The map of Peacocks location Essay Example for Free

The map of Peacocks location Essay Peacocks is located in Peckham Rye lane next to rye lane market where Top Girl hairdressers salon is located.  Stakeholders who are directly affected by the activities of Peacocks  Stakeholders  These are individuals or groups of people who have an interest in what the Peacocks does and either are affected by what Peacocks does or affect Peacocks by what they do. Shareholders  These are individuals or organisations to whom the businesses belong. These are most likely to be affected by the level of profits that the Peacocks makes, but they will also be affected by how much the business is worth. They contribute to the survival of Peacocks.  Employees  An employee is any individual who has a contract of employment to work for Peacocks. Employees are key stakeholders in Peacocks. They depend for their livelihoods on the incomes they earn from work and also upon the prospects available to them for career progression. Peacocks is among the majority of successful firms because it recognises the importance of its staff, and it spends a great deal of time and effort in training and developing its workforce and improving its working conditions so that its employees are happy and motivated at work. Customers  This is any individual or organisation that receives the products of Peacocks.  Suppliers  This is the business that provides Peacocks with the goods or services that it needs for its production. They might run out of goods and if they do, the business may lose sales.  If Peacocks goes bust, the suppliers lose customers. providers of finance  These are individuals or organisations that provide Peacocks with money which it can use to help it produce or invest. The competitors  This is any business that is trying to sell products to the same customers as Peacocks. An example is Primark, and Bonmache. Peacocks does everything to make sure that it attracts customers to its self. Such activities are reducing prices, offering high discounts and providing the best quality items. They also compete on offering a different type of product. When attempting to compete Peacocks ask themselves what their competitors are offering the customers.  The government  As a stakeholder, the government is any part of the state owned administration, which controls and regulates Peacocks. It also affects Peacocks by providing incentives for it to set up in certain areas. And demanding taxes from Peacocks.  The local community  The community is the society, and the people, where the business is located and carries out its production. Trade associations  This trade to make sure that the employees are paid a salary. how much power of influence each stakeholder has Peacocks over  Customers  Consumers create demand for the products offered by Peacocks. The wants of the consumers dictate to Peacocks what to produce and at what price.  Peacocks understands its customers needs, which is important. Customers dictate the pattern of Peacocks activities, as Peacocks will only offer goods, which customers will buy. Customers are not members of Peacocks, but they are virtual to their survival. Customers buy the goods that Peacocks offers. Spending by customers generates income for Peacocks. Customers may be individuals but could also be other businesses. E.g. sole traders may buy items from Peacocks and sell them at cheaper prices in the market.  Demand  This is the amount of a product consumers are willing to purchase at any given price. Demand is concerned with what consumers are actually able to buy, rather than what they would like to buy. Customers have different relationships with Peacocks  Peacocks needs to communicate with consumers to find out what they want. Market research helps Peacocks to collect information about its potential customers.  As well as collecting information from customers, Peacocks also passes on information about the nature of products, the price charged, how products work and where they might be bought. Advertising is often used to do this. Contact between Peacocks and customers take place when goods are bought. This can vary, when goods are not available at the time the customer wants them. The employees will then take done the customers details and contact him or her when the goods arrive. The goods are ordered for the customer from another branch of the company. onsumers are more aware of the products that are available in Peacocks stores. The prices, channels of complaint and product performance. Consumers have more income than ever before, and much greater expectations of products. Peacocks takes these expectations into account when designing, and marketing products. Peacocks operates in a world consumers have increasing rights and protection. Because of increasing consumer expectations and awareness, improved consumer rights and fiercer competition in Peacocks, the vast majority of companies work hard at promoting good consumer relations. Peacocks accepts returned goods and reimburse customers without too much investigation.  Increase in demand  This is when a very large number of customers come to visit the store and buy large numbers of items each day. Raising demand can benefit Peacocks. Decrease demand  This can result in falling sales, profits and possibly enclosure of the business. Changes in demand   Money  It is reasonable to assume that the higher the incomes of consumers, the more they will be able to buy. When income in the UK as a whole increases, the demand for products in Peacocks will increase. The rise in income is unlikely to be same for everyone. Some consumers will have larger increase in income and others find that Peacocks products will only increase if the income of its customers buying its products increases.  Tastes  Some products are subject to changes in tastes and fashion. It is more usual for Peacocks to stop offering products which have gone out of fashion altogether.

Health and Safety Requirements in Nursery Setting

Health and Safety Requirements in Nursery Setting Nomatter Nyawo 1. Analyse the working practices that need to be in place in the nursery setting to ensure that children are protected. The Health and Safety at Work Act 1974 is the primary piece of legislation covering occupational health and safety. Under this act the employers, its workers and individuals being supported have responsibilities to ensure safety is maintained in the nursery. A copy of the act must be displayed in the main communal area of the staff work premises. Working with children is very interesting it is a job that requires consecration and has to be planed very careful, you need personal skills for you to be able to communicate, problem-solving and you must have the ability to work with others. You must have skills to organise and plan activities for the children, you must know the importance of reporting and recording what young children do and how this is used in planning appropriate. How to evaluate your own contribution in creating nurturing and professional servers for the children. The main purpose of legislation is: To ensure the health, safety and welfare of staff. To protect children from risks arising from activities. To control the use and storage of dangerous substances. To control the emissions into the atmosphere of noxious or offensive substances. In nursery and child care setting it has been observed by Ofsted that the most effective way of ensuring that children stay safe is to build activities into the day where adults are able to educate the children about staying safe. It will be good if you seek assistance from the road safety officers who are more experienced in teaching the road safety to the children in an informative and funny way so that the children will enjoy it. A description of the factors to take into account when planning healthy and safe indoor and outdoor activities and services. It is important for the nursery to have security like to have a member of staff monitor the door so that children can be signed in and out as they arrive or depart. This will minimise the risks of parents letting unknown adults into the nursery. 2. Explain the various health and safety requirements that are necessary for children attending the setting and describe the ways in which these health and safety requirements need to be adopted to cater for the differing age groups. The nursery have to ensure that the suitability of adults who have contact with the children promote good health, manage behaviour, maintain records and follow policies and procedures. The provision employs whether paid or voluntary it has a responsibility to any other people who may be affected by its activities and have to have sufficiently aware of and practice safe systems of working in nursery settings the children are put in different groups and these will go like how old they are for example: Babies (6 weeks to 12 months) Young toddlers (12 months to 2 years) Older toddlers (2years to 3 years) Pre-school (3 years to 5 years) Staff should always monitor and maintain health and safety and encourage safe working. Any setting should have clear policies and procedures about all aspects of health and safety. All rooms and equipment used by children and young people should have regular checks to ensure that everything is working well and is safe. Some of these checks are required by law for instance electrical equipment must be checked by a qualified electrician at least once a year. The dilemma between the rights and choices of children and young people and health and safety requirements is identified by the UN Convention on the rights of the child. It identifies that children learn through exploration, making choices and during new experiences. Carers have the responsibility to identify potential hazards and judge if it is safe enough while allowing freedom to experience new learning opportunities. An example of this is to guide and explain the dangers of crossing the road with a child before allowing them to do it themselves. Another example is internet safety. If a child has access to the internet the parental control setting must be used. Children are also at risk of bullying and being contacted by adults who can be a danger to them. A child needs to be warned and advised on what to do should this occur, while being monitored by their carer. In the case of a child being sick at school, for example vomiting the child has to be sent home. The child may take their personal belongings and made to sit in the reception area with a sick bucket as they wait for their parents. The reception should provide a comfortable environment for the child to rest in waiting. If a child has a bump on the head that has caused a large bump or some bleeding again the child is sent home. An ambulance is called if the child has significant bleeding and discomfort or is drowsy. Regular fire drills are carried out to prepare the children so that they don’t panic. Once they hear the alarm they should stop what they are doing and walk out calmly through fire doors and know where to line up. The staff are kept to date regularly of risks. All adults have a duty of care. If a member of staff becomes aware of a risk for example if the gate has been left unlocked, it is their responsibility to make sure it is locked and to make a report to the caretaker or head. The children are also informed regularly of risks during assembly for example if the playground is too icy they are advised to be extra careful or informed if it is necessary to stay in at play times. The Health and Safety Act poster has to display in a prominent place as it details safety advice. A COSHH poster covers advice on dangerous substances and how to prevent injury. Manual handling operations Regulation 1992 supplements the general duties placed on employers and others by Health and Safety Regulations. 3. Evaluate the procedures required to cover good hygiene and explain how this should be implemented in the nursery setting. This can be presented within a table. Young people are taught to clear and clean up tables before or after meals. They should be reminded about good hands hygiene when assisting with preparation of food and after visiting the lavatory. The general environment should be clean and safe. The equipment must be used and stored safely Working practices must promote the health and safety of children. Every employer should aware of the written statement of safety policy that is required in their setting. The Act also provides for the employee’s protection. The workplace should be safe and not pose a risk to the employee’s health. Safe systems of working should be in place. Adequate substances should be stored and used safely. Appropriate information, training and supervision should be made available for health and safety of employees. Certain injuries, diseases and occurrences should be reported to the Health and Safety executive. The diagram below shows the different types of risks that need to be considered: Physical risks Personal safety risks Security risks Types of risks Emotional risks Food safety risks Fire risks Effective risk management should become automatic as one becomes more experienced. For every activity one plans, they should think about the hazards, the likelihood of the hazards occurring and the control measures. If one sees a hazard as they go about their everyday activities, the simple rule is to deal with it. This can be as simple as moving a toy left on the floor or cleaning up spilt water. Risk assessment forms are used to assess hazards and identify control measures for all activities and outings. The table below shows some examples of risk assessment for two common activities for younger children. Activity Hazard Control measure Junk modelling Use of scissors Sharp points and blades Very young children use round ended scissors. Ensure that children know how to use it. Containers and other material being used They may have held food or unsafe substances egg cleaning fluids Make sure to put the tins in the bin. Cleaning up after the activity Wet surfaces and floors present a risk of slipping Always mop the floors Recent rain Lack of water proof clothing Children should stay in doors 4. Identify and describe what should be included in a first aid kit for a nursery, and discuss why paediatric first aid training for nursery staff is important. There has to be a first aid kit in every class and each MSA should be equipped with a first aid pouch for the playground. Small wounds can be cleaned and dressed outside with phials of purified water and dressed. The teacher is informed at the end of break. For head wounds a cold compressed applied and a letter sent home with the child giving advice on how to care A first aid kit should include: Plasters in variety different shapes and sizes Small, medium and large sterilised Bandages At least two sterile dressings Triangular bandages Crepe rolled bandages Safety pins Disposable sterile groves Seasons Alcohol-free cleaning wipes Sticky tape Thermometer preferably digital Antiseptic cream Distilled water for eye cleaning In the nursery setting, it is important for every staff to know where the first aid kit box is kept and what is in it. A named person should be responsible for checking the kit and replacing missing items although anyone using an item from the kit has responsibility to report this. Ofsted states that it is ‘good practice for first aiders to be reliable and have good communication skills and have the aptitude and ability to absorb new knowledge and learn new skills and the ability to cope stressful and physically demanding emergency procedures. First aid certificates need to be renewed in three years from the completion date of the previous qualification. It is the responsibility of the manager to keep records as regularly reviewed to ensure that staff receive refresher training and when it is required. In the nursery setting a paediatric first aid qualification satisfies Ofsted requirements. Although first aid qualifications are essential paediatric first aid qualifications are tailored to Early Years settings and cover the various situations and scenarios that staff may find themselves in. For example, resuscitation is given on a paediatric resuscitation model instead of an adult one. As part of health and safety at work act 1974 and the associated regulations, if any setting does employ more than five staff it should have a safety policy. The policy should cover emergency procedures in the event of fire, a gas leak, bomb scare and all adults should know what to do. In the case of fire, all doors and windows should be closed and the children taken out of the premises by normal routes. Children should not be left unattended. An urgent call should be made to the fire brigade by dialling 999. Under certain circumstances accidents may need to be reported to health and safety executive particularly if the child is seriously injured, for example a major injury such as fractured limbs, electric shock and unconsciousness. Even a minor accident requires an entry to be made in the accident book. Preventive measures may be as simple as having more adults supervise the children at outdoor play or there may be the need to change equipment or to put further safety protection in a place such as more matting under swings. Bibliography: Penny Tassani, Kate Beith, Kath Bulman and Sue Griffin; Children and young people’s workforce, Early Learning and childcare (Level 3 Diploma), Heinemann, 2010

Desconstruction of the Moderinistic Myth in Quinns Ishmael :: Quinn Ishmael Essays

Desconstruction of the Moderinistic Myth in Ishmael When I read Daniel Quinn’s works, Ishmael, Providence, The Story of B, and My Ishmael, I find a common theme woven throughout which is to desconstruct the moderinistic myth that we are apart from nature and therefore not subject to natural law. I don’t find Quinn’s ideas to be much different from what I read into David Orr’s Earth in Mind or David Ehrenfeld’s books Beginning Again and The Arrogance of Humanism. I doubt that Quinn, as a writer, thinks for one minute that we are no different from other species who inhabit Earth. Language separates us, and writers probably know that better than the rest of us. Maybe I shouldn’t have grabbed his quotes out of context. Or maybe you had some other reason to be so quick to criticize Quinn. If the use of the word â€Å"stewardship† really â€Å"instills a healthy dose of love and responsibility for the natural world,† as you suggest it does, I don’t believe Quinn or Ehrenfeld or Orr would have many problems with our using it as platform for discussion to move forward. But I suspect that all three writers are fearful that most of us don’t differentiate between â€Å"stewardship† and â€Å"dominion,† also that our â€Å"stewardship† will likely not be practiced with enough humility--e.g. use of â€Å"precautionary principles,† recognition of how little we really know--to make it a useful starting point. If we stay with "stewardship" it will be up to us to prove them wrong. Assuming, of course, that they would agree with what I’ve alleged on their behalf. Does this mean we ought to throw away science or management, or even abandon the word â€Å"stewardship?† No, at least "no" with regard to science and management. I still wonder about our choice to use the word â€Å"stewardship.† Mostly I’m OK with it, but only if we take time to work through the baggage it carries. Mainly, though, we need to challenge theories, assumptions, and try to make sure they are grounded. â€Å"Grounding† theory and practice in pluralistic reality is what my favorite postmodern writers seem to be challenging us to do. But herein hides a problem. My problem. Perhaps the writers I am referring to – Anderson, Borgmann (Crossing the Postmodern Divide), Ehrenfeld, Merchant (The Death of Nature, Ecology: Key Concepts in Critical Theory), Orr, Quinn and others – don’t fit the label â€Å"postmodern deconstructionists. Desconstruction of the Moderinistic Myth in Quinn's Ishmael :: Quinn Ishmael Essays Desconstruction of the Moderinistic Myth in Ishmael When I read Daniel Quinn’s works, Ishmael, Providence, The Story of B, and My Ishmael, I find a common theme woven throughout which is to desconstruct the moderinistic myth that we are apart from nature and therefore not subject to natural law. I don’t find Quinn’s ideas to be much different from what I read into David Orr’s Earth in Mind or David Ehrenfeld’s books Beginning Again and The Arrogance of Humanism. I doubt that Quinn, as a writer, thinks for one minute that we are no different from other species who inhabit Earth. Language separates us, and writers probably know that better than the rest of us. Maybe I shouldn’t have grabbed his quotes out of context. Or maybe you had some other reason to be so quick to criticize Quinn. If the use of the word â€Å"stewardship† really â€Å"instills a healthy dose of love and responsibility for the natural world,† as you suggest it does, I don’t believe Quinn or Ehrenfeld or Orr would have many problems with our using it as platform for discussion to move forward. But I suspect that all three writers are fearful that most of us don’t differentiate between â€Å"stewardship† and â€Å"dominion,† also that our â€Å"stewardship† will likely not be practiced with enough humility--e.g. use of â€Å"precautionary principles,† recognition of how little we really know--to make it a useful starting point. If we stay with "stewardship" it will be up to us to prove them wrong. Assuming, of course, that they would agree with what I’ve alleged on their behalf. Does this mean we ought to throw away science or management, or even abandon the word â€Å"stewardship?† No, at least "no" with regard to science and management. I still wonder about our choice to use the word â€Å"stewardship.† Mostly I’m OK with it, but only if we take time to work through the baggage it carries. Mainly, though, we need to challenge theories, assumptions, and try to make sure they are grounded. â€Å"Grounding† theory and practice in pluralistic reality is what my favorite postmodern writers seem to be challenging us to do. But herein hides a problem. My problem. Perhaps the writers I am referring to – Anderson, Borgmann (Crossing the Postmodern Divide), Ehrenfeld, Merchant (The Death of Nature, Ecology: Key Concepts in Critical Theory), Orr, Quinn and others – don’t fit the label â€Å"postmodern deconstructionists.

Comparison of Kate Chopins Story of an Hour and William Faulkners A R

Historically, women have been treated as second class citizens. The Napoleonic Code stated that women were controlled by their husbands and cannot freely do their own will without the authority of their husband. This paper shows how this is evident in the "Story of an Hour" by Kate Chopin and " A Rose for Emily" by William Faulkner. In both stories, the use of literary elements such as foreshadowing, symbolism, and significant meaning of the titles are essential in bringing the reader to an unexpected and ironic conclusion. The background of both authors, which was from the South, we can conclude how they could described the situations that they faced such as political and social presumptions problems especially for women at that time. The story explains how Chopin wrote how women were to be "seen but not heard". "The wife cannot plead in her own name, without the authority of her husband, even though she should be a public trader, or noncommunicant, or separate in property." (Kreis 1) This is one of the Code Napoleon that shows women have no right and position at that time. However after World War II, most of the men were going to war and left the women, who make them finally, could get their freedom to do anything or their own because they have to do it to survive. Chopin's stories seem very modern in different ways even though it was written about two hundred years ago. Chopin says that it "..does not always find that marriage necessarily requires that a wife be dominated by their husband,.."(Oklopcic 19) and she was trying to show that women can get along just fine without having man interfere. The story represents a disdain for the way women are treated in some relationships and in society as well. "Her concern w... ...usual life such as Emily who turned into a murderer, killing her own boyfriend and Louise Mallard dead after living her "real life" for one hour, feels her feeling free from repression during her husband death and finally died of heart disease when she knew that her husband is alive. Works Cited Chopin, Kate. "The Story of an Hour." Heritage of American Literature. Ed. James E. Miller. Vol. 2. Austin: Harcourt Brace Jovanich, 1991. 487. Print. Faulkner, William. â€Å"A Rose For Emily.† An Introduction to Fiction. 10th ed. Eds: X.J. Kennedy and Dana Gioia. New Yorkk: Pearson Longman, 2007. 29-34. Kreis, S. (2001). The History Guide. Lectures on Modern European Intellectual History: The Code Napoleon. 15 July, 2010, http://www.historyguide.org/intellect/code_nap.html Oklopcic, Biljana. Faulkner and the Native Keystone: Reading (Beyond) the American South

full monty :: essays research papers

Full Monty   Ã‚  Ã‚  Ã‚  Ã‚  Full Monty is a film which women fulfill their fantasies. Film is talking about a fantasy world where women are power holders and men are objects. Film is based on the idea that after hundred years of industrial reform, which was started on United Kingdom, modernized factories and high technology machines make blue-collar workers unemployed. Those unemployed Englishmen who are losing their power and becoming weak to women are trying to survive by strip teasing. Gaz, our main character should pay his wife to see his kid. Closed steel plants made Gaz and his friend unemployed. Machines took their place. They should fin something in order to survive. Their survival is to re-evaluation of their places in society.   Ã‚  Ã‚  Ã‚  Ã‚  In order to shape a new world definition, Feminist thought is making new fantasies everyday but as everyone knows it is hard to change the world order. I believe that in the Twenty-second century women will have more power, power of money and social power. It will not be power of women on men. Men will never be objects. Nowadays some women have jobs and men have not. But this does not change the world other way around. In the film a friend of Gaz says â€Å" Few more years and men will not exist.† In my opinion, this is a sentence that some women want to hear. In a free market people use their resources to produce what others want. Producers of Full Monty saw that there is a demand for a film where men are considered as objects. Whether the have jobs or not men will always be men. The film is not completely different from now. A man in the film states â€Å"My wife is out there spending with fucking MasterCard.† This man wants to find a men’s job to work, but there is no jobs available for his skills. In today’s world Men are in power women, who are said to be weak, are still spending with â€Å"fucking† MasterCard or Visa.

Juliet is the Better Lover Essay

Romeo and Juliet is Shakespeare’s greatest love story. With all the characters mixed up in love, hate, war and friendship, the bard’s tale spearheads a current debate on whether Romeo or Juliet was the better lover. This paper attempts to prove why Juliet is by far the better lover compared to Romeo. Experts have reason to believe that Romeo and Juliet were actually juveniles. Romeo was fourteen and Juliet was thirteen. This was evident in Elizabethan royalties where sons and daughters of the rich found themselves pre-arranged to sons and daughter of the same class. Girls were allowed to marry as young as 12. Between Romeo and Juliet, Juliet sacrificed more because she had to pursue her love to Romeo given the fact that she was a girl and was the younger of lover. Being a woman, much less a girl during the Elizabethan times meant following very strict rules. Breaking of these rules meant dishonor, disgrace and punishment from her parents. Although the Romeo deserves the same fate from his parents, the gender difference makes all the difference. â€Å"Elizabethan Women were totally dominated by the male members of their family. They were expected to instantly obey not only their father but also their brothers and any other male members of the family. The punishment for disobey was the whipping stool – the Elizabethan girls were beaten into submission and disobedience was seen as a crime against their religion. † (2005) Of the many definitions of love, Scott Peck describes it in his book The Road Less Traveled as; â€Å"The will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth. † (Peck, 1978) In this definition between Juliet and Romeo, it is Juliet who has extended herself. Trusting her life to the poison of the priest, she totally follows the plan hoping that through her sacrifice, Romeo and herself can live happily ever after. During those times when total faith is expected and practiced in society, the belief in earthly concoctions is almost equal to belief in witches’ ways. But because of her love for Romeo, Juliet allows her heartbeat to stop for three days choosing a life with her Romeo than a well-off life with her parents and Paris. Compared to the sacrifice of Romeo and Juliet, it is Juliet’s sacrifice that can be considered weighty because she became consistent with her selflessness for her lover. Romeo couldn’t sacrifice his vengeance for his friend who was killed by Juliet’s cousin which made the turns in the story. If love is self-sacrifice then Romeo is a better lover because he killed himself for the love of Juliet but love is not self-sacrifice per se. Love is the act of expanding oneself so that one could evolve from something to something better. To note, Juliet died twice for her Romeo. The first time was when she drank the poison and the second time was when she stabbed herself. So in the matter of the number of times the lovers tried to kill themselves for the love of the lover, it is still Juliet that outnumbered Romeo. She not only outnumbered Romeo in the time she killed herself but in the ways she did it. Romeo only used the poison once but Juliet used the poison and used the dagger to lead her to bleed to death upon her realization that her Romeo was dead. Juliet is the better lover because she was the first one who had to endure a lover’s loss. When Romeo was banished, she grieved for her Romeo more than for her cousin. If Romeo did not instantly grieve the death of his friend, maybe Juliet’s cousin would still be alive, but then again the greatest love story would not have been told. Romeo grieved for Juliet only upon knowing of her death, which made very dramatic and weighty due to his committing suicide. However, the drama did not climax at the end of his suicide but it further gained heights when Juliet took the dagger and impaled it into her chest. â€Å"Suicide is not something that happens for a simple reason. It is impossible to rap up in a nutshell the many reasons a person may want to die. The reasons for suicide range from critical injury and fatal illness to momentary sadness or a sudden and emotionally jarring shock. Some reasons may seem logical (if you are in pain and dying anyway, why prolong the suffering? ) while others seem ridiculous (a crush dumped on you in front of friends and you feel humiliated) but whatever the reason, to the person thinking of suicide, they are unbearable. The fact of the matter is that the vast majority of suicides are the result of a complex combination of circumstances, emotions and a psyche in turmoil. † (Hardcastle, 2007) For Juliet, it was definitely a combination of perplexities during that very moment. But surely among them, she had the option of just continuing her life free of anything and everything. She could start anew because she was dead to her parents and families anyway. However, since she was also young and in shock about the death of her Romeo, the dagger was a quick solution to make her be eternally together with Romeo. Juliet definitely chose love. Physiologically, Juliet is more capable of being the better lover. At fourteen, boys will be boys as could be proven by the rage Romeo had when his enemy killed his friend. The clouding of the mind, never mind if he was about to kill his bride’s cousin but the rage of testosterone controlled Romeo. There are physiological differences between girls and boys that would prove their capability of experiencing true and mature love, as explained by Dr. Gurian, 1999. 1. Adolescent boys are four times more likely to be diagnosed as emotionally disturbed than adolescent girls. Given this, Romeo most likely had decided to kill himself but that decision may have been influenced with disturbed thoughts. 2. Adolescent males are four times as likely to commit suicide as adolescent females. Given this data, the suicide of Romeo would not count so much as Juliet’s suicide due to gender difference. 3. Adolescent males are routinely found to channel other primary feelings; hurt, pain, grief, into anger. Given this, there would be a possibility for Romeo to have committed suicide due to anger at the whole world than due to love for Juliet. 4. Adolescent boys are 15 times as likely as adolescent females to be victims of violent crime. Adolescent boys commit violent crime at a higher rate than adult offenders. Given this data, the suicide of Romeo does not count more in intensity than Juliet in terms of the violence confronting the adolescents. The shock, fear, courage and other emotions of putting the dagger towards her heart has more weight due to the gender difference. 5. Millions of adolescent boys experience post-traumatic stress due to family, cultural, and socio-economic situations. A post-traumatic boy is ten times more likely than his female peer to act out in a way that is dangerous to another person. Proving who the better lover is most difficult but like in any debate, the definitions must be stated clearly. For this paper, love has been defined as the act of self-sacrifice in the most mature circumstances. Love is an act where a person would consistently show in her actions and decisions that she is bound to another because she wishes the other person expansion of himself with her along with him. The sacrifice of Juliet comes early on in the play as can be taken from the excerpt; â€Å"O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name, or if thou wilt not, be but sworn my love, and I’ll no longer be a Capulet. † The line illustrates that Juliet will decide not to be Capulet if Romeo do not relinquish his name. This decision also illustrates how Juliet was ready to sacrifice her whole identity just for the sake of her lover. Maybe, for Romeo to become the better lover, he should have been more mature than Juliet. Meantime, the bard’s tale is a unique example of truly big women’s capacity to love is. References: †¦. , 2007. Elizabethan Women. http://www. william-shakespeare. info/elizabethan-women. htm Peck, Scott. M. MD. 1978. The Road Less Travelled. P. 81. Touchstone New York Hardcastle, Mike. 2007. Teen Advice. http://teenadvice. about. com/mbiopage. htm Gurian, Michael. PhD. 1999. Ten things each of us should know about adolescent boys.

Bishoy Fanous Writing 102 Professor Riveland

Bishoy Fanous Writing 102 Professor Riveland 9 February 2013 The Meaning of Work When one thinks of meaningful work, generally they think of labor that accomplishes a certain goal. They think of a prestigious job or occupation that has meaning to it. But meaningful work can mean a lot more than just a prestigious job or having meaning to something you do. Meaningful work can be as simple as feeding the birds in the park on a Saturday morning. It can be helping someone out or looking out for someone in need.Meaningful work can be defined as enjoyment of the worker, dedication of the worker to the job, and involvement that the worker shows toward his job. When students start to think of jobs, they try to think of something that they would love doing for the rest of their lives. But instead they end up running after well-paying jobs and prestigious jobs. They feel that society would judge them in a way that would put them at the bottom of the job spectrum. So they end up going for a top of the line jobs that give good salaries but at the same time are boring or not meaningful to them.Therefore, when it comes to jobs you want something you will enjoy doing for the rest of your life. You want something that you will satisfy you in life rather then depress you. According to Epstein in the section Work and its Contents from his book he says, â€Å"The most fortunate people of all, though, are those for whom the line between work and play gets rubbed out, for whom work is pleasure and pleasure is in work† (Epstein, 31). In other words, Epstein believes that your job should be close if not the same as your play time or the time you spend doing what pleases you.This can conclude my point that work that is not enjoyable to the person who is doing it gives it no meaning. It does not matter how prestigious or high paying the job is, if it’s not enjoyable, then it will not be meaningful to the person doing it. Also we notice in Epstein’s quote the part w here he says that the line between work and play is rubbed out (Epstein). Basically what he means by that is when you go on with your life doing your hobbies they should be similar, if not close to, what you do as a job for a living.If that’s not so, then the work you are doing is not meaningful to you. When it comes to meaningful work, dedication should be at the top of list. Dedication to work is more of a life style, like for example a doctor’s life style is a lot different from an engineer’s life style. A doctor might see something in a medical way while an engineer might see the same thing in a physical or a mechanical way. A doctor see’s things in a certain way because he dedicated most of his time and effort to this form of life style and in the end he uses it to go through everyday life.The same applies to an engineer and every other profession out there. The profession a person chooses is based on the amount of time and dedication they put in to that field. Dedication can be seen through many people in everyday life. We see it in famous football athletes, movie stars, and even teachers. As the prominent philosopher Malcolm Gla dwell’s talks about The Beatles and Bill Gates as a little kid and how they were dedicated to what they did before they even got paid for it or it was even their job yet.He mentions how The Beatles when they first started performing it was in a strip club and they would perform for long hours every night together without complaining (Gladwell). Many might disagree and say that dedication should be put in everything you do even your job. But the truth is that many people do their job and then they go on living a different life from what they do at work. They show no form of dedication to what they do in their job at home or when they go out with friends or family. If they show no form of dedication then how is it meaningful work to them?It’s not, it just another thing they do throughout t he day like brushing their teeth or showering just because they have to do it and because it’s a daily routine. Many people might say that they are dedicated to their job and they enjoy doing what they do for a living, but that does not necessarily mean that their job is meaningful to them. In order for work to be a hundred percent meaningful to the worker he has to be involved in it. Some might ask how can someone enjoy their job and be dedicated to their job but not be involved? The answer is that think of a football player in the National Football League.He might be dedicated to going to every practice and he might enjoy playing football for a living, but when it comes to game time he ends up not playing and sitting on the bench most of the season. In order for a job to be meaningful to the worker he has to get involved in some way shape or form. Likewise, the football player being benched for most of the season has to find a way to get better. But while he is getting bett er, he has to be involved in other things on the bench, like studying different plays in the play book or following different skills or techniques of other players on the team.This way he will be bumped up to playing more games in the season and end up getting involved in his job. In Thomas Sowell’s magazine, Meaningful Work, he talks about acquiring skills, he says that â€Å"Those relatively few statistics that follow actual flesh-and-blood individuals over time show them moving massively from one income bracket to another over time, starting at the bottom and moving up as they acquire skills and experience† (Sowell, 2). In making this comment, Sowell urges us to work our way up.He urges us to get involved in what we do in order for us to get the skills we need and move up in our work field. Further more going back to involvement, Sowell talks about how statistics show that some people start off with no skills or experiences. But over time through involvement in thei r field of work or study, they gain the skills or experiences they need to move up in their job or their income. This shows that without involvement in what you do for a living you can not have meaningful work or work that gives meaning to what you do.After reading this people might say that enjoyment, dedication, and involvement are not the only things that make work meaningful. But that living up to your goals is what defines meaningful work. I would answer and say that even though that could be a way to define meaningful work it has to involve one of these three topics because a person’s goal will never be to live miserable, but it would be to enjoy life. This can show that my definition of meaningful work is valid because whatever other way a person might want to define meaningful work. They will end up having to satisfy one f these three topics in their definition of meaningful work in order for it to be a valid and acceptable definition. In conclusion, meaningful work c an not just be work that you do for a salary or prestigious. But it has to be work that you enjoy doing everyday. It has to be work that you are dedicated to doing even if the job has a risk to it. Last but not least it has to be work that involves you in some way, not just a job that you go to, to get paid from. If the job you do does not involve one of these three things, then it can not be meaningful to you as a worker.It would be better off for you to not go through the struggle of getting that job, then getting to that job and noticing that it gave no meaning to your life in the sense of working. Work Cited Epstein, Joseph. â€Å"Work and It Contents. †Ã‚  Once More Around the Block. New York: Norton, 1987. Print. Meaningful Work Comes from Passion, Not Genius. Perf. Malcolm Gladwell. Meaningful Work Comes from Passion, Not Genius. Bnet. com, 29 Nov. 2008. Web. 18 Feb. 2013. Sowell, Thomas. â€Å"Meaningful Work. †Ã‚  NationalReview. com  29 May 2012: Web.