Professional Air Traffic Controller Essay -- Career Research

The seeds of the Professional Air Traffic Controller (PATCO) strike were sown long before the strike began on August 3, 1981. PATCO was founded in 1968, and from the beginnings of the union, its members hoped to improve their current work situation under the FAA. It is important to note that as a union composed of federal employees, PATCO was not allowed to go on strike or else suffer civil and criminal penalties. Between 1970 and 1980 PATCO was under the leadership of union president John F. Leyden, during this time PATCO made significant gains. Leyden’s leadership actively encouraged cooperation with the FAA and discouraged illegal acts by PATCO members. In 1980, Robert Poli became the new president of PATCO. Poli held radically different views than Leyden, he favored a militant approach to negotiations with the FAA. He believed that the system would be nearly impossible to run without PATCO. On August 3, 1981 after 7 months of unsuccessful bargaining approxim ately 12,500 of PATCO’s 17,500 employees went on strike. An outraged President Reagan ordered the strikers to return to work or be permanently banned from any form of future federal employment. Following this threat 11,350 PATCO workers gave up their jobs (Shostak, 2009). On August 17, 1981 the FAA began hiring new workers (Schalch). PATCO struggled to survive into 1982. The majority of the union’s finances were drained by massive fines. Members of the union demonstrated fierce loyalty and continued to send dues as the were able throughout 1982. However this was insufficient to save PATCO, and the union was decertified in the U.S. Court of appeals on June 11, 1982 (McCartin, 2011). On June 19, 1987 the NATCA was certified as the sole bargaining grou... ... as president (McCartin, 2006). Works Cited McCartin, Joseph. â€Å"Collision Course: How Reagan Broke PATCO to Create the ‘Brotherhood of the Downwardly Mobile.’† Social Policy 41.4 (2011): 15-21. Academic OneFile. Web. 2 May 2012. - - -. â€Å"A Historian’s Perspective on the PATCO Strike, its Legacy, and its Lessons.† Employee Responsibilities & Rights Journal 18.3 (2006): 215-222. Academic OneFile. Web. 2 May 2012. Schalch, Kathleen. â€Å"1981 Strike Leaves Legacy for American Workers.† National Public Radio. N.p., 3 Aug. 2006. Web. 1 May 2012. . Shostak, Arthur. â€Å"PATCO’s 1981 Strike.† Labor Studies Journal 34.2 (2009): 149-158. Academic OneFile. Web. 2 May 2012. - - -. â€Å"Unhappy 25th Anniversary: The PATCO Strike in Retrospective.† New Labor Forum 15.3 (2006): 75-82. Academic OneFile. Web. 2 May 2012.

Jane Adams Essay -- essays research papers

			Jane Addams 	Even as a little girl in the serene community of Cedarville, in northern Illinois, Jane Addams was "busy with the old question eternally suggested by the inequalities of the human lot."(Pg.47 Ch.1) There were not many inequalities in Cedarville, but even there were poverty and frustration: the war widows, the desolate old couple who had lost all five of their sons, the farmers who were victims of the postwar depression, and the newcomers who could never really get started. And when she visited the neighboring town, she was shocked by the appearance of the dwellings and, characteristically, wondered what could be done to make them less horrid. She could sympathize with the misfits and the victims of society for she herself felt very less than perfect as she describes; "an ugly, pigeon-toed little girl whose crooked back obliged her to walk with her head held very much upon one side,"(pg.44 ch.1). She was constantly afraid that she might embarrass the handso me father she adored. Her father John Adams was a successful businessman and politician who tried to pass on to his daughter his ideals of hard work, achievement, democracy, and equality. He taught her tolerance, generosity, and strong work ethics which were all traits of his Quaker faith. He encouraged her to pursue higher education but not at the cost of losing her femininity and the prospect of marriage and motherhood. John Addams was Cedarville's most re...

The role of Marketing as being an ‘Initiator’ in identifying, evaluating, recommending and implementing overall retailing strategy

We suggest that marketing, along with Finance, Operation, Human Resource management, Property and System are functions that all contribute to the overall retail strategy. We would develop a strategic marketing plan that will identify customer's based opportunities. The central thrust is to positioning of the company in term of its Merchandise, Services and trading environment offer such that it is clearly recognizable by the customer group to which it is directed/targeted. At the same time, the fundamental requirements of the company can be identified and established as a performance requirements which need to be meet and the critical success factor can then form a planning structure for the company strategy decision. CRITICAL SUCCESS FACTORS 1. Increase sales revenue in real terms. 2. Increase gross profit in real term 3. Containing operation costs throughout the business 4. Increase the productivity of physical & human assets 5. Adding value to the customer offer 6. KEY VARIABLES. Key Variables. 1. Merchandise selection reflects customer requirement for choice, quality, exclusivity etc. 2. Co-ordinate merchandise ranges. Merchandise availability in stores and distribution centers. 3. Merchandise reorder/replenishment 4. Pricing/price competitiveness. 5. Customer perception of total Retail offer. 6. Provision of sales data. 7. Merchandise spaces planning & control. 8. Improve sales forecasting. 9. Research customer expectation. 10. Monitor customer responses, attitude and perceptions of competitive offers. Marketing Activities 1. Increase awareness of the ‘offer' among existing customers and potential customers—create positioning strategy. 2. Increase number of customer visits 3. Influence percentage of visiting customers to buy, 4. Increase size of purchase (buy more) 5. Increase range of purchase 6. Influence those who buy to return regularly and more frequently

Immigrant assimilation Essay

Immigrant assimilation is a well known process in which a group of immigrations change their culture in order to adapt with the dominant society, which are the native people of a certain country. In the United States, this process had been widespread since the early 1800s, where immigrants gradually become similiar with natives. There are two kinds of assimilations. The first one is that immigrants are becoming more similar over time in norms, and behaviors, while the second one , the racialor ethnic disadvantage model states that mostly black immigrants or other races that are discriminated have no chance to assimilate. An example of this model is discrimination to job opportunities. There were three theoretical explanation referring to assimilation. In 1845 Ralph Emerson referred to assimilitaion as the main idea for imigrants of changing themselves in an equal way, because not only the europians, but also the other races can contribute to the new formed citizens. Mead and Kwan stu died a person’s treatment in society for what he truly is and not categorizing people in racial minorities. Robert Park interpretated assimilitation as a process in which people share experiences together and in this way help the immigrants to be part of the american mainstream life. He viewed this process as the end of the stage of race cycle. After World War 1, he and Thomas, after some studies of immigrants in Chicago,explained that it will be easier if immigrant groups were left to make this process happen slowly and not being forced to change because of the feeling discriminated. It has been proved that people were more efficient this way, and assimilation shows inwhat direction are these people actually moving or changing. The third theory shows Gordon’s points of view. He explained assimilation through acculuration, which according to him is a one way process where the minority integrates with the majority. He also focused on the generational change because he noticed that the first generation of people that were born somewhere else in the world were less assimilated than the second one, their children. The measurable aspects of assimilation are socioeconomic status, spatial concentration, language attainment, and intermarriage. The first one refers to education, wealth, and occupation. The second one is defined by residential patterns, while the third one indicated their first language, and the last one is defined by race or ethnicity. I agree on Gordon’s statement about the generation change and the segmented assimilation theory which focuses on the notion that people adapt in different ways with their life in the United States, depending on their social and economic factors. Immigrants come from diverse backgrounds, and their children known as second generation immigrants, have another experience regarding cultural conflict compared to their parents and that of mainstream american society. These second generation immigrants seem to assimilate into society easier. Three major groups including Hispanics, African Americans, and Asian Americans make up the population of second generation immigrants in the United States. Latinos have resulted really successful in businesses in LA and Miami, and a lot of new students are enrolled in schools. In contrast to their parents, second generation Hispanics are more likely to intermarry with members of other racial groups. The second generation immigrants of African Americans seem to be more aware of racial discrimination. In addition, the assimilation into black society and black culture in the U.S. by these children is hindered by their parents’ oppositional stance to American black culture, contributing to identity conflict. A considering percentage of the Asian population in the U.S. can be categorized as a second generation immigrants. Again, we can see the segmented assimilation theory in practice here because the cultural assimilation of second generation Asians is diverse, where many are highly educated, which results that asians have achieved a lot and consist on middle class families. The second generation of immigrants are truly part of the society and should not be considered foreign. In conlusion, immigrant assimilation is a complex process in which immigrants not only fully integrate themselves into a new country, but also lose a lot of aspects of their native cultures. The most common route to economic well-being for the young adults is to join the mainstream. This meticulously researched project shows that immigrant youths in fact fare better than both their parents and their native counterparts. This second generation advantage reflects the systematic differences between immigrant and native groups For example, adult children of immigrants are more likely to live at home in multigenerational households than native bourns. Moreover, the presence of extended family members could allow for more working adults to pool income together, and thus make more resources available per child.

The Child

Task 3 AC 3. 1 ? Attachment needs: By knowing the background of a child, having a good relationship with his/hers parents/carers and learning about the child’s interests all adds to aid the bonding. Each child is allocated a key worker but all staff should be able and available to engage with a child. Listening to them, builds the trust and confidence they will have with you and therefore are more likely to come to you with any problems or concerns e. g. child in nursery has quite a distressing time when his parent leaves him so (whenever possible) the same member of staff always greets him, helps him sort out his bits and bobs and then takes him to the modelling table (his favourite thing). Over time his has helped him with his negative reaction to being left. This routine is also beneficial if that member of staff is not available as another staff member can do the same things. ? Supervision: A child needs to learn and explore so we need to always be mindful of Risk V Challe nge. The opportunities must be there but in a way that does not endanger the child e. . Children should be given the opportunity to use the P. E equipment but staff must keep an eye and mats must be placed on the floor. If supervision is lacking a child could have accidents. Staff must always remember that they’re role models, also a good home/school link is again important as home background may have an impact on a child’s behaviour ect. By being aware of anything that is wrong at home e. g. Neglect and can put the welfare of the child in rectifying the problem. ? Safe arrival and Departure: With both arrival and departure staff, need to be warm and friendly to both children and parents/carers.The children need to see a good relationship between home/school to help reinforce their feelings of safety. By getting parents/carers in this way they’re more likely to have a word if there is anything going on at home e. g. a parent took met outside to explain a family pet had died and their child may be a bit tearful. This then allowed us to keep an extra eye on them and be ready to talk about it when the child wanted to. At departure time it is important for staff to be well informed on who is able to collect the children e. g. there may be a court order disallowing a parent from collecting the child.It is also important to keep a register in both am and pm sessions in case of emergencies (headcount) and it is a good way to keep check on regular absentees which may give a cause for concern. ? Outings: There are many things to consider when taking children on outings. Prior to any outing parent/carers must know and a permission slip is required for every child. A risk assessment must be done, the route planned and all relevant insurances must be up to date. Extra staff or volunteers will probably be required along with a qualified first aider. On the trip itself staff need to know that they have a list of emergency contact numbers.All staff need to know of any allergies or medical conditions. Head counts must be done on a regular basis – double checking each time. At our setting all the children would also be wearing a high visibility jacket as well. ? Play opportunities: In order to help protect and child’s safety and well being and to prevent a setting from being over crowded there is a minimum space ratio for every child i. e. 3-5 year olds: 2. 3 square meters of space per child. Children need to go outside every day (weather permitting) and if the setting does not have an outside area there must be on the setting can access e. . a field over the road. At my setting there is an outside shared area that both F1 and F2 can use. Part of the area is covered so even if it is raining the children can still be in the fresh air. Any theme/topic currently in the class is carried on with equipment and play opportunities outside e. g. shapes – the sand pit may have different shapes in it for the children to fin d. ? Nutrition: Within my setting there are snack tables and a snack area in both F1 and F2. The children know that to eat there it has to be a ‘healthy’ snack e. g. a piece of fruit, carrot stick etc.Fresh fruit and drinks of squash, milk or water are available for all in case they do not bring any from home. The children bring in a pack lunch or have a hot Scholl dinner, so I would assume that the school has looked into the catering company and that they fulfil any requirements to provide a nutritious meal. ? Medical needs: We would need to know if a child has had all of the relevant vaccinations and date of the last tetanus jab. It is a parent’s choice whether to get a child vaccinated but we need to know either way. Within the setting there needs to be a first aider, school nurse or someone with relevant training on hand at all times.Any medical conditions that require treatment or medicine during the day needs to be administered by one of the above. Signed c onsent must be given by the parent and/or doctor if required e. g. one child at our setting bought in some ‘Puritan’ and we were asked by the parent to administer it more than the dosage stated. To protect the child (which is our duty) the school nurse would not do this until a doctor letter said that this was ok. The authorisation did not come – so she didn’t do it! Although it is not usual to go against the parents’ wishes in some cases it will be done to protect the child (‘duty of care’). Risk Assessments: this is required by law as part of health and safety. The setting equipment and things like outings all need to have the paper work done. At our setting the lead practitioner must sign it off and then give it to the head master, copies must also be kept. ? Hygiene: This is a huge aspect of keeping children safe and healthy. With regard to the children themselves all children are taught and reminded of how to wash their hands after each toilet visit and before eating. They are also shown and reminded on how to cover their mouths if they cough and to wipe their noses!If there are any toileting accidents the member of staff dealing with this needs to wear latex gloves and nappies have a separate bin. Dirty underwear gets placed into a special bag ready for the parents later. In the staff toilets there is a separate bin for any sanitary or tampon waste. As for the setting itself, the kitchen and snack areas are wiped down regularly. Play equipment and toys (wherever possible) are washed or wiped down at regular intervals. The children’s toilets are checked several times a day with professional cleaners coming in every evening.Also, at my setting, the water tables are drained and sprayed with a sterilising solution at the end of every day. ? Health surveillance: This is why it is important to know the children as it is easier to see when a child is poorly or ‘out of sync’. You will notice any weight loss or gain, any bruises from ‘regular accidents’ or change of moods and then be able to act accordingly. At our setting we also check with the lunch time staff and check lunchboxes to keep an eye on what and how much the children are eating. If there is a sickness bug and 2 or more children go down with it then Ofsted must be informed within 14 days. Food hygiene: All people that prepare or serve food to children should have attended a food hygiene course and attained a certificate. In our setting we have a small kitchen area and all the area is wiped and cleaned regularly. The ‘laws of the fridge’ are abided by e. g. it is regularly cleaned and any fresh meat is stored below cooked meats etc. Aprons, tea towels, clean cloths etc are always available. A list of hygiene rules are also displayed in the kitchen. ? Safeguarding: Every setting will have written policies and procedures to help ensure the safety and wellbeing of every child.These will inc lude Health and Safety, Confidentiality, Data Protection, Bullying etc. When it comes to staff, all must have a CRB check and there will be a policy on ‘whistle blowing’ for any member of staff concerned about the actions of another. Any changes to staff etc must be reported to Ofsted. ? Cultural needs: This goes back to the ‘Equality, Inclusion and Diversity’ law. Every child as part of their happiness and wellbeing needs to feel important and worthwhile. Children should be made aware of different types of cultures and celebrations.Staff need to know the different cultures and parents need to be informed of any topics or celebrations that will be covered at the setting e. g. a Jehovah boy’s parent didn’t want him attending the Christmas party so they were informed so she could collect him before it started. ? Physical care routine: All of the topics covered on this task aid the physical well being of a child so I shall just cover ‘Intim ate’ physical care e. g. nappy changes – the staff allowed to do this at my setting have to be a full-time member of staff, with a CRB. Also the only children who would equire this at my setting would have a ‘Statement’ and written permission from their parent/carer would have been attained. Any allegation of inappropriate behaviour would be reported following a chain of command, documented and given to Ofsted within 14 days. ? Physical activity: physical development and activity is so important to a child that it is a prime area in the EYFS. It helps children develop co-ordination, motor skills, balance, control and movement. At my placement they do a ‘wake and shake’ activity, which involves music and dance, after both am and pm registration along with P.E. sessions and outdoor play. ? Sleep and rest: By the time the children attend my setting they no longer have naps in the day – however there are areas they can go, e. g. book corner , if they want some quiet time or are feeling a little unwell. Children’s health and well being is also enforced by the EYFS, ECM, Childcare Acts and UN Rights of the Child. (Esp. Articles 3, 12, 13, 14, 24, 28, 29, 30 & 31). Task 4 AC 3. 2 1) Doctor: The family doctor is there for a wide range of health issues from a short -term viral infection to a long-term health issues.They will treat, advise and make referrals if necessary. Usually they will know the family history and background of a child so can be able to notice if things are a cause for concern. 2) School nurse: The school nurse works in partnership with the school and can be called upon for any concerns about a child. He/she also treats, cares and monitors any children with an ongoing medical condition. He/she can administer medicines and may also keep an eye on any children who have other agencies involved in their care e. g. social worker. ) Dentist: In most cases children are taken to the family dentist who will check, treat and care for their child’s oral health care. He/she will also offer advice on a child’s diet and dental care. Usually once a year a school dentist will visit and check at school with parents being advised of any concerns. 4) Dieticians: Dieticians provide advice to families with regard to healthy eating and choices along with life-style choices. Often Doctors will refer families to a dietician if they have concerns over a child’s weight. Task 5 AC 5. 1 1-3 year olds Breakfast |Weetabix 20g | | |Milk 50g | | |Fresh Orange Juice 25ml | | |(diluted) | |Mid-Morning Snack |Milk 100ml | | |Bread Sticks 20g | | |Cheese cubes 10g | | |Apple chunks 50g | |Lunch |Chicken Risotto 150g | | |or | | |Vegetable & lentil Broth 150g | | | | | |Fromage Frais 60g | | |Strawberries 30g | |Mid-Afternoon Snack |Milk 100ml | | |Dried Apricot 15g | | |Raisins 15g | | |Banana 30g | |Tea |Sm. W/meal Pitta Bread | | |Tuna 40g | | |Sweetcorn 50g | | Cherry Tomatoes 30g | | |C ucumber 70g | | | | | |Custard 70g | | |Peaches 40g | |Vitamin A | Apricots, tomatoes, | | |Cheese, sweetcorn, milk | |Vitamin D |Tuna | |Thiamine |Pitta, chicken | |Riboflavin |Milk, chicken, tuna, cheese | | |Yoghurt | |Niacin |Tuna, chicken, pitta | |Vitamin B6 |Pitta, weetabix, chicken, | | |Tomatoes, cheese, lentils, | | |Banana, apricots, raisins | |Vitamin B12 |Chicken, milk, cheese, | | |Yoghurt | |Folate |Pitta, tomatoes | |Vitamin C |O. J, apple, | | |Tomatoes, strawberries | |Iron |Pitta, lentils, chicken, | | |Tuna, apricots, raisins | |Calcium |Cheese, yoghurt, milk, | | |Lentils, apricots, O. J. |Zinc |Chicken, weetabix, tuna, | | |Milk, cheese, lentils, pitta | |Fibre |Weetabix, lentils, apricots, | | |Sweetcorn, banana, raisins | 4 – 6 year olds |Vitamin A |Carrot, tomatoes, O. J. | | |Green beans, margarine, cheese, | | |milk | |Vitamin D |Tuna, salmon, margarine | |Thiamine |Ham, rolls, potatoes | |Riboflavin |Milk, ham, tuna, salmon, cheese, | | |Yoghurt | |Niacin Salmon, tuna, ham, rolls | |Vitamin B6 |Potatoes, banana, baked beans, | | |Green beans, rolls, tomatoes, | | |Cheese | |Vitamin B12 |Milk, cheese, yoghurt | |Folate |Weetabix, rolls, green beans, | | |Tomatoes, potatoes | |Vitamin C |O. J. raspberries, tomatoes, | | |Potatoes, green beans | |Iron |Rolls, weetabix, baked beans, | | |Salmon, tuna | |Calcium |Cheese, yoghurt, milk, O. J. | |Zinc |Ham, tuna, milk, cheese, beans, | | |Rolls | |Fibre |Baked beans, rolls, potatoes, | | |Carrot, banana | Breakfast |Baked beans 80g | | |Sprinkle grated cheese | | |Muffin 50g | | |Margarine 15g | | |Orange Juice 25ml (dil) | |Mid-morning snack |Milk 100ml | | |Banana 100g | | Lunch |Grilled salmon 75g | | |Boiled potatoes 100g | | |Green beans 50g | | | | | |Fromage Frais 60g | | |Raspberries 40g | |Mid-afternoon |Water | |snack |Pineapple in juice 80g | | |Fruit yoghurt 80g | |Tea |Wholemeal rolls 60g | | |Margarine 15g | | |Ham/tuna 30g | | |Tomatoes 35g | | |Cucumber 20g | | |Car rot sticks 35g | | | | | |Sponge pudding 90g | Task 6 AC 5. Please note we would need to check the ingredients of the cottage pie and check whether nuts are used in the vicinity of this meals preparation. 1. No. 2. Georgia, Isabel, Abra, John. 3. We might endanger the children – allergies or offend/go against cultural practices. 4. Joshua = would get a rash that could be inflamed, itchy or develop hives. Georgia = could get an uncomfortable stomach and/or diarrhoea. Noah = could have a small reaction e. g. minor swelling to his lips or face or a severe reaction e. g. an asthma like reaction with swelling of the throat (anaphylaxis). Isabel = could develop symptoms of wheezing, diarrhoea or vomiting.Abra = we would be going against his (& his parents) culture and not giving him the respect, knowledge and understanding of his ethnic group. John = if he is a vegetarian by choice we would be going against his wishes and life-choices to which he has a right. 5. Parents (I would pr esume) know their children best. If the advice is ignored you could cause their children to have an allergic reaction, whether mild or severe, cause harm or discomfort, or endanger their lives. Task 8 AC 5. 4 This would have to be done quite sensitively and tactfully when it comes to the parents as some may take offense if we make them feel that they ‘don’t know best’. With regard to my setting we do not cater for the children ourselves as they go into school to eat a hot dinner.These are provided by a catering company who produce a 4 week menu which is available to parents. We do provide ‘healthy’ snacks for the children to have whenever they wish. The children know that crisps, biscuits etc that may be in their lunch boxes are not suitable to eat at the snack table. What could be done is a topic/theme of foods to incorporate the criteria from the EYFS – Understanding the World, obviously the other areas of the EYFS can be covered within it b ecause of the interdependency. Also the children sometimes have a small homework challenge to complete over a term or ? term. It could be to make a list of foods at home on a traffic light i. e. ed – unhealthy through to green – healthy. This would then give the children the chance to talk to parents/carers about the foods they have and may help to promote parents/carers into changing their diet slightly if they see ‘too many reds’. Perhaps the children could make a ‘food plate’ on which they could draw, stick pictures etc of their favourite foods. They could then make a bigger plate for mummy or daddy thus helping to reinforce the fact that children do not need to eat the same size portions as adults. Weight is very often a sensitive subject and misconceptions of a slightly overweight child being described as ‘looking healthy’ don’t help the issue.Any weight gains or losses that are quite extreme would have to be talked ab out with their parent or carer. Hopefully this would result with visiting the doctor (who may then refer to a dietician or give life-style advice) to check that there isn’t any underlying medical condition. At the present time I only know of children who have intolerances or allergies to certain foods – I have not had the experience of talking to a parent about their child’s eating habits ,because, I presume, the fact that we do not do the catering. But I would hope that because of the good home/school link at our setting any ‘food’ concerns noticed at home would be shared with us and then we could give advice and get together some information to help them.

Journey to Self-Awareness

Tiffany Rayside September 27, 2012 Dr. Lynne DeCicco, Eng. 112 Journey to Self-Awareness The term, â€Å"coming of age† signifies a growth in a person’s identity. It is a confusing phase in which one is on the cusp of adulthood and will experience pivotal moments that will shape character and lead to some sort of self-realization. Such moments may result in a loss of innocence, the destruction of hopes and dreams, the sense of imprisonment, and perhaps lessons learned. Two literary works that illustrate such concepts are Amy Tan’s â€Å"Two Kinds† and James Joyce’s â€Å"Araby. Both pieces are narrated by the main characters, as adults, reflecting upon and portraying a better understanding of their childhood experiences. Although the affairs and outcomes recounted in each differ greatly, â€Å"Two Kinds† and â€Å"Araby† embody the foolishness commonly displayed during adolescence, as well the maturity and insight the characters gain as the stories evolve. In Joyce’s â€Å"Araby,† the un-named main character is a thirteen year old boy living in a depressed society, worn-down and devoured by â€Å"†¦drunken men and bargaining women†¦Ã¢â‚¬ (Joyce 92).The boy brightens his days marveling over his best friend Mangan’s sister. The boy’s obsession becomes eerily clear as his daily ritual is revealed: When she came out on the doorstep my heart leaped. I ran into the hall, seized my books and followed her. I kept her brown figure always in my eye and, when we came near the point in which our ways diverged, I quickened my pace and passed her. This happened morning after morning. I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood. Her image accompanied me even in places the most hostile to romance (92). Rayside More often than not, the first step of the coming of age process is the loss of innocence, which is most co mmonly a result of disappointment. As the first true interaction occurs between the boy and Mangan’s sister, the preface for disappointment is shaped. The boy finds himself in the position to impress his fantasy girl when she asks if he will be attending the bazaar at Araby. Upon conveying her longing to attend the splendid event, the young lad seizes the moment and offers to bring her a present from the bazaar, a silent gesture of his love for her.The following days proved tedious as he is consumed with his trip to Araby. Finally, the sacred day arrives and, although he felt he took every precaution to ensure his success, his trip is delayed due to his uncle’s late return home. The narrator realizes that his uncle has forgotten his plans due to intoxication, â€Å"I heard him talking to himself and heard the hallstand rocking when it had received the weight of his overcoat. I could interpret these signs† (Joyce, P93). The reader is immediately presented with th e boy’s awareness of the harsh realities in his world and the discouragement that follows.The boy is of the age where one begins to acknowledge, but not quite understand, adult behavior. Likewise, Amy Tan explores the loss of innocence as an aftermath of childhood disappointment in â€Å"Two Kinds. † Tan portrays herself as a young, first-generation AmericanChinese girl, struggling with the seemingly unrealistic expectations of her mother. Amy, who, in the story is referred to by her Chinese name, Ni-Kan, is on a quest, imposed upon her by her mother, to discover her talent so she may become a child prodigy, comparable to Shirley Temple.After countless ‘talent tests’ given to her by her mother, Ni-Kan begins to accept the notion that she may not have a distinct talent, that she may never be a prodigy: â€Å"But sometimes the prodigy in me became impatient† (Tan 384). With this revelation came a sense of failure and 2 Rayside disappointment in hersel f, in contrast to the narration of â€Å"Araby. † Ni-Kan confesses: â€Å"And after seeing my mother’s disappointed face once again, something inside of me began to die† (Tan 384). This admission results in a change in outlook that marks the beginning of Ni-Kan’s transition into adulthood, a self-realization.Her innocent belief in her mother’s prodigy theories and eagerness to achieve such perfection has come to a halt. In this moment, Ni-Kan decides to be the person she now believes she was meant to be, and not the obedient prodigy her mother and everyone else expected her to be, however it is clear to the reader that she has not yet attained the maturity to make such resolutions. The journey through the character’s development continues as Joyce and Tan introduce the destruction of childhood dreams. As a child, one tends to believe that anything is possible because he or she is blind to possible hindrances.When obstacles present themselves , a person may suffer a disheartening loss of faith or hope, which ultimately chips away at the belief that one’s dreams will come true. Joyce delivered an unspoiled example of this evolution through the narration of â€Å"Araby,† which is consumed with daydreams about â€Å"a romantic quest to purchase the gift for Mangan’s sister† (Fargnoli and Gillespie 2). Disenchantment struck upon the boy’s late arrival to the Bazaar, finding the exhibit nearly empty and the attendants not interested in his patronage.In that instance, the boy appreciates that his romantic fantasy was not worth all of his troubles, which indicates a significant emotional growth of the character. Fargnoli and Gillespie also note: â€Å"†¦and Araby’s tawdry wares unacceptable for the portentous mission that he has undertaken† (2), further conceding to the discontent the boy felt as he identifies the items available for purchase substandard and unsuitable for h is purpose. 3 Rayside Disparate to the boy in â€Å"Araby,† the character in Tan’s â€Å"Two Kinds† served as the catalyst that led to the ruin of her dreams through her resistance to learning how to play the piano.When the time came for her to perform at the recital, she began to believe that she was going to play well, despite her lack of practicing. She childishly imagined the reaction of her family and audience, â€Å"It was as if I knew, without a doubt, that the prodigy side of me really did exist† (Tan 388). Tan went on to describe how she, â€Å"envisioned people jumping to their feet and Ed Sullivan rushing up to introduce me to everyone on TV† (388). Ni-Kan was admittedly surprised when she heard herself playing all of the wrong notes, and shamed of the embarrassment her parents must have felt as she played so poorly.While the boy in â€Å"Araby† was disillusioned by forces beyond his control, Ni-Kan’s experience could have been avoided had she taken her lessons seriously. Also dissimilar to â€Å"Araby,† Tan explores the issues on a deeper level by relating NiKan’s reaction to her recital to that of her mother. Ni-Kan ‘s childhood dream of pleasing her mother by finding her inner prodigy would not come to fruition on that day, but the true destruction was that of her mother’s dream for her daughter to be a success: â€Å"But my mother’s expression was what devastated me: a quiet, blank look that said she had lost everything.I felt the same way, and it seemed as if everybody were now coming up, like gawkers at the scene of an accident, to see what parts were actually missing† (Tan 389). It is clear that Ni-Kan’s mother was terribly embarrassed and frustrated by the ordeal, especially since she boasted about her gifted daughter to the other parents regularly, posing the idea that the mother learned a valuable lesson on that day. 4 Rayside Moreover, a sense of imprisonment, bitterness, and resentment is felt by the characters in â€Å"Araby† and â€Å"Two Kinds. The presence of captivity is tremendous in Joyce’s depiction of the world surrounding the boy as he speaks of the mood in the house and the unpleasantness in the air which, in itself, spawns a feeling of hopelessness. However, these feelings are not internalized until later in the story, when the reader is presented with the groundwork for disaster: â€Å"As he was in the hall I could not go into the front parlour and lie at the window. I left the house in bad humour and walked slowly towards the school.The air was pitilessly raw and already my heart misgave me† (Joyce 93). The boy already senses his upcoming failure, and that sense is only heightened by a feeling of entrapment once he returns home that evening to find his uncle has not yet arrived, â€Å"I sat staring at the clock for some time and, when its ticking began to irritate me, I left the room † (93). The growing torture the boy is experiencing is clearly indicated as he recalls having to endure unbearable gossip which only seems to make the wait even longer, â€Å"I had to endure the gossip at the tea-table.The meal was prolonged beyond an hour and still my uncle did not come† (93). Once the uncle does arrive home, the boy barely greets him and immediately asks for money to go to the Bazaar, refusing to smile when the uncle refers to how late in the evening it was, which points out his antipathy towards the delay in his plans. The boy’s showing of resentment is mild, yet resounding. Alternatively, Ni-Kan’s caging and animosity in â€Å"Two Kinds† are exhibited as bold outcries.While her surroundings appear to have more pleasantries than the boy’s in â€Å"Araby,† Ni-Kan is held captive by the traditions and expectations of her mother and heritage, and her torment is evident throughout: â€Å"I hated the tests, the raised h opes and failed expectations† (Tan 384). It is at this point when Ni-Kan makes the decision to be her own type of prodigy, one that 5 Rayside was â€Å"angry and powerful† (384), with thoughts filled with lots of won’ts. â€Å"I won’t let her change me, I promised myself. I won’t be what I’m not† (384).Clearly, Ni-Kan was going to do everything in her power to end her mother’s quest for perfection, to â€Å"put a stop to her foolish pride† (387), but soon finds that her mother’s determination was stronger than she imagined and her bitterness and resentment turns to pure anger and vengefulness: â€Å"Then I wish I weren’t your daughter. I wish you weren’t my mother! † (389). Ni-Kan, encouraged, by her mother’s growing anger, only becomes more verbal and cruel: â€Å"And that’s when I remembered the babies she had lost in China, the ones we never talked about. Then I wish I’ d never been born! I wish I were dead like them† (390).Ni-Kan’s animosity towards becoming a prodigy blinded her from the reality of the pain she caused her mother: â€Å"It was as if I said the magic words, Alakazam† (390). In Ni-Kan’s child eyes, she won the battle of wills, but has yet to recognize all that was lost due to her harsh testimonials. Undoubtedly, the characters â€Å"Araby† and â€Å"Two Kinds† learned important life lessons, however varied in acceptance. It appears that the boy in â€Å"Araby† learned his lessons immediately after his trials. He quickly understands that he, alone, idealized his world, and reality could be cruel and hard to bear if unprepared.It is palpable that from this day forth, he will see things from a much more pragmatic perspective and will be better prepared to manage the pitfalls. While Joyce implies that the boy instantly surrenders and accepts this lesson as a part of life, Tan’s char acter does not acknowledge her life lessons until much later, as an adult. Ni-Kan continues her stubborn rebellion throughout her adolescent years and it isn’t until the passing of her mother that she finally realizes the underlying truth of her mother’s constant pursuit of 6 Rayside perfection.It took Ni-Kan more than half of her life to concede that her mother truly saw a prodigy, and she alone stood in the way of her own success. In a nutshell, â€Å"Araby† and â€Å"Two Kinds† highlight how important the seemingly insignificant events that occur during adolescence are to the development of oneself. James Joyce and Amy Tan explore the changes in perspective gained as each protagonist matures into a more enlightened adult. Innocence is lost and displeasures of reality become evident early in life. It is the time when one comprehends that he or she faces substantial pain and emptiness in the future.The irony is that the coming of age never ends; people c ontinue to â€Å"grow up† far beyond the stage of adulthood. 7 Rayside Works Cited Joyce, James, â€Å"Araby† (91-95). Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Tan, Amy, â€Å"Two Kinds† (383 – 391) Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Fargnoli, A. Nicholas and Michael Patrick Gillespie â€Å"Araby. † Critical Companion to James Joyce: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc. , 2006. 8

Drug Court Program in NJ Term Paper Example | Topics and Well Written Essays - 1250 words

Drug Court Program in NJ - Term Paper Example The thesis statement which has been used in this paper is that: There is an immediate need to expand the drug court programs and the expansion should be in terms of program structure, underlying ideas, the area of jurisdiction, and manpower. The existing Drug Court Program, though very well structured, has not been very successful. The program started in 1996-97 and by 1999, it got well structured and the number of such courts reached 472 (Franco 2010 p.5). Drug courts started a societal shift toward therapeutic jurisprudence. The focus moved to the person rather than the crime. Frequent personal interactions with the professionals of the drug court team have helped people to recover to some extent. Though the program created more productive people for the society, in creating a healthy society it has not been very successful. In the year 2010-11, the percentage of employed people entering the program is 29%. Upon graduating the number rose to 84% (New Jersey Courts, 2011, p. 24). Now there can be some discrepancies in those numbers. The real scenario can be seen from the health benefits data. Upon entering the program, 15% of the people were considered healthy; but while graduating, only 48% of the people were labeled a s healthy. Though 33% rise is very attractive, the percentage of unhealthy people is quite substantial at 52% (New Jersey Courts, 2011, p.24). This staggering percentage is a clear indicator of the fact that the program, though very rigorous, is not very effective to create people of sound mind and body. It seems like a short time fix which is more evident from the 2009-10 annual report. Here the health benefits increased from 17% to 53% upon graduating (New Jersey Courts, 2010, p.20).