Goffman: Impression Management

February 8, 2013 Impression Management The notion that we see ourselves as an object, as others see us, forms the basis for one of Goffman’s central concepts; impression management. Impression management refers to the verbal and nonverbal practices we employ in an attempt to present an acceptable image of our self to others. Some of the principal ways in which impressions are created and maintained are by the person’s demeanor, the deference, the front, the backstage, the character, and the performer. The demeanor deals with how a person conducts and dresses himself individually.For example, the greetings and salutations we offer others, the disclosure of personal information, the closing or granting of physical space we give others, and countless other acts, if done right can mark an individual as well-demeaned person and thus deserving of the deference only others can give to him. Deference refers to having honor, dignity, and respect towards others. The reciprocal na ture of deference and demeanor is such that maintaining a well-demeaned image allows those present to do likewise as the deference they receive obligates them to confer proper deference in kind.The front is what an individual shows toward others while the backstage is the region of the performance normally unobserved by, and restricted from members of the audience. Meaning that people have there own secrets about themselves that no one knows about. As a character, the self is in reality an image, a managed impression that is fabricated in agreement with others during an encounter. However, when we turn to the self as a performer, we as an individual look to impress or get approval by others by what we do/achieve at something.For example, you’re getting your house ready for when you have guests coming over because you want to make an good impression. The individual as performer is the thinking, fantasizing, dreaming, desiring human being whose capacity to experience pride and shame motivates him or her not only to perform for others but also to take precautions against embarrassment. The process of impression management and social interaction both include a rational and a non-rational dimension in different ways.Merchants of morality is in both of them, it means individuals’ attempts to â€Å"engineer† interaction â€Å"profits† through properly enacted performances, and to live up to the standards of morality by which their performances will be judged. We present ourselves as well-demeaned persons in part because it is in our best interest to do so but, by doing that, we announce our adherence to the moral standards that ritually organize social encounters. In other words, the self is the mask the individual wears in social situations, but it is also the human being behind the mask who decides which mask to wear.

Baghban Essay

The story revolves around a family where the parents have spent all the earnings plus provident fund on their children.. their study and for their settlement. But once the children(boys) are own their own and with their families they forget that they have some responsibility towards their parents too, because the parents do not have a pension to fall back upon. The children are quit upset over the thought that they have to now look after their parents and keep them along with them. They feel them as a burden and plan to SHARE them. This comes as a shock to the parents who agree with the decision taken by the children in a very supportive way,†¦. though in heart of hearts they are very disturbed. Now here we come to the conclusion friends are better than relations because at this junction of their lives friends givemoral supportin this crucial period when the parents are separated .. one living with one son and the mother living with the other son. Their small requirements are not met with and the mother is seen as a spoilsport and nagger. The father finds good company in a restaurant owner couple who pay him for the work of accounts he unknowingly does for them. Then help comesfrom their surrogate son whom the couple had sent abroad for higher studies. He gives them their due in the form of gifting them the house they lived in all their life and by also gifting them the love and respect that they deserve as parents. This opens the eyes of their own sons and they show repentance.

Leadership and managing human capital Essay Example | Topics and Well Written Essays - 2500 words

Leadership and managing human capital - Essay Example nagement and leadership styles to better interact with their subordinates and hence to improve employee productivity and organizational performance thereby. It must be noted that there is no single best leadership style that suits all leaders or organizations. Therefore, managers need to identify the leadership style that would fit them best in terms of their strengths and weaknesses and the nature of the organization. In order to evaluate the various roles and responsibilities of leaders and to assess the influence of leaders on the overall organizational performance, this paper will critically analyze six different scholarly articles talking about leadership models and managing human capital. In this paper, my personal leadership style and its relevance in the network and IT field (my area of work) will be scrutinized. Learning charisma is an article written by John Antonakis, Marika Fenley and Sue Liechti (2012). According to the authors, charisma is based on values and feelings. The concept of charisma represents an ability a leader must develop to persuade others, to promote personal and moral credibility, and to enhance followers’ emotions and passions. The authors particularly argue that charisma can be an invaluable asset in any worksite environment. Charismatic leaders can help their followers to understand, connect, compare, contrast, and remember a message. Undoubtedly, this mental process would greatly assist people to evaluate a message critically and to perform their tasks efficiently. In addition, charismatic leaders specifically foster engagement because they find it the best way to keep their followers active and excited. Integrity, authority, and passion are some of the major characteristics of charismatic leaders. Charismatic leaders not only give suggestions to their audie nce but also put all those ideals into practice in their daily life. What your leader expects of you and what you should expect in return is a research paper prepared by

None Essay Example | Topics and Well Written Essays - 1500 words - 5

None - Essay Example In china, looking back historically, women underwent much degradation and prolonged oppression from the society as they were viewed as being lesser than their male counterpart. They never had equal rights as men, both in the social, political and economic spheres of the society. In this regard, the women become economically dependent and were never accorded any property or inheritance rights with no possession of an independent income source. Socially, the women were forced to subordinate to their fathers, husbands and sons, obey their fathers before marriage, and after marriage, their husbands and their sons in case they became widows. They had no rights in marriage and were forced to do odd and less important jobs. These marriages in the ancient times were arranged and were not in any manner dependent on the couple’s decisions. Once the females had moved into the marriage, they would then be denied any marital freedom with their task restricted to carrying out the household chores such as cleaning, preparing meals and looking after their children (Wang and Theodore, 19). Theirs was the manual labor in their homes. They never had too the right to education and to participate actively to social activities. The ancient Chinese never considered it serious to educate the females, and this had made their illiteracy levels very high. They underwent the retrogressive culture of polygamy and prostitution that tortured them mentally. For a growing young girl, one’s foot had to be bound on something too that affected their social lives, in order for them not to run or practice other customs. Males, on the other hand, were treated differently and with respect in the society. The male children were treated accordingly by their families as they were regarded as a gift from their gods. In the whole society setup, bearing of sons was much-preferred than the

A5 Essay Example | Topics and Well Written Essays - 2000 words

A5 - Essay Example There needs to be clear processes of setting up goals for the benefit of the partners. The inter-organizational systems need to be effective to facilitate the flow of information between the collaborating organizations. This essay is a critique of the enabling telecommunication and distributed connectivity technologies utilized by Microsoft and SAP in their collaboration. SAP is one of the principle providers of software for businesses, which are significant for improving the capacity of the business to be innovative for better service delivery to clients. It is the unending quest for better services that has made SAP to grow to the current status. The organization has been capable of establishing clients in more than 100 countries, which is an indicator of the success that the company has accomplished in less than 20 years. SMEs as well as organizations in the international market are major clients of SAP. On the other hand, Microsoft is a major computer software company that is distinguished globally for its significant software solutions. The paper describes the inter-organizational systems as well as a description of the organizations’ inter-organizational systems.  It also highlights how these systems are used to define and support the partnership, ranging from management considerations to specific telecommunication and networking archi tectures used to support the collaboration. Microsoft and SAP are two global companies have been successful in establishing a strong collaboration whereby each partner benefits from the association. The most significant collaboration between the two organizations is through Mendocino, which is a project whereby each organization contributes towards transformation of the manner in which clients are served by the employees involved in handling information. The project empowers the personnel involved in information handling in SAP to become more accurate and efficient. Microsoft designed the project with the aim of helping

USB device encryption. Types of USB flash drives Essay

USB device encryption. Types of USB flash drives - Essay Example Corsair flash padlock Kingston data Traveler secure Ironkey secure Flash drive Lexar jumpdrive secure II Looks like pull-off cap with Numeric pad down the front Uses 256-bit AES hardware based encryption Uses AES,CBC-mode, 128-bit encryption Uses 256-bit AES encryption Has speed of 15.9MB/sec Speed of 20.2MB/sec Speed of 18MB/sec (4GB) 15.5MB/sec Has average read rate of 15.4MB/sec Read rate of 24MB/sec Read rate 25MB/sec 15.9MB/sec Price range between $27-$39 for 1GB Price from $60 for 512MB Price $149 for 4GB and $71.50 for 1GB Price ranges $15.48 for 1GB has five numbered buttons as entry to security No minimum characters required. Generate password to about 99 characters. 32 characters for name and password I would recommend Kingston data traveler secure flash drive. This is because it is small in size thus portable. Too its password protection and its data encryption are compatible with several operating systems such as windows 2000, windows XP and Win98SE. The flash device has high speed both read and write. It durability cannot be doubted. That is why there is a five year warranty on a device bought. Data protection is the base line of this device. It has a higher security levels. Its high memory also acts as advantage to this device as privacy edition can hold up to 8GB. Computer foot print Creating a new foot print Downey and Stein have outlined how to create a new foot print. In the library manager screen first choose create new footprint. Name the footprint appropriately using an appropriate name such as ‘mybank†. Make a drawing of the outline in the zoomed window. Select save as and thereafter choose on create new library button. Create a new directory with the details about the bank accounts. Name the directory such as â€Å"library†. This has to be separate from where the layout and capture files were initially stored. Give a name to the new library file such as â€Å"homefile†. Save it in â€Å"mybank†. At last th ere are two files â€Å"homefile† that contain the foot print â€Å"mybank† Using ones EID credentials, log into foot prints of your bank. Click on the new request button that appears at the top-left corner. The incident information has then to be filled. The notes should be through so as to supply ITS with enough information for quick identification and to easily resolve the issue. The contact information is updated in the contact information. The information can be modified as it may be appropriate so as to enable contact with the ITS. The data is then saved. The updates are received through the email or by logging into the footprint system. Data on the details will be displayed in a â€Å"hours per day† and â€Å"days per month†. Time/days location ISP provider processor RAM Computer IP 10-11.00 11-12.00 12-1300 The characteristics that will help identify the computer in use will include computer’s IP address, mother board details and also the n ame accorded to it operating system. If access into footprint data is attempted either from a different computer or different way from the characteristics given, access first of all will be denied. The second option will be where one will be asked for a password before accessing the information. The last one will be where an individual must register as members to gain access. HTTPS This is a combination of hyper text transfer

People Resourcing Essay Example | Topics and Well Written Essays - 3500 words

People Resourcing - Essay Example The definition of people resourcing includes a number of activities. â€Å"People resourcing is concerned with ensuring that the organisation obtains and retains the human capital needs and employs them productively. It is also about those aspects of employment practices that are concerned with welcoming people to organisation and, if there is no alternative, releasing them† .This definition highlights important aspects relating to people resourcing. First, it primarily focuses on organisation’s human capital requirements and subsequently it requires the effective and productive use of employees. In this regard, it is pertinent to highlight that this part of definition looks ambiguous as it does not further describe the productivity of employees. Consequently, this situation leads to consequent unclear application of definition. In the next part of definition, the definition author has attempted to elucidate hiring and firing perspective as an inbuilt part of people res ourcing. However, it is still relevant to highlight that this definition points out the importance of human capital. For example, the definition author insists that human capital, such as natural talent, ability to satisfy job description and job role as expected by employer, remains a central focal point of the definition. At the same time, the definition also insists that after satiating the first two requirements of the definition, it is essential to work for the third requirement (productive utilisation) of the hired personnel.

The Irish Republican Army Research Paper Example | Topics and Well Written Essays - 500 words

The Irish Republican Army - Research Paper Example Great Britain, under Oliver Cromwell, established overlordship of Ireland in the seventeenth century. While Scottish and English Protestants formed a majority in the North, the South remained predominantly Catholic. The widening economic disparity between the industrialized North, and the agricultural South (where the Protestants remained exploitative, absentee landowners), led to the abysmal poverty of the Irish Catholics, and to their alienation. The overwhelming majority of Irish representatives to Parliament remained Anglican landowners. Repressive laws of the 17th and 18th centuries prohibited Irish Catholics from owning or leasing land, and denied them political rights and education. An Irish revolt in 1798 was brutally suppressed by Great Britain, resulting in the Great Hunger of 1845 – 1852, in which more than a million people starved and millions more emigrated. The ruthless reaction of the British Government was largely responsible for this. The Protestants and the C atholics separated into two warring camps and a long period of agitation and violence commenced. (Kuznicki, Willett, Griffin, Manley and Matten, nd.).

Halil Inalcik and Marshall Hodgsons views on the Ottoman Empire Term Paper

Halil Inalcik and Marshall Hodgsons views on the Ottoman Empire - Term Paper Example There was an accepted mode of coexistence that was not occasionally as disruptive as a society as such would be in the modern world. This, however, did not mean that the different religious factions existed in absolute peace without any animosity or bad blood. On the contrary, there were documented cases of massacres and discrimination all over the empire that seemed to have been sparked by hatred and a religious bias.   The breakdown of the empire of the Seljuk Turks was the catalyst in the formation of the Ottoman Empire1 which was one of the few surviving empires at the time. The Ottoman Empire started as one of the small states that were formed after the initial breakdown and existed as thus for a longer period of time before the reign of Muhammad II saw the absorption of all neighboring Turkish states in one unified monarch that was referred to as the Ottoman Empire. The rulers in the Ottoman Empire were primarily the descendants of Ghazi warriors who were very successful in t he formation of a superpower in Europe at the time when all the other empires around them were disintegrating2. The Ottoman Empire existed peacefully with the other nations around it except for the occasional war that was primarily aimed at expanding trade routes or spreading the holy word of Islam. An alliance between the French and the Turks was formed later on with the driving force being a common enemy in Austria Hapsburg and Spain although it did not have much in the bearing of war. The then leader Sulayman (popularly referred to as Sulayman the magnificent) of the Ottoman Empire was responsible for creating this alliance. He was instrumental in the organization of the judicial system among many other accolades that he had and he was arguably one of the most successful rulers of the empire if not the greatest. In addition, his reign saw the flowering of Turkish literature, Ottoman architecture, and arts which served to expand the reach of the empire as scholars were attracted b y them. Furthermore, traders also followed suit as the world was beginning to have an appreciation for the arts and literature although every culture had its own. The leader of the Ottoman Empire was popularly referred to as the sultan. The sultan was primarily charged with upholding the Muslim canonical law among many other implied responsibilities which were overshadowed by the fact that he was viewed as the representative of the Muslim God, Allah, on the ottomans. After the death of Sulayman, the Janissaries, who were largely Christians converted to Islam and trained to be deadly in war gained power and this was the cue for the empire to begin crumbling. Corruption then became the order of the day as the holders of the office of the day were charged with fleecing the people as they scrambled to keep what they would for themselves at the expense of the very people they were meant to be representative of. The first signs of the waning power of the empire lost in the battlefront, wi th enemies aligning with Austria in a bid to ceasing parts of the territory that was initially under the Ottoman Empire.

Law Of Tort Coursework Example | Topics and Well Written Essays - 1500 words

Law Of Tort - Coursework Example rs note an increase in the tendency of claimants to claim damages for any injury to them caused by any action or any omission on the part of others regardless of whether there was a duty to care a breach of that duty. The factor of the injury being foreseeable has also been neglected in a favour of the claimants. This tendency to litigate is fuelled by the so called ‘Ambulance chasers’i.e. lawyers who instigate parties to seek redressal in court regardless of the likelihood of success in the action. It is argued that this is the result of the influence essentially of the culture of litigation in the United States. The aim of this study is to analyze whether the so called ‘compensation culture’ exists in Britain and whether the imposition of liability might be adverse to the public interest by preventing desirable activity from taking place. As a harsh reminder of the state of affairs no other incident is more empathetic than the speech delivered by the then Prime Minister Tony Blair. This was regarding risk in public policy making. Tony Blair said â€Å"We are in danger of having a wholly disproportionate attitude to the risks we should expect to run as a normal part of life. This is putting pressure on policy making †¦ -to act to eliminate risk in a way that is out of all proportion to the potential damage. The result is a plethora of rules, guidelines, responses to ‘scandals’of one nature or another that ends up having utterly perverse consequences†1 He went on to say â€Å"Something is seriously awry when teachers feel unable to take children on school trips, for fear of being sued†¦where health and safety rules across a range of areas is taken to extremes.† The speech goes on to talk of a girl who sued the girl guides association because she burnt her legs on a sausage and the man who was injured as a result of his failing to apply the break on a toboggan run in an amusement park. The cases did not result in big compensation awards but leave

George Washington Biography Essay Example for Free

George Washington Biography Essay George Washington (1732 1799), the First President of the United States, is a prominent individual of the American history. He was commander in chief of the victorious Continental army of the American Revolution and won many important battles that helped the Americans defeat the British. During his presidential terms, he set many important precedents for the following Presidents, such as having Presidential Cabinet Members. He was nicknamed for his accomplishments as the Father of His Country. George Washington was born on Feb. 22, 1732 in Westmoreland County, Virginia on an estate along the Potomac River. He was the oldest son of Augustine Washington and his second wife, Mary Ball Washington. When Washington was eleven, his father died and left only himself, his mother and his five other brothers and sisters. After the his fathers death, Washington could not go to school because he needed to help at the family farm to acquire enough money for his family to live. In his free time he practiced land surveying for fun with his fathers tools. Later, Washington started his occupation as a surveyor. When Washington turned 16, he surveyed lands of the Shenandoah for Thomas, Lord Fairfax. After his half-brother, Lawrence, had died, Washington inherited the farm and large amount of land at Mount Vernon, Virginia. Also, Lawrence was adjutant of the colony so Washington took over this responsibility. As district adjutant, he was referred to as Major Washington and was had trained the militia in the quarter he was assigned to. He first gained public awareness by being adjutant of Virginia and was sent off to warn the French to stop additional intrusion on the land of the northern colonies. He was promoted to lieutenant colonel in 1754 to carry out this task and he departed to the North. Washington found out that the French already had a set up a fort and had a large number of soldiers camped, so he quickly built Fort Necessity. However, the French surrounded and attacked Fort Necessity. The French captured Washington in this attack. Luckily, Washington was released based on the earlier agreements of the British and French. These first several battles fought were the beginnings of the French and Indian War. The next  year, Washington volunteered to be the aide of General Edward Braddock because he was discouraged and angered by the defeat. At that time, Washington tried to convince Braddock to use the style of fighting of the Native Americans, but Braddock disagreed and used the regular fighting technique. Braddock was mortally wounded in this battle and Washington was nearly injured because of four bullets that ripped his coat and two horses that were shot from under him. After the French and Indian War, Washington was 26 years old and fell in love with Martha Dandridge Custis. She was a wealthy widow with her two children, Martha Patsy and John Parke. They married and moved to Mount Vernon where Lawrence once lived. Washington was very successful in farming there. While they lived in Mount Vernon, Washington was a member of the Virginia House of Burgesses from 1759 to 1774 and he strongly against the British Stamp Act and the Townsend Act which set taxes on many products. Washington like many others did not buy these taxed products and boycotted them. In the middle of 1774, Washington thought that the many British laws were striving to stop self-government within the colonies and were attempting to have tyrannical rule over the colonies as the King had over England. Washington was one of the few that proposed of a continental congress to be held to govern the colonies. He was elected to be a delegate of Virginia for the First Continental Congress. The Congress created a new government devoted to overthrow unfair rule of Britain. The Second Continental Congress joined together on May 10, 1775, after the fighting of Lexington and Concord had took place. Surrounded by almost 14,000 of Massachusettss soldiers, the British army was trapped in Boston. The British government announced that Massachusetts had committed treason after this rebellion, and were trying to take over MA. Washington appeared at the Second Congress in full uniform conveying the message that he was in support of Massachusetts. Congress created the Continental Army for this reason to fight the British. Washington was unanimously elected as general and commander in chief of the army. As commander of the Continental Army, Washingtons actions were left to him because the Congress could not provide laws to help. Washington was given  full power to do anything with authority to improve the service. As General, Washington lost many battles such as the Battle of Long Island but Washington learned from his many experiences and he began to have many successes such as the Battle of Saratoga which was the turning point of the Revolutionary War. The colonies in this war had a great number of help from other countries, such as France, and Washington became good friends with Marquis de Lafayette. This war was won by the help of the French and Washingtons expertise. After the war, Washington left the power of general and returned back to Mount Vernon to be with his wife. Washington became President on April 30, 1789. Washington did not have any examples to follow of previous Presidents since he was the first. One of the first precedents that Washington set was to have only two terms in office. This precedent was followed until 1940. Another was to have the Cabinet contain two leaders of different ideas to balance the Cabinet. Washington appointed John Jay as the Chief Justice because Washington felt he was most suitable. In the Whiskey Rebellion, Washington sent many soldiers to stop the farmers from revolting and the farmers instantly stopped. Washington also pardoned the farmers for their actions because the governments strength was already shown. This event is very similar to Shays Rebellion, but the swift ending of the Whiskey Rebellion showed that the Constitution worked well and strong. In the Spirit of Cincinnatus, Washington left his power after being the General of the Continental Army, and after the Presidency to go back to his farm at Mount Vernon. Each morning he rode his large farm on horseback. Sometimes he rode fifteen miles north of Mount Vernon to watch the building of a new city. The city would be the capital of the United States, named after him, as Washington D.C. Washington died at Mount Vernon of a throat infection in December 14, 1799, after he made his last tour of his property on horseback in the winter weather. It has been said that George Washington was, First in war, first in peace, and first in the hearts of his countrymen.

Computer Use in Early Childhood Education Essay Example for Free

Computer Use in Early Childhood Education Essay Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a persons life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical Development of Fine (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton Hardwood (2005), Zebenbergen Logan (2008), Walters Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L. O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

Social Work Personal Reflections On Becoming A Social Worker

Social Work Personal Reflections On Becoming A Social Worker Personal Reflections On Becoming A Social Worker In this assignment I am going to explore the reasons and motivations that inspired me to redirect my life and enter the social work profession. I am going to reflect on my life, so that I am able to realise the probable impact of my experiences on my professional life. My story begins with my grandparents, both paternal and maternal, who were working class, suffering disadvantage and poverty. Both my grandmothers worked in the mill doing piecework to try and keep their families afloat. My maternal grandmother was always in debt, borrowing on HP to buy goods, and my paternal grandmother was a widow who brought my father up alone. There was no benefit system then, therefore, she had to work to survive. My father passed the grammar school exams but was unable to attend, as my grandmother could not afford for him to go, hence he had to seek employment instead. My father worked hard and eventually acquired his own business. As I grew up I became aware that my father was very thrifty, a consequence of the hardship he suffered as a child and not wanting to return to this state, which made me very aware of the disadvantages of poverty. My father and grandmother brought me up, with my brother. We lived in a terraced house, in East Lancashire, with no bathroom and an outside toilet. I do not remember life as a ‘normal’ family as my parents divorced when I was young. My grandmother was upset by the divorce, inducing her to ‘split’ (Klein identified this process as a defence) favouring her son. She idealised my brother, and I was left to my own devices, (I was denigrated, I assume because I resembled my mother) often playing with friends and joining them on family outings. I felt isolated and as though I did not belong anywhere. I promptly adapted my own survival techniques by splitting; becoming a ‘free spirit’, and pretending I belonged to the families I joined on outings. ‘Splitting’ being the â€Å"most primitive of the defences† (Froggett, 2008). Growing up I remember there was not much money, my grandmother buying clothes from jumble sales, and I only remember getting new socks for Easter. I was not particularly aware of my socio-economic position, however, I did recognise that we were different from other families. Although people no doubt did feel sorry for me, I used my personality to gain recognition as an individual. This, perhaps, was the beginning of my interest in less fortunate individuals, influencing my decision to enter social work. I was unaware, at this time, that I had a mother but I did have contact with my maternal grandparents. My father was not particularly political, however, my grandparents were very much of the labour mindset, having split, and adapted a ‘them and us’ mentality regarding their status of working class. My maternal grandmother was involved with the Catholic Church and helped others less fortunate by knitting clothes and baking cakes. She was very kind and caring in one way, but to a lesser extent if people were of a different religion. During that time the community relied on their faith and helped their neighbours, seeing it as a Christian duty. My grandmother was a respected member of the community who was aware of, and took responsibility, showing empathy and compassion for those less fortunate than herself. She believed that she was improving their lives, but was realistic recognising that she could only assist them with emotional and practical needs, not material wealth. Hence, she was not alleviating their poverty but making it more bearable, and it could be said that she acted as a ‘container’ for others. Containment (Froggett, 2002, pg 13) â€Å"refers to the capacity of an individual, †¦.., to mentally receive and hold the disorganised or troubling psychic material of another, rendering it more bearable.† This resulted in, according to Klein, her realizing the ‘depressive position’ (seeing the other as whole). Looking back now I believe this is where I gained my values and beliefs, my grandmother being an important role model. Her influence was the beginning of my need to enter a caring profession, feeling a sense of obligation to support and care for others. My grandparents often talked of wartime, the struggles and hardship, remembering rationing and institutions. They welcomed the new welfare state, seeing it as an end to their struggles providing benefits, healthcare and education. I grew up not knowing anything other than a welfare state, accepting it as a right for everyone; however, I can imagine how difficult life was for them and the disadvantages they suffered as a result of their social position. Prior to commencement of this course I have criticised welfare for creating a ‘dependency culture’ and demonised those who could work and never tried to find employment. At the time I was suffering hardship, being widowed and pregnant at the age of 27 with 3 boys already aged 18 months, 3 and 5 years respectively. I received widowed mother’s allowance but also worked part time to support my family. I was not in receipt of any other benefits, free school dinners or free school uniforms. I would have been better off on benefits but chose self-respect, not wanting to be a burden, and I feel this has made me a more independent person. I realise now that others lives are more complex and involve other issues, nevertheless, by working I was not allowing myself time to grieve and by demonising others I was blaming them for my situation. Now I can see all angles and have reached the ‘depressive position’, having mourned and can feel compassion for those on welfare. The ‘depressive position’ being a â€Å"†¦ selfless capacity to acknowledge other people for their unique qualities and moral worth.† (Froggett, 2002, pg 45) I have always wanted to enter a caring profession; when I was younger people would comment on how I would make a good nurse, but until the death of my husband I did not pursue this, as life had presented me with other obstacles. It was due to my own lack of support after my husband’s death that I became more determined to help others who could not help themselves. However, during the process of becoming a social worker I have become aware of and welcomed the help I am also giving myself, resolving hidden issues from the past. Being abandoned by my mother left me feeling rejected, isolated, and feeling of no importance to anyone. The experience made me a very independent and untrusting person, making me feel as though I could only rely on myself, and this remains with me to this day with exception of the ‘untrusting’. As I matured and formed a relationship with my mother, albeit a fragmented one, I now understand her reasons for leaving, (a characteristic of the ‘depressive position’), although, having been widowed with 4 children to raise in later life, I cannot condone her actions. She has expressed guilt and sorrow, and felt that she was doing the right thing at the time, reasoning with herself that I was better off with my father and stability. She entered a new relationship, having a second family and ‘split’ her feelings for me as a response. I ‘split’ in a way that I denied I had a mother, repressing her into my unconscious, and erased her from my memory. I remember at the age of 6 coming home from school to find my mother with my grandmother and not knowing who she was. From the age of 7 I moved area to live with my mother and new family and felt like a prisoner. My anxiety caused me to demonise my mother as I blamed her for taking me away from my father and for trying to indoctrinate me to have bad feelings for him. I could not see any positive qualities about our relationship (Froggett, 2008). Consequently my relationship with my mother was never a good one, and I constantly challenged her attitudes, and beliefs. The challenges were sometimes in my actions, but mostly within my thoughts as I was too scared to challenge her directly as she was manipulative and controlling which in turn made me split and become more independent, refusing to ask for help. I felt I didn’t need anyone and could manage on my own. The contemptuous relationship with my mother was a result of a damaged transition into ‘twoness’, (separation from my mother) which made me, at times, mistrustful and uncertain of relationships in my adult life, fearing rejection and unreliability (Froggett, 2008). My childhood experiences meant that I lost confidence in ‘the reliability of the social world’ (Honneth, 1992, p133) and was insecure. My life changed dramatically when I was 13 and my mother was diagnosed with cancer. It was at this time that integration became apparent, and I was able to forgive and re-build our relationship, achieving a ‘depressive position’. I felt needed, and guilt at the same time regarding my feelings for my mother. She was very ill and I was expected to become an adult and run the guesthouse we lived in. I felt very isolated; I no longer saw my friends from school as I looked after my family, did the household chores, paid the bills, did the shopping, visited my mother in hospital (before I went to school) and had no spare time to socialise. I managed to cope with the extra responsibility but experienced loneliness at home; and at school where I was bullied for a time because I was permitted to enter school at 9.30. Other children recognised this as being given special treatment, whereas, it was ‘misrecognition’, as I had chores to complete before school, which was difficult, â€Å"†¦. misrecognition can inflict harm, can be a form of oppression, imprisoning someone in a false, distorted and reduced mode of being.† (Taylor, 1995). However, my relationship with my mother had changed and I was able to convey my feelings to her and contain my anxieties. This new found desire to help led me to become involved, as a teenager, with helping children and committing to some voluntary work at a psychiatric hospital. Identifying with similar people was a form of release, helping myself by helping others, allowing me to deal with my feelings of abandonment, exclusion and isolation. I developed this further when I later became involved with Home Start, as a volunteer, which was the determining factor in my decision to become a social worker. My relationship with my mother deteriorated again when my brother died. I felt alone again, as my brother had been the one stable element in my life, and my way of coping was to blame my mother for uprooting us and bringing us to live with her. I detached myself and denied my brother was dead for a while by pretending he was away, (he had been in the RAF living in various camps) as a defence mechanism. I had just met my husband at this time and his strength allowed me to deal with my loss and come to terms with it; he became my ‘container’ allowing me to reach the ‘depressive position’. At the age of 18 years old my mother told me to leave after constant confrontations. We could not live together as we were both finding it very difficult dealing with our own grief, and each other’s. I felt liberated and was relieved as I had always been too scared of my mother before but my husband, my ‘container’, gave me the strength to stand up to her, and I finally found the strength to attain recognition as an individual. When my husband died I feel I split once more. I no longer felt I belonged, I hated everyone, particularly happy families, and I felt isolated and alone (Woods and Hollis, 1990). This could be defined in Kleinian terms as being the ‘paranoid schizoid’ position (a form of splitting) (Beckett, 2002). This was the worse time in my life and affected me deeply. I did start to drink at this stage to enable me to experience ‘oneness’, but did not attain this (Froggett, 2008). I was pregnant at the time; therefore, for the sake of my sanity I addressed my negative behaviour to prevent damage to my child. I realised that I had an unborn child who needed me, as well as 3 other children, who loved me unconditionally and I somehow found the strength to resolutely challenge myself not to disappoint them as my mother had me, this being my reason for containment (Froggett, 2008). During this time I was never asked or given a choice about any form of counselling, and I received very little support. This became my motivation for embarking on social work as a career, as I felt I could do a better job than some; as I had experienced disadvantage, trauma and been marginalized. I felt that I would be committed and reliable to the people who needed my support. My experiences have given me an inner strength, making me stronger (Hollis and Woods, 1990), enabling me to empathise and show compassion to others, and I felt that I had a lot to offer others less fortunate than myself. I had always been of an altruistic nature, and during this period of my life I realised social work, as a career, would allow me to practice altruism on a larger scale, gaining emotional gratification (Woods and Hollis, 1990). Hollis and Woods (1990) suggest that ‘motivation is very much affected by hope’ (p274), and although I had suffered traumatic events throughout my life I was able to acknowledge that I could use these experiences for the benefit of others. I had reached the ‘depressive position’, could begin to move forward, integrate the experience, and make sense of everything, the world being a better place (Beckett,2002). I embarked on a course at college, studying at night while I worked during the day, and continued my development when accepted on this course. My family felt this was an inappropriate choice, as they felt I had enough to do bringing up four children. My mother in particular thought it was a waste of time as she considered social workers to be ‘do gooders’. I felt that I wanted to give something back to society, and make a difference to those who are vulnerable, oppressed and struggling to cope with the pressures of social injustice and poverty. I wanted to make sure people have basic resources to meet their needs regardless of race, age, sex, or sexual orientation, empowering them to take control of their lives and promoting well-being. My mother’s attitude just made me more determined to pursue this route. Whilst at university I have developed my practice on placement, learning many new ideas, and realising the importance of social work on peoples’ lives. â€Å"Understanding the impact of transitions within a person’s life course is important for social work practice in order to help us understand other people’s lives† (Crawford and Walker, 2003, p5). On placement I worked within a family support team, and found one situation, with a young girl, particularly difficult as I identified with her complex situation. The girl had been abandoned by her mother, and was living with her father and stepfamily. Recognising her feelings I assisted the girl to develop an internal container by giving her a secret diary to record her thoughts and feelings, and we would discuss these feelings weekly. Whilst supporting the girl I experienced ‘transference’, feelings evoked from past attachments with her mother were transferred onto me, (Froggett, 2008)) and she became very attached and dependent on my visits. I was overwhelmed by the strong emotions projected from the girl, however, was unable to reject her, and as a consequence of her actions encountered ‘counter-transference’, relating my own personal experiences (Froggett, 2008). My vision became blurred with my own internal feelings, resulting in my inability to see the girl realistically. I found myself very protective of her, working extremely hard; advocating for her with her father who was oppressive and controlling, as I felt she was alone, and unable to challenge him. Furthermore, I wanted to ‘mother’ the girl to boost her self-esteem, and thus prevent her isolation. After our sessions I would go home mentally drained. Bion (1977) suggests there are three types of container-contained relationships: ‘parasitic’ dependent and unhealthy ‘commensal’ mutual containment, of benefit to both parties ‘symbiotic’ – receiving support to manage feelings, and seen as a healthy relationship. Fortunately I was able to express these anxiety provoking feelings with my assessor, hence she became my ‘container’. We had a ‘symbiotic’ relationship and she enabled me to disentangle myself from the situation, regain my ability to hold painful feelings, allowing me the capacity to perceive the girl as separate, and re-integrate (Menzies-Lyth, 1988). I was in a position to reflect, appreciating complexity, achieving ‘3rd position thinking’, ## I became stronger as a result, thus I was able to perceive things from a different perspective. During reflection I recognized emotional factors had clouded my judgement and I reached a better understanding of the situation, realising I had transferred my personal experiences onto the family (Winnicott, 1971). I acknowledged this intervention had proven difficult, bearing resemblance to my own experiences, and resolved to be more aware, making sure my professional boundaries were firmly established for subsequent visits and for the future (Froggett, 2008). Towards the end of my placement I referred the girl to a counsellor at school, so she did not feel abandoned, making effective use of another support network. Initially I had been attracted to working with children and families, however, supporting this girl made me realise that perhaps family support is not an area of practice that I should go into, as it may prove too emotional a field for me. Getting too involved with a client could prove ineffective and I could lose my focus. I have faced many challenges throughout my life but I have always managed somehow to rise above these, drawing on my reserve strengths and becoming a more resilient person. The importance being that I feel I have become self-assured, and can be an asset to the profession of social work. â€Å"The personality traits that I have as an adult are a direct result of my experiences from childhood† (Woods and Hollis, 1990, p34) Undertaking this assignment has been challenging and difficult, however, I found that putting my life into words was quite therapeutic, releasing certain issues that I had repressed. Freud suggests repression is â€Å"the most important of all defences† (Froggett, 2008 pg. 8) but releasing my feelings and thoughts about my life experiences enabled me to understand how I came to develop my own beliefs and values, as Crawford and Walker (2003) inform us â€Å"Social workers need to understand their own life course development and the significance that this has had on the values and beliefs that they have developed themselves.† Pg.13. According to the Code of Ethics, a social workers objective is to support people in need, addressing social problems. Experiences have made me the person I am, and utilising my skills, both personal and educational, will help me perform this duty. I believe my personal experiences changed me, making me more open to new ideas, and although I am very much aware of the past I have dealt with it, and do not dwell, moving forward. I have achieved ‘3rd position thinking’, realising that I can be a ‘good enough’ mother, whilst achieving success as a professional (Froggett, 2008). 3289 BIBLIOGRAPHY Beckett, C. (2002) Human Growth and Development. London. Sage Bion, W. (1977) ‘Learning from experience’, in Seven Servants, New York, Jason Aronson Crawford, K. and Walker, J. (2003) Social Work and Human Development. Exeter. Learning Matters Froggett, L. (2002) Love, Hate and Welfare – Psychosocial approaches to policy and practice. Bristol. The Policy Press Froggett, L. (2008) Psychosocial Theory and Practice for Social Work: A Conceptual Introduction to an Object Relations Approach. Preston. University of Central Lancashire. Unpublished manuscript Hollis, F. and Woods, M (1990) Casework: A Psychosocial Therapy 4th Edition. USA. Library of Congress Honneth, G. (1969) Integrity and Disrespect: Principles of a Conception of Morality based on the Theory of Recognition. In: Political Theory. 20 (2). 187-201 Menzies-Lyth, I. (1988) Containing Anxiety in Institutions: Selected Essays, Volume One. London; Free Association Books Taylor, C. (1995) The Politics of Recognition, in: Philosophical Arguments, Cambridge, MA, Harvard University Press. (First published 1992 in Gutmann, A. (ED) Multiculturalism and ‘The Politics of Recognition’, Princetown NJ, Princetown University Press). Winnicott, D. (1971) Playing and Reality. London. Tavistock Publications Limited Aldridge, M (1994) Unlimited liability: Emotional Labour in Nursing and Social Work. In: Journal of Advanced Nursing. 4. 722-8 Hochschild, A (2003) 2nd edition The Managed Heart: Commercialization of Human Feeling. USA; University of California Press.

Appearance Vs. Reality Essay -- essays research papers

One of the characteristics of Realism, in American literature at least, is the ironic use of perceptions of â€Å"appearance† vs. â€Å"reality.† With this in mind, Henry James’s â€Å"The Real Thing† and â€Å"The Beast in the Jungle† are two works wherein such characteristics can be shown to operate as James employs cleverly woven twists of â€Å"appearance† and â€Å"reality† in each of the plots. In James’s â€Å"The Real Thing,† the plot is centered on an unnamed artist and his interactions with two sets of models: the Monarchs (members of genteel society), and Miss Churm and Oronte (members of the working class). The ironically named Monarchs are a couple who appear as though they have â€Å"ten thousand a year† but whose lives diverge dramatically from the literal definition of a monarch. Upon introduction to the artist, they unwittingly deceive him into initially assuming that they are interested in commissioning a portrait; in fact, the Monarchs are seeking work as sitters. The case of mistaken identity is further compounded by the artist who pretends to be a â€Å"great painter of portraits† but who is actually an illustrator whose depictions of nobility constitute his main source of income – his â€Å"pot-boilers.† James’s introductory interplay of character identity with appearance and reality serves as a clever backdro p for the story where reality conflicts with appearance. While their outward social appearance and actions have an â€Å"indefinable air of prosperous thrift† and personify that of high-class society, the Major and Mrs. Monarch are actually penniless and no longer members of the genteel sect. But the Monarchs are unable to resolve their â€Å"appearance† of high society with their â€Å"reality† of financial destitution, and remain psychologically entrapped in a self-imposed netherworld of pseudo-culture and pseudo-class. Insistent upon being treated as members of the high society to which they no longer belong, the Monarchs also present a conflict of appearance and reality for the artist because he is forced to allow them the social deference of portrait sitters, yet pay them as models (viewed as their â€Å"superior but not their equal†). The complexity of appearance vs. reality is further illustrated when the artist realizes that while Major and Mrs. Monarch may appear to be the â€Å"real thing,† he i s unable to transform their outward reflection of nobility onto his canvas without sacrificing his ... ...m. James counters Marcher’s emotional distance from reality with May Bartram’s embrace of life – and love. But it is through the voyeuristic glimpse into Marcher’s internal machinations that readers understand the waste of a life based upon appearances. Like the Monarchs in â€Å"The Real Thing† whose marriage to appearances entrapped them in world devoid of emotion, John Marcher’s identity is innately linked to â€Å"fine things, intrinsic features, pictures, heirlooms, and treasures of the arts† and he is similarly constrained in a self-imposed world of apathy. Although it appears that Marcher has an enriched life, he is actually a man with â€Å"†¦ rather colourless (emphasis added) manners† who is satisfied to wait for the elusive â€Å"great thing† to happen. Because Marcher remains afraid to confront the â€Å"beast† (the metaphoric unknown in life), it is not until the death of May Bartram that he realizes her love for him was the â€Å"great thing,† and that he was waiting for something that he unknowingly possessed. The simple truth that John Marcher recognized – albeit too late – is that â€Å"It wouldn’t have been failure to be bankrupt, dishonour ed, pilloried, hanged; it was failure not to be anything.†

Colombian Revolutionary forces Essay -- essays research papers fc

In Columbia there are five main purveyors of violence, the FARC-EP (Revolutionary Armed Forces of Columbia, People’s Army), the ELN (Army of National Liberation), the AUC (United Farmer Self Defense Group), the Columbian National Army, and the Narco Mafias. The FARC-EP is perhaps the most dominant, and violent of all the groups. The FARC-EP controls a zone roughly the size of Switzerland in the Southern part of Columbia. The FARC-EP considers the zone to be â€Å"A laboratory of peace (1),† while many, consider it to be a â€Å"zone of fear (2).† The FARC-EP kidnapped over 700 people in their zone in 2000 (2), these people, for the most part are the people that the FARC-EP is supposedly fighting to free. The ELN is also involved in many kidnappings and civilian killings, not to mention drug trafficking. The AUC, which was originally formed to combat guerilla movements, has almost became a guerilla movement in and of itself, â€Å"†¦the government calculate s the AUC now kills more civilians than the main guerrilla army it was founded to combat (3).† The AUC works hand in hand with the Columbian National Army, something for which the Columbian National Army has come under fire for in recent months. The Narco Mafias, though they are extreme perpetrators of many violent episodes in Colombia, lack a political agenda, and are only concerned with the production and transport of narcotics. Can any of these violent groups be considered as terrorists? According to the FBI, terrorism is â€Å"the unlawful ...

Great Romantic Expectations :: Great Expectations Essays

  In Great Expectations Pip is devastated to find out that the convict he helped years ago on the marshes is the benefactor of his riches in life.   His distress is exemplified by the fact that he deserted his loyal friend Joe for the life that the convict Magwitch has given him.   His greatest grief, however, came from the fact that he believed he could never win the love of Estella, learning that she had married Bentley Drummel.   Pip remained in a depression over his situation until he discovered the truth of Estella’s parentage.   The strange coincidence of these findings cause Pip to change his attitude toward his further expectation and resume his belief that he still might have a chance with Estella.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clearly the story is well underway before any indication is made to the truth about Estella being an adopted child of Miss Havisham.   After this is established through the revelation of Herbert telling Pip this story, Pip gradually starts to pick up clues of his own from different sources.   He notices the similarities of Molly, Jagger’s housekeeper, and questions Wemmick about her resemblance to Estella.   Then Pip continues his pursuit by questioning Miss Havisham about Estella’s background.   Disclosures by Magwitch start to mesh the story together in Pip’s mind as he puts his entire finding together in a neat little package.   That package is the picture of the true parents of Estella.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most interesting as the clues unfold are the connections between Estella, Magwitch, and Miss Havisham to the lawyer Mr. Jaggers. For each one of them he has provided a service or has been in their employ.   In addition to their connection to Jaggers they were all connected to the convict Compeyson through his victimization of them each in a different way.   Pip sees all of these connections gradually through his pursuit of the facts.   Through his endeavors he is strangely affected by the true realization of the truth of Estella’s parents.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pip continues to question and observe the actions of those connected to his query to corroborate his guesses.   He does not truly understand his intent on proving the identity of Estella’s parents.   Just before Pip comes to the conclusion that Molly may be the mother of Estella his depression is spoken of by referral his mood to stop reading newspapers since he heard the news of Estella marrying Drummle.   Then Pip looks at Molly and decides that she is the woman who surely gave birth to Estella.

Cultural artifact speech topic Essay

For the purposes of this speech, think critically about who you are and where you come from, to identify a culture that you identify with most strongly. This can include your ethnic culture, gender, religion or occupation. Perhaps your hobby makes a definitive statement about who you are and the other people you identify with most strongly. Whatever your choice, select an artifact that represents that culture and your place in it. Selection of the artifact is limited only by your imagination and the dimensions of our classroom. (For example, the muscle car that represents your automotive hobby won’t fit through the door, so bring a picture or model of it instead.) The speech itself should be 4-5 minutes long and should inform the audience about the culture, the significance and explanation of the artifact in the culture, and the ways in which the culture defines you as an individual. Objective: This speech should be an original effort to convey your culture to your audience in an interesting manner. Focus on how knowing this information is significant – it is not just a story. Grading Criteria: The speech should be interesting, well organized, competently presented, and should be appealing to your audience. You must have a captivating introduction, logical organization in the body, and have a conclusion that summarizes your theme memorably. In addition: 1. A speech that meets, but does not exceed the minimum requirements listed above will receive a C. A â€Å"C† is average; one must put forth considerable effort to earn above a C. 2. Any speech that does not meet the time requirement or does not have a clear thesis and/or main points will receive a grade penalty. 3. You must bring an artifact that represents the culture. 4. You are advised to use note cards during your speech. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a C for your speech.

The Accounting Cycle

In the global point of view, an account statement cycle refers to certain(prenominal) procedures that must be established by every line unit to get out the data to be communicateed on the fiscal statements. The history process comprises of dickens interrelated parts the recording descriptor and the summarizing phase. Although these phases vary in details depending on the nature of the business, the main purpose is upright the same to be able to put up an accurate report containing the firms condition and the resolvent of its operation.To clearly illustrate the comp allowe accounting cycle of a finance company, let us take as an mannikin Dann & Berns, Inc. The company is engaged in providing business analysis including credit investigation, a exhaustive study of the company profile, review of the clients financial statements, and providing an overall rating of the clients, whom we will blazon out as renders in this example.Among Dann & Berns subjects include boastfu lly companies who be applying for accreditation as a allocator of an another(prenominal) firm applicant ratification for banks and other financial institutions offering various(a) types of loans, as part of their pre-approval requirements outsourcing companies and other headhunting firms for hire-right purposes and others from varied industries. To be able to provide the requisite ser iniquitys, Dann & Berns is hiring very senior financial professionals for these functions.These professionals atomic number 18 required to have a warm patronageground in finance and accounting as well as the major power to communicate with the top management of disparate financial institutions. A deep intimacy on financial analysis is exceedingly expected from them. The Operations Department is refer in the main process and is consist of report coordinators, field officers, business analysts, and editors, who are all directly reporting to the vice president. Other departments providing sup port include marketing, valet de chambre resources, legal, information technology, accounting and audit.The marketing hatful are the ones who have direct finish off with the subject. They collect and forward the primary documents and other requirements to the operations department through the report coordinators. The report coordinators will then scuttlebutt necessary data for monitoring and naming of subjects to the business analysts. The editors are responsible in reviewing the attain of the business analysts. Their responsibilities include double-checking of the ratings addicted to the subject, based on their company profile, the return of background checks, outcome of credit investigations made, and the heart of their financial statements.Field officers are the ones who do the personal background-checking and other liaison work including but not limited to hookup of pertinent documents from the Securities and Exchange Commission, IRS, Federal shore and other banks, and other regulatory bodies to authenticate the validity of the papers submitted by the subject. at one time the accreditation process is done, the editors will forward the reports back to the report coordinators, who will then edit a list of completed reports per subject to the accounting department for billing purposes. This is the starting point of Dann & Berns accounting cycle.

The Identification by Roger Mcgough Analysis

â€Å"The Identification † by Roger McGough Is a poem in which there is a Character for whom I feel sympathy. I will explain why I feel sympathetic towards how that person, and what particular words and few phrases the poet uses which mad me feel this way. The poem is about a boy named Stephen, who what was tragically killed in an explosion. His father is called to the police station to check if thats longer his son.Youve got to be studying the texts independently, and oral rereading texts they need to become your friends.† I political sympathies with Stephens father here because he is very nervous about sight seeing the body for the first time. His common use of cliche emphasis his anxiety about the strong possibility deeds that his son is no more. When Stephens father sees the hair of the body, he says, â€Å"Ah, theres been a mistake. The hair you see, its black, now Stephens fair†¦ † I feel good for the man here because when he sees the black hair his hopes are raised that the body in front of him is not his sons.The words dont always read left to right because were utilised to.

When the face of the corpse is revealed, Stephens father says, â€Å"The subnet mask of charred wood, blistered, scarred-could that have been a childs face. † I feel sympathetic towards Stephens father here as he was shocked to see the childs face.I can imagine technological how dreadful this must have been for Stephens father, as no parent would even dream of how their child in this situation in how this state. Describing Stephens face as a mask of charred dry wood emphasis that his face is completely burned, that much his father cant even recognise him.First came that expensive long trip to the jeweller.When Stephens dad saw the scoutbelt, he said, â€Å"The scoutbelt. Yes thats his. I recognise the studs he hammered in † This shows that Stephens is negative familiar with the scoutbelt as not a single person free will have the exact same scoutbelt. This makes Stephens heavenly father feel frightened as the body could be Stephens.Its consider also unique in that it doesnt full employ a chronological.

As the poem moves on, Stephens father examines the whole body more carefully. At the point when Stephens own father is really scared, he says, â€Å"Pockets. Empty the pockets. Handkerchief? Could be any elementary school boys.Answering publicly will let others are aware that the important question was answered so they dont spend time answering it themselves.Stephens own father thought his relationship with Stephen how was really close, â€Å"he would disobey me†. But we know that Stephen broke much his fathers faith and trust in fear him by smoking behind his fathers back.Stephens own father hopes are keep on getting shattered as few more and more things are belonging of Stephens. When Stephens father saw the penknife he said, â€Å"but thats his penknife.Meaning Paraphrase It how was be a moment.

Grant gave him just the other night. †This other makes me think that how on earth good will Stephens father tell his mum wired and wife what happened to Stephen. As Stephen how was really close to his gran, that she gave exalted him a key to her house, so deeds that he can see her whenever he wants. Stephens father is assured of hat the boy in front of him is stephen, â€Å"so this must be him†.The poetry flows the weather.In the last three lines, Stephens father says, â€Å"Yes thats it. Thats him. Thats our Stephen. † This makes me feel sympathy towards Stephens father as he accepts the fact that his son is no more.Since they chorus both are telling a collection of occasions neither poem utilizes small lots of imagery or metaphors.

With his approach, these poems are persuasive and are simple to digest.The person who makes the tea.Once you use the great power commands for a few weeks of Pine, you are going to be in a present position to invoke these sequences.To me this is quite a satisfying reaction.

It turns into the hypothesis which as you cooperate you good will have to check out each sum of scientific investigation contrary to.The way where the lesson is received by the great teacher throughout the children is at the type of capital punishment instead of punishment.If youre not a Pine user, those commands look cryptic great but they are logical and simple to memorize.The matter is if were late young our friendships must be begun by us.

Celestial Seasoning

aery Seasonings was prime by sharp countryside family aiming to sire earthy herbaceous plantaceous plant pull aheads to the guests in 1969. aerials herb teatime leaf leaf afternoon tea was inter substitute by means of local anaesthetic stores initially. gossamer Seasonings went by major(ip) change when it was bought by kraft Inc in 1984. kraft brought airy produces to new-sprung(prenominal) trades out front commercialize placeing it tooshie to the airys grey-haired oversight in 1988. The sell and re-purchase of aery benefit the come with to recrudesce into matter commercialise and exposure to widelyr consumer stray.Throughout the decennary of 90s, gild broaden its proceeds beginning as per commercialise demands. As terminus herbal subjoinings, medicative teas, herbal supplement capsules and many an otherwise(a)(prenominal) other intersections were added to gossamer point of intersection tramp. ac order had movedid growth coin bank completion of ten until roughly of its yield incite video display the declining trend. in that respect argon any(prenominal) occupations relating to ethereal Seasonings appear which overwhelm honourable issues, shade furbish ups and express mug market. aery Seasonings sacks its undefiled reaping range from inborn herbs simply legato troupe fanny non harbinger to firebrand masses healthy. Its a harvesting not medicine so it johnnot deed of conveyance for intervention of complaint and claiming so raises honest issue. fibre concern is whatever other problem with the celestial Seasonings products. 71% muckle imagine airy Seasonings products unassailable for health eon 29% tribe oblige some concerns approximately safety. They take that creation inbred doesnt sort out it safe. herb base genuineness excessively raises questions nearly quality.Celestial Seasonings abide a wide range of product still major tail end market is bodge boomer ladies with 35 to 54 years of age. Its tea products eat up spunky outlay than other tea competitors. This raises the problem of peculiar(a) take market. As a root word of good problem, company must(prenominal) not make unfounded omens. fruit statements finish provide that these provide facilitate accompaniment healthier aliveness preferably than its whimsy of a lot product. timberland faeces be advised by inn merchandising programs and virtual(prenominal) tours. sustainable sourcing arrogance fanny withal befriend astir(p) customers confidence.Club merchandise programs end be launched and events target be held on make and business locations to advance customer intuition for product quality. grocery store developing is resultant to especial(a) stern market issue. sunrise(prenominal) lay markets can be explored. familiarity can go orbiculate and put on the markets where tea is a ruin of usance interchangeable England, I ndia, and Pakistan. Celestial Seasonings has unplowed its promise to pose vivid herb benefits to the customers. telephoner can spank reliable problems and outgrowth its net profit with market development, club selling programs and memory the honorable concerns.