Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|

“A Helping Hand” Story Essay

In the story, â€Å"A Helping Hand† I am creating a Gothic tale which takes place in the mid-eighteenth century in London, England where the madman of this story takes his hostage, a young dancer by the name of Mary, who is an eighteenth century prostitute, who has something on hand, in which this Gothic creature, longs for.   I intend to create a desperate and scary situation, that will leave my reading audience paralyzed with fear but unable to pull themselves away from this story. It will be a winning Gothic tale; hands down! The hallowing winds hurled Mary’s hair into air, as she crossed the rocky road that led her to her tiny stone villa, on Fourth Street.   She had danced easily for the gentlemen callers who had paid their dues, in order to watch her move across the floor with incredible grace and little clothing. She had performed this dance ritual for several months, now, and she had saved up enough money to pay her rent plus buy food, which was a rarity she had earlier missed. She searched her bag for the golden key that would allow her to enter, and she panicked when she discovered it wasn’t in its proper place. The wind had picked up even more strength and she could barely hold her feet on the ground as she continued to look for the key. There was a humming in the distance, and she convinced herself that it was just another voice that the storm was offering, and as it grew louder and clearer, she froze where she stood. She could feel him standing behind her, but she couldn’t allow herself to look. She could barely catch her breath and as she felt his hand rest on her shoulder, she closed her eyes and pretended she was back on the dance floor. He smelled of cedar and whiskey and as he brushed his hand across the back of her neck, she spoke words that she had no idea where they emerged from. â€Å"Can I help you?† I was all she could say and she wondered if he had been a male caller who had watched her dance, earlier. She could feel the sharp object protruding from his arm and when she was finally able to turn around; she saw that he was equipped with the prosthetic hand that he had used to touch her. Had he any feelings in his hands? He must have, since she could feel the warmth that radiated from the object. She looked him in his face as he dangled the golden key before her. He had somehow managed to steal his way into her existence and now she had no other choice but to follow him inside the home that had earlier provided her a safe haven. He didn’t speak but his eyes said all that she needed to know. He was there for one reason and she could feel his eyes piercing her soul as he placed the artificial hand to her chest. â€Å"Mary, be kind!† Were the first words he spoke as she wiped a single tear from her cheeks, and removed her sweater. â€Å"No!† His voice was strong and he had not wanted this from her, but something much more personal. There was no way she could give this to him, and as she thought about it, she would have rather that he had been a crude pervert who only wanted her body, but he was asking for more than that! Her body tightened and she stood immobilized as he seemed to say thank you with his eyes and she suddenly wished that she hadn’t moved away from her family. They had warned her about the dangers that existed in London, England and had advised her to reconsider her move so far away from those who cared about her. But, she had been strong-willed and their words of advice hadn’t been able to convince her. He was growing impatient and she wished that his breathing could have been gentler and as she realized there was no way of escaping, she at last reached offered her hand to him. He had stroked it with affection. It was something that he had desired for so long and when he saw how gracefully they moved while she danced, he couldn’t bare not to have one of them, as his own. He removed a long razor that was attached to a wooden handle and he placed his arm around her arms and chest to secure them, so they wouldn’t flop or flinch, as he removed the precious gift. The scream was shrilling and the terror he saw in her eyes didn’t faze him. He wanted it so badly that her pain, he felt, was a small price to pay for the happiness it would bring to him. It was a gift that would enable him to give back so much more than she could ever offer with the long fingered hand. It was after midnight when she finally awoke. The medicine he had given her had caused her to sleep as he ceased the blood flow and sutured the wound that he had given her. It would have proven more beneficial if it had caused her to sleep through the blunt trauma but that kind of pain could not be stopped by anything, including the strong tranquilizer he had shoved down her throat before the surgery. Her eyes fluttered and he seemed to move in a cloud over her, as she whispered that she needed water. He held the vial of fluid to her lips as she took the first sip and she searched his eyes once more, trying to remember the events of the night and as she saw her hand moving toward her face, she realized it was her own. â€Å"My unselfish love, you have given to me of yourself. You have freely offered the gracefulness of your touch that I will forever feel against my flesh. I will carry this part of your body with me forever, and I will always be thankful to you!† He had seemed appreciative as she tried to lift her limb that was wrapped in blood-stained wrapping that was lifted above her head. She thought about her family as she wondered if she would ever see them again as she felt a shot of blood pulsate through the bandage. She had never felt pain of this severity and as she tried to raise herself to a standing position, this stranger pulled her back to the bed and stroked her face with his feminine fingers. It was two days before she could gather the energy to walk to her small kitchen and when she did, she searched for him and in a whimpering voice she called out to him. There was no reply as she drank a full glass of the water that she had so thirsted for. She searched each dark room and he was nowhere to be found. She let out a tiny sigh of relief as she walked toward the front door. She would find someone who could help her; someone who could call a family member or take her to get some medical help. Her wrist felt like fire moving through the end and she held it tightly as she ran toward safety. The coldness of the day and the bitter rain exaggerated the pain she felt but she knew she couldn’t delay. She had to find someone who could cause this horrible pain to go away. As she picked up speed, heading in the direction of the ancient saloon, she heard him breathing but continued on her important journey. The saloon was full of familiar faces and as she walked across the floor she saw him gazing at her, once again. He held his graceful hand across the table as she watched him and suddenly moved in his direction. â€Å"Mary, you won’t tell anyone! A gift is something you don’t take back or fret over but something you offer in return for the comfort of knowing that you have helped another. Haven’t you ever heard that it is better to give than to receive?† She was lost for words as she witness the boldness of his speech that flowed from his lips, so easily. â€Å"Mary, I didn’t ask you for an arm or leg; just a gift for someone who was in need. All I asked for was a helping hand!†

Age and Gender Differences on Fear of Crime

Age and Gender Differences on Fear of Crime The current study aimed to investigate age and gender effects on fear of crime and their relationships with attitude towards prisoner and crime, life satisfaction, living arrangement and religion in a Chinese sample. 170 undergraduate and postgraduate students, with a mean age of 21.9 years, participated in this study. Participants were asked to complete a questionnaire on fear of crime. In general, women reported significantly greater fear of crime than men. A factor analysis was performed and two factors were extracted: â€Å"fear of being cheated† and â€Å"fear of physical harm†. An age-gender interaction effect was found after controlling the variable of â€Å"attitude towards prisoner†. Results indicated that older females had higher levels of fear of being cheated than males. Yet, gender and age differences in fear of fraud victimizations are a largely unexplored area. Additional research is needed to examine how women’s fear of being cheated varie s with age. Introduction Fear of crime has received considerable attention in the criminological studies. Over the last few decades, research has been carried out to explore how fear of crime is explained and handled by society. Information about fear of crime not only help us to understand and interpret what fear of crime meant for individuals and societies, but also facilitate government to develop active plans to tackle public’s fear. Anxieties about crime may lead to behavioral adaptation, e.g. taking precautions against crime and avoiding certain places. Nonetheless, public anxieties about crime may also have negative consequences for the individual and for society. For example, they may exacerbate the impact of crime by damaging an individual’s quality of life or may affect the community by deteriorating a shared sense of trust, cohesion, and social control (Jackson, 2006). The concept of fear of crime and its causation is widely examined in the criminological fi eld, but there is a lack of agreement on the definition of ‘fear of crime’. Fear of crime may involve two different concepts: an ‘evaluative’ component and an ’emotional’ component (Skogen, 1984). For instance, Hollway and Jefferson (1997) referred crime fear as ‘irrational’ response in which the ‘rational, calculating individuals who routinely miscalculate their â€Å"true† risk of crime’; whereas Ferraro (1995) suggested that fear of crime is ‘an emotional reaction of dread or anxiety to crime or symbols that a person associates with crime’. Past research has identified a number of factors which appear to make a contribution to fear, such as age, gender, race, vulnerability, neighbourhood cohesion, personal knowledge of crime and victimization, confidence in police and criminal justice systems, perception of risk, and assessment of offence seriousness (Box, Hale and Andrews, 1988). However, the c urrent study will focus mainly on age and gender effects on fear of crime. Gender and Age Effects It is well-documented that women are more fearful of becoming a victim of crime than men despite the fact that they are less often victimized by serious violent crime (Pain, 2001; Fetchenhauer and Buunk, 2005). Over the past decades, researchers have proposed different approaches to resolve the â€Å"fear victimization paradox†: (1) hidden victimization of women; (2) gender tendencies of women to recall victimization experience, and to generalize fear from one context to another; (3) vulnerability of women; and (4) male discount of fear. Most crime surveys have shown that the levels of violence against women (e.g. domestic violence) are far higher than men; therefore it has been argued that women are not ‘irrationally’ fearful of crime. It is because women and elderly under-report their actual victimization, and thus they appear to be less victimized (Pain, 2001). Ho wever, some have suggested that women tend to ‘generalize’ the actual experience of victimization across spatial contexts than men (Pain, 1995; Farraro, 1995). Warr (1984) found that fear of sexual assault operated as a â€Å"master offense† among women and their fear of sexual assault influenced fear of nonpersonal crimes, such as burglary. Yet, still others reported that males often discount their fear of crime (Smith and Torstensson, 1997). Previous literature has demonstrated that males are suppressed by the perception that it is not socially acceptable to express one’s fear; and when men are being perfectly honest, they may actually be more afraid of crime than women (Sutton and Farrall, 2005). On the other hand, the vulnerability hypothesis suggested that women are physically weaker than men and therefore they are less able to defend themselves against (typically male) perpetrators. A considerable amount of studies have also shown that that gender di fference in fear of crime often reflects gender difference in physical vulnerability (e.g. Smith and Torstensson, 1997).

Editing Essay Example | Topics and Well Written Essays - 1500 words - 1

Editing - Essay Example The ANWR oil drilling issue has even reached the point that it has become an agenda for national elections. Both the Republicans and the Democrats have used their respective stand on this subject as part of their strategies in gathering political support for every electoral contest in which they participate. The Democrats have held the stand of opposing oil drilling in the area since President Clinton (Douglas). On the other hand, the Republicans have been pushing for the opening of the 1002 Area for exploration and eventual extraction. However, the political noise generated by the debate on this issue between the Republicans and the Democrats has only blurred further the merits and demerits of oil drilling in the ANWR. Therefore, people are led to choose which political party line they should follow instead of basing their stand on the issue on the concrete evidence and logic. If provided an objective view on the issue, however, minus the

Critical Analysis of Teaching Skills in Practice Essay

Critical Analysis of Teaching Skills in Practice - Essay Example In line with this, this paper will seek to discuss the factors that promote the development of a high-quality learning environment in the clinical setting, analyze my thoughts and feelings related to this teaching session, evaluate own skills in facilitating others to learn, and incorporate theoretical and empirical literatures in my teaching. Factors Promoting High-Quality Learning Environment The clinical setting is the most important learning environment for undergraduate nursing students and as a clinical teacher, it is important to identify the different factors that promote a high quality learning environment and the different strategies towards effective teaching. Elliott (2002, p. 34) identified time spent in the clinical area, stress, quality of experience, guidance, environmental norms, and institutional support as the factors that may promote or impede the development of a high-quality learning. The quantity of time spent in the clinical setting is an important indicator o f learning direction (Elliott 2002, p. 34). The more time a student spent in the clinical setting, the greater is the amount and quality of learning a student could gain. For instance, I have taught two groups of nursing students in the clinical setting on two different shifts – one group is in 4-hour shift and the other group received 8 hours of clinical training. With these two groups, I have noticed a great improvement in clinical performance among groups who fall under the 8-hour shift. In addition, the time spent in the clinical setting also affects the quality of experience received in the clinical area such as what was observed on the 8-hour shift group. Stress in the environment is another factor that may enhance or impede the quality of learning due to presence of pervading anxiety, feelings of abandonment, incompetent perception of self, encountering reality shock, doubting nursing as a choice of career, and uplifting consequences (Elliott 2002, p. 35). One of my nu rsing students verbalized that aside from reality-shock, they also felt stress towards inability to verbalize their feelings, multi-tasking of psychomotor, affective, and cognitive skills to respond to individual needs, fear of committing errors and pressure on achieving perfect behavior in the clinical setting, and criticisms from other staff members. It is indeed that stress may promote or stimulate learning but it should be in moderate degree; stress beyond this point may impede the quality of learning (Elliot 2002, p. 35). Another factor that may promote high-quality learning environment is the amount of preceptorship or guidance received from clinical teachers or superiors. Preceptorship fosters development of nursing and facilitates effective learning by working on androgogical premise of one-to-one relationship (Elliott 2002, p. 36). Most of my students stated that they feel confident doing nursing care because of one-to-one interaction or teaching that I spent on them. Envir onmental norms are also factors that may promote or impede achievement of high-quality learning. This is because the clinical setting pressured every nursing student to achieve perfection. There is no room for errors as this may affect not only the students but the clinical teacher, hospital staff, and the institution as well. As a result, students may feel incompetent and unconfident. To promote high-qual

Designing Learning and Development Activities Essay

Designing Learning and Development Activities - Essay Example The essay "Designing Learning and Development Activities" analyzes the required factors to make a successful learning session. The paper also overviews the methods available to assess learning and performance. There are numerous methods available to assess learning and performance although the most vital factor in selecting the assessment tool should base on the type of audience, experience, education, venue and subject matter. In adult learning theories and Andragogical learning phenomena, the most effective way of adult learning is self-directed and experiential learning, where a participant can experience the problem first hand and propose a solution for it. Such activities are more effective in groups since brainstorming can provide alternatives. The culture and environment of the organization can impact the training, if an organization has a culture that is redundant to change with no regards to self-improvement or learning activities; learning activities would not be fruitful and participants would yawn in even the most appropriate training session with a lot of exciting and job relevant activities. Learning methods range from one-sided lecture-like training to facilitator based learning sessions. Both methodologies have their pros and cons although both are still used widely in organizations depending on the type of training and intended audience. A one-sided training is suitable for learning sessions that are general in nature, for example, code of conduct or explaining a policy to the employees.

The Concept and Process of Leadership Essay Example | Topics and Well Written Essays - 2000 words

The Concept and Process of Leadership - Essay Example This research will begin with the statement that leadership entails a process whereby an individual can influence other workers to achieve a particular objective, and able to direct an organization in the way that enhances the cohesiveness and coherence. However, while leadership involves a learning process, it is also important to note that, a person’s attributes, values or beliefs have an influence on the leadership process. This is because these characters make a leader be unique in the workplace. In order to become an efficient and effective leader, a person needs to develop an honest understanding of himself or herself, what he or she knows and their capabilities as a prospective leader of an organization or a team within the work environment. In the end, the followers of a leader can determine whether an individual is a good leader within an organizational setting. As such, it is important for leaders to exhibit trust and confidence when leading others people or workers within the organization setting. Being a leader entails convincing followers and not superiors of your worthiness to be followed by other workers. Conversely, while convincing followers of their worthiness to be followed, leaders need to note that different people within the workplace require different leadership styles. For instance, new employees in an organization need to be supervised more compared to experienced workers in the same organization. As such, leadership process requires leaders to understand the needs of those they lead. Further, communication is also important in terms of establishing a working alliance between the leader and other workers. This helps to avoid misunderstanding between the leader and other workers in an organization. Leadership process also entails developing an understanding of various situations that may arise within the work environment, this is because the different situation requires a different measure to be taken. As such, a leader needs to d evelop a sound judgment regarding the best option or leadership style to use for each emerging situation.

Term paper Essay Example | Topics and Well Written Essays - 500 words - 2

Term paper - Essay Example Towards the end of the 20th Century, widespread use of computers commenced in Western nations like Europe and North America. At first, computers belonged to the elite members of a society. With time, economics of demand and supply led to massive production of cheap computers for the general public (Wendy, 98). Today, use of computers is not restricted to specific corners of the world. Today, even communities in remote African and Asian villages have access to computers. Aside from accessing the computers, most people in these villages possess conceptual skills regarding the use of internet and other popular computer applications (Dike, 01). This widespread availability and application of computers created a computerized global village. The age of global computerization has benefits and setbacks in relatively equal measures. One benefit involves ease of communication. In the past, exchange of messages between distant persons would involve traversing the long distances between communicating parties, which was not only financially costly, but also time-consuming. Nowadays, global computerization enables two parties to conduct their social, economic or political interactions in an economically efficient manner (Smith and Angelica, 21). Irrespective of their physical locations, business partners or politicians can enter into mutually beneficial agreements through the internet. In this regard, global computerization has led to convenience in exchange of messages, hence enhancing human activities. Global computerization is not without concerns of disadvantages. Significant decline in ethics features as one setback of the computerized global village. Admittedly, widespread use of computers did not cause a correspondingly widespread advancement of ethics (Carr, 28). Traditional settings in either social or economic environments upheld ethical standards because physical interactions remained dominant. Nowadays, there are increasing

Individual Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Individual Analysis - Assignment Example The professional standards in nursing practice are highly regulated and supervised. In my state, it is mandatory that each institution should have an internal audit program to ensure individual practitioners are up to standard. The professional nurse is expected to have appealing social and moral disposition to their patients. The promotion and the protection of the health of the patients is the key obligation of the nurse. Whereas there are a lot of legal regulations and rules that relate directly to medical practice, the greatest emphasis touch on nursing practices because that is the hallmark of medical practice. Each individual nurse therefore follows the law to the letter and consults widely with doctors and specialists in every activity. The code of ethics of nurses is the epitome of standards on which every nurse must perfectly adhere. In the event that such a code is broken or sabotaged, the individual patients’ lives may be in critical jeopardy. Moreover nursing scholarship is advancing and research that is ongoing about the best practices should be the nurse’s responsibility to gradually assimilate. Without the disposition to know the new standards, one could be on the wrong side of the law and that would bring down the institution of nursing. The Hippocratic Oath which is primarily a doctor’s area is always applicable to nursing. In this regard, nurses are prohibited from sharing particulars of the conditions of a patient with any other external parties. The nursing practice also strives to render services on the basis of saving lives to extent possible within the facility. Any actions that are deemed undertaken on mistake are gravely prohibited. Since nursing is a scientific endeavor in many respects, the philosophy of evidence and materiality of facts is crucial to the medical and nursing fraternity in particular. In addition, the philosophy of utilitarianism

Automobile and Bumper Sticker Essay Example for Free

Automobile and Bumper Sticker Essay Copy and paste the questions into the student comments section. Read the questions thoroughly. Answer the questions in a full and complete manner. Use complete sentences, including proper spelling and grammar. When you are ready to turn in your assignment, add a check mark to the Submit for Grading box and then select Submit. Module 5: Laws and Rules of the Road Create a car saying (Bumper Sticker) or a Road Sign (Billboard) that would describe one main point you learned in Module 5. This is an example of a bumper sticker from a former student: â€Å"â€Å"Driving the right speed is always a good deed. Enjoy your ride and don’t collide! † 1. What would yours say? â€Å"SPEED. Do It Right Save A Life 2. How would it look? It would have a black background, the saying would have red letters, and there would be speed limits signs around the words. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. Remember to use complete sentence answers and proper spelling and grammar. My billboard would be great because so many drives, whether they are young or old, are speeding causing unnecessary accidents, killing or injuring innocent people. More and more drivers are becoming reckless. To either just show-off or from being impatient.. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. Module 6: Effects of Alcohol and Drugs Some day you might find yourself in a dangerous driving situation because of drugs, alcohol, or extreme drowsiness due to medication. Talk to a parent or guardian about what they would like for you to do if you find yourself in this situation. Answer the following questions in one or more complete sentences. 1. Explain three ways you can get home safely, without getting behind the wheel, if there are drugs or alcohol in your system. A. I would see how well I was feeling that day. B. I would see how any medication affected me before getting behind the wheel. C. Call your parents, call a cab, take a bus 2. Explain three ways you can get home safely if the friend you rode with has drugs or alcohol in his system and you prevent him from getting behind the wheel. A. Drive yourself. Call another friend to pick you up. Call your parents to pick you up. B. Get a taxi, get a bus. Try walking it C. I would take the wheel and drive him home 3. What would your parent/guardian want you to do? My parent would want me to take responsiblity and drive my friend home safely. 4. Look up and list the number of a local taxi or car service in your community. Include the company name and telephone numbe 24/7 Yellow Cab Serving the 33157 Area. (305) 244-4444 A A A Taxi Inc Serving the 33157 Area. (305) 999-9990

Comparison Italian And German Fascism

Comparison Italian And German Fascism In the 20th century there were a lot of rises and falls of many types of government. In some cases, two world wars influenced these events and multiple changes arose in power. The First World War gave way to such styles of rule as Fascism and Nazism. Very often these two ideologies are conflated as the same thing. However, while there are similarities between these concepts, a lot of differences also exist, that need to be mentioned. In order to understand these two movements, one should get to know the meaning of these terms. Such political ideology as Fascism is used in reference to the style of ruling that arose in Italy after The First World War and was represented by Benito Mussolini. And Nazism is embodied by the man who might be a true Nazist itself, Adam Hitler. Fascism could be considered as militant political movement that emphasized loyalty to the state and obedience to the leader. It based on the principles of Authoritarianism: government tried to organize and control with strong discipline as much as possible in peoples lives. The first obvious difference between these two political systems is about the intention: Hitlers Nazi wanted to avenge what the world done to them after the World War I, he wished Germany to gain the hegemony all over Europe. While Mussolinis fascism just wanted to reconstruct Roman Empire, build up the southern part from agriculture to industrial as the northern part of Italy. Other areas of differences between Germany and Italy involve their people. Hitler had peoples support till the end, while Mussolini gradually lost peoples faith. After the World War I, Germany and Italy were in the same period of difficulty. Germany was considered to be the nation that made the war breaks out. Because of this reason, they had to pay massive reparations to some countries. It harmed their economy so much, and embarrassed the German people. This pushed up Hitler to start his ideas of new political policies called Nazism. Main points of this policy was to demanded more land, expand anti-semitism, and to make Germany become a super nation. Hitler used political propaganda to fuel their cause against the enemy. One of propagandas methods was the radio. That is kind of demagogism, the people knew nothing about the truth, but lies. Hitlers Nazi were also against the Jews, use them as scapegoat. Jews were cheated extremely rude. About economic, Hitlers Nazi could help their people out of the crisis, all economic activities devoted to the nation and the enlargement of the army. Role of women was not be respected, under Nazism, women ha ve only role to take care of children and support their husband to serve the state. No place for women in any important field like political or economic. About Italy, Mussolinis fascism was the only policy which have freedom, all others were extinguished. All people who against the new policy was killed or exiled. Though parliament still met, all the important decisions were done by Fascism party, all followed what the dictator Mussolini told. Local power replaced by the mandarins appointed from Rome. Local fascists always had the same power as the government officials. No freedom of press in Italy that time, all the press, radio, movies, theatre were censorship strictly. All anti-fascism editors were replaced by fascist supporters. Schooling was tightly supervised, all books were rewritten to praise the fascist system. Teachers must wear uniform, students had the right to point out any teachers who did not have the fervency to the fascism. All the economic activities also under controlled by corporate state, they tried to harmonize the employers from all class. Lockouts and strikes were not allowed. About religion, especially here is Catholic, was forced. No other religions could exist. In spite of these differences, these two fascism states share many important experiences. Since Mussolini and Hitler are allies, the way they used fascism is very similar, they have almost the same political point of view. Both of them were dictator fascists, looked for the new form of government: totalitarianism. They love to use violent, followed the doctrine of anti-democratic and anti-socialist, despised to civil rights and individual liberties. Their political ideologies formed just after the World War I. Violent propaganda was the key tool in both nations to increase social conflict everywhere in their nations, enabled the fascism government to dominate the points of view of the public to what they want to. The education systems in Germany and Italy were also very similar. The main purpose in education was to create as much well-trained and loyal soldiers as possible, because of the physical training was a major part of education. The womens role in both states was not respecte d. France is considered as the common enemy for both Germany and Italy, because France invaded territories of both two countries. All characters above may be not enough, but they are somehow representative for the similarities between Italian Fascism and Nazis Germany. Although political systems of Fascist Italy and Nazi Germany differ from each other in many areas, but they still share some common experiences. As James Brown quotes: Fascism and Nazism, although poles apart in their intellectual content, are similar in this, that both have emotional appeal to the type of personality that takes pleasure in being submerged in a mass movement and submitting to superior authority.

Great Leaders Essay -- Informative, Greatness, Leadership

Greatness Great leaders are often thought of as history’s heroes and corporate commanders, but they can be seen in all areas of life. Without them, our society would fall to shambles for â€Å"the problems that require leadership are those that the experts cannot solve† (Manthey, 2004). I used to feel that leaders and managers were the same. However, I have learned that you can be a leader without being a manager, and vice versa. Acceptable leaders are a dime a dozen, but exceptional leaders are few and far between. Every individual at some period during his or her life will come across both ineffective and exceptional leaders, as well as a vast range between the two; the best of them drive others to become great in their own right. Core Greatness To successfully inspire greatness in others, leader must discover the greatness within themselves. â€Å"Everyone comes with certain gifts—but not the same gifts.† (Dupree, 26) People can only perform on strengths, and should focus on improving them. It makes little sense to focus on improving areas of low competence, as the energy required would be far more useful elsewhere. (Drucker, 2005, p. 3-5) Only when this personal evaluation has been preformed can one begin to effectively lead others. Great leaders recognize that all members of an organization are individuals with different needs, values, and desires. These emotional necessities are often at the core of conflict, as conflict arises when one person’s wants differ from another’s. Ineffective leaders simply impose their power in a conflict-type of situation, further aggravating the problem. This managerial method accomplishes nothing â€Å"You only succeed in stripping that person of self-dignity and making yourself an unwelco... ...ing an environment that both allows and encourages everyone to contribute to the vision, attempting to reshape the organization into the most socially and financially successful system possible. Organizational change is a complex task that often times receives resistance. When employees must change their way of thinking in order to meet new goals and challenges, opposition is often met. (Dummies, 287) To overcome this conflict, leaders must create a vision that instills confidence in new organizational practices, while at the same time, empowering their employees to actively seek out new ways of doing things. (Leader, 17) When leaders discuss their vision, effective and transparent communication is essential to its success. If the reason for this change is properly conveyed, voluntary commitment by employees will be nonexistent. (Bennis & Nanus, 2003, p. 172)

The Computer Industry Essay -- Technology, Apple Inc., Steve Jobs

Technology is the world’s leading industry today because of the fact that it has changed society in every field. Well, why has computer technology prospered through recent years? The answer is very simple, Apple Inc. Apple products have a significant impact on our society due to their stellar design and unique shape, their durability, and their many creative applications. Apple was started and 2established by Steve Jobs, Ronald Wayne, and Steve Wozniak on April 1, 1976. Since then the CEO of Apple has been Steve Jobs. Throughout his career in the computer industry, Steve Jobs has been called tyrannical, mercurial, brilliant, and a revolutionary man because he has brought the world a Mac, an IPhone, and a new way of living with technology (Collins 1). Apple made its biggest turning point on October 23, 2001 when the first generation IPod was released. This changed the industry of MP3 players and the way people listen to music. IPod has influenced people's lives because you can take it everywhere you go, download music on the go, and pick the perfect one that suits your personality. "The new IPod chromatic range brings some great new features to the IPods, with fantastic colors, and a design that makes other Mp3 players hang their heads in shame† (Harrison 3). People love iPods so much that they started writing poetry about them. A man named Phil Chapman, wrote the poem "Life with an IPOD", which describes all the features in an iPod, making it sound like a "l iving thing." The poem is narrated in the first-person point of view. The poem is directly related to my topic because my topic is about how the Apple industry changed the world of technology and the poem also explains how an Apple product has benefited society. The author of... ..., but let's face it for most users, a Mac cost more than a PC† (Pegoraro 1). Most users are not looking for a top of the line computer, but one that will work for their limited use for a reasonable price. None the less, the commercials are just a television advertising campaign created for Apple Inc. These commercials have many reasons why a Mac is better than a PC. There are many reasons why Apple has been prospering through the years, but the biggest reason is that the engineers at Apple build their computers and products with high quality. All of the different operating systems that their products use are very clean, smooth, and fast. People who want to stand out from the majority buy Apple gadgets because they are the newer technology on the market. They also have that great feeling walking around with that nice apple carved on the back of their iPhone and iPod.

Much Ado About Nothing :: essays research papers

I wasn’t able to attend the play in Spring Green, WI, so I will be giving an explanation of one of the characters of the play. I have chosen to talk about Beatrice, and I hope I can make it two whole pages.   Ã‚  Ã‚  Ã‚  Ã‚  Beatrice is the niece of Leonato, who is am influential figure in Messina, where the story, Much Ado About Nothing, takes place. He is also a good friend with Don Pedro who leads an army, which has just come back from battle.   Ã‚  Ã‚  Ã‚  Ã‚  She is a very pretty young woman, with a very outgoing attitude. She tells it like it is, and doesn’t care what people think about her. Everyone loves her, and she is quite the entertainer. Beatrice makes everyone laugh, with her witty remarks. She’s a very intelligent person, and she knows it. So does everyone else for that matter.   Ã‚  Ã‚  Ã‚  Ã‚  Beatrice always says, throughout almost the entire play that she could never get married, because she would never be able to find a man that could make her happy, in fact she is almost sure that the perfect man for her doesn’t exist. She doesn’t need a man in her life, and she’s perfectly happy being without a husband. Now don’t get me wrong, she isn’t a mean person, she’s just really independent.   Ã‚  Ã‚  Ã‚  Ã‚  Well that was until Benedick, a very handsome military man with an attitude equal to Beatrice’s, came along. They bickered back and forth and spoke constantly about how much they hated each other, and butted heads whenever possible. So, it was obvious to everyone around them that they were perfect for eachother. There was a little trickery and they ended up falling head over heals in love with one another.   Ã‚  Ã‚  Ã‚  Ã‚  So, even though she wasn’t looking for a man and never planned to, she got him.

Nature Reactive Architecture – Water Research Centre

Nature Reactive Architecture – Water Research Centre 001.jpg"/> Abstraction In the procedure of Reconstruction of damaged environmental systems the human activity that chiefly causes the harm is overlooked. This attack consequences in superficial solutions which normally fail in the long tally. The chief aim of this thesis is to happen new attacks of environmental solutions through architectural intercession which would reenforce both human and environmental activity and besides achieve spacial reawakening of such barrens. For this intent the theoretical constructs of a boundary line presented by Lebbeus Woods will be used to suggest a alone architectural intercession particular to the marginal status. The features of boundary line conditions are built-in at the Bankss of Rawal Lake. The adult male made reservoir is being threatened by unbridled development engendering near its Bankss. The job of sewerage being disposed straight into the lake has surfaced. The imbibing H2O modesty is quickly being polluted and similar human activity is damaging the environmental systems of the country. The lake has a great potency for development of new and bing systems. For this intent a H2O research Centre is being proposed for the site which will besides integrate plans that will be developed from the systems working on the site. Keywords:Borderline, Ecotones, Water Architecture, Hybrid Architecture, Integration of Systems Terminology Ecotone:Anecotoneis a passage country between two biomes. It is where two communities meet and incorporate. It may be narrow or broad, and it may be local ( the zone between a field and forest ) or regional ( the passage between wood and grassland ecosystems ) . Graves, R. ( 2011 ) . Ecotone. Retrieved from hypertext transfer protocol: //www.eoearth.org/view/article/152345 Boundary line:Borderline is the natural infinite for transmutation, where systems of all sorts collide and abrade, as the universe breaks up, non into pandemonium, but instead into new forms of order. ( Woods 1998, 35 ) Table of contents Cover pagei Abstract two Terminologyiii Chapter One 1 IntroductionTheoretical ConceptsSite Description2 Thesis Statement 3 Aims 4 Rationale 5 Scope 6 Strategic Plan Chapter two 7 Research and Research Methodology 7.1 research stages 7.2 research scheme 7.2.1. Research Topic choice 7.2.2. Literature reappraisal 7.2.3. Conceptual model 7.2.4. Research inquiries 7.2.5. Required information 7.2.6. Research scheme 8 site 8.1. Site choice standards and impact 8.2. Site survey Bibliography 1 Introduction Harmonizing to Tadao Ando: â€Å"The presence of architecture: regardless of its self-contained character – necessarily creates a new landscape. This implies the necessity of detecting the architecture which the site itself is seeking† . The undertaking will research the possibility of mixing nature and architecture which will ensue a intercrossed solution for a landscape which has lost its character of infinite and clip. Every landscape requires a alone architecture that suits its being and which reinforces its built-in character. In the instance of the Bankss of Rawal Lake, the area’s whole being and character is based upon its multiple marginal conditions. 1.1 Theoretical constructs â€Å"The natural infinite for this transmutation is the boundary line, where systems of all sorts collide and abrade, as the universe breaks up, non into pandemonium, but instead into new forms of order† ( Woods 1998, 35 ) The undermentioned thesis description will use the word boundary line as was defined and explained by Lebbeus Woods. The boundary line identifies the bing status when the superimposition of assorted systems takes topographic point, responding and clashing to supply a new landscape ( Woods, 30 ) . These systems emerge from a broad scope of human and biological activity, they can be anything from societal conditions to ecological and biological conditions and more specifically trade with environmental phenomena, disused or turning substructure, and fluctuating economic activity. It is apparent in the biological phenomena such as cell membrane and ecotones that most of the growing and development occurs in the boundary line conditions. Such infinites are a natural land for transmutation and version with interacting systems. These overlying systems create landscapes that can incubate architectural redefinition and crave an architectural idea or as suggested by Forests,provides the evidences for the development of a new ‘mode of culture.’ This thought has generated the cardinal thesis proposition. By designation of overlying systems and an appropriate reaction, new antiphonal architectural typology can emerge. Basically the thesis challenges the traditional attack of architectural intercessions in the instance of an interesting boundary line scene. The purpose is to research new originative responses to overlying conditions in countries which do non by and large welcome development. In other words, an architecture that non merely embraces overlapping systems but enhances their being. This will be achieved after comprehensive research of the systems the chosen site embodies. 1.2 Site Description The boundary line under scrutiny for the thesis exists at the Bankss of Rawal dike in Islamabad. The bank is a boundary line of two ecotones ( H2O and land ) and besides it lies at the urban periphery of Islamabad and is a average land between planned and unplanned development. Rawal Lake is an unreal lake constructed in 1960s. It is one of the two chief H2O beginnings for the duplicate metropoliss of Rawalpindi and Islamabad. The H2O is fed into the lake through Korang River and natural watercourses emerging from the Margallas. It serves as the chief beginning of imbibing in add-on it besides beginnings H2O to the nearby agricultural land. However what is of greater involvement sing this thesis is the clashing systems bing on its Bankss, some triggered by human colony and activity and some ensuing from evolutionary procedures. The unreal reservoir has become a great supplier of life in the part. It is a sanctuary for legion ecological systems and has become a survival land for the vegetations and zoologies of the country. It has besides facilitated diverse human activity. Its Bankss are today being used for recreational activity which is bring forthing noteworthy economic growing. With recent outgrowth of unbridled building the job of sewerage disposal into the lake has arisen. Sing that it serves as the chief supply of imbibing H2O of Rawalpindi, it is a serious concern. Taking these parametric quantities in consideration, the undertaking will develop within the interplay of human activity and environmental system tied with the H2O of the reservoir. 2 Statement Spatial reawakening at the Bankss of Rawal Lake through development of a new architectural typology from interacting systems. 2.1 Sub statement: Borderline is a natural infinite for transmutation. It hosts covering systems and have great originative potency. An ecotone is an illustration of a state of affairs where different systems collide. From these superimposed systems a H2O research Centre will emerge with plans derived from interacting systems, composed of a filter house and a life park for worlds and wildlife. 3 Aims The thesis aims to accomplish the aims set out below:Development of an architectural typology which integrates and emphasizes the relationship between natural and human systems on the Bankss of Rawal LakeSpatial reawakening of the country associated with Rawal Lake through societal, economic and environmental upheavalProposing new systems to heighten the bing substructureCreate an architectural typology which may direct hereafter development tendencies4 Rationale Rawal Lake has become a great supplier of life within the bounds of its being. It is a sanctuary for legion ecological systems and has become a survival land for the vegetations and zoologies of the country. It has besides facilitated diverse human activity. Its Bankss are today being used for recreational activity which is bring forthing noteworthy economic growing. It besides has the potency of bring forthing electricity. With recent outgrowth of unbridled building the job of sewerage disposal into the lake as arisen. Sing that it serves as the chief supply of imbibing H2O of the country, it is a serious concern. Its place and map can show great chances of development which can travel beyond the map of merely diversion. It exists on the urban periphery of Islamabad and can supply interesting province of personal businesss mediated in planned and unplanned development. 5 Scope The range of work outlined for the undertaking is as follows:The undertaking will see the full entity of the lake. Different ecological and human systems associated with the H2O organic structure will be considered, but the proposed architectural solutions will be confined to the country of the selected site. The undertaking will non research the urban impact of the solution. It will bring forth a paradigm of an architecture that enhances and regulates the environmental systems of Rawal lake6 Strategic Plan Bibliography Forests, Lebbeus, and Ekkehard Rehfeld, eds. , Borderline. New York: Springer Wien, 1998. Groat, Linda and David Wang. Architectural Research Methods ( 2002 ) McKloskey, Francis, â€Å" Borderline- Part 5 † ( 2014 ) .Senior Theses.Paper 206. hypertext transfer protocol: //surface.syr.edu/architecture_theses/206 I

The Growth Stage

The growth stage brings many challenges to blended value businesses, and one of the most significant concerning mission preservation involves changes in leadership during scaling, especially to the role of the founder. It is common in early-stage businesses for the founder to guide all aspects of the organization. When companies begin to grow, however, things start to change. From this moment onward, the involvement of the founder with the company must evolve as much as the firm itself does. At this point, formal governance systems and processes must be created to take the place of the informal ones employed during the start-up phase. The transfer of responsibility from the charismatic individual, the founder, to the governing board is one hallmark of a more substantial shift toward a more systemized, collaborative approach that needs to take place in all businesses as they grow (Clark, Emerson & Thornley, 2014). For social entrepreneurships, it can signal a dangerous moment for the social mission. Often the founder's leadership—his or her passion and vision—is what establishes the clear connection between the business and mission in the first place. As the leadership shifts from founder to governing board, new ways need to be found to embed mission in the systems that will provide direction for the business from this point on. Shifting leadership from founder to board can be a challenge for many types of organizations, but it may present a particular obstacle for social entrepreneurships. The figure of the founder looms large in the social impact world encouraged by a high number of prizes and programs aimed at individual entrepreneurs. Partly as a result of such well-meaning support efforts, some founders have risen to personal prominence alongside their blended value companies, becoming public faces for their businesses, ambassadors for their brand with high media, and field level visibility. At the growth stage, such over-emphasis on founders can create the conditions under which so-called founder's syndrome can arise.

Rr Dr.Death on Cnn.Doc Uploaded Successfully

(CNN) — Dr. Jack Kevorkian, the Michigan pathologist who put assisted suicide on the world's medical ethics stage, died early Friday, according to a spokesman with Beaumont Hospital in Royal Oak, Michigan. He was 83. The assisted-suicide advocate had been hospitalized for pneumonia and a kidney-related ailment, his attorney had said. He had struggled with kidney problems for years and had checked into a hospital earlier this month for similar problems, his lawyer, Mayer Morganroth, said. He checked back into the hospital in the Detroit suburb on May 18 after suffering a relapse, Morganroth said. Kevorkian, dubbed â€Å"Dr.Death,† made national headlines as a supporter of physician-assisted suicide and â€Å"right-to-die† legislation. He was charged with murder numerous times through the 1990s for helping terminally ill patients take their own lives. He was convicted on second-degree murder charges in 1999 stemming from the death of a patient who suffered from amy otrophic lateral sclerosis, commonly called Lou Gehrig's disease. He was paroled in 2007. After his release, he said he would not help end any more lives. Morganroth told CNN Friday that he was summoned to the hospital Thursday night, with doctors telling him â€Å"the end was near† for Kevorkian. 998 video sparked criminal case against Kevorkian â€Å"The doctors and nurses were extremely supportive,† Morganroth said. They played music by Kevorkian's favorite composer — Bach — in his room, and Kevorkian died about 2:30 a. m. , Morganroth said. Attorney Geoffrey Fieger, who was Kervorkian's lawyer on several assisted-suicide cases, described Kevorkian as a â€Å"historic man. † â€Å"He simply felt that it was the duty of every physician to alleviate suffering, and when the circumstance was such that there was no alternative, to help that patient to end their own suffering,† Fieger said in a statement.In an interview with CNN's Dr. Sanjay Gu pta last year, Kevorkian said he had no regrets about his work. â€Å"No, no. It's your purpose (as a) physician. How can you regret helping a suffering patient? † he said. Dr. Sanjay Gupta on Kevorkian: Rest in peace In that interview, Kevorkian said that he had three missions in life and that he himself was not ready to die. One of his missions was to warn mankind of â€Å"impending doom† that will come from the culture of overabundance. â€Å"I'm not going to be too popular for that one,† he said.His second mission was to educate people about assisted suicide, and his belief that in states where assisted suicide has been legalized, it is not being done right. He believed that people shouldn't have to have a terminal condition in order to qualify for help in ending their own lives. Kevorkian's third stated mission was to convince Americans that their rights are being infringed upon by bans on everything from smoking to assisted suicide. In 2008, at the age of 80, he failed in a run for Congress in Michigan. 01:11 AM ETAssisted-suicide machine among items up for sale in Kevorkian auction The machine used by the late Dr. Jack Kevorkian in more than 100 assisted suicides will be among the items up for sale later this month, the auctioneer and his estate announced. The Michigan pathologist helped spur an international ethics debate by helping suffering patients die and pushing for this practice to be legalized. His conviction in one such case landed him in prison for eight years. He died in early June at Beaumont Hospital in Royal Oak, Michigan, at the age of 83.Besides the noted Thanatron machine, which Kevorkian built, other items to be auctioned include some of Kevorkian's correspondences and invention ideas, a pearl flute, his doctor's bag, a master lock from prison and his signature blue sweater. People can also purchase provocative paintings that he created, which come with brief descriptions from the artist himself. A portion of the a uction proceeds will go toward the charity Kids Kicking Cancer at the request of the attorney for Kevorkian's estate and the late doctor's niece and sole living heir.

Rapid Rise of Oil Prices

The point of the abstracts is to show how different societies can be affected by the same economic factor – rising oil prices. Countries, that I am going to present in the light of this question can be divided on two categories: oil-importers and oil-exporters. The following abstracts will be guided by this division. Oil-exporters Many of these countries have their economies based mainly on oil export, which makes them highly dependent on their resources on one hand, and give certain political buttons on the other. Most of these countries form OPEC (Organization of Petroleum Exporting Countries). One of them is Iran: â€Å"Revenues from oil and gas exports provide up to 70% of the state's general budget. Both the government and economy of Iran are highly dependant on oil. Foreign goods are mainly paid by petrodollars, enriching many Iranians and making many individuals quite wealthy. The boost in oil revenues that came with the 1973 oil price boom led to the creation of many new enterprises.†(Karbassian Akbar (2000) Islamic Revolution and the Management of the Iranian Economy. Social Research. V.67; i.2; p621.) â€Å"By this spring the price per barrel had nearly tripled†¦OPEC production ran slightly behind world purchasing.†(Gregg Easterbrook (05/15/2000) Opportunity cost – Hooray For Expensive Oil; The new Republic. P.21) From this we can assume that triggering oil prices to go up simply by slowing down the production can be very profitable. â€Å"We have an income distribution from oil importing countries towards the oil exporting countries.†(Breffni O'Rourke. EU: High Oil Prices Affect Economies, Societies. http:/ rferl.org/ nca/ features/ 2000/ 09/ F.RU.000911133329.html). This way many macro economical problems (budget holes, financing of social needs et c) could be happily solved. But in real life these profits appear ambiguously. If we take a close look at countries like Iran in the period of time we don't find fast economic growth like in most European oil importing countries. That is because these countries sometimes tend to have a petrodollar injection rather than seek for more natural ways of improving their economies. â€Å"The high oil prices and the cheap rouble which killed the competition of foreign goods provided the push for a modest recovery.†(Dimitry Shlapentokh. (05/00) Putin's Russia: What Is Ahead? Contemporary Review. V.276 i.612 p.225) Thus the conclusion is that rising oil prices are beneficial for oil-exporting countries only in a short-term matter, because they can provide a necessary boost for their economies. But used as a recovery tool petrodollars could be dangerously addictive stunting natural progress of the economy. Oil-importers Oil-importing countries are dependant on oil as well, only in a different from oil-exporters way. â€Å"Higher prices are making a strong impact across Europe, provoking protests in some areas and threatening to reverse the continent's economic recovery.† (Breffni O'Rourke. EU: High Oil Prices Affect Economies, Societies. http:/ rferl.org/ nca/ features/ 2000/ 09/ F.RU.000911133329.html). â€Å"For the typical oil-importing country, the temporary income loss due to a rise in oil prices leads to a decrease in saving rather than a downward adjustment of consumption.† (N.Loayza; K. Schmidt-Hebbel; L. Serven. 05/00. What Drives Private Savings Across the World? Review Of Economics And Statistics. V.82 i.2 p.165). Of course high oil prices usually cause certain damage. Depending on whole economic and politic situation damage can be serious or mild: â€Å"High oil prices are causing hardship for many Americans – Americans on modest incomes that have to drive a long way to work, independent truckers that have big fuel costs.†(The President's Radio Address. (05/27/00) Weekly Compilation Of Presidential Documents. V.36 i.12 p.581), 1comparing to â€Å"The â€Å"fuel riots† were sparked off by a sudden increase in the basic price of oil. People can not afford the increased oil prices because having lost their jobs because of the government actions in the state sector.† (African News Service. (07/19/00) p.1008201 n.0410) But besides short-term negative effect (â€Å"†¦this is the impact which counts most at the moment.†Ã‚   Rising oil prices sometimes lead to some positive changes in the society. Situations like that push governments to spend more funds on researches of alternative or more efficient fuels, which in future would allow to be less dependant on oil: â€Å"Meanwhile, we will continue to work toward a longer term solution. I've asked Secretary Richardson to conduct a 60-day study on converting factories and major users from oil to other fuels, which will help to free up future oil supplies for use in heating homes.† (The President's Radio Address. (05/27/00) Weekly Compilation Of Presidential Documents. V.36 i.12 p.581).

PHILOSOPHY QUESTIONS Essay Example | Topics and Well Written Essays - 1750 words

PHILOSOPHY QUESTIONS - Essay Example Furthermore, it is immoral for a society to condemn behavior in individuals that does not harm society or other individuals. 2. Find differences between individuality and the uniform type of personality. What conditions are necessary to develop individuality? Individuality depends on freedom, particularly of expression. (Mill 193) Mill also promotes eccentricity in one’s habits and states that in doing so, one will create his life to suit himself and thus promote eccentric, but useful, habits to gain status as customs of society. Uniform types of personality, he says, are the result of constriction of this natural form of self-expression and result in stifled ways of thinking. 3. What is the relationship between individuality, diversity, originality, development, and freedom? Mill states that â€Å"The power of compelling others†¦.is not only inconsistent with the freedom and development of all the rest, but corrupting to the strong man himself.† (Mill 202). In other words, personal freedom and a disinclination to impose one’s will on others develops originality and individuality. 4. How does Mill define liberty? How does he perceive human happiness? Mill closely defines human happiness as â€Å"†Pleasure and the absence of pain,† (Mill 99) and is in the essence of his definition of what Utilitarianism is; the pursuit of happiness by mankind as a whole. He states, â€Å"Human beings have faculties more elevated than the animal appetites.† (Mill 100) and that because of these â€Å"higher faculties† humans find pleasure—and thus, happiness—in the fine arts, especially. Liberty is in the freedom to choose what manner of lifestyle will promote this happiness in the individual, ideally promoting happiness in others, at the same time, but not necessarily. The only form of personal liberty he finds unacceptable is that which infringes on another’s liberty. 5. What is virtue by Mill? What is the function of reason and emotions in