Where Do You See Yourself In 4 Years As An Elementary School Teacher Essay

Where Do You See Yourself In 4 Years As An Elementary School Teacher - Essay Example By learning I do not mean gaining in-depth knowledge of a subject or becoming a master in many fields. By this, I mean learning to understand the psyche of a rebellious 12-year-old or a shy first grader. Every student has his/her own special needs and a teacher is duty bound to identify those needs. Understanding young children do not happen through listening to lectures or analyzing books on child psychology. It can only be brought about by experience and patience while interacting on a one to one basis with the children you are working with. I intend to work towards building the confidence of my pupils, first of all in themselves, so they will always know that no goal is unreachable, and secondly in me so they will positively respond to my suggestions and advice. During my years as a student, I have always responded well to only those teachers who, apart from being excellent in their teaching, were also genuine. Many teachers undermine the perceptive powers of their students assumi ng that they can get away with just cursory replies to queries and in doing so unconsciously lose respect and faith of the children. Genuinely being interested and devoted to all of my students is my primary objective. In addition to earning their trust, I will also be able to easily make them pay heed to me. After all, it is easier to control a class with love than with a rod. A rod can indeed quite a noisy class but cannot make the minds attune to what is being taught. A holistic approach instead of a completely academic approach is required to reach out to the students, especially at such an impressionable age. Further, students at all levels have considerable attention deficit (not the syndrome) and at the elementary level more so. To keep them engaged throughout an entire period is quite a challenge in itself. In order to accomplish that I will put into practice a thoroughly interactive and imaginative approach.

How to Introduce a Speaker Essay Example for Free

How to Introduce a Speaker Essay Speech introductions are often an afterthought, hastily thrown together at the last second by someone with little knowledge of the speaker, their speech, or the value for the audience. And yet, speech introductions are critical to the success of a speech. While a strong speech opening is vital, nothing helps establish a speaker’s credibility more than a carefully-crafted and well-delivered introduction. This article gives you a series of practical tips for how to introduce a speaker to position them with the best possible chance to succeed. 1. Answer three core questions. When you are introducing a speaker, your primary goal is to prepare the audience and get them excited for what they are about to hear. To do this, you must answer these three core questions: * What is the topic? * Why is this topic important for this audience? * Why is the speaker qualified to deliver this talk? By addressing these three questions, you’ve given the audience a motivation for listening (the topic is important to them), and you’ve reinforced the speaker’s credibility. 2. Prepare and practice adequately. â€Å"While a strong speech opening is vital, nothing helps establish a speaker’s credibility more than a carefully-crafted and well-delivered introduction.† At all costs, avoid thoughts such as â€Å"Oh, I don’t need to prepare†¦ I’m just introducing a speaker.† Thoughts like that lead to stumbling, bumbling, off-the-cuff introductions which undermine your credibility and the credibility of the speaker. You should write out (and edit) the full introduction, check it with the speaker, and practice it several times. 3. Memorize it, or minimize your notes. Try to memorize the introduction; speaking without notes will add to your authority, and the audience will put more weight in your recommendation (that is, to listen to this speaker). If you are unable to memorize the entire introduction, then use as few notes as you can. Be sure you can you deliver the last sentence of your introduction without notes as this will maximize momentum for the speaker. 4. be positive and enthusiastic. The audience takes cues from you. If you seem disinterested, they will be disinterested. If you are (genuinely) positive and enthusiastic, they will be too. Your choice of words, voice, gestures, and facial expressions should all convey enthusiasm. So, how do you ensure you are enthusiastic? 5. Get to know the speaker. It is difficult to get the audience excited about the speaker if you aren’t excited yourself. If the speaker is previously unknown to you — for example, suppose you’ve volunteered to introduce speakers at a large industry event — your introduction may lack sincerity. So, get to know the speaker. Google them. Talk with them. Ask others about them. Research the speaker and their expertise until you are excited by the opportunity to introduce them. 6. Eliminate mispronunciations. A sure way to weaken your own credibility and that of the speaker is to mispronounce their name, the title of their presentation, or any other key terms. Luckily, this is easily avoided through practice and by confirming the correct pronunciation with the speaker well before the presentation. (Don’t wait until you are delivering the introduction to ask them — this looks amateurish.) â€Å"A sure way to undermine your own credibility and that of the speaker is to mispronounce their name, the title of their presentation, or any other key terms.† 7. be accurate. Being accurate is as important as correct pronunciation, perhaps more so. Make sure you know the precise years, facts, or details. If you make factual errors, many speakers will feel an irresistible compulsion to correct you. This is a lousy way for them to begin their speech, and will almost certainly kill their momentum. 8. Don’t alter the speech title. Many speakers craft their presentation title very carefully, and the words matter to them. The title may be a phrase they want the audience to remember, it may reflect language used on accompanying slides, or it may be a humorous play on words. Don’t change it under any circumstances. (And, of course, know how to pronounce it.) 9. Should you attempt humor? In most circumstances, no. Your objective is to get the audience excited about the topic and the speaker, and this is not the time to tell humorous anecdotes about the speaker. Save those for a roast! There are exceptions (as there are to all public speaking advice), and you’ll have to use your judgment. If this speech is part of a longer event, and the preceding talk has been particularly sad or low on energy, then it may help to lift the spirits of the audience. If you need to do this, do it early in your introduction, and then move on to the more thought-provoking content leading to your climax. 10. Don’t give an outline of the speech. I was once introduced by someone who had seen a longer presentation I gave on the same topic two years prior. Not only did they ignore the introduction I had written for them, but they gave a detailed outline of my whole talk, including which parts were their favorites! Unfortunately, my outline had changed substantially, and they had created unreasonable expectations and sabotaged my talk. Avoid undermining the speaker by giving too many details about the speech, telling anecdotes from their speech, or making promises about details in their presentation. It is the speaker’s job to decide how and when they reveal their outline. Keep your introduction at a high level, unless they have specifically asked you to do otherwise. 11. Stick to relevant expertise of the speaker. One very common mistake is to recite a lengthy list of biographical details (education, awards, former job titles, publications, etc.) which may or may not be relevant to the topic being presented. This is especially common at academic conferences. For example, avoid introductions such as: Our speaker grew up in Seattle and graduated at the top of her mechanical engineering class at Carnegie Mellon University. She went on to earn a Master’s Degree from Duke University, and a Ph.D. in Computer Science from Harvard. She is a member of the Automotive Engineers Association, and a two-time recipient of the Stone Award for Distinguished Linguistics Research. She was previously the Director of Research at Hasbro, and is currently the CEO for the Miami Dolphins. Her talk today is entitled â€Å"How to Dougie.† A much better introduction would touch on how many years the speaker had Dougying whether she had been trained or self-taught, and that she had written a book on this topic. Okay, maybe that example was a bit extreme. But, even if the speaker has a lengthy list of biographical details that are related to her talk, there’s no need to recite them all. Pick a small number (about three) that are most relevant — usually the most recent details. Why not give all the details? 12. Don’t overdo it. Long introductions filled with biographical details are bad for two main reasons: * Long introductions are boring. Nobody attends an event to listen to the introducer go on and on. * Long introductions are pompous. Reciting dozens of professional accolades gives the impression that the speaker cares only about himself and his ego. Keep your introduction just long enough to accomplish your goals: [1] what’s the topic, [2] why does it matter, and [3] why is the speaker credible? â€Å"Keep your introduction just long enough to accomplish your goals: [1] what’s the topic, [2] why does it matter, and [3] why is the speaker credible?† I’m a big fan of short introductions in just about all situations. Sixty or ninety seconds is usually ample time. For really long presentations, (e.g. keynote addresses lasting an hour or more) two or three minutes may be warranted. 13. Avoid clichà ©s. How many times have you heard: â€Å"This speaker needs no introduction†¦Ã¢â‚¬ ? While the speaker may indeed be well-known to the audience, nearly every speech benefits from a brief introduction. 14. Avoid exaggerated hype. Your introduction should get the audience excited about the presentation, but don’t take it too far. For example, it is reasonable to claim that the presentation will help the audience solve a business problem, save time, or understand the complexities of tax policy. But, it doesn’t help anyone to claim that â€Å"this presentation will solve all your problemsâ€Å", or that it is â€Å"the best presentation you’ll ever hearâ€Å", or even that â€Å"you’ll be amazed by what you are about to hearâ€Å". Proud expectations will actually have a detrimental effect, because the audience will feel challenged to prove you wrong. 15. Build to a climax. Your vocal delivery (strength and volume) should build toward the end of your introduction. (Keep it reasonable†¦ there’s no need to yell.) By doing so, the audience will be compelled to welcome the speaker with loud applause. One effective way to do this is to end with the speaker’s name and explicitly encourage applause: Ladies and gentlemen, please join me in welcoming our guest speaker, Baby Girl! 16. Ensure a smooth transition. Know where the speaker will be as you speak your last words so that you can turn in that direction to greet them. Etiquette dictates that you should wait for them to come to you (e.g. on the stage, or at the lectern) and then shake hands before you leave. Shaking hands is a symbolic gesture that indicates you are â€Å"handing the floor† to them. Occasionally, the speaker may have a special entrance planned. (e.g. entrance music, a staged stunt, something with a prop) Make sure you ask the speaker about this, and do whatever you can to support them in a successful entrance. How to Introduce a Speaker: 16 Essential Tips for Success Preparing an Oral Report Follow these steps to put together and deliver a first-rate presentation. Step 1. Research the Facts Gather information about the subject of your oral report. List the facts and interesting information from your reading, taking notes accurately. Remember that relevant details and vivid descriptions will make your oral report more interesting, as will visual aids such as maps, charts, and pictures. Step 2. Organize Your Information Organize your oral report in three parts. †¢ Introduction How will you introduce your report? What will be your first line? Write a short introduction that briefly explains what your report will cover. †¢ Body Organize the main points of your report. They should follow a logical order. Be sure that: all your information is accurate; you have included information from your research to support your main points; you use details and descriptive sentences to make your report interesting. †¢ Conclusion Write a short conclusion. You can use the conclusion to: wrap up and restate your main points; draw upon your main points to formulate a personal opinion concerning the topic of your report. Step 3. Practice Giving the Oral Report Practice presenting your oral report with a friend or family member. If no one is available, try practicing in front of a mirror. Keep the following points in mind when you give your report. †¢ Hold your body upright and face your audience. †¢ Speak clearly and deliberately—you want everyone to hear what you have learned. †¢ Refer to your notes only when necessary. Step 4. Make A Final Copy of Your Report Notes Use your notes to make a final outline of your report and put it on one index card or half-sheet of paper. Try to use this card alone when giving your report. Refer to the rest of your notes only if absolutely necessary. http://go.hrw.com/resources/go_ss/teacher99/toolkit/TOOLKT19.pdf

Oedipus Rex as Social Commentary Essay -- Oedipus the King Oedipus Rex

Oedipus Rex as Social Commentary Oedipus Rex, written by the Poet Sophocles in the Golden Age of Greek Theatre, was described by Aristotle to be the greatest tragedy of all time. It encapsulates the very essence of the Greek cultural milieu, and it is these ideologies which are translated into the play. The very essence of Greek society; the political democracy, a moral belief in the power of the Gods and social recognition of hierarchy, are portrayed when the society is pictured in a state of chaos. The Ancient Greeks formulated what they believed to be a true democracy. Everyone was to have a say in the political scene, every man had a vote and no one should be disadvantaged. At the same time, however, the society was very much a patriarchal one. Power resided with the male; the leader, the logical and strong enforcer. Women, viewed as emotionally erratic, illogical and weak, were marginalised. Men were given the most noble of duties surrounding the glory of war; women were faced with trying to raise a household. This conflict is clearly portrayed in the text. In the opening scene all are equal. Servants, peasants and royals alike proclaim, "We are your suppliants." All have an equal interest in the state of Thebes and the actions Oedipus must take. After this, however, the females of Thebes are represented in the characterization of Jocasta. It is here that the chorus, the most important element of Greek tragedy, comes to the fore. As the Theban elders they portray the views of the greater society. Jocasta's actions characterize her as the stereotypical female. By ordering the death of her son, blaspheming the Gods and eventually killing herself, she shows the essential perceived frailty of w... ...ssenger must talk to Oedipus through Jocasta. Eventually, Oedipus shows his respect that that this order exists by imploring him to 'tell me yourself!' A play represents society. By upsetting the societal order, the basic fundamentals of the societal group can be examined. In the case of Oedipus Rex, Sophocles portrays the basics of the Ancient Greek culture, the culture which existed in his time. He exposes a patriarchal society, one attempting to come to grips with democracy while at the mercy of the Gods. The social hierarchy is respect but forced to crumble, while the Gods rule it absolutely. All of this is exposed through the underlying conventions, mainly the chorus, dramatic action, dialogue, characterization and methods of social construction. It forms an in-depth exposition of the group and its formation of the beliefs and values.

Agriculture in India Essay Essay

India ranks second worldwide in farm output. Agriculture and allied sectors like forestry, logging and fishing accounted for 18.6% of the GDP in 2005, employed 60% of the total workforce[7] and despite a steady decline of its share in the GDP, is still the largest economic sector and plays a significant role in the overall socio-economic development of India. Yields per unit area of all crops have grown since 1950, due to the special emphasis placed on agriculture in the five-year plans and steady improvements in irrigation, technology, application of modern agricultural practices and provision of agricultural credit and subsidies since the green revolution.[citation needed] India is the largest producer in the world of milk, cashew nuts, coconuts, tea, ginger, turmeric and black pepper.[8] It also has the world’s largest cattle population (193 million).[9] It is the second largest producer of wheat, rice, sugar, groundnut and inland fish.[10] It is the third largest producer of tobacco.[10] India accounts for 10% of the world fruit production with first rank in the production of banana and sapota.[10] The required level of investment for the development of marketing, storage and cold storage infrastructure is estimated to be huge. The government has implemented various schemes to raise investment in marketing infrastructure. Among these schemes are Construction of Rural Go downs, Market Research and Information Network, and Development / Strengthening of Agricultural Marketing Infrastructure, Grading and Standardization.[11] Main problems in the agricultural sector, as listed by the World Bank, are:[12] * India’s large agricultural subsidies are hampering productivity-enhancing investment. * Overregulation of agriculture has increased costs, price risks and uncertainty. * Government interventions in labour, land, and credit markets. * Inadequate infrastructure and services. Research and development The Indian Agricultural Research Institute (IARI), established in 1905, was responsible for the research leading to the â€Å"Indian Green Revolution† of the 1970s. The Indian Council of Agricultural Research (ICAR) is the apex body in kundiure and related allied fields, including research and education.[13] The Union Minister of Agriculture is the President of the ICAR. The Indian Agricultural Statistics Research Institute develops new techniques for the design of agricultural experiments, analyses data in agriculture, and specializes in statistical techniques for animal and plant breeding. Prof. M.S. Swaminathan is known as â€Å"Father of the Green Revolution† and heads the MS Swaminathan Research Foundation.[14] He is known for his advocacy of environmentally sustainable agriculture and sustainable food security.

How to establish the communication Essay

Everyone has different needs and styles in which they communicate. There are also many different ways in which we may establish these communication needs, wishes and preferences. A good way to begin to understand a patient’s needs, wishes and preferences is to read their notes and history’s to see if this contains any relevant information. For example, if I read that a patient has hearing problems, I would then know to make sure that I speak to the patient clearly and slowly and look at them so they can read my lips. Other ways to establish communication needs, wishes and preferences is by interacting with the patient and through conversation I learn how to best communicate with the patient. It is also important to remember to be clear and concise in all forms of communication, especially when working with people with learning disabilities, where they might get confused if I speak too quickly or use too complex language. It may benefit, if this is the case, to use your body language to help explain what you are trying to say and to emphasise the tone of the conversation. Also, pictures can be used to help the patient and myself understand. For example, one of my patients uses cards that display what emotions they are feeling, they will use these to communicate how they are feeling. In the past, I have worked with a patient who is deaf. For me to establish what her needs were, I first spoke to the nurse in charge and they informed me she was deaf, however, could sign or write things down. As I could not sign, our preferred form of communication was writing, which after spending time together worked quite well.

Forming and Using the Perfect Infinitive in Spanish

Forming and Using the Perfect Infinitive in Spanish The perfect infinitive is called perfect not because its better than other infinitives, but because it uses the infinitive of the verb haber, which is used to form the perfect tenses. In Spanish, the perfect infinitive (infinitivo compuesto) is simply the word haber followed by the past participle of a verb. It is the equivalent of the English infinitive to have followed by a past participle and is used in basically the same way. Examples of the Perfect Infinitive in Spanish You can see the similarities of the two languages perfect infinitives in these examples: Haber llegado tan lejos fue memorable para nosotras. To have arrived so far away was memorable for us. Fue un error haber hecho todo. It was a mistake to have done everything. Espero haber sido de ayuda. I hope to have been of help. Querà ­a haber tenido ms tiempo. I wanted to have had more time. Mas vale haber amado y perdido que no haber amado nunca. Tis better to have loved and lost than to never have loved at all. El 34% de los nià ±os aseguran haber visto a Pap Noel. Thirty-four percent of children claim to have seen Santa Claus. The Perfect Infinitive and English -ing Verbs When you use the English to have followed by a past participle you can almost always translate it to Spanish using the perfect infinitive, but the reverse often isnt true. One reason is that in Spanish only the infinitive form of the verb functions as a noun, but in English the -ing verb form can also function as a noun. So often the Spanish perfect infinitive is the equivalent of the English having followed by a past participle: à ­Quà © afortunada soy por haber conocido el verdadero amor! How fortunate am I for having known true love! Su pecado es haber nacido en Cuba. His sin is having been born in Cuba. Tengo la sensacià ³n de haber hecho todo lo posible. I have the feeling of having done everything possible. Fujimori niega haber conocido existencia del grupo Colina. Fujimori denies having known the existence of the group Colina. Imaginaba haber encontrado el dinero. He imagined having found the money. The Perfect Infinitive with Prepositions Since perfect infinitives usually function as nouns, they can serve as sentence subjects or objects. They frequently follow the prepositions de or por, although they can follow other prepositions as well. They are especially commonly used after por when expressing gratitude: Gracias por haber confiado en nosotros. Thank you for trusting in us. Gracias por haber llegado a mi vida. Thank you for coming into my life. The Perfect Infinitive with Pronouns When the perfect infinitive has an object, it is typically attached to haber:  ¡Cà ³mo desearà ­a no haberte conocido! How I wish I had never met you! Recuerdo haberle comprado dos cajas de cereal. I remember buying two boxes of cereal for him.

Hydrogen spectrum Essays

Hydrogen spectrum Essays Hydrogen spectrum Paper Hydrogen spectrum Paper A hydrogen discharge tube is a device that can trap small amount hydrogen in a sealed tube of glass, and if potential difference is applied to that tube an emission of an atomic spectrum can be produced. The emission of the spectrum is produced from the excitation of the hydrogen electron (by the voltage) to a higher energy level and falling back to its original one. In this practical a diffraction grating is used to analyze the emitted light into spectral Balmer (visible) lines. Using a spectrometer the wave length of each line can be determine and hence an experimental Rydbergs constant. At the beginning of the experiment the slit of the collimator was adjusted to get a sharp focused light. The hydrogen lamp was placed in front of the slit. Then the diffraction grating was put at a right angle to the collimator. After the diffraction grating has analyzed the spectrum emitted, visible light was detected and spectral lines were produced at deferent angles. The telescope was rotated from one side of the normal until a focused sharp spectral line is located and the angle was recorded. After that the telescope was rotated to the other side and the angle taken. This short procedure was performed for each color line detected in the series. From the wavelengths of each spectral line, Rydbergs constant can be determined empirically using Rydbergs formula: m and n are integers that identify the energy levels of the electron. For more explanation is that in order to emit light the hydrogen atom electron must make a transition between two orbits (from a higher energy level to a lower). m and n represent the quantum number of these energy levels where n is the initial energy level and m is the final one. The Balmer series (only visible light is emitted) has a specific range of energy levels where m the final state electron state is equal to 2 and n has a quantum number of 3,4,5,6 each number correspond to a specific spectral line depending on their wavelength (the larger the integer the shorter the wavelength nred=3, nblue =4, nviolet=5 and nviolet=6). Rydbergs constant was calculated by substituting each color wavelength in the formula with its energy levels number. When calculating R for the violet line, the quantum number that was taken into consideration as a substituent of n is n=6, because I thought a better result would be obtained for R and also for the reason that the wavelength of violet obtained was quite short if it would be compared to the accepted values of both the wavelengths of the violet in the Balmer series we find it that the empirical wavelength of violet is closer to the one with 410.2 nm. And this light wavelength(410. 2nm) is obtained from the transition of a hydrogen electron from orbit number 6 to 2.

Understanding Legacy Status for College Admissions

Understanding Legacy Status for College Admissions A college applicant is said to have legacy status at a college if a member of the applicants immediate family attends or attended the college. In other words, if your parents or a sibling attend or attended a college, you would be a legacy applicant for that college. Why Do Colleges Care About Legacy Status? The use of legacy status in college admissions is a controversial practice, but it is also widespread. Colleges have a couple reasons for giving preference to legacy applicants, both having to do with loyalty to the school: Future Donors. When a family includes more than one person who attended a college, its likely that the family has greater-than-average loyalty to the school. These positive feelings often turn into alumni donations down the road. This financial side of legacy status shouldnt be underestimated. University relations offices fundraise millions of dollars a year, and their task is easiest when alumni families are highly committed to the schoolYield. When a college extends an offer of admission, it wants the student to accept that offer. The rate at which this happens is called the yield. A high yield means a college is getting the students that it wants, and that will help the school meet its enrollment goals. A legacy applicant is coming from a family that is already familiar with the college, and that family familiarity and loyalty typically leads to a better yield than the general applicant pool.   Do Grandparents, Uncles, Aunts, or Cousins Make Me a Legacy? In general, colleges and universities are most interested in seeing if your immediate family members attended. For example, if you are using The Common Application, the Family section of the application will ask you about the education level of your parents and siblings. If you indicate that your parents or siblings attended college, youll be asked to identify the schools. This is the information that colleges will use to identify your legacy status. The Common Application and most other college applications do not have a space for indicating if more distant family members attended, although some will ask a rather open question such as Have any of your family members attended our college? With a question such as this, it wont hurt to list a cousin or aunt, but dont get carried away. If you start listing third cousins twice removed, youre going to look both silly and desperate. And the reality is that in most cases cousins and uncles really arent going to play a role in an admissions decision (with the possible exception of a relative who is a million dollar donor, although you wont find colleges admitting the crass financial reality of some admission decisions). Some Common Mistakes Related to Legacy Status Assuming your legacy status will make up for a mediocre academic record. Highly selective colleges and universities are not going to admit students, legacy or not, who are unlikely to succeed. Legacy status tends to come into play when the admissions officers are comparing two equally qualified applicants. In such cases, the legacy applicant will often have a slight advantage. At the same time, this doesnt mean that colleges wont lower the admissions bar slightly for legacy applicants from prominent and/or extremely wealthy families (but youll rarely hear colleges admit this fact).Using the Additional Information section of The Common Application to draw attention to a distant connection to the college. You should use the additional information section of The Common Application to share important information not reflected in your application. You could use this section to explain extenuating circumstances that may have affected your grades, or you might use it to present interesting information about yourself that doesnt fit elsewhere on the application. This type of information can enrich your application. The fact that your great-great-grandfather attended Prestigious University is rather trivial and is an ineffective use of your opportunity to provide additional information. Making monetary threats. For good or bad, a colleges interest in your legacy status is often related to money. Family loyalty to an institution often leads to alumni donations. That said, it will reflect badly upon you if you suggest that your parents donations to the college might end if you arent admitted. The college already considers such possibilities when making admissions decisions, and raising the issue yourself will seem crass.Placing too much emphasis on your legacy status.  Aside from listing family members who attended the college or university, you dont need to draw more attention to your legacy status. The focus of your application needs to be you and your merits, not those of a parent or sibling. If you try to overplay your hand, you may look either desperate or obnoxious.   These Factors Matter More Than Your Legacy Status College applicants are often frustrated by the advantage that legacy applicants have. This is for good reason. An applicant has no control over legacy status, and legacy status says nothing about the quality of the applicant. But be sure to keep legacy status in perspective. Some colleges dont consider legacy status at all, and for those that do consider it, legacy status is just a small factor in admissions decisions, Colleges know that being a legacy is a rather dubious distinction. When a college has holistic admissions, several pieces of the application will almost always carry more weight than legacy status. First of all, you will need to have a strong academic record. Without it, you are unlikely to be admitted whether youre a legacy or not. Along similar lines, SAT scores and ACT scores are going to be important unless a school is test-optional. Selective colleges will also be looking for meaningful extracurricular involvement, positive letters of recommendation, and a winning application essay. Legacy status wont compensate for weaknesses in any of these areas.

Law --Problem solving Assignment Example | Topics and Well Written Essays - 1000 words

Law --Problem solving - Assignment Example Hug’s daughters with the property. The case description suggests that Mr. Hug has actually cut down the trees situated near the so called central grand in order to generate funds for the education of his children besides case also discusses the overall nature of the relationship between the successors of Mr. Hug in terms of loss of Blackwood trees. The situation described in the case therefore asks for legally distinguishing the concept of fixtures and chattels while also requiring comments on the rights and obligations of the successors in terms of the loss of blackwood trees. It also need to be noted that both these concepts deal with the personal property therefore the overall rights and obligations of the individuals shall also be dealt according to the rights and obligations given under the Property laws. The distinction here therefore is between the real and personal property and how to make a differentiation between the fixtures and chattels besides discussing the rights and obligations of the successors. Under the property laws, a fixture is any property which is actually fixed or attached with the real property. Under the Common law, real property is therefore considered as an immovable property and is a subset of the land with a clear legal definition. The distinguishing characteristics therefore to identify the difference between the fixture as well as the chattel property therefore is as to whether the property is actually affixed or fixed with the real property or not and the basic difference between the two types of properties therefore is based upon this criteria. (Moore) It is also important to understand that the fixtures are often considered as the part of the property and when mortgages or any security interests are registered, they are often considered as the part of the real property. However, the case of Chattels is different and for the purpose of law they are often not considered as the part of the real property and as

Tourism and Indigenous Peoples Case Study Example | Topics and Well Written Essays - 1000 words

Tourism and Indigenous Peoples - Case Study Example The significance and contribution of indigenous communities, thus indicates the value of indigenous culture in promoting the distinct and exotic cultural features which in turn may lead to the revival of the local culture (Ryan and Aicken, 2005 in Page, Connell, 2006). Indigenous tourism affords the indigenous communities to participate and reap the benefits that such tourism offers. The key issues discussed as a part of this study include: the manner in which the participation of local indigenous communities can be increased and encouraged by way of training, management or effective strategies; the manner in which their cultural heritage can be promoted in a way that it helps in contributing in enriching Australias tourism experience; and in what way can the policies and strategies so developed, help the indigenous populations, in establishing safe, secure and sustainable futures in terms of increased business opportunities, activities and a greater understanding of the tourism industry in general. The purpose of this report is to enhance or add to the existing market knowledge with regard to tourism as it pertains to indigenous people; help in establishing a cohesive long-term strategy aimed at developing indigenous tourism in Australia; establish a framework which allows for a greater understanding of the indigenous people, their culture, and lifestyles and in the process add to the knowledge and experience of the tourists. This study will help in understanding the manner in which strategies contribute in building the overall appeal of South Australia as a popular tourist destination, and in the process promoting indigenous tourism and cultural heritage of the region. The Australian Aboriginal Cultures Gallery (AACG) is a part of the South Australian Museum, which offers its visitors a unique experience of the Aboriginal culture and the rich cultural heritage of South Australia, by way of collections of art and artifacts. It boasts of one of the world’s

Language Learning Autobiography and Pre-Analysis Essay

Language Learning Autobiography and Pre-Analysis - Essay Example At first, this was a very challenging task as I did not have even the basic necessary level of English to understand or implement in my other studies. However . Later I found that ESL was very important for me as it helped me in my learning process. Though I had studied English in Korea, but that was only about basic vocabulary because my teachers there adopted a Grammar Translation approach to teaching language and hence, the focus was on grammar and no emphasis on speaking and listening. Thus, even though I succeeded in putting few sentences together orally, they had poor pronunciation, grammatical errors and repetitive words due to limited vocabulary. This made me realize that apart from the lack of speaking and listening practice , the traditional Korean approach did not work for me because it focused repetition and parroting rather than providing the opportunity of actually using the language. I also noticed that the teaching system , approach and methods here in Canada are very different from that of Korea as language learning here focuses on all four major skills- reading ,writing ,listening and speaking .Also the teaching is more student focused rather than the teacher providing all the input and the student being a passive learner. Here in Canada, I have become more of an autonomous learner and am able to understand how I best study and learn. In other words, I am more aware of my learning styles and patterns that best work for me. ESL curriculum should therefore, emphasize more on training in language learning strategies and help students be more aware of the learning patterns. As an ESL teacher, I would try to ensure my knowledge and ability in all possible ways in which students learn and also try to develop lessons by considering visual, auditory and kinesthetic learners. On reflection, I realized that at first my strategy was to imitate. Although I did not completely understand the teacher’s instructions, I was able to follow by imitating and taking the lead from the peers. The English teacher would usually teach a new language point and then start with class choral work before moving on to formation of small groups, par work and then individual responses. This allowed me the opportunity to imitate the other students and thus not only improve my language knowledge but to improve my pronunciation as well. My experience therefore coincides with the point of view given by Skinner, (cited in Coelho, 2004, p.142) who states that imitation through repetition is important in early stages of acquiring a first language and learning a second language. I l earnt and acquired English not only by study but also by social interaction with teachers and peers (both local and ESL students) which necessitated me to pull on or extract the language I already knew and manipulate it according to the situation in hand. In other words, this interaction provided me an opportunity to use English for communication rather than only for classroom intent. A new culture and totally different curriculum proved difficult initially as was a little apprehensive to so many changes , but due to the help form ESL teachers and proficient English speaking peers , I not only learnt fluent English but I also faired well in other subjects. Thus, as the school and classroom atmosphere worked in my favor, learning and acquiring my second language was not as tough. Vygotsky (cited in Coelho, 2004, p.146) states that when a child is acquiring their first language they learn best by interacting with peers that are at a higher level in language development than themselves they will learn better. He calls this the child’s proximal development zone, which is defined as the level just beyond where the child is at. I now

The Development of the New Media Economics under influence of global Research Proposal

The Development of the New Media Economics under influence of global economics crises - Research Proposal Example The economic indicators of media industry are crucial to study and understand. Answering this question will allow to establish relationship of performance of the industry according to the external environmental factor. Global economic crisis have impacted the economic activities of the developed, developing and underdeveloped economies. According to IMF definition of global recession, the growth rate of economy less than three percent results in global recession (Lall, 2008). Nevertheless the theoretical motivation comes from the book of Albarran (1996) that allowed basic understanding of media economics, where economic activities of different media markets have been covered. This initiated interest of researcher on different aspects of media economics. The global crisis brought different economic situation of a business cycle particularly to new media economics. New Media Economics is that field of economic studies that covers different aspects of production, distribution and consumption of media services by different consumer groups. This is an interdisciplinary study that borrows thoughts from different areas of studies like entertainment studies, management, economics, psychology and others. This study also covers the impact of technology on the different operations of media industries. There have been various studies done in order to understand different aspects of new media economics (Lall, 2008). â€Å"The world economy is likely to shrink for the first time in decades this year, the head of the International Monetary Fund (IMF) has warned. Dominique Strauss-Kahns prediction is gloomier than that the IMFs current official forecast of 0.5% growth. He added that trade was falling at an alarming rate and business and consumer confidence had collapsed. (BBC, March 2009)† In this scenario, there are too much of talk in our own surroundings and environment that attracts people to know more about the same. Media

Discourse community analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Discourse community analysis - Essay Example Other than the policies established to guide the communities, they are set upon conventionalities depending on the identity of an individual. The discourse communities in question for discussion include engineering association affiliates (forming the professional entity), IT and socializing agency in a higher learning institution (constituting the personal discourse community) and financial capacity building agency in a banking institute (constituting the academic discourse community). Discourse community analysis is significant in a myriad of ways. For instance, it helps in the development of knowledge by the members of the given discourse community; makes it possible to agree to various conventions of life that may be a communal concern. In these regards, one is capable of developing mastery of a given field. In a nutshell, discourse community is a socializing agency (Pogner, 2-3). This is an academic discourse community whose mandate is to incorporate the capacity building program for the banking sector. Its operations vary from building up individual banking institutions as well as incorporating a corporate approach to the various institutions. This is a situation that involves two communities. The first one is the professional community where we have bankers, and the other is an academic community. Due to the heterogeneity in operations of the information system of the two cooperating banking institutions, the academic community sets in to narrow this bridge so that the two different departments from the two banks are harmonized. In the event, information is shared between the two banks alongside the banking capacity building institute. This is representative of a discourse community since one of its conceptions is in information dissemination. It is thus evident that from the two banks, technicians in the IT department are taken through a capacity building process that helps in the reaffirmation of cooperation amongst the two

Case study Essay Example | Topics and Well Written Essays - 1000 words - 35

Case study - Essay Example Among those players, the most notable and renowned name was of the Next Step Herbal Health, which was also regarded as one of the fastest establishing companies in the US by Forbes. She decided to accept the invitation of joining the company for a ‘Get to Know Us session’. While she was leaving to join the session, she conducted some internet research about the company owing to which she was able to know that the company and its operational effectiveness in an efficient manner. However, some of the internet materials also depicted the malpractices of the company within their business operations. She received a warm welcome when reached the company. She interacted with the recruiters and enquired about the reality of the articles she read on the internet about the ethical practical practices of the company. She also attended a small event where the CEO of the company described the mission and vision of the business in precise. Subsequently, she was offered a contract by t he management after which she would need to join an orientation program in the Atlanta office of the company. It is apparent that Ramona was offered employment with an attractive contract by one of the top companies of the US. However, there are certain ethical practices and situations that need to be considered by Ramona while signing the contract with the company. Since Ramona was Christian in terms of religion there are also certain spiritual aspects that must be taken into consideration. Notably, as per some of the stanza in the Bible, ethics is an important part to be practiced by individuals towards ensuring their inner satisfaction. As per a particular excerpt from the Bible, â€Å"You shall not steal; you shall not deal falsely; you shall not lie to one another.† The excerpt primarily means that one should not be involved in stealing or appreciating falsely and must not lie to one another. Contextually, it has been noted from the provided case study that the

Discourse community analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Discourse community analysis - Essay Example Other than the policies established to guide the communities, they are set upon conventionalities depending on the identity of an individual. The discourse communities in question for discussion include engineering association affiliates (forming the professional entity), IT and socializing agency in a higher learning institution (constituting the personal discourse community) and financial capacity building agency in a banking institute (constituting the academic discourse community). Discourse community analysis is significant in a myriad of ways. For instance, it helps in the development of knowledge by the members of the given discourse community; makes it possible to agree to various conventions of life that may be a communal concern. In these regards, one is capable of developing mastery of a given field. In a nutshell, discourse community is a socializing agency (Pogner, 2-3). This is an academic discourse community whose mandate is to incorporate the capacity building program for the banking sector. Its operations vary from building up individual banking institutions as well as incorporating a corporate approach to the various institutions. This is a situation that involves two communities. The first one is the professional community where we have bankers, and the other is an academic community. Due to the heterogeneity in operations of the information system of the two cooperating banking institutions, the academic community sets in to narrow this bridge so that the two different departments from the two banks are harmonized. In the event, information is shared between the two banks alongside the banking capacity building institute. This is representative of a discourse community since one of its conceptions is in information dissemination. It is thus evident that from the two banks, technicians in the IT department are taken through a capacity building process that helps in the reaffirmation of cooperation amongst the two

Learning and Development in Organisations Essay - 1

Learning and Development in Organisations - Essay Example I will use two other techniques along with direct observation. First, I will visit the nursing homes to interview some of the elderly residents who might have been living there at least for the last six months or so. I will interview them to know the problems that might have been facing in the nursing home. I will design a questionnaire which I will distribute to all residents of those nursing homes. This technique will be useful as I will be able to know the needs of the residents and the problems they might be facing while living in nursing homes. The collected data will help me identify the learning needs of the caregivers. I will analyze the responses to create a list of activities that the caregivers would need to do in order to be able to provide best services to the residents. The second technique that I will use to know the reasons of decreased effectiveness level of caregivers will be taking interviews of caregivers and nurses. This technique will help me know the problems t hat are making it difficult for caregivers to cope with more challenging residents. I will also inquire the reasons behind lack of confidence in dealing with paperwork. I think interviewing the target population is the best thing one can do to know the measures he/she can take to improve the conditions. Answer No. 2 Reading and analyzing the case, I have learned that the caregivers are falling short of providing best services to the residents of nursing homes. The learning needs that I have become aware of through analysis include lack of confidence, lack of knowledge and practice to deal with challenging residents, lack of ability to make quick decisions on their own, low academic qualification, and less wages. To design a learning solution to meet these needs, I would consider some key factors that are playing their role in decreasing the effectiveness level of the nursing homes. I would consider the nature of the job of caregivers to develop the learning solution. I would researc h the basic requirements of this job and the skills that caregivers should have to be employed for this particular job. To me, no job can be done without relevant skills and knowledge. Therefore, I would get an insight into the set of required skills and knowledge that is required by caregivers to perform this job effectively. Next, I would consider the job environment that the owner of the nursing homes has provided to caregivers for doing their jobs at their best. I think job environment plays a key role in determining the effectiveness level of employees of any company or organization. A good job environment makes employees more productive and satisfied with their jobs. On the other hand, a less secure and unhealthy job environment makes employees dull and ineffective which also puts a negative impact on the efficiency and productivity of the company. Therefore, I would analyze the job environment completely in order to know the factors that might have been causing decrease in th e effectiveness level of caregivers. Next, I would analyze the pay scales of the caregivers. I think high salary is one of biggest motivating factors for an employee. Employees receiving high salaries are satisfied with their companies and usually show more commitment and dedication towards their job tasks. On the other hand, employees who receive fewer wages are in constant search of some new job where they can get higher wages and that approach ad mindset decreases their level of productivity and efficiency. Therefore, I wou

Symbolism of Simon in Lord of the Flies Essay Example for Free

Symbolism of Simon in Lord of the Flies Essay Do you know someone who naturally brings out the good in people, or who always does the right thing no matter what? Simon is a shy, kind, hardworking boy who always puts others first. He tries to warn everyone on the island that there is not a beast but because he tries to do what he knows is right he gets killed by the other boys. Simon is one of the important characters in Lord of the Flies. He is one of the important characters in the novel because he represented the struggle between good and evil inside of people, nature, and Jesus or religion. The first thing that Simon represents is the struggle of good vs. vil in people because he is always putting others first and doing what is right but, at the same time, he is the only one that interacts with the Lord of the Flies, who could represent evil. Simon was the only one that helped Ralph build the shelters while everyone else was goofing off. He also helped the littluns get fresh fruit from the trees instead of letting them eat the fruit on the ground that could make them sick. Those are both things that show the good people can do. His interaction with the Lord of the Flies was more than likely a hallucination of some sort because a pig’s head on a stick cannot talk. The Lord of the Flies is evil and wants the boys to hurt or kill each other and, since he is a hallucination, it shows that there is an evil part of Simon that he tries to suppress or he may not even know is there. The second thing that Simon represents is nature because he goes into the forest on his own to surround himself with nature and appreciate its beauty and does not harm the plants or animals around him. Once Simon is done working and helping the littluns he goes into a clearing in the jungle and hides in a tangle of vines. He sits there and just listens to the sounds of the jungle and ocean and watches the animals. As he listens and watches he seems completely absorbed and at peace with nature. He is also the one who pointed out the â€Å"candle buds† which shows he was being more observant of the plants and things around them. He also knows where the freshest fruit is while most of the other boys don’t seem to know or even seem to care about the freshness of the fruit. He does not disturb the animals around him unlike the other boys. Simon is the only boy that never participates in hunting or the hunters’ dance. The third and final thing that Simon could symbolize is Jesus or religion because he is prophetic, gathers all his information from faith alone, and is the only inherently good boy on the island. Simon tells Ralph that he (Ralph) will get off the island okay but does not say that everyone will. This is prophetic and foreshadowing of Simon and Piggy’s deaths as well as the rescue of the boys that saves Ralph from the same fate. He also has no logical explanation or evidence of his claim; it is base solely on faith. Simon also realizes that there is no beast but rather it is the boys themselves. He is the only naturally good boy on the island. The other boys do not act civilized because of morality but because of social conditioning and the threat of punishment, where as Simon is civilized and good because of morals and spiritual connection to nature. Even the seemingly civilized Ralph and Piggy are not as civilized as they appear, as we see when they participate in the hunters’ dance that kills Simon. Simon can also represent Jesus because of his confrontation with the Lord of the Flies, who can represent the devil. The confrontation between the two can be seen as a parallel to Jesus’ confrontation with the devil during Jesus’ forty days in the wilderness. Simon’s clearing in the jungle could be compared to the Garden of Eden, which is pure and perfect until evil invades it, this evil being the other boys and the Lord of the Flies. Simon is an important character in Lord of the Flies because he represented the battle between good and evil inside of people, nature, and Jesus or religion. Simon symbolizes good vs. evil because he puts others first and does what is right but, at the same time, he is the only one that ever speaks with the Lord of the Flies, who could represent Satan. Simon is a symbol of nature because he goes into the forest on to envelop himself in nature and value its beauty and does not harm the plants or animals on the island. The final thing that Simon could represent is Jesus or religion because he is prophetic, all his information is based on belief, and he is the only naturally good boy on the island. Simon is a timid, thoughtful, reliable boy who always does the right thing. He tries to tell everyone that there is not a beast but because he tries to do what he knows is right he gets killed by the other boys. The book would not have been the same without Simon.

Human needs paper :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ · The needs of public assistance helps single parents or families just starting out with low income; Theses help qualify them for public housing and assistance.  · They usually receive the basic things that any person with a full time job would receive such as, medical cards, health insurance, dental insurance, and eye care. 2. I really don’t pay taxes, so I really shouldn’t have any opinions about this issue, but I do. I don’t really mind the public assisted people especially the ones who are single parents and need the money because their isn’t any income or child support being brought in to feed children in the house. I don’t agree with the people who do nothing at all and just milk the system. I’d like to go kick my feet up on their T.V. and say â€Å"why don’t you make your self useful and get me a beer out of the fridge and while your up get me a cigarette, cause odds are, the working people of America are paying for it, anyways. 3.  · The pros and cons of family life involves the emotion, development and public assistance part of the authors views.  · Sometimes families, when poor steer to solidarity, willingness to share. This solidarity gives them a strong sense of priority for their families. This also helps the kids of these type of families to make better for their kids.  · There are joint parental responsibilities that are shared between the mother and father. Their responsibility is to, financially manage, companionship with children, discipline of children, and other family responsibilities. IN public assistance services, this type of way of family life doesn’t work. This is caused because of their amount of money, that they have coming in and it is hard for these type of people to agree on financial decisions, let alone take care of their children’s together.  · In these type of public assistance houses parents do not prepare their children for lives hardships, due to the fact that they only usually care about themselves.  · The house being ran by a woman has it’s pros and cons. A good thing is a women’s ambition and her efforts to make sure that her children have the best. I’m not trying to be stereotyping but most of them in public assistance housing, use their kids to benefit from the government funding and their kids usually see none of it. Human needs paper :: essays research papers 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ · The needs of public assistance helps single parents or families just starting out with low income; Theses help qualify them for public housing and assistance.  · They usually receive the basic things that any person with a full time job would receive such as, medical cards, health insurance, dental insurance, and eye care. 2. I really don’t pay taxes, so I really shouldn’t have any opinions about this issue, but I do. I don’t really mind the public assisted people especially the ones who are single parents and need the money because their isn’t any income or child support being brought in to feed children in the house. I don’t agree with the people who do nothing at all and just milk the system. I’d like to go kick my feet up on their T.V. and say â€Å"why don’t you make your self useful and get me a beer out of the fridge and while your up get me a cigarette, cause odds are, the working people of America are paying for it, anyways. 3.  · The pros and cons of family life involves the emotion, development and public assistance part of the authors views.  · Sometimes families, when poor steer to solidarity, willingness to share. This solidarity gives them a strong sense of priority for their families. This also helps the kids of these type of families to make better for their kids.  · There are joint parental responsibilities that are shared between the mother and father. Their responsibility is to, financially manage, companionship with children, discipline of children, and other family responsibilities. IN public assistance services, this type of way of family life doesn’t work. This is caused because of their amount of money, that they have coming in and it is hard for these type of people to agree on financial decisions, let alone take care of their children’s together.  · In these type of public assistance houses parents do not prepare their children for lives hardships, due to the fact that they only usually care about themselves.  · The house being ran by a woman has it’s pros and cons. A good thing is a women’s ambition and her efforts to make sure that her children have the best. I’m not trying to be stereotyping but most of them in public assistance housing, use their kids to benefit from the government funding and their kids usually see none of it.

samurai ethic in modern japan Essay -- essays research papers

Yamamoto, Tsunetomo Bushido: The Way of the Samurai Garden City Park, NY 2002 After reading this book it is my belief that it is important for Westerners to understand the seemingly strange concepts of Bushido, not only as a guide to events of the past, but as a primer for understanding the Japanese business mentality of today. The first thought that comes to mind when Japanese work ethic is hard working, no breaks, complete commitment to ones job. There may be a reason why Japan was able to rebuild their country so quickly after World War II, this reason is Bushido, the principles of the samurai. The origin of this book is from the Hagakure, which this book was based on was dictated by Tsunetomo Yamamoto, a samurai. And later scribed verbatim by Tsuramoto Tashiro over a period of seven years (1710-1716) in which they lived together in a far off mountain retreat in Japan. Tashiro was sworn to secrecy over the texts contents because the author believed the teachings to be far too radical and too militaristic for the then peaceful times during the Shogunate Rule (1603-1867). During this time of unusual calmness, the teachings of Buddhism and the ethical codes of Confucius permeated Japan, enriching every aspect of its culture from arts to politics. But the old samurai, Yamamoto, believed that the samurai, as a class, had become effeminate and weak. Yamamoto's basic premise was that the samurai could not serve two masters, religion and the clan, and by doing so had become less effective. The service of the lord and the clan should come first, and once this was done, one could the n amuse oneself with the studies of the humanities. In writing the Hagakure, Yamamoto hoped that someday the Samurai would return to the purity of its strong and compassionate past.   Ã‚  Ã‚  Ã‚  Ã‚  This book gives a unique look back to the late 18th century, when Yamamoto was active as a samurai. The view is unique, because Japan was unifying and there was less need for each minor lord to have an armed class. The warrior ethic was changing as war became less common. In some way, these notes seem to mourn the passing of the clearest, purest form of that ethic.   Ã‚  Ã‚  Ã‚  Ã‚  The warrior ethic only changed, though and still underlies many aspects of modern Japanese thought and policy. The feudal caste system still gives a fair description of different l... ...ect Bushido would have been something lesser, but none the less still of great importance.   Ã‚  Ã‚  Ã‚  Ã‚  This is a book that I have thoroughly enjoyed, and allowed me to dive into the mind of a typical Japanese business man. Yamamoto is a very insightful man indeed, and it is obvious that his life as a samurai has made him appreciate every aspect in life. I can now understand why their work is their highest priority in their lives and why they work so diligently. It’s is amazing to see how a country that has gone through so much has become one of the world leaders in technology, automobiles, and so many other things. Without Bushido, would Japan be in the same position as lets say the Philippines, or Indonesia, or any other country that is now slowly developing? Even though the Japanese economy has been in decline for the past few years, I have very little doubt in my mind that Japan won’t be able to rise up again, with the principles of Bushido laid in as its’ foundation. Bushido is the moral code that has provided Japan with a national identity and work ethic that has guided them through bloody civil wars, Mongol invasions, a world war, and nuclear devastation.

Fashion and Gender

Introduction In the western culture, fashion has affected and reflected the distinctions between the social and economical status of men and women throughout the years. From the 19th century on, gender, social understanding of femininity and masculinity, became clearer and more precise. They were identifiable through fashion and clothing and were an important aspect in distinguishing roles of men and women. However, changes in fashion will blur as much as emphasise the differences between gender, evolving in parallel borrowing from one another.Thus, as the constant changes in fashion, the level of differences between men and women varied very so often. Fashion was influencing and defining gender role and gender lifestyle was influencing fashion. Masculine men and feminine women The first signs of gender distinctions appeared at the start of the 19th century following the French Revolution. In addition to separating social classes, fashion now established a clear division between male and female clothing. Men were no longer powdered or perfumed and they got rid of ornaments and wigs, now signifies of femininity.Their clothing was characterized by a restricted use of material, tailored construction, simplified set of surface, uniformity, net and spotless garments, perfect hats and limited color (29 January). According to the trickle-down effect, fashion trends were still created by the upper-classes and were followed by others down the scale (05 February). Then, according to Georg Simmel, two types of males emerged from the middle-class. Dandies were followers of the leisure class and never went against a particular fashion dress code while bohemian were rejecting fashion (05 February).Men of the upper-class are characterized as a Flaneur by Walter Benjamin: â€Å"Empathy is the nature of the intoxication to which the flaneur abandons himself [†¦]† (05 February). The upper-class still needed to follow three rules in order to stay on top and keep the m iddle-class from rising; the expensive fabric, the lack of movement inflicted by the garment and the novelty of the ensemble (05 February). They conformed to a conspicuous lifestyle with their absence of labour and function in the society, but still in a more subtle way than women in terms of dress (29 January).Indeed, women became a physical display representing the husband’s wealth through fashion, assuring their social rank in the leisure class; the new aristocrats. Important gatherings such as the Grand Prix de Paris were a place where â€Å"one went to the races, as to the theater, partly to look over the women and their apparel† (Hebert, 24). They would wear multiple colors, dresses with pouf skirts, light fabrics, beading and flower ornaments, parasols and other accessories. Women were placed in the forefront with fashion and devoid of any role or power. [†¦] the adornment of both the female person and her environment was an expression of women’s inf erior economic power and her social status as a man’s chattel† (Veblen, 91). Unattached and unmarried women were also expected to dressed respectfully and fashionably for the dignity of her family and for future husbands. Lower-level women such as actresses and prostitutes, who were mingling with the upper-class, wore more revealing clothes but still in fashion. Women were thought of as irrational and sensible creatures who adhered to fashion by weakness, to have a sense of belonging.During the 19th century and early 20th century, there is a clear distinction between man and woman fashion. It is reflected in their clothes and in their social status and role in the society. Gender was easily identifiable with the shape formed by the garment. While men wear clean cut, sober and solid suits, holding all the power, the women dress in soft, elaborate and colourful dresses, trophies to the men. ? Fashion upside-down With the start of the World War I, women were now helping ou t and filling more masculine jobs. Roles were no longer clearly defined according to hysical characteristics. â€Å"Because while war work forced women to life in new social and physical environments, they had to adapt their clothing to unfamiliar activities and spaces† (Matthews David, 101). New technology and new combat techniques meant also a change in menswear. Soldiers had to wear uniforms that hid their masculine forms to allow movement. They replaced their flat and boxy hats with a more feminine and round one with leaves and flowers to hide in the trenches. â€Å"A definite outline, a traditionally masculine attribute, proved a deadly handicap in battle† (Matthews David, 97).Upper-class men were traditionally supposed to show their status through clothing. The advent of the war blurred distinctions between classes as both had to participate in the war effort. Men were no longer useless and ineffective in the society, with meant a necessary change in fashion. Res trictions in luxury fabrics, such as silk, fur and ornaments, forced a transformation of men’s masculine and luxurious attire. All men were now wearing jersey fabric clothing, darker earth colours and softer silhouettes. In the early 20th century, there was a eminent need for change in fashion.While men were adopting feminine fashion to survive during the war, women started borrowing the simplified and linear masculine silhouette. â€Å"The flip side of this feminization of the sniper was the much more generalized masculinization of women’s civilian and uniform dress during the war† (Matthews David, 101). They started wearing suits with sober colours to adapt to their more active lifestyle in the warfare. The latter was the start of a changing role in society for women. Before this change, women had no power on fashion or society.They were now needed for labour and they showed to be very efficient. This allowed women to make decisions and have a definite role so ciety. By adopting the masculine look, they gained power. They were no longer considered as an accessory to men. The exchanges of particular characteristics of gender made the distinctions and the differences more blurry. The World War I was a turning point in fashion for both men and women. Shortages of materials transformed clothing; new fabrics emerged, new silhouettes using less fabrics, less ornaments, leaner cuts, suits for women and softer clothes for men. Women were now looking more or less like men with the square suits and linear dresses, requisitioning their roles as women as though the clothes itself hold the power. While men were still the dominant figure, women were revising their position in the public and private sphere. ? Conclusion To conclude, gender is a social perception of masculinity and femininity. Through the 19th and 20th century, both men and women were affected by fashion; gender leading the distinctions.Sexes were defined by gender in the 19th century wi th the specific trends of clothing for each. Men were wearing clean and linear cuts, showing their boxy figures, while women wore elaborate and frivolous clothes highlighting their silhouette. Roles were also clearly different according to gender. Men held all the power and women served of accessories, displaying the husband’s wealth. The World War I acted as a turning point for men and women. Both were transforming their fashion because of their active lifestyle by adopting each others gender characteristics of fashion.Men softened their figures while women started wearing masculine suits. Gender differences became were blurred and roles redefined; women gained power and all men got functional for the society. Hence, the level of distinction between gender is in constant change. Fashion influences gender roles and gender lifestyle influences fashion. The latter blurs, blends as well as emphasis the social perceptions of what a men and a women is and looks like. Gender contin ues to affect and reflect distinctions between sexes, both constantly borrowing and exchanging from one another.

War in Deuteronomy

Deuteron chapter twenty should be read as a rhetorical or historical text. Though this topic has been widely discussed for many years, someone has yet to convince everyone that one way of viewing the text Is correct and the other Incorrect. Throughout this research paper we will discuss the text found In Deuteron chapter twenty along with surrounding text viewed through both the rhetorical lens as well as the historical lens. The surrounding text that we will analyze is chapters even and thirteen of Deuteron.Chapter seven discusses the Israelites expectations for separating from the idolatrous nations. Chapter thirteen informs the Israelites what they are supposed to do when enticed to follow false gods by three different accounts of influence. In Deuteron chapter seven, God commands the Israelites to practice complete separation from the Idolatrous nations of the Hitters, Geographies, Amorists, Canniest, Pretzels, Helves, and Jubilees-?all of which reside in the Promised Land they a re preparing to enter.Although these nations are stronger than Israel, God Insists that he will deliver these nations to the Israelites and they will destroy them completely, make no treaty with them, and destroy them. Following In verse four, God stresses that the Israelites are not to intermarry with any of these nations because doing so would allow them to turn the children of Israelite away from Him to serve other god. In result of such an occasion, God's anger would drive him to destroy the Israelites.The Israelites were told to basically attack the idolatry of these nations t the origin by destroying all of their altars and idols because they were the chosen ones to be God's special possession which they were to treasure. In verses nine and ten, it is stated that God is God and will continue being God for all eternity to those who love him. However, to those who do not love God he will destroy. The middle of Deuteron chapter seven, verses 11-15 talks about how God's people are to remember the covenant of love He has made with his people for He will keep the covenant If his people follow these laws.Up to verse sixteen, this scripture states that f His people follow the laws they will be blessed in numerous ways through crops, offspring, livestock, and disease such as what they experienced in Egypt. The closing of chapter seven of Deuteron is used to discuss that the Israelites are not to be intimidated by the strength of the other nations which they are to drive out, but to remember what God had done to Pharaoh in Egypt.God continues to overemphasized that He will deliver all of these nations along with their kings to the Israelites so that they may destroy them and the record of their existence. In the final two verses of his chapter, God instructs the Israelites they are not to covet anything the gods of these nations possess such as the gold and silver and not to bring any of their possessions Into their own household. In Deuteron chapter thirteen God addresses the destiny of those who practice Idolatry or entice others to practice Idolatry.The chapter begins with God stating that If anyone Is to experience an event that would cause them to feel the urge to worship other gods that the words of that sort to refrain from partaking in the suggestion of worshipping other gods because he very situation is a test from the Lord our God to find out if they love him with all their heart and soul-?the prophet who tried to turn them away from the Lord shall be put to death.Starting in chapter six and continuing through chapter eleven God tells his people that even if a family member was to entice them to follow other gods not only were they to be ignored, but they were also to be given no pity nor be spared, or pitied. This relative, or closest friend was to be immediately put to death by the hand of the family member who was being misled. By doing this, the killed enticer was to river as an example so that such an evil thing would not happ en again.Deuteron thirteen closes with a final situation of dealing with the people of a town who are misled into idolatry by wicked man. In this situation, the Israelites are to investigate the situation thoroughly, and if the situation is proven true, they are to kill everyone of that city. The city should become a ruin for the remainder of time and never rebuilt. The possessions of that city were also to be left as ruined and not be found in the hands of His people.This chapter is closed with the statement from God hat he will turn from his fierce anger and have compassion on his people if they do as they are told. Deuteron chapter twenty is a series of directions that concern war in general and the process of which the Israelites were to takeover and destroy particular cities. â€Å"The instructions in this chapter are peculiar to Deuteron. As the people of God, Israel was not a warlike nation; they were rather to abstain from warfare, and as a general rule to cultivate the art s of peace.But they had before them at this time the prospect of a serious and protracted conflict before they could occupy the land which God had assigned to them; and they might in future years have to go to war to maintain their independence and repel aggression. In view of this, instructions are here given regarding the conducting of military service† (Alexander, n. D. ). In verses one through four of this chapter, the Israelites are commanded to refrain from feeling afraid, panicked, or terrified of armies greater than theirs because the God who brought them from Egypt will be with them.Verse four states that the Lord their God will fight for them against their enemies to give them victory. Verses five through nine are accounts in which the officers of the army will ask for anyone who has built a new house and not yet lived in it, anyone who planted a new vineyard and not yet enjoyed it, anyone who pledged to a woman and not yet married her, or anyone who is afraid or fai nthearted to go home. Following this, verses ten through twenty are directions concerning the taking over of the false nations.When the Israelites march to attack a city that is far from them-?not of a nearby nation-?they are to first offer peace. If the city accepts this offer, the people of he town shall be made servants and work for the Israelites. However, if the town is not willing to surrender, the Israelites were to kill every man in the city, and take the women, children, livestock, and everything else in the city as plunder for themselves. On the other hand, when approaching a nation within the Promised Land, the Israelites are to immediately destroy anything that breathes without offering peace to them first.The Israelites are instructed to do so to avoid being taught to follow their detestable ways of worshipping other gods and sinning against the Lord their God. God then commands His people to refrain from destroying any fruit bearing trees in Historical Analysis There a re quite a few accounts in these chapters that lead to the idea that the text in Deuteron chapter twenty should be read historically. When the God of Love is commanding his people to annihilate and slaughter living people, there is obviously going to be controversy.The main controversy seems to lie between groups who cannot agree whether the text in Deuteron chapter twenty should be read historically or rhetorically. A sub category of controversy in chapter twenty, noted as Case 1 & Case 2 by biblical scholar Gordon J. Wham, is the discussion of why the nations within the Promised Land were not offered peace before being destroyed and the nations outside of the Promised Land were offered peace before being destroyed (Wham, n. D. ). In chapter twenty, why would our God tell his people to annihilate and destroy a nation not leaving anything alive that breathes?Aren't humans God's own creation? When these particular verses are read independently God does in fact come across as contradi cting Himself and failing to practice what He preaches. However, when read in context, we are able to see that God is by no means going against the sixth commandment, Mimi shall not murder,† but He is actually sticking to His word Just as He said He would. If we take a look into some of Deuteron chapter twenty's surrounding scripture we come across some eye opening information.For example, in Deuteron 7:9-10 scripture reads, â€Å"Know therefore that the Lord your God is God; he is the faithful God, keeping his covenant of love to a thousand generations of those who love him and keep his commandments. But those ho hate him will repay to their face by destruction; he will not be slow to repay to their face those who hate him. † This verse shows us God's reasoning behind why He wants the Israelites to destroy them. This reference takes away from the sting of the idea that God wants us to kill people, and therefore, allows us to interpret this text as historical.It is also suggested by Reverend C. Clearance, a biblical scholar, that the reasoning why the nations within the Promised Land were not offered peace before being destroyed is because they had already had their day of grace in Genesis 1 5:16 ND that they should be overcome by destruction lest they continue to pollute the land (Clearance, n. D. ). Another example is found in Deuteron 13. Biblical scholars Reverend J. Orr, Reverend D. Davies, and Reverend R. M. Edgar point out that in verse 14, which states, â€Å"then you must inquire, probe and investigate it thoroughly.

Organisational Change Management Essay

Organizational Change Management encompasses all activities aimed at helping an organization successfully accept and adopt new technologies and new ways to serve its customers. Effective change management enables the transformation of strategy, processes, technology, and people to enhance performance and ensure continuous improvement in an ever-changing environment. A comprehensive and structured approach to organizational change management is critical to the success of any project that will bring about significant change. Fig I. Adapted from State of Oklahoma CORE Project Change Management Plan In any large implementation, the Project Team can expect to experience resistance and reluctance to change. The Organizational Change Management will provide the various stakeholder groups information about the project’s purpose, scope, benefits, timeline and training opportunities as well as how the individual job environment will change due to the implementation of the applications. The messages we will provide via this plan will be customized, based on the specific needs of each group affected by the project. It is the intent of the project team that this Organizational Change Management effort will lessen the â€Å"Production Dip† that is inevitable in any varied and complex project. 2. Objective †¢ Discuss the Organizational Change Management team and explore ways Organizational Change Management can work with Apps Delivery †¢ Cover Organizational Change Management tools †¢ Explain Organizational Change Management metrics 3. Organizational Change Management Scope – Overview a. Stakeholder Management The impact of organizational change imposed by implementation of a project should always be taken into account. To promote a successful delivery, identify who will be affected by the business process and technology changes that the project will cause. 1* For each stakeholder, determine their degree of support for the project and their influence on the organization. Develop a plan for how to build greater support among those with the most influence. 2* Identify stakeholders’ current and target level of project awareness. Ensure that stakeholders have an accurate understanding of the goals and anticipated impact of the project. 3* Assess your organization to identify enablers and challenges to implementing the project 4* Enroll stakeholders to participate in initiatives and to advocate/facilitate change. b. Communication Good communication is the lifeblood of any project. It is essential that the Project Manager provide timely and high quality information about the project to all stakeholders. It is equally important to listen to the stakeholders. Actively solicit their feedback and then respond constructively. 5* Identify the stakeholder groups in your project (e.g., senior management; end-users; sponsor) 6* Develop a communication plan that specifies who will get what information at what time, in what format and through what means of delivery (See section on Communication below) 7* Monitor feedback and respond in a constructive manner Discuss and record lessons learned throughout the project. Use them to improve how the next project may be carried out. c. Training Many IT projects fail because the user community receiving the product of the project (or the IT group responsible for maintaining it) does not receive adequate or properly focused training. It is important to understand the training needs of each stakeholder group, develop targeted training activities, and deliver content with the appropriate method. A good training plan will serve as an effective road map for training activities. d. Stakeholder Objectives An Audience Assessment will help you to determine the best feedback channels for each identified stakeholder group. It is important to understand the major questions and concerns that these groups may have, so that adequate attention can be paid to correcting misunderstandings, filling in the gaps, undoing rumors, etc. If you understand what the potential barriers to acceptance are, you will be better prepared to take proactive action to eliminate them. On the basis of these data, the project team will take appropriate steps (e.g. meetings with stakeholder groups, set up an information web site, distribute a newsletter) to alleviate the concerns of our Stakeholders and ensure that additional difficulties with perceptions about the project do not arise. These actions are detailed in the project’s Communication Plan. 4. Communication Objectives Effective strategic communication is the key to successfully implementing large-scale organizational initiatives. Interview your major stakeholders and find out what information they need. Based on this information, establish a formal Communication Plan that spells out in detail who requires what information, how they will get it, who will provide it, and the means and timing of all regular communications including reports, meetings, postings on web sites, etc. Consider every means of communication at your disposal to get the work out about the potential benefits, timing and training opportunities associated with your project. Make the Communication Plan available to all stakeholders, and be open to modifications in it as your needs change. Communication is the glue that binds internal and external stakeholders to the vision, mission, goals and activities of the project. Effective communication engages the hearts and minds of all stakeholders by facilitating movement along the continuum presented below. Fig II. Taken from State of Oklahoma CORE Project Change Management Plan 5. Training Objectives As stated earlier, training may be a crucial component of your Organizational Change Management Plan. Especially where business process is changed or new skills are required, it is paramount that employees be fully prepared before they are expected to perform new duties. The following steps will help you establish a training program appropriate to your project: Review your organization’s policies and procedures and determine which of them may require modification. Work with the organization to help them adapt to the changes. Learn the impact your project will have on individual jobs and workflow. Where impact is substantial, ensure that focused training is available. In the tables that follow, record the groups relevant to your project, their specific training needs and information about the training materials and facilities that you will use. Establish an appropriate curriculum. It is possible that the same material should be presented in very different ways depending on the background and skill level of the audience (e.g. business staff may require a less technical presentation than IT staff). Find or develop well qualified trainers. Create a plan for the post-implementation training support that may be required as new employees come into the organization, or as existing employees change jobs.) The project is expected to require significant modifications in the organization’s workflow and policies. So that the employees will be properly prepared when the new system comes on line, the project team has conducted extensive analysis of training needs. Based on this, the team has produced a plan that should smooth the way to a successful implementation. Steps taken include the following: a. Perform and Analyze the Results of a Job/Workflow Impact Analysis This system implementation will result in changes to business workflow. These changes will have a significant impact on the skills required of some of the people who will use the new system. In order to ensure that adequate training is provided, the project team performed a gap analysis between skills available and skills required, as follows: 8* Identify those positions (i.e. jobs) affected by the new system 9* Used specific tasks to link positions to new workflows (i.e. linked tasks required in the workflows to tasks performed as part of individuals’ jobs). 10* Noted those tasks that have changed. 11* Listed the skills required to perform each task 12* Determined if existing employees already have the skills needed to perform the new or changed tasks 13* Have arranged for training where skill gaps exist 14* Mapped positions to components of the new system 15* Are taking steps to ensure that each individual receives training for the components they will use 16* Will modify recruiting profiles to reflect new skill sets b. Provide the Organization with Information Necessary to Prepare for Upcoming Changes 17* Reviewed the policies and procedures of each major group in the organization that will be impacted by the new system (e.g., divisions, departments, etc.). 18* Identifed those policies and procedures that will change as a result of the new system. 19* Provided a checklist of needed changes to each organizational unit. 20* Assist organizational units in development of plans to adapt to the changes. c. Develop Curriculum and Content It proved necessary to develop very focused training programs for the various stakeholder groups in this project. Therefore, the training team has tailored the curriculum (topics covered, reference and other training materials used) and the content (specific information to be delivered) for each group. The training will be provided in settings appropriate to the content and group responsibilities (e.g., Technical group in the computer room; office personnel in a training room). The training team has paid serious attention to methods of delivery, and as a result while most employees will receive classroom presentations, certain groups will receive hands on training. In addition, several Powerpoint-based presentations will be made available on the project web site as a means of distributing key information about the project to all stakeholders. The following list was used as a guide in development of this training program: 21* Staff will receive training on new business processes prior to technology training, in order to help understanding and acceptance. 22* Advance arrangements have been made for all facilities and equipment required for training. 23* The training team will hold overview sessions with employees to explain conceptual differences between existing system and the new system. 24* Focused hands-on training will be provided where it can be expected to have significant impact. 25* Given the extensive nature of this implementation, the training team has developed module-specific curriculum outlines with learning objectives, agendas, materials, instructors, etc. 26* Training materials will be made specific to each audience. 27* We will use the train-the-trainer method as a means of cutting cost and also ensuring that training can be made available in the future. 28* The training team plans to develop job aids (checklists, workflow summaries, etc.) for use after rollout. 29* The training team w ill conduct surveys to evaluate the effectiveness of training. The organization will use this information to improve the training program in future implementations. 6. Training Plan Strategy Identify different audiences who require training Conduct training needs assessment and skill gap analysis Document requirements for the training team –Training development Schedule Prepare managers and supervisors to coach their employees through the change Develop Transition plan Train Organization resources 7. Organizational Change Management: Approach and Resources For best results, the entire project team and all new users of the system should adopt the role of Change Agent for the project. Following are some of the tools identified for Organizational Change Management to be effective in a large and complex implementation project. Review these tools with the project team. Select those that will provide the most benefit to your project and summarize how you intend to use them.

Coleman as a Lens for Parts of the Mooney Book Essay

Coleman as a Lens for Parts of the Mooney Book - Essay Example He sought out to learn how others managed to move out of and beyond such labels by buying his short bus. He then travelled across the country in search of children who held on to dreams of beautiful and magical ways of overcoming obstacles that separate them from what is otherwise referred to as ‘the normal world’. Coleman sets out to demystify the stigma surrounding the enigma of ‘normalcy’ to shed light on the inexistence of what society has labeled normal (Brown 179--192). The deviation from normative social categories created by the ones in the majority can result into a source of stigma for anyone according to Brown. Disability should not be painted or represented positively for those with shortcomings to counter the stigma experienced in society. Instead, the positive attributes and unique gifting of everyone is what makes the universe appreciate all in it and forge a sense of oneness. This is a reflection evident in Mooney’s book when he meets Brent in chapter three, ‘The hole in the door’ (Mooney 46). The interaction is one that elicits confidence and courage to face life and defines real living as finding a person’s own way to keep on. Coleman puts it that the concept of stigma places superiority on one and inferiority on another (Brown 179--192). The sense of ‘normalcy’ is just a conception of those who consider themselves ‘normal’ preying on the idea that those who lack one or two physiological functions are ‘abnormal’. The people considering their selves superior need affirmation from those they consider inferior, which in the real sense is fallacious (Link and Phelan 363--385). Mooney in relating with the story of Brent shows how the world around children with special needs can denigrate them and curtail the achievement of their full potential. The message that the world around Brent sends him is that he is broken and has to change or be fixed somehow, something

Hip Hop and Rap Essay Example | Topics and Well Written Essays - 500 words

Hip Hop and Rap - Essay Example Through the history of the hip hop movement, there have been several significant figures contributed to its development. The origin of hip hop movement may be traced back to the early 1970s when rap was introduced at block parties in New York City as a specific genre, and DJs started cutting off the beating breaks of funk, soul, and disco songs and expanding them. MCs began to talk between songs, joking and normally interacting with the audience in order to introduce the DJs and to invigorate the crowd. Thus, the new genre began to attract audience and became commercially successful. The American funk group the Sugarhill Gang, through its "Rapper's Delight," made a remarkable contribution to the popularity of hip hop music, and many critics consider this as the earliest hip hop single. This hip hop group, credited with the first ever gold single, ensured the commercial feasibility of the genre, which resulted in the wide-ranging popularity of the rap music.

Reflective account Essay Example | Topics and Well Written Essays - 750 words - 2

Reflective account - Essay Example In this paper, I have discussed some of the most important findings of my visit to these companies. Also, I have discussed which of the two companies, I would like to join in the future, and in what ways, customers are entertained by either of the two companies. A & P takes great care of its workforce. That is why, there can be seen some extremely aged workers in A & P. Many employees have worked in A & P for the whole of their professional life which essentially tells that they have been taken care of and their needs have always been addressed. Employee turnover rate in A & P is near to negligible. Workers work with mutual collaboration and harmony, and team work. This makes me feel attracted towards A & P for job. I would always like to work in an environment where workers have good relations with one another. One key factor that makes the customer service of A & P special and unique is that A & P offers service to the customers unobstructed by regional boundaries. The system in A & P is so well established that customers get their repairs made and their comments addressed from far away countries. What makes it even more surprising is that in a vast majority of cases, customers get their concerns addressed much earlier than what they expect. It is interesting to note that many of the permanent customers of A & P place their orders from overseas. They are delivered the product at their respective addresses in their hometown, so they have to face little to no inconvenience at all. Staff of the A & P travels to the dockyards all over the world and transfers the repaired products to the customers. In addition to that, A & P offers yachts at considerably lower prices than most of the yacht making companies do. This is one key reason behind the voluminous body of customers that the company has. Pendennis is largely known for its human resource development strategies. Pendennis first decided to train 10 apprentices in 1998. The practice did make the owners incur som e money, yet it was all paid off later as the workforce became more talented and increased productivity. Because of their immense efforts in the way of development of human resource, Pendennis has in 2008 been granted the title of Best Large Company Apprenticeship. Their growing popularity has increased their business manifolds. I would like to work in Pendennis because professional development opportunities for staff members in Pendennis are numerous. Pendennis takes very good care of its customers. Like A & P, Pendennis also has customers world wide. Customer service system is very efficient, and customers’ complaints and suggestions are given due consideration. Pendennis is known for its creativity, and customers have conventionally been good source of innovative ideas. Both A & P and Pendennis are extremely good in the business practices and the organizational culture prevalent in both of the companies is sufficiently strong and stable. Both are equally popular. It is ver y difficult for me to choose one of them and say that I would like to work in that company, and not in the other. In fact, I consider both of them very nice places to be in, yet if I were to choose one of them, I would go for Pendennis because employees’ on job training is something that is not conventionally provided by many employers while Pendennis does provide it. I believe that the