Corporate Partnerships

Hurley Corporate Partnerships Corporate partnerships allow schools to gain extra cash by advertising a product or service around the school, this allows the school to gain extra money and the company possible sales. The supporters of corporate partnerships argue that it is a necessity for cash stripped schools. However the other side argues that school environment should be ad free and uninfluenced by corporations. I believe that corporate partnerships are a necessary part of our schools and only hold benefits, up to a certain point.Too much advertising could be distracting or even annoying for students, it should be up to the school to decide the perfect balance of education and ads. The advocates for corporate partnerships argue that; it provides schools with money that they possibly couldn't have raised before. They argue that the money gained could be used on multiple things, from things such as buying new updated books, hiring new teachers or even to finance a new wing for the m ain building as In the case of Calcareous HAS. Monitored advertisements for a certain product possibly oldest have an effect on student focus or learning.In Calcareous HAS we have ad banners on the bleachers near the football field. From my experience I haven't seen any student second glance at them or even give them a second thought, but It does provide the school with much needed money for construction projects. Who knows If we would've been able to afford a new wing to replace the portables without that aid. The opposing side argues that corporate partnerships take away from the learning environment. They argue that schools should always provide an environment free room corporate Influence and ads.What the backers of the opposing side don't take into account Is that students are already Influenced by ads every day, from the clothes they wear to the food they eat. Students see ads on TV's, radios, the Internet, the APS on their phone etc. Seeing ads In a school won't affect the st udent dramatically enough to dissuade him or her from learning. The promoters for the opposing side argue that corporate Influence In critical places such as the library or classrooms could distract the student from learning and are too extreme.I agree with this because classrooms and library are the place of learning, you should be able to read a book or write an essay without an advertisement for the new Nikkei shoes In your face. I believe that advertisements In learning areas would be annoying and are a violation of the students rights. This Is a heated topic that requires much thought and research. While advertisements In critical learning areas might be annoying and a hindrance to the average student. Overall It's obvious that corporate partnerships are necessary and re a good source of side revenue for schools.By exaggeratedly books, hiring new teachers or even to finance a new wing for the main building as in any student second glance at them or even give them a second thoug ht, but it does provide the school with much needed money for construction projects. Who knows if from corporate influence and ads. What the backers of the opposing side don't take into account is that students are already influenced by ads every day, from the clothes they wear to the food they eat. Students see ads on TV's, radio's, the internet, he APS on their phone etc.Seeing ads in a school won't affect the student opposing side argue that corporate influence in critical places such as the library or read a book or write an essay without an advertisement for the new Nikkei shoes in your face. I believe that advertisements in learning areas would be annoying and are This is a heated topic that requires much thought and research. While advertisements in critical learning areas might be annoying and a hindrance to the average student. Overall it's obvious that corporate partnerships are necessary and

Physical activity for children Essay

Physical Activity for Children This essay will explore the areas of children’s development. The age groups which will be discussed within it are children from the ages of two too six years of age and children from the age of six too eleven years of age. The areas of development which will be covered are physical, intellectual, skill and psychological. The author will then conclude by making reference to the effect on physical activity for children and why it can influence them for the rest of their lives. Physical development Children between two and six years have slow and steady gains in height and weight, especially in the legs which account for 66% of their total increase in height. Females tend to have growth spurts two years before males, but when males have spurts they have them for a longer period of time developing heavier bones and stringier muscles as well. Between the ages of six and eleven the average children’s legs continue to grow very quickly while the head will be disproportionately large, the bones also tend to increase in length and density, gradually as they grow towards adolescence. Intellectual development Children between the ages of two and six years tend to be egocentric and selfish and don’t consider other people’s feelings. They also tend to do something quickly even if it involves hurting another child’s feelings, they will not consider the consequences until after they have done it. At this age children also find it difficult to learn from experience so they could make the same mistakes over and over again. Time and place could also be a confusion at this age and not having a complete understanding of your surroundings. From the ages of six to eleven the child can start to learn from experience although, they still have a tendency to do something without thinking about it. When the child reaches about seven or eight years they will start to understand that time goes by at a uniform speed and can perhaps arrange plans from day to day, but the past and the future still remain a mystery to them. Skill development Skill development in a child between the age of two and six is very basic, the early on stage of the physical development, This is when they will be learning skills like running, jumping, balancing and throwing. Girls tend to have more skill when it comes to co-ordination, things like hopping and skipping but boys are usually better when it comes to running, jumping or throwing, which is why boys mostly play sports like football and rugby and girls are mostly into gymnastics and dancing. From the ages of six to eleven years children’s ball skills can also be developed, this could involve dribbling the ball using their feet or catching it with their hands. It is in this age group that the child will play different kinds of sports and will eventually decide what sport they are suited to. Psychological development The psychological development in a child between two and six years old includes them imitating other children, if another child does something they will feel that they have to do it as well. Other children also start to become more important to them as they will form groups, they will also compare each mostly to see who the best is. They also still have to be told what to do at this age. From the age of six to eleven friends start to become a lot more important and can play a crucial role within their lives influencing their attitudes, beliefs and behaviour, they may also want to take part in a certain sport or activity just because their friend does it. In this age group they will also start listening to other people’s points of view and decide whether they agree with it or not. They will also start to understand working as part of a team and how it is important when difficult situations may occur within their life. Douglas P (2013) states that â€Å"exercise is paramount in the development of today’s children† This true statement emphasises that children can use physical activity to develop each of the areas, physical, intellectual, physiological and skill level, giving them a better way of life. This will also keep them fit and healthy decreasing the risk of things like illnesses or obesity.

Challenges of Recruitment Processes Samples

Google, an American company with multinational presence and specializing in products and services relating to the internet, was founded by the duo of Larry Page and Sergey Brin in 1998. It is one of the most desired workplaces in the world, and that has been magnified by the production of a recruitment video that seeks to provide prospective applicants with a sneak peek into what it entails to work for the organization. One of the key messages from the video about google as an employer is, life at the organization is about more than just work. For example, there are recreational facilities for employees. The fact is, it is not just about productivity, but also, the experience is meant to be pleasant. The other key message is, ‘things happen,' implying that there is fast decision making with regard to whether projects will be approved or not. One of the interviewed engineers stated that ideas are approved at a faster rate i.e. on the order of weeks, months or less in comparison to the institutions that they worked for earlier. Also, there are certain qualities that are rooted for by the company when recruiting. They encompass the following: individuals with ambitious ideas, fast responses to requests, big achievers, passionate about projects, high energy levels, a good understanding of the product base and commitment to clients (Google Inc, 2006). Hence, employees are surrounded by bright and enthusiastic colleagues, working on interesting problems and products that impact a lot of lives e.g. Gmail (Google Inc, 2006). Again, they place huge importance on balancing work and life. To demonstrate, it has a child care center touted as one of Google’s most valuable programs. Further, expectant mothers are given time off before and after delivery. Additionally, they have 75% pay for all of the 12 weeks that mothers were expectant. Furthermore, they are afforded flexibility at work such as working fewer hours. According to Google’s engineering director featured in the video, Google’s culture, philosophy and personalities drawn from its founders. Organizational culture evident from the video is briefly outlined below. Google has a work environment that fosters flexibility, creativity, and innovation. Specifically, the organization has a 20% rule where engineers have 20% of their time to work on individual projects. Some of the projects highlighted in the video included the below mentioned. One, where an engineer created a rotating globe showing where on the globe Google users were searching from. Two, an added feature on google.com where when a user types in the name of a movie and the zip code, it will return to them a list of theatres around that area, with show time and reviews to that particular movie. Importantly, there is a free exchange of information through different setups. First, there is an impactful mentoring program where both incoming and resident employees are assigned official mentors and could also take up unofficial mentors. Therefore, there is an easy transition for new comers and those stepping up to new positions. Second, to stimulate the mind of its employers, the organization has educational talks called Ted talks in different topics such engineering and the latest theories about the origin of the universe (Google Inc, 2006). Again, the organization has a great startup spirit in that projects take a shorter period to launch. Lastly, it provides impactful products to the general public. The development of the theories began in 1920’s amidst the industrial revolution, during which productivity was at the core of businesses (Jerome, 2013). A particular theory that fits well with the Google recruitment video is Maslow’s Hierarchy of Needs Theory. The theory is built on the premise that the desire of many employees is to be included in an entity that supports their growth and development (Jerome, 2013). Thus, if special attention is a guarantee and there is an encouragement for participation, the view that their work is of significance motivates productivity and high-quality work. Concerning the theory, the video is effective in attracting the right candidates, for the reasons outlined below. The behavior of humans is related to needs. The video comes across as testament that the needs, as outlined by Maslow, will be met. First, ranked at the bottom of Maslow’s hierarchy, is psychological needs. It entails the basic needs that sustain human life. Such include food, shelter, clothing among others (Wahba&Bridwell, 1973). The video outlines the provision of all these at Google. Second, the security and safety needs which are connected to the psychological fear of job loss. Expectant mothers, for instance, are guaranteed of keeping their jobs. During the 12 months, they are afforded 75% of their salary and flexibility in terms of working hours (Google Inc, 2006). Third, the need according to the theory is the social need. The need posits that it is the desire of an employee is to be in a group and be accepted. This is made possible by Google by mentorship p rograms that facilitate regular interaction with superiors and other forms of activities that make interactions with other employees easier and possible. Ideally the video advocates for the creation of a sense of community. Fourth, the theory stipulates a self-esteem need that has much to do with recognition (Wahba&Bridwell, 1973). The importance of this fact has been duly emphasized in the video citing various activities that enhance self-esteem e.g. the 20% rule. Last, and the highest ranking need according to Maslow, is self-actualization. It entails the desire of an employee to become what they think they are capable of. Google provides for this through the 20% rule, enabling employees to utilize their maximum potential. Attracting the right kind of candidates for job openings is important to any organization in existence,so as to meet the organizational goals and values (Arachchige& Robertson, 2011). According to Maroko& Uncles (2008), there are certain characteristics that come into play when a potential employer is seeking to attract the right candidates for a job opening:attractiveness and accuracy. These are some of the factors that the video by Google looked to enhance by a brief documentation of its organizational culture. About attractiveness, the video demonstrates awareness of employee needs, differentiation in the market and relevance to a particular pool of enthusiasts.   Further, it accurately portrays accuracy regarding organizational culture, values, employee experience and the employer brand (Maroko& Uncles, 2008). A study by Williamson et al. (2010) emphasized the above claim on attractiveness stating that the amount of information given attributing the company and the different positions on offer has an interactive effect on potential applicants. Arachchige& Robertson (2011), provides other characteristics of an organization that fresh graduates look for. The most preferred attributes are: will gain experience that is relevant to career, promotes self-esteem, faster decision making, better relationships with colleagues and superiors, fun working environment among others. These are some of the â€Å"attraction† factors put across by the video. First,   finding a qualified employee in time has become more difficult.Uncontrollable circumstances may lead to someone being laid off, or alternatively, an employee might have left for another opportunity.In these situations, the position needs to be filled promptly (Meister, Willyerd& Foss, 2010). As such filling, the position becomes the next order of business. However, in as much as the market is full of applicants who would be interested in the position, there are challenges. A considerable amount of time is spent on sourcing suitable applicants and profile and CV reviews. Thus, there is a need to find ways of getting applicants of good quality into a recruiter’s short list fast. Second, ascertaining the legitimacy of a resume is an uphill task.Reason being, faking resumes has been a common occurrence in a recruiter’s bid to find a fit for a position. Included here are fake referrals, education, and certification (Mallory, 2014). Researching an employee’s resume to establish if every qualification is genuine is time consuming when working under a strict time frame. Third, settling for the right choice is a daunting task. A culmination of the above-mentioned factors that make the recruitment process challenging results in difficulties settling for the right candidate. A recruiter might have lots of talented candidates but with limited positions to accommodate at least the majority, chances are they might let extremely talented individuals leave. According to the survey by PWC and KPMG, the cost of a bad hire is estimated at double the salary he would have been paid to the individual. Last, as per the findings of a study carried out by Cappelli (2008), career decisions are no longer made by managers and executives as it was in the past where individuals were matched with jobs. As such, the most talented of individuals have the freedom to turn down offers if the offer that they expected does not come along. Similarly, there is a general talent problem that has since been burdensome to recruiters in companies of Google’s magnitude. They want the skills they need at the time of their choosing and in a manner that is desirable to them. Employees on the other hand desire the guarantee of advancement and an autonomous level of control n their careers (Cappelli, 2008). Arachchige, B. J., & Robertson, A. (2011). Business Student Perceptions of a Preferred Employer: A Study Identifying Determinants of Employer Branding. IUP Journal of Brand Management, 8(3). Cappelli, P. (2008). Talent management for the twenty-first century. Harvard business review, 86(3), 74. Google Inc. (2006). Google Recruitment Video. Google: https://www.youtube.com/watch?v=JcXF1YirPrQ. Jerome, N. (2013). Application of the Maslow’s hierarchy of need theory; impacts and implications on organizational culture, human resource and employee’s performance. International Journal of Business and Management Invention, 2(3), 39-45. Mallory, M. (2014). A Research Proposal: Negligent Hiring and Fraudulent Resumes. Meister, J. C., Willyerd, K., & Foss, E. (2010). The 2020 workplace: How innovative companies attract, develop, and keep tomorrow's employees today (p. 5). New York, NY: Harper Business. Moroko, L., & Uncles, M. D. (2008). Characteristics of successful employer brands. Journal of Brand Management, 16(3), 160-175. Wahba, M. A., &Bridwell, L. G. (1973). MASLOW RECONSIDERED: A REVIEW OF RESEARCH ON THE NEED HIERARCHY THEORY. In Academy of Management Proceedings (Vol. 1973, No. 1, pp. 514-520). Academy of Management. Williamson, I. O., King, J. E., Lepak, D., &Sarma, A. (2010). Firm reputation, recruitment web sites, and attracting applicants. Human Resource Management, 49(4), 669-687.

South Korea Affected by Globalization Essay Example | Topics and Well Written Essays - 1750 words

South Korea Affected by Globalization - Essay Example Apart from these concerns there are also concerns over causing of widespread suffering, disorder and unrest. Globalization can be remarked as a medium which becomes the main source for global movements of social justice and also a source of repression. By governing these materials we can take a glance at the features of globalization, as to how the process drives, how politics can be changed and how it changes or affects institutions like the UN. Globalization has helped improve the poverty in a large number of developing countries but still it needs to bind to help the society's poor community. Mainly we can say that as globalization covers all the cons and pros of the human society, and virtually every aspect we need to analyze and think, about the questions such as normative political theory. (Globalization, 1, n.d) Recently it can be said that the economy of South Korea is one of the strongest economies of the world. It can be ranked as the thirteenth largest economy of the world because it is highly developed trillion dollar economy. Among the economies of Asia the economy of South Korea can be termed as the fourth largest economy. ... South Korea turned in to a highly developed country just in 50 years and it is not less than a miracle. World Bank has termed the economy of South Korea as the High income economy and IMF has termed it as advanced economy. The economy of South Korea is known as the Asian Tiger in the economy of Asian countries because of its rapidly growing status. The capital of South Korea is Seoul and it is considered to be a big global city and also the major international financial center in Asia. Because of high income and good financial and economical status the living standard and life style of South Koreans is quite high and they enjoy the freedom of financial usages. The South Korea has developed so much rapidly because of the rapidly increasing process of industrialization in the South Korea which has placed the country among the top exporters and most of the export process is performed with China. The main industries of South Korea include chemicals, steel, textile, footwear, food process ing, electronics and automobiles. The unemployment rate has also been recorded as low as 3.2% in the year 2007. The level of education of the country is also very much improved and competitive. The scientific literacy of South Korea is on the top and the mathematical literacy is ranked as second highest. According to the economists the information technology industry of the South Korea has also among the three top IT industries. Hence all this above analysis shows that the economy of South Korea has geared itself from the year 1960s till 2007. The GDP rate that was recorded in the year 2007 was GDP (Nominal) $981.9 Billion and GDP (PPP) $1.312trillion. Although the economy has faced a really tremendous rise but the financial

Assignment 2 Essay Example | Topics and Well Written Essays - 1500 words - 5

Assignment 2 - Essay Example ng, investigating and comprehending concepts for the main objective of concept advancement, description, contrasting, explanation, classification, modification and substantiation. Conceptual analysis is further a course of investigation that delves into concepts for their stage of advancement as portrayed by their interior framework, applications and interaction to other concepts. In fact, conceptual analysis outlines the center for supplying definitions of abstract concepts. It has varied standing in learning. From the time when it was introduced in learning, it was clear that it is a fundamental tool for advancement of theory. However, it is clear that conceptual analysis is complicated. It is evident that it does not provide clear means to contribute to further theoretical knowledge (Sowa, 2006). Conceptual analysis does not provide significant theoretical foundation of learning. In reference to Sowa (2006), it is a random and an informal process that constrains the development of science. It can lead to huge worry and anxiety for the reason that there are no strict rules on how to conduct the process of conceptual analysis. This means that researchers can fail to determine the best way to carry out the whole process that includes going through large mass of literature. Due to the fact that conceptual analysis has an easy attribute, the work at the end of the process is associated with poor quality. It is clear that conceptual analysis requires a lot of thorough work, patience and elevated levels of cognitive abilities which many researchers lack, thereby lowering the quality of the end result. Conceptual analysis may lead to a value attachment, thereby moralising the concept in analysis in case there are any values attached. This may bar the analytic process and destroy the entire research. On the other hand, concept critical thinking lacks a moral feature and value attachment turns out to be useless in the current analysis. There is a desire to increase

MBA, Total Quality Management Essay Example | Topics and Well Written Essays - 3500 words

MBA, Total Quality Management - Essay Example The process of driving the organization towards realization of these goals entails among other things proper planning. Management undertakes the planning in terms of short-term vision as well as long-term vision; whenever an organization adopts either short-term goals or the long-range vision, continuous improvement is vital in order to realize that long-term objective. Nevertheless, changes in management practices have seen a substantial shift of the management practices from long range planning to more simplified planning structures, which concentrate on very short term goals that are easy to achieve and evaluate. In order for any business to remain relevant and objective, the periodical evaluation and analysis of performance is critical. This paper therefore intends to critically analyze the existence of the short-term goals as well as the continuous improvement. It shall evaluate the threat posed by short term goals to the process of continuous improvement and if there be any, ev aluate by what ways are the short terms planning overtaking the long term planning. Moreover, this study will verify the proposition that the continuous improvement strategies are being eroded for the sake of the short-term goals within organizations. ... Most management carries out their tasks with the short, achievable and evaluative goals, which in many cases are not long term. This may be necessitated by the prevailing frameworks through which the organization is working as well as the economic frameworks within the global perspective. Continuous Improvement is one of the best-acknowledged measures in total quality management practices within the globe and has indeed been seen to lead companies to realize high performances and quality production by firms (Zangwill and Kantor, 1998, p.910). It sets an outline of programs through which the performance of the firms may be evaluated over time. It is thus seen to form a basis of linking short-term goals as well as the long-term goals of an organization. However, an emergent concern whether the practice is under threat by the short-term goals as our study is investigating. The management of firms and other organizations are usually seen to be guided by frameworks of goals and objectives . The goals that take longer to be realized and which require greater efforts are the so called the long-term goals while those that are more immediate, the short term ones. Firms usually have a clear distinction of these goals for the ease of evaluation and performance. Nevertheless, the ‘length’ of these goals depends on the nature of the company as well as the time frame that is so called short term or long term. In many cases, what may be short-term for one company may be very different and be referred to as long term for the case of another company; there is therefore no clear cut point as to the time frame within which the objectives

Market Entry and Exit Coursework Example | Topics and Well Written Essays - 750 words

Market Entry and Exit - Coursework Example Body The factors that influence market entry timing include demand of the product and the technological advancements that are related to the product. Whenever a new product is being launched, questions regarding the success of the product suffice. These questions include: what is the main purpose of the product or what need will the product satisfy, what are the features of the product that differentiates it from other products that are already available in the market (Schmoch, 2006). These questions revolve around the economics topic of Demand and Supply. The analysis of launching the product that takes place before the product is actually launched, involves discussion about: the substitute and the complementary goods available in the market of the product, and what segment of the market will be attracted by the product and whose demand will the product satisfy. When a product or service is launched into a market, consumers do not start purchasing the product right away and the prod uct does not capturers the entire target market in a very short period of time. Consumers need time to learn about the product and gain confidence in the product. Each product has a learning curve; this learning curve shows how well consumers have understood the product and how many consumers have understood the options and needs that the product satisfies. ... found it difficult to carry these bottles everywhere in their hands, thus a need for a smaller size bottle existed, Coke realized this need and introduced 300ml bottles which satisfied the existing needs of the consumers. As soon as the product is available in the market and consumers have learned about the product and have started using the product, the producers understand what the concerns that consumers have regarding the product are and they change the product accordingly to make it more acceptable among the target market. Another key element that is attached with the timing of entry in the market is the competitors. Competitors start entering with the same kind of new product as soon as they understand the nature and design of the product, they make certain changes to the product to differentiate their products from the existing product and then they launch their own product in the market (Miles, 2011). How fast competitors will enter the market depends on the product itself. I f the technology used to create the product is easily available, is inexpensive and the cost of switching to this new technology is low, then competitors will easily enter the market with their competitive edition of the product. On the other hand, if the product requires very expensive technology, high amount of investment and the switching cost to a new technology is high, the competitors will experience difficulty in creating a new product and their entry will be delayed. As long as competitors do not enter the market, the producer of a new product can maximize profits and have enough time to implement hurdles to stop the competitors from entering the market. Once the competitors enter the market, the consumer choices increase. Thus the profitability of the producer that has first come

Human Organ Supply and Its Relation to the Social Stratification Research Paper

Human Organ Supply and Its Relation to the Social Stratification Theory - Research Paper Example Those who benefit are the rich who can afford to pay for the surgery and the cost of human organs. On the other hand, although some transplants were out of the donation coming from willing donors or were as a result of accidents which allow for the recovery of human organs from an accident victim to be transferred, there have been reports wherein the poor became the victims of this â€Å"transaction†. This is linked to the Social Stratification Theory. Those who have little in life become the victims, while those who are in the upper class or society look towards the poor for their source of human organs. How Sociologists Have Recognized Social Stratification People are identified, classified, perceived, and understood in a way that society has given corresponding positions for individuals, races, organizations or communities. The moment a person’s status in society is known, he or she is treated with actions or reactions that are known to be fit for the person. Accordi ng to Davis and Moore; Novick and Cullen Social stratification is a set of verifiable, interrelated thoughts, understanding, and behaviour among people whereby members of society consider positions or status and identify themselves in one of those categories. Davis and Moore were described by Novick, S. and Cullen, J. (1979, p. 1424) to have considered the differences as necessary for critical reasons. They proposed that inequality characterizes the groups or class wherein each person belongs or identifies him to be a part of. Furthermore, they believe that the maintenance of functions and positions is necessary in order to have stability. From the point of view of Davis, Kingsley and Moore, Wilbert (1970) difficult jobs must necessarily receive higher incentives in terms of higher compensation. The inequality is based on the fact that every individual has a different set of talents. Some talents are more valuable other talents, just as some functions have greater value in society t han the other functions. Because of scarcity and difference in value of some talents, rewards or compensation to acquire the people with valuable talents are greater while other talents are offered smaller rewards. According to Joseph Turek The book edited by Joseph Turek was entitled â€Å"Income Inequality and Social Stratification†. It gathered insights from various sectors (socio-economic, political, sociology, and philosophy) to clarify the variety of human differences which result in social stratification. As a result of differences in a person’s status in society, there is also a disparity in the income or compensation which leads to the formation of rich and poor. According to Wendy Bottero The book entitled â€Å"Stratification: Social Division & Inequality† is about â€Å"Who gets what.† It also describes the fact that the present time inequality gives some people better choices in life. â€Å"Money, power, or influence give those who possess t hem greater control over the external forces which affect us all, and open doors which might otherwise be closed.† (Bottero 2005, p. 3). The Demand & Critical Importance of Human Organ Donation A. Gap Between Supply and Demand The Economist (2008) reported that 7,000 Americans died due to absence of organs needed by patients. Out of 10 people who needed a kidney transplant, only one found a replacement kidney. There was a projected growth in the number of people who have to undergo dialysis and replacement of kidneys. 500,000 Americans in 2010 needed the transplant. In the UK, Nadey Hakim, an Ex-President of the International College of Surgeons, believed there was no other option for organ transplants because without it, the patient will die early although they can live longer if a replacement is made available for transplant. Kidneys are the most in

Journal article review Example | Topics and Well Written Essays - 500 words

Journal review - Article Example The same children perfectly conveyed probability concepts thru their own drawings, in which they described certain events that were impossible, likely and unlikely to happen. In other study, a teacher used an ordinary game with rolling dices, known to children of third grades, to convey the idea of experimental and theoretical probability. Children clearly understood how to use a fraction to represent theoretical probability of events, in this case, sum of the rolling dices. The author in her work described the methodology about how to teach a complex mathematical concept to students of third of graders. Probability – is a philosophical category, indicating the quantitative extent of the possible emergence of random events with fixed monitoring conditions, characterizing the stability of their relative frequencies. An elementary grade school teacher needs to convey this complex message to the small children. This is a difficult task, but has to be done. Educators task is to build strong foundations in the minds of those small children for future learning of mathematics. How to do it? This is where we need NCTM content and process standards. NCTM content and process standards describe in detail about how to accomplish this task. According to NCTM, educators need to build a curriculum focal point, to relate ideas, concepts, skills, and procedures that will serve the purpose of building foundation in children’s mind. To help the educators, NCTM has created a set of curriculum focal points. According to NCTM, it helps the educators to design and organize the next revisions of their expectations, standards, curriculum, and assessment programs. NCTM process standards emphasize on three things, (1) Problem Solving, (2) Reasoning and Proof, (3) Communication. I am now going to provide an analysis of Elaine Young’s article to demonstrate if it corresponds to NCTM content and process standards. The name of the article

Student Life Essay Example for Free

Student Life Essay Every morning I wake up and gaze out my dormitory window at a gorgeous campus with modern buildings surrounded by clean fields of clean-cut grass. The only thing that might appear odd to any average SU student about this sight is that this beautiful looking campus was not their own. As I explore the surrounding campus near my dorm, Sadler Hall, there are several observations made which helped to determine the areas of trivial conflict and areas which seem to reflect social norms. One major observation made in this activity was the small community known as ESF (College of Environmental Science and Forestry). Several subtle and some obvious observations were looked at to determine how this area fit in with our community. There are several vital facts one should know about SUNY ESF. The college is located directly behind the Carrier Dome and is a separate school from Syracuse University. My dorm, Sadler Hall, is one of the few buildings which surround ESF near the edge of campus. In order to drive into ESF, or even Sadler Hall, there is a security shack where you must first check in with a guard. The ESF campus is strikingly different from the SU campus in that the majority of the buildings are very modern and the community as a whole is much smaller. The campus houses no dormitories or eating quarters, so all ESF students share these facilities with SU students. While doing further research I also found that most of the other recreational services are shared with SU students. One of the major preconceptions of ESF students is that they are all tie-die wearing, tree hugging, pot-smoking hippies. When first realizing that ESF existed, I found myself picking out in my head the ESF students from the SU students. The student diversity at ESF is in fact immense for having such a small community of students. Matt Renkas, my RA and an ESF student, informed me of what it is like being an ESF student and living on SU campus. ESF and SU both offer a choice for freshman to have Learning Communities. These are organized groups living together in the same dorm that share similar majors. Learning Communities for ESF are fairly small and only exist on the eighth floor of Sadler, and on the third floor of Day. It is an interesting idea that while at the same time that SU is trying to stray from having students rooming with similar character, those ESF and SU students in learning communities are being isolated from the rest of the school. The major question that arose from my observations was that if ESF and SU students are living and eating in the same quarters, why should they have a social advantage over others? I came to the conclusion that SU and ESF students therefore see each other as a separate community and social group. There are several other observations and facts that support this idea of separation between SU and ESF students. At the 2004 Freshman Convocation, a clear separation allowed first year students to identify who was SU and who was ESF. On the top pear of the stands, one could see a small group of students all wearing tie-die shirts. During the middle of the chancellors speech she made a reference to the ESF students and they all cheered with excitement. At that point I realized what a small population of freshman there are in ESF, and also how separated they seemed from the SU students. With such a small community of students, it made sense that they had so much pride and excitement to be freshman. Not only is ESF one of the hardest SUNYs in New York to get into, but the ESF students also graduate together in the same ceremony as the SU students. Once again this creates a separation between two social groups that are supposed to be one community. In addition, a way that SU students themselves exclude ESF student is in Greek Life. Only 4% of ESF students belong to a sorority or fraternity. This percentage is extremely low even if the community is not very large. Ultimately, this problem spawns from the fact that these two groups are so far apart in social habits. Although ESF shares several facilities with SU campus, the ESF campus appears to first year students, like myself, as an area designated for ESF students only. These boundaries that exist in our community are designated for the people for whom they were built. This idea goes hand in hand with what Sibley states,  What I hope to do is to clarify some of the spatial and social boundary processes which separate some groups and individuals from society and render deviant those who are different. As a freshman in Sadler Hall, I sometimes wonder if there will ever be a time when I need to use the ESF campus? Although it is an understanding that ESF provides a wonderful amount of resource for SU students, at appearance it seems almost like an annex. Its separated by stone walls labeled SUNY ESF, and a glance at the architecture reveals a distinct separation from the still diverse SU campus. Students even possess different ID cards that are green that distinguish them as ESF and not SU. After analyzing the ESF campus, I decided to take a closer look at the social life of ESF students on my floor. I decided that I was going to find out who on my floor was an SU students and who was an ESF student. This means I was going to have to go beyond fieldwork, and start talking to all the people on my floor. It really never occurred to me that anybody on my floor was in ESF, but I had some idea about who may or may not be. After talking to Matt, my Resident Advisor from ESF, I was informed that there were people on my floor in ESF, but I was not told who they were. I know almost all the people on my floor, except for a few, and I decided I was going to find out the ones in ESF. As I closely observed the hallways, I began to notice several promotional signs from the ESF Office of Student Activities. I never really took time to read them or even notice they existed. One of my floor mates named Kathryn, who I had recently made friends with, was my first guess for someone who was in ESF. She was a stereotypical hippie and she boasted about it all the time. When I asked her what school she was in, I was surprised to find she was a student at SU. All of my stereotypical preconceptions failed my attempt to guess the ESF students and made my realize how much I really dont know about the people around me. I came away from this exercise realizing that there really wasnt a stereotypical ESF students and that people with different lifestyles and backgrounds can be found everywhere, even at SU. The point of this essay is not to try and change the relationship between the SU and ESF campus. Like Luthra states on page two of his essay, all I am trying to do is to recognize and distinguish what the differences are but not change them. By identifying these differences, the purpose is to essentially provide an alternative reading of the ESF and SU campus. From much observational analysis, I think it is safe to say that the ESF campus, set apart and isolated from that of the SU campus, can be classified as a place of social isolation. Other forms of exclusion are made through programs such as the Learning Communities which maybe need to become larger in order to function accordingly. In conclusion, there were several observations made which helped to determine the areas of trivial conflict and areas that seemed to reflect social norms. These areas of conflict in the end became question for what society or community accepted. If there is any more to learn about the separated and shared areas of the two campus, it is that in order to create a more diverse and equal society, there can be no separate boundaries that restrict access for either party. These prohibitions discussed are maintained in practice by the community and society which continue to clearly separate a person from a certain place.

Attachment Styles And Romantic Relationship Outcomes Psychology Essay

Attachment Styles And Romantic Relationship Outcomes Psychology Essay Many researchers have shown a link between attachment styles and romantic relationship outcomes. Attachment styles deals with early infant parent caring and environment, internal working models of themselves, their early relationships with peer or friends and attachment security. These major attachment styles leads to the different timing of the first sexual intercourse which later shows links to relationship satisfaction, quality of romantic relationships, union formation and the number of romantic partners. The timing of first sexual activity is classified at either early age (14 or earlier), on time (15-19) or late age (19 or older) (Harden 2012). Many studies have shown that individuals prefer partners with similar attachment style, a complementary attachment style or either the attachment style most likely to form attachment security, is all dealt with the age of an individual. This theory of attachment increases the understanding of Hardens (2012) findings and explains these fi ndings by him. The characteristics and stability of teenagers romantic relationship in young adulthood is concerned with the timing of teenager ¿Ã‚ ½s first sexual intercourse. One theory that suggests reasons for the quality of this romantic relationship is the attachment theory. John Bowlby was the first Psychologist to introduce the attachment theory, describing attachment as a lasting psychological connectedness between human beings (Bowlby, 1969). The attachment theory states that people  ¿Ã‚ ½construct internal, working models of themselves and their early relationships, which function to guide social behaviour throughout their life span ¿Ã‚ ½ (Bowlby, 1973). Hazen and shaver (1987) also concluded that attachment styles may influence the quality of their romantic experiences and their beliefs on relationships. This attachment theory and peer relationships are able to explain Hardens (2012) findings that concluded that  ¿Ã‚ ½timing of first sexual intercourse in adolescence predicts ro mantic outcomes in adulthood, including union formation, number of romantic partners, and relationship dissatisfaction ¿Ã‚ ½. The essential argument of the attachment theory is if parents are not available and responsive to their children ¿Ã‚ ½s needs are likely to face difficulties in their lives. Belsky et al. (1991); ¿Ã‚ ½Belsky, 1997) ¿Ã‚ ½claimed that an individual ¿Ã‚ ½s early family environment, including the childhood-parent attachment relationship, conveys to children the risks and uncertainties they are likely to face in their lifetimes (Belsky, J. et al. 2010). It has been stated that  ¿Ã‚ ½Such information adaptively regulates psychological, behavioural, and reproductive development, either toward a mutually beneficial orientation to interpersonal relations or toward an opportunistic, advantage-taking point of view ¿Ã‚ ½ (Belsky, J. et al. 2010). This may result and affect mating behaviour, pair bonding, and parental investment, and also has been said to result earlier or later sexual intercourse, number of romantic partner, unstable or stable relationships and union formation(Belsky , J. et al. 2010). From this evidence attachment of individuals with their parents explains the results in which romantic relationships are created and built and timing of first sexual intercourse. Friendships are extremely significant during adolescence, so an individual might experience internal working models (attachment theory) of close friendships to become particularly influential during this time (Trinke and Bartholomew, 1997; Weiss, 1991).Researchers have proposed that friendship during adolescence is provided as a supplement rather than a replacement for relationships between parents and should be considered as a unique factor on adolescent functioning (Furman Simon 1998; Paterson et al. 1994). Peer relationship or friendship is known to contribute to later romantic relationship outcomes, and best known by the scholar Sullivan(1953). He viewed  ¿Ã‚ ½chumpships established in middle childhood as foundational for later romantic relationships ¿Ã‚ ½ (Madsen, S., Collins, W. 2011). A research by Neemann et al. (1995), documented that peer relationships or friendships during the age of middle adolcence influences factors such as romantic relationship involvement, numbe r of romantic partners, and relationship satisfaction and the quality of relationship in young adulthood. Furthermore, rejections experienced by friends in middle adolescence are significant issues in the development of rejection sensitivity, and the results of these experiences of rejection have been strongly correlated with dissatisfaction in romantic relationships (Downey, Bonica, Rinc ¿Ã‚ ½n, 1999). Many studies have focused on that relationship satisfaction and behavioural patterns is associated with attachment styles. Collins and Read (1990) stated that attachment characteristics were connected to the partner ¿Ã‚ ½s evaluation of the relationship, although differently for both genders. A study by Pistole (1989) investigated attachment styles and conflict resolution recorded by college students concerning their most important romance. The results indicated  ¿Ã‚ ½secure subjects reported more adaptive strategies, than insecure subjects, and adaptive strategies were associated with satisfaction relationships ¿Ã‚ ½ (Pistole 1989). In a previous study by Kobak and Hazan (1991), examined married couples and asked them to complete attachment styles and martial satisfaction measures and to contribute in behavioural and martial interaction tasks. The results concluded that there is major relationship between security of attachment and both partners martial satisfaction (Senchak, M. and Lenonard, K. 1992). Both of these studies suggest a connection between attachment styles and evaluation of relationships, and behavioural conflict which leads to relationship dissatisfaction and union formation (Senchak, M. and Lenonard, K. 1992). Adult attachment style may determine an individual ¿Ã‚ ½s, sense of security, and how felt security is sought, in order to be successful in achieving this goal is most likely dependent about their partner ¿Ã‚ ½s attachment styles and behaviour (Holmes, B. and Johnson, K. 2009). Individuals that will show preference towards partners with similar attachment characteristics to their own is called the similarity hypothesis (Holmes, B. and Johnson, K. 2009). Gaining insight of the similarity hypothesis, the application of self-enhancement theory, which proposes individuals will to enhance their self-image, will have a strong desire for positive feedback from others (Baumeister, 1982; Greenwald, 1980; Jones, 1973; Kaplan, 1975). From this theory, it represents that individuals might prefer partners on the basis of their attachment style. The results of this theory indicated secure individuals would prefer securely attached partners and would allow for the experience of confidence and i ndependence (Holmes, B. Johnson, K. 2009). However, insecure individuals, it is predicted that the preference of partners becomes more problematic (Holmes, B. Johnson, K. 2009). Both of these theories predict secure individuals demonstrate preference to one another while variations exit in the preferences of insecure individuals (Holmes, B. Johnson, K. 2009). Overall it can be seen from the above evidence, that the attachment theory can be an explanation for Hardens (2012) findings. From the attachment theory it is predicted that early parent-child relationships are influences of later love relationships. A major function of attachment relationships is to provide feelings of security (Sroufe Waters, 1977). The internal working models of an individual and attachment styles determines and individual ¿Ã‚ ½s quality of romantic outcomes, stability and number of romantic partners. The studies mentioned above supports this, and strongly suggest an explanation for Hardens (2012) findings. Peer relationships or friendships, a part of attachment styles is also known to influence individuals during middle adolescence and known to contribute to romantic relationship outcomes, number of romantic partners, union formation. These finding give a greater insight into the human psyche.

Hughes Women and Gender in Islam: Historical Roots of a Modern Debate

Hughes' Women and Gender in Islam: Historical Roots of a Modern Debate In the Hughes’ text, Women in World History: Volume 1, the chapter on Middle Eastern women focuses on how Islam affected their lives. Almost immediately, the authors wisely observe that â€Å"Muslim women’s rights have varied significantly with time, by region, and by class† (152). They continue with the warning that â€Å"there is far too much diversity to be adequately described in a few pages.† However, I argue that there is essential information and insight on said topic that the authors have failed to include, as well as areas of discussion with incomplete analyses. I will use Leila Ahmed’s book, Women and Gender in Islam: Historical Roots of a Modern Debate, as well as her essay entitled â€Å"Early Islam and the Position of Women: The Problem of Interpretation,† to cite the shortcomings of the text. After the first part of the Hughes chapter on Middle Eastern Muslim women, the emphasis shifts, from Quranic doctrine regarding women to how Muslim law and scholarship have interpreted the Quran’s direct admonitions to women. However, this shift is unfortunately subtle. The authors fail to make a clear distinction between the Quran, a sacred text believed to be the verbatim word of God; and Muslim law, which was formulated by (male) Muslim jurists who consulted the Quran and whose consensus was later declared infallible (Ahmed 58). Such a distinction is necessary because the Quran itself is vastly different from a legal document; Ahmed observes in â€Å"Early Islam and the Position of Women† that â€Å"Quranic precepts consist mainly of broad, general propositions chiefly of an ethical nature, rather than specific legalistic formulations† (59). Indeed, the Qura... ...areas of emphasis. In contrast, Leila Ahmed analyzes representations and mores of Muslim women in different social and religious contexts in order to draw conclusions about their effect on women’s--and men’s in relation to women’s--status, in earlier periods of Islam, as well as the further-reaching implications they have had for modern Muslim societies. Works Cited Ahmed, Leila. Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven and London: Yale University Press, 1992. Ahmed, Leila. â€Å"Early Islam and the Position of Women: The Problem of Interpretation.† In Women in Middle Eastern History: Shifting Boundaries in Sex and Gender, ed. Nikki R. Keddie and Beth Baron. New Haven and London: Yale University Press, 1991. Hughes, Sarah Shaver, and Brady Hughes. Women in World History. Vol. 1. Armonk, N.Y., and London: M.E. Sharpe, 1995.

C. Vann Woodwards The Strange Career of Jim Crow :: Woodward Strange Jim Crow Essays

C. Vann Woodward's The Strange Career of Jim Crow C. Vann Woodward’s book The Strange Career of Jim Crow is a close look at the struggles of the African American community from the time of Reconstruction to the Civil Rights Movement. The book portrays a scene where the Negroes are now free men after being slaves on the plantations and their adaptation to life as being seen as free yet inferior to the White race and their hundred year struggle of becoming equals in a community where they have always been seen as second class citizens. To really understand the motivation of C. Vann Woodward’s motives of his book, The Strange Career of Jim Crow, one must look at Mr. Woodward’s life. Comer Vann Woodward was born and raised in Vanndale, AK in Cross County on November 13, 1908. The town was named after his mother’s aristocratic family. He attended Henderson- Brown College in Arkadelphia, AK for two years before transferring to Emory University in Atlanta, GA in 1930, where he graduated. He received his PHD in history at the University of North Carolina and after he took graduate classes at Columbia University where he was introduced and influenced by the Harlem Renaissance. Woodward taught at Johns Hopkins University from 1946-61 and at Yale University from 1961-67. He won the Pulitzer Prize in 1982 for Mary Chestnut’s Civil War and won the Bancroft Prize for Origins of the New South*. It was when he was teaching at Johns Hopkins when he wrote the book, The Strange Career of Jim Crow. It was during the court ruling of Brown vs Board of Education in 1954 that Woodward started his lectures, which lead to his book, at the University of Virginia. His audience was more or less surprised about the race relations of the old south during reconstruction; most thought that the two races have always been separated with hatred. Woodward argues that the Jim Crow laws of the 1890s were a new concept of separating the two races. Throughout slavery and during the reconstruction period, the two races were fully integrated working on economics and political problems; the separation of the two races would lead to an insufficient and ineffective plantation. â€Å"The typical dwelling of a slave-owning family was a walled compound shared by both master and slave families.

Historical Monuments Essay -- essays research papers

Historical Monuments When thinking about architecture, many visual images come to mind. The works of many are seen everywhere we go, from the average home to a New York skyscraper. As these buildings are fairly common to most of us, we forget to incorporate the work of our prehistoric man that gave us the foundation of early architecture. Pre-historic monuments provide us with numerous amounts information about our past and how life existed in these prehistoric times. When comparing two great works from ancient times, we will determine the main reason for these buildings as well as rituals that were held and there excavations and discoveries. The passage-tomb at New Grange was constructed around 3200BC, according to archeologist. This makes it older than Egyptian pyramids. New Grange was built only by stones, no metals or other foreign objects were used. This site was rediscovered in 1699. Charles Campbell, landlord at time, instructed his workers to gather some stones and soon enough, the entrance of the chamber was found. Excavations of the passage-tombs began on 1962-1975 by Professor Michael J. O’Kelly and his wife Claire O’Kelly. Each year, on winter solstice, a spectacular occurrence is witnessed as New Grange is illuminated by the sun. At sunrise, around nine o’clock in the morning, the suns strikes the front of New Grange creating a beam of light that stretches into the passage way and into its central chamber. This sun beam illuminates the chamber for a period of around seventeen minutes. It is remarkable how man constructed this tomb precisely to capture the sun every year with merely just s tone technology and no other equipment. According to O’Kelly, he felt the workforce of three hundred was used to create the tomb that took around thirty years to build. The total length of the passage stretches around seventy-nine feet, and is composed of three separate chambers. There is also a great deal of Megalithic Art inside New Grange as well as its sister sites Knowth and Dowth. In fact, in Knowth, nearly every stone is decorated, and the site has been hailed as having the largest collection of megalithic art in all of Europe. Over a quarter of all known megalithic art in Western Europe is at Knowth and its surrounding mounds (http:// mythicalireland.com/ancientsites/newgrange-facts/art.php). The most common categories of art at New Grange are lozeng... ... "stupa." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 2. "Sanchi." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 3. "arts, Central Asian." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 4. â€Å"The Great Stupa of Sanchi† http://rogershepherd.com/WIW/solution12/stupa.html 5. "Buddhism." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 6. â€Å"101 Fact on NewGrange â€Å" http://www.mythicalireland.com/ancientsites/newgrange-facts/art.php 7. "Boyne, River." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 8. "Ireland." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 . 9. "Stone Age." Encyclopà ¦dia Britannica. 2005. Encyclopà ¦dia Britannica Premium Service 16 Feb. 2005 .

Frankenstein and Creature

frank 2000 Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 2003 According to critic Northrop Frye, â€Å"Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divisive lightning. † Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 006 Many writers use a country setting to establish values within a work of literature. For example, the country may be a place of virtue and peace or one of primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole. Setting is crucial in any given novel or p lay. However, in Mary Shelley's Frankenstein, the country setting is crucial in understanding the emotions, characters, and events to come featured in the novel. As a romantic herself, Shelley utilizes the images of several scenes of nature to emphasize particular themes and ideas. From the changing seasons, violent storms, and the mountain and lakes, the country shows a multitude of aspects that relate to the story of Viktor Frankenstein. The transition of summer to winter not only highlights Frankenstein's character, but is a useful tool for foreshadowing. Much like summer's bright and energetic characteristics, Frankenstein proves to be bright and energetic as well. As a child, Frankenstein had the love and affections from a happy family and a growing thirst for knowledge. This thirst for knowledge eventually thrusts Frankenstein into the University of Ingolstadt. It is here that Frankenstein's ambitions to surpass his colleagues and professors are highlighted. He soon becomes enveloped in his studies, which to him, is complete pleasure. He soon discovers the secret of animating a corpse and sets to construct a breathing organism. Frankenstein however, begins to describe the qualities of summer, where the days are long, and the nights are short. The long days serve to emphasize Frankenstein's happiness. Right now in the novel, Frankenstein believes to be doing great work in the field of science. However, when the creation of the monster becomes close, summer comes to an end. Frankenstein loses his previous optimistic character and his dreams become dark. The light begins to fade as darkness empowers it, much like Frankenstein's realization about his creation. Tortured by images of his creation, Frankenstein falls ill. But as both time and his illness pass, spring begins to emerge. Frankenstein's recovery and the emergence of springtime correlate to one another as it is a time of new beginnings. It is here that Frankenstein leaves the University of Ingolstadt and starts a new journey with his friend Clerval. A noteworthy characteristic found in the country is their violent storms. Shelley masterfully uses storms to emphasize ominous events and the emotions of characters. In several instances, the lightning of a storm represents the godlike power of creation. This is emphasized in the passage when Frankenstein witnesses a tree wiped out by lightning. The lightning gives Frankenstein inspiration to uncover the spark of life. It is here where his desire to control the same power as lightning is conceived. But just as the tree was destroyed, Frankenstein and his world around him will be destroyed as well. As the story progresses, storms become intertwined with the idea of destruction. This is first introduced in the Monster's rage towards the DeLacey family. After being refused love and affection, the Monster erupts into a terrible rage. Driven with anger, the Monster finally burns down the cottage where they had first lived. As this is done, Shelley describes the wind to pick up and the might of the storm to roar with the same anger shown by the Monster. With each death found in Frankenstein, a violent storm is quickly followed after. After young William is strangled to death, a storm erupts over Geneva. Frankenstein is outside to witness this and exclaims that this is his funeral. The storm represents the turmoil faced by the Frankenstein family with the passing of William. Next, a powerful storm is what brings Frankenstein to Ireland. This is where he is placed in jail to be tried against the murder of his best friend, Clerval. Finally, a storm flares up over Elizabeth and Frankenstein on the day of Elizabeth's death. This storm serves to show that she is soon going to die at the hands of Frankenstein's monster. Constantly through the novel, Mary Shelley uses storms to stress the black and sinister nature of the book. 2008 In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow â€Å"the aerial creations of the poets†. Instead he pursues knowledge of the â€Å"world† though investigation. As the novel progresses, it becomes clear that the meaning of the word â€Å"world† is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature. Frankenstein speaks fondly of his youth because his parents were â€Å"indulgent† and his companions were â€Å"amiable† (21). His parents’ policy in the education of their children is that there should neither be punishment nor â€Å"the voice of command† (26). Instead, they encourage their children to pursue their studies with vigor by â€Å"having the end placed in view†(21) and by having them discover the process by which to reach the end and not by making them learn tedious lessons. Frankenstein’s testimony to this is that he learnt better and retained his knowledge well. The approach to Frankenstein’s education in the home is strongly influenced by Rousseau, one of the most eloquent writers of the Age of Enlightenment. In his influential novel Emile, Rousseau expounded a new theory of education that emphasises the importance of expression rather than repression to produce a well-balanced and free-thinking child. His theory also led to more permissive and psychologically oriented methods of childcare. [1][2] A child brought up according to these precepts is significantly more a free man than those who were not because part of the hidden syllabus allows for the constant discovery of new processes and methods and another part denies the past scholarly masters from having too strong an ideological and pedantic hold on the newer generations. It is a unique combination of structure and liberty that one finds here and it is this combination that produced the modern day disciple of Alberta Magnus and Paracelsus in Frankenstein, who forges his ancient fantasies with modern scientific tools. The creature, on the other hand, is an untamed and extreme version of the free individual. Without the support and shelter of a family, and the systematic approaches of an education system, the creature nevertheless gains an education of sorts. And he does this by reacting to his basic needs for shelter, food, warmth and company. In her book, Mary Shelly: Her Life, Her Fiction, Her Monsters, Anne Mellor argues that the creature is Mary Shelly’s allusion to Rousseau’s â€Å"noble savage† who is â€Å"a creature no different from the animals, responding unconsciously to the needs of his flesh and the changing conditions of his environment. †(47) In the debate on the importance of nature versus nurture, Mellor explains that Frankenstein shows nurture to be crucial because the creature â€Å"rapidly discovers the limitations of the state of nature and the positive benefits of a civilisation grounded on family life. (48). This is the informal education that the creature experiences, which in modern society, is termed â€Å"socialization†[2][3]. The De Lacey family is metonymic of the general population or the working egalitarian base of a society. The creature learns about the gentle love and respect that the members of the family show to each other; the division of labour among the able-bodied members that keeps the family alive; in Safie’s story and the De Lacey’s unfortunate past, he learns about the problems that society has its problems such as greed and corruption. Sadly, although he learns about the wonderful aspects of civilised life, the creature also learns of his own status in â€Å"the strange system of human society†(96). He has no history because he is ignorant of his creator and creation, he does not possess money, friends or property, and he â€Å"was not even of the same nature as man†(96). The creature’s discovery of knowledge led to his own self-knowledge and he finds that all his knowledge has somehow become part of him and his identity: â€Å" ‘Of what a strange nature is knowledge! It clings to the mind, when it has once seized on it, like a lichen on the rock’† (96) Like a lichen, knowledge also covers the mind and to look outward from the mind into the world is to see it through the colour and the thickness of the lichen. The principles that first gripped Frankenstein’s mind are those of prominent alchemists from as early as the thirteenth century. Cornelius Agrippa defended the status of â€Å"hidden philosophy† or magic and once set up a laboratory in the hopes of synthesizing gold. Albertus Magnus was a medieval theologian who, while maintaining that human reason could not contradict divine revelation, defended the philosopher’s right to investigate divine mysteries. Paracelsus was a doctor and chemist also concerned himself with alchemical knowledge like Agrippa but also defied the medical tenets of his time, asserting that diseases were caused by agents external to the body and that they could be countered by chemical substances[3][4]. These writers were, as Waldman explained, â€Å"men to whose indefatigable zeal modern philosophers were indebted for most of the foundations of their knowledge†(31). However, not all their ideas were considered scientific or even socially acceptable because they contradict strongly held religious beliefs. It is Frankenstein’s father who tells him not to waste his time with these writers because â€Å"a modern system of science had been introduced, which possessed much greater powers than the ancient, because the powers of the latter were chimerical, while those of the former were real and practical†(23). Instead, he is extorted to take up the study of natural philosophy, the eighteenth century equivalent of the sciences like physics and chemistry. Although his first attempts at attending lectures were interrupted and not at all fruitful, he enjoys reading the works of Pliny the Elder and Buffon, Georges Louis Leclerc, Comte de, both of whom wrote extensive encyclopaedic books on natural history[4][5]. Frankenstein begins to build on his scientific knowledge and when he goes to Ingolstadt and finds a mentor in Waldman, he also starts to take his study of chemistry seriously. There, he becomes part of the new science[5][6] that penetrates â€Å"into the recesses of nature, and shew how she works in her hiding places†(30). The sexual imagery of such as invasion of the female privacy cannot escape detection of course, but furthermore, throughout his education, he seems to have only male teachers. As he clearly states, â€Å"My father directs our studies, and my mother partook of our enjoyments. †(25). Frankenstein grows up in an environment where the intellectual side of things is controlled by men and women are delegated to be in charge of games or of nursing the younger members of the family. Furthermore, not only do the women, like Elizabeth, prefer poetry to science, their emotions overrule their reason, such as when Frankenstein’s mother insisted on seeing Elizabeth when the girl was ill with scarlet fever and contracted the deadly disease as a result. The author seems to show an overwhelming male presence in the Frankenstein household as the males are able to become surrogate parents easily, such as when Frankenstein becomes the instructor of his brothers. He also looks upon Elizabeth as a creature more fragile and unthinking in her carefree life than he is, and sees her a a favourite animal†(21). Katherine Hill-Miller in her book, â€Å"My Hideous   Progeny†: Mary-Shelly, William Godwin and the Father-Daughter Relationship, explains that even in his role as an overreaching scientist, Frankenstein can also be read as a father figure because â€Å"Part of his motivation in fashioning his creature, after all, is his desire to receive homage and th e thanks of beings dependent on him for their generation. †(60). However, ideas are simply not enough to cause a young and intelligent man like Frankenstein to try to take on the role of the ultimate Creator and bring life to a corpse. Shelly shows us that the external or the society at large will always intermingle with the internal or the emotional and psychological makeup of the person. It is Frankenstein’s own â€Å"chimerical† makeup- a confidence in the male scientific ability, a belief in the male prerogative to control nature by the accumulation of knowledge, the absence of a tempering maternal influence and his own hubris, that leads him to â€Å"circumvent the natural channels of procreation†[6][7]. His knowledge of the world is ironically one that is created in piecemeal; hence the creature can be seen as a physical representation of the terrible patching up of mismatched parts to make a whole. In trying to be more than he is, that is, a human being, Frankenstein finds himself wedged in between nature and God, becoming estranged from his immediate society as he becomes burdened with the tragedies brought about by the creature. As Frankenstein’s creation, the creature is also exiled from the two important categories of existence known to society- God and Man. Unlike Frankenstein, however, who tries to put himself above other men, the creature is portrayed as being caught in between Man and animal. Yet, the creature seems to obtain an understanding of human life as a complex interwoven fabric from his observation of the De Lacey family and from the books that he reads. From the â€Å"Sorrows of Werter†, the creature becomes acquainted with the tremendous range of human emotions that he found â€Å"accorded well with my experience among my protectors†(103). By reading â€Å"Plutarch’s Lives†, he learns â€Å"high thoughts† and discovers that, through the processes of his mind and the examples of great lives of other men, he is able to be â€Å"elevated†¦above the wretched sphere† (104) of his own reflections. He also reads Paradise Lost in which ideas like free will and pedestination are discussed. The creature’s develops a critical insight into his own life as â€Å"Plutarch’s Lives† is not only a historical work but also a series of character studies which reveal a person’s morality[7][8]. And in by reading Paradise Lost, he is able to put words to his own condition, drawing parallels between himself and Adam and exposing the differences. Unlike Frankenstein’s choice of a solitary life, the creature yearns for the support of a family and the companionship of a female. Hence, one finds that Frankenstein’s encyclopaedic knowledge is undermined by his lack of self-knowledge and of the nobler aspects of human emotional life, which, ironically, is compensated for in his creature which he rejects. Not simply a stock symbol for a part of Frankenstein’s psyche, the creature also portrays a natural and innocent man who becomes the victim of his social conditions because he reacts to the adversity he faces with negative emotions. After being convinced of the De Lacey’s high level of nobility of character, the creature attempts to introduce himself into their lives with disastrous results. In their rejection, the creature witnesses and experiences the contradictions in human behaviour when Felix attacks him without asking him his story and Safie runs from the cottage without stopping to assist Agatha who has fainted. The creature, however, is not simply a victim of his socio-political circumstances. He also chooses to react in hatred and bitterness to his surroundings and to allow the full play of his feelings for revenge(113). In Greek mythology, the Chimera is a monster that has the head of a lion, the body of a she-goat and the tail of a dragon. Sometimes it is also portrayed as having two heads[8][9]. I find it apt as a symbol that represents the incomplete education of Frankenstein and his creature, and also as an image that draws our attention to the their conditions. Frankenstein possesses detailed knowledge of the physical world but lacks in that of the emotional world. He tries to combine the fantastic with the real and creates the creature who possesses a mind as human as any but is trapped in a body that is a tragic travesty of the human body. Both are chimerical and together, they form a chimera, linked to each other but in a monstrous way. character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work. 1989 In questioning the value of literary realism, Flannery O'Connor has written, â€Å"I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see. † Write an essay in which you â€Å"make a good case for distortion,† as distinct from literary realism. Analyze how important elements of the work you choose are â€Å"distorted† and explain how these distortions contribute to the effectiveness of the work. Avoid plot summary.

Development of an Employee Training Program

The development and implementation of an appropriate Training Program for Culbreth & Associates’ new client will undergo three major phases. The three phases will include the preparatory activities, actual implementation of the training program, and post-training activities to measure the impact of the training on both organizational and participant levels. Clearly, the type of the training program that will be developed is an Employee Training Program. The specific type of program will depend on the goals of the requesting organization and the learning needs of the employees in terms of â€Å"attitudes, behaviors, competencies, or skills. † (Brady, 2005, p. 1) Thus, the training program could address a variety of concerns, from improving employee-management relationships, enhancing the work environment, improving departmental communications, or fostering cultural competence in the workplace. Preparatory Activities: Planning and Designing the Training Program The first step that will be taken in the development of the training program is to consult with the client to clarify the objectives and expectations that the organization wishes to achieve for the entire program and to determine the extent of support that the management is willing to extend to facilitate and reinforce the changes that could arise from the training. The next step will involve identifying the existing strengths and problem areas in the organization. This will be done through the conduct of training needs analysis on three levels: the organization, tasks, and the individual person/employee. Arthur, et. al. (2003) notes that a systematic needs assessment can guide and serve as the basis for the design, development, delivery, and evaluation of the training program. † (p. 236) In particular, a knowledge of organizational environment, needs, and resources vis-a-vis employee capacities would help determine the goals of the training program. McNamara (2008) suggests that â€Å"it is important that goals be designed and worded to be â€Å"SMARTER† (an acronym), that is, specific, measurable, acceptable to you, realistic to achieve, time-bound with a deadline, extending your capabilities and rewarding to you. The goals of the training will influence the kind of input needed by the participant and match the training methods to their interests and skill levels. After the data from the training needs analysis has been assessed, the training design and module development will commence. This activity will involve searching, choosing, and combining the most appropriate and most effective training strategies and activities based on identified training needs. It would also involve the formulation of the benchmarks for learning or improvement that would be used to measure and evaluate the success of the training. After the training design and module have been completed, the training program will be subjected to pre-testing activities to determine whether the content is appropriate and if it utilizes the most effective approach based on the learning needs of the participants. Training Program Implementation The actual conduct of the training program will after the training design, modules, and participant preparation have been completed. During the actual training, participants will be involved in a variety of activities, from lecture-workshops to simulation and role-playing performance designed to facilitate the necessary changes in attitudes, behaviors, and skills while building on existing strengths and knowledge. The training program will also be structured in such a way that both the trainers and participants have feedback mechanisms to improve the over-all training design and to track their progress in achieving the goals of the training. After the training, an evaluation of the training will be conducted wherein the trainer, participants, and requesting organization will assess training effectivity based on the critierias for learning that were previously developed vis-a-vis the output of the training. Post-training Activities: Training Transfer Monitoring and Evaluation The last step in the training program is the monitoring of training transfer in the actual workplace to determine the impact of the training conducted. This is important since the real effects of the training can only be measured based on positive impact on the actual work environment that can be directly attributed to the learning outcomes of the training program. (Lim & Morris, 2006, p. 85) Hence, the Human Resource Department of the client will be asked to keep records of the training goals and to conduct timely assessments of employee progress in terms of desired workplace attitude, behavior, and capabilities that could provide the basis of more intensive employee development and training programs. Works Cited: Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & S. T. Bell (2003). Effectiveness of training in organizations: a meta-analysis of design and evaluation features. Journal of Applied Psychology 88(2): 234–245. Brady, Kathleen. (2006) Designing effective training programs. NALP Bulletin. Lim, Doo Hun & Michael Lane Morris (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. Human Resource Development Quarterly 17(1): 85-115. McNamara, Carter (2008). Complete guidelines to design your training plan. Retrieved August 6, 2008 from http://www.managementhelp.org/trng_dev/gen_plan.htm

Discipline and Management- Different Yet Related Essay

In this essay the goal will be to compare and contrast management as opposed to discipline as well as misbehavior as opposed to behavior. The main goal will be to define and find correlations between the terms while providing the reader with a vivid description explaining the ways these terms translate into a classroom setting. Classrooms today call for teachers to find an often elusive balance between the expectations of a teacher and practices that best meet the students’ needs to help them meet the teachers’ expectations. Management is defined as â€Å"an act of managing: supervising of something† (Management, 2013) In relation to the classroom this term describes a plan of action that a teacher employs to conduct their classroom in an organized way and support students with structure and direction. The term classroom management is often thought of as the type of discipline a teacher imposes; however, classroom management refers to taking a proactive stance that prevents unwanted behaviors before they happen. A management plan incorporates the use of routines and classroom organization by a teacher in her classroom (Charles, 2011). In contrast, discipline is defined as â€Å"a type of punishment† (Discipline, 2013). In the classroom, a better definition of discipline is the actions a teacher takes to ensure that students cooperate and participate in the learning process. Discipline involves more than just a punishment for an undesirable action, it encompasses all the methods a teacher uses in her classroom to ensure students practice self-control. Both management and discipline often are used when describing the same practices in the classroom. These concepts address the relationships between student and teacher behaviors in the classroom. Management speaks of the plan that the teacher has in place to teach student the expected behaviors whereas discipline is the plan the teacher has in place to ensure that her students meet these expectations one they understand them. Behavior is defined as â€Å"manner of conducting oneself† (Behavior, 2013); by adding the prefix â€Å"mis† it is then defined as â€Å"bad: wrong† (Misbehavior, 2013). Adding the prefix to the word behavior, misbehavior is formed and describes the manner of conducting oneself badly. In relation to a classroom setting these terms describe how a student acts in the classroom. Both behavior and misbehavior describe the actions of a student either positively or negatively. Negative and positive behaviors both have consequences in the classroom. The consequences are dependent on the type of behavior and much like the terms themselves are opposites. The terms discipline and management are used to help students understand and learn what a good behavior is and what misbehavior is. Teachers utilize management techniques as a means to provide students with the tools needed to learn appropriate behavior in the classroom. Despite the use of these techniques, students do still at times misbehave, this is when teachers utilize the use of a discipline policy to correct the misbehavior and ensure students have an understanding of what is expected. By comparing as well as contrasting behavior and misbehavior as well as discipline and management, we can better understand how these terms correlate the teacher’s policies in place to help her students succeed. References Behavior – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/behavior?show=0&t=1368417645 Charles, C.(2011). Building Classroom Discipline (10th). Boston, Pearson Education. Discipline – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/discipline Management – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/management Misbehavior – Definition and More from the Free Merriam-Webster Dictionary. (2013). Retrieved from http://www.merriam-webster.com/dictionary/misbehavior

John Locke on Property Essay

Natural reason suggests that human beings have the right to preserve themselves the moment they are born. An individual can utilize everything that he sees around him to preserve himself. He can drink if he is thirsty; he can eat if he is hungry. Nature, which God gave to the world, is the individual’s source of materials for his preservation. Locke emphasized that the world was given to the whole humanity by God. This, for Locke, is nothing but common knowledge (Locke 11). Locke questions how an individual can actually own a thing. He finds it difficult to understand why, when God has given the Earth to His children, men would search for things on earth and label it as their own. Since it is difficult to find a part of the Earth which an individual can own and call it his â€Å"property†, then the only easy way to solve this dilemma is to have the world owned by a universal monarch. This, then, would only be possible upon the belief that Adam owns the world because god gave it to him. As Adam has the world, it also means that his heirs own the world, too (Locke 11). Since this clearly is not the case in today’s world and in today’s society, Locke promises that he will explain how an individual claim a part of what God has given mankind, and that, with no single express compact of all people (Locke 11). As God has given mankind a whole world, it also means that along with this, He has given mankind a reason to use this world to their convenience and best advantage. The world are has everything that a man needs to survive. It has air, water, food and shelter. It contains that things that an individual needs to live a comfortable life. Whatever is found in this world all help in supporting the life of an individual (Locke 13). Although the food found on earth, including the animals or the predators that feed on them, are all qualified as properties of mankind (since nature produces all them), the fact alone that they are included as part of the earth means that even the predators are necessary for the survival of mankind – even when these beasts harm the quality of living of an individual. There will always be a way for a man to know how a harmful beast may help him. Whatever way this is, he has yet to figure out, but the fact remains that a harmful beast is indeed beneficial since it is a part of the world that God gave him (Locke 14). For Locke, the meat and the fruit which an individual feeds on are both considered occupants of the earth. No other individual will have the right to own that particular meat or particular fruit before it can support his life. No one has a right to something if the benefits are yet undiscovered (Ishay 116). The earth is indeed common to all the people living in it – to all its occupants. Then again, each individual has a property of his own. He is the only person who can practice his rights on that certain thing since he is the only person owning it. His hands do the working. His body does the laboring. Because of all these, whatever he produces rightfully becomes his property. Whatever thing nature has provided, which he, in turn, takes away from the state, becomes his property, as soon as he mixes his labor with it. Whatever it is that he takes away from the state which was placed there because of nature eliminates the right of other men, as long as he was able to own it through his hardships and labor (Ishay 116). Labor is indeed an important factor in this case, since labor is something that mankind cannot question. Labor is the unquestionable property of the man who is laboring. The man laboring is the only man who has the right to his products (Ishay 116). Whoever is being supported and benefited by the fruits of his labor has definitely appropriated these fruits for him. The question of Locke now, is when exactly did this fruit became his own? If, for example, an individual harvests the apple that came from the tree he himself planted, when exactly did he own the apple? Was it from the time when he digested the apple, since it is believed that as he is nourished by the fruit of his labor, he can start calling this his own? Or was it from the time when he picked the apples from the tree (Ishay 117)? What marks the difference between the common man and himself is labor. Labor defines what nature cannot. If an individual makes use of what nature has given him, and he, in turn, starts to benefit from it, then he owns the fruit. The man is able to own things as he extends what a nature can do to support his life. Here is where the concept of private right comes in (Ishay 118). Another dilemma is realized from this perspective, since will one not have a right to that apple which he appropriated for himself if mankind did not allow him to? Does he need the consent of other men to make the apple his property? Would this be considered robbery, since whatever is found on this earth is a property of all men (Boaz 123)? Then again, John Locke argued that consent from other men is not even necessary in the first place. If an individual always waits for a go-signal from other men so that he can start owning and eating an apple, then he will end up being starved. What is common in mankind, or common in â€Å"commoners†, is the act of taking something away from this world to make it his property. Nature leaves something in the state, and commoners remove it out from there. As an individual removes it from the state, it starts to be his property. Without such property, then the individual will be of no use to the world. Taking something which an individual may consider his property is not dependent on whether or not commoners will allow him to (Boaz 123). The grass is in the lands to be eaten by a horse. A servant sees a turf which he may cut. All people can see ores, and all of them have right to the meat. An individual can do everything that he can, and thus exhibit acts of labor, to produce something that can benefit him. As a product of his labor, his prize is to own it as its property. He does not need to consult other men; more so, need their consent. The moment an individual removes something from the state is already a manifestation of a labor being enacted. There is a struggle, a difficulty, and an action taking place as an individual takes something away from the state. From this point exactly, an individual owns a thing (Boaz 123). John Locke’s main argument when he said that property is prior to the political state; he was referring to the law of reason. This law is what makes the deer a proper of an Indian, only if this Indian went his way into killing the deer. Once he exerted effort and enacted labor into killing the deer, then he has every right to eat the deer. The deer used to be a property of the world, and of everyone. Killing it is also a right of every person. Then again, whoever has the reason to go first and bestow his energy, labor and power to kill the deer, is the same person who owns the meat. Reason is what defines a person’s property, according to John Locke. Whatever it is that is found in this earth is a property of everyone, and everyone has the right to owning it. Then, again, labor, when fueled with reason, is what makes and what allows a person to own something and start calling it his property (Boaz 124). For John Locke, it is effortless to imagine and think how labor can start and prescribe a person’s property, considering the fact and the supposed challenge that may be faced since this property used to be a property of all mankind, and this property of mankind is coming from nature – the nature itself being an entity that belongs to everyone. The limits of a property are defined by how we spend it. For John Locke, arguments and conflicts regarding property and owndership may be eliminated if we see things his way (Boaz 125). Through John Locke’s view in property, he suggests that convenience and right go along together. He has his right which is his reason enough to employ his labor on a property common to mankind. Once he goes through challenges to own it to his convenience, then there should be no room left for conflict and quarrel. Whoever went his way to experience challenges just to reap what he saw, has every right to own the fruits of his labor (Boaz 126). Works Cited Boaz, David. The Libertarian Reader: Classic and Contemporary Readings from Lao-tzu to Milton Friedman. Free Press, 1998. Ishay, Micheline. The Human Rights Reader: Major Political Essays, Speeches, and Documents from Ancient Times to the Present. CRC Press, 2007. Locke, John. Two Treatises of Government. Kessinger Publishing, 2004.