Responsibility to Others versus Individual Selfishness

The 20th century philosopher Emanuel Levinas, responding to the horrors of the Holocaust, considers our ethical responsibility to other humans as follows: â€Å"The Ego loses its sovereign coincidence with self, its identification where consciousness comes back triumphantly to itself to reside in itself†¦The challenge to self is precisely reception of the absolutely other†¦[T]he Other hails me and signifies to me†¦by its destitution, an order. Its presence is the summons to respond†¦To be Me/Ego thenceforth signifies being unable to escape from responsibility.† (â€Å"Signification and Sense† 32-33). What Levinas is trying to explain is an individual is a person, or human, by how others perceive that individual, thus an individual is ethically responsible for others as well as others to the individual or is otherwise a loss. Throughout Dante’s The Divine Comedy 1: Hell and Shakespeare’s Macbeth, the idea of the responsibility to others versus an individual’s selfishness is a constant debate. In both Dante’s The Divine Comedy 1: Hell and Shakespeare’s Macbeth, the responsibility to others is something that is expected. In Dante’s The Divine Comedy 1: Hell, Dante is guided through Hell and learns how various sins are punished, the traitors being near the bottom. In Shakespeare’s Macbeth, Macbeth is told his destiny to become king, and then face internal conflicts of the various murders he performed in order to achieve the power of being king. Dante’s The Divine Comedy 1: Hell andShow MoreRelatedWilliam Shakespeare s King Lear1470 Words   |  6 PagesShakespeare’s tragedies accentuate the qualities of human behavior and interactions with others when faced with adversity where the emotions of greed, ambition and madness are strongly expressed. 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Childcare Level 4 Keeping Children Safe Free Essays

string(29) " in the setting on that day\." Unit 4 – Keeping children safe E1/D1 Five main laws that underpin the provision of health, safe and secure environments for young children are: Health and Safety at Work Act 1974Under the act 1974, both employers and employees have duties. Employers must produce a written policy explaining how they will ensure the health, safety and welfare of all people who use the premises. Employees must cooperate with these arrangements and take reasonable care of themselves and others. We will write a custom essay sample on Childcare Level 4 Keeping Children Safe or any similar topic only for you Order Now Employers have a duty to display a health and safety law poster. The Reporting of Injuries, Diseases and Dangerous Occurrence Regulation (RIDDOR) 1995This regulation requires accidents, diseases and dangerous occurrence to be recorded. An accident book must be kept in order for staff to record an incidents occurred in the setting. It is very important to record any incidents that have happened in the setting. The purpose of doing this is to attend the child welfare and safeguarding. The records could be used by doctors if the child was to develop any further injury. Settings require parents to inform staff of any illness or allergies their child may have. This protects the child and staff. The Control of Substances Hazardous to Health (COSHH) Regulations 2002This regulation states that substances which can make people ill or injure them must be stored and used appropriately. In a setting substances hazard to health are locked away and out of the reach for children. Only a few members of staff have the key and only they can open the cupboard unless given permission by someone else to. If someone new comes to work in the setting it is the supervisor’s duty to tell them where these substances are kept. Substances accessible to children are generally chemical and toxic free and safe to use. All objects safe to use either have a kite mare, lion mark or CE mark. The marks reassure that the product is safe for the child. Personal Protective Equipment at Work (PPE) Regulations 1992The regulation states employers must make sure there is suitable protective equipment available for employers who are exposed to a risk to their health and safety at work. Staff in a childcare setting should be provided with equipment if they are doing any activities that are a risk to there health. It is important that staff wear the protective clothing/equipment to prevent injuries. Equipment such as gloves, goggles, science jackets etc are there to prevent us from haring that part of our body. Gloves are used when handling bodily fluids to protect the hand from burns or reaction to the substance. Food Handling Regulation 1995This regulation states if you are preparing or handling food you must; Wash hands, Make sure the surface is clean and hygienic, Make sure food is stored at the correct temperature, Dispose of waist hygienicallyIn a setting cooks are requires to tie their hair back and wear hair nets and apron. There are different c olour chopping boards for dealing with different kinds of foods, e. . meat and vegetables. Surfaces are cleaned thoroughly with bacterial sprays to ensure the food is prepared in the cleanest way. Food inspector’s regularly come in to settings to ensure cooks are storing food correctly and at the right temperature. If everything is done to satisfaction the setting is often awarded with a certificate. In the setting there a re labels and signs to show what goes where and how they should be used. Children are encouraged to abide by this regulation as well, when they do cooking activities. Children are told to wash their hands when handling and consuming food. Staff will plan activates that will teach children how to safely prepare food. Staff ma organise with the cook to have the children watch how they prepare their food in the kitchen. E2 Bump on head –a bump on the head is a common injury in young children. If it happens in the setting it should be noted down in the accident book which every childcare setting must have. Then the injury should be treated with an ice pack. The child should be closely supervised as the injury could cause them to become drowsy. Parents should be given a copy of the accident form or a letter must be sent home. It depends on the procedure of the setting. The parent should always be informed of the accident when they come to collect their child. Asthma attack –a child having an asthma attack needs to be comforted and taken to a quiet place away from the other children. The child is then given an inhaler. Staff must call the parent/career straight away informing them about what has happened to their child. Staff should reassure the child by telling them every thing is going to be ok and try to steady the child breathing by breathing with them slowly which will allow air to get to their lungs. The child should never be left alone. Sickness and Diarrhoea – if a child has diarrhoea the parent/ career must be informed and ask to pick up the child immediately. If the child has vomited then children should be moved away from the area and staff must clean it up, wearing protective clothing such as gloves which must be disposed after as it will protect them from infection or catching the illness. Personal Protective Equipment at Work (PPE) Regulations 1992. A child with diarrhoea should be given plenty of fluid; if the child cannot keep the fluid down then the child should be taken to the hospital as soon as possible. It is best the child stays of school for at least two days before returning. This is normally a health and safety procedure in a setting. E3 11 year old 9:00am The children are dropped of and say goodbye to parent. 9:15am A register is taken. This is done so that staffs are aware of all children who are in the setting on that day. You read "Childcare Level 4 Keeping Children Safe" in category "Essay examples" 9:30am Children have social time. They play with each other and with activities set out for them in the baby room. 10:15am Children have their nappy change, their hands get washed and prepare them for snack time. 0:30am put the children in their baby chairs and give them milk, water, fruit or a snack to eat and drink. assist any child who needs help with feeding. 11:00am The children are taken out side for some fresh air. put the children in their buggies or if the weather is good they can crawl around and play in the sand pit. It is important staff check the outside area every day. 11:30am The children return back to the baby room. Change of nappies and clothing is done if needed and wash the face and hands of the child. 11:45am: Children are put in their baby chairs and are told what they are going to have for lunch. Staff in the kitchen should follow the Food Handling Regulation 1995, to make sure food is prepared safely. It is very important to check that the food prepared will not affect children with allergies. 12:00pm Lunch Time – Children eat their lunch and when they are finished they are put back in the baby room to play with resources around them. 1:00pm: nap time 2:30pm: The children have their nappies changed and their face cleaned. Staff must were protective clothing such as disposable aprons and gloves. 2:45pm Staff and children bonding time. Sing songs play with instruments, read books, plays with toys and communicate with them. 3:15pm: We prepare the children for home time. It is important staffs are aware of who is collecting the children. Parents who normally collect their child should inform the setting that someone else will be collecting their child. The setting should never give the child to anyone else if not permitted by the parent. E4 – Routine for a child age 39:00am Children arrives at nursery and is greeted by the teacher. 9:15am Children sit down on the carpet and the morning register is taken. Then issue each group their activity. :30am Children go off in their groups and do there activity each group has 30 minutes to do their activity before having to move on to do another activity. 10:00am Groups change to do a new activity 10:30am Children tidy up there activity 10:45am Children put on their coats if needed collect fruit, snacks and drinks and go outside to play11:00am Children return back to the classroom and groups are change so their doing a different activity. 11:30am Groups change for the last time12:00pm Children are sent off to wash their hands and line up for lunch. Posters are placed in toilets on how to wash hands to promote hygiene. Washing hands prevents the children from infection and disease. 12:15pm Children eat their lunch. Staff are supervising the children at their table Meals are nutritional and should follow the health eating regulations. Once they have finished they go outside to play. 1:00pm Children return back to the classroom and an afternoon register is taken. 1:15pm Depending on which day of the week it is children will either have a music lesson or a P. E lesson or art lesson. A P. E lesson will allow the children to take risk and do challenging activities. It is important staff do risk assessment of any activities they have planned. :00pm Children go out to play to get fresh air and exercise. Children can explore the setting. There must be at least two members of staff supervising the children. 2:15pm Children return back to the classroom and either have golden time or free play. 3:00pm story or song time 3:30pm Children collect their jackets. Staff should only give the child to the parent or a nyone given permission by the parent to collect the child. E5 In a setting staff try to offer an exciting range of experiences to the children which will stimulate and extend their skills in all areas of development. Child Care and Education. Tina Bruce. Pg 273in a setting staff should supervise the children; there must be enough staff to look after the children. All care in the setting should avoid danger in order to maintain the safety and security of the child. Children need challenging play in order to develop, risk taking will occur in these types of activities so staff must supervise these areas for the health and safety of the child. â€Å"Close supervision is the most effective way of ensuring children’s safety†. Care and Education. Tina Bruce. Pg 273Staff should always remember it is their responsibility to keep children safe in the childcare setting. Children are individuals and develop at different stages so we must have in mind all children may not be able to do the same thing at the same time. Children with special needs may need special equipment and playing resources in order to participate safely in activities in any setting. It is important we make all children feel included when panning activities in challenging environments at no time should a child feel different due to their needs or abilities. The weather can be an issue for planning. Before outdoor play, the area must be checked. Icy or slippery surfaces are dangerous for all activities planned for the children. If staffs do decide to let children play outside despite any weather children should be suitably clothed and equipped for it. Children should always be dressed according to the weather. A challenging environment will always involve risk and this is why staff should risk assess. Risk assessment is important however we need to create and enabling environment whilst thinking about the child’s safety. Before planning we need to think and asses the possible outcomes. An activity can be well planned but if a child get injured from it then the activity is worthless. There should always be a record of safety issues that occur E6/C1 Forest SchoolsChildren seem to thrive and their minds and bodies develop best when they accessible to stimulating outdoor environments for learning through play. A forest school is a unique educational experience. The purpose of it is to adapt an education curriculum to a participants learning style. The philosophy is to inspire individuals through achievable goals and make them independent. The benefit of a forest school are:   * that its child led and initiated    * it helps to work towards goals in the Early Years Foundation stage (EYFs)   * beneficial to children with emotional and behavioural difficulties   * encourages creativity and self awareness   * uses the child centred approach   * child need an interested is always catered toâ€Å"It is important that children’s basic needs are met before higher learning can take place†. Maslow Hierarchy of Needs. Forest schools are a unique way of building independence and self-esteem in young children. They originated in Sweden in the 1950s as a way of teaching children about the natural world. Children with challenging behaviour or identified as having additional or specific needs tend to develop control over behaviour, improved concentration and independence and develop their social and emotional skills. Children who are shy and timid and lack in confidence in a normal nursery environment become confident in their own abilities within the forest and lessen to rely on adults. Being in a forest school allows children to freedom, oxygen and space. Children can explore wildlife and the growth of things in the outside world. Children should learn and develop on first hand experience. Children are more social as they interact with the other children more. They become more confident in what they do and may speak to other children. The can explore together and discuss things they find. This can not necessarily be done in a classroom. Children respond to the sense of freedom given to them in the forest school. Children are encouraged to move away from adult interaction and become more responsible for themselves and others. Children take manageable risk in a forest school they use full size adult tools, light fires, and build dens and plenty more other challenging activities. The child knowledge and understanding of the world, language, mathematics, creative, physical, personal and social development underpins the whole forest school philosophy. Learning Outside the Classroom (LOtC)In November 2006 the government launched the Learning Outside the Classroom Manifesto. It was made so that children have a variety of high quality learning experiences outside the classroom. Learning outside the classroom thrives to:   * develop children learning in the environment   * nurture creativity    * provide opportunities for informal learning through play   * reduce behaviour problems an improve attendance   * stimulate, inspire and improve motivation   * provide challenging the opportunity to take acceptable levels of risk   * improves young children attitude to learning    * improves academic levels achievements   * develops skills and independence in a widening range of environment ( Tasoni, 2007. The government believes children should learn and experiment the world beyond the classroom. Children construct their own learning in the world around them. Learning is more engaging and relevant to the children. E7 Risk taking benefits the development of children as it influences their perception of themselves and self –esteem, it provid es excitement and pleasure for the child. A child needs to take risk in order to develop risk competence. Children seem to have fewer accidents when they are more risk taking as they are more knowledgeable and skilled in assessing risk and can takes risks more safely. Panic ZoneLearning ZoneComfort ZoneOnce the appropriate risk assessments have been carried out in the setting, activities can be planned to enable children to learn from their environment while taking managed risks. Children must have the opportunity to explore their physical environment. By making children take risk we are playing an important role in developing their independence. It helps children to develop their physical development and social development as they can help other children to keep themselves safe. If we do not allow children to take risk then they will not develop to the next stage of development. A child who is not allowed to take risk will not enjoy the thrill of achieving or try new challenges. The opportunity to play in and experience different environments is important in allowing children to experience challenges. If children are helped to take risk then they will develop their skill and confidence in what they do. Many settings thrive to manage risk and challenges and allow children to take risk by providing them with challenging play, experience and activities. Children learn through play. Climbing, building dens and tree housed, gardening, cooking, science experiment, bonfires etc allows the child to develop their control and coordination of their bodies. When you implement all these health and safety restrictions children will stop learning. Some parents may not allow their child to take risk as they are far too protective or scared of their child’s safety. This can prevent the child from having no independence and they will not be aware of their own danger when unsupervised and the risk they can actually manage, which may result to the child seriously hurting themselves. Children should have some awareness of the risk and challenges they can take. Being oblivious to risk is worse than a child taking risk, they can put themselves in serious danger as they don’t know the different levels of risk they can and cannot take. Parents should be the once to reinforce this. Children need to be supported by the adults to take risk. Children need to be told about any accidents that could happen so that when they are playing they are responsive of this. We as the adult in the setting should think about:   * talking to children about the potential risk in the environment   * encouraging children to think of ways to manage the risk the may come across. This can be done by making the child take upon some responsibility and indentifying and reporting hazards. * encouraging older children to take acre of younger ones where there are potential risks    * agreeing appropriate behaviour. Child Care and Education 4th edition, Penny Tasoni, 2007. Pg 195Children should always be reassured by the adult that they are here to help as this boost the child confident in what ever they do. If a child is scared to do something the adult should provide support and encourage the child to do it. The child then know they can do it and that the adult is their to help if something goes wrong. E8 D2 Each setting should have a Health and Safety policy. It should contain the overall guideline for employers, employees and any other staff. It should state the values of the setting regarding health and safety. It should state the procedures that are regarded to be followed in the setting. All procedures should be names in the Health and Safety policy. They should be regularly revised and all staff should be advised of the procedure of the setting before starting work. Every childcare setting is required by law to have an accident book in a safe place in the setting and to maintain a record of accidents init. This makes the parents and staff aware of about any accidents that have happed. The book requires the following informationName of person injured: Date and time of injury:Where the accident took place:What exactly happened:What injury occurred:What treatment was given: Name and signature of person dealing with accident:Signature of witness to the report:Signature of parent:If an accident happens to the child you should call or send for first aide. He or she will provide the best care for the injury. If needed call for the supervisor as well. If the accident is serious parent/career must be informed immediately or if less serious inform them at the end of the day when they come to pick up their child. Record the accident in the accident book and ensure the parent signs it. The accident book should be kept in safe place where it is easy to access. Children contacts numbers should assessable in alphabetical order so any member of staff can find who the want quickly. In a setting there should normally be pictures of staff who are first aiders. The setting should be kept tidy so visitors and parents know there child is being left in a safe environment and staff should encourage children to tidy up after themselves as well. If a child is ill whilst in the setting the child should be removed from the classroom and taken to the first aider where the parents should be informed immediately and told to come and collect their child. If needed the child should be cleaned and changed and a member of staff should comfort him or her, until the parent comes for them. First aider should advice the parent to take the child to the family doctor if necessary. Signs of serious illness includes:   * High temperature   * Continual vomiting    * Unexplained pain   * Unusual crying in a babyChild Care and Education 4th edition, 2007, Pg 182This is when a child should be taken to see a doctor. If a child has a contagious illness, e. g. swine flu, parents and local authorities must be notified that the illness is in there setting. Children who have on going illness e. g. have allergic reactions, should be kept a record of. Staff must have a have a note of all medication the child needs including how much the child needs to intake and how frequently the child needs it. All setting should have a policy of parents informing them of all the illnesses and medical attentions their child needs. Posters of the child should be made including information of what the child is allergic to, and should put up in staff rooms and places visible for all staff to see and be aware of. Children in the setting should be encouraged to keep hygienic therefore washing hands before meals and after play. The must know about germs and bacteria and how they spread and cause infections and illnesses if they don’t hygienically maintain there body as child like to but the hands in their mouth and dig their noises. If an emergency happens, e. g. a fire in kitchen, the fire alarm must be raised and everyone must evacuate the building immediately. Keeping the environment safe to support the procedure means keeping corridors clear and fire exits, ensuring everyone in the setting is aware of the assembly point children’s contact details are up t date and that it is always kept the same. It important that in the setting all staff know what to do in an emergency, practices need to be held regularly and signs and notices must be kept in visible places. Drills and practices should be taken seriously, as if it is really happening and should be recorded as the Early Years Foundation stage (EYF) states†¦http://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf B1 There are many ways to maintain the safety and privacy of children. â€Å"Supervision is the most effective way of ensuring children’s safety. † Child Care and Education, 2007, Pg 273Children should be treated as individuals as they have their own individual needs. Babies have no awareness of their danger and are totally dependant on their parent/carer for protection and safety. In a setting children are to be changed in a separate section in the setting and the practitioners should also be accompanied by another person just to protect themselves. When changing a child it should never be done in a place where the child is not exposed to other people and children, or where the other children are playing. Doing this is respecting the privacy of children, as the UN Convention states that all children have the right to privacy. All settings will have information about each child stating where they live and parent/career phone number etc this information should be kept in a secure place, insured to protect it from being disclosed to anyone other that member of staff in that setting. Doing this is respecting their confidential needs. Parents will inform staff about illnesses or personal information about their child and family this should not be shared with friends or other member of staff unnecessarily. Children have rights as the Children Act clearly states and it is important that we value and respect them and put them into practice in the setting. Practitioners must be aware of the policies and procedures in their setting as it inform staff how to keep the children safe. Abraham Maslow developed the Hierarchy of Needs theory. Safety needs is one on the five stages a human needs in order to for fill their full potential (self-actualisation) therefore; if a child does not feel safe they will not reach their full potential (self-actualisation) where personal growth and fulfilment takes place. The setting should always provide a safe and secure environment for the children meaning, ensuring the environment and equipment is checked and safe to use. Staff should check the outside area everyday before the children arrive as needles, sharp objects and other harmful object can fall into the setting. Equipment in the setting should be tested if needed to make sure it work properly and in no way may harm the child using it. Toys in the setting should have a water mark on it clearly indicating that the toy has been tested and is safe to use. Special needed children may need special equipment and play resources in the setting, in order to participate safely in the daily activities or just need to have changes made to the environments to suit their need. However they should never be made to feel they can’t do things by themselves and they don’t always need assistance. We have to be careful not to scaffold the child to much as they can make choices for themselves. Staff in the setting or on duty can only deal with and watch over a certain amount of children at a time. It would be a good idea for staff to encourage children to be aware of their own safety and the safety of others. So lessons on why and how to keep your self safe would be beneficial for the staff and more importantly the children. As they can use their own initiative and indentify what is and what is not safe to do. They become more self aware. There should be a time where staffs have one to one time with children in the setting. This time could be where children tell you how thy feel or about something that may be bothering them. What ever has been said in that conversation should only stay between you and that child as they choice to tell you because they knew that they can confide and trust you. If the child has told you something that is putting them in danger then that is the only time matter must be taken into someone else’s hands and it would be best to tell the child before doing so, just so that they are aware. A When working with children, a practitioner can have both negative and positive effect. Negatively the demands of a childcare job can seem extremely challenging. Tiredness, stressed, boredom, all factors that can’t be avoided in this type of job. Working hours are generally from 8:00am to 3:30pm and staff’s are always on their feet as children need consisten t supervision. Children need routine and staff must stick to it†¦doing the same thing everyday becomes very boring. â€Å"Boredom is the deadliest poison. † William F. Buckley, JR. Stress can be caused by this type of work as practitioners have to maintain and work at high standards. â€Å"Stressed caused by work is the second biggest occupational health problem in the UK,† Child Care and Education, 2007, Pg 329. This is because staffs are unable to cope. The work load may interfere with private, social or family life, too much to do or simply believing childcare isn’t the right job for them. As well as the above, practitioners can be physically affected. Back problem is the biggest occupational health problem in the UK. Childcare involves picking up children. Continuously bending over and stooping to the child’s level. Children at a young age are not yet independently hygienic and are vulnerable to colds becoming ill and picking up infections. These things can easily be passed on to practitioners. Parents/careers put their child’s safety in the practitioner’s hands as they are mostly with the child during the settings hours. So a lot of pressure is on the practitioner, if any thing happens to the child accidentally or not they feel as if they where the one to blame and some parents are not very reasonable or understanding. Practitioners could become too attached to the child involving themselves in things that do not really concern them. This could be difficult for some. Some children in the setting may tell practitioners moving information. That their being abused, have difficulties, etc and they could then become emotionally attached to the child, showing love to the chid, love they may not receive at home or from their parents. Positively there are joys and happiness to the job. When children achieve and do well in things it makes the practitioner feel happy as they helped the child to achieve that goal. Learning new things from the children and putting it into practice. Bonding with the child finding out what they like and dislike show the practitioner that the child can confide in them and feels safe around them. Set routines will eventually develop the child to know what is coming next and they will independently get ready for it putting least pressure on the practitioner to have to run after them. Practitioner’s in the setting do all they can to support and care for the child that is why routines and doing things at certain time are in place. However some people may agree with the way the setting does things due to their own views and beliefs. Comparatively, all children need similar care but when working with different children who come from different background whose parents have different religious requirements or do not want their child eating certain foods; it can be difficult for the practitioner. Practitioners will have parents that will not agree with everything they have to say or made to feel uncomfortable with what is happening in a setting. If this happens the supervisor or tutors are there to support and discuss how you will need to deal with the ituation. The practitioner should keep themselves up to date with any changes in practices and legislations. Practitioners should not put themselves in risky situation e. g. being left alone with a child. Just to avoid accusations being made as â€Å"The number of children contacting a sexual abuse helpline service has increased by almost 50% in three years†. http://news. bbc. co. uk/1/hi/scotland/7877823. stm. There are websites and books available to practitioners that can support them and give information about how to deal with problems they have. In all setting there are policies and guidelines to help them meet the care needs of children such as health and safety, confidentiality and protection polices. It is vital that procedures are followed to protect themselves. This in itself causes fewer problems. E9 Books  * Bruce, T ,( 2007) Child Care and Education, * Pound L, (2005) How children learn, Step Forward Publishing Ltd (United Kingdom) * Tasoni P , (2007) Child Care and Education 4th edition, Websites http://news. bbc. co. uk/1/hi/scotland/7877823. stmhttp://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf How to cite Childcare Level 4 Keeping Children Safe, Essay examples

Automated customer service Essay Example For Students

Automated customer service Essay Automated customer service Essay: Advantages Outweigh Disadvantages The marketplace in the world today is more competitive than ever before. Businesses are trying to increase profits and lower operating costs. Stockholders are insisting that companies make money, thus increasing their stock portfolios. Consumers are busier than at any point in the history of man. They work longer hours and try to squeeze more extracurricular activities into their evenings. Into this arena has come the automated customer service system. Automated customer service has brought many advantages to todays businessmen and consumer alike. It has decreased consumer waiting times, enabled businesses to lower operating costs, and eliminated the middleman. While it is not bug free no new innovations are. The telephone was not perfect when it was invented, and Id be willing to bet that the light bulb burned out a few times at the most inopportune moment before it was perfected. As with all of these things, the automated customer servant will need time to be fully developed. One thing that is certain however, it does offer us many advantages. The consumer no longer has to deal with a worker. Theres no call for getting into an argument over the phone; this would be a little absurd considering that it is a machine that is being talked to. Not that I have ever yelled at an inanimate object because it wouldnt do what I wanted it to do. The most important advantage the automated attendant offers in my humble opinion is the decreased waiting times. This allows the consumer the luxury of not being kept on hold while waiting to speak with a human operator, who may or may not provide good service. Today automated customer service is a necessity. Recent years have shown an increase in the pace of the average consumers life of forty percent. This, added to the stress of todays economy and the era of the two-income family, has given birth to the need for change. That, however, is only one side of the coin. All businesses are looking for ways to save the almighty dollar. Salaries have increased across the board at arguably a higher rate than the pace of life. The answer for many companies has been to automate as much as possible their customer service function. This allows the company the option of hiring fewer customer service operators. While not good for unemployment rates, it is a definite benefit to the company because it lowers operating expenses, thus enabling them to possibly lower retail prices. What automated customer service has enabled the consumer to do is to cut out the middleman. How many times has it taken a consumer to check a balance on a credit card longer than ten or fifteen minutes due to being kept on hold? I cannot count the number of times that I have had to get off the phone and try my call later due to the fact that I had run out of time. This is no longer a problem with the automated attendant. The consumer calls; the automated attendant answers and asks the consumer for some verifying information, which is keyed in, and the consumer is on his or her way. As a bonus, there is no longer the need to have to deal with that operator who is having a bad day because of a fight with his or her significant other. There is no longer a need to deal with a worker that is incompetent; everyone knows the one Im talking about. The consumer finally gets through to the operator and gives him or her the information. The worker keys in the information and the consumer is told they no longer exist. Well since the consumer is on the phone it is obvious he or she exists. .u471c0ac1f44ccbaab303f3de194a2627 , .u471c0ac1f44ccbaab303f3de194a2627 .postImageUrl , .u471c0ac1f44ccbaab303f3de194a2627 .centered-text-area { min-height: 80px; position: relative; } .u471c0ac1f44ccbaab303f3de194a2627 , .u471c0ac1f44ccbaab303f3de194a2627:hover , .u471c0ac1f44ccbaab303f3de194a2627:visited , .u471c0ac1f44ccbaab303f3de194a2627:active { border:0!important; } .u471c0ac1f44ccbaab303f3de194a2627 .clearfix:after { content: ""; display: table; clear: both; } .u471c0ac1f44ccbaab303f3de194a2627 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u471c0ac1f44ccbaab303f3de194a2627:active , .u471c0ac1f44ccbaab303f3de194a2627:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u471c0ac1f44ccbaab303f3de194a2627 .centered-text-area { width: 100%; position: relative ; } .u471c0ac1f44ccbaab303f3de194a2627 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u471c0ac1f44ccbaab303f3de194a2627 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u471c0ac1f44ccbaab303f3de194a2627 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u471c0ac1f44ccbaab303f3de194a2627:hover .ctaButton { background-color: #34495E!important; } .u471c0ac1f44ccbaab303f3de194a2627 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u471c0ac1f44ccbaab303f3de194a2627 .u471c0ac1f44ccbaab303f3de194a2627-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u471c0ac1f44ccbaab303f3de194a2627:after { content: ""; display: block; clear: both; } READ: Bible Influences Essay So the process is repeated and on the third try the worker finally finds the consumer in the computer system. Then theres the operator that the consumer needs a translator to understand. Ive been stationed in a number of foreign countries overseas, so Ive had my share of exposure to foreign languages and to people trying to speak my language with a terrible accent. But I always seem to get .

The Role of the Emperor in Meiji Japan Essay Thesis Example For Students

The Role of the Emperor in Meiji Japan Essay Thesis Within this historical context the Meiji leaders realized that they neededto harness the concept of the Imperial Will in order to govern effectively. During the Age of Imperialism, members of the Satsuma and Choshu, two ofthe very powerful clans in Japan, were parts of the opposition to foreignimperialism. This opposition believed that the only way that Japan couldsurvive the encroachment of the foreigners was to rally around the Emperor. The supporters of the imperial government, known as imperialists, claimedthat the Tokugawa Shogunate had lost its imperial mandate to carry out theImperial Will because it had capitulated to Western powers by allowing themto open up Japan to trade. During this time the ideas of the imperialistsgained increasing support among Japanese citizens and intellectuals whotaught at newly established schools and wrote revisionist history booksthat claimed that historically the Emperor had been the ruler of Japan. We will write a custom essay on The Role of the Emperor in Meiji Japan Thesis specifically for you for only $16.38 $13.9/page Order now The fact that the Tokugawas policy of opening up Japan to the westernworld ran counter to beliefs of the Emperor and was unpopular with thepublic made the Tokugawa vulnerable to attack from the imperialists. Theimperialists pressed their attack both militarily and from within the Courtof Kyoto. The Japanese public and the Shoguns supporters soon felt thatthey had lost the Imperial Will. The end of the Tokugawa regime shows the power of the symbolism and mythssurrounding the imperial institution. The head of the Tokugawa clan died in1867 and was replaced by the son of a lord who was a champion of Japanesehistorical studies and who agreed with the imperialists claims aboutrestoring the Emperor.In 1867, the new shogun handed over all his powerto Emperor Komeo in Kyoto. Shortly after handing over power to EmperorKomeo, the Emperor died and was replaced by his son who became the MeijiEmperor, which officially started the Meiji period (1868-1911).TheMeiji Emperor was only 15, and so all th e power of the new restored Emperorfell not in the Emperors hands but in the hands of his close advisors. Once in control of the government, the Meiji leaders and advisors to theEmperor reversed their policy of hostility to Foreigners.The reason fordoing this was because after Emperor Komeo, who strongly opposed contactwith the west, died in 1867 the Meiji Emperors advisors were no longerbound by his Imperial Will. They realized that opposing western powers wasimpossible, and being anti-western also no longer served the purposes ofthe Meiji advisors. Originally it was a tool of the imperialist movementthat was used to show that the Shogun was not acting out the Imperial Will. Now that the Shogun and Komeo Emperor were dead there was no longer areason to take on anti-foreign policies. The choice of the imperial thrown by the imperialists as a point for Japanto rally around could not have been wiser. Although the imperialinstitution had no real power it had universal appeal to the Japanesepublic. It was both a mythic and religious idea in their minds.In thistime of chaos after coming in contact with foreigners, the imperial thrownprovided the Japanese with a belief of stability (according to Japanesemyth the imperial line is a unbroken lineage handed down since timeimmortal), and the natural superiority of Japanese culture.The symbolismof the Emperor helped ensure the success of the Meiji leaders, because itundercut the legitimacy of the Shogunates rule, and it strengthened theMeiji rulers who claimed to act for the Emperor. What is a great paradox about the imperialists claims to restore thepower of the Emperor is that the Meiji rulers only restored the Em peror topower symbolically, because he was both too young and his advisors toopower hungry. By 1869, relationship between the Emperor and his Meijibureaucracy were very similar to the Emperor and the Tokugawa Shogun beforethe restoration. Both the Meiji Bureaucrats and the Shogun ruled under theauthority of the Emperor but did not let the Emperor make any decisions. In other words, the Meiji Emperor reigned but did not rule. This wasuseful for the new Meiji bureaucrats, because it kept the Emperor a mythicand powerful symbol. The teachings and symbols of Confucian beliefs and the ImperialInstitution were already deeply carved into the minds of the Japanese, butthe new Meiji rulers, through both an education system and the structure ofthe Japanese government, were able to effectively inculcate thesetraditions into a new generation of Japanese. Japan, as a nation close toChina, was greatly influenced by the teachings of Confucius, the greatestteacher in China.Japanese people believe in integrity, uprightness,respect for superiors, filial loyalty, and they also believe that avirtuous man must have culture and manners, which is being humble andbenevolent.These exactly resemble the teachings of Confucianism to actas an individual. The education system the Meiji rulers foundedtransformed itself into a system that indoctrinated students in the ideasof Confucianism and reverence for the Emperor.After the death of Okubo,a very important figure in Meiji government, in 1878, Ito, Okuma, andIwakura emerged as the three most powerful figures among the youngbureaucrats that were running the government in the name of the MeijiEmperor. Iwakura, one of the only figures in the ancient nobility to gainprominence among the Meiji oligarchy allied with Ito who feared thatOkumas progressive ideas would destroy Japans culture. Iwakuras thoughtwas able to manipulate the young Emperor to grow concerned about the needto strengthen traditional morals. Thus in 1882, the Emperor issued theYogaku Koyo, the forerunner of the Imperial Rescript on Education.Thisdocument put the emphasis of the Japanese education system on a moraleducation from 1882 onward. Previous to 1880 the Japanese education system was modeled on that of theFrench education system.After 1880 the Japanese briefly modeled theireducation system on the American system.However, starting wit h theYogaku Koyo in 1882 and ending with the 1885 reorganization of thedepartment of Education along Prussian lines, the American model wasabolished.The new education minister Mori Arinori, after returning fromEurope in 1885 with Ito, was convinced that the Japanese education systemhad to have a spiritual foundation to it.In Prussia, Arinori saw thatfoundation to be Christianity, and he decreed that in Japan the Educationsystem was to be based on reverence for the Imperial Institution. Apicture of the Emperor was placed in every classroom, children read aboutthe myths surrounding the Emperor in school, and they learned that theEmperor was the head of the giant family of Japan.By the time theImperial Rescript on Education was decreed by the Emperor in 1889 theJapanese education system had already begun to transform itself into asystem that taught what to think instead of how to think. The ImperialRescript on Education in 1889 was according to Japanese scholars such asHugh Borton, the nerve axis of the new order.Burton believes that theImperial Rescript on Education signaled the rise of nationalistic elementsin Japan. The Imperial Rescript on Education was the culmination of thiswhole movement to the right. The Rescript emphasized aspects fromConfucianism, especially loyalty and filial piety or respect for theconstitution and readiness to serve the government. It also exalted theEmperor as the coeval between heaven and earth. The Constitution of 1889, like the changes in the education system, helpedstrengthen reverence for the Imperial Institution. The 1889 Constitutionwas really the second document of its kind passed in Japan, the first beingthe Imperial Oath of 1868 in which the Emperor laid out the structure andwho was to head the new Meiji government.This Imperial Oath was referredto as a constitution at the time but it only vaguely laid out the structureof government. The constitution promulgated by the Emperor in 1889 didmuch more than lay out the structur e of Japanese government. It alsoaffirmed that the Emperor was the supreme sovereign over Japan.Thesigning ceremony itself was an auspicious event on the way to it. MoriArinori, one of the moderate leaders of the Meiji government, was attackedand killed by a crazed rightist. The ceremony itself evoked both the pastand present and was symbolic of the Meiji governments shift toward theright and the governments use of the Emperor as supreme ruler. EmperorMeiji signed the constitution, which affirmed the sanctity of the Emperorstitle (Tenno Taiken), and his right to make or abrogate any law.Theconstitution also set up a bicameral legislature.The constitutioncodified the power of the Emperor and helped the Meiji rulers justify theirrule, because they could point to the constitution and say that they werecarrying out the will of the Emperor. Even after the Constitution of 1889,the Meiji Emperor enjoyed little real power. The Meiji Emperor did noteven come to cabinet meetings because his a dvisors told him if the cabinetmade a decision that was different then the one he wanted, then that wouldcreate dissension and would destroy the idea of the Imperial Institution. .ue92079e70e30d33cdc607cd69d5caf2b , .ue92079e70e30d33cdc607cd69d5caf2b .postImageUrl , .ue92079e70e30d33cdc607cd69d5caf2b .centered-text-area { min-height: 80px; position: relative; } .ue92079e70e30d33cdc607cd69d5caf2b , .ue92079e70e30d33cdc607cd69d5caf2b:hover , .ue92079e70e30d33cdc607cd69d5caf2b:visited , .ue92079e70e30d33cdc607cd69d5caf2b:active { border:0!important; } .ue92079e70e30d33cdc607cd69d5caf2b .clearfix:after { content: ""; display: table; clear: both; } .ue92079e70e30d33cdc607cd69d5caf2b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue92079e70e30d33cdc607cd69d5caf2b:active , .ue92079e70e30d33cdc607cd69d5caf2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue92079e70e30d33cdc607cd69d5caf2b .centered-text-area { width: 100%; position: relative ; } .ue92079e70e30d33cdc607cd69d5caf2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue92079e70e30d33cdc607cd69d5caf2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue92079e70e30d33cdc607cd69d5caf2b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue92079e70e30d33cdc607cd69d5caf2b:hover .ctaButton { background-color: #34495E!important; } .ue92079e70e30d33cdc607cd69d5caf2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue92079e70e30d33cdc607cd69d5caf2b .ue92079e70e30d33cdc607cd69d5caf2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue92079e70e30d33cdc607cd69d5caf2b:after { content: ""; display: block; clear: both; } READ: Luba Art And Possible Meanings EssayTherefore, even after the Meiji Constitution, the Emperor was stillpredominantly a symbol.The Constitution ingrained in Japanese societythe idea that the government was being run by higher forces that knewbetter than the Japanese people did. It also broadened the base of supportof the Meiji Rulers who now had a document to prove they were acting onImperial Will and their decisions were imperial decisions instead of thoseof normal mortals. The symbolism of the Emperor and use of Confucianism allowed the Meijirulers to achieve their goals. One of their goals was the abolishment ofthe system of feudalism (taxes paid by peasants to landowner s) and returnof all land to the Emperor. At first the new Meiji Rulers alliedthemselves with the Daimyo clans, which are the strongest samurais justbelow the shogun and own a great deal of lands, in opposition to theTokugawa Shogun. However, once the Meiji leaders had gained control, theysaw that they would need to abolish the feudal system and concentrate powerin the hands of a central government. The Meiji rulers achieved theirgoals by having the Choshu, Satsuma, Tosa, and Hizen clans give up theirlands, granting the Daimyos large pensions if they gave up their clans, andby having the Emperor issue two decrees in July 1869, and August 1871. The role and symbolism of the Emperor, although not the sole factor ininfluencing the Daimyo to give up their land, was vital. The Meiji rulerssaid that not turning in the fiefs to the Emperor would be disloyal andpointed to the historical records, which Meiji scholars claimed, showedthat historically all land were the property of the Emperor.They showedthis by claiming that the Shogun would switch the rulers of lands and thisproved that the Daimyos did not control the title to their land but merelyheld it for the Emperor. Imperial decrees and slogans of loyalty to theEmperor also accompanied the abolishment of the Samurai system.In theabolishment of both these feudal systems, the symbolism of the Emperor, asboth the director of the initiative and recipient of the authorityafterwards, played a vital role in ensuring there success. The abolishment of feudalism and the samurai class were essential for thestability and industrialization of Japan.Without the concentration ofland and powe r in the hands of the Meiji rulers and the Emperor, the Meijirulers feared they would receive opposition from powerful Daimyos and nevergain control and authority over all of Japan. Historical examples bear outthe fears of the Meiji rulers. In 1467, the Ashikaga Shogun failed tocontrol many of the lands. As a result, a civil war raged in Japan.Thecentralization of power allowed the Meiji government to have taxingauthority over all of Japan and pursue national projects.The unity ofJapan also allowed the Meiji rulers to focus on national and not localissues. The use of Confucianism and the Emperor also brought a degree of stabilityto Japan during the tumultuous Meiji years. The Emperors mere presence ona train or in western clothes was enough to convince the public of thesafety or goodness of the Meiji rulers industrial policy. In one famousinstance, the Japanese Emperor appeared in a train car. Since then, trainbecame a common transportation in Japan. The behavior of the Imperialfami ly was also critical to adoption of western cultural practices. Before1873, most Japanese women of a high social position would shave theireyebrows and blacken their teeth to appear beautiful. However, on March3rd, 1873, the Empress appeared in public wearing her own eyebrows and withunblackened teeth. From that day on, most women in Tokyo and around Japanstopped shaving their eyebrows and blackening their teeth.The Imperialinstitution provided both a key tool to change Japanese culture andfeelings about industrialization while providing stability to Japan, whichwas critical to allowing industrialists to invest in factories and increaseexports and production. The symbols and the traditions the Meiji leaders inculcated Japanesesociety with helped the Meiji government maintain stability and pursue itseconomic policies but it also had severe limitations that limited therevolutionary scope of the Japanese government and helped bring about thedownfall of the Meiji era. The use of Confuci anism and the Emperor tobolster the Imperial restoration laid the foundation for a paradox of stateaffairs. The system that sought to strengthen Japan through the use ofmodern technology and modern organization methods was using traditionalvalues to further its goals.This caused some to turn toward the west forthe enlightenment the Meiji era promised. As a result, Okuma waseventually forced out of the increasing nationalist Genro, advisors of theEmperor.For others it led them to severe nationalism rejecting all thatwas western. This was such the case of Saigo who believed till his deathon his own sword that the Meiji leaders were hypocritical and wereviolating the Imperial Will by negotiating and trading with the west.TheMeiji government used the same symbols and traditions that the Tokugawaused, and, like the Tokugawa, gave the Emperor no decision-making power. .u8983313edab032d964bf7ce06988e6b5 , .u8983313edab032d964bf7ce06988e6b5 .postImageUrl , .u8983313edab032d964bf7ce06988e6b5 .centered-text-area { min-height: 80px; position: relative; } .u8983313edab032d964bf7ce06988e6b5 , .u8983313edab032d964bf7ce06988e6b5:hover , .u8983313edab032d964bf7ce06988e6b5:visited , .u8983313edab032d964bf7ce06988e6b5:active { border:0!important; } .u8983313edab032d964bf7ce06988e6b5 .clearfix:after { content: ""; display: table; clear: both; } .u8983313edab032d964bf7ce06988e6b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8983313edab032d964bf7ce06988e6b5:active , .u8983313edab032d964bf7ce06988e6b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8983313edab032d964bf7ce06988e6b5 .centered-text-area { width: 100%; position: relative ; } .u8983313edab032d964bf7ce06988e6b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8983313edab032d964bf7ce06988e6b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8983313edab032d964bf7ce06988e6b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8983313edab032d964bf7ce06988e6b5:hover .ctaButton { background-color: #34495E!important; } .u8983313edab032d964bf7ce06988e6b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8983313edab032d964bf7ce06988e6b5 .u8983313edab032d964bf7ce06988e6b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8983313edab032d964bf7ce06988e6b5:after { content: ""; display: block; clear: both; } READ: The Atomic Bomb EssayThe Meiji Emperor, although having supreme power as accorded in theconstitution, never actually made decisions but was instead a pawn of theMeiji Genro who claimed to carry out his Imperial Will. Like theShogunate, the idea that Meiji governments claim to rule for the Emperorwas full with problems. The Imperial Will was a fluid idea that could beadopted by different parties under changing circumstances. Just like theMeiji rulers were able to topple the Shogun by claiming successfully thatthey were the true administrators of the Imperial Will, the militaristelements in the 1930s were able to topple the democratic elements of Japanpartially by claiming t he mantle of ruling for the Emperor.From thisperspective, the Meiji ruling class, built up of the Imperial Myth, was afatal flaw in the government. The constitution, which says in article I,The Empire of Japan shall be governed over by a line of Emperors unbrokenfor ages eternal gave to whoever was acting on the Imperial Will absoluteright to govern. The symbols of the Emperor and the tradition of Confucianism did notdisappear with the end of the Meiji era or World War II. Nowadays, theidea of filial piety is still strong, and multiple generations of a familystill usually live together even in cramped Japanese housing. The religionof Shinto, traditional Japanese animism or nature worship, that the Meijileaders rejuvenated during their rule in order to help foster the imperialcult is still thriving as the thousands of Tori gates and Shrines aroundJapan attest.But the most striking symbol to survive is that of theEmperor, stripped after World War II of all power, is still revered. During the illness of Emperor Showa in 1989, every national newspaper andtelevision show was full of reports related to the Emperors health. During the six months that the Showa Emperor was sick, all parades andpublic events were canceled in respect for the Emperor. Outside the gatesof the Imperial palace in Tokyo long tables were set up where people linedup to sign cards to wish the Emperor a speedy recovery. The news mediaeven kept the type of illness the Emperor had a secret in deference to theEmperor. At his death after months of illness, it was as if the ImperialCult of the Meiji era had returned. Everything in Japan closed down,private television stations went as far as to not air any commercials onthe day of his death, and now almost six years after his death more thanfour hundred and fifty thousand people travel annually to the isolatedgrave site of Emperor Showa. The traditions and symbolism of Confucianism and the Emperor were criticalto the Meiji rulers gaining control of power and goals ofindustrialization. The rulers implanted the Japanese public with thesetraditional values through an education system that s tressed morallearning, and through a constitution that established the law of Japan tobe that of the Imperial Will. The values of Confucianism and symbol of theEmperor allowed the Meiji government to peacefully gain control of Japan byappealing to history and the restoration of the Emperor. However, theMeiji rulers never restored the Emperor to a position of real politicalpower. Instead, he was used as a tool by the government to achieve theirmodernization plans in Japan, such as the abolishment of feudalism, the endof the samurai class, the propagation of new cultural practices, and pubicacceptance of the Meiji governments industrialization policies. Thesymbols and traditions of Japans past are an enduring legacy that havemanifested themselves in the Meiji Restoration and today in Japanscontinued reverence for the Emperor. References1. Nagata, Hidejero. (1921). A Simplified Treatise on the Imperial Houseof Japan. Tokyo: Hakubunkwan. 2. Kuwasaburo, Takatsu. (1893). The History of the Empire of Japan. Tokyo: Dai Nippon Tosho Kabushiki Kwaisha. 3. Reischauer, Edwin O. (1987). Japan Past and Present. Tokyo: TuttlePublishing. 4. McLaren, Walter. (1916). A Political History of Japan During the MeijiEra 1867-1912. New York: Scribner and Sons. 5. Sato, Shusuke. (1916). Some Historical Phases of Modern Japan. NewYork: Japan Society. 6. Allen, Louis. (1971). Japan the Years of Triumph. London: Purnell andSons. 7. Duus, Peter. (1976). The Rise of Modern Japan. Boston: HoughtonMifflin Company. 8. Large, Stephen. (1989). The Japanese Constitutional of 1889. London:Suntory-Toyota International Centre. 9. Best, Ernest. (1966). Christian Faith and Cultural Crisis the JapaneseCase. Leiden: E.J. Brill. 10. Borton, Hugh. (1955). Japans Modern Century. New York: Ronald Press. 11. Murphey, Rhoads. (1997.) East Asia: A New History. New York: AddisonWesley Longman, Inc. Endnotes1 Nagata, Hidejero. (1921). A Simplified Treatise on the Imperial Houseof Japan. Tokyo: Hakubunkwan. p.47. 2 Kuwasaburo, Takatsu. (1893). The History of the Empire of Japan. Tokyo: Dai Nippon Tosho Kabushiki Kwaisha. p.206. 3 Ibid. p.17. 4 Reischauer, Edwin O. (1987). Japan Past and Present. Tokyo: TuttlePublishing. p.112. 5 McLaren, Walter. (1916). A Political History of Japan During the MeijiEra 1867- 1912. New York: Scribner and Sons. p.32. 6 Sato, Shusuke. (1916). Some Historical Phases of Modern Japan.NewYork: Japan Society. p.4. 7 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.44. 8 Allen, Louis. (1971). Japan the Years of Triumph. London: Purnell andSons. p.8. 9 Duus, Peter. (1976). The Rise of Modern Japan. Boston: HoughtonMifflin Company. p.73. 10 Nagata. A Simplified Treatise on The Imperial House of Japan. p.142. 11 Ibid. p.35. 12 Large, Stephen. (1989). The Japanese Constitutional of 1889.London:Suntory- Toyota International Centre. p.27. 13 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.70. 14 Murphey, Rhoads. (1997). East Asia: A New History. New York: AddisonWesley Longman, Inc. p.44. 15 Ibid. p.45. 16 Duus. The Rise of Modern Japan. p.116. 17 Best, Ernest. (1966). Christian Faith and Cultural Crisis theJapanese Case. 18 Leiden: E.J. Brill. p.108. 19 Ibid. p.105. 20 Ibid. p.105. 21 Ibid. p.106. 22 Ibid. p.106. 23 Ibid. p.106. 24 Ibid. p.106. 25 Duus. The Rise of Modern Japan. p.117. 26 Borton, Hugh. (1955). Japans Modern Century. New York: RonaldPress. p.524. 27 Duus. The Rise of Modern Japan. p.118. 28 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.69. 29 Nagata. A Simplified Treatise on The Imperial House of Japan. p.60. 30 Large. The Japanese Constitutional of 1889. p.9. 31 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.193. 32 Ibid. p.192. 33 Large. The Japanese Constitutional of 1889. p.27. 34 Nagata. A Simplified Treatise on The Imperial House of Japan. p.89. 35 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.77. 36 Ibid. p.78. 37 Ibid. p.77. 38 Ibid. p.83. 39 Ibid. p.82. 40 Reischauer. Japan Past and Present. p.66. 41 Duus. The Rise of Modern Japan. p.117. 42 Allen. Japan the Years of Triumph. p.41. 43 Duus. The Rise of Modern Japan. p.84. 44 Ibid. p.119. 45 Ibid. p.88. 46 Ibid. p.94-95. 47 Reischauer. Japan Past and Present. p.166. 48 Ibid. p.167. 49 Ibid. p.13. 50 Large. The Japanese Constitutional of 1889. p.20. History

Complete Guide on How to Craft a Winning Geography Term Paper

Complete Guide on How to Craft a Winning Geography Term Paper The Peculiarities of the Geography Term Paper The Geography term paper is a written assignment that should be written by those students who attend particular courses, such as Ecology, Oceanography, Geomechanics, Earth sciences, and Geology. Students may be required to complete the Geography term paper at the end of one of the courses mentioned earlier. Usually, a term paper is based on in-depth research, and therefore, it has many features in common with a research paper. Similar to the structure of the research paper, this type of paper should contain several pages since you have to describe the selected topic in detail. In order to receive a high mark for your Geography term paper, you have to conduct your own research, apply different statistics, charts, and other people’s research, as well as structure your paper in accordance with all professors requirements. What is more, you may extend one of your previous research papers or utilize the information mentioned there for your term paper. Thus, writing a Geography term paper is not an easy task since it requires you to conduct in-depth research and analyze various sources. The Geography term paper should contain personal thoughts, critical analysis, and factual information. Therefore, you should include your own ideas about the selected subject and propose new solutions to the chosen issue. What is more, Geography is closely connected with other fields, such as Geology, Ecology, and Earth Science, which is why you may conduct a precise investigation through the prism of those fields. Hence, you can apply knowledge of different disciplines to make your Geography term paper more detailed and thorough. Find a Perfect Topic for the Geography Term Paper Usually, the professor provides students with a list of acceptable topics for the term papers. Sometimes you may be required to create a topic for your term paper on your own. In this case, you will be able to select a topic of your interest. You should remember that the topic of your term paper should be part of the course. Thus, you shouldn’t choose a completely new topic. Plus, you have to select a relevant issue for the paper because it will be easier for you to find some credible sources. It can be explained by the fact that if you select a recent event for the analysis, you will be able to present your vision of the situation or propose your solution to the issue. Furthermore, you have to choose a topic carefully since it is the first thing that the readers see. It should attract the reader’s attention and present what you want to describe. Besides, you should always bear in mind that your topic should not contain more than fifty-one characters. As you can see, many aspects should be taken into consideration while creating a topic for the Geography term paper. The following list of topics is acceptable for your Geography term papers: The Influence of Deforestation on the Arid Area; How Volcanic Eruption Affects the Ozone Layer? The Possible Solutions to the Hazard of Landslide; Geomorphological Changes in Central Europe; The Influence of Modern Ways of Farming on Soils; The Consequences of Floods in South America. Browse Appropriate Sources for the Geography Term Paper Before you start writing the term paper, recognize the central points of the selected topic. To do it, you should investigate the topic either in the library or on the Internet. If you decide to use the Internet, you should always remember that not all websites contain reliable information. You have to omit using the websites that end in .com and .net. There are many other online sources that may help you with writing the Geography term paper. You should consider the websites that are maintained by the government or educational institutions since they are supposed to be credible enough to utilize them in academic writings. Apart from that, there are many other websites that don’t end in .gov or .edu, but they’re still credible. What is more, you can apply various types of sources in your term paper, such as interviews, speeches, textbooks, maps, and even encyclopedias. The following geographic online sources may be useful for you while writing the Geography term paper: The World Factbook (an online source that contains different information on diverse countries of the world. The articles are written by professionals in Geography and closely related fields, and describe different disciplines, such as the Economy, Geography, and Social Environment); The Sage Handbook of Qualitative Geography (the database of articles divided into three sections, namely encounters and collaborations, openings, and making sense); GeoRef (an online database that identifies various books, articles, and other publications that relate to Geology and Earth Sciences); Web of Science (an online multidisciplinary database that identifies journal articles in all social science disciplines, including Geography). The Importance of the Prewriting Activity Once you have understood the key aspects of the selected topic and found necessary information, proceed to the pre-writing activities. With the help of these activities, you will be able to gather interesting ideas and create an outline. There are plenty of pre-writing techniques, but only the most effective ones are going to be presented. Techniques for More Effective Brainstorming. This technique is perfect for teamwork, but it can also be applied when you write the paper on your own. The central idea of this technique is to write as many ideas as possible quickly. You may use bullet points or make a list in order not to waste time organizing the complete sentences. For example, if you decide to investigate the factors that cause a volcanic eruption, you may think about the countries with the largest number of volcanoes and compare what features they have in common. As it can be noticed, this type of pre-writing technique requires you to have additional knowledge of some other fields. Freewriting to Get Yourself Out of a Creative Rut. This pre-writing exercise is similar to the previous one since you should generate ideas non-stop. There is one essential difference – you have to write complete sentences. At the same time, you should not think too much about grammar and spelling since the primary goal of this technique is to create the first draft of your term paper. This type of pre-writing exercise is not for everybody because it requires strong writing skills. However, if you can handle the previous pre-writing technique, you may try to complete this one since you will have the central ideas for the paper. Apply Mind Mapping Techniques. This particular pre-writing technique requires you to focus on the central ideas and expand them. For this exercise, you have to put the primary ideas in circles and draw some lines to write some supportive ideas or connect some other related ideas. Therefore, if you want to compare the geographic features of two different areas, you should divide the paper into two parts and draw two circles on each part. Those two circles will represent common and different features. This technique is a great option for visual people since it allows to visualize the ideas in one’s head easily. With the help of the techniques mentioned before, you will be able to create an outline for your term paper since you will have all the necessary ideas for all paragraphs. The Structure of the Geography Term Paper Now you’ve reached the point when you should develop the ideas collected during the pre-writing activities into a good structure for your term paper. All academic writings have a similar structure. It means that all of them have an introductory section, the main body segment, and the conclusion. Besides, each of those parts has its special structure which will be described below. Let’s take the influence of deforestation on the arid area as a sample topic to see how the approximate structure of the Geography term paper should look like. Introduction Where the Story Opens Up This part of the term paper should not be too long since it should briefly present the issue that you want to describe. Furthermore, you are not allowed to insert any in-text citations and quotations. The introduction should contain background information, some key ideas, which will be expanded in the main body paragraphs, and a thesis statement, which will be explained and supported there as well. The following thesis statement may be acceptable for the selected topic â€Å"The Influence of Deforestation on the Arid Area†: â€Å"In the particular arid areas, such as Africa, Central America, some parts of South America, and Australia, intensive deforestation induced the starvation of a significant number of people and animals since most of the local rivers and lakes had dried.† Main Body: a Place for Specific Evidence Supporting Details In this section, you should write more than two paragraphs since you should have more than two arguments that will support your thesis statement. Unlike the introductory paragraph, here you can apply various in-text citations and quotations and properly cite them to make your paper free of plagiarism. There are two major referencing styles, namely APA and MLA. For the APA referencing style, you have to mention the author/author’s last name and the year of publication. For the MLA referencing style, you don’t have to provide the year of publication. Instead, insert the number of the page where you found the information. To make your term paper smooth, you should apply different linking words. As you may notice, there are plenty of details to take into consideration while writing the main body paragraphs. Conclusion: Shape the Impression that Stays with Your Readers! The concluding part of the term paper is quite similar to the introductory one since both of them should be of the same size and free from in-text citations or quotations. In this paragraph, you have to restate the thesis statement and support it with arguments mentioned in the main body paragraphs. You are not allowed to write the information that was not mentioned in the previous paragraphs. In general, the conclusion should look like a shortened version of the entire term paper. Proofreading to Get Your Paper to Absolute Perfection Having finished writing the term paper, you have to re-read it to ensure that you have not made any grammar, spelling, or stylistic mistake. Pay special attention to the punctuation and word choice since you may forget to put a comma after a linking word and before the â€Å"and† when listing elements. Furthermore, you should always remember that you have to use a particular vocabulary while writing academic papers. Besides, it is advisable to re-read the paper the next day because then you will be able to look at the text from a fresh perspective. Apart from that, you can ask another person to check your term paper. However, you should select the person who has strong writing skills and will be able to detect and explain the mistakes. Ask that person to tell you whether the paper is coherent and cohesive. If it is not, ask what part of the paper should be changed to improve its quality. As a result, if you follow most of the recommendations presented above, your professor will be satisfied, and the term paper will receive a high mark. References â€Å"Choosing Appropriate Resources.† Butte College Library, 2018, www.butte.edu/services/library/learning/research-paper/resources.html. â€Å"Geography Term Paper Guidelines.† University of Wisconsin Whitewater, www.uww.edu/Documents/colleges/cls/Departments/Geo/guide.pdfusg=AOvVaw09gwhRqLYrfwthljbtjcNA. â€Å"Guide to Sources in Geography Geographic Information Science.† Illinois Newspaper Project|University of Illinois at Urbana-Champaign, 2017, www.library.illinois.edu/sshel/geography/geoggui/. How to Choose a Term Paper Topic. 2018, content.csbs.utah.edu/~cashdan/evpsych/termpaper_questions07.pdf. Lahl, Allison. â€Å"Before You Start Writing That Paper A Guide to Prewriting Techniques.† SLC | UC Berkeley, Student Learning Center, University of California, Berkeley, 2008, slc.berkeley.edu/you-start-writing-paper-guide-prewriting-techniques-0.

A Biography of US Senator Rand Paul

A Biography of US Senator Rand Paul Rand Paul is a Republican United States Senator from Kentucky with conservative-libertarian view points, and the son of former Congressman and regular presidential candidate Ron Paul. An eye doctor by trade, Paul has been married to his wife, Kelly, since 1990 and together they have three sons. While Paul has limited political history, he was a frequent campaigner for his father and also the founder of a pro-taxpayer group in Kentucky, Kentucky Taxpayers United. Electoral History: Rand Paul has a very limited political history and did not make a run for political office until 2010. Although he started as a double-digit underdog to Trey Grayson in the GOP primary, Paul took advantage of the anti-establishment sentiment within the Republican Party and was one of many long-shot outsiders to oust GOP-backed candidates. With the backing of the tea party, Paul went on to defeat Grayson 59-35%. Democrats believed they had a decent chance in the general election against Paul due to his lack of political experience. They party picked the fairly popular state Attorney General, Jack Conway. Though Conway led in early polling, Paul went on to win by a fairly comfortable 12 points. Paul was backed by most conservatives and tea party groups, including Jim DeMint and Sarah Palin. Political Positions: Rand Paul is a conservative-libertarian who is ideologically-aligned with his father, Ron Paul, on most issues. Paul is staunchly in favor of states rights on most issues and he believes that the federal government should only legislate where it is constitutionally authorized to do so. He believes hot-button issues such as gay marriage and marijuana legalization should be up for each state to decide, which also seems to be an emerging opinion within the conservative movement. Paul has also been a major figure in minority outreach and a major proponent of criminal justice reform. Rand Paul is pro-life, which is perhaps where he deviates most from the larger libertarian movement. He opposes federal funding of almost everything, including abortion, education, healthcare and other extra-constitutional issues that are meant to be handled by each individual state. The main area of concern for conservatives regarding Paul is on foreign policy. While Paul is clearly on the less interventionist and less activist scale of foreign policy, he is not quite the extremist his father was on the issue. He is strongly opposed to NSA spying programs. 2016 Presidential Run: Picking up where his father left off, Rand Paul announced a run for the 2016 GOP nomination for President. While he started off with decent numbers, his popularity took a dip as he suffered a handful of poor debate performances. While his father often occupied the wild outcast role in presidential elections, Rand Pauls more measured approach actually seems to have hurt him. The anti-establishment crowd drifted away from the Ron Paul/Rand Paul side and over to Donald Trump and Ted Cruz, both who have out-maneuvered Paul. His foreign policy views have also become a liability as the Republican Party has shifted back to a more hawkish stance following the off-hands approach of the Obama White House. This has led to the occasional back-and-forth between Paul and fellow contender Marco Rubio, who has typically came out for the better. Financially, the Paul campaign has struggled and it has remained in the bottom rung of candidates. His polling has also lagged, and he has constantly struggled to remain above the debate threshold. Some Republicans have called for Paul to give up on the race and instead focus on his 2016 Senate run as they fear he is wasting valuable resources while damaging his personal popularity.

Personal Perspective of Managing Change Essay Example | Topics and Well Written Essays - 1250 words

Personal Perspective of Managing Change - Essay Example The other challenge is in the environment that holds numerous alterations to provide the necessary comfort. Without an organized plan and schedule to predict these changes, the management of the organization may suffer the fate of failing to develop their mission and generate the needed development. However, with the desire to develop positive progress and create the virtues that help the subordinates create success, the management may articulate the positive measures to relay their information to complete the set goals. The social relationships within the society may also be extended to the relations within the work place to accord the tough challenge of discerning diversity. The norm presented is a constantly changing environment and the stable mission and objective of the organization. The challenge is also extended in presenting the needed steps that would oversee these missions and objectives delivered in the right proportion. Changes within the organization are diverse and affe cted by numerous environmental presentations. The organization holds individuals that bear distinguished beliefs and experiences. The diversity is also presented in the mode of completing tasks and the relation to external subjections. The skilled group of qualified personnel that are invited to engage in the task completion determines the composition of the organization. The changes witnessed in the organizational setting are affected by the nature of the result that is possessed in the procedure. The norms held by the individuals are considered to affect the witnessed changes in the organization. The set up within the organization are determined by the values established and the principles held in the members. When the change to be created affects the values and beliefs of the members, the results may be damaging to the organization and inhibit progress. The set principles and guidelines established are extended to be projected in future organizational setting that defines the org anization. The ideology to preset the necessary implements to maintain the scope of change within the organizational setting promotes development. Once the organization identifies the possibility of experiencing changes within the organization, the reaction needs to be placed on the adequate managerial style that has the capability to maintain the performance level. The changes experienced in the organizational setting may affect the results presented in task completion. The results are varied with the consideration issued in predicting the cause of the changes. They may be from the organizational structure or the accumulated experiences from the members that constitute the organization. Management of these changes has been realized to contribute to the positive outcome needed to provide a positive direction to mission completion. The majority of the attempts to manage the witnessed changes present tasking procedures that may not be productive. The solution presented is the study of the change management procedure that issued the right directive in arranging values that hold the needed key for progress. The images of change management are the key factor applied by the manager to offer a positive platform that abets successful outcomes. The manager needs to

The Woman at the Tomb Essay Example | Topics and Well Written Essays - 1000 words

The Woman at the Tomb - Essay Example The faith in Jesus’ resurrection plays a central feature in the Christian tradition. In such case, there is the need to investigate the origin and meaning of the belief in Jesus’ resurrection. The oldest text in the New Testament that says something about the resurrection can be found in the first letter of Paul to the Christian community in Corinth that was written around the year 56 C.E. The passage reminds the Corinthians of the proclamation of Paul regarding the resurrection of Jesus. Such reminder by Paul also indicates how early the resurrection belief was. The text starts with â€Å"I handed on to you as of first importance what I in turn had received† (1 Cor. 15:3). This indicates that what follows is not purely Paul’s composition. Paul quoted a very old creedal statement. There are many theories behind regarding how Paul might have received this basic Christian proclamation. Some scholars say that he received the main formula at Damascus when he w ent there upon being converted to Christianity about 36 C.E. Others would state that Paul got all or some of this material from his first visit to the Christian community of Jerusalem in 39 C.E. The formula from which Paul quotes contains two important elements about the resurrection: he was raised and he appeared (Loewe 101). ... The author of the gospel supplies his audience various indications of time. Furthermore the names of the women, Mary Magdalene, Mary the mother of James and Salome were mentioned. When the women arrived in the tomb, they saw a young man dressed in white. The young man made a three-part speech. Firstly, he addressed the women’s feelings. Secondly, he explains why the tomb is empty. According to him, Jesus had been raised. Thirdly, the young man gave the women a job to do that is, to tell the male disciples that Jesus will see them in Galilee. Mark also established what transpired between the young man and the three women placing its emphasis on the reaction of the women to the young man. For Mark, the women’s response to the good news of the resurrection was a disappointment. Overcome with fear, the women run away and did not tell anyone what they experienced. Matthew followed Mark in this narrative of the empty tomb. Salome was taken out of the picture leaving Mary Magd alene and â€Å"the other Mary.† For Matthew the reason of the women in was simply to see the tomb. Another major change in the version of Matthew is the dramatic scene were the opening of the stone of the tomb coincided with an earthquake. In contrast with the earlier account of Mark, the author of Matthew describes the reaction of the women to the resurrection on a positive note. The women left the tomb with fear and great joy then ran to tell the other disciples. Luke’s version of the empty tomb bonds with Mark regarding the purpose of the women in visiting the tomb that is to anoint Jesus with spices. The number of women increases: Joanna replaces Salome and there were other unnamed women as well. The young man in Matthew’s edition turns into an angel and eventually

Corruption of Culture Essay Example for Free

Corruption of Culture Essay In Yukio Mishimas Swaddling Clothes we see a great deal of symbolism portraying the corruption of the Japanese culture. The times are changing and with that change, culture is adapting to it. Some of the Japanese feel threatened and that the changes that are being made are corrupting their moral values. The story is told through Toshiko, a lonely and seemingly oppressed wife and mother. She shows how this corruption is leading to decay. The story depicts the corruption of Japanese culture by western modernization. Japanese culture is becoming more westernized, unhomely with its Western-style furniture (366). The air of the room being unhomely because some Japanese thought that Western-style was corrupt. Toshikos husband is accepting these changes, sitting there in his American-style suit, puffing at a cigarette (366). The city they live in is changing as well, dotted with bars and then by a theatre (368). The park that Toshiko visits had also changed, The paper lanterns that hung from wires between the trees had been put out; in their place electric light bulbsthat shone dully beneath the blossoms (369). The word dully being used to show that western-style is dull and dreary. Violence is one of the concepts Toshiko relates to western culture. Toshiko believes western style is violent, his frail body was wrapped in bloodstained newspapers (367), showing the degradation of moral values in this westernized society. When Toshikos husband is sitting there talking with his friends he jokes about the incident and stating I rescued our good rug (367), this showing that his mind is corrupt with the western culture because he did not care about the well being of the nurse and the blood did not faze him. The baby is a symbol of the violence in the western culture as well. The way the baby was born was out of wedlock, Even if that baby should grow up in ignorance of the secret of his birth, he can never become a respectable citizen (368). Toshiko worries that the baby who has been sinned against (368) may come in contact with her son one day and, savagely stab him with a knife (368). All because the baby was born out  of wedlock, due to Western modernization, Toshiko thinks of him as violent and evil. Western culture is not only se en as violent but as polluted as well. Western-style is also polluting their society. While walking in the park Toshiko notices that the people would automatically kick aside the empty bottles or crush the waste paper beneath their feet (369). Waste pollution not only being the kind of pollution polluting their society but moral pollution as well. Toshiko sees a homeless man and wonders was it one of those miserable drunks often to be seen sleeping in public places? (369). The homeless man in the park is a symbol of the baby that will grow up to be in crime and poverty, though what is most significant is the way that he is dressed, his khaki trousers had been slightly pulled up (370), this showing that he is westernized just like Toshikos husband. Toshiko is saddened by this westernized lifestyle. This story shows through many elements the degradation of moral values in the modern westernized changes that are taking place. Through the moral changes, the violence of the western culture, and the pollution we have seen that Toshiko believes that her society is corrupt. There are many symbols showing these changes; through the baby, Toshikos husband, and through the homeless. She continually contemplates the loss of their moral values and is saddened. Ultimately this story is trying to depict the corruption of Japanese culture by western modernization.

Library Essay -- Library Science

Recently, school library journals have been fraught with tales of gloom and despair – the libraries are closing. But dig a little deeper, scratch more than the surface, and perhaps we will find that not all school libraries are closing. In fact, the trend suggests that only libraries that are not meeting the updated needs of their students find themselves on the chopping block. Why? The traditional services offered by the traditional school library can no longer be supported under the weight of enormous financial constraints. Although traditional school libraries continue to service students’ basic needs, if libraries are not willing to diversify their services, budget cuts will force school libraries to close because they do not meet the needs of today’s student. Simply put, no one can afford to spend more and get less. According to a recent American Library Association report (2010), even as school enrollments are increasing, funding for information resources are decreasing, with fewer libraries serving more students. So how do some school libraries continue to flourish and gain importance? By creating progressive hubs for student engagement, ingenuity, diversity, and teamwork and transitioning into media centers, learning commons, information resource centers. But what is really in a name? What is at the heart of the school library? Books? Periodicals? Videos? Yes, yes, and yes. All these resources are housed in the school library, but the library is so much more than that. Alfaro (2009) defines the school library as â€Å"†¦a wealth of information in print and non-print formats categorized to support the knowledge the children will learn in their classrooms, at home, and through first-hand experiences† (p. 30). So how will the libr... ...effective results. They must utilize available technology, but provide depth and breadth, not just surface-level services. Abrams (2003) asserts that librarians can â€Å"†¦make a difference over the next five years by understanding what’s coming, learning how it works, seeking key benefits for our students, and becoming the resource in our schools that lifts our learners up to their full potential† (p. 6). It’s actually been almost 10 years since that article was written, and still, a new and challenging development is looming over the library: diversification. This diversity of the library’s workforce, collections, and services offered is beginning to travel outside its current comfortable boundaries and seek to balance actions and obstacles in order to change the way the library does business. The library should â€Å"look like† the multicultural world it’s representing.