of the ego itself- into two conscious minds, hence resulting in the manifestation of Tyler. Tyler represents everything that the narrator subconsciously wishes to be. He is the personification of the ID itself, representing the narrator’s repressed death instincts (our innate instinct for survival), aggression instincts (instincts for violence), and the libido. Before he meets Tyler, the narrator is defines his existence though furniture he purchases and assembles from IKEA. He attempts to make himself into a being-in-itself, believing his perfect state of existence can be reached by purchasing that last piece of furniture he needs. When the narrator’s house was bombed, annihilating the means by which he defines his existence, the narrator felt as though his existence itself was erased. â€Å"Every stick of furniture in there was my life.† Tyler teaches him not to rely on material goods but to define his existence by his actions. The fight club thus became the new means through which the narrator could define himself through acts of fighting. The narrator learns to revel in violence and physical pain as a means of defining his existence and to transcend the physical limits of the body. He achieves the first step of self-awareness by satisfying his primal instincts for aggression. His first epiphany occurs when he realizes Tyler is himself. In a sense, he realized that he (as Tyler) is free and capable of inventing and creating himself as whom he chooses to be. This is an important step because he now wants to assume responsibility for his existence. His second epiphany occurs when he shoots Tyler, and thus himself. On the first level, the narrator acknowledges his death instincts by confronting his fear of pain and death. He accepts Tyler’s ideas of experiencing death so as to be fully conscious of his physical existence. When he shoots Tyler, he does so with the awareness that he is shooting himself. This is the final step he needs to take in order to be fully aware of what he is. On the second level, by rejecting Tyler’s nihilistic ideas of destroying institutions and value systems, he chooses what values to stand for and thus creates his own purpose for himself. â€Å"In choosing his ethics, Man makes himself.† He also translates the belief in these values into the actual action of shooting Tyler, thus defining his existence through actual action. On the third level, by shooting Tyler, he assumes responsibility for all of Man, not just himself. He assumes responsibility for Man because he invents what Man bshould be: one who does not act in an uncaring and destructive manner towards others. On the fourth level, shooting Tyler allows the narrator to be defined in a way he wishes to be defined in the eyes of the â€Å"other†. Shooting Tyler is crucial towards removing the existence of Project Mayhem. He does not want Marla to find out about Project Mayhem because he will then lose his connections with her. It is important to the narrator to have a close relationship with Marla. Firstly, she is the only surviving real human being he has a close relationship with in the movie. Secondly, Marla, playing the role of the â€Å"other†, allows him to seek out knowledge about his existence and she is the condition for his existence. By shooting Tyler, he prevents the loss of this â€Å"other† that is crucial for his existence. Important themes discussed in the movie include consumerism. To be specific, it shows how the modern consumerist society affects Man’s determination of his existence. In Sartre’s words, how a change in the â€Å"a priori limits which outline man’s fundamental situation in the universe† affects Man’s determination of his existence with respect to these limits. According to Sartre, all configurations â€Å"either appear as attempts to pass beyond them or recede from them or deny them or adapt to them†. Consumerism imposes limits on Man to work and to consume, because only if Man works can he consume, and he can consume only if he works. He is emasculated because he is unable to fulfill h is natural role as a hunter-gatherer as dictated to him by biology. Man is limited or restricted in the sense he is unable to fulfill his primitive instincts. As seen in the movie, Tyler tries to pass beyond these limits by destroying symbols of consumerism, such as credit card companies, so as to â€Å"return to Ground Zero†. Since many people define their existence by numbers in their bank accounts, destroying the bank records will erase their previous existence and allow them to create their existence anew, much like how the narrator’s apartment was bombed so that he could create his new existence through Fight Club. Tyler’s ultimate goal seems to be changing the limits by which people define their existence by. He envisions the destruction of modern civilization, and a regression back to a more primitive hunter gatherer state. â€Å"In the world I see you are stalking elk through the same canyon forests around the ruins of Rock feller Centre†. In the world he envisions, the new limits by which people will define themselves with respect to are undoubtedly physical strength and prowess. On the other hand, the narrator, like so many of us today, adapts to these limits by embracing consumerism as indoctrinated into him by society through advertisements. He avidly purchases IKEA furniture and defines his existence by these material goods. In Tyler’s words, he works jobs he hates so he can buy shit he doesn’t need. He assumes that his furniture uniquely defines him as a person, from the â€Å"glass bowls with imperfections made by the simple and honest people of wherever† to â€Å"his yin-yang coffee table†, while missing the irony that IKEA is a chain-store that mass produces furniture. He is no other different from many other consumers of IKEA who believe that their furniture is unique on virtue of it being selected by them. At the end of the movie, the narrator realizes he needs to strike a balance between the two opposing configurations, one that is in the pre-consciousness state, afraid to confront his freedom, and the other that embraces existentialism and freedom to the point of reckless destruction. Shooting Tyler thus allows him to reunite his opposing configurations and strike a middle balance. Ma rla is an example of how a person recedes from limits that outline the human condition. She does not know what values to choose to define her existence. As a result, she adopts a nihilistic attitude and attempts to hit rock-bottom by trying to court death. Lastly, another important theme in the movie is that of mental pain. Many characters in the movie experience mental pain because they are unable to reject the â€Å"being in itself† others force upon them. Thus, they cannot achieve a true state of â€Å"being for itself† This is because we â€Å"perceive others as a condition of our own existence†, as how Sartre puts it. According to Sartre, once we realize we exist, we realize the existence of others who are free to define us according to how they view us. We are objectified in the eyes of others because others view us as a â€Å"being in itself†. We lose our freedom through their perception of us. Only we looking back and viewing others as objects can we regain our freedom. Bob is viewed as a man who has lost his masculinity. He accepts this â€Å"being in itself†, believing that he is condemned to this fixed and unchanging physical body. Thus, he suffers mental pain because he does not reject the attempts of â€Å"being in itself† others force upon him by realizing his freedom to create his own existence. The narrator similarly suffers from accepting the â€Å"being in itself† society forces upon him- as a member of society whose purpose is to work, to consume and to obey his superiors. His ideal self-image is that of a strong and ruthless primal human being. However, he dares not embrace his freedom to reject this â€Å"being for itself† and work towards the transcendent goal of his ideal self-image. Thus, his mental pain caused Tyler to manifest, who violently abuses the narrator to symbolize the mental pain the narrator is experiencing. Tyler tries to push the narrator to be fully aware of his unconscious desires, and to assume responsibility for his freedom. Only when he confronts this mental pain (Tyler’s physical abuse) can he reject â€Å"being for itself† and achieve true â€Å"being-for-itself†, the state where he is constantly and freely choosing his future. His decision to shoot Tyler was justified-because he is freely choosing to reject Tyler’s destructive ideas, and to transcend his initial transcendent goal of becoming Tyler. In conclusion, the movie has strong themes of existentialism running through it. The act of shooting Tyler was justified because it signifies the first step of existentialism for the narrator- he becomes fully aware of what he is, and assumes full responsibility of his existence. It also shows how human beings may choose to define themselves with respect to the limits of the world they exist in. Lastly, shooting Tyler allows the narrator to confront his mental pain and reach the true state of â€Å"being for itself†.

Against Media Censorship Essay

* On television, music, and most websites, they inform the user about the contents of their website, song, or show; but others (like YouTube) put on age restrictions on them. * I’m sure most of you have had to go through these at some point in your life and have gotten upset when you can’t hear the whole song or watch the whole movie. * I’d like to explain to you all how Media Censorship is in direct violation of the First Amendment and how it can make it harder for kids to learn about certain aspects of life. * The First Amendment is one of our most important Amendments because it allows us, the citizens of the United States, to speak our minds about anything without legal government penalty. * Freedom of speech is no longer considered important to the government. People should be able to express themselves, whether it’s through music, movies, or anything, but instead they have to bleep the cuss for their song to go on the radio and block the inappropriate parts on a movie which can possibly cause a loss in entertainment or power in the message * The morals of people that have been hidden information from and the morals of the people who haven’t been hidden from are completely different. If certain things are hidden from people, then that gives people a curiosity in the subject and may cause people the use of illegal actions to obtain it. * Education isn’t something for kids need to be censored from. * People are curious about life and feel they need to learn more about it, if everything was censored then this can cause parents to be in uncomfortable situations and cause kids to ask more questions. * The government shouldn’t have to tell people what they can and can’t watch or listen to; this should be up to the person or the parents of that particular person. * The FCC (Federal Communications Commission) monitors every radio station, Television broadcast, and music broadcast to make sure that nothing inappropriate is said on the broadcast that they think may ruin the mind of the listeners. * Most music is censored while there are few artists that refuse to censor their music, and nearly all movies are also censored. * The First Amendment states that you have a freedom of speech and the FCC shouldn’t be able to take that away. People can be better educated on topics if nothing is censored. * The sound of music and the graphics of movies are some things you all would most likely want to keep. * In conclusion, The media should not be censored and should not be allowed to be censored.

Decay of Faith in “The Enduring Chill”

Khaqhovia Lee Ms. Bolle IB Junior English October 5, 2012 Decay of Faith Heaven, earth, and beliefs of a superior being ruling the world are contradicted through Flannery O’Connor’s stories. â€Å"The Enduring Chill†, a short story by Flannery O’Connor, displays religious figures combined with the hypocrisy of Christian faith. â€Å"The Enduring Chill† is about Asbury, a male writer, who returns home to live with his mother due to his illness. Great conflict occurs between Asbury and his mother, so much that he would rather die and leave her in despair than to live with her, suffering life in a cage.Flannery O’Connor applies the motif of religion to express the contradiction of a Christian believer. Flannery O’Connor portrays religion through the use of animals, symbolism to religious figures, and Christian stories throughout â€Å"The Enduring Chill†. Flannery O’Connor uses religious animals to reveal the contradiction n ature of humans. When Asbury sees his sister, he tells his mother to, â€Å"let sleeping dogs lie† (O’Connor 358); the dogs could be related to Cerberus, the gate keeper to the underworld. Asbury sees his sister as evil.The quote also foreshadows Asbury’s illness, because he is lying in bed waiting for the illness to take his life, like the sleeping dogs. Flannery O’Connor also uses animals from different religions to foreshadow misfortunate events, such as â€Å"the dry cows were on one side and the milk herd on the other. She slowed the car and then stopped altogether, her attention caught by a cow with a bad quarter. † (O’Connor 362). The cow is a holy animal in the Hinduism religion, and the cow having a bad quarter is an omen of bad luck.It also foreshadows to the bad milk which is tainted with the stench of smoke, and causing Asbury to fall more ill. Another use of religious animals is â€Å"to find freedom, to liberate my imagination , to take it like a hawk from its cage and set it ‘whirling off into the widening gyre’ (Yeats) and what did I find? It was incapable of flight† (O’Connor 364). The quote reveals Asbury’s sense of freedom through the use of a hawk; hawks are known to be one of the most intelligent birds, as well as having a great vision.The hawk foreshadows Asbury’s realization, when Asbury discovers his illness wouldn’t kill him. Asbury is incapable of flying free from his caged life because he takes back the key to the drawers which held the letters, as soon as he discovers he would not die; caging himself in and stopping himself from gaining his freedom. A hawk also refers to a dove, which represents freedom and peace in the bible, and Asbury wants to live free and in peace. Animals are used to portray the progression of human life.Flannery O’Connor uses allusion to refer to bible stories, while using the stories to display the unfaithfulness of Christians. Asbury comes off the train and waits for his mother to come pick him up, and â€Å"Asbury felt that he was about to witness a majestic transformation, that the flat of roofs might at any moment turn into†¦some exotic temple of a god he didn’t know† (O’Connor 357). The majestic transformation alludes to Jesus on Mt. Sinai, where Jesus becomes engulfed in light, and radiates with the power of God.Asbury does not know the temple of God because he constantly turns away from God. The illusion he witnesses is common in the bible when God send’s a messenger and dreams to humans to warn and help them. Another example appears during the car ride to his mother’s home, and â€Å"the he turned and faced his mother grimly, irked that he had allowed himself, even for an instant, to see an imaginary temple in this collapsing country junction† (O’Connor 358). The temple of God is not a physical temple but the body of all the Chris tian believers, but Asbury does not understand God’s will.The collapsing country junction is an allusion to the destruction of the walls of Jericho. The walls fall from the undying faith of the Israelites. Asbury does not believe he sees the event and decides to continue in life waiting for his death to come without realizing God. The wall of Jericho symbolizes Asbury’s faith which is crumbling down. While Asbury lies in the hospital â€Å"a blinding red-gold sun moved serenely from under a purple cloud†¦ below it the treeline was black against the crimson sky† (O’Connor 382). The red-gold sun represents the death of Christ, as he is hanging on the cross.Jesus’s blood symbolizes the crimson sky. The black tree line forms the countless amounts of sinners which resent God and Jesus. The darkest days of the world are also on the day Christ dies; Asbury’s darkest days are also on the very same day he witnesses the scene. Each allusion displ ays the decaying faith of Christians and increase of human weakness. Flannery O’Connor displays the decaying faith of Christians by incorporating religious figures. Asbury describes his friend as being â€Å"as bland as the Buddha himself† (O’Connor 359).Buddha is usually seen as a cheerful and chubby man, who never falls into temptations, and not bland. Asbury’s knowledge of religion is very low by applying bland to Buddha. Buddha descends from a wealth family but he decides to follow the road of hardships, but Asbury is from a well off family but he decides to live the life of a metropolitan. Asbury fails in living the life and becomes overwhelmed with hardships; giving up the life he wished for and travels on a darker path. As Asbury wonders around his mother’s home he noticed the â€Å"water stains on the gray walls.Descending from the top molding, long icicle shapes had been etched by leaks and, directly over his bed on the ceiling, another l eak had made a fierce bird with spread wings† (O’Connor 365). A fierce bird with spread wings symbolizes the Holy Spirit which appears to the disciples as they are enlightened by the Holy Spirit, with flames floating above their heads. Instead of flames there is a long icicle, the exact opposite of a flame. A fierce bird also symbolizes the anger of God because he would show no mercy to though who go against his will.Asbury disobeys his mother’s rules and falls into a deeper illness. Asbury stunned by the fact he wouldn’t die, looks into the mirror and â€Å"the eyes that stared back at him were the same that had returned his gaze every day from that mirror but seemed to him that they were paler† (O’Connor 382). God is all powerful and all seeing, the eyes represent his presence in the room, but he realizes the eyes are paler. Asbury loses God and stays living in his life trapped in a cage, with is mother. Religious figures portray the weaken ing of Christian Faith.