Balcony and monument scenes Essay Example for Free

Overhang and landmark scenes Essay Expound on the viability of Shakespeares symbolism in The Banquet, Balcony and Monument Scenes of Romeo and Juliet That which we call a rose by some other word would smell as sweet. Shakespeare utilizes symbolism and similitudes all through Romeo and Juliet to extraordinary impact. By utilizing language, rather than props or settings to deliver a clear picture, he is connecting with the crowd more and making them have an independent mind. This sensational method is utilized to the best impact in the Banquet, Balcony and Monument scenes, when depicting Romeo and Juliets love. The Banquet scene is the first run through Romeo sees Juliet, so the language utilized needs to have a major effect to pass on to the Elizabethan crowd this is genuine affection, interestingly with Romeos captivation by Rosaline. O she doth show the lights to consume brilliant. Shakespeare utilizes similar sounding word usage on show the lights and consume splendid to make Romeos words sound progressively wonderful and idyllic, in a perfect world like a piece. The words are coincidently particularly like one of Shakespeares poems, Sonnet 21, where he stands out light from dull. Shakespeare utilizes this equivalent correlation all through the play to pass on feelings, hint catastrophe and express the phases of the youthful love to the crowd. As it were, Romeo and Juliets commitment resembles light against the dull foundation of quarreling families. By asserting that Juliet is more brilliant than some other light, Romeo is legitimately contrasting her with different young ladies, specifically Rosaline. At the point when Romeo talks about Rosaline, he utilizes the language of Elizabethan cultured love. Every one of his emotions are very contained in contrast with the idyllic symbolism he utilizes after observing Juliet just because. He says about Rosaline Shes reasonable I love, which in Shakespeares time was the kind of language one would utilize while depicting their adoration. Nonetheless, Romeo portrays Juliets excellence as unreasonably rich for use and later cases that he neer saw genuine magnificence till this night. The crowd knows straight away this is genuine romance. Be that as it may, the crowd is additionally mindful of the way that this adoration is damned, and there is some incongruity in various Romeos lines. Excellence unreasonably rich for use, for earth excessively dear. This proposes Juliet is out of Romeos reach, which, being a Capulet, she is. He is additionally contrasting her with a holy messenger or eminent animal, which he does all through the play. This is Shakespeares method of indicating that despite the fact that these are youthful darlings, they are profound as well. The possibility that she has a place with paradise since she is unreasonably useful for earth develops a sentiment of disquiet and misery in the crowd, as they probably am aware she is going to pass on and along these lines won't have a place with the Earth any longer. This profound symbolism is utilized when the sweethearts trade their first words. Romeo attempts to allure Juliet by alluding to her as his blessed holy place and to his lips as two becoming flushed travelers. This demonstrates Romeo to be a progressively delicate and beautiful character, which makes the crowd, and Juliet, begin to look all starry eyed at him. By alluding to her as his heavenly place of worship he is indicating the crowd that he worships her, and considers himself to be humble contrasted with her magnificence. This discourse between them is spread out in poem structure. Poems are commonly about adoration, which stresses to the crowd that Romeo and Juliet are infatuated. It likewise adds to Romeos wonderful picture. After strolling home later that night, Romeo chooses he needs to see Juliet once more. He discovers his way into her nursery and stands by the overhang. Romeo sees Juliet at her window. He misrepresents the pale flash of the candlelight to depict it as the East. Be that as it may, delicate, what light through there window breaks? It is the east and Juliet is the sun. Shakespeare is utilizing Romeos exchange to light the stage. He places an unmistakable picture into the crowds minds. Again Romeo is contrasting Juliet with light; this time the sun, the most splendid light of all. This is his graceful method of announcing that she is the most splendid and generally delightful of young ladies. It likewise means how significant she is to him, as the sun is basic to regular day to day existence. The light from Juliets window is said to get through. This could infer a forward leap in Romeos love life; he has discovered his perfect partner. In the Balcony scene Shakespeare utilizes language about the moon to help make a scene in the crowd individuals mind. This implies they are progressively associated with the play, and can envision themselves there in the twilight. Emerge reasonable sun and execute the desirous moon, Who is as of now debilitated and pale with pain That thou her house cleaner workmanship unquestionably more reasonable than she. It is intriguing that Romeo looks at Juliets excellence to the moon here, as he has quite recently portrayed her as his sun. In folklore, Diana, the Goddess of the moon, is served by virgin house keepers. Being a virgin, Juliet is portrayed as one of these house cleaners, yet Romeo accepts that Diana is envious of Juliets excellence. He requests that her quit serving the moon, and hence quit being a virgin and become his darling. This shows Romeo is enthusiastic in a sexual manner about Juliet, which would be very energizing to an Elizabethan crowd part, as sex was not as usually discussed as it is presently. The way that the moon is wiped out and pale with distress could be anticipating future sadness for the couple. By requesting that the sun emerge, Romeo is wishing the day to come, in this manner reminding the crowd that it is night. At the point when Romeo chooses to uncover himself to Juliet she, feeling humiliated and stunned, asks him what his identity is. Obviously he has as of late found she is the girl of his familys foe, and feels his name is frightful to her. By a name I know not how to tell thee who I am. My name, dear holy person, is derisive to myself,Because it is an adversary to thee. Romeo and Juliet firmly put stock in their names being a now undesirable faithfulness to their family. Regardless of the way that their names are simply words, both of the star crossed sweethearts feel they are chains, locking them to their families, and getting them far from one another. Again he alludes to Juliet as a holy person. This would appear to be high acclaim to a group of people of strict Elizabethans. In Shakespearean occasions, investigating was famous and a great deal of new terrains were being found. Since movement was not as simple then as it is presently, and the information on the world was not as cutting edge, investigating new grounds was extremely energizing and speaking to the Elizabethans, which was the reason it was a well known topic and why Shakespeare utilized it all through the play. I am no pilot, yet wert thou as far, As that immense shore washed with the farthest ocean, I should experience for such product. The word experience is utilized here on the grounds that in the Elizabethan occasions, worldwide dealers were known as Merchant globe-trotters. It likewise proposes that Romeo discovers his and Juliets love energizing, as experience is typically connected with new and energizing things. Shakespeares utilization of symbolism to pass on Romeos love as a freshly discovered land assists with setting an image in the crowds brains of a far away tropical shore. In Shakespeares time there would not have been a ton of sceneries and pads setting the stage, so it would be dependent upon the crowd to envision their own view, and up to the writer to utilize the right language to animate these musings. Romeo depicts himself being escaped the eyes of Juliets gatekeepers and family. I have evenings shroud to conceal me from their eyes. Again Shakespeare is utilizing light and dull to set a scene for the crowd. His entertainers would not have had the electrical lighting on-screen characters have now, so he would need to make mind-sets and light by utilizing words. Romeo is telling the crowd it is dim, so it is simpler to envision. This complexity is utilized a great deal in the landmark scene as well. At the point when Romeo hears that Juliet is dead he goes to the burial chamber where she is supposed to be. In the wake of killing Paris he takes a gander at Juliet once and for all. He portrays the days they spent all together before death, since it was had faith in those days that before someone passed on, they would appear to be well indeed and cheerful briefly. This is the difference among light and dim once more, which adds temperament to the scene; the crowd realizes Romeo is profoundly disheartened by the abrupt demise of Juliet and, along these lines, so are they. The word lightning makes you consider lightning in a speedy blaze. Their sentiment was unexpected and over rapidly, however extremely illuminating no different. Romeo specifies Juliets magnificence in spite of her demise as well, particularly focusing all the rage and cheeks. Beautys ensign yet Is dark red in thy lips and in thy cheeks Romeo discusses Juliets magnificence a great deal all through the play. In the overhang scene he says The brilliance of her cheek would disgrace those stars and afterward broadcasts O that I were a cheek upon that hand. It is intriguing how Romeo talks of Juliets cheeks to such an extent. Maybe Shakespeare is attempting to interface the two scenes together to show that Romeos love for Juliet was available from the earliest starting point as far as possible of their relationship. He despite everything felt the equivalent for her when she was dead as he did when their affection was sprouting. I will bring her sculpture up in unadulterated gold Montague says this of Juliet in the last scene. Gold was a pricey and valued material to the Elizabethan crowd thus demonstrates that Montague has good intentions. It is somewhat amusing that he is contrasting her with a sculpture, on the grounds that in the principal scene Romeo and Juliet meet, the dinner scene, he portrays her as a blessed holy place. It is an exceptionally dismal second as the crowd are reminded how upbeat the darlings used to be. The crowd truly profits by Shakespeares symbolism as it breathes life into the play. It makes the words unmistakably increasingly lovely and the characters simpler to identify with. Romeo appears to be progressively graceful and simpler to go gaga for. Juliet seems, by all accounts, to be savvy and adoring. Without the symbolism the crowd would not feel as engaged with the plot, and would in this manner not identify with the characters. The symbolism elevates the feelings of the crowd and affirms Romeo and Juliet as one a Shakespeares most noteworthy catastrophes.

Problems in Economic Developments assignment Example

Issues in Economic Developments task Example Issues in Economic Development's task †Assignment Example Segment 1) Real GDP per capita(c) 2) D the entirety of the over 3) A sub-saharan Africa 4) D south and east asia 5) B diminished 6) A 7) C 8) B 9) D 10) A Segment 2 1) a) b) sachs c) He recommend that the remote guide should increment definitely if this immature nations are to create. 2) a) badlandia has greater disparity since its proportion tends towards 1 where imbalance is at most extreme. The higher the estimation of the coecient,the higher the imbalance of salary circulation; the lower it is, the moreequal the appropriation of pay. b) 0.25 c) for tylandia is above on the grounds that it speaks to less imbalance consequently there is little hole among it and 45 degrees line 3) a) financial development alludes to the expansion in national pay while monetary advancement alludes to progress in essential day to day environments or way of life. b) It is more diligently to quantify improvement since it can without much of a stretch be measured. Development is effectively quantifiable in light of its numerical nature. Advancement additionally includes taking a gander at numerous conditions fulfillment of which characterizes whether one is poor or not. c) Human improvement file. d) There are numerous records in light of the fact that so as to ensure whether one everyday environments has improved or not various factors and conditions must be taken a gander at yet not one. To be on acceptable expectation for everyday comforts one needs to satisfy a few fundamental living guidelines. e) 4) a) Us GDP= 101200 $, Thai GDP= 206,000 baht b) Thai GDP= 6867 $ c) 11,200 $ 5) a) The primary channel where imbalance will build development is in occurrences whereby the top in the general public with most elevated salary spares more and contribute. Whenever they contribute they make open doors for the remainder of the standard populace. Since reserve funds rate increment with pay the more extravagant people will put more in monetary development. b) - Changing organizations, whereby establishment are changed over to provide food for the need of the poor instead of being advancement arranged. - Political flimsiness, whereby the poor up ascend against apparent mistreatment by the more extravagant - Dampen goals, this prompts dissatisfaction and coming about to wrongdoing - Dependence, increment reliance lower reserve funds rate and as result low degree of speculation

Cooking and Admissions - UGA Undergraduate Admissions

Cooking and Admissions - UGA Undergraduate Admissions Cooking and Admissions In my mind, there are two methods of cooking; working within the scope of a recipe, and working with what you have available. When you are cooking with a recipe (lets say a cake), you gather all of the ingredients, carefully measure out everything that is on the list, mix the ingredients, and get everything ready to bake. You set the oven, put in the pan, and 30 minutes later you have a warm, wonderful chocolate cake. Everything is clear cut and exact, and if you do not have all of the ingredients, you will not bake a cake. Other times, you are cooking based upon what is in the pantry and the refrigerator, and then using the different ingredients to make a great meal (lets say it is soup this time). You look and see that you have a whole chicken, but you are out of noodles, so instead you use rice to bolster the soup. You are low on onions, so you use what the few you have, but add some seasoning salt to add flavor. And then you notice that you have carrots and celery that can be added for color, taste and nourishment, so you add those in as well. In the end, you have a great chicken and rice soup which is unique due to the variety of ingredients, and your next pot of soup will be unique and different due to the ingredients you have available next time, and how they blend together! This is in some ways the difference between transfer and freshman file review. With transfer decisions, we have a very specific recipe as to what we are looking for in an applicant. You must have a certain number of transfer hours and a certain transfer GPA or higher to be considered, and we only focus on the specific ingredients needed when making a decision. When we review freshman applicants, we are looking at a much larger number of variables, and each applicant brings their own unique set of ingredients to the table. Applicant X might not have as much of one ingredient, but might have more of a different one. Applicant Y might have an abundance of one spice, but might be missing an important stock ingredient. Each applicant is different, based on the unique things they have to offer in their application and how they blend together. I wont go into each ingredient, but you should be able to look at my series on file reading to get an understanding of what we are looking for, and they key ingredients. This is why it is easier to tell if a transfer student is within the range of admission consideration, but why the freshman process is much more complex. This is also why, when a person says How about if I have , I cannot give a good answer, as we are looking at all of the ingredients mixed together, and because we are also looking at a lot of applicants for a limited number of spaces. I hope this helps, and GO DAWGS!

Cell Phones for Young People Useful or Distracting

There has always been controversy as to whether texting and cell phone use can cause young people to be less likely to be able to concentrate and focus. As young citizens we have the right to be able to own a cell phone and not be criticized using it for educational reasons. Phones give you access to the internet, teach responsibility, and is an emergency access to contact parents; however it can cause cheating in class room areas by sharing answers, it can distract people from doing work in class, and can lead to online predators harming someone. Modern day phones give teens access to the internet to help them in many ways possible. For example it starts by helping teens to obtain answers to questions or provide specific locations.†¦show more content†¦For an ordinary individual researchers have concluded that for approximate every 5 minutes or less a person is either using their phone or being distracted by their phone in a way that can harm them and the people around the m (â€Å"Science Proves Cell Phones Distract 1†). In emergency hospitals, board of directors have banned the use of phones while working on a patient. By banning phone use while a physician is working on a patient the risk of making a mistakes lowers down by 85% (â€Å"Science Proves Cell Phone Distract 2†). Some people and social media say that by putting rules on phone and limiting what a person can do with it in a given area think that it’s going against our rights as Americans. The most disadvantage of young people owning a phone would be the chance of them being a target for online predators. Now in days children and teens are being taking advantage of and seriously hurt by online predators. The number of teens and children harmed by an online predator was at a highest of 68% doubling that of 2004 records (â€Å"Pros and Cons 3†). It’s the parents responsibility to ensure their child doesn’t talk to the wrong people on the phone or vi a social networking. In an interview with aShow MoreRelatedImportance Of Cell Phone Safety Essay1056 Words   |  5 PagesThe cell phone safety In spite of the fact that cell phones convey a few expediency and advantages to our lives, they additionally have some possibly unsafe impacts. Disclosure of cell phones has been one of the critical technological progress lately. A portion of these effects has contributed emphatically to our lives, yet at the same time, others have affected contrarily. The cell phones have had a noticeable effect on the social life of individuals. 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Despite the fact that phones can be utilized educationally and serve as a learning too, this same technology can also be utilized negatively at the wrong time. In agreement with many teachers, â€Å"a fair amount of teachers say cell phones have officially replaced chewing gum as the new classroom menace. Constant ringing, chirping, buzzing and texting are interfering with lessons and student learning, and some students are storing notes on their cell phones to cheat on tests†(Hart). In orderRead MoreHow Has Technology Changed Communication? Essay926 Words   |  4 Pagesmany different ways. We usually â€Å"get in to uch† with people through technology rather than speaking with them face to face. The most popular way people discuss things, with another individual, is through our phones. Phones have been around way before I was born in 1996, but throughout the years, they have developed a phone called a â€Å"smart phone†. 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Suicide Is The Second Most Common Form Of Death Essay

Suicide is the second-most common form of death in adolescence. Flip through any peer-reviewed journal article, and you will see that this is not just a myth. In fact, in Canada, 10.3 adolescent males and females take their life for every 100,000 people in the national population every year (WHO, 2007). In the United States, that number is almost double at 17.8 adolescent males and females for every 100,000 individual aged 15-24 (WHO, 2007). For over the last decade, researchers from all parts of the world have been at work trying to piece together what it is that triggers and pushes teenagers into making the ultimate decision and take their life. In Norway, researchers came up with four possible factors: the parents regarding poor communication, previous suicidal ideation, alcohol and drug abuse, and frequency and variances of depression and mental disorder developments (Herrestad, Mehlum, Nrugham). In support of the finding, adolescents in Thailand who had attempted suicide claime d that they had done so due to severe parenting criticisms, which threw them into a state of depression and rendered them uncontrollable of their actions and emotions (Arunpongpaisal, Rungreangkulkij, Sukhawaha, 2016). In another study conducted in the United States, Caucasian and Hispanic adolescents between the ages of 13 and 18 claimed they were 1 1/2 times more likely to have suicidal thoughts if they fell into an addiction with alcohol after having been sexually assaulted (Behnken,Show MoreRelatedEssay on Euthanasia1395 Words   |  6 PagesEuthanasia--what does this word mean? It comes from the Greek words eu and thantos which translate to good death (Euthanasia World Directory, www.efn.org/~ergo/). Though this is the very literal meaning, it has become a more complex concept in our current society. 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The possibility of death is always present, the elephant in the room. Prior to the twentieth century, before the leaps and bounds of modern medical care, people worried about the possibility of dying more often. Childhood diseases could strike and take a beloved child away at any moment, affecting two or more homes in the same community. Today children are inoculated against most of theRead MoreThe Issue Of Teen Suicide1715 Words   |  7 PagesMichelle Todd September 7, 2012. What if your friend wanted to commit suicide? What’s the first thing you would do? Scream? Cry? Help? Many people wish they had helped their friend after they commit suicide. Being the victim is scary, being the witness is scarier, and being the bystander is the scariest. Suicide has been a problem for a very long time. It can be caused by stress,anxiety, bullying, and mental illnesses. Teen suicide is a huge problem because there are so many situations that can stress

Do You Like the Ending of the A Question of Dowry or Cat in the Rain Free Essays

Do you like the ending of the â€Å"a question of dowry† or â€Å"cat in the rain†. Give reasons to support your answer. What do you think will happen to Sivasothie or the American girl. We will write a custom essay sample on Do You Like the Ending of the A Question of Dowry or Cat in the Rain or any similar topic only for you Order Now I like the ending of the â€Å"a question of dowry† because Sivasothie shouldn’t marry to such a materialistic man like Thirulchelvam even though she liked him so much. Thirulchelvam only wanted the dowry that had promised by Mr and Mrs Ramachandran which were a piece of land and gold necklace. If Sivasothie married with such man, she was definitely couldn’t own a blissful marriage. Sivasothie might be very sad when she knew that Thirulchelvam don’t want to marry with her. But, she should feel lucky that she could know the true face of Thirulchelvam before they get marry because he would not be the guy who can give a blissful marriage to her. Besides that, Sivasothie should strengthen her self-esteem and not be a subservient woman anymore. She should have the power to choose the guy that she really feels that are suitable for her until the rest of her life and not compliance with her parents’ choice. This is because her parents are too realistic and just care about the status of their future son-in-law. They had ignored the most important part which is the true heart of the man towards their daughter. Therefore, Sivasothie should broaden her circle of life to get know more of friends and increase her self-esteem as well as her communication skills. Indirectly, these might help her to voice out her opinion and not to be a subservient woman anymore. If she can improve herself, sure she will find a better man to marry to. (251 words) How to cite Do You Like the Ending of the A Question of Dowry or Cat in the Rain, Essay examples

The Soliloquies Spoken By Hamlet Were Directed To The Audience, Rather

The soliloquies spoken by Hamlet were directed to the audience, rather than seeming like conversations with himself. In the first soliloquy, Hamlet talks about how aggravated at life he is and that if it weren't for God's laws he would commit suicide. He is not really morning his fathers death in this soliloquy but more his disgust for his mother for marring his uncle especially a few months after his father's death. He then goes on to explain he must remain silent. He is explaining to the audience that nothing can undo the situation to make it any better. But that isn't good enough for Hamlet. Something has to be done. This soliloquy sparks an interest in the reader and provides a glimpse into Hamlet's thoughts while informing the audience of the history of his family's tribulations. In the second soliloquy Hamlet calls on the audience, the "distracted globe", to hear his vow to get revenge on his uncle and to erase all from his mind except that of what the ghost had informed him of. The ghost, Hamlet's father, had explained to him that Claudius had killed him and his soul couldn't rest until revenge was brought onto his brother. The audience hears Hamlet's promise to make Claudius pay for his murderous ways. Already, the audience is excited by hearing Hamlet's promise because it is giving them something to look forward to. In the third soliloquy, Hamlet admits to the audience he is a coward; "What an ass am I!" He then goes on to tell the audience of his new idea to help draw the truth out of Claudius. He believes that the theater can make a person experience real emotion. He finds this remarkable that something fictional can create a reality. But Hamlet admits that he is not sure if the ghost said to be his father is really who he says to be and not the creation of Satan. Now the audience is aware of Hamlet's concerns and maybe what has been holding him back from taking action. But the prince decides to feed on Claudius's conscience by having the players reenact the murder of his father. Then it is up to Claudius's reaction to prove to Hamlet that what the ghost spoke of was in fact the truth. Now the audience had even more of a build up of what is to come. The best-known soliloquy, the fourth, is not as passionate but more subdued. With this speech, Hamlet is not just talking about taking his own life but more the choice that is put before man between accepting insults and pain from the world or fighting back at it. Hamlet poses the question "To be or not to be." Hamlet seems to search for some kind of meaning to life which is something each individual in the audience has contemplated before too. Hamlet seeks to find an answer we all have yearned to know; is there life after death and if so, is the life he leads now any better? Should Hamlet right the wrong his uncle has made? That is what he is asking himself. If he does he will himself be making a morally unjust decision that would weigh down his own conscience. The audience is able to relate with this; everyone has been faced with a moral dilemma more than once in his or her life. "Thus conscience does make cowards of us all." The audience in hearing these words from Hamlet sees tha t Hamlet is incapable of revenge. The audience is always being included in Hamlet's thinking process through the use of soliloquies. By involving the audience in the protagonist's thoughts it helps the real meaning of the play shine through. The audience is told of past events without a narration that can sometimes take away from the play itself. The main characters' thoughts are not always obvious to the audience. By Shakespeare's writings, the audience is always aware of Hamlet's current state of mind.

Importance of a Teacher Essays

Importance of a Teacher Essays Importance of a Teacher Essay Importance of a Teacher Essay 1996). Fritz Redl, a pioneer in working with students with emotional disturbances, emphasized that self-awareness is a key ingredient for succeeding with this population: As teachers we have a room, a group, equipment, materials, a curriculum, instructional methods, and grades, but most of all, we have ourselves.What happens to us emotionally in the process of teaching emotionally disturbed kids is the critical factor in determining our effectiveness. (cited in Long, 1996a, p. 44) Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict.Although psychological soundness and effective interpersonal skills are essential characteristics for teachers who work with this population (Kaufman, 1997; Webber, Anderson, Otey, 1991), certain students can provoke even the most concerned, reasonable, and dedicated teachers to act in impulsive, acrimonious, and rejecting ways (Long, 19 96a). Students experiencing stress have the capacity to locate and activate unresolved issues in our own personal lives. Few of us possess the inner peace to respond in a calm and professional manner without conscious effort.Awareness of our primary emotional triggers improves our chances of making rational decisions based on conscious choice, rather than unconscious emotional conditioning. 2. Am I paying attention to what I need to pay attention to? Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict. Further, the psychological fit between a teacher’s need to stay in control and a youth’s inability to maintain control can lead to counterproductive power struggles (Long, 1996a).Long asserted that by taking ownership of â€Å"negative† feelings such as anger, frustration, and disdain, we are more likely to recognize the difference between having feelings and being had by our feelings. Teachers who are aware of their own emotional processes are more likely to minimize the frequency and intensity of these counterproductive power struggles (see box, â€Å"Strategy for Identifying and Defusing Emotional Triggers†). Most teachers recognize the power and necessity of using positive reinforcement (Johns Carr, 1995).By consciously noticing and reinforcing positive behavior, the classroom becomes a more positive environment- one in which the recognition of both academic and behavioral accomplishments leads to increased student self-esteem (Fagan, 1996). In an extensive study of effective teaching behaviors for students with disabilities, Larrivee (1982) found that â€Å"giving positive feedback† to be a behavior positively correlated with student performance measures. Johns and Carr recommended that at least 70% of comments teachers give students should be positive.Although researchers have found teacher praise to be linked to improved behavioral and academic outcomes of students with emotional and behavioral disorders, the use of praise in these classrooms is often low (Sutherland Wehby, 2001). Teachers often inadvertently neglect to recognize and build on students’ positive behaviors and strengths. Good and Brophy (1984) found that teachers’ perceptions of students can Strategy for Identifying and Defusing Emotional Triggers Take periodic â€Å"timeouts† before, during, or after both â€Å"positive† and â€Å"negative† interactions with students. Ask yourself: â€Å"What led me to respond this way? â€Å"Is this way of responding helping or hurting this relationship? † â€Å"Is it helping me grow as an educator? † â€Å"Is it helping the youth make better choices? † It is important to remember that we are often unaware of our primary emotional triggers. Actively seek consultation from colleagues and supervisors regarding behaviors a nd/or attitudes which are helping or hurting your effectiveness in the classroom. Ask a colleague or supervisor: â€Å"What do you see as my biggest strength in working with students with behavioral and emotional disorders? † â€Å"What types of problems or student behaviors do I find the most difficult? TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 9 affect teaching outcomes. Teachers who work with students with emotional and behavioral disabilities can become so attuned to problem behaviors and perceived weaknesses, they inadvertently neglect to recognize and build on positive behaviors and strengths. A Minnesota youth poll by Hedin, Hannes, Saito (as cited in Braaten, 1999) revealed that two thirds of respondents believed that they were perceived negatively by the significant adults in their lives. Only 25% believed that adults held positive images of them.Furthermore, a large proportion did not believe the adults’ perceptions of them to be accurate. The researchers concluded that the youths believe that adults do not value or trust them and do not treat them with respect, and this belief increases as the youths grow older. In their study of teacher behaviors, Sutherland and Wehby (2001) found that ongoing teacher self-assessment had a positive impact on teacher praise. The Penny Transfer Technique is one strategy teachers can use to help them Strategy for Shifting Your Focus (The Penny Transfer Technique) Take five pennies and place them in your left pocket.Identify a student in your classroom who regularly needs to be redirected. Ideally, this should be a student whom you find difficult to engage. Every time you are able to verbally encourage that student for something he or she does well, transfer a penny to your right pocket. It is important to avoid phony or superficial affirmations (e. g. , â€Å"I like your new jeans†). Your goal is to move all five pennies to the right pocket by the end of the day. Repeat this exercis e each day for 2 weeks. (Note: You may need to use less pennies or extend the timeframe several days if you are only with the student one period. Richardson (2001) noted that professionals who have used the Penny Transfer Technique have found that (a) they began to automatically notice positive behaviors of problem students and (b) they were able to change their perceptions and thus improve their relationships with these youth. 3. Am I using effective strategies to reduce burnout and nurture my own mental health? uated primarily on their ability to help students make tangible, academic improvements (Long, 1996b); yet they are also expected to assume multiple roles, such as model, disciplinarian, surrogate parent, social worker, and counselor.Many teachers find it difficult to perform all these roles in the midst of decreasing budgets and increasing class sizes. Teachers find themselves struggling to find time to adequately cover each of the learning objectives while also attending t o the emotional needs of their students. Teacher stress can adversely affect the teachers, their students, and the classroom climate. Cheney and Barringer (1995) found that stress â€Å"can be manifested as (a) a reluc- We must develop effective strategies for regularly monitoring and managing our own stress.People often expect teachers to assume not only academic roles, but also those of instructional model, disciplinarian, surrogate parent, social worker, and counselor. shift their focus to more positive student behaviors and attributes (see box, â€Å"Strategy for Shifting Your Focus†). Teaching students with emotional and behavioral disorders is one of the most perplexing and challenging roles in education (Cheney Barringer, 1995). These teachers are faced with enormous pressures and simultaneous challenges (Cheney Barringer; Pullis, 1992) and report high levels of emotional exhaustion (Male May, 1997).They are eval- Strategy for Reducing Burnout and Nurturing Teacher Mental Health Recognize the difference between productive venting and an unproductive pattern of negativity and complaining. Take time to assess your conversations with friends and colleagues about your classroom and students. Ask yourself whether these conversations are helping to reduce or amplify your stress level. Periodically gauge your feelings and coping skills and seek out positive models. Stop and ask yourself, â€Å"What is your vision for the children and youth that you teach? † If necessary, explore new strategies (e. g. exercising, seeking professional help, reframing student behavior, finding humor in potentially humorous situations, commending yourself for ways you are making a difference) for managing your stress and increasing your own morale. 10 COUNCIL FOR tance to consider factors beyond the immediately observable behavior of the student, and (b) a rigid focus on school rules as a way of coping with problematic social interactions† (p. 181). To surv ive and thrive in the classroom, teachers who work with students with emotional and behavioral disabilities must develop effective strategies for regularly monitoring and managing their own stress.Teachers need safe places to express their feelings and frustrations and recharge their emotional batteries. In a survey of special education teachers, Pullis (1992) found that talking with supportive colleagues is one of the most effective coping strategies. In fact, 96% of teachers rated collaborating and talking with special education colleagues as one of their most effective strategies for coping with stress (see box, â€Å"Strategy for Reducing Burnout and Nurturing Teacher Mental Health†). We need to recognize the difference, however, between the need to vent and a pattern of negativity and complaining.Assessing our results will help us make this distinction. Venting is only helping us if we are actually venting pent-up  ¦ EXCEPTIONAL CHILDREN feelings. If this process only adds to our stress level and frustration, we might want to employ a different strategy. A pattern of â€Å"unproductive venting† in the teacher’s lounge, in the copy room, at lunch breaks, and at home is often the most foreboding precursor to burnout. We must regularly assess our coping skills and seek out positive colleagues and role models who will engage in supportive, constructive dialogue. . Am I using an appropriate sense of humor to build relationships, diffuse conflict, engage learners, and manage my own stress? They all seem to take themselves and their jobs too seriously. They seem unhappy when they teach. Ironically, while they have very little tolerance for â€Å"acting-out† behaviors, students tend to act out more in their classrooms. On the other hand, â€Å"teachers with a sense of humor are usually happy, relaxed, fun-loving, and reinforcing to others† (Webber et al. , 1991, p. 291). A recent study supported these observations.Talbot and L umden (2000) found that teachers who were more likely to use humor in their classroom reported lower emotional exhaustion and a higher sense of personal accomplishment. Also, many writers have pointed out that an appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged (Johns Carr, 1995; Sommers-Flanagan Sommers-Flanagan, 1997; Webb er et al. , 1991). These authors also noted that humor is also one of the most effective means of de-escalating potential crisis situations. Webber et al. bserved that it is difficult for a student to continue to act aggressively or destructively while he or she is laughing. Crowley (1993) interviewed students with severe behavioral disorders regarding helpful teacher attitudes and behaviors and found that these students repeatedly talked about the relevance of humor in the classroom. Victor Borge, the comedian, could have been talking about educators and students when he said, â€Å"Laughter is the shortest distance between two people. † Sultanoff (1999) asserted, â€Å"One of the greatest potential gifts we can provide for children is to present ourselves as â€Å"humor beings. By living with a humorous perspective, we teach children to effectively manage life’s challenges with far less stress† (p. 2). A number of educators have stressed that an appropriate sense of humor is absolutely essential for long-term success in working with youth with emotional and behavioral disorders (Richardson, 2001; Tobin, 1991, Webber et al. , 1991). These students often are trying to make sense out of a variety of highly charged emotional stressors (e. g. , poor reading skills, changing family structure, parental abuse and neglect) and will likely direct their hurt and frustration at teachers and peers.Students need to be held accountable for their behavior. If we take their actions personally or too seriously, however, we place ourselves at risk for both overreacting and burnout. Teachers want to approach their jobs diligently and sincerely; however, we need to recognize when we are taking ourselves, our students, or our jobs too seriously. Humor that heals is sensitive, is good natured, defuses difficult situations, and brings people closer together. Having a sense of humor in the classroom is less about telling jokes and more about maintaining a relaxed and upbeat attitude and outlook about our jobs and life’s bizarre twists.Teachers who have an appropriate sense of humor convey to their students that they enjoy their jobs, like their students, relish playful exchanges, and do not take themselves too seriously. Most importantly, they recognize the difference between humor that hurts and Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor An appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged. While working as a high school counselor, one of the authors was informed that 80% of the disciplinary referrals to the assistant principal came from nly 10% of the teachers. When asked if there were commonalities among those teachers, the assistant principal remarked, To assess whether you might be incorporating an appropriate sense of humor into your classroom, periodically ask yourself the following questions: â€Å"How often do I laugh as I teach? † â€Å"Do students seem to enjoy learning in my classroom? † â€Å"For the most part, do I enjoy working with students with behavioral and emotional disorders? â€Å"Do I use humor as a technique to defuse difficult situations or avoid potential power struggles? â€Å"Does humor used in my classroom (by me or my students) tend to bring people closer together or push them further away? † Based on your responses to these questions, it may be helpful to seek consultation or additional resources to more effectively incorporate humor into the classroom. Also, remember that qualifying language was us ed in these questions (â€Å"for the most part,† â€Å"tend to†). You do not need to inject humor into every lesson plan or difficult situation. An honest self-assessment, however, will likely provide you with direction regarding areas where a change in attitude or behavior may be helpful.TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 11 humor that heals. Richardson (2001) noted that humor that hurts is sarcastic, caustic, and pushes people away from one another, whereas humor that heals is sensitive, good natured, defuses difficult situations, and brings people closer together. As educators, we need to periodically assess our use of humor in the classroom and make adjustments when warranted (see box, â€Å"Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor†). 5. Do I regularly acknowledge significant ways I (and others) are making a difference in the lives of students?Strategy for Recognizing Difference Makers: The Starfish Calendar This technique is similar to the â€Å"Penny Transfer Technique†; however, the objective is to recognize the positive behavior of teachers. First, find a calendar. Draw and cut out pictures of yellow and orange starfish. When you recognize another educator making a difference (e. g. , taking extra time after class, encouraging a student to talk to their counselor, using a creative intervention), communicate in some way that you appreciate their efforts. Then, write a brief description of the behavior on a yellow starfish and paste it on the date in your Starfish Calendar.At the end of the day, identify a specific way you made a difference, and paste an orange starfish in the calendar. Make a conscious effort to find one yellow and one orange starfish each day. This should only take a few minutes. If you happen to miss a day, try to find two the following day. tible to this symptom of burnout (Zabel, Boomer, King, 1984). Kaufman and Wong (1991) found that teachers who percei ve themselves as having the ability to bring about desired student results are more likely to perceive their students as teachable and worthy of their attention and effort.One study defined teacher efficacy as â€Å"the extent to which the teacher believes he or she has the capacity to affect student performance† (Bergman, McLaughlin, Bass, Pauly, Zellman, 1977, p. 137). These teachers with a high sense of self-efficacy were also less likely to personalize the misbehaviors of students and more likely to maintain an attitude of tolerance for difficult students. Recognizing ways that they and others are making a difference can affect the teachers’ perceived self-efficacy (see box, â€Å"Strategy for Recognizing Difference Makers†).Although many teachers make a habit of overextending themselves, burnout is just as likely to result from a persistent feeling that they are not truly making a difference. The Starfish Calendar (see box) is one simple way to encourage o urselves and others to be proactive in acknowledging the contributions of teachers. Final Thoughts Many teachers have not received adequate training to recognize how their own psychological histories and personalities affect their interactions with youth with emotional and behavioral disabilities.Although the success of educators to reach and teach these young people depends on many factors (e. g. , frequency and intensity of student behaviors, organizational structure, administrative support), this article focused on an important area in which teachers have more direct control- increasing their own self-awareness. Many goals outlined here are challenging and may not be fully attainable. As vulnerable human beings, teachers will never discover all their emotional triggers, build positive relationships with every student, or completely avoid counterproductive power struggles.If teachers make conscious, ongoing efforts to increase their own self-awareness, they will likely enhance th eir effectiveness and their job satisfaction. Teachers who are willing to take prudent risks and try new strategies will inevitably make some mistakes. We need to view past conflict and unsuccessful interventions as helpful feedback, rather than personal failure. We must remember that the overall attitude of the teacher and the classroom climate affect students much more than most other techniques or interactions. References Bartollas, C. , Miller, S. J. (1998). Juvenile justice in America (2nd. d. ). Upper Saddle River, NJ: Prentice-Hall. Bergman, P. , McLaughlin, M. , Bass, M. , Pauly, E. , Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 335 341) Braaten, J. L. (1999). Self-concept and behavior disorders. Journal of Youth and Adolescence, 39(1), 218-225. Cheney, D. , Barringer, C. (1995). Teacher competence, student diversity, and staf f training for the inclusion of middle school students with emotional and behavioralIn conducting workshops for professionals who work with youth with emotional and behavioral disabilities, one of the authors shared the following story of a young boy rescuing starfish on the beach: A young boy was walking along the beach in the middle of a sweltering, summer day. As the tide was retreating, he noticed thousands of starfish washed up on the dry sand. As the boy began throwing starfish back into the ocean, a man was passing by and said, â€Å"Son, look how many there are- you will never make a difference. † Smiling, the boy looked at the starfish in his hand, threw it into the cean, and declared, â€Å"I’ll make a difference to that one. † The plight of students with disabilities is analogous to starfish washed up on the dry sand. It is easy to become paralyzed by the magnitude of the task and fail to recognize ways teachers are making a difference. It is easy to allow negative television newscasts, periodic setbacks, and seemingly unappreciative students and adults to discolor our perceptions and rob us of the idealism that propelled us to be a teacher. It is also easy to become so busy attending meetings and attending to students, we fail to attend to ourselves and our colleagues.Because of professional role demands, teachers of students with behavioral and emotional disabilities are frequently isolated from interaction with colleagues and particularly suscep- 12  ¦ COUNCIL FOR EXCEPTIONAL CHILDREN disorders. Journal of Emotional and Behavioral Disorders, 3(3), 174-182. Crowley, E. P. (1993). Reflections on â€Å"A qualitative analysis of mainstreamed behaviorally disordered aggressive adolescents’ perceptions of helpful and unhelpful teacher attitudes and behaviors. † Exceptionality, 4(3), 187-191. Fagan, S. A. (1996). Fifteen teacher intervention skills for managing classroom behavior problems.In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 273-287). Austin, TX: Pro-Ed. Gold, Y. , Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Washington, DC: The Falmer Press. Good, T. L. , Brophy, J. E. (1984). Looking in classrooms (3rd. ed. ). New York: Harper Row. Johns, B. H. , Carr, V. G. (1995). Techniques for managing verbally and aggressive students. Denver: Love. Kaufman, J. M. (1997). Characteristics of behavior disorders of children and youth (6th ed. . Columbus, OH: Merrill. Kaufman, J. M. , Wong, K. L. (1991). Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Disorders, 16(3), 225237. Knitzer, J. (1993). Children’s mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders, 1(1), 8-16. Larrivee, B. (1982). Identifying effective teaching behaviors for mainstreami ng. Teacher Education and Special Education, 5, 2-6. Lerner, R. M. (1995). America’s youth in crisis: Challenges and options for programs and policies. Thousand Oaks, CA: Sage. Long, N. 1996a). The conflict cycle paradigm on how troubled students get teachers out of control. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 244265). Austin, TX: Pro-Ed. Long, N. (1996b). Inclusion of emotionally disturbed students: Formula for failure or opportunity for new acceptance. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 116-126). Austin, TX: Pro-Ed. Long, N. , Morse, W. C. , Newman, R. G. (Eds. ). (1996).Conflict in the classroom: The education of at-risk and troubled students (5th ed. ). Austin, TX: Pro-Ed. Male, D. B. , May, D. (1997). Stress, burnout and workload in teachers of children with special edu cation needs. British Journal of Special Education, 24(3), 133-140. Pullis, M. (1992). An analysis of the occupational stress of teachers of the behaviorally disordered: Sources, effects, and strategies for coping. Behavioral Disorders, 17(3), 191-201. Richardson, B. G. (2001). Working with challenging youth: Lessons learned along the way. Philadelphia, PA: Brunner-Routledge. Sommers-Flanagan, J. , Sommers-Flanagan, R. 1997). Tough kids, cool counseling. Alexandria, VA: American Counseling Association. Sultanoff, S. M. (1999). President’s column. Therapeutic Humor, 13(4), 2. Sutherland, K. S. , Wehby, J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35(3), 161-171. Talbot, L. A. , Lumden, D. B. (2000). On the association between humor and burnout. Humor: International Journal of Humor Research, 13, 419-428. Tobin, L. (1991). What to do with a child like thi s? Inside the lives of troubled children.Deluth, MN: Whole Person Associates. Underhill, A. (1991). The role of groups in developing teacher self-awareness. English Language Teaching Journal, 46(1), 71-80. Webber, J. , Anderson, T. , Otey, L. (1991). Teacher mindsets for surviving in BD classrooms. Intervention in School and Clinic, 26, 288-292. Zabel, R. H. , Boomer, L. W. , King, T. R. (1984). A model of stress and burnout among teachers of behaviorally disordered students. Behavioral Disorders, 9(3), 215221. Brent G. Richardson, Associate Professor; and Margery J. Shupe, Assistant Professor, Education Department, Xavier University, Cincinnati, Ohio.Address correspondence to Brent G. Richardson, Education Department, Xavier University, Cincinnati, OH 45207-6612 (e-mail: [emailprotected] edu). TEACHING Exceptional Children, Vol. 36, No. 2, pp. 8-13. Copyright 2003 CEC. Available from CEC Teaching Kids With Learning Difficulties in the Regular Classroom Susan Winebrenner Testing S tudents With Disabilities Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students Start using this book on the first day of school with the first chapter on making all students welcome in your class!More than 50 reproducible pages of useful forms will make your job easier. Winebrenner, a skilled classroom teacher, also gives concise explanations of various learning differences you may encounter in your inclusive classroom and presents proven techniques for dealing with diverse learning styles, language, literacy, science, math, social studies, behavior problems, and much more. 1996, 248 pages. ISBN 1-57542-004-X #S5188 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $29. 95 Practical Strategies for Complying With District and State Requirements, 2nd Edition Martha L.Thurlow, Judy L. Elliott, James E. Ysseldyke This guide explains how to decide which tests students with disabilities should take; what assessm ent accommodations are, their purpose, and who is eligible for them; how to blend the assessment process with the student’s IEP; and more. Two sections give very useful reproducible forms and suggestions for staff development. 2002, 344 pages. ISBN 0-7619-3809-5 #S5578 . . . . . . . . . . . . . . . . . . . $49. 95/CEC Members $34. 95 TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 13

Life Under Hammurabis Rule in Ancient Babylonian Cities

Life Under Hammurabi's Rule in Ancient Babylonian Cities Babylonian cities during Hammurabis day were made up of royal compounds with palaces, gardens, cemeteries, and Mesopotamian temples known as ziggurats. Residential areas in cities such as Ur consisted of ordinary houses on winding streets, dotted with elite housing, shops, and shrines. Some of the cities were quite large, reaching their maximum size in the late 3rd or early 2nd millennium BCE. Ur, for example, measured 60 hectares in size during the Isin-Larsa period, with additional suburbs outside the city walls. Urs population at that time has been estimated at 12,000. Babylonia was a kingdom in ancient Mesopotamia, located to the west of the Tigris and Euphrates rivers in present-day Iraq. Although famous in the West for its cultural advances- including the legal code of its greatest ruler, Hammurabi- the city of Babylon itself was of minor importance throughout much of Mesopotamian history. Far more significant was the city of Ur and its rivals (at various times) for regional power: Isin, Lagash, Larga, Nippur, and Kish. Ordinary and Elite Residences Ordinary houses in Babylon and Ur were house complexes rather like a Roman villa, consisting of a rectangular internal courtyard open to the air or partially roofed, surrounded by blocks of rooms opening up on to it. The streets were curving and generally unplanned. Cuneiform texts from the period tell us that private householders were responsible for taking care of the public streets and were at the risk of death for not doing so, but archaeologists have found trash deposits in those streets. Simple house plans without internal courtyards and single-roomed structures probably representing shops were scattered throughout the residential quarters. There were small shrines located at street crossings. The grandest houses at Ur were two stories high, with rooms around the central courtyard again open to the air. The walls facing the street were unadorned, but the internal walls were sometimes decorated. Some people were buried in the floors beneath the rooms, but there were separate cemetery areas as well. Palaces The palaces were, in comparison to even the grandest of regular houses, extraordinary. The Palace of Zimri-Lim at Ur was built of mud brick walls, preserved to heights as much as 4 meters (13 feet). It was a complex of over 260 rooms on the ground floor, with separate quarters for the receiving rooms and the kings residence. The palace covered an area of about 200 by 120 meters, or about 3 hectares (7 acres). The exterior walls were up to 4 meters in thickness and were protected with a coat of clay plaster. The main entrance to the palace lay off a paved street; it had two large courtyards, an antechamber and an audience hall thought to be the throne room. Surviving polychrome murals on Zimri-Lim show the events of the kings investiture. Near life-size statues of goddesses graced the courtyard. Below is a list of some of Babylonias most significant cities at the height of Hammurabis empire. Agade (Akkad): exact location between the Tigris and Euphrates is not known. They spoke Akkadian.BabylonEridu (Eridug/Urudug): Site of the temple of EnkiEshnunna: Located in the Diyala Valley, gateway to the kingdom of ElamKish: Symbolic center of northern MesopotamiaUr: Biblical home of the Hebrew forefather Abram, later AbrahamUruk: Seat of the legendary king GilgameshNippur: Symbolic center of southern MesopotamiaSippar: Sun-cult center on the banks of the EuphratesUmma: Rival to LagashLarsa: Another center of a sun cultAdab: A vassal of KishLagash: Especially ancient city and center of artistic developmentIsin: Important city to the Third Dynasty of Ur, ca. 2000 BCE, and thereafter

Diet, Obesity and Physical Activity in children (literature review) Essay

Diet, Obesity and Physical Activity in children (literature review) - Essay Example These two factors of increased total energy intake and reduced physical provide the conditions that are conducive for the genetic defects trigger to act, leading to the rapid increase in obesity rates in children. The rising rate of obesity in children is a cause for health concerns around the world, with particular emphasis on the developed. It is no different in the case of Australia, where more and more children are becoming obese at a rapid rate. Estimates in recent times of the prevalence of obesity in Australia, show that the prevalence of obesity has virtually doubled in virtually a short period of time. This sudden increase in the prevalence has been put down to unhealthy dietary practices and the lack of physical exercise. The health concern with obesity in children is the tendency for obesity to continue into adulthood with all the attendant health risks due to obesity. (1). Obesity in children is reaching epidemic proportions. In about four decades between 1963 and 2004 obesity estimate rates in children show an alarming trend. In the adolescent age group it has more than tripled moving from five percent to seventeen percent, while in the age group of 6 – 11 years it has increased by nearly four times, moving from four percent to nineteen percent and in the age group of 2 – 5 years has almost trebled from five percent to fourteen percent. Current estimates from statistical data suggest that more than 22 million children below the age of five are either overweight or obese worldwide. The more pronounced statistical evidence of the growing epidemic of obesity is its rising rate even among infants in the age group 6 – 23 months, where the rate now is almost twelve percent. (2). Obesity in children was considered to be an aspect of the influence of affluence in the developed world, but such concepts are being proved wrong with the spectre of obesity looming large in

Prepare an organizational Strategic Human Resource Plan Essay

Prepare an organizational Strategic Human Resource Plan - Essay Example We also hold up all the talent growth of our workers through qualified growth, profession growth, and better presentation for our management. Mostly endorse the most attainment of a work existence balance and wellness in our workers community. To bring Human Resource services, plans and more so communications that are can be more valued by our potential workers, present workers, and retirees. To provide a quality and varied, comprehensive a group of people with an optimistic work surroundings. To struggle for most talented with effectual staffing plans and well organized staffing processes. Anothr goal of human resource is to foster an inclusive, diverse community, as well as a positive work environment. This will involve conducting climate assessment, building a better work environment, partner with Diversity Office to uphold and promote principles of community. Other provisions under this goal would also be to educate the community on harassment and discrimination prevention by equ ipping them with productive problem solving techniques. Objectives To generate a total plunder significance so as to educate the Human Resource associates, employing new managers, and even workers of the high value of this organization. Working very directly with the management so as to strengthen the needs for aggressive reimbursement for most of the individuals in our institution and desires to draw and keep our students. Â  To advance in specialized growth programs so as to get better management abilities, job capacities, and eventually employee efficiency. To expand complete vocation organization tools, job enhancement plan, furthermore mentoring all programs so as to help our workers and then get ready for more new chances. Develop more usable and flexible employment preparations during greater decision making and workers responsiveness regarding the possible reimbursement to workers and departments. Strategic Human Resource Organization Chart Our Activities Experts in our ins titution of Human Resources are listening carefully about civilizing our services to the university’s society by humanizing our abilities. Most of our efforts are to provide back to the career through managements and participation in expert relations. Again we will provide more efforts so as to intensify the information of the career by adding more of the academic qualifications and expert certifications. We will keep more information to our students this during these times so as to let everyone be acquainted with how the talented our members of the team are increasing as experts. Our Strategic human resource organization gives the financial, shared and supporting factors that one can be created in the external circumstances in which our University works. These factors have significant value, which have allegations for effectual human resource organization associated to the change work of art of the institution, in terms of era, sex and more so racial allocation. Our Universi ty seeks to make sure that its works better to the most extent promising. We do analyse and take away the most universal organisational difficulty to women’s development and give confidence to diversity in its employees and students population. There are important confront in upholding a high level output in mature employees and making sure that this University is most successful in employing and keep

Analysis of Cyrano de Bergerac as a Romantic Work Essay examples -- Cy

Analysis of Cyrano de Bergerac as a Romantic Work  Ã‚   Appeal to emotions, individualism, and intellectual achievement were three important elements of Romanticism. This essay will explore the degree to which Cyrano de Bergerac exemplifies these elements of Romanticism. First and foremost is the appeal to emotions. All of the other facets of romanticism can be related to the emotional appeal in Cyrano de Bergerac. Because strong emotional appeal is perhaps the most important method used by the author to create identity with the reader, especially in romantic works, the actions which elicit the emotional responses must, then, show a great deal about the character. The character's motives and philosophies can be determined through his actions. Because Cyrano de Bergerac was written in the romantic style, certain intellectual and emotional principles exist throughout the play, which will now be observed in depth. The overall feeling which one procures after reading Cyrano de Bergerac is a kind of nostalgic sadness. Because the first half of the play is very up-beat, very elated in style, the rather grim ending is that much more bitter. As the play opens, there is much merrymaking and festivity in preparation for the play. The sheer happiness of all of the colorful characters is transferred to the reader almost instantly. The mood is portrayed very well as being light and bubbly, an overall good feeling. The next major shift comes when Cyrano enters and, after riding himself of Montfleury, puts on the spectacle wherein he demonstrates not only his impeccable verbal dexterity, but also his fencing abilities - and both at the same time. This whole scene causes a strong reaction from the audience, and in turn, the re... ...ls of the romantic revolution, the nobility of spirit and individuality must be preserved, and intellect, whether you had it or not, was part of this, because part of being individual was coming up with some of your own ideas, possessing uniqueness of thought. Once again, this evokes a certain emotional response from the person who interprets this pseudo intellectualism, and the feeling the reader has about it is an integral part in the establishment of an identity with the characters. In conclusion, it has been shown that the primary vehicle for the expression of an authors ideas and concepts about a character is the emotional response which is depicted by the characters actions. In romantic works, because of the importance that emotion played in the romantic revolution, the appeal to emotions is the distinct and definitive factor of a good romantic play.    Analysis of Cyrano de Bergerac as a Romantic Work Essay examples -- Cy Analysis of Cyrano de Bergerac as a Romantic Work  Ã‚   Appeal to emotions, individualism, and intellectual achievement were three important elements of Romanticism. This essay will explore the degree to which Cyrano de Bergerac exemplifies these elements of Romanticism. First and foremost is the appeal to emotions. All of the other facets of romanticism can be related to the emotional appeal in Cyrano de Bergerac. Because strong emotional appeal is perhaps the most important method used by the author to create identity with the reader, especially in romantic works, the actions which elicit the emotional responses must, then, show a great deal about the character. The character's motives and philosophies can be determined through his actions. Because Cyrano de Bergerac was written in the romantic style, certain intellectual and emotional principles exist throughout the play, which will now be observed in depth. The overall feeling which one procures after reading Cyrano de Bergerac is a kind of nostalgic sadness. Because the first half of the play is very up-beat, very elated in style, the rather grim ending is that much more bitter. As the play opens, there is much merrymaking and festivity in preparation for the play. The sheer happiness of all of the colorful characters is transferred to the reader almost instantly. The mood is portrayed very well as being light and bubbly, an overall good feeling. The next major shift comes when Cyrano enters and, after riding himself of Montfleury, puts on the spectacle wherein he demonstrates not only his impeccable verbal dexterity, but also his fencing abilities - and both at the same time. This whole scene causes a strong reaction from the audience, and in turn, the re... ...ls of the romantic revolution, the nobility of spirit and individuality must be preserved, and intellect, whether you had it or not, was part of this, because part of being individual was coming up with some of your own ideas, possessing uniqueness of thought. Once again, this evokes a certain emotional response from the person who interprets this pseudo intellectualism, and the feeling the reader has about it is an integral part in the establishment of an identity with the characters. In conclusion, it has been shown that the primary vehicle for the expression of an authors ideas and concepts about a character is the emotional response which is depicted by the characters actions. In romantic works, because of the importance that emotion played in the romantic revolution, the appeal to emotions is the distinct and definitive factor of a good romantic play.   

Revenge is sweet!

On October the 13th she took her last breath, on November the 6th we buried her. On November the 21st I heard her call on me for the first time, and on December the 13:th it was my turn to take my last breath. Around one and a half-month ago, my little sister was killed. She was only ten years old. The police are still searching for the murderer, but they believe that it was a robber, because her mobile phone and her money had been taken away when they found her. Everybody tries to make me forget what has happened, but I can't. It was a Sunday morning when I heard her for the first time. â€Å"I miss you so much, why can't you be with me?† Is it you Minnie; is it my dear sister? â€Å"I feel so alone in here, come and be with me.† The voice was faint and husky. â€Å"Minnie, can you hear me? Are you all right?† â€Å"I can hear you, I'm not alright, it is a terrible stench in this little coffin, and I feel so alone. Come to me, come to me†¦Ã¢â‚¬  â€Å"Who did you talk to?† â€Å"Mum, it was Minnie, she told me†¦Ã¢â‚¬  â€Å"Minnie? Stop kidding with me.† â€Å"I promise, it was Minnie, and she told me that she felt alone.† â€Å"Honey, I know you think that this is hard, it is hard for all of us, but she is dead, you did not hear her. I dream about her too, and the dreams seem to be real, but then suddenly I wake up, and realize that it's just a dream.† I was just quiet. I knew that there wasn't an idea to try to make mum believing me. Maybe she was right, maybe it wasn't Minnie. But it sounded so real†¦ The dark has always made me scared. Every scary thing happens in the dark, were none can see what's happening. So when I, a couple of days after I heard Minnie for the first time, was I going to sleep, I felt a bit afraid. I don't know why, I just got an unpleasant feeling. The darkness seemed to be everywhere. Both inside and outside me. Suddenly I felt a cold wind. The window was closed, and it has never been any draught here before. I draw the duvet close to me. Then I heard her for the second time. â€Å"It is cold in here. Do you think of me while your laying in your bed with you warm duvet† â€Å"Oh Minnie, I'm thinking of you every second, every minute, every hour. I miss you so much.† â€Å"So why don't you come down to me, I'm not that deep down.† â€Å"Oh Minnie I wish I could. I'll make a plan, I promise, but mum will think I'm crazy if she saw me digging on the burial-ground.† â€Å"Come to me soon, I feel so alone in here†¦Ã¢â‚¬  †I†m coming soon. Soon.† The burial-ground was desolated, and the lights were not turned on yet. The sky was gray and everything looked dusky. I felt like all the tombstones stared at me, wondering why I was here. I†ve always thought that it is nice to walk at the burial-ground at all saints day, because there is so many candles on the tombs, and I thinks that the candles shows that people care and not forget the dead humans. But now everything felt dark and forgotten. I walked to Minnie's tombstone, it was a white tombstone, and it looked quite new in opposite of the other graves. Everything was so quiet; I just heard the wind blow. I felt like I was watched on, and turned around. Behind me stood an old man, with a long white beard. He's eyes was blue, and observed me from my head to my shoes. â€Å"Feeling alone?† â€Å"No. Just thinking.† It wasn't true, I felt alone. However, I didn't want his company. â€Å"Your sister down there?† â€Å"Yes. How did you know?† â€Å"I know her.† â€Å"How do you know her? I meant knew her.† â€Å"Know her. I've seen her. She is very pale, but those coffins isn't to nice.† This man is crazy. â€Å"Err, okay.† â€Å"You don't believe in me, right?† I didn't know what to say. â€Å"You'll see that I'm right, but trust me, do the things Minnie tells you to, or you'll end up like those.† He pointed at the names at the tombstones. I closed my eyes and when I opened them again, he was gone. I thought of what he had said. Do the things Minnie tells you to? Has she told me anything? I won't dig her up, I don't even know if I've heard her, or if it is just my mind that makes it up. Well. The man was an old crazy idiot; there's no reason to listen at him. When I was lying in my bed that night, I heard her again. â€Å"Why didn't you come down to me today? I heard you; you spooked to the old man at the burial-ground. Why didn't you start to dig when he was gone?† â€Å"Minnie, I don't even know if it is you who speaks to me.† â€Å"It is me, but I can prove it if you want to.† â€Å"How can you prove it?† â€Å"You'll se tomorrow. If I prove it, do you promise to go down do me then?† â€Å"Minnie, I don't know†¦Ã¢â‚¬  â€Å"Promise, or I'll leave you forever†, she sounded a bit angry, and I was afraid that she would leave me unknowing if she were Minnie or not. â€Å"Okay.† â€Å"Se you tomorrow then.† Everything was quiet. She was gone. When I woke up next morning and thought about what Minnie had said, I felt insecure. What if she proved it? Should I go to her then? No, impossible. She can't prove it. She's dead. And if she against all odds will prove it, I won't go to her. Not yet anyway. However, she won't prove it. But she did. When I came to school I got a big shock. All over the roof there was painted; I watch every single step you take, is this evidence enough? I didn't know what to do. In school there was a lot of talk about who did it, they thought that it was one of the gangs in town. But I knew. I said to my teacher that I was sick, and that I wanted to go home. Then I walked to the park beside the burial-ground. I had been there for approximately ten minutes when she started to talk to me. â€Å"What are you waiting for? Go and dig me up.† Her voice sounded angry and ordering. I was just quiet. Maybe she would think that I didn't here her if I just ignored her. â€Å"I know that you hear me. You're in the park. Why don't you dig me up? Are you afraid? You promised me to dig me up. If you don't dig me up, everything will be worse for you.† I was afraid. How could she know where I was? And what would happen if I didn't do as she said. But I didn't say anything. She would give up, and what could she do? She was dead. â€Å"I know what you're thinking, but I can do a lot. I can destroy your life, 'cause I'm manipulating it. I can promise that you'll dig me up sooner or later.† Her voice was ecstatic, and it scared me. I started to walk away, but she didn't want to stop talking with me. She screamed: â€Å"I'm manipulating your life, I manipulating your life, so you better dig me up soon.† Her voice tormented me all day, and when I at last fell asleep I had nightmares. I dreamed that the old man at the burial-ground haunted me, and that Minnie laughed at me when I stumbled. And when I had stumbled, I couldn't stand up again. Everything turned into different red coulors, and Minnie's laugh became higher and higher. When I finally woke up, I felt like I hadn't slept at all. I went to school, and tried to not look at the roof with Minnie's message. I went in to my classroom. The first lesson was math. I hate math, so when my teacher told me to go to the front of the classroom, I felt afraid. Would she give me a hard question? â€Å"Okay everybody, quiet please. We all know that somebody painted a sentence on the roof. We don't know what the culprit wants to tell us, we didn't even know who was the culprit. But now I know. I know it, 'cause the culprit by herself called to me yesterday and admit that she painted it. She said that she wanted to tell the class why she did it. So, can you tell us why?† She looked at me. I didn't understand anything. â€Å"Angelica, can you tell us?† â€Å"But it wasn't me.† I felt like a fool. Damned Minnie, if it is you who have done this, you can forget every hope about that I will dig you up. â€Å"Well. We all know who's the culprit now, and if you won't tell us Angelica, you can go straight away to the porter, and he'll give you the things you'll need to clean the roof.† â€Å"But it wasn't me.† â€Å"GO!† I started to walk away. I was so mad at Minnie. It wasn't me, it was Minnie, so why did I have to clean the roof? However, how could she call to my teacher? And didn't my teacher recognize that it wasn't my voice that she heard? I became more and more afraid, what would she do next? She spoke to me every single minute, and her voice sounded more and more frightening. She was totally convinced that I would dig her up, and she repeated again and again that she manipulated my life. Sometimes I believed in her, because I couldn't do anything with her voice in my head. And I did a lot of things that she told me to do, I was afraid that she would do anything worse if I didn't. However, I wouldn't dig her up. The things that she got me to do was just stuff as clean her room, put her photos in a frame or say good things about her. She repeated that it would just be worse if I didn't dig her up soon. And it should, much worse. I had stopped going to school, 'cause everybody avoided me. My teacher was mean to me, and derided me when I did something wrong. At December the 11th it was time for the next thing to happen. Mum was mad at me because I didn't walk to school. But she couldn't make me change my mind. We had just had a fight, and she screamed to me that she would go to her job and do some good instead of just sit and cry. I was mad at her and at the whole world, because nobody seemed to understand anything. I walked out of the door and went to the supermarket to buy some chocolate. I had nearly accepted Minnie's voice, but today it was scarier then ever. â€Å"I'm sorry to say this Angelica, but today will I hurt other people to get you dig me up.† â€Å"If you do that, I'll kill you.† â€Å"Good luck, I am already dead.† â€Å"I won't dig you up.† â€Å"Well, go home and se if you change your mind when you se what I've done.† She sounded satisfied, and that made me scared. I ran home, and what I'll never forget what I saw. The first thing I saw was just that the door was red. I stared at the door a few seconds before I realized that the red thing was blood. I flung the door open, and inside I found a tail. I started to shiver. If she had†¦ I didn't even wanted to think about it. â€Å"CHARLIE!† I screamed frightened. But our dog Charlie didn't come. I ran in to the living room, and there I saw Charlie. Anyway, I saw a part of him. But his head and his paws were gone. I started to scream and cry; I didn't know what to do. My thoughts was just a mess, Why do you does this to me Minnie? You loved Charlie so much, how could you ever kill him? Why do you want me to dig you up? If you are dead, why do you want me to be with you? Oh Minnie, why? I called mum. She came home as fast as she could, and we were both struck dumb. She asked me if I knew who had killed him, and I said that I didn't know. She cleaned the living room, and I walked up to my room. Minnie started to talk to me again. â€Å"Do you dig me up now?† â€Å"No, I won't. You are terrible, I hate you.† â€Å"I know that you hate me, but if you don't dig me up soon, I'll have to do something worse than this. If you haven't dig me up in 24 hours, It'll be time for another harmless to die.† Later that day when I was going to use the toilet I heard mum and dad talking to each other. I didn't believed what I heard. â€Å"I'm worried about Angelica. It is terrible what has happened to Charlie, but in fact I'm wondering if it can be Angelica who has killed him. I know it sounds weird, but she has change a lot since Minnie died. I guess that that's normal, but†¦ I don't know; she has always loved school, and now, she hates it. Her teacher called to me and told me that she had written a form of message on the roof, and that she had admit that it was her who did it once, but said that it wasn't she later. I don't know, maybe I'm just too worried. But she has been so introspective.† â€Å"I guess she's just shocked about Minnie's death. But I'm worried about Charlie's death too. Maybe it is she who killed him, I'll speak to her this weekend.† I was terrified. How could they even think about it? That I killed Charlie? Why can't anyone believe me? The 24 hours ran away. I didn't dig Minnie up. I'll never do it. I hate her and I won't do anything that she want's me to do. 12 hours later I had changed my mind. I can hardly think about what happened. But I'll try to tell. I had been on the burial-ground, when Minnie started to talk to me. â€Å"Well, you didn't dig me up, and I've made my choice. I'm sorry that I have to do this.† â€Å"Do what?† â€Å"Go home and se for yourself.† Her voice sounded honestly sad. I ran home and the first thing I smelled was a terrible stench. Then I smelled blood. I heard how daddy screamed and I ran in to the house. Inside I found dad paralyzed. And I found mum. On the floor. And I found Charlie's head. In the place where mum's head should be. â€Å"Dad what has happened?† â€Å"I don't know. I was in the kitchen, and I heard her scream. I went in to the living-room, and I found her.† â€Å"Oh dad. It's all my fault. I have to do a thing. Dad, I love you. I went down to the cellar and brought a spade and ran to Minnie's grave. I have never been that angry before. â€Å"Are you satisfied now Minnie?† â€Å"You haven't dug me up yet.† Her voice was very weak. I dug as fast as I could. After a few seconds I saw the coffin. I opened it. â€Å"Lay down.† I did as she told me to. Nothing to lose anymore. Exactly when I lay down, the coffin's lid smashed down. I heard scratch from a spade, and I couldn't open the lid. I screamed for my life, but noon heard. I guess that I screamed for hours. At last I had no voice left. I started to investigate the coffin, and I found the head of my mother, and Charlie's paws. The last time I watched my clock it showed: Friday the 13th 13:00. The last time I heard Minnie she said: â€Å"Revenge is sweet.†

CSR Ethical Practice Free Essay Example, 1000 words

On the contrary, business ethics has a negative effect on the companys operations since it compels them to focus on their social responsibilities but not core missions and visions (Choi, & Pae, 2011). Therefore, business ethics reduces the freedom of maximising profits. A perfect example is a company moving to a foreign country in a bid to reduce production costs. Multinationals may sometimes move to the developing countries since they offer cheap labour, and their economies are still growing. However, the companys operations may be limited to acceptable business practices in such regions. For instance, issues like child labour, poverty-level wages, and poor health are not tolerable with ethical companies. On the other hand, business ethics like increment on minimum wages have negative effects on the organisation. The ethical concerns, therefore, reduces a companys profits at the expense of benefiting the society (Henriques, & Richardson, 2013). Corporate social responsibility The strength of CSR is that it is a means of implementing risk and cost reduction through employment opportunities to the community (Lindgreen, & Swaen, 2010). Conversely, the concept is a perfect way of managing community relationships and a prerequisite for gaining competitive advantage. We will write a custom essay sample on CSR & Ethical Practice or any topic specifically for you Only $17.96 $11.86/pageorder now The concept is also a way of improving corporate image of the company and offers equal opportunities to all stakeholders (Tai, & Chuang, 2014). The corporate social responsibility concept is still new in the modern organisation environment, and this explains the raging debate on its effectiveness. There is always a common assumption that businesses are always responsible to their shareholders and owners. However, the impact that companies leave on the environment is enough to make them accountable to the community. Their actions and operations have a profound effect on the environment thus the need to embrace social responsibility (Tai, & Chuang, 2014). Another criticism of CSR is that the concept is always reversible or disposable. The implication is that a business will only engage in sustainable initiatives under excellent economic conditions but abandon them when the conditions get worse. One limitation with corporate social responsibility is the conflict that exists between business purpose and the CSR concept (Lindgreen, & Swaen, 2010). To economists and business people, the sole purpose of an enterprise is always to make profits. In this case, the business must satisfy the profit needs of the shareholders.