Communication Skills - 2217 Words

Module: Interpersonal Skills Student: Indiyana Saad Tutor: Pauline Pearsons Assessment name: interpersonal communication skills Term: 1 Year: 2008 Assessment: 1 Assessment Type: Essay Word Count: 1929 Date due 21/04/2008 Details of Assessment Discuss the following statement in the light of the theory covered in this module: Communication is not an easy process. It involves verbal and non-verbal attempts to assist the other person to understand what we are trying to communicate. Yet it often fails. Introduction Everyone communicates, everyday, in a different situations, and places; be it at home, work, and college. This communication takes many forms and styles, has elements and processes. Likewise, interpersonal communication is useful†¦show more content†¦More to the point, the communication takes place within a context that applies great influence on what people say and how they say it. DeVito (1991) declared, People would not communicate at an important job interview in same way they would talk with a friend or family member (p.22). Although the communication process may seem simple, it in essence is not. Certain barriers present themselves throughout the process. Those barriers are factors that have a negative impact on the communication process. Some common barriers include the use of an inappropriate medium (channel); language that becomes a problem when the sender and receiver do not have a similar vocabulary level (Walton and Jeffery, 1995, p.5). In other words using unclear terms that conflict with body language, and technical jargon, will leads to failure and the receiver will fall short to understand readily the purpose of the message. However, poor listening skills or when the receiver is interrupted by noise or distractions, as well as personal bias or individual thoughts and feelings that based on experiences, background, cultural or sociological factors that leads to changes in sending and receiving information. As well as communication, styles between cultures can interfere with communication. Again , the environments in which people send or receive messages influence how effective the communication is. Being a good communicator is vital in helping people increasing effectiveness when workingShow MoreRelatedEffective Communication And Communication Skills Essay1146 Words   |  5 Pagesa team to collaborate, delegate and consult. In order for this team effort to be effective, good communication skills must exist between medical professionals. Many times, messages can be altered and interpreted differently; if the conditions for transmission barriers develop. External barriers and internal barriers, such as confusion and mental status can hinder effective communication. Communication can be both verbal and nonverbal, and it is important to understand that different cultures mayRead MoreInterpersonal Communication And Communication Skills976 Words   |  4 PagesInterpersonal Communication is inevitable; we cannot go through our lives without interacting with another person. O ur daily interactions with others can form new friendships, strengthen our relationship with our partner, or even attain new ideas that we otherwise would not have known of if we never interacted that person. While some of our daily interactions may only be impersonal communication, or interacting with someone based on their role, such as a sales clerk, interpersonal communication helps usRead MoreCommunication Skills17602 Words   |  71 PagesPractice-Based Learning Communication SKILLS www.practicebasedlearning.org A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Tara Dixon, Project Manager, University of Ulster Martin O’Hara, Management Consultant Author Aims and Learning Objectives 2 Introduction 3 Section 1: The Communication Process 4 Section 2:Read MoreInterpersonal Communication And Communication Skills Essay1785 Words   |  8 PagesThere are many aspects of interpersonal communication that one must be able to manage with proficiency in order to be considered a competent interpersonal communicator. These aspects have been divided into six different categories including appropriate, effective, adaptable, conversational involvement, conversational management, and empathy. The table below indicates my personal scores in each of those six areas, and following the chart is an in-depth analysis of appropriate, effective, conversationalRead MoreCommunication Skills For Managers : Acceptable Communications Skills791 Words   |  4 PagesCommunication Skills for Managers Acceptable communications skills help reduce the barriers associated with language and cultural differences. Managers avoid cultural confusion and miscommunication by taking diversity training early in their careers. Effective communication increases productivity and helps the department run steady. Managers are responsible for their staff s cohesiveness. Employees have a sense of trust for their manager when they have an open dialogue. This dialogue includesRead MoreThe Art Of Communication Skills804 Words   |  4 PagesThe Art Of Communication   Good communication skills are a vital component in the corporate world. Brian Williams | Writer Individuals in the present society have discovered advanced and technological ways of communication. Technology has made it tremendously easier for people to communicate. The world has grown into the center for technology with new technology being created on a daily basis.   Communication   Communication is a is a two-way processRead MoreTeam Communication Skills1014 Words   |  4 PagesTeam Communication Skills In addition to good individual communication skills, the team itself needs to form communication skills. Cohen (2008) looks in detail of the communication skills the team should establish for good overall communication. In addition, the article also goes to explain how commutation plays a role in conflict resolution, and what group rules the team should create when conflict occurs. As a team, creating a protocol for conflict management is important. This includes how theRead MoreImproving Communication Skills1095 Words   |  5 PagesImproving Communication Skills Action Plan Aim: The aim of this experiment is to develop a better degree of communication skills. This purpose will be met by using different communication skill management strategies. Communication is targeted at conveying your message to others clearly and without any ambiguity. According to Wikipedia Communication a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. TheRead MoreCommunication Skills For Patients With Cancer4432 Words   |  18 PagesCommunication skills, a core element in the care of patients with cancer, is essential for properly managing the expectations of patients and carers, especially in difficult consultations like breaking bad news and in end of life care situations. According to Maguire(2002), â€Å"Good communication skills in medical practice can be learned and can always be enhanced†. Results of the randomised studies by Fallowfield (2002,2003) have shown that key communication ski lls can be improved by trainingRead MoreInterpersonal Communication Skills Test On Communication754 Words   |  4 Pages I took the Interpersonal Communication Skills Test on â€Å"Queendom.com†. It seemed relevant to my work as a counselor since I will be communicating with clients on a daily basis. The goal of this test is to determine how effectively someone communicates with others, as well as to offer beneficial advice in order to improve any problems one may have that could slow down the communication process. This test is a valuable instrument for employees in the counseling profession since it is a career of

The Eagles As A Backup Band For Linda Ronstadt - 1471 Words

Better Let Somebody Love you The Eagles started out as any other band would by strumming their guitars and beating the drums in their garage of their parents house. Later, they began their real career as a backup band for Linda Ronstadt. The Eagles began as an all American Rock band in Los Angeles in 1971 by band members Glenn Frey, Don Henley, Bernie Leadon, and Randy Meisner. The Eagles, being number one in the world in the 70’s, have been given awards for their creativity and meaning in their music. â€Å"With five number-one singles, six Grammy Awards, five American Music Awards, and six number one albums†(Graff), the Eagles were one of the most successful bands of the 1970s. Their music changed history in their time. Many of their songs on their number one albums got into the â€Å"Rolling Stones Top 500 Songs of All Time† list†(Graff). This song Desperado means a lot to me because it played on the album that I used to sing along in the car with my mom and sister when I was a smal l child. It acts as part of a symbol in the childhood that I so dearly cherish, and long to return to. The song is played on the album â€Å"Their Greatest Hits† and has a more country beat to it, which I enjoyed more, than their more rock and roll take on their music. When I sing along to this song, or any song on this album, I am taken back to the days where all the windows were down in my mom’s white minivan, blowing my blonde wispy curls in my face, and the heat of the warm sunshine on my skin. I thinkShow MoreRelatedI Am A Long Time Fan Of Diana Krall1684 Words   |  7 PagesDiana Krall, that would not happen. Being the smart woman that she is, she starts the album with two of the strongest songs â€Å"California Dreamin’† and â€Å"Desperado.† These were definitely worthy of a fresh, new cover; Ms. Krall, with a couple amazing backup singers, Graham Nash and Stephen Stills, provides exactly that. While it wasn’t all downhill after the first two songs, there was more waxing and waning in finding value in her covers of the songs. While none of them were bad, some just didn’t seem

Cleopatra Queen of Egypt Essay Example For Students

Cleopatra Queen of Egypt Essay Cleopatra Queen of EgyptWhat would you be doing when youre 17? Most teens would party, but whenCleopatra was 17, she became the Queen of Egypt. Cleopatra V11 was born in 69BC. and died in 30Bc. Between 69BC. to 30BC, she was the last pharaoh. Cleopatralived most of her life in Alexandra with her brother Ptolemy. Cleopatramarried her brother Ptolemy, because they wanted to rule Egypt together. Theydid for quite some time. But it all changed when Ptolemy got sick and died. After the death of Ptolemy she found a great emperor who she then fell in lovewith, and then married. She then became a woman of great ambition, intelligence,vigor, and fascination. Thats when she gained both the love and thepolitical and military support of first Julius Caesar and then Mark Antony. Because she was a Ptolemy, Cleopatra had a negative effect on Egypt as seen inher relationship with Julius Ceasar and Mark Antony. English

Marine Corps Issue Viewpoint Essay Example

Marine Corps Issue Viewpoint Essay Is a very well written story told from the 1st person point of view. If It was written In any other point of view the essence of the story would be lost. 1st person point of view reveals the most about the character, It shows the emotions and the different phases he/she passes through In the story. I think that It Is best that It Is written In 1st person because It becomes more readable and Interesting to hear a personal account. If It were to be written In 3rd person (limited/ omniscient) it would not be the same and would not be as emphatic and moving. If it as told in 3rd person it would have sounded like a story in a history book. The author wants us to realize the real damage done by war on the victims and their families that are not taken into account but scar them emotionally. For this reason a first person point of view was the only way to tell the story. Flashbacks are used effectively to give us the sense of the past and help us identify with the characters. We are shown the war through the eyes of Jonathan. First person view gives the plot its strength, because it has the power to move our emotions. We will write a custom essay sample on Marine Corps Issue Viewpoint specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Marine Corps Issue Viewpoint specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Marine Corps Issue Viewpoint specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is not an interpretation of the events by an outsider but a firsthand experience narrated by one affected. The point of view effects the characterizing in the story because you see the characters through a persons eyes, and whatever the person thinks of these people is what passes on to you as their description. The theme presented in the first person is all the more dramatic, shown through a person eyes it wouldnt be powerful enough in another view. The conflict essential to the plot of a story, it doesnt have to be spelt out but is conveyed throughout the story in silent tones. It could be involved in another perspective but would not be expressed as naturally. As I mentioned before, the story is very moving because we can Identify with the feelings and experiences of Jonathan. A different perspective of third person would still tell us the story but we would not be able to develop as close as an empathy with him. The most Important part which plays In first person In Marine Corps Is the choice of character. In choosing a child as the mall character and the narrator In order to present a frightening truth, the author ensures that the Impact Is great. I think the respective In which the story Is told fits perfectly with the purpose of the story. If the view point was changed the outcome would be completely different. Ail Razz M. Seed is a very well written story told from the 1st person point of view. If it was written in 1st person point of view reveals the most about the character, it shows the emotions and the different phases he/she passes through in the story. I think that it is best that it is written in 1st person because it becomes more readable and interesting to hear a personal account. If it were to be written in 3rd person (limited/ errors is all the more dramatic, shown through a person eyes it wouldnt be powerful enough in another view. The conflict essential to the plot of a story, it doesnt have to mentioned before, the story is very moving because we can identify with the feelings most important part which plays in first person in Marine Corps is the choice of character. In choosing a child as the main character and the narrator in order to present a frightening truth, the author ensures that the impact is great. I think the perspective in which the story is told fits perfectly with the purpose of the story. If the

Zora Neal Hurston in Their Eyes Were Watching God and of F Scott Fitzgerald in The Great Gatsby Essays

Zora Neal Hurston in Their Eyes Were Watching God and of F Scott Fitzgerald in The Great Gatsby Essays Zora Neal Hurston in Their Eyes Were Watching God and of F Scott Fitzgerald in The Great Gatsby Paper Zora Neal Hurston in Their Eyes Were Watching God and of F Scott Fitzgerald in The Great Gatsby Paper Essay Topic: Literature Their Eyes Were Watching God The works of Zora Neal Hurston in Their Eyes Were Watching God and of F Scott Fitzgerald in The Great Gatsby may appear to be very distinct. Yet the characterization that both authors place upon their female leads makes the novels appear similar in a deeper aspect. In Their Eyes Were Watching God, Zora Neal Hurston presents the reader with Janie a strong round and dynamic protagonist. In The Great Gatsby, F Scott Fitzgerald introduces us to Daisy a static and flat main character who is essential to the plot of the novel. Janie is an African American woman living in the South, who grew up during times racism was present and when females were oppressed and subjugated by men, and life for African Americans was very hard and difficult. Daisy is an upper class, east coast, socialite, who grows up in a time of change marked by the devastating traces that the Great War left behind, and surrounded by a world of sinful passions, immorality, jealousy, and ambition. As we examine both characters we discover that though they have many differences they are very much alike. Similarities Aspirations Samuel Johnson once said Some desire is necessary to keep life in motion. Janie and Daisy both had dreams and aspirations which became at a climatic point the reasons for their being. Janie longed to find true love and throughout the novel, Zora Neal Hurston, presented us with her journey in finding her true love which in the end became a journey of self discovery and appreciation. In the second chapter of Their Eyes Were Watching God, Janie often sits by a pear tree contemplating the horizon and her dreams. Daisy has dreams and aspirations as well. She dreams of a luxurious life style and a prominent and stable future that will secure her well being, as it is demonstrated when she chooses to not wait for Gatsby when he is sent to war and instead marries Tom Buchanan, who will fulfills her dreams and ambitions. Later another dream for Daisy will appear which will be getting together with Gatsby again and staring her life over. The dreams of the two women mold and shape the paths that their lives follow, as well as their outcomes and their relationships. Impact of Men Another similarity that we can understand from the novels is the fact that both characters are in a way mistreated and used by the men in their lives. Daisy who is sophisticated, graceful, charming and refined becomes the ideal trophy wife for Tom who controls the aspects of her life and knows how to manipulate through her weaknesses such as her ambition as it is represented in the scene where he convinces her into staying with him. Tom also cheats on Daisy and often ignores her. Janie has more to be talked about in this field. When she marries Logan Killicks, he demands that she work the land and dedicate her self to farming. After running away from him she becomes involved with Joe Starks, to whom she becomes a subjugated trophy wife whom he constantly oppresses with his insecurities by making her hide her hair and by whom she is physically and emotionally abused. Men do not only have a negative aspect in the lives of the two characters, they also bring joy and happiness to them. In the case of Daisy, Gatsby represents an adventurous love that rejuvenates her and gives her new reasons to persevere. He offers Daisy true love and fortune, along with a fresh start. Tea cake is to Janie, what Gatsby is for Daisy. He gives Janie hope and helps her in her path of self discovery. He unlike her other husbands treats her as his equal and truly appreciates not only her physical beauty but her internal beauty and teaches her how to appreciate the true beauty of life. Role of Women in Society It is also necessary for me to mention that both women had similar roles in society. Though they were form different social classes, races and eras, they both lacked a strong voice and figure in society as their rights were often overlooked and not taking into full consideration. They lacked equal status and opportunities to men and lived their lives under rigorous and strict patterns that affected the development of their individual voice, which is clearly reflected in both Janie and Daisy. At the time the stories were written at there were no rights for women and they had no institution that supported their cause. Differences Strength and Will Though the women may be similar in many aspects they are also very different in others. Janie is a strong woman. She has a set determination and tenacity to reach her dreams and overcome the obstacles in her way. In Their Eyes Were Watching God Daisy manages to not be affected by the negative comments made by her neighbors as she returns to Eatonville after the death of Tea Cake. She is willful enough to take off with Joe and then with Tea Cake and part ways into new adventures. She is also strong enough to resist the beatings that she receives from Joe and she manages to pass the intense trial she is put in for the death of Tea Cake. Daisy, on the other hand, is not as strong willed and determined as Janie. At points it is easy to compare her to a puppet, as she is constantly manipulated by her husband and always went for her ambition of wealth rather than her true happiness next to Gatsby. She is very gullible and often follows the guidance of others, instead of her own. Unlike Janie, Daisy does not preserve to achieve happiness. Physical Differences One of the most obvious differences between the two is their physical appearances. Janie is an African American older woman who in the beginning of Their Eyes Were Watching God is described to have a firm buttocks, beautiful long black hair and pugnacious breast. She communicates through dialect and wears overalls. Daisy is refined and carries her self as a lady. She is a bit dizzy and has vague and superficial thoughts. She is white, always has a bored look to her and is shallow. Expressions When it comes to showing their emotions and their feelings both women have different ways of doing it. Janie is the kind of person to be open and let all of her feelings show, while Daisy is more introverted with her feelings and sometimes it is questionable if she cares for any one other than her self such as the time when she doesnt even care for her daughter and treats her as an after thought. Janie seems to be very physical and more descriptive with her feelings as she shows them through her narrative. Daisy is really cold in all of her relationships and the way she interacts with other characters demonstrates her lack of ability to truly interact and make a strong and deep bond with the rest of the characters, other then the superficial and occasional encounters she has with her friends. Change One of the biggest differences that these characters have is the change that they go through throughout their novels. By definition Janie is a dynamic character, which means that she changes as a result of conflicts and revelations. She is also a round character who is multi dimensional and has sufficient depth to be understood. Janie goes through a transformation as she embarks on a journey of self discovery and comes to the conclusion that at the end it all comes down to conserving the beautiful memories in ones life. At the end of The Great Gatsby Daisy returns to right where she started, alone and rich but unhappy and miserable. She and Tom make and Nick states that people like them are meant to be together. By definition she would be described as a static character for she remains true to her initial introduction throughout the story. Janie is able to confront her aggressors as she stripped Joe in front of others and gain liberation to a certain extent from that experience, unfortunately Daisy does not. Conclusion Zora Neal Hurston and F. Scott Fitzgerald managed to create different yet similar female characters that embrace life and its ups and downs. The authors manage to present the reader with controversial characters that in one way or another break set standards. Janie and Daisy though very different, manage to mirror each other in deep aspects which are visible only to the critical eye.

Mother Courage and Her Children Play Overview

'Mother Courage and Her Children' Play Overview Mother Courage and Her Children mixes dark humor, social commentary, and tragedy. The title character, Mother Courage, travels across war-weary Europe selling alcohol, food, clothing, and supplies to soldiers on both sides. As she struggles to improve her fledgling business, Mother Courage loses her adult children, one after another. The Setting Set in Poland, Germany, and other parts of Europe, Mother Courage and Her Children spans the years 1624 to 1636. This period is during the Thirty Years War, a conflict that pitted Protestant armies against Catholic forces and resulted in an enormous loss of life.   The Title Character Anna Fierling (aka Mother Courage) has been enduring for a long time, traveling with nothing except a supply wagon pulled along by her adult children: Eilif, Swiss Cheese, and Kattrin. Throughout the play, though she does show concern for her children, she seems more interested in profit and financial security than the safety and well-being of her offspring. She has a love/hate relationship with war. She loves war because of its potential economic benefits. She hates war because of its destructive, unpredictable nature. She has the nature of a gambler, always trying to guess just how long the war will last so that she can take a risk and buy more supplies to sell. She fails dreadfully as a parent when she is focused on her business. When she fails to keep track of her eldest son, Eilif, he joins the army. When Mother Courage tries to haggle for the life of her second son (Swiss Cheese), she offers a low payment in exchange for his freedom. Her stinginess results in his execution. Eilif is also executed. Although his death is not a direct result of her choices, she misses her only chance to visit with him because she is at the market working her business instead of at church, where Eilif expects her to be. Near the plays conclusion, Mother Courage is again absent when her daughter Kattrin martyrs herself in order to save innocent townspeople. Despite losing all of her children by the end of the play, it is arguable that Mother Courage never learns anything, thus never experiences an epiphany or transformation. In his editorial notes, Brecht explains that  it is not incumbent on the playwright to give Mother Courage insight at the end. Rather, Brechts protagonist catches a glimpse of social awareness in scene six, but it is quickly lost and never to be regained as the war wears on, year after year. Eilif, the Brave Son The eldest and most independent of Annas children, Eilif is persuaded by a recruiting officer who lures him with talk of glory and adventure. Despite his mothers protests, Eilif enlists. Two years later, the audience sees him again. He is thriving as a soldier who slaughters peasants and loots civilian farms to support his armys cause. He rationalizes his actions by saying necessity knows no law. In scene eight, during a brief time of peace, Eilif steals from a peasant household and murders a woman in the process. He does not understand the difference between killing during wartime (which his peers consider an act of bravery) and killing during peacetime (which his peers consider a crime punishable by death). Mother Courages friends, the chaplain and the cook, do not tell her about Eilifs execution. At the end of the play, she still believes she has one child left alive. Swiss Cheese, the Honest Son Why is he named Swiss Cheese? Because hes good at pulling wagons. Thats Brechts humor for you! Mother Courage claims that her second son has a fatal flaw: honesty. However, this good-natured characters real downfall might be his indecision. When he is hired to be a paymaster for the Protestant army, his duty is torn between the rules of his superiors and his loyalty to his mother. Because he cannot successfully negotiate those two opposing forces, he is ultimately captured and executed. Kattrin, Mother Courages Daughter By far the most sympathetic character in the play, Kattrin is unable to speak. According to her mother, she is in constant danger of being physically and sexually abused by soldiers. Mother Courage often insists that Kattrin wear unseemly clothes and be covered in dirt to draw attention away from her feminine charms. When Kattrin is injured, resulting in a scar on her face, Mother Courage considers it a blessing - now, Kattrin is less likely to be assaulted. Kattrin wants to find a husband. However, her mother keeps putting it off, insisting that they must wait until peacetime (which never arrives during Kattrins adult life). Kattrin desperately wants a child of her own. When she learns that children might be murdered by soldiers, she sacrifices her life by drumming loudly and waking up the townspeople so they are not caught by surprise. Although she perishes, the children (and many other civilians) are saved. Therefore, even without children of her own, Kattrin proves to be far more motherly than the title character. About the Playwright  Bertolt Brech Bertolt (sometimes spelled Berthold) Brecht lived from 1898 to 1956. He was raised by a middle-class German family, despite some of his claims that he had an impoverished childhood. Early in his youth, he discovered a love for the theater that would become his means of creative expression as well as a form of political activism. Brecht fled Nazi Germany before the onset of World War II. In 1941, his anti-war play Mother Courage and Her Children was performed for the first time, premiering in Switzerland. After the war, Brecht moved to Soviet-occupied East Germany, where he directed a revised production of the same play in 1949. Source: Brecht, Bertolt. Mother Courage and Her Children. Grove Press, September 11, 1991.

Comparative analysis essay Example | Topics and Well Written Essays - 500 words

Comparative analysis - Essay Example It focuses on a discussion on the socio-economic opportunities that exist in the United States of America. The author of the article goes further and highlights challenges that are usually ascribed to the processes or efforts directed by different quarters towards accessing these opportunities. Both the article focus on the realities ascribed to the socio-economic opportunities that have been associated with the United States of America, which are compared to other socio-economic opportunities of other countries. The first article, by Tim Harford highlights specific challenges that poor people face in the United States as they strive to access socio-economic opportunities for development. This is compared by some countries like; Finland, Denmark and Canada. The second article by Elisabeth also focuses on the realities associated with accessing socio-economic opportunities in the United States; she compares this with other countries located in Europe and Asia. The two articles also exhibit similarity in owing to the fact that they point out the reasons why certain groups have not been able to access the socio-economic opportunities in the United States, for instance: In the article by Tim Harford, he posits that many young people have not been able to access socio-economic opportunities in the United States due to the fact that they do not commit their efforts and time towards accessing these opportunities. In the second article, Elisabeth indicates that many people in the United States fail to access the socio-economic activities available owing to the fact that they fear failure hence do not attempt to make any effort. However, the two articles also exhibited slight differences in relation to the information provided. The article published by Tim Harford focuses more on the comparison of the manner through, which poor people access socio-economic opportunities in

One of Jesus miracle is to be born by virgin woman Essay

One of Jesus miracle is to be born by virgin woman - Essay Example Therefore, this is a miracle. If Jesus had been born into the world just like all other men, this would have had grave consequences since it would disqualify Jesus Christ from being the worlds savior. The virgin birth is so basic for the incarnation that it leaves no room for compromise. The bible states or implies that Mary (Jesus’s mother) was immune from the original sin. She was more so preserved from all stains of original sin. The original sin is normally removed by baptism, but in Mary’s case she was never subjected to the active essence of original sin. At the same time the state of original sanctity, innocence, justice i.e. Opposition to original sin was conferred upon Mary thereby excluding every stain and fault, depraved emotions, passions and disabilities pertaining the original sin. However, she was not exempted from the temporal penalties of Adam; that is from sorrow, sickness and death. The reincarnation of Jesus Christ therefore, demanded for a perfect human nature. His coming through the womb of a virgin was significant so that he could have a perfect human nature. The eternal Son assumed a nature, not a person in the incarnation. The nature is called the holy thing. Therefore, the virgin birth of Jesus is tenet to Christianity and Isl am, which holds that Mary miraculously became pregnant with Jesus Christ while still remaining a virgin. This is because the conception did not involve a natural father, and sexual intercourse or male seed implanted in her womb, but, instead brought about by the Holy Spirit.3 God sent angel Gabriel to Nazareth to a town named Galilee to find the Virgin Mary4. Mary, the mother of Jesus was pledged to have been married to Joseph5, a descendant of David, but before they could come together she became heavy with a child conceived by the power of the Holy Spirit6. Since Joseph, her husband, was a righteous

Internet Jurisdiction Essay Example for Free

Internet Jurisdiction Essay In his article, Wolf (1999) explained how jurisdiction may be acquired through over persons who operate and use internet websites. By applying the rules enumerated in Wolf’s article to a popular bit torrent search engine based in Sweden called â€Å"thepiratebay. org†, we see that no jurisdiction may be acquired over the users or the operators of the website because 1) there is a minimal level of interactivity among the users; 2) the users and operators of the website do not engage in commercial activities; and 3) the website does not provide contact details that would allow future business transactions to take place. Personal jurisdiction is an issue because it allows the court to prosecute any criminal activity that occurs because of the use of the website. It also allows the court to impose civil liabilities on any user operator who might have caused damage to a resident of place where the court exercises jurisdiction. In ordinary procedure, personal jurisdiction is acquired by either the arrest of the culprit in criminal cases or the service of summons on the defendant in civil cases. In special cases where culprits are not residents of the forum state, the court would have to use this long-arm jurisdiction in order to punish those responsible for the illegal activity. The interactive-passive use test states that courts have to look into the nature of the transactions made by the users of the website. If the website allows users to have a â€Å"two-way online communication which fosters an ongoing business relationship†, the court may acquire personal jurisdiction over the operators of the website. However, is the website merely provides information without any other interaction, the court may not exercise jurisdiction. The key question to be asked would be: is the website operator doing business in the forum state? If yes, then the court has jurisdiction over the operator. Based on his analysis of Cybersell, Inc. v. Cybersell, Inc. , 130 F. 3d 414 (9th Cir. 1997), Wolf mentions that mere advertising is not enough to give the court jurisdiction over the operators of the website. It has to be shown that the operators â€Å"actually sold their products in the forum state†. Once again, we see that actual business must be performed before the court can claim jurisdiction over the website operator. This is because it is only the act of engaging in actual business where the website operator is deemed to purposely avail of or submit himself to the jurisdiction of the forum state.

Interpretation of the King in Shakespeares Hamlet Essay -- GCSE Engli

Interpretation of the King in Hamlet      Ã‚  Ã‚   Shakespeare’s tragedy Hamlet presents in the character of King Claudius an intelligent, cunning, but seemingly unselfish ruler. This essay will present both an external and internal consideration of Claudius.    For the duration of the drama an important mental contest ensues between Claudius and the protagonist. John Masefield discusses this mind battle in â€Å"Hamlet, Prince of Denmark†:    Justice, in her grosser as in her finer form, is concerned with the finding of the truth.   The first half of the play, though it exposes and develops the fable, is a dual image of a search for truth, of a seeking for a certainty that would justify a violent act.   The King is probing Hamlet's mind with gross human probes, to find out if he is mad. Hamlet is searching the King's mind with the finest of intellectual probes, to find out if he is guilty.   The probe used by him, the fragment of a play within a play, is the work of a man with a knowledge of the impotence of intellect--    "Our wills and fates do so contrary run That our devices still are overthrown"--    and a faith in the omnipotence of intellect--    "Our thoughts are ours, their ends none of our own."    To this man, five minutes after the lines have exposed the guilty man, comes a chance to kill his uncle.   Hamlet " might do it at"- while he is at prayers.   The knowledge that the sword will not reach the real man, since damnation comes from within, not from without, arrests his hand. (n. pag.)    The drama opens after Hamlet has just returned from Wittenberg, England, where he has been a student. What brought him home was the news of his father’s death and his ... ...ice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.          Interpretation of the King in Shakespeare's Hamlet Essay -- GCSE Engli Interpretation of the King in Hamlet      Ã‚  Ã‚   Shakespeare’s tragedy Hamlet presents in the character of King Claudius an intelligent, cunning, but seemingly unselfish ruler. This essay will present both an external and internal consideration of Claudius.    For the duration of the drama an important mental contest ensues between Claudius and the protagonist. John Masefield discusses this mind battle in â€Å"Hamlet, Prince of Denmark†:    Justice, in her grosser as in her finer form, is concerned with the finding of the truth.   The first half of the play, though it exposes and develops the fable, is a dual image of a search for truth, of a seeking for a certainty that would justify a violent act.   The King is probing Hamlet's mind with gross human probes, to find out if he is mad. Hamlet is searching the King's mind with the finest of intellectual probes, to find out if he is guilty.   The probe used by him, the fragment of a play within a play, is the work of a man with a knowledge of the impotence of intellect--    "Our wills and fates do so contrary run That our devices still are overthrown"--    and a faith in the omnipotence of intellect--    "Our thoughts are ours, their ends none of our own."    To this man, five minutes after the lines have exposed the guilty man, comes a chance to kill his uncle.   Hamlet " might do it at"- while he is at prayers.   The knowledge that the sword will not reach the real man, since damnation comes from within, not from without, arrests his hand. (n. pag.)    The drama opens after Hamlet has just returned from Wittenberg, England, where he has been a student. What brought him home was the news of his father’s death and his ... ...ice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.         

My first day in an English speaking school Essay

I thought back, to everything, everything that had happened and where it all had started. Here, it had started here. Memories flooded back, memories of people, memories of places, memories of†¦ of everything. With one last look around I took a deep breath and boarded the aeroplane, I was ready. I arrived the day before the start of the second semester. Though my things had arrived almost a week before, but I had been content living out of a suitcase if it meant I could spend more time at home. I sighed and looked around; they had tried to make the room nice, though from what I was feeling, all I wanted was my bed, in my flat, in my country. Looking around once more, I saw framed pictures of words- English, of course- I could not really read them. I felt betrayed, like someone had mocking me by putting them there. I was crying, I couldn’t stop; everything felt like it was cracking, falling apart at the seams. I had never felt so alone; I wasn’t close to anyone, not to my dad, step mom, brother, I didn’t feel I would ever be close to anyone. I fell to sleep feeling hopeless, alone, and desperate. Almost an hour later, someone was knocking on my door, calling my name. The voice was soft and American, blending the syllables of my name; I was being called to dinner. When I arrived downstairs, I found the food prepared was not too different from that of my home, I was at least a bit comforted because of that. While having dinner, my step mother and brother tried to converse with me, because I had prided myself in knowing a bit of English. I soon found out this was not the case, when they would speak, it was slurred and natural; when I spoke, it was halted and awkward. My accent impeded some of pronunciation, I sounded like an infant. While the conversation was stilted, I felt at least a bit more at home. Before sleeping, my father informed me that I would be attending American school; I would have a translator until I could speak with more fluency. When I arrived at the school, my father couldn’t accompany me into it, so I had to try to find my way to the office, explain myself, and make homeroom before the bell; needless to say, I was a bit worried. I found the office after using a translating app on my phone. In order to make the women in the office understand me, I had to once again use my translating app, after understanding my situation; they called my translator, who I learned was  called Mary. When Mary and I had finally met, I felt a great relief at having someone to talk to, while Mary was still very American, it was nice to have a person who spoke French around. My first class was ironically English; I went in late because they had wanted to check that I could understand a bit of English, seeing as my first period was English. When I arrived in the class, the teacher asked me to introduce myself, before I had even reached my seat; not realising she was talking to me, I ignored her until Mary told me what she saying. I turned around and quietly tried to stammer out my name. The teacher didn’t understand why I wouldn’t speak up. When Mary explained my situation, the teacher understood and tried to apologise. I was so embarrassed and tired at that point, I didn’t even care, I just took my seat and tried to understand what was going on. Second period was at least a little bit better; I had maths, so I could actually understand what the teacher was saying (for the most part). Third period was different, because I had never had American history. Because I had come into the class in the middle of the year, I had to try to catch up to the rest of the class. In her between discussions of the twenties, the teacher would have to pause because Mary would have to translate for me. This whole process made the class seem very long, and tedious, and the teacher was annoyed by the end. At the very end of the class, the teacher came over to talk to me. I was very surprised when she started speaking French, even more so when she explained to me that she had grown up in France and was therefore fluent. She proceeded to tell me that in order to accommodate for my English as a second language, she would print out her lectures in both French and English. I was delighted, seeing as none of the other teachers had offered to accommodate for my situation. I went to my next class feeling much happier. Entering my next class, I found that it was actually a French class I had been signed up for. French was the highlight of my day, I could understand what the teacher was saying (even if she butchered the pronunciation), the people tried to talk to me, and I didn’t feel completely isolated. After French was lunch, in France we had assigned lunch tables, and when I turned to ask Mary where to sit, I found she had already taken her lunch break. When I entered the cafà ©, I found that people had already saved seats for me; I had the pick of the cafà ©. I finally sat with some people I recognised from French class; almost immediately they started  asking me where I was from, and why I not speak English. When I had settled in and tried to comprehend what they were saying, I tried to answer in English. When I finally figured out what I would say, I stammered out something like this, â€Å"France, en Paris, where I live.† Everyone thought it was just brilliant that I had an accent, and proceeded to try to imitate it. I was a bit overwhelmed, as it was a lot to take in; people were just talking away in English, while I was just there, smiling and nodding. When you don’t understand the language, everything gets very confusing, very fast. By the end of lunch, I had started to come to terms with using English instead of French, though I was still not completely comfortable. When lunch was over, I had to head to another building where my orchestra class was to be held. When I got there, I found that I was in a senior orchestra class, which I thought meant it would be simple and easy for me. I was surprised to learn that, there was no one my age, and that I was the youngest in the class. Ironically enough, the first song we would be playing was Offenbach’s Chanson de Fortunio, a very French piece to play. I learned later, the teacher had apparently picked it for me, because both it and I were French. After hearing me play just the Offenbach, the teacher had me moved to first chair, the best place to play cello. Orchestra was by far the best class for me, that day. After my double period of orchestra, I had natural science; science was a fine class to end the day with, because for me the Latin terminology and â€Å"learning† the metre system was a breeze. Science moved into an x period, for studying, or in my case, ESL help. All ESL help was, was help with English fluency. After the x period, it was time to go home. All in all, my first day at an English speaking school was not as bad as I expected.

Paleolithic

Our class will be going outside to try to help us understand Paleolithic times. We will experience the world as Paleolithic people did – bringing only what we can carry, having no permanent shelters, creating our own art from the materials around us and having to figure out the best place to stay. For this activity, we will assume that you are traveling in a small family group that Is part of a larger group of 31. You can be with either two other people or work with a partner, representing the core family group. It was typical of Paleolithic times that related core family groups would join together o form a larger group.This â€Å"family† would work together to gather food and protect each other. The group was usually between 15 and 30 people, though smaller and larger groups existed. As they traveled, different family groups would meet to exchange goods that they had made and they likely shared Information about the local environment. Young people likely moved between groups in order to share expertise (a group with several artists might exchange an artist for a skilled hunter) or to meet the needs of both groups (a group with extra males may send some to another group in exchange for goods or services).Over time, the larger group size allowed for some specialized roles to develop. The majority of people in the group would supply food for everyone, giving some people free time. For instance, a religious leader, artist or expert craftsman might supply the group's spiritual or technological needs rather than hunting or parenting. Women could take on a leadership role in the group. Women who gathered plants and hunted for small animals in many cases supplied most of the food for the group. In their role as mothers, they were protected from the most dangerous tasks, such as hunting or participating In battles with enemies.Instead, these types of tasks would be left to the â€Å"extra† males (the young and unattached men who were not yet In re ligious, artistic or craftsmen roles). Your task is to imagine yourself as part of Paleolithic times and to complete the following tasks. Your teacher will check that you are done at least Number 1 and Number 2 before the end of the period: 1. Use the map you have been given to decide where you will camp and have at least one person in your core family group record your reasons in the space provided. Consider the wants and needs of your group in addition to the geography of the area n your decision. . Using the tarp, sucks, butter knife and string, create a stable shelter. It will be 3. Using the modeling clay (which we are pretending is natural clay or soft stone), carve a Paleolithic figure and place it at the door of your shelter. 4. As a group or pair, explain what you think the daily life of Paleolithic people might have been like by creating a daily timeline to explain what your family would do at your campsite between the time you woke up and the time you went to sleep. Try t o include the challenges you faced today, such as weather, teamwork, etc. In your experience.

Free Essays on Hamlets Troubles

Hamlet’s Troubles William Shakespeare is a master mind when it comes to literature and writing plays. One of the greatest plays he wrote is Hamlet, Prince of Denmark. In the play, Hamlet’s mind is drawn in many directions at one time by different forces. The two forces are, his Father’s ghost forcing him to kill Claudius because he murdered him, and the second one is the force of his love for Ophelia. The force from Hamlet’s father on him is an obligated one. When the ghost says â€Å"But know, thou noble youth, the serpent that did sting thy father’s life now wears his crown,† (I, iv, 38-40) Hamlet realizes that his uncle Claudius, who is now king, killed his father and he knows that he must kill him in order to avenge his father’s death. This is a heavy obligation on Hamlet’s part and he feels he owes it to his father to kill Claudius. When Hamlet gets the chance to kill Claudius he does not, instead he says â€Å"When he is drunk asleep, or in a rage, or in th’ incestuous pleasure of his bed†¦then trip him, that his heels may kick at heaven, and that his soul may be as damned and black as hell†¦Ã¢â‚¬  (III, iii, 89-95) and vows to kill Claudius when he is in sinning somewhere. This only make him procrastinate Hamlet is left to brood over the killing more, which, he already he has been showing signs of going mad. If Ha mlet had killed Claudius right at that point in time, nothing else in play would have occurred. At the end of the play Hamlet forces Claudius to drink the poisoned wine and says â€Å"Here, thou incestuous, murd’rous, damned Dane, drink off this potion. Is thy union here?†¦Ã¢â‚¬  (V, ii, 313-314) and with that the king dies. Hamlet finally avenges his father’s death, but it is only minutes before Hamlet meets his fate and dies as well. No matter what, Hamlet stayed loyal to his father through think and thin, and the thick of it was his own death. In the case of Ophelia and Hamlet the force ... Free Essays on Hamlet's Troubles Free Essays on Hamlet's Troubles Hamlet’s Troubles William Shakespeare is a master mind when it comes to literature and writing plays. One of the greatest plays he wrote is Hamlet, Prince of Denmark. In the play, Hamlet’s mind is drawn in many directions at one time by different forces. The two forces are, his Father’s ghost forcing him to kill Claudius because he murdered him, and the second one is the force of his love for Ophelia. The force from Hamlet’s father on him is an obligated one. When the ghost says â€Å"But know, thou noble youth, the serpent that did sting thy father’s life now wears his crown,† (I, iv, 38-40) Hamlet realizes that his uncle Claudius, who is now king, killed his father and he knows that he must kill him in order to avenge his father’s death. This is a heavy obligation on Hamlet’s part and he feels he owes it to his father to kill Claudius. When Hamlet gets the chance to kill Claudius he does not, instead he says â€Å"When he is drunk asleep, or in a rage, or in th’ incestuous pleasure of his bed†¦then trip him, that his heels may kick at heaven, and that his soul may be as damned and black as hell†¦Ã¢â‚¬  (III, iii, 89-95) and vows to kill Claudius when he is in sinning somewhere. This only make him procrastinate Hamlet is left to brood over the killing more, which, he already he has been showing signs of going mad. If Ha mlet had killed Claudius right at that point in time, nothing else in play would have occurred. At the end of the play Hamlet forces Claudius to drink the poisoned wine and says â€Å"Here, thou incestuous, murd’rous, damned Dane, drink off this potion. Is thy union here?†¦Ã¢â‚¬  (V, ii, 313-314) and with that the king dies. Hamlet finally avenges his father’s death, but it is only minutes before Hamlet meets his fate and dies as well. No matter what, Hamlet stayed loyal to his father through think and thin, and the thick of it was his own death. In the case of Ophelia and Hamlet the force ...

Ken Folletts Master Class for Novelists

Ken Folletts Master Class for Novelists Ken Folletts Master Class for Novelists Ken Folletts Master Class for Novelists By Maeve Maddox According to Forbes Magazine, Ken Follet is one of the worlds ten most highly-paid novelists, with an annual income of $20 million. Follett wrote several not-so-great novels before Eye of the Needle made him rich and famous in 1978. Since then, every novel he publishes becomes a best seller. Many have been made into movies. You may have seen these film versions: 1981 Eye of the Needle (Donald Sutherland) 1985 The Key to Rebecca (Cliff Robertson) 1986 On the Wings of Eagles (Burt Lancaster) 1994 Lie Down With Lions (Timothy Dalton) Folletts historical novel about the building of a cathedral, The Pillars of the Earth (1989), has been translated into 30 languages and has sold 14 million copies worldwide. It didnt hurt that Oprah chose Pillars as her 60th Book Club selection in 2007. If your ambition is to write a sprawling historical novel, this is a good one to study. The sequel to Pillars, World without End (2007) spent 26 weeks on the NY Times Best Seller List. Follett has a generous spirit that makes him willing to share what hes learned about writing successful novels with other writers. You can examine Folletts changing outlines for The Man From Saint Petersburg in Albert Zuckermans Writing the Blockbuster Novel (1994). Online, you can take advantage of Folletts Master Class. Here youll find practical suggestions for: Starting out Putting pen to paper Research The outline The first draft Completing the novel Finding a Publisher 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 Fiction Writing category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictAt Your Disposal45 Idioms with "Roll"

Inside the Meltdown Essay Example | Topics and Well Written Essays - 500 words

Inside the Meltdown - Essay Example In this particular clip, on the meltdown that took place in the year 2008 in the United States of America, the theme economy has dominated the whole story. In this particular melt down, a lot of emphasis are made on the financial markets and the different economists who hold a number of high ranks are trying to react to this. Nearly all the departmental heads and the economists of this time, are advocating for the need to increase the oversight on financial markets. There is a liquidity threat and the economists are trying to analyze on how the availability of cash in the economy can lead to a solvency problem to some of the major financial institutions like banks. The whole story shows the high levels of risks that get evident as a result of funding long term liquid assets, which come along with liabilities that entails shorter durations of time. A lot of issues pertaining the levels of interest that need to get set on loans as well as the investments to get conducted arise in this meltdown. Responsibility as a theme has got the better part of this film. This is very evident by the number of state officials in the government dockets gets reacting towards this particular meltdown. A number of employees and other departmental heads from Bear Stearns Organization are reacting to this matter and everyone is trying to get more responsible by playing his or her part. No one wants to get pointed finger at as the one responsible for this particular economic depression, therefore ensures that his/her records are clean, and has undertaken all the duties expected of him/her. Another dominant theme in the story is media and information. In the clip, all the working places a number of televisions where the workers follow the news. Any of the latest information reaching the media gets anchored and spread to the public or citizens by use of the television media. This has made all

Accountability and KPI in M-Form Organization Essay

Accountability and KPI in M-Form Organization - Essay Example    Accountability means being answerable to the consequences of one’s actions in the business organization by virtue of the exercise of power given. Personal accountability is preparedness to have responsibility for the consequences of a person’s actions.The leaders and managers of organizations need the same in order to be able to deliver results. They could do the same by first setting a measurable a target to investors that would amount to a promise or commitment. This is where the concept of accountability would have its value at is would mean the leaders and managers can be considered reliable, dependable, or trustworthy in their promises. That what they speak or tell or promise as the organization takes risk its activities would come about. Thus, accountable people are known to have integrity. Investors would, therefore, expect prudence, competence, and wisdom from leaders on how they will deliver on their promise. If they promise a too rosy or optimistic pictur e, they could lose their reliability to investors. They would lose their being honorable. In effect to have accountability is to have honor which must be had in the responsibility, to tell the truth and to have fidelity to their promise. A corporate report that something external and went beyond their control could be acceptable to still to investors and stockholders if such was the truth and these leaders or managers have indeed been faith to their commitments but investors would understand if them if the latter have integrity.   

Current themes in businesses Literature review Example | Topics and Well Written Essays - 750 words

Current themes in businesses - Literature review Example Gender equality is a much talked about fact, but its applicability is less evident and visible in the business world. According to Williams (2013), â€Å"[a]lthough there are more reported gender discrimination statistics related to female employees, men and women can both be victims of gender discrimination.† Summary: This article centers on describing the gender discrimination persisting in the Western business world. As per Vekaik (2005), â€Å"[t]hirty years after Harold Wilson's Labour government put in place the country's first Sex Discrimination Act, Britain's women are still suffering from unequal pay and, increasingly, sexual harassment in the workplace.† The article contemplates that even though the business protocol emphasises that gender neutrality is the ideal concept for an organisation, the business all over suppresses women when it comes to efficiency, promotion and performance recognition. The article reveals that even though the workplace supports a ge nder neutral business environment, there is always an underlying gender discriminative element where masculine characteristics are more prominently reflected. The article points out that the ideological dilemmas existing among people create a tendency for gender discrimination, as it is a provocation to people in building a self-identity of their own. The article mentions that the workplace is an environment which nurtures many types of individuals, and each wants to establish their identity, which evokes gender discrimination. It asserts that mainly the hesitation concerning gender discrimation in workplace is giving an ideal gender-equal status to the Western business organisations. The article also projects two organization, â€Å"Red tech† and â€Å"Blue tech,† where the female staff talk about the gender bias existing in their organisations and their professional experience of discriminated they encountered during their work. The article vividly points out that tw o strategies are needed to evaluate gender discrimination: one is to look into it when gender discrimination occurred in the past and, secondly, individualise one’s own gender discrimination experiences and analyse that particular matter. According to Gluck (2013), â€Å"[v]ictims of gender discrimination lose motivation and morale necessary to perform their jobs effectively.† Critique : The author is extremely knowledgeable, and the journal article is informative and has a descriptive format which can hold people’s attention and interest. The article is professional in many ways, and in the initial stage itself it is reflected, as the article has a well informative title with author’s name and academic identity. The article also mentions the research purpose of the article and the importance of this subject in the current business world. Moreover, the French interpretation of the extract shows the professionalism of author: he is more concerned with spre ading a message to readers who are not well-versed in the English language. The best part of this academic article is that it brings out the truth about the workplace environment with regard to gender discrimination. As per Sharma (2011), â€Å"[g]ender discrimination is deep-rooted so women empowerment through better education, employment opportunities and reservation at various places only, in long term can eliminate this problem†. The article also points out the reason behind gender discrimina

Right of Children to Free and Compulsory Education Act

Right of Children to Free and Compulsory Education Act Erica D’Souza The Right of Children to Free and Compulsory Education Act:  Impediments of Implementation Introduction to the Subject: The present paper basically focuses on the problems and impediments that have been faced in the implementation of the Right of Children to Free and Compulsory Education Act (RTE) in India. The paper primarily analyses and utilizes the secondary data available in the form of scholarly and newspaper articles on the concerned subject. The paper also attempts to understand, in a reverse mode, the advantages and drawbacks of the RTE Act. A new ray of hope became visible for the largely-undermined Public Education System in India when the Right of Children to Free and Compulsory Education Act came into force on 1st April, 2010. It has made free and compulsory education a fundamental right of every child in the (6 14) age group, irrespective of gender or social category (The Gazette 3). Now, it is a shared responsibility of both Central and State Governments to provide free and compulsory education to all children by all means. If a child is not getting access to the education, the State as well as the Central government will be responsible for it. The RTE Act also states that the responsibility of enrollment, attendance and completion of 8 years of schooling of every child will also be borne by the State. There is a special provision for the differently-able children in the Act. They will also be educated in the ordinary schools as well as up to the age of 18 (Soni and Rahman 6). Some important features of the act in brief (Gazette of India II): Every child belonging to the age group of 6-14 has the right to free and compulsory education. Private school will also have to take 25% of their class strength from the weaker section and the underprivileged groups of the society and that is also through a random selection process. It also states that there should not be any vacant seat in 25% quota in private schools. Moreover, these children from weaker background should be treated equally in all ways. Every school will have to follow norms and standards prescribed in the Act and school that does not follow these standards within 3 years will not be permitted to function further. No admission test or interview will be taken for children or parents in order to secure admission. A fixed student and teacher ratio is to be maintained suggested by the central government. The ratio is (30:1). The Government must ensure a Primary school within 1 KM and secondary school in 3 KM of all the territory of the State to ensure 100% enrollment. Impediments of Implementations: Different organizations have carried out various studies to find out status of implementation of the RTE Act focusing both on the educational infrastructure and quality of education. The most comprehensive and important survey is the Annual Status of Education Report (ASER) which is carried out by Pratham, an education foundation bringing such annual report since 2005. ASER is carried out carried out by a local institution in every rural district in India. It is carried out each year in two months: September and November. In 2012, the survey reached 567 districts, 16,166 villages, 331,881 households and 5,96,846 children. About 500 organizations and 25,000 volunteers participated in this effort (Status 7). The ASER report for the status of implementation of the RTE Act in Chhattisgarh, Madhya Pradesh and Rajasthan reveals two major findings which are not very gratifying for the implementation of the RTE Act in India and universalization of education: poor quality of education and privatization (8). The reports also provides some specific findings such as: turn down trend in student and teacher attendance; enrolment is high, but proportion of out-of-school children also high, first choice was given for private schools and declining reading skill, private tution in demand etc. In his article â€Å"Advantages and Disadvantages of RTE Act†, published in The Hindu on 21 May 2013, Mohamed Imranullah S. argues that despite 25% reservation for children from the weaker sections of the society in private schools, they do not end up enrolling themselves in the lack of proper information about it (Imaranullah 2). It shows that lack of awareness regarding the RTE Act and facilities which one can avail under this right is one of the major impediments in the successful implementation of the RTE Act. Siddhartha Shome in her article â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act† draws our attention to a discrepancy inherent in the law itself which may also affect the proper implementation of the Act itself. She point out that if a private school fails to meet the required norms and standards, it will be fined heavily. But, in the same condition, a government run school will face no punishment (Shome 4). This inherent discrepancy, I feel, will also affect the attitudes of authorities in charge as they will not be responsible to provide answers if they fail to meet the given standards. And that will surely affect the education of children too. In their jointly written article â€Å"Feasibility of Implementation of Right to Education Act† and published in Economic and Political Weekly, Pankaj S Jain and Ravindra H Dholakia argue that insufficient allocation of the funds for the universal school system also weakens the proper impleme ntation of the RTE Act (Jain and Dholakia 38). They argue that government school system is inefficient to fulfill the dream nurtured by the Act and as a kind of solution to this problem they suggest to â€Å"rely on low cost private schools as a significant instrument of the government education policy† (Jain and Dholakia 38-43). In response to their article’s argument, Vimala Ramachandran in her article â€Å"Right to Education Act: A Comment† argues that reliance on alternative schools or private schooling will condemn the poor and marginalized to a second-rate education as they can never afford private and expensive schooling (Vimala 155). Status of Implementation of the RTE Act (2013): The study carried out in the year 2013 in Chhattisgarh, Madhya Pradesh and Rajasthan regarding the implementation of the RTE Act reveals two major impediments in the implementation of the RTE Act: 1) The role of the state and 2) the coordination between the implementing agencies (The Status 26-27). The report reveals that the state is not very much willing to spend money on the proper implementation and there is a lack of coordination between implementing agencies such as the Labor Ministry and the police, the Human Resource Development Ministry, the child rights commissions in each state, etc. For example, In Uttar-Pradesh, the state has no intention of contributing towards implementation of Act and is wholly depended on the central government (Rai 3). The RTE Act states that a child must have access to a school near their home. How many schools would we have to build to meet the needs of the population? Dilara Sayeed in her article â €Å"Hurdles in implementation of Right to Education Act in India† draws our attention towards this problem. She argues that proper infrastructure, poor distribution of budget, acute shortage of teachers and great heterogeneity of citizenry all make proper and smooth implementation of RTE Act very difficult (Sayeed 4). According to her the lack of schools is a major hurdle for the implementation. She argues that for educating every Indian as proposed in RTE Act, not many schools have been built up by the centre or state government to meet the needs of the population (5). Moreover, the alarming growth of private tution-based education with heavy load of fee is also another reason. And because of it children of the poor class lag behind (6). Ramakant Rai in his article â€Å"Challenges in Implementing the RTE Act† draws our attention to another fragile issue which obstructs the smooth implementation of the RTE Act in India. He argues that the Indian Constitution has clear ly stated that implementation of RTE Act cannot be only done by the state but the Centre will have to contribute equally. Lack of funds cannot be the only hurdle for its implementation but lack of intent and political will is the primary obstacle. There is improvement seen in the facilities provided by schools and in infrastructure facilities but still quality of learning could not bring remarkable change over the period of nine years (Madhav Chavan- ASER report). There are many accusations against government school being questioned with mismanagement, skipping, negligence and of appointment made on political expediency (RTE Wiki). The act has provision for orphans to provide admission without seeking any certificates but still schools are not admitting students without required documents (RTE). It has also been argued that the RTE Act has been hastily drafted without concerning many expertise scholars in the field of education. Moreover, it did not properly mention the actual defin ition for quality education. Bibliography: The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009). The Gazette of India. Web. http://www.ncte-india.org/Norms/RTE-1.pdf>. Soni, R.B.L. and Md. Atiqur Rahman. Status of Implementation of RTE Act-2009 in Context of Disadvantaged Children at Elementary Stage. Deptt. of Elementary Education. National Council of Educational Research and Training. Delhi. The Annual Status of Education Report (ASER). Pratham. Jain, Pankaj S and Ravindra H. Dholakia. â€Å"Feasibility of Implementation of Right to Education Act.† EPW 44.25 (2009):38-43. Print. Ramchandran, Vimala. â€Å"Right to Education Act: A Comment.† EPW. 44.28 (2009): 155-157. Print. Imaranulllah, Mohamed S. â€Å"Advantages and Disadvantages of RTE Act.† The Hindu. May 21, 2013. Sarkar, Chanchal Chand. â€Å"Right of Children to Free and Compulsory Education Act, 2009 and Its Implementation.† India’s Infrastructure Report 2012. Shome, Sidhartha. â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act.† Manushi: Working Towards Solutions. http://www.manushi.in/ articles.php.> Accessed on October 18 2014. Status of Implementation of the RTE Act: Chhattisgarh, Madhya Pradesh and Rajasthan. Web. https://socialissuesindia.files.wordpress.com/2013/04/status-of-implementation-of-rte-2013.pdf>. Srivastava, Prachi and Claire Noronha. â€Å"Institutional Framing of the Right to Education Act: Contestation, Controversy and Concessions.† EPW 49.18 (2014): 442-456. Print. Rai, Ramakant. â€Å"Challenges in implementing the RTE Act.† Infochange News Features. May 2012. Web. http://infochangeindia.org/education/backgrounders/challenges-in-implementing-the-rte-act.html>. Sayeed, Dilara. â€Å"Hurdels in Implementation of Right to Education Act in India.† India Tribune. Web.http://www.indiatribune.com/index.php?option=com_contentview=articleid=7659:hurdles-in-implementation-of-right-to-education-act-in-india-catid=30:opinionItemid=460>.

Analyzing King Lears Tragic Flaws Essay -- William Shakespeare King L

ANALYZING KING LEAR'S TRAGIC FLAWS King Lear is a play about a tragic hero, by the name of King Lear, whose flaws get the best of him. A tragic hero must possess three qualities. The first is they must have power, in other words, a leader. King Lear has the highest rank of any leader. He is a king. The next quality is they must have a tragic flaw, and King Lear has several of those. Finally, they must experience a downfall. Lear's realization of his mistakes is more than a downfall. It is a tragedy. Lear is a tragic hero because he has those three qualities. His flaws are his arrogance, his ignorance, and his misjudgments, each contributing to the other.   Ã‚  Ã‚  Ã‚  Ã‚  The first flaw in King Lear is his arrogance, which results in the loss of Cordelia and Kent. It is his arrogance in the first scene of the play that causes him to make bad decisions. He expects his favorite, youngest daughter to be the most worthy of his love. His pride makes him expect that Cordelia’s speech to be the one filled with the most love. Unfortunately for King Lear’s pride, Cordelia replies to his inquisition by saying, â€Å"I love your majesty/According to my bond and nothing less';(1.1.100-101). Out of pride and anger, Lear banishes Cordelia and splits the kingdom in half to the two evil sisters, Goneril and Regan. This tragic flaw prevents King Lear from seeing the truth because his arrogance overrides his judgement. Lear’s arrogance also causes him to lose his most faithful servan...

Air Operated Four Wheeler

Four-wheel drive, 4WD, or 4Ãâ€"4 (â€Å"four by four†) is a four-wheeled vehicle with a drive train that allows all four wheels to receive torque from the engine simultaneously. While many people associate the term with off-road vehicles, powering all four wheels provides better control in normal road cars on many surfaces, and is an important part of rally racing. In abbreviations such as 4Ãâ€"4, the first figure is the number of wheels; the second is the number of powered wheels. 4Ãâ€"2 mearns a four-wheel vehicle in which engine power is transmitted to only two wheels the front two in front-wheel drive or the rear two in rear-wheel drive. The main objective of our project is to perform to introduce the advance technology in the field of automobile.Here the four wheeler is carry out for the purpose of changing the gears using with the help of air power. Vehicles, derived from the Latin word, vehiculum, are non-living mearns of transport. Most often they are manufactured ( e. g. bicycles, cars, motorcycles, trains, ships, boats, and aircraft), although some other mearns of transport which are not made by humans also may be called vehicles; examples include icebergs and floating tree trunks. Vehicles may be propelled or pulled by animals, for instance, a chariot, a stagecoach, a mule-drawn barge, or an ox-cart. However, animals on their own, though used as a mearns of transport, are not called vehicles, but rather beasts of burden or draft animals.This distinction includes humans carrying another human, for example a child or a disabled person. A rickshaw is a vehicle that may carry a human and be powered by a human, but it is the mechanical form or cart that is powered by the human that is labeled as the vehicle. For some human-powered vehicles the human providing the power is labeled as a driver. Vehicles that do not travel on land often are called craft, such as watercraft, sailcraft, aircraft, hovercraft, and spacecraft Land vehicles are classified broadly by what is used to apply steering and drive forces against the ground: wheeled, tracked, railed, or skied. The true inventor of four-wheel drive is not really known; the history of such was not well recorded.In 1893, before the establishment of a modern automotive industry in Britain, English engineer Joeseph Bramah Diplock patented a four wheel drive system for a traction engine, including four-wheel steering and three differentials, which was subsequently built. The development also incorporated Bramagh's Pedrail wheel system in what was one of the first four-wheel drive automobiles to display an intentional ability to travel on challenging road surfaces. It stemmed from Bramagh's previous idea of developing an engine that would reduce the amount of damage to public roads. Ferdinand Porsche designed and built a four-wheel driven Electric vehicle for the k. u. k.Hofwagenfabrik Ludwig Lohner & Co. at Vienna in 1899, presented to the public during the 1900 World Exhibition a t Paris. The vehicle was powered by an electric hub motor at each wheel, a design later used by NASA in the lunar rover. Although clumsily heavy, the vehicle proved a powerful sprinter and record-breaker in the hands of its owner E. W. Hart. Due to its unusual status the so-called Lohner-Porsche is not widely credited as the first four-wheel driven automobile. The first four-wheel drive car, as well as hill-climb racer, with internal combustion engine, the Spyker 60 H. P. , was presented in 1903 by Dutch brothers Jacobus and Hendrik-Jan Spijker of Amsterdam.

Leadership Styles Management Essay

→ Production-centered managers – set rigid work standards, organized asks down to the last detail, prescribed work methods o be followed and closely supervised their subordinates’ work → Employee-centered managers – encouraged subordinate participation in goal setting and in other work decisions and helped ensure high performance by inspiring trust and respect most effective leadership Most effective leaders were those who had supportive relationships with their subordinates, tended to use group rather than individual decision making, and encouraged their subordinates to set and achieve high performance goals. Managerial Grid (Blake and Mouton Studies) developed by Robert Blake and Jane Mouton identifies 5 different types of management behaviors based on the various ways that task-oriented and employee-oriented styles can interact with each other Style 1,1 (impoverished management) – low concern for people, low concern for tasks or production laissez-faire management – leader abdicates his or her leadership role Style 1,9 (country club management) – high concern for employees, low concern for tasks Style 9,1 (task or authoritarian management) – high concern for production and efficiency, low concern for employees Style 5,5 (middle-of-the-road management) – an intermediate amount of concern for both production and employee satisfaction Style 9,9 ( team or democratic management) – high concern for both production and employee morale and satisfaction ; most effective leadership behavior Hi. Alam kong FC ako sa ginagawa ko pero di ko na talaga matiis eh. Haha. Sorry kung na-intrude ko ang privacy mo dito sa FB. Masyado lang kasi akong na-mesmerized dun sa story mong ICH Book 1. Di ko nga alam kung gagamit ako ng â€Å"po at opo† o tatawagin kitang â€Å"Ate† habang tinatype ko to.Haha. Kahit hindi ako nagcocomment sa updates mo (sorry po, tinatamad kasi akong gumawa ng account doon :D), gusto ko lang sabihin na nagustuhan ko yung plot ng story mo at grabe ang kaba ko habang papalapit na ako sa ending. Kahit ending na sya, naramdaman ko pa rin yung â€Å"thrill†. Hindi nakakasawang ulit-ulitin. Noon pa, curious na talaga ako sa identity mo pero may hint na ako na sa UP ka nag-aaral dahil dun sa jeepney ekek na nasabi mo. :3 â€Å"Curiousity killed the cat but satisfaction brought it back.† Wala lungs trip ko lang po isingit to. Mehehehe. Nakita ko po kasi yung link para sa FB account mo kaya ni-click ko na. XD First time kong mag-message sa isang writer ng story kaya pagpasensyahan mo na ako kung mukhang walang sense itong na-type kong message. Wahaha. Yun lang, byebye. =) FC ako, SORRY po ulet. :)))) System 4 Management Rensis Likert, incorporating the basic style categories of task orientation and employee orientation, devised his own model of management effectiveness. Four Leadership Systems System 1 characterized as exploitive and authoritative Managers make all work-related decisions and order their subordinates to carry them out. Failure to meet the managers’ goals results in threats or punishments. Managers have little trust or confidence in subordinates. Subordinates fear the managers. System 2 benevolent authoritative Subordinates who meet or exceed the managers’ goals may be rewarded. Managers have a condescending attitude toward their subordinates and subordinates are cautious when dealing with their managers. System 3 consultative Managers set goals and issue general orders after discussing them with subordinates. Subordinates can make their own decisions about how to carry out their ttasks. Rewards are used to motivate subordinates. Subordinates feel free to discuss most work-related matters with their managers, who, in turn, feel that to a large extent subordinates can be trusted to carry out their tasks properly. System 4 participative Likert’s final and most favored management style Goals are set and work-related decisions are made by group. To motivate subordinates, managers not only use economic rewards but also try to give their subordinates feelings of worth and importance Performance standards exist to permit self-appraisal by subordinates, rather than to provide managers with a tool to control subordinates. Interaction between managers and subordinates is frank, friendly, and trusting. Low productivity → Systems 1 and 2 styles High productivity → Consultative or Participative leadership style System 4 management → desirable management in a wide variety of work situations ———————– High in consideration Lowest turnover rates Highest employee satisfaction Low in consideration High in initiating structture High grievance and turnover rates