An essayist writing skills Essay Example for Free

An essayist writing skills Essay ‘Education matters’; the academic distinction as seen within the essayist is the peak of personal pride and the prime of the essayist. This is the backdrop of his imagery skill and panache as he seeks to make the issue figurative and argumentative and in his situation hypothetical. Within the context, he redefines the role of education with the general public. This is his onset to express his insight about what the general public thinks about situations that reflect on those it knows. BOY. Drop out of school and thats what theyll call you the rest of your life. ‘Drop out’ is figurative and intrinsically variable. It is an expression of discontent towards a situation and the person in the situation. It is a moral insight and one that the essayist seeks to use to make a case against his distinguished position as a disadvantaged worker in a workplace which is far much below his qualifications. ‘Drop out’ is what offsets his passion to describe, discuss and put forward his case. It is what could make you a scorn yet even without the valuable education you are the same match to the drop out. Today I saw them saying something else’ is a passionate and morose appeal to his pride gained from the value of education to make him recognizable. He is now a minnow and below the centre of social repute and distinctiveness of an individual. Within these profound contexts within the essayist situation analysis and his insights about the repercussions of manoeuvres to attain academic distinction yet plunge into a sea of misrecognition by being compared and working as one of those detested and referred as public scorns for their minimal academic capacity is insulting and confusing. To him, it is ailing his conscience. They were untrue in part; it turns out that youll get called boy if you do work that others dont respect even if you have a Ph. D. It isnt education that counts, but the job in which you land. This is his perspective, to expound on the uselessness of education comparatively to his situation analysis. Here we see a subtle cry and his way of comparing his fate. It is an emotional and socially perceptive ideology. Emotional, since he is worried that he learned and hoped to supersede social implications and join the league of the learned employed who influence and are the pride of the society. Yet he is now among the least recognized and looked down on. ‘It turns out that youll get called boy if you do work that others dont respect even if you have a PhD’ This is his point on this perspective, he is learned and qualified yet he works as a lemon cutter and he is not even recognized at the workplace let alone by the barmaid. This point showcases the writers wit and it’s within this context we decipher the judicious self- exposure of the writer’s own character. He is objective and determined a listener and an analytical person. â€Å"Are you the boy who cuts the lemons? This is where we discover he is frustrated and feels insulted by circumstances. He is grappling with reality. His point explains the discontentment of the protagonist about his career and the relevancy to his assertion about education being important and suddenly the realization that it is not on some circumstances† I’m the man who does’ It is his acceptance of his fate and an expression of conformity to the circumstances that he is now pitted in. He finds no discourse in segregating his position due to his education background hence accepts his fate and position as a social perceptiveness. He is no longer focussed on making his moral authority within the academic faculties to spell out his elite nature as farcified by the billboard impression. â€Å"Are you the boy who cuts the lemons? I’m the man who does’ is an expression of his seeking to make some points clear within the workplace. It is a coupled methodology of making a case clear, emotive and correlative to his perspective. This is imagery and metaphoric distinctiveness. His workmates don’t even recognize him as an integral part of the workplace. The name boy is contentious and he seeks to address the problem of misrecognition by creating a scenario that imparts his distinctiveness which within the workplace is not recognizable. The workmates are oblivious of his qualifications. Here he seeks to make us identify with his vast knowledge which so far he deems useless. In his two expressions which seek to vilify his potential, he mentions that the maid didn’t realize is reply that ‘he is the man who does it, not the boy who does it’ He is making it clear that he is qualified to be in a better and more professional position. Secondly his reflections ‘They assumed that some people just wont learn respect for others, so you should adapt yourself to them. Dont try to change them. Get the right job and they wont call you boy any more. Theyll save it for the next man. It isnt just people like this one waitress who learn slowly, if at all. We see lamentations here. He is metaphoric ‘that some people just wont learn respect for others, so you should adapt yourself to them’ and figurative in context Get the right job and they wont call you boy any more’. Auspiciously he is figurative in seeking to identify and correlate with the college scenario of the ‘wombats’ and metaphorical as he seeks to put in place the generalization of excellence and academic capacity as a triviality within workplace on a situation in which, the protagonist is doing the same thing with those without any distinctive capacity so as to make ends meet. He is emphatic, lamentative and perspective as he seeks to make his lingering acrimonious reservation to the degradation of his moral position though he has an invariable better and dignified capacity than what he seems to view as his detractor within the workplace. Certainly I wont forget being called a boy today’ The essayist is using word play to make clear a case of emotions he felt when he was undermined and that he made emphatic efforts to make the scenario change to his favour to no avail. On the basis of dialogue, the writer is seen to converse with the waitress who seems to be merely up to no positive perspectives in the conversation. It is in this conversation the writer denounces the waitress and makes the issue of recognition within workplace contentious. This is as seen in this conversation with the waitress and the cook Dana â€Å"Are you the boy who cuts the lemons? † I’m the man who does, â€Å"I replied. â€Å"Well, there are none cut. † There wasn’t even a hint that she heard my point. Dana, who has cooked here for twelve years or so, heard that exchange,. Its no use, Jack, he said when she was gone. If she doesnt know now, she never will. Imagery is the integral in his prose and his title ‘from man to boy’ is indicative of his perspective to use imagery. He has a varying penchant for long figurative and satirical sentences to make clear some of his sentiments. This is seen as he sums up his forlorn though deciphered from the waitress looking down on him situation. ‘It didnt take much persuasion to get the name dropped. Today there are few students who remember it at all. But I imagine the cleaning women remember it well. Certainly I wont forget being called a boy today. ’ He is coupling exposition and dialogue while at the same time making an inclusion of ethos to actualize his point.

The Time Machine and Mrs. Warrens Profession as Socialist Manifesto Es

The Time Machine and Mrs. Warren's Profession as Socialist Manifesto  Ã‚   The industrial revolution was the period of greatest economic and technological growth in modern society. Starting in Europe and spreading to the world, multiple countries experienced a new definition of efficiency and productivity. Although the growth was certainly profound, many people questioned the methods with which it was achieved and the society created from its ideals. In particular, two British Authors, H.G. Wells in The Time Machine and George Bernard Shaw in Mrs. Warren's Profession provide critiques of capitalism and industrialization. Both members of the Fabian society present pictures of a seemingly content world, which, when examined, reveal the degeneration of modern society, Shaw looking from the present, Wells from the future. Through portrayals of ostensibly prosperous worlds and the conflicts that arise between characters with differing views, both literary works successfully show the disadvantages of the new economic system and predict its destructive consequence s in the present and the future. Unlike their revolutionary communist counterparts, Fabians advocated gradual reform of the capitalist regime by working within the system. Through both emotional and logical appeal, Fabians attempted to sway the public towards greater policies of human rights and equity, creating the basis for modern leftist parties, such as the British Labour party or the democrats of the United States. Shaw and Wells, two of the founders of the party, appeal to the people through both morals and entertainment value in order to powerfully convey the Fabian cause. The Time Machine applies a vision of a disturbing, advanced world to current society, warn... ... change society, as in The Time Machine, or is just entering the social arena, as in Mrs. Warren's Profession, it is obvious what the fair and moral choice is in both literary works. No matter how they approach it, both literary works provide compelling arguments against social stratification and industrialization, providing only undesirable choices for the audience unless society can overhaul itself. The two stories provide similar critiques of any system promoting class conflicts and exploitation. However different, both present a scene of a seemingly content world, a scene that is shattered when viewed from a closer level. When applied to modern society, both present the view that although the growth of industrialization is undeniable, it is questionable as to whether society truly reached a more desirable end, given the consequences that stem from our progress.

Be able to work in a person-centred way Essay

2.1- Work with an individual and others to find out the individual’s history, preferences, wishes and needs I should refer to any previous files held with regards to that person Social workers/agencies/person involved in placing the individual into our care should provide as much background info as possible, (psychical, mental, social and emotional health, medical history, behavioural history, personal interests so forth)- myself and the rest of my staff team should familiarise themselves with these files. A new client will undergo assessment, assessing the client’s wishes, preferences and needs. This assessment should be completed within 6 weeks of coming into our care. It allows us to truly acknowledge the clients care needs and wishes, providing us with the grounds to formulate and implement an effective care plan that shows a true reflection of the client’s needs, character and preferences. Individuals in our care will be given chances to engage in regular discussions about their care and how we are promoting their care towards their own wishes and preferences.Comments will be required from the individual to evidence they are given several opportunities to have their input when discussing their care and care strategies. If a care plan doesn’t reflect a true individual’s wishes and needs and does not promote person centred care then I have the responsibility of reporting this to my line manager, in order for it to be altered to a more effective person centred document. 2.2- Demonstrate ways to put person-centred values into practice in a complex or sensitive case Complex cases vary depending upon the client and their individual circumstances, values and beliefs. For instance a client’s care needs may be that they require support in personal care, however the client wishes for this support is to be as minimal as possible to maintain some dignity and self independence. Here our service needs to assess how we can me the individual’s care needs but also promote person-centred care by accommodating the client’s wishes. This can be done by figuring out what support the client is comfortable with and not. For example the client may be happy to have assistance when bathing, providing intimate areas are correctly covered, and staff allow them to dress and undress on their own to maintain privacy. Here all care needs regarding personal care and hygiene are being met as well as delivering it in a person-centred approach. 2.3- Adapt actions and approaches in response to  an individual’s changing needs or preferences Care records and individual risk assessments need to be constantly reviewed in order to make in an appropriate working document. Strategies, approaches and the clients preferences may alter meaning methods of delivering care may change. Therefore in order to ensure care needs can be met in a person centred care approach, records need to be changed and staff need to be communicated and updated on strategy changes. Staff should have full training in ‘care plans’ and how they work; therefore they will be able to monitor the care plan on a daily basis and act in according to the care strategies. They will become aware of any changes in the client and whether they need to implement alterations. If I notice certain areas of the care plan are not working efficiently to meet the needs our client and could be improved, it is then my responsibility to report this back to my man ager, so they can review and update if necessary. When working with the client if I notice any unusual behaviour or causes of concerns I should report it to my manager then depending on the circumstances the care records and risk assessments will be reassessed and the client’s behaviour will be monitored. Be able to establish consent when providing care or support 3.1 Analyse factors that influence the capacity of an individual to express consent The term â€Å"consent capacity† describes an adult’s ability to understand information relevant to making an informed decision. These decisions can vary on the importance such as what the client eats, to activities they participate in, medical consent, so forth. In more complex care decisions such as care strategies, medical options, safe guarding approaches, etc consent from the client may actually not be what’s best for client. Ones mental/intellectual ability can be affected for various reasons, disorders, conditions, and injuries can affect a person’s ability to understand such information. Informed consent is a phrase often used to legally indicate that the consent a person gives meets certain minimum standards. In order to give informed consent, the client concerned must have adequate reasoning ability and be in possession of all relevant facts at the time consent is given. Impairments to reasoning and judgment which may make it impossible for someone to give informed consent. For example basic intellectual or emotional immaturity, high levels of stress such as PTSD, or  severe learning difficulties, mental illnesses affecting one’s own welfare, intoxication, severe sleep deprivation, Alzheimer’s disease, or being in a coma. In these cases consent would need to sought elsewhere, this needs to be from the acting legal guardian for the client (even if its short or long term guardian ship, until the client is able to make appropriate decisions for their own welfare, consent will be needed from legal guardians) such as an acting family member taking legal parental ownership, social workers, having actual legal guardian status, etc.

Critical Thinking Analysis Of Cliffside Holding Company Memo

Critical Thinking Analysis of Cliffside Holding Company Memo Oluseyi Ilupeju University of Maryland University College AMBA 610 9048 01/19/2015 Professor Pauli Richard This paper is to assess the argument that show the effect of the critical thinking and system thinking models to analyze problems especially those confronted by organizations. Cliffside Holding Company of Masspequa’s memo will be used to show the effectiveness of the models. 11 steps of critical thinking were explained in the book Asking the Right Questions Browne and Keeley (2015). The steps are used to illustrate the critical thinking as it relates to Cliffside Holding Company. It is essential to apply critical thinking in the process of solving complex and critical situation that people face, but more especially for the organization leaders, because they are expected to have solution to all problems that the organization might be facing. Critical thinking encourages the use diverse skill sets and information to solve problems. The irony is that most of the steps of critical thinking as described by Brown and Keely are used vaguely or in one form or the other by people. However, Kubasek, Brennan and Browne described what it will be like for an individual that cannot apply critical thinking questions to information as a mental puppet of the last clever person you talk to (p. 14 2015). If all the processes are understood and applied to issues, it will be faster to find a resolution to those criticalShow MoreRelatedCliffside Holding Company Of Massapequa2065 Words   |  9 Pages â€Æ' I. Introduction Cliffside Holding Company of Massapequa (CHCM), an insurance firm that has successfully been in business for more than 50 years has never established a leadership development program. During a senior executive staff meeting held in August 2014, the director of operations suggested that CHCM establish a leadership program to prepare junior insurance executives for future advancement (A. Ravaswami, personal communication, October 10, 2014). In a memorandum to Ms. Cynthia CastleRead MoreCritical Analysis : Critical Thinking Essay1945 Words   |  8 PagesCritical thinking is the logically disciplined practice of dynamically and proficiently conceptualizing, relating, combining, and assessing information assembled by observation, knowledge, reflection, interpretation, or communication. There are six steps to critical thinking which includes knowledge, comprehensions, applications, analysis, synthesis, and evaluation. It involves the use focused groups with similar skills to analyze an d evaluate information that you read or hear critically. RegardingRead MoreAnalyzing Verbal And Written Communication1675 Words   |  7 PagesCritical thinking is an important skill used to evaluate verbal and written communication. The concept behind thinking critically is to perform a focused analysis of the evidence and point the author is trying to make. To accomplish the analysis, the entire communication is disassembled, identifying the main point, the supporting evidence, the argument, the language, the author’s values, and the conclusions. The objective of this mental exercise is for the receiver of the communication to be able