The Motivation of Love in “a Worn Path” by Eudora Welty

Love is a very powerful and compelling feeling. It may lead people to act in ways that they never have before and to move people to overcome and accomplish tasks that would otherwise seem impossible. Sophocles once stated, â€Å"One word frees us all of the weight and pain of life: That word is love. † This statement is the underlying factor that motivates the main character in Eudora Welty’s short story, â€Å"A Worn Path. † The story portrays an elderly woman’s journey to the city during a frozen day in December to obtain medicine for her grandson’s chronically sore throat. Welty uses strong symbolism throughout the story to depict just how influential love can be. From the beginning, Welty reiterates the fact that Phoenix, the elderly grandmother, is very old and poor. Phoenix is very small and fragile, walks very slowly and uses a thin cane while striving not to fall with every step she takes, has an apron made of sugar sacks, and many wrinkles embedded on her face. Welty also hints to the reader that the grandmother has very weak eyesight, possibly cataracts disease. Phoenix even mistakes a scarecrow for a man dancing in the field and laughs while saying, â€Å"‘My senses is gone. I too old. I the oldest people I ever know†¦Ã¢â‚¬â„¢Ã¢â‚¬  (802). After presented with these facts, one may be skeptical of Phoenix completing even half of the journey since elderly people are usually associated with words like slow, weak, and inactive. Phoenix, however, contradicts the accepted image of a typical grandmother. Instead, Phoenix’s characteristics consist of being active, strong, and full of desire. The only motivating factor that ignites these characteristics in her is the love for her grandson. She has the mindset that she will endure any obstacle in order to obtain medicine just so her grandson can live with the least pain possible. As she finally begins her journey, Phoenix experiences many obstacles that force her to show her inner strength. Every stage of Phoenix’s journey is difficult. Welty shows strong symbolism through each obstacle presented before the grandmother. The name â€Å"Phoenix† also describes a bird that is fabled to live up to 500 years old only to burn itself and rise again from its ashes in freshness of youth. This symbol may represent a new hope or an emblem of being restored after great uffering, just like the grandmother is renewed with new hope and motivation after completing each obstacle. Right away as the path turns into a hill, Phoenix is setback. She says, â€Å"‘Seem like there is chains about my feet, time I get this far. Something always takes a hold of me on this hill – pleads I should stay’† (800) . Just as she exerts enough strength to conquer the hill, her dress gets caught in a thorn bush and she again is setback. This situation exemplifies how poor she is because she tries so hard to break free without tearing her dress. The next challenge is climbing through a barbed-wire fence. For such an old and frail woman, one would think it would be hard to crouch down and crawl on her hands and knees. Ironically, however, Phoenix is only concerned with not tearing her dress on the fence. Once again, this shows the incredible heart and desire she has to complete her journey. Another use of masterful symbolism is when Phoenix encounters a buzzard. She looks up and says, â€Å"‘Who you watching? ’† (801) as if she is telling the buzzard that she is not even close to death or defeat and will not fall victim to it anytime soon. With the courage to move on and with the huge hill behind her, Phoenix treads on only to stumble upon a swamp filled with alligators. Quietly, she passes unharmed until a black dog surprises her. The tiny old woman hits it with her extremely thin cane but only goes tumbling into a ditch. Once again, any elderly human might give up or not even be able to get out of the ditch. However, Phoenix’s heart is set out to make it to town and back without even thinking twice. She even says to herself, â€Å"‘Old woman, that black dog come up out of the weeds to stall you off, and now there he sitting on his fine tail, smiling at you’† (802). A racist white man then helps her out of the ditch but continues to insult her with racial comments and even points his gun at her. Phoenix shows her inner strength by staying calm and repaying him by carefully snatching the nickel that he had dropped. Despite all of these oppressing obstructions, Phoenix makes it into town. It is truly amazing to see how much adversity a person will endure in the name of love. Once Phoenix reaches the hospital, her age greatly shows in her restlessness and forgetfulness of why she even traveled that far. The trip’s purpose is forgotten because the actions have been repeated so often that Phoenix is able to make the journey â€Å"‘†¦just as regular as clockwork’† (804), proving that this is a trip repeated frequently through the dedication of love. The nurses know exactly why she came and give her the medicine saying that â€Å"‘†¦it’s an obstinate case’† (805). Because the grandson’s condition shows no signs of improvement, the nurses give Phoenix the medicine out of sympathy because she traveled so far. To Phoenix, however, it is the only way to show love to her grandson. She never chooses to give up because the process of obtaining the medicine is just as important as the result. Especially because the grandson’s condition is not getting better, a â€Å"renewed sense of hope† arrives when Phoenix obtains more medicine. She wants nothing more than to help her grandson’s sore throat subside. It is almost as if Phoenix feels that making this journey is all that she can do for her loved one. Her love, however, does not stop after obtaining the medicine. After one nurse gave Phoenix a nickel in the spirit of Christmas, she takes the two nickels that she now has to buy her grandson a paper windmill. Phoenix’s actions can be classified as heroic because her sheer determination and love for her grandson is all that motivates her throughout her expedition. A journey filled with such danger could only be endured with love as motivation. The compelling force of love is what continues to hold Phoenix together and helps her to overcome many obstacles despite her old age. As an old senile woman that perseveres through difficult travel and near insanity, Phoenix’s character embodies the theme that love is a very influential force in many people’s lives.

Solution Focused Brief Therapy

Ahmad’s case story presents interesting facts about how he thinks and feels about his situation. He seems to think about his life as something destined to be what it is. Ahmad said that his friends did not make him bad; he was already bad to begin with. This demonstrates a way of thinking with a strong locus of control. He knew why he turned out to be a problem child and he did not blame his friends for his mistakes, crimes and decisions. But he did emphasize that his mother had told him what he was going to be in the future.As a child, Ahmad may have come to believe in this prophecy which is why he thinks like that. This tells us that Ahmad is capable of thinking logically; he actually did not blame his mother for turning out to be the person he is, but to him his mother was right in saying he was going to be a bad person in the future. Ahmad seems to have the ability to take responsibility for his actions and maybe in this case he can also plan for his future. These are the reasons why Ahmad can benefit with solution focused brief therapy.Solution focused brief therapy would help Ahmad think about his present situation which he already have done in his case interview. The focus of the therapy is on helping the client recognize his ability to negotiate, plan and act on his desired outcomes of the therapy even in one session. It is important to note that solution focused brief therapy believes that the client is motivated to achieve his goals in therapy, and Ahmad has all the indications that he is motivated.Moreover, solution focused brief therapy is suitable in cases where the client firmly believes that what he/she is cannot be changed but rather to be able to find the means to move on with their life. For Ahmad, the focus is not on knowing why he became like this but rather to plan for his goals after this therapy. Solution focused brief therapy had been found to work well with all kinds of clients even with children, thus increasing the suitability of the approach to this case. 2. Discuss some of key counseling issues that Ahmad is facingThe key counseling issues that Ahmad is presenting include a poor self-concept, a deterministic sense of where his life is heading and an inadequate relationship with significant others. Ahmad says that he is destined to be a thief just as his father was destined to be a drug addict. This tells us that Ahmad had begun on the path of self-fulfilling prophecy because it was what he always heard from his mother. Moreover, he did not resist this prophecy because it validated his relationship as his father’s son which he might have not known while he was a child.At the same time, Ahmad seemed to be mostly affected by his mother’s behavior towards him. He even blamed his mother for starting him on smoking when he was in kindergarten. From this statement, it could be surmised that Ahmad’s mother was not very present in his early life, the mother was permissive, did not show any a ffection or care even when he did not go home for days and beat him when she knew he did something wrong. The attempts of the mother to discipline Ahmad only contributed to the child’s belief that he was not wanted or that he was a bad person.His poor self-concept was probably developed from what he heard from his mother who to him is the most significant person. These key cousnelling issues are important because it would hinder Ahmad’s chances of realizing his goals in therapy. His self-determinism and poor self-concept may stop him from thinking about his future since he is already a bad person there is nothing that could be done about it. His inadequate relationship with his mother has actually caused his poor self-concept which can be worked on during therapy.3. Discuss the therapeutic goals and how you would manage the case of Ahmad using your chosen therapeutic approach Solution focused brief therapy relies on three fundamental questions that needs to be asked by the therapist to the client which if done properly can lead to realizations that would help the client reach his goals. The therapist has to trust the client that he would answer the questions and the therapist has to ask the questions in such a way that the client would be able to adequately answer it.The basic questions include what are client’s hopes for the outcome of the therapy, what would be the client’s life be if these hopes are realized and what have the client been doing now and in the past that would help the client realize his goals. In Ahmad’s case the therapist first asks the question what are his goals in this therapy. Whatever Ahmad’s response be, it would be accepted as valid and real to him and can be established as the desired goals of the therapy. Ahmad’s goals should be placed foremost in the therapeutic relationship.The therapist can further ask Ahmad what he would feel if he realized this goal, would it make him feel better or not. In this way the client could further examine his goals if it is really what he wanted. The therapist also does not impose his/her own values or beliefs into the client’s goals. After establishing the desired goals of the client, the therapist then can begin asking the second question centering on the preferred situation or kind of life that Ahmad wants to have when his goals are realized.In this stage of the therapy, the client is asked to elaborate on what his goals would bring him in the future. If his goal is to stop being apprehended then a likely approach would be to ask Ahmad what would his lie become if he does not have to face the police and the court as much, in this way Ahmad would realize a future without the threat of being caught by the police a likely possibility and which he can attain. By discussing the client’s feelings, thoughts and reactions to the desired goal for the future, it becomes more present to Ahmad and become more attainable.In th is part of the therapy, the therapist can ask Ahmad the â€Å"magic question†. The magic question had been developed to help the client think more about his/her desired goals. The magic question is phrased as â€Å"if you wake up in the morning and all of the things you would want to happen have happened already how you would feel? † The goal is to be able to help the client realize that there is something after the problem, that there is no need to figure out the solution because occasionally the solution will present itself and the client just have to recognize it.In Ahmad’s case, the magic question would be â€Å"if you wake up in the morning and a miracle had occurred to wipe all your problems, what would be the things you would notice that tells you that a miracle did occur? † After this elaboration, the therapist then asks Ahmad to describe what he had been doing now or in past that he thinks would likely lead him to his goals. The idea here is to d raw out the skills and resources that the client already has in attaining his goals, it focuses more on the strengths of the client rather than his past or his problem behaviors.The client must be able to make the connection between what he already has done that have worked to help him reach his goal and the therapist can do this by asking the right questions and leading the client to discover for himself what those resources are. Solution focused brief therapy is called brief because sessions would only range from one to six times where significant realization and improvement can already occur. Ahmad is an intelligent person and he may be able to benefit from 2 or 3 sessions just to get his work through his issues with his relationship with his mother.4. Discuss the limitation challenges and ethical issues you might face in managing this case The limitations of solution focused brief therapy are dependent on the kind of problems and clients that come to the therapy. For example, if the client has substance abuse problems and would actually want to stop being caught by the police as her likely goal, this becomes an ethical dilemma for the counselor since solution focused brief therapy would accept all the goals of the client be it bad or good.However, a skilled therapist can always lead the client to positive future behaviors rather than dwell on the negative goals of the client. If the goal is to learn how to get away from the authorities, then the therapist has to ask the client what she thinks would lead her to this goal, and naturally the client would say to stop doing bad things. On the other hand, solution focused brief therapy generally work well with logical clients, if the client had a mental illness or a disability and is not capable of making decisions by themselves, then the approach would not work.Ahmad is clearly logical but a limitation would be that he is already convinced that he is bad and he does not see any problem with it. Solution focused brief therapy is only possible when the client has a clear idea of his problems, and Ahmad clearly does not think that being bad is an issue, he was maybe born to be bad. Solution focused brief therapy also does not allow therapists to change the values, ideas and emotions of the client and working with Ahmad’s concept of his being bad would definitely be a challenge. 5. Discuss the therapeutic technique that you would use this case and discuss the limitation of the techniqueSolution focused brief therapy had been borne out of the belief that instead of trying to understand the problem and finding solutions to it, it is more beneficial to focus on the future and the solution to the problem. More importantly, the client often has the resources to solve the problem which can be drawn out by the therapist using magic questions. This approach also says that the past is done with and the client or the therapist cannot do anything to undo it, so it is more worthwhile to focus on t he future and the solution to the problem.The approach is called brief since therapy is initiated only when the client needs to work on a problem and when the client already knows what to do with the problem, then the therapy is terminated, in this case one or two sessions would be sufficient. The limitations of the technique heavily depend on the inability of the client to work past the problem identification stage to the goal identification stage. If the client has difficulty in this area, the therapist can throw questions that lead the client to coping behaviors which also facilitate a clear identification of goals.Although solution focused brief therapy is simple in theory, it is actually very difficult to apply in real cases since it lacks structure and the therapist must have the presence of mind to stop from delving into the past since it is not relevant to the approach. Person Centered Therapy 1. After reading the story of Ahmad use one approach in counseling that you think might be helpful in managing this case. Explain briefly why you have chosen this approach. Ahmad’s case story is the best candidate for the application of the person centered therapy since Ahmad had issues with his self-concept and this is the forte of person centered therapy.Ahmad’s poor self-concept that is being a bad person because he was born that way was an acceptance of his mother’s conditional regard for him. He would rather be a bad person because his mother says so and which tells him he is like his father and therefore gain acceptance than to resist the idea of being a bad person and be ignored by his mother. From Ahmad’s narrative, it was obvious that his mother only paid attention to him when he was found to misbehave or when he did something really bad.Not going home for several days was not bad since his mother according to him trusted him; it was only when his mother knew of his stealing and vandalism that he was punished. To Ahmad, even a negative attention is more important than no attention at all from his mother. The person centered therapy specifically believes that psychological problems or disturbances stem from the inadequacy of unconditional positive regard that the client experiences in his childhood thereby stifling his growth and personal development.The person centered approach also believes that each one of us has the ability to grow and to achieve our potentials given the right amount and quality of positive regard. 2. Discuss some of key counseling issues that Ahmad is facing Ahmad has already formed his identity and self concept based on other people’s opinion of him, and that is a bad person. He even goes as far as saying that some people are borne to be good or bad and he is one of those who were already bad when they first came to the world. All the experiences he had in his life seemed to affirm this idea which has led to his own acceptance of that self-concept.Ahmad’s life had prob ably turned from bad to worse as he got older because he lacked the caring and nurturing relationships that would initiate change in his life. All his life, he had been doing bad things such as smoking in kindergarten, dropping out of school, stealing, leading a pack of boys to commit stress crimes, and yet he does not seem to be bitter about it. Ahmad had come to believe that it is his birthright to be bad, which to the person centered therapist, is a very alarming and poor self-concept.Another counseling issue that Ahmad needs to work with the therapist is how his relationship with his mother had contributed to his self-concept and that not because his mother sees him as a bad person does not mean that all the people in the world see him as such. 3. Discuss the therapeutic goals and how you would manage the case of Ahmad using your chosen therapeutic approach The person centered approach rests on the principle that when the client experiences the core conditions that are necessary for the therapeutic relationship, he/she will begin to experience change.The therapy first begins with the therapist establishing a relationship with Ahmad wherein the therapist must let Ahmad feel that he is accepted for who is and what he has done in the past, that Ahmad is a person of worth and that the therapist is there to listen and to understand his experiences. The person centered approach also believes that the client knows his/her problems better than any other person and the focus is not to find solutions or to explore the client’s problems but to provide the necessary core conditions to inspire change in the client.Thus Ahmad would be asked to return for a regular session, wherein the therapist would make the client feel that he is happy to be with Ahmad, that he listens and empathize with Ahmad, when Ahmad says he does not like being in therapy, the therapist would not be quick to refute any of it but rather accepts that feeling as valid and help Ahmad explore m ore that feeling without the need for meeting any desired behavior or rules of the therapist.If Ahmad refuses to talk during therapy, then the therapist must not force him to talk but rather make him feel that even if he does not talk, the therapist still values his effort in coming to the session. The third core condition is congruence which means that the therapist is genuine and honest about his feelings and ideas, this demonstrates to Ahmad that the therapist is transparent and that he does not have to be someone else than himself during their counseling sessions. During each session, the therapist must strive to make Ahmad feel that he is accepted, loved, listened to and welcomed.In this way, Ahmad would soon trust and realize that the therapist is a real person who is willing to give him attention and care without being anything else other than himself, during sessions the therapist can ask Ahmad questions about his life, his experiences, his goals for the future and his feeli ngs and thoughts which would later on make Ahmad share his dreams and aspirations and maybe on his own begin to act on his plans or change his behaviors because each person is capable of change, of doing good and of becoming better persons.Hopefully, the quality of the therapist’s relationship with Ahmad makes him realize that he is not a bad person, that he just believed he was because it was what he always heard. 4. Discuss the limitation challenges and ethical issues you might face in managing this case The limitations in using the person centered approach in Ahmad’s case is that he may not have the luxury of time to always come for sessions, he may be in a facility for youth offenders or he may even be imprisoned due to his crimes which would make it impossible for him to work with a therapist.Although group homes have in-house counselors and Ahmad might be able to work with them. Another challenge is the fact that an accepting and emphatic counselor might instead validate or reinforce Ahmad’s belief that there is nothing wrong with his behavior because he is destined to be bad. In fact, Ahmad may seem to have rationalized his self-concept into saying that bad people naturally do bad things, so if he is a bad person, then it is natural for him to do bad things.Moreover, there is no way to verify Ahmad’s stories because in this approach the therapist believes and relies on the client’s accounts as being true. 5. Discuss the therapeutic technique that you would use this case and discuss the limitation of the technique The person centered approach believes in the fundamental goodness of all human being, thus no matter how bad a person is, there will always be room for goodness to grow in his person. As such, the therapeutic relationship is established to provide the client with the core conditions necessary fro growth.Psychological disturbances occur because people do not always receive unconditional positive regard, empathy and genuineness; moreover, the individual comes to accept the positive regard of other people despite its being conditional because it is better to have any kind of attention than no attention at all. This approach also believes that by providing the right nurturing environment the client would become more aware of his thoughts and feelings would be able to understand more of himself and his behaviors.This approach however is not for everyone, very young children who lack self-awareness, and those who do not want to explore their thoughts and feelings or expose their inner self to other people would not find this approach very useful. The goal of person centered therapy is found its fundamental belief and faith in the person, thus the therapy is also focused on the person’s experiences, beliefs, wishes, feelings and issues which have either prevented him/her from growing into the person that he/she should be.There are a number of criticisms leveled against person centered ap proach because it lacks direction and it structure. It depends heavily on the problems that the client brings to the therapy. Another criticism is that if person centered therapy claims that a healthy relationship is more important than the expertise of the therapist then what then the difference of this approach from other approaches is.However, research although controversial at this point had found that the effectiveness of the therapeutic relationship is strongly associated with the quality of the relationship of the client and the therapist. References de Shazer, S. , Berg, I. , Lipchik, et al. (1986). Brief therapy: Focused solution development. Family Process, 25, 207-221. Mearns, D. & Thorne, B. (1999). Person-Centered Counseling in Action, 2nd ed.. London: Sage.

The Birth Mark

Critical Essay 4 Close Reading â€Å"The ‘Birthmark† that was written a little over a century ago by Nathaniel Hawthorne, seems to be an early story of our modern fascination with physical flawlessness. In looking at today's society, it is simple to see that humans are fascinated with perfection. This fascination may be for physical perfection, emotional perfection, or career perfection. Unlike today's society, where flawlessness is wanted by the person directly involved, the character in this story looks for flawlessness in the one he should love without condition.The character becomes so obsessed with wanting perfection that he gives up true happiness. Thus, we can say that â€Å"The Birthmark† expresses a very profound meaning; men make an effort to change nature in order to make it more flawless than it already is. Even though â€Å"The Birthmark† by Nathaniel Hawthorne was written in the mid-1800s, its subject and ideas still play a part in todayâ€⠄¢s society. â€Å"In the late eighteenth century, where the story took place, science was still somehow associated with magic. †(1) And Aylmer's ‘science', could be called alchemy, which is somewhere between science and magic.It can be stated that Aylmer, the scientist in â€Å"The Birthmark,† is very much a result of this age of invention. Aylmer could have been a scientist or maybe even a magician. But we can definitely say he was in pursuit of control. He seeks control. The story starts off with a scientist who finds a bride. As the story continues on the freshly married couple starts to make discoveries about each other. Aylmer who is a man of perfection bases his decision to marry Georgiana believing that she is nothing but perfect. Nevertheless, his bride, Georgiana, appears to have a birthmark on her face that Aylmer wants to remove.Aylmer believes that the birth mark is a symbol of flawlessness on a beauty; On the other hand, Georgiana believes it is a b lessing. To me Aylmer made the mistake of marrying Georgiana because of perfection. In life we must understand that not everyone is perfect. Everyone has flaws including ourselves, and in this story Aylmer did not understand this. Georgiana’s birthmark on her face made her very different and special from other women. Aminadab said, â€Å"If she were my wife, I’d never part with that birth-mark† (Hawthorne 6). This quote opposes what Aylmer thinks; that the birthmark is ugly and needs to be removed.Aminadab tells Aylmer that the birthmark is unique, and he would not want to remove it because it makes her different. The birthmark has a very unique shade and shape to it, â€Å"In the usual state of her complexion- a healthy, though delicate bloom; – the mark wore a tint of deeper crimson, which imperfectly defined its shape amid the surrounding rosiness† (Hawthorne 2). Hawthorne often refers to the birthmark as the â€Å"Crimson Hand. † Not onl y is the color of the birthmark unique, but the shape is unique, as well. Not all birthmarks are crimson and look like a hand, and few people have a birthmark as unique as Georgiana did.Although Georgiana birthmark is unique, it is also a human flawlessness to Aylmer. Aylmer wanted to prove to Georgiana it was flawlessness to her face. Aylmer convincingly said, â€Å"No dearest Georgiana, you came so nearly perfect from the hand of Nature, that this slightest possible defect- which we hesitate whether to term a defect or a beauty- shocks me, as being the visible mark of earthly imperfection† (Hawthorne 2). Aylmer thinks the birthmark makes Georgiana ugly and wants to do whatever it takes to remove it from her face. Aylmer cannot stand to look at his wife with this horrible birthmark on her face.I feel as though everybody has their own beauty that’s within them that can’t be changed. I understand that nobody can change the inner or outer beauty of a person it wil l always be there no matter what changes they make or try to hide. Beauty is something unique and it shouldn’t be altered by any one, each individual has something that is beautiful about them even if there outer appearance is not so beautiful. In the end of the story we understand that the symbolism of the birth-mark had represented death because, Georgiana died at the end of the story because, Aylmer was trying to change something that was meant to be left alone.Hawthorne said,† As the last crimson tint of the birth-mark that sole token of human imperfection-faded from her cheek, the parting breath of the now perfect woman passed into the atmosphere, and her soul, lingering a moment near her husband, took its heavenward flight. † (p. 650) Had Aylmer would have accepted his wife as she was she probably wouldn’t have died of the death of his hands. So it was his fault really because, he made her felt as if her birth-mark was an ugly thing on her face. When it really was not ugly it brought her appearance out it made her even more beautiful and special.As individual we must learn sometimes to let things be, as I like to say â€Å"let and let God. We must know that everything is not meant to be change. â€Å"The Birthmark† is very psychological, rigorously dealing with the plain mind of the characters as if the portentous narrator told the story from within their mind, other than observes it from the outside. The description by a person outside of the story, other than a character from within, does not inspire the reader to understand with one character more than the other. It also allows the reader to understand the story and its characters based on how the audience feels.Using third person point of view, Hawthorne defines the characters and lets the audience to try to understand what each of them is thinking. Hawthorne wrote a great story in this story Hawthorne sends a message that we as individuals have always made every eff ort for perfection in all aspects of our life, but sometimes our own pleasant perception of it dominates the possibilities that some people will take to achieve those aspects of perfection. Whether an athlete decide to us drugs in order to be able to run faster or to hit harder, for them to be able to reach a greater level than anyone else to that unachievable goal of perfection.Better yet, surgeons who try and play God and perform plastic surgery on patients to make the patient believe and feel that they have the perfect look and smile or appearance. â€Å"The Birthmark† was a very interesting book, in that Hawthorne explores a person’s sense of perfection and how far they will go to reach it. Works Cited Booth, Alison and Kelly J. Mays. The Norton Introduction to Literature, Shorter Tenth Edition. New York, London: W. W. Norton & Company, 2010. SparkNotes Editors. â€Å"SparkNote on The Birthmark. † SparkNotes. com. SparkNotes

The experiments involving women in Nathaniel Hawthorne's The Birth Essay

The experiments involving women in Nathaniel Hawthorne's The Birth Mark and Rapaccini's Daughter using as foil The Oval Por - Essay Example Hawthorne build a formidable relationship with women characters, in which case he had to inspire many who appear in his fiction, and he had a relationship with women who had some influence in his life, which includes Margaret Fuller among others. Therefore, Hawthorne plays a crucial role in having to think about women and their confronting of the American men and society. Therefore, this paper will embark on the experiments that involve women in Nathaniels Hawthorne, â€Å"the birth mark† and the â€Å"Rapaccini’s daughter† (Wright). A substance analysis of Hawthorne’s women from the many tales demonstrates the way the Hawthorne uses the women as the objects of warning about the consequences of the fear of men. Analyzing the â€Å"The Birth Mark†, Hawthorne tries to introduce the Georgina character, in which case her sole flaw is the birthmark that was on her face. Everything else is perfect, but the flaw that existed was this only birthmark. The hu sband of Aylmer likes science, and he goes on to suggest that he should try to remove the birthmark. When he was through with the experiment, he goes ahead to announce that the experiment was successful. Having done this, Georgina, in which case she had some characteristics of evil possession, dies because her husband had the insistence on trying to deform nature. Aylmer also has the evil flaw, in which case he is persistence to get rid of the birthmark (Wright). Hawthorne has had to create characters with malevolent or the evil characteristics to the reader an allegorical meaning. To some extent, he may be targeting the women without the justification. Plainly, Hawthorne has had to target the women and the men equally in his works. For instance, in his works of, â€Å"Rappaccini’s daughter†, Hawthorne uses Beatrice to be the carrier of deadly poison, in which case men is in use in transmitting the evil. Then men in use have their own flaws, in which case it contribute s to the mistakes of women in their works. II. A There is the possibility of interpreting the Georgiana’s sexuality when interpreting the birthmark because Hawthorne works seem to have sexual undercurrent. In the hallmark, Georgiana tries to consider Aylmer to be his master, which is why she is caring about Aylmer’s opinion of her. Aylmer considers the imperfection in the Georgiana’s face and has the confidence of the nature due to his likes of science he plans to remove the imperfection from her face. He persuades her to remove the imperfection in order that they feel happy together. Aylmer then guides Georgiana into the laboratory, in which case it includes beautiful rooms and Aylmer finally succeeds in removing the imperfections. However, Georgiana, in which case she has had to dream, dies. From the two characters, Georgiana and Aylmer, it is quite clear that the birthmark epitomizes natural beauty containing imperfection and explores the hubris of science an d art in an attempt to perfect what the nature offers. In addition, there is the revelation of discomfort and fascination with the power of women’s sexuality, in which case it can make a man pursue anything, including endangering a woman’s life, diminishing it (Wright). Aylmer aims at removing the birthmark in Georgiana’s face that made her imperfect. Aylmer wanted to make her to be perfect in order that they

Individual property rights on Canadian Indian reserves Essay

Individual property rights on Canadian Indian reserves - Essay Example The aim of this review is to allow for all of this by critically reviewing the article in question, including facts and arguments that are presented by the author, counter arguments from others, as well as any and all other key and related issues in this regards. This is what will be dissertated in the following. The first thing to make note of is the actual title of this article, which is Individual Property Rights on Canadian Indian Reserves; from the title alone, we are able to get a rather detailed idea of what the article itself is going to be about. The title overtly specifies the topic as well as the main idea that is going to be represented within the article, and not only does the title itself rouse interest and create a wanting to read further on, but as well it does more than merely imply the subject, as we are told directly from the title of the article alone that we are going to be learning about the individual property rights in regards to the Canadian Indian reserves. ... Once we begin into the article, we can see that the main idea is basically stated within the first paragraph, as the first sentence of the entire article reads "Many Indian reserves in Canada, particularly but not only in the three prairie provinces, have no formalized individual property rights" (Alcantara & Flanagan, 2002: 5). Clearly, from this alone we can get at least a remote grasp on the matter of the article, as we can see that the authors are stating that most of the Indian reserves in Canada do not have any formalized individual property rights, and obviously this is - and in the future will be even more - incredibly problematic. The authors use various factual experiences and instances of different people in order to express the main point of their article, and the placement of their main idea creates much interest, because it compels you to wonder more about the individual property rights in regards to the Canadian Indian reserves, as well as the solutions - if any - whic h exist in this regards. One of the most poignant facts that the authors state within the first couple pages of the article is that of how "According to Joe v. Findlay (1981, 122 DLR 3d 377), interest in reserve land is held in common by the band as a whole and not by individual members (Nicola Band et al v Trans-Can Displays et al 2000 BCSC 1209, para 127). An individual can gain an interest in the land only under the procedures described in sections 20-29 of the Indian Act". (Alcantara & Flanagan, 2002: 5). Another one of the most major points that the authors make in this article is about how although the people living on the Canadian Indian reserves

Early literacy Article Example | Topics and Well Written Essays - 750 words

Early literacy - Article Example 2), and the top of these other things is an orderly household. b. In-depth critical analysis Whalen has discussed a report in support of his arguments and tried to convey to the reader why he thinks that an orderly house assists in the development of early reading skills in young children. She mentions a study by researchers at Columbia University’s Teachers College and Ohio State University, which says that parents can help their children to read by doing much more than just providing them with books. They can provide them with a well-managed and orderly household in order to assist them in reading. This research was done on 455 kindergarten and first-grade twins. It was concluded that â€Å"mothers who are above-average readers are also those who are more likely to keep a tidy home and to implement daily household routines†, and these mothers are better teachers for their children. The subject matter of the article very well goes with the title the author has suggeste d and has good scholastic importance. The problem can be well understood by an average reader and the research is not limited to the author’s own aptitudes and ideas. However, the author has not been able to provide enough evidence to support his claim and has only discussed one study. The article lacks proof and sound arguments and the reader is not convinced as to how an orderly home can help a child in developing reading skills. It would have been better if Whalen had discussed multiple researches to back up her claim. It is only the last paragraph that is convincing enough for the reader because it discusses the important role of book reading in the development of reading skills. 2. Review of the Literature/ Comparison with other Researches We cannot deny the significance of an orderly home in the early literacy skills. We are just arguing that Whalen did not provide much evidence. To back up the article’s argument, we compared it with some other writings provided by profound scholars. Lee and Croninger (1994) assert in their writing that â€Å"variations in the home environments of poor and middle-income children affect their literacy development, which leads to substantial differences in reading ability and behavior† (p.286). Now, this research more clearly describes what the main causes of inequity of home environments of children are and how their literacy gets affected by the disorderliness of their homes. Other researchers like Morrow and Weinstein, and Rasinski and Fredericks (as cited in U.S. Department of Education, 2011) affirm that a literate home environment is vital if the aim of the parents is to enable their children develop literacy skills. A literate home environment is a complement of the school. According to the article, a literate home environment does not mean that the parents should be able to read and write in English; instead, it means that they must be able to provide their children with a lot of reading materi al and a good study location inside the house. This article supports Whalen’s arguments in his last paragraph, that parents must support their children’s reading abilities through provision of books, anywhere and anytime. Connor (2007) conducted a study regarding the influence of school and home environments upon the literacy skills of children, and states in his research that, â€Å"Home learning environments and parenting, along with preschool opportunities in the community, have been shown to directly relate to children’

Culinary Class - Bocuse d'Or USA Movie Review Example | Topics and Well Written Essays - 250 words

Culinary Class - Bocuse d'Or USA - Movie Review Example For instance, the chefs had to shop and make different recipes within a provided amount of time. In this case, it was impressive to see the chefs prepare three different meals under pressure and still maintain the time set. The chefs portrayed a high level of professionalism. This is due to the fact that they work under constant supervision and there was no time they failed to prepare a successful meal. They not only cook with enthusiasm but also make sure that all their meals look impressive and scrumptious. In my opinion, the chefs are well trained and have a passion for their work. It was intriguing to see young people working hard to master the art of cooking and also be recognized for it. This inspires as a young person to be more aggressive towards what I love and want for myself in the future. Additionally, I was inspired to see that people are proud of their cultures and the different foods they eat. In conclusion, I did not have a chance to attend the competitions but I have heard of it before. I would be honored to attend one of these competitions in the

The Importance Of Play For Childrens Development Essay

The Importance Of Play For Childrens Development - Essay Example The brain development of a child is significantly influenced by the physical exercises the child has and the genetics though many studies do not collaborate this finding. The architecture of a brain of a child depends on different interactions in life and play is a significant factor that every researcher agrees to in reference to its development (Small, 1999). There have been several debates on what exactly contributes to the shaping of a child’s brain whether it’s the genetics only or by experience or they both contribute. Many kinds of research show that both the genetics of a child and experience mainly from play contribute to the development of a child’s brain putting to rest the debate on what really plays the important factors in the brains growth. The child’s early experiences and most have their experiences benchmarked on their plays; have an emotional impact on their brain development whether they were nurtured positively or negatively. The experiences act as the building blocks in the child’s brain meaning that the play a role in determining the brain architecture of the child in reference to their behavioral activities in their future life, their learning approaches and more their well being (Arnold, 2014). Most scientists argue that children must be brought under the right and positive experiences in their tender age to enable their brains architecture to develop for a future better life that is less stressful, more efficient and less expensive to deal with interacting with other people.

QUIZ QUESTION AND ANSWERS Outline Example | Topics and Well Written Essays - 1250 words

QUIZ QUESTION AND ANSWERS - Outline Example ose of a sampling frame, which is to provide a method of selecting the particular individuals of a target population that will be subjected under interviews via the use of questionnaires. Before choosing this sample frame, one has to define the relationship between target population and the selected unit, since this unit is the one which determines the frame. A good sampling frame must have the following qualities. It should be accurate, complete and up-to-date. How well these properties relate to a target frame, will determine whether or not the sample frame is of good quality. Accuracy refers to a situation whereby an individual in a target population is incorporated just once. On the other hand, completeness refers to a situation whereby each and every individual of a target population is included in the sampling frame. Lastly, the quality up-to-date refers to a situation whereby the sample frame has to be current and not obsolete for it to be valid. Validity with respect to social research refers to the degree to which the set measures indicate what they had initially proposed to measure (KOTHARI, 2005). It can also be defined as the equivalence between the operational definition and the theoretical definition. For validity measurement, one has to first measure the reliability of that data. By contrast, reliability in social research refers to a situation whereby the same set of results is obtained irrespective of the time or place of survey, so long as the phenomenon being measured remains constant. Hence reliability focuses mainly on the consistency of the data taken from the target population. An in-depth interview refers to a dialogue between a trained interviewer and an interviewee, with the aim of exploring the interviewee’s feelings, views, behavior, experiences and perspectives. Some important characteristics of an in-depth interview include; open-ended questions, conversational, recording responses, recording observations, recording reflections an

Hppiness and Mental Well-being of Society Essay

Hppiness and Mental Well-being of Society - Essay Example A society is crippled if happiness does not prevail in it. Similarly happiness is directly linked to the mental well being of an individual and together both of these components found an important part of the society. A society which does not have happiness may be known as partial or without an important component. In order to maintain a society one has to ensure that happiness is prevailing amongst individuals. This article would further describe happiness in relation to a society. It would tell how a society can be judged by the happiness or unhappiness which is prevailing in the society (Nettle 2005). Happiness is being governed by different components of life and all these together amalgamate to form a perfect circle of happiness. The feeling of happiness which one individual has depends on his own personal nature and varies according to his needs. Some people get happy when they are having immense power while some get happy when they are living in a society which supports equality. The factors of happiness can vary according to the experience one individual has to go through or it can be hereditary too (Layard). With the increasing time the factors of happiness have changed through out the world. Even if a person is wealthy it is not necessary that he would be happy and would have a good life. If he is wealthy he may have to go through other problems which would destroy the happiness in his society. In the previous years it is seen the living standard in the western countries has increased and so has the level of wealth. Gradually the level of wealth and living standards has be en compared to the level of happiness and research has clearly shown that the level of wealth and living standards does not count to a greater amount of happiness in the world. The amount of wealth does not illustrate an image of the society, however the amount of happiness does. It shows how well a person is leading his life and how the government is working towards the betterment of the society (Gilbertson 1987). In this regard a study conducted by Easterlin gave surprising results. According to his study though wealth did have an impact on a person's happiness but after a certain increase in a person's income it no longer left an impact and hence he suggested through his study that though increasing income did have an effect on happiness but only up to a certain extent. Different researches done by different psychologists and economists tell us about the impact of the factors of happiness affecting society. Different surveys conducted by the organization of World Value Surveys sh ow how different factors affect the societies and the happiness levels in them. The method of the research adopted by the organization is to measure the effects of happiness in accordance to their effect. Every factor is compared to the factor of income and the results are derived respectively. Following is a table which shows how the factors affect happiness in the societies respectively Fall in happiness(index) Income Family income down 33% relative to average 1 Work Unemployed (rather than employed) Job insecure (rather than secure) Unemployment rate up 10 percentage points Inflation rate up 10 percentage points 3 1.5 1.5 0.5 Family Divorced (rather than married) Separated (rather than ma

Analysis essay Example | Topics and Well Written Essays - 250 words

Analysis - Essay Example Under the stealth of night, the sniper found himself playing mind games with the enemy, and had to calculate his every move to make sure his opponent would not receive any clues that could cost him his life. Throughout the short story, the sniper takes extra precautions and devises deceiving schemes in order to outsmart his enemy. This is why his last actions in the story are inconsistent with his meticulous attention to strategy and precautions prior to the story’s conclusion − yet keeping in mind the context of the war helps the reader to understand his motivations. From the very beginning, the sniper portrays himself as a very cunning young soldier, taking every measure to ensure that he does not give the enemy a foothold that could cost him his life – with the exception of foolishly lighting a cigarette at night to quench his intense nicotine addiction. He skillfully lays low in stealth from the rooftop and picks off a woman informant on the street below, as well as the enemy soldier emerging from the turret of the vehicle that he was attentively keeping under surveillance. Soon afterward, enemy fire from the rooftop of a building across the street caught him in the arm, and through trickery, the Republican sniper fooled his shooter into believing that he was fatally wounded. Causing his opponent to let his guard down, the sniper was able to get a clean shot at him with his revolver, killing him with a round that plummeted his lifeless body to the street below. As the average reader would come to believe that this would be just another mundane casualty of war in the sniper’s mind, readers with a knowledge of the Irish civil war of the 1920s − as being an up-close-and-personal warfare that often divided families and friends to war against each other – come to understand soldiers’ uncanny curiosity to know exactly who their opposition is. Also, the author

Magna Carta for Students Essay Example for Free

Magna Carta for Students Essay EXPLANATORY NOTE One of the biggest foundations of a progressive nation is an educated population. Development in the different areas of knowledge such a science and technology, business, medicine, social science and others have brought about drastic advancement in our present society. In an increasingly demanding and dynamic global economy, competitiveness, more than an advantage, is a must. As expressed in the Philippine Constitution, education is one of the priorities of the State. Aside from the basic needs such as food, shelter and clothing, it is one of the primary necessities that the State should provide for its constituents. While the private sector is an active participant in the promotion of education at present, the governrnent should still lead in ensuring its quality and accessibility. It should be recognized that the full development of the students is not dependent merely on books and lectures. Aside from providing them with an environment conductive to learning, it is the duty of the State to ensure the quality of education that goes beyond the corners of the classroom; for indeed the true lessons in life are gained in the real world. However, the present formal educational system has, in one way or another, deprived the students of the chance to develop their full potential. This Magna Carta for Students intends to equalize the chance of the students to admission in school and to avail of competent and quality education. It seeks to provide measures to ensure that the students are able to exercise their rights to organize, right to participate in policy-making, right to academic freedom, and right to free expression and information. For these reasons, the passage of this bill is earnestly sought. Senator FIFTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session ) ) ) HI SENATE Senate Bill No. JUl. -8 A9 :(). :i 911 INTRODUCED BY SEN. JINGGOY EJERCITO ESTRADA AN ACT PROVIDING FOR THE ESTABLISHMENT OF THE MAGNA CARTA OF STUDENTS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Students. Title. This Act shall be known as the Magna Carta of CHAPTER I GENERAL PRINCIPLES SEC. 2. Declaration of Policy. It is hereby declared to be the policy of the State to promote and protect the rights of students to enable them to participate actively and effectively in the democratic processes of effective progressive and developmental changes in society. SEC. 3. Guiding Principles. This Act declares the following as basic guiding principles: (a) The formal educational system being the principal institutional mechanism for imparting knowledge and developing skills is given priority attention and support by the govemment. Education is a right and not a mere privilege. It is therefore the responsibility of the State to provide quality education accessible at all curriculum levels. Student organizations enhance democratic processes on the campus. Membership and active which promote and protect students rights and welfare and\or contribute to national development shall be guaranteed by the State and school authorities. Student organizations shall not be subject to rules and regulations that unduly hamper their activities and are prejudicial to their objectives and interests, provided such objectives, activities and interests are with the schools mission. Student councils\governments being the most representative of the studentry and the highest expression of student power on campus shall be consulted in the formulation of school policies directly affecting students. (b) (c) (d) (e) (f) . (g) Student publication shall serve as a principal, medium for free and responsible expression, dissemination of information, and interaction, among the different sectors of the academic community . With their democratic rights guaranteed, students can serve as a potent and cogent force in the countrys social transformation. SEC. 4. Definition of Terms. As used in this Act, the following terms shall mean: (a) Student any person enrolled in school in post secondary, tertiary, graduate and post graduate levels, including vocational and technical education. School any private, public or government-run and funded academic educational institution offering any or all courses in the above-mentioned levels. School campus the totality of all contiguous or proximate buildings, grounds and other facilities designed by the school as areas or facilities for the use of its students. Governing Board the highest policy making body of the school such as: Board of Directors, Trustees or Regents. Student Council/Government the body representing the whole student population in one school or school campus whose officers are annually elected at large by the whole student population pursuant to its constitution and by-laws, if any. Council of Leaders the body composed of the heads of various stUdent organizations chaired by the President/Chairman of the Student Council. Tuition Fee The fee representing direct costs of instructions, training and other related activities, and the use of school facilities. The term other school fees refers to fees which cover other necessary costs supportive of instruction, including but not limited to medical and dental, athletic, library, laboratory, and Citizen Army Training (CAT) or Citizen Military Training (CMT) fees. CHAPTER II RIGHT TO ADMISSION AND QUALITY EDUCATION SEC. 5. Admission. . (a) No student shall be denied admission to any school on account of his/her physical handicap, socio-economic status, political or religious beliefs, or shall pregnant students and certified reformed drug abusers be discriminated against. A student shall have the right to freely choose his/her field of study subject to existing curricula and the instituti. ons admissions policies and to continue his/her course up to graduation except in case of academic deficiency, inability to meet program requirement, or violation of disciplinary regulations which do not infringe upon the exercise of students rights. (b) (c) (d) (e) (f) (g) (b) SEC. 6. Rights to Competent Instruction and Relevant Quality Education. Every student shall have the right to competent instruction and quality education to relevant to his/her personal and cultural development and  that of the nation, and commensurate to the school fees paid, and for state institutions, public subsidies granted. Students shall have the right to make a written evaluation of the performance of their teachers toward the end of the school term. SEC. 7. Right to Adequate Student Services and Academic Facilities. It shall be the responsibility of the school administration to provide the students with adequate student services and academic facilities commensurate to the school fees paid, and for SCUs, public subsidies granted. CHAPTER III RIGHT TO ORGANIZE SEC. 8. Right to Organize among Themselves. Unity and collective effort being fundamental to the realization of common goal and the promotion and protection of common interest, the State recognizes the right of student to organize among themselves . . The rights of student to form, assist, or join any campus organization, alliance or federation, not contrary to the school mission, for their physical, intellectual, moral, cultural, spiritual and political interest shall not be abridged. SEC. 9. Student Council/Government. The State shall ensure the democratic and autonomous existence of student councils/governments. Pursuant thereto, there shall be one student council/government for each school campus, which shall be given recognition by the school, colleges and universities concerned. It shall have its own. set of officers elected in annual popular elections. Every student council/government shall have the right to determine its policies and program on student activities subject to this duly ratified charter or constitution, school rules and regulation, and state policy. SEC. 10. Recognition of and Granting of privileges to Student Organizations. No unreasonable requirements shall be imposed on student organizations seeking recognition. The guidelines concerning recognition shall be formulated by the Student Affairs Office in consultation with the student council. The process for seeking recognition shall begin upon the submission to the Student Affairs Office by the organization concerned on its (1) concept paper and constitution; and (2) a formal letter addressed to the Student Affairs stating that the organizations intent to be recognized. Recognition will be granted by the Students affairs Office upon compliance with the guidelines. There shall be no discrimination in the assignment of school facilities and granting of other privileges to student organizations. Excessive charges for the use of school facilities shall be prohibited. Whenever possible the school administration shall allow stud~nt organizations to use school facilities free of charge. SEC. 11. Coordination of Student Organizations Activities. All on and off campus activities of student organization shall be coordinated by the student council/government in consultation with the Student affairs office. The Committee on Elections (COMELEC) constituted to conduct the election of the officers of the student council/government shall be composed solely of bona fide student of the school. The conduct of the student council election shall be held in coordination with the Student Affairs Office. SEC. 12. Prohibition against the Use of Force and Exaction and Excessive. All campus organization shall be prohibited from using force in initiation and from exacting excessive fees from their members, as well as in their other students activities. CHAPTER IV RIGHT TO PARTICIPATE IN POLICY MAKING SEC. 13. Representation in policy-making process. The student shall be represented in policy-making bodies (other than the governing board) which directly affect their welfare, especially in curriculum review, student discipline and academic standards. The representatives shall be designed by the student council. SEC. 14. Student Initiative and Referendum. The student council/government through a majority vote of all the members of the student body shall have the right to initiate the formulation, modification or rejection of a school policy affecting the students. The proposition for the formulation, modification or rejection of a school policy affecting the students shall be submitted to and approved by a majority of votes casts by all bona fide students of the school in an areas shall be excluded from the power of students on initiative or referendum: (a) admission; (b) curriculum; gc) faculty recruitment and tenure; (d) rules on student conduct and discipline; (e) tuition fees; and (f) scholastic rules (e. g.academic credits and retention and graduation of students). CHAPTER V RIGHT TO FREE EXPRESSION AND INFORMATION AND RIGHT TO ACADEMIC FREEDOM , SEC. 15. Right to be Informed. The right of the student to be given information upon request on matters directly affecting their welfare shall be recog ·nized. SEC. 16. Freedom of Expression. Subject to existing laws and school rules and regulations, students shall have the right to freely express their view and opinions. SEC. 17. Academic Freedom. Students academic freedom shall subject to school rules and regulations and the exercise by the school and members of the faculty of their respective academic freedom, consist of, but is not limited to, the following rights: (a) To conduct research in connection with academic work, and to freely discuss and publish their findings and recommendations; (b) To conduct inquiry in curricular and extracurricular activities within the campus and in appropriate circumstances; (c) To choose a field of study for research and to pursue the quest for truth; to express their opinion on any subject of public or general concern which directly or indirectly affects the students of the educational system; (d) To invite off-campus speakers or resource persons to student sponsored assemblies, fora, symposia, and other activities of similar nature; (e) To express contrary interpretation or dissenting opinions inside and outside the classroom; (f) To participate in the drafting of a new curriculum and in the review or revision of the old; and (g) To participate in the drafting and/or revising of the student handbook which shall include the school rules and regulations, a copy of which shall be furnished the students upon admission to the school. , CHAPTER VI . RIGHT TO DUE PROCESS IN DISCIPLINARY PROCEEDINGS . SEC. 18. Right to Due Process. (a) (b) A student subject tot disciplinary proceedings shall have the right to defend himself/herself, to be heard and to present evidence on his/her behalf before an impartial body. There shall be a Student Disciplinary Board to be composed of two (2) representatives form the school administration, one (1) faculty member, and two (2) students to conduct investigations into and decide on cases student violation of disciplinary standards. The blacklisting, expulsion, suspension and other such disciplinary sanctions that may be taken against a student shall not be valid unless the following rights have been observed: (1) the right to be informed in writing of the nature and cause of the accusations against his/her; (2) the right to confront witnesses against him/her and to have full access to the evidence on the case; (3) the right to defend himself/herself and to be defended by a represented or counsel of his/her choice, adequate time being given for the preparation of a defense; (4) the right to a hearing before the student Disciplinary Board; (5) the right against self incrimination; and (6) the right to appeal adverse decisions of the Student Disciplinary Board to the governing board and ultimately to the appropriate education agencies. (c) The decision in any disciplinary proceeding must be rendered in the basis of relevant and sUbstantial evidence presented at the hearing, or at least contained in the record and disclosed to the student affected. The deciding body must act on its own independent consideration of the facts of the case. The body should, in all controversial questions, render its decision in such a manner that the issues involved, and the reasons for any decision made are clear to the student. (d) Disciplinary sanctions shall be corrective rather publish on a periodic basis acts which are deem violate or school rules and regulations and the corresponding disciplinary sanctions do not violate the rights guaranteed herein and under the Constitution. CHAPTER VII OTHER RIGHTS SEC. 19. Right Against Unreasonable Searches and Seizures. Every student shall be free from any form of unreasonable search and seizure. Except for the following instances no search or seizure of a student shall be deemed valid: (a) (b) (c) (d) (e) Searches made at the point of ingress and egress by authorized personnel of the school. Searches and seizures of illegal article or articles falling in the plain view of duly authorized personnel; Searches and seizures of articles that are illegal, discovered inadvertently by duly authorized personnel; Searches made when the student is about to commit, is committing or has just committed a crime or a serious infraction of the schools rules and regulations; Searches made with a valid search warrant. Articles seized in violation of the here above mentioned provided rights shall not be used as evidence against the student in any disciplinary action that may be brought against him/her. SEC. 20. Access to School Records and Issuance of Official Certificates. Subject to the provision of the following section, every student shall have access to her/him own school record, the confidentiality of which the school shall  ·maintain. He/she shall have the right to be issued official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty (30) days from the filing of request and accomplishment of all pertinent requirements. SEC. 21. Unpaid Tuition Fees and Examination. No student shall be prohibited from taking a periodic or final examination because of unpaid tuition and other fees under the established terms of payment prescribed by the school concemed and approved by the appropriate education agency. Students with delinquent fees permitted to take an examination shall nevertheless be subject to the right of the school concerned to withhold the release or issuance of such students school records or of the documents mentioned in the preceding section or to deny such students admission at the next succeeding term or year until the prior delinquencies are fully paid.

Factors Impacting UK Winter Wheat Crops

Factors Impacting UK Winter Wheat Crops Summary Wheat is one of the main important cereal crops in the world. Also as one of the essential and important agricultural products. Wheat is considered as a strategic product due to its significant role in political and economic areas in the countries. Loss of wheat may harm the economy in several aspects, including reduced production rates, increased need for imports and waste the inputs required for the production (Fallah and Rasouliazar, 2016). In the UK average yields of winter wheat have increased progressively from the 1950s to the present a rate of approximately 100 kg ha-1 yr-1. Until the late 1980s, the increase was attributed about half to plant breeding and the half to husbandry. (Shearman et al., 2005) Any action was taken to improve the quantity and quality of the wheat would be of great importance. Many factors came together for increasing yield of a winter wheat crop in the UK. Including plant establishment, rotation management, nutrient management, disease, pest and weed control, and soil management. Each factor can affect or limit yield performance. In this research, we investigate factors that influence winter wheat crops and which will improve yield performance. Introduction Cereal crops are a major staple food worldwide, contributing more than 50% of total human calorie input directly. In the last twenty years, the annual increment in the average yields of UK wheat and oilseed rape increased slightly. In the second half of the 20th-century cereal yields for example wheat, in the worldwide from 1 to 3 t haà ¢Ã‹â€ Ã¢â‚¬â„¢1and in the UK approximately less than three t haà ¢Ã‹â€ Ã¢â‚¬â„¢1 increased (Fischer and Edmeades, 2010; Hawkesford et al., 2013. ) Wheat is one of the important cereal crops in the world. Wheat is special in several ways for instance in humans food, they are used to make flour for yeast bread, or are blended with soft spring wheat to make the all- purpose flour used in a wide variety of baked products and The highest grain yields are obtained with winter wheat. In this research, we investigate factors affecting winter wheat crops, and Evaluate of them can lead us to adjust management to achieve a greater yield. Crop Nutrition Each plant needs a different range of nutrients at every critical stage of its development. Cereal crops use nutrients for growth, progressively moving them from the roots and stems into the ear before the dying off and harvesting of the grain. For example, Phosphorus (P) is a vital component of adenosine triphosphate (ATP) which supplies the energy for many processes in the plant. Magnesium (Mg) is also a key component of leaf chlorophyll and the enzymes that support plant growth. Zinc and Boron directly influence the growth and yield of cereals and other crops, especially during flowering (Ghaffar et al., 2011). Wheat as an important source of minerals such as iron, zinc, copper and magnesium. The dietary intake of these nutrients have decreased significantly in recent years in the UK which corresponds with the introduction of semi-dwarf, high-yielding cultivars. (Ming-Sheng Fan et al., 2008) Semi-dwarf and high-yielding crop cultivars were responsible for increasing inputs of fertilisers and other agrochemicals which increased grain yield, however, increase in agronomic yield led to lower density of minerals in grain. The hypothesis of Davis et al indicated that decline in the nutrients in crops is because of changing in crops to varieties with improved yield. Ming-Sheng Fan et al, in the result of their experiments they also indicated that decreasing mineral concentrations in wheat grain are partly due to a dilution effect resulting from increased yield. It appears changing cultivars was affecting the mineral concentration. This change is further supported by (Flintham et al., 1997) that as a conclusion of the introduction of short-straw cultivars, HI (harvest index) increased, however mineral concentration significantly decreased in grain. The solution for helping minerals in grain is to add micronutrients. Supplementation, diversification of diet and bio-fortification of crops by agronomic or genetic methods such as plant breeding can increase the micronutrients; the genetic methods are considered to be the most efficient for resource-poor populations in developing countries (Graham et al., 1999; Bouis, 2002; Welch and Graham, 2004). In the germplasm of the main crops there is a sufficient genetic variation in micronutrient concentrations, which can be explored in breeding strategies to combine the high nutrient density with the high-yielding traits(Graham et al.,1999; Cakmak et al ., 2004) such as Triticum Oflococum, Triticum dicoccol, and Triticum dicoccoides (Cakmak et al.,1999a, 2000; Ortiz-Monasterio and Graham ,2000) Among wild wheat germplasm, the emmer wheat, Triticum dicoccoides, showed the largest variation and the highest concentration of micronutrients (Cakmak et al., 2000). Crop rotation One of the most effective management methods to prevent the development of the large population of plant diseases is crop rotation. Crop rotation means the planned order of specific crops planted on the same field (Huber et al., 1965), for example soil-borne pathogens which cause soil-borne diseases that lead to reducing crop yields can be controlled with rotations with non-host crops. Also, rotation suppresses Take all disease, Cephaelosporium stripe, Cercosporella foot rot and Cercosporella herpotrichoides (Welch et al., 2004). However, this method is used for preventing and it cannot reduce the size of the population significantly, therefore it is better to view crop rotation as preventive rather than curative. Different crop rotations may have different effects on different pathogens, for instance Meloidogyne incognita were reduced by crops of crotalaria, marigold or bahiagrass while the population of Trichodorus christei were increased (Murphy et al.,1974), so it is vital to understand plant disease before planting crops. Crop Rotation benefits are = Maintains soil fertility. Reduces soil erosion. Controls pests, disease and weeds Reduces reliance on synthetic chemicals. There are two major limits for crop rotation, the first one is some pathogens have many host ranges so it may be difficult to identify them, for example Rhizoctonia solani .The second one is that non-host crops may have little monetary value, so the selection of crops to use for rotation may be small. (Battese and Fuller, 1972) and if crops rotation not chosen properly, have chances of competition between the crops for nutrients. Establishment management One of the most important factors that can provide the correct condition for both growing and crop establishment is tillage. Tillage is accomplished to optimise productivity by alleviating physical, chemical and biological constraints of soil (Gajri et al., 2002). Progressive tillage systems are developed to minimise cultivation costs and meet a range of variables such as soil or climate. It also improves the timeliness of planting which leads to an improved crop establishment. (Morris et al., 2010) In the UK, current tillage systems can be divided into two general categories; Inversion tillage, known as conventional plough tillage, and Conservation tillage, known as non-inversion tillage. Inversion tillage, inclusive of seed bed preparation by complete soil inversion, incorporates or buries most of the crop residue into the ground and consists of two processes: tillage and secondary tillage. Conservation tillage leaves the previous years crop residue (such as wheat) on fields before and after planting the next crop using the two processes of strip tillage and direct drilling to reduce soil degradation and achieve a sustainable balance between production (Carter et al., 2003a) (Davies and Finney,2002). No-till, known as direct drilling or zero tillage, is a conventional tillage system which sows directly in previous crops without any prior loosening of the soil cultivation. (Soane et al., 2012). Ploughing system is a farm implement used in farming for initial cultivation of soil in preparation for sowing seed or planting to loosen or turn the soil. Ploughing system can expose soil compacted at harvest, therefore when it is loosened by weather it increases mixing of nutrients which is beneficial. Ploughing reduces risk of crop disease, pests and weeds. In contrast, no-till increases area capability and reduces overall costs such as fuel and machinery (Soane et al., 2012). Other limited and benefit of ploughing and no-till present in table 1. Table1. Agronomic advantages and disadvantages of No-till and ploughing No-till Ploughing Advantages Disadvantages Advantages Disadvantages Reduce run-off, soil erosion and cost. Increase soil fertility. Increase area capability reduction of compaction below plough furrow Not suitable for controlling weeds, pest. Reduce grains yields. crop residue Remain on the soil surface Crop establishment problems during very wet and very dry. reduced nitrogen availability for yield Completely buries weeds and crop residue. Increase mixing of nutrients when loosened by weather Reduced weeds ,crop diseases and pest Suitable for preparing a seedbed after grass. High cost (fuel and machinery). Increased CO 2 emission. Extreme looseness to depth of ploughing. High sensitivity to re-compaction of topsoil. Pest management Crop plants are attacked by many pests that affect plant survival, growth, and reproduction and as a result influence crop yield. Approximately 22% of the total area of wheat in the UK is affected by slugs without pesticides, Calculated that total annual cost to the UK industry from not controlling slugs in oilseed rape and wheat is approximately  £43.5 million. (Nicholls, 2013). Pests can cause crop-damaging by reducing rates of germination, feeding on seeds, roots, stem and leaves which reduce yields. In crop growth stages, pests can reduce yield potential of the harvest and Reduces crops ability to compensate for damage caused later in development and cause harm to crops near their harvest by reduces yield and quality. (Oerke, 2006; Damalas and Eleftherohorinos, 2011) For example, two different aphid detriment in cereals crops in the UK because they transmit barley yellow dwarf luteovirus and Grain aphid Sitobion avenae. (Nicholls, 2013) Despite these commonly acknowledged risks, pesticides do improve agricultural productivity. Pesticides can be considered as an economic, labor-saving, and efficient tool for pest management and can do improve agricultural productivity (Campbell,1976), such as Acetamiprid , Azadirachtin , Bifenthrin , Carbaryl for controlling insects but these benefits often go unnoticed by the general public. Pesticides are widely used in the agricultural production hence, increasing amounts of pesticides must be applied at rising costs to maintain sufficient control. This increasing has led to integrated pest management (IPM) programs which reduce pest numbers to an acceptable threshold (Jain and Bhargava, 2007). Push-pull strategies were conceived as a strategy for insect pest management (IPM) by Pyke et al. The push-pull technology is a strategy for controlling agricultural pests by using propulsive (push) while luring them toward an attractive source (pull) plants and trap them. This method can maximise the efficacy of behavior-manipulating stimuli through the additive and synergistic effects of integrating their use. Also can reduce pesticide input (Cook et al., 2006). The other method that can effect on pests is no-till. It seems pest under no-till method decreases dramatically because of increased numbers of predators. For example, it reduces springtails (Onychiurus spp.) that cause damage in shoot and root of the sugar beet (Soane et al., 2012).However, the preservation of crop residues in wet conditions tends to increase slug population, and this can lead to damage to young seedlings in winter-sown Wheat and barley (Jordan et al., 1997).Using molluscicides may control slug population, but it will still increase production costs and affect beneficial soil biota (abid.) Soil management Soil is the product of a complex set of interacting processes and cycles (Fitzpatrick, 1991) Plants need a network of pore spaces to assistance gas exchange such as oxygen and carbon dioxide. Also water movement and nutrient uptake. Over time if the soil environment under intensive agricultural production was disturbed, the ability of the soil to maintain these conditions is compromised (Gerrard, 2000). So Preservation and improvement of soil quality are important in agricultural productivity and environmental quality. Soil management practice which consideration all operations practices, and treatments used to protect the soil organic matter, soil structure, and the maintenance of a thriving soil microbial population. (Johnston and Fellow, 2005) In central Great Plains, soil erosion and drought are the main problems associated with grain production. No- till is a good system for reducing soil erosion and maximise soil water conservation. (Fenster and Peterson, 1979) In the UK using no-till after ploughing led to lower yields because of imperfect drainage and weak structure of soils during wet winter however all over the UK, good internal drainage was considered a pre-requisite for reliable success with no-till as discovered in the Germany (Ehlers and Claupein, 1994). No-till, can also increase biological activity such as earthworms and improve stable root channels this can develop greater water permeability (Soane et al., 2012). Under no-till, it seems, soil nutrients such as P and K increased dramatically near soil surface because of this microbiological activity. (Ehlers and Claupein, 1994). Also no-till it seems not suitable for sandy or drained soils. In Netherland, under the sandy soil, no-till decreased root penetration and yield such as root crop (Soane et al., 2012). Weeds Management Weeds have many attributes undesirable to crop producers and cause the adverse effect on their yield. There are limited reports on the inhibitory effects of weeds on crop plants (Bhowmik Doll, 1992).Wheat (Triticum aestivum L.) is the most important cereal in the world. It has been estimated that globally yield reduction in wheat due to weeds is 13.1% (Oerke et al., 1994). Weeds compete with the crop plants for sunlight, water, mineral nutrients and occupying a space, which would reduce the plant growth and this led to reducing crop yields, quality and harvesting efficiency. (Wright et al., 2001) Water requirement for the growth of weeds is primarily of interest from the standpoint of competition with the crop plant for the available moisture (Gibson, 2000). Weeds provide a host for insects, nematodes and certain plant pathogens such as fungi. For instance Fusarium species pathogenic to winter wheat have been isolated from common broad-leaved weeds. (Jenkinson Parry, 1994). Weed management strategies attempt to eliminate or limit the deleterious effects of weeds when growing with crop plants and decrease weeds ability to reduce yield. (Hager et al., 2003) The basic of all Weed control methods is prevention. In few years the concept of prevention is not relevant anymore because of the availability of effective herbicides and mechanical control measures. These controlling tools have led to control weeds even after they have become established. (Walker 1995). Herbicides may influence disease development via direct effects on the pathogens (Rodriguez-Kabana et al. 1966) or by altering plant resistance to pathogens (Dann et al. 1999; Levene et al. 1998) for example Broad-leaved weeds in winter wheat can be controlled by herbicides applied before or after wheat emergence in autumn or in spring. In Table 2 we mentioned a few Common herbicides used to control weeds In recent years using Herbicides for controlling weed decreased because using herbicides may damage the crop. Also can get mixed with air, water and soil and kill other unwanted plant pests.So we must use other methods for controlling weeds without much dependence on chemicals like fertilisers and herbicides which have unpredictable harmful effects on the environment and human health. ( Varshney et al., 2012) Crop rotation is often identified as a valuable component of weed management for example Downy brome (Bromus tectorum L.) density remained relatively constant when winter wheat (Triticum aestivum L.) was rotated with oilseed rape (Blackshaw 1994a). (Abid.) A cover crop is another method for managing weeds. They contribute organic matter to the soil, improve soil structure, and they can suppress weeds. Cover crops could permit reduction of herbicide inputs and a shift toward entire post-emergence herbicide programs for many crops. The early weed suppression provided by cover crop residue allow plants to become established before weed emergence. (Upadhyaya, and Blackshaw 2007) Table 2. Common herbicides used to control weeds. Herbicide Mode of action Weeds controlled Versatil Simazine Buster Terbuthylazine Absorbed by leaves, stems and roots. Absorbed only through roots of germinating plants Systemic contact herbicide (via the leaf) Absorbed through roots and leaves Controls thistles, yarrow, clovers and many difficult flat weeds Prevents the emergence of a wide range of grasses and weeds. Broadleaved weeds and clovers. Provides short-term weed control Controls a wide range of annual and perennial grasses and weeds Disease management Wheat, its an important food resource which approximately contains 40% of the worlds population (Bockus, et al., 2010) annually global yield losses because of wheat diseases are estimated to be 20% in the field or the storage. (Abid.) The disease can terminate entire trees in orchards or plantations Such as Phytophthora root or collar rot, and some can destroy before or after harvested product. For instance, the smuts, which destroy before or after the harvesting the cereal grains (all postharvest rots of fruits and vegetables) (James, 1974) Each year in the UK the percentage of yield decreases because of disease diverse. The highest yield loss was between 1991, 1993 and 1998, and lowest was in 1995.Eyespot compared to other diseases caused greater yield losses. The second most significant disease was Powdery mildew in seven of the ten years but in 1990 demonstrate the greater losses than any other illness. The national economic impact of these yield losses varied depending on annual production figures and the price per tonne. (Hardwick et al., 2001) Each of these can infect wheat and cause disease throughout the growing season. It is important to deliver consistently, high yields of high-quality grain thus controlling of cereal diseases is an important component of successful crop management. Recognition of the disease and an understanding of the pathogens purpose are the first step for a successful disease control. Therefore disease management is necessary. Many strategies, tactics and techniques in disease management used in advanced (prevention) which applied before infection for protecting plant from disease and after infection controlled by heat or chemical treatment as bulbs, corms and fungicide (OC Maloy ,2005) Plant disease management is a factor that has positive and negative externalities on the yield. The adverse effect includes environmental pollution; toxin remains in the soil, ecological damage, resource depletion, reduced disease management efficiency and costs associated with meeting minimum chemical residues on crop harvest. And positive effects can benefits to disease management in neighbouring farms, can reduce evolutionary potential of pathogens, and ensure social stability and safety (HE et al., 2016) Farmers only pay the direct costs associated with plant disease management; they strongly select strategies that generate the best immediate economic returns while largely discounting potential negative impacts on the environment. To date, some highly effective disease management strategies have been used without sufficient regard to their long-term ecological effects such as Fungicide. Fungicide was used on more than 93% of crops throughout the word for about ten years. In 1996 and 1998, fungicide usage reached 98%.it seems farmers do not value disease resistance but apply fungicides widely. Disease-induced losses are still substantial, despite the heavy reliance on fungicides (Stevens et al., 1997). During the 10-year using Fungicide has increased but so have septoria leaf blotch and eyespot. It has been suggested that national disease levels and yield losses were influenced more by season than fungicide usage. (Hardwick et al. 2000). Priestley Bayles (1980)found, from a postal survey of NIAB Fellows, that disease was seen more frequently in fungicide-treated (such as benomyl, carbendazim) than in untreated fields. Cook King (1984) indicated that final disease levels were often similar in treated and untreated crops. For improving yield, it would be better for plant disease management to focus on increasing crop productivity, using fewer fungicides, reducing food contamination by microbial toxins, Change the philosophy of plant disease management to focus on pathogens (or insect vectors) to managing host plants for achieving high productivity yield and Considerations in agricultural productivity and crop health. 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