The Breaking Of Barriers By Elisabeth Israels Perry

The Americas Dashawn Austin The Breaking of Barriers Women were such central forces in the progressive era and the increase of social cohesion mainly because they were everywhere. They were really dedicated when it came to their jobs, at home, and in their community. Whether them working as domestic workers, in farms, at a factory, or studying at school, women were basically in all areas that required labor intensive skills. They held jobs in manufacturing, offices, classrooms, and stores.Women were also known as strong, central forces in society because of their hard work and determination. They refused to be of little significance to society and wanted to assist in improving and reforming American life. Even though women have been†¦show more content†¦But, sometimes breaking stereotypes only lead to more barriers being made, making it harder for these women to overcome them, however they did. A barrier seen through the Progressive Era was Gender Equality and Power. A woman s treatment before that time, according to the magaz ine article â€Å"Woman’s Home Companion† by Charlotte Perkins Gilman, was identical to slaves. The women of the late 19th century to the early 20h century had, â€Å"... not only no voice in the management of the country, but she had no control of her property, earned or inherited;no control of her own children; no control of even her own person...† Gilman even goes further saying, â€Å"If that is not a condition of slavery, it bears a close resemblance to it.† Indeed it does. It is shown that these women were being restricted of their natural human rights, trapped and maybe even confined in the shadow and power of men. But, this does not last very long. These women become bold and outspoken and lead a revolt that will change America forever. They will lead the Woman Suffrage Movement. The barrier of power is now broken. It is the Progressive Era and women are no longer backing down.They have dramatically changed and are no longer sitting down and letti ng men or society have power over them. They have taken charge and have started the woman suffrage movement. This Movement was very necessary and many believed so, it is seen in â€Å"Fourteen Reasons for Supporting Women s

College Education Is Not Granted For Everyone - 1461 Words

Monica Sanad Professor Benjamin Bever English 112 26 April 2016 XX TITLE XX In retrospect, college education, in the old days, has been a privilege that was not granted for everyone. Unfortunately, this was a detriment likely to be caused by the inequality at race, gender or wealth. However, as humans have evolved beyond such inane, discriminatory issues, more people were able to go to college and earn a degree for a living, thus improving their quality of life and acting as a driving force to the wheel of the economy. There was no room for regress in education, only evolving could occur. Colleges became ubiquitous and granted education for more students, despise their gender or race. Nowadays, applications are done online and communication between colleges and applicants is corroborated through the use of e-mails, fax and telephones. In the light of the incessantly rising the economy and population, newer jobs are available on the market, but these jobs come along with requirements that are more competitive than before and, sometimes, even fierce. Unlike the old days, most jobs now require applicant to obtain at least a bachelor’s degree in order to be considered. To employers and business owners, a college degree along with experience, became a crucial requirement: a tenet that guides them during hunting for new employees. Even though it is the 21st century, we still have unfair distribution of wealth, which means that not all people could afford attending fancy 4-yearShow MoreRelatedThe Benefits Of A College Education1032 Words   |  5 PagesA college education has become a necessity in today’s society. Students all around the country are putting so much effort into getting perfect grades. Trying to finance every students education has become difficult. 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Policies & Procedures to Promote the behviour of childern & Yound Peop

Questions: 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young peoples positive behaviour 1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe 1.2 Evaluate how the policies and procedures of the setting support children and young people to: b) make a positive contribution 1.2 Evaluate how the policies and procedures of the setting support children and young people to: c) develop social and emotional skills 1.2 Evaluate how the policies and procedures of the setting support children and young people to: d) understand expectations and limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the setting 2.1 Explain the benefits of actively promoting positive aspects of behaviour 3.5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred 4.1 Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points. Answers: 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young peoples positive behaviour ? The policies and procedures of setting relevant for promoting children and young peoples positive behavior are as follows: Behavior policy: It tells the guidelines on how the behavior of the pupils has to be managed. Code of conduct: It is a set of rules that the peoples should follow and how they should behave. Children are to be advised to strictly follow it (Angela et al, 2007). Rewarding: Acknowledging and rewardingchildren for their positive behavior helps to maintain the decorum. Punishment: punishingthe children for inappropriate behavior and charging a fine for the adults wrong behavior. Attendance: Making a rule that proper attendance is necessary for the institution or any setting helps in building up a positive lifestyle. Dealing with conflict and inappropriate behaviour: It would tell on how to handle the more difficult behaviors (Scott et al, 2008). Itis also important that pupils understand the behaviour policy of the setting so that they have a clear idea of how bad behaviour will be dealt with if they choose to go against rule or behave in an inappropriate manner. 1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe: The policies are kept keeping the view that every single individual and child respected, considered equal and a friendly environment is made so as to make them feel safe. Punishment and no acceptance to wrong behavior also helps the people and the children to feel safe in the setting (Tincani, 2007). b) make a positive contribution: Rewarding and acknowledging the people and the children for their positive behavior is what makes a positive mind set and encourage the individuals to do more good deeds. c) develop social and emotional skills: Following up the behavioral guidelines and a code of conduct among everyone helps to develop the social skills by increasing positive communication (Walker et al, 2005). Attaining respect and encouragement from others and the settings helps in attaching emotionally with the environment and the people (Cancio Johnson, 2007). d) understand expectations and limits: The behavioral policy and the code of conduct explains the children and the people the fact that what quality of behavior is expected from them and also help them to understand their limits. It also tells what is allowed and what is not allowed and also the difference between right and wrong deeds and behaviour. 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the setting The benefits of all staff consistently and fairly applying boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the setting are as follows: A peaceful and healthy environment encourages the staff to maintain the decorum of the setting and encourages children to follow them (Hawken Johnston, 2009). Sincerity and obedience among the children benefits the staff as they dont have to be after the children for everything (Sugai et al, 2000). No conflicts and no wrong behaviours are encouraged so the staff does not have to deal up with bad behaviors like mood swings. Positive behavior among the children helps the staff to be in the setting for a long time with a peace of mind. 2.1 Explain the benefits of actively promoting positive aspects of behaviour Positive behavior is linked to giving resect to others. The benefits is that it teaches to have a self control on oneself and to consider the feelings of others. It tells what kind of behavior is required by others and what kind of behavior is acceptable. It also tells how to build up positive social relationship with others by behaving appropriately. Positive behavior heals an individual to learn the basic principles of humanity. At the same side the positive behavior is continued among the children when they are awarded and praised in front of their friends and public (Stewart et al, 2005). Some more features of promoting positive behavior is that it also develops a sense of warmth, love and emotions between the individuals. If a child or an individual behaves in a positive way to others than the bond and attachment relation develops on its own between them. The benefit of positive behavior also lie in the fact it helps to know about ones expectation and limits and others too. The person who has a positive behavior benefits as the hope in them never dies so chances of success are even more. The individuals are also loved and resected by everyone in the society does development of a good self image is also an advantage (Koegal et al, 2011). 3.5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred There are situations when the children do not show a positive behavior. There can be number of reasons for this like sometimes they are just trying to test of their limits. But on the same side it is the staffs duty to recognize the when the child is in need to be referred. The signs show that there is a need of extra support or not. The type of behaviors that are to be referred to others are as follows: When the child do any danger to himself or others. When the staff is itself dealing with a personal problem. When the situations are uncontrollable and the child is not at all listening. When an incident is serious enough to warrant the involvement of a senior member of staff. The situations decide what kind of referral is to be used and when (Tobin Sugai, 2005). The referral can be as support from another staff member. In some cases special support is required like a support of a supervisor, support from the staff who has already dealt with the same issue, a support from a senior management team if the situation is intolerable and cannot be controlled up in any way. In some situation parent support and guidance can also be required so as to promote positive behavior in the child at all times. 4.1 Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Observation is the first thing that helps in recognizing the inappropriate behavioral responses. Like for example noticing any abnormal behavior with friends, not paying attention in studies or not interested to play out. These are some of the signs that tells the child is not behaving in a proper way. Observing the signs and the reason behind the abnormal behavior is also very important. For example if a child is fighting than what happened jus before that which has lead the child to behave in appropriately. In case of small kids diverting their minds is of most help. If a small kid is not behaving appropriately than diverting him/her in some other activity diverts their mind and they forget about the way they were behaving. In kids who are little grown ups sharing their feelings and guiding them towards the solution is what that helps to abolish inappropriate behaviors. Cueing: Cueing is a common behavior management technique. Choose one specific trigger to work on and then come up with some kind of hand signal or phrase that will serve as an alert to the child that the trigger is present. This allows you to make the child aware of the trigger subtly in social situations. Once you have alerted him, hell have the chance to self-correct, or in other words, respond using the new plan you came up with, with minimal help from you. Cueing works at home as well (Rhodges et al, 2011). References Angela Waguespack, Terrence Vaccaro Lauren Continere (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art. International Journal of Behavioral Consultation and Therapy, 2 (4), 463474. [1 Cancio, E. Johnson, J.W. (2007). Level Systems Revisited: An Impact Tool For Educating Students with Emotional and Behavioral Disorders. International Journal of Behavioral Consultation and Therapy, 3 (4), 512527 Hawken, L.S. and Johnston, S.J. (2008). Preventing Severe Problem Behavior in Young Children: The Behavior Education Program. Journal of Early and Intensive Behavior Intervention, 4 (3), 599613. Koegel, L. K., Koegel, R. L. Dunlap, G.(2011) (Eds.), Positive Behavioral support: Including people with difficult behavior in the community (pp. 381-402). Baltimore: Paul H. Brookes Rhodes, Virginia; Stevens, Douglas and Hemmings, Annette (15 April 2011). "Creating Positive Culture in a New Urban High School". High School Journal. Spring 2011 94 (3): 8294. Stewart, R.M., Martella, R.C. Marchand-Martella, N.E. Benner, G.J. (2005). Three-Tier Models of Reading and Behavior. Journal of Early and Intensive Behavior Intervention, 2 (3), 115124 Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., Wickham, D., Wilcox, B., Ruef, M. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131-143. Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis. The Behavior Analyst Today, 8, 492499 Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children. Journal of Early and Intensive Behavior Intervention, 2 (3), 125144 Walker, B., Cheney, D., Stage, S., Blum, C. (2005).Schoolwide screening and positive behavior support: Identifying and supporting students at risk of school failure. Journal of Positive Behavior Interventions, 7, 194-204

Wuthering Heights - Setting Essays - British Films,

Wuthering Heights - Setting Like the world of Transylvania, the Gothic setting in Wuthering Heights suggests a wild and primitive landscape unconstrained by Orthodox norms. The reader is first introduced to Wuthering Heights, the house and its surroundings, as it appears to the middle class, Mr. Lockwood, on a stormy night. Thus, Lockwood serves the same role and Jonathan Harker as he is the bridge between the world of 19th century normal realities and the primeval world of Wuthering Heights. Just as Mr. Harker characterizes his trip to Transylvania as a journey between two atmospheres, entering the "thunderous one", Mr. Lockwood too is introduced to Wuthering Heights on a stormy night, a foreshadowing of the darkness to come. Mr. Lockwood has an arrangement to meet with his neighboring tenant, Mr. Heathcliff and after walking four miles in the snow, he reaches the Heights to find the gate closed. He stands "on that bleak hilltop [where] the earth was hard with a black frost, and the air made [him] shiver throu gh every limb." (WH-p.29) In fact, the word "Wuthering, being a significant provincial adjective, [is] descriptive of the atmospheric tumult to which its station is exposed to stormy weather," (WH-p.25) thus emphasizing the darkness and cruelty in nature. As in Dracula, the storm is a presence of sin and unnatural desires. After ejaculating that his "wretched inmates deserv[ed] perpetual isolation from [their] species of churlish inhospitality," (WH-p.29) for leaving the gate locked during a storm, Mr. Lockwood is let inside, by a woman whom he thinks is Mrs. Heathcliff. His experience here within this Gothic house in quite unpleasant, paralleling Harker's in the Count's dark castle. While waiting for Heathcliff in silence he notices how the women "kept her eyes on [him], in a cool regardless manner, exceedingly embarrassing and disagreeable." (WH-p.30) The arrival of Heathcliff "relieved" (WH-p.32) Mr. Lockwood momentarily, yet soon he became uneased by Heathcliff's "tone in which the words said revealed a genuine bad nature." (WH-p.32) Neither of the hostesses demonstrated much acknowledgment of their guests' presence, so Mr. Lockwood "began to feel unmistakably out of place in that pleasant family circle [and] the dismal spiritual atmosphere overcame [him]." (WH-p.34) He becomes slowly submerged in a dark setting, in which he feels uncomfortable and even frightened, as Harker's fears first "seem to have [been] dissipated" (D-p.19) by the Count's hospitality, but then he finds himself "all in a sea of wonder" (D-p.19) and a "veritable prisoner". (D-p.13) Like Jonathan, Lockwood seems to be a "prisoner" since he becomes stranded at Wuthering Heights by the snow storm. However, when Heathcliff refuses to allow Lockwood to stay the night, he runs outside into the snow storm attempting to go home. "It was so dark that [he] could not see the means of exit." (WH-p.36) Attempting to stop Lockwood, Heathcliff set two dogs on him, and he us thrown to the ground. The means with which Heathcliff attempts to stop Lockwood is barbaric, suggesting that Mr. Lockwood is a prisoner in a jail attempting to escape. The presence of an animal in the Gothic setting parallels the experience of Mr. Harker during his time at the castle. The ferocious dogs attacking Mr. Lockwood invoke fear and thwarted Lockwood from leaving, just as the howling wolves threatened to destroy Jonathan's life should he try to exit Castle Dracula. In a dizzy and faint state, Lockwood is taken to a room in which the master "never lets anybody lodge," (WH-p.37) a fact which increases the Gothic suspense of the setting. Like Harker, Lockwood experiences a dream emerging and reflecting the dark setting. Harker's dream manifests his Victorian repressions by "revealing the intensity of the emotion he generally denies or represses?but the specific nature of those emotions is also important."28 In this first dream, Lockwood is trying to get home but Joseph, a servant of Wuthering Heights w arns him he will not be able to get home without a pilgrim's staff. He realizes that, instead, he and Joseph are going to a chapel to see Reverend Jabes Branderham's sermon, because "either Joseph, the preacher, or I had committed the 'First [sin] of the Seventy-First, and were to be publicly exposed and excommunicated." (WH-p.40) This dream