Philosophy of Gender Essay

Some people aspire for successful lives, but I think success is overrated. What I’m trying to do is living my life according to what I think is right. This means learning not only inside the classroom, but also outside. This is because I believe that education inside the classroom is very limited, which is why we should take the initiative to control our education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   So I start my day by having breakfast. I also read the paper while eating. One must still be aware of the current political and social issues; we must never be isolated from society. These are the people’s issues, so we must not be isolated from what they are engaged in. We are working for a better society not for ourselves, but also for other people and the next generation, so we must be integrated with their issues.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After breakfast, I go to school. In school, aside from attending class, I talk to the personnel. I ask their opinion on issues. I ask how their lives are. Through this way, I get a perspective on how they think. It is very interesting because they are usually very outspoken. Sometimes, I learn so much more from them than the textbooks they make us read in class.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After class, I sometimes do volunteer work. I treat this as my â€Å"other class.† It supplements what I learn in class, and sometimes I get to apply what I learned inside the classroom as well. This class teaches me a lot, from relating with other people to critical thinking. Then I go home. I eat, study, then read. I may not have a lot of stuff, but I do have a lot of books.   I love reading. This opens my mind to a lot of possibilities, as well as solutions. I also love reading about great odds being surpassed by ordinary people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For a democracy to work, I think the citizens should be proactive people. For this to happen, they have to be trained even while in school. And this would entail letting them take control of their education, planning their own curriculum, carrying out their own lesson plan. When one speaks of a rational state of consciousness, one is talking of the state when one’s mind is consciously doing something, like crossing the street. This kind of state requires one’s full attention. When one speaks of non-rational consciousness, it is when one’s mind is engaging in an activity that one’s mind can do subconsciously; its whole attention is not on the activity. Habits and learned behavior fall under this state. An example would be tapping one’s foot. And when one talks of the irrational state, it is the state of being unconscious, such as sleeping deeply. When in this state, one is unaware of what is happening. Have you had your heart broken? I have, once. I loved her, but she left me. Maybe she thought the world is a better companion. I do not know. It has been years.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Her name was Lilith. She was a remarkable being, all magic and desire. She had hair that was like waterfalls cascading down to earth; fluid, wild, breath-taking, hypnotizing. Her body was like the hills and mountains of the earth, curvaceous and fertile. She also provided the   intellectual stimulation that I needed. In my youth, I was too arrogant and stubborn to see that.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I had asked Father for a mate. I was lonely, and I had no one to share my experiences of naming and taking care of the creatures Father put under my care. I also wanted someone who would complement my efforts of organizing the whole of Creation, listening intently, while serving me a delicious meal. So I told the Father how lonely I was.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He made a mate, and called it woman. I accepted her, and we lived together. I thought we were going to be happy together forever in paradise. I made her wait on me, serve me, obey me. I wanted her to only wander when I was with her. I wanted her to do all the domestic duties, because I was busy managing the Garden of Eden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   We got along sometimes. Lilith, skilled with words, would contribute to my summary of what I did during the day, pointing out which names fitted the creature exactly. I thankfully used her suggestions, being inept with words, having been alone for some time. But mostly we fought day and night. We had different views on most things. She wanted to talk about how we feel; I could not successfully keep up with her analysis on why she is annoyed when the sheep just leaves its droppings lying around. She wanted to do things on her own; she could not understand that I was afraid of losing her, which is why I do not want her wandering off. She wanted the privilege of naming and managing the creatures in Creation; I could not make her understand that this was a job given to me, and she should try other activities in the Garden. She talked of how Eden could be made better; I would rather focus on the conditions now.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   So we fought. She would not do the things I told her were her duties as my wife. She said she wanted to do other things. She could not understand that her declining means undermining my authority. I know I should not have shouted at her and pulled her hair, but she made me angry. So when she left, I did not go looking for her. We have had disputes before, and though it is unlike her to not talk the problem over, I decided to pay no heed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But then, days after, she has not yet returned. So I told the Father of my concern. He sent messengers to her, but she would not yield. She would not come back to Eden, to me.

Junk Food

The argument as to whether or not schools should be able to sell junk food is a highly controversial topic. To begin with, there is the problem to defining junk foods. Are we talking about potato chips, soda, and Twinkies? What about fried chicken fingers, cheeseburgers, and pizza-foods many schools serve? Most cases, when faced with the decision, a child will no doubt choose what is offered without knowing it is a health issue. What would a change in the availability of these snacks teach children?Some argue that removing these snacks from schools takes away rights. Although the selling of unhealthy foods serves as a source for additional revenue for schools, school administrators should ban the sale of items that promote an unhealthy lifestyle. Not only does junk food cause unhealthy eating habits that lead to child hood obesity, but it also contributes to health issues such as diabetes, heart disease. Fast food or junk food has had a big effect on the community that many people do n’t realize.The industry markets foods to kids often advertizing to them on their way home from school and during programming watched after school. A lot of the food Is high in sugar and fat. Public opinion on the issue is varied. Poor eating habits developed at an early age can lead to a lifetime of health issues. School is where children spend most of their time, and it’s where we lay the foundation of healthy habits. In an online poll 40% of parents stated that their child doesn’t eat breakfast on a regular basis.That means 20 to 50 percent of these students total daily calories are coming from these unhealthy lunches and vending machines at school. This can be a can of soda, perhaps washing down a chocolate bar followed by a bag of potato chips. Students may be junk food junkies but the schools are hooked as well and have become increasingly dependent on the revenue that soda and candy machines bring in each year. While soda sales may help supplement the sch ool's bottom line, health experts are increasingly worried that soft drinks are contributing to a student's poor health. t was concluded that teen-aged boys' soda consumption has tripled in the last 20 years and doubled for girls. Teens now drink twice as much soda as milk. On the other hand, children are taught in the classroom about good nutrition and the value of a healthy lifestyle, but we continue to make the junk food available to them. Our children's eating habits are engrained in them from a young age, so what are we teaching our children? At what cost is it ok for junk food to be available o them at school? For the first time, the government is proposing broad standards to make sure all foods sold in schools are healthier. Under the Agriculture Department proposed on 2/1/2013, food like fatty chips, snack cakes, nachos and mozzarella sticks would be taken out of lunch and vending machines, to be replaced by baked chips, trial mix, and diet soda. Food sold through vending ma chines has never before been federally regulated. Junk Food The argument as to whether or not schools should be able to sell junk food is a highly controversial topic. To begin with, there is the problem to defining junk foods. Are we talking about potato chips, soda, and Twinkies? What about fried chicken fingers, cheeseburgers, and pizza-foods many schools serve? Most cases, when faced with the decision, a child will no doubt choose what is offered without knowing it is a health issue. What would a change in the availability of these snacks teach children?Some argue that removing these snacks from schools takes away rights. Although the selling of unhealthy foods serves as a source for additional revenue for schools, school administrators should ban the sale of items that promote an unhealthy lifestyle. Not only does junk food cause unhealthy eating habits that lead to child hood obesity, but it also contributes to health issues such as diabetes, heart disease. Fast food or junk food has had a big effect on the community that many people do n’t realize.The industry markets foods to kids often advertizing to them on their way home from school and during programming watched after school. A lot of the food Is high in sugar and fat. Public opinion on the issue is varied. Poor eating habits developed at an early age can lead to a lifetime of health issues. School is where children spend most of their time, and it’s where we lay the foundation of healthy habits. In an online poll 40% of parents stated that their child doesn’t eat breakfast on a regular basis.That means 20 to 50 percent of these students total daily calories are coming from these unhealthy lunches and vending machines at school. This can be a can of soda, perhaps washing down a chocolate bar followed by a bag of potato chips. Students may be junk food junkies but the schools are hooked as well and have become increasingly dependent on the revenue that soda and candy machines bring in each year. While soda sales may help supplement the sch ool's bottom line, health experts are increasingly worried that soft drinks are contributing to a student's poor health. t was concluded that teen-aged boys' soda consumption has tripled in the last 20 years and doubled for girls. Teens now drink twice as much soda as milk. On the other hand, children are taught in the classroom about good nutrition and the value of a healthy lifestyle, but we continue to make the junk food available to them. Our children's eating habits are engrained in them from a young age, so what are we teaching our children? At what cost is it ok for junk food to be available o them at school? For the first time, the government is proposing broad standards to make sure all foods sold in schools are healthier. Under the Agriculture Department proposed on 2/1/2013, food like fatty chips, snack cakes, nachos and mozzarella sticks would be taken out of lunch and vending machines, to be replaced by baked chips, trial mix, and diet soda. Food sold through vending ma chines has never before been federally regulated.

Business National Btec Unit 13 Essay

|To achieve a pass grade To achieve a pass | | | |grade the evidence must show that the learner|To achieve a merit grade the evidence must |To achieve a distinction grade the evidence | |is able to: |show that, in addition to the pass criteria, |must show that, in addition to the pass and | |evidence must show that the |the learner is able to: |merit criteria, the learner is able to: | |learner is able to: | | | |P1 identify how two organisations | | | |plan recruitment using internal and external | | | |sources | | | | | | | |P2 explain the impact of the legal and | | | |regulatory framework on recruitment and | | | |selection activities | | | | | | | | | | | |P3 prepare the documents used in selection | M1 compare the purposes |D1 evaluate the usefulness | |and recruitment activities |of the different documents |of the documents in the | | |used in the selection and |interview pack for a given | | |recruitment process of a given organisation |organisation, in facilitating | | | |the interview process | |P4 plan  to take part in a selection interview|M2 analyse your contribution |D2 evaluate your experience | | |to the selection process |of planning and participating | | |in a given situation. |in the recruitment and | | | |selection process. | |P5 take part in a selection interview | | | | | | | | | | | Unit 13: Investigating Recruitment and Selection Task 1: How organisations plan recruitment (towards P1). â€Å"P1 Identify how two organisations plan recruitment using internal and external sources.† You need to understand that there are a number of reasons why vacancies occur and that the decision to recruit will be the result of an analysis by the organisation of its requirements. The vacancy may be filled internally or externally. External sources may be used but they may have time and cost implications. You need to include the following points; Understand the processes involved in recruitment planning Recruitment planning: †¢ reason for vacancy, eg employee leaving, increased volume of business, different work, maternity cover, sickness; †¢ decision to recruit; †¢ internal recruitment; †¢ external sources of recruitment (use of job centres, consultants, recruitment agencies); †¢ cost and time considerations of external sourcing Task 2: How organisations advertise vacancies (towards P1). The vacancy may be advertised internally and externally. If advertised externally, the choice of media will be important in order to reach the targeted market. External advertising is more costly and there are legal considerations to be aware of on all recruitment advertising. You need to cover the following points; Recruitment advertising: †¢ internal advertising; †¢ external advertising (choice of media, use of external agencies, format and type of advertisement, cost implications, legal considerations of recruitment advertising); †¢ methods of application, eg letter, online, telephone. â€Å"P2 Design a concise briefing sheet for a selection panel to guide them on the regulatory requirements of recruitment and selection practice.† This requires an overview of the key legal and ethical requirements of selection interviews. It should be a concise guide that interviewers can easily understand. You need to include the following points: Current UK and EU legislation: †¢ Sex Discrimination Act 1995/97; †¢ Race Relations Act 1992; †¢ Equal Pay Act 1970; †¢ Disability Discrimination Acts 1995 and 2005; †¢ European Working Time Directive; †¢ Employment Act 2002; †¢ national minimum wage; †¢ Data Protection Act 1998 (together with any future amendments) Ethical issues: †¢ asking candidates the same questions; †¢ interviewers not related to candidates; †¢ gender and ethnic balance on panels Task 3: Preparing a job description and person specification (towards P3). â€Å"P3 Prepare the advertising, job description and person specification required to recruit an employee for a specific role in a selected organisation.† You will prepare the documentation for an identified vacancy. This will encompass a job description and person specification. The completion of these two documents to an appropriate standard will provide the evidence for this criterion. Prepare the job description and person specification. You need to include the following points: Job description: †¢ purpose and standard formats; †¢ title of job; †¢ department and location of post; †¢ broad terms of job; †¢ responsible to whom; †¢ responsibilities; †¢ scope of post; †¢ education and qualifications; †¢ name of compiler and approver; †¢ date of issue Person specification: †¢ purpose and standard formats, eg job title and reference number; †¢ location in management line; †¢ essential and desirable attributes; †¢ physical characteristics required; †¢ attainments and qualifications; †¢ previous experience; †¢ general intelligence; †¢ special aptitudes; †¢ temperament and personality; †¢ hobbies and interests; †¢ personal circumstances Task 4: Job Applications â€Å"P3 Apply for a job by completing the application documentation.† You should use the Morrisons website to find the application documents. You should complete the process as if you were applying for the post. You should complete the application form and include any other documentation requested, which should include your curriculum vitae and a covering letter. The completion of the required documentation to an appropriate standard will provide the evidence for this criterion. Know the documentation involved in the recruitment process Application documentation: †¢ letter; †¢ application form; †¢ curriculum vitae Task 5: Briefing the selection panel on regulatory requirements. (P4) You need to include the following: Pre-interview: †¢ selection criteria for short-listing; †¢ application packs and information for candidates; †¢ references; †¢ types of interviews (group, individual, team, panel, telephone, multi-stage); †¢ tasks and tests used to complement the interview process, eg occupational preference tests, attainment tests, aptitude tests, psychometric tests; †¢ use of specialists in the interview; †¢ a list of interview questions; †¢ procedure for informing candidates on interview decisions Task 6: Taking part in a selection interview (towards P5). â€Å"P4 Participate in a selection interview.† You should adopt the role of either an interviewee or an interviewer in your pairs for a mock selection interview. You should demonstrate through role play that you have prepared for the interview. Roles can then be reversed to give everyone in the class opportunity to see the recruitment process from the perspectives of both the applicant and the interviewer. If you are not participating in an interview you will be observing and taking notes. Evidence is likely to come from a copy of the documentation used by each participant and a witness statement from the assessor. In your planning you should show evidence that you have considered each of the following points: Interview: †¢ interview protocol; †¢ confidentiality; †¢ fairness; †¢ interview environment; †¢ agreed questions; †¢ checking of personal information; †¢ interview checklist; †¢ control of interview; †¢ decision criteria and documentation; †¢ communicating the decision to candidates; †¢ communication and listening skills; †¢ body language; †¢ questioning techniques; †¢ barriers to communication; †¢ analysing and summarising Task 7: Following up the interview (towards P5). You should prepare the necessary documentation to fill the vacancy and complete the interview process. You should include the following: Post interview: †¢ informing candidates; †¢ making a job offer; †¢ verbal/non-verbal offers; †¢ contents of job offer, eg start date, wage or salary rate, hours of work, holiday entitlements; †¢ other conditions, eg references, medical test, passing specific qualifications; †¢ expenses claims; †¢ candidate’s feedback; †¢ taking up and checking references; †¢ police and/or medical checks including a CRB check; †¢ rejection of unsuccessful candidates Task 8: Comparing selection documents. â€Å"M1 Compare the purposes of the different documents used in the selection process of a given organisation.† You must be able to identify the documents used in the three stages of the selection process. You should know the purpose of the key documents. You should be able to explain the purpose of the information that the completed documents will provide for the interviewers. You should be able to draw comparisons between the purposes of appropriate documents. Task 9: Evaluation of the usefulness of interview documents. â€Å"D1 Evaluate the usefulness of the documents in the interview pack of a given organisation in facilitating the interview process.† You must make judgements on the usefulness of documents that you have collated in the interview pack. This will be informed by a mix of theory and practice. You must be able to demonstrate that you are able to assess the usefulness of documents that belong to a real organisation or that you have used in the role play exercise. In what ways did the documentation contribute to the organisation, management and conduct of the interview and the process of making a selection decision? Task 10: Analysing your contribution to task 5 (see P4). â€Å"M2 Analyse your contribution to the selection process in a given situation.† You must show that you can prepare for and perform in a role-play situation. You should ensure that an application pack is prepared and that all the necessary documentation is provided for the interviewee and the interviewers. The interview should be organised and conducted in a professional manner. Observers will be looking for evidence that the participants have prepared for the interview. This can be judged by observing how the learners organise and manage the sequence of the interview, the ability of the participants to ask appropriate questions, the quality of their participation and whether they have used communications and listening skills to good effect. Evidence will come from supporting documentation such as interview questions that interviewers and interviewees have prepared. The evidence will be supported by a witness statement on the role play of each Participant. Task 11: Evaluation. â€Å"D2 Evaluate your experience of planning and participating in the recruitment and selection process.† You must be able to demonstrate that you can critically reflect on your  experience and draw lessons from it. Evidence will require an evaluation of the role play and this should be linked to the feedback on the witness statement. You must also be able to critically evaluate your experiences of the planning stages of the interview. Websites www.bbc.co.uk/learning/subjects/business_studies.shtmlA changing bank of learning resources and up to date case studies. This site also has links to other useful sites www.bized.ac.uk Includes a number of pertinent case studies from thetimes100 including McDonalds and Cummins www.cipd.co.uk Chartered Institute of Personnel and Development www.thetimes100.co.uk Includes a number of pertinent case studies including McDonalds and Cummins, British Gas and Tesco ———————– Scenario: You work in the HR department at Morrisons where vacancy rates have been high over the past year. Your manager is concerned about this and has asked you to do a presentation to identify why vacancies occur and to compare with a competitor. In your presentation you must also include a plan of how to fill the vacancies using internal and external sources. Presentation date: Scenario: Following your presentation your manager has asked you to write a report on the steps that your department should take to go about advertising a vacancy both internally and externally. Your manager also wants you to consider the possible ways that applicants can apply. Hand-in date: Hand-in date: Scenario for Tasks 3 and 4: You are the assistant to the head of Business at Sheffield Park Academy and you have been asked to find a new Business Studies teacher to join your growing department for this popular subject. Design appropriate advertising for to attract a suitable candidate for the role and submit a report to your manager alongside the advert to show that you made all the necessary considerations. Hand-in date: Scenario: You want to apply for a part time job at Morrisons to get some extra cash while you are studying. Complete the documents to apply for the job. Hand-in date: Scenario: You are head of recruitment at Sheffield Park Academy and will be interviewing candidates for the advertised role of Business Studies teacher. The interview panel will be made up of various senior members of staff and some members of the Business department. Not all members of the panel have interviewed before so they are not familiar with the regulatory requirements. Design a briefing sheet which is easy to follow and will help them plan the interviews. It must include all the important points that they will need to know to avoid any legal or ethical problems. Hand-in date: Scenario: After advertising the position of Business Studies teacher at SPA and receiving several applications, you are now ready to start planning the interviews for the potential candidates that have been selected. Work in groups and discuss how you will select your candidates. Make a list of your selection criteria for the interview panel to follow when selecting candidates. You will role play the interviewee as well as the interviewer so prior to the role play you will need to read a candidates CV to help you prepare and make any notes that you feel necessary. Interview date: Hand-in date: Scenario: You have completed the interview process and selected a candidate successfully. The head of recruitment at your school has asked you to review the selection process by comparing and explaining the purpose of the documents that are used at SPA to recruit new teachers. Hand-in date: Scenario: You have interviewed all candidates using the documentation that you prepared for P4. How useful was this documentation in organising your interview, managing the interview process and choosing which, if any, of the candidates to employ? Hand-in date: Hand-in date: Hand-in date:

Critical response Assignment Example | Topics and Well Written Essays - 500 words

Critical response - Assignment Example Each of these decisions has both inherent good and harm in it. Therefore, the second step is for Sam to evaluate what good or harm will be obtained from each action and who will be affected. If he keeps silent, then the wellbeing of a large number of people will be placed at risk and the company will keep on expanding and earning massive profits. If he breaks the confidentiality agreement and exposes the company then the public will be informed and harm will be prevented, but the company will suffer serious losses, he will lose his job and throw his family into financial instability once more. Hence, Sam, being a utilitarian and believing that the ‘end justifies the means’ will choose to keep silent, saving the company, as well as himself and his family. For Sam, the greatest good is the one that will benefit his family and, indirectly, the company. He will not sacrifice his job and his family for things that are out of his control, such as the people choosing to buy cigarettes from Greyarea. They have their own choice, and Sam has his own. If Sam is a Deontologist, then he will definitely break the confidentiality agreement and expose the unethical actions of Greyarea, regardless of the consequences to him, to his family, to the company, and to other stakeholders. Deontology is duty-based ethics and it claims that individuals are morally obliged to make decisions or act based on a specific set of rules and ideals irrespective of outcome (Alavudeen et al. 40). Thus, Sam, being a deontologist, knows that what the company is doing is immoral, for it deceives and cheats the public. And so, based on such knowledge alone, of such discovery that the company is unethical, Sam will carry out his moral duty, and that is to inform the public about the company’s unethical behavior. Sam will do something about the situation out of respect for the moral or ethical codes and out of

Name of Newborn Child Essay Example | Topics and Well Written Essays - 500 words

Name of Newborn Child - Essay Example In the last few months of pregnancy, parents should start searching online and in baby books for possible names of their child. Usually, at this point in time, the gender of the child is known, hence names can be shortlisted accordingly. Preselects and shortlist the names that both of you prefer. Do not be stubborn when selecting possible names for your child and do not choose names on the name of your great great great grandfather who supposedly did many amazing things when he was living. You must consider that your child will be stamped with this name for his/her entire life; hence the name should be contemporary and must not be embarrassing for the child. A name can have a lasting impact on a child’s personality; hence, it is important to choose a name with a good meaning. Ensure that the name does not have any exceptionally embarrassing meaning in a few well-known languages. Also, ensure that the name has a meaning or quality that you would like to see in your child. Ensure that the name you have chosen sounds good with the child’s family name. It is acceptable to match the child’s name with your own and that of the child’s other siblings like some parents like all of their children’s names to begin with the same letter. However, do not make that the only important factor. Diversity is good, and if siblings have names that rhyme or sound alike, that is not an issue. The important thing is to consider a name that your child will feel comfortable with and appreciate all their life. Last but not the least, consult all your relatives and the child’s grandparents for possible suggestions. Look around you at names of other people that seem attractive to you. However, do not forget to consider the other mentioned factors before making the final selection. Although the saying says, â€Å"What’s in a Name?† names do tend to matter and should be chosen carefully (Cartel, 2012).  Ã‚  

The Carbon, Phosphorus, and Nitrogen Cycles and the Human Impact on Essay

The Carbon, Phosphorus, and Nitrogen Cycles and the Human Impact on These Cycles - Essay Example Carbon cycle is typically carried out whenever a hydrocarbon fuel or petroleum uses oxygen for combustion to run an engine of a vehicle or a facotry equipment. Like respiration, during combustion the carbon and hydrogen content of fuel are burned to yield water and carbon dioxide as products given off to the atmosphere. These products as well as the energy released by the exothermic reaction are then absorbed by the plants so the latter manages to produce its own food as photosynthesis takes place with the help other nutrients besides the sustenance provided by carbon dioxide. These plants consequently emit oxygen back into the atmosphere and possess carbohydrates, formed out of using carbon dioxide and water, with its stored energy to be used by the living organism once again. When weathering occurs, phosphate cycle begins when the inorganic materials containing phosphorus and phosphate ions in certain ocean salts or rock sediments are transported to land. Plants eventually take them in and are transferred to herbivores upon consumption and these herbivores may be eaten further by carnivorous animals so that the latter are also imparted a share of phosphorus or phosphates. At the point of death, they are brought back to soil by the decomposers that feed on decaying bodies with phosphorus and these materials may return to the ocean or be reconstituted into the rocks by means of run-off water.

How has your backgroung and experience prepare you to interact Essay

How has your backgroung and experience prepare you to interact effectively with individuals who are different from you in their social, cultural, or economic perspectives - Essay Example As an immigrant to the U.S., I have had to interact with people whose cultures are different from mine. In order to overcome the problem of communication barrier, I have had to learn English, French being my first language. In total, I can effectively communicate in three languages, thanks to my encounters with people of different cultural backgrounds. I have also had the opportunity to work with individuals who are physically and mentally challenged. This experience has made me learn and appreciate the challenges these people face and how they wish to be treated. Furthermore, I have worked in settings that encompass people who hold divergent views and who are from different backgrounds. My interactions with these people have made me learn about different cultures and their general orientations toward life. In conclusion, I have interacted with different people at different forums and settings, something that has greatly shaped my appreciation of divergent views. Today, I am a better person because I have learnt to put myself in other people’s shoes and can contribute constructively in discussions that involve people whose views are different from the ones I

The workmanship of risk CRAFTS, skill and the quality of materials Essay

The workmanship of risk CRAFTS, skill and the quality of materials - Essay Example Obviously when he does not and relies on manual tools he subscribes to the workmanship of risk theory. The discussion that follows demonstrates how. According to Edward Luci-Smith, craft has endured three stages throughout history. In the first stage, craft endured a period where all objects were created purely by hand. The emphasis was on craft and it mattered not whether the object crafted was decorative, ritual or purely utilitarian. The second and third stages occurred from the Renaissance period onward and during the second stage there was marked distinction between fine arts and craft. This was primarily during the Renaissance period. By the time of the Industrial Revolution craft was distinguished from those objects handcrafted and those objects produced by machine. (Lucie-Smith, 1981, 83-85) It was this last stage of craft that gave rise to Pye’s Workmanship of Risk and Workmanship of Certainty theories. With the advances in technology craft took on a different dimension. Man could rely on his own skill to create an object or he could rely on the advances in technology to create objects with a greater certainty that those objects would turn out the way they were designed. Contemporary craft has evolved into a â€Å"high-quality, unique one-off art object and limited-quantity design work.† (Kikuchi, 2004, 235) Craft by definition requires a specific knowledge and skill to a point where it reflects workmanship, function and art. (Kikuchi, 2004, 236) To this end contemporary craft challenges the mass production of objects that are turned out automatically because this kind of production: In distinguishing between the workmanship of risk and the workmanship of certainty, Pye maintains that the latter is not possible without the former. (Pye, 1995,23) While the dynamics of workmanship of certainty permits mad to put out objects in mass quantities

Developing business skills ta Essay Example | Topics and Well Written Essays - 5000 words

Developing business skills ta - Essay Example Thus, I need to become proficient in verbal and written including non-verbal communication (Refer appendix 1 and 3) Resources from the library and the EBSCO database for reading academic journals and books related to communication. ‘Improve Communication Skills’ by Marcela Enos and other such books would be used to improve communication skills. I will also network with diverse populace for improving non-verbal communication 10th December 2014 would be my target date to review my proficiency in the verbal, non-verbal and written English as I would have finished my two terms and I would be confident in my communication which will reflect in assignments, presentations and group discussions. Moreover, it will help my internship which requires excellent communication skills for career success. Effective time management is necessary for planning and organization of the activities in personal and professional life. Self-motivation helps to develop focused approach and promote timely completion of targets as assigned within the activities. I will use ‘Priority Grid’ to arrange tasks on the basis of importance/ urgencies. The grid is an essential ingredient as it would help complete task according to its priority. The grid would be applied in studies and at work to achieve targets. (Refer appendix 5) Reflective practice would be used regularly and feedback from the tutor and the peer group would help to assess the effectiveness of the planning and organization of the activities within the two terms and later used for work-life balance. It would improve my time management skills and inspire me to finish work within the deadline. It would help me to complete the assignments and presentations on time and reduce stress especially as they are time sensitive and could adversely impact academic scores. ‘Getting Things Done’ by David Allen gives important tips in managing time and therefore, I would be using it to improve my

Plow and Cyrus Essay Example for Free

Plow and Cyrus Essay John Deere’s Steel-Tipped Plow and Cyrus McCormicks’s Mechanical Reaper – Deere invented a steel-tipped plow that halved the labor to clear acres to till. Timber for housing and fencing was available in nearby woods, and settlements spread rapidly. McCormick developed the mechanical reaper which harvested grain seven times faster than traditional methods with half the work force and guaranteed that wheat would dominate the Midwestern prairies. American System of Manufacturing, or Interchangeable Parts – Europeans had started to refer to manufacture by interchangeable parts as the â€Å"American System of Manufacturing. The system had many advantages. Traditionally, damage to any part of something ruined the whole thing and no new part would fit. With interchangeable parts, however, replacement parts could be obtained and mass production also occurred. Samuel F. B. Morse – Morse was an American inventor. He contributed to the invention of a single-wire telegraph system bases on European telegraphs. He was also co-inventor of the Morse code, and also an accomplished painter. Catharine Beecher, A Treatise on Domestic Economy – In her widely popular Treatise on Domestic Economy, Beecher told women that technological advances made it their duty to make every house a â€Å"glorious temple† by utilizing space more efficiently. Contagion Theory versus Miasma Theory – The inability of physicians to explain the diseases led to these theories. No one understood that bacteria cause cholera and yellow fever. The contagion theory was that epidemic diseases were spread by touch, whereas the miasmas theory was it resulted from air carried gases from rotten vegetation or dead animals. But neither theory worked. Crawford Long and William T. G. Morton – Long employed sulfuric ether during a surgical operation. Long failed to follow up on his discovery, but four years later, Morton, a dentist, successfully employed sulfuric ether during an operation at MA General Hospital in Boston. Within a few years, ether came into wide use in American surgery. Hydropathy – Hydropathy was known as the â€Å"water cure,† which filtered into the United States from Europe. By the mid-1850s the United States had twenty-seven hydropathic sanatoriums, which used cold baths and wet packs. It helped relieve the pain associated with childbirth and menstruation. Sylvester Graham – Graham propounded a health system that anyone could adopt. Alarmed by the cholera epidemic, Graham counseled changes in dies and regimen as well as total abstinence from alcohol. Soon, he added sexual â€Å"excess† to his list of forbidden indulgences. Phrenology – The belief that each person was master of his or her own destiny underlay not only evangelical religion and popular health movements but also the most popular of the antebellum scientific fads: phrenology. It rested on the idea that the human mind comprised thirty-seven distinct organs, each located in the different part of the brain. James Gordon Bennett, the New York Herald, and the Penny Press – Bennett applied new technology to introduce the penny press. Newspapers could now rely on vast circulations rather than on political subsidies to turn a profit. The New York Sun became America’s first penny newspaper, and Bennett’s New York Herald followed in 1835. Horace Greeley and the New York Tribune Greeley’s New York Tribune pioneered modern financial and political reporting. The relentless snooping of the Tribune’s Washington reporters outrages politicians. In 1848, Tribune correspondents were temporarily barred from the House floor for reporting about Representative Sawyer of Ohio. Astor Place Riot – In 1849, a long-running feud between the leading American actor, Edwin Forrest, and popular British actor William Macready ended with the Astor Place riot in New York City, which left twenty-two people dead. This riot demonstrated the broad popularity of the theater. Minstrel Shows – These shows arose in northern cities when white men in blackface took to the stage to present and evening of songs, dances, and humorous sketches. Minstrelsy borrowed some authentic elements of African-American culture, especially dances. P. T. Barnum and the American Museum – Barnum purchased a run-down museum in NYC, rechristened it the American Museum, and opened a new chapter in the history of popular entertainment. The founders of earlier museums had educational purposes. Barnum, in contrast, made pricking public curiosity the main goal. Washington Irving – When British questioned â€Å"Who ever reads an American book? ,† Americans responded by pointing to Irving, whose Sketch Book contained two famous stories, â€Å"Rip Van Winkle† and â€Å"The Legend of Sleepy Hollow. † Naming hotels and steamboats after Irving, Americans soaked him in applause, but they had to concede that Irving had done much of his best writing while living in England. James Fenimore Cooper – Cooper was the first important figure in this literary upsurge. His most significant innovation was to introduce a distinctively American fictional character, the frontiersman Natty Bumppo. Edgar Allan Poe – Poe wrote both fictional and poetry and was a major contributor to the American Renaissance. He set several of his short stories in Europe; as one critic has noted, â€Å"His art could have been produced as easily had he been born in Europe. † American Renaissance – The Renaissance was a flowering of literature. In 1800, American authors accounted for a negligible proportion of the output of American publishers. By 1830, 40 percent of the books published in the United States were written by Americans; by 1850 this had increased to 75 percent. Not only were Americans writing more books; increasingly, they sought to depict the features of their nation in literature and art. Henry David Thoreau – Thoreau was representative of the younger Emersonians. He was more of a doer and was adventurous in action. At one point, he went to jail rather than to pay his poll tax. This revenue, he knew, would support the war in Mexico, which he viewed as part of a southern conspiracy to extend slavery. The experience led Thoreau to write â€Å"Civil Disobedience† in which he defended a citizen’s right to disobey unjust laws. Ralph Waldo Emerson and â€Å"The American Scholar† – Emerson emerged in the late 1830s as the most influential spokesman for American literary nationalism. He announced his address â€Å"The American Scholar. † The time had come for Americans to trust themselves. Let â€Å"the single man plant himself indomitably on his instincts and there abide,† he proclaimed. Transcendentalism – It’s a philosophical movement that developed in the 1830s and 1840s in the Eastern region of the United States as a protest to the general state of culture and society. Among their core beliefs was the inherent goodness of both man and nature. They believed that society and its institutions ultimately corrupted the purity of the individual. Margaret Fuller – Her status as an intellectual woman distanced her from conventional society. Disappointed that his first child was not a boy, her Harvard educated father determined to give Margaret the sort of education young men would have acquired at Harvard. Fuller turned transcendentalism into an occupation of sorts. Nathaniel Hawthorne – Hawthorne was a major contributor to the American Renaissance. He wrote the famous novel, The Scarlett Letter along with The House of the Seven Gables and The Marble Faun in Rome. He ignored Emerson’s call to write about everyday experiences of their fellow Americans. Ironically, their conviction that the lives of ordinary Americans provided inadequate materials for fiction led them to create a uniquely American fiction marked less by the description of the complex social relationships of ordinary life than by the analysis or moral dilemmas and psychological states. Walt Whitman – Self-taught and in love with virtually everything about America except slavery, Whitman left school at eleven and became a printer’s apprentice and later a journalist and editor for various newspapers in Brooklyn, Manhattan, and New Orleans. A familiar figure at Democratic Party functions, he marched in party parades and put his pen to the service of its antislavery wing. Herman Melville – Melville was another key contributor to the American Renaissance who primarily wrote fiction. He did draw materials and themes from his own experiences as a sailor and from the lore of the New England whaling industry, but for his novels, be picked the exotic setting of islands in the South Seas. He wrote the famous Moby-Dick. Thomas Cole, Asher Durand, Frederic Church, and the Hudson River School – The Hudson River School flourished from the 1820s to the 1870s. Cole, Durand, and Church best represented more than fifty painters. They painted scenes of the region around the Hudson River, a waterway that Americans compared in majesty to the Rhine. Lyceums – This is a category of educational institution defined within the education system of many countries, mainly in Europe. The definition varies between countries; usually it is a type of secondary school. Frederick Law Olmsted and Calvert Vaux – In 1858, New York City chose a plan drawn by Frederick Law Olmsted and Calvert Vaux for its proposed Central Park. Olmstead eventually became the park’s chief architect. They both wanted the park to look as much like the countryside as possible, showing nothing of the surrounding city.

The House of the Spirits

The House of the Spirits How is humour used to unravel the natures of the main characters and why is it used for the main theme of social injustice in Isabel Allendes The House of the Spirits and Ferdinand Oyonos Houseboy? Humour is defined as writings and other material created to make people laugh[1]. It has been used to grasp the attention of the readers, with its main purpose being to entertain. In both The House of the Spirits and Houseboy, humour has been used from the very beginnings of the novel to really acquire the concentration of the readers and keep them captivated.   Besides than adding vibrancy to the characters, humour might also serve to highlight key underlying themes in the literary work. The focus of this essay will be on how the writers have utilised humour to reveal the nature of the main characters, either by describing their characters actions in an amusing way or how their risibility provides indirect insights into how they perceive the world around them. It shall also address why writers incorporate this literary technique with main theme of social injustice in their works. In both the texts above, the writers have used humour from the very beginning whilst introducing their main characters; this usage engrosses the reader to develop interest in the character. The House of the Spirits begins with a dramatic opening in a church deliverance. Perhaps, why Allende chose to start the novel setting in a church could be to emphasize the importance of religion to the people of that particular region , but the bathos comes by an abrupt statement   by Clara: the voice of little Clara was heard in all its purity psst! Father Restrapo! If that story about hell is a lie, were all fucked, arent we The reader surely didnt expect to hear such a statement from a 10 year old girl. This shows us that Clara is very bold and forthright about her views as she is able to question what she is being taught in the church about hell. Many people simply believe everything they are taught through religion but certainly not Clara.  Ã‚   The language itself is very amusing besides the context. psst! the use of this onomatopoeia shows the disrespect for the Father as it undermines his status by   mocking him during a sermon. The highly inappropriate use of the word fucked in front of the public shocks everyone. This radical, carefree nature of hers is what brings about the humour in this piece thus it serves to be a very pertinent introduction to Clara and sets the platform for the reader to expect more unusual doings throughout the novel. Like Allende, Oyono introduces Toundi with humour. Toundi narrates of how he is proud to read and write and wants to copy the whites man custom of keeping a diary. This tells us that young Toundi is naive and filled with desire of learning a lot about the white men .The joy he gets by being literate tells us that this character is filled with promise in the future and determination. He is also revealed to be mischievous child as he had been making fun of father Gilbert but he is nonetheless the main character which undergoes metamorphosis over the course of the story. Thus humour has been successfully used to reveal the character traits, make them more colourful, interesting, lively and keep the reader engaged actively. Claras character in The House of the Spirits has been revealed further in the novel as the story progresses in various occasions, the humour usually comes out when she does something unusual and also to note is the fact that her strangeness was an attribute of her character: she is a telekinetic; is rarely attentive; she can predict futures, read dreams, and, lives a very introvert life but still she amalgamates the family together, and is extremely caring for others. The humorous bits of kinesthetic abilities, being rarely attentive (which itself is ironic as discussed later) are the key to understanding Claras character. When Esteban is shouting at Clara.Clara let him scream his head off and bang on the furniture until he was exhausted. Then inattentive as ever, she asked him if he knew how to wiggle his ears. Clara is being scolded by her husband and all she is concerned is whether he can wiggle his ears. This shows us Claras absent mindedness and care-free nature. It also serves to show us how Clara prohibits anyone from forcing her by offering resistance by being inattentive. She will never directly express her disgust but rather suppress it in a subtle manner. This shows us that her character is refined in the sense she does not have a strong body language or rebellious nature but still is very firm by not allowing herself to be oppressed even by her husband.. Again humour has been used to reveal her character trait. On the other hand, Toundi further reveals his character further when he first came to meet Father Gilbert. The Father would use to come to the village and toss little lumps of sugar like throwing corn to chicken. The use of little lumps of sugar, though is humorous, it also indicates how easily native Cameroonian people were converted to Christians in the hope of a better life, but later most of them would remain in poverty or be killed. Here humour has been juxtaposed with social injustice but to imply it in a more subtle way so as not to make the reader very sad with emotions. Toundi continues to describe how he too would fight for these lumps of sugar- and this tells us that Toundi is a boisterous kid who did not shy away from what he didnt like- but unlike Clara in The House of the Spirits ,he is willing to fight for it. It also reinforces the point made earlier about what allure white men especially Father Gilbert held for Toundi.

Creativity And Imagination In Arts

Creativity And Imagination In Arts Three Little Pigs was chosen because children are familiar with the classic story. It is engaging for both girls and boys and allows a strong context for a range of arts activities in drama, puppetry, musical movement as well as a small world play of a series of arts activities. Activities are planned for five-year-old children as children by age 5 would have attained the basic developmental milestones of language development (Conti-Ramsden Durkin, 2011). The story of Three Little Pigs has patterns of structure. The first little pig met a man carrying straw and built his house with straw. The second little pig met a man carrying sticks and built his house with sticks. The third little pig met a man with bricks and built his house with bricks. A wolf came and said the line Little pig, little pig, let me in three times. The wolf huffed and puffed three times. The story carries repetitive catchy phrases, Not by the hair of my chinny chin chin! Ill huff and Ill puff and Ill blow your house down! So the wolf huffed and puffed and blew the house down! The moral of the story teaches children not to open door to strangers and let strangers in. The Three Little Pigs is told through dramatization and role-play using finger puppets, props and tone of voice. This paper highlights the aims and values of the activities and explains how learning is being structured and the skills that can be developed in drama. Creativity and Imagination in Arts Education We live in a culture where children are raised with passive life experiences. Their toys are highly functional and commercially constructed. But children are by nature imaginative and curious. Their imagination and creation are not nurtured and developed. Childrens play is losing significance to paper and pencil type of education that adults have come to view as important (Hendy Toon, 2001). Society needs people who are creative and imaginative to enable problem solving and make connections. Society then has to start with its youngest members to encourage their creativity and imagination. Children should be motivated and given opportunities to express their creativity. Society needs to nurture children to think creatively, play with ideas and materials, deal with changes and the unexpected, respond to such changes, take risks, learn empathy and be sociable. Creativity and imagination make us human (Duffy, 1998). Adult attitude is important in promoting creativity and imagination. Such attitudes create the right emotional environment. Equally important are physical settings and time set aside to allow opportunities for creativity and imagination (Duffy, 1998). Arts and the curriculum The arts have long been associated with a private experience of feeling good, living in a dream world, and an escape from reality. Swanwick (1988) argues that we become more conscious through the arts. Teaching the arts well promotes development in other learning areas. In drama there is physical education and language development. Music has its own vocabulary as in tempo, pulse and dynamics. Drawing is about line, texture and shape. If the arts can become part of the curriculum children have learning opportunities for personal and social-emotional development (Arts in Schools Project, 1990). According to Swanwick (1988) the arts are naturally playful and playfulness is an important part of being human. Children play. Play is what children do. In play, there are elements which promote learning through the arts. Children gain mastery of skills, enhanced their imitation and are engaged in imaginative play. Drama When young children engage in dramatic play, they take on a different identity and manipulate the character. They develop their ability to understand and make sense of the world around them by making connections (Hendy Toon, 2001). Games are adapted to the Three Little Pigs. Children listen to the name called for straw, stick, brick and house. They are told rules of the games. Children play and learn to play by the rules. When children are invited to make images from the story with their body and facial expression they step into the role of the character. They imitate the teacher in role and friends or stretch their creativity and imagination with their own body movement and facial expression. The other children in the circle make sound effects with their vocals. The simple act of dramatization allows children to master the skills of speaking to sound like another self. They learn to take turns and respect the others voice and body movement. Together and being together children make dramatic meaning (Swanwick, 1998). The teacher uses another approach of dramatization by getting children to make music and use instruments for making sound effects. Music is incorporated in the drama play. With the teachers guidance children experiment with the musical instruments until they get the sound that makes one think of the wolf blowing down the houses. For a different outcome, the teacher in role selects the instruments and guides children to listen to the tempo and act out the mood of the scene of the wolf puffing, huffing and blowing down the houses. Blowing down the house of straw is easy for the wolf so the mood is soft. The easy and soft mood changes with the house of straw and becomes heavy, angry and even dangerous when the wolf tries to blow down the house of brick. This activity is a learning point for children to take instructions, keep a consistent rhythm and work with others. It encourages children to enjoy making music and listening to music. Children are exposed to music and can develop musica l ability through their active engagement. Children delight in sound and rhythm (Sanwick, 1988). Drama should not be boring (Duffy, 1998). To add a sense of excitement the teacher tells an imaginative story that Mother Pig receives a letter from one of the little pigs. She has lost her reading glasses. Children are invited to read out the letter for her through role-play as the little pig. They decide for themselves and create their own story. Childrens imagination is further stretched when they discuss the character of the wolf. They compare the wolf to other wolves in Red Riding Hood and The Boy Who Cried Wolf. This activity promotes language and cognitive thinking as children learn to identify the animated characteristics of the wolf and compare one to the other and another. The original version of the story is told through a drama play. The teacher in role becomes the wolf who is brought to trial for blowing down the houses and eating the little pigs. Children field questions and demand explanations from the wolf to account for his crimes. Teacher and children work together to make a new story. This activity brings about a sense of tension and excitement. The teacher creates space for children to make their own small world play area. A number of skills can be developed in this play area. Children learn to make a finger puppet. They choose and pick materials to make their own puppets. They compare, contrast and experiment with colour, texture, lines and shapes. They acquire the skill by trial and error or copy the teachers puppets. Such mastery of judgement gives children a sense of achievement. When children play with finger puppet, the puppet becomes alive. They talk to the puppet and say what they feel. In imaginative play they experiment with the different cries the wolf make to blow down the three different houses. They become the little pigs and experiment with the different emotions the pig experience when the wolf calls. Children learn to be sociable as they listen to each other and take turns. They learn about cooperation and accepting ideas and wishes of another. Emotions are released in a healthy way as children use finger puppets to express their feelings and concerns. Language development is enhanced as they experiment with different voices and characters. We live in a time where learning is measured and tested in paper and pencil with emphasis in basic literacy and numeracy skills. We should bear in mind the importance of creativity and imagination in its own right and the positive impact of creativity and imagination on other learning areas. A curriculum that is enriched with creativity and imagination opens up avenues for children to develop skills, knowledge, attitudes and aptitudes in the present and for the future (Duffy, 1998). Children become the adults we want them to be resourceful, innovative and confident. As cited by Duffy (1998) quoting Oscar Wilde, we are raising a generation who know the price of everything and the value of nothing (p.14). (1469 words)

Negative Aspects of Cosmetic Surgery Essay -- essays research papers

Cosmetic Surgery - Worth the Risk? In today's society the picture of beauty is a thin super model with the body of a goddess posted on billboards all around the world. Children grow up playing with Barbie dolls with the body measurements of would be 90,60,90. Because of these pictures and other figures of beauties projected all over, a person is convinced to believe that to be beautiful and happy, one must look like these images. To most, the easiest way to achieve this is my having cosmetic surgery performed. With the change of times, has also come the advancement of medical procedures, yet how safe can a person be who is having cosmetic surgery performed on their body. No matter how good the technological advancements, there is always the risk of not only the surgery resulting being unwanted but in some cases even death. Society today has brain washed not only today's women, but also the men to believe that in order for a person to look beautiful they must look like the images seen on television, in movies and on the cover of magazines. These images portray grotesquely thin women and muscular men with the famous six-pack abs. The Hollywood figures that are so famous for their looks and bodies also encourage the belief that thin is beautiful. These images are plastered all over billboards, television shows and commercials and magazine advertisements. With all these visions of beauty seen everywhere in a person's every day life, a person feels compelled to look just like those images. Busy lifestyles of many people keep most of exercising daily in order to receive the fit and trim bodies to look beautiful. This then leads many to resort to cosmetic surgery. However, this can be a dangerous choice. Many fatalities have been... ...ons of tomorrow will also be more likely to have more problems as a result of low self-esteem and poor body image. We should not only cut back on the use of cosmetic surgery for safety reasons but also because it is destroying the simple beauty of a person being who they are. The American society will change its view of people in the years to come. Generations to come will grow up feeling that they are being judged on not who they are as a person, but how they look. If they don't look like the super model they have come to believe as perfect beauty, then they will not believe in themselves, causing psychological problems. People considering plastic surgery should be informed of all the risks. They should not be concerned with trying to live up to society's standards and by the price of the operations. They should most be concerned with the real price, their lives.

Hermia from A Midsummer Nights Dream :: A Midsummer Nights Dream, William Shakespeare

When we first meet Hermia in the play called A Midsummer Night's Dream, written by William Shakespeare, she is a girl in love against her father's wishes. From the very start of the play we can see how much enamored she is with Lysander. We can also see that Hermia is a woman with her own desires, and does not liked to be forced to do things that she does not want. She does not want to marry the man that her father betrothed to her, even though it could mean her demise. Her choices of living in a nunnery and live the life of chastity was not an option for Hermia. She loved Lysander and all she wanted was to be with him. Hermia is the daughter of Egeus. She is a tiny woman that possessed sparkling eyes and a lovely voice. Hermia is very adamant about what she wants from the balance of the play. She has only eyes for Lysander and is very faithful, even when faced with the obstacles of death or the nunnery. Throughout the play Hermia emotions were confused at times. She even says "Am I not Hermia? Are you not Lysander? (Act III Scene 2 Line 292). We see at this point that she is confused and her feelings are hurt. At that very moment I think she feels like she has lost part of herself, a part that she has given to Lysander. So when Lysander returns to her, she is her self once again. Presented with many obstacles and complications to overcome, we know that Hermia is the protagonist in the play. She has relations with almost all the characters in the play. The first and most important relationship is her love, Lysander. From the very beginning we see that Hermia loves Lysander with all her heart and soul and he loved her the same. The only tragic flaw in their relationship was when Puck put the magic juice in Lysander's eyes and he fell in love with Helena. Hermia felt sad and rejected when that happened. But when Puck finally realized that he had made a mistake and corrected it, Hermia and Lysander were in their heavenly bliss of love once again.

The behaviour of the workers

Part ( a )Read the short infusion from the authoritative survey of Donald Roy and discourse the undermentioned statements:The behavior of the workers was unethical.The behavior of the direction staff was unethical.The first statement set Forth to discourse is true to state in most facets of the article but there are some points made in the article which disproves the statement ‘The behavior of the workers was unethical‘ . The system of the work at the Chicago machine store was unjust to the workers and so it must hold been hard for the workers behave in an ethical mode with the managerial hierarchy at the workshop. I myself worked in a company where there was a welding workshop and the work forces completed the work for their ain benefit and non as aid to the company. The industrial relation issues were chiefly caused by the workers but it was because of old bad direction that let the workers The article foremost describes the workshop ‘s work forces opposition to the directors ‘ control over the workshop work forces. There was clearly a extremely unethical motive for work. Unlike in a good work force where workers are motivated by there directors and communicating is good, alternatively the work forces worked with and for each other to accumulate the most intelligent program against their directors and crush the system in topographic point, ‘relationships that supply support to the operator group in its opposition to and corruption of officially instituted managerial controls on production ‘ . Clearly managerial accomplishments were non decently used to command this conspiring and conniving. The workers were still moving extremely unethical to be doing such control at their degree. The workers, as stated, could work truly difficult but frequently laid back on certain occupations they were deemed impossible and unjust. The workers should hold been working to the best of their ability all the clip as portion of their trueness to the company and directors. Alternatively they played with the system until the reached their most moneymaking solution. ‘Machine operators non merely held back attempt ; sometimes they worked hard. ‘ Obviously the workers were good skilled and they were non being utilised to the best of their ability by their directors but this still does non suit their inducement for work ‘the fluctuation in work attempt ‘ . Another illustration from the infusion about their unjust and â€Å"hopeless prices† was the Gus Schmidt instance where he was â€Å"given a monetary value of $ 1.00 per 100 for reaming one hole, beveling both sides of three holes, and registering burrs on one terminal of one hole.† This is merel y one illustration from the infusion which helps us seek to accept the grounds for the workers unethical behavior. These sorts of rates for work are evidently really put offing for skilled craftsmen. The behavior of the workers in relation to the occupations they had to execute was extremely unethical. For the â€Å"stinkers† of occupations the workers would hold no regard or respect to the company belongings. They besides had no respect for the quality of merchandises they were bring forthing. As a consequence, the oblique actions of the workers could do long term harm the company ‘s repute and provide clients with defective insecure merchandises. ‘Many â€Å"stinkers† would non give before the whitest heat of intelligence or the most high-handed neglect for company property† The grounds for their actions were clear and the director as a leader to the work force should hold corrected this misconduct at that place and so. But any consideration for the company was disregarded by the workers. Communication with direction instead than each other in the planning of malicious actions at work would be a much more ethical solution and could salvage the co mpanies repute. Donald Roy ‘s usage of linguistic communication in the infusion and response to his clip as portion of the work force aid to underscore the workers arch and unethical behavior. Donald Roy describes the personalities and actions of the work forces in the workshop as ‘malicious ‘ , ‘vindictive ‘ , ‘cultivating ‘ , scoffers, ‘prestidigitation ‘ , ‘cavalier ‘ and that ‘s merely to call a position. All of these features of the workers can merely take to the finding of unethical work force. On my work arrangement one could besides depict some of the fitters in this manner. And by stating some, I mean some because all workers do n't act this manner unless enticed to act this manner by a few crooked leaders. This seems to be the same kind of work environment at the piece devising workshop. Although stating this, people have their ain head to do their ain picks in life. As an overall my decision of the workshop work forces in this article is that the behaved extremely unethical. In the 1940 ‘s occupation clime occupations were scarce and so one would believe they would be looking after their occupation instead than endangering it. I could see where the workers were coming from in some of their actions but alternatively of all the conniving and intriguing they should hold been more committed to their company as an employee duty. Simple communicating could hold perchance solved most of their troubles. In comparing to the workers the directors behaved moderately ethical mode. Although as a director it was their duty to be trained in how trade with this unethical behavior. The ethical criterions of the concern should hold been included in staff preparation. The directors at this workshop seemed to about turn a blind oculus to the departures on of the workers. It was unethical for them to believe that merely because the quotas were being reached that it was alright for the workers to command how they work themselves. Besides cognizing that the quota for the production of merchandises was realistically unachievable meant they themselves were criminals every bit good as the workshop work forces. Besides the directors ‘ willingness to turn a blind oculus to the quality of merchandise being manufactured for the populace is socially unethical. Communication is critical in any company and from reading this infusion there is no communicating between direction and workers apparent in this Chicago machine store. From Donald Roy ‘s position it seemed as though the direction did nil to better this faulty communicating ‘It will demo that the relevant components of debatable production state of affairss may include â€Å"lateral† lines of interaction between subgroups of he work force every bit good as â€Å"vertical† connexions between managerial and worker groups.† From my clip on my work arrangement, I can see how these perpendicular connexions can organize and how hard they are to rectify. The director of the oil terminus was continuously keeping meetings to repair the bad communicating and industrial relation issues. This kind of attempt does non look to be present at the work store. The direction are non doing the company as efficient and productive as they are able to. The workers are able to â€Å"make-out† which reflects severely on both directors and workers. Some of the workers are clearly intelligent people bearing in head they are able to â€Å"figure the angles† for optimal return for themselves. Although all the intelligence used by the workers is strictly revengeful to contend the systems set in topographic point by direction it could be utilised for a greater benefit to the company. Not merely were the workers damaging the company ‘s repute but the directors were besides. The directors should hold a sufficient system in topographic point to look into the quality of the pieces being green goodss for the clients. The system at the workshop encouraged unethical behavior by presenting fillips to measure over quality. There is no grounds from this infusion for publicity of quality in the workshop and such managerial behavior should be regarded as unethical in my sentiment. Having made my points for the directors unethical I besides believe they were seeking to get the better of the corrupt work store. They were merely looking at it from their ain positions and did non acquire the input of the workers. ‘The â€Å"syndicate† besides proved unequal in besieging each of a series of â€Å"new rules† and â€Å"new systems† introduced by direction to bowdlerize all alterations and improvisations and coerce a rigorous attachment to the regulations ‘ This illustration illustrates the directors ‘ willingness to implement alteration. The methods of amending the workers system did non offer an economic advantage to the worker and so would non do as a solution to the corrupt working system. Throughout the infusion the moral values and regulations of the direction vary. The directors do try to alter the current corrupt system but they are besides individual minded in believing they have the best solution which they obviously do non. They moreover do non look to follow up on the illegal actions of â€Å"making-out† performed by the operators. To reason on whether direction behaved unethical this infusion I will state, one can non hold unethical workers without some influence from unethical directors ‘ .Part ( B )Describe any alterations to the operation of the machine store that you would do if you were appointed director. I know that in the 1940 ‘s industrial dealingss were nil like they are now but the most of import things for the directors to alter is the degree of communicating between the director and the workers. Directors are the people specifically responsible for accomplishing the aims for the company. [ 2 ] The directors of the Chicago piece doing company make non with keep the indispensable direction activities ( planning, organizing and commanding ) or the direction accomplishments ( taking, pass oning and actuating ) . Managers ‘ must besides be capable of alteration and I would promote alter both with the workers and directors. Although perchance non allow for the 1940 ‘s, I would engage a human resource director to cover with the intensifying problem in industrial relation issues. The issue of unachievable fillips should be resolved by either extinguishing that method of productiveness or a just bound should be agreed upon. Communication as stated in the article is non present in the company and is an of import issue. Communication would greatly better the ethical behavior and the efficiency of the workshop. The extract provinces on many occasions that communicating is non present, one such illustration is ; ‘The procedure that is reputedly in demand of attending: communicating ‘ The directors need to be trained in communicating accomplishments. This involves verbal, written and ocular communicating. For effectual communicating the directors need to let provender back from the workers. As a director I would let the workers to voice their sentiments. Feedback would assist work out the issue with the fillips because as a consequence a just bound could be established by both parties. A 3rd party who is non-biased should be introduced ab initio until trust has developed between direction and workers. A 3rd party could do the fairest determination in this hostile environment. A quotation mark from Richard Branson, president of Virgin Group, on motive, which sums up the company in inquiry ; â€Å"If you have happy extremely motivated staff you can accomplish anything. If you have demoralised staff your company will shortly disappear.† I think a better method of motive for the workshop would be utilizing the Maslow ‘s theory of motive instead the fillip system in being used by the directors. This theory is aimed at bettering the morale and inducement of the workers. Self-actualisation is the most of import of human demands, as stated in Maslow ‘s theory, and is achieved by publicity. I think if the workers are motivated by occupation chances such as a managerial place of supervisor they will be more dedicated to the company. More dedication would ensue in better quality merchandises and more efficient productiveness. Bing a director of the workshop I would concentrate on this managerial accomplishment merely every bit much as communicating. Introducing a human resource director would assist to bit by bit mend the jobs of the workshop. The responsibilities of a human resource director include, pull offing industrial dealingss, rewarding, protecting, human resource planning, measuring, preparation and enlisting. [ 1 ] Pull offing the industrial dealingss at the workshop would decide the struggle between workers and the directors. The HR director could honor the workers suitably for work done in replacing of the fillip system or they could better the current system in the infusion. Workers who feel they are being treated unjustly could avail of protection from the HR director when pass oning with directors. Performance assessment in the workshop would assist supervisors supervise more specifically what workers are making and workers would hold ends and marks to work for. The HR director would guarantee all safety, communicating and any other relevant preparation was being carried out. All of these issues being addressed by a human resource director would acquire the company closer to an ethically witting work topographic point. I, as a director, would hold extremely developed planning, actuating and communicating accomplishments. I would be willing for alteration and insist that the workers were excessively. I conclude that I would extinguish the fillip system and alternatively implement the Maslow ‘s theory of motive. I eventually think using a human resource director would be of the extreme importance.

Cross cultural differences in personality

Cross cultural differences in personality The aim of the work is to critically evaluate the evidence of cross cultural differences in personality and to come to the relevant conclusion, whether such differences exist and what impact they create on various sides of the personality life activity.IntroductionNumerous studies have been conducted to research the cross cultural differences of various aspects in personality behavior – starting from psychological side, and ending with the difference in business leadership and online and computer attitudes; however there is still a question – whether these the results of these studies are relevant and is it possible to assume that cross cultural differences exist – or based on the older economic theories, all personalities have similar behavioral patterns which are not different across cultures? Cross cultural personality studiesThe experimental researches conducted in the area of cross cultural differences in personality have found that people behave in different and various ways, in distinction from the basic economic theory that the phenomenon of personality is traditionally common across different ethnic groups. When one endeavors to discover the reasons and cores of this controversy, it appears that the great extent of impact is created by the social environment people live in. this is why cultural element in defining the reasons of cross cultural differences is essential in this study and in personality differences as such.If one takes two different regions of the globe and considers the differences between these two regions as well as the changes in the personality which occur under these two different environments, as well as the differences between the personalities traditionally found in both societies, they will not only be geographically distant, but also culturally which will ultimately define these or those behavioral patterns accepted in this or that society under research. (Brandts, Saijo & Schram, 2004) Researches show that there are significant differences in traits between different ethnic groups and between the countries.It will be interesting to take New Zealand and international sample as an example and critically evaluate the methods and evidences of the cross cultural differences found in this study; it is also essential to critically evaluate the evidence acquired in laboratory tests of cross cultural differences. In order to make the New Zealand study relevant, the three different groups of respondents were taken – New Zealand respondents were divided into Europeans, Maori and Pacific Islanders, with the addition of the absolutely different ethnic groups from South Africa and Australia.It is stated that there have been revealed significant differences in the personality traits both on the New Zealand and on the international level. The largest differences at the international level were notices in the aspects of agreeableness, neuroticism and e xtraversion. In terms of the inner New Zealand groups the principal cross cultural personality differences were discovered in those traits which are usually determining for job performance – conscientiousness and neuroticism. (Allen, 2001) Evaluation of the theoriesIn the cultural dimension several theories have been created to explain the differences between the personalities in the cross cultural aspect. Considering these theories critically, it should be assumed that they have not been created without any reason, and there have existed solid grounds to assume that depending on what culture of origin is the source of social patterns for the personality, it is possible to define the basic criteria of personality characteristics. For example, the theory created by Markus & Kitayama (1991) states that ‘the cultures endow individuals with different principles that influence behavior.‘ The author of this theory argued that one of the cultural dimensions is always mea sured through the line of individualism versus collectivism, and these traits should be included into the set of basic characteristics peculiar of the personality in the cross cultural perspective. one dimension of national culture is measured along a continuum from ‘collectivism' to ‘individualism,' defining societies in which the interest of the group prevails over the interest of the individual as ‘collectivistic', and those in which the interest of the individual prevails over the interest of the group as individualistic†. (Allen, 2001)While the traditions and the history of this or that country or ethnic group may be characterized by being either individualistic or collectivist, it is possible to reasonably assume that cross cultural personality differences exist (if one takes an example of the US being an individualistic country and promoting individual values versus collectivist ones, while the countries of Eastern Asia for example, promote opposite va lues, it becomes clear that even it were the only feature of differences between personalities, it would prove the assumption that these differences exist and would also lead to the discovery of the new ones).Critical evaluation of the methodologies There is a five factor model which is used for the evaluation of the cross cultural personality differences, and it has also been objectively created on the basis of the knowledge about the basic personal characteristics which define personal behavior and reaction. the five-factor model comprised of five global personality traits, commonly referred to as the Big Five, now enjoys wide acceptance as the most comprehensive and parsimonious model of the structure of personality.The Big Five traits are most commonly referred to as: Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness. Evaluating the evidence of cross cultural personality differences, one may find in literary sources that just described Big F ive Model has also been based on the reasonable assumptions as for the existence of these differences. It was based on the English lexicon and Western culture, and this was the first theory to raise the concern as for the cross cultural generalisability.It was noted that if the environment is capable of impacting personality, these five model structures would not be found in all cultures. The presence of different aspects of the Big Five model would depend on the culture under research. Personality assessments are culturally generalisable to enable cross-cultural comparisons, and also to ensure their fairness in the multicultural societies. (Barrick & Mount, 1991)However many questions in relation to these study and the relevance and reliability of these results arise – for example, whether the group respondents were of the same social group (age, profession, interests, career, family status etc), and were the researches conducted in the similar surroundings and situations. O n the other hand, if we assume that in order to create such perfect ideal surrounding laboratory tests would be the most appropriate ones, there are stil doubts whether these tests are reliable and can roduce rleevant results.(Ones & Andersen, 2002) For example, if we take the case with the research of the cross cultural personality differences in New Zealand, Research into the cross-cultural generalisability of personality structure has been conducted through factor analytic studies of personality descriptors in foreign languages. It has also been studied through the translation of personality assessments and comparison of the resulting factor structure with the United States normative structure.Analyses of personality descriptors in foreign languages have typically identified five factors. However, the five personality factors rarely correspond with the original five factors based on United States samples. This lack of correspondence is likely to arise because personality trait de scriptors rarely translate directly between languages. However, the finding that lexical studies typically identify five, or close to five, personality factors is considered as evidence for the cross-cultural generalisability of personality structure.(Barrick & Mount, 1991) The translation of questionnaire items can, however, present problems as some trait adjectives do not have direct translations. Despite this limitation, research has attempted to gauge the cross-cultural replicability of personality structure through the translation of personality assessments. Sometimes the cross cultural variability was viewed thrugh the six different assessments, but the five assessment model was still found the most appropriate as letting to find the bigger number of similarities in languages.Despite the already described limitations, it has still be found that Big Five model of personality structure was replicated through the diverse cultures through both lexical and questionnaire methods. Th e existence of such model is not necessarily translated into the endorsement or rejection of various traits and behavioral patterns, and is equivalent across the cultures. This critical evaluation of the methods gives certain doubts as for the reliability of the existing evidence of cross cultural diversity across various ethnic groups.Yet these methods are widely used for the research of these differences. The disadvantages of the international research in cross cultural personality difference are numerous, and this is why they should be always looked at critically. For example, with the facet personality trait level, it is difficult to generalise the findings across previous studies, because ‘different personality assessments vary according to the number of and names given to the lower level traits'.(McAdams, 1992) As far as the United States is the leader of conducting these researches, the bigger part of them is devoted to the personality differences within the ethnic grou ps living in the US, but does it give solid grounds to assume that this cultural difference is similar in other ethnic groups all over the world? :Probably in order to receive reliable results in cross cultural studies it is essential to determine whether ethnic groups (even in the present study of New Zealand) are differentiated through commonly used personality asessments.It is also interesting to note, that in order to eliminate these language problems and to check the reliability of the tests and methods, it is appropriate to conduct a research across English-speaking countries, which will give the basis for assuming, whether these test methodologies are workable within the frames of the similar language between the ethnic groups under research. Speaking about laboratory tests, there is a number of certain limitations which can prevent the reader and the researcher from normal judging and evaluation of the results.While the results of any recent studies in cross cultural persona lity differences are held as being sensational and are represented without any account of the limitations, thus making the public consider cross cultural identity differences be crucial in the determining of the behavioral patterns, and letting other importantr factors remain unnoticed, there are the measurements which should be performed or taken into account while reading any such evidence and study, which will ultimately lead to the conclusion of the importance of the given results and their reliability.These are the partner and the stranger condition, and the number of games played through the study in the laboratory conditions. In some studies, authors found that under partner condition, the contribution rate was lower, whereas others found the opposite results. These conditions had an effect on the contribution rate based on their research, this is why it is often necessary not to differentiate these two conditions and to evaluate the evidence of any cross cultural research wi thout this differentiation.(Goldberg, Sweeney & Hughes, 1998) In some studies, participants only played the game once, and in other studies they played the game following an infinitely repeated fashion, typically with 10 rounds. Theoretically speaking, the contribution rate of the last round of the infinitely repeated games is equivalent to the one in the one-shot game, given the same strategy the participants could apply. Thus, these data from respective condition is comparable.Reading the study conducted in New Zealand, the first question arises in connection with the choice of participants; it was the correct step to define the gender, age and country of residence for each respondent; however, in this case the identification of the ethnic group is only available for the New Zealand inner groups, and is not specified for the international groups participated in the study.On the one hand, it may decrease the reliability of the acquired results; on the other hand, at the internation al level the results of the research do not need to be specified in terms of the specific ethnic group and give only general definitions as for the cross cultural personality difference; but again – without this specification is there any guarantee that the international group has been chosen correctly and carried the general characteristics of the wide ethnic group and is not narrowed by some small ethnic grouping, thus making the cultural difference too significant?The five traits model is also used in other cross cultural studies, and it is stated that ‘The Five Factor Model of personality is a universally valid taxonomy of traits. ‘ (McAdams, 1992) The analysis of the 33 countries and the studies of the cross cultural personality difference among these countries have allowed the researchers to come to the conclusion that this model is the most appropriate through the similar studies, and even with the account of the criticism given earlier in this work, it app ears that many studies use it as the basic method for research.This also gives the basis for doubts and critical evaluation of the reliability of the results provided by these studies; if the method used in most of them is the same and it presupposes certain limitations and even bias, thus the question is also whether these studies can be considered to be reliable. (Ones & Andersen, 2002 The beneficial side of the New Zealand approach is in the fact that it actually uses two different methods of evaluation which may potentially increase the reliability of the acquired results.Personality traits were measured using the 15 Factor Questionnaire Plus (15FQ+), a self-report personality assessment. This assessment is widely used within New Zealand, as well as internationally, and was designed specifically for personnel assessment and selection purposes. The 15FQ+ was completed by the respondents in either a pencil-and-paper format or in a computerised format. Qualified test administrators conducted the assessments following a standardised procedure and testing conditions.The assessment had no time limit, but respondents were provided with a guide of how long the assessment should take. In distinction from other studies, which mostly use one method, and which is mostly the Big Five Model (Triandis, 2002; Markus & Kitayama, 1991), the use of the two different methods certainly increases reliability and relevance of the research results. Another study (Allen, 2001) suggested that the use of the 15FQ+ tests was within the range of the reasonable validity and thus had good internal consistency.The reliability coefficients of this method were ranging from . 77 to . 89 which is essential for the tests of such kind. No information has been found as for the Five Model tests, and it should be suggested that the wide use of this method does not give any reliable basis to assume that this methodology is the best for the evaluation of these cross cultural personality differences .The results which were acquired through the research, tell the reader that out of the five basic traits, suspiciousness was the one which displayed the highest difference across the three international group of respondents, with South Africa showing the highest scores; however with the accounting of the previous criticism of the Big Five Model it is possible to assume that these results should be re-checked with the use of other methodologies, as well as with the specification of the exact ethnic group at the international level.(Barrick & Mount, 1991) Conclusion Based on the previous assumptions the following conclusions may be derived out of the information available: 1. The Laboratory tests of the cross cultural personality differences are deprived of real life connection and the participants of these studies are already assimilated thus the results of these studies cannot be supposed to be reliable. 2. The use of the Big Five model should be combined with the use of other metho dologies to produce relevant results.It is suggested, that further research is conducted within the framework of several different methodologies, and it is assumed that the results acquired through the similar studies but with the use of different methods will produce the results which are different from those in previous researches. It is suggested that the most important studies are carried out again but with different respondents and different surroundings with the account of the criticism in the present paper.The studies which exist at present, especially those using only one Big Five model of research, should be re-visited and re-considered in the light of the modern realia and the requirements towards such experiments. It is suggested that laboratory studies are excluded from the sphere of cross cultural personality studies. Works cited Allen, J. Review of Measurement of Ethnicity – Classification and Issues. Classifications and Standards Section, New Zealand, 2001. Bar rick, M. R. & Mount, M. K.‘The Big Five Personality Dimensions: A Meta-Analysis'. Personnel Psychology, 44 (1991): 1-26 Brandts, J. , Saijo, T. & Schram, A. ‘How Universal is Behavior? A Four Country Comparison. ‘ Public Choice 119 (2004): 381-424 Goldberg, L. R. , Sweeney, D. & Hughes, J. E. ‘Demographic Variables and Personality: The Effects of Gender, Age, Education, and Ethnic/ Racial Status on Self-Descriptions of Personality Attributes'. Personality and Individual Difference 24 (1998): 393-403 Markus. H. R. & Kitayama, S. ‘Culture and the Self: Implications for Cognition, Emotion and Motivation'.Psychological Review 98 (1991): 224-253 McAdams, D. P. ‘The Five-Factor Model in Personality: A Critical Appraisal'. Journal of Personality 60 (1992): 329-361 Ones, D. S. & Andersen, N. ‘Gender and Ethnic Group Differences in Personality Scales in Selection: Some British Data. ‘ Journal of Occupational and Organizational Psychology 75 (20 02): 255-276 Triandis, H. C. ‘The Self and Social Behavior in Differing Cultural Contexts'. Psychological Review 96 (1989): 506-520