Essay on Symbolism in The Chrysanthemums by John Steinbeck

Symbolism in The Chrysanthemums by John Steinbeck A symbol is an act, person, thing, or spectacle that stands for something else, by association a usually broader idea in addition to its own literal meaning (Cassill Bausch, 1728). John Steinbecks The Chrysanthemums may seem as a story describing a simple day with the Allen couple. It begins with Elisa Allen working in her garden and her husband, Henry Allen, negotiating with two suited business men that want to purchase steers. They seem to engage in conversations and go about their day as they normally would do. By the time the story ends, they are on their way to dinner and a movie. At first glance, this story may seem as nothing special, just a day in the life of fairly†¦show more content†¦This description of the Salina Valley is closely related to her character. Elisas isolation and constraint is represented by the description of the valley. Elisa feels cut off from the rest of the world; she has no independence, and lives in a male dominated society. The vall ey being described as a, closed pot can also be considered a metaphor for Elisas existence, she knows how the rest of her life is going to be, and she is not happy knowing that she is so limited in choices. Elisa lives in a masculine world with countless qualities hidden under her mans hat, clodhopper shoes, and a big corduroy apron she wears to garden. One of the reasons that Elisa may feel more restricted is because of the fact that she does not have any children to distract her, therefore spends the majority of the time contemplating about her life. This gives a slight indication that they might not be able to have children. During the period of time that this story was written, it was very unlikely for a married woman, especially at the age of thirty-five, not to have children. The fact that Elisa is childless makes it even more evident that she seems to need more fulfillments in her life. The importance of Elisas gardening abilities is that she wishes to take care of someone, and since she has no one other that Henry, which does not seem much of help for her, she transfers these maternal instincts onto her flowers. As one can see already, the Chrysanthemums that ElisaShow Mor eRelatedSymbolism in the Chrysanthemums by John Steinbeck1758 Words   |  8 PagesJohn Steinbecks The Chrysanthemums is a story that is full of symbolism. After the first read, it might seem like an innocent tale about a woman and her garden. However, upon further examination, the reader learns it is actually a story about a womans desires and frustrations in her life. Steinbeck uses many examples, such as the flowers to symbolize the thoughts and ideas of the main character, Elisa, in this story. Elisa Allen is a lonesome woman who gets pleasure from growingRead MoreSymbolism in The Chrysanthemums by John Steinbeck Essay1547 Words   |  7 PagesSymbolism in The Chrysanthemums by John Steinbeck The Chrysanthemums, one of John Steinbecks masterpieces, describes a lonely farmers wife, Elisa Allen. Elisa Allens physical appearance is very mannish yet still allows a hint of a feminine side to peek through. John Steinbeck brings symbolism into play to represent Elisa Allens frustrations and hidden passions. Isolation is another representation through symbolism found in The Chrysanthemums. Elisas failing detached marriage is representedRead MoreEssay about Symbolism in The Chrysanthemums by John Steinbeck700 Words   |  3 PagesSymbolism in The Chrysanthemums by John Steinbeck At first glance John Steinbecks The Chrysanthemums seems to be a story of a woman whose niche is in the garden. Upon deeper inspection, the story reveals strong symbolisms of children, vulnerability, and connection--being the most important, of the main character. Elisa Allen is the main character who is at her strongest and most proud in the garden and weakened when she becomes vulnerable and loses her connection to the outer worldRead MoreComparing John Steinbeck s Mice And Men And The Grapes Of Wrath1126 Words   |  5 PagesComparing and Contrasting Steinbeck John Steinbeck is a famous author known for many of his short stories, as well as the books Of Mice and Men and The Grapes of Wrath. His works have been studied and analyzed often because of his unique ability to create symbolism from small amounts of text. â€Å"The Chrysanthemums† is a short story written by John Steinbeck, and was first published in 1939. It tells the story of a woman who feels she is capable of completing any task a man can, but is set back byRead More The Chrysanthemums Essay1649 Words   |  7 PagesJohn Steinbeck’s, The Chrysanthemums, was published in 1938 in a book of short stories, entitled The Long Valley. The Chrysanthemums has been a rather powerful draw for scholars because of its wide gap for interpretations and analysis of its main protagonist character, Elisa Allen and also the unique descriptions used to portray the deeper meaning behind the setting of the story. Themes of sexuality, oppression of women, as well as other numerous typ es of conflict portrayed in this rather somberRead MoreThe Chrysanthemums By John Steinbeck982 Words   |  4 Pagesâ€Å"The Chrysanthemums† is a short story written by John Steinbeck. The story was originally published in 1937 before later being released as a part of his The Long Valley collection. This is an important story as it expresses women in a way that is more realistic, showing their true boredom, ambition, and capabilities. Some scholars interpreted this story differently, but C. Kenneth Pellow interprets it as â€Å"radically feministic.† The Great Depression was finally ending and women’s rights were risingRead MoreThe Chrysanthemums973 Words   |  4 Pages Prompt: How do the chrysanthemums as well as other symbols throughout the short story show women’s role in society? A Potential for Equality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Humans, just as flowers, cannot fully live without sunlight. They cannot develop without nourishment, and most of all they cannot flourish if not carefully tended to. Just as the Chrysanthemums fight to stay strong and meaningful in the short story, â€Å"The Chrysanthemums† by John Steinbeck, the main character, Emily, tries to do the same. BothRead MoreAlice Munros Boys and Girls and John Steinbecks The Chrysanthemums1455 Words   |  6 Pagesand taking care of the children. While this stereotype does not exist as much in the 21st century, it was very prevalent in the 1900s. By using many different literary tools such as character development, symbolism, and setting, Alice Munro’s Boys and Girls and John Steinbeck’s The Chrysanthemums challenge this controversial topic of the treatment of women versus men in the 1900s. Munro uses a fox farm for the setting of Boys and Girls to bring out many of the social issues between genders. WhileRead MoreThe Chrysanthemums Symbolism Analysis1040 Words   |  5 PagesMale Dominance Revealed Through Symbolism in The Chrysanthemums In Steinbeck’s â€Å"The Chrysanthemum† a story is told of a woman who loves to garden and tend to her beautiful chrysanthemums, a husband who tends to the matters of business on the ranch, and the strange encounter with a tinkerer. Each of these aspects create the story, but there is more depth than what meets the eye. Through Steinbeck’s short story one can recognize many symbols that represent the different gender roles of men andRead MoreLiterary Analysis the Chrysanthemums1128 Words   |  5 PagesProfessor Course Date: Chrysanthemums: Literary Criticism At the turn of the 20th century, women were considered inferior to men: they were only required to stay at home, take care of households and children. â€Å"The Chrysanthemums†, as told by John Steinbeck, is a story of a woman during that period who tries to change the course of her destiny. In this story, the two-fold issues of femininity and symbolism play a critical part in explaining this helplessness. Steinbeck uses the narrative to signify

Hills like white elephant - 5316 Words

Hills Like White Elephants: The Jilting of Jig Hashmi, Nilofer. The Hemingway Review, Volume 23, Number 1, Fall 2003, pp. 72-83 (Article) Published by University of Idaho Department of English DOI: 10.1353/hem.2004.0009 For additional information about this article http://muse.jhu.edu/journals/hem/summary/v023/23.1hashmi.html Access Provided by Chulalongkorn University at 11/21/11 7:26AM GMT â€Å"hills like white elephants†: T h e j i lt i n g of j i g nilofer hashmi Georgia Southern University critics grappling with Ernest Hemingway’s hauntingly enigmatic â€Å"Hills Like White Elephants† have failed to reach a consensus about the ending of the story.1 Almost all agree, however, that regardless of what actually†¦show more content†¦A third interpretation of the outcome, having the acceptance of many readers, is that the girl accedes to the man’s demands and both proceed to Madrid where the girl will have the abortion in order to stay on with the man. This interpretation is supported by Joseph DeFalco who refers to the girl’s â€Å"capitulation† (172), and also by Timothy O’Brien. The latter observes that by means of its ending (Jig’s agreeing to the abortion), â€Å"the story functions not only as a powerful critique of man’s sexual politics, but also as a complex portrayal of woman’s, not just Jig’s, ï ¬ nal compliance† (24). While Jig’s yielding to the man’s wishes is a highly plausible scenario in the light of the conversation and innuendos found in the narrative, a signiï ¬ cant question arises relating to what will follow if Jig undergoes the abortion in hopes of retaining the existing partnership. The question is: will the man choose to stay on with her afterwards? Or is he more likely to abandon her after the abortion has been performed? Strong reasons can be found to support the latter eventuality. While Jig may or may not have any option other than to continue to be the man’s companion, is he under any compulsion to be with her if he no longer wants her? The apparent answer to this question leads to the possibility of a fourth outcome to the story: the girl will, of necessity or of choice, accede to the man’s wishes, butShow MoreRelatedHills Like White Elephants By Ernest Hemingway859 Words   |  4 PagesHills Like White Elephants, short story by Ernest Hemingway, p ublished in 1927 in the periodical transition and later that year in the collection Men Without Women. The themes of this sparsely written vignette about an American couple waiting for a train in Spain are almost entirely implicit. The story is largely devoid of plot and is notable for its use of irony, symbolism, and repetition. (Encyclopedia Britannica). The Short Story brings the read into a discussion, between a man and a girl. TheyRead MoreHills Like White Elephants1354 Words   |  5 PagesSymbolism in â€Å"Hills Like White Elephants† Ernest Hemingway’s â€Å"The Hills Like White Elephants† is a short story published in 1927 about an American man and a woman named Jig. The setting of this story takes place at a train station located in Spain surrounded by hills, trees, and fields. Other devices used by Hemingway throughout this story include imagery, simile, excellent syntax, and a very tense and emotional tone. In the beginning of the story, the American and Jig sit outside of the trainRead MoreHills Like White Elephants911 Words   |  4 Pages Every day people make decisions that affect their future lives. What makes a right decision? What may be right to some may be wrong to others. Right and wrong decisions are objective and vary among each individual. â€Å"Hills Like White Elephants,† by Ernest Hemingway, portrays the idea of decision making between two characters in a valley in Spain as they wait for a train to arrive. Jig, the protagonist, attempts to make a crucial change in her life by making the right decision, although her flawsRead MoreHills Like White Elephants996 Words   |  4 PagesErnest Hemingway’s short story â€Å"Hills like White Elephants† discusses the decision one girl must make and the consequences which accompany her choice. A â€Å"white elephant† is a valuable possession which its owner cannot dispose of but whose cost (particularly cost of upkeep) exceeds its usefulness. The â€Å"white elephant† in Hemingway’s story is the unnamed situation and the choice which Jig, the protagonist, must make. This drama takes place in Spain in the 1920’s, during which time the majority ofRead MoreThe Hills Like White Elephants1143 Words   |  5 PagesAfter reading â€Å"The Hills like White Elephants,† I discovered that there are a lot of interpretations that could be made to accompany this story. The story takes place at a bar across from a Spanish railroad crossing. The story states that there is no shade or trees, and that the hills are white. The story does not provide a plethora of information on the characters, it rather just jumps right into the story, leaving a lot to the imagination on how they got there. I do believe that this is done onRead MoreHills Like White Elephants1015 Words   |  5 PagesHills Like White Elephants, written by Ernest Hemingway, is a story that takes place in Spain while a man and woman wait for a train. The story is set up as a dialogue between the two, in which the man is trying to convince the woman to do something she is hesitant in doing. Through out the story, Hemingway uses metaphors to express the characters opinions and feelings. Hills Like White Elephants displays the differences in the way a man and a woman view pregnancy and abortion. The woman looksRead MoreHills Like White Elephants838 Words   |  4 PagesHills Like White Elephants Ernest Hemingway’s Hills Like White Elephants presents a fictional example of the modern day prevalence of miscommunication among others, namely men and women. Depicted through the couple and the present issue at hand, Hemingway strives to allude to the unfortunate truth that despite constant speaking among beings, genuine communication continues to fall short and is nearly nonexistent. Existing is the lack of productivity when the true feelings of both parties are notRead MoreHills Like White Elephants1715 Words   |  7 PagesHills Like White Elephants shows a seemingly simple discussion between Jig and an American man about the possibility of an operation. Yet, when the story is dissected it becomes apparent that they are discussing the possibility of an abortion. Nothing in the short story is mentioned or said without signaling a greater or different meaning. Hemingway used the surroundings of the train station to impact the story and designed the characters to properly show two varying personalities. Even though thisRead MoreHills Like White Elephants1266 Words   |  6 Pagesanalysis, I shall attempt to examine some aspects of the core issue of abortion through a short story, and observe the climax, tension, and heart felt emotions people endure because of their differently held cultural views. The short story â€Å"Hills like White Elephants† was written by Ernest Hemingway in 1927. He brought the characters to life with his vivid imagery and strong dialogue. The short story is about a young couple in the country of Spain, awaiting the arrival of a commuter train outside a restaurantRead MoreHills Like White Elephants Lessons968 Words   |  4 Pagesâ€Å"Hills Like White Elephants† by Ernest Hemingway is a short story every student studying English Composition should read. The narrative explores the difficult topic of abortion which college students should read about. Not only did the story explore the couples dynamic it also d elved into the feelings each partner had about the pregnancy. In â€Å"On Reading Fiction†, the author explains that readers enjoy fiction for three reasons, because it is an escape from reality, a possible answer to problems

Gattaca the movie and discrimi Essay Example For Students

Gattaca the movie and discrimi Essay In the movie Gattaca the main character Anton was discriminated against because of his gene makeup. Anton never even had a chance in the society in Gattaca because the potential employees of companies were not tested on their skills or knowledge but on their physical and mental possibilities. The same society also used derogatory terms for people like Anton. Just because his parents decided that he would come into the world naturally instead of through gene therapy or alteration. Terms like faith birth and invalid were used against Anton. I think gene therapy has it promises, but when used in the fashion as it was used in the Gattaca I think its progress should be carefully monitored. Right now sheep and other animals are being cloned. Soon primates and Humans could be cloned. I think we should further investigate human cloning for research on the parenting process and other physiological experiments that can only be used now on identical twins separated at birth. These experiments when used could be used to gain insight on what our genes determine in our personalities. I also think that the achievement of us humans cloning ourselves would be a great achievement for the entire human race such as it was when we landed on the moon in 1969. In the movie Gattaca they barely showed the moral consequences of the actions. Antons father showed more pride in his brother than Anton, but what about Anton making friends, was he doomed to be a social outcast in friendships also? The second rate swimmer so depressed by being second in a race almost committed suicide, what about him? The movie never revealed how poor nations around the world dealt with eventually becoming a nation of an inferior human race. The movie pretty much shows how Hitlers plan of creating a perfect human race would be like. The movie does show some positives though. A longer lifetime full of health was promised to all planned pregnancies. Diseases were also virtually eliminated and gene problems where also stopped. The crime solving potential of having every ones gene son file were also showed. Such technology could be used however with out cloning or genetic altering. Weighing all these positives and negatives though is not a choice for me or anyone else, but a choice for future generations to come when they have the technology and choice whether to decide if it is needed or right for their time. .

The systematic dehumanization of the Jews free essay sample

Have you ever wondered how it would be like to be treated like animals and make you do stuff you don’t want to do? Well, this is how prisoners in the holocaust where treated like. In the book â€Å"Night† by Elie Wiesel one of the main themes is dehumanization, or to deprive of positive human qualities. Three examples of dehumanization in the book are, first the tattoos on their left arms. Second, the barracks where they slept in 3. And third, the cattle cars with 80 people inside it and no water or food, and very little air. My first example of dehumanization is when the Nazis tattoo their left arms with numbers. This is showed in page 39 of the hard cover book, when they say, â€Å"The three â€Å"veterans† with needles in their hands, engraved a number on our left arms. I became A-TI113. After that I had no other name. † This shows dehumanization because instead of being called their names, they where called numbers, as if they where objects instead of humans. We will write a custom essay sample on The systematic dehumanization of the Jews or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The second example of dehumanization in the book is when they take their belongings. This is shown three times in the book. First, in page 21 of the hard cover book, when they state â€Å"Those of you who still have gold, silver, or watches in your possession must give them now. Anyone who is later found to have kept anything will be shot on the spot. † This shows dehumanization because their loved ones where separated from them, and the only thing they had to remember them was taken from them too, and everyone deserves to have something of their own, even if it’s a piece of metal. Second, â€Å"Later on the shoes where taken from me too. † Page 46 hc. This means that they had to run miles, and work all day with their feet uncovered, step on the small and big stones, in the winter their feet where frozen because of the snow, and on summer, step on the boiling floor. The next example is on page 32 of the hard cover. â€Å"We had to throw our clothes at one end of the barracks. There was already a great heap there.. For us this was the equality: nakedness, shivering with the cold. † Luckily they gave them cloth afterwards, but it is still very inhumanly for them to take their cloth from them, which they had paid money for, and also see others people’s personal body parts. Also they had to sleep two people per bunk and you could get diseases very easily, as shown in page 39 from the hardcover â€Å" ‘You can go to bed. Two people to a bunk. Good night. ’ The first human words. † Finally, The last example of dehumanization are when they had 80 people in a cattle car, all squished with the heat, and no water, food, light, and very little air for 3 days in a row. â€Å"After two days of traveling we began to be tortured by the thirst. Then the heat became unbearable. † P. 22 hc. In the same page, â€Å"The doors were closed, we where caught in a trap, right up to our necks. † Both this quotes remind me of goats and sheep when they are taken from one farm to another. All in top of each other, squished, nothing to eat, very little air, no light. Another proof of dehumanization is on the same page when an officer tells them â€Å"There are eighty of you in this wagon, if anyone is missing, you will all be shot, like dogs. † Not only did they separate them from their families, took their most treasured items, made them feel like dogs, but also they blamed them If something went wrong, or someone was missing. There was a lot of dehumanization in this book. But mostly, it was full of shocking, terrifying, evil, events that must never be allowed to repeat. At the end of everything the Nazis achieved what they wanted to happen, make the Jews feel like animals. But after all, the only people that remained as animals where the Nazis themselves. This is because NO human can be so ignorant to kill people because of their religion. NO human is born with no feelings, to take kids away from their parents, or watch kids suffer. No one can be able to watch kids and adults starving to death, without blaming themselves or be tramautizised. In conclusion, I think that the most animal-like people in the holocaust itself are the Nazis.

Online Recruitment

Online Recruitment Online RecruitmentHuman Resource ManagementTable of ContentsIntroduction3Online recruitment defined3Advantages of online recruitment.4Disadvantages of online recruitment..5Online Recruitment techniques..6Online Recruitment Experience .7Conclusion..7IntroductionAlthough one of the latter steps in the recruitment process, the choice of its recruitment tool remains fundamental for any company. The choice of the recruitment method requires that the organization goes through an elaborate procedure considering the cost of reaching the target group, the time scales involved, the fit with the organizational culture and the opportunity presented to enhance the organization's public relations. One of the newest recruitment tools at the disposal of employers is online recruitment.Online recruitment definedThe terms online recruitment, e-cruiting, cybercruiting, or Internet recruiting, imply the formal sourcing of job information online. According to Chartered Institute of Personnel and Developm ent (CIPD, 2007), it is the use of technology to attract candidates and aid the recruitment process.English: "The trumpet calls", an Australian Army r...(Refer to reference 1 for CIPD).CIPD (2007) states that the most common ways to use the Internet as a means to recruit are:To add recruitment pages to the existing organization site. It is a very common practice at the moment and its major advantage, namely the minimal cost associated with developing a page on the corporate site, puts it forward as the smartest way to recruit on the Internet.To use Web sites specialized in recruiting employees, like "online recruiters", "job portals", "online job boards" or "job agencies". Those sites ultimately act as mediums that connect the companies with potential applicants. The dedicated recruitment Web sites can take the form of job listing Web sites, which are very similar to printed classified advertisements; work-wanted sites, which emphasize the prospective employee's side; and, finally, online recruiters who make use of other Web sites as a resource for...

Rules for Assigning Oxidation Numbers

Rules for Assigning Oxidation Numbers Electrochemical reactions involve the transfer of electrons. Mass and charge are conserved when balancing these reactions, but you need to know which atoms are oxidized and which atoms are reduced during the reaction. Oxidation numbers are used to keep track of how many electrons are lost or gained by each atom. These oxidation numbers are assigned using the following rules. Rules for Assigning Oxidation Numbers The convention is that the cation is written first in a formula, followed by the anion. For example, in NaH, the H is H-; in HCl, the H is H.The oxidation number of a free element is always 0.  The atoms in He and N2, for example, have oxidation numbers of 0.The oxidation number of a monatomic ion equals the charge of the ion.  For example, the oxidation number of Na is 1; the oxidation number of N3- is -3.The usual oxidation number of hydrogen is 1.  The oxidation number of hydrogen is -1 in compounds containing elements that are less ​electronegative than hydrogen, as in CaH2.The oxidation number of oxygen in compounds is usually -2.  Exceptions include OF2 because F is more electronegative than O, and BaO2, due to the structure of the peroxide ion, which is [O-O]2-.The oxidation number of a Group IA element in a compound is 1.The oxidation number of a Group IIA element in a compound is 2.The oxidation number of a Group VIIA element in a compound is -1, except when t hat element is combined with one having a higher electronegativity.  The oxidation number of Cl is -1 in HCl, but the oxidation number of Cl is 1 in HOCl. The sum of the oxidation numbers of all of the atoms in a neutral compound is 0.The sum of the oxidation numbers in a polyatomic ion is equal to the charge of the ion.  For example, the sum of the oxidation numbers for SO42- is -2.

Project Research Paper Example | Topics and Well Written Essays - 1000 words

Project - Research Paper Example After this period, consumerism continued to grow in different areas. However, the spirit of consumerism rose to a high after the end of World War II (PBS, 2013). The rise of consumerism at this period was because America production sector had benefited from the war. Consequently, in the late 1940’s, young adults saw a remarkable improvement in their spending habits (PBS, 2013). Moreover, most of the Americans were also keen to spend due to favorable economic times. In America, consumers began to be praised on their spending habits. The habit was depicted as showing patriotism to the nation, and the habit was linked to success on American way of life (PBS, 2013). The later years saw heavy spending on items based on the home and family life. Such of the items included cars, refrigerators, and televisions. Therefore, consumerism has been on the rise in different parts of the globe as compared to the past. Consequently, consumerism has a profound impact on society. According to â €Å"The story of Stuff†, this has led to buying more than we can utilize (You Tube, n.d.). Consequently, there has been a lot of waste, destruction of environment, and government concentrating in services not helping humanity. A reflection on consumerism helps in understanding the effects and solutions to the habit. Section 1 There are many problems associated with consumerism. First, it leads to overexploitation of natural resources (Shah, 2005). The overexploitation of natural resources arises due to increased consumption because of consumerism culture. The resources are overexploited to cater for the ever-rising industries to meet the demands of the societies around the world. The trend is due to consumption increases and hence need for more resources (Shah, 2005). For examples, the overproduction of crops and animals leads to deforestation, land degradation, and contamination of various natural resources. The effects are seen on poor climate due to deforestation, loss of soil fertility and increased toxic substances in water. Moreover, depletion of resources lead to clearing of forests and this pose a challenge to the wildlife and natural habitat. Second, consumerism leads to the establishment of factories that create toxic byproducts. The rise of industries is due to the rise in demand for commodities. For example, the consumption tendencies in some countries have led to need of for various foods, flowers, textiles, and coffee (Shah, 2005). On the other hand, companies use various products to enhance overproduction of commodities in demand. For example, they use chemicals such as pesticides and herbicide for production of quality products and this affects the environment (Shah, 2005). Moreover, consumerism has led to increased migration of people. The migration occurs due to displacement of land from the poor in society and concentrating it to the rich in society (Shah, 2005). The effects are increased hunger and unnecessary stress to those displac ed by large companies and business. Moreover, this may lead to hunger, as land for farming becomes less. On the other hand, migration to bigger cities creates unnecessary stress to cater for the rising population in the areas (Shah, 2005). Additionally, the rise of the population in the cities leads to the emergence of slums, health problems, overcrowding, and antisocial activities. Additionally, the

Health Psychology Essay Example | Topics and Well Written Essays - 4750 words

Health Psychology - Essay Example I held on to the biomedical perspective. Now, I realize there is more to it than just physical health. This, I realized as I mature, because I encounter several stressful moments that affect my well-being not only physically but also mentally and emotionally. Such stress makes me unable to think well. I also realize that when I harbor negative emotions, it somehow translates to physical symptoms. Now, I adhere to the biopsychosocial philosophy of health. The discussions with my peers facilitated this belief because we all had our own notions and definitions of health, but the common ground is well-being. Many factors affect the health of a person and that includes social and environmental factors. The individual is also responsible for caring for himself, and his own illness prevention. This matter falls under the area of Health Psychology. This course has defined Health Psychology as â€Å"a branch of psychology that deals with how people cope and manage illness and health behaviour† (Course Notes, Psy 4101).. The person responsible for this is called a health psychologist. He is not a medical doctor but his field of expertise lies more on psychology and how to help people manage a healthier life. I also realized that health psychologists belong to a bigger group of psychologists that do research and development in this specialized field. This, I learned when I went to the site of the British Psychological Society (2010) and they included several areas where psychological research and methods apply: I know that in each area enumerated above, there fall numerous sub-areas that contribute to the wide scope of Health Psychology, and it is amazing how it still grows upon discovery of more information. The first area, the promotion and maintenance of health involves dissemination of health education. In line with the World Health

Reading Philosophies Essay Example for Free

Reading Philosophies Essay Is the student| |Constructivist |and cultural belief can influence the |along with the teacher a book. |responding or actively participating in class | | |learning along with interactions of other |Teacher will give the student a project on a topic|discussions | | |students in the classroom. and then will present it in front of the class |Mind mapping will have the students list and | | |In a classroom that utilizes the theory of |Have the students watch a clip or a movie and then|categorize new concepts | | |constructivism, there would be: |the teacher will conduct a discussion afterwards |Pre-assessments allows the teacher to know what | | |Vigorous participation |Teacher can take the students on a field trip to |the students know and what topics they will need | | | Small group interactions |relate real world experiences to the concepts |to be taught | | |New concepts shown within context |learned in class |Hands on activities assess how the students can | | |Previous knowledge used to create new | |utilize a particular learning tool | | |knowledge | | | |Questions or activities to lead to new | | | | |concepts | | | | |This theory is based on the teacher defines |Teacher can have the students underline a portion |Assessments though individual work. Is the | |Explicit or Direct |and model the concept, guides the students |of the text on an overhead or on the board to |student completing and doing individual | |Instruction |through application, and creates guided |depict whatever topic is being discussed, like |assignments? | | |practice until there is mastery of the |naming the nouns, proper nouns, prepositions, etc. |Assessment through a test or quiz with an essay | | |concept. Ask the students to check the text on the overhead|writing or project report | | |In this model, the classroom will consists |because you need to prove whatever topic is being |An informal assessment through having the | | |of: |discussed |children do â€Å"thumbs up or thumbs down† | | |Direct instruction of phonemic awareness |Ask the students to read a passage to see if it | | | |Decoding skills |sounds right and makes sense, then ask if there | | | |Rules of language |should be any revisions | | | | |Skill based worksheets, flash cards, or ga me | | | | |relating to the new concept | | Reading Philosophies It is important to know what type of effective teaching strategies you want to have when you step inside the classroom doors. Although there are many different teaching styles, the two most common philosophies are direct/explicit instruction and constructivist. Choosing either method is a matter of preference and what will work best for the teacher and the students. No matter what, the information that is given to the students must be informative and related to their needs as well as their particular grade level. This essay will discuss both approaches and what method I would like to utilize when I become a teacher. â€Å"Teachers can give students ladders that lead to higher understanding, yet the students themselves must climb these ladders† (Slavin, 2009, p. 231) emphasizes the view of a constructivist in which the students are vital roles in their own learning and development. A traditional idea about teaching is comparable to the constructivist method of teaching. This method commonly has the teacher identifying learning objectives, planning learning activities, and creating assessments. However this theory relies on the student’s knowledge and more hands on activities. The teacher’s role is to facilitate personal learning by establishing a community of learners, and by making it clear to the student that he or she is part of the community (Baines Stanley, 2000). Jean Piaget is well known for generally attributing to the formalization of constructivism. Piaget felt that accommodation and assimilation will help students construct new knowledge from their past experiences. When students assimilate, they will digest their new experience into a pre-existing context without altering the new context. It is also important to know that constructivism is not a specific pedagogy. In short, this theory describes how learning happens, despite of whether students are using their past experiences to comprehend the lesson. In a constructivist classroom, there would be (1) vigorous participation (2) small group discussions (3) concepts introduced within context, and (4) authentic literature, (GCU, 2013). Truthfully, many aspects of constructivism are commendable (Baines Stanley, 2000). One component of this theory is small group discussions. The next theory is direct or explicit instruction. This model (1) sets the stage for learning (2) teacher provides clear explanation of what to do (3) modeling the process (4) guided practice, and (4) independent practice. Throughout explicit instruction, teachers are responsible for monitoring the students’ needs and providing them a kind of scaffolding that is appropriate throughout their learning process. Modeling is a key component of scaffolded instruction (Truscott Truscott, 2004). When this strategy is used there will be gradual withdrawal of supportive learning structures to eventually become the sole responsibility of the student (Truscott Truscott, 2004). This concept has been known to improve learning however it may take a long time for the student to master. However once it is mastered, the student feels a sense of accomplishment and self-sufficient. Explicit instructions make the student responsible as well in a different way that constructivism is administered. Students will know and understand what they are expected to perform by themselves and what goals that they will work towards. In the content of reading, studies have shown that direct teaching of word meanings in a reading passage is more effective than an uninstructed vocabulary learning approach (Sanbul Schmitt (2010). There is an allowance for student engagement as well. Learning is an active process. Teachers of this model will maintain the classroom with proper behavior; however students should stay actively involved in the lesson in order to have the greatest impact on their learning. While they are being taught, students will be focused on the lesson as well as try to make sense of the new material. I feel that either theory is the not better than the other. I feel that both theories can work together in a classroom if they are balanced out. A study was conducted at the University of Kansas of 83 students who were targeted in the winter of kindergarten as being high risk for reading failure. Interventions were conducted in small groups of one to six students for thirty minute sessions, three times per week, for a two year period (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). Reading comprehension is a very complex skill to teach. In this study, the students worked on comprehension strategies including decoding words, phonological awareness, alphabet knowledge and rapid letter naming. As a result, the findings from this study proved that small group instruction improved in critical early literacy skills. Some students even advanced to grade level performance (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). I feel this is a great example of both theories placed into one. The teacher was incorporated by working directly with the students; however the students were placed in smaller groups like in the constructivism theory. In my classroom, I would use constructivism to create a print-rich environment with student’s work posted and a time that students are free and able to discuss classroom topics. I would also relate the content that is being taught to a life experience so the students can understand that specific content area. I would also create high levels of interaction with lots of group work. However there will be a time for explicit instruction. I will monitor the students for understanding to make sure that they are deriving meaning from the instruction. I also think it is important that I model the assignment before I give it, especially for kindergarten because their understanding for directions is still very new. All teaching strategies or theories require some form of assessment to make sure the student understands the given concept. Although both theories are quite different, the assessments are the same. The assessments are either formative or summative. Teachers will use formative assessments through class observations of participation, questioning strategies, and peer or self assessment. Through summative strategies, it is usually benchmark exams or state mandated standardized testing. In conclusion, both theories have been proven to be very successful. Researchers agree that teachers need to be adaptive to meet students’ diverse and individual needs (Parsons, Davis, Scales, Williams, Kear, 2010). No one can clearly state which theory works better. I have observed both theories inside classrooms of today and the students were successful in their learning. I feel that whatever works best for you and your students, then just go for it. Bottom line, we need the students to become successful and proper citizens once they graduate so I hope to do my best when I am teaching and use both theories to make it happen. References Baines, L. A. , Stanley, G. (2000). We Want to See the Teacher. . Phi Delta Kappan, 82(4), 327. Kamps, D. , Abbott, M. , Greenwood, C. , Wills, H. , Veerkamp, M. , Kaufman, J. (2008). Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Journal Of Learning Disabilities, 41(2), 101-114. Parsons, S. A. , Davis, S. G. , Scales, R. Q. Williams, B. , Kear, K. A. (2010). How AND WHY TEACHERS ADAPT THEIR LITERACY INSTRUCTION. College Reading Association Yearbook, (31), 221-236. Slavin, R. E. (2009). Educational Psychology. In R. E. Slavin, Educational Psychology (pp. 30-44). Upper Saddle River: Pearson Education, Inc. Sonbul, S. , Schmitt, N. (2010). Direct teachi ng of vocabulary after reading: is it worth the effort?. ELT Journal: English Language Teachers Journal, 64(3), 253-260. doi:10. 1093/elt/ccp059 Truscott, D. M. , Truscott, S. D. (2004). A professional development model for the positive practice of school-based reading consultation. Psychology In The Schools, 41(1), 51-65.

A Hero Ain’t Nothin’ But a Sandwich :: Hero Ain’t Nothin’ But a Sandwich Essays

Webster has defined nostalgia as a â€Å"wistful or excessively sentimental, sometimes abnormal yearning for a return to or of some past period or irrecoverable condition.†Ã‚   Nostalgia is a psychological time machine that transplants adults to the good old days of another era. Once there, they will find that it is a state of mind, oblivious to actual or imagined barriers. For some it is a pleasant stroll through yesterday, a simple, less turbulent past. Benjie Johnson is thirteen, Black, and well on his way to being hooked on heroine for good. Benjie’s wry humor and courage, his hard surface and vulnerability beneath make it impossible not to care about him. This book confronts a difficult subject and offers no easy solutions. The inner city students I presently teach can relate to much of what Benjie talks about. The Black English used is a variation but a continuation of school boy vernacular which we saw in the previously mentioned novels. â€Å"Now I am thirteen, but when I was a chile, it was hard to be a chile because my block is a tough block and my school is a tough school. I’m not trying to cop out on what I do or don’t do cause man is man and chile is chile, but I ain’t a chile no more. Don’t nobody want to be no chile cause, for some reason, it just hold you back in a lotta ways; unless you be a rich chile like in some movie picture or like on T.V.—where everybody is livin it up and their room is perfect-lookin and their swimmin pool and their block and their house and they also ridin round in one rollin Cads with a tape-deck playin cool music and with air condition goin.†21 The block where Benjie lives is no peaceful place. People are getting mugged and robbed regularly. After age three when the relatives hold your hand you are on your own in the poorly lighted hallways of the tenement. â€Å"Walkin through dark, stinky hallways can be hard on anybody, man or chile, but a chile can get snatch in the dark and get his behind parts messed up by some weirdo I’m talkie bout them sexuals. Soon’s you get up to leven, twelve and so—they might cool it cause they scared you know where to land a good up punch, dig?

Satan as a Renaissance character

Satan as renaissance character OR Paradise Lost under the influence of renaissance. Milton is the son both of the Renaissance and Reformation. Renaissance begins with the ancient Greek literature. Renaissance meaner rebirth of an interest in classical Greek literature. Renaissance revived man's interest in the world and gave him new eyes to look upon the beauty, love, life, learning and liberty. The earlier world was Thee-centric, meaner the God or Church was at the centre. Each and everything was dominated by Church. Man has had to what Church wanted him to do. Such was the condition of middle age (before renaissance).It is in 15th and 16th centuries that the English poets started reading the classical Greek literature, and the basic theme in that literature was Humanism I. E. The other name of Renaissance. And in renaissance the world became Homo-centric. – There are basically three chief features of Renaissance or Classicism- 1. Individualism – meaner the individual is important, man is important. Man is the centre of each and everything. Human values, emotions, feelings, desires, are important. They should be fulfilled. 2. Worldliness – meaner the things of this world, attractions of the world, like- beauty, revenge, love, power, wealth.Meaner this world should not be neglected. 3. Strong determination / Strength of mind – meaner that the mind plays a role like queen of chess in our life. It is our strength of mind or our attitude that can make a hell of heaven or a heaven of hell. # Satan-a renaissance character- All these features of classicism are clearly visible in Satan also. The ideology of Individualism or Humanism comes from the classical Greek literature. It talks about that man should be free, liberal. He shouldn't be under the supervision of anybody whether it is any person or God. This is what happened during the period of incessant.Society or man challenged the authority of church. And this kind of ideology is reflec ted very clearly in Satin's character. -First he revolted against God. He challenged the authority of the God. -He talks about the end of slavery and lays stress on equality. -He talks about liberty, power:- : To reign is the worth ambition, though in Hell: -Then Satan talks about the freedom, democratic ideology:- : Better to reign in Hell than serve in Heaven: : Awake, arise, or be for ever fallen: Satan is typically a Worldly fellow. He is a lover of the ambition to become a ruler.He has the extreme love for power:- †¦Ã¢â‚¬ ¦ Profoundest Hell, Receive thy new possessor, one who brings A mind not to be changed by place or time: : Here we may reign secure, and in my choice, To reign is the worth ambition, though in Hell: hatred , Jealousy, revenge. He has -So far as the things like Jealousy, revenge are concerned, a person can go to any extent to achieve his aims. Here Satan also uses the false method, cunning strategy to take revenge from God. : Stirred up with me. Y and reve nge, deceived The mother of mankind And we can see that what a strength of mind Satan has! Even after losing to God,Satan speaks like a modern politician that nothing is lost, everything is under-control. : What though the field be lost? All is not lost- the unconquerable will: -Satan has the courage not to bend before anybody. : And courage never to submit or yield: -Satan says that however they are defeated physically, but their minds are the same and only mind matters, †¦. , who overcomes By force hath overcome but half his foe: -Satan becomes an inspiration for the world that instead of crying one must face each and everything in his way. : Is this the region†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. That we must change for Heaven? . Be it so†¦Ã¢â‚¬ ¦ Satan is the reflection of such kind of determination that no place or time can change one's mind. And only mind matters the most. : Receive thy new possessor-one who brings -And mind has very important place in our life, because it is the m ind, it is the attitude of ours that in itself can make a situation hell of heaven or heaven of hell. It all depends upon the quality of our mind. : The mind is its own place, and in itself Can make a Heaven of Hell, a Hell of Heaven: -Satan also talks about that he would not give God the pleasure that he has bend before God. This kind of ideology became an inspiration for the French Revolution 1789).That's why Satan is called an inspiration behind French Revolution, because the revolt was all about these kind of ideas- individualism, worldliness, and strong determination. The war between Satan and God is a symbol of war between Evil and Good. And it also symbolizes the conflict of Humanism with the dominance of religion or church. It is almost impossible for an artist to save his work from the blowing wind. So is in the Paradise Lost. As the wind was blowing against the dominance of religion or church, so Milton supported the ideology of renaissance with his tremendous work of Para dise Lost.

Kanye West Analysis

The song â€Å"So Appalled by Kanye West seems to be one of many songs on Kanye’s My Beautiful Dark Twisted Fantasy, album that takes a straight forward attack on the life that Kanye lives but at the same time likes. It seems that the album itself makes many claims about the lifestyle and things that people in the high society do. Beyond that Kanye West is well known for his music being strictly more or less about the internal battle with himself. One that is easily pointed out is â€Å"I'm trying to write my wrongs, But its funny these same wrongs helped me write this song. †(Touch the Sky) I would have to say that through Kanye West career as a song writer he’s is one of the most consistent artist that openly points out and accepts the life he lives as something that isn’t the most holy life to have. As I listen to the song So Appalled I noticed that of all the songs on the album this song seemed to have the most serious or viable beat to go with its pretty direct meaning. As I did the grammar and thesaurus changes to the song I did a lot of adding of the word I changing literally every verse into the first person and of course it sounded more like a story realistically about Kanye’s life. I think the most important changes to me was the changing of the word â€Å"ridiculous† to â€Å"unbelievable† and also changing â€Å"appalled† to â€Å"amazing† which in my eyes gave the song kind of a double meaning and also reminded me of another song he did that was actually called amazing done in the album before this 808 Heartbreak which is kind of the other half to this double meaning in the song. With most of the changes I made I feel like I changed the song to better resemble the song â€Å"Amazing† which is in first person as he talks strictly in one verse about him knowing he is a problem and saying that that’s something he is fine with and saying that you’ll never be able to take that away from him. So I don’t really believe I changed the song from its meaning just directed it and kind of tried to make it more direct which seems to be more like Kanye. In my eyes the song really talked about the way Kanye west realizes what he does in life really is kind of unbelievable and somewhat unrealistic to the everyday ife of a middle class or even a rich person who is just beginning to see the high life but hasn’t yet really experienced the whole package to think on this level. I believe that jay-Z verse is the most straight forward verse on the track that points out the sinful but amazingly unbelievable life the rappers live. I also kind of took this from Push T’s verse in the song were he starts out with â€Å"success is what you make it† â€Å"take it how it comes â€Å" as the verse goes on it seemed to me like he was talking telling a story of his like as if it was something you tell a child. He took the important concept of success and twisted it as if he’s success was good and turned to be someone what of an amazing but odd success that he is happy with but appalled with at the same time. The song really makes you think about how much the most successful rappers think about their lives as a whole. This song has to one of the most, straight forward and most creative songs created by Kanye West. I find it’s really confusing and interesting at the same time that the rappers in the song like the lives they live but at the same timed they call it ridiculous.

Return to Bitter Creek essays

Return to Bitter Creek essays Return to Bitter Creek takes place in Bitter Creek, North Carolina, during current times. There are many acres of beautiful land. There are a lot of trees and plants. The weather is seasonal, although mild during the winter. Most of the action occurs at a farm, and in a house. Although the story involves family conflicts, and could take place anywhere, the setting was relevant to this plot because a lot of what happened involved nature, horses, and rural jobs. Lacey Bittner is the main character. She is a teen-aged girl who lived with her mother, Campbell, and her mothers boyfriend, David. Lacey is upfront, honest, hard working, efficient, and kind. When someone is rude she tells them how she feels. For example, she tells her mother when she thinks her mother is being inconsiderate. Whenever she has a job to do, like making a cabin in the trees, or clearing the pasture for the horse, she gets to it right away, and continues until its done, even late at night. She tries to fit all her activities in, including school, sports, and taking care of her horse; she is responsible. Even though her mother doesnt get along with the rest of the family, Lacey is still pleasant to them. The main conflict is man vs. man. This is a story about a family who just cant get along with each other. There are personality conflicts between mothers and daughters, and cousins and cousins. There is squabbling over such things as who can spend time with whom, and who will drive to school. Campbell, Laceys mother, lived in Bitter Creek her whole life, but she didnt get along with her family, especially her mother. She moved away to Clio, Colorado with Lacey, being single. She met a man name David. They were very close and lived together, but werent married. They moved back to Bitter Creek, North Carolina because David found a blacksmith job there. When they arrived in Bitter Creek, they bought a little ho...

How to Learn Multiplication Timestables in 21 Days

How to Learn Multiplication Timestables in 21 Days Lets face it, when you dont know your times tables, it slows down your progress in math. Some things you just have to know and committing the times tables to memory is one of them. Today, were in an information age, information is doubling faster than it ever used to and our math teachers no longer have the luxury of assisting us to learn the times tables. In case you havent noticed, the math curriculum is much larger than it ever was. Students and parents are now left with the task of helping to commit the times tables to memory. So lets get started: Step 1 First of all, you will need to be able to skip count or count by a certain number. For instance 2,4,6,8,10 or 5, 10, 15, 20, 25. Now you will need to use your fingers and  skip counting. Remember back in grade 1 when you used to use your fingers to count to 10? Now youll need them to skip-count. For example, use your fingers to count by 10. First finger or thumb is 10, second is 20, third is 30. Therefore 1 x 10 10, 2 x 10 20 and so on and so forth. Why use your fingers? Because its an effective strategy. Any strategy that improves speed with your tables is worth using! Step 2 How many skip counting patterns do you know? Probably the 2s, 5s and 10s. Practice tapping these out on your fingers. Step 3 Now youre ready for the doubles. Once you learn the doubles, you have the counting up strategy. For instance, if you know that 7 x 7 49, then youll count up 7 more to quickly determine that 7 x 8 56. Once again, effective strategies are almost as good as memorizing your facts. Remember, you already know the 2s, 5s and 10s. Now you need to concentrate on 3x3, 4x4, 6x6, 7x7, 8x8 and 9x9. Thats only committing 6 facts to memory! Youre three-quarters of the way there. If you memorize those doubles, youll have an effective strategy to quickly obtain most of the remaining facts! Step 4 Not counting the doubles, you have the 3s, 4s, 6s, 7s and 8s. Once you know what 6x7 is, youll also know what 7x6 is. For the remaining facts (and there arent many) you will want to learn by skip-counting, in fact, use a familiar tune while skip counting! Remember to tap your fingers (just as you did when  counting) each time you skip count, this enables you to know which fact youre on. When skip counting by 4s and when youve tapped on the fourth finger, youll know that its the 4x416 fact. Think of Mary Had A Little Lamb in your mind. Now apply 4,8, 12, 16, (Mary had a....)and continue on! Once youve learned to skip-count by 4s as easily as you can by 2s, youre ready for the next fact family. Dont worry if you forget the odd one, you will be able to fall back on your doubling strategy and counting up. Remember, being able to do math well means having great strategies. The above strategies will help you learn the times tables. However, you will need to commit daily time to these strategies to learn your tables in 21 days. Try some of the following: Each day when you wake up, skip count the fact family youre working on.Each time you walk through a doorway, skip count again (silently)Each time you use the washroom, skip count!Each time the phone rings, skip count!During every commercial when youre watching TV, skip count! When you go to bed each night, skip count for 5 minutes.If you stick it out, youll have your tables memorized in 21 days!Here are a few multiplication tricks to help you. Try these worksheets which are developed to correspond to the correct way of learning your multiplication tables.

A paper on the slavery and discrimination throughout the history of Essay

A paper on the slavery and discrimination throughout the history of Chinese Immigration in Canada - Essay Example As such the history of Chinese immigration to Canada is a story paved with both slavery and discrimination. Discrimination as to race, age and gender are not only discouraged in Canada, it is considered criminal. The push to eradicate discrimination is so strong that even its citizens have the reputation of being exceedingly politically correct. There are even some who mock them for being ‘too friendly’ a country. But its surprising that such a tactful country, overly sensitive against discrimination has a dark past. And this is not merely the case of the citizenship oppressing certain minority group. On the contrary, it is the government who committed these act of prejudice as it actually legislated a series of discriminatory laws. But in June 2006, Prime Minister Stephen Harper apologized at the Parliament for the discriminating policies imposed on Chinese immigrants in the early 20th century. "On behalf of the people and government of Canada, we offer a full apology to Chinese-Canadians for the head tax and express our deepest sorrow for the subsequent exclusion of Chinese immigrants," said Harper. (Xinhua) "We acknowledge the high cost of the head tax meant that many family members were left behind in China, never to be reunited, or that families lived apart and in some cases in extreme poverty for years," he said. It is believed that an estimate of 81,000 people paid this tax. (Xinhua) And on the day of the apology, there are about 35 survivors, 360 of their widows and fewer than 4,000 of their children. (Xinhua) Some of these survivors were present during the apology. Methodology To better understand the abovementioned apology, a research on the factual basis was necessary. Reference to news articles and news archives where made. As well as those to different sector groups. This report aims to present the discrimination suffered by the Chinese when they immigrated to Canada. Hence, after determining the historical facts, analysis of these data would proceed. And a discussion of the discrimination committed against Chinese immigrants in Canada would follow. Historical Background According to my research the following are the historical background of the immigration of Chinese nationals to Canada: The first Chinese immigrants to set foot in Canada were brought from Macao in 1788 by British explorer John Meares. And it was said that they were also the last for the next 70 years. It was thought that they married into native communities on the island and their cultural traces soon lost. (Chinese Immigration) In 1842, Britain and China entered the Treaty of Nanking where in it said that their respective subjects should enjoy full security and protection within the territory of the other. (Con) This included Canada. In the 1850's, due to the gold rush, there was an influx of Chinese immigrants in North America. But when gold was found in Frasier River in British Columbia in around 1858, these Chinese migrants headed north to Frasier Island in British Columbia. In 1860, others began to arrive in British Columbia directly from China. In 1861, a Victoria newspaper welcomed the immigrants by saying: "We have plenty of room for many thousands of Chinamen. There can be no shadow of a doubt but their industry enables them to add very largely to our own revenues." (Chinese Immigration) But they worked as cooks, launderers or as houseboys for wealthy white families. In the 1870's these immigrants were predominantly male. By 1879, the number of Chinese immigrants in the province was estimated to be 6,000. In 1880's the Canadian Pacific Railway was constructed and Chinese workers were brought to help. Between 1881 and 1884, over 15,000 Chinese came to Canada. But Chinese workers were often called on to do the more dangerous jobs. They worked with explosives, carried heavy rocks and stayed in unsafe tents. And pay was really low as compared with the

Evaluate the leadership of Steve Jobs Assignment

Evaluate the leadership of Steve Jobs - Assignment Example His, was a much-admired achievement, abate the extreme nature of his interaction and leadership. The result of his tenacity and visionary path was the unveiling of different products and services, which have further endeared Apple Inc., as a firm-entity, to consumers globally. Steve Jobs was a great influential figure of not only the past century, providing a platform for future leaders and visionary leaders. This is seen best, in his nurture of Apple Inc., from the small start-up venture it was, to the current global leader it is today. In the paper, focus will be placed on his early life and personality, in addition to his leadership at Apple Inc. both before and after his humiliating ouster from his creation. There will also be a discussion of his unique leadership style and management, in reference to existing theory and practice as found within contemporary society. The paper will also delve into his unique characteristics and personality traits. Finally, his contribution to society, especially in the Information Technology industry will be discussed in summation; concerning leadership and management. Steve Jobs, as an American inventor, entrepreneur and marketer, was responsible for the co-founding and ascend of Apple Inc., into the global success story it is today. He, as Simon and Young (2005) provide, was both the Chairman and CEO of the firm-entity, despite the tough times faced from the team present within the corporation’s boardrooms. His personality and role-play, was more of both a leader and manager as his rich entrepreneurial history provide. During 1985, when he briefly left Apple, founding neXT, a computer platform development firm, specializing in business and higher education markets. From then, just before going back to Apple Inc., he engaged in different ventures i.e. acquiring Lucas film’s computer

Bordo Essay Example | Topics and Well Written Essays - 250 words

Bordo - Essay Example have transformed from historical social beliefs that male relevance and beauty are a product of having massively-muscular bodies and ultra-masculine personas while women are depicted primarily as sexual objects for scrutiny and desire as a result of exposing their genitalia. She believes, essentially, that male beauty, today, is being depicted by more feminine posturing which both confuses the author and also seduces her at the same time. Bordo seems to be seeing a shift in cultural preferences that now have men being advertised as sex objects for visual delight and enchantment which defies historical connotations of masculinity. Bordo’s perspective would seem to be aligned with feminist ideology, with socially-driven viewpoints of sexuality now favoring equality as men are being transformed into artifacts with the same sexual characteristics as women. She questions biology as a contributing factor to what constitutes male beauty, however it seems this is just allegorical. She seems to understand fully that what compromises exciting male sexuality is culturally

Social Work And Assessment To Framework Social Work Essay

Social Work And Assessment To Framework Social Work Essay Assessments have been a key element to the social work practice and we have seen many changes and developments within assessments over the years. The Childrens Act 1989 and other legislation such as Criminal Justice Act 1991 and NHS and Community Care Act 1990 all contributed towards the changes made within the assessment process. The objective has been refined based on two key factors. First being the public enquiries that indentified shortcomings in legislations, policy and practices within social work and secondly the governments agenda for modernisation. (Wilson, et al.2008). Historically the objective of assessments was primarily to consider the risks factors to children and families in accordance to legislation. However, since the framework for assessments was introduced in 2000, practitioners have been steered towards evaluating not only risks, but also needs and strengths of service users. Assessments are carried out to help both service users and Social Workers identify and understand the nature, rationale and degree of professional involvement. Although there are numerous definitions of assessments from social work academics, however, there is no one conclusive definition. Coulshed and Orme define assessments as; An on-going process, in which the client participates, the purpose of which is to understand how people relate to their environment; it is a basis for planning what needs to be done to maintain, improve or bring about change in the person, the environment, or both. (Coulshed and Orme, 1998, pp21). There is a debate amongst academics as to whether assessments are an art or a science; Bradley and Parker (2007) have explored the different assessment definitions and have concluded: A balance approach would suggest that social work assessment is both an art and a science since it involves wisdom, skills, appreciation of diversity and systematic applied knowledge in practice. (Parker and Bradley, 2007, p4) Although there are many definitions of assessments the objective remains the same, it is to identify needs and have a plan of interventions, which meets the objectives of all concerned. Assessments are a working document that can be legally binding, which need assessing, reviewing and planning. Assessments are a systematic process that include various components and involve methods such as, gathering of information, analysing objectively, collaborating with service users and other professionals including sharing of information with colleagues, assessing the eligibility and recording information accurately. (Thompson Thompson, 2008). There are many vital interpersonal and communication skills that are required when gathering information such as, good listening skills and have the ability to observe and absorb information correctly. Pamela Trevithick (2005) emphasise on the importance of verbal and none verbal communication, as well as listening and observation skills, before embarking on the assessment process. (Trevithick, 2005). Assessments are not just about gathering information, but are about having the ability and knowledge to make correct judgments and analyse objectively. Milner and O Byrne (2009) suggest that when analysing data, social workers will use knowledge and the theoretical perspectives which have been identified to expand their analysis. ( Milner and OByrne, 2009). In addition, upon analysing information consideration must be given to service users social, economical, cultural and ethnic background. Although assessment involve making informed judgement, it is vital to assess an individual need in relation to their environment. Milner and OByrne (2002) stress that it is crucial while making judgements social workers must avoid any form discrimination, such as labelling or judging peoples behaviour according to common stereotypes. Assessments are not a one way dialogue but rather a joint venture between service user and social worker. Although there can be the issue of power imbalance, it is crucial that there remains a shared power relationship whenever possible. Middleton (1997) has emphasised the importance of respecting individuality of service user during the assessment process, so that it can empower and help them manage and identify their individual strengths. In addition it is essential that social workers build a good relationship with service users, as they, must collaborate and share information with other agencies. There has been a heightened awareness that multi agencies collaboration is vital; however there are many barriers which have often contributed to the lack of communication between agencies. Sharkey (2000) has noted the underlying causes as being the different structure and values of the individual organisation. Social workers undertake assessments on behalf of the local authority therefore; eligibility depends upon a few factors, which include, need, the organisations criteria, resources and funding. Throughout the entire assessment process social workers must keep clear and accurate records of all the work undertaken and their findings. Social work assessments can be broken down into two types, one which is on-going and will change according to need and information, and the second being specific to the issues and will be limited to a particular time. However, these two components will often exist simultaneously in most assessments. Coulshed and Orme (2006) clarify that assessments are not a one off practice but are a process that continues even after a piece of work has been carried out. An on-going assessment process could be the result of subsequent changes that may occur in the service users life, and then responded to accordingly. By implementing this method of practice it ensures that the service users needs are adequately assessed and evaluated at all times. Pincus and Minahan (1973) have described assessment as a process that can be altered and adapted after obtaining new information and data, enabling the assessor to reassess the situation and review the effectiveness of their chosen cause of action. (Pinus and Minahan, 1973). Assessments that are carried out for a specific issues and are time limited, such as a court report or a case conference, are usually conducted in accordance to legal obligations. This formula is focussed on making judgements and identifying what is needed and how it can be achieved. This may not always be an accurate presentation of the service user life and may not hold any relevance in the future, but will target the issue within a particular the timescale. Furthermore, the level of assessment can be determined through the two types of assessments mentioned and by identifying the need and response levels of intervention, will give the service user a well structured and focussed base service. The importance of carrying out assessments is widely recognised in the area of social work practice and is a fundamental component in professional interventions. By carrying out assessments effectively and systematically, there are more chances of interventions to prove to be successful. At the heart of an excellent assessment there is careful planning, evaluating and applying appropriate professional involvement. Sutton (1999) has emphasised on the nature of assessment process with the ASPIRE model, Assessment, Planning, Intervention, Review and Evaluation. It is important that when discussing assessments, to be aware that this is not a singular action, but is also complemented by good interpersonal and communication skills. Due to the significance assessments have in social work practice, it is vital that the entire process is carried out with an objective and factual thought process. As inadequate preparation can lead to a catastrophic results as we have seen over the years.

Fireworks Essay example -- Chemistry Fireworks Essays

Fireworks How do fireworks produce their brilliant colors and loud bangs? To produce the noise and flashes, an oxidizer (an oxidizing agent) and a fuel (reducing agent) are used. The oxidizer oxidizes the fuel in a very exothermic reaction which produces a brilliant flash and a loud report from the rapidly expanding gases produced. For a color effect, an element with a colored emission spectrum is included. Electrons in atoms can be raised to higher-energy orbitals when the atoms absorb energy. The excited atoms can then release this excess energy by emitting light of specific wavelengths, often in the visible region. In fireworks, the energy to excite the electrons comes from the reaction between the oxidizer and fuel. Fireworks are usually made out of the following items; an oxidizing agent, a fuel (reducing agent), a coloring agent, binders and regulators. These mixed together are what make up the basic fireworks: Oxidizers The first thing in a firework is the oxidizing agent. These produce the Oxygen to burn the mixture. Oxidizers are usually nitrates, chlorates or perchlorates. The common oxidizers are nitrates. These are made up of a metal ion and the nitrate ion. I'll use potassium nitrate as an example. Nitrates only give up 1/3 of their oxygen. The resulting equation would look something like this: 2KNO3 ---> 2KNO2 + O2 The next Oxidizers are chlorates are also made up of a metal ion and then the chlorate ion...

Englis Removalist Essay Essay

Engaging texts lead us to think about significant issues within society. Discuss with reference to your prescribed test and of at least ONE other related text. Significant issues within society are effectively explored through engaging texts. The two-act play ‘The Removalists† written by David Williamsons explores significant issues within society in Australia in the seventies. The significant issues discovered throughout â€Å"The Removalists† include abuse of power and corruption. Similarly the empowering film â€Å"Shawshank Redemption† directed by Frank Darabount, also explores issues within society. Unlike David Williamsons â€Å"The Removalists†, â€Å"Shawshank Redemption† explores similar issues within society in America, in the 1940s. A significant issue within society is corruption. Corruption was conveyed throughout the play â€Å"The Removalists†. This is evident when Simmonds states â€Å"We can’t handle anything big because there is only the two of us. We can handle anything small, but then again it’s hardly worth the effort if it’s small†. Even though Simmonds says this area is the geographical centre of crime, which portrays his contradicting statements. Since the sub-branch does not handle anything big or handle anything small, it indicates the corruption within the force. The character Simmonds again reflects corruption throughout the play when he says â€Å"I have never made and arrest in all my twenty three years in the force, Ross† Simmonds uses irony as Simmonds mentioned that this city has the greatest crime rate, and Simmonds is yet to make an arrest in all his time in the force. Through the character Simmonds, corruption is effectively explored throughout The Removalists. In a similar fashion, the social issue of corruption is evident throughout the film Shawshank Redemption. Corruption was evident in the beginning of the movie as throughout Shawshank items were being traded through the currenc y of cigarettes. The fast-paced panning motions were used to show that the trading was illegal but still completed with all the prisoners and some guards. Another way corruption is evident throughout Shawshank Redemption is through the character Andy as he stimulates a large part of corruption throughout Shawshank. â€Å"All I ask for is three beers a piece for each of my co-workers†. Since Andy is doing illegal work for the police Andy asks in a polite tone for something in return for the work he has done. Corruption is also evident when Norton asks another inmate â€Å"would you be able to testify before the judge?† Norton’s asks him in a friendly tone and a low volume so  Norton could let the inmate think he was his friend. The inmate told the truth, which led to the inmate being intentionally killed. This demonstrates in a similar fashion to The Removalists how the social issue of corruption is evident in Shawshank Redemption. The social issue of the abuse of power is evide nt throughout The Removalists. This is evident when Simmonds â€Å"bends down and hoist’s Fiona’s skirt up a little† and say’s â€Å"take a close-up one on her thigh†. Simmonds actions and words portray his abuse of power within the police force to pick on troubled Fiona. The alluring tone Simmonds’s used towards Ross to take a picture of Fiona’s thigh indicated his plan was to try and use his authority and power he has to seduce Fiona. The social issue of the abuse of power is again evident through the character Simmonds. When Simmonds arrests Kenny, Simmonds abuses his power by repeatedly punches Kenny. Simmonds uses force against Kenny when Kenny undermines him. â€Å"Pity about Kate. Sergeant. You would’ve been in like Flynn† Simmonds resorts to violence because he believes that he has the right to, because he doesn’t follow the rulebook. â€Å"Stuff the rule book up your arse†. Through the character Simmonds the social issue of the abuse of power is evident in The Removalists. Similarly, the social issue of the abuse of power is evident throughout Shawshank Redemption. The abuse of power is evident through the warden, Norton. â€Å"Nothing stops! Nothing! Or you will do the hardest time there is. No more protection from the guards† The high modality and commanding tone Norton uses is to remind Andy that he is still the boss, and that Andy is under Norton’s thumb. It also portrays the abuse of power as Norton who abuses his power as the warden in Shawshank by controlling Andy for his tax frauds. The issue of the abuse of power is again evident through Norton. â€Å"There’s going to be a book barbeque at the back if you say anything†. Norton threatens Andy to keep quiet or his six years of work in the prison to get the library will turn into ashes. Norton’s commanding tone to a beaten up Andy was to further intimidate and threaten him. The two acts committed by Norton towards Norton displays the social issue of the abuse of power throughout Shawshank Redemption. Through engaging texts significant issues within society are explored effectively. The texts â€Å"The Removalists† and â€Å"Shawshank Redemption† effectively explore and reflect the significant issues within society.

Paulo Freire and Revolutionary Education Essay

In reading Paulo Freire’s inspiring and idealistic book Pedagogy of the Oppressed, first published in 1970, the question arises is whether such a radically transformed educational system is even possible. According the person I interviewed, a professor with many years of teaching experience in many countries, the answer is not particularly optimistic. Paolo Freire’s radical and humanistic view of education is light year’s removed from what actually takes place in most classrooms around the world. At the lower levels, education often amounts to little more than rote memorization to prepare for standardized tests, with administrators mainly concerned that their ‘numbers’ look good. Higher education has devolved into career training for big business interests, and frankly has become a business itself. Virtually none of the creativity, humanization or liberation that Freire writes about so eloquently really exists in most educational systems around the world, which simply turn out more cogs for the machinery. There may be a few truly creative and humanistic teachers, although they usually end up frustrated, burned out and cynical because of the nature of the system itself. For Freire, the worst form of teaching is the banking concept of education, in which students are passive and alienated note takers of any information the teacher provides. This has been the normal type of education system in most of the world throughout history, mirroring the authoritarian and paternalistic socio-economic relationships in the world outside the classroom. In fact, the schools and universities are preparing students to take their place in the system without questioning it. Freire claims that teachers can either work â€Å"for the liberation of the people—their humanization—or for their domestication, their domination. † They can either create an education system in which all persons in the classroom are â€Å"simultaneously teachers and learners†, realizing that â€Å"knowledge emerges only through invention and reinvention, through the restless, impertinent, continuing, hopeful inquiry human beings pursue in the world†, or simply uphold the status quo (Freire 72). He also insists that â€Å"the teacher cannot think for her students, nor can she impose her thoughts on them† (Freire 77). Ruling elites merely want to use the education system as part of the apparatus of â€Å"domination and repression†, to maintain order, but real education should be revolutionary and deliberately set out to â€Å"transform† the world (Freire 79-80). Are there teachers who actually believe in this radical mission for education? Is it even possible within the present system? How long does it take for teachers who were once young and idealistic to become disillusioned? The following are excerpts from an interview with ‘Dr. W. ’–a university professor who has taught in various countries around the world for twenty-two years: Question: Have you ever read Paulo Freire’s book Pedagogy of the Oppressed? Dr. W: Yes, parts of it. Over the years, I’d say I’ve become fairly familiar with his general theories. Question: Do you regard the educational systems you have seen as oppressive? Dr. W: I have experienced many educational systems around the world, including a number that I would regard as extremely oppressive. For example, I’ve taught in Asian and Middle Eastern countries where primary and secondary school teachers regularly slap, punch and beat students†¦hit them with sticks and so on. For the most part, those systems are based on rote memorization as Freire described, and the students are not even allowed to question the teacher: they are strictly passive. Mainly, the students are just being prepared for standardized tests, not to develop creativity or imagination, and this becomes very clear when they reach the university level. At that point, they have become used to treating teachers like little tin gods, although I suppose it prepares them for the kind of bureaucratic and managerial salaried positions most of them will be expected to fill in society. Question: Isn’t that also the case with the American education system? Isn’t it mostly geared toward jobs in the capitalist economy? Dr. W. : Absolutely. The American education system is also a class system, and this is already the case in primary and secondary schools. My first job was as a student teacher in a high school in New York. The kids from working class backgrounds were generally tracked into ‘general† classes† that were not preparing them for higher education, while those from the middle class were. I’ll never forget the first class I ever taught, with a group of sullen, nonresponsive working class kids, stuck in a basement classroom that did not even have windows, taught by people who didn’t much care whether they learned anything or not. These kids knew it, too. They were not dumb, although the system certainly treated them that way. They knew they were being prepared for jobs as mechanics and cashiers. And this was not an inner city school, though, where the American class and caste system reveals itself at its most brutal. Question: Caste system? Dr. W. : Yes, in the United States, we have a long history of education segregated by color, with the worst schools always being reserved for minority groups. Compare any inner city public school system today with those in the white suburbs, or with expensive private schools for the upper classes, and you will see the difference in about two seconds. For the poor and minority groups in the inner cities, the teachers and facilities are much worse than in the suburbs, as is the housing, health care, nutrition and so on. Conditions in these ghettoized schools and neighborhoods are not all that much better from those in developing countries†¦the types of places Freire was talking about in his books. In those countries, the oppression is very real indeed, and the students are being prepared for lives as peasants, workers or simply part of the marginalized economy and society, like kids in America’s inner city schools. Those institutions are programmed for failure. Question: But you never taught in inner city schools like those? I mean the types of schools that are like jails, with cops on duty, metal detectors and things like that? Dr. W. : No, my career has been mostly at the university level, and the students I’ve had were relatively privileged by the standards of this world—middle class or upper class. In the Middle East, I taught students from royalty and the aristocracy who had huge allowances every month, and in Asia I once taught students who arrived in limos with their own drivers. I wouldn’t say that they were exactly the oppressed masses Freire was describing. On the other hand, I taught at a university in the former Soviet Union were about 60% of the students were on scholarships and came from fairly modest backgrounds. A lot of people had also been hit hard by the collapse of the economy when the Soviet Union ended. We even had a former brain surgeon who ended up working as a janitor at the university, earning about $150 a month. The whole medical and public education system was so far gone that she could make more money that way. Question: So you basically see the education system as being unequal, designed to keep people in their place generation after generation? Dr. W. : Yes, that’s been mostly my experience. I think it’s designed to insure that the children of the owners and the ruling class will stay at the same level as their parents, while the children of the middle class will continue to manage and administer the system for them, and the children of workers will continue to be mostly worker bees, although a few might be allowed up into the middle class. Question: So in all your years of experience, you never experienced education as being liberating in the way Freire describes? Dr. W. : Absolutely never. The system is set up to do the opposite and it will usually weed out teachers who do not conform to its requirements, unless they are protected by tenure. Most teachers just go along and get along, never rocking the boat because they are relatively powerless themselves and just need the paycheck. Moreover, parents of middle class and upper class students do not want anyone to be liberated, but expect their children to conform to the system—to insure that the family maintains its class position. Question: So given this reality, is there any way you can imagine that a truly liberating education system might be established? Dr. W. (laughs): I think to do what Freire was talking about would require a revolution. Clearly, then, Dr. W. was a case of someone who had become cynical about the education system after long years of experience. He admitted that he had once been young and idealistic and might even have believed some of Freire’s ideas, but over the years he had found that there was really no meaningful way to put them into practice under the current system. In addition, he thought that most students simply went along with this system because that was what their parents expected, especially when they were paying private schools and universities to provide certain services. They were most definitely not interested in making students more humanistic, rebellious or questioning of authority, but only to prepare them for careers and to ‘get ahead’ in life. Only in rare cases in American history, such as the 1960s during the era of the Vietnam War, counterculture and civil rights movements did students actually come to question the dominant values of society on a mass scale. That has most certainly not been the case in recent decades, at least not in the United States, nor in most other countries that Dr. W. had experienced. He had come to regard education as a business, run by bureaucrats and entrepreneurs for a profit rather than to encourage critical thinking or humanistic values among the students. Only occasionally would rebels and nonconformists challenge this system, except in very unusual historical circumstances. WORKS CITED Freire, Paulo. Pedagogy on the Oppressed. NY: Continuum, 2000. Interview with ‘Dr. W. ’ by author, February 4, 2010.