Alcohol :: essays research papers

After maneuvering through a herd of people, the ultimate goal of the night is found, the keg. The political party is full of people just looking to seduce a good time on a Friday night and alcohol just waiting to be consumed by the partygoers. As the night progresses, the keg empties, and the minds and motor skills of the partygoers have deteriorated. Some can no longer control their actions or sense what is happening in their surroundings. Though according to them, their current nominate is well price the trouble because they had a good time at the party. Alcohol and its effects ar outlying(prenominal) too accepted in todays society.In life, the biggest role models for children are their own parents. Too often is the baptismal font where minors are allowed a small sip from Dads beer just to hold in a taste. From there, these children see that if their own parent allowed them to drink, then it must be perfectly popular to consume alcohol as a minor. The legal boozing age is a law that seems to go unnoticed by teenagers who want to get an archeozoic start on consumption. High school students are start-off to drink at an earlier age as more underclassmen are experimenting with the party scene. They are naturally curious of what drinking is like, and without parents standing in the substance at parties, there is nobody to stop them from drinking. One thing that seems to allure the younger drinkers is the extremely publicized state of being drunk. Not being in control over ones body would seemingly be a state that around would want to avoid. However, they see it as an excuse for actions that they would most likely not have done if it were not for the alcohol. Too often is the case where others entrust not hold a person liable for the things they do while drunk. In Dorothy Parkers You Were Perfectly Fine, Peter had become ridiculously drunk the night before and awakes in the apartment of a woman. How often is the case where people will find themselve s waking up in a strange seat with no recollection of what took place the night before? This scenario unquestionably sounds familiar because of the portrayal on television of this being a natural occurrence chase a night of heavy drinking. In most cases, both(prenominal) parties would be absolutely embarrassed when they realize what took place.Alcohol essays research papers After maneuvering through a herd of people, the ultimate goal of the night is found, the keg. The party is full of people just looking to have a good time on a Friday night and alcohol just waiting to be consumed by the partygoers. As the night progresses, the keg empties, and the minds and motor skills of the partygoers have deteriorated. Some can no longer control their actions or sense what is happening in their surroundings. Though according to them, their current state is well worth the trouble because they had a good time at the party. Alcohol and its effects are far too accepted in todays society.In life, the biggest role models for children are their own parents. Too often is the case where minors are allowed a small sip from Dads beer just to obtain a taste. From there, these children see that if their own parent allowed them to drink, then it must be perfectly normal to consume alcohol as a minor. The legal drinking age is a law that seems to go unnoticed by teenagers who want to get an early start on consumption. High school students are beginning to drink at an earlier age as more underclassmen are experimenting with the party scene. They are naturally curious of what drinking is like, and without parents standing in the way at parties, there is nobody to stop them from drinking. One thing that seems to allure the younger drinkers is the highly publicized state of being drunk. Not being in control over ones body would seemingly be a state that most would want to avoid. However, they see it as an excuse for actions that they would most likely not have done if it were not f or the alcohol. Too often is the case where others will not hold a person liable for the things they do while drunk. In Dorothy Parkers You Were Perfectly Fine, Peter had become ridiculously drunk the night before and awakes in the apartment of a woman. How often is the case where people will find themselves waking up in a strange place with no recollection of what took place the night before? This scenario definitely sounds familiar because of the portrayal on television of this being a natural occurrence following a night of heavy drinking. In most cases, both parties would be absolutely embarrassed when they realize what took place.

Sylvia Plaths Poem Daddy Essay -- Sylvia Plath Daddy Poetry Poem Essa

Sylvia Plaths Poem DaddyOverbearing fathers who dominant their childrens lives dispose of comfort and security and instead cause irreversible damage. Sylvia Plath writes about her own experiences traffic with her authoritarian father in Daddy. In this poem, Plath utilizes literary devices like allusion, child-like diction, and dualistic organization to communicate her bitterness in this theme of resentment and scorn. Plaths purpose of allusion calls the reader to bring their own knowledge to the poem. She uses this device so that the reader can recall information without Plath needing to fully state the scenario. One of the first allusions which Plath uses is in the first stanza when she writes black shoe in which I have lived like a foot. She alludes to the nursery rhyme of the old woman who lived in a shoe. In the end of the nursery rhyme, the old woman whips her children all soundly and sends them to bed, comparing to Plaths own experience with an emotionally distant fathe r. She communicates his preoccupation with discipline and default of care and supp...

Expectations Fulfilled (cheating) :: essays research papers

Expectations FulfilledWhen one hears stories about cheating, automatically the first response that the individual forget have is that the person who cheated is heartless. Oftentimes people have mistakenly misjudged the person who has cheated on their loved one. There is always another disclosed side of the boloney of the deceitful person. For instance, in The Bridges of Madison County, Francesca Johnson is a char who has encountered a non-intimacy life and lacks exoticness in her marriage with Richard. Unintentionally, one day she utterly falls for a stranger name Robert Kincaid. Despite an instant attraction between them, Francesca Johnson let herself be unchaste because Kincaid fulfilled her expectations, provides intimacy, and stimulates romance. In come in to keep a relationship alive, ones expectations must come through. Johnson is a woman who lives in a sheltered life. She does not do many activities nor do anything appealing. It powerfulness seem as though she lives a pl ain life, but in her heart she has expectations that needs to be fulfilled. And women were starting to have expectations about their allotted calculate in the grander scheme of things, as well as what transpired in the bedroom of their lives. Men such as Richard-most men, she guessed-were threatened by these expectations (108). The fact is true, a womans expectations are needed to be acquired or else the woman will go else where to consume it. In other words, Francesca Johnson found everything that she wanted in a man that is disguise in Kincaid. Therefore, because of Kincaids understanding of her, she cannot help it but to fall for him.In addition, intimacy is needed in the relationship in order to have a close bond. Johnson is a woman who loves to be intimate with her husband, Richard. Unfortunately, Richards lacking of intimacy has taken a toll on Francesca. In other words, She was more of a business partner to him than anything else (80). The emotion that Johnson is feeling is not mutual. She wants to encounter affection but however, Richard is not aware. Subsequently, Richard was interested in wake up only occasionally, every couple of months, but it was over fast, rudimentary and unmoving, and he didnt seem to care much about perfume or shaving of any of that (80). Thus, Richard makes Francesca feel like a loveless person who needs to break free from the life that she has. Nevertheless, the intimacy that she wanted does not lie in Richard but lies in Kincaid.

Comparing Weight Loss Diets and Energy Supply Essay -- Health Nutritio

Comparing Weight Loss Diets and Energy Supply Ironically, for a country where the majority of its population is considered obese by its own standards, dieting is more(prenominal) popular than ever in the United States. With the heightened popularity of dieting in Ameri passel culture, its no surprise that a plethora of commercially endorsed weight-loss diets exist, however the authority of these diets vary. Despite the large amount of existing weight-loss diets, a substantial amount of popular diets emphasize either limiting the consumption of saturated fat or carbohydrates1 in order to lose weight. The effectiveness of a diet can be judged in its ability to encourage weight-loss and keep the weight off seniority is a key issue. With respect to longevity, energy transformation from regimen to biological energy is significantly important in how painless a diet can be. Lets face it, its not at all desirable (let alone comfortable) to proceed through the day wit h low blood sugar, having hunger. We humankind be lazy creatures and have a low threshold for discomfort the easier it is to conform to the eating restrictions of a diet, the more likely that the diet will bear in use (given that the diet is effective). Low-fat weight-loss diets are superior to low-carbohydrate diets because they provide a sustained energy supply in a manor thats flexible enough to adapt to almost any lifestyle. In comparing weight-loss diets, the matter is fairly complex so its important to take consideration of the components associated with a weight-loss diet. Glycemic responses are a critical part in assessing a weight-loss diets efficiency and these response trends differ substantially between low-fat diets and low-... ...cally flawed because these diets peel the body of the principal energy source that is used for even the most basic operations. Sure, low-carbohydrate diets are effective in weight-loss but so is anorexia. Just because l ow-carbohydrate diets are effective in the short-run, doesnt mean the diet is healthy. In terms of energy sustainability, low-fat and low-carbohydrate diets are practically opposites in nature. This difference has substantial significance in that it indirectly implies that consuming low-carbohydrate foods is a regimented diet and eating foods low in fat is a healthy lifestyle.1 Carbohydrates are a food group heavily present in grains they are the primary storage form of glucose.2 Fat also stores biological energy but its primarily for reserve purposes and is only utilized during times of strenuous activity or in dire circumstances.

Fifth Business by Robertson Davies :: Fifth business robertson davies Essays

Fifth Business by Robertson DaviesIn Robertson Davies novel Fifth Business, the author uses the eventsthat occurred in Deptford as a Canadian Allusion to reveal character identity.Three characters in the novel from Deptford Boy Staunton, Dunstan Ramsey andcapital of Minnesota Dempster, leave Deptford to embark on a impudent identity to rid of their horridpast. The three main characters of the novel, all of whom to some extent try toescape their comminuted town background, change their identity to begin people ofconsequence. All in some way take on a juvenile identity. Imbedded in thistransformation is the assumption that ones original self, especially onessmall town origins, must be discarded before one can become significant in theworld.Firstly, Paul Dempster grows up as an outcast in Deptford, his motherssimpleness leading the tight social world of the town to cast out his wholefamily and forces Paul to leave the town and spend a penny a new paradigm for himself.Paul runs away to the circus in his early teens because of the mental abuse hetook from the town because of his mothers incident with the tramp. Dunstablecomments, Paul was not a village favorite, and the disapproval so many people feltfor his mother - dislike for the queer and persistently unfortunate - theyattached to the unoffending son, (Davies 40) illustrates how the town treatedPaul because of his mothers actions. Paul leaves his past because of theactions displaced by his mother and the guilt he feels because his birth waswhat robbed her of her sanity, (Davies 260) explains why Paul left Deptford.However, while Boy merely tries to ignore his Deptford past, Paul tries to effect a completely new one and Paul asks Dunstan to write an autobiography thatin general terms that he was to be a child of the Baltic vastness, rearedperhaps by gnomelike Lapps after the death of his explorer parents, who wereprobably Russians of high birth. (Davies 231). The scenery of thisautobiography seems significa ntly Canadian, but Paul does not want his platter torepresent his past life in Deptford. Therefore, Paul Dempster is a troubledchild because of his mothers actions in Deptford which in turn force Paul toleave Deptford and to create a new identity for himself.Secondly, Dunstable Ramsey is haunted by the guilt of Mary Dempster overhis entire life and he must create a new identity for himself. After a rock hashit Mary in the head (in a snowball thrown by Boy Staunton meant for Ramsay),and her preacher save is crying over her, young Ramsays only thought is that

Fifth Business by Robertson Davies :: Fifth business robertson davies Essays

fifth part Business by Robertson DaviesIn Robertson Davies novel Fifth Business, the author uses the eventsthat occurred in Deptford as a Canadian Allusion to reveal character identity.Three characters in the novel from Deptford son Staunton, Dunstan Ramsey andcapital of Minnesota Dempster, leave Deptford to embark on a new identity to rid of their horridpast. The three main characters of the novel, all of whom to some extent try toescape their small town background, potpourri their identity to become people ofconsequence. All in some way take on a new identity. Imbedded in thistransformation is the assumption that ones accepted self, especially onessmall town origins, must be discarded before one can become significant in theworld.Firstly, Paul Dempster grows up as an outcast in Deptford, his motherssimpleness leading the tight social world of the town to cast out his wholefamily and forces Paul to leave the town and get a new image for himself.Paul runs away to the circus in his early teens because of the mental abuse hetook from the town because of his mothers incident with the tramp. Dunstablecomments, Paul was non a village favorite, and the dislike so many people feltfor his mother - dislike for the queer and persistently unfortunate - theyattached to the unoffending son, (Davies 40) illustrates how the town toughenedPaul because of his mothers actions. Paul leaves his past because of theactions displaced by his mother and the guilt he feels because his birth waswhat robbed her of her sanity, (Davies 260) explains why Paul left Deptford.However, while Boy merely tries to thin his Deptford past, Paul tries tocreate a completely new one and Paul asks Dunstan to write an autobiography thatin general terms that he was to be a child of the Baltic vastness, rearedperhaps by gnomelike Lapps after the death of his explorer parents, who wereprobably Russians of high birth. (Davies 231). The scenery of thisautobiography seems significantly Canadian, but Paul does not want his book torepresent his past life in Deptford. Therefore, Paul Dempster is a troubledchild because of his mothers actions in Deptford which in turn force Paul toleave Deptford and to create a new identity for himself.Secondly, Dunstable Ramsey is haunted by the guilt of Mary Dempster overhis entire life and he must create a new identity for himself. After a rock hashit Mary in the head (in a snowball thrown by Boy Staunton meant for Ramsay),and her preacher husband is crying over her, young Ramsays only thought is that

Ghana, the mixed capitalist Essay

Gold Coast, now gold coast had his independence in 1957 later on a long struggle with our colonial masters, the British by Kwame Nkrumah and others who helped in diverse ways such as the Big Six and others. Colonized by the British, Ghana has gone by a lot of ashess of governance Monarchical, autocracy and now democracy. So is with sparing systems which go with any form of governance system. currently there are about four (4) scotch systems in the world which are socialist, capitalist, mixed rescue (Socialist and Capitalist) and Islamic economic jurisprudence. The frugal SystemsAll these are economic systems and it is defines those who controls and owns the economic resources which forms the means in economics. Every economic system is measured by the usage of its means and the nature of the means owners determines the kind of economic system the rude runs. Socialist system of economy is a one that has its resources highly controlled by the central government. E. g. USSR (Russia, Ukraine, Yugoslavia etc), the Capitalist economy is that whose resources is highly owned and controlled by hugger-mugger individuals or a body other than the government. E. g. USA, UK, part of Europe etc.The Mixed economy is that which combines both the socialist and the capitalist economic systems to run the countrys economy. In that, the central government controls part of the economy whiles the other part is controlled by secret participation. Functions of the Economic Systems There are multiple components to economic systems. Their interaction whitethorn be coherent or result in instability. Decision-making structures of an economy determine the use of economic inputs (the factors of ware), distribution of output, the level of centralization in decision-making, and who makes these decisions.Decisions might be carried out by industrial councils, by a government agency, or by private owners. Every economic system represents an tone-beginning to solve three fundamenta l and interdependent problems What goods and services shall be produced and in what quantities? How shall goods and services be produced? That is, by whom and with what resources and technologies? For whom shall goods and services be produced? That is, who is to enjoy the benefits of the goods and services and how is the wide product to be distributed among individuals and groups in the society.E. g. the current load management by the VRA and the ECG. Thus every economy is a system that allocates resources for exchange, deed, distribution and consumption. The system is alter through a combination of threat and trust, which are the outcome of institutional arrangements. An economic system possesses the following institutions Methods of control over the factors or means of production this may include ownership of, or property rights to, the means of production and therefore may give rise to claims to the proceeds from production.The means of production may be owned privately, by th e state, by those who use them or be held in common. A decision-making system this determines who is eligible to make decisions over economic activities. Economic agents with decision-making powers give the gate enter into binding contracts with one another. A coordination mechanism this determines how information is obtained and used in decision-making. The two dominant forms of coordination are planning and markets planning can be either de-centralized or centralized, and the two coordination mechanisms are not mutually exclusive and often co-exist.An incentive system this induces and motivates economic agents to engage in creative activities. It can be based on either material reward (compensation or self-interest) or moral suasion (for instance, social prestige or through a democratic decision-making process that binds those involved). The incentive system may encourage specialization and the division of labour. Organizational form there are two staple forms of organization ac tors and regulators. Economic actors include households, work gangs and production teams, firms, joint-ventures and cartels.Economically regulative organizations are represented by the state and market authorities the latter may private or public entities. A distribution system this allocates the proceeds from productive activity, which is distributed as income among the economic organizations, individuals and groups within society, such as property owners, workers and non-workers, or the state (from taxes). A public choice mechanism for law-making, establishing rules, norms and standards and levying taxes. Usually this is the responsibility of the state but other means of collective decision-making are possible, such as workers councils.The Ghanas Economy Ghanas economy is purely a mixed type with the resources sharply divided between the public and private participation. The service sector is highly controlled by the government while the production sector is dominated by private a nd group participation. Decision making, which determines the direction of the economy and the type system, is done a lot of the times, through consultations with stakeholders of the economy. Example when the power and water companies wanted to review utility tariffs to a certain percentage, there was a lot of consultations thereby getting the rate we have now.Ghana, before the independence was purely capitalist. After independence, the then government focused on turning the economy into a communist/socialist system. They invested so much in agriculture which was the only sector controlled by the government and also reached out to industrialize the economy. Currently, Ghana is head-endowed with natural resources and agriculture accounts for roughly one-quarter of GDP and employs more than half of the workforce, mainly small landholders. The services sector accounts for 50% of GDP. Gold and cocoa production and individual remittances are major sources of foreign exchange.Oil product ion at Ghanas offshore Jubilee field began in mid-December, 2010, and is expected to boost economic growth. Finally, I may agree with the statement but require more facts to completely justify its truth. Ghana is a mixed economy but capitalist oriented on the face assessment value of the various sectors. But can justify, if all percentages of public/private participation of the economic sectors are well defined. This will couple with the clear policy direction of the present governments which has state on record as being social democrats and has manifestoes seeking to provide a lot for the people.

Burke-Litwin: Understanding Drivers for Change Essay

There are many another(prenominal) reasons that change occurs in organisations. Building on the Burke-Litwin impersonate of organisational change and performance, this clause go forth help you identify different drivers of change and consider the implications for you as a change manager.The ModelThe Burke-Litwin model1 shows the various drivers of change and ranks them in term of importance. The model is expressed diagrammatically, with the most all important(predicate) factors featuring at the top. The lower layers become gradually less important. The model argues that all of the factors are integrated (to greater or lesser degrees). Therefore, a change in one ordain eventually affect all other factors.The Burke-Litwin modelBurke-Litwin believe environmental factors to be the most important driver for change. Indeed, most change fag be traced back to external drivers for change. Important elements of organisational success, such as mission and strategy, leadership and organis ational culture, are often force by changes that originate outside the organisation. It is your job to understand these external changes and identify the implications for you and your police squad.Identifying and Dealing with Drivers for Change1. External EnvironmentThis includes such factors as markets, legislation, competition and the economy. wholly of these will have consequences for organisations, and, as a change manager, it is vital that youcontinually scan the environment for issues that will affect you and your team. For example, in the world of accountancy, International business relationship Standards and International Financial Reporting Standards will have a significant bear on on the way companies manage their accounts and report their results. In the public sector, legislative changes across health, local government and other services have a direct impact on the work organisations are craved to carry out.2. bang and StrategyAn organisations mission articulates its reason for existing. It is the foundation upon which all activity should be built. The strategy then sets out, in broad terms, how the organisation will go about achieving its mission. Very often, the strategy will be developed in light of environmental change, and will have a significant impact on the work you do. As a change manager, you need to understand change in strategy and be able to communicate the implications to your staff.3. LeadershipThis considers the attitudes and conduct of senior colleagues and how these behaviours are perceived by the organisation as a whole. The way in which change is implemented and accepted through the organisation will be largely influenced by the top team. Does your team believe that senior colleagues are committed to change, or is it just another initiative that will mellow out in six months time?4. Organisation CultureOrganisation culture can be described as the way we do things around here. It considers the beliefs, behaviours, values and conventions that prevail in an organisation. Culture change does not happen overnight. It evolves over time as a result of many other changes in the organisation. As a manager, you should keep in mind the desired state for the organisation, in terms of how you expect people to behave (and not to behave), and what your organisation values as important. You need to ensure that your behaviour fits with these expectations at all times, and that you walk the walk.5. StructureVery often, changes in strategy can lead to changes in the way the organisation is structured. This can impact on relationships, responsibilities and ways of working. Your job is to assess the impact of the structural change and ensure your team understands why it is required, and what it means for them.6. Work Unit ClimateThis considers employees perception of their immediate colleagues and working environment. Our immediate working environment is often what shapes our view of the organisation as a whole, and in fluences the extent to which we feel satisfied in our jobs. Changes to the immediate working environment need to be managed sensitively, as they are likely to invoke a range of emotional and political responses from staff. This is particularly the case where change involves moving location, a change in personnel, or a change in terms of conditions of service, such as working hours.7. Task Requirements and Individual Skills/AbilitiesChange at a higher level in the organisation will often require changes in the work carried out and the skills available in the team. As the change manager you need to assess whether all the right skills are in repoint if they can be developed or, if you need to bring them in from outside the team.8. Individual Needs and ValuesChanges to team membership can mean a change in the team dynamic. In a perfect world, we would be able to recruit the exact fit for our teams, in terms of personal style, abilities and skills mix. However, in reality it is not alwa ys possible, and it is your job to identify any risks in this areas and mitigate them as best you can.9. Employee MotivationConsiders the significance of individual and organisational goals. Motivation is delineate to effective change. The real challenge is to maintain motivation throughout a change project, particularly when change is often not well-received by those affected.1 Burke & Litwin, A Causal Model of Organisation Performance and Change, Journal of Management, Vol 18, No 3 (1992), pp 523545.

Impact of Right to Work in India

Economic Environment Management PROJECT impaction of the Right to work political programme in India SUBMITTED BY Yash J deliverri IIM Kozhikode potful EPGP04 Date of Submission 27th January 2013 Contents INTRODUCTION Right to knead In INDIA 3 What is NREGA / MGNREGA .. WHAT ARE THE GENERAL BENEFITS RTW / MGNREGA 4 HOW IS THE PROGRAM FINANCED? .. 4 backing name . 4 Release of bullion Comparison RTW/MGNREGA Vs other government based fight schemes 5 Impact of RIGHT TO WORK / MGNREGA . 5 improver in GDP . 5 Effect on Inflation Recommendations .. 7 REFERENCES 8 2 INDIAN make OF MANAGEMENT KOZHIKODE INTRODUCTION Right to Work In INDIA Every human being have ripe(p)s to fundamental aspects like right to food, life and education. India is a country where approximately thirty percent of the race is below the poverty line.In order to provide millions of humans with rights to life, right to education and right to food that only have access to economic assets like tug pow er, providing them practice is very important. Unemployment is one of the major concern and reason for spreading poverty in India. The right to work according to Article 39 of the Indian Constitution urges the State to ensure that the citizens, men and women equally, have the right to an adequate means to livelihood, and that there is equal pay for equal work for some(prenominal) men and women.RIGHT TO WORK Program is implemented in India at a lower place Mahatma Gandhi national rural employment secure act MGNREGA. The Mahatma Gandhi National Rural Employment guaranty Act, 2005 (MGNREGA) was notified in 2005, 7TH Septmeber. What is NREGA / MGNREGA Mahatma Gandhi National Rural Employment Guarantee Act was earlier knows as NRGEA. Main aim of this program is to enhance the livelihood andsecurity of slew residing in rural argonas. This act guarantees a minimum ampere-second days of wage-employment in a financial year to a rural household whose boastful members volunteer to do unskilled manual work.Important original provisions of the MGNREGA are as outlined below i. Every household in the rural India shall have a right to a minimum of 100 days of guaranteed employment every year for minimum one adult (above 18 years of age) member, for doing uninformed manual labour, compensation for which is fixed at Rs 120 (one hUndred twenty only) on daily root. ii. Only productive work shall be undertaken under this program. A list of permissible and preferred works has to be prepared by a defer council who shall implement the program.Such preferred works are identified basis the benefits of socio-economical work, the contribution made by such(prenominal) socio-economical work to complaisant equity, and the ability of such work to create assets on permanent basis iii. For successful effectuation and for labourers benefit the up-gradation of kills are required of unskilled workers. The program may provide such training and expenses towards these trainings iv. Tak ing into the consideration the guide lines of soils council, Wages to such labourers to be paid in cash or in kind or both. v.To make it easy for the applicant, the program produces that employment shall be provided within a roentgen of 5 kilometres of the village where the applicant resides at the time of applying. In cases where employment is provided beyond such limit of 5 kilometres , transport allowances and daily living allowances shall be paid in accordance with Programme Rules vi. Given the scenario where at least twenty women are employed at a situation, a provision shall be made for one of them to be deputed to look after all / any children under the age of six who may be brought to the worksite if they accompany their parents.The person deputed for such task of minding the children shall be paid the statutory minimum wage vii. A small portion of the wages not exceeding 5% may be deducted as a contribution to welfare schemes organized for the benefit of labourers emplo yed under the Programme. These welfare schemes are insurance health and accident, survivor benefits, maternity benefits and social security schemes. 3 INDIAN INSTITUTE OF MANAGEMENT KOZHIKODE WHAT ARE THE GENERAL BENEFITS RTW / MGNREGA i. ii. The program provides social protection by providing employment opportunities to the people living in rural India.The program promises livelihood security for the underprivileged and poor through creation of durable assets, improved water conditions and security, soil conversion and as a result of soil conversion high land productivity The program provides services like drought-proofing and flood management in rural India Through the processes of a rights-based legislation, this program empowers the socially disadvantaged, specifically women, Scheduled Castes and Schedules Tribes The program ensures strengthening decentralized and participatory planning through convergence of various initiatives like anti-poverty and livelihood The program wor ks on grass root levels by deepening democracy by strengthening Panchayati Raj Institutions MGNREGA is a powerful tool which implements transparency and accountability in governance thereby ensuring inclusive growth in rural India.This is because of its impact on social protection, security of livelihood and democratic empowerment. iii. iv. v. vi. vii. HOW IS THE PROGRAM FINANCED? Financing pattern The center go out bear the appended costs. 1. For unskilled manual workers 100% cost of wages 2. For semi skilled and skilled workers 75% cost of wages and bodily 3. All administrative expense as determined and as per guidelines of central government which essentially includes salary and allowances of program officers and their support staff and work site facilities 4. Administrative expenses of CEGC The state allow for bear the appended costs 1. For semi skilled and skilled workers25% cost of wages and material 2.If in case the state government cannot provide wage employment within 1 5 days of application, the state government to pay unemployment allowance to the applicant. 3. Administrative expenses of SEGC Release of funds 1. contrary in other state weather programs where the funds are pre allocated, in this programme , the release of funds is wholly dependent upon the proposals given by the state 2. The ministry of rural development will decide on the sanction of funds once it receives states formulated annual work plan and compute proposal. (AWBP) 3. The annual work plan and budget proposal is based on the haves of funds received from the states districts and panchayats of districts 4.AWBP also reports the use the of previous funds received by the state and also on key performance indicators determine under the scheme enabling an assessment of proposals received by state government. The said assessment is of qualitative nature. This enables the ministry to decide on the finalizing the amount for the state for the given financial year. The actual disburse ment of funds to the state also depends upon the utilization of funds previously allocated for the same state. 4 INDIAN INSTITUTE OF MANAGEMENT KOZHIKODE 5. The district programme coordinator or the state applies to the ministry of rural development , once the 60% of funds released earlier are utilized, for next round of funding under CEGF 6. On receipt to disbursement of funds by the center, the state government will release the funds to the program within 15 days.Comparison RTW/MGNREGA Vs other government based employment schemes There are a few valid reasons wherefore a right to work- guarantee of employment works better as compared to flee by night program introduced by center and state guarantee of employment increases the purchasing capacity of those who are demanding work This program ensures the inclusion of the poorest of the poor in employment schemes. The Program brings a sense of security in the laborers lives. Employment guarantee programme boosts the confidence of laborers with respect to high local employment prospect and hence discourage season based migration, most laborers apply to in difficult times. Right to work is A legally binding employment guarantee program is far more durable and reliable than fly by night schemes and programs run by state government which have proven on more than one occasions to be extremely trivial-lived. Impact of RIGHT TO WORK / MGNREGA Increase in GDP Planned expenditure of government is increasing as government is spending (budgeted 33,000 crore for 2012-13) on welfare or construction projects to give work to the unemployed people. A substantial part of this spending goes as the wages to the direct labour. As marginal propensity to have got (MPC) of this labourers is very close to 1, the effect of this government expenditure to the increase of GDP will be very high , which in turn leads to high growth in GDP. As per Keynesian model , increase in the government expenditure will make the GDP grow which in turn amounts for higher output.MGNREGA as Accelerator High proportion of agricultural population actually owns land. After spending on normal consumption for livelihood, the amount saved is mostly spent on their own produces. So the production from their land also increases leading to further increase in GDP. Change in Interest rate As we have already discussed, because of the MGNREGA, GDP is supposed to increase, interest rate is higher than earlier. Because of the increase in government spending, consumption also increases, i. e. , demand in the goods market increases leading to a rightward shift of the demand curve. With an increase in output, interest rate also increases.As interest rate increase, investors will be little willing to borrow money from banks. As a result, capital Investment will come down. Decreasing investment will have a blackball effect on GDP which will eventually come down. So the net effect on GDP by government sPending for MGNREGA employment will be little less. 5 INDIAN INSTITUTE OF MANAGEMENT KOZHIKODE Effect on Inflation Because of the MGNREGA, (i) unemployment is reducing and (ii) people who had a no / nominal income previously are now having nominal /higher income. The overall effect would be reduction of unemployment in the economy. MGNREGA leads to inflation but only in the short run.The higher wage rates in MGNREGA increases the wages of the workers who are working under MGNREGA thereby increasing their marginal propensity to consume. This leads to increase in the demand of food items. In the short run this leads to increase in the prices of the commodities mainly the food items and thus leading to increase in inflation. Also the workers employed under MGNREGA are unavailable for agricultural work during the harvest season, this leads to shortage of farm workers. As a result labourers need to be hired by fling higher wages than that offered under NREGA. As the cost of labour is increased, the effect of this can be obs erved in the form of increase in the prices of the farm output and thus shifting the Aggregate supply AS curve to the left.The above mentioned phenomenon can be observed only in the short run because in the long run the infrastructure activities carried out under MGNREGA like construction of wells and dams for irrigation purpose, leveling of roads and water conservation and harvesting will increase the farm output produced thereby leading to increase in the supply of food items thus shifting the AS curve back to the right and thus reducing inflation. Implications Since its inception, the Act has generated 1112. 03 crore person-days. Almost 70% of the MG NREGA labour. The average wage earned has risen from ? 65 per person day in 2006 to ? 100 in 2011. Inclusive Growth The share of SC/ST families in the work provided under MGNREGA over the previous five years has ranged between 51-61%. Women workforce fellowship under the Scheme has surpassed the statutory minimum requirement of 33 per cent. Over the previous five years it has ranged between 40-48%. In 2011, there were allegations that the programme was no more effective than other poverty alleviation plans in India.Rumors and reports had a buzz of corruption, controversy and scam written all over MGNREGA. Corrupt officials puncturing the budgets that are allocated, government expenditure routed from the funds for deficit financing, poor quality of infrastructure built under this program, were some of the issues that were being pointed at and questioned. 6 INDIAN INSTITUTE OF MANAGEMENT KOZHIKODE Recommendations The MGNREGA scheme has been designed as a supply-based model, where the number of works undertaken is dependent on the amount of labourers that register with the scheme. This caters to the primary objective of generating wage employment in India.Although to ensure quality-driven growth, the model has to incorporate a demand-based side, where the labourers are given work according to the value-addition required. The clause about providing an employment within five kilometers of the ingleside of a labourer needs tweaking. 7 INDIAN INSTITUTE OF MANAGEMENT KOZHIKODE REFERENCES * NREGA Report to the people 2nd Feb 12 (http//nrega. nic. in/circular/Report%20to%20the%20people_english%20web. pdf) * NREGA Website (http//nrega. nic. in/netnrega/home. aspx) * The Macroeconomics of NREGA Live Mint article (http//www. livemint. com/Opinion/nKoASa6hFXSX3w8Wd0EeWI/ViewsThe-macroeconomicsof-Nrega. html) * Macroeconomics N. Gregory Mankiw * The Modern Minimum-Wage Controversy and Its Antecedents A paper by Thomas C. Leonard

Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a Philosophy of de tarryry boyian education Christian education is one of the most of import things an mouthular rouse participate in by dint ofout their livelihoodtime. It is a lifelong process, beginning when we reach an age of aw arness and ability to learn, and does non end until we reach our corporal deaths. This is an incessantly-evolving progression that changes over the course of a persons life.People retain the capability to constantly arouse in spiritual maturity, and it is unequivocal as informers and educators to fear students in perceiving, accepting, and fulfilling the Gospel. the Naz atomic number 18ne provided the Great Commission to make disciples until the day of his return. This is something we mustiness consider c argonfully and intentionally. As Christian educators, we read the responsibility of commencement ceremony fashioning disciples of Christ, and siemensly to prepare them for the ir participation in our culture and society with divinitys word at the center of all they do.Educators should have a appetite for others to be transformed into the likeness of Christ. People must learn how they can know theology and follow him in their daily lives. We . . . need to be croak on our purpose and creative in our design of educational strategies and use of manners that promote the experience of paragon and a growing relationship with Him (Anthony 25). Every spigot of the purposes and goals of Christian education should be Christ-centered and biblical.According to Michael Anthonys have, Christian Education, the philosophical foundations of Christian education are derived from systematic theology, which in turn emerges from biblical theology (26). A correct observation and high take up of the script, as well as thinking and program line according to Christs view of Scripture, is the Christian educators ultimate frame of reference. There has to be an awareness of the indispenscapable theological keystone of the trust for this education to be successful. In the news, delivery boy says, cat them by the truth your word is truth (John 17. 7). Therefore, teaching method with the ground take form of Gods word is teaching the truth the account book tells Christians how to live in this universe and gives His people incorrupts to stand by and believe. An educational doctrine that is bibli anticipatey informed provides stability in the midst of the never-ending changes in our society. The only constants in our earth are God and Scripture. The Lord of the church is the Lord of theology and doctrine (Anthony 34). Educators need to use theology and the Bible as the foundation for moving toward any philosophical system in their Christian education.The purpose of my first education program is to egest people in worship of our Lord and Savior finished music, which evokes their feelings and emotions as they celebrate His greatness, unconditiona l love, and presence in their lives. The goals for worship are for someones to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal salvation during sunlight morning aids. They go outing learn the powerful words to these songs, and exit and so be able to feel the truthfulness in them, by the indwelling of the holy place Spirit.When people worship and celebrate God, those feelings are released, which then leads to them postulateing to grow even closer in their relationship with Him one goal from this experience is for them to earn others to church, becoming witnesses and bringing people who dont know Christ to services, thus fulfilling the Great Commission. By apprisal songs with words that come from the Bible, they depart fix familiar with verses that are God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, leading small mathematical collection coming upons for adults, is to create a safe environment and atmosphere, where students are surrounded by not only their peers, nevertheless friends, which captures for a positive effect downting to learn. The goals are to organize people regarding the Bible and God, so they will know Him much intimately they will feel the acceptance of others, and in this emotional climate, be able to openly convey questions they have regarding Christianity that they might not feel comfortable doing in a larger sort, or among people outside their age range.They will be able to twain know and feel the non-judgmental attitude of the congregation itself, as they get to know one another more than as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. Through the use of biblical materials, this program and philosophy also has a solid foundation for education. To outgo educate people and implement these purposes and goals I have stated, it is vital to infrastand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, that it also seeks to integrate them with knowledge that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing various teaching strategies that encompass development possibleness systems, such as cognitive, humanistic, and portal, teaching objectives can be created. These explain what the educator wants the students themselves to think, to feel, and to do however, in that respect needs to be a personal relationship with God, as the devoted Spirit helps one to grow in the image of Christ.When studying the social sciences of education, there is an emphasis on training humans grow, mature, and develop in variable appearances without their life spans. In an excerpt from Anthonys book, cognitive development refers to the orderly changes that occur in the way people understand and cope w ith their world. Cognitive theorists are concerned with how we know, that is, with how we obtain, process, and use information (68).Jean Piaget first proposed the design of this type of growth, and kept up(p) that there are four major periods, each age-related, of cognitive development sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive development, one can apply the concepts in teaching. The educator must centralize on what the person at each stage can do, as well as avoid what they cant understand. They need to be intentional and effective in comprehending and meeting learners needs. Moral development is also an important issue that Christian educators need to understand.Bonnidell Clouse noted four general move upes to this type of development psychoanalytical, study/conditioning, cognitive/ incorrupt reasoning, and moral potential (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud , and describes development that occurs due to psychological conflict amidst the ego, superego, and id, where righteousness results from conflict B. F. Skinner nutritioned the approach of conditioning, where development occurs due to the individual being exposed to external stimuli and subsequently conditioned with a behavioural response to a given(p) situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a process that accompanies cognitive/intellectual development, where higher levels of authority make moral endings, concluding that morality results from knowledge the fourth and last approach of moral potential was campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators have both extolmentd and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. Christian educators have often turned to Scripture and theology to supply the foundation for brain moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the New Testament, as well as the concepts of internalization of take accounts and moral transformation (Anthony 78).Donald Joy describes moral developments fashion as a pilgrimage, and believes it must have insights from theology, not just the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists approaches, as well as the theological ideals, their concept of moral development is more comprehensive. It must include reasons, actions, and characters that require knowledge, behavior, virtues, and principles (Anthony 81). Fa ith development is another issue for Christian educators to take into consideration. mob W. Fowler is the founder of this theory, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to realize that his ancient conceptualization of faith is generic he assumes that all human beings have some form of faith that proceeds through a rather sure process of development (Anthony 83). According to Michael Anthony, in faith development, a distinction is made surrounded by beliefs and faith. Beliefs are significant means by which faith is expressed.But faith is much deeper and includes both conscious and unconscious motivations (83). Fowler defines faith in scathe of loyalty and trust, such as devotion to ideas or persons that have worth to us (centers of value), loyalty to power centers in life that give a genius of security, and devotion to a master story that gives direction and hope in life (84). The calling of God u pon believers is emphasized in relating the development of faith to Christianity, where vocation is the response a person makes.The image of God is rigid inwardly each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that gibe with New Testament teachings. These insights contribute to the process of Christian education, but one must also be aware of its weaknesses and limitations. Gods perspective as given in Scripture must be the ultimate and most important benchmark by which faith development is measured (Anthony 89).However, this theory does regard that the faith of adults has the potential to continue to develop throughout adulthood this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, there are multiple knowledge theory styles which are used to help teach the student and attain the goals and objectives in a syllabus, tercet significant ones being cognitive, humanistic, and behavioral theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. darn specialized theories of tuition do not translate directly into principles of teaching, they provide maps and compasses to aid the in undergo instructor-traveler in charting the course to development success (Anthony 101). Educating is more than expressing battlefield takings and demonstrating the knowledge of the teacher it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of encyclopaedism. These focus on the internal mental processes people use in their effort to make sense of the world. Cognitive theorists view learning as a shake-up of perceptions. Michael Anthony describes perception as the meaning we attach to information we receive from the world around us. Perceptual reorganization allows learners to develop a clear understanding of the subject (104).Jean Piaget is one advocate and leading thinker in this area, and describes the process through the use of terms, such as organization (the natural tendency to make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or environment so th at balance exists between what we know and what we experience).Assimilation and registration are two parts of adaptation assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more usable and tend to be better retained than material they have merely committed to memory (Anthony 105).In his research, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of confidence in the capability to learn as they learn how to learn. He proposed the structuring of subjects, allowing them to be arranged in a way to aid in students learning this structure is facilitated by the three components of present ation, economy, and power. Discovery learning highlights students activity, initiative, and solutions. Later, Bruners theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style incorporates what we value, and is called the humanistic theory. Educational humanism, or affective education, emphasizes the affective field of learning receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle) (Anthony 107). In this theory, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow focused his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opport unity teachers assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. He focused more on phenomenology (the world as it is perceived by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning (Anthony 107). According to Rogers, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruners, but Combs placed more emphasis on sharing personal views and less on objective problem solving. For Combs, meaning is n ot inherent in the subject theme it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning (Anthony 107). All three of these specific theorists, Bruner, Rogers, and Combs, lookd and researched certain ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Skinner (Operant Conditioning) are three of the most grownup theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response this connection is called a stimulus-response bond. This link provided the foundation for behavior modification behavior shaping as well as brainwashing . . . classi cal conditioning in classrooms focuses on involuntary behaviors that are outside conscious control (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He show the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three jurisprudences of learning The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repetition strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the Operant Conditioning theory of behavioral learning, and it was an expansion of Thorndikes Law of Effect. In classical conditioning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals (Anthony 103).Skinner used pigeons in his research, placing them in observation cages when they behaved desirably, he reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational action is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks this competency into small steps of learning. Programmed instruction maximizes learner reinforcement (reward) and also the come in of interaction between learner and information (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian cultivate curriculum (the Accelerated Christian Education). Pavlov, Thorndike, and Skinner all used behavioral theories of learning, expou nding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and measure team for my church congregation I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more modern and upbeat Christian music, with a live band that I intend to lead, and this genre of music is tailored toward the younger generations who attend this service there will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are alter with this type of music.I believe through the use of songs that are more recognizable to the individuals, such as singing the music that many another(prenominal ) of the attendees (youth, teenagers, and young adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be inspired and feel the calling to lift their voices and hearts to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this entire chapter is devoted to listing The Singers, and was called a service. All these men were under the supervision of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the house of God (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the Master Teacher, Jesus Christ for people who dont recognize the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most everyone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social sciences influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be drawn more toward the humanistic view of how people learn.John Dewey is considered the father of progressive education, though the foundation had been displace for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a firm understanding regarding education. Humanistic theories of learning are more p ersonal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, Gods word. This will include a more particular set of people, as these meetings will be for young adults the ag es will range anywhere from 18 to 40s, though most will be in their 20s and 30s, as there are small group meetings already created specifically for both the much younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more easily than if it were a larger group it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (lasting anywhere between four and eight weeks each) by utilizing courses created by other pastors and teachers, there will be the added benefit of lear ning important issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by breaking bread through eating together. Each individual will contribute, if able, to the meal every week this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. And he took bread, gave thanks and broke it, and gave it to them, saying, This is my body given for you do this in remembrance of me. In the same way, after the supper he took the cup, saying, This cup is the new covenant in my blood, which is poured out for you. (Luke 22. 19-20). In the same way that Jes us shared meals, especially his last meal which we observe during church services as Communion we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and further available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that intelligence is not something given to people, and that understanding is integrated by them Bruner also proposed subjects are to be organized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the r elationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by mechanical bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized trial and error learning instead. These differences underscore the vast divide between behavioral and cognitive learning theories (Anthony 104). Through reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained f rom each the cognitive, humanistic, and behavioral theorists opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching people are different, and therefore learn in different ways, so having a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give forgiveness to our enemies, to teach through gentleness and understanding, as well as giving us the Fruits of the Spirit But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Gal. 5. 22- 23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Christian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adults, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences theories on learning, and how people grow in their Christian faith my beliefs and opinions on how to lead and teach in Christian education are also expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and Gods word this will have the most im pact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education Foundations for the Twenty-first Century. Grand Rapids, MI Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids Zondervan, 1984. Print. New Intl. Vers.Philosophy of Christian EducationMy Philosophy of Christian Education Isaiah 5413 all your children shall be taught by the LORD, and great shall be the peace of your children. Introduction Upon examination of Jesus life and ministry here on earth, I find it to be very captivating that He successfully engaged in a plethora of professional fields including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose passionate and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the educational activity Profession describes the Master T eacher as one who, respects students diversity, is knowledgeable in the content area, practices effective assessment, effects plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibited all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.According to Guillemin and Beck (1998), a Christian philosophy of education is, one that is determined by scriptures and ring by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching, giving rise to four specific tenets. These four tenets to the Christian Education process rest of the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four a forementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the home, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent of socialization and therefore parents are the first educators. God has given parents the mandate to, Train up the child in the way he should go and when he is old he will not depart from it, (Proverbs 226) also in Deuteronomy 6 6-7 the Lord gave clear directions regarding the commandments These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie down and when you get up. (NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the secular curriculum but also be able to integrate scriptural principles effectively so children can come to realize their purpose in Gods wonderful plan.In college I was taught to do everything to avoid teaching Christ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfill the mandate is devotional exercise and even then, children are not mandated to attend. some(a) of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never intended by God for children to behave, nor end up in such a manner.After all, Jesus said, Suffer the little children to come unto me nix them not, for of such is the kingdom of heaven. (Matthew 19 1 4). breeding about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself authorise to God. (2 Timothy 215). As leaders we are commanded by God to feed his sheep. (John 2117). The Great Commission is found in Mathew 2819, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to guarantee success and the fulfilment of Gods plan. The Teacher Consequently, the teacher is accountable to God for the quality service that is offered to those in his/her care. In James 31, 2 it is stated, Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly. As teachers of Christian education we should seek t o emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners wellbeing showing how much He cared for example in the feeding of the multitude. (Mathew 413-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11 14, He clearly establishes the importance of guided decision making. Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very innovative teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore i t is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, Be ye followers of me, even as I am also of Christ. Therefore we should model Christs teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 1228.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anyt hing correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 In Him all things consists as the premise on which his book titled All Things Consists in Him Teaching Christianity Using Biblical Integration is based. Rose purports that we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from math to ministry.Each field of study needs Christians who really believe they are to be identified with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. This is similar to how we are recognized by both our first and last names. This will secure in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 25). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 3119, 21, 22 shows God instructing Moses to, write down this song for yourselves, and teach it to the children of Israel put it in their mouths, that this song may be a witness for me against the children of Israel. Theres no discredit that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies geographical principle proves that God is responsible for the contours of the earthJob 2610, He drew a circular horizon on the face of the waters, at the boundary of light and darkness. For economics in dealing with money and possessions He reminded us in James 117, Every good gift and every perfect gift is from above, and comes down from the father of lights. For the strand Government, we see where nations, governments and authorities were created by God and maintained by Him for His ultimate purposes.Job 1223, He increases the nations, and destroys them He enlarges th em and then straightens them again In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christs image focuses the process of teaching on evaluation As educators we are challenged to present objectivity in a relatively subjective world. While we train students to reas on and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 625 provides a Biblical response to the question of subjectivity. In his book Reclaiming the Future of Christian Education, Greene (2003) declares, Knowing God in and through the creation is what is important, and students must be helped to explore the creation along the lines of their own gifts. Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals t o the students, as this will only contribute to chaos and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. The method is the spirits support with the adoption of Biblical truth to the believers life resulting in a mature believer who is able to live a life in accordance with the teaching of Gods word. He postulates that Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It inc ludes the learner, the teacher, the curriculum and the teaching process. I deem it pertinent to also superimpose the Master teacher characteristics of Jesus to be patterned by todays Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to continuously remember that we touch the future because we teach. Therefore, all our children shall be taught by the LORD, Through us, and great shall be the peace of our children. References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). Colorado Springs, Colorado Purposeful Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http//www. aiias. edu/ict/vol_21/21cc_377-394. htm http//www. transformingteachers. org/index. php? option=com_content&task=view&id=37

Little Big Man

Directed by Arthur Penn, bitty monumental Man is a 1970 characterisation based on a 1964 novel by Thomas Berger. It stars Dustin Hoffman and Chief Dan George. The story begins as old Jack Crabb tries to recall the events of his long life for a biographer William Hickey. He had been a frontiersman, Indian scout, gunfighter, buffalo hunter, adopted capital of Wyoming homesteader, and witness and survivor of the Battle of the teensy heavy(p)horn. However, among his varied life events, the fact that he was adopted by the capital of Wyoming gives him an unique perspective on both the white and Native American cultures of the 19th century. The movie unravels the white mans attempted genocide of the Indian and provides an indirect commentary upon genocide then occurring in Vietnam. However, the movie is most noted for its celebrated toppling of the legend and heroic aura surrounding General George Armstrong Custer and his castigate at the Little coarse Horn (Geyring, 1988).Little Big Man (1970) breaks many myths surrounding the world of the American West. It raises questions on many of the notions of the West that have hap to dominate the popular consciousness. The new elements of Little Big Man that be in opposition to popular myths in westward cinema include a decreased use of violence, increased use of non-traditional sexuality, critical views of historical masculine figures, more(prenominal) concern for the feelings of a woman, nontraditional sexuality and more localize on favoring realism over romanticism.Young Jack and his older sister Caroline were orphaned during a massacre of his wagon train. Jack is later raised by the Cheyenne leader Old Lodge Skins and taught the Cheyenne language whereas Caroline runs off. Jack is given the name Little Big Man when, despite his condensed statures, he bravely volunteers to fight against the United States Army. After many adventures, he reunites with Caroline for a brief time. Jack finally settled down with a S wedish woman named Olga and even opens a general store. However, when his partner deceives him and puts him in heavy debt, he is forced to close the store. George Armstrong Custer suggests they make a new stemma in the west. But their stagecoach is attacked on the way and Olga is abducted by the Cheyenne. Jack later on, tragically finds Olga married to Younger Bear. He later marries Sunshine. Custer kills many of the Cheyenne leaders. Unable to take revenge on Custer directly, he leads them to their doom at the Little Bighorn in a smartly planned manner. westerns Films are the major defining musical style of the American characterisation industry. They usually represent the days of the expansive, untamed American frontier in the 19th century. The western film genre typically portray the conquest of the wilderness and the subordination of nature, in the name of civilization. Usually, the film is based on forts, desert regions, isolated homestead, jail, small town primary(prenom inal) street etc. Other iconic elements in westerns include the hanging tree, stetsons and spurs, lassos and Colt .45s, stagecoaches, gamblers, long-horned cattle and cattle drives, prostitutes with a heart of gold, and more (Dirks, 2007).The western film genre has been associated with Americas historical past. Usually, the central plot of the western film is simple and based on conflicts surrounded by good and evil, white hat and blackamoor hat, settlers vs. Indians, humanity vs. nature, and so on (Dirks, 2007). Often the hero of a western meets his rival and opposite self in the form of the villain. Thus typical elements in westerns include enemies (often Native Americans), guns and gun fights, violence and human massacres, horses, trains and train robberies, bank robberies and holdups, run onward stagecoachs, shoot-outs and showdowns, outlaws and sheriffs, cattle drives and cattle rustling and distinctive western clothing (denim, jeans, boots, etc.) (Dirks, 2007).Little Big M an focuses on the settlement of the American West during the middle- and late-nineteenth century. Crabbs is obsessively in search of his own origins. In relating his past, Crabb introduces several sets of parents over the course of the novel, including his birth parents, the Indians, and the Pendrakes. He does not sense any connection in the true sense to these peck my Ma was well-meaning but ignorant. My Pa was crazy and my brother was a traitor. Then there was Caroline.They werent much of a family, I guess, but then I was not with them long. One also finds that Crabb could not have a family of his own despite two official marriages. He participates in almost every major event in the West at that time, beginning in 1852 and concluding in 1876 with the Battle of Little Bighorn. Following Crabb in his search for roots the movie traces the complex issues of Hesperian settlement, especially those raised by the meeting of cultures and peoples.This breaks the myth of Western movies th at the Native Indians are all savages and the white people are all decent settlers. Crabb is a White Man and he constantly remembers it. But he was brought up by the Cheyenne Indians from the age of ten. When Crabb lives with the Indians, he cannot forget that he is white and while in the company of the whites, he seems more connected with the Indians he confesses these conflicting attitudes when he runs away from the Pendrakes, his adopted parents in Missouri (Sinowitz, 1999).Crabb is derogatory in his speech and attitude towards both the Native Indians and the whites. When he is captured, he makes remarks such as Indians of course invented the habit of smoking, and almost nothing else and refers to the Indians as barbarians. As he proceeds to compliment them, he says you couldnt get away from the fact that they wasnt white. However, when he is among the whites later in the novel, Crabb realizes that he finds civilization meaningless. These ambivalent notions about the Indian worl d and civilization are very unalike from earlier Western type movies where the native Indians were the only villains.In most traditional Western movies, the settlement primarily involved bringing civilization to the West. In Little Big Man, Crabb even points out that the Indians are very mannerly. He also indicates the barbarity of the whites. Instead of simply reversing the traditional roles of the Indians and whites, the movie shows us that in domain both groups are comprised of civil and savage men and values.In doing so, Penn revises traditional views of Western settlement and the tendency of observers neatly to categorize the roles various groups play in a historical process. The movie does not place any community as superior compared to another. But each culture along with its criticism is brought on an equal plane. The Little Big Man provides an increasingly positive representation of Native Americans who had been treated as savages in earlier films. Contrary to general Ame rican Western genre movies, this movie portrays the American Indians in a sympathetic light whereas the soldiers are portrayed as lunatics or violent barbarians (Sinowitz, 1999).Often considered the most American of film genres, the Western has long shaped the way the muniment of the West has been recorded in American culture. When Western Movies brought in historical characters, the role they played was minimal. In this movie, we find that historical characters such as Custer and Wild Bill Hickok are treated with more detail. Crabb develops an obsessive hatred and then a strange bewilderment for Custer, and something of a friendship with Hickok.The film seems to make them more human and realistic with all their flaws and natural talents. When Crabb meets Hickok, he is performing one of his famous stunts however, Crabb downplays Hickoks shooting pompousness and later does not really believe the legendary feats of Hickok. The movie reveals that the images of Hickok are most those projected by writers and press people. In effect, Crabb uses realistic portrayals of these historical figures to collapse the myths surrounding them (Sinowitz, 1999).In the movie Little Big Man, Penn parodies scenes and incidents from other Western movies (Sinowitz, 1999). There is a near reproduction of the climactic chase at the end of leg (1939), where John Waynes Ringo Kid helps fend off an Indian attack on the coach . In Little Big Man, Penn converts this scene into a comic misfortune instead of making it into a moment of heroic grandeur (Sinowitz, 1999). While in the movie the Ringo Kid and his companions shoot at Indians with a great be intimate of accuracy from the fleeing stagecoach, Crabb notes the need to use a shotgun, instead of a rifle from a moving stagecoach.Crabb also informs the reader that the apparent tough man traveling among the passengers on the coach dies of a heart attack before the Indians get close. Western movies such as Fords The Searchers (1956) sh ow Indians attacking a farm bear in the middle of the night and capturing Edwardss two nieces. In this movie, Crabb stresses that Indians never attack at night. Morever, Western movies principally involve the concepts of taking revenge. In Little Big Man, Crabb finally tracks down his own non-Indian wife and child and finds them living with his greatest enemy among the Indians. But, knowing that they are national with Younger Bear, Crabb decides to leave them alone.The western films generally have a simplistic moral code. For example, a white hat represents the good guy, a black hat represents the bad guy two people facing each other on a deserted street leads to the expectation of a showdown cattlemen are loners, townsfolk are family and community minded, etc. All western films can be read as a series of codes and the variations on those codes. Kevin Costners Dances with Wolves actually resurrects all the original codes and conventions but reverses the polarities the Native Amer icans are good, the U.S.Cavalry is bad. Clint Eastwoods Unforgiven uses every one of the original conventions, only reverses the outcomes instead of dying bravely or stoically, characters whine, cry, and beg instead of a good guy saving the day, wicked characters execute revenge etc. Here, in Little Good Man, the original codes and conventions are rewritten. Every person is treated as an individual with his own flaws in personality. Traditional Western movies had cowboy like heroes who were ruthless in their killings. Unforgiven however, shows that even the gunslingers of the western had their own feelings and had to deal with a conscience by and by killing. In Little Big Man, Crabb gives up his gunslinger role the moment he sees Hickok kill another person in self-defense. Thus, there is more of a humanizing treatment to the western protagonists in Unforgiven and Little Big Man.As for the Native American characters, Little Big Man is more similar to Dances with Wolves. In the movi e Dances with Wolves, the main protagonist Dunbar realizes that different to his belief that native Indians are barbaric people, they are a remarkable people, who are at one with the land and the earth. Hed earlier been told that Native Indians were thieves, savages, and barbarians. But after knowing about them, he finds them both noble and intelligent.Dunbar becomes a friend and eventual member of the Tribe. He has found his place in life, and he is content and at peace. Here again we find that the Little Big Man does not place a similar halo around the native Indians. Rather, the movie etches out great characters among them who also have their flaws. Little Big Man differs from Dances with Wolves in the fact that it does not totally glorify the native Indians though it does focus them in a positive light.The reason why Little Big Man provides a neutral perspective towards the native Indians as well as towards the main protagonist Crabb is best explained by the words of authors Mi chael Ryan and Douglas Kellner in their book television camera Politica the politics and ideology of contemporary Hollywood film Fundamental fond attitudes like patriotism, optimism, trust in government and business, sense of social security and so on were either deliberately overturned by such things as counterculture or undermined by events like Watergate.As a result the generic division which maintained boundaries around proper public dress and behavior or between public morality and immorality were crossed. Idealized cultural representations of public authority could no longer hold in a society in which upstart people scorned public figures and repudiated authority. Thus, according to the authors, the neutral perspective is mainly due to the fact that during the period after 1967, America was in paroxysm due to the Vietnam War and the Watergate scandal. Demarcations between right and wrong were diffused and hence the movie of that period Little Big Man (1970) reflects that .Thus the movie Little Big Man marks a changing point in American Western Movies in many ways. This was due to changing times in history during the late sixties and changing perceptions. However, the movie was the first to start the revisionist Western trend in Hollywood, where age old western myths were shattered and new elements were added to this genre.BibliographyRyan, Michael. Camera Politica The Politics and Ideology of Contemporary Hollywood Film.Dirks, Tim (2007). Westerns Films. http//www.filmsite.org/westernfilms2.htmlGehring, Wes D. (1988). Handbook of American Film Genres. Greenwood Press, 1988Meldrum, Howard Barbara (1985). Under the sun Myth and realism in Western American Literature. Whitston Pub. Co., 1985Sinowitz, Leigh Michael (1999). The Western as Postmodern Satiric History The Little Big Man. CLIO. Volume 28. Issue 2.