Interpersonal Communicatio Letter of advice Ashford University Research Paper

Interpersonal Communicatio Letter of advice Ashford University - Research Paper Example Every kind of communication is complex due to the existence of various variables in it. According to King (2000), â€Å"theorists note that whenever we communicate there are really at least six "people" involved: 1) who you think you are; 2) who you think the other person is; 30 who you think the other person thinks you are; 4) who the other person thinks /she is; 5) who the other person thinks you are; and 6) who the other person thinks you think s/he is†. d) Interpersonal communication is contextual: It is not possible for an interpersonal communication to occur on an isolated platform. There are different context on which interpersonal communication occurs. These are relational, psychological, situational and cultural context. It would also be necessary for you to understand that apart from principles there are certain misconceptions about interpersonal communication which will help you in having a better understanding of the whole phenomenon. You should know that the concept of interpersonal relationship has been made as a magical process to solve relationship issue by social media and network. However in real sense, interpersonal communication is not a very joyful process in a relationship. I would like to tell you that as believed, interpersonal communication is not a concept which is based on commonsense. If it has been so, then we would not have had so many problems related with it. Apart from common sense, interpersonal communication needs an extensive use of skill and tactics. This could be explained by telling that the females and males look at any relationship issue from a different perspective. So the common sense of both is different and looking at a problem from various angles can create more problems. You both also need to understand that in order to practice a good interpersonal communication, one need to understand the barriers related to it. For

Policy paper-fixing health care (Zoonotic disease) Research Paper

Policy -fixing health care (Zoonotic disease) - Research Paper Example stercoralis (3%). The overall prevalence of D. immitis is 25.3% (from www.EMERGING%20PARASITES%20OF%20PUBLIC%20HEALTH%20SIGNIFICANCE ). Evaluation of the parasite burden of Tricuris tricuria in a St. Lucian community showed most of the community having a low burden of the parasite, while few members of the community had a heavy burden. 84% of t those harbouring the parasite were found to be children in the age group two to fifteen years. Children of the same age group constituted 87% of those individuals having hundred or more worms (Bundy et al, 1987). Zoonotic burden in Jamaica is to a significant extent due to the close interaction of humans and pets like dogs. 73% of the households in Jamaica maintain pet dogs. Assessment through faecal examination showed that 58% of the animals were infected with one or more of the eight helminths distributed as Uncinaria stenocecephala 26%, Ancylostoma sp. 23%, Trichuris vulpis 9%, Toxocara canis 8%, Spirocera lupi 6%, Strongyloides sp. 6%, Appphallus sp. 4%, and taenids 1% (Robinson, Thompson & Lindo, 1989). The results of the study into the Annotto Bay community in the Parish of St. Mary, Jamaica showed that 64.7% of the stool specimens of the community had one or more of the helminth species and that there was a marked age dependence demonstrated with the helminth infestation occurring most commonly in the pre-school children (Win, 1996). Screw worms or Cochliomyia hominivorax infestation in Jamaica in 1998 was 25,000. Since then an eradication program has led to its diminishing infestation in Jamaica. Between 2004 and 2007 the annual average infestation of screw worms had dipped to 2,000 and in 2008 the infestation had dropped to 452, which included twenty infestations in humans (Reid, 2008). In 2007 UNAIDS sponsored a study into the prevalence of intestinal parasites in children infected with HIV/Aids. The results of

Lawyer Ed Masry on a referral Essay Example for Free

Lawyer Ed Masry on a referral Essay Erin Brockovich is a true American hero who’s icon status and â€Å"stick-to-it-iveness† only fuels her determination to expose injustice and lend her voice to those who do not have one. Erin Brockovich is a single mother, unemployed, struggling to make ends meet in a world not particularly kind to single moms. After a car accident leads her to seek legal redress, she meets lawyer Ed Masry on a referral. When he loses her lawsuit, she shows up at his office, demanding a job, barely hiding her desperation. Intimidated, Ed gives her one. By pursuing her own curiosity she brings on a difficult and huge case about PGE. PGE’s desire to increase its profits was so big that they didn’t even care about their neighbors’ health or security. In a world where heroes are often in short supply, the story of Erin Brockovich is an inspirational reminder of the power of the human spirit. Her passion, tenacity and steadfast desire to fight for the rights of the underdog defied the odds. Her victory made even more sweet by the fact that while helping others, she in turn helped herself. This story is not just a triumph of the little guy over the big nasty corporation, its the journey of one woman down the path of self-discovery as well. If only the world had more â€Å"Erin Brockoviches† in it, perhaps there would be more honesty in it. Profile of an extraordinary woman â€Å"She brought a small town to its feet and a huge corporation to its knees.† After watching the movie I realized that Erins public self was pretty much the same as her private self: she treated Ed, her boss in the same manner as she treated George, her boyfriend. Erin didnt take crap from anybody but at times she did let her aggressions take over. Most of the time these hostilities would lead her in contempt, but in the long run usually worked out for the best. It was a good way to get her point across at times but from my perspective she could have approached some of these situations a little differently, for example the night Erin met George she could have asked him nicely to be quiet instead of chewing him out angrily, even after he tried repeatedly to apologize to her. She is aggressive and she loses her temper easily. Another example of this is point where Ed takes on a partner for advice and help with costs on the PGE cases and when Erin walks in and finds out, she immediately feels offended and flies off the handle when she could have used a pillow method so to speak, to look at the situation from Eds point of view and realize that taking on this partner was in the best interests of the case. Incensed by what she has found, Erin begins a crusade to make Pacific Gas Electric accountable for the illness and death that they have caused. Driven by her own persistence and desire to seek justice for the townspeople, Erin goes door to door to sign up over 600 plaintiffs for a direct-action lawsuit against PGE. However, not everyone shares Erins enthusiasm to see justice done with PGE being the largest employer in the area, Erin finds a number of townspeople leery of rocking the boat. Nonetheless, Erins persistence and the personal interest she takes in their lives makes them listen. She is one of them. A kindred spirit and her ability to connect with them on their level makes them comfortable, ultimately earning their trust. She thrives on being the voice for those who don’t know how to yell. Along with trust and honesty comes respect. When a person is trusted and shown to be honest, that person is respected for those reasons. Erin experiences respect of her for the first time with the community of Hinkley. Once she knows how it feels to be respected, she realizes how valuable that asset can be: â€Å"For the first time in my life, I’ve got people respecting me. When I walk into a room, people shut up to see if I have anything to say. I never had that before. Please, don’t ask me to give that up.† Erin was also respected for her compassion and selflessness. She genuinely cared about every single victim of P.G. E.’s lie. She proved this fact when Theresa said Erin’s files needed some holes filled in and Erin recited from memory all the information Theresa wanted and more. Someone who doesn’t have compassion and caring for the townspeople of Hinkley would not have been able to do that. When Erin is hired there is some internal grumbling at the law firm, as a number of Erins co-workers resent her outspoken personality and questionable style of dress. She talks in a non-polite way, she always goes straight to her point and she is not afraid of saying what’s in her mind, she is brutally honest: â€Å"Thats all you got, lady. Two wrong feet and ugly shoes!† She also loves ironies: â€Å"I just went out there and performed sexual favors†. Erin is always able to get the evidences she needs by using the means she has, she is extremely confident.

Children Learn To Be Strong Children And Young People Essay

Children Learn To Be Strong Children And Young People Essay The main principle of building positive relationships is identified in the Early Years -Development Matters document is that children learn to be strong and independent through positive relationships. Every child is a unique individual, a competent learner from birth who can be strong, capable, confident and self-assure. Children learn to be strong and independent from a base of loving and secure relationships with parents and /or keyworkers. Parents are childrens first and most enduring educators. When parents and practitioners work together in Early Years settings, the results have a positive impact on childrens development and learning. Early years practitioners need to consider childrens age and stage of development as a factor when ensuring that the environment is safe and suitable for children. If you are able to build good relationships with parents, this is also a really positive thing, as parents will share information easier and take an interest in what their child is learn ing. The EYFS has as a statutory component the requirement for all children to be allocated a key person. A key person is someone who develops a close and genuine bond with a child, takes additional responsibility for the childs welfare and works closely with parents. A key worker acts as a surrogate attachment figure when the child is separated from parents and carers. This essay will recognise how positive relationships promote childrens well-being. And analyse the importance of a key worker system. It will explain the benefits of building partnership with parents for children learning and development. Describe how to develop positive relationships within the early years setting, making reference to principles of effective communication. The main principle of building positive relationships is identified in the Early Years -Development Matters document is that children learn to be strong and independent through positive relationships. Effective communication plays a vital role in the early years settings. When effective communication is established, positive relationships can begin to develop between practitioners and young children. Good health and well-being is central to effective learning. Children are more likely to develop self-confidence, resilience and positive views about themselves when they are involved in a respected, safe and secure environment where their achievements and contributions are values and celebrated. Childrens relationships influence their well-being through development, and learning. Consistent, secure, responsive, and respectful relationships with caring adults are vital to childrens wellbeing. Through trusting relationships with adults, young children learn about their world and their pla ce in it. They learn the world is safe and responsive to their needs. Babies and young children learn to be strong and independent through loving and secure relationships with parents and carers. When children are looked after outside the home they can develop security and independence through having a key person to care for them. A keyworker such as a practitoner provides a reassuring link with home so that the children can cope with being separated from the special people in their lives. Positive relationships with children and young people are important because: à ¢-  When children feel comfortable with us they can separate more easily from their parents à ¢-  Children are more likely to participate in the play and learning activities if they are secure emotionally à ¢-  When children have strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their needs à ¢-  Childrens language develops more quickly because they feel con ¬Ã‚ dent talking to us à ¢-  Practitioners can plan more accurately as they understand childrens developmental needs and know their interests à ¢-  Practitioners are able to respond to children more e ¬Ã¢â€š ¬ectively because they can recognise their expressions and emotions. Children deserve to feel, and to be respected by all adults and other children. Children want and need positive, loving relationships with the people close to them. The Early Years Foundation stage has a key worker system in operation. Each child will be given a responsible member of staff which we refer to as a key worker. A key worker is a practitioner who is designated to meeting the individual needs of a child, and to build a positive relationship with their parents. The key worker system is essential for children to develop a close relationship and strong bond with a key worker who will be looking after them. A key worker is responsible for the settling in period. The key worker needs to form a bond with the children, especially babies in their care. Babies need to be with the same people each day to develop social relationships. This is why the Early Years standards have put a key worker system into action. A key worker will be nominated as the first point of contact for the child and family. In order for practitioners to understand the childs requirements and enable the child to become secure in their environment practitioners will have to build a relationship with parents in order to discover the childs routine an particular interests and needs the child may have. The keyworker system is especially important for young babies as they are totally dependent upon their careers, they can become anxious when separated from their parents. Erik Erikson devised a theory of psychology development. Erik Erikson believed that the quality of care of children in this age group receive depends on how well they develop trust in their careers. Erikson claimed that in the stage (birth-1year) the child will develop a sense of basic in the world and in his ability to affect events around him. The development of this depends on the consistency of the childs major caregiver. If the care the child receives is consistent, predictable and reliable then the child will develop a sense of trust, and will be able to feel secure even when threatened. However, if the care has been harsh, or inconsistent, unpredictable and unreliable then the child will develop a sense of mistrust and will not build confidence in the world around them. This child will constantly carry mistrust with him to other relationships. McLeod, S. A. (2008).   Successful development of trust will enable the child to feel safe and secure within their environment. Being consistent with childs routine and ensuring their individual needs are met will develop trust. Key workers should allow time for a one to one communication with individual children throughout the day to support their emotional well-being. All Early years settings will meet their own requirements of roles and responsibilities. The role of a key worker is to keep up to date with the childs development within the setting through observation, and sharing this information with the parents and carers. Responsibilities of the key worker include: Assessing the childs individual needs. Sharing information with parents on all aspects of their childs care. Meeting the entire childs need throughout the day in nursery. Physical needs-Nappy changing, skin care and bottle feeding. Emotional needs-Settling the child on arrival each session and comforting when distressed. Developmental needs- Planning learning with the individual child Spend time with individual children promoting their learning and development through play. The Ecological systems theory states that human development is influenced by the different types of environmental systems, Formulated by famous psychologist Urie Bronfenbrenner. The micro systems setting is the direct environment we have in our lives. Your family, friends, classmates, teachers, neighbours and other people who have a direct contact with you are included in your micro system. The micro system is the setting in which we have direct social interactions with these social agents. Sarah Mae Sincero (March14, 2012). In early years setting, a childs microsystem would include their relationship with their key workers, friends, other staff members and the environment. Effective key worker should be committed to their role, by demonstrating to be a good communicator, needs to remain calm and confident throughout the day, able to make time to communicate with the parent and carers. Effective communication with children can develop positive relationships and develop a strong bond, it is therefore important for practitioners to communicate in an appropriate manner. Childrens learning and wellbeing are enhanced when families and childcare professionals work together in partnership to promote the best outcomes for children; quality care occurs when childcare professions understand each childs family, culture, community and when they use this knowledge to provide experiences in ways that are meaningful to the child. When parents and practitioners work together in early years settings, the results have a positive impact on childrens development and learning. Early Years settings work to build parent confidence in what they do already at home and they offer idea to support and enhance this. Most significantly, they exchange information about children regularly or on a weekly bias with parents. They listen to what parents have to say about their own childs capabilities and interests, ad make use of these observations for future planning, encouraging parents to be active in the planning process. Parents and practitioners have a lot to learn from each other this can help them to support and extend childrens learning and development. Parents should review their childrens progress regular and contribute to their childs learning and development record. Parents can be helped to understand more about learning and development record. Young children flourish when the adults caring for them work together. Fa milies know their childs strengths, personality, moods and behaviours very well. When families and staff work together they can exchange information, and can focus on meeting each childs needs and supporting their development. When children see positive communication between their parents and staff, they begin to learn that it is important to build health relationships, for example children who see their parents communicating well and being friendly with staff, children will feel valued and important when in the care of their practitioners. Parents and carers who are positively involved with their children can help reduce mental health difficulties. In partnership, families and staff can share their experiences with each other and their understanding of how their bond is important to a child. For example (x) likes to cuddle on to a special teddy at sleep time at home, this experience should be offered in the care setting. Strong partnerships between early years practitioners, staff and parents are essential in early years settings and are one of the important relationships to develop. But too often, parents and program staff do not effectively communicate with each other, thereby limiting opportunities for developing open, respectful, and trusting relationships. Miscommunication, or limited communication between adults, can lead to situations that adversely affect all of the parties involved. Parents play an important role in the admission of their child to the early years setting. Working in partnerships will help meet the childs individual needs, through identifying information about a childs background to health and wellbeing such as illnesses, disabilities, allergies, likes and dislikes and emergency contact information. There are many way to involve parents within the setting such as arranging open days, an open day is a social opportunity for parents to communicate with other parents and early years staff this will help build parents confidence and self-esteem. Key workers should share their observations and assessments of the child with their parents and encourage parents to try out similar activities at home with their child. Outgoings in an early years settings is a good opportunity for parents to be involved in their childs learning and development, when the early years setting has organised an outgoing this will give parents the opportunity to take part and com e along and meet other children and staff. Parent evenings play a vital. Role in early years they will allow parents and keyworkers to discuss their childrens development progress. Parents should be invited to come to the setting to carry out workshops or activities on particular subjects, all parents are unique and come from different backgrounds, they can get the opportunity to be involved in promoting diversity by carrying out activities such as cooking food or demonstrating different clothing from different backgrounds. There are many barriers to parent involvement which must be recognised and overcome to promote involvement and partnership working. Parents with different languages may find it uncomfortable to communicate so staff members should aim to learn a few works and phrased in home languages to help them feel welcome. If a parent has low self-esteem and confidence they will not feel comfortable in joining in. practitioners should overcome this barrier by welcoming and su pporting parents in becoming involved in the setting. Parents have busy life and will not always have time to communicate with the staff at the setting when they are dropping or picking up their child, so practitioners should arrange times or regular parents evenings for parents to communicate in their available time. Positive relationships with children are important; practitioners act as role models and are effectively teaching children how to have positive relationships with other people as well. A positive relationship for a young child is very important as this increases their confidence and trust in other people. Positive relationships are made by first of all actively listening to the child and finding out their likes, and dislikes. Children at different stages have very different needs and interests and learn in different ways. Communication for children needs to consider different abilities and needs at different ages and this must be child-centred and age appropriate. Communication is a fundamental skill within a learning environment and is the main source of interaction amongst children, practitioners and staff in a learning environment. It is a mean of setting foundations to build positive relationships making children feel safe and to develop their self-esteem (feel good about themselves). In order for communication methods to be effective we need to have knowledge of relationships which is the main concept that drives positive behaviour. Actively listening to children, what they have to say is an example which can promote relationship in a learning environment. The importance of this form of communication is that it tends to help children to build their self-esteem, makes them feel valued and welcomed bec ause their views are being listened to by others. Verbal communication requires verbally encouraging children to respond to open question discussions which can promote positive relationships. Written communication in the form of comments, praise (certificates) highlighting achievements in good work can contribute towards positive relationships. The importance of this form of communication is that it keeps the children interested to take part, increase their concentration. Creates an effective learning environment and stimulates them to strive for success which contributes towards positive relationships in a learning environment. Regardless of the type of setting, the ability to communicate effectively is crucial for developing positive relationships with children, young people and their families. Communicating well involves the following: Giving your full attention- by maintain eye contact. Being aware of your body language use appropriate gestures and facial expressions. Listening- by showing response of nodding and smiles. Taking account of individual needs. Being sensitive to cultural differences in communication.   If the child speaks different language- use of photographs or other visual aids ma help. Hearing impediment- use sign language or visual aids to facilitate communication more effectively. Being confident build confidence in your communication skills by practicing how and what you want to communicate, and role modelling good communication skills. Conclusion Positive relationships are important because it helps a child to develop independence and build their self-esteem, positive relationships will help children feel confident, secure and be able to trust their relationships with adults. A strong connection between families and childcare providers is essential for building positive relationships. A Parents role is to talk with the people who care for your child on a daily basis about eating habits, behaviour, activities, learning of new skills, friends, or other happenings in your childs day. . As a parent you need to strengthen the bond between your child and her keyworker by helping to establish an attitude of trust. Mention the keyworkers name in conversation at home, and show interest in your childs interactions with her/him. As a practitioner, you should know the importance of working with parents and how these relationships can support childrens learning. Practitioners and parents need to develop a good two way communication in ord er to gain good effective positive relationship between the child and a practitioner.

Free Essays - Boys to Men in The Red Badge of Courage :: The Red Badge of Courage

Boys to Men in Red Badge of Courage      The Civil War took more American lives than any other war in history.   It divided the people of the United States, so that in many families brother fought brother.   The four years of bloodshed left a legacy of grief and bitterness that remains in part even today.   The war started on April twelfth, 1861 in Charleston, South Carolina.   It ended four years later on April ninth, 1865.   Many people call this tragic conflict the War Between the States, the War of the Rebellion, the War of the Secession, or the War for southern Independence.   But regardless of what it is called, the war was a great turning point in American history.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is so interesting about Crane's Red Badge of Courage?   I found out that war turns boys into mature men, the real dialect and slang used during the war, and what it's like to be a soldier in the Civil War.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The whole novel covers only two days in the life of Henry Flemming, the main character.   In that amount of time, war can turn a boy into a man.   It does not physically turn an individual into a grown man, but it mentally matures them.   War matures boys into a men is by experiencing new, unpredictable environments and adjusting to unfamiliar smells, sounds, and emotions.   Think about it, being there on a battlefield witnessing deaths of friends and comrades would have to have an effect on a human being.   Being in a war and to be around new faces, new personalities, confusion, and trauma would force one to adapt to an environment faster than you usually would.   Just imagine leaving your country home and entering a new and frightening world on a battlefield.   What can make one a hero or a coward?   Fears, emotions, thoughts, and feelings can be the factors that contribute towards the struggle.   As I read this novel I lived not only Henry's actions, but also his individual thoughts and feelings.There was shootin' here an' shootin' there, an' hollerin' here and hollerin' there, in th' damn darkness, until I couldn't tell t' save m' soul which side I was on (p.136, Crane).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By utilizing the soldiers talking in a dialect that was common during the war and using slang to represent certain words reflected the authors' emphasis on realism and descriptiveness.

Was Shakespeare Really in Love? Essay -- William Shakespeare Playwrigh

Was Shakespeare Really in Love? William Shakespeare is arguably one of the best playwrights of all time, and he is certainly one of the most well-known writers in the history of literature. Shakespeare is a classic example of how art and literature can touch so many people’s lives and hearts. His work has been enjoyed by millions of people for four hundred years, and today, his plays are still being performed daily all over the world. He wrote a total of thirty-seven plays and 154 sonnets in his lifetime. Plays like Romeo and Juliet, Hamlet, and Macbeth are recognized by most people, and they, coupled with his beautiful sonnets, are clear evidence that Shakespeare was a romantic man. Over four hundred years ago, Shakespeare was born in Stratford-upon-Avon, about 100 miles northwest of London, in April of 1564. Shakespeare was the first son and the third child born to his parents, John and Mary Shakespeare. His father was a â€Å"glover,† a maker, worker and seller of leather goods, such as gloves, purses, and belts. Most scholars agree that Shakespeare attended the Stratford grammar school, where he learned the English alphabet, as well as reading and writing in Latin. In grammar school, Shakespeare would have been exposed to Latin authors such as Cicero, Virgil, Seneca, and Ovid. It was in grammar school that Shakespeare fell in love with literature, yet when Shakespeare was around thirteen years old, his father was forced to take him out of grammar school to help him with the business at home. Most scholars believe Shakespeare continued enjoying Latin and English literature throughout his entire lifetime. Clearly, he was familiar with such literature, and a life-long student, because many of his plays are modeled after pr... ...Shakespeare. New York: Addison-Wesley Educational Publishers Inc., 2002. Mabillard, Amanda. â€Å"Shakespeare of Stratford.†Shakespeare Online. 2000. http://www.shakespeare-online.com/biography/default.asp. (11/20/2002). Kinney, Sarah. â€Å"Shakespeare’s Marriage – Is it Reflected in His Plays?† http://www.calvin.edu/academic/engl/346/proj/skinney.htm. (11/27/2002). Almasy, Rudolph. Daniel, Rebecca. Gerlach, Jeanne. â€Å"Revisiting Shakespeare and Gender.†Digital Library & Archives. http://scholar.lib.vt.edu/ejournals/WILLA/fall96/gerlach.html Gray, Terry. â€Å"1564 Birth & Early Years.†Ã¢â‚¬Å"1582 Marriage.†Ã¢â‚¬Å"1608 Romance & Reconciliation.†A Shakespeare Timeline. 1998. http://shakespeare.palomar.edu/timeline/timeline.htm Ward, Ian. â€Å"Shakespeare and the Politics of Community.† Early Modern Literary Studies. 1999. http://www.shu.ac.uk/emls/04-3/wardshak.html

Alexander the Great’s Policy of Fusion Essay

From his conception, Alexander was destined for greatness. Born to Olympias, Princess of Epirus and Phillip II, King of Macedon, passion and purpose were the driving forces of his young life. As a young boy, in Philips absence, he entertained Persian envoys and much to the surprise of the guests instead of asking about the Persian hanging gardens, he asked about the state of the Persian army and the roads. Clearly, at his tender age, his thoughts were already set on conquering. Years later, after the death of Philip in 336 BC, Alexander adopted Philips plans to conquer Persia and travelled across the Hellespont in order to rightfully earn his glory and write his name into the history books. In the years that followed, Alexander did just that, proving his tactical brilliance in battle and as a result, conquering the largest empire of the age. With Persians, Macedonians and Greeks under his rule, Alexander devised a policy that would ensure the smooth running of his empire. It has been dubbed by scholars as his ‘Policy of Fusion’. What was Fusion?! The dictionary deï ¬ nes fusion as: the process or result of joining two or more things together to form a single entity. In the case of Alexander, it refers to his ‘fusing’ of the Persians with the Macedonian and Greeks to create a super empire, combing the best of Persian and Macedonian Kingship. Alexander did not wish to destroy Persia and replace it with Macedonian rule, instead he took several actions to actively encourage the combination of the two cultures. His concept was simple: treat the natives as equal, not inferior, tolerate the native customs and religion and adopt some of the native  customs. According to Curtius Rufus, Alexander said: â€Å"Everything is taking on the same hue: it is no disgrace for the Persians to copy Macedonian customs nor for the Macedonians to imitate the Persians. Those who are to live under the same king should enjoy the same rights†. The nature of Kingship Macedonian The Macedonian nature of Kingship is that the King was ‘prima inter pares’- ï ¬ rst amongst equals. This meant that the King would not bask in splendour, he would wear the same clothes as his men and be approachable to them. (Alexander knew most of his men by name). The epitome of leading from the front, the King would play a major role in battles, earning respect from his men as they shared in the glory of victory. Persian! In stark contrast the Persian King had an exulted status as all subjects were required to perform proskynesis before him. He was considered to be god’s representative on earth. He lived a life of luxury and was attended by ushers, bodyguards and eunuchs. Access to the court was controlled by the Vizier. His dress was extravagant and set him apart from his subjects. He wore a purple tunic, gold cloak and belt and a jewelled scabbard. The vastly different styles of Kingship highlighted the need for a policy of Fusion. Similarities and Differences Philip: Philip’s policies for dealing with conquered people differed vastly to Alexander’s Policy of Fusion. For after the Battle of Chaeronea the Greek States were forced to become a member of the League of Corinth of which Philip was hegemon. From the Greek States money, men and allegiance was needed to ensure peace. Although the Greek states had ‘autonomy’ it was within the Macedonian parameters. A bit of an oxymoron really; incarcerated freedom. Strict Macedonian Garrisons and a pro- Macedonian Government were in play to maintain order and provide a tool if there was disorder. Conversely, Persians and Macedonians were encouraged by Alexander to co-exist and live together, enjoying the same rights and governed by the same rules under the same King. Wether the purpose of Alexander’s policies was ‘homonoia’, or as a practical means to rule or was an attempt to Helenize Asia- Persians beneï ¬ tted from his rule. In the case of Philip, the Gree ks did not receive the same treatment. Lycurgus once famously said: â€Å"The Battle of Chaeronea marked an epoch for all ages. With the dead was buried the freedom of Greece.† The purpose of Philip’s policies was entirely for the beneï ¬ t of Macedonia. Hamilton states that: â€Å"Philip’s policy was primarily aimed at the advancement of Macedon and for this he found Greeks useful, perhaps essential. Alexander and his contemporaries received a good Greek education and in them Greek culture was more securely rooted. But admiration for Greek culture need not imply a desire to secure the welfare of Greece†¦Ã¢â‚¬  Was Fusion even Alexander’s idea- Persian policies! Although it is hard to deï ¬ ne when exactly the idea ï ¬ rst ‘popped’ into Alexanders head, it certainly would have manifested itself during the Macedonians stay in Babylon. Because it was from here that he had the ability to fuse the two cultures, as after Gaugamela- the Persian Empire was effectively his. At the time Alexander’s policy was considered revolutionary, the complete opposite of the Macedonian dealing with conquered people. However, as Fox suggests without the â€Å"Persian background Alexander’s own plans for government have been made to seem unnecessarily radical.† Persians in fact, had been fusing ideas and cultures for generations as â€Å"two hundred years before Alexander, they had overthrown the empire of the Medes and annexed the ancient civilisation of Babylon, but in each case they had availed themselves of their subjects’ experience.† Alexander’s policy and the policy of the Persian King Cyrus (both e arned the title ‘Great’) were very similar. In around 550 BC Cyrus expanded his annexed Median and Persian lands to include the Fertile Cresent. After conquering â€Å"He adopted a policy of toleration toward the people he conquered. For example, he allowed them to speak their own languages, practice their own religions, and follow their own ways of life. He also declared the ï ¬ rst Charter of Human Rights. Etched on a clay cylinder, this charter set forth Cyrus’ goals and policies. His respect for the people made Cyrus popular and made it easier for him to create a peaceful and stable empire.† Reasons for Similarities or Differences! Philip had no reason to fuse the Greek and Macedonian cultures as, aside from Macedonian being governed by an absolute monarchy and the Greek States being governed by democracy the two cultures were fundamentally the same. This was because Macedonia was Hellenized. Alexander on the other hand, was dealing with two tangibly different cultures and needed fusion to effectively rule over both. There were also differences too between King Cyrus, and Alexander’s policies. King Cyrus’s policy worked. As the most important man of the nation, if Cyrus tolerated the Medes and the peoples from the Fertile Cresent, the rest of his subjects would have too. Unlike the Greeks and Macedonians, they did not believe themselves to be superior to the people they conquered. The nature of Persian Kingship ensured the stability of the empire for the next 200 years. Alexander would have known of Cyrus’s policy and could potentially have tried to mimic it, seeing as it was so effective. Without Persian Background Alexander’s own plans for government have been make to seem unnecessarily radical (Fox). Purpose The purpose of Alexanders Policy of Fusion has been widely debated. There are several arguments. On one hand, we have William Tarn’s utopian view of homonoia- Alexander’s desire for universalism, to create a ‘brotherhood of man’. On the other, we have the juxtaposed AB Boswoth’s view that Alexander did not really attempt to ‘fuse’ the two cultures together, instead he was really playing one off against the other. As discussed in Nicholas Ed Foster’s thesis, both Classical Historians have ï ¬â€šaws in their arguments. Tarn is perceived to practically worship Alexander and his achievements, focussing on creating the big picture of the great king, while overlooking massacres that occurred during the campaign. Bosworth does the opposite, as he focuses on the massacres and ignores Alexander’s intentions. There are other ideas surrounding the purpose of fusion, one is that it was used because it  provided the practical means to rule the two peoples. Other’s argue that fusion was an attempt to spread Greek culture. Brotherhood of Man At the time, Alexander’s ideas were considered revolutionary. His actions completely went against the ideas of Aristotle, where captured people were barbarians, treated worse than animals. Alexander changed this completely. When he declared that all men were alike sons of one Father and when, at Opis he prayed that Macedonian and Persians might partners in the commonwealth and that the peoples of his world might live in harmony and unity of heart and mind (Tarn). According to Curtius Rufus Alexander justiï ¬ ed his entire conquest by saying that he had hoped to annex his empire to many famous peoples. He also justiï ¬ ed his actions around marriage by saying that his intention â€Å"was to erase all distinction between conquered and conquerer†. Practical Means to Rule Alexander’s Policy of Fusion is considered by some to have stemmed from necessity. Put simply, fusion was a practical way to bring Hellenic and Eastern cultures under one rulethis was the purpose of it. Due to the vast expanse of the empire, the area simply became too large to be controlled solely by the Macedonian Army. Furthermore, â€Å"By appointing Persian satraps, or in many cases simply leaving them in their previous positions of power, Alexander was able to prevent the rise of dissent from the populace.† (Nicholas Ed Foster, Thesis LSU) Tamsin Woolf AS91397 Policy in Action: Alexanders Policy wasn’t a mere Policy of words, it was a Policy shown in action. Alexander showed his policy in various ways, both big and small. After entering Babylon, Alexander was quick to initiate his policy of fusion through action. His ï ¬ rst action, after entering the great city, was to restore the temples that were destroyed by Xerxes, including the great Temple of Bel, where he made a sacriï ¬ ce. Much to the surprise of the Macedonians, respect was shown to Persian nobility, especially to Kings of the past. Bessus, for the murder of Darius, was paid special attention. After having his face customarily mutilated and torturing him, Alexander â€Å"had him torn limb from limb. He had the tops of two straight trees bent down so that they met, and part of Bessus’ body was tied to each. Then when each tree was let go and sprang back to its upright position, the part of the body that was attached to it was torn off by the recoil. (Plutarch) Persians were given positions of power and included in Alexanders army. Previously considered ‘barbarians’ were made Satraps of provinces with the most signiï ¬ cant being Mazeaeus re-established as satrap of Babylon and Porus, being given back his rule after his defeat at Hydaspes. Alexanders elite Companion Cavalry which previously was comprised of men from the ranks of Macedonian nobility, who had proven their worth in the ï ¬ eld of battle now included Persian Lords. Alexander adopted the Persian dress, wearing the diadem along with a pure white robe and sash, a compromise between Persian and Median costume. â€Å"He may have done this from a desire to adapt himself to local habits, because he understood that the sharing of race and of customs is a great step towards softening men’s hearts.† (Plutarch) Like his father Philip, Alexander also used marriages for political reasons. Through his own marriages to Roxanne (the captive daughter of Oxyartes, a Bactrian noble), to Barsine, the eldest daughter of Darius and (according to Aristobulus) to Parysatus daughter of Artaxerxes Ochus, Alexander had linked himself with both branches of the Achaemenid Persian House. Alexander also encouraged marriages between his men and Persian women. This was demonstrated at the mass marriages at Susa which according to Hamilton: â€Å"brought to a climax his policy of fusing Macedonians and Persians into a single race.† It was at Susa that 90 of Alexanders men married noble Persian women at a mass celebration. The brides received considerable dowries. One of the most dubious enforced actions introduced by Alexander was the Persian court practice, proskynesis. Researcher Herodotus of Halicarnassus observed the practice: â€Å"When the Persians meet one another in the roads, you can see whether those who meet are of equal rank. For instead of greeting by words, they kiss each other on the mouth; but if one of them is inferior to the other, they kiss one another on the cheeks, and if one is of much less noble rank than the other, he falls down before him and worships him.† As part of his Policy of Fusion, Alexander believed that the action would bring Persians and Macedonians together, however instead of this, it only managed to highlight the differences between races. While Persians already performed proskynesis to their King, for Macedonians, the action was reserved only for gods. Along with his other actions, Alexander ensured sustainability for the future and had 30,000 Iranian boys trained for the military, they were taught Greek, wore Macedonian attire and used Macedonian weapons. They were called ‘The Successors’. According to Arrian, Alexander called them his Epigoni- his inheritors. The title for the boys was apt as they would inherit the empire, and before Alexander’s death, they were obliged to him only. Persian Reaction: Implications and Impacts The Persian people viewed Alexander as a liberator, his actions repeatedly encouraged them to trust him. Unlike the Macedonians, the Persians did not have to do anything to be a part of Alexanders policy, instead, Alexanders actions encouraged the Macedonians to adopt Persian customs. Through sacriï ¬ cing to the Temple of Bel, ensuring a proper funeral for King Darius and hunting down Bessus for Darius’s murder, Alexander showed great respect for the Persian people and their customs. Before Persepolis Alexander’s men followed their leader blindly. They would die for him. They would die for the noble cause of punishing the Persians. As Alexander started to implement his Policy of Fusion discontent began to brew amongst the Macedonian Camp. Having to live in harmony with the ‘barbarians’ who they came to Asia to conquer was something they were not prepared for. This was something they struggled with as the Macedonians and  Greeks believed that they were the superior race. Furthermore, many Macedonians felt that Alexander was no longer loyal to them and thus became resentful. The strain in the relationship is shown through several events some of which are explicit reactions to fusion, while others are implicit. Division between Old Guard and New Guard The division of the Old and New Guard is shown through the Old Guard’s more extreme reactions to Alexander’s Policy of Fusion early on in the piece. Many of the Old Guard had fought under Philip and were used to his ways. This, combined with their distaste for the Fusion Policy and that the Old Guard felt that their actions at Battles past, had been forgotten created a divide between the young and old. Philotas and Parmenio In late 330 BC, in the early stages of the implementation of Fusion, a plot was hatched to kill the King. Philotas was informed to consult the King immediately, but failed to twice. Because of this he was connected to the plot and killed. Shot down by the Macedonian javelins together with his fellow conspirators (Arrian). There are several other factors that could have contributed to his death. Philotas was known to condemn the Policy. His death was a combination of Alexander’s growing insecurity concerning plots and the Macedonian resentment of Fusion. These factors blinded Alexander into believing Philotas’s guilt. There is no hard evidence to suggest Philotas’s guilt. The only proof of it appears to be his failure to organise an audience for Cebalinus or to inform Alexander of what he had been told (Hamilton). As a result of the danger of a Parmenio ï ¬ lled with vengeance at the death of his son, Parmenio was murdered too. These incidents prove how adamant Alexander was to continue with his policy, using brutality for the greater good of ensuring harmony between two peoples. Cleitus Cleitus the Black was the Commander of the Royal Squadron of Companion Cavalry and a friend of Philip. In Maracanda, 328 BC, at a drinking party Cleitus and some of the older members became offended by an insulting chant. The division between the old and young is highlighted as the â€Å"older members shouted their disproval of both the composer and the singer, but Alexander and those next to him listened with evident enjoyment and told the singer to continue Whereupon Cleitus who, besides being naturally surly and having a savage temper, was by now drunk, became extremely angry† (Plutarch). In his speech, Cleitus vented all his feelings over the last few years, particularly around fusion. â€Å"It was not right for Macedonians who were much superior to those who mocked them, even if they had met with misfortune, to be insulted before natives and enemies.† â€Å"The dead I call fortunate; they don’t live to see the Macedonians ï ¬â€šogged by the the rods of Medians and begging Persians for permission to have an audience with their king.† (Plutarch) †¦ â€Å"Go, and live with foreigners, slaves who will bow down before your Persian girdle and your white tunic.† (Plutarch) As a result of Cleitus’s comments, Alexander (who was also drunk) snatched a spear from one of his bodyguards and ran it through Cleitus. Proskynesis Historically, Persians had performed proskynesis when recognising someone of higher rank than them, as they had done to Darius, they prostrated themselves before Alexander. The action was not one of worship, merely recognising someone of higher rank. For the Macedonians however, the action was something only the slavish barbarians did. For them, the action was strictly reserved for gods. Despite Alexanders attempts to prove his divinity, he was human. What added salt to the wound was that before the campaigns he had adopted the historical Macedonian form of Kingship- prima inter pares- ï ¬ rst amongst equals. Despite knowing this, Alexander had counted in the action to enhance his fusion policy. In 327 BCE Alexander attempted to introduce proskynesis at a drinking party. According to Plutarch Alexander passed the cup to one of his friends, who took it, rose from his couch, turned to face the hearth, drank, and performed proskynesis before kissing Alexander and resuming his place. All the guests followed suit except for the philosopher Callisthenes, who refused to prostrate himself. One opposed to the action seems insigniï ¬ cant. Indeed, he was the only person to voice openly his disproval of what all the best and oldest of the Macedonians resented in their hearts. By preventing the introduction of this practise he saved the Greeks from great disgrace and Alexander from a greater (Plutarch). Mutiny at Opis One of the most illuminating examples of the Macedonian reaction to Fusion was the Mutiny at Opis- as it highlights the extent of the discontent  between Alexander and his troops. With a previous mutiny, conspiracies and the rejection of proskynesis already under their belt, the arrival of the ‘Successors’ in Susa was the tip of the iceberg for the Macedonians. The 30,000 Iranian boys arrived in Susa wearing Macedonian clothing and carrying Macedonian equipment, performing a dazzling display of discipline and deftness  before the Macedonian Army. At Opis, Alexander announced that he was releasing from the Army those who, because of old age or disablement, were no longer ï ¬ r for service and was sending them home (Arrian). This greatly vexed the Macedonian Army as they assumed that Alexander intended to replace them with the young ‘war dancers’ as they resentfully termed them (Hamilton). This assumption, combined with their distaste in Alexander’s dress throughout the campaign, his appointment (or re-appointment) of foreign Satrap leaders and inclusion of Persian in the Army (including into the prestigious Companion Cavalry) lead to their response. Arrian states that: â€Å"they did not stand passively in respectful silence, but shouted to him to dismiss every man of them and carry on with his ‘father’, mocking Ammon by this remark.† A mutiny against Alexanders actions as a result of his Fusion policy is signiï ¬ cant because it shows just how widespread the discontent was, this discontent was not something felt only by the Old Guard. Patterns of Reaction Fusion- Can we trust it?! Fusion rufï ¬â€šed the feathers of the Macedonians. It created tension which lead to recurring negative reaction. Although most Macedonians were opposed to  the policy from the outset, the Old Guard seemed more offended by it and people knew where they stood. The execution of Philotas and Parmenio and the murder of Cleitus show just how important the policy was to Alexander and how seriously he took opposition to it. As time went on war weariness and Alexander’s change in status from ‘ï ¬ rst amongst equals’ to Son of Ammon started to take a toll on the rest of the troops, the discontent in the Macedonian Army regarding fusion became more widespread, ultimately resulting in Mutiny. As none of the primary sources exist today, I have used all secondary sources in my report. This begs the question- can the sources be trusted? The secondary sources each used different primary sources from both the Good Tradition and the Vulgate. I used Arrian, Plutarch and Curtius Rufus. Arrian used mainly Ptolemy and Aristobulous but he also used Nearchus and Callisthenes. Plutarch used all sources, while Curtius Rufus used an unknown source, embellished with Cleitarchus who used sensational popular beliefs, rather than facts. This ultimately made Curtius Rufus less reliable than Arrian and Plutarch. However, it is highly improbable that the secondary sources used the primary sources word for word, rather they used the primary sources to back up their own conclusions about Alexander. There is also the question of what the primary sources had to gain from their writing. Although the good tradition are considered to be more reliable than the vulgate, they were all close to Alexander and potentially built up his achievements for their own personal gain. Conclusion: In conclusion, Alexander’s Policy of Fusion was implemented in order for Alexander to effectively govern both Persians and Macedonians. It sparked many negative reactions from the Macedonians who viewed themselves as superior. Initially the more extreme reactions were shown by the Old Guard, but with time, the whole of the army came to oppose the policy, as shown  through the Mutiny at Opis. Despite the opposition, Alexander chose to continue to pursue his policy with great perseverance. Bibliography Websites: http://www.mainlesson.com/display.php?author=abbott&book=alexander&story=death Date http://www.livius.org/pp-pr/proskynesis/proskynesis.htm http://student.kc.school.nz/ClassWebs/ClassicsWeb/Classics301/Alexander%20The%20Great/ Alexander%20PwrPts/E.%20Alexander%20&%20the%20Macedonians/1.ThePolicyofFusion.pdf! http://etd.lsu.edu/docs/available/etd-04112005-150526/unrestricted/Foster_thesis.pdf http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDsQFjAE&url=http %3A%2F%2Feduco.vln.school.nz%2Fmod%2Fresource%2Fview.php%3Fid %3D4300&ei=WMlpU5XECIilkQXVkIHwBg&usg=AFQjCNExDT4GSgLAlubZldzs7r8rQUMag&bvm=bv.66111022,d.dGI http://www.eduplace.com/kids/socsci/ca/books/bkf3/writing/02_empires.pdf Books Arrian. (1976) The Campaigns of Alexander, page 356 Penguin Classics Hamilton, JR. (1973). Alexander the Great. 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