Oliver Twist Essays (2313 words) - Charles Dickens, John Dickens

Oliver Twist Have you ever thought about how it would be to live in a time of poverty? How would life be if you were poor and did not know from where you would be getting your next meal? What would it be like to be forced to live in a workhouse? These are some of the questions you might ask yourself if you were living in early nineteenth century England. Dickens addresses these issues in his timeless masterpiece Oliver Twist. In the story of Oliver Twist, Dickens uses past experiences from his childhood and targets the Poor Law of 1834 which renewed the importance of the workhouse as a means of relief for the poor. Dickens' age was a period of industrial development marked by the rise of the middle class (Wagenknecht 219). In the elections brought about by the accession of William IV in 1830, the Tories lost control of the government. Assumption of power by the Whigs opened the way to an era of accelerated progress (Kaste 8). In this time period children worked just as much, if not more, than some of the adults. After 1833, an increased amount of legislation was enacted to control the hours of labor and working conditions for children and women in manufacturing plants. The Poor Law of 1834 provided that all able bodied paupers must reside in a workhouse (8). Widespread hostility was felt to the new law; many believed that life was harder in a workhouse than in prison (Rooke 22). The plan was successful from one standpoint, for within three years the cost of poor relief was reduced by more than one-third. However, this system was sharply censured. The increased prevalence of crime was attributed towards it. Inmates of the workhouses became objects of public stigma, and to further heighten the unpopularity of the institutions, living conditions were deliberately made harsh (Kaste 8). Poverty was at it's peak around this time in England. Houses were overcrowded, packed together in narrow streets and courts which were often piled deep in rotting refuse (Rooke 33). New problems of food and public health were faced by a parliamentary and economic system which was better suited to the eighteenth century. On June 20, 1837, Queen Victoria came to the throne of England as the long period of middle class ascendancy was gaining momentum (Kaste 8). The Victorian age, which this time period is often referred, comes from Queen Victoria. In 1840, it was thought that only twenty percent of the children of London had any form of schooling. The 1840s were years of crises. The character on English life was being transformed by industrial expansion and by great movements of population towards urban life. Charles Dickens was born in Landport, Portsea, on February 7, 1812. He was the second son of John Dickens. John Dickens was a clerk in the Navy pay office. His improvidence would eventually lead to imprisonment in the Marshalsea, a debtor's prison for debt (Hardy 41). As a child Charles Dickens explored London and the fascination that he felt for this booming city remained with him throughout his life (Rooke 15). Dickens received his first instruction from his mother and later attended regular schools in Chatham. When John Dickens, his wife, and their four children went to the debtor's prison, Charles Dickens didn't go. He soon became intimate with his father's small collection of literary classics. He also revealed early signs of genius. Dickens' recollections of early life were centered in Kent and he often regarded himself as a member of that region (Kaste 9). Dickens was sent to work at the age of twelve in Worren's Blacking Warehouse. After his father's release he went back to school.. When school was complete he went to work in an attorney's office. He spent much of his time exploring the busy and varied life of London and decided to become a journalist. He mastered a difficult system of shorthand and by March 1832, at the age of twenty, he was a general and parliamentary reporter. In 1829 he met and soon fell in love with Maria Bendnell, but her parents found him socially inferior (Hardy 41). Not long after, in 1836, he fell in love with and married Catherine Hogarth. They had ten children together. In 1858 Dickens fell in love with Ellen Terron, an actress. This was soon after Dickens and his wife Catherine separated, ending a long stream of marital difficulties. In1842, Dickens traveled to the United States hoping to find

Algae derived biofuel

Algae derived biofuel Abstract The first section of the paper focuses on a background or historical context of algae derived fuels for aviation. It was found that the technology is relatively new. Tests have been done by several aviation firms but no fleet is powered by the fuel. After coverage of developments in the sector, the advantages and limitations of the fuel source were identified.Advertising We will write a custom research paper sample on Algae derived biofuel specifically for you for only $16.05 $11/page Learn More Advantages include low greenhouse emission, similarity to conventional jet fuel and no competition with food. Limitations include poor commercialization, lack of incentives and costliness. Thereafter, some recommendations were made on how to make this technology viable. They included private-public sector collaboration, improvement of the production process, government investment, sensitization of the masses and mobilization of stakeholders for standardizati on. Introduction Concerns about the rate of green house gas emissions necessitate the shift to more sustainable fuels. Algae-derived jet fuels have been suggested as possible solutions to this problem. However, most producers are still at the research phase of the product life cycle. It is, therefore, necessary to analyze the past and present trends in order to identify future possibilities. Methodology The study involved secondary research where journals, books and newspaper reports on the subject matter were collected. In this analysis the need for using the fuel was one of the topics identified. Furthermore, a historical analysis of the development of this fuel in the aviation industry was done. Thereafter, some articles were collected on adoption of the fuel in various industries presently. The disadvantages and advantages of the fuel were examined. Finally, an analysis of findings was done in order to make a forecast on future developments. Findings Historical context The aviat ion industry is one of heaviest sources of pollution in the world. Statistics indicate that for every fifty units of greenhouse gas generated on the earth, one unit will come from the aviation sector. This number may increase to 1.5 units in the next half a century. Consequently, sustainable and effective ways of dealing with this high carbon footprint are necessary.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Numerous scientists have already responded to this need through a myriad of innovations. Some of them have suggested the use of biodiesel, but its propensity to solidify in cold conditions makes it untenable (Shirvani et al. 2011). Others have suggested the use of FT SPK, which involves the use of solid biomass to generate oil through a process known as pyrolysis. The product is then transformed into the synthetic paraffinic form of kerosene that is used in ai rplanes. The major problem with this approach is that it is quite resource consuming. Firms also have the option of using oil from algae in order to create synthetic kerosene through a process of hydro processing (Agricultural Research and Cooperative Extension 2012). The latter approach is the focus of the paper. Algae-derived fuels have gained popularity in the late 2000s. However, most research on them started in the 1990s. During the year 2008, several aviation stakeholders such as the Boeing, Virgin Atlantic, and Air New Zealand formed the Algal Biomass Organization. In January 2009, Continental Airlines tested the first commercial jet using a blend of algae-derived fuels. At the time, a 50-50 combination of the conventional fuel and algae biofuel was used (Kyriakos 2012). In July 2010, the first plane to be powered by 100% algae-derived biofuel was flown by Airbus maker-EADS. The demonstration was done in Berlin and then England. It was found that the fuel was more efficient t han the conventional ones. About fifty percent less fuel was needed compared to a petroleum-derived fuel. Even the unwanted emissions were drastically reduced. The company estimated that eight times as much greenhouse gases are produced by conventionally-powered aircrafts. In September 2010, Exelon Corporation worked on a new method of algae production that could be sustained even during cold temperatures. In June 2011, Honeywell, which specializes in the production of jet fuel from algae, tested a Gulftstream jet using a blend of the algae fuel as well as petrol in an equal ratio. The aircraft belonged to the US military and thus demonstrated that this government had faith in the possibilities of the fuel. Even the Navy in the US powered a helicopter for the first time with a blend of algae biofuel. It was reported that the aircraft was just as efficient as a conventionally-powered aircraft (Goldenberg 2010|). During the month of October, an organization known as Pond Biofeuls Inc. found a way of growing algae from cement plant emissions. However, the quantities were still minimal in number.Advertising We will write a custom research paper sample on Algae derived biofuel specifically for you for only $16.05 $11/page Learn More In November 2011, another Aircraft departed from a city in the US (Houston) to another – Chicago. In the first month of 2012, an organization known as VG Energy discovered a new method of producing algae that could increase the amount of oil that it produces by 700%. Current uses (benefits and limitations) The most promising aspect of algae-derived biofuel is their environmental sustainability. Aviation companies that belong to sustainability associations often have to follow certain criteria before adopting a fuel as an alternative. The source of the fuel should not cause pressure in food production. Oils derived from corn or other food products are deemed unsustainable because they lead to competition between humans who need the seed for food and those who want to make fuel out of it (Scott et al. 2010). Algae-derived fuels do not threaten food production because human beings do not eat algae. In addition to competition for food, the plant source of the biofuel ought not to use up land for farming. If a plant needs to be grown in the same way as other food crops, then it may use up a lot of land and prompt residents to practice deforestation. Once again, algae-derived biofuels do not have this quality because they are not grown on land. Most of them can be cultivated in salty water or even polluted water, yet they can yield as much as two hundred percent more oil than soybeans. Therefore, they will not cause depletion of natural resources like forests or water. Lastly, sustainable fuel should not lead to high amounts of carbon emissions in the air. The carbon lifecycle of the product needs to reduce greenhouse gases in the atmosphere; otherwise, the fuel would not be environmenta l friendly. This trait is quite true for the fuels from algae; it minimizes the availability of greenhouse gases by 50% (MIT 2012). In order to use a substance as a sustainable fuel, it must possess certain chemical characteristics that make it suitable for this purpose. The chemical composition of the product should allow it to be mixed with normal fuel for use. Jet fuel ought to have high tolerance for extremely hot and cold weather; this is true for algae-derived fuels.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More That requirement means that automotive derived alternatives cannot be suitable for aviation. The algae-derived fuels clearly fit this description. The sustainable fuels also need to be similar to conventional jet fuels in order to minimize the need for aircraft adaptation of the engines, which is another quality that the fuel under analysis possesses. Despite these tests, even on commercial airlines, most companies are yet to treat algae-derived biofuel as a reliable source of fuel. In fact, most research organizations are still working on ways of producing the algae at a large scale. Most organizations working on the technology are in educational or research institutions. The University of London and Cambridge are some of the many institutions researching on sustainable mechanisms for producing algae. Therefore, the reliability of the fuel is still questionable. For effective use of the technology, aviation companies need to take advantage of incentives offered for use of an altern ative fuel. Currently, some governments have given their aviation companies reprieve by providing incentives. In the United States, the government has passed a law that allows aviation firms to buy alternative fuels, including algae-derived ones, at fair prices. These benefits are accorded to members of the Renewable Fuel Standard group. However, several other countries do not possess such incentives thus making it difficult to try out algae fuels (Hartman 2008). The nature of business is also minimizing the adoption of this fuel commercially. Using biofuels in aircrafts is an expensive practice because one has to pay more per unit of fuel consumed. These high prices have dampened demand for the product. Investors, in turn, have avoided the product because it may be considered as a high-risk venture. Furthermore, whenever a technology is in its early stages of discovery, many investors tend to refrain from it until it picks up. Government bodies can come in and provide incentives fo r the use of the product. However, because only a small portion of these subsidies and deductions exist in aviation, then adoption of the technology may take long (Yang et al. 2010). Discussion Politics will play a large role in the adoption and use of algae-derived biofuels. The international business environment is not suitable for the use of these fuels unless governments step in and change the way things are done. Governments can collaborate with other sustainably oriented countries in order to create standards for the use of algae-derived fuels. The European Union has already started working on this aspect. Other countries, including Australia need to follow suit; otherwise, the adoption of the technology will continue to take too long. Additionally, governments can create incentives for the use of these fuels, and that would encourage more companies to use it. Governments also have the power to invest in this emerging technology. They can empower businesses who may want to sta rt with demonstration plants. Governments should try as much possible to treat algae-derived biofeuls as other fuels used on land transport. That would imply that the product is being taken seriously. People would invest in it and thus develop it. As the case is now, people still think of the technology as a reserve for wealthy aviation firms with extra amounts of money to spare (Greenwell 2010). Conventional jet fuel is sourced from firms that have well established production facilities. Since these companies have been in the industry for so long, they often take advantage of economies of scale and thus make their products affordable. Furthermore, they are easily accessible to aviation firms because they have an expansive distribution network. However, this is not true for algae-derived products. Few companies have large production facilities that can accommodate an increase in demand. Additionally, these organizations do not have a vast distribution network thus making it difficul t for customers to rely on their prompt response when in need of fuel. In order to match current demand levels of conventional jet fuels, companies should invest as much as $15 billion dollars in the new technology. Clearly, this is a large sum of money and few companies are yet to make such a commitment. Few partnerships exist between the government and public sector thus implying that all the opportunities available for the development of this technology are not being exploited fully (Teixera 2012). Conclusion Algae- derived jet fuels are quite promising because they provide an answer to most of the problems created by other biomass derived products. Not only are there no threats to food security or land resources from algae, but it easily blends with conventional fuels thus eliminating the need to change aircraft parts before use. However, the major problem with this fuel is that it is still in its early stages of development. No company has a distribution network that can sustai n the commercial production of the same. Few government incentives exist to encourage investment in the technology. Additionally, stakeholders are not cooperating or sharing resources in order to make the development even more promising. Unless these flaws are corrected, then prospects for commercialization of algae-derived jet fuels still remain slim. Recommendations The first approach that companies need to embrace is research and development. More should be done in order to ensure that commercialization of the fuel occurs. Firms have already discovered effective sources of algae feed stocks. Now they need to work on the refining process so as to convert it into a large scale endeavor. Since algae-derived fuels are new technologies, then governments should try to reduce risks in investing in this sector through public-private sector collaborations. There is a need for incentives that would encourage airlines to use the product. Investments and collaborations should be done in orde r to encourage creation of a clear network. Countries should mobilize other nations and convince them to join algae sustainability groups. This would cause them to commit to certain standards and thus develop the sector. Lastly, stakeholders ought to be empowered about the importance of algae-derived jet fuels. If they can understand the groundbreaking advantages that emanate from the technology, then they may become participants in its development. References Agricultural Research and Cooperative Extension 2012, ‘Renewable and alternative energy fact sheet’, Pennsylvania State College of Agricultural Science, 7 March, pp. 15-22. Goldenberg, S 2010, ‘Algae to solve the Pentagon’s problem of jet fuel’, The Guardian, 13 February, pp 8. Greenwell, M 2010, ‘Placing microalgae on the biofuels priority list: A review of the technological challenges’, Interface, vol. 7 no. 46, pp. 703-726. Hartman, E 2008, ‘A promising oil alternative: Al gae energy’, The Washington Post, 6 January, pp. 5. Kyriakos, M 2012, ‘High biofuel blends in aviation’, Official Journal of the European Union, no. S111, pp. 5. MIT 2012, Technical report: near term feasibility of alternative jet fuels, RAND, Massachusetts. Scott, S, Davey, M, Dennis, J, Howe, C, Horst, I, Smith, A, Lea-Smith, D 2010, ‘Biodiesel from Algae: challenges and prospects’, Current Opinions in Biotechnology, vol. 21 no. 3, pp 277-286. Shirvani, T, Yan, X, Inderwildi, O, Edwards, P King, D 2011, ‘Life cycle energy and greenhouse gas analysis for algae-derived biodiesel’, Energy and Environmental Science, vol. 4 no. 10, pp 377. Teixera, R 2012, ‘Energy efficient extraction of fuel and chemical feed stocks from algae’, Green Chemistry, vol. 14 no.2, pp. 419-427. Yang, J, Ming, X, Zhang, X, Qiang, H, Sommerfeld, M Chen, Y 2010, ‘Life cycle analysis on biodiesel production from microalgae’, Bioresources Technology, vol. 10, pp 1016.

Critically evaluate the strengths and weaknesses of labour process Outline - 1

Critically evaluate the strengths and weaknesses of labour process theory for our understanding of the impact of information and communication technologies in the workplace - Outline Example In this regard, the workers will lack an opportunity to develop and build on their talents. It is important to note that the adoption of LPT leads to the compromised output to the work done. The affinity of the machines to making mistakes is higher than that of human skills. LPT limits the aspects of innovation in that discoveries are hard to be deduced by the use of machines as opposed to the use of skilled work force (Price & McConney, 2012). Conversely, LPT fosters management control in that by using the ICT, the management system of the organization enables the management of the organization network and monitors all transactions done by the respective employees. LPT enables the use of various softwares such as the use of the Transaction processing systems among others. Data mining and cloud computing enables the activities of the organization to be managed from one central point. This is beneficial to the organization in that it is able to monitor the trend and performance of its employees (Downard 2009). Price, A, Mansfield, C, & McConney, A 2012, Considering ‘teacher resilience’ from critical discourse and labour process theory perspectives, British Journal Of Sociology Of Education, 33, 1, pp. 81-95. Pushenko, SL 2013, Risk-management and its integration to the system of labor safety management. (Russian), Vestnik Volgogradskogo Gosudarstvennogo Arhitekturno-Stroitelnogo Universiteta. Seriya: Stroitelstvo I Arhitektura, 34, 53, pp.

Discussion Questions and Participation Questions Essay

Discussion Questions and Participation Questions - Essay Example Opportunities to expand your services 7. Better flexibility 8. Increased risk assessment 9. Improve quality 10. Increases in quantity (Brighthub, 2011). In the past I have used project management as a guide to help me complete projects. I have used project management to develop schedules, in order to optimize time, and to become more efficient at tasks. Project management skills can be improved by participation in continued education seminars on the subject, by reading peer review journal articles, and through practice among other methods. Brighthub.com (2011). The Top Ten Benefits of Project Management. Retrieved February 3, 2011 from http://www.brighthub.com/office/project-management/articles/2350.aspx Chase, R. B., Jacobs, F.R., & Aquilano, N.J. (2006) Operations management for competitive advantage (11th ed). New York: McGraw Hill/Irwin. 2. Safety stock is additional inventory that is held in order to mitigate the risk of a stockout. The safety stock is a considered a buffer mana gement uses to create a comfort level in which to operate. The safety stock should only be used after regular inventory runs out and if the company is unable to replenish its inventory. The safety stock should be used as a last resort in order to keep the operations going. A few years ago I worked a part-time in a warehouse for a company that manufactured paper. There were different rolls of paper that would be used as raw material for the different paper products sold by the company. The buffer or safety stock was managed by the warehouse crew. We would deliver the safety stock to the manufacturing line whenever the company ran out of its regular inventory of paper. 3. Out of the factors you mentioned about project management which I believe people can work on in order to improve their utilization of the factor is time. Time is a crucial element in project management. Projects involve the use of different deadlines for the delivery of project deliverables. In a project when one per son is late with their part of the project it creates a chain reaction which affects the work of the other members. The project manager has to provide follow up on the work of team members in order to ensure everyone is on the same page. 4. One of the first project management teams I was involved in occurred a few years back. I was a freshman in college back them and I had been assigned to my first team project as a college student. It was an intimidating experience for me because I did not know what to expect. I was very lucky to have worked with a great team of players. One of the guys was a senior business student; he served the role of project leader. He was a very outgoing person that knew how to lead others. I learn from this first experience that interpersonal relationships are a critical success factor for project management teams. 5. Engineers are very talented professionals that can add a lot of value to a project. Due to their ability to apply innovation engineers are oft en involved in project management. It would be a wise career move for an engineer to purse an MBA degree. The knowledge gained through a master’s degree program in business can be extremely beneficial for an engineer among other professionals. Professionals with a background in business are better suited to handle the pressures associated with the work of a project manager. 6. Sometimes people utilized project management skills without even knowing they are using them. No project is too small for

Representation of women in the media Essay Example | Topics and Well Written Essays - 1000 words

Representation of women in the media - Essay Example Such long winded but common public discussions pertinent to Senator Clinton’s cleavage or demeanor only provided irrevocable evidence that in fct, sexism in the media was very much alive and well. â€Å"The highlight reel included lengthy discussions about the senators cleavage and comments about how men hear "take out the garbage" when she speaks. The video was a reminder that, at least where Hillary Clinton was concerned, sexism remained very present in the media†(Seligson, 2008). Senator Clinton’s confidence mistaken for masculinity was only the beginning of the sexist fueled media frenzy which all but defined the 2008 presidential campaigns. When Senator John McCain appointed Governor Sarah Palin as his running mate on the republican party ballot; sexism was seemingly reborn not only in the media but in the very individuals who would wish for the public to see them as anything but sexist. John McCain made a grossly offensive mistake by quickly selecting Palin when it would appear that Senator Clinton was no longer a contender for the office of the presidency. Most of the media and the general public for that matter, quickly saw his all too timely choice as one which seemed to desperately attempt to draw as many votes from would be Clinton voters; presumably because Clinton voters were only interested in a female candidate. This was an enormously poor oversight on the part of the McCain campaign which did not go unnoticed by many voters. This was not the extent however, of the highly sexualized, recent election. Palin was criticized for everything from her wardrobe to her pregnant teen daughter to her home state of Alaska. Even well known conservative radio host Rush Limbaugh made lewd references to Governor Palin’s legs while other well known media commentators referred to her in a number of highly inappropriate ways, â€Å"CNBC host Donny Deutsch commented numerous times on her "sex appeal." Liberal

Positive Social Competence in Mainstream Deaf Students

Positive Social Competence in Mainstream Deaf Students A Study of Behaviors, Characteristics and Environmental Aspects Michelle Swaney Social Competence of Mainstream Deaf Students Mainstreaming of deaf students in the general education classroom has drastically increased over the past 10 to 15 years. Generally, deaf students in general education/mainstream settings demonstrate lower social competence (e.g., self-concept, self-esteem, social skills and peer relationships) (Antia, Jones, Luckner, Kreimeyer, Reed, 2011) reporting feelings of isolation and loneliness (McCain and Shirin, 2005; Gent, Goedhart, Knoors, Westenberg, Treffers, 2011) than those in inclusion settings. Considerable research has been conducted related to deaf students and low social competence (Vogel-Walcutt, Schatschneider, Bowers, 2011) in general education settings, but there is not research readily available for deaf students who have positive social competence in these settings. This study proposes to ascertain behaviors and characteristics of deaf students who exhibit positive social competence as well as environmental aspects they interact within. As mainstreaming of deaf students continues to significantly increase, having studies available that provide information about deaf students with positive levels of self-concept, self-esteem, social skills and peer relationships in the mainstream setting will greatly benefit parents and educators alike. Design This proposed design of the study will be to determine behaviors and characteristics of deaf students with positive social competence as well as environmental aspects that may lend to enhancing the students’ social competence. Questions to be considered in this study include: 1) How does the deaf student interact and communicate with hearing peers (sign language, writing notes, etc.)? 2) What is the deaf student’s level of self-concept in relation to their deafness? 3) Does the deaf student have supportive and involved parents and/or family relationships? 4) What are the characteristics of the educational classrooms and the environment for the student (e.g., do teachers willingly recognize and interact with the student)? 5) Is the deaf student involved in extra-curricular activities? Answers to each of these questions will provide guidance and help educators to determine what behaviors could be modeled, environmental changes that could be made as well as what characteri stics they should encourage in deaf students in order for more deaf students to begin to develop positive social competence in the general education setting. Participants This study will include up to 25 deaf students in the mainstream/general education setting who demonstrate positive social competence. Students will be selected from elementary, middle/junior high, and high school levels in order to determine characteristics, behaviors, and environmental aspects of these students at each interval of education. Preference will be to have 5 students at the elementary level, 8 students at the middle/junior high level, and 12 students at the high school level. Participant use of amplification (hearing aids) or whether they have a cochlear implant will also be noted in the study as well as their preferred mode of communication as this may indicate a correlational relationship with social competence. Procedure The study procedure will include both observations of the student at home as well as in the educational environment and interviews with the student, educators, and family members. The student will participate in an interview with researchers where they are asked relevant questions to provide their perspective on each of the five questions. After the interview has been conducted with the student, observation in the educational and home setting will be held in order to determine if the student’s answers are an appropriate reflection of their environments. Once the observations have taken place, researchers will also interview educators and parents/family and ask for their perspectives regarding the student on each of the five questions. Interviews and observations will be documented through researcher note-taking as well as video recording for review as needed. Follow-up will occur with elementary and middle/junior high students one-year after they have transitioned to the next level to determine if there have been any noticeable positive or negative changes in any of the five questions. Follow-up for high school students who were freshmen through juniors at the time of the study will occur mid-year of the students’ senior year in high school. This type of follow-up will provide researchers a longitudinal study that will provide a strong basis of information on positive social competence for deaf students as they transition throughout their elementary and secondary education (Wolters, Knoors, Cillessen , Verhoeven, 2012). Predictions Predictions regarding the questions of the study come from the researcher’s knowledge and understanding of the aspects of deafness. Predictions are listed for each study question. 1) How does the deaf student interact and communicate with hearing peers (sign language, writing notes, etc.)? Unless the deaf student utilizes speech, it is predicted that communication and interaction initially originates with writing notes and progresses with lip reading and then into the use of sign language if the student utilizes sign language. If the student is oral, it is highly likely that deaf students will immediately utilize speech in communication and interaction with hearing peers. 2) What is the deaf student’s level of self-concept in relation to their deafness? It is predicted that the deaf student will have a mainly positive level of self-concept in relation to their deafness. They will likely view their deafness as part of their identity rather than a disability that negatively impacts their lives. In addition, they will also be satisfied with their mode of communication, speech/language use, and amplification if used. 3) Does the deaf student have supportive and involved parents and/or family relationships? As with any child who has positive social competence, it is predicted that deaf student’s parents and families will be supportive and involved and well as have consistent ongoing communication with the student. This is not always the case for deaf students, especially with fathers as the lack of communication in the family unit occurs frequently. 4) What are the characteristics of the educational classrooms and the environment (e.g., do teachers willingly recognize and interact with the student) for the student? It is predicted that the characteristics of the educational environment will include teachers who model positive relationships and communication with the deaf student. Likely, the interpreter or other accommodations that the student utilizes are viewed in a positive light and the student is constantly encouraged to be an active member and participant. 5) Is the deaf student involved in extra-curricular activities? The prediction for this question is that a high percentage of the student participants will likely be involved in extra-curricular activities and have integrated themselves into the school culture. Implications The implications of the findings from this study have the potential to make positive changes for deaf students in the mainstream environment as it relates to their level and development of social competence. This may occur several ways: 1) by providing educators and parents with information on behaviors and characteristics that demonstrate positive social competence for deaf students in the mainstream/general education setting, 2) helping both educators and parents determine what potential environmental changes could take place in both settings that could promote positive social competence, and 3) provide deaf middle and high school students transitioning into the mainstream/general education environment with examples of deaf students who have had positive social experiences and thereby been successful in both academic and social realms of the mainstream/general education setting. References Antia, S. D., Jones, P., Kreimeyer, K. H., Luckner, J., Reed, S. (2011). Social outcomes of  students who are deaf and hard of hearing in general education classrooms. Exceptional  Children, 77 (4), 489+. Antia, S. D., McCain, K. G. (2005). Academic and social status of hearing, deaf, and hard of  hearing students participating a co-enrolled classroom. Communication Disorders  Quarterly, 27 (1), 20+. Van Gent, T. Goedhart, A. W., Knoors, H. E. T., Westenberg, P. W., Treffers, P. D. A. (2012).  Self-concept and ego development in deaf adolescents: A comparative study. Journal of Deaf Studies and Deaf Education, (3), 333-351. Vogel-Walcutt, J. J., Schatschneider, C., Bowers, C. (2011). Social-emotional functioning  of elementary-age deaf children: A profile analysis  American Annals of the Deaf, 156 (1), 6-22. Gallaudet University Press. Wolters, N., Knoors, H. Cillessen, A. H. N., Verhoeven, L. (2012). Impact of peer and teacher  relations on deaf early adolescents’ well-being: Comparisons before and after a major school transition. Journal Of Deaf Studies And Deaf Education, (4), 463-482.

Strength of the Human Spirit Revealed by Ivan Denisovich Essay

Strength of the Human Spirit Revealed in One Day in the Life of Ivan Denisovich    Life can be incredibly hard at times; nearly everyone encounters a period of time when circumstances become unbearably difficult. Imagine being assigned to ten years of unceasing and tremendous hardships, as is the plight of the protagonist in One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn. This book describes in detail only one day of Ivan's ten-year sentence in a Russian work camp in the 1950's. During this day, which is like most others, he is starved, nearly frozen, overworked, and punished unjustly; however, as the day unfolds, it is obvious that Ivan will never give up and never give in. The character of Ivan Denisovich is a symbol of the human spirit and its never-ending will to survive, even through the harshest of conditions.    Ivan's day begins with reveille at 5:00, "as always" (significant because this day is just like every other day has been for the past eight years). On most mornings after reveille, he jumps out of bed to have a little time to himself, but today he is not feeling well and rises slowly. Usually, there are many things he could do during this time before the morning roll call: sweep up, carry something for someone, fetch the boots of the gang boss, gather and stack bowls at the mess hall, any number of little jobs.    On the surface, Ivan's actions look noble and kindhearted, as if the well being of others is his main concern. But like most kind gestures, there is an entirely different motive; for Ivan, it is just "another way of getting food"(2). He, like most people in a difficult situation, performs favors and tasks, not out of the goodness of his heart, but only out of his desir... ... Max Hayward, in his introduction to _One Day In the Life of Ivan Denisovich _, says the book "is a morality play in which the carpenter Ivan Denisovich Shukhov is Everyman" (xv). There are exceptions to the representation; Ivan is not a flat character, void of depth and definition, but through these examples, it is obvious that much of the time, Ivan Denisovich reflects the average human spirit and the way in which it reacts to difficult situations. Of course, the average human spirit does not endure the hardships presented in a Soviet work camp, but all hardships are related in their ability to destroy their victims or to strengthen them. In this case, Ivan is the spirit who is strengthened, the victim who will never give up, and never give in.    Bibliography Solzhenitsyn, Alexander. One Day in the Life of Ivan Denisovich. New York: Bantam Books, 1963.