Emily Dickinson was a gothic writer in the eighteenth...

Emily Dickinson was a gothic writer in the eighteenth century. Dickinson used a fascination with death in most of her writing. Her interest in death is often criticized for being morbid but today it is seemed to be sensitive and imaginative. Dickinson grew up around death which affected her greatly. Her seclusion may have contributed to the meanings of her poetry. The isolation from society helped Emily Dickinson’s style evolve into one that can be recognized. This isolation â€Å"offered the opportunity for her to explore her mind† (Daniels 2). The death of her mother and father devastated her greatly and influenced her poetry even more. Many of her poems mentioned God and religion in a nonconventional way.†¦show more content†¦It is about what happens beyond our control and that death is inevitable and when it happens it will take us to our next journey after this world. Emily Dickinson’s poem ‘’I Died for Beauty† decribes someone w ho died for beauty interacting with someone who died for truth. When Emily Dickinson writes; â€Å"Adjusted in the tomb when one who died for truth was lain in an adjoining room-â€Å", This gives the reader a understanding that the speaker hardly had time to adjust to her tomb before a man was laid in another tomb next to hers. Dickinson also wrote; â€Å"He questioned softly â€Å"Why I failed†?† the reader can infer that the man asked the speaker why she died, she answered â€Å"For Beauty†. Then man also claims that he died for trust and says that trust and beauty are the same thing. â€Å"I Heard A Fly Buzz-when I Died†, is a writing from beyond the grave, it is describing the scene the scene of the speakers death. The poem starts with a fly interrupting â€Å"The stillness in the room†, which is not a permanent peace. It is not focused on what comes after death,eternity and the afterlife, it is focused on the actual momment of dying and ha vind one’s last moments. Not much is known about Emily Dickinson’s personal life. Which is why other authors and readers lead to much curiosity. While never popular in her lifetime for her writings, Dickinson has become one of the widely know poets in history. Dickinson’s poems reflect her early and lifelong

A Raisin In The Sun By Lorraine Hansberry Shows The Life

A Raisin in the Sun by Lorraine Hansberry shows the life of African Americans in the 1960’s. The Younger family represents a typical black family: a small apartment, not enough money, and low quality jobs. When a $10,000 check is given to Lena Younger (Mama) from an insurance company, the Younger family’s lives change. The family must decide what they want to do with the money. Everyone has their dream – the American dream. The American dream is having a backyard to play in, having a garden, a fence, and a place to sleep. It is a chance to succeed in the world. With the money they have received, they are now able to achieve the dream. The family must realize what is important to them and not themselves. They must work out conflicts and†¦show more content†¦He wants to do what he thinks is right and what will be best for his family. Walter’s dream is to start a business – his own liquor store. Walter wants to succeed and wants a different jo b other than being a chauffeur. Walter argues, â€Å"I want so many things that they are driving me kind of crazy †¦ Mama – look at me† (Hansberry 522). Walter wants more than a minimum salary and a crammed apartment. Walter is frustrated about how he is providing for his family. He wants more for himself and for his family. According to Walter, a successful business would result in more money and better housing for the Youngers. After Beneatha and Walter, it leads to their mother, Mama. Mama is the head of the Younger family and serves plays the role as a mentor in A Raisin in the Sun. Her dream shows that she wants what is best for her family and by seeing them succeed, she will succeed. Mama wants to buy a new house for her family. A fresh start and a place where Travis, Walter and Ruth’s son, can grow up and have an opportunity in the world. Mama likes to refer to her husband, Big Younger, and how he chased his dreams, but could never reach them. â€Å"Yes, a fine man – just couldn’t never catch up with his dreams, that’s all,† explains Mama about her husband (Hansberry 503). Mama guides the Youngers to be better people, to be good Christians, and do the right thing. Mama and her husband wanted what was best for her family; she remembers BigShow MoreRelatedSummary Of Lorraine Hansberry 1486 Words   |  6 PagesLorraine Hansberry, born May 19, 1930, made a very promine nt contribution to society in her short lived life. She was born to a middle class family as the youngest of four children. Her father was a successful real estate broker who also founded one of the first Negro banks in Chicago (Adams 247). Lorraine’s mother was a schoolteacher named Nannie Perry who later became a ward committeewoman. In 1938, Lorraine’s father took a stand against the real estate covenants in Chicago due to the fact thatRead MoreA Raisin Review673 Words   |  3 PagesA Raisin Review Kenneth Hawthorne English/125 3/15/2016 University of Phoenix A Raisin Review â€Å"What happens to a dream deferred? Does it dry up like a raisin in the sun? Or faster like a sore and then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? Maybe it sags like a heavy load. Or does it explode†. (Langston Hughes, Harlem) The author Lorraine Hansberry was born May 19, 1930 in Chicago, Illinois. Lorraine Hansberrys writing style is autobiographicalRead MoreLorraine Hansberrys A Raisin in the Sun1260 Words   |  6 Pagesoblivious to this fact, and to those who are aware and accept this knowledge. The people who are oblivious represent those who are ignorant of the fact that their dream will be deferred. This denial is the core of the concept used in A Raisin in the Sun by Lorraine Hansberry. The perception of the American Dream is one that is highly subjective, but every individual dream ends in its own deferment. During the 1960s, the African-American people were in racial situations due to their â€Å"lowered status†. TheyRead MoreGreat American Play By Lorraine Hansberry Essay1476 Words   |  6 PagesIntro: Opportunity and inequality have been portrayed in America since It’s existence. In this great American play written by Lorraine Hansberry, A Raisin in the Sun, Opportunity for the Younger family is being told without the death of a relative or family member, money will always be a complication when reaching for higher possibilities. As, said in the second paragraph of the Declaration of Independence, â€Å"We hold these truths to be self-evident, that all men are created equal.† But if all menRead MoreAnalysis Of A Raisin In The Sun By Lorraine Hansberry1158 Words   |  5 Pagesincredible play A Raisin in the Sun, written by Lorraine Hansberry. To further understand the play please read the text below about the background of Hansberry’s life, living conditions in the era that the play took place, and reviews written about the play. Lorraine Hansberry was a playwright and a writer. She was born in Chicago May 19, 1930 in Chicago, and she grew up in the Woodlawn neighborhood in the South side of Chicago. Her parents were well known civil rights activists; Carl Hansberry (her father)Read More Lorraine Hansberrys A Raisin In The Sun Essay575 Words   |  3 Pages Conflict in A Raisin in the Sun amp;#9;In the play A Raisin in the Sun, the playwright Lorraine Hansberry depicts the life of an impoverished African American family living on the south side of Chicago. The Youngers, living in a small apartment and having dreams larger than the world in which the live, often use verbal abuse as a way to vent their problems. Many times, this verbal abuse leads to unnecessary conflict within the family. The most frequently depicted conflict is that between WalterRead MoreTo Kill a Mockingbird vs a Raisin in the Sun1396 Words   |  6 PagesHarper Lee and Lorraine Hansberry are two very different authors, who wrote two very different works. To Kill a Mockingbird is a novel about how prejudice and discrimination can lead to an innocent man being convicted of a crime he didn’t commit just because of his skin color. A Raisin in the Sun is a play about how the value of a family can overcome racism in a new town and allow a family to prosper, even in the worst conditions. However, both of these works deal with racism and discrimination inRead MoreAnalysis Of A Raisin In The Sun By Lorraine Hansberry784 Words   |  4 PagesA Raisin in the Sun by Lorraine Hansberry Introduction Lorraine Hansberry, the author of the play A Raisin in the Sun, indicates that she had always felt a need to put her life experiences in the black neighborhood in writing. In his book, she depicts in a realistic manner of the African-American life. The play portrays black characters combined with themes and conflicts naturally and realistically. A Raisin in the Sun provided a twist in the American art as it highlighted on key issues which wereRead MoreA Raisin In The Sun Character Analysis902 Words   |  4 PagesSouthern Pride Lorraine Hansberry’s â€Å"A Raisin in the Sun† touches on many issues African Americans faced in the early to mid-twentieth century. One can analyze Hansberry’s â€Å"A Raisin in the Sun† from many angles, and come away with different meanings. While Michelle Gordon focuses more on segregation and housing discrimination that plagued African Americans on Chicago’s Southside in Hansberry’s â€Å"A Raisin in the Sun†, William Murray emphasizes on Southern Pride and heritage. This paper will show contrastingRead MoreGender Roles And How They Were Portrayed By Lorraine Hansberry s A Raisin1194 Words   |  5 Pagesinto the drama written by Lorraine Hansberry A Raisin In the Sun because throughout the entire movie there was many things said and some actions that showed gender defined who they were. The topic being discussed is gender roles and how they were portrayed in the movie. There will be a formalistic summary and the topic that w ill be discussed is gender roles through out the drama A Raisin In the Sun and how each character portrayed it. The setting of A Raisin In the Sun is the Chicago slums in the

Top 10 Acting Schools of the World Free Essays

Ina highly competitive profession like acting , one must never underestimate the importance of professional and formal training. Irrespective of whether you excel or have a unique flair in this art , there are a variety of techniques , perspectives , methods etc that could help you when you embark into theatre and films. While training to become an an actor doesn’t necessarily require a degree from a college or professional learning, many of the best actors in world cinema have grown to be well rounded and highly benefitted from their professional courses. We will write a custom essay sample on Top 10 Acting Schools of the World or any similar topic only for you Order Now The whole concept of acting will usually comprise of 2/3rd natural talent and 1/3rd of training Also the physical location of the place is crucial because it determines the connections , affiliations and opportunities that you need to go through. There are schools that train you specifically for theatre, specifically for films or both. The timings may be rigorous and the practices may get intense. However if you are a passionate actor , this will also be an exciting and memorable experience. The usual undergraduate degrees are Bachelor of Arts(BA) or Bachelor of Fine Arts( BFA). Graduate degrees may include Master of Arts(MA) , Master of Science ( MSC) Master of Fine Arts(MFA) Doctor of Arts, Doctor of Fine Arts, or Doctor of Philosophy ( PHD) degrees. Also various institutes provide shorter foundation and summer courses for students in school and otherwise. It is essential that you conduct an intensive research before choosing acting. Here are the top 10 acting schools across the world to pursue courses in acting : Juilliard School of drama Founded in 1905, the Juilliard School of drama situated in the Ney York city is the most prestigious institution on the world for theatre that provides top notch acting training. The faculty consists of Grammy, Pulitzer Prize and Academy Award winners who combine physical and vocal training in such a way so that every student performs to the best of his / her capacities. The Bachelor of Fine Arts in Drama is a 4 year course and The Masters degree for the same is also for the same duration. The school receives more than 1000 applications every year out of which only 18 of them are admitted at the end of it. Even though the admission procedures are extremely stringent, one would be extremely fortunate to be a part of this institute. Some of the Julliard students who have managed to make it big are Christopher Reeves, Kevin Spacey and Robin Williams. The Juilliard School 60 Lincoln Centre Plaza New York NY 10023-6588. The oxford school of drama UK’S oxford school of drama is a 26 year old esteemed drama institution that offers diploma and foundation courses in acting. They provide a 3 year undergraduate course, a one year acting course and a six month foundation course. It also runs a six month programme in musical theatre. Catherine McCormack, Anna Galvin and Christina Cole are some of the famous alumni of this school. The Oxford School of Drama Sansomes Farm Studios Woodstock, Oxford OX20 1ER England, United Kingdom Yale School of drama The Yale School of Drama is a graduate professional conservatory for theatre training in every discipline of the art form: acting. School are known for their accomplishments on the legitimate stage, in film and television, and a variety of other creative fields. It offers a Master in Fine Arts as a postgraduate degree and a Certificate of Drama for those who do not hold an undergraduate degree. All students are admitted on the basis of their talent and career potential . Also each one of the applicants who meetsthe MFA/certificate requirements must audition in person inorder to become a part of this university. Yale Cabaret is one of its extracurricular initiative where students perform and create projects on their own. Distinguished former students of Yale include Paul Newman, Meryl Streep and Sigourney Weaver Yale School of Drama 149 York Street New Haven, CT 06511 Royal Scottish Academy The Royal Scottish Academy is a UK conservatoire that promises to provide you with a solid foundation in acting, voice and movement. They have acting showcases held in places such as Glasgow and London and this provide you with an opportunity to showcase your talent to leading casting directors and agents. They provide both bachelors and masters in this field to aspiring actors and actresses . They also have summer schools and short courses in drama for children, young people, adults and arts professionals. It has an impressive alumni profile such as Alan Cumming, James McAvoy, and David Tennant etc The Centre City Centre Glasgow G2 3DB Scotland, United Kingdom. NYU Tisch School of arts The Tisch School of Arts that come under New York University is the most esteemed centre for performing arts in the USA. Situated in the theatre capital of America; it provides technical, professional and practical training to students in its discipline. The Department of Drama offers a four-year undergraduate course and the graduate acting programme offers a Master in Fine Arts degree however it is extremely difficult to be inducted into the latter programme ( as they take in only 18 students ) . Its famous alumni consists of Whoopi Goldberg, Angelina Jolie, Alec Baldwin, Anne Hathaway and Adam Sandler NYU Tisch School of the Arts 721 Broadway New York, NY 10003. Guildhall school Founded in 1800 in England, the Guildhall school of Music and Drama provides a BA and an MA in acting. Owned and funded by the Corporation of London, the school is well known for its â€Å"passion, quality and rigour† of teaching. Students experience working in a professional context to professional standards with an exemplary pool of outstanding artists who work with us as directors, conductors, coaches and tutors. They are well known for the menities provided that includes a 308-seat theatre for students to develop their skills in drama and get a real feel and experience. Some of the Guildhall students who have made their mark in Hollywood are orlando bloom , Daniel Craig and Evan McGregor Guildhall School of Music and Drama Silk St. , Barbican London EC2Y 8DT, England, United Kingdom. American conservatory theatre This non profit theatre company provides a 3 year Master of Fine Arts program in acting for aspirational individuals and providing them with a course wherein they have a chance to rehears and performs various classic and contemporary acts. Its distinguished alumni include Denzel Washington , Nicholas cage and Teri Hatcher American Conservatory Theatre 415 Geary Street San Francisco, CA 94102. Birmingham school of acting Established in 1963 , This leading premier vocational school offers a BA ( Hons) in acting and in BA (Hons) Community and Applied Theatre and an MA in Acting. They also provide foundation courses and summer schools in the same field. This specialist institute Some of their students include Sophia bush , Kelly Preston and tom selleck . Birmingham School of Acting G2 – Millennium Point Curzon Street, Birmingham B4 7XG, England, United Kingdom. American Repertory institute Established by the American Repertory theatre , its institute is a non for profit theatre organization that aims to prepare the students in a unique way so that they establish their mark in this field. It offers a 2 year MFA programme , an MFA Dramaturgy and Theatre Studies programme and an MFA in voice and speech programme. It mostly concentrates on theatrical acting and is thus one of the most respected universities when it comes to stage actor training. It collaborates with professional expertise in Eastern Europe and Russia wherein it offers a three month training and working period in the Moscow Art theatre school American Repertory Institute 64 Brattle Street Cambridge, MA 02138 London Academy of Music and Dramatic Arts This independent drama school in West London provides students with a Three and Two Year course in Acting validated by the university of Kent. This school was started in the 19th century and has been creating fine actors for theatre and films. If you take into consideration aspects such as stage management, , acting and directing, technical work LAMDA could be considered the most historically productive drama school in the United Kingdom. Often the ratio of student to teacher is 1-3, allowing for some of the most intense instruction in the industry. Since the ratio of a teacher to student is 1:3 , It is evident that one on one interaction is given high importance here and every individual is attended to personally. Donald Sutherland , Colin baker , Anthony head are some of the famous people who were a part of this academy How to cite Top 10 Acting Schools of the World, Papers

Yahweh is salvation Essay Example For Students

Yahweh is salvation Essay The name Isaiah variously translated as salvation is of the Lord, or salvation of Yahweh, and even Yahweh is salvation, unfolds the purpose of the book. The message of the gospel is found throughout the prophecy, and as a matter of fact the prophet concludes with it. As the new heavens and the new earth that I make will endure before me, declares the LORD, so will your name and descendants endure. From one New Moon to another and from one Sabbath to another, all mankind will come and bow down before me, says the LORD, (Isaiah 66:22-23). Salvation is not to be limited to Israel only, for Isaiah as the evangelical prophet speaks also to Gentiles, (Elwell 1989: CDROM). Isaiahs message came at a time when Israel had prosperity, of which produced excessive drinking, idolatry, oppression of the poor, greed and the presence of false prophets who pandered to the desires of the people. Isaiah stressed, (1) salvation by faith (7:9; 28:16; 30:15), (2) the holiness of God and the need for ethical living (6:1-8; 37:23), (3) the offense of human sin and the certainty of divine judgement (chs.1-35), and (4) the assurance of redemption for a repentant remnant (1:9, 19; 10:19-22; 46:3, 4; 65:8-10). The basic theme being contained in Isaiahs name Salvation is of the Lord. The word salvation appears 27 times in the book, (Nelson, 1996:207). Hope for a Righteous King, of the four kings he knew only one consistently served and lived in the ways of the Lord. Hope for atoning saviour, redemption and recovery are the antidote to human brokenness and loss, honest souls need, and most long for, the confidence of an adequate saviour, (Hayford,1995:171). Jesus Christ is portrayed as this saviour. In the first part of the book, Isaiah pictured Israel, in the last part of the book; the prophet beheld Jesus bearing our load of sin, (Mears, 1998:352). Discussion; A distinction between the righteous and the wicked will certainly be made (1:27-31). The future belongs to the remnant, which repents by doing righteousness, but judgment will make an end of rebels and idolaters. The people as a whole are compared to the effects of a drought in which the leaves of an oak fall off and the garden is burned up (v. 30). However, the oak still stands and the garden is still there. Hard times may come upon the godly, but they will persevere. On the other hand, the wicked will be utterly consumed as by fire. (Elwell 1989: CDROM). Structure. The structure of Isaiah has an interesting coincidence. Isaiah is a miniature bible in structure. This book has 66 chapters just like the bible has 66 books. It has two great divisions, with 39 chapters in the first and 27 chapters in the rest, just like the Old and New Testaments. The content also is remarkably similar, eg. The book ends with the vision of the new heavens and the new earth, just as the book of Revelation ends the bible with a similar message, (Mears, 1998:227). Outline of Isaiah; I.Oracles of Judgement and Hope (1:1-12:6) 1. Judah Condemned (1:1-5:30) 2. Isaiahs Call and Commission (6:1-13) 3. The Book of Immanuel (7:1-12:6) II. Oracles Against the Nations (13:1-23:18) 1. Against Babylon (13:1-14:23) 2. Against Assyria (14:24-27) 3. Against Philistia (14:28-32) 4. Against Moab (15:1-16:14) 5. Against Syria and Israel (17:1-14) 6. Against Ethiopia (18:1-7) 7. Against Egypt (19:1-25) 8. Against Ethiopia and Egypt (20:1-6) 9. Against Babylon (21:1-10) 10. Against Edom (21:11-12) 11. Against Arabia (21:13-17) 12. Against Jerusalem (22:1-14) 13. Against Shebna (22:15-25) 14. Against Tyre (23:1-18). .u68fbead169867e9d15ac5a354df4b75e , .u68fbead169867e9d15ac5a354df4b75e .postImageUrl , .u68fbead169867e9d15ac5a354df4b75e .centered-text-area { min-height: 80px; position: relative; } .u68fbead169867e9d15ac5a354df4b75e , .u68fbead169867e9d15ac5a354df4b75e:hover , .u68fbead169867e9d15ac5a354df4b75e:visited , .u68fbead169867e9d15ac5a354df4b75e:active { border:0!important; } .u68fbead169867e9d15ac5a354df4b75e .clearfix:after { content: ""; display: table; clear: both; } .u68fbead169867e9d15ac5a354df4b75e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u68fbead169867e9d15ac5a354df4b75e:active , .u68fbead169867e9d15ac5a354df4b75e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u68fbead169867e9d15ac5a354df4b75e .centered-text-area { width: 100%; position: relative ; } .u68fbead169867e9d15ac5a354df4b75e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u68fbead169867e9d15ac5a354df4b75e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u68fbead169867e9d15ac5a354df4b75e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u68fbead169867e9d15ac5a354df4b75e:hover .ctaButton { background-color: #34495E!important; } .u68fbead169867e9d15ac5a354df4b75e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u68fbead169867e9d15ac5a354df4b75e .u68fbead169867e9d15ac5a354df4b75e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u68fbead169867e9d15ac5a354df4b75e:after { content: ""; display: block; clear: both; } READ: Osmosis in Potatos EssayIII. Eschatological Summation (24:1-27:13) 1. Eschatological Judgements (24:1-23) 2. Eschatological Triumphs (25:1-12) 3. The Eschatological City (26:1-12) 4. The Eschatological Israel (27:1-13) IV. Jerusalem, Egypt and a Prophet in Between (28:1-33:24) 1. Woe to the Drunkards of Ephraim (28:1-29) 2. Woe to Ariel (29:1-24) 3. Woe to Those Who Seek a Pact with Egypt (30:1-33) 4. Woe to Those Who Rely on Egypt (31:1-32:20) 5. Woe to the Destroyer Not Destroyed (33:1-24) V. Eschatological Summation (34:1-35:10) 1. Summation of Judgement (34:1-17) 2. Summation of Blessing (35:1-10) VI. Historical Bridge (36:1-39:8) 1. Hezekiah and Sennacherib (36:1-37:8) 2. Hezekiahs Illness and Recovery (38:1-22) 3. Hezekiahs Misplaced Joy over Postponed Judgement (39:1-8) VII. Oracles of Consolation (40:1-66:24) 1. Release from Captivity (40:1-48:22) 2. The Servant of the Lord (49:1-57:21) 3. Zion Restored (58:1-66:24) (Bullock 1986:157) Application. The experience Isaiah had in Chapter 6:1, I saw the Lord, should be the experience each of us should seek. It led to; Conviction Woe to me! I am ruined! (6:5) Confession A man of unclean lips (6:5) Cleansing Your guilt is taken away and you sin atoned for. (6:7) Consecration Here am I send me! (6:8) Commission Go, Gods command (see 6:9) (Mears, 1998:231). In Isaiah we see three personal lines of redemption, all appointed by the Lord: the prophet, Cyrus, and the Messiah. Isaiah became an icon of obedience in contrasts to Israels disobedience and as such the people levelled their insults, ultimately aimed against the Holy One of Israel, (30:9:11), (Bullock 1986:156). As Christians, we are to expect similar resistance in our environment. The prophecies that have come to fulfillment in Isaiah, provides teachings in the power and effectiveness in prophesy in edifying and building the Church. Some of the prophecies that have been fulfilled include; will be born of a virgin (Is. 7:14) was born of a virgin named Mary (Luke 1:26-31) will be spat on and struck (Is. 50:6) was spat on and beaten (Matt 26:67) will be buried in a rich mans tomb (Is. 53:9) was buried in the tomb of Joseph, a rich man from Arimathea (Matt 27:57-60; John 19:38-42) (Nelson, 1996:212). From Genesis to Malachi, one list numbers 124 passages, having 35 of them in Isaiah, each with a specific NT fulfillment. This method allowed the early Church Gentiles to take the message back to the Jews, (Holman, 1992:399).

Why Are Americans Afraid of Dragons free essay sample

Why Are Americans Afraid of Dragons? BY xcxc28 Ursula K. Le Guin To start her essay, she states This was to be a talk about fantasy. But I have not been feeling very fanciful lately. This is kind ofa play on words with the word fantasy. Shes not feeling so fanciful because people, mainly Americans as the titles suggests, are hesitant to accept the fantasy genre. She repeats the word fantasy several times in the first two paragraphs. She might be trying to make the reader more comfortable ith fantasy, also uses similar words like fanciful and fantastic to make the repetition more effective. When she says in the title Why Are Americans Afraid of Dragons, she really means fantasy and not dragons. This makes the title much more interesting and intrigues the reader right off the bat. She has a friendly tone, effectively making the reader more comfortable with fantasy once again and less afraid. We will write a custom essay sample on Why Are Americans Afraid of Dragons? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The tone changes when she mentions moralistic censorship. It then becomes more abstract as ow shes serious and wants to truly prove a point about the fantasy and sci-fi genre. After her introduction she sets a short paragraph repeating the title to emphasizes it. She is now saying that she is going to get on with it. This is effective because she repeats the title and now she can start fresh and get straight to the point while still having her backstory introduction from the start. When she was a child, she tried to take our The Hobbit from the library but the librarian said that she doesnt feel scapism is good for children. This is ironic because when she quotes people on why they dont read fiction they said Fairy stories are for kids and l used to read that science fiction stuff when I was a teenager, but of course I dont now but when she was young they kept the fiction for adults only. Her most effective line would be Equally, in the businessmans value system, if an act does not bring in an immediate, tangible profit, it has no Justification at all. Shes saying that there is no point in eading science fiction because there is no profit in the end. Later she says that a businessman may read a best-seller, not because they enjoy the book but because they can fgure out how it became such a success. She then finishes the paragraph with a strong alliteration To the strangely mystical mind of the money-changer. If the book youre reading doesnt have some way of making you more successful there is no reason to read it according to the businessmans value system but Americans should Just read for enjoyment no matter what genre it is.

Ways of Saying Then in Spanish

Ways of Saying Then in Spanish Then is one of those words that can be particularly tricky to translate to Spanish. Its meaning at times is quite vague, and Spanish makes some distinctions that English does not with time sequences. Entonces is certainly the most common translation for then, but it isnt the only one you should use. Here, then, are some of the most common ways that the idea of then can be rendered in Spanish: When Then Means at That Time   The typical translation is entonces  when then is the equivalent of at that time. Later we visited the school. Then (meaning at that time) we went to eat. Ms tarde visitamos la escuela. Entonces nos fuimos a comer.I arrived home and then I felt something strange. Lleguà © a la casa y entonces sentà ­ algo extraà ±o.If I buy a house, then I will be able to keep my car in the garage. Si compro una casa, entonces podrà © guardar el coche en la cochera.If we select  this hotel, then we will eat outside.  Si elegimos  este hotel entonces iremos a cenar fuera. When Then Means Later   The distinction between then meaning at that time and later or next isnt always distinct, but the latter is often translated as luego. So while a sentence such as Ill do it then could be translated as either Lo harà © entonces or Lo harà © luego, the former suggests it will be done at a specific time, while the later suggests a later, more indefinite time. Then (meaning later or next) we are going to the mountain region and visiting the monastery. Luego vamos a la regià ³n montaà ±osa y visitamos el monasterio.The driver took us to the hotel, and then we went to the ruins of a nearby city. Nos llevà ³ al hotel, y luego fuimos a las ruinas de una ciudad que estaba cercada.First we will pratice yoga, and then we will study different meditation techniques. Primero practicaremos el yoga, y  luego vamos a estudiar  y practicar diferentes tà ©cnicas de meditacià ³n.   Then Meaning Therefore or in That Case Entonces is a common translation for therefore or phrases with similar meanings, although you can sometimes use various phrases of causation as well. When there is jealousy among those who profess to be religious, then there is a huge need for revival. Cuando hay celos entre los que profesan ser religiosos, entonces hay gran necesidad de un avivamiento.Good, then well leave early in the morning. Bueno, entonces salgamos temprano en la maà ±ana.If an activity is dangerous, then we have to do something. Si una actividad es peligroso entonces tenemos hacer algo.   Then as an Adjective   When then is used as an adjective to refer to something that used to be, entonces can be used. The then president, Fidel Castro, began to persecute political dissidents. El entonces presidente, Fidel Castro, lanzà ³ una persecucià ³n de disidentes polà ­ticos. The Bible verses refer to the then city of Babylon. Los versà ­culos biblicos refieren a la entonces ciudad de Babilonia. Then as a Filler Word or Intensifier   Then is often used in English sentences where it adds no substantial meaning, or sometimes for mere emphasis. If it can be omitted from the sentence, there may be no need to translate it. For example, in a sentence such as What do you want, then? then doesnt really need to be translated, as you could indicate your attitude through tone of voice. Or you could use the word pues as a similar word: Pues  ¿quà © quieres? Or, entonces can be used as indicated above when it means therefore: Entonces  ¿quà © quieres? Then in Various Phrases   Like other words that appear in idioms, then often isnt translated directly when it appears in a phrase, but the phrase itself is translated: From then on, I have been very afraid. Desde entonces tengo mucho miedo.Now and then its good to pamper yourself. De vez en cuando es bueno mimarse un poco.It is known that the first victim of wars is truth. Then again, it is very difficult for a military authority to allow a journalist to work in its territory. Se sabe que la primera và ­ctima de las guerras es la verdad.Por otra parte, es muy difà ­cil que un mando militar deje a un periodista trabajar en su territorio.Back then, there were giants on the Earth. En aquellos dà ­as habà ­a gigantes en la Tierra.

Importance of training in public safety Essay Example | Topics and Well Written Essays - 2000 words

Importance of training in public safety - Essay Example The topic of the work is related to the discussion of why training in public safety is important and why the idea of its importance should be made public. Special accent is made on the role of Human Resource Management personnel in promoting these public safety policies as well as their importance. Despite the fact, that various organizations put a special stress on the necessity to train personnel in the sphere of public safety, many still neglect it. This is why it is essential to discuss the issue in more details. The work will be designed according to the following outline. The background of the problem should be described, and it is clear that it is connected with both the negligence of personnel towards it and the growing threats for the public safety all over the world. The combination of these two factors makes the issue of public safety training of vital importance. The historical perspective is also essential to make the discussion complete. The research will be made through the various literary sources, and will pay additional attention to the importance of public safety training in the light of the events which regularly take place in the country; it does not only include the threat of terrorist attacks, but accidents of mass murders in public places, while any organization and personnel may become the victims of such crimes. The aim of the work is to make the reader understand that public safety training has become the integral part of the public personnel management, but not only s pecialists, but personnel themselves should pay more attention to this issue, as their lives depend on the way they address training. The key attention will be paid to the role of the HRM in providing public safety training and the imporance of this training in private companies and in public safety organizations as well. Background The background of the problem relating to the importance of training in public safety lies in the fact that accidents of various kinds often become the reason for injuries and deaths, this is why training in the sphere of public safety is essential for the organizations, and this aspect should be made an integral part of the public personnel management. In order to estimate the level at which public safety training should be provided in the various organizations, it is essential to see what knowledge personnel possesses at present. The level of safety knowledge in the modern community is different, and thus among the aims of the present work will be to discover the level of the safety knowledge in the modern community among different personnel, and to relate it to the importance of the public safety training. In order to see the importance of the public safety training in public personnel management, the examples of workplace violence will be taken; they often become the causes of de aths and are neglected in the same way, thus needing special attention. The background of the public safety training issue lies in the fact, that this aspect should not only be made one of the priority ones, but should also exercise various techniques for that. However, the background of the problem is directly connected with the historical perspective which should also be discussed in this work. Historical perspective Not only must an organization see to it that employees' rights are not violated, but it must also provide a safe and healthy working environment. Mondy and Noe (1996)

English Essay Example | Topics and Well Written Essays - 1250 words - 4

English - Essay Example An architect has to be persistent with his audience and his ability to write will most likely ensure that he is able to provide useful reference material for those who are viewing his work. There are certain audiences or buyers who require an architect’s persistence in order to develop an interest in the design and a written description would go a long way in ensuring the development of this interest. It is therefore important that the architect maintains their writing skills at their level best so that when the occasion arises, they may be able to express their designs to their audience with little or no additional help other than the written materials they may have provided. It is, therefore, a fact that architects have to do their best to ensure that they have developed their writing skills to such an extent to being able to efficiently describe their designs. Therefore, by developing good writing skills, the architect will be able to anticipate the questions that his audie nce is likely to ask after making a presentation, and will be able to answer these questions effectively. It is therefore a fact that an architect who is also a good writer will be more efficient in his or her work. Furthermore, architects will be able to leave behind details concerning their designs that will be studied by future generations of architecture students. In this way, the architects with good writing skills, leaving behind their works to be studied, will ensure that this work will continue to influence the work of future architects for generations to come. Revision Paper Censorship is one of the major issues of concern of the 21st century and this is because the advancement of technology has led to a lot of development in the media, entertainment as well as the communication sectors. Therefore, the censorship act has been endorsed globally as it features in the constitution of almost every nation in the world. It prevents people from exposing materials that are morally considered to be perverse as well as sensitive to viewers. Censorship is the destruction of destructive, objectionable or inconveniencing information from reaching the public. In some countries, censorship is seen as a way of interfering with the citizens' right to free speech. This is because of the rights to democracy as well as the media’s right to independence; therefore, the media, individuals' conversations, films and music among others can be controlled. From my personal perspective, censorship has been interpreted as a way of preventing vital information from reaching the public. Ideally, the bodies giving censorship to books, films, and music, radios or television programs and artistic expression ensure that the information they think is unacceptable to the members of the public and threatens the social economic and political order of the state has been altered. Specific bodies like the government, religious body or even private groups are capable to impose censorshi p on artworks, film, music, and television and radio programs among others. Various forms of censorship exist namely, preventative which is done before publishing the

Sales of bonds backed by riskier US corporate loans have surged to Essay

Sales of bonds backed by riskier US corporate loans have surged to their highest level in seven years, helping to fuel a leveraged lending boom that is concerning regulators - Essay Example Furthermore, the low-interest-rate environment, more credit spreads, and promising laws have bolstered many performance metrics to better than pre-crisis levels. It is predicted that the asset class will experience growths stemming from the attractive returns offered by the CLOs in comparison to similar collaterals. A collateralized loan obligation can be argued to be the entire structured financial transactions where several degrees of equity and debt are delivered via special service vehicles that are primarily composed of commercial loans. Specifically, a distinction exists between a Collateralized loan obligation and bond obligations or mortgage obligations in that CLO in that they are debt securities that are collateralized by commercial loans. The Collateralized Loan Obligations work on a purchase basis. Typically, the degree and extent of the investment in the Collateralized Loan Obligations depends on the risk tolerance level of the investor, such that, risk tolerant investors receive more returns on their investment relative to risk averse investors. Comparatively, a case of a default on loans leads to the risk averse investors reaping the most (Westerfeld, & Weber, 2010, p. 75) Throughout the third quarter of 2008, the market experienced one of the worst financial crisis ever experienced in the twenty-first century. The crisis was characterized by the failure of major business and reduction in consumer wealth by huge margins (Westerfeld, & Weber, 2010, p. 70). Nevertheless, experts argue that the bursting of the housing bubble in 2006 led to the plummeting of the pricing in the real estate business, an issue that damaged most financial institutions. Key among the players in the causes was the Collateralized Loan Obligations that acted a substantial part in the sub-prime of the housing boom. With the continued growth of the CLO throughout 2005, more focus shifted to the use of subprime mortgages as collateral against

Blind Spot Enlargement

Blind Spot Enlargement Blind Spot Enlargement in Non-Athletes Abstract Everyone has a blind spot in the visual field caused by an absence of nerves on the retinal wall where the nerve ganglia enter. Our brains correct this blind spot by filling-in the missing information so that we do not notice the blind spot in normal, daily activity. There have been a few studies conducted to determine how the brain compensates for the phenomenon. Recent studies indicate that in certain people seeking chiropractic treatment, unequal blind spots result from muscoloskeletal misalignments. This research has been controversial; however, it brings up several interesting questions. There are conditions that can damage the retina, causing blind spots in the visual field. It is generally assumed that athletes maintain a better level of general health, via exercise and a healthier diet, than those who do not engage in athletic pursuits. This study used blind spot mapping techniques of the chiropractic industry to map the blind spots of 10 athletes and 10 non-athletes. The blind spots of athletes and non-athletes showed a statistically significant difference. Introduction Every eye has a blind spot .The blind spot is the hole in the retinal wall where the nerve ganglia pass though. This area of the retina contains no photoreceptors and therefore creates a black spot in every persons vision. The gap created by the blind spot is approximately 6 degrees of the total visual field, which is a large area, relatively speaking. We do not see this area in our normal functioning because our brain has a mechanism for filling in the missing information. The information that would normally be received by the blind spot is projected onto the other eye and the brain essentially averages the image (Lou and Chen, 2003). The blind spot in physical structure and given the normal variances in human physiology, it would be expected that there would be little variation in the blind spot from person to person. However, there are certain conditions that could cause damage to the retinal wall, thus causing nerve damage to he photoreceptors, thus causing a blind spot. This damage may cause an additional blind spot in the visual field; of if damage occurs to the retina surrounding the natural blind spot, the natural blind spot could essentially be enlarged. (Windsor and Windsor, 2003; Hall, 2003; and Seddon and Kuijk, 1998). There are several factors that can effect eye health, such as nutrition and general health. It is generally assumed that athletes have an overall healthier lifestyle that n the general public. They are assumed to engage in habits that promote good health such as eating more nutritiously, exercising and maintaining a generally higher level of health than the general public. It is therefore the premise of this study that athletes would be expected to have fewer eye-related health problems and that these problems would result in fewer visual blind spots or smaller naturally occurring blind spots than in non-athletes. This study will use methods for mapping blind spots in the chiropractic field to measure the blind spots of a group of athletes and a group of nonathletes. This research will support the hypothesis that the group of nonathletes will be found to have larger blind spots due to decreased general health. Literature Review The existence of a blind spot in each eye is a naturally occurring anatomical trait and therefore has received very little academic attention in itself. There has been limited attention to the study of how our brain compensates for this phenomenon, however, once explained, it received very little attention. The blind spot can be located if a person trains their attention to it. There is a simple visual test; contained in APPENDIX I that can help a person see the blind spot in their right eye. There have been a group of chiropractors that claim that in persons with certain musculoskeletal misalignments, the blind spot in each eye is unequal. They also claim that adjusting the spine can alleviate this condition. This research will not attempt to confirm or deny these claims, but will rely on techniques derived from the practice of blind spot mapping or develop a method for testing the blind spots of a group of athletes and a group of nonathletes. No similar studies could be found, save for one study conducted by an ophthalmologist, using opthamological equipment to assess general retinal scarring in certain persons diagnosed with opthamological disease (Cai and Cavanagh, 2002). Chiropractors have developed a technique, primarily to be used as a diagnostic technique to detect what they claim is an unequal blind spot in the eyes. The claim that an enlarged blind spot can diagnose a malfunction in the brain. These studies have come under heavy criticism as there are several illogical arguments posed by them (Hall, 2003). Hall finds several areas of contention in the design of these experiments. In addition, several chiropractors claim to cure clumsiness by increasing the peripheral vision of patients. These claims are completely unfounded, as the blind spot is located in the primary visual field, not the peripheral vision. These doctors are causing confusion with the blind spot when driving that is caused by mirrors, not the eyes (Hall, 2003). These studies have very little academic credibility, however, do provide a useful tool for mapping the blind spot of the groups being studied in this research. It has been a long held concept that eating certain vegetables can improve eyesight. Recently, physicians have been prescribing leafy green vegetables to prevent a condition called macular degeneration. Other food have also been recently cited as having health benefits for the eyes such as egg yolks, orange juice, and corn (Seddon, and Kuijk, 1998). Macular degeneration causes blindness by the development of macular hole, which consists of patches of dead nerves on the retinal well, thus creating blind spots. It is generally held that athletes tend to follow a more nutritious diet than the non-athletic population. The typical athletic diet is high in carbohydrates, proteins and a balance of the necessary vegetables to maintain overall health. This improved diet has been shown to have a number of health benefits. Athletes are expected to have an improved diet and improved general health as compared to the average population. Therefore, it could be expected that there would be fewer eye problems than in the general population. One effect of this improved eye health would be the occurrence of smaller natural blind spots, due to less scarring from disease, and the occurrence of fewer extra blind spots on the retinal wall. This will be the focus of this research, to detect an improvement in eye health by measuring the size and occurrence of blind spots in a population of athletes and a population of non-athletes. Methodology The measurement instrument used in this experiment was a modified version of the blind spot mapping technique used in chiropractic practice. Extra controls from above those described in the literature were instituted to insure greater precision of measurement. The blind spot mapping technique was described in Hall, 2003. It may be noted that opthamologists have a more precise technique for blind spot mapping, but that technique requires a completed degree in opthamology and requires very expensive equipment. This technology was not available for purposes of this study. The technique used was simplistic in design, yet accurate enough to obtain meaningful results. Test subjects for this study were recruited from senior members of the varsity football team and persons in the general campus population. Senior members of the varsity football team were used due to the assumption that they would be the most likely to adhere to the rules of good nutrition, exercise and general health that were required for dependent variable of this study. The control group consisted of ten general population students, who were screened by asking them if they were involved in regular exercise activity. Test subjects for the control groups were chosen who did not participate in exercise programs. An apparatus of measurement was devised. The blind spot can be visualized in the following manner. The set of spots in Appendix I can be used to find the blind spot for the right and left eye. The test was set up as in APPENDIX II with the subject sitting at a table. A box was used to rest the chin, so as to maintain a steady height. The subject was instructed to place his chin on the box and look at the screen. They were instructed to keep their head a still as possible once the test has begun. One set of dots was cut out and mounted in a piece of poster board. An identical set of dots was made for each eye. This was mounted to a board that could be moved closer and farther from the subject until the proper distance for that blind spot could be located for each subject. This was necessary, as everyones blind spot would be in a different place. The subject was told to sit on the chair and place their chin on the box and to stay as still as possible. They were told to cover the right eye and fixate on the cross, appropriate for that eye. They were not to move their head, just fixate using their eyes. An assistant would slowly move the screen farther away or closer to the subject until the subject indicated that the large dot had disappeared and the ground appeared solid white. This is where the blind spot is located. As assistant moved a sharpened pencil horizontally in front of the paper until the tip of the pen disappeared from the subject (was in the blind spot). The assistant then moved the pen horizontally across until the tip reappeared. The subject would indicate that the tip had reappeared and the assistant would mark a dot at the point of reappearance. This process was repeated in a pattern of compass points, starting from the blind spot each time. This process was repeated for the other eye using the appropriate image. This created a picture of the blind spot and the area of the blind spot could be calculated in centimeters. An example of the test results can be found in APPENDIX III. Results When the tests were completed, the average radius of the blind spots was estimated using a compass. The radius of the circle was taken as an average of the points from the center. The following raw results were found for the two groups. Results expressed in r-values of the circles. The difference between the means is 0.15. A p value of a one-tailed z-test was set at 0.5 (95% confidence) with a critical value of 1.65. The z value for these two groups was 1. This would indicate a statistically significant test result and did indicate that the blind spot radius of athletes if significantly smaller than that of non-athletes. Discussion The results for this research indicate a significant difference in the radius of the blind spot between athletes and nonathletes. This would tend to support the hypothesis that athletes have smaller blind spots than non-athletes do. It can then be theorized that these differences are due to better eye health. However, before we draw this conclusion it must be noted that the sample size in this research was extremely small for this type of study. Different results may be obtained from a larger sample size. In addition, subjects were not screened for diet, exercise, and general health. Caution must be taken in drawing broad conclusions from this research due to these factors. However, the results will be helpful in further research design. Further research should be done on the subject. A screening survey of the subjects would be helpful in isolating the dependent and independent variables. This survey would include questions on diet exercise and general health. There are several factors that may explain the results obtained. Cai and Cavanagh (2002) found that a condition called acute idiopathic blind spot enlargement syndrome (AIBSE) would cause a similar result in these patients. A swelling in the optic disc from infection can also cause an enlarged blind spot (Fletcher, 1988). A fungus called Histoplasma capsulatum causes scarring to the retina and can cause an enlarged blind spot. However, this is an unlikely cause as one must be exposed to large amounts of bird droppings to contract it (Windsor and Windsor, 2003). In order for future tests to be more conclusive, these conditions must be ruled out as a cause. In conclusion, the results of this research support the hypothesis that athletes have a smaller blind spot than non-athletes do. Although this may lead us to the conclusion that this is due to better diet and general health. This conclusion must be taken with caution. Due to the small sample size and failure to eliminate certain confounding variables, this conclusion must be made in a guarded fashion. This research will prove useful in the conduct of future research design. It was helpful in designing a simple and effective instrument of the measurement of this phenomenon. Future research should expand on these results and attempt to account for variables that were beyond the scope of this project. Works Cited Ballantyne, R. About that Squinty Eye. [Online] http://www.ballantyne.com/rjb_resume/Squinty.html accessed March 2003. Cai, R. H., Cavanagh, P. (2002). Motion interpolation of a unique feature into stimulus gaps and blind spots Journal of Vision, 2(7), 30a, http://journalofvision.org/2/7/30/ accessed March, 2003. Fletcher WA, Imes RK, Goodman D, Hoyt WF. Acute idiopathic blind spot enlargement: a big blind spot syndrome without optic disc edema. Arch Ophthalmol. 1988;106:44-49. Hall, H. Blind Spot Mapping. Chirobase.org. March 2, 2003. [Online] http://www.chirobase.org/06DD/blindspot.html March 2003. Lou, L. and Chen, J. Attention and Blind Spot Phenomenology. January, 2003. Psyche 9 (02). [Online] http://psyche.cs.monash.edu.au/v9/psyche-9-02-lou.html accessed March, 2003. Sedon, J. and Kuijk, F. Eye-Savvy Eating. Science News. August, 1998. [Online] http://www.sciencenews.org/sn_arc98/8_15_98/food.htm accessed March, 2003. Windsor, R. and Windsor, L. Common Visual Problems of Ocular Histoplasmosis Syndrome. Vision World Wide. 2002. [Online] http://www.visionww.org/drswindsor- hystoplasmosis.htm March, 2003.

Mood of Passage in Snow Falling On Cedars Essay -- essays research pap

In the passage be ginning â€Å"They had picked†¦Ã¢â‚¬  from the novel Snow Falling On Cedars, the author, David Guterson, uses many techniques to give the passage a depressing, and frightening mood. He uses vivid imagery to describe Carl’s dead body. He also uses figurative language, such as metaphors and similes to show the severity of the situation. Finally, his diction shows the reader how reading about a crime scene can seem real if the word choice is right. All the techniques Guterson use help the reader to feel as if they were actually at the scene when Carl’s dead body was found in the ocean.   Ã‚  Ã‚  Ã‚  Ã‚  The words that Guterson uses create vivid images in the reader’s mind thanks to his use of imagery in the passage. For example, when one reads about the â€Å"bubbles of seawater coursing under† Carl’s shirt, and his â€Å"icy but brilliant pink† skin that looked as if the sea had parboiled in the sea, they might be disgusted. The imagery lets readers actually imagine a dead Carl in their mind, which can be very depressing. Death is also a very scary subject for some, so imagining this would even frighten some. If Guterson would have just said that he was dead and the officers pulled him out of the water, it would not have been as effective. The reader might not have even got any mood out of that, but the mood is also determined by other factors.   Ã‚  Ã‚  Ã‚  Ã‚  Figurative language is used abundantly in the passage. Guterson uses metaphors such as Carl’s h...

Ict Can Be Taught To Pupils Secondary Schools Education Essay

The purpose of this assignment is to happen out on how best ICT can be taught to students in secondary schools. The chief focal point is on whether ICT should be taught as ‘the topic ‘ or ‘in topics ‘ . ‘ICT as the topic ‘ refers to the instruction of the National Curriculum for ICT as a distinct topic. ‘ICT – in the topics ‘ refers to ICT being used as a instruction and larning tool in other topics and that it being taught through those topics, Hawkins and Simons ( 2009 ) . Before traveling into the item of the focal point of the assignment, I will briefly explicate the background of instruction of ICT. The term Information and Communication Technology ( ICT ) was introduced in the National Curricula of England and Wales ( DfEE, 1999 ) to specify sets of tools used to treat and pass on information. Prior to the debut of ICT, Information Technology ( IT ) was used to depict the same tools. IT referred to the usage of information in order to run into human demand or aim, particularly in the concern universe, ( Kennewell, Parkinson and Tanner, 2007, p1 ) . Regardless of the footings used to depict the tools, the jobs that arise in secondary schools are linked to developing in instructors, students and establishments the ability and disposition to utilize tools suitably to command state of affairss in which information is processed and communicated. Processing and pass oning information prevarication at the bosom of instruction and acquisition in secondary schools, and suggests that ICT capableness should be cardinal to effectual secondary instruction, ( Tanner, 2007 ) . In the past five old ages at that place has been a slow but steady betterment in students ‘ accomplishments in ICT capableness, the quality and criterion of instruction, and the leading and direction of ICT. The complementary usage of ICT across topics, nevertheless, has been slow to develop and is uneven across schools and topics. The effectual balance between the instruction of ICT accomplishments, cognition and apprehension on the one manus and the application of these as portion of larning across topics on the other manus remains a hard and elusive end for the bulk of schools. ( DfES, 2004 ) . Harmonizing to Hawkins and Simmons, ( 2009 ) , the Qualifications and Curriculum Authority ( QCA ) made an extended audience and research prior to the printing the new secondary National Curriculum ( QCA, 2007 ) . When they compared it to the old National Curriculum Programme of Study for ICT ( DfEE, 1999 ) , they found that there are no major alterations to content and construct taught. The national course of study is structured around programmes of survey for the topics covered by the National course of study. ICT has a distinct programme of survey which clarifies what should be taught throughout the school old ages, including Key phases 3 and 4 for old ages 7 and 9 and old ages 10 and 11 severally. During the National Curriculum reappraisal, the QCA made audiences of different stakeholders which included students, parents, instructors and employers. Their findings concluded that immature people should go successful scholars who enjoy larning, do advancement and achieve. They shoul d go confident persons who are able to take safe, healthy and fulfilling lives. They should besides be citizens who make a positive part to society. ( Waters, 2007, 2008 ) . To summarize the above, schools should learn the National Curriculum programme of survey for ICT and give students chances to use and develop ICT capableness across the course of study. Pupils ‘ ICT capableness can merely be applied and developed in topics if it has been taught efficaciously in the first topographic point. The National Curriculum for ICT sets out the ICT capableness that needs to be taught. The Key Stage 3 National Strategy gives elaborate counsel, through the publication, the Framework for learning ICT capableness: Old ages 7, 8 and 9 ( DfES 0321/2002 ) , and sample learning units, on how this may be achieved. It recommends that ICT be taught as a distinct topic so that the subsequent ICT capableness can be applied and developed efficaciously in all topics. If the ICT strand of the Key Stage 3 National Strategy has been implemented successfully so students will convey a sound degree of ICT capableness to other capable lessons. Students will non necessitate to be taught the ICT but will be able to ‘apply and develop ‘ ICT to travel acquisition in the other topics frontward. This will supply capable instructors with extra outlooks and chances for learning and larning in their topic. Furthermore, there is a clear differentiation between the usage of ICT and instruction of ICT. Simply utilizing ICT in a lesson does non needfully supply larning chances for the underpinning constructs: it will non ever construct and develop capableness. However, there are some people who argue that because ICT is used in other topics and that it is being taught through those topics. Normally this usage helps to reenforce the acquisition which has already taken topographic point in an ICT lesson instead than presenting new ICT constructs. Teachers of other topics are, rather of course, focussed on their capable country, non on ICT learning. To clear up this more clearly, we can see the instruction of English as an illustration. English is spoken and listened to in every capable country, but the legitimacy of learning English as a distinct topic is ne'er called into inquiry by any 1. This therefore concludes that there are other constructs and procedures which require a capable specia lizer and dedicated course of study clip to be explored. The same applies to ICT, ( Hawkins and Simmons, 2009, p9 ) . In add-on to the above, ICT capableness involves proficient and cognitive proficiency to entree, usage, develop, create and communicate information suitably, utilizing ICT tools. Learners demonstrate this capableness by using engineering purposefully to work out jobs, analyse and exchange information, develop thoughts, create theoretical accounts and control devices. They are know aparting in their usage of information and ICT tools, and systematic in reexamining and measuring the part that ICT can do to their work as it progresses. ICT capableness is much broader than geting a set of proficient competences in package applications, although clearly these are of import. ICT capableness involves the appropriate choice, usage and rating of ICT. As a consequence, students need to cognize what ICT is available, when to utilize it and why it is appropriate for the undertaking. For case, when students are making a presentation, they use their ICT capableness to choose appropriate package, s ee fittingness for intent and lucifer content and manner to a given audience, pull stringsing informations to prove a hypothesis, or integrating sound and picture into a presentation to add significance and impact. It is of import to repeat that, whatever the degree of ICT capableness applied, it must add value to learning and larning in the topic. It is of import that lessons are non driven by package or engineering but are focused on clear aims in the topic, where ICT is used as a vehicle to back up accomplishment of those aims and to heighten instruction and acquisition in all topics. The deduction for this therefore is the fact that students will come to capable lessons with outlooks about how they might use ICT to travel their ain acquisition frontward. Capable instructors will non necessitate to learn ICT capableness but can work new chances for students to use and develop the capableness that they already have, to heighten their acquisition in topics. Consequently, the focal point of the lesson remains steadfastly rooted in the topic and instructors are non burdened with the demand to learn ICT, ( DfES, 2004 ) . In add-on to the above, there are deductions for capable instructors, in that they will necessitate a good apprehension of the comprehensiveness of ICT capableness that students have been taught and will be conveying to their lesson. Teachers will besides necessitate to cognize which parts of ICT capableness offer important chances for learning and larning in their ain topic and how they can be incorporated into bing strategies of work. Furthermore, the usage of ICT demands to be purposeful and to add value to the instruction and acquisition of the topic and should non be seen merely as a bolt-on. It needs to be carefully integrated into the capable lessons, with a clear principle for its usage, ( DfES, 2004 ) . This is supported by Kennewell et Al. ( 2000, pp8-9 ) , where he considers ICT as diverse in nature. He alleges that ICT may be viewed as Key accomplishments, which like literacy and numeracy, underpins larning in a scope of capable countries. He goes on to look at ICT as a Resource, which should be used by schools to back up and widen the nature of instruction and acquisition across the course of study. Kennewell besides regards ICT as a subject on its ain like English, Mathematics, or Geography with its ain characteristic signifiers of cognition, accomplishment and apprehension. To add on to the above, students ‘ ability to use their ICT capableness across the course of study is mostly dependent on the effectual instruction and acquisition of ICT in the first topographic point. Pupils ‘ usage of ICT in other topics may be uneffective if they do non already have an appropriate degree and apprehension of ICT capableness. This may ensue in a deficiency of advancement in both ICT and the capable country. For illustration, inquiring students to bring forth a presentation in a given topic will be unproductive if they have small experience of utilizing the package or apprehension of how to make significance and impact for a given audience. Students who try to larn new countries of ICT at the same clip as new capable content will frequently neglect in both enterprises. In a nut shell, this means that before using ICT in other topic, it is hence important that students are taught the appropriate ICT capableness, ( DfES, 2002 ) . Although the demand to learn ICT as a discrete topic has been over emphatic, there may be some chances for facets of ICT capableness to be taught in a different capable country and so besides applied in an appropriate context. For case, the control elements of the National Curriculum for ICT could be taught within Design and Technology. However, learning capable aims and ICT aims at the same clip can be debatable and instructors should be cognizant of the potency for the lesson to lose sight of the ICT aims. Advancement in the instruction and acquisition of a peculiar topic can besides be disrupted by the clip taken to learn the needed ICT constituent from abrasion. Furthermore, an effectual execution of ICT across the course of study is much more complex and involves strategic direction and coordination within whole school policies. For an effectual theoretical account of using and developing ICT across the course of study, there should be an effectual instruction of the National Curriculum programme of survey for ICT as a distinct topic. There should besides be appropriate chances for students to use and develop ICT capableness in a scope of topics and contexts, that is, movable cognition, accomplishments and apprehension. Another factor could be the deployment of resources so that capable countries can entree ICT when it is needed, including proviso of ICT within capable schoolrooms or countries. In this instance, there should be a policy for buying of resources that maximises their usage and allows for flexibleness of usage, for illustration, whole-class instruction, small-group work, single instructor usage ; this could include consideration of whole-school networking proviso, laptops and radio networking capableness. There could besides be appropriate subject-specific resources in all sections, which are se lected on the footing of carry throughing capable larning aims. This should include planned usage of ICT in strategies of work for all topics, so that resources can be suitably deployed and organised. The whole-school policies which clearly map and sequence chances for application and development of ICT, so that pupils conveying the appropriate ICT capableness to capable lessons should besides be drawn. This as a consequence will take to whole-staff consciousness of ICT capableness and what can moderately be expected of students in each twelvemonth, ( DfES, 2005a ) . Many schools continue to cleaving to a belief that cross-curricular proviso can present good patterned advance in ICT capableness, in malice of review grounds to the reverse over recent old ages. The weight of grounds suggests that what works best is a balance between distinct proviso and the application of ICT capableness across other topics, ( Ofsted, 2005 ) . So far the usage of ICT has been reviewed as a acquisition tool for students and has been acknowledged that students who are confident and proficient in ICT can convey with them chances for widening their acquisition as they use their ICT in other topics in the school course of study. Use of ICT by a instructor may affect small or no usage of ICT by students and, accordingly may make little to use and develop their ICT capableness. However, usage of ICT by the instructor can heighten and excite the acquisition experiences of students and contribute to the accomplishment of capable aims. It is of import to recognize the different parts that ICT can do to learning and larning and admit the importance of each. A policy for ICT across the course of study should see all these elements and the relationships between them, ( DfES, 2004 ) . Having mentioned all the above, I am now traveling to concentrate on discoursing on how the cognition of ICT capablenesss can assist ease instruction and acquisition in different secondary school topics. First, I am traveling to look at how the usage of ICT can raise criterions in History. There will be a demand for effectual communicating between the history and ICT sections in order to further a clear apprehension of the timescale during which students should hold developed the different ICT capableness in each twelvemonth. History instructors will necessitate to place chances to work students ‘ ICT capableness to travel acquisition in the capable forward. They will besides necessitate to see whether the usage of ICT is appropriate to the facet of history being taught. Information is the natural stuff of history. It will hence be of import that students are critical in its usage and understand the relevancy to an question of peculiar beginnings of information. Use of ICT allows students to entree and engage with an tremendous scope of information beginnings as a footing for independent historical questions. For case, students in Year 9 were look intoing the dropping of the atomic bomb on Hiroshima in 1945, seeking to reply the inquiry, ‘Should the atomic bomb have been dropped? ‘ They visited web sites incorporating images and text that suggested that it was incorrect to drop the bomb. They besides visited sites that showed that the American Government was wise to drop the bomb as it saved many lives and ended Nipponese engagement in the war. They had to utilize these sites to choose grounds to assist them reply the inquiry. Further more, in ICT, students are taught to measure their work critically, to develop and better their presentation of information, to polish it for intent and audience. For case, students may utilize digital picture to make an advertizement for abroad visitants to an historic edifice in their vicinity. They may polish their work farther by inventing standards drawn from an analysis of bing Television advertizements, during the procedure of which they identify the common signifiers and conventions. A practical illustration could be students in Year 7 used a word processing plan to outline an essay, some utilizing a authorship frame, to reply a inquiry about the slaying of Thomas Becket. When they finished, the instructor provided them with extra information that altered the statement they needed to do, necessitating them to redraft their original work to take history of this. In add-on to the above, lessons may be provided in a CD-ROM. These may include illustrations of history lessons in which ICT is used to heighten instruction and acquisition. These may be chosen to give a spirit of the type of activities in which students ‘ ICT capableness can be applied and developed within the context of history. In each of the illustrations, mention is made to the ICT key construct being applied or developed. In each instance, the relevant ICT aims have been taught before they are applied in the history lesson. Another topic that I am traveling to look at how it embeds ICT as acquisition and learning tool is Citizenship. In Citizenship, ICT can be used to ease students to utilize information beginnings like web sites to critically enable them to set up balanced, informed opinions in making decisions about communities and societies. The critical scrutiny of information is a cardinal constituent of the survey of citizenship. This includes an accent on placing biased point of views and related persuasive statements. The measure of information available on the Internet gives students chances to measure both the information they receive and the web sites themselves. The usage of informations and information beginnings through ICT can assist them to develop and better these accomplishments. For case, students in Year 8 used the Internet to research the positions of assorted groups runing to reform the young person justness system, as portion of the work they were making on offense. They were able to place a scope of different positions and to measure and discourse them. They were besides able to place information that they thought was misdirecting, which led to a treatment about the demand to be critical of the beginnings of information themselves. ( DfES, 2004, p17 ) . To add to the above, for the best and effectual use of ICT in citizenship, instructors should be after the usage of ICT by students in coaction with the ICT section. Effective communicating between the two sections will instil a clear apprehension of the timescale during which students should hold developed the different ICT capableness in each twelvemonth. This will guarantee that students are equipped with appropriate ICT accomplishments and will assist instructors analyze how to construct on anterior acquisition in citizenship and ICT. This consciousness will ease the planning of strategies of work and design of lessons. This could besides be helpful to guarantee that ICT resources are available for the several lessons. Mathematicss capable instructors can besides utilize students ‘ cognition of ICT. It is of import for mathematics instructors to intercede with the ICT section to guarantee that the degrees of outlook and challenge are appropriate to pupils ‘ experiences and degrees of ICT capableness. In order to vouch the effectual usage of ICT in mathematics, Mathematicss instructors should be certain that ICT resources are available for the lesson. They should besides be able to analyze how to construct on anterior acquisition in mathematics and ICT to inform planning of strategies of work and design of lessons. Furthermore, ICT can be used to give entree to big measures of informations and provides the tools to stand for it in a assortment of ways. The ICT cardinal construct of utilizing informations and information beginnings relates to the strand of handlings informations in mathematics in which pupils specify a job, program and roll up informations. Besides, the usage of ICT allows students to screen and stand for informations expeditiously and efficaciously. It enables them to work out mathematical jobs and utilize statistical probes utilizing their ain informations every bit good as that collected by others. In add-on, utilizing ICT allows students to utilize machine-controlled procedures to increase efficiency and to make simple package modus operandis to help the geographic expedition of a mathematical state of affairs. They can undertake deeper and more effectual analysis of the mathematics, utilizing ICT. For illustration, students in Year 9 may take to make macros in spreadsheets or may utilize other automatizing maps, including nesting processs in LOGO, to research a scope of mathematical state of affairss. Use of LOGO can be good to pupils in each twelvemonth of the cardinal phase, particularly as it is easy accessible and combines facets of geometrical concluding with utilizing and using mathematics to work out jobs. ( DfES, 2004, p20 ) . ICT can be used as a tool to raise criterions in the instruction and acquisition of English in secondary schools. It can be used to back up instructors to better lesson design and transform instruction and acquisition. English instructors can besides utilize ICT to prosecute and actuate students to larn more efficaciously. Effective communicating between English and ICT sections will be indispensable to convey about a clear apprehension of the timescale during which students will hold developed the different ICT capableness in each twelvemonth. Teachers of English capable demand to place chances to work and use students ‘ capableness in ICT to travel acquisition in the capable forward. They besides need to see whether the usage of ICT is appropriate to the facet of English being taught. English can affect seeking for and choice of information, which is made easier by the usage of ICT. Through set uping good affair with ICT sections, English sections may happen that English and ICT lessons and prep may be planned hand in glove so that students use and consolidate the appropriate hunt accomplishments and techniques. More clip in English lessons can so be spent on larning schemes for choice and analysis. As an illustration, in a Year 8 lesson, students focused on accessing a scope of web sites on a given subject, and so collaboratively inventing agencies of choosing those needed to reply peculiar different inquiries on that subject. The inquiries were divided into those necessitating information, persuasion, statement, different positions and different audiences. Students worked in little groups to choose cardinal sites for different intents. This was portion of a sequence of lessons that finally required students to utilize the web sites selectively to back up an drawn-out piece of composing on an facet of the subject. Still on the same note, Year 9 students searched the Internet for images based on Macbeth. The focal point was on choosing images that were cardinal to the subjects of the drama. Pupils worked in groups to choose, salvage and publish these images, footnote them in relation to the drama and supply cardinal quotation marks to attach to the subject and image. This involved one lesson and a prep. In the following lesson, the students shared their findings with the remainder of the category. This was portion of a sequence of lessons in which the students were subsequently required to compose about cardinal subjects in the drama and supply grounds from the text. Having mentioned all the above, it is rather apparent that ICT equips students with accomplishments to assist them to take part in a quickly altering universe in which work and other activities are progressively transformed by entree to varied and developing engineering. Students may necessitate to utilize ICT tools to happen, explore, analyse, exchange and present information responsibly, creatively and with favoritism. They should larn how to use ICT to enable rapid entree to thoughts and experiences from a broad scope of people, communities and civilizations. Increased capableness in the usage of ICT can advance inaugural and independent acquisition, with students being able to do informed opinions about when and where to utilize ICT to outdo consequence, and to see its deductions for place and work both now and in the hereafter. ( eduwight web site, accesses 01/12/10 ) Furthermore, ICT has enabled gifted and talented students and those of higher ability to widen their activities and survey in more deepness. It has besides enabled students with English as an extra linguistic communication and those with particular educational demands to readily entree larning where, for illustration, the act of physically composing had antecedently acted as a barrier. Besides, the usage of the show technologies enables students to visualize stuff that would be more hard to entree in traditional formats, and is perceived to hold ‘opened up the universe ‘ . For illustration, the usage of a picture clips depository has supported showing gases in scientific discipline and motion in design and engineering. Supported with teacher account, it is believed that the focal point on traveling images has truly enhanced acquisition. In add-on the picture clips depository offers cartridge holders of intelligence points in children-friendly formats. ( Lewin et Al: 2007, p20 ) . In decision, it is clear and apparent that there is a common and supportive nexus between the distinct instruction of ICT and the application of ICT in other topics. This means that, hence, students should be given chances across the course of study to use and develop the ICT capableness taught in ICT lessons. These chances should be consistent across all categories, non dependent on the peculiar member of staff. Besides, guaranting that students are constructing on the ICT capableness that has already been taught has deductions for scheduling strategies of work, both for the capable countries and for ICT. This is a complex exercising, affecting all sections, and needs a whole-school attack and leading to guarantee maximal effectivity. Some schools have set up ICT across the course of study working groups to guarantee that there is ongoing duologue between capable leaders, the ICT capable leader and the ICT coordinator in the school. Monitoring the effectivity of such a policy is a c ardinal function for the senior leader with duty for ICT and will include a reappraisal of instructors ‘ apprehension of what is meant by ICT capableness in the ICT National Curriculum ;

Crack essays

Crack essays Crack (rock) and cocaine are both stimulant drugs, which are widely used in our country today. They both present problems for us because of their potency and highly addicted addicts that can not seem to escape their grasp. Crack and cocaine also have various street names such as coke, snow, blow, base, C, ice, flake, sniff, rock and the list goes on. Cocaine is sold in a white powder form, which is sniffed, injected, or smoked (free-basing) and is much more expensive than its cousin crack (rock). Crack is a powerful form of cocaine and comes in a small crystal form, which is smoked, in a crack pipe or suitable utensil. "Cocaine by binding to the sites that normally reabsorb neurotransmitter molecules, cocaine blocks the reuptake of dopamine, norepinephrine, and serotonin. The extra neurotransmitter molecules therefore remain in the synapse, intensifying their normal mood altering effect and producing an euphoric rush. When the cocaine level drops, the absence of these neurotransmitters produces a crash"(D.G.Meyers PG 233). The high that a user will experience from cocaine lasts approximately fifteen to thirty minutes. Crack is another name given to cocaine, which has been processed with hydrochloride to a free basing state. " Rather than requiring the more volatile method of processing cocaine using ether, crack cocaine is processed with ammonia or sodium bicarbonate (baking soda) and water and heated to remove the hydrochloride, thus producing a form of cocaine that can be smoked. The term "crack" refers to the cracking sound heard when the mixture is smoked, presumably from the sodium bicarbonate".(NIDA's home PG 1). This process produces a small white to tan looking pellet that has the texture of porcelain. Crack smoke reaches the lung tissue through the bloodstream to the brain in seconds. Its instant effect or ...

Fast food Research Paper Example

Fast food Research Paper Example Fast food Paper Fast food Paper Describe In-N-Out in terms of the value it provides for costumers Costumers find valuable In-N-Out food because of the quality of the food and service that they receive. They find a valuable experience going and buying a Hamburger, Fries and Shakes. Having a small menu can be helpful for the employees as they can learn quickly and perform better. Having one of the best costumer services, In-N-Out enjoys a pretty high value for costumers, consumers often compare benefits VS. cost ND they found multiple benefits and a low cost in this establishment. Aside of having a great value, In-N-Out maintains great customer satisfaction meeting the expectations and creating loyal costumers upon their fast-food restaurant. As costumers leave satisfied by their meal, they create Like a chain of Information In where, the costumers tell others to try this addling room. We can say that In-N-Out enjoys a Value of Great deal of benefits at a Low price. For example: Their meat Is 100% pure and fresh beef. Other restaurants include additives, fillers or restoratives to their meats, which causes a great advantage and/or benefit for In-N- Out. In-N-Out service is considered one of the best, according to various websites such as Yelp. Com and Trapdoors. 2. Evaluate In-N-Cuts performance relative to costumer expectations. What is the outcome of this process? The In-N-Cuts is a strategically plan design for In-N-Out to have less stores in specific places. : By having fewer stores to take care, In-N-Out can focus on their logo Quality you can taste. As the others companies expand their businesses, the more In-N-Out remains with the name kind of quality, services and products. Thats why they are at the top of the pyramid, costumers really Like their services. By having fewer stores they keep their costumers craving for their hamburgers, which, when they have It they meet their expectations and beyond satisfaction. By policy, a new store can be opened if a well- trained staff is produced and also if they have distribution centers around. Because of the good products and services they dont have to spend that much in advertisement. They clients do that Job for them without even paying them because hen a costumer leaves happy then he or she tells friends to go and try. Also, various celebrities have been seen taking orders there and going with their friends. When prospective-costumers hear about In-N-Out they hear all good comments and that makes them desperate to taste and go the restaurant, they have set a high expectation for this establishment because of comments. When they get there they see, taste and confirm these expectations. So I think It Is a good strategy to have a few establishments because It keeps them focus on their slogan, Quality that you can sate, which others stores forget In order to get more money. Dont think In-N-Out should get a high-growth strategy because, as they say, they keep breaking the rules. First of all, they have fresh and good quality meals which is like their first commandment. They make sure that: their meat is not frozen, their vegetables are hand-sliced and their shakes are made of real ice cream. Which is nearly hard for other companies who are practicing the high-growth strategy because they have so much to think about that they lose that freshness in their products. Second, they train capable and enthusiastic people to work as an employee; they give them a lot of rewards to keep them happy. In-N-Out follows a simple formula: Happy and motivated employees = Loyal and satisfied costumers. Imagine they were like KICK In-N-Out establishments all around the world, it would be hard to give employees the kind of rewards they are giving them now, such as Full paid vacations to Europe or Full benefit packages. Following the formula that I mentioned before, Sad, angry and UN-motivated employees= unsatisfied costumers. Third, it keeps the costumers wanting and craving more. So its for sure that when costumers are going to a trip to where there is an In-N-Out store, the local is the first thing to do on the list. This is Just an example of what kind of loyal costumers they have. Their costumers have to travel all the way from other state to buy a hamburger, and by a hamburger I dont mean any hamburger but a really great one. If there was a hundred In-N-outs maybe people will get bored of buying the same thing every day and one day they are not going to buy them anymore. So better keep them wanting more and more. Fourth, they dont have to spend millions of dollars in advertisements. Thats only because they have stick to their beliefs, quality of the food and services. Costumers without asking would definitely go to their neighbors house and talk wonderful things of In-N-Out food and services. Thats only because they make sure to train their staff and make sure everything is fresh. 4. With so many customers drawn in to In-N-Out no change philosophy, why don t more burger chains follow suit? Other burger chains dont follow this philosophy because they think that by expanding their menu they are able to attract more people to their restaurant, also because they believe in innovation. I think, as a costumer, that if I go too restaurant I like certain dish I would be likely to go again to that restaurant because of that dish and if that dish is no longer available in the restaurant then I wouldnt come back. Burger chains, such as McDonalds or Burger King started with a small menu but as the time passed they had more money to create and expand their menu. When they expanded their menu they started paying more for more ingredients and appliances, which might have produced deterioration in quality. In the other hand, In-N-Out maintained their menu keeping the quality of their ingredients up. It could be that these burger chains that expanded their menu, enlarged its menu because of the demand that the restaurant had. By having more locals all around the world you could attract more people. For example, McDonalds in Panama have this Tuesdays Depict that McDonalds USA does not have. This obviously attracts more Panamanian people to buy their national breakfast. By having this kind of burger chains by the corner of your house its more likely for you to buy them even though you will like to eat In-N-Out, only because their restaurant

Conflict Resolution at General Hospital Case Study

Conflict Resolution at General Hospital - Case Study Example It has been recognized that cultural changes has been initiated by Mike Hammer which seemed to be relatively ineffective for the overall organization. The analysis of the case study is aimed at providing answer to various problems faced by General Hospital in order to increase its efficiency. Table of Contents Abstract 2 Introduction to the Case Study 4 Conflict Management Styles 4 Hammer’s Leadership Style 5 Change Approach Used 7 Conclusion and Recommendation 9 References 10 Bibliography 11 Introduction to the Case Study The case study is all about the General Hospital that has been facing problems and the performance of the organization has been declining. Therefore, the hospital required certain high-speed solution so that the operations of this organization could be improved. It was noted that the CEO of the hospital Mike Hammer identified that the cut in the cost of operation was of top priority and thus increase in the revenues could be the ultimate solution to fix the problem so that the current services could be expanded and the new services could have been added in those areas where the General Hospital could have competed successfully. Conflict Management Styles There are various conflict management styles such as competing/controlling, accommodating, avoiding, collaborating and compromising. Competing conflict management style is generally understood as being assertive and uncooperative. It might be understood as protection of one’s position which is believed to be correct or at this management style the person tries to win. Accommodating is just the opposite of the competing. In case of accommodating the individual tends to gratify the problems of the other people whilst sacrificing his personal concerns. Avoiding is the style of managing the conflict where the individual doesn’t pay due attention towards the conflicts and thus doesn’t makes any attempt to solve it (AFC-ISPI, n.d.). Compromising is an attempt made by the individual to resolve the conflict by means of identifying the solution that is accepted to both the parties to certain extent but not fully satisfactory to any one of them. Collaborating aims at cooperating with the other party for their concerns to be realized and thus enabling to express ones own concern with the aim towards finding a mutually and completely satisfactory solution (Wright State University, n.d.). After having analyzed the case study, it can be revealed that the collaborating conflict management style is practiced to resolve the problem that was pertaining in the organization. Collaborating involves working closely with other person in order to find a feasible solution to the problem fully satisfying the concerns of both the persons. In the case study, Mike Hammer hired Marge Harding in order to work together on the matters. In addition to this, by doing so the concerns of both (Hammer and Harding) would be satisfied since Mike Hammer’s aim was to reduce th e cost and Mage Harding wanted to take up the challenge since the work could provide her the chance to get the CEOs position after few years. This makes it evident that the collaborative conflict management style has been applied in the case study. Hammer’s Leadership Style Leadership style is a process whereby the direction is provided, plans are implemented and thus the people are motivated to work in an organization. It is worth mentioning that the leaders might not use one particular style when executing the above functions. Various styles are used; most of them may even use multiple styles. The diverse leadership styles as exercised by the leaders are authoritarian, democratic and laissez fair. In case of authoritarian leadership styles,

Paul Samuelson, Abba Lerner and John Kenneth Galbraith in relation to Assignment

Paul Samuelson, Abba Lerner and John Kenneth Galbraith in relation to the idea of human flourishing - Assignment Example In one of his principles he stated that a government should maintain a reasonable level of demand at all times (Samuelson & Puttaswamaiah, 2002). In this consideration, he also added that in case of too little spending in the society; the government should reduce taxes or increase its own spending to correct the situation that also leads to unemployment. The other principle stated that by borrowing money when there is need to raise the interest rate and through lending money when there is need to reduce the rate of interest, the administration should be able to uphold the rate of interest that encourages the best amount of investment (Samuelson & Puttaswamaiah, 2002). All the two finance principles were summarized in his principles with the limiting the national debt principle so that all the needs of the people in the society are taken into consideration. John Kenneth Galbraith also had principles that argued and was based on understanding the trouble that exist currently within economics and economic policies. The works that were created by him were partly rooted to Marshall’s theory of the firm most of his principles were followed after the post war economy was dominated by bureaucratic corporations with more demand of consumers and also financiers. The principles he developed believed on expenditure as a factor that would be used to satisfy the needs of the consumer. The policies that are developed by the government are those focusing on consumer satisfaction.