Teacher code of ethics free essay sample

Responsibilities to Students The professional educator will: Have up to date knowledge of the subject matter Make sure all students are on the same page Discuss current events (if age appropriate) and teach life lessons from it. Have a positive attitude toward the subject matter even if they are not personally interested in the subject. Be willing to stay with students after school to help them when they are struggling. Responsibilities to Families The professional educator will: Make sure the child is safe at school Have parent teacher conferences to let parents know how their child is doing. Tell parents about both good and bad behavior Encourage parents to get involved with their child’s homework. Give the child the best possible education. Responsibilities to the community The professional educator will: Involve the community in school activities Help students to apply what they have learned to real life experiences Have a career day for students to invite their families to come talk about their career. We will write a custom essay sample on Teacher code of ethics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Responsibilities to colleagues The professional educator will: Be respectful Try your best to get along with everyone If there is a problem with another colleague try to talk to them about it and work it out. Offer advice to teachers that have a problem you have dealt with before. Keep personal information outside of school Responsibilities to administrators The professional educator will: Always show respect Offer to help in any way possible Keep an open line of communication Report any behavior that is against the rules to the administration Not undermine their authority Responsibilities to the profession The professional educator will: Always dress and act professionally Only try to accomplish what they are trained for See to it that every child had the best possible education Always be patient with the children you are teaching Be willing to be a friend to anyone (both children and adults) in need

Year-Round Schooling essays

Year-Round Schooling essays Initially I did not agree with it, and I never thought I would be advocating it, but year-round schooling (YRS) does have several merits. YRS is a concept which reorganizes the school year to provide more continuous learning by spacing the long summer vacation into shorter, more frequent vacations throughout the year. This essay will explore three reasons why this option should be more widely adapted in Ontario schools. The year-round school curriculum is much better suited to the working family schedules, it allows more continuous learning, and decreases the likelihood of burnout of teachers and students. Though this idea is a suggestion that is radically different from the traditional curriculum approach in North America, it may well be time to try it. The long-established, customary North American family, has two working parents and a child/children who are in school. Working parents usually have a two-week summer break. Having their children in a year-round system will better correlate quality family time and vacations. Families can spread out their vacation time and visit locations that are less expensive or crowded during the traditional school year. In the nine-month school year, kids are often sent to camp, summer school, or left at home either alone, or with a babysitter during the summer vacation. If children are left alone, they will feel neglected and will begin to forget most of what they obtained throughout the school year. If children are left home with a babysitter, it is a hassle for parents to find one for the entire summer. This system will coordinate with parents lives and community activities very nicely. The YRS is a family-friendly approach to school schedules and is being experimented with many different school boards. This radical new approach developing in North America d ...

Biography of Matthew Ridgway, Korean War General

Biography of Matthew Ridgway, Korean War General Matthew Ridgway (March 3, 1895–July 26, 1993) was a U.S. Army commander who led the United Nations troops in Korea in 1951. He later served as Chief of Staff of the U.S. Army, where he advised against American intervention in Vietnam. Ridgway retired in 1955 and was later awarded the Presidential Medal of Freedom by President Ronald Reagan. Fast Facts: Matthew Ridgway Known For: Ridgway was a U.S. military officer who commanded United Nations troops during the Korean War.Born: March 3, 1895 in Fort Monroe, VirginiaParents: Thomas and Ruth RidgwayDied: July 26, 1993 in Fox Chapel, PennsylvaniaEducation: United States Military AcademySpouse(s): Julia Caroline  (m. 1917–1930), Margaret Wilson Dabney (m. 1930–1947), Mary Princess Anthony Long (m. 1947-1993)Children: Matthew Jr. Early Life Matthew Bunker Ridgway was born on March 3, 1895, at Fort Monroe, Virginia. The son of Colonel Thomas Ridgway and Ruth Bunker Ridgway, he was reared on Army posts across the United States and took pride in being an army brat. Graduating from English High School in Boston, Massachusetts, in 1912, he decided to follow in his fathers footsteps and applied for acceptance to West Point. Deficient in mathematics, he failed in his first attempt, but after extensive study of the subject he gained entry the following year. Ridgway was classmates with Mark Clark and two years behind Dwight D. Eisenhower and Omar Bradley.  Their class graduated early due to the U.S. entry into World War I. Later that year, Ridgway married Julia Caroline Blount, with whom he would have two daughters, Constance and Shirley. The couple would divorce in 1930. Early Career Commissioned a second lieutenant, Ridgway was quickly advanced to first lieutenant and then given the temporary rank of captain as the U.S. Army expanded due to the war. Sent to Eagle Pass, Texas, he briefly commanded an infantry company in the 3rd Infantry Regiment before being sent back to West Point in 1918 to teach Spanish and manage the athletic program. At the time, Ridgway was upset with the assignment as he believed combat service during the war would be critical to future advancement and that the soldier who had had no share in this last great victory of good over evil would be ruined. In the years after the war, Ridgway moved through routine peacetime assignments and was selected for the Infantry School in 1924. Rising Through the Ranks Completing the course of instruction, Ridgway was dispatched to Tientsin, China, to command a company of the 15th Infantry Regiment. In 1927, he was asked by Major General Frank Ross McCoy to take part in a mission to Nicaragua due to his skills in Spanish. Though Ridgway had hoped to qualify for the 1928 U.S. Olympic pentathlon team, he recognized that the assignment could greatly advance his career. Ridgway traveled south, where he aided in supervising free elections. Three years later, he was assigned as the military advisor to the Governor-General of the Philippines, Theodore Roosevelt, Jr. His success in this post led to his appointment to the Command and General Staff School at Fort Leavenworth. This was followed by two years at the Army War College. World War II After graduating in 1937, Ridgway saw service as the deputy chief of staff for the Second Army and later the assistant chief of staff of the Fourth Army. His performance in these roles caught the eye of General George Marshall, who had him transferred to the War Plans Division in September 1939. The following year, Ridgway received a promotion to lieutenant colonel. With the U.S. entry into World War II in December 1941, Ridgway was fast-tracked to higher command. Promoted to brigadier general in January 1942, he was made assistant division commander of the 82nd Infantry Division. Ridgway was later promoted and given command of the division after Bradley, now a major general, was sent to the 28th Infantry Division. Airborne Now a major general, Ridgway oversaw the 82nds transition into the U.S. Armys first airborne division and on August 15 was officially re-designated the 82nd Airborne Division. Ridgway pioneered airborne training techniques and was credited with turning the unit into a highly effective combat division. Though initially resented by his men for being a leg (non-airborne qualified), he ultimately gained his paratrooper wings. Ordered to North Africa, the 82nd Airborne began training for the invasion of Sicily. Ridgway led the division into battle in July 1943. Spearheaded by Colonel James M. Gavins 505th Parachute Infantry Regiment, the 82nd sustained heavy losses largely due to problems outside of Ridgways control such as widespread issues with friendly fire. Major General Matthew B. Ridgway (center), Commanding General, 82nd Airborne Division, and staff, overlooking the battlefield near Ribera, Sicily, 25 July 1943. USMHI Italy In the wake of the Sicily operation, plans were made to have the 82nd Airborne play a role in the invasion of Italy. Subsequent operations led to the cancellation of two airborne assaults and instead Ridgways troops dropped into the Salerno beachhead as reinforcements. They helped hold the beachhead and then participated in offensive operations, including breaking through the Volturno Line. D-Day In November 1943, Ridgway and the 82nd departed the Mediterranean and were sent to Britain to prepare for D-Day. After several months of training, the 82nd was one of three Allied airborne divisions- along with the U.S. 101st Airborne and the British 6th Airborne- to land in Normandy on the night of June 6, 1944. Jumping with the division, Ridgway exerted direct control over his men and led the division as it attacked objectives to the west of Utah Beach. The division advanced toward Cherbourg in the weeks after landing. Market-Garden Following the campaign in Normandy, Ridgway was appointed to lead the new XVIII Airborne Corps which consisted of the 17th, 82nd, and 101st Airborne Divisions. He supervised the actions of the 82nd and 101st during their participation in Operation Market-Garden in September 1944. This saw American airborne forces capture key bridges in the Netherlands. Troops from XVIII Corps later played a key role in turning back the Germans during the Battle of the Bulge that December. In June 1945, he was promoted to lieutenant general and dispatched to the Pacific to serve under General Douglas MacArthur. Arriving as the war with Japan was ending, he briefly oversaw Allied forces on Luzon before returning west to command U.S. forces in the Mediterranean. In the years after World War II, Ridgway moved through several senior peacetime commands. Korean War Appointed Deputy Chief of Staff in 1949, Ridgway was in this position when the Korean War began in June 1950. Knowledgeable about operations in Korea, he was ordered there in December 1950 to replace the recently killed General Walton Walker as commander of the battered Eighth Army. After meeting with MacArthur, who was the supreme United Nations commander, Ridgway was given latitude to operate the Eighth Army as he saw fit. In Korea, Ridgway found the Eighth Army in full retreat in the face of a massive Chinese offensive. Lieutenant General Matthew B. Ridgway, circa. 1951. Public Domain An aggressive leader, Ridgway immediately began working to restore his mens fighting spirit. He rewarded officers who were aggressive and conducted offensive operations when able. In April 1951, after several major disagreements, President Harry S. Truman relieved MacArthur and replaced him with Ridgway, who oversaw U.N. forces and served as military governor of Japan. Over the next year, Ridgway slowly pushed back the North Koreans and Chinese with the goal of re-taking all of the Republic of Koreas territory. He also oversaw the restoration of Japans sovereignty and independence on April 28, 1952. Chief of Staff In May 1952, Ridgway left Korea to succeed Eisenhower as Supreme Allied Commander, Europe, for the newly formed North Atlantic Treaty Organization (NATO). During his tenure, he made significant progress in improving the organizations military structure, though his frank manner sometimes led to political difficulties. For his success in Korea and Europe, Ridgway was appointed U.S. Army Chief of Staff on August 17, 1953. That year, Eisenhower, now president, asked Ridgway for an assessment of possible U.S. intervention in Vietnam. Strongly opposed to such an action, Ridgway prepared a report that showed that massive numbers of American troops would be needed to achieve victory. This clashed with Eisenhower, who wished to expand American involvement. The two men also fought over Eisenhowers plan to dramatically reduce the size of the U.S. Army, with Ridgway arguing that it was necessary to retain enough strength to counter the growing threat from the Soviet Union. Death After numerous battles with Eisenhower, Ridgway retired on June 30, 1955. He went on to serve on numerous private and corporate boards while continuing to advocate for a strong military and minimal involvement in Vietnam. Ridgway died on July 26, 1993, and was buried at Arlington National Cemetery. A dynamic leader, his former comrade Omar Bradley once remarked that Ridgways performance with the Eighth Army in Korea was the greatest feat of personal leadership in the history of the Army. Legacy Ridgway was highly decorated for his military achievements. In addition to the Congressional Gold Medal, he received a Purple Heart, the Presidential Medal of Freedom, and the Army Distinguished Service Medal. Ridgway remains a U.S. military icon and is widely admired by servicemembers. Sources Bachrach, Deborah. The Korean War. Lucent Books, 1991.ï » ¿Ridgway, Matthew. Soldier: The Memoirs of Matthew B. Ridgway. Harper Brothers, 1956.

Definition a glance Essay Example | Topics and Well Written Essays - 500 words

Definition a glance - Essay Example Unlike before when personal conversations are rather necessitated for important discussions, today, agreements can already be achieved using social networking sites, e-mail, and text messaging. Moreover, business activities are greatly upheaved; production level has risen. Newly invented machines like the automated guided vehicles and industrial robots make significant contributions to the economy. These technologies have maintained the level of productivity and provided more accuracy considering that these technologies can work non-stop with precision, which precludes the delays thereby ensuring business profit. Lastly, technological innovation has also affected human behaviour and ethics. Due to the prevalent availability of and the ease of access to the internet, more people are using this means to conduct illegal trades. In developing countries, cybersex is rampant – utilizing minors to carry out profane online businesses. What is worst is that more people have become fascinated with such kinds of activity because of how easy earnings can be obtained. Technological innovation is a good manifestation of modernization. This means that people have adopted avant-gardism and modernistic views. While technology brings so much improvement in our economy, lifestyle, healthcare, etc.; nevertheless, sometimes, it is also being used in the wrong way. The bottom line, however, is that technological innovation inspired so many transformations in the society: good and bad. â€Å"For a long time I used to go to bed early (Lawall, 2003)† is the well-known opening of the novel. The speaker tells his episodic encounters of arising from slumber without having any perception of his present state or location. It demands an instant of strain of establishing his thoughts and reclaiming his ego. It also suggests at the point where what comes next will involve the speaker with regaining back his identity, locating himself, and

Personal ethics Essay Example | Topics and Well Written Essays - 2250 words

Personal ethics - Essay Example Ethics is considered to be a set of standard rules that must be followed appropriately (Yahoo! Education Dictionary, 2009). In my personal opinion, ethics is the exercise of having the right behavior and doing the right thing at the proper time and the proper place. I regard ethics as the right behavior or attitude which must be displayed appropriately at the right time and right place because certain situations calls for various correct responses from the individuals concerned. Since it is important that everybody must known the set of standard rules which are required at any given setting; and should be able to adhere with said rules in order to establish better understanding and communication with people from a personal or professional level.Leadership entails many salient characteristics that a certain person must possess; being a good leader calls for having the ability to do what one sets out to do, together with the spirit to carry on until the planned task is accomplished (Gu tierrez et al, 2004). I regard this as the best meaning of leadership because a leader must be able to produce expected results by having the cooperation and loyalty of his or her followers. In gaining the cooperation and loyalty of others, the good and wise leader must possess the skill to direct and control the efforts of his or her followers. This will lead the entire team to move in one direction that will make collation of all necessary skills to produce positive outcomes. 3. Service Service pertains to being employed and having a certain load of duties or responsibilities to carry out daily with a particular company or organization (Yahoo! education Dictionary, 2009). This is the most suitable meaning of service to me, because generally speaking providing service means being employed or having been hired by a particular corporation or government entity. Hence, being employed involves the provision of service or work which is necessary for both the employee and employer to surv ive financially. Service contributes mainly to the income of the organization and the salary of the worker or employee. 4. Character The ideal definition of character in my opinion is the unique personal traits of a certain individual, which separates him or her from others. The characteristics of people vary because each and everyone have acquired different principles during their formative years. Environmental factors like school, friends and home affect the character or personality of people. Personality clashes often happen in any setting (like the office or workplace) due to character differences and various perceptions that people have. Pressing Ethical Issues Two of the most critical issues that majority of business organizations including their respective leaders face at present are whistle blowing and employee rights and duties. These two organizational concerns are often times met with skepticism and apprehension by top management and company personnel because they involve values that people adhere to; including the extent and limitations of company rules and regulations. Whistle Blowing Whistle blowing is the disclosure or revelation of any misconduct or law violations that usually occur within a given entity, private or government (Nadarejan, 2010). Whistle blowing in relation to the practice of democracy carries with it two vital features, which are: 1) the exposure of any legal wrong doings and misconducts; 2) necessitates â€Å"accountability of public bodies and private entities† (Nadarejan, 2010). It is important to understand that the general public needs to know if a breach of law or

Work And Family Life

Work And Family Life Todays employees are working in a highly turbulent and competitive business and working environment. As a result majority of employees work life become so complex. Due to this work life complexity and current world economical condition leads employees to work long hours or do multiple jobs. With the expansion of global business and technology, employees of the global firms need to maintain continues contact with their colleagues or customers who operate within 8 or 10 different time zones away. This means that many employees work within the global firms need to be standby during 24 hours. Moreover cutting edge technology allows employees to perform their work at home or any other place. In fact most of todays world married employees are part of a dual-career couples This makes increasingly difficult for married employees to find time to fulfil commitment to home, spouse, children, parents and friends. Therefore, due to these reasons work life tent to be interfere with family life. Th is is called work family conflict. Since this work family conflict leads to create negative consequences such as increased absenteeism, increased turnover, diminishing performances, etc; it is important to have a good understanding about this work family conflict in organisational context. Therefore in todays organisations, work place environment is being modified to minimise work family conflict and to establish a balance between work and family life. This mostly include offering flexible work schedule, relocated assistance, adoption assistance, provide training for managers to assist employees in dealing work/family conflicts, focus on employees actual performance rather face time, casual day programme, etc. Conduct these types of programmes within the organisations is important since its tent to reduce mainly work/family conflicts, job dissatisfaction, and stress related problems. But on the other hand it may be difficult to assess the direct positive impacts of these programmes have on work performances of the emp loyees. Work and Family Life- reciprocal effects article is mainly focus on foresaid work/family conflict. All arguments of this article are base on several research findings done by the Australian Institute of Family Studies and other relative studies. According to article it is been proved that 25 and 40 percent of employees indicate that their jobs interferes with family life to some extent. Furthermore base on the research done by Australian Institute of Family Studies found that 28% of women and 40% of men believe that work life interferes with home life. At the same manner 35% women and 28% of men believe that their partners work life interferes with home life. But out of all respondents only few men and women believe that the family life interfere with their work life. This result of the survey shows the impact of family life to the employees working life. These factors increase the real need of work/family life balancing in order to gain employees performances. Most of the middle age employees(30-49) believe that work life interfere with family life with the complexity of work and family life that they are experiencing at that age such as child care, high peek career demand, etc. Courses for work/family conflicts When analysing work/family conflict it can be identify few major factors associated with it. One factor is employees job situation. As a result of job related factors such as downsizing, additional task allocation, challenging assignments, and strategies of participation, job insecurity and frequent relocations have brought an increased workload which stimulates tension and course to create a true conflict between employees work and family life. Another main factor highlighted in this article is employees working hours. According to the research findings, 23 percent of women and 66 percent of men were working more than 41 hours per week. This hour of work is tent to affect the degree of impact to create work/family conflict. Research finding indicate that 60 percent of men and women are preferred to work fewer hours than they currently work as a result of work interfere with home life. In fact job position of the organisation also determine the level of work interfere with family life. Employees in higher job positions tend to work longer hours, under pressure with higher responsibilities and job tasks. This leads to create high stress to the employees. This stress leads to negative sequences such as unsatisfactory behaviours at job: delays, absenteeism, lack of motivation and reduced level of performance. On the family life, presence of childrens can also tend to complex this work/family conflict and will act as obstacle for work family balancing process. One factor which tend to determine the level of work interfere with family life is age levels of childrens of married employees. This varies for fathers and mothers. According to this article, youngest childrens have a great impact to the level of work/family conflict of mothers where as the younger childrens have greater impact for fathers in creating conflict between work and family. Partners work schedule and conditions have greater impact in determining level of work/family conflict as a result of increasing level of dual careers of families. Therefore this leads to determine the happiness of family life bas on the job situations experiencing by the employees. According to the research findings; out of fulltime working couples with children under 18, 47 percent fathers and 41 percent of mothers strongly believe that their work life is interfere with family life. Moreover mothers who work for part time is less likely to feel that their work life tend to interfere with family life since they have much more time in balancing work and family life. In fact more men than women tend to believe that their work life interferes with family life as a result of working long hours. On the other hand, there is high tendency to exist high work/family life for lone mothers than couple families since all responsibilities fall on the one parent. When considering courses for work/family conflict many researches and studies argue that many employees tend to believe, work life more interfere with family life rather than family life interfere with work life. Moreover many studies highlighted that employees are better in managing potential disruptions occur from family life into work rather than managing work disruptions affect to family life. According to the research findings (Australian family life course study); only few employees were believe that family life interfere with work life. (Out of full time employees, 11 percent men and 13 percent women and 0 percent of part-time working women) Therefore it can be noted that work life begin to interfere for family life, when job responsibilities and problems begin to interfere in accomplishing family related obligations. Outcomes of work/family conflict As foresaid, it can be distinguish two types of work-family conflict: work interferes with family life and family interfere with work life. Therefore these two types of conflict are adverse consequences for several outcomes for employees. Stress Stress can be identifying as one of main outcome of work-family life conflict. Most of the employees tend to suffer from this stress as a result of failing to have a better balance between family and work life. Therefore we can find that there is high correlation between work/family conflicts with employee stress. Most of the researches conduct various types of researches to identify this relationship. Many authors define Stress as an interaction between the factors that leads to stress (stressors) and level of individual response towards it (strain). http://icssea.ppiukm.org/paper/PSI-97.pdf Lot of employees are subjected to have an anxiety, low work motivation, low job satisfaction, pressure and burnout as a result of high work responsibilities, long working hours, job insecurity, high competition, unmet family obligations, etc. Since all foresaid factors are the reasons for work family conflict most researchers has been identify that the work/family conflict as a main source to ha ve stress and pressure. According to the Australian Family Course study, 43% percent men and 53% percent women often felt tired and run down their job tasks. From this research findings researches have been identify a positive relationship with work interfering with work and stress which influence employees well being. (Case) Job dissatisfaction Job dissatisfaction is associated with the degree of employees feeling towards their job. Negative feelings towards the job can leads to create low level of job satisfaction and this course to have high employee turnover, low performance, high absenteeism, etc. In order to identify the relationship between work/family conflict and job dissatisfaction, several researches had been done. These research findings always tend to highlight a negative relationship between work/family conflict and job satisfaction. As foresaid, stress, anxiety and high pressure are some of main outcome of work/family conflict. Therefore due to all these factors, leads to create low level of job satisfaction. According to the model proposed by Kopelman (1983), explain the relationship between factors like work conflict, family conflict, job satisfaction, family satisfaction and life satisfaction. This model argue that the factors such as work conflict and family conflict leads to create inter role conflict by employees and this inter role conflict, influence employees job and work satisfaction. Ultimately this both job and work satisfaction affect to life satisfaction. http://psasir.upm.edu.my/3101/1/Associations_of_Work-Family_Conflict,_Job_Satisfaction,_Family_Satisfaction.pdf This level of satisfaction is a crucial factor for any organisation, since its highly connected with employee turnover, absenteeism, performance level and productivity of the organisation. Therefore it is extremely important to assist employees o maintain a well balance work and family life. According to the research conduct by Department of Social Psychology and Methodology of Behaviour Sciences, University of Granada, Spain; has been identify that the relationship between work/family life and general job satisfaction is stronger in women than men. Moreover it found that general role of women in a family has a significant moderate effect on the association between work/family conflict and general job satisfaction of women. http://www.academicjournals.org/ajbm/PDF/pdf2010/4July/Calvo-Salguero%20et%20al.pdf

Blueback Novel Essay

Blueback Essay In novels, characters are used to help the author show the way they are constructed. It is evident in the novel Blueback, by Tim Winton (1997), the construction of characters are what Winton uses to communicate the ideas that Abel is passionate about the sea, Abel fights for what he believes in and that Abel is loyal to his friends and family. These ideas are easily found, through narrative point of view and dialogue. It is clear that the author must deliver, character construction to any reader. Through the novel, Winton has written that Abel is passionate bout the sea.Abel is a natural diver at Longboat Bay and loves being underwater ever since he could remember. Winton as used third person narrative point of view by how Abel’s feelings and thoughts about Longboat Bay and the sea being his home. It also shows how Abel feels when he is away from the sea and how he feels lost without it. In the novel Winton says â€Å"In his high school years, Abel Jackson felt like he was holding his breath like diving . . . From the moment he left Longboat Bay at the beginning of every semester, something inside him took a deep breath and held on . . â€Å" (pg. 95) also it says â€Å". . . he was a diver before he was born he . . . swam in the warm ocean inside her . . . so maybe it came naturally. † (pg. 3) It is clear that Abel is a natural diver and how he feels lost when he is a way from the sea, He feels like a ‘fish out of water’. Through the way Winton communicates the idea that Abel is passionate about the sea, this helps the reader understand the character, Abel. Through the novel Blueback, Winton show s that Abel fights for what he believes in.Winton has used dialogue to help construct the character, Abel. In the novel it is evident to any reader that Abel fights for what he believes in whether others agree or not. There is a conversation between Abel and his mother where they say â€Å" Mum he said. I can’t stand it. We don’t have a choice. Well, I’m making my choice . . . Abel, don’t! † (pg. 74) The conversation shows how Abel believed that Costello is greedy and he could not stand it, although his mother thought he should just not get in the way of things.It is clear that Abel is very determined to fight for it whether people don’t agree. Even, if it is the wrong thing to do he will do it as long as he believes. Abel is creatively constructed to fight for what he believes in. It is evident in Blueback, that Abel is very loyal to his family and friends. You can see how Abel is kind and caring to his mother, Dora and how he is loving to his wife, Stella, when he is older. Through the novel you can also see that he has a very large friendship with Blueback.When Abel’s mother could not walk â€Å"He cradled her in his arms laid her back and let her float against him in the clear, blue water. † This is how Abel was loyal to his mother. Abel is lo yal to his friend Blueback, when Winton says, â€Å"Abel swam with Blueback every chance he had. † Abel is loyal to Blueback by how he is so very excited to swim with it and feed it, When his mother is frail, he is ever so caring to move her places because she can’t get up. It is found in the novel, Blueback that Abel is very loyal to his friends and family.It is clear that Winton has used character construction through Abel by the way he acts and his dialogue. Winton has developed Abel to be passionate for the sea, being able to fight for what he believes in and to be loyal to his friends and family. My opinion about the novel, Blueback is that these ideas are very true in it. Winton has done a very well job in developing the construction of the characters. The reader should be warned that the novel is a great and delightful thing to read. By Siobhan Nairn