Implementation Strategic Controls and Contingency Plans

Introduction SSM Cardinal Glennon is a pediatric hosptials beds that contains 190 beds. The organization is a not-for-profit facility located in St. Louis, Missouri. The hospital treats patients within the community, across the U.S. and countries around the world. The organization serves as a Level 1 Pediatric Trauma Center and Level III Neonatal Intensive Care unit, which both are highest possible classifications. The purpose of this paper is to develop a strategic plan that will implementation, strategic controls and contingency plans. Implementation Objectives Cardinal Glennon strives to provide exeptional care to each patient that enters the facility. Short term and long term objectives must be established to ensure†¦show more content†¦Also getting consumer feedback on their wants and needs will be important. Setting department goals to achieve customer satisfaction will be a form of measurement. Milestones Milestones are time lines to measure achievements. Milestones for Cardinal Glennon will include achieving customer satisfaction, decreasing wait times, increasing patient load, employee retention, and increasing revenue. Achieving the milestones will require research on workflow proceses, employee training and marketing. Tasks and Task Ownership Tasks will be delegated among departments within the organization, whom then will report to the hospital Presdient. Managers will meet with their team to delegate smaller tasks so that they can focus on the bigger priorities of the deparments. P eriodic meeting will be held to discuss what is going right, and what can be improved. Employees are responsible for completing their assinbed tasks, and will be recognized and awarded accordingling. Resource Allocation Resource allocation is a process that involves the company strategically deciding where resources shoyld be used in the production of goods or services. Allocations will be used to make workflow processes more effective and efficient. This will also require allocations for training. Management must be able to use allocations for resources wisely in order to save money, whileShow MoreRelatedImplementation, Strategic Controls, and Contingency Plans3587 Words   |  14 Pagesï » ¿Implementation, Strategic Controls and Contingency Plans Maurice Crisp Jr. STR/581 January 23, 2012 Leon Baudot Title page Updated 1-28-12: Business cover sheet, i.e. no APA title page 1: Project Overview Implementation and project plan is very critical for the success of a project. Project plan is the situation analysis, identification of problem, goal definition, designing a work plan, formulating strategies and budgeting of overall project. 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Psi Chi Save The World Project ( James Scholar )

BADM 320: Save The World Project (James Scholar) Yang Lyu NETID: yanglu10 UIN: 670037146 Organization Psi Chi UPA at the University of Illinois at Urbana-Champaign Background Information (Psi Chi) Psi Chi is the International Honor Society in Psychology, founded in 1929 for the purposes of encouraging, stimulating, and maintaining excellence in scholarship, and advancing the science of psychology . It is a current on campus registered student organization (RSO) in the University of Illinois at Urbana-Champaign that focus on the subject of psychology. It is non-profit and open to all campus students and staffs with interest in the field of psychology. The main focus of Psi Chi is to instill a strong interest and develop a passion about psychology and related fields by conducting regular workshops, inviting renowned guess speakers and organizing community involvement activities. The association is organized to operate exclusively for charitable and educational purpose, including but not limited to promoting profession in psychology and bringing influence to social changes. Psi Chi has been practicing community involved activities ever since established and continues to embrace t he idea by extensively participating in projects such as Hope Center, Crisis Nursery, Illini Service Dogs, Carle Foundation Hospital, and Champaign Urbana Schools . Volunteers are welcomed, and play a significant part in Psi Chi’s practices as they try to instill in members and

Conceptual and Theoretical Thinking in Nursing free essay sample

This is a multi-week assignment. Submit the completed assignment by the end of the day Sunday of Module 4. Overview This document provides an overview of how to develop a concept analysis. The process is quite involved and can be difficult. However, for this assignment, the requirements have been simplified so that you can learn how to conduct the activity. In addition to reading this document, see the sample concept analysis paper for a good example of the following steps. The paper you develop from this process should be between 6-8 pages, including cover sheet and references. Although the concept can be a challenge, it can also be really fun. Note: You should listen to the Concept Analysis podcast several times so you begin to conceptualize the purpose of this process. Steps of Concept Analysis (Adapted from Walker Avant, 2005) 1. Select a concept. For example, ask yourself What concept am I interested in? There are endless possibilities of concepts that loan themselves to analysis. We will write a custom essay sample on Conceptual and Theoretical Thinking in Nursing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For your paper in this course we are going to keep it simple. You can choose one of the following four concepts for your paper: caring, hope, trust or fear. . Determine the aim or purpose of the analysis. Ask yourself Why am I doing this? The answer may be something similar to clarifying meanings, developing an operational definition, or may be as simple as â€Å"I have to†¦Ã¢â‚¬  3. Identify as many uses of the concept as possible. In other words, you are attempting to discover the the known conceptualizations. Start this process by identifying dictionary definitions. Use at least three different dictionaries to gather your definitions. Also, use a thesaurus. Next, gather at least five (5) scholarly articles on the concept. You may need to go outside of the nursing literature because some concepts originate in other sciences. In general, the more sources you use and the more varied they are (i. e. , from different disciplines), the stronger your analysis will be. For this assignment, you must have a minimum of five (5) scholarly articles beyond the dictionary definitions. In general, the more scholarly sources you use the easier it will be for you to identify the critical attributes of the concept. This is essential in a concept analysis because if you fail to define the essential attributes the remainder of the paper will tend to be conceptually 2010 Purdue University Calumet 1 NUR 18200 Conceptual and Theoretical Thinking in Nursing muddy. Ensure that you properly cite each source. 4. Determine the critical or defining attributes of the concept. What do all instances or uses of the term have in common? This is a crucial step in the concept analysis. It is also one of the most difficult steps and may require some significant thinking . Read each of the collected definitions (from the dictionaries, thesaurus, and scholarly articles) and consider them. Identify what is common among all of the definitions. These become your critical attributes. Remember critical or essential attributes are just that critical or essential. If you have too many, you havent thoroughly analyzed the term and constructing your cases will be difficult. If you have too few attributes, you are not thoroughly describing the concept. And as a result, you will have little content to work with. 5. Construct a model case. What is an example of the term? Construct a real life scenario that uses the concept. The scenario should include all of the critical attributes. As you construct the model case, e xplain how you use each of the critical attributes. To develop your model case, you may consider an experience from your nursing practice, or you may create an entirely fictional scenario. What is important is that your scenario is an accurate representation (model) of your concept. 6. Construct a contrary case. In this step, you are developing a non-example of the concept. In many cases, this scenario actually may be the opposite of the concept. While this step may sound contrary, t he purpose is to provide examples of what is not† the concept. You will support your claim by showing how the contrary case does not contain any of the critical attributes of the concept. To further develop your understanding, you also should explain how or why each attribute is absent from the contrary case. 7. Construct a borderline case. For most concepts, there are also what are called borderline, related, invented, and illegitimate cases. These are cases which are related to the concept, but are not actually examples (or nonexamples) of the concept. In other words, identify something that is almost an example, but not quite. This activity will help you to further clarify your concept. A note about the model, contrary, and borderline cases: Although they can all be ifferent, they dont need to be. You may use a general or basic scenario and make changes or additions in it to illustrate each of the 3 — model, contrary, and borderline. 8. Identify related concepts. What terms are related or similar to the concept? In this step, you will identify instances that are related to the concept, but that dont contain the critical attributes of the concept. As such, th e concepts are similar or tangential to the concept. Theres no need to write a narrative for related concepts; just list them. The thesaurus is a good course for identifying related concepts. 9. Construct an invented case. What is an example of the term in an unusual or make believe context? The invented case is like the model case in that it contains all the critical attributes; however, it is more like a fairy 2010 Purdue University Calumet 2 NUR 18200 Conceptual and Theoretical Thinking in Nursing tale or science fiction story. Invented cases are useful because they force you to think about things that you might otherwise take for granted in a totally different context. 2010 Purdue University Calumet 3 NUR 18200 Conceptual and Theoretical Thinking in Nursing 10. Identify an illegitimate use of the term. Identify whether there are any different, strange or improper uses of the term. This may not occur with every concept, but if it does, its an example of the concept used out of context, in a different semantic context, or improperly (e. g. , coping saw). Illegitimate use of the term is often part of your original list of uses of the word, and sometimes jumps right out at you. On the othe r hand, with some concepts, an illegitimate use doesnt exist. If you identify an illegitimate definition of your term, use it in a sentence to illustrate why the term is illegitimate to your concept. 1. Identify antecedents and consequences. Antecedents and consequences are those things that precede or follow the existence of the concept. For many students, antecedents and consequences are difficult to identify because it is difficult to think of the pure concept. For example, seeing is not always an antecedent of reading, and a consequence of stress is not always something physiologic. Clear your mi nd and think of the concept as an entity, something that actually exists, happens, or is out there. Then do the next two steps.

Animal Farm Animal Satire Essay Example For Students

Animal Farm: Animal Satire Essay A Research PaperTable Of ContentSABSTRACT iACKNOWLEDGEMENTS ii1.CHAPTERTHE AUTHOR: GEORGE ORWELL 11.1.PRESENTATION 11.2.HIS LIFE 11.3.HIS TIME: POLITICAL BACKGROUND 41.3.1. THE RUSSIAN REVOLUTION 51.3.2. THE SPANISH CIVIL WAR 71.4.ORWELL AND THE SPANISH CIVIL WAR 81.5.ANIMAL FARM 92.CHAPTERSATIRE 132.1.PRESENTATION 132.2.WHAT IS SATIRE? 132.2.1. DEFINITION 132.2.2. CHARACTERISTICS OF SATIRE 142.2.3. TECHNIQUES OF SATIRE 173.CHAPTERMETHOD OF RESEARCH 193.1.PRESENTATION 193.2.PROCEDURE 194.CHAPTERANIMAL FARM AS SATIRE 214.1.PRESENTATION 214.2.ELEMENTS OF SATIRE IN ANIMAL FARM 214.2.1. SUMMARY OF THE PLOT 224.2.2. SATIRICAL TECHNIQUES IN ANIMAL FARM 244.2.2.1.APPROACH TO THE SUBJECT 244.2.2.2.VIEW POINT 264.2.2.3.CHARACTERISATION 274.2.2.4.IRONY 344.2.2.5.COMPARISON OF ANIMAL FARM ANDTHE RUSSIAN REVOLUTION 435.CHAPTERCONCLUSION 495.1.SUMMARY OF THE STUDY 495.2.CONCLUSION OF THE STUDY 49REFERENCES 51ABSTRACTAnimal Farm as Political SatireKORKUT, RydvanSupervisor: Assoc.Prof. Dr. Joshua M . BearThis study aims to determine that George Orwells Animal Farm is apolitical satire which was written to criticise totalitarianregimes and particularly Stalins practices in Russia. In order toprovide background information that would reveal causes led Orwellto write Animal Farm, Chapter one is devoted to a brief summary ofthe progress of authors life and significant events that hadimpact on his political convictions. Chapter one also presentsbackground information about Animal Farm. Chapter two is devotedto satire. In this chapter, definition of satire is presented andsome important characteristics of satire are discussed. In chapterthree, the method of this research is described. Under the lightof information presented in the previous chapters, Chapter fourdiscusses Animal Farm and focuses on the book as a politicalsatire. The last chapter presents the conclusion of this study. ACKNOWLEDGEMENTSI would first like to express my sincere thanks to my thesissupervisor, Assoc.Prof. Dr. Jashua M. Bear for his help andfreedom he gave me in this study. Without his understanding thisthesis would never have been completed. I also wish to thank my sister Fidan Korkut for her suggestions inthe planning stage of this study and her endurance during my longstudy days at home. My special thanks go to ?zg?r Ceylan, who constantly granted meher moral support. She was always there when I needed her. CHAPTERTHE AUTHOR: GEORGE ORWELLPresentationThis chapter introduces general information about George Orwellslife. It includes chronological progress of his life and hispolitical convictions. Furthermore, important events, such as TheRussian Revolution and The Spanish Civil War which had significantinfluence on his commitment to write Animal Farm will bediscussed. Lastly, general information about Animal Farm will begiven. His LifeThe British author George Orwell, pen name of Eric Arthur Blair,was born in Motihari, India, June 25, 1903. His father was animportant British civil servant in India, which was then part ofthe British Empire. A few years after Eric was born, he retired ona low pension and moved back to England. Though their income wasnot much enough, the Blair family sent their son away to boardingschool which was an exclusive preparatory school, to prepare himfor Eton Collage. Eric then won a scholarship to Eton Collage. During his education from the age of eight to eighteen, as hewrote in his essay about his school experiences titled Such, SuchWere the Joys, he experienced many things about the world wherethe prime necessities were money, titled relatives, athleticism,tailor-made clothes, inequality, oppression and classdistinctions in the schools of England (In Ball,1984). After the education at Eton College in England, Eric joined theIndian Imperial Police in British-Ruled Burma in 1922. There hewitnessed oppression again, but this time he was looking at thingsfrom the top. Having served five years in Burma, he resigned in1927 and turned back to Europe and lived in Paris for more than ayear. Though he wrote novels and short stories he found nobody toget them published. He worked as a tutor and even as a dishwasherin Paris. During his poor days in Paris, he once more experiencedthe problems of the oppressed, the helpless and lower classpeople. In 1933, After having many experiences about the life at thebottom of society, he wrote Down and Out in Paris and London andpublished it under his pen name George Orwell. After a year in1934 he published his novel Burmese Days, which he reflected hisexperiences there. Then, he published A Clergymans Daughter in1935, and Keep the Aspidistra Flying in 1936. In 1936, his publisher wanted Orwell to go to the English coal-mining country and write about it which was another importantexperience in his life. He wrote The Road to Wigan Pier to reflectwhat he saw there, the real poverty of people of the LancashireTown of Wigan, and published it in 1937 (Ball, 1984). 1937 was the year that Orwell who for some time had beendescribing himself as pro-socialist (BALL, 1984) joined theRepublican forces in the Spanish Civil War. When the Communistsattempted to eliminate their allies on the far left, he foughtagainst them and was wounded in the fighting, later was forced toflee for his life. His experience in this war was to have the mostsignificant impact on his political thoughts and his later works. In 1938, Orwell wrote Homage to Catalonia, which recounts hisexperiences fighting for the Republicans in the Spanish Civil War. One of his best-known books reflecting his lifelong distrust ofdictatorial government, whether of the left or right, Animal Farm,a modern beast-fable attacking Russian Revolution, Stalinism andtotalitarianism, was published in 1945, and Nineteen Eighty-Four,a dystopian novel setting forth his fears of an intrusivelybureaucratised state of the future was published in 1949. Hisfirst fame was brought by these two novels and they were the onlyones which made a profit for him as a writer (Ball,1984). Orwell died at the early age of forty-seven of a neglected lungailment in London, Jan. 21, 1950. His Time: Political BackgroundIn his essay Why I Write, Orwell (1947) says:I do not think one can assess a writers motives without knowingsomething of his early development. His subject matter will bedetermined by the age he lives in_at least this is true intumultuous, revolutionary ages like our own_Taking Orwells his own words into consideration, in order to geta better understanding of his works and particularly of hispolitical satire Animal Farm, we should look at his politicalconvictions, and the historical context which influenced Orwelland inspired him to write. Very few authors develop essaysexplaining the motivation behind their writing. Orwell was of onethem. Therefore in order to understand his motivations, his essayWhy I Write would be the most appropriate source to be lookedat. Orwell was a political writer and according to him he was `forcedto be a writer by the circumstances under which he has becomeaware of his `political loyalties. His Burma and Paris daysincreased his `natural hatred of authority and `made him aware ofthe existence of the working classes.(Orwell, 1947)As mentioned above, he described himself as pro-Socialist. Whathe was longing for was a society in which there would be no classdistinctions, and he named his ideal ideology democraticsocialism. He says every line of serious work that I havewritten since 1936 has been directly or indirectly, againsttotalitarianism and for democratic socialism (Orwell, 1947)There are two significant events that have great influence onOrwells political thoughts: The Russian revolution that tookplace in the second decade of 20th century and The Spanish CivilWar between 1936 and 1939. The Russian RevolutionBolshevik Revolution of October 1917 was the first greatrevolution which aimed at to overthrow the owners of the means ofproduction, that is Capitalist Bourgeoisie, and to establish astate to be ruled by the working class, the Proletariat. Ideological basis of the revolution was taken from the philosophyof Karl Marx and Frederick Angels who believed that the history ofthe world was the history of a struggle between classes- betweenruling classes and ruled classes (Han?erliodlu, 1976). Marx wasvery critical of industrial capitalist society in which there aremany cruel injustices and men are exploited by men. Out of hisanalysis of Capitalist system, he attained a vision of endingthese injustices and establishing a society in which there wouldbe no social classes and everybody would be equal. To him, inorder to achieve this end the only way was a revolution made bythe working class or the Proletariat against the Bourgeoisie. After revolution working classes would own the means ofproduction. Marx called the new order that would be set afterrevolution dictatorship of the Proletariat which eventuallyreplaced with a classless society (Han?erliodlu, 1976). In October 1917, V.I. Lenin, led the socialist (Bolshevik)revolution in Russia. After the revolution was a four-year bloodycivil war. During this war Red Army of the revolution organisedand headed by Leon Trotsky had to fight against both Russians whowere loyal to Czar and foreign troops (The Academic AmericanEncyclopaedia, 1995). After Lenin died in 1924, a struggle between Joseph Stalin andLeon Trotsky started for the leadership of the Communist Party. Stalin gained priority over Trotsky and; in 1925 Trotsky withseveral other members ousted from Politburo (the chief executiveand political committee of the Communist Party); in 1927 Trotskyand his followers expelled from Party; Stalin took the control. Later Trotsky was exiled and in 1929 he was deported. In 1940 hewas assassinated. During this period, Stalin always denouncedTrotsky as a traitor (Ball, 1929). Dickens calls his novel Hard Times EssayBozkurt (1977), offers two fundamental types of satire: Horatianand Juvenalian satire. These types are named for two Roman poetsHorace and Jevenal, the most differentiated practitioner of them. As Bozkurt reports, both of them were critical of the Romansociety but while the former was more gentle, urbane, smiling andtolerant, the latter was severe and angry. Horatian satire ispurpose is to sort out society through a gentle and broadlysympathetic laughter. On the other hand, Juvelian satire isbitter, angry, misanthropic or cynical. It approaches to itssubject with a degrading and disrespecting manner (Bozkurt, 1977,p. 68). Characteristics of SatirePeople, in their everyday life, always use satire in order torespond several events going on in their environs. The mainpurpose of using satire is to attack and intensely criticise thetarget subject. It also includes aggressiveness toward the subjectbeing criticised. As a matter of fact, satire should include morethan these in order to be accepted as a satirical work. It must,for instance, include aesthetic features like different sound andmeaning patterns that can give pleasure to the readers. Furthermore, the satirist should deal with problematic subjectsthat are known by many people. In doing so, the satirist shouldabstract the setting of satire from the world. Mostly, thisimaginary world is of non-human beings, as in beast fables likeAnimal Farm or, as in Gullivers Travels and Alice in Wonderland,a world that possibly would not exist or in which the real worldis turned upside down. Primary reason for abstraction is to movereaders from the concrete reality, and so, while entertaining themthrough a fantastic setting to provide them with a criticalvision. Richard (1976) calls this element of satire fantasy. Hesays. The satirist does not paint an objective picture of the evils hedescribes, since pure realism would be too oppressive. Instead heusually offers us a travesty of the situation, which at oncedirects our attention to actuality and permits an escape from it. It is written for entertainment, but contains sharp andtelling comments on the problems of the world in which we live,offering `imaginary gardens with real toads in them. As mentioned above, people approach problems, subjects etc. indifferent ways so do authors. The satirist differs from authors ofother types of literature with regard to its way of dealing withhis subject. In novel or drama, for example, the target subject isdealt with directly. In the Cherry Orchard, Chekhov deals withsocial change in Russia and how people react to it. His charactersare real persons that can be found in the society as they aredescribed in the play. On the hand, it is impossible to find areal Napoleon or Lilliputian in a society. Since, they are justsymbols of particular types of people. In this sense, the satirist use high level of symbolism. Onereason for using symbols might be that it provides the author withan absolute freedom to attack his targets through their images hecreated which seemingly have no relation with the reality. AsRichard (1976) notices, the satirist often aims at to deflatefalse heroes, imposters or charlatans, who claim a respect whichis not their due, the vehicle he chooses for this is usually themock-heroic. Therefore, in order to operate his attack andmockery towards these so-called heroes who might be leaders of acountry or people of prestigiousness, without any restriction thesatirist uses symbols. Since the main topic of satire is politics which is throughout thehistory considered a dirty business, writing political satire isvery risky, but on the other hand it would be very rewardful. Asremarked before, after he published his two satires, Animal Farmand Nineteen Eighty-Four, Orwell was to be one of the greatestauthors of literature, as mentioned above he hardly find apublisher for Animal Farm, and published it after a year hefinished it. In order to achieve his end says Richard (1976), the satiristmust use some of the basic strategies of satire. He also shouldcommit himself boldly to his `impure subject, yet retain apurity of attitude, in his aesthetic disengagement from thevulgarities and stupidities of the struggle. Richard (1976)continues his argument by adding that what distinguishes satirefrom other kinds of literature is its approach to the subject. Therefore its subject-matter forms the most important aspect ofsatire. Despite he introduces the cruellest facts of life, thesatirist mean to make people laugh and In order to make peoplelaugh, he employs some techniques. Techniques of SatireThe satirist may use different forms of literature in prose orverse. But for the satirist some particular techniques arenecessary to achieve his aim. Richard (1976) suggests two maintechniques that the satirist use: the first one is reduction andthe other one is invective and irony. Reduction is the act of decreasing or reducing something. It isthe main means of the satirist to attack his subject. People canmore easily criticise those who they can laugh at. Since, laughterloosen muscles and is anatomically relaxing. if you laugh atsomeone, then your critical mechanism are set free, your criticismis revealed easily. Through reduction the satirist aims at to makethe reader laugh at his subject. Degrading, says Richard (1976)may be employed on the level of plot and will almost he continuedto the level of style and language. He puts Gullivers Travels asthe most outstanding example of reduction. Animal world iscontinually used by the satirist for this aim. Invective is the expression of bitter deep-seated ill will. As itcan be expected the satirist, writing satire, expose himself tocounter-attacks by those who attacked. Richard (1976 )says:this danger becomes the greater, the more the writer is committedto invective and abuse. Invective is of course one of his mostuseful weapons, and it is an art its own: it requires elegance ofform to set off grossness of content, and learned allusiveness toset off open insult. But although invective has the sanction ofholy writ, the best satirist use it only occasionally, for shockeffect (p.130). Irony is one of the figure of speeches. It includes the reversemeaning of what is said. It is one of the main devices of whichthe satirist make use. As Richard (1976) wrote,Irony assumes double meaning and double audience one of which isdeceived by the surface meaning of the words, and another thatcatches the hidden sense and laughs with the deceiver at theexpense of the deceived. In order to operate irony, the satiristuses imaginary or fictional characters or events by which s/heallow the double flow of meaning to be maintained (p.130). ChapterMETHOD OF RESEARCHPresentationThis chapter is concerned with the procedure of the research whichwas carried out to collect necessary sources for the study andmethod of the study. ProcedureSince the subject of this study mainly concerns with GeorgeOrwells Animal Farm, first the book was read. After reading thebook, sources about George Orwells life and Animal Farm werecited. When investigating Orwells intention in writing the bookand his political convictions, mainly his essays were used asprimary sources. During this period it was found that the SpanishRevolution was of great influence. Information on the Spanish Warwas mainly drawn from secondary sources. Since the book is strongly related to the Russian Revolution,Socialism, Communism and Marxism, several sources and Internetsites were searched for to find out important dates and events inthe Revolution, and to gather basic information about theprinciples of above maintained ideologies. In the parts related tothese subjects of the study, again, mostly secondary sources wereused. Information about Satire is mainly drawn from secondary sources. Finally, comparison of Animal Farm and the Russian Revolution interms of characters, events and some specific elements, mainlybased on the information gathered from primary and secondarysources. ChapterANIMAL FARM AS SATIREPresentationIn this chapter, under the light of information given in thechapter-1 and chapter-2, Animal Farm will be examined. It aims atto show the elements of satire in Animal Farm, and to comparecharacters, events and some elements of Animal Farm and TheRussian RevolutionElements of Satire In Animal FarmOrwell, as quoted before, clearly explains that his main purposefor writing Animal Farm was to write a satire on the RussianRevolution (In Shelden, 1991, p.399). Through animal satire,Orwell attacks on the Stalins practices in Russia and in widerscope, on totalitarian regimes. Taking Bozkurts (1977)classification into consideration, Animal Farm would be said to bea Juvenial satire. Since, it is clearly seen that Orwell bitterlycriticise Russian Communism and Stalin. Summary of The PlotOne night after Farmer Jones has gone to bed drunk, all theanimals of Manor Farm meet in the barn for a meeting. Old Major,the prize Middle White boar, wants to tell them about a strangedream he had. First, he narrate the nature of life as he hascome to understand it. Animals, though work very hard

A Moment Of Innocence Essays - Iranian Films, A Moment Of Innocence

A Moment Of Innocence A Moment of Innocence: Reconciling the Past When I walked into class that day I was indifferent to the movie that we would be watching that evening. Five minutes into A Moment of Innocence (1995) by Mohsan Makhmalbaf, I was hooked. By taking a pseudo-documentary style Makhmalbaf lets us see the people as they are transformed into the characters from the directors past. This style allows us to grow up with them and to relate to both sides of the story. By taking a true event and fictionalizing, at least part of it, Makhmalbaf has us trying to figure out what parts have been added to the narrative and which parts truly speak to history. A documentary does not strive to tell a story, it looks upon events unemotionally and tries not to colour our ideas about the event. A Moment of Innocence is not a documentary but uses the truth function common to that genre to give us an understanding of the events from both sides and makes us think about how our actions effect others every day. If A Moment of Innocence had been a wholly fiction al film I do not believe that it would have carried the same emotional impact. Different scenes in the film show us how Makhmalbaf is trying to reconcile his past actions with his feeling today. They also show how he is, while not in any way apologizing for his actions, trying to amend some of the damage he may have caused. There are several scenes in the film that stand out to me as important. The scene that caught me the most off-guard occurred when Makhmalbaf and young Makhmalbaf went to the directors cousins home to try to enlist her daughter to play the roll her mother had played in real life. For just a moment the daughter and young Makhmalbaf step out of themselves and become the characters that they are playing. They make plans to meet the next day for the incident with the policeman, both look nervous, Makhmalbaf returns and they resume their roles as if the exchange had never occurred. This glimpse into what and how the incident was planned gives the audience a look into the type of people that Makhmalbaf and his cousin were as young adults, scared but sure in their purpose. The scene also allows us to step out of the knowledge that this is staged and shows us the characters as people, not actors. It is a sudden and surprising scene that catches the audience off guard, and makes them see the r ealness of the situation. By combining this with the documentary feel of the film Makhmalbaf allows us to suspend our disbelief for a brief instant and plunges us into what his reality was at that time. The policemans reality is vastly different from that of Makhmalbafs. The most conspicuous example of this occurs when the stabbing incident is staged for the initial time. The policeman becomes aware for the first time that the girl he thought he was falling in love with was actually an accomplice of young Makhmalbaf. He immediately puts a stop to the scene and leads his younger self away from the filming. By our empathy towards the policeman who has lived with the memory of a love he though he had lost for his entire life, it is driven home to us how two people who are involved in the same event can perceive it differently. It is a hard truth for the policeman to face. He needs to reconcile this part of his history, which has suddenly changed for him, with his own new feelings of self-doubt. The policeman was so self-assured up until that moment; he had probably played the stabbing over and over in his mind ever since it happened and thought he had a handle on the truth. In a way hi s innocence was shattered and lost at that moment. To have what you think of as the truth ripped away from you so suddenly is a life changing experience. The final scene in A Moment of Innocence reflects the life changing aspect of this story on all the persons involved. In a documentary the

Government in United States of America essays

Government in United States of America essays In this essay I will give a short history of the government in United States of America (U.S.). Then I will describe each of the three branches of government in the U.S. and the relationship between In principle, the U.S. is a democratic republic, they govern themselves by choosing their leaders by secret ballot, and these leaders in turn make the rules. Americans started "governing themselves" as a nation on July 4th, 1776, when the Declaration of Independence was signed in Philadelphia by representatives of the thirteen British colonies in North America. These states joined together formally in 1781 under a first "constitution," the Articles of Confederation. That loose union of the states was replaced by the Constitution of the U.S. in 1789. This document (amended 26 times) is still the political foundation of the U.S. Being based on a written constitution, the U.S. government is committed in principle to the rule of law. To guarantee the rights of free speech, a free press, freedom of religion etc. the first ten amendments, called the "Bill of Rights" were adopted in 1791. There are three levels of government in the U.S. Local government (city/county), state government, and federal government. Here I will pay most attention to the federal government. Many of the concepts of the U.S. government can be traced to progressive thinkers of the seventeenth and eighteenth centuries, e.g. Locke, Spinoza, Blackstone, and Montesquiueu. Out of some of their thoughts the U.S. government system with the three branches were made: A legislative branch (Congress), an Executive branch (President), and a judicial branch (Supreme Court). The Constitution is most of all a document of checks and balances: among the three branches of the federal government; and between the levels of The legislative branch (Congress) that has the power to make laws valid for the whole country. Powers like the regulation of taxes...

Narcolepsy Essay Example | Topics and Well Written Essays - 750 words

Narcolepsy - Essay Example It is seen that narcolepsy originates in individuals who have a high number of DR-2 haplotype antigens which target the leukocytes. The cause of this high number remains unknown however it has been suggested that narcolepsy is an inherited feature. The DR-2 antigen is not a clinical feature for the diagnosis of narcolepsy as it may also be found in normal individuals hence the tests of DR-2 antigens is not suggested for these patients. A more recent research shows that a neurotransmitter known as hypocretin is deficient in the patients suffering from narcolepsy. Hypocretin is secreted from the lateral neurons located in the hypothalamus and it is seen that around 75% of the patients suffering from narcolepsy do not have appropriate amounts of hypocretin in their cerebrospinal fluid. Narcolepsy is related to both kinds of sleep as it affects them both simultaneously. The start and end point of both REM and NREM sleep are disturbed in narcoleptics which leads to frequent disturbances w hen they sleep. In other words these narcoleptics tend to awake frequently because of these impairments (Peacock & Benca 2010; Feldman 2003). The most frequent symptoms of narcolepsy in patients are related to excessive daytime sleeping in which individuals tend to sleep at unusual instances of eating and driving. This is the most obvious symptom in patients suffering from narcolepsy. Narcoleptics also show the symptom of cataplexy in which the muscle tone of the narcoleptics is reduced at certain instances. This muscle tone is a reversible process but this is the first clinical feature suffered by the narcoleptics. Sleep paralysis is also suffered by these patients frequently as they are unable to move during the beginning or the ending of the sleep. They also exhibit automatic behaviors and hallucinations in their normal routine which can be frightful for these patients (Feldman 2003). Narcolepsy can be diagnosed with

Project Propozal ( What motivete oversea student come to study in the Coursework

Project Propozal ( What motivete oversea student come to study in the United Kingdom) - Coursework Example Apart from this, the current oversea students can also benefit through this research. The aim of this research paper is to identify and analyze the factors which influence and motivate oversea students to come to study in UK. I have chosen this topic for my research because I am also an oversea student who was pretty much motivated to study in UK since very beginning but this did not proved to be something very easy for me. I had faced my obstacles in my way to achieve this highly reputable degree and now I believe that motivation is not only required at the initial stage but it is required throughout the process therefore I am working on this project with an objective to motivate students who are willing to study in UK but are unable to do so for any reason and to keep the current oversea students motivated and focused. English language was developed in England and it is their mother tongue. All everyone speak English there accent is slightly different for the foreign students but once you get here it becomes easy for you to understand their accent and speak the language fluently. There are many factors that motivates and influence students to come and study UK in which the peaceful and committed environment of the UK plays the most important role. UK promises it students to give them the quality exposure along with an everlasting exposure and it really fulfills this promise. Motivation is basically a stimulus that drives a need to be fulfilled (Robbins 25). Not only major decisions and task are performed successfully because of motivation but also the smallest achievements are made due to motivation. For instance, you cannot perform well on a quiz if you were not motivated enough to gain good marks. There are two main components of motivation which actually encouraged a person to achieve something they are intrinsic factors and extrinsic factors. As the name indicates intrinsic

Put the best subject you fell its good Essay Example | Topics and Well Written Essays - 500 words - 1

Put the best subject you fell its good - Essay Example The film portrays mistreatment due to sexual orientation and gender. In the film, Brandon had not accepted herself as a girl and she groomed herself as a man and even dressed like a man. Before being raped, Brandon had declined Lotter’s love advances and this led Lotter together with Marvin to rape her at Nebraska (Pierce, 1999).The two men before had trailed Brandon to the bathroom and assaulted her by hitting her in the head and ribs. The two men seemed not happy with her sexual orientation to the extent that they pulled her pants and underwear down in front of people for everyone to see her true identity (Pierce, 1999). In fact, after beating her, Lotter and Marvin sliced their initials on her face to show male dominance and to portray her as weak. The two men also delight in revealing the genitals of Brandon. The film shows the two men pulling Brandon out to their vehicle, drove to a remote area and raped her. It is also after this rape that they brutally beat her and told her not to tell anyone (Pierce, 1999). When she went to report the matter to the police, the police asked her about the turn of events. It is these proceedings that show absence of diversity due to mistreatment because of sexual orientation (Pierce, 1999). Additionally, when Brandon went to record a statement with the authorities, Deputy Laux asked her why she dressed like a man and socialized with women and not men. Brandon felt that she was not being treated equally and she cancelled her follow-up appointments with the Deputy (Pierce, 1999). Some of these diversity issues presented in this film can have detrimental effects on the society. Discrimination against sexual orientation is particularly damaging and can be the root cause of other evils within the society. Through reference to the Boys Don’t Cry film, discrimination against an individual may have physical and emotional impact on the affected individuals. This may leave

Volunteer Management Has Become An Important Issue Management Essay

Volunteer Management Has Become An Important Issue Management Essay In a letter declaring September 11th a National Day of Service and Remembrance, President Barack Obama stated, No force for change is more powerful than that of Americans who are making a difference in their communities (Stewart, 2009, p. 28). Individuals who donate their time and expertise to help organizations address a need or concern are examples of these Americans who are making a difference in their communities (Stewart, 2009). Organizations over the past decade have seen a great deal of change in competition from globalization and market demands, causing them to rethink the way they are managed. This applies to both private sector and non-profit/public sector organizations, if they wish to survive in todays economy. Due to the United States economic downturn, non-profit and public sector organizations must find ways to efficiently manage their scarce resources. One of these scarce resources is a well trained and faithful volunteer workforce. Restricted budgets often make it ha rd for management to hire the sufficient number of employees needed to carry out the organizations mission, so a volunteer workforce can help fill those gaps. Volunteer workforces have become essential to fully performing everyday operations from basic office clerical work to arranging and holding fundraising events. Background Volunteer management has become an important issue today because organizational leaders must recruit, retain and motivate their volunteer workforce effectively. A number of organizations report that more volunteer assistance is needed, despite the fact that many Americans are already donating their time. This is why organizations must rethink the way they manage volunteers to recruit and retain the best individuals available. If organizations fail to look at the management of their volunteer workforce, they run the risk of losing their volunteers or not finding new qualified volunteers. In the past, a number of non-profit and public sector organizations had an abundance of individuals who were willing to lend a helping hand. However, times have changed in todays society. With a growing number of organizations needing volunteers and peoples lack of available free time, it has become essential to recruit and retain the appropriate volunteer candidates for the right jobs. Volunteers hav e a number of organizations to choose from, and they will choose the organization whose mission and values most closely align with their mission and values. Over the years a number of authors and researchers have introduced techniques and/or explored issues related to volunteer recruitment, retention and motivation. When developing a way to recruit volunteers, one might look at the talent management approach or a marketing plan that includes the four Ps (Product, Price, Place and Promotion). If improving volunteer satisfaction and retention is a priority, then the human resource management approach and the constructive feedback approach might help. However, neither recruiting the right volunteer nor retaining them is going to matter if the organizations cannot keep them motivated. This is where the psychological contract perspective comes into play, by ensuring volunteers feel appreciated and valued for their donated time. These techniques and approaches help organizations to recruit, retain and motivate volunteers. Purpose The intention of this study is to closely examine the management styles of volunteer programs and how they affect volunteers motivation, recruitment and retention. Today a number of individuals are volunteer coordinators, or responsible for managing volunteers, at organizations located throughout Central Illinois. Unfortunately, there are times that they feel ill equipped to fully understand how to manage volunteers in a way that maximizes retention and reduces turnover. At the same time, the findings of this study can help other volunteer managers and organizational leaders in the Central Illinois community improve their work with volunteer workforces. Ultimately, the individuals who volunteer will be impacted and/or helped by this study because the organizations that enlist their help will be better equipped to manage their needs. By managing the needs of volunteers, an organization can strive to maximize retention and minimize turnover. Direction A survey distributed to volunteers at local non-profit or public sector organizations in Central Illinois would have been the desired method to explore this topic. Answers to a set of survey questions would need to be analyzed in order to see if a particular management style had any effect on a volunteers decision, satisfaction, or motivation at a certain organization. Volunteers being defined as people who willingly and without pay perform a service or undertaking for an organization, and the management style being defined as the methods and techniques organizations use to recruit, retain and motivate volunteers. A case comparison between Central Illinois organizations would be needed to fully address the extent of the studys research question. However, this type of data was either nonexistent or unable to be collected in the time allotted and because of IRB approval. So this study will look at secondary data from the Current Populations Surveys volunteer supplement, two surveys con ducted of volunteers and the perspectives of two individuals who work with volunteers on a daily basis in Central Illinois. The variables from these sources includes the following: volunteers by annual hours, volunteers by number of organizations for which activities were performed, volunteers by type of organization for which volunteer activities were performed, main volunteer activity for organization, volunteers by how they became involved and items that motivate volunteers. By looking at these variables, this study will explore the question: is there a correlation between the management styles in volunteer programs and the effect they have on volunteer motivation, satisfaction and retention in Central Illinois? Literature Review When people think about volunteer management, they usually think about the supervision and selection of volunteers. However, it involves so much more! Volunteer management is an important tool used by organizations to leverage resources to accomplish designated results. It ensures that the community is involved in current issues and ensures that there is buy-in of the organizations mission. At the same time, it strengthens the credibility of the organization in the publics eyes. A number of different authors discuss that good volunteer management must encompass three key areas: (1) volunteer recruitment, (2) volunteer satisfaction/retention and (3) volunteer motivation. Together these three things can create an effective volunteer management system. Without a good balance of the three, organizations could experience high volunteer turnover and dissatisfaction. A number of different methods and techniques have been studied and/or introduced to improve volunteer management. Volunteer Recruitment To have a strong team to assist in their endeavors, first volunteer managers need to recruit good volunteers. Like everything else in volunteer management, there is more to the process than meets the eye. Volunteers do not grow on trees. Most of the time the volunteer manager has to actively search for the right person for the job. This requires the ability to reach out and even educate people about the organizations volunteer needs. On the other hand, sometimes volunteer managers have to weed through a number of interested volunteers to find a good organizational match. Eisner, Grimm, Maynard and Washburn (2009) suggested that a talent management approach be used when recruiting volunteers. With this approach, Eisner and his fellow colleagues felt that the proper volunteer, with the appropriate talent, would be recruited (Eisner et al., 2009). At the same time, it is important to create the proper infrastructure that will not only recruit the appropriate volunteers for the jobs, but place, develop and retain them as well (Eisner et al., 2009). Karl, Peluchette and Hall (2008) observed that volunteers responded positively towards organizations that know how to have a fun workplace. This fun workplace can be created by recruiting the right volunteers through a marketing strategy. Their marking strategy creates an internal marketing plan based on the four Ps (Product, Price, Place Promotion) of the marketing mix (Karl et al., 2008). By conducting a study of their marketing strategies, Karl, Peluchette and Hall (2008) found that organizations had a better success rate when they recruited volunteers by advertising the psychosocial benefits offered for their time (Karl et al., 2008). They also observed that recruitment advertisements that emphasized the personal benefits gained from volunteering were just as effective as the altruistic (i.e. wanting to help out) advertisements (Karl et al., 2008). Basically, volunteers can be recruited by showing the benefits received in lieu of money. It is also important to make sure that the organization has a staff member in the organization that can handle volunteer recruitment efforts. The recruitment techniques can only take the organization so far if it does not have a dedicated staff member to develop the relationship between the organization and interested volunteers. The Urban Institute in 2004 confirmed that there was a correlation between the amounts of time a staff member spent on volunteer management and the ability of the organization to handle additional volunteers (p. 17). However, only three out of five organizations in this study had a staff member devoted to volunteer coordination, despite the fact that a large percentage of organizations report how beneficial volunteers are to their operations (Urban Institute, 2004, p. 8). Volunteer Satisfaction and Retention When it comes to the retention and satisfaction of volunteers within an organization, the way that they are managed can determine whether they stay or find another organization where they can donate their time. In a study by Cuskelly, Taylor, Hoye and Darcy (2006), the implementation of the Human Resource Management (HRM) approach to volunteer management and retention of volunteers was observed. The HRM approach seeks to professionalize and create a business like approach to the management of people. When the approach was implemented, fewer volunteers were reported leaving an organization because of management problems (Cuskelly et al., 2006). When improved planning and orientation was used for volunteers, fewer problems were reported, therefore improving the retention and job satisfaction of volunteers within an organization (Cuskelly et al., 2006). Communication between paid staff and volunteers also plays a major role in volunteer satisfaction and retention. Garner and Garner (2010) found that organizations that encouraged their volunteers to give constructive feedback and keep the lines of communication open had a lower turnover rate than organizations that did not encourage it. Garner and Garner (2010) stated, volunteer satisfaction made little difference in participants communication choices, but participants motivations to volunteer did influence how they communicated problems to paid staff (p. 826). By allowing volunteers to address a problem, and giving them the freedom to figure out a solution, managers are giving them empowerment (Garner Garner, 2010, p. 815). This can increase the volunteers satisfaction with an organization because they can see how their contributions help the organization achieve its mission. However, sometimes it is hard to avoid volunteer turnover in the current economy. Lesley Hustinx (2008) found that in todays society, volunteers motivation for quitting can be caused by both outside and inside pressures. In a survey of ex-volunteers, Hustinx (2008), found a number of pressures that caused individuals to give up their volunteer work. Some of the outside pressures included: time pressures, family commitments and regular job or school schedules (Hustinx, 2008, p. 245). Managers can do little to address these issues. The inside pressures included: management differences and organization of volunteer work (Hustinx, 2008, p. 248). Volunteer Motivation In order to improve volunteer motivation, it is important to make sure that volunteers feel valued and appreciated. It helps them to know that the organization has a genuine concern about their efforts and well-being. Farmer and Fedor (1999) studied the Psychological Contract Perspective approach and how it could motivate volunteers. The Psychological Contract Perspective helps volunteer managers understand volunteer behaviors and motivators. Farmer and Fedor (1999) confirmed that a number of organizations were not meeting the expectations of their current volunteers. However, if the organization was meeting their expectations, then the levels of participation increased (Farmer Fedor, 1999). In a couple of instances the volunteers were willing to overlook their unmet expectations if they shared common values with the organization (Farmer Fedor, 1999). Shortly afterwards, however, Farmer and Fedor (1999) reported that the volunteers would develop a sense of separation from the organ ization because they felt the organization did not care about their well-being. Occasionally, the expectations of volunteers can change as the volunteer activity grows and changes. Wu Luping (2011), in an interview with 24 young volunteers, found that when developing a volunteer activity, special attention should be given to the possibility that people might advance and expand their abilities during the activity (p. 190). This means that more prominence should be placed on the enjoyment received when publicizing volunteer activities (Wilson, 2012). These authors have introduced a number of studies and techniques that volunteer managers and organizational leaders should consider when creating and implementing a volunteer management system. However, most of the authors only focused on one element of a good volunteer management system. In order to have a truly effective system, managers need to encompass these best practices in the recruitment, retention and motivational processes. This is why a study needs to be conducted that can explore all three key areas together, while also looking at what methods and techniques work best to develop a strong and well rounded volunteer management system. Looking at data collected in the past years will help to examine if any of these ideas introduced still have any validity in the current volunteer market. Much like everything else in society, interests and motivations change from generation to generation, so it is important to discover what techniques work best on different demographics. Fur thermore, a technique that works well in one community might not work in another. This is why it is important to study the populations that are in the community. Methodology It is important for individuals who work with volunteers to discover what suitable motivational tools are required for each volunteer when recruiting and retaining the best individual available. When taking into consideration the purpose, and the available data, this study will examine if there is a connection between the management style in volunteer organizations and the effect it has on volunteer recruitment, satisfaction/retention and motivation in Central Illinois. In order to study the areas of volunteer recruitment, retention/satisfaction and motivation, this study will look at the published data collected in the Current Population Surveys volunteer supplement of 2007 through 2011, a research project by Esmond and Dunlop (2004) on developing the volunteer motivation inventory in Western Australia and the 2012 Ronald McDonald House Charities of Central Illinois Volunteer Survey. However, using this secondary data has limitations of only representing the individuals who answered the survey, and it might not represent the population in Central Illinois. Also, a sample of the population might differ from the entire population results. In order to address reliability and validity issues of this data, the perspectives of professionals who work with volunteers on a daily basis at the Abraham Lincoln Presidential Library and Museum and Ronald McDonald House Charities of Central Illinois will also be incorporated. The Current Population Surveys Volunteer Supplements The Current Population Surveys (CPS) volunteer supplements for 2007 through 2011 is a national household survey administered by the U.S. Census Bureau (Census) for the Bureau of Labor Statistics (BLS). According to the Bureau of Labor Statistics (2011), the CPS is a survey of about 60,000 households that obtains information on employment and unemployment among the nations civilian population age 16 and over (p. 1). The volunteer supplement is an annual set of questions specifically aimed at gaining information on the rate of volunteering and the characteristics of volunteers in the United States. The survey defines volunteers as persons who did unpaid work (except for expenses) through or for an organization (Current Population Survey, p. 1). This data will examine volunteer recruitment, retention/satisfaction and motivation by looking at the number of hours spent volunteering, type of organization for which volunteer work was performed, volunteer activity performed and how the volun teer became involved with an organization. Developing the Volunteer Motivation Inventory to Assess the Underlying Motivational Drives of Volunteers in Western Australia In the Developing the Volunteer Motivation Inventory to Assess the Underlying Motivational Drives of Volunteers in Western Australia study a total of 2,444 volunteers and 15 organizations participated in a five-stage research process (Esmond Dunlop, 2004). Esmond and Dunlop (2004) also collected the demographic details, such as age, gender, occupation and time spent volunteering from each participant to observe trends (p. 22). The volunteer manager of each organization distributed the survey via mail or internally. How individuals answered the survey questions will allow me to examine what factors motivate volunteers. Ronald McDonald House Charities of Central Illinois Volunteer Survey The 2012 Ronald McDonald House Charities of Central Illinois is small nonprofit located in Springfield, Illinois that uses volunteers to provide a temporary home away from home for families who have a child seeking medical treatment at a nearby medical facility. In the first quarter of 2012 the House Manager and Executive Director conducted a survey of about twenty-two current house volunteers. The survey was conducted via Survey Monkey and consisted of twenty-five questions. These questions were designed to give the organization a better understanding of their current volunteer pool and the volunteers general satisfaction with the organization. This study will examine selected answers to explore volunteer motivations at a Central Illinois non-profit organization. Together the data collected from these three sources will help in analyzing the current retention, satisfaction and motivation of a sampled population of volunteers. Looking at the percent of the population that volunteers, how many hours they volunteered and what types of activities they performed, this study will explore what methods and techniques work on recruiting and retaining volunteers. The survey results from Developing the Volunteer Motivation Inventory to Assess the Underlying Motivational Drives of Volunteers in Western Australia study and the 2012 Ronald McDonald House Charities of Central Illinois can be used to explore volunteer motivations at fifteen organizations in Western Australia and from a Central Illinois non-profit organization. Having data samples from various individuals from completely different communities and parts of the world will show if viewpoints differ from community to community. Analysis The analysis of this study will be divided into three sections: (1) volunteer recruitment, (2) volunteer satisfaction and retention and (3) volunteer motivation. Each section has a number of graphs and/or tables that represent the data collected from the sources identified earlier. These graphs and tables will help to better understand the motivations and current volunteer statistics of the sampled population. However, it is important to keep in mind that this only represents the sampled population at the time of collection and not the entire population as a whole. Volunteer Recruitment Table 1 Volunteers by How They Became Involved with Organization Years Percent distribution of how volunteers became involved Approached the organization Was asked by Other Not reporting Boss or employer Relative, friend, or co-worker Someone in the organization/school Someone else 2011 41.6 1.3 15.3 23.8 1.2 13.0 3.8 2010 41.6 1.4 14.9 24.9 1.2 12.4 3.6 2009 40.9 1.7 14.8 26 1.2 12.3 3.1 2008 40.8 1.4 14.2 26.8 1.2 12.6 3 2007 40.1 1.3 14.8 27.2 1.2 12.7 2.7 Note. Percent Distribution of How Volunteers Became Involved with Organization. Adapted from Volunteering in the United States, Bureau of Labor Statistics, 2007, 2008, 2009, 2010, 2011 Table 1 shows the percent distribution of how volunteers became involved with their main volunteer activity organization. This information comes from the Current Population Surveys (CPS) volunteer supplements from 2007 to 2011. Over the past five years the way that volunteers have become involved with organizations has stayed relatively the same. This graph shows that volunteers are either recruited by approaching the organization themselves, being asked to volunteer by someone or other forms of volunteer recruitment. Volunteers that approached the organization have steadily stayed around forty percent over the past five years. Additionally, the percentage of volunteers who became involved due to someone asking them has also stayed relatively steady. Adding the percentages of those asked by boss or employer; relative, friend, or co-worker; someone in the organization; or someone else, the total is consistently a higher percentage than the percentage of volunteers who approached the o rganization on their own. This indicates that a greater number of volunteers were recruited by someone asking them to participate, with largest percent being asked by someone within the organization. Figure 1 Figure 1. 2011 Volunteer Rates by Organization. Adapted from Volunteering in the United States, Bureau of Labor Statistics, 2011 Figure 1 shows the percentage of volunteers within selected organizations. This data comes from the CPSs volunteer supplement for 2011. In the survey, participants were asked to identify the type of organization where most of their volunteer time was spent. They were given the list of sport, hobby, cultural, or arts organizations; civic, political, professional, or international organizations; educational or youth service; environmental or animal care; hospital or other care; public safety; religious; social or community service; and other (Current Population Survey (CPS), 2011). The results show that the greatest percentage of volunteers spends their time with religious organizations at thirty-three percent and educational or youth service organizations at twenty-six percent. Volunteer Satisfaction and Retention Figure 2 Figure 2. Number of Volunteers Percent of Population. Adapted from Volunteering in the United States, Bureau of Labor Statistics, 2007, 2008, 2009, 2010, 2011 Figure 2 shows the number of reported volunteers from 2007 to 2011 and the percentage of the general population that make up this volunteer core in the United States. Again this data comes from the CPSs volunteer supplements for 2007 through 2011. The results show that over the past five years the number of volunteers has steadily stayed around sixty million, with a slight dip between 2009 and 2011. The volunteer rate rose 0.2 percent from 2007 to 2008, 0.4 percent from 2008 to 2009 and dropped 0.5 percent between 2009 and 2010. However, it rose again 0.5 percent from 2010 to 2011. The data shows that the percentage of the population that volunteered has stayed steady (around twenty-six percent) over the past five years. Figure 3 Volunteers By Annual Hours of Volunteer Activities Figure 3. Volunteers by annual hours of volunteer activities. Adapted from Volunteering in the United States, Bureau of Labor Statistics, 2007, 2008, 2009, 2010, 2011 Figure 3 shows the results from the CPSs volunteer supplements for 2007 through 2011. In the survey participants were asked to fill in their average hours spent on volunteer activities for the year. The data was then coded into the categories: not reporting hours, 1 to 14 hours, 15 to 49 hours, 50 to 99 hours, 100 to 499 hours and 500 or more hours (Current Population Survey (CPS), 2011). This graph represents the percentage results of their responses. The results show that the greatest majority of volunteers, at about twenty-nine percent, are spending between 100 to 499 hours on their activities. However, it significantly drops from 500 or more hours. Figure 3 also shows that from 2007 to 2011 each category of reported hours has stayed fairly constant. Figure 4 Figure 4. Main volunteer activity for organization. Adapted from Volunteering in the United States, Bureau of Labor Statistics, 2007, 2008, 2009, 2010, 2011 Figure 4 represents the percentage of main volunteer activities for organizations. The results were collected from the CPSs volunteer supplement for 2007 through 2011, in particular the questions that dealt with the type of volunteer activities conducted at their main organization. The main organization is defined as the organization where the volunteer worked the greatest amount of hours during the year (Current Population Survey (CPS), 2011). The results show which activities had the greatest percentage of volunteers over the past five years, with the highest percentage being in the category of other activities, and the next highest in fundraising or selling items to raise money. Over the past five years each category, except collecting food and teaching/tutoring, has stayed at the same percentage of participation from volunteers. Collecting/serving food has seen a slight increase, while teaching/tutoring has seen a slight decrease from 2007 to 2011. Volunteer Motivation Table 2 Distribution of Responses to Volunteer Motivation Inventory Motivational items Survey question Percentage of Responses Disagree Undecided Agree Values I volunteer because I believe I am meeting a need in the community in my volunteering role 1.4 2.8 95.8 I volunteer because I feel that volunteering makes the world a better place 4.7 5.3 90 I volunteer because I believe everyone should volunteer 39 20.3 40.7 Self-Esteem I volunteer because I feel that volunteering is a feel-good experience 14.1 10.4 75.5 I volunteer because volunteering makes me feel like a good person 25.4 17.3 57.3 I volunteer because volunteering makes me feel useful 10 8 82 Personal Growth I volunteer because I feel that volunteering gives me a better understanding of what life is about 10.7 10.4 78.9 I volunteer because I feel that volunteering has given me the opportunity to appreciate the differences in people 16.6 14.3 69.1 I feel more settled in myself after volunteering 26.4 23.5 50.1 Career Development I volunteer because I feel that I make important work connections through volunteering 70.8 13.5 15.7 I volunteer because I feel that volunteering will help me to find out about employment opportunities. 77 12.7 10.3 I volunteer because volunteering gives me an opportunity to build my work skills. 56 14.1 29.9 Social Interaction I volunteer because the social opportunities provided by the agency are important to me. 53.2 20.7 26.1 I volunteer because I feel that volunteering is a way to build ones social networks. 54.1 19.8 26.1 I volunteer because volunteering provides a way for me to make new friends. 40.7 16.7 42.6 Recognition Being appreciated by my volunteer agency is important to me. 10 11.6 78.4 Being respected by staff and volunteers at the agency is not important to me. 75.3 8.2 16.5 I feel that it is important to receive recognition for my volunteering work. 50.4 18.6 31 Note. Distribution of Responses to Volunteer Motivation Inventory. Adapted from Developing the Volunteer Motivation Inventory to Assess the Underlying Motivational Drives of Volunteers in Western Australia, by P.J. Esmond P. Dunlop, 2004 Table 2 represents the percentage of responses from some motivational questions that were pulled from the Developing the Volunteer Motivation Inventory to Assess the Underlying Motivational Drives of Volunteers in Western Australia. The responses to questions related to volunteer motivational factors were coded on a one to five scale, with one being strongly disagree, two disagree, three undecided, four agree and five strongly agree (Esmond Dunlop, 2004). Table 2 shows the percentage of responses to the selected survey questions, with strongly disagree and disagree combined into one category, and the same with agree and strongly agree, while undecided was a separate category. The results indicate that most of the respondents are motivated by their values, self-esteem, personal growth, and recognition. It also indicates that social interaction and career development have significantly lower impact on their motivation to volunteer. Values such as believing that they are making a difference in the community play a highly significant role in volunteer motivation. Volunteering because it makes them feel good also plays a significant role in volunteer motivation. Being appreciated by the volunteer agency and receiving recognition was also regarded highly for volunteer motivation. (Continued on Next Page) Table 3 Distribution of Responses to RMHCCI 2012 Volunteer Survey Survey question Percentage of Responses Good Average Poor

Huck Finn Freedom :: essays papers

Huck Finn Freedom It is no surprise that a book that elegantly combines American History, culture, and moral dilemmas along with controversial issues has become a classic novel. This novel’s effects were felt from coast to coast and its presence shaped the nation as no other has ever done. Therefore, it remains no surprise that what many people regard as the first truly American novel, set in the 1840s and written after the American Civil War, should have at its heart the issue that divided the nation, slavery. Mark Twain’s The Adventures of Huckleberry Finn illustrates a slave’s escape from freedom and a boy’s escape from society’s standards, a plot in which the entire theme of freedom and bondage occurs. Twain utilizes freedom as a main theme in this novel in order to illustrate the constant struggle to escape psychological and social imprisonment. Huck’s initiation into adulthood seems to show his inner struggle with the problem of being free from the grips of society. Huck is stuck in a world that he does not respond to. While in captivation, Huckleberry is not the person who he wants to be. He cannot seem to escape the grips of society. As points out, â€Å"Jim can say as soon as he escapes from Ms. Watson, ‘I owns myself,’ while Huck is still ‘owned’ by the official values supervised by his conscience. Huck is not only imprisoned by society but by the grips of his own mind. Due to the abusive relations of his father, Huck is imprisoned by the idea of survival. A healthy person, as demonstrated by noted psychologist Abraham Maslow, is able to meet self-actualization needs. However, Huck Finn on the table of Maslow’s hierarchy of needs is stuck at safety needs. Because of his father’s attitude towards him, Huck needs to take care of his safety needs until he is able to fe el secure. When he finally feels secure, he will move from safety needs to love and belongingness needs. However, in order to fulfill these safety needs, Huck must escape from society but, â€Å"he is a fugitive from society who cannot be alone†(219 ). Clearly, Huck is trapped between existing as a prisoner to society or as a prisoner to his own lonesomeness. â€Å"In lighting out, Huck preserves his independence but also commits himself once more to isolation†.

Two Mad Scientists: a Comparison of Hawthorne’s Short Stories “the Birthmark” and “Rappaccini’s Daughter”

Contents Contents2 1. Introduction3 2. A Comparison of Hawthorne’s Short Stories â€Å"The Birthmark† and3 â€Å"Rappaccini’s Daughter†3 3. 1 The Role of the Scientist3 3. 2 The Role of the Wife and daughter4 3. 3 Nature vs. Science5 3. Conclusion6 Works Cited7 Honestly Declaration8 1. Introduction In the main part of the following paper with the topic â€Å"Two Mad Scientists: A Comparison of Nathaniel Hawthorne’s Short Stories â€Å"The Birthmark† and Rappaccini’s Daughter† I will offer a comparison of selected aspects, since the space is limited.First of all I will concentrate on the comparison between Aylmer, the scientist which is presented in Hawthorne’s short story â€Å"The Birthmark†, and Giacomo Rappaccini, the scientist appearing in â€Å"Rappaccini’s Daughter†. Furthermore I will give a comparison of both of the female characters, which are the victims of the scientists. On the one hand th ere is Georgiana, Aylmer’s wife, and on the other hand there is Beatrice Rappacini, the daughter of Giacomo Rappaccini.After I named similarities, as well as differences between the two scientists and also between their wife and daughter, I will concentrate on the symbols â€Å"nature† and â€Å"science† and how they are represented as contrasts within the two short stories. A Symbol in discussing literature is defined as â€Å"a word or phrase that signifies an object or event which in its turn signifies something, or suggests a range of reference, beyond itself. † Thus symbols can give the reader a deeper impression of the meaning of the short story and that is way I chose to focus on two of the main symbols within Hawthorne’s short stories.At the end of the following paper I will give a conclusion, which summarizes the most important facts and also evaluates the aspects of the main part. 2. A Comparison of Hawthorne’s Short Stories  "The Birthmark† and â€Å"Rappaccini’s Daughter† 2. 1 The Role of the Scientist The two scientists Aylmer and Rappaccini, which both are main characters in Hawthorne’s short stories â€Å"The Birthmark† and â€Å"Rappaccini’s Daughter†, have several qualities in common. Both of them are presented as god-like scientists and very successful.Aylmer is described as â€Å"an eminent proficient in every branch of natural philosophy† and also Rappaccini is said to be a â€Å"famous doctor† and absolutely skilled in his profession. Either one of them is striving after perfection concerning their wife’s and daughter’s beauty. Aylmer married a beautiful woman who has a hand-shaped birthmark on her left cheek, which bothers him so much that Aylmer wants to remove his wife’s birthmark. In his eyes the birthmark is â€Å"the visible mark of earthly imperfection† and also the only defect of his wife, who â⠂¬Å"came so nearly perfect from the hand of Nature†.Therefore he wants to remove it with the help of scientific methods to make his wife, who actually likes the birthmark, perfect. Also Dr. Rappaccini uses his scientific skills to make his daughter, in his eyes, an object of perfection. Hence they both have the plan to create a consummate human being with the help of science. In addition both of them make someone who is important to them their object of scientific impact on nature. Aylmer risks his wife’s life by removing her birthmark while Dr. Rappaccini doesn’t care if his daughter is happy with the way of life which he has chosen for her to live.Both of the scientists, Aylmer as well as Dr. Rappaccini, have to learn at the end of the short stories that their beloved wife and daughter paid their husband’s and father’s scientific obsession with their lives. However, despite the many similarities between Aylmer and Dr. Rappaccini, there are also a few crucial differences. While Aylmer wants to make his wife a perfect human being by removing her â€Å"symbol of imperfection†, Dr. Rappaccini uses at first his only his daughter as a subject for his scientific experiment and later on he even uses a stranger for his trial, without concerning whether it could harm him or not.Another difference between the two scientists is the way they want to change or impact something. Aylmer wants to remove something which is already existent, his wife’s birthmark. In contrast, Dr. Rappaccini modified his daughter with the help of scientific methods from the moment she was born when he connected her life to the poisonous shrub in his garden. 2. 1 The Role of the Wife and Daughter Just like the two scientists, the two female characters have several similarities to offer. Both, Georgiana and Beatrice are beautiful women which became victims of the scientific obsession of their husband and father.Georgiana is described as a beautiful woman and also Beatrice is characterized as â€Å"a young girl, arrayed with as much richness of taste as the most splendid of the flowers, beautiful as the day. † After their description of beauty and pureness their ‘mistake’ is revealed. Georgiana carries a hand-shaped birthmark on her cheek, which was loved and cherished by her former lovers, envied by other women but hated by her own husband. Also Beatrice’s dark character treats are revealed when the young Giovanni Guasconti observed her poisonous breath and her relationship to the mysterious shrub.Thus Beatrice can be compared to the flowers in Dr. Rappaccini’s garden; she is beautiful but poisoned. At the end of the short stories both of the young females die and their former beauty and perfection are destroyed. While Georgiana dies after her husband tried to remove her birthmark, Beatrice dies after she drank an antidote, which was given to her by Giovanni Guasconti, to free herself out of h er father’s scientific experiments. Beside the many similarities there are also a few differences between Georgiana and Beatrice which are revealed throughout the story line.Aylmer’s wife Georgiana is changed by the scientific actions of her husband in the course of the short story. In comparison to Georgiana, Beatrice’s scientific change is performed from the moment she was born by the sprouting of the shrub in her father’s garden, which symbolizes the â€Å"offspring of his science, of his intellect†. According to this, Georgiana’s appearance is natural until the moment when Aylmer tries to remove the birthmark, but Beatrice is changed by science since she was born. Nature vs. ScienceIn both of Hawthorne’s short stories the symbols of nature as well as science play a decisive role. In â€Å"The Birthmark† science is symbolized by the scientist Aylmer, who is able to produce all kinds of scientific perfumes and liquids is not able to control his wife’s nature. Nature is symbolized by Georgiana’s natural beauty and of course by her birthmark which also symbolizes the mightiness of nature. In the end science fails to control nature with the result of Georgiana’s death and Aylmer’s unhappiness after he has lost his beloved wife.In â€Å"Rappaccini’s Daughter† Dr. Rappaccini’s garden symbolizes nature on the one hand and science on the other hand at the same time. All the numerous and beautiful flowers are linked to nature at the first glance but, when their poisonousness is revealed, the connection to science is made instantly. Rappaccini uses his garden and also his daughter to embody his scientific powers and to achieve his personal goals. Just as in â€Å"The Birthmark† science is not able to control nature. In the end Dr.Rappaccini’s poisoned daughter dies after she tried to fight science by drinking an antidote. 3. Conclusion As it emerges of my paper about the comparison of Nathaniel Hawthorne’s short stories â€Å"The Birthmark† and â€Å"Rappaccini’s Daughter†, there are numerous aspects between Aylmer and Dr. Rappaccini, as well as between Georgiana and Beatrice, which can be seen as very similar and also aspects which are completely different from one another. Another very important aspect which I analyzed throughout the composition of my paper, are the two symbols nature and science.Even today there are lots of discussions about the change of nature by science. A current example for this is pre-implantation diagnostics, a procedure in which embryos are produced by in-vitro fertilization to make sure they don’t suffer from a genetic disease before the embryos are implanted in the uterus. This topic leads to controversial discussions because the embryos which aren’t used after the examination are thrown out. In addition pre-implantation diagnostics is a current example of science trying to control nature.Even if the result sometimes is not perfect, nature should be allowed to run its course. 1,383 words Works Cited Abrams, M. H. A Glossary of Literary Terms. Boston: Thomson, 2005. Hawthorne, Nathaniel. Mosses from an Old Manse. Cambridge: Riverside Press, 1900. 48-78. Hawthorne, Nathaniel. Mosses from an Old Manse. Cambridge: Riverside Press, 1900. 125-178 Honestly Declaration I hereby declare that the work submitted is my own and that all passages and ideas that are not mine have been fully and properly acknowledged.I am aware that I will fail the entire course should I include passages and ideas from other sources and present them as if they were my own. ———————- ————– Signature Date ——————————————– [ 1 ]. Abrams, M. H. : A Glossary of Literary Terms. p. 320. [ 2 ]. Hawthorne, N. : Mosses from an Old Manse. p. 36. [ 3 ]. (ibid. 129) [ 4 ]. (ibid. 37) [ 5 ]. (ibid. ) [ 6 ]. (ibid. ) [ 7 ]. (ibid. 39) [ 8 ]. (ibid. 133) [ 9 ]. (ibid. 38) [ 10 ]. (ibid. 141,42) [ 11 ]. (ibid. 171) [ 12 ]. (ibid. 56)

The Definition and Purpose of Political Institutions

The Definition and Purpose of Political Institutions Political institutions are the organizations in a government which create, enforce, and apply laws. They often mediate conflict, make (governmental) policy on the economy and social systems, and otherwise provide representation for the population. In general, democratic political regimes are divided into two types: presidential (headed by a president) and parliamentary (headed by a parliament). Legislatures built to support the regimes are unicameral (only one house) or bicameral (two houses- for example, a senate and a house of representatives or a house of commons and a house of lords). Party systems can be two-party or multiparty, the parties can be strong or weak depending on their level of internal cohesion. The political institutions are those bodies- parties, legislatures, and heads of state- which make up the whole mechanism of modern governments. Parties, Trade Unions, and Courts In addition, political institutions include political party organizations, trade unions, and the (legal) courts. The term Political Institutions may also refer to the recognized structure of rules and principles within which the above organizations operate, including such concepts as the right to vote, a responsible government, and accountability. Political Institutions, in Brief Political institutions and systems have a direct impact on the business environment and activities of a country. For example, a political system that is straightforward and evolving when it comes to political participation of the people and laser-focused on the well-being of its citizens contributes to positive economic growth in its region. Every society must have a type of political system so it may allocate resources and ongoing procedures appropriately. Along with the same concept, a political institution sets the rules in which an orderly society obeys and ultimately decides and administers the laws for those that do not obey appropriately. Types of Political Systems The political system consists of both politics and government and involves the law, economy, culture and additional social concepts. The most popular political systems that we know of around the world can be reduced to a few simple core concepts. Many additional types of political systems are similar in idea or root, but most tend to surround concepts of: Democracy: A system of government by the whole population or all the eligible members of a state, typically through elected representatives.Republic: A state in which supreme power is held by the people and their elected representatives, and which has an elected or nominated president rather than a monarch.Monarchy:Â  A form of government in which one person reigns, typically a king or a queen. The authority, also known as a crown, is typically inherited.Communism:Â  A system of government in which the state plans and controls the economy. Often, an authoritarian party holds power and state controls are imposed.Dictatorship: A form of government where one person makes the main rules and decisions with absolute power, disregarding input from others. The Function of a Political System In 1960, Almond and Coleman gathered three core functions of a political system which include:Â   To maintain the integration of society by determining norms.To adapt and change elements of social, economic, and religious systems necessary for achieving collective (political) goals.To protect the integrity of the political system from outside threats. In modern day society in the United States, for example, the main function of the two core political parties is seen as a way to represent interest groups and constituents and to create policies while minimizing choices. Overall, the idea is to make legislative processes easier for people to understand and engage with. Political Stability and Veto Players Every government seeks stability, and, without institutions, a democratic political system simply cannot work. Systems need rules to be able to select political actors (the nomination process). The leaders must have fundamental skills about how the political institutions work and there must be rules about how authoritative decisions are made. The institutions constrain political actors by punishing deviations from institutionally prescribed behaviors and rewarding appropriate behavior. Institutions can resolve collection action dilemmas- for example, all governments have a collective interest in reducing carbon emissions, but for individual actors, making a choice for the greater good makes no good sense from an economic standpoint. So, it must be up to the federal government to establish enforceable sanctions. But the main purpose of a political institution is to create and maintain stability. That purpose is made viable by what American political scientist George Tsebelis calls veto players. Tsebelis argues that the number of veto players- people who must agree on a change before it can go forward- makes a significant difference in how easily changes are made. Significant departures from the status quo are impossible when there are too many veto players, with specific ideological distances among them. Agenda setters are those veto players who can say take it or leave it, but they must make proposals to the other veto players that will be acceptable to them. Sources Almond, Gabriel Abraham, and James Smoot Coleman, eds. The Politics of the Developing Areas. Princeton: Princeton University Press, 2016 (1960). Print.Armingeon, Klaus. Political Institutions. Handbook of Research Methods and Applications in Political Science. Eds. Keman, Hans and Jaap J. Woldendrop. Cheltenham, UK: Edward Elgar Publishing, 2016. 234–47. Print.Beck, Thorsten, et al. New Tools in Comparative Political Economy: The Database of Political Institutions. The World Bank Economic Review 15.1 (2001): 165–76. Print.Moe, Terry M. Political Institutions: The Neglected Side of the Story. Journal of Law, Economics, Organization 6 (1990): 213–53. Print.Tsebelis, George. Veto Players: How Political Institutions Work. Princeton, NJ: Princeton University Press, 2002. Print.Weingast, Barry R. The Economic Role of Political Institutions: Market-Preserving Federalism and Economic Development. Journal of Law, Economics, Organization 11.1 (1995): 1–31. Print.

History of the Yellow Star Inscribed With Jude

History of the Yellow Star Inscribed With Jude The yellow star, inscribed with the word Jude (Jew in German), has become a symbol of Nazi persecution. Its likeness abounds upon Holocaust literature and materials. But the Jewish badge was not instituted in 1933 when Hitler came to power. It was not instituted in 1935 when the Nuremberg Laws stripped Jews of their citizenship. It was still not implemented by Kristallnacht in 1938. The oppression and labeling of the Jews by use of the Jewish badge did not begin until after the start of the Second World War. And even then, it began as local laws rather than as a unified Nazi policy. Whether Nazis Where First to Implement a Jewish Badge The Nazis rarely had an original idea. Almost always what made the Nazi policies different was that they intensified, magnified, and institutionalized age-old methods of persecution. The oldest reference to using mandatory articles of clothing to identify and distinguish Jews from the rest of society was in 807 CE. In this year, Abbassid caliph Haroun al-Raschid ordered all Jews to wear a yellow belt and a tall, cone-like hat.1 But it was in 1215 that the Fourth Lateran Council, presided over by Pope Innocent III, made its infamous decree. Canon 68 declared: Jews and Saracens [Muslims] of both sexes in every Christian province and at all times shall be marked off in the eyes of the public from other peoples through the character of their dress.2 This Council represented all of Christendom and thus this decree was to be enforced throughout all of the Christian countries. The use of a badge was not instantaneous throughout Europe nor were the dimensions or shape of the badge uniform. As early as 1217, King Henry III of England ordered Jews to wear on the front of their upper garment the two tablets of the Ten Commandments made of white linen or parchment.3 In France, local variations of the badge continued until Louis IX decreed in 1269 that both men and women were to wear badges on the outer garment, both front and back, round pieces of yellow felt or linen, a palm long and four fingers wide.4 In Germany and Austria, Jews were distinguishable in the latter half of the 1200s when the wearing of a horned hat otherwise known as a Jewish hat - an article of clothing that Jews had worn freely before the crusades - became mandatory. It wasnt until the fifteenth century when a badge became the distinguishing article in Germany and Austria. The use of badges became relatively widespread throughout Europe within a couple of centuries and continued to be used as distinctive markings until the age of Enlightenment. In 1781, Joseph II of Austria made major torrents into the use of a badge with his Edict of Tolerance and many other countries discontinued their use of badges very late in the eighteenth century. When the Nazis Decided to Re-Use the Jewish Badge The first reference to a Jewish badge during the Nazi era was made by the German Zionist leader, Robert Weltsch. During the Nazi declared boycott upon Jewish stores on April 1, 1933, yellow Stars of David were painted on windows. In reaction to this, Weltsch wrote an article entitled Tragt ihn mit Stolz, den gelben Fleck (Wear the Yellow Badge with Pride) which was published on April 4, 1933. At this time, Jewish badges had yet even to be discussed among the top Nazis. It is believed that the first time that the implementation of a Jewish badge was discussed among the Nazi leaders was right after Kristallnacht in 1938. At a meeting on November 12, 1938, Reinhard Heydrich made the first suggestion about a badge. But it wasnt until after the Second World War began in September 1939 that individual authorities implemented a Jewish badge in the Nazi German-occupied territories of Poland. For instance, on November 16, 1939, the order for a Jewish badge was announced in Lodz. We are returning to the Middle Ages. The yellow patch once again becomes a part of Jewish dress. Today an order was announced that all Jews, no matter what age or sex, have to wear a band of Jewish-yellow, 10 centimeters wide, on their right arm, just below the armpit.5 Various locales within occupied Poland had their own regulations about size, color, and shape of the badge to be worn until Hans Frank made a decree that affected all of the Government General in Poland. On November 23, 1939, Hans Frank, the chief officer of the Government General, declared that all Jews above ten years of age were to wear a white badge with a Star of David on their right arm. It wasnt until nearly two years later that a decree, issued on September 1, 1941, issued badges to Jews within Germany as well as occupied and incorporated Poland. This badge was the yellow Star of David with the word Jude (Jew) and worn on the left side of ones chest. How Implementing the Jewish Badge Helped the Nazis Of  course, the obvious benefit of the badge to the Nazis was the visual labeling of the Jews. No longer would the rabble only be able to attack and persecute those Jews with stereotypical Jewish features or forms of dress, now all Jews and  part-Jews  were open to the various Nazi actions. The badge made a distinction. One day there were just people on the street, and the next day, there were Jews and non-Jews. A common reaction was as Gertrud Scholtz-Klinks stated in her answer to the question, What did you think when one day in 1941 you saw so many of your fellow Berliners appear with yellow stars on their coats? Her answer, I dont know how to say it. There were so many. I felt that my aesthetic sensibility was wounded. 6   All of a sudden, stars were everywhere, just like Hitler had said there were. How the Badge Affected Jews At first, many Jews felt humiliated about having to wear the badge. As in Warsaw: For many weeks the Jewish intelligentsia retired to voluntary house arrest. Nobody dared to go out into the street with the stigma on his arm, and if compelled to do so, tried to sneak through without being noticed, in shame and in pain, with his eyes fixed to the ground.7 The badge was an obvious, visual, step back to the Middle Ages, a time before Emancipation. But soon after its implementation, the badge represented more than humiliation and shame, it represented fear. If a Jew forgot to wear their badge they could be fined or imprisoned, but often, it meant beatings or death. Jews came up with ways to remind themselves not to go out without their badge. Posters often could be found at the exit doors of apartments that warned Jews by stating: Remember the Badge! Have you already put on the Badge? The Badge! Attention, the Badge! Before leaving the  building,  put on the Badge! But remembering to wear the badge was not their only fear. Wearing the badge meant that they were targets for attacks and that they could be grabbed for forced labor. Many Jews attempted to hide the badge. When the badge was a white armband with a Star of David, men and women would wear white shirts or blouses. When the badge was yellow and worn on the chest, Jews would carry objects and hold them in such a way as to cover their badge. To make sure that Jews could be easily noticed, some local authorities added additional stars to be worn on the back and even on one knee. But those werent the only rules. And, actually, what made the fear of the badge even greater were the other innumerable infractions for which Jews could be punished. Jews could be punished for wearing a creased or  folded  badge. They could be punished for wearing their badge a centimeter out of place. They could be punished for attaching the badge using a safety pin rather than sewing it onto their clothing.9 The use of safety pins was an effort to conserve badges and yet give themselves flexibility in outfits. Jews were required to wear a badge on their outer clothing - thus, at least on their dress or shirt and on their overcoat. But often, the material for badges or the badges themselves were scarce, so the number of dresses or shirts that one owned far exceeded the availability of badges. In order to wear more than one dress or shirt all the time, Jews would safety pin a badge onto their clothing for easy transfer of the badge to the next days clothing. The Nazis did not like the practice of safety pinning for they believed it was so the Jews could easily take off their star if danger seemed near. And it very often was. Under the Nazi regime, Jews were constantly in danger. Up to the time when Jewish badges were implemented, uniform persecution against the Jews could not be accomplished. With the visual labeling of Jews, the years of haphazard persecution quickly changed to organized destruction. References 1. Joseph Telushkin,  Jewish Literacy: The Most Important Things to Know About the Jewish Religion, Its People, and Its History  (New York: William Morrow and Company, 1991) 163.2. The Fourth Lateran Council of 1215: Decree Concerning the Garb Distinguishing Jews from Christians, Canon 68 as quoted in Guido Kisch, The Yellow Badge in History,  Historia Judaica  4.2 (1942): 103.3. Kisch, Yellow Badge 105.4. Kisch, Yellow Badge 106.5. Dawid Sierakowiak,  The Diary of Dawid Sierakowiak: Five Notebooks from the Lodz Ghetto  (New York: Oxford University Press, 1996) 63.6. Claudia Koonz,  Mothers in the Fatherland: Women, the Family, and Nazi Politics  (New York: St. Martins Press, 1987) xxi.7. Lieb Spizman as quoted in Philip Friedman,  Roads to Extinction: Essays on the Holocaust  (New York: Jewish Publication Society of America, 1980) 24.8. Friedman,  Roads to Extinction  18.9. Friedman,  Roads to Extinction  18. Sources Friedman, Philip. Roads to Extinction: Essays on the Holocaust. New York: Jewish Publication Society of America, 1980.Kisch, Guido. The Yellow Badge in History. Historia Judaica 4.2 (1942): 95-127.Koonz, Claudia. Mothers in the Fatherland: Women, the Family, and Nazi Politics. New York: St. Martins Press, 1987.Sierakowiak, Dawid. The Diary of Dawid Sierakowiak: Five Notebooks from the  Lodz Ghetto. New York: Oxford University Press, 1996.Straus, Raphael. The Jewish Hat as an Aspect of Social History. Jewish Social Studies 4.1 (1942): 59-72.Telushkin, Joseph. Jewish Literacy: The Most Important Things to Know About the Jewish Religion, Its People, and Its History. New York: William Morrow and Company, 1991.