Essay On Red Hunting Hat In Catcher In The Rye - 1071 Words

Sporting a plaid, red deer hunting hat, he would consistently pull the bill of the hat around to the back due to he insisted he looked better. The flaps would always stay down to cover his ears and would constantly be questioned why he was wearing a deer hunting hat when he was not hunting deer. Holden Caulfield, main character of J.D. Salinger’s The Catcher in the Rye, regularly dons a red deer hunting hat for the majority of the novel. The Catcher in the Rye is a coming-of-age novel showing how the main character spends his days between moving out of his private school and returning home to his parents in New York in his hunting hat. Caulfield must manage the constant changing of schools, underage drinking, and not following the crowd,†¦show more content†¦Another standard Caulfield must abide by: the current drinking laws. Caulfield is an avid drinker at clubs and bars, nevertheless, waiters constantly do not serve him due to his age. While in his hotel bar, The L avender Room, Caulfield attempts ordering a drink, â€Å"I ordered a Scotch and soda, and told him not mix--I said it fast as hell, because if you ham and haw, they think you’re under twenty-one and won’t sell you any intoxicating liquor. I had trouble with him anyway†¦Ã¢â‚¬  (90-91). Ordering a drink fast and not look like anything is wrong is the approach Caulfield takes when soliciting a drink from the bar; the waiter is no use though for he will not serve Caulfield without verification. A separate occasion of Caulfield acquiring alcoholic refreshments is at Ernie’s, a popular night club. At the same time of being seated, Caulfield orders a drink, certain he will not be carded, â€Å"I ordered a Scotch and soda, which is my favorite drink, next to frozen Daiquiris. If you were only around six years old, you could get liquor at Ernie’s, the place was so dark and all, and besides, nobody cared how old you were† (111). When showing up to Ern ie’s, Caulfield knows he will receive alcohol as a result of the waiters do not verify your age.Show MoreRelatedSymbolism In Catcher In The Rye712 Words   |  3 PagesCatcher in the Rye essay Essay question: Analyse how symbolism was used to develop the key ideas in the written text. In the novel â€Å"Catcher in the Rye†, author J.D Salinger uses symbolism to create and portray key idea to us as the readers. The key ideas he portrays are; Holden Caulfield is the guardian of youth and that Holden is a broken record that no one wants to listen to. Throughout the novel, author J.D Salinger often mentions a red hunting hat worn by Holden and the way in which HoldenRead MoreThe Catcher in the Rye by J.D. Salinger798 Words   |  3 PagesCatcher in the Rye Essay Anyone who has lost a beloved relative to cancer or other illnesses can understand how difficult it is to return to a normal living routine and move on with their lives without the relative. In J.D. 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Salingers Catcher In The Rye and Burr Steers Igby Goes Down1493 Words   |  6 Pages Comparative Essay The Catcher In The Rye by J.D. Salinger and Igby Goes Down by Burr Steers are both displayed as rites of passage texts. The respective protagonists of these two texts are Igby Slocumb and Holden Caulfield. These two characters are both on a journey motif, a journey of self discovery in which they both attempt to find meaning in life and understand societies values and attitudes. The two protagonists demonstrate non-conformity and rebel against the apparent hypocrisy present inRead MoreComparative Essay - Catcher in the Rye vs. Igby Goes Down1552 Words   |  7 PagesComparative Essay The Catcher In The Rye by J.D. Salinger and Igby Goes Down by Burr Steers are both displayed as rites of passage texts. The respective protagonists of these two texts are Igby Slocumb and Holden Caulfield. 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Short Article Reveals the Undeniable Facts About Proposal Writing Services and How It Can Affect You

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Function of Assessment in Learning and Development free essay sample

Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding. In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard. 1. 2 Define the key concepts and principles of assessment Achieving an accurate assessment will give uniformity if equal and unprejudiced assessment to standards is given. To assess a learner you are required to judge there abilities, skill, knowledge and competency, against a standard which determines the direction and level of training. Relevance to the subject criteria must be proven to a consistent standard so results will not differ between assessors. The evidenced assessed should be valid and sufficiently in depth, it should also be the learners own work achieved by using up to date information. 1. 3 Explain the responsibility of the assessor It is the assessors’ responsibility to decide if an assignment having been completed by the learner has reached the required standard, if it falls short of this then it is there responsibility to assist the learner in there understanding of the required subject. To safeguard against standards falling the assessors’ evaluation is checked by an Internal Verifier. The IV has both learner and assessor to assess, and must both maintain and improve the assessment process, as they will in tern be assessed by External Verification. EX are the standard police there consistency of procedure over a large area by auditing, to my mind is a great way to keep everybody’s level of commitment and knowledge at a level of best practice for the service user. . 1. 4 Identify the regulations and requirements relevant to the assessment in own area of practice As assessors to be aware of gender, race, colour, eligion is a must, if the learner is not comfortable with there assessor little will be achieved. It is our responsibly to give equal opportunity of training to all individuals, who desire to gain qualification by assessment, about subjects which we have intern been assessed and verified to supply. Although all establishments that supply care hav e there own Policies and Procedures, which will differ slightly from one to another, they must all abide by Legislation. Management of Health and Safety at Work Regulations (MHSW) 1999 The Disability amp; Discrimination Act 1995 Age Discrimination in Employment Act 1967 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Devon County Councils Equalities Policies Devon Social Service’s. Devon NHS Devon partnership NHS Qualification Accreditation No. is 501/0885/2 to name but a few. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners Different learner’s different abilities. To explain once may be sufficient but other learners will require more and for you to explain in a manner or way they can understand. Paying attention to and recording the learners’ individual requirements, such as there language and learning style. Conversation or a professional discussion is a reliable way of assessing the learners understanding of specific points. Written questioning may be of use but not best practice as, although it may enhance learning it could demoralize the learner, there is no substitute for personal interaction with the assessor. Assignments on particular larger subjects, like Health amp; Safety show knowledge and understanding, which at another time in the course may be cross mapped as work already achieved. Projects which are instigated by the assessor, but a subject of the learners choosing, are designed to develop investigative and creative skills alone or within a team. Drawings, examples of situations and words can be tailored to relate to subject and suit individuals needs. Informing the learner that there work is rubbish! Is counter productive and demoralising to them, instead suggest it needs tweaking or it does not have mention of a particular point. This gives confidence that only a little more work is required, although you may need to use a different approach, to ensure a better understanding of the subject. . 1 Summarise key factors to consider when planning assessment Set Standards and targets. Depth of evidence / Time allotment The Type and amount of evidence. Is it relevant / Is it enough. Which method is relevant. Observation / Written / Professional discussion. How best to communicate with learners and others. Face to face / phone / electronic means. Venue, chairs, tabl es, light, electric. How, when and where will assessments take place with the assessor? How long to get there, be on time, assessment time. Are learners requirements specific, are there special requirements, will extra support be needed. Managing the process of assessment, positioning / communication skills. Keep assessment record of how it was achieved and off plans made. Feedback to and from learners. Is the assessment plan agreeable to the learner? Stay focused on compliance with best assessment practice. 3. 2 Evaluate the benefits of using holistic approach to assessment Ref. from (http://wiki. answers. com/Q/What_is_holistic_assessment)    Aristotle was the first to describe holism. The whole is greater than the sum of its parts. In short, to be completely holistic you must see a person as more than just organ systems, mental health, sexuality, etc. You must see how all aspects of their life impact on each other and the factors that influence them. A theoretical and practical way of learning gives a greater understanding of previous experience and knowledge acquired. By always looking for the whole picture, care i s based on this Holistic approach to training, a better understanding and view of the whole is appreciated. This outlook shows possible flaws and room for improvement . Cross mapping of observations can then be accomplished in safeguarding, Hamp;S and communication skills e. g. speech, hand over book entries and computer skills The experience gained from actual incidents that have been seen and recorded such as First aid, fire or safeguarding issues. 3. 3 Explain how to plan an holistic approach to assessment When able to breakdown the components of an environment using evidence seen and heard, which includes the learner, as a matter of habit the assessor is applying Holism. My believe is that many support supplied by service providers have become complacent and disheartened by falling standards because of the bad practice’s employed by the few. Which will, during there period of assessment, by observation and feedback give the learner a better understanding by raising there awareness of the surroundings which contribute to best practice. Having decided on the specific targets to be assessed, e. g. Hamp;S, communication and or safeguarding, a level of competence needs to be shown Choose an activity which will achieve the required criteria and do get involve with the way it is carried out. By observing the learners ability and understanding of the holistic approach and how they accomplished the required elements an assessment can be achieved. Some activities are not possible to observe, so a professional discussion or question and answer session will be required. 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility Health amp; Safety Slips, trips and falls environments change very quickly. Fire and smoke, are alarms checked regularly? Are evacuation routes clear of obstruction? have staff been trained in evacuation procedures? Chemicals, are they securely stored in original containers with instructions for there use? Is the correct Personal Protective Clothing supplied so they may safely be used? Manual handling, have lifting techniques been regularly assessed and kept up to date. Has lifting equipment been regularly checked or serviced? With appropriate training of its use given to staff. Medication, is it kept secure? Who are the key holders? Anxious or nervous learners who are often unhappy in there employment are prone to become de-motivated which could be caused by work not being ompleted or the assessors’ lack of explanation or preparation. It is not wise to involve the employer or manager without the learners’ permission as they might be the problem. Assessments to close together or to far apart may also have an undesirable affect. 3. 5 Explain how to minimise risks through the planning process Be observant for possible hazards frayed carpet, rubbish not cleared and furniture obstacles . Fire, regular drills to let keep everybody aware of procedures. Check for fire hazards and know the evacuation procedure. Chemicals, wear the correct Personal Protective Clothing when required if there is no label and how to use instruction do not use it. Where are the first aid boxes kept? Record and report to highlight any incident or infraction it could save a life. Use the near miss book to highlight almost accidents, it may reduce the possibility of it happening again or being more sever. By not overloading the learner, planning assessments and giving a set structure to each visit, together with good communication skills, a more relaxed atmosphere can be attained. Feedback emphasised in a positive way will instil confidence in the learners own ability. Preplanning of assessments informs the learner of what needs to be done and gives a time frame to do it in which gives recorded better results. 4. 1 Explain the importance of involving the learner and others in the assessment process If you wish to teach somebody they need to be receptive and want to learn, by pushing water uphill you will fail, my own experience has taught me to lead by suggestion. The learner by understanding what is involved can achieve an informed decision before entering into further education. Having confidence in the information and the person delivering it will assist the learner to move on and be assessed. By constantly involving the learner throughout this period and giving positive feedback gives the learner a feeling of importance and confidence will spur them on. Fully understanding the required level of achievement together with there own want or need to improve there position, gives the learner an urgency and an allotted time with which to complete it in gives the framework. Leading here own qualification training is empowering to the learner and makes the workload easier and less stressful for both learner and assessor. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Supervisory and peer assessment relevant to the workplace are a matter of record, along with single observations of a confidential nature if service users are involved may be used with there permission. Documents and records which confirm and describe the occurrence of actual events are easy to acquire and as a true account viewed as reliable and valid. They often cover a large range of the performance criteria required, some statements may be biased or fabricated so not altogether a true account, information such as this will not stand alone it requires corroboration. Collectively it with a learners account of events shows a knowledge and understanding and can fit the criteria of a great deal when cross mapped, .4. 3 Explain how peer and self assessment can be used affectively to promote learner involvement and personal responsibility in the assessment of learning. A regular supervisory assessment recorded by employers, managers, supervisors and peers allows a frequent flow of positive feedback. With that ability installed in the learner it only leaves the assessor to hone skills already available. When realising what they have already achieved the learners confidence will grow, and allow them greater latitude to stand back, so that they can observe themselves through the assessors’ eyes. Prompted and guided by the assessor and the knowledge that prior achievements have been taken into account learners see that they are already responsible participants in there own development. . 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. In given assessment circumstances, due to adopted policies and procedures, confidentiality and privacy, it may not be possible to assess the learner actually applying procedures that require evidencing. On these occasions methods of assessment need to be adapted using different means; Case studies, which in no way can substitute visually assessing the competence of the learner, can highlight situations that could be encountered and relevant to the learners’ environment. Simulated situation assessment is virtually useless, as the learner although being able to show competency, the anomalies which happen in real time can play a large part in the learner not being able to adapt. Here again this evidence is insufficient, the requirement of other relevant information which could be used as part of this assessment would be great. 5. 1 Explain how to judge whether evidence is sufficient, authentic or current. Writing â€Å"I understand† alone is not Sufficient, nor is â€Å"A Nitwits Guide to Elementary Mathematics† which has plenty of words but little relevant content to the required subject criteria. By following the requirements of the standards specified by the assessing governing body, an outcome which is both full and sufficient can be accomplished. It will show knowledge and understanding together with references and examples if required. Authenticity is required but what do you do when every word written has been penned in that manner before. Take the facts, the requirements and your understanding of them and write in your own words, because using somebody else’s words will be noticed and can be checked. Furthermore it does your understanding of the subject no good at all if asked to explain by the assessor. Current content is important! Notes taken at one to one meetings, supervisions and appraisals should be between 6 and 24 months old. A paper trail less than 6months old could mean they were especially written for the course and over 24 months are out of credible date. 5. 2 Explain how to ensure that assessment decisions are; made against specified criteria, valid, reliable and fair. Made against specified criteria observe, ask questions, read reports, check standards and question changes for your own information . I have always been of the opinion that if you want quality, in any process, it must start from the top. If the employer does not support it totally any initiative will fail. The cause in manufacturing is money hungry share holders are more interested in there annual dividends than quality. In Health and Social care ? To few good people trying to do to much and carrying those that do little or nothing, to little money, to few trained staff who at last are being targeted with free training and the list goes on. It does not matter what is done to up hold standards greed and complacency will creep in unless a system is put in place to make supporters and service providers more accountable. 6. Evaluate the importance of quality assurance in the assessment process A standard is a level of quality to be achieved during the assessment process, so that all learners reach the same level of subject knowledge and understanding, to a predetermined grade structure. This is important in two ways; the first gives a learner information and confidence enhancing there skills in the ethics of best practic e, the second happens back in there workplace as it motivates others to follow suit. As being seen to be lacking in there own workplace will bring consequences of there own internal assessment process. . 2 Summarise quality assurance and standardisation procedures in own area of practice Service providers have a duty to assess and maintain high standards which can be found in there policies and procedures. To assure standardisation assessment starts at the interview stage of employment, has this person the qualities and skills required by the employers standard? , and it continues through a period of probation. With training courses and regularly supervisory feedback assessment the employers expectations of the employee will be achieved. Service users and colleagues can also assist in the improvement of quality by â€Å"whistle blowing† or the complaints procedure available to service users, both of which in my experience have served to return a poor practice to a quality standard. Continuous and regular assessment and evaluation to predetermined legislation via policies and procedures will ensure a quality package. 6. 3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice Theoretically there should be no disputes in the assessment process as it aids to improve the individual. They do however occur when there is; A misinterpretation of policies and procedures exists, by the assessor or the individual being assessed, a senior should then be sort to clarify the policy. If the assessor has been misinformed, in good faith or maliciously, and the individual disagrees an investigation should follow. There will be occasions when an individual will create obstacles and it is the assessors experience and technique which should re-establish a positive working feedback relationship. 7. Explain the importance of following procedures for the management of information relating to assessment When first meeting a prospective learner it is important not to scare them of which giving them full insight into the course package. Yes it is a great deal of time and effort! As an assessor you are fully aware of this and your own ability to guide them through to the qualifying standard. A delivery of tasks on a little and often basis, regularly assessed with positive feedback, wil l create a continuity of training and keep the learner both interested and motivated. The keeping of accurate records of past achievements and standards reached allows both learner and assessor to review what has been done and what needs to be worked on. During the auditing of Internal Verification (IV)or examination by External Verification (EV), or in the case of an appeal against an assessment decision, these will certainly be required. 7. 2 Explain how questioning and feedback contribute to the assessment process Feedback from learner to assessor and vice-a-versa is always of great importance in the learning process. Listening to the learner together an instigated subjective conversation gives accurate feedback of there understanding of what they are learning. The assessor should at all times give â€Å"Positive feedback†, as it builds confidence in the learner giving motivation to continue. Even when more input is required, to reach a satisfactory standard, keep feedback constructive and positive. Negative feedback is demoralising and will hinder the learner in there want to improve and happens just before they give up.. 8. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Rules to assess by are the pre determined standards as laid out by legislation and policed by bodies of overseers, there sole job is auditing verification practices to make sure standards met and kept to the legislative requirement. The Data Protection Act 1998. Provides a required level of security for sensitive, private and confidenti al information. Human Right Act 1998. You have the right to do anything as long as you don’t break the Law. Discrimination Acts initiated in 1975 for sex, again in 1976 for race and again 1995 to encompass those individuals who have disabilities. Care Standards Act 2000 assures a reasonable standard of life care for those unable to achieve it themselves. National Occupational Standards Provides skill levels that should be attained in all work environments. Care Quality Commission (CQC) supply general social care codes of practice to be adhered to. Health and safety Act 1974 Provided regulations which by cutting down accidents increased out put. 8. Explain the contribution that technology can make to the assessment process Assessment with the aid of technology allows a greater depth of evidence by recording electronically audio, visual and written competence easily transferable to an IV or EV. Audio recordings using a Dictaphone replay are more reliable than memory alone and faster than writing notes on paper or laptop, which may trigger an undesirable incident of challenging behaviour in t he learners’ client. From this source the IV or EV is enabled to hear the learners’ depth of knowledge and application in respect and dignity to the service users. Add to this, recordings of personal and professional discussions with the learner and the assessor has a greater body of verifiable evidence. Video recording takes audio one step closer to perfect; its only downfall is that confidentiality must be assured and that can create a problem. With the addition of faces on screen the assessor is able to verify and document the participants’ of the videoed proof. Without faces the task may be being achieved by a stand in for the service user or the learner if this is submitted as evidence by the learner. The assessor needs to be behind the camera if absolute proof of verification is required. The use of video allows the learner a reflective feedback of there actions, it can be used during one on one appraisals with managers and with the permission of all involved used as a training video. As such it covers much more of the evidence required by the performance criteria and above all it saves time. Paperless evidence Although I may never be a total believer, it does have advantages in postage, trees and speed, a non technological hard copy should be made when all relative information is collated. As online assessment is becoming more and more available by completing written projects and tests within the assessors, secure? framework. The need for speed and low cost correspondence is being embraced and technology is ruling the way we perform. 8. 3 Evaluate requirements for equality and diversity, and where appropriate bilingualism in relation to assessment. In this area an assessor with a professional approach to there task should not encounter a difficult. Whether they encou nter gender, disability, race culture or language, obstacles which can all be overcome, the assessors aim is to aid the learner in achieving the required standard. Respect and commitment by the assessor ensures that all learners have the same opportunity, whist being treated equally, to attain the level of training and qualification they desire. In adapting to different requirements of learners shows inclusive practice, before stumbling in blindly and loosing the confidence of the learner, gather information about the learner by speaking then or there manger. If in doubt ask questions, source any and all information, which will assist you in your task of assessment. At the end of the day assessors will be assessed on there ability to bring out the best in all there learners, even those who communicate in different styles, in these cases outside assistance should be called upon to interpret. The assessor may cause offense unless fluent in the language and culturally knowledgeable of the learner beliefs. 8. 4 Explain the value of reflective practice and continual professional development in the assessment process Keeping an account of situations and incidents both good and bad will serve remind the learner and assessor, giving a record of progressive learning. In tern the information may not be required for some considerable time but when kept up to date it serves as a constant reminder and reference. This should be as detailed as possible, include attended training sessions, shadowing and supervisions, which when referred to will show accomplished targets and those areas requiring improvement. The keeping of a personal development log has the benefit of confidence building, it shows where you started, where you are and what can be achieved, this adds fuel to further progression in achievement within a new time frame.

Who is to blame for the death of Romeo and Juliet Discuss. Essay Example

Who is to blame for the death of Romeo and Juliet? Discuss. Paper For many years people have argued and discussed the ways in which different characters may be regarded to contribute towards the death of Romeo and Juliet. There may be many reasons for the death of these two young lovers and in this essay I am going to discuss the characters that may be considered to play a part in the tragedy. There are a number of characters in the play that participate and contribute to the tragic events of the play. The motivation of each character, along with the involvement placed in the play, contributes to our thoughts and provides a definite answer in reaching a conclusion. We soon come to relate with the characters and see how each of them is connected to the lovers death. Different aspects and fate combine to cause the death of these two star crossed lovers. This particular tragedy is about two people who died for one anothers love. Shakespeare wrote this play going against family traditions at the time, and wrote about two people who married each other out of love. Conversely, the two lovers had not thought about the consequences and as a result, they both ended up dying tragically. We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Most of the characters fall in love at first sight; Romeo and Juliet, spoiling for a brawling fight; Mercution and Tybalt. Old Montague and Capulet act like adolescents in their continuing feud with one another, even getting involved in the fighting. Old Capulet orders for his lady to hand him a sword as Montague defiantly says, Thou villain Capulet! Hold me not. The Capulets and Montagues have used their swords dishonourably by fighting against each other and staining the swords with the blood of neighbours. The nurse acts more like Juliets excitable younger sister than a responsible adult. Only the prince and Benvolio, and later on Friar Laurence, show any sense of responsibility in rationalising and relaxing in certain circumstances. The prologue suggest that fate is to blame for Romeo and Juliet being star crossed lovers; being born into the feuding families, but we cannot blame fate when there are people who will not stop fighting with each other. Some people consider us to decide our own fate and these two characters fight with their own free will. Furthermore, Shakespeare has created a feuding society in Verona, between the Capulets and Montagues; these two houses of society are to blame for the death to a large extent. Even before the scenes, the reader can see that the two households hated one another from the prologue in which the ancient grudge is referred to. Although these two families brawl with each other, no rational suggestion is made in order to stop them. Prince Escalus, who is in charge of what happens in Verona, could be considered blameworthy for the death, as he is unable to stop it. He is there to highlight and emphasise upon the political points in life, such as peace. It is only at the end that he says that he should have been firmer, and I, for winking at your discords too, have lost a brace of kinsmen. All are punished. but it is the death of the lovers not his authority that reconciles the families. Along with the Montagues, the Capulet household are responsible for maintaining the feud. Each family have authority over their household to argue with each other. Not either of them chose to stop the quarrelling. During the beginning of the play, Lord Capulet is eager to get involved in the fighting, and Lady Capulet seeks revenge on the Montagues for the death of Tybalt. She demands For blood of ours shed blood of Montague. This shows a lack of tolerance, as they are not prepared to hear the whole story as they also lack in the basic qualities of civilisation, We will have vengeance for it, fear not. The Capulets are also to blame for the deaths as they denied the wishes of Juliet and never listened to her opinions. Unlike Lord and Lady Montague who are concerned about Romeo, Lady Capulet is a cold, unsympathetic mother, and Lord Capulet is a tyrannical figure that warns Juliet that he will drag her on a hurdle thither if she thinks to defy his orders. This is seen when she refuses to marry Paris. Juliet has no one to turn to therefore must to rely on the nurse. It is shown that wealth over rides love in the Capulet way of life. Lord and Lady Capulet were partly responsible for keeping the feud going. Lord and Lady Montague like the Capulets, were also responsible for keeping the feud going. If they had been more understanding, Romeo would not have felt he had to keep secrets from them. They had authority over their household, and could have stopped the quarrelling if they wanted to. They should have paid more attention to Juliets wishes and listened to her opinions. They were too hard on her when she refused to marry Paris. The Nurse plays a critical role in Romeo and Juliet. Her relationship with major characters and her part in the secretive romance of the two lovers causes the plays action to move quickly and in a powerful way. The Nurse acts as Shakespeares pawn to guide the events of the play in a dramatic manner. The nurse has an important role in Juliets life. She is almost a mother to her who advises her about her relationship with Romeo. However, she can often behave irresponsibly throughout the play. She influences Juliet and enables her to meet with Romeo in secrecy. She understands how little love her mother gives and encourages her to go out and have fun. Go, girl, seek happy nights to happy days. The nurse is a simple woman, genuinely fond of Juliet with a bawdy sense of humour. She starts off as an amusing character, but as the play progresses and finally finishes in a tragic scene, everyone questions her part in the misfortune. The Nurse is an accomplice alongside Friar Laurence in bringing the lovers together. The Nurse is immersed in Juliets affairs and strives to help with her plans. The Nurses desire is simply to keep fourteen-year-old Juliet content. Her obstacle is her sense of duty to Lord and Lady Capulet, though this never seems to deter her actions. Unlike Friar Laurence, the nurse doesnt warn Juliet of the consequences when defying her parents and meeting Romeo in secret. Her only motive to get involved is due to her excitement and understanding of the meaning to Juliet. She doesnt really know how much Juliet really loves Romeo as she only praises either Paris or Romeo when it is the right time. She praises Paris in the beginning of the play by and then admires Romeo, by describing his physical attributes, though his face be better that any mans, yet his legs excels all mens, but then approves of Paris when it is time for the wedding. She describes Romeo as a dishcloth compared to Paris when she said that Romeo could not be compared to any other man. She contradicts her opinions. After Tybalts death, the Nurse becomes less sympathetic and later when Capulet orders Juliet to marry Paris; she defends Juliet at first but later pragmatically suggests that Paris would not be so bad after all. When the Nurse suggests that Juliet should forget about Romeo and marries Paris, she loses Juliets trust and confidence. Juliet decides to seek the help of Friar Laurence; thereafter she no longer involves the Nurse in her secret plans. Friar Laurence is a well-intentioned man who advises Romeo to be more cautious and sensible about the decisions he makes. He knows that Romeo and Juliets love will cause trouble and advises them Wisely and slow: they stumble that run fast His premonition violent delight have violent ends is proved well founded. He advises the couple to be wary and to pace themselves, but this is not executed in a practical way. . He feels that Romeo is very hasty in his decisions, having been so preoccupied with Rosaline, and states, Young mens love then lies, Not truly in their hearts, but in their eyes. He often contradicts himself, as he does not support his point with a valid motive; he just pushes their haste. The friar is taking the lead and is dominant over Juliet as he encourages her to deceive her parents. Be strong and prosperous in this resolve. The friar advises Juliet about the poison and soon becomes involved in the scenario. Her parents are also unaware of this situation. He is a holy man and should have respected the Capulets wishes and yet he ignores that image and want love to blossom in the eyes of Romeo and Juliet. He hopes that it will reconcile the families, For this alliance may so happy prove, to turn your households rancour to pure love. It is ironic as it is the lovers death, which brings about this outcome. When the wedding ceremony between Romeo and Juliet takes place the Friar still believes that Romeo and Juliet are merely infatuated with each other and are not truly in love, but he agrees to marry them anyway. He does this because he still hopes that he could help bring their feuding families together. Friar Laurences sense of duty here identifies him as the peacemaker of the play. Ironically, his intentions were never truly fulfilled because the circumstances surrounding the marriage made it almost impossible for peace to occur. It is important to remember that the Friars impetus for all his actions in the play are initially to bring peace, and secondly to bring happiness to Romeo and Juliet. The friar could also be accused of being responsible for their death as he occasionally acted irresponsibly. With good intensions he sends Romeo to Mantua, gives Juliet a powerful drug and lies to Paris and Juliets family. When Juliet arises from her slumber, the friar flees, as he cannot face the tragedy of Romeos death, despite being accountable for the failed plan. This is a time of Unhappy fortune as things did not go as intended. When Paris is asks the friar to preside over his wedding to Juliet the next day. This causes great conflict for the Friar, because he knows the whole story, and he is very relieved to see Juliet appear at his chamber. After Paris leaves, Juliet begs the Friar to help her in her predicament. As a religious man, the Friar is also looking for a way to avoid doubly marrying Juliet, so he helps her plan her death. This was the final decision made by the friar. He did not think to look at other solutions, such as maybe stalling the wedding and proceed with th e ceremony later on. He acted hastily without thinking and contributed towards the death of the two lovers. Romeo and Juliet, being the protagonists of the play, contribute to the tragic events. They are equally to blame for their own death. Romeo shows a particular characteristic consisting of intense, passionate and impulsive behaviour throughout the play. He is engrossed by his emotions from his first appearance when he is sighing for Rosalind to his last when he kills himself for Juliet. He blames fate for his misfortune when things go wrong, most notably after killing Tybalt. O, I am fortunes fool! In support of Romeos belief that fate is to blame for everything, the prologue refers to the start crossed lovers and their death markd love, suggested that Romeo and Juliet were born to die tragically and nothing could have prevented it. Such as Romeos impulsive, passionate nature that, not only does he fall in love at first sight, he does not think about his actions. Throughout the whole play, the theme of haste and acting before you think is reiterated. Romeo falls into love too quickly and acts too hastily. He does not think about what might happen as a result of this speed of life as he does not think things through. At the beginning of the play, we first see war; and now we hear about love, as Benvolio describes the behaviour of his infatuated friend. Romeo is up before dawn, walking alone in the woods and weeping; when the sun rises, he hurries home and locks himself from the outside world. These are the early symptoms of unrequited love, although neither Benvolio nor Romeos parents appear to recognise this. We wait for Romeo to show us the extent of his love-sickness. He is miserable, however he enjoys his misery. What matters to Romeo is the emotion that he calls love. It makes him happy and at the same time, makes him sad. He tries to express these two conflicting states in a series of witty paradoxes- phrases, which seem absurd. These are also an ominous, foreboding sign, as they are ironic and connect with Juliets death, when she takes the drug; still-waking sleep. During the balcony scene, and then after his wedding night he doesnt give any thought to what Juliets family think. He would rather they find out and his life were better ended by their fate. Better to love and die than die without love; than death prorogued, wanting of thy love. This is ironic as Romeo did die for his love and ended this relationship with Juliet by departing with her through committing suicide out of love. Their engagement interprets a situation happening too quickly. Romeo shows significant queries about the sudden love between them, so thrive my soul-. He shows us that he hopes his soul will survive but in the end, we can see that it doesnt, but dies out along with his love for Juliet. When Friar Laurence offers the couple advice, wisely and slow, Romeo takes no notice. His emotions overcome him and he kills Tybalt, a disastrous action, which results in his banishment. He tries to avoid getting into a fight with Tybalt, proving that he is a powerful, yet resistive character, Doth much excuse the appertaining rage to such a greeting. However, the results draw nearer to a death. He did try to prevent the fights happening on the streets and was considerate about the people of Verona, forbid this bandying in Verona streets. Then, instead of facing upto his actions, Romeo falls into despair and wants to kill himself. He mistakes the sentence of banishment. He feels that this sentence is an easier punishment that death. He does not want to live without Verona walls. Similarly, Romeo is contributing to his own ending. He looks at banishment as death and feels he is married to death and disruption. At the end of the play, he comes into contact with death. Finally, if Romeo had waited a few seconds longer, before drinking the poison, he would have seen Juliet wake up, but, true to his character, he doesnt wait and tragically, this results in both his and Juliets death. I feel that if Romeo should not have been so quick thinking and taken into consideration what the outcome may have been and how each of the other characters felt about certain situations. He should have listened to friar Laurences guidance and remained as he was without marrying Juliet. On the other hand, Mercutios death was uncalled for and Romeo did not have to retaliate towards the Capulets household. For a moment, Romeo forgot about his new bride and retrieves his sword to attack her cousin in an act of vengeance for the death of Mercutio. Prince Escalus hears of the sequence of events from Benvolio and promises to strict justice. He lets Romeo hence in haste. This must be done, or all civil law will break down, and a state of anarchy will result; mercy but murders, pardoning those who kill. Due to the lack of responsibility and irrational thinking, Romeo rushed into his decisions and killed Tybalt out of reprisal. Had he thought about his actions, he would had stayed in Verona, prevented Juliet from drinking the drug; made by Friar Laurence, and be alive on this present day, living happily with his wife Juliet. They two families may have reconsidered and put away their differences. Committing suicide is Romeos final and most profound act in his pursuit of Juliet. On reflection, Juliets action and way of thinking also contributed towards to hers and Romeos death. Unlike Romeo, Juliet changes and progressively matures in the play. When she first appears in the play, she is obedient to her mother. However, once she falls in love with Romeo, she becomes more organised, thinks independently and soon defies her parents. As a result of this, she felt unaided and was left to seek advice from other characters, such as friar Laurence. After the Nurse leaves she says, Ancient damnation! O most wicked fiend, and then goes off alone to talk to the Friar. Lady Capulet, Juliets biological mother only tells her what to do, and has never been personally close with Juliet. When Juliet comes of age to get married, Lady Capulet wants her to marry Paris, and does not care how Juliet feels about it. Juliet tries to talk to her mother about it, and tell her that she does not want to marry Paris, but Lord Capulet walks in and angrily tells her that she will go and marry Paris even if he has to drag her there. Juliet again pleads with her mother to delay the marriage even for a week, but Lady Capulet only responds with, Talk not to me, for Ill not speak a word. Do as thou wilt, for I have done with thee. Later on in the play Juliet finally gets the confidence to stand up against her parents, when they tell her that she will be marrying Paris. Juliet tells her mother, I will not marry yet, and when I do I swear, it shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! A couple days prior to this, Juliet would not have had the confidence and maturity to speak up against her parents wishes. For example, in Act I, scene 3 Lady Capulet asks Juliet if she has thought of marriage, and when Juliet says no, Lady Capulet says, Well, think of marriage now. Juliet does not argue at all, and tells her mother she will do what she orders. If she had listened to her parents, the death could have been prevented and instead of seeking advice from friar Laurence, Juliet would have married Paris. Verona is a patriarchal city, which means that fathers hold absolute power over their daughters. They may give them to whomever they choose, and feel deeply insulted if their daughters dare to choose otherwise. Juliet chose to differ with her father and disobeyed his wish to marry Paris. One might imply that if she has married Paris, her father would not have cruelly commented on her, calling her a green-sickness carrion and tallow face. If Capulet had listened to his daughter, she would not have been ungrateful. Unlike the situation with Juliets parents, her behaviour towards Romeo equally contributes to the events leading upto her own, as well as Romeos death. Like Romeo, Juliet was too swift into rushing into marriage. She was already partly married to Paris at the time of the ball, and until then, had been happy with her parents choice. She says tell my lord and father, madam, I will not marry yet. She knows that this secret marriage with Romeo will upset her parents to a further point, my only love sprung from my only hate but she still continues with the marriage in secret. If Juliet had not been so fickle as to fall in love with Romeo on the night of the masquerade, they both may still have kept their lives. Upon marrying Romeo, Juliet is quite joyous and believes her troubles are over; however, her hasty decision actually becomes the beginning of many troubles to come. Juliet is different from Romeo in the fact that she does not blame fate for the things that go wrong, she blames her birth as we here in these rhyming couplets Prodigious birth of love is to me, that I must love a loathed enemy. There are many important points in the play, where I believe fate influenced certain people to make certain choices which affect the chain of events leading to Romeo and Juliets deaths. Unlike the intentions of the other characters in the play, it can also be believed that the tragedy was not the fault of any one individual but happened because of bad luck. It was fate that Romeo and Juliet met and fell in love, and was a misfortune that the letter, which could have saved them, didnt reach Romeo in time. Fate seemed to control both of the lovers lives and force them together, becoming the ultimate controlling power in this play even if it is not recognised however in the prologue there is a chosen identity of starts a pair star-crossed lovers. A large part of the beliefs for both Romeo and Juliet involved fate, they believed in the stars and that their actions were not always there own, Romeo for example says some consequence yet hanging in the starsby some vile forfeit of untimely death. But hath the steerage over my course direct sail. He is simply saying to his friends he had a dream, which lead him to believe that he will die young because of something in the stars, something that will happen. The only instance of fate managed to direct Romeo into its web like a spider. Conversely, Romeo is continually in control of his own actions, yet he blames fate through astrological imagery. As he drinks his potion he blames fate, but he is the one who looks for the apothecary, and makes the description of what kind of poison he wants. An example of one of the characters from the play referring to fate is when Mercutio attempts to make Romeo go to the Capulet dance. Romeo eventually agrees, but he still feels uneasy: I fear, too early: for my mind misgives Some consequence yet hanging in the stars Shall bitterly begin his fearful date This reference to the play shows that Romeo never felt happy with the idea of going to the Capulet party in the first place. If he had trusted his instincts and refused to go, the deaths of the two lovers may have been averted. By including these foreboding lines, Shakespeare suggests to the audience that the ultimate destiny of Romeo and Juliet was, in fact, fated. Friar Lawrence refers to fate when he is told that Romeo did not receive his vitally important letter. Unhappy fortune! By my brotherhood, the letter was not nice but full of charge. This quotation displays the worry of the Friar as he realises the disastrous consequences that could unfold if Romeo does not receive his letter in time. Shakespeare could have phrased this sentence differently to place the blame upon the messenger, but instead he expresses it as though it was the fault of fortune. On the other hand, an argument can be made that the conclusion of the play may have been more tragic if Romeo and Juliet had of survived and lived depressed, but without a doubt, either way, the Friar would have been involved. Extract the Friar from the story of Romeo and Juliet, and one may find that there would not have even been a story. The Friar is an extremely important character. In conclusion I feel that each of the main characters contributed towards the tragedy consisting of Romeo and Juliets death. The hasty marriage, wrongful use of the potion, failure to send the letter, and selfishness of the Friar are the causes for the deaths that occurred in the play. In spite of the many coincidences and references to heaven and stars, Romeo and Juliet however, is not totally a tragedy of fate. Each character has his/her freewill and is responsible for his/her actions. The substantial events that inspire the conclusion of Romeo and Juliet are; the Capulet ball, the quarrel experienced by Tybalt and Romeo, and Friar Johns plague. The Capulet ball influences the ending of the play by Romeos invitation at the ball, which creates the meeting of Romeo and Juliet. The ball also gives birth to Tybalts anger and causes his challenge. The challenge causes the banishment of Romeo, which produces much grieving by Juliet and Romeo. Since Friar John did not deliver the letter, Romeo thinks that Juliet is dead, sacrifices himself. Juliet seeing that Romeo is dead, slays herself also. It could be said that fate has no part at all in the Romeo and Juliet play, that it all happened of its own accord, and this could be possible. Personally, I think that too many things would have had to happen consequentially for it to all happen by chance I still believe that Shakespeare was still hinting at the prospect of justice; that wrong doings will be punished in some way or other. Basically, I think that Romeo found true love, and paid the price for trying to get everything he wanted. He was initially put into a very difficult situation, from which an unfortunate chain of events couldnt be stopped from arising. From my essay I can conclude that from the many references to stars and from the consequential sequence of events, that I thoroughly believe that Shakespeare intended to clearly state that fate had a definite part in the deaths of Romeo and Juliet. The tragedy of Romeo and Juliet should be designated as the failure of human responsibility or human error rather than fate. Who should be blamed for this tragedy may remain long controversial, but the story of the two star-crossed lovers will remain timeless in the world of literature. For never was a story of more woe, than this of Juliet and her Romeo

Slave Trade essays

Slave Trade essays When thinking about the slave trade and everything that goes along with it, it makes me angry. I feel that taking millions of Africans from their home, putting them through torture and treating them inhumanly, just to help the economy is very wrong. To do something like that to the human race is unfortunate. Even though there were some benefits of slave labor and slave trade, it was not worth all the torture that went on. First off, what the Africans had to go through was very cruel. Millions of Africans were taken from Africa to make the journey on a boat to be traded. While making the trip to their new homeland, they were treated like dirt. The vessel was only seventy-five feet long yet 350 Negros crammed on board. One hundred and eighty were stowed as to have barely sufficient height to hold them selves up. (library book) The conditions on the boat the slaves were on were very poor. It was very unclean. The floor of their rooms was so covered in blood and mucus that it looked like a slaughterhouse. If the slaved died or had a contagious disease or sickness, they were simply thrown overboard for the sharks to eat or to get washed up on shore. (library book) For a human being to under go these conditions, it is wrong. The Africans were given no respect, which they deserved. This is very tragic and cruel. Not only did they suffer on their journey across water, they suffered when they reached their new home in possession of their owner. They were forced to do hard labor, had a poor diet and clothing, and inadequate housing. Because of the conditions they were forced to live in, they had a high mortality rate. (text book) They were punished by whipping, and other harsh corporal punishments.() Slaves were often forbidden to gather in large groups in fear that they may plan a revolt against their master. They also were not allowed to be married. Their children were automatically owned by the slaves owner not by the...

Infuse vs. Suffuse

Infuse vs. Suffuse Infuse vs. Suffuse Infuse vs. Suffuse By Mark Nichol What’s the difference between infuse and suffuse? To infuse something is to literally or figuratively fill it; the senses include â€Å"animate,† â€Å"inject,† â€Å"inspire,† â€Å"introduce,† â€Å"permeate,† and â€Å"steep.† One that or who infuses is an infuser, the act of infusing is called infusion. Suffusion is a closely related concept, but suffuse means, in addition to â€Å"fill,† to â€Å"spread over or through,† as if with light or liquid; synonyms include flush. These terms and their several cousins all have in common a root based on the Latin term fundere, meaning â€Å"pour,† and are related to the verb found in the sense of melting and pouring into a mold, as is done at a foundry. (The other senses of found, the past-tense form of find and the word meaning â€Å"establish,† have separate origins.) Etymologically related words include fuse in the sense of â€Å"blend or join† and its noun form fusion. (The noun fuse, referring to an electrical device or a cable or cord used in lighting an explosive- in the latter sense, also spelled fuze- is unrelated.) Then there’s confuse, meaning â€Å"make difficult to understand,† â€Å"cause someone difficulty in understanding,† or â€Å"mistake someone or something for another†; the synonym confound, which can also mean â€Å"prove wrong† as well as â€Å"increase confusion,† has the same origin. Diffuse means â€Å"spread out†; the adjectival form means â€Å"not concentrated.† The quality of being diffuse is diffuseness, and the noun form for the act of spreading out is diffusion. (Diffuse is not to be confused with defuse; that word is an antonym of the unrelated sense of fuse.) Effuse is a synonym for diffuse in the sense of being spread out amorphously; the verb form, used more often than the adjectival form, means â€Å"pour out† or â€Å"display much or excessive enthusiasm.† (The adjectival form for the latter sense is effusive.) Perfuse is a rare synonym for diffuse or suffuse with the additional sense of forcing the flow of a liquid through something (it has no adjectival form), and transfuse, meaning â€Å"permeate† or â€Å"transmit,† also has a sense of â€Å"transfer†; the common noun form associated with this meaning is transfusion. (Something that can be transfused is transfusible; that word is sometimes spelled with an a instead of an i.) The noun and verb forms of refuse are unrelated; its Latin progenitor, refusare, probably originated as a mash-up of refutare and recusare, the Latin words from which refute and recuse are derived. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational Writing40 Synonyms for â€Å"Different†Using Writing Bursts to Generate Ideas and Enthusiasm

Nokia Emerges as India's Most Trusted Brands Article - 2

Nokia Emerges as India's Most Trusted Brands - Article Example The logo, which reflects the company’s mission â€Å"Nokia- Connecting people†, explains the reason for being the leading brand in itself. Nokia has not only understood its consumers’ needs but has also tried and reached its consumer’s utmost requirements. These include providing them with better connectivity, navigation, music optimized functionality, addictive games, business/email services, video and much more. Nokia has always made sure to give its consumers the best voice quality, better battery times and user-friendly GUIs - Graphical User Interfaces. Furthermore, from developing these creative designs/features to growing its offer of Internet usage and its enterprise solutions and software, Nokia has always focused in to give best deals to its consumers. Not only that, Nokia’s new merger with Siemens has provided its customers with equipment, solutions, and services for communications networks through Nokia-Siemens networks. (Nokia emerges as Indias most trusted brands., 2010). With qualities like such, Nokia owes to have the highest brand equity among its consumers. The reason that these brands are still in my memory is that of the strong and lasting image that they have built in the consumer market. The brand’s position in the PLC does affect consumers’ choices to a great extent. Consider as an example the computer manufacturer: Sony. Sony is also one of the leading electronic brands in the world and was established in 1958. Since then, Sony has tracked a long history of innovation and inventions from its first transistor radios to the first Trinitron color television in 1968, the color video-cassette in 1971, the popular Walkman in 1979, the worlds first CD player in 1982, the 3.5-inch floppy disk in 1989 and many others.  

Anti bullying Essay Example | Topics and Well Written Essays - 1250 words - 1

Anti bullying - Essay Example In order to gain domination over others, bullies use coercion or physical assault, threats or verbal forms of harassment of which they normally direct towards identified ‘soft’ targets whom are likely to offer less resistance to the bullies. According to Lemus, bullies rationalize and justify their behaviors based on their differences with the victims on appearance, gender, class, behavior, religion, race, sexuality, or abilities (23-25). In the writings by Sullivan, he stated that bullying is normally classified into four key categories that include cyber bullying, physical bullying, verbal bullying, and emotional bullying, and when the bullies operate in a group it is termed as mobbing (68-71). According to Hadikin and O’Driscoll, cases of bullying are more rampant at schools where majority of those who are physically strong, have unique capabilities, or come from a financially well-off background, tend to look down upon others whom they perceive as weak targets (78-82). In addition, cases of bullying also exists within the workplace, where in most cases those who are in senior positions tend to show tendency of bullying toward those who are in junior positions. Bullying within schools and at workplaces is termed as peer abuse. This present informative essay is divided into a three part series that begins with the causes of bullying, the effects of bullying, and anti-bullying practices that should be implemented largely in schools. In the studies conducted by Lemus, he stated that bullying is caused by social factors that alter the behavior and attitudes of the bullies who pick on bad behavior of intimidating and harassing other people (32-34). Primarily, Sprung et al. stated that most bullies normally come from dysfunctional homes where they are exposed to violent punishments or regular violence within the household and even uncaring attitudes from their

The preface reading of Seven Kinds of Smart Essay Example for Free

The preface reading of Seven Kinds of Smart Essay The preface of Seven Kinds of Smart begins with the question, â€Å"How intelligent are you?† (1) I immediately thought that the book is probably a step-by-step guide to improve my grades. I flipped to the next page, where the book quickly runs down what it isn’t. Among them: â€Å"This book won’t help you raise your IQ score† (2). What it claims to be is a â€Å"personal cognitive self-renewal kit† (2). What does that mean? Judging from the simple overview, this book intends to make the reader understand that being smart does not have to do with grades alone. Its premise is: â€Å"(Y)ou already have enough active brain cells inside you to accomplish many great things in life† (2). The next step then is to educate readers that the brain has different intelligence ‘departments,’ which they can develop and exercise simultaneously. The book does not promise to produce geniuses, but offers ways to help readers achieve their cognitive potential. It is a â€Å"self-renewal kit† in that it contains insights, exercises, assessment activities and practical tips for self-improvement, all at the reader’s disposal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am a fresh graduate currently seeking a job. This book, I believe, would help me know myself better—the things I am good at, the things I am capable of doing, and the things I could work on.   The book discusses multiple intelligences based on well-established research—added knowledge that I will definitely learn from. Assessing myself by filling out checklist and performing the exercises would hopefully prepare me for any kind of job interview. This book of self-assessment would hopefully boost my confidence and self-assurance. These attitudes are especially important since I am an infant crawling on all fours in the world of work. Having just enough confidence prepares the brain’s alertness and the volatile ego should circumstances in the course of my job search do not work in my favor. For the long-term, I am certain this is a good resource that I can pick up time and again to guide me in developing a modest career.

Status Quo :: essays papers

Status Quo 1776, The American colonies rebelled against their oppressive, imperialistic mother country Great Britain. They challenged the traditions of an ancient mother country to become an independent nation that would eventually lead the free world. Critical review of established laws, attitudes and beliefs are what this country was forged from. The United States exemplifies the idea that it is necessary to challenge practiced policies when they have become obsolete and ineffective. When governments are out of touch with the bodies they govern then they have become ineffective. This holds true for any situation where one group has control over another from the United States Congress, to state and local governments, and even school boards and administrators. Student life is fully regulated by those who are in noway subject to their own rules. Many examples of this are present in the hallways of schools across America. Most of the hypocrisies are not major travesties of justice, but they do lead to a feeling of second class citizenship among the student body. Little things like not being able to drink a cup of coffee in the hallway degrades students by questioning their ability to perform a simple task without causing problems or difficulties. Unbalanced legislation such as this, where there is a double standard, should be replaced to insure that regulations are to protect the welfare of a population. Not merely to oppress it. Another oppression in schools is the use of a permit pass system for movement from room to room. This practice of total documentation of a students movement throughout the school day is not only unnecessary, but also impractical. And can again lead to the feeling in students that they cannot be trusted because they are inferior to their older counterparts. An idea which is not cohesive to a learning environment by installing an attitude of failure before an attempt is even made. This unfair policy should be replaced with an honor system based on the students verbally informing those who are liable where they are going to be. Changes like this are often needed to transform a non-working system of regulation into a constructive guide for coexistence. Administration’s control needs to be changed as well because in most cases it is comprised of professionals with the highest degree in their fields. This in turn means that a great deal of time and with it change has occurred between their actual experience of their first twelve years of education and their present state in life.

Sunbeam

In 1897 John K. Stewart and Thomas Clark incorporated their Chicago Flexible Shaft Company, which made horse trimming and sheep shearing machinery. [4] In 1910 the company produced its first Sunbeam branded household appliance, the Princess Electric Iron. The company did not officially change its name to Sunbeam until 1946. [5] In 1928, the company's head designer, Swedish immigrant Ivar Jepson, invented the Mixmaster mixer.Introduced in 1930, it was the first mechanical mixer with two detachable beaters whose blades interlocked. [6] The Mixmaster became the company's flagship product for the next forty years, but the brand also became known for the designs, mainly by Robert Davol Budlong, of electric toasters, coffee makers, and electric shavers, among other appliances. [edit] Purchases and acquisitions Sunbeam bought out the Rain King Sprinkler Company and produced one of the most popular lawn sprinkler lines of the 1950s and 1960s.Meanwhile, Sunbeam continued to expand outside of Chicago. By the end of the 1970s, as the leading American manufacturer of small appliances, Sunbeam enjoyed about $1. 3 billion in annual sales and employed nearly 30,000 people worldwide. The John Oster Manufacturing Company was acquired in 1980 by Sunbeam Corporation. In 1981, after Sunbeam was bought by Allegheny International Inc. of Pittsburgh, most of the Chicago-area factories were closed and the headquarters moved from the Chicago region.During this time the companies Allegheny controlled included John Zink Company (manufactured air pollution control devices) and Hanson Scale (manufactured bathroom scales and other balance machines). [7] Allegheny's 4 principal divisions, including Sunbeam, went into decline through the mid 1980s. Since Sunbeam-Oster was one of the most important divisions, responsible for nearly half of all sales, the stockholders were very concerned about the leadership. In 1986, the stockholders accused the Chairman and CEO, Robert Buckley of mis-appropri ating funds. 8][9] Buckley's successor, Oliver Travers, downsized considerably and by 1988, the company was essentially just Sunbeam and Oster. The decline continued aided by the stock market crash of October 1987 and Allegheny filed for Chapter 11 bankruptcy. [10] In the fall of 1989 an investment group called Japonica Partners [11] purchased the remains of Allegheny for $250 million ($468. 7 million today) in hostile takeover. [12] The company was renamed Sunbeam-Oster Company, Inc. At this point the usiness was then divided into 4 divisions: Outdoor Products, Household Products, Specialty Products, and International Sales. The company headquarters were moved again from Pittsburgh to Providence, Rhode Island and then finally to Fort Lauderdale, Florida. [13] By late 1991, Sunbeam-Oster's sales had increased 7% enabling it to make the Fortune 500 list. [edit] Chainsaw Al In 1996, Albert J. Dunlap was recruited to be CEO and Chairman of Sunbeam-Oster. In 1997, Sunbeam reported massi ve increases in sales for its various backyard and kitchen

Project Management and Community Members Essay

TopCoder has a very unique and different model with respect to the traditional companies. As a senior manager, I would need to build following capabilities: Firstly, build manpower to oversee a community of over 200,000 members and direct the process of competition based software development. The emphasis would be on not managing individuals but managing the process of participation, fostering community participation and community growth. Secondly, focus on building a critical mass of talent and coding capacity to run many competitions and produce solutions for clients at the same time. This would require attracting new members into the community through more challenges and contents, doing online advertising and member development days. Thirdly, build norms by maintaining the highest standards of contest integrity, transparency and quality. Strictly monitor competitions and maintain consistency of procedures. Fourthly, provide the right governance. Involve the views of the community members as well in the decision making process and treat them as driver along with establishing a fair peer review scoring system. Fifthly, do the right resource allocation. Allocate community resources and control contest participation across the number of contests. This is because unlike traditional firms, Topcoder cannot assign specific people to a task or project. Focus would be on to set the prize amount, duration and timing of contest and the number of competitors. Sixthly, work towards retaining community members and encourage future contest participation. Supply community members with consistent work stream and prize money. Dedicate significant resources to facilitate forum discussions and encourage members to engage in the community. On the demand side, as a manager, I would need to guide clients through the contest-based software development process, provide suggestions for contest prize amounts, gather feedback between contests and provide project status updates to clients. In case of technical problem, get the problem fixed through the appropriate community members. Manage client expectations and serve as a board for client concerns. Additionally, educate the clients on how to use the TopCoder platform to manage the contest-based software development process themselves.

Seven Faces of Persuasion Essays

Seven Faces of Persuasion Essays Seven Faces of Persuasion Essay Seven Faces of Persuasion Essay Essay Topic: Persuasion Chapter 1 notes Seven Faces of Persuasion- Interactive media – media in which the receiver is able to actively participate in the communication process. Cultural diversity – the increasing numbers of persons from other cultural backgrounds, races, ethnicities, sexual preferences, educational levels, political and religious beliefs, etc. Propaganda – set of messages designed to influence large numbers and warns that it is selective and that it â€Å"†¦presents facts selectively in order to†¦produce an emotional rather than a rational response to the information provided†. Advocacy – to promote a given belief or course of action. â€Å"arguing on behalf of a particular issue, idea, or person. † Response-ability – your ability to wisely and critically respond to the persuasion you encounter and to make wise choices and ethical decisions when you both process and craft persuasion. Doublespeak – NCTE defined as deliberate miscommunication and which the American Heritage Dictionary defines as â€Å"evasive, ambiguous, high-flown language designed to deceive. Scam – A fraudulent business scheme- a swindle. To deprive by deceit† The typical scam relies heavily on persuasion first in convincing the person to be scammed that the persuader or scammer is credible or believable. Identity theft – Most commonly accomplished by phishing or representing oneself as a trustworthy financial institution in order to gain sensitive information that can be used to masquerade as someone else. Self-protection – Rhetoric Aristotle defined rhetoric as â€Å" the faculty of observing in any given case, the available means of persuasion. † Artistic proof the choice of evidence, the organization of the persuasion, style of delivery, and language choices. Inartistic proof – includes things not controlled by the speaker, such as the occasion, the time allotted to the speaker, and the speaker’s physical appearance. Ethos – The sources credibility, the character of the speaker. Pathos – emotional appeals, usually found in the kinds of colorful language and imagers used by the persuader or in the emotional level of evidence cited. Logos – using logical or rational appeals. Aristotle defined this as a persuasive tactic as well as the use of statistics on behalf or against a given policy of government or a brand or other issue. Common ground – Shared beliefs, values, and interests between persuaders and persuades that could be established by all of the tactics. Enthymemes – defined as â€Å" a form of argument in which the first or major premise in the proof remains unstated by the persuader and, instead, is suppli9ed by the audience. † Identification – Burke believed that if receivers feel they are being spoken to in their â€Å"own language† and hear references to their own beliefs and values, they will develop a sense of identification with the persuader, believing that the persuader is like them. Co-creation – this definition implies that persuasion requires intellectual and emotional participation between both persuader and persuade that leads to shared meaning and co- created identification. Self-persuasion – (ELM) Elaboration Likelihood Model – is a theory that serves as an organizational model of persuasions and has resulted in significant changes in the way theorists view persuasion. Central information processing route – one of two routes taken from the ELM, the receiver consciously and directly focuses on the persuasive communication while mentally elaborating on the issues and actively seeking more information. This requires significant effort on the part of the receiver. Peripheral information processing route – one of two routes taken from the ELM, information may be processed almost instantly or just by the senses, without direct focusing on or researching of the decision. SMCR model : A source (S) (or persuader), who or which is the encoder of the message. The code can be verbal, nonverbal, visual, or musical, or in some other modality. A message (M), which is meant to convey the source’s meaning through any of the codes. A channel (C), which carries the message and which might have distracting noise. A receiver (R) (or persuade), who decodes the message, trying to sift out channel noise and adding his or her own interpretation. Influence – refers to the ways in which some kinds of things alter a person’s attitude or behaviors. Coercion – another form of influence, always uses some level of force-physical or psychological- to gain compliance. Propaganda – is also another form of influence-usually psychological versus logical. Hugh Rank’s model of persuasion – this gives four major persuasive strategies and six associated tactics frequently used by persuaders which critical receivers can identity. 1. Intensify their own good points 2. Intensify the weak points of the opposition 3. Downplay their own weak points 4. Downplay the good points of the opposition The six tactics are: Repetition, association and composition to intensify their own good points or the bad points of the opposition Omission, diversion, and confusion are used to downplay their own bad points or the good points of the opposing brands, candidates, causes, or ideologies.

Free IELTS Preparation Online - ESL

Free IELTS Preparation Online - ESL The IELTS (International English Language Testing System) test provides an evaluation of English for those who wish to study or train in English. It is very similar to the TOEFL (Test of English as a Foreign Language) required by North American universities and colleges. IELTS is a jointly managed test by the University of Cambridge ESOL Examinations, British Council and IDP Education Australia. The test is accepted by many professional organizations in Australia and New Zealand, including  the New Zealand Immigration Service, the Australian Department of Immigration. If you are interested in studying and / or training in Australia or New Zealand, this is the test best adapted to your qualification needs. Studying for the IELTS test usually involves a long course. The preparation time is similar to that of the TOEFL, FCE or CAE courses (approximately 100 hours). The total test time is 2 hours and 45 minutes and consists of the following: Academic Reading: 3 sections, 40 items, 60 minutes Academic Writing: 2 tasks: 150 words and 250 words, 60 minutes General Training Reading: 3 sections, 40 items, 60 minutes General Training Writing: 2 tasks: 150 words and 250 words, 60 minutes Listening: 4 sections, 40 items, 30 minutes Speaking: 11 to 14 minutes Up until now, there have been few resources on the Internet for First Certificate preparation. Luckily, this is beginning to change.   You can use these materials to prepare for the exam or to check to see if your level of English is right for working towards this exam. What Is the IELTS? Before beginning to study for the IELTS, it is a good idea to understand the philosophy and purpose behind this standardized test. To get up to speed on test taking, this guide to taking tests can help you understand general test taking preparation. The best way to understand the IELTS is to go straight to the source and visit the IELTS information site.   Study Resources Now that you know what you will be working towards, its time to get down to work! Read about common IELTS mistakes and check out the following free practice resources on the Internet.   From the IELTS official site: Sample test questions From the excellent IELTS-Blog:  Ã¢â‚¬â€¹A collection of insightful IELTS writing tips From Exam English: IELTS Resources From IELTS Exam Preparation: Practice tests

How did Slavery become a powerful Institution in America Essay - 1

How did Slavery become a powerful Institution in America - Essay Example Lastly, all nations desired conquest for exploring new opportunities. The European rivalries that existed in the New World were an accumulation of conquests that were desired by the imperialistic nations in Europe. From the dawn of the 15th century, European nations such as Portugal, Spain, Netherlands and France begin to establish their dominance. In the 18th century, the British and French fought for dominance over the "New World". These nations desired conquest because of power, wealth, and opportunities. The civil war was one of the bloodiest war fought that continues to leave a dark impression throughout the course of the US History. It is impossible to point just one factor that justified the actions of the Civil War Soldiers. However, it was evident that the growing demand led many plantation owners for suitable land. Additionally, the growing demand for cotton was overwhelming. Moreover, this huge boom in agricultural economies in the Deep South was detrimental as it caused huge divisions and expansions which created a huge movement of slaves. Conducive research indicates that the growing demand for cotton led many plantation owners further west in search of suitable land. Moreover, the invention of the  cotton gin  by Eli Whitney enabled south to be more prosperous via cotton. As a matter of fact, this invention was crucial as it revolutionized the cotton industry by increasing fifty-fold the quantity of cotton that could be processed in a day. It was clear that this mechanization changed the efficiency of how cotton was produced, which meant that the American labor force needed expansion. This caused a greater influx of slave labor. First and foremost was the fact that the Soldiers in North wanted to keep the nation united. The notion of South’s separation from the Union was an idea that the North clearly could not digest. In addition, Lincoln’s