Emiratisation Strategy in UAE

Introduction The British left the UAE with an immature educational system that has failed to produce a productive human resource sector to date. Since independence, the UAE economy has lacked a stable inbred national human resource, and has often relied on the imported human labour and foreign expatriates (Al-Waqfi and Forstenlechner 168).Advertising We will write a custom essay sample on Emiratisation Strategy in UAE specifically for you for only $16.05 $11/page Learn More The blossoming sectors of Tourism, Manufacturing, Hospitality, and Information Technology, which are vital to the UAE, are lacking an aboriginal expertise. The dependence on the foreign expatriates is gradually causing economical, social, and political dilemmas. The UAE has recently enhanced its commitment to reduce the foreign expatriates through the Emiratisation approach, which seems to attract legal, ethical, and political discourses (Jasim 365). Fundamental to such dilemmas, this essay presents twelve disadvantages of Emiratisation, with some strong evidentiary support. Emiratisation Will Demean International Trade Bilateral trade links have saturated the world, with the UAE economy being among the economies that rely on the international trade. According to Jasim, international trade entails exchanging exports and imports of human resources, raw materials, manufactured goods, and technologies between two trade partners (367). Imposing capitalist approaches through the workforce nationalization strategy would result to international wrangles concerning equity in the international trade. On average, over 31% of the UAE economy relies on the export of the precious crude oil to several nations across the world. Trade is a commercial strategy that often depends on stringent trade agreements and arrangements (Randeree 73). Displacing foreign workforce without a plan might affect the UAE oil trade. The Emerging Non-Oil Sector The Emirati economy has recently noti ced that excess reliance on the oil sector to generate national revenue may be detrimental, due to the gradual decrease in the oil production (Randeree 72). The EAU counties have harmoniously agreed to emphasize on stabilizing the non-oil sectors to secure the future of their economy.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The non-oil sectors such as Manufacturing, Information Technology, Banking, Real Estate, Airline, and Trade, majorly rely on the foreign expatriates, due to the lack of skilled native workforce. The rapidly growing non-oil sector contributes to 71% of the GDP of Emirati, with a trade value of AED1.2 trillion per annum. Forcible elimination of the reliable foreign expatriates in the non-oil sector will devastate the UAE economy. See table 1. (Forstenlechner et al. 408) Emiratisation Would Discourage Foreign Investment The UAE economy profoundly relies on oil extr action, and its expertise in the non-oil investment is still immature. Internal tariffs on the foreign investment would affect the foreign investors. Globally, the labour standards pertaining to the international trade and investment require nations to respect the collective bargaining principles (Al-Waqfi and Forstenlechner 169). Apart from breaching the international investment policies, imposing discriminatory policies on the privately owned firms would discourage foreign investors. By 2006, 91 percent of the 2.4 million workers were foreign expatriates, with the majority 53% of them were working in privately owned firms (Randeree 75). Furthermore, the UAE private sector requires a skilled workforce that can initiate mega projects, a demand that the UAE nationals can barely satisfy. The Complicated UAE National Workforce Although the Emiratisation strategy is an ideal idea that would stabilize the future of the UAE economy, the demands of the UAE nationals are complex. Forstenlec hner, Madi, Selim, and Rutledge state that expatriates are competent in almost all technical and manual jobs, while the UAE nationals are choosy and professionally disoriented (410).Advertising We will write a custom essay sample on Emiratisation Strategy in UAE specifically for you for only $16.05 $11/page Learn More Notwithstanding their incompetence, the UAE nationals demand for higher compensation, favourable working conditions, proper job security, greater working benefits, and minimal working duration. The UAE nationals often yearn for the public sector jobs that offer better working conditions, and forcing them into the private sector may be illegitimate (Randeree 78). Governmentally forced occupations into the private sectors is a practice against the international labour laws that discourage forced labour. Lack of a Stable Succession Plan Emiratisation is increasingly approaching its targets, but the lack of a suitable succession plan, would ha mper its progress and affect the future of the UAE economy. The most disturbing issue that would hamper the economic progress when the foreign expatriates depart is the lack of a strategic succession plan (Wilkins 155). There are currently no policies or strategies governing the smooth succession of the expatriates. Over 3,278,000 expatriates currently dominate the private and public sectors of the UAE (Randeree 76). To discourage an influx of expatriates, the Emiratisation model is unethically recruiting foreigners on fixed and non-renewable contracts with limited working durations. Such approaches are against equality of treatment and opportunity policy of the ILO. See table 1. (Randeree 73) Little Control over the UAE Private Firms The UAE economy has a very little sovereignty on the private organizations operating within its borders. The implications of Emiratisation is that forced resignations, dismissals and denial of rights for renewal of contracts in the private sector orga nizations would deem illegal and against the international business standards (Wilkins 159).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Out of the 91% of the 2.4 million national workers of the UAE economy, 99% of the expatriates work in the private sector, and adhere to private sector regulations that the national government can barely interfere with (Wilkins 158). The UAE economy will attract legal controversies when they impose regulations to streamline the recruitment and retention practices of the private firms. The Plight of the UAE women in the Strategy The UAE female nationals are contemptuous about the mixed-gender workplaces, and often prefer working in the female-dominated sectors or opt to remain jobless due to their cultural beliefs (Randeree 82). The Emiratisation strategy is likely to affect the culturally controlled women who lack the required corporate competence or who adhere to the Islamic doctrines. Currently, the UAE women have remained underrepresented in the national workforce. Inclusion of the UAE women in the national workforce is relatively low. According to Randeree, out of the 13.8% of th e unemployed natives, 12.0% are women, while only 2.0% are men (81). Dismissal of the foreign expatriates will pave way to the establishment of strong Islamic cultural norms that will undermine the female workforce. Breach of the International Labour Laws The international labour laws govern labour relationship between native workers, transnational companies, and foreign expatriates. The international labour laws form part of the national labour laws of the UAE economy. These laws control the foreign workforce appointments, workforce contracts, working conditions, employment regulations, equity in workplaces, and training and development issues (Wilkins 157). Forceful displacement of expatriates and foreign workforce would undermine the international labour regulations. The UAE has currently breached the international labour standards that advocate for equitable access to opportunities and fair treatment for all the employees regardless of their nationality. Wilkins (159) states tha t currently, 60% of the foreign expatriates working in the UAE remain subjected to unfair Emiratisation quotas and bans. Human Rights and Ethics of Business The UAE economy has enacted regulations that favour the UAE nationals and frustrate the immigrant workers. The concepts of equal opportunity and equal treatment of the international labour laws and standards are undergoing gradual demolition, as the majority of the immigrant workers in the private sector are suffering from over taxation (Forstenlechner et al. 406). The UAE has given international private firms an optional ultimatum to pay an annual sum of 60,000 AED to the Labour Ministry for the training of the unemployed and the unskilled Emiratis, or quit the Arabian markets (Wilkins 158). Such attempts have an indirect impact on the private workforce, because workers have to contribute through taxes to meet such corporate demands levied against their companies. Poor Policy Formulation and Implementation The Emiratisation app roach has been ethically insensitive, since what matters most to the UAE economy is to experience an increase of the indigenous workforce in the national labour market (Forstenlechner et al. 409). Some of the UAE policies aimed towards workforce nationalization and reduction of the foreign expatriates include forcible deportation, strict policies towards visa issuance, denial of health insurance to foreigners and restrictions on the visa trade. Due to the enforcement of the unfavourable quotas and bans that seem to be in the form of discriminatory affirmatives, an estimated number of 10,000 secretarial staffs in the private sector will probably lose their jobs (Randeree 76). Emiratisation strategy uses non-renewable contracts that displace millions of the expatriates unfairly. The Unstable Educational Systems The most devastating impact of the forcible elimination of the foreign expatriates is the future of the UAE economy that would plunge due to the unstable and incompetent indige nous workforce that would replace the skilled expatriates (Forstenlechner et al. 415). The UAE educational system and the levels of professional expertise are considerably low, and the educational standards are pitiable. The UAE educational system is unstable, with the higher education institutions still relying on the same foreign expatriates to train and develop youngsters. Randeree states that the 60% productive youths with 20 years and above are gradually undergoing Islamic radicalization, and a mere percentage has undergone formal training (80). Of the 27% who have undergone college training, a few can communicate in fluent English. Low Innovation and Expertise among the Local Workers Emiratisation is putting the UAE economy on the verge of collapsing, since expatriates from the Western nations may not have adequate time to transfer the necessary commercial and entrepreneurial skills to the UAE nationals (Wilkins 161). Displacing and deporting foreign expatriates, who possess c ompetent skills required to handle the international market competition between private firms, will plummet the private sector and hamper the UAE economy in general. A mere workforce population of 70,000 (1%) of the UAE nationals, works in the private sector, while a vast majority of about 192,000 (80%) explores their careers in the government and offer workforce services to the public entities (159). Such circumstances suggest that even the experienced public workers can barely fit into the private sector. Conclusion The blossoming oil extractions and oil ventures generated enough national revenue for the UAE economy, and encouraged laxity on the UAE nationals who failed to see the need of professionalism or career development. Emiratisation as a strategy that seeks to displace the foreign expatriates and immigrant workforce may have some devastating impacts on the UAE economy and its nationals. Low professional competence in the private sector jobs, unprofessional education, high salary expectation of the UAE nationals, culture, demand for favourable working conditions and generous vacations, are the disadvantages of Emiratisation that would make the UAE economy plummet. Furthermore, forcible displacement, retrenchment, dismissal, and revocation of working contracts are actions that are internationally unlawful, unethical, and unprofessional. Works Cited Al-Waqfi, Mohammed and Ingo Forstenlechner. â€Å"Barriers to Emiratisation: the role of policy design and institutional environment in determining the effectiveness of Emiratisation. The International Journal of Human Resource Management 25.2 (2014): 167-189. Print. Forstenlechner, Ingo, Mohamed Madi, Hassan Selim, and Emilie Rutledge. â€Å"Emiratisation: determining the factors that influence the recruitment decisions of employers in the UAE.† The International Journal of Human Resource Management 23.2 (2012): 406-421. Print. Jasim, Al†Ali. â€Å"Emiratisation: drawing UAE nationals into th eir surging economy.† International Journal of Sociology and Social Policy 28.9 (2008):365-379. Print. Randeree, Kassim. â€Å"Strategy, Policy, and Practice in the Nationalization of Human Capital: ‘Project Emiratisation.†Research, and Practice in Human Resource Management 17.1 (2009): 71-91. Print. Wilkins, Stephen. â€Å"International briefing 9: Training and development in the United Arab Emirates.† International Journal of Training and Development 5.2 (2001): 153-165. Print. This essay on Emiratisation Strategy in UAE was written and submitted by user Deon N. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Write about how romantic art differed from Neo-classical art. For as long as there has been art, art has been great way to define the times. Many styles of art have existed and coexisted through the years. During the Eighteenth Century, Neo-Classical art was very popular. Then, during the age of Romanticism, art varied between romantic, realism, and luminism. All of the types of art during these ages serve to deepen the understanding of these times. During the Eighteenth Century, one of the major art forms of the time was known as Neo-Classical art. Neo-Classical art emerged following the discovery of the ancient cities of Pompeii and Herculaneum. People were fascinated by the artwork that was uncovered in the ancient cities, and this brought about an interest in classical art of the past, mainly that of ancient Rome. Classical art was considered respectable and important, and countless artists began to mimic it in their own works. People were also captivated by the ancient ideas of the Roman Empire, and looked towards them as idealistic for their own lives (Cunningham-Reich, 231-232). Neo-Classical art was something new for artists, and they were excited to change from the Baroque and Rococo styles of the past (Cunningham-Reich, 233). Neo-Classical art was much less extravagant and not so serious. Colors were more vivid and the overall tone was much lighter. Neo-Classical art represented the Eighteenth Century and its lifestyle. Following the Neo-Classical style, romantic art depicted the turn of the century. Painters of the time were more interested in portraying emotions and feelings in their artworks. Art became much more colorful and heartfelt. Paintings showed the upsets of war and aimed to evoke the viewer to feel a need for peace from war. A good example at this time would be Francisco Goya, who was strongly attached to his feelings and emotions. His paintings never seemed to touch on past Neo-Classical ... Free Essays on H20-wheres All The Water Free Essays on H20-wheres All The Water Write about how romantic art differed from Neo-classical art. For as long as there has been art, art has been great way to define the times. Many styles of art have existed and coexisted through the years. During the Eighteenth Century, Neo-Classical art was very popular. Then, during the age of Romanticism, art varied between romantic, realism, and luminism. All of the types of art during these ages serve to deepen the understanding of these times. During the Eighteenth Century, one of the major art forms of the time was known as Neo-Classical art. Neo-Classical art emerged following the discovery of the ancient cities of Pompeii and Herculaneum. People were fascinated by the artwork that was uncovered in the ancient cities, and this brought about an interest in classical art of the past, mainly that of ancient Rome. Classical art was considered respectable and important, and countless artists began to mimic it in their own works. People were also captivated by the ancient ideas of the Roman Empire, and looked towards them as idealistic for their own lives (Cunningham-Reich, 231-232). Neo-Classical art was something new for artists, and they were excited to change from the Baroque and Rococo styles of the past (Cunningham-Reich, 233). Neo-Classical art was much less extravagant and not so serious. Colors were more vivid and the overall tone was much lighter. Neo-Classical art represented the Eighteenth Century and its lifestyle. Following the Neo-Classical style, romantic art depicted the turn of the century. Painters of the time were more interested in portraying emotions and feelings in their artworks. Art became much more colorful and heartfelt. Paintings showed the upsets of war and aimed to evoke the viewer to feel a need for peace from war. A good example at this time would be Francisco Goya, who was strongly attached to his feelings and emotions. His paintings never seemed to touch on past Neo-Classical ...

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Creating a plan for addressing the needs and issues in a Essay - 1

Creating a plan for addressing the needs and issues in a muliticultural classroom - Essay Example an that empowers students to achieve their highest potential, which in turn demands an equal, fair, and a culture sensitive teaching-learning process. This process involves specific teaching methods and practices that address the different needs of a multicultural environment. To successfully decide on teaching methods that facilitates students’ learning, a teacher must initially be familiar with the students, both as an individual and as a group (Burnette, 1999).These students will originate from varied backgrounds and may have different learning needs. A classroom may have students with different ethnic, cultural and religious beliefs, or may consist of immigrants who speak only their own native language. Some students may have a different sexual orientation; others may come from lower economic status, or have been raised by a single parent. Instances are also rampant when students have specific learning and physical disabilities that require special teaching provisions. At the beginning of the school year, it may prove beneficial for teachers to complete a student profile. Profile includes anecdotal records, questions that elicit helpful information regarding their individual backgrounds. Informal interviews may also help gain further informatio n and build teacher-student rapport. Promoting Human Relations with Emphasis on Respect and Dignity Because the classroom environment influences effective learning, a teacher must ensure that all students feel welcomed and accepted. In an open and friendly environment, rules must be firmly set against oppressive remarks and verbal abuse that are highly discriminatory. While teaching general values such as human respect and justice may be vague, setting positive examples and providing reinforcement to positive behaviors may be effective. The way teachers relate with the students impacts the students’ confidence, outlook and their capacity to learn. However, some students may be misinterpreted by their teachers. A

Feminism In Whartons Writings

Feminism In Whartons Writings Technically, feminism is defined as a political discourse aimed at equal rights and legal protection for women. Feminist criticism is a type of literary criticism, and can be defined as the study of literature by women, or the interpretation of any text written with an attention to gender dynamics or a focus on female characters  [2]  . The study may involve reevaluating women writers.  [3]  . Feminism is usually associated with female figures that stand up for womens equality and rights. Anti feminism is the opposition to feminism in some or all of its form and some male chauvinists are reckoned to be anti-feminists. Edith Wharton was claimed to be a feminist  [4]  especially after her novel, House of Mirth was published. This is due to her preference of emphasizing, either directly or figuratively, on the repression of women in her novels recurrently. Although her writings may have not gained popularity as feminism works like Virginia Woolfes, yet it is inevitable that Wharton is inclined towards producing fictions centered at the case of gender inequality. This is mainly because most of her writings somehow depict that women are downgraded in many aspects like family strata, social status, custom lifestyle and power as well as control. However, the later responses to her writings are more to only individuals perception with not much reference to her writings but the critics tend to associate the basis of her novels with her background. Edith Wharton once said this about the critical response to her writing: After all, one knows ones weak points so well that its rather bewildering to have the critics overlook them and invent others. The measure for feminism in literature depends on the literary approach of feminism by a writer. For this research, I will be using the feminist literature criticism to analyze the repression on women in Whartons fictions, and also to reevaluate Wharton as a feminist writer. I will be counterclaiming the consented belief that Wharton is a feminist literature and providing proofs that she might also be an anti-feminist. I have referred to four of Whartons novels; The Age of Innocence, House of Mirth, Summer and Ethan Frome; as the written texts and basis for my justification. My research will be based on three aspects or literary approach of feminism that can determine whether the writers are feminists or neutral; gender equality or opposed to gender stereotype, image of female characters as main characters or hero in the feats of women, culture or art created by women, use of neutral language in describing the characters, with close reference to the four written texts. Aspect 1 : Gender equality and opposed to gender role stereotypes and discrimination against women. In the society where Edith Wharton lived women did not fit into any creative or participant role. They were regarded as a supremely satisfying object of masculine possession. The male automatically became interested in parading the well-decked woman as his proud possession. As Judith H. Montgomery remarks: women began to be regarded. . as decorative playthings as dolls and idols (The American Galatea College English, 32, 8 (May 1971), 89 1). As dolls they were sought to be gilded, decorated and displayed, as idols they were treated as art objects and worshipped. Thus, this partly dictates the reason for Whartons texts inclination towards the issue of repressed women in the society since the women were stereotyped as only possession with no crucial significance in the society. The American society, to which Edith Wharton herself belonged, did not give equality to women in legal, economic and sexual matters. Every aspect of American culture conspired to foster such an unequal treatment. In The Age of Innocence, Countess Ellen Fonseka is seen as a lady who does not fully abide with the supposed role of a woman. This is due to her unusual habits of a lady and unconventionality in that society. Citing from the text, Mrs. Mingott said she had gone out ;which, on a day of such glaring light à ¢Ã¢â€š ¬Ã‚ ¦ seemed in itself an indelicate thing for a compromised woman to do. (page 24) Women during that particular era, cannot not go out unaccompanied, during daytime due to perception that women should be at home, taking care of the households, and should not wander around alone so they can raise up suspicions and apprehension over their where and what about. However, the text could also be translated as an advice or a concern by Edith Wharton over the safety of a woman if she is to be outside alone. As a compromised woman, Ellen Fonseka should not wander alone especially because she has separated from her husband, and her safety is now to Mrs Minggots concern. In fact, Wharton has never stated that woman should only be at home and forbidden to go out, or in any words, the freedom for women to walk about is not prohibited nor discriminated. In the House of Mirth, Lily Bart, the protagonist, is an object of beauty than a woman who should be loved. She is the product of a society with no socially acceptable means other than matrimony. Lilys mother considers her beauty as a weapon (chapter House, page 37) and Lawrence Seldon has been quoted asking Lily; Isnt marriage your vocation? (chapter House, page 11) Thus, it can be said that women are bound to the lifestyle provided to them by the society with no obvious choices. For this reason, few literature guides have agreed that Edith Wharton is obliquely suggesting vindication of womens status quo.  [5]   Nonetheless, the evidences in The Age of Innocence and House of Mirth do not provide sufficient justification for the claim. There are evidences that indicate that Wharton actually criticized the societys code of conduct, superficial values and double standard regarding marriage as a whole and not regarding the discrimination by the society against women. Marriage was indeed an obligation compulsory for every woman in the society especially after the adolescence year, hence the generations belief may not suggest that women ought to be stereotypically seen only as wives, but the act of marriage itself was a part of the societys lifestyle. In fact, until today, the act of marriage is still being practiced around the world, with no apparent discrimination against women. Besides that, it is generally accepted that marriage is a commitment pledged based on mutual respect and agreement from both genders; man and woman. For that reason marriage shall not be a vocation for only woman, but al so man. The society setting for the Age of Innocence is the late nineteenth century, and women indeed are marked by disapproval and ironic denunciation and often some are perceived as only the object of supreme beauty, and this can be seen through the characters of May Welland and Ellen Fonseka. However, in Whartons The Age of Innocence, House of Mirth, and Ethan Frome, most of the central female characters are more than a symbol a possession for men, and instead these characters are greatly loved and cared by the respective companion male characters. Thus, the question of feminism raised due to the common negative stereotype of a woman role, has been well compensated by Edith Wharton herself in the novels. I would like to cite an instance from The Age of Innocence, and in this novel, Archer Newland is clearly seen to be deeply in love with Countess Ellen Fonseka, a widow, despite he is then matrimonially attached to May Welland. The longing was within him day and night, an incessant, undefinable craving, like the sudden whim of a sick man for food or drink once tested and long since forgotten. (Chapter 23, page 189) From this excerpt, Wharton indirectly states that Ellen Fonseka is not a sole object of possession, instead Newland Archer does feel something deep for her, it could be infatuation or even love. Later in this novel, it is proven that Newland loves her but he feels he is bounded to be with May and the old decencies  [6]  he and his people had always believed in. But to love Ellen Fonseka was not to become a man like Leffertsà ¢Ã¢â€š ¬Ã‚ ¦(she) is not like no other woman, he was like no other man; their situation, therefore, resembled no one elsesà ¢Ã¢â€š ¬Ã‚ ¦ (Chapter 30, page 258) The whole text clearly depicts that women are appreciated and loved by men, and the act of wedlock fidelity by husbands is indecent, and for Archer Newlands case, decency triumphs over love, yet love for a woman can persist to a lifetime. Later in this novel, Wharton figuratively described the feeling that Newland cast for Ellen is not infatuation, thus, this indicates that Ellen is not an object of possession, and Wharton defies the stereotype amazingly by proving that rather than being a typical woman accustomed to discrimination, a woman can take reign over a mans heart without losing his respect, and women are not meant to be deprived. In the Age of Innocence, the upper class society perceives the act of divorce as something disgraceful and against the societys customs, especially if the wife is the one who asks for divorce. Countess Ellen Fonseka who opts for divorce after she has learnt his husbands infidelity, receives negative discernment from the public. Citing form the text, Everybody knew that the Countess Olenska was no longer in the good graces of her family. Even her devoted champion, old Mrs Manson Mingott, had been unable to defend her refusal to return to her husband. (Chapter 26 : 220) Based on this excerpt, although Mrs Manson Minggot comes from the family of a high social stratum, yet she herself is unable to do anything over Olenskas decision to annul her marriage. Another instance from the text, After all, a young womans place was under her husbands roof, especially when she had left it in her husbands roof, especially when she had left it in circumstances that à ¢Ã¢â€š ¬Ã‚ ¦ well à ¢Ã¢â€š ¬Ã‚ ¦ if one had cared to look into themà ¢Ã¢â€š ¬Ã‚ ¦ (Chapter 26 : 220) Nonetheless, the societys attitude towards the annulment of marriage as described by Edith Wharton cannot be used as the ground to support the claim that Wharton is a feminist writer. Whartons view through Newland Archers dialogue, Our ideas about marriage and divorce are particularly old-fashioned. Our legislation favours divorce our social customs dont. (Chapter 12 ; page 93) From the dialogue, Edith Wharton had made the point that only the custom forbids the act of divorce while it is actually legally appropriate to be done. Hence, the evidence that females are discriminated by the society since they should not be asking and opting for divorce cannot be justified. Again, Wharton may had intended to criticize on the societys code of conduct, and in fact there is no other evidences in Whartons text (House of Mirth and Ethan Frome) that has clearly stated the prejudice towards women in the act of divorce. Aspect 2 : Dedication of image of the female as a hero or central character in fiction, and in the physiques and feats of female. Female as a hero or central character in fiction Heroic character is defined as character in literature, art or culture who is bounded with positive behaviors and characteristics, and even considered as the protagonist character. A common characteristic of feminist literature is the detailed portrayal of women with great positive values in the novels, as well as women written as the main, protagonist characters in the fictions. In most of Whartons novels, female characters are often seen to be equipped with decent attitudes, great perseverance, and the ability to adapt themselves to the demanding and often poor environment in best possible manners  [7]  . This is achieved with the successful help of womens intelligent decision making and analytical mind. In the Age of Innocence, the character of Ellen Fonseka is depicted as a woman of unconventionality due to her lack of concern for social rules and etiquette. This makes her a target of malicious tongues, but a heroine of dispossessed. In the novel The Age of Innocence, the character of Ellen Fonseka lives in the heart and mind of Newland Archers character throughout the novel. Even 26 years after Ellen Fonsekas departure to Europe, Newland keeps the memories of him with Fonseka. Hence, it can be seen that the central or main character in The Age of Innocence is Countess Ellen Fonseka. The heroine in the House of Mirth, Lily Barth is an intelligent woman and adept at playing societys games. The overall conflict of social expectation and personal desire in the novel House of Mirth basically revolve around the characterization of Lily Barth. It is made clear from the beginning of the book that Lily Barth was raised in the midst of luxury, and expects herself to be married to man of upper social class. Edith Wharton described the appearances and behaviours of Barth in detail, and overall, the novel itself was even described  [8]  as a novel about New York socialite, Lily Barth, attempting to secure a husband and place in rich society. Therefore, the readers and literature professionals agree that Lily Barth is the central character of the House of Mirth. Nonetheless, Whartons preference on female gender as the central characters in her writings cannot justify the claim that Edith Wharton is a literature feminist. This is because the measure of the heroic or central characters is subjective to the readers. In the Age of Innocence, the character of Newland Archer also portrays the heroic or central character in this novel. Although Ellen Fonsekas character remains etched in Newlands thoughts and memories, yet the appearances of Newland Archer are more continuous in the novel and the role of Newlands character is more significant than that of Ellen Fonsekas. Moreover, Newland Archers character appears at each chapter and consistently remained active and spoken about by Wharton. Besides that, Newland is the character who has to bear with the most conflicts, whether the internal or the external ones. In the Age of Innocence, Newland Archers character is emotionally attached to Ellen Fonseka while at the same time he is matrimonially committed to May Welland. Newland Archer casts the feeling of love towards Ellen Fonseka, but he still decides to marry May Welland. Ellen Fonseka responds to Archers confession of love, I cant go back now to that other way of thinking. I cant love you unless I give you up. (Chapter 18, page 145) The incident was made more difficult by the arrival of the telegram from Welland to Ellen Fonseka, in which May Welland tells about her parents approval to move forward her wedding date to Archer. Following this incident, Aspect 4 : Usage of gender-bias or sexist language ` For instance, in The Age of Innocence, Archer entirely approved of family solidarity, and of the qualities he most admired in the Mingotts was their resolute championship of the few black sheep that their blameless stock had producedà ¢Ã¢â€š ¬Ã‚ ¦ (but) he did not think the Mingotts would have tried it on! (chapter 2, page 10) It in the above excerpt refers to Mingotts decision to bring along Countess Olenska to the opera when Archers engagement to May Welland is about to be announced within a few weeks. From this excerpt anyway, Wharton uses the term black sheep to indicate the family members that could bring humiliation to the Mingott. Since the word few is used, it can be supposed that there could be more characters rather than Ellen Fonseka only, who exude unconventionality to the public. Hence, it is unfair to say that widows or women are discriminated in the Mingott family, when the term black sheep is neutral to any black sheep of different gender, and the emphasize on Ellen to bring about humiliation is only because of that particular moment where Archer Newland is getting married to May Welland and it looks improper for a black sheep to be seen with a family of upper class.

A Rebuttal of Brother, Don’t Spare a Dime :: Argumentative Persuasive Argument Essays

A Rebuttal of â€Å"Brother, Don’t Spare a Dime† In â€Å"Brother, Don’t Spare a Dime,† L. Christopher Awalt says that homeless people are homeless on their own accord. He believes â€Å"many of them seem to have chosen the lifestyles they lead† (Awalt))).. This article states that most homeless people would prefer to escape responsibility rather than fix their social and economic problems. Awalt uses an example of a man who had been on the streets for about 10 years. He provided this man with resources to improve his life and within four months he was making progress. By the sixth month the man had checked himself out of the hospital and was back on the streets drunk again. Awalt does show a few people are the victims of tragic circumstances and will bounce back in a short period of time. Awalt believes homeless people have become dangerous to the public, and they do not deserve our money to help them out of their predicament. We do not agree with Awalt’s assumption that the majority of the homeless people in the United States are there because of their lack of responsibility. There are many causes of homelessness that cannot be avoided, and the majority of the people that become homeless will not be on the streets for long. Awalt states that for every person who is temporarily homeless, there are many who are chronically homeless (Awalt). Yet, according to the National Resource Center (NRC) on Homelessness and Mental Illness, 80% of the homeless population is off of the streets within 2 to 3 weeks. The NRC is the only national center specifically focused on the effective organization and delivery of services to the homeless and the mentally ill. It is important to note that the NRC reports 10% of people are homeless for 2 months and only 10% are chronically homeless. This fact shows that many people want to get back to ordinary lives and will work hard to do so, in spite of Awalt’s claims. One reason why people become homeless could be due to the decline of housing units affordable to extremely low income households (National Resource Center on Homelessness and Mental Illness).

Help Me to Help Myself

The phrase ‘Help me to help myself’ portrays the child’s sensitivity to do things him/herself with the help of his/her carers, peers and people with whom s/he comes in contact with. Maria Montessori was the one to first recognize this need of the child and went further to research on it. â€Å"As a rule, however, we do not respect children. We try to force them to follow us without regard to their special needs. We are overbearing with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us.They will imitate us in any case. Let us treat them, therefore, with all the kindness, which we would wish to help to develop in them†. -(Montessori, 1965) Due to time and social constraints, we adults often ignore our children’s individuality and abilities. We need to help the child to help him/herself to become more in dependent. A child learns from the time s/he is born. The more the experiences the more the child learns and it is the adult’s duty to provide the means for these experiences. The child's real challenge for independence starts at about age of one, when s/he starts walking.The child will just walk up and down with no motive in his/her mind but to just master the new achievement. The primary carer helps the child just by providing a safer and stimulating environment for him/her without any interference. â€Å"The greater the effort, the greater is the child's pleasure and worse is any interruption†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Things done spontaneously by children are done for the formation of man. The nurse must stay near them and watch them, be ready to help them if necessary†. Maria Montessori (1946, pg.  117-118)Freddie is in a setting where it has been set up, keeping in mind the needs of the child. He is free to choose any activity he likes and he knows that he has to ke ep the activity, which he was playing with, back in the right place. He gets the help when needed. Freedom brings out independence. The more the child is allowed to choose what s/he desires to do the more the child becomes confident and interested in doing things him/her self. It brings in the child self esteem, sense of belonging to the society and the child will be motivated to behave in an acceptable manner.The teacher is close to Freddie so that she can help him if he needs it and observes him too without interfering and respecting his desire to do the button frame. â€Å" It is by helping the child the help himself we render him that help which will make him independent. To teach the child to brush his hair, we must give him a small mirror, a small comb and a suitable brush. If we want the child to was his hands we must provide him with things fit for his size. He will rejoice being able to do things. He will do what he does with enthusiasm. Thus the child is introduced into a form of life, which is necessary for him†.  (Maria Montessori, 1989 pg. 10)Montessori believed that education starts from birth. She believed that a child develops differently at each stage of his/her life. The first developmental stage being The absorbent mind(0-6 years), the second Childhood(6-12 years) and the third Adolescence(12-18 years). During the first three years, the child’s actions are guided by an inner drive, horme, where the child learns unconsciously through his/her actions. The adult helps the child by providing an environment, which is safe, stimulating so that the child learns through exploration, manipulation and discovery.The adult should stay close to the child and observe rather than interfering or restricting a child to one place. As the child grows, the child’s actions are more of intentional/conscious mind. Horme is replaced by ‘will’. Freddie’s will is reflected when he uses the button frame. As he was given the f reedom to choose the activity and use it, Freddie displays the characteristics of a ‘normalised child’. Freddie is responsible as he has put away the puzzle in the right place and respects others as he waits for Jonnie to finish the button frame before he can use it.Montessori not only suggested that freedom forms the basis of independence, but also encouraged freedom with limitations. The ground rules in a nursery setting lay down these limitations. The child is expected to behave in a manner that shows respect to his/her peers, and to the environment. Freddie is given the freedom to chose an activity but he also knows the ground rules, so he waits for his turn, returns the activity, tucks his chair in. These actions not only show his social development but also his sensitivity to order.There is consistency and predictability in his environment. Freddie knows that he has a teacher to ask for help when he needs it. He knows where he can find the activity he wants to do. He also knows what is expected from him. The teacher’s non-interference in Freddie’s choice of the button frame makes him feel trusted to be able to do things for himself. Freedom of movement and physical activity is an important aspect in a growing child. A child becomes independent with exploration and exploration requires movement. Miss J takes Freddie out in the garden when he desires to do so.He waits patiently for his other two friends to get ready. The teacher plays an important role in helping the child. According to M. Montessori(1946, pg. 34), â€Å"The teacher must be a servant to nature, show respect and care, and be humble. Her plan must be to nurture life, which is a force, a force full of wisdom and power†. The teacher must be facilitator and show respect to all children. She should put in efforts to provide the children with an environment that is motivating, stimulating to them. The teacher should be a silent observer and help the child only wh en the child needs it.In Freddie’s case the teacher is a silent observer and helps Freddie when he wants to and also allows easy access to the garden. Montessori emphasised that a favourable environment helps the child learn independently at his/her own pace. A favourable environment meant that the physical environment of the setting should be such that the child can see things at her/his level that acts as help in the development of the child not a hindrance. Montessori’s idea of favourable environment was to provide children with child sized furniture, homely, beautiful, neat, tidy and organised environment.If a child is given a chair his/her size which can be moved freely by him/her, s/he is motivated to do more activities rather than sitting on a stationary chair. Freddie could pick up the button frame on his own as it was kept in a cupboard his size. This nurtures independence. According to Standing (1984, p. 265) â€Å"What Montessori has done is this: realising the peculiarly absorbent nature of the child’s mind, she has prepared for him a special environment; and then, placing the child within it, has given him freedom to live in it, absorbing what he finds there.†Montessori designed materials after observing a child’s developmental needs. She also designed some activities of everyday living that boost a child’s independence and bring in him/her a sense of belonging to the society s/he lives in. Freddie is doing the button frame that helps him to be more independent while dressing himself up. The button frame is only one of the many activities of everyday living designed by M. Montessori that helps the child to become more independent. These activities helped children to be able to do things for themselves and also helped them to be sociable, considerate and respect others.â€Å"Development is the construction of personality, reached by effort and one’s own experiences; it is the long road which every c hild must travel to attain maturity†-Montessori, 2001a, p 187. In order for a child to develop, s/he must be provided with opportunities. These opportunities can be provided to child by creating an environment that attracts and motivates the child. It is necessary to understand that each child learns at his/her own pace. The favourable environment offers the child freedom of movement, freedom to do, freedom to do nothing, predictability, consistency.This freedom comes with limitations so that a child knows that s/he is responsible for his/her own actions. Self-discipline and obedience are the results of such freedom with limitations. Montessori believed that the child works to construct a man. And in this construction, the child requires a lot of support from his/her environment. The child needs guidance and not a person who will do things for the child. After a lot of observations on children and a research on those observations, Montessori has tried to create a system that i s the most favourable for a child’s development, both physical and mental.She has truly supported the child’s sentence- â€Å"help me to help myself†. She designed materials for children which she thought would develop the child’s personality as a whole. Both physical and mental activities are equally important. A child has to be given the freedom to choose what s/he wants to do rather than being directed to do a specific thing. She respected the child’s needs and believed in letting the children to be. It is very easy for us to do things for the child not realising that this acts as a hindrance in a child’s development.