Analysis and evidence-based findings on Alex Color Studio employee's Essay

Examination and proof put together discoveries with respect to Alex Color Studio representative's relationship Conflict - Essay Example This methodology is progressively worried about how working environment connections progress and how such clashes can be anticipated by inspecting fundamental correspondence rehearses, nature of the current connections, representatives fulfillment, professional success and execution. In this way, relationship clashes is a working environment is influenced by poor correspondence methodologies, absence of worker fulfillments because of pay or advancements, inaccessibility of professional success possibilities, and the nature and nature of the connections. The idea of contentions in Axle Color Studio is for the most part relationship clashes instead of assignment clashes. Alex and Jackie conceded to there being a few instances of relationship clashes regardless of their consistent contend to their workers not to carry individual clashes into the salon. The meeting uncovered that there have been numerous noticeable occasions of relationship clashes between staff individuals which cause strain on right hand beautician relationship when we are understaffed with collaborators. A significant part of the relationship clashes distinguished by Alex and Jackie are followed to the stylists’ relationship outside the salon. Because of the way that the salon has scarcely any workers, their relationship is progressively close to home and hence, reaches out outside the salon and consequently outer clashes are stretched out from outside the salon into the salon. Despite the fact that Alex and Jackie have attempted to convince their workers to abstain from blending outside issues with the salon issues relationship clashes have kept on being unavoidable in Axle Color Studio. Beauticians in the salon concur that contention in the salon has extremely negative vitality as clashes between two representatives makes different workers around them become worried which causes the salon’s air to then get tense and horrendous. Heightened clashes results into an exhausted staff and it tends to be converted into their customers as well. A customer getting an involvement with a strained and an unwelcoming situation isn't probably going to

Microeconomics Essay Example | Topics and Well Written Essays - 250 words - 8

Microeconomics - Essay Example I would consider both fixed and variable expenses in choosing to go to make a trip to New York from Los Angeles by either a plane or a vehicle. Fixed costs that I will consider for the excursion by means of plane incorporate expense of an air ticket, gear charges, and administrations gave on the excursion, which are fixed expenses as they have been controlled by the carrier and don't shift. Transportation expenses to and from the air terminal, traffic and different expenses emerging subsequent to landing from the plane are among the variable expenses for thought when voyaging by means of plane. Fuel, food at stops, measure of traffic out and about, are the variable expenses to be considered for going via vehicle while vehicle upkeep, cost charges, any fixes made in transit, leaving expenses paid over the span of the excursion, washing and capacity installments, and mileage to the vehicle are fixed costs when going via vehicle. As is clear, both fixed and variable expenses are conside red in settling on the choice on which transport from to use to New York from Los Angeles. Ruegg, Rosalie T. The Police Patrol Car: Economic Efficiency in Acquisition, Operation, and Disposition : Prepared for National Institute of Law Enforcement and Criminal Justice, Law Enforcement Assistance Administration, U.s. Branch of Justice. Washington: The Bureau, 1978.

A Day of IAP

A Day of IAP Starting last week, IAP (Independent Activities Period) commenced, which is a month of courses, events, and other activities around campus between the fall and spring semester. While some people go off campus to complete internships or study abroad in some cases, I spent my first IAP here on campus taking two classes for credit. Since just about every weekday follows the same schedule, here is a look back on last Friday. 8:37 My alarm goes off. Why is the time so oddly specific? Well, truth be told, I overshot the :35 that I was going for, and I was too impatient to go back and fix it. That being said, Monday through Friday now start off at this time. During IAP, I didn’t go ahead and purchase the meal plan, so I am cooking for myself this month. I bought a lot of soup. A tad too much most likely. My pantry of food resembles that of the Soup Nazi. Anyways, I grab my cereal and stuff and head down to the Country Kitchen at Next to eat my breakfast in my pajamas. 9-ish I start to head back upstairs to get ready for the day. My time over on campus goes from about 10-4:30 each day, which makes my backpack into half books and half snacks. Armed with trail mix, granola bars, and some notebooks on physics, I head out after bundling up to make the hike from Next House to my classes. 9:30 normally, I end up getting to campus a half-hour or fifteen minutes early. My first classroom is in a decently sized lecture hall, so I spend that time beforehand in a small classroom that overlooks Killian Court and work on my weekly PSet for my two courses. I try to get at least a problem done while I’m there in the morning and wake up my brain for my class starting. 10 Classical Mechanics II (8.223) Classical Mechanics II is a required course for a Full Physics major here. It is a six-unit course, and I had the pre-reqs for it from last semester, so I signed up! It is definitely a step up from AP Physics C! It honestly is really interesting this whole new alternative approach that we are learning to tackling seemingly impossible questions using traditional Newtonian equations to solve. We use this thing called the Lagrangian and The Principle of Least Action that even followed me into my other class later this day! Compared to my previous credit coming in for 8.01 and 8.02, this class definitely feels more intense. I don’t think I have ever used the product rule more in my life than on all the worked examples I have completed for the class. Here is some of my notes from class on Friday: 11:30 Classical Mechanics II Lecture is now over, and I have a thirty-minute break before the recitation starts. I normally take those thirty minutes to either shove trail mix down my throat because I’m already starving, or I take a walk around campus. This week at least, the cold hasn’t been unbearable. I have time to make one small walk around campus before I return to the same class that makes for a nice mental break before more. 12: Recitation time. Recitation for 8.223 involves a lot of problem solving. We worked on a pendulum attached to a spring that can be seen in the picture below that was interesting! 1 The Math Lecture Series (18.095). With the only requirement for this 10 guest lecture series on all varying topics of mathematics being Calc I, essentially anyone who is interested can sign up. This week, the lecture on Monday was on some of the basics of differential geometry and developable surfaces and Wednesday was about the mathematics behind Deep Neural Networks that just goes to show the range of things being talked about. On Friday, the topic was on the brachistochrone curve, and the concepts of the Lagrangian and Least Action. It was like 8.223 round two! The brachistochrone, for those that don’t know, is the curve of fastest descent that can basically get from point A to point B in the shortest amount of time as possible. We had a very energetic lecturer who made it both easy and exciting to follow. It falls under the overarching topic called Calculus of Variations, and it defiantly helped out to see a more mathematically rigorous explanation for some of the mechanics that I am completing in my other class. After each lecture, we get assigned a mini problem set, here is the two questions I was working on over the weekend. Question 2 was death, but I think I figured it out after an hour or so. 2:30 Intermission. Technically speaking, I could be done with my day now, but I really wanted to take Special Relativity (8.20) as well. In this half hour, I normally sit around and wait for the 3:00 lecture to begin for special relativity, and then I head to that. 3:00 Special Relativity. This class is so conceptually interesting at least for me. Last Friday, we went over time dilation and length contraction. Two concepts just so mentally challenging to visualize in my opinion. I watched the Einstein Show called Genius during winter break, and it is funny to think back on how they represented him figuring out all the equations that we are deriving in class. The class makes you think most of all. I like that about it. Normally, people associate physics with just straight math, and in high school that can be the case for the most part. However, this class, the math is simple. The math is definitely easier than what I am dealing with in classical mechanics II. But, the concepts and answering the “Why” and “How” of the topics being studied really push oneself to think in a different way. I am really glad that I go to the lectures, so I can gain this knowledge before taking Relativity next fall (8.033). 4:30 Closing Time. Now, it is time for me to go home! Well, somedays at least. Right now, my research is running a lot of simulations that doesn’t require much intensive time in the lab. Soon, the simulations will be done, and I will be back every day after class, but it is pretty slow as of now. I head home and change, pick out a different soup, and head back to the country kitchen where I started my day that morning. The rest of the night is truly unpredictable and ranges from working on problems all night, binge watching Netflix, or biking somewhere around town. That all being said, I am definitely going to leave IAP with so much more knowledge and information than when I started. Post Tagged #day in life

Diabetes A Serious Health Problem - 957 Words

Diabetes affect millions of people worldwide, and it the most common cause of death in the United States in America. It is a condition where the pancreas produce little or no insulin and can affect at any age. Diabetes is a serious health problem that people tend to take lightly. The causes of diabetes are hereditary and environmental factors. Environmental factors that causes diabetes are cancer, smoking, chemical, toxics. It is associated with the increase of blood sugar (hyperglycemia) and decrease blood sugar. Diabetes is cause by the inadequate production of insulin, which is produced by the pancreas. There are three types of diabetes: type I diabetes, type II, and gestational diabetes. Weight gain is one of the major factors of weight gain. Diabetes can lead to serious health problems. Type I diabetes is insulin dependent. This type of diabetes is most common in young people, but it can also affect adult. In type 1, the body cannot not make insulin because the body. This is cau se by the autoimmune destruction of insulin secreting pancreatic B cells (in citation). Insulin People with type one diabetes need to take their insulin at all times. Signs and symptoms of type 1 diabetes includes, hunger, extreme thirst, and extreme urination. Treatments includes taking insulin, eating healthy, exercise, foods, control blood sugar level, control blood pressure and control cholesterol levels (Bethesda, 2014). Type II diabetes is non-insulin dependent, which is cause byShow MoreRelatedIs Diabetes Mellitus ( Dm ) Is A Serious Public Health Problem?840 Words   |  4 PagesIntroduction : Diabetes Mellitus (DM) is a serious public health problem in the world that has an adverse effect on the quality of life of several people (Al-Sarayra Khalidi, 2012; Azinge, 2013)1. It is highlighted for morbidity and mortality (Khattab, Khader, Al-Khawaldeh, Ajlouni, 2010; Sagar, 2011)2. World Health Organization (WHO) defines DM as metabolic disorder characterized by chronic hyperglycemia with disturbances of carbohydrate, fat, and protein metabolism that results fromRead MoreDiabetes Is A Serious Health Problem Gaining Increasing Global Attention From Governments Public Health Organizations1446 Words   |  6 PagesDiabetes is a serious health problem gaining increasing global attention from governments public health organisations. This global attention can be attributed to the increasing implications diabetes has on public health (CDC, 2016). Every six seconds a person dies from diabetes (IDF, 2016). Despite the measures to prevent and treat this disease, its prevalenc e is still on the increase, especially in middle- and low-income countries; more so, health professionals envisage it will rise drasticallyRead MoreDiabetes : A Common Complication Of Pregnancy1345 Words   |  6 PagesDiabetes is a problem with the human body which causes blood glucose levels to rise higher than normal. This is also called hyperglycemia. There are three types of diabetes, type 1, type 2 and Gestational diabetes. Type 1 diabetes is usually diagnosed in children and young adults, and was previously known as juvenile diabetes. 5 to 10 out of 100 people who have type 1 diabetes. Type 2 diabetes are formerly called adult onset or non-insulin dependent diabetes, it can develop at any age as well. ItRead MoreObesity : Obesity And Diabetes833 Words   |  4 Pagesseveral years, obesity has become a serious health concern in all around the world, Including the United States; overweight is at least partly responsible for the dramatic increase in diagnoses of type two diab etes (on-set diabetes) among children and adults. Diabesity is the label for diabetes occurring in the context of obesity (McNaughton 71 ). In Diabesity and the stigmatization of lifestyle in Australia we diagnose the correlation between obesity and diabetes; whether one of them is a productRead MorePhysical Education Is A Subject That Many People Overlook1547 Words   |  7 Pagesimportant as math or science and that it could prevent childhood obesity or help a child with diabetes. Elementary physical education is more than just running around and playing games. Although it may seem that way to a child, to parents, we should realize that physical education is a subject area for our children to grow, to be healthy and also learn about health related issues and information about health throughout the physical education curriculum. Physical education class will help students getRead MoreThe Effects Of Collaborative Goal Setting On The Pre Diabetic Population1340 Words   |  6 PagesPopulation Type 2 diabetes mellitus is a serious medical condition where the body is unable to process glucose resulting in elevated blood glucose values. Pre-diabetes is a condition where blood glucose values are higher than normal, but not yet high enough to be diagnosed as type 2 diabetes. The CDC (2014) reports that 1 in 3 adults in the United States has pre-diabetes, although many are unaware of their status. Without lifestyle changes pre-diabetes can develop into type 2 diabetes within 5 yearsRead MoreObesity : Obesity And Obesity1334 Words   |  6 PagesHealth Factors Related to Obesity in Adolescence Childhood obesity is a worldwide epidemic that has increased dramatically over the past few years. There are many reasons this could be and research shows that as cultures are developing kids are spending more time indoors than being active outside. Technology is becoming so advanced that people are now able to play sports right from the comfort of his or her living room couch. Although these technological advancements are quite outstanding and hasRead MoreWill Obesity And Diabetes Cause Deaths Of The Young Generation?1054 Words   |  5 Pagestoday’s children die earlier than their parents? Will obesity and diabetes cause deaths of all the young generation? How can we reduce the load of these health conditions on the health of future generations? (Gray, L. 2014) These are some questions which we need to get answers for and on which we should concentrate. The above mentioned issues are creating a sense of fear for the parents as how they can avoid the increasing diabetes issues; and save their children from dying younger than we do todayRead MoreType 2 Diabetes : A Silent Killer1419 Words   |  6 PagesType 2 diabetes is a silent killer that often has no symptoms. Diabetes is a life-long chronic disease that affects your whole body. Being overweight, eating unhealthy, and not exercising leads to a lot of health complications that may increase your risk of type 2 diabetes. Lifestyle choices such as healthy foods and moderate physical activity are important for an individual to stay healthy. Practicing a healthy lifestyle is essential in preventing the development of type 2 diabetes. Read MoreChildhood Obesity : One Of The Most Serious Public Health Problem981 Words   |  4 PagesChildhood obesity is one of the most serious public health problems in the 21st century. According to PMC, the US Library of National Health and Medicine and National Institutes of Health, over 42 million children under the age of five are obese worldwide in 2010, and that number continues to ascend at an alarming rate. Obesity occurs the body stores an excess amount of fat, and is more than what the person needs to survive. Some scientists have argued that males are considered obese when they are

Dignity and Respect - 1135 Words

Dignity and Respect. Dignity and respect is something everyone has a right to. I have chosen this subject because it is an important part of nursing in that to be able to fulfil the role of a nurse is firstly to respect the person you are caring for. Dignity is a feeling of being valued, respected, having self-worth, supported and being able to show empathy and compassion for the people nurses look after. So for me it’s important to outline the principles in dignity and respect when looking after people who are vulnerable. Firstly we will look at ethics in nursing regarding dignity and respect, treating a person as an individual when in hospital can be an important part of any patients healing process, and to make sure these patients†¦show more content†¦Evidence based practice is based on evidence used to support practice and nurses must justify their rationale, it is now formed as an integral part of management, education, strategy and policy. Ongoing development and changes in healthcare delivery enable nurses to maintain standards of nursing and develop their competence and performance. Through this the patients well-being is maintained, respecting them through accessing up to date knowledge and skills that are essential in an ever changing environment. Multi-disciplinary working:- This means people from different disciplines all working together with the same goal or interest, it involves doctors, nurses, physios, occupational therapists, social workers and many other agencies working in the best interest of the patient. This ensures that continuing care is a smooth process from hospital admission and beyond. Respecting work colleagues and working as a team, listening to their contributions and sharing your knowledge will have an important impact on the patients care, maintain their dignity and respecting this will give the best outcome for them. This aspect of the NMC code sets good standards and guidelines for understanding the principles when providing nursing care, nurses have a responsibility to deliver safe and effective care for the best interest of the patient, which isShow MoreRelatedDignity and Respect1720 Words   |  7 PagesConcept assignment NUR 303 Fall, 2012 * From the description Danilo Ocampo is a 74 year old individual that has lots of medical problems. The majority of them are heart related diagnosis .It sees like he is not taking very good care himself because every time he ends up in the hospital he checks himself back out, the main reason being the medication not having the expected response and his mistrust in the hospital personnelRead MoreReflective Essay: Dignity and Respect2400 Words   |  10 PagesReflective essay: Dignity and respect 10053603 Introduction The Purpose of this essay is to reflect upon an experience which relates to the chosen topic of dignity and respect, this was highlighted in my self-assessment (please see appendix) Acknowledging a persons’ dignity can contribute to their sense of good health, well-being and independence. Dignity is an essential element of high quality care and involves aspects such as respect, privacy, autonomy and self-worth (The Welsh AssemblyRead MoreRemains of the Day: Stevens Dignity and Respect2084 Words   |  9 PagesIn the novel The Remains of the Day there is a recurring theme of dignity and respect. There is the dignity of Stevens and the people that he meets along the way on his journey across the English countryside. He also comes to the realization that his former lord may not have been the man he thought he was. The most profound form of dignity is that of Stevens, in being an English Butler he has been raised to do his job in one way. He is supposed to be the proper gentleman never letting anything fazeRead MoreJapan s Should Be Handled With Dignity And Respect758 Words   |  4 PagesSano Japan Student Essay Going to Sano, Japan would be an honor. An honor that should be handled with dignity and respect. I have what it takes to go to Japan. I have the desire, experience, qualities and a strong passion to learn new things, this will make me an excellent student ambassador. Going to Japan will not only benefit me but also the people around me too. I will share my academic journey with the people I meet along the way, as well as share some of the various activities and experiencesRead MoreHow Can We Treat Terror Organizations With Dignity And Respect939 Words   |  4 PagesAs global citizens, we must come to treat all persons with compassion, dignity, and respect. Yet, when others do not show us these same thoughtful gestures in return – or perhaps they even spit in the face of these attributes – continuing to treat them with compassion, dignity, and respect becomes challenging for every person in this situation. How must we confront the bully who torments us every day †“ stealing our lunch money, leaving us hungry and with no control? How must we handle extreme religiousRead MoreExplain What Informed Consent Is In Respect To Human Dignity Essay1538 Words   |  7 Pages1. Explain what autonomy is in respect to human dignity. Autonomy in respect to human dignity is the right to self-determination and it was used to be in medicine to document all the decisions for the patients but that is not the case anymore. The patients now have the right to make choices based on their own beliefs, their own values, and their own needs. As a respiratory therapist, we have to be careful that we should not try to substitute our religious or cultural beliefs for someone who don’tRead MoreEthics And Values Play A Major Role Of Nursing Professionalism1338 Words   |  6 Pagesautonomy, human dignity, integrity, and social justice (â€Å"Essentials,† 2008). These values provide guidelines that accurately describe a compassionate and ethical nurse. 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Instead of looking at humans as a means to an end product, we should be focusing on treating everyone with consideration and significance. Immanuel Kant, a philosopher believes in the idea of impartial human beings, argues that each individual should be treated with respect and dignity. In the book

Hidden Answers to Essay Topics about Vampires Revealed

Hidden Answers to Essay Topics about Vampires Revealed Furthermore, these essays enable students develop critical thinking skills to approach a wide range of topics. Slang is a particular norm in communication. Students with good attendance has to be rewarded. Teacher will surely value an exceptional composition that has no mistakes. Advantages and disadvantages of summer classes. Advantages and disadvantages of having school all through the year. Vampires want to make a living, which mean they require a job to obtain some foods and other necessary things that we need in order to call home. Both of these creatures are somewhat more different than similar. Measures to continue to keep surroundings clean 17. The Basics of Essay Topics about Vampires Every culture has its localized variant of the vampire. Vampires, for any reason, have come to remain in our popular culture and, while this might be disturbing to some, are a part of earth in which we live. The original idea of the vampire was distorted by modern authors. Another exceptional attribute of vampires is they can switch off their emotions. Whatever people consider vampires, they're not really what they're thought to be. Ultimately, a vampire can compel human beings so that you may make a human being do whatever you want them to do. Even in the sun you're vampire though you can't go out. Moreover, you can stay a vampire each and every day, throughout the full moment. The most effective persuasive essays persuade the reader to agree with a specific point of view, perspective or maybe to take a particular action. You may go back to the multiple-choice section after you finish your essay in case you have time remaining within this test period. It's important to select debatable argumentative essay topics since you need opposing points that you may counter to your own points. The second sentence gives vivid details to create the reader feel like he's there. There's also a great deal of information on how best to compose an essay and how to prevent the most typical mistakes, but should you need assistance, you can refer to this video. When you're picking your topic, bear in mind that it's much simpler to write about something which you currently have interest ineven in case you don't know a great deal about it. It suggests intriguing subjects that may help to finish an exceptional task with no delays. Narration is telling a story from a particular viewpoint, and there is typically a reason behind the telling. The book ends with Elena who's desperately attempting to find Stefan because he's disappeared. A specialist will be able to help you pick a great subject for your compare and contrast essay topics or can complete the task for your benefit. Our crew of writers boasts a very good knowledge in essay writing. Advertising Advertising is the important element of any profitable small business. Advertising and the media are now nearly inseparable from society for a whole. The Nuiances of Essay Topics about Vampires Academically suitable compare contrast essay topics ought to be stimulating together with attention-grabbing. There are respective genres of prompts that will motivate you to finish a superb academic paper. Odds are, all you have to do is relax and locate a topic you're passionate about and, naturally, one that's debatable. Inspiration to make your own advertising or media argumentative essay topics isn't really hard to discover. This is a somewhat broad category, so there are a good deal of topics to select from and even more that you could create all on your own. The main reason is these topics are not that broad or narrow. Then devote another section to spell out how each among them is unique. In the introduction paragraph, mention your thesis statement plus a succinct explanation of the most important topic you will explore. Sure, you may have a particular topic assigned to you. You have to settle on a persuasive essay topic that permits you to present the most effective possible case. To begin with, you must comprehend what distinguishes informative essays from some other varieties of academic papers. Therefore, every paper needs to be written carefully. Make sure you comply with the appropriate outline and format. We format the custom essays so you can receive the best possible grades.

This essay is mainly focused on Elizabeth Bishops Example For Students

This essay is mainly focused on Elizabeth Bishops She changes from second person to first person speaker. Her emotions are being revealed through the usage of adjectives to denote the importance those properties meant to her. Adjectives such as: Loved and lovely, reveal the poets emotions which are gradually disclosed all the way through the poem, although Bishop goes on denying the pain such loss represents by implying but it wasnt a disaster(line 15). In the final stanza, the tone of the poem has shifted radically; it has become a sad one which exposes the truth behind the poem. The poet is unable to put forward her intentions, it seem as if she is trying to surrender upon her denial of pain caused by the loss. She addresses a you and even uses the verb love, used to demonstrate the feeling that a certain gesture casts upon her. The loss of something so powerful as love has not yet been mastered. The real importance of this stanza relies in the usage of adverbs: even losing you, and not too hard to master(lines 16-18). The emphasis of such adverbs is carefully constructed in order to put forward the drama that reigns through the last stanza. Syntax in the poem increases the growing tension. The loss of things suggested in the poem is used to support the idea that the art of losing isnt hard to master. The poem opens up with the loss of insignificant things, these losses increase in importance and significance as the poem progresses, Bishop is trying to make the reader become familiar with the art of losing. By embracing loss, the poet takes control over the situation by deciding how she will master the art of losing, a continent, two cities(line 13) even a loved one, which is what she considers to be the biggest loss. The usage of the imperative write it(line 19), shows the poets struggle in finishing the last line or even the struggle she goes through in trying to say what she wants. This poem is written in the form of a villanelle, Bishop ingeniously incorporates her writing into this form of poetic control to make evident the irony of mastering the art of losing throughout the poem. Bishops usage of repetitions confirms her refusal and denial of pain caused by the loss of something or someone. The intensity of this poem relies in the usage of language. Conclusion As mentioned before, Elizabeth Bishop is able to project a message throughout her poem by means of language and poetical control; that is the successful usage of the villanelle used as a complement to her words and tone, although I attempt to say that the form of the poem is not in the structure itself but in the language. The poem is written following the structure of a villanelle, a French form of writing composed of five triplet stanzas, with the last one being a quatrain, and the first and third lines of the first stanza strategically placed throughout the remainder of the poem1. Through the usage of this verse form, Bishop is able to portray the irony of mastering the art of losing. The first and third lines are repeated throughout the poem; such repetition seems to be consistent in terms of rhythm and meaning. The usage of certain conventions such as: tone, rhyme scheme and language (especially the variations of formal and colloquial language and adjectives) appeal to reveal the poets feelings throughout the slight variations of line repetition and language. In addition, the poem raises and ironic question about the loss o things in life taken as an art. .uf3fba88dd6cdb3d39ec623bab047b15e , .uf3fba88dd6cdb3d39ec623bab047b15e .postImageUrl , .uf3fba88dd6cdb3d39ec623bab047b15e .centered-text-area { min-height: 80px; position: relative; } .uf3fba88dd6cdb3d39ec623bab047b15e , .uf3fba88dd6cdb3d39ec623bab047b15e:hover , .uf3fba88dd6cdb3d39ec623bab047b15e:visited , .uf3fba88dd6cdb3d39ec623bab047b15e:active { border:0!important; } .uf3fba88dd6cdb3d39ec623bab047b15e .clearfix:after { content: ""; display: table; clear: both; } .uf3fba88dd6cdb3d39ec623bab047b15e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf3fba88dd6cdb3d39ec623bab047b15e:active , .uf3fba88dd6cdb3d39ec623bab047b15e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf3fba88dd6cdb3d39ec623bab047b15e .centered-text-area { width: 100%; position: relative ; } .uf3fba88dd6cdb3d39ec623bab047b15e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf3fba88dd6cdb3d39ec623bab047b15e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf3fba88dd6cdb3d39ec623bab047b15e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf3fba88dd6cdb3d39ec623bab047b15e:hover .ctaButton { background-color: #34495E!important; } .uf3fba88dd6cdb3d39ec623bab047b15e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf3fba88dd6cdb3d39ec623bab047b15e .uf3fba88dd6cdb3d39ec623bab047b15e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf3fba88dd6cdb3d39ec623bab047b15e:after { content: ""; display: block; clear: both; } READ: Stagnant Society in Anthem EssayAt the beginning of the poem not much is disclosed regarding intention and meaning, but as the reader goes through the poem, the major circumstances of meaning and intention become obvious. By means of the shifts in speakers, Bishop is able to intensify the meaning and intention of the poem; she starts the first three stanzas by using a second person speaker which addresses a reader by suggesting certain actions throughout imperatives. She begins the fourth stanza by shifting from a second person narrator into a first person speaker to intensify the poems meaning; by means of this the poet becomes involved in the poem making it personalized. As a general principle, the poems major irony is that even the best and most enviable circumstances of life, referring to the loss of something or someone, contain inherent imperfections, such as pain and an unarticulated frustration that can be begotten by the loss of someone. Therefore, we can conclude by saying that mastering the art of losing is hard to master. The feeling caused by the loss of things can resemble ease in accepting the loss, whereas, in the last stanzas of the poem the loss refers to bigger rather significant things which go from personal things to people. The contrasts relies in the loss itself, we as normal people are not ready or even prepared to lose the presence of people, therefore, the failure in the art of losing as mastery becomes evident. Bibliography Bishop Elizabeth, One Art in The Norton Anthology of American Literature, Volume E. New York, Norton, 2007. pp. 2183- 2184 Drabble, Margaret. The Concise Oxford Companion to English Literature. London, Oxford University Press, 1968. 1 Drabble, Margaret. The Concise Oxford Companion to English Literature. P. 590.

Writing Back and Giving Agency to Suppressed Voices

Writing Back and Giving Agency to Suppressed Voices

Similaraties with PTSD and OCD essays

Similaraties with PTSD and OCD essays PTSD and OCD have some similarities. A person who has PTSD has to go through a severe trauma in order for them to have PTSD, and it affects them because they try not to think or reflect on their trauma. A person with OCD is a little similar too that. However, they have to disregard those compulsive thoughts or routines they do during the day. They both go through the same process of treatment. Basically, its just exposing them to their rituals (OCD) or exposing them to the traumatic event ( PTSD) and to overcome those fears and compulsions. When OCD has an image of their compulsion it actually triggers them to their ritual and they try to avoid it, because obviously it affects their personal lives in every aspect. And when PTSD has flashbacks or nightmares those images or so intense and vivid that they feel that theyre in that traumatic event right then and there. So whenever they are close to that object or event that was part of their trauma they do the same thing as OCD they avoid it! The behavior that PTSD has is over aroused, quickly frightened, and very aggravated. And OCD has different types of behaviors because it varies on their compulsion. But they have sexual aggression thoughts and catastrophic thoughts and even consequences if their ritual wasnt accomplished that day. PTSD at some point builds a ritual too. Or maybe a habit however, this habit isnt intentional. PTSD patients tend to build up anxiety as well and start doing things they didnt do before. For example, if there is a man and he went to a barber shop and his ear was cut off and from then on he developed PTSD he will probably avoid hair parlors for the rest of his life and everything that it has to do with beauty and hair (scissors, combs, hair spray etc.) if he doesnt receive treatment. OCD and PTSDs cause is a little contradictory in this case. PTSD is caused by a traumatic life event. And OCD is caused ...

Look under my guidelines file Essay Example | Topics and Well Written Essays - 750 words

Look under my guidelines file - Essay Example Here are five great advertisers’ capturing tricks that will amaze you. First, have you ever wondered why advertisers place the products and objects being promoted on the right hand of the promoting artists? I bet you have never realized this fact. What this achieve is the power to identify with. Majority of people in the world, as so is in every random population, are right-handed. Having the object being promoted, say a new drink, held in the right-hand makes the advertisement easy to identify with for a large portion of the population. It makes the audience feel that they can also comfortably do the same. This is as opposed to having them imagine a drink in their non-predominant hand. Try to imagine a popular drink advertisement with the product in your left hand. It feels awkward, doesn’t it? Buying is all about decision. Whether planned or impulsive, decisions arise from a attraction of the mind. One great trick that elicit decision is emotions. Advertisers bring out the emotional attraction in advertisements through the use of color. Different colors call for different emotions. When it is red, excitement and happiness is expected. When blue, serenity and some level of seriousness is expected. Similarly, when it is green, healthy and freshness are the audience’s expectations. Think of an advertisement for fresh vegetables done in brown. It seems wrong from the start. Advertisers know what you perceive to be right and expected. They will use this to their advantage and you will find yourself buying the product. Advertisers are also known to create simple threats that are rather innocent per se. For instance, a basic product may be labeled ‘must have’. To create the threat aspect, a limited offer of reduced price is imposed. A label like â€Å"For Today Only† will be embedded to ensure instant purchase by all those who see the advertisement. However, have you ever gone back to a store that had a â€Å"For Today Only†

Time Management Matrix-Leadership Essay Example | Topics and Well Written Essays - 500 words

Time Management Matrix-Leadership - Essay Example As such, the time management matrix may arguably be considered an effective time management resource thereby invoking the importance of its analysis. The first quadrant comprises of urgent and important items such as a crying baby and some calls. This implies that items in the first quadrant require immediate attention and cannot be postponed. The second quadrant is a composition of not urgent but important items such as exercise and vacation. Items in the second quadrant may be regarded long term due to their lack of urgency but should not be neglected. According to Covey, items in the second quadrant are somewhat neglected, perhaps, because they are not urgent. Nonetheless, it important to note that efficacy is achieved by working both strategically and tactically and items in quadrant two ensure this. For example, exercising is not urgent but it is an important aspect of healthy living. The third quadrant entails items that are urgent but may be regarded as not important such as other calls. This implies that quadrant three items could be eliminated but people feel the need to hold on to them. As such, these items consume the largest portion of people’s time thereby corrupting effective time management. Finally, the fourth quadrant is a composition of items that are neither important nor urgent such as trivia. Quadrant four items are generally those that people take as breaks from important activities hence they can be considered to add relatively little value. Therefore, quadrant four items may be eliminated in an effort to avoid wasting time. The time management matrix arguably provides a proper strategy of managing time effectively hence can be useful tool in leadership. After analyzing and comprehending the application of time management matrix, leaders should take time to categorize their different commitments into respective quadrants. Additionally, after categorizing commitments, calculations of percentage of

Why Should We Teach Shakespeare English Language Essay

Why Should We Teach Shakespeare English Language Essay The writings of Shakespeare play an important part of the heritage of the English literature which sends us the moral obligation to teach Shakespeare. Constructed by critical approach, the narrow, elitist hierarchy of texts written by Shakespeare, which was considered as the apex as a touchstone of excellence to protest to match inferior productions, are now a remote view, quite different from the great variety and richness of human experience in the arts. However, personal sense of works should be encouraged to communicate with many people by sharing celebration, accessing to tradition of communal dramatic experience, not as the key to ivory tower. Language of Shakespeare contains not only specific historical and cultural context, but also introduces all kinds of linguistic development by widening the way of seeing and thinking. Besides, our language, concept, and perception can be enriched by coping with his language. As a teaching aid, Shakespeares innovative use of vocabulary helps show children how to use the language they are born with better than a bland textbook, even when used without this aim in mind. Children should be encouraged to access to Shakespeare, and since parents seem to be too lazy to read to their children any more, it must be the place of school to offer this education. His dramatic and lyric poetry speaks powerfully and directly to the belief of the essential poetry in education. The idea that good poetry is deep, rich, obscure, and complex is sometimes promoted by textual analysis. Readers of Shakespeares poetry will find depth in simplicity, wisdom, or tragic mode. Dr. Johnson (1765) considers Shakespeare as a poet of Nature who filled his plays with practical axioms and domestic wisdom by his universal sympathies. Shakespeare treated his characters in action a depth and various insights that can sharpen our self-knowledge and knowledge of human condition which bring us context to test out our potential for good or ill in private reflection when discussing with others. In the field of drama and theatre, scripts of Shakespeares plays provide us full range of practical activity, workshop improvisation and mime which is based on different moments or themes to full-scale public performance. Students from primary school onwards can experience through the formal and narrative structures, as well as the language of plays and poetry of Shakespeare. From this, deeper understanding his texts can be raised higher to each level. The texts in Shakespeares works are open to explore the way in which apparently settled notions of kingship, order, harmony, nobility, and social class and gender are threatened by unresolved forces. Difficulties and challenges in teaching Shakespeare are the opportunities. Shakespeare is the cultural treasure not only of England but also the world. An education in England cannot ignore the vast cultural wealth of our country. For too long England have lost pride in its national icons and allowed nationalists to reclaim them as their own. Keeping control of the powerful icons such as Shakespeare is a tool for integration. Shakespeare has enlightened the lives of the people of this country for 500 years, and for good reason. His poetry and drama represent the pinnacle of the English language, and influences the way we speak today. It is a beautiful body of work, ranging from comedy to tragedy, murder to hatred, treating difficult subjects brilliantly. If we are to remain proud of the history of this country, we cannot ignore the contribution made by this one man to our culture, and wider European culture. Shakespeare made his name here, but has been read by an audience far beyond the reaches of this sceptred isle (Shakespeare: Richard II, 2.i). Shakespeare is also the cultural integration. Many people are worried about an upcoming generation of immigrants that do not identify themselves as British, while living in Britain and paying taxes to the British government. Culture is a key tool in integration; if you can share a cultural identity, you can share other values and bring the wider community together. Teaching Shakespeare, a bastion of British culture, in schools to this end is far better than forcing citizenship ceremonies and oaths of allegiance on children. It is not forceful, but creates a sense that they are part of a country with a long and proud history, willing to integrate new communities into its growth. Shakespeare was way ahead of his time. Many of his characters and situations are modern day and relate to us. Also, his plays and poetry show us things about ourselves that other pieces of literature often cant. The mastermind himself has invented a whole new phase of the English language. To this date, we all use words which directly or indirectly have their origins in Shakespeares works. Also, many movies are being made on his works which has further generated an interest in the Bard. They are even applicable to todays 21st century. There are still Macbeths, Othello, Julius Caesars and others in the society. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Shakespeare is a pro at deciphering the human emotions and the working of the mind. One can also see his works from a psychological point of view and identify with some of the characters . It might also give an insight to the students who are learning about it and give a better view of the real world as opposed to seeing the world through rose-tinted glasses. II. Recent Shakespeare teaching in schools Generally, teaching and learning in schools have been transformed radically during the last twenty-five years. Learning process is now emphasized within different contexts, oral, as well as valuable written outcomes, active modes of learning, such as: role-play, group discussion, and independent learning). The development of media studies encourages extending the range of linguistic and visual experiences. Literature, in this stream, is no longer perceived as the central study in English, but one of a range of possibilities. Not only competing for time with other literature, Shakespeare also fights with the role of English as a support subject across the curriculum. Shakespeare studies in schools have got many fruitful developments, in which there are two significant ones: the growth of practical drama work through workshop and Theatre-in-Education, and plain text examinations. The pioneers of the first fruit are Henry Caldwell Cook (1917) and Beacock (1943) who established the mummery in Perse School, Cambridge, and were seminal influences on teaching through drama. It was not until in the late 1960s when the growth of educational drama introduced Shakespeare into the teaching in state schools with possible way of grouping students into 4 or 5 member resident companies who are responsible a certain part given by teacher to discuss and perform before evaluation of the whole class. Plain text examinations are given particularly to O level by providing the text in the examination room shifting students to respond by using their own words. III. Teaching Shakespeare in England With many young people, Shakespeare play is just a story with fixed values to be learned, rather than the dramatically dynamic, emotionally shifting and unstable play text which it really is. There are still many classes where students sit at their desks experience by reading through a Shakespeare play. Nothing startling, but a few right ingredients were there with enthusiastic teaching, playing the text, and seeing a performance. Many people leaving school along with the thinking of the most unbelievable and unutterable rubbish to ever hear about Shakespeares plays. Ted Wragg, one of the most well-respected and well-loved educationalists of Britain agreed that there was nothing but doing Shakespeare, rather than reading if someone wants to let children access the power of Shakespeares words. 1. Pre-national Curriculum Beginning of the twentieth century sees the secondary education becoming compulsory and English taking its prestige value from the Classics. Along this, attitudes to Shakespeare were very much influenced by nationalist pride. William Shakespeare, whose timeless characters and portrayed universal values in his plays define our humanity, was reversed as the greatest poet of all time. Shakespeare, in the post enlightenment age when art was considered as the human surrogate for religion (Peter Widdowson, 1981), was like the apex of high culture which was the target for Victorian belief of a better person if exposing to it. Richard Adams (1985), despite decrying the static of Shakespeare, comments that most students still respect Shakespeare although they get bored to tears by reading incomprehensive words if his plays. In the first half of twentieth century, Shakespeares plays were read around class only, which was the main topic for the influential critics such as: AC Bradleys character -based criticism, LC Knights journal Scrunity, and critics like Tillyard, Wilson Knight and Leavis whose concepts of an ordered Elizabethan world helped transmit clear cultural values in Shakespeares plays to us. This tradition of criticism the liberal humanist took the plays in the view of literature rather than drama and influenced a long life in secondary schools. However, on the other side, different views on seeing the plays as the performance texts also existed. Founded in 1906, The English Association suggested in its first pamphlet publications The Teaching of Shakespeare in Schools how to study Shakespeares plays: It is desirable that all the Shakespeare chosen for study should be read aloud in class. The living voice will often give a clue to the meaning, and reading aloud is the only way of ensuring knowledge of the metre. In a class of beginners the teacher must take a liberal share of the reading, but the pupils should be brought into play. They can be cast for some of the parts; the forum scene in Julius Caesar comes one step nearer the dramatic if the teacher is Anthony and the other parts are distributed and the class transformed into a Roman mob shouting for the will. Many writers on Shakespeare education agreed that it was so dangerous for opening textbooks before students in classrooms but forgetting what drama really meant. This pamphlet also recommended good practice by acting out scenes and seeing performance of the play occasionally. Henry Caldwell Cook (1917) strongly encouraged the case for a theatrical approach to the study of Shakespeare. Under the influence of the liberal humanist tradition in teaching, the trend for drama-based teaching of texts was still calling. A.K Hudson (1954) confirmed the important role of active approaches to teaching Shakespeare in his book Shakespeare and the Classroom for The Society for Teachers of English. He wrote in the introduction of this book: The unsuccessful methods [of teaching Shakespeare] normally display two features: they are non-dramatic and they reflect a tendency to regard school children as textual scholars in embryo. The present book recognises frankly the difficulties which the modern pupil finds in dealing with Shakespeare. It has been written in the belief that the plays can be made intelligible and interesting only if the teaching remains stage-centred. The writer suggests practical advice and ideas on how to work with the plays with 11-18 years old. He believes in the benefits from his ways to students when learning Shakespeare. Government, in this time, also had innovative opinions on teaching Shakespeare, which is illustrated by its document named The Newbolt Report (entitled The Teaching English in England) published in 1921. The report, besides remaining the traditional view of regarding Shakespeare as the greatest English writer, focused on the need for English to be enjoyable and encouraged the use of drama for improving the imagination and empathy. School curriculum in this time is the secret garden where schools decide themselves on how much and what about Shakespeare to teach. Frank Whitehead (1966) and J.W. Patrick Creber (1965) introduced a more pragmatic view on Shakespeare in their two books influential in the teaching of English in the mid 1960s. Despite keeping the point of view of Shakespeare as greatest English wri ter, they see that Shakespeare was really difficult for the majority of students, and wonder the suitability of the study of Shakespeare for young teenagers. Jan Kott (1965) concludes that the attitudes to Shakespeare academic and theatrical world were undergone the revolution. Moreover, universities and theatres ignored the traditional, reverential view of Shakespeares plays. 2. The 1980s In the mid 1980s, independent schools and higher ability streams were the province of Shakespeare studies which, despite of having lost favor with general rank and files of teachers in England, became very much the norm with its performance consciousness. Neil King (1985) suggested that Shakespeare should not be taught below Year 9 because the language is too high and difficult to attempt. He chose Macbeth and Henry V instead of the full of violence and hatred in Romeo and Juliet to deal with thirteen-year-old students. John F Andrews writes in the Teaching Shakespeare a special edition produced by American Shakespeare Quarterly in 1984: A decade ago performance-oriented pedagogy was relatively unfamiliar among Shakespeareans and was anything but universally accepted as the wave of the future. Now it is difficult to find a dissenting voice: virtually everybody acknowledges the need to approach Shakespeares plays as dramatic rather than literary works. The only real question seems to be just how to put the new consensus into practice. Also in this edition, Kenneth Muir, in his essay Teaching Shakespeare: the wrong way or the right, affirms that the most effective and only legitimate way to study Shakespeares plays in schools is to turn the lessons into a rehearsal. Late 1980s and early 1990s sees the clash of view over the position of Shakespeare in education between the left wing cultural materialist academics and the right wing guardians of cultural heritage. 1980s was the period of critical theories which opened up academic Shakespeare study. The Feminist and Cultural Materialist got the most influential on Shakespeare teaching. Bardolatry, which had built up around Shakespeare at seemed to be out of time and a repository of universal truth, was strongly attacked by Cultural Materialism. In 1980s, context to the plays in textbooks dealing with Shakespeare were increasingly adapted. Besides, educationalists who were already working with such ideas were provided a theoretical underpinning by the academics. Opposite the awareness of cultural, historical and other contextual influences which is embedded as part of examination requirements along with the awareness of literary heritage of these days, summer 1993 came what the Observer called The Battle of the Bard which saw John Major, at his Party Conference, railed against 500 academics who had written a letter protesting against the Governments policies on literature teaching in which the introduction of Shakespeare was compulsory at Key Stage 3. While the academics view of the policies was like an ill-thought-through elitist imposition of a death white man, it was, with the party members, the chance for moral fibre of all right-minded inhabitants of this sceptred isle to be strengthened. Meanwhile, teachers shrugged and tried to get on with their daily teaching tasks. Luckily, in the stream of this chaos, Dr Rex Gibson, the English greatest Shakespearean educationalist, was building an oasis of sense for some teachers with quiet achieving great success of his invaluable research in project Shakespeare in schools started in 1986. Gibsons team, working from the Cambridge Institute of Education, produced a termly the newsletter named Shakespeare and Schools which is as a support for the teaching of Shakespeare, containing quotes, articles, information, and writings by teachers on their direct experiences with Shakespeare in Primary and Secondary schools. Gibson introduced his fruitful result by using active and flexible approaches to the plays to involve every student of any age to appreciate Shakespeare: In total, our research reveals an encouraging picture. Teachers increasingly report success as they employ a variety of methods, at the heart of which is social collaborative, imaginative, re-creative activities. Such methods deepen and enhance students informed personal responses. First appeared in 1991, Gibsons school editions of plays provides a wealth of practical ideas facing with each page of text. They soon became popular in every English stock-cupboard and the compulsory study of Shakespeare in Key Stage 3. Moreover, his book, Teaching Shakespeare (1998) became the favorite of many new and experienced teachers alike. In the early 1990s, Royal Society of Arts (RSA) project also conveyed the same spirit of how to make Shakespeare accessible in the origin to all age groups from 5 upwards by using well prepared, exciting, and enjoyable teaching and learning approaches. The project, in the echo of Gibsons work, tried to counter the idea of Shakespeare as a bogeyman whose works are so difficult, irrelevant, and inaccessible. RSA introduced a more practical, fun approach to replace the scholarly one, which allows teachers and students to develop skills, knowledge and sharing ideas. In the same purpose, Shakespeare and Schools project, the work of Royal Shakesp eare Company (RSC), National Theatre, and Globe education departments, involved enormously the development of teaching and learning Shakespeare with new approaches. 3. The National Curriculum From 1976, the quality of state education and a great deal of discussion about the curriculum were questioned but most ideas were still theoretical and generalized. Despite broadly mentioned in Curriculum Matter 1, a document of Department of Education and Science, published in 1984, there was still unclear way of how much, which work(s) of Shakespeare, which age of students to teach Shakespeare. Having initiated plans for National Curriculum (NC) of predecessor, Keith Joseph, Kenneth Baker, as Secretary of State for Education in May 1986, was determined to change and create specific requirements for all school children. He got his goal and opened the door of opportunity in 1987 by tying up all the details for NC. He clearly believed that Shakespeare should be a compulsory author to study for having cultural and intellectual cachet. Nigel Lawson, in an interview with The Guardian, in September 1983, summed that Shakespeare was a Tory without any doubt. Shakespeare, in the view of Tor ies, is as the bastion of British culture and values, a stable enduring symbol of Englishness in a shifting world. In September 1992, the Conservative view was stated clearly by John Patten, then Education Secretary: It is essential that pupils are encouraged to develop an understanding and appreciation of our countrys literary heritage. Studying the works of Shakespeare is central to that development. That is why the study of Shakespeare is an explicit requirement of the National Curriculum. This point of view alienated many teachers and academics who did not support the compulsory Shakespeare study. They still questioned the values about class and women in the writings of this white man, and denied students access to a man who is generally regarded as the worlds greatest playwright but simply reverse snobbery. From autumn 1989, the National Curriculum was introduced progressively. It begins with unspecific state that pupils should learn some of Shakespeares works. Besides, a new battle of the Bard began in September 1990 when SATs, a kind of Scholastic Assessment Test, were first embarked to Year 7 students on the English NC program. The Cox Report, English for Ages 5-16, in 1989, mentioned the implication of drama-based methods for teaching Shakespeare: In particular, every pupil should be given at least some experience of the plays or poetry of Shakespeare. Whether this is through the study, viewing or performance of whole plays or of selected poems or scenes should be entirely at the discretion of the teacher. The report continued on the comment of Gibsons Shakespeare and Schools project that secondary students received wide range of abilities to find Shakespeare meaningful, accessible and enjoyable from the project which also replaced traditional methods of reading desk-bound students by exciting, enjoyable approaches. The place of Shakespeare in NC is also validated in this report: Many teachers believe that Shakespeares work conveys universal values, and that his language expresses rich and subtle meanings beyond that of any other English writer. Other teachers point out that evaluations of Shakespeare have varied from one historical period to the next and they argue that pupils should be encouraged to think critically about his status in the canon. But almost everyone agrees that his work should be represented in a National Curriculum. Shakespeares plays are so rich that in every age they can produce fresh meanings and even those who deny his universality agree on his cultural importance. In 1995, as the information in the Dearing Report, a new slimmed-down version of NC was given to schools, which stated that at least two Shakespeare plays should be taught during the Key Stage 3 and 4. 4. The SATs Early 1990s, Shakespeare was added on Paper 2 of the Key Stage 3 SATs examinations, which went along with the fact that all Year 9 students had to study 3 plays of Shakespeare: Romeo and Juliet, Julius Caesar, and A Midsummers Night Dream. The questions in exam were traditionally literary, based on the set scenes of the plays. Students were required to answers the questions as well as writing their response in 1 hour 15 minutes. Both reading and writing skills were required. However, the questions were still in the form that regards an audience member as a reader rather than a witness at a place. For example, the question relating to Act 1 Scene 3 of Julius Caesar: At this point in the play do you support the conspirators? Or the question relating to Act 1 Scene 5 of Romeo and Juliet: How are moods of excitement, romance and danger created during the scene? How do they affect the audiences feelings about Romeo and Juliet at this point in the play? A better question that allows students to give more interpretive response is the one relating to Act 3 Scene 1 of A Midsummers Night Dream: If you were directing the scene, what would you tell the actors to help them bring out the comedy? However, this paper was boycotted by the majority of schools in the trend of boycott the English Key Stage 3 SATs because teachers and students felt that the paper was so quick to be adequately prepared. In 1995, the first year of national tests for all Year 9 students, SATs were deigned to be as inoffensive although the format was the same. The questions tried to put students into characters behavior in the set scene or characters place, and then asked students to writes a letter or diary as that character. In the next years, most questions were largely character-based. 2003 sees another battle when the ideas of Estelle Morris vetoing a QCA (Qualifications and Curriculum Authority) recommendation of reducing the test to 45 minutes and checking reading skill only. The set plays were Twelfth Night, Macbeth and Henry V, each of which was put in a separate paper within two questions to be answered in 1 hour and 15 minutes. This new version also got so many complaints the QCA had to do a survey of teachers on how to change the paper into the best way. Because of having not enough time to change, 2004 version got the same format of paper and the problems were compounded further. The negative stress factor caused by SATs was highlighted in the Report on KS3 English Review of Service Delivery failure 2003-2004 to QCA Board. 30/09/04 that the test results of school-level key stage 3 had significant impact on school with the potential affect on teachers careers. 2005s Paper 2 was also considered as a disaster. Shakespeare in 2005, 2006 was assessed by student s who would answer one question which possessed 18% of the total English papers. The question based on the set play and required 45 minutes to respond. Since 2009, following the public consultation, only two plays Romeo and Juliet, and The Tempest have been chosen as the set texts for SATs. For Key Stage 3, the NAA suggests four plays Romeo and Juliet, As You Like It, A Midsummers Night Dream, and Julius Caesar should be on a rolling program of plays. 5. Key Stage 4 Exams In 1960s and 1970s, Shakespeare was the unique compulsory author in the old O-Level English Literature syllabus which required the study of three texts: A Shakespeare play, a novel and some poetry. It was free for the boards to choose texts from any period, although in practice, the texts were in the trend of drawing from Great Tradition. Differently, 1980s came the boards withdrawing away from the Great Tradition and compulsory Shakespeare. O-Level texts no longer insert plays or poetry. Therefore, students could escape from plays or poetry all together, and left school without having studied Shakespeare at all. The three genres: poetry, prose and drama were recovered by the introduction of GCSE supplanting the O-Level and CSE syllabuses for first examination in 1988, but the study of Shakespeare was placed in the discretion of the teacher. Some schools chose coursework with 100% mark or took chance to do some interesting assignments on Shakespeare. However, when adding both Shakespeare and a modern text, for example Forsyths Gregorys Girl, while most teachers were trying to convey the lessons in mixed-ability groups, many opted not to bother Shakespeare. In 1994, Shakespeare returned the only compulsory author on the Literature syllabuses when the Key Stage 4 program of study which was set out in the 1991 National Curriculum, came into force. In 1995, the exam boards required the texts be compared and contrasted, and be shown social and historical contexts, which became the hints for teachers to set discussions the relevance between texts social and historical contexts and today ones. Since 1999, GCSE English Language has required the study of a Shakespeare play to meet the requirement of NC that a play should be studied at Key Stage 4. Regardless the ability, for the first time, all students had to study a Shakespeare play for their important 16+ exam in English. Shakespeares works are still the industry standard of literature, teaching Shakespeare in England has been innovative to update and create new approaches for a wider and deeper view on his social, historical contexts and humanity. Teachers and students play important keys to make Shakespeare lifelong.

Personal Narrative- The Path Towards Grace, Love and Peace :: Personal Narrative Writing

Personal Narrative- The Path Towards Grace, Love and Peace When I was 16 I left my parents home. One month before I left, I wrote this in my journal: â€Å"What is the fluttering in my belly, rising up through my chest? An apprehension — a fear — excitement? I am anticipating a change — a falling down — a caving in of something I expect to be solid. I’m in a strange place, moving slowly forward with nothing that can be measured — an internal advancement, a shedding away of old selves. I am pared down.† The story of my leaving still feels like something written in code — a code no one could understand on the rational mind level. It was my soul’s decision and no amount of explaining or writing has helped enlighten those who did not understand it. I barely understood it myself. To those who did understand, I had to say very little. They knew within the first two minutes of my telling. They were inevitably people who, at some point in their lives, tried to bury their own soul’s yearnings, who had decided to live a perfectly fine and reasonable life, until the day they could not. That day of â€Å"soul excavation† remains crystal clear in their minds. As do all the nudges and urgings from the universe that led them there. Once I left, I looked back and saw this path towards that day so clearly — to me it made perfect sense. So much so that when friends asked me later, â€Å"How could you leave such a life — not having to work, good parents, nic e house?† I would answer, â€Å"How could I not?† And yet, I had never felt so humbled. With my leaving came the realization of how very little I had known my Self all those years. I did not leave gracefully. I did not expect my soul to be such an urgent and powerful force. Nor did I plan to leave when I did — but once I did, I felt supported and encouraged by something I could not name. The path ahead kept lighting up as if with neon. Go there. Do this. Fear accompanied me and frustration, guilt and desperate prayers, but no longer did I feel that deep sadness I could not name, which Sarah Ban Breathnagh, in her book Simple Abundance, says is â€Å"you missing your authentic self.† I feel lucky now that as a child I took on little of our culture’s burden around success.

Philosophy Of Life And Education Education Essay

The delay and grueling hours of survey and fulfilment of academic demands will shortly be over. I meet the chance of graduating from this University with a grade in Business Finance with assorted feelings. First, there is alleviation that all the hours that I have put in order to accomplish this stepping rock into the universe of concern have eventually paid off. Second, there is pride that I was able to carry through so much non merely academically but besides for my ain personal development within the continuance of my class in the University. Third, there is besides the fright that I feel comes of course to every alumnus as he steps out of a familiar environment and into an unfamiliar one. I know, along with every alumnus this twelvemonth, that the existent universe of work will be much tougher than the academia. However, I am confident that with my strong background in broad instruction and in my field of specialisation, I will be able to see my ends to fruition. There are three primary ends in my life at this peculiar clip which emphasize on household, personal, and societal duties. My first end is to take a successful calling as a man of affairs as I fulfill the household duty of pull offing the household concern. Having come from a traditional Eastern household, I am expected to take over the reins of the concern which my ascendants have labored to set up in order to procure the demands of the household. When I graduate, I will apprentice under my male parent until I have adequate experience to personally run the palm oil concern that my household owns. In my civilization, household ever comes foremost. This is my manner of honouring all the forfeits that my parents have done for me in order to supply me with a nice life and an first-class instruction. As my parents progress in age, it is the duty of the kids to take attention of them in their retirement. This is why my first major end at this point in my life is to instantly use all that I have learned to back up my household and prolong our support. My 2nd end is of a personal nature. Finally, I want to prosecute a alumnus grade in order to heighten my cognition in concern direction. Obtaining a maestro ‘s grade in concern disposal in the close hereafter will be of great aid to me professionally. On a personal degree, I recognize that larning does non stop and must be pursued continually. In add-on to executing the duties that one ‘s household expects of you, one should besides see one ‘s personal growing and development as a major end. My 3rd end relates to societal duty in relation to concern as a profession. During several categories I attended, I learned and appreciated the duty for concerns to do a positive impact to the community. I consider it an duty particularly for concerns rooted in the environment, like the oil concern. I had frequently considered puting up a scholarship fund for qualified yet disadvantaged kids in my community. There are many who are deprived of the basic demands in life such as instruction that need aid from those who can supply it for them. I do non believe that the impact of my instruction should interpret into doing the most addition for the benefit of the household concern I will shortly pull off. Rather, as Wood ( 1999 ) stated, the societal duty of concerns includes the designation and rating of concern results non sole of fiscal profitableness or a company ‘s wellbeing but by rules such as moralss and societal desirableness. I believe that ethical behavior of concern and profitableness are non reciprocally sole. Ethical motives and societal duty encouragement concern while at the same clip lending positively to the society in general. I recognize of class, that the universe is undergoing several societal, economic and political turbulences. The recent planetary crises and the outstanding dirts affecting planetary corporations Enron and AIG have had several deductions for the universe of concern. Political differences all over the universe – the Israeli-Palestine struggle, terrorist act, the atomic menace posed by Iran and North Korea, and the crude oil wars – affect lives and concerns around the universe. Peace remains elusive. Without peace, the chance of economic and societal development becomes even dimmer. Furthermore, the job of clime alteration besides presents several deductions for concerns including the concern that I will shortly take. Erratic conditions forms lead to drought, torrential rains, landslides, storms and works disease which will impact the palm oil concern negatively. My hopes for the universe within the following five decennaries are many. First, I look frontward to a more sus tainable and greenish universe. Because of my engagement in the palm oil industry, I feel that I can make my portion in conveying this about. In the palm oil concern, the environment is ever a primary concern. Palm oil companies are invariably pressured by environmental groups to cut down their environmental impact, which I think is merely fitting since the industry itself relies on sustainable environments to do their concerns grow. I believe that palm oil concerns should endeavor to implement schemes that would do palm cultivation work harmoniously and non negatively with the environment. Aside from saving and re-afforestation attempts, there should besides be clear waies in research and development to come up with ways for sustainable palm oil cultivation and to develop environmentally-friendly fuel. The palm oil industry presently presents an alternate to ozone-harmful crude oil energy with biodiesel and oleo-chemicals. It is of import that these attempts are carried on for the benefit of a greener universe. Second, I besides hope for a more socially responsible concern sector. One of the most dramatic realisations I had while in college is the judgement that most concerns operate with net income as the lone end. Several industries around the Earth have left devastated environments, deforested lands, and polluted Waterss. Furthermore, corruptness and maliciousness besides hound the corporate sector following the recent batch of dirts affecting the top foreman of fiscal corporations. I feel that supplying an illustration to other concern leaders and concern proprietors on working ethically in the behavior of one ‘s concern will be important. In this mode, I feel I can someday lend to making a more socially responsible concern sector. However wishful I am to see this hope realized, I recognize that most business communities refuse to take the ethical position. I believe that the perceptual experience of many in the concern sector is that net income is the primary purpose, the societal duty ends are simply optional. I believe that non being able to determine future concern leaders to go more socially sensitive is a defect of modern twenty-four hours instruction. Education in the schoolroom has failed to interpret into work forces and adult females who care about the universe and who are capable of looking at things from a larger position. This is one of the chief grounds I am thankful that my college instruction has become an empowering experience for me. In the past, I used to be apathetic to the events that form and reshape the universe. My involvement has merely been self-preservation and self-advancement. The twenty-four hours I stepped into the university, I resolved that I will make everything I can to stand out and do my household proud of me. However, the lessons and classs I have taken have forced me to re-evaluate my ain ends and positions in life. As C.S. Lewis stated, the emancipating character of instruction transforms a pupil from â€Å" an stubborn small package of appetencies â €  toward â€Å" the good adult male and the good citizen † ( qtd. in Dunn 1 ) . As I graduate, I hope to go that adult male C.S. Lewis was mentioning to. A college instruction has done so much in pitching me towards that way. First, a college instruction has developed my ability to believe independently. Because of the diverse lessons that I have learned inside the schoolroom, from the humanistic disciplines, doctrine, political scientific discipline, and economic sciences, I have become person who can believe for himself. Before, I used to organize no sentiments about most things or issues. Yet, a college instruction has made me more opinionative and comparatively free from the confines of traditional or conventional thought. Second, it has made me more critical of the sentiments of others as good. The inclination for pupils or kids is to trust on the wisdom of those who are more experient than they are. As I learned more and endeavoured to educate myself on issues that impact me as a citizen, I found that I no longer cleaving to what my parents or equals say and think. The more sceptered my head has become, the more I can show myself. Third, a college instruction has besides led me to appreciate diverse ness in assorted signifiers. The authorization that comes from instruction allows us to see the universe from a wider lens. By larning about different civilizations, theories, and contexts, I have become more occupied to the survey of history and civilization. I admit that, being of Eastern descent, I carry with me several biass and preconceived impressions about people, events, and issues. The more I learned, nevertheless, the more I realized that I was incorrectly in most of these beliefs. I have besides developed the accomplishment to set things into the proper context and justice with an unfastened and critical head. A college instruction has besides helped me understand the universe better. It has opened my eyes to a diverse set of doctrines and accounts of phenomena that I have ne'er even dared to cognize approximately. Before I started college, many things remained cryptic or dazing to me. For case, I failed to understand why Islamic extremism exists and why people would make hideous Acts of the Apostless such as suicide bombardment. I besides could non appreciate why there are feminist motions around the universe and why generative rights is such a immense issue. Because these subjects were discussed in category, my eyes were opened for the first clip. Although I admit that taking it all in posed a great trouble, the of import thing was, unlike in the past where I was blind to such issues or phenomena, I have now learned an account for them. I enjoyed most of the assigned readings and besides exhausted clip reading books that were of a personal involvement to me. Possibly the most memorable book and philosopher I greatly appreciate and find inspirational is Nobel Prize laureate Bertrand Russell and his books, including his autobiographies. I admire his glare and his echt concern for the human race, with this quotation mark from The Autobiography of Bertrand Russell: Three passions, simple but overpoweringly strong, have governed my life: the yearning for love, the hunt for cognition, and intolerable commiseration for the agony of world. These passions, like great air currents, have blown me hither and thither, in a contrary class, over a deep ocean of anguish, making to the really brink of desperation. aˆÂ ¦ This has been my life. I have found it deserving life, and would lief populate it once more if the opportunity were offered me ( Russell 3-4 ) . Russell ‘s eternal captivation with the human spirit is something I wish for myself. With all my experiences in college, I feel the demand to construct on that cognition more and more. In the past, I could see myself a inactive scholar. Largely, I take in whatever is being taught but ne'er truly do an attempt to understand or appreciate it. I besides consider myself a lazy reader, sing it a load to bury myself in a few pages of books and analyse its contents. My strong suit has ever been in Numberss and mathematics. My life in college has changed the manner I take in cognition. When I majored in finance, I was able to appreciate how Numberss and mathematic calculations are being applied in concern. This made me more interested and more committed to my specialisation. Furthermore, I have found myself prosecuting others when discoursing societal issues and showing my sentiment when I have something to state. These betterments with myself and my methods of larning I can impute to the broad instruction provided to me and the inspiration I derived from the books and philosophers I have read. A broad instruction creates the all-around person. This is what it means to me. Broad instruction plants under the premiss that the ultimate end adult male is to go â€Å" to the full human. † To be to the full human requires non merely that work forces can be able to believe but to interpret this thought into the public presentation of our responsibilities as members of society. Hence, broad instruction does non restrict itself to the remarkable undertaking of preparation persons for the work force. While fiting people with the accomplishments they need for future employment, broad instruction, harmonizing to C.S. Lewis ( 1999 ) , â€Å" conserves civilisation by bring forthing sensible work forces and responsible citizens † ( p. 18 ) . This is after all, what sets us apart from the animate beings. Men should move non merely out of the demand for self-preservation and needs satisfaction, they should be able to be free from basic appetencies and utilize their head to ju dge what is right and incorrect for them and for society. Before, I failed to appreciate why I need to take classs in political scientific discipline or sociology or doctrine – topics which I felt were irrelevant to my major in concern finance. I realized subsequently on that an instruction with a strong background in broad humanistic disciplines provides a more comprehensive position of the universe and completes the partial position provided by one field of specialisation. If I focused on one country of cognition, my position of the universe is uncomplete. My capacity to believe critically, justice, and move upon that judgement would be limited because I lack the information demand to do wiser determinations. Hence, I began to look at my major as merely one piece of the mystifier and that cognition requires several pieces to be patched together. Several of these pieces could merely be completed with general cognition provided by a broad humanistic disciplines instruction. Broad humanistic disciplines provides all-around instruction by giving pupils a diverse organic structure of cognition and the critical thought, analytic and scrutiny accomplishments to set these thoughts into their proper context and do sense out of them. Decidedly, the broad humanistic disciplines classs I took had a liberating consequence on me. As I earlier stated, I used to look at the universe in mere Numberss and mathematics. I cared less for what was go oning around me – in the societal and political environment. As a consequence, I had several prejudices and biass which were a contemplation of my hapless background in general cognition. In this mode, instruction as a whole has become non merely necessary, but meaningful to my future profession and to my personal life. After I graduate from college, I intend to prosecute a maestro ‘s grade in order to go a fiscal analyst. I expect to read several books in finance and concern disposal. Along with these required books, I besides intend to read on moralss, doctrine and the environment to assist me accomplish the three major ends I have set for myself as I graduate from college. I want to be a good man of affairs non merely in footings of the profitableness and productiveness of my concern but because of how ethically sound I conduct my concern. My personal mission statement in one sentence is: To go to the full human and being a positive force in society by populating with honestness, compassion, and duty. In the professional sense, I want to be able to take the household concern with efficiency and profitableness while adhering to the ethical criterions and rules required of socially responsible concerns. I want to lend, in my capacity as a future man of affairs and fiscal analyst, to a greener and more sustainable Earth by advancing environmental-friendly policies and researches. Furthermore, I want to put an illustration for the concern sector in making concern responsibly.

What Did I Notice About Myself Essay - 1574 Words

What did I notice about myself this week? That’s a difficult question for me but an important one as I try to get to know myself better. Whether I’m aware of it or not I operate on a belief system that influences my values, what’s important to me, which in turn affects my attitudes, how I treat others and approach situations. The end result is my behaviour. But am I aware of my prejudices? No, not really. I’m just discovering who I am, what my behavior is and how this affects me as a manager. Schein (2004) believes we first need to understand our own assumptions - how we perceive, think, feel, and behave, before beginning to understand the shared assumptions, or culture, of an organisation. He writes, â€Å"if we understand culture, we will understand ourselves, who we are, the groups we identify with and to which we want to belong† (p. 10). The culture of my current organisation is helping me to understand myself better by encouraging me to think more critically. The culture is respectful, flexible and teamwork focused. It supports learning opportunities and employee engagement. It gives me meaning to what I do. My goal is to truly come to terms with how I think and behave then I’ll begin to recognise the underlying beliefs and prejudices in others work. As a manager, this is paramount. So what is my paradigm? I’m a realist. I’m objective, I like rules. My default strategic approach is a scientific one (quantatitive). That makes me a positivist. How disappointing! It’s not howShow MoreRelatedThe General Business 365 : Lead Course1225 Words   |  5 PagesDuring the first week of the General Business 365: LEAD course, I remember being asked to turn to page 12 and to answer the prompt â€Å"I am†¦Ã¢â‚¬  in 60 seconds. I stared at the question for a couple seconds, hesitated, and then wrote down the words that were coming to my mind. 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