“Beauty is truth, truth beauty” Essay - 767 Words

Of the five odes written by John Keats, this ode was written to show the beauty of love through a work of art. This work of art is a Grecian Urn, one side adorned with a woman being pursued by a â€Å"bold lover† and on the other a priest leading a heifer to be sacrificed. The beauty of this poem is given in five stanzas of iambic pentameter with a two part rhyme scheme, giving the poem a sense of a two part structure and, furthermore, two meanings just as there are two sides of the urn. The manifest meaning is one of the picture being timeless and the love eternal, while the latent meaning is that of silence and how love can be expressed without word or sound. Keats begins this depiction of beauty in the first stanza by describing the woman,†¦show more content†¦However, we are told not to grieve, for just as the lover will never reach his beloved, his beloved will never fade and â€Å"for ever wilt thou love†. In the third stanza, Keats repeats the word happy six times and â€Å"for ever† five times. The purpose of this is to exaggerate his message of timeless beauty. The urn will forever show the same scene of the trees in full bloom, never to â€Å"bid the Spring adieu†. â€Å"More happy love! More happy, happy love!†; describing the love of the young couple, Keats says that they will be â€Å"for ever warm†, â€Å"for ever panting†, and â€Å"for ever young†. In this, the speaker rejoices in the still moment, the love that will for ever remain frozen. The repetition of happy and exclamation points also seem to show Keats’ overly sentimental feeling for the trees’ condition, almost as if he is envious of their everlasting beauty (Trumann). Until this point the reader has seen a single side of the urn. The fourth stanza of â€Å"Ode on a Grecian Urn† begins to show us other side of the urn, as if the speaker is holding the urn in his hand and turning it over to view the rest of the design. Full of questions, this stanza gives the feeling of confusion. The speaker is contemplating the purpose of the priest, the â€Å"garlands drest† heifer, and wondering about their destination. Another part of this scene depicts a town â€Å"emptied of its folk,† leaving the speaker to wonder whatShow MoreRelatedThemes Of Beauty Is Truth The Truth1879 Words   |  8 Pages‘Beauty is truth, truth beauty’. Discuss Keats’s exploration of the themes of beauty, truth and imagination in two or more of his works. Prior to the Romantic Movement the prevalent notions in European culture was that the understanding of the universe could be comprehended with the application of rationality and logic. The bel ief that reason and logic could and should determine all aspects of life arguably underwent a shift of consciousness and was subordinated against the ideas of the RomanticRead MoreJohn Keat s Line, Beauty Is Truth, Truth Beauty1568 Words   |  7 Pagesthat truth is†¦ solid. That truth is, in a way other things are not. That truth is concrete and that if we work and search, we will find the truth and all our questions will be answered. More ‘artsy’ art, things like paintings, poetry, sculptures, music, and such, seem to very much disagree. Truth becomes an almost illusory concept, searched for, aspired to, but never fully grasped. I believe John Keat’s line â€Å"Beauty is truth, truth beauty† echoes this notion. By linking the concept of truth withRead MoreThe Truth And Beauty By Virginia Woolf1207 Words   |  5 PagesThe truth and beauty is our own experience of life, the unique way we experience and feel similar moments. One of author Virginia Woolf’s purposes for Mrs Dalloway was to capture how people experience their own, different truths in the same moment. To do this she focuses on consciousness rather than actions and descriptions. But more than that, they uncover the nature of the individual’s mind in time as â€Å"the leaden circles dissolved in air† which Keats and Septimus equate to the truth. The purposeRead MoreTruth and Beauty Analysis Essay920 Wo rds   |  4 PagesTruth and Beauty Essay Ann Patchett’s Truth and Beauty can most simply be summed up as the life of Lucy Grealy and her lasting impact on people. Patchett writes from a colloquial sidelines point of view meaning Grealy is depicted as a type person who is like an unyielding force. She was a force that gained momentum as it swept up more followers and Patchett became subject to this overpowering presence that Lucy effused. Patchett uses letters from Grealy to explore a part of this invisible attractionRead MoreThe Ugly Truth Of Beauty Pageants1649 Words   |  7 PagesTiffany Foster Professor Dunn Comp 102 26 April 2015 The Ugly Truth of Beauty Pageants Lipstick, big hairdos, and sparkly crowns†¦ the world of beauty pageants is perceived as glamorous and prestigious. In the 1920’s, beauty pageants became part of American society. Forty years later, the first ever children’s beauty pageant took place. Young children in these competitions are judged based on individuality in looks, capability, poise, perfection, and confidence, or as the judges callRead MoreThe Beauty Industry Hides An Ugly Truth Essay1754 Words   |  8 Pagesfact, it has been in the dark so long, that many people choose to ignore it. What is this secret? Well, the beauty industry hides an ugly truth: It has flaws in the system that lead to mislabeling of products, unregulated chemicals in formulas, and dangerous diseases in cosmetologists. The cosmetology industry has been infamously known for their lack of regulations on companies that produce beauty products. The companies do not operate through the FDA, so they are able to exclude important informationRead MoreRhetorical Analysis of the Ugly Truth About Beauty818 Words   |  4 Pages4 September 2012 Rehtorical Analsysis of â€Å"The Ugly Truth About Beauty† There is a clichà © quote that people say, â€Å"Beauty is in the eye of beholder.† But in the essay â€Å"The Ugly Truth About Beauty† (1998) Dave Barry argues about how women who spend countless hours on their so called â€Å"beauty† whereas men seem not to care. Barry uses juxtaposition and exaggeration to poke fun at men and women behavior and shed light on the harm that the beauty industry is doing. When Barry argues his point of hisRead MoreHigh Glitz Beauty Pageants And The Ugly Truth2330 Words   |  10 PagesThis essay, High Glitz Beauty Pageants and the Ugly Truth, examines the role high glitz pageants play on young adolescent girls. There are two major types of pageants which include natural and glitz. Natural pageants are morally appropriate and acceptable for young girls because they promote a much more healthier lifestyle as compared to glitz beauty pageants. On the other hand, the impact that glitz beauty pageants have on young girls are highly negative. This particular type of pageant puts girlsRead MoreWhy Beauty id Truth by Ian Stewart1222 Words   |  5 PagesWhy Beauty is truth: A History of Symmetry by Ian Stewart is in depth on how mathematicians came about symmetry. Instead of coming across symmetry by geometry as someone today might think, Stewart shows how it became an idea by algebra. Most of the book is told in chronological order from the early Egyptians and Babylonians discovery of the quadratic equation and leading up to the impossibility to solve the quintic equation. Through each chapter we see how mathematicians get one step closer to solvingRead MoreThe Ugly Truth Behind Child Beauty Pageants. Why Is That1310 Words   |  6 Pages The Ugly Truth Behind Child Beauty Pageants Why is that we are told everyone is beautiful in their own way yet society pressures us woman to be prettier than the next. Women are taught as little girls that being beautiful is important but there is more to life than being beautiful. I believe parents should not let their daughters compete in beauty pageants because it sexualizes young girls, affects child development and discourages self worth. Is exploiting your child really worth some cash, a

Team Work Free Essays

HECS 1100 Learning Together, Working Together| Learning Set Assessment Task | By Jodie Brown, Carole Fawcett, Debbie Fairhurst, Helena Judge, Helena Bonallie and Hannah Crowther| [Pick the date] | Learning Set Poster Assessment Task Within the Learning Together Working Together tutorials we were assigned to a group and given the task of designing an A4 poster which communicated information to a specific target group. The project the group chose was an A4 poster on ‘Recognising stress in carers’ aimed at carers. The group interpreted the brief as non-paid carers having someone dependent upon them such as a mother caring for her baby or a young person caring for an elderly relative. We will write a custom essay sample on Team Work or any similar topic only for you Order Now The group originally chose the project on respect towards older people aimed at 15-19 year olds however, following a group discussion decided to change the project to recognising stress in carers. This was because the group felt that the carers topic was currently highlighted in the media and there was a large volume of literature available from a variety of sources. The group also felt that the respect towards elders project was quite a broad topic which could be interpreted in many different ways which may have been challenging to convey on a poster. The group preferred a poster over a leaflet as they felt it could reach a wider audience when placed anywhere rather than someone having to physically collect a leaflet. The group also thought a poster would be more eye catching, easier to read and concise for stressed busy carers who wouldn’t want to read large volumes of text. 152 words Initially the group did not assign specific roles to individual members as the group was only in the Forming stage (Tuckman1965), therefore, each member carried out their own individual research, gaining more knowledge on carers and the impact of stress. The team thought that different research approaches would cover all areas and allow equal input and workload from all members. The Storming stage (Tuckman1965) became evident as the resources individuals had gathered were discussed and the most relevant information was chosen. From this discussion the set decided upon the information, design and direction. This then lead into the Norming stage (Tuckman1965) where strengths and weaknesses became apparent which enabled task allocation to be easier. For example, one member having had experience in mental health initiated an idea taken from Bramham’s vulnerability bucket (date) and another member having good IT skills worked on putting the poster together based on other members inputs. These positive roles along with plant, shaper and other pos roles (138 words) Development of the group was very positive, the team progressed through Tuckman’s (1965) Stages without any conflict or problems which the learning set believed was an achievement as without this the poster would not have been produced as quickly and successfully. The main basis of the poster was decided early, giving the group plenty of time to improve and refine it with each meeting. Each member demonstrated an adult to adult relationship (Thompson 2006) with excellent communication skills throughout. As everyone became closer and felt more comfortable, it was easier to express views, portray opinions and be able to negotiate, ultimately meaning better ideas were created. Also the group was extremely open to various individual ideas which, as a result, allowed the discussions of advantages and disadvantages to reach an agreement. 131 words) The most challenging aspect of the project was that the initial idea didn’t work well on paper as it was too crowded so, it had to be adapted, without losing the concept. This took considerable time and effort however, spending this time meant that the final poster was of a higher quality. (52 words) Within the learning set respect was demonstrated throughout. This was initiated by a list of rules that were formulated at the original meeting that set the basis of how each member should behave towards one another. These were adhered to during the entire project. (Appendix 1) Acknowledgment of each members strengths and weaknesses was demonstrated the ensure that others thoughts, ideas and actions were encouraged and not dismissed. Every individuals perspectives were considered when making a group decision for example, information was shared within the file exchange on the virtual leaning environment enabled the opportunity for viewpoints to be shared. 100 words) Upon reflection on Action (Schon 1983, 1987), the group would try assigning roles to each member to see whether it was more effective. The roles could be rotated around so that each member had a go at each role. Another idea upon reflection was to formulate an Action Plan with deadlines so each person could have a step by step approach to formulate. The learning set believe these ideas wouldn’t alter the final product but could possibly improve the working style. (81 words). TOTAL WORD COUNT: 802 How to cite Team Work, Essay examples

Plan for Positive Behavior Supports School-Wide

Question: Discuss aboutPlan for Positive Behavior Supports for School-Wide. Answer: Introduction Positive behavior supports are significant to the life of every student or learner during their school life. Positive behavior support is described as a process where an individual understands and resolves the problem of childrens behavior established on empirical research as well as values. This process enables a person to come up with an understanding that answers why a child indulges in problem behavior, and help a person to develop strategies necessary for prevention of problem behavior and teach a child new skills. Further, with positive behavior support, it becomes easy to manage tantrums, aggression, property destruction as well as social withdrawal. A classroom with physically disabled and able-bodied children aged between 3-5, is not easy to manage. The physically challenged children have no hearing, and seeing problems. There physical challenges are minor. These are young children-girls and boys, from different backgrounds meeting each other in a classroom, to seek education. Also, the upbringing of these children is absolutely different (Sugai Horner, 2002). In this case, a teacher would always have a task of managing the behavior of these children, and teach them good skills that can enable them stay together peacefully without any sign of aggression or tantrums. Nevertheless, as a classroom teacher, it is fundamental that one develops a positive behavior support plan that can help them manage their class properly. Proper Classroom Management would require that a classroom teacher prepares for the school year to deal with bullying and forge relationships with administrators, and learners. In this case, since these is a class that has some children with physical problems, developing goals, resources, strategies, and other activities would help inculcate positive behaviors into these learners. Goals The goals intended in this positive behavior supportis to: Build a positive behavior support team. To build this team, key stakeholders should be at the center of a childs life. In this situation, as a classroom teacher, an individual would be required to involve other staff members to help in developing, implementing, and monitoring a childs support program. Whenever a conduct support group is build up, the following queries must be raised: Who is the key stakeholders and persons in the childs aliveness? Why teaming up is a PBSs important component for the children, what does one require to perform to make it a prosperous co-operative get through which can advantage the family and child? How to encourage engagement of all team members and the family and in the conduct support programming procedure? Nevertheless, these questions shall be handled as follows: The main stakeholders and individuals in the childs life Potency team members would entail anybody who a classroom educator understands and knows the child comfortably and will participate in the behavior support program. In this, guardians, question, parents, families as well as teachers shall be a key team that would be able to interact with the learners in their natural environments. These team members would be encouraged to develop a behavior support plan that can be utilized across environments. Therefore, as a classroom teacher, it would vital to ensure that there is cooperation between children and the aforementioned team. It should be noted that parents and families, play crucial roles in developing positive behaviors among children that is why I find it indispensable to involve them. Why teaming up is an important component of PBS in the child Co-operative teaming is established on the concept that the entire team members participates in implementing, developing, and monitoring the behavior support program. If the family is involved in the process from the start, and are encouraged to participate in the PBS program from operational assessment to the execution of a plan, they are more probably to recognize and accept the support program as well as carry out the plan with faithfulness. Moreover, the parents can be able to learn as well as see behavior as significant and formulate support techniques as their children relocates to newest settings where they are supposed to share resources and embrace togetherness. Therefore, my plan for PBS demands that parents or family educate their children fresh skills in case of challenge behavior (United Nations, 2006). The parents should teach, to love one another, and accept the people they shall be sharing with a classroom with, without discriminating against them. To end discrimination, and enhance brotherhood. As mentioned earlier, my classroom is made up of disabled and able-bodied learners. The differences in terms of physical appearance, in all probability, would lead to discrimination among my learners. In order to end this discrimination, I would emphasize on how people are wonderfully and beautifully made to make them believe that even if their classmates are born with disabilities they are still beautiful and they should be assisted where necessary, because they are the children of God. In addition, I would task parents or families to teach their children about love, care, and tolerance (United Nations, 2006). As a result, the children shall be looking at their physically challenged friends as good people that deserve their love. I would address the issue of disabilities painstakingly, and ensure that all the school stakeholders, especially my colleagues understand that all people with disabilities are supposed to access education without any sort of discrimination. This effort would ensure that those with challenges are loved, cared for and well attended to. Consequently, these children would be able to enjoy their school life only with love for each other. Strategies The strategies address the teaming up with other teachers and parents to succeed PBS. The strategies also seek to enhance person-centered planning. To achieve a collaborative experience that would succeed the PBS process, it is important to ensure that all the team members are significantly involved in the PBS process. Therefore, there would be need for good leadership from the classroom teacher. It is the duty of the classroom teacher to ensure that there is teaching in the natural setting, goal setting, , taking merit of family strongholds, progress supervising, as well as direct involvement of the family. Therefore, the following strategies shall be used to gain collaborative efforts among main stakeholders to succeed the PBS process. Building Affinity and Esteem for the Individual- the team needs to develop a relationship with the team of the child. Making this association relies on creating and acknowledging strongholds of the whole team. Respect and rapport and entails demonstrating the awareness of the kinetics in the differents conditions of a kid, by utilizing simpleton language and recognize different suggestions. Demonstrating esteem for many cultures and knowing about the other team occupants for input can urge developing and firming a reasonable teaming interaction. Being Sensitive to the Context- The team should know the extensive ecology of the educational environment as well as home. However, the dedication to developing change and growth. The Team needs to be aware of change and growth. Change and growth may entail a learning curve for the entire team. It requires to be allocated the time to plan new knowledge and develop their eloquence at utilizing this model. Therefore, these attempts aim at helping the kids learn other skills from the individuals who may be relating with them. Nevertheless, person-centered planning brings the team together to discuss the vision and dreams for the child. Hence, this step would ensure that all the people involved in teaching positive behavior support, setting a vision and dreams that would focus the childrens thoughts on success, and good behavior (Corrigan, 2014). Further, to assess the functional behavior of the children would be another essential activity that I will not miss. Assessment of the functional behavior of children can be done in various ways like: observation, where as a classroom teacher, I shall monitor the behavior of my learners, and correct them immediately when they blunder (Cipani Schock, 2011). Recommendation A classroom teacher should foster collaboration among parents, teachers and other stakeholders in order to achieve positive behavior support. All teachers should monitor the behavior of children and collaborate with the learners a classroom teacher in correcting and teaching children positive behavior. Parents should also know that the ultimate responsibility of nurturing positive behavior among children lies in their hands since they are the ones who shall be spending most of their time with their children. Conclusion All in all, to have a successful classroom management it is important a teacher works closely with other stakeholders. For instance, parents are likely to spend their limited time with their children, and whey staying together, they should take time to observe the behavior of their children and correct them whenever they go wrong. Therefore, my positive behavior support seeks to use collaborative relationship to help improve the behavior of children. At school, a classroom teacher should be able to cooperate with other teachers to help improve childrens behavior. References Carter, M., Clayton, M., Stephenson, J. (2006). Students with severe challengingbehaviour in regular classrooms: prevalence and characteristics. Australian Journal of Guidance Counseling, 16, 189-209. Cipani, E., Schock, K. (2011). Chapter 1: Basic concepts and principles. Functional Behavioural Assessment, Diagnosis, and Treatment: A Complete System for Educationand mental Health Settings.(2nd Edition). New York: Springer Publishing. Corrigan, E. (2014) Person centred planning in action: exploring the use of personcentred planning in supporting young people's transition and re-integration to mainstreameducation. British Journal of Special Education, 41, 268288. Crone, D., Hawken, L., Horner, R. (2015). Chapter 4: Designing a behaviour supportplan. Building Positive Behavior Support Systems in Schools, Second Edition. Guildford Press. Gage, N., Sugai, G., Lewis, T., Brzozowy, S. (2015). Academic achievement andschool-wide positive behaviour supports. Journal of Disability Policy Studies, 25, 199-209. Horner, R, Sugai, G and Others (2009) A Randmonized, Wait-list Controlled Effectiveness Trial Assessing School-Wide Positive Behaviour Support in Elementary Schools. Journal of Positive Behaviour Interventations, 11, 133-144. McAtee, M., Carr, E. G., Schulte, C. (2004). A contextual assessment inventory forproblem behaviour: Initial development. Journal of Positive Behavior Interventions, 6, 148-165. Nankervis, K. (2006). Planning for support. In I. Dempsey and K. Nankervis (Eds). Community Disability Services: An Evidence-Based Approach. (pp 110-144). Sydney:UNSW Press. Sugai, G., Horner, R. (2002). The evolution of discipline practices: school-widepositive behaviour supports. Child Family Behavior Therapy, 24, 23-50. Sack, G., Kern. L. (2008). A comparison of quality of life variables for students withemotional and behavioural disorder, and students without disabilities. Journal of Behavioral Education, 17, 111-127. Taylor-Brown, M. (2012) How did young people identified as presenting with social,emotional and behavioural difficulties experience a person-centred transition review meeting?, Educational and Child Psychology, 29, 5466. United Nations (2006). Article 24. Convention on the rights of persons with disabilities (CRPD).

The Evil in God free essay sample

Carl Jung’s theory explains that archetypes are inherited ideas or modes of thoughts, which are derived from the experience of the person’s race and are present in the subconscious of the individual. It is an idealized and generic model for characters. There’s the hero that has experienced a severe childhood, but is able to work past it all and eventually becomes king. For an example, look at Simba in the Lion King and his journey. While the hero is usually brave and loved (at the end), the villain is described as a power hungry animal, who at the end is either redeemed or killed. For example, look at the ‘Wicked Witch of the West’ and her fall from power. A villain is defined as â€Å"The person or thing responsible for specified trouble, harm, or damage; also has great power and influence†. An archetypal villain wants power at any price, and will stop at nothing to get what he/she desires. We will write a custom essay sample on The Evil in God or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is true of many villains, especially one in particular: Adolf Hitler. Hitler had enough power and influences to convince an entire country to turn against an entire ethnic group. He stopped at nothing to achieve his goals, and when one plan didn’t work, he moved onto another one. He was ruthless, and went by his own moral code. He truly believed that what he was doing was the â€Å"right thing†. He is the epitome of an archetypal villain. Do you notice that girl helping up that young man? That’s me, Essowe Telou. I do community service every month at Ronald McDonald’s soup kitchen and am usually seen smiling. I am†¦ your archetypal villain. Granted I doesn’t possess â€Å"scaly green skin, a crooked wart-spotted nose and a slender black hat paired with a classic evil cackle†, but I do contain five characteristics, that is often over looked in villains, which make me your perfect nemesis. I am intelligent, and effective villains are intelligent. That doesn’t mean, per say, that I am intellectually gifted, though I am, but I often avoid making stupid mistakes. I make sure that I am always two steps ahead at all times. In addition to being intelligent, I am also determined. This is what separates the great villains from the â€Å"lesser baddies†. A truly formidable villain is possessed by an unstoppable drive to achieve their goal. Just as nothing could stop Sauron of Mordor from dominating the Middle Earth, nothing will stop me from going to college. Even my own physical and emotional health is only considered a minor setback. Under no circumstances will I ever cease. Furthermore, I am immoral. Of course, I have a sense of what’s wrong and right, but I â€Å"subscribe to my own moral code†. I know that I should stop when my body is aching and my eyes are rimmed with tears but in my eyes, it’s for the best. â€Å"No pain, no gain†. Above all, I am staggeringly powerful. My power lies within the resources that are at my disposal, which include, my teacher, school, and information that I have been given. The only difference between me and a villain: A villain usually fails at the end, but failure isn’t an option for me. I am Essowe Telou, and I am your archetypal villain. We have created a prototype for every character and we are unable to break them, because if we do than they would be unidentifiable in our eyes. The possibility that we might not be able to tell the hero from the villain is ludicrous. How could we not when we have given them set characteristics that they must follow to be considered a hero or a nemesis? In retrospective, I reiterate my opening statement on archetypes â€Å"The archetype is a symbolic formula which always begins to function when there are no conscious ideas present, or when conscious ideas are inhibited for internal or external reasons. † Works Cited The Lion King

The Main Types of Essay Papers

The Main Types of Essay Papers Defining Narrative, Argumentative, Expository Essay Types Students of all ages face the necessity to complete various types of academic works. Types of assigned papers usually depend on students’ grade and specialization. However, some essay types are included in general education program. It means you inevitably have to write them no matter if you are studying Law or Science. This time we will define the major essay types including Narrative, Argumentative and Expository essays defining their features in addition to useful writing tips. Essay type 1 – Narrative essay Everything looks pretty simple here. All you need is to try a role of a storyteller. Speak to your audience in a written way and tell about any real-life experienced that stroke you in the past. Students like writing narrative essays although the paper may still be rather challenging for immature and amateur writers. Narrative essay topic examples: The Happiest Family Vacation; My Worst Enemy. Essay type 2 – Expository essay College students are familiar with this type of academic paper. They are actually the same as research papers. Here you need to deliver facts merely and support the topic and your point of view. The most challenging aspect of this essay is to arrange all paragraphs, sentences and thoughts establishing a coherence for the reader. Make sure your audience can put up with all facts and data you deliver. Expository essay topic examples: How do mobile devices affect people’s lives? The results of Communism. Essay type 3 – Argumentative essay This is where you need to persuade your readers that you provide the only right point of view. The name of the paper makes it clear that students are supposed to highlight strong arguments in favor of their opinions. Although you are allowed using other experts’ opinions, the main mission of the paper is to design one of your own. Argumentative essay topic examples: Can mobile devices replace live communication? Is the modern education program efficient when finding a job?

A Comparison of Person Centred and Existential Therapies

A Comparison of Person Centred and Existential Therapies Although person centred and existential therapies are both humanistic in their approaches both these therapies have many differences as well as similarities in the use of the therapy towards their clients. Yalom agrees with Rogers in that it is the therapeutic relationship that heals. However Yalom helps his clients from a philosophical stance in dealing with their problems. Furthermore this is where existentialism differs from Rogers’s person centred therapy Jones, R. (2006). This essay will compare and contrast person centred and existential therapeutic approaches to therapy. Whereas the person centred approach regards the individual as the authority on their own experience (Mulhauser, G. 2010). In contrast the existential approach views the client as having continual change and transformations throughout their experiences. However the person centred approach provides three core conditions that the client finds useful to aid them in their growth and therapeutic change these are according to Rogers as cited in Jones, R. (2006), the first is unconditional positive regard where Roger regards as the trust the therapist puts in the clients ability to constructive change. Furthermore Roger believed that as well as this trust placed in the client; that the therapists also have their own struggle in that the therapist must be mindful of the client’s ability to attain constructive self-direction if that respect is part of their personality. This then makes a critical feature of Rogers therapeutic approach and the relationship in which the client is valued, and respected as a worthy person (Jones, R. 2006). Empathic understanding is the next core condition Rogers as cited in Jones, R. (2006) suggests it is a empathic understanding the therapist shows in understanding and accepting the client’s point of view. Furthermore in understanding the clients’ thoughts as well as their feelings the therapist shows understanding it can also shows the c lient point view is important and accepted. However when Roger talks about the third condition congruence he is saying that the client does not need to â€Å"guess what the therapist is really like† (Mulhauser, G. 2010) however the therapist must be in touch with their feelings whilst still have awareness of these feelings which the therapist can communicate if appropriate (Rogers, 1962: 417) as cited in Jones, R. (2006). Which does not mean the therapist can come out with every feeling but must also try to avoid turning it from person centred to therapist centred; with therapists sharing their feelings this can be seen as strengthening the relationship between the therapist and client by being expressed genuinely. Furthermore these three conditions are what Rogers had confidence in that the client was able to use to develop their own identity, which resulted in the client experience of therapeutic change. Existential therapy on the other hand according to Mulhauser, G. (2010 ) is about â€Å"facilitating the client’s own encounter and, to work alongside them in the job of exploring and understanding their values, assumptions and ideals†. The therapist is concerned mostly with the client (Mulhauser, G. 2010). The same can be said of person centred approach is very similar by working with the clients own experiences to help them explore and understand their values, assumptions, and ideals. Furthermore this is where both therapies have similarities in that both types of therapies try not to impose their own bias or judgements during therapy or on the client (Mulhauser, G. 2010); this then helps the client to† figure out and expand on their perspective†, the main objective in helping the client to live life well. The clients own assessments of their own experiences and according to Mulhauser, G. (2010) â€Å"attributions of value may be replaced by creations partly or even entirely due to the pressures felt from other people†. Which Mulhauser, G.(2010) says that the â€Å"individual displaces personal judgements and meanings with those of others†. This may cause Psychological disturbances which can occur when the person’s self-concept clashes with their other experiences. Furthermore according to Mulhuser, G. (2010) the existential approach shows the same similarities with the clients capacity in making â€Å"well- informed choices about their own life and the attitude towards it†, this however highlights the need for the therapist to† remain in control of their own personal and professional assumptions†. He also goes on to suggest that whereas the existential approach is completely symmetric in giving emphasis to self-awareness. In contrast the person centred approach is considered asymmetric in the client self-awareness (Mulhauser, G. 2010). Furthermore he suggests that the existential idea works along similar to the person centred approach in that the† two of u s, you and me†, are responsible for the coming to grips with the vagaries of life, meaning, and even death† this is where the therapist should concentrate on the client and not themselves. Mulhauser, G. (2010) also says the same about the person centred approach in that the â€Å"two of us, you and me† are involved in different accomplishments, here the therapist reassures the client that they are there for them and to accept the client with unconditioned positive regard and to show congruently on them and not themselves (Mulhauser, G. 2010). On the other hand the existential approach wants to understand what it means to be human and what conflicts people face.

Attitudes Essay Example | Topics and Well Written Essays - 500 words

Attitudes - Essay Example rtising and its influencing power behind essential decisions that made impact on children’ buying habits, such as what they like and what next they willing to look. This is how advertising changes children’s likes and dislikes, when they get educated by pure attraction in which message is pretty much focus, concise, and to the point. Let’s have a look at the case study what advertising can do to make it (No turn into Yes). Children are the most powerful influence in the parent’s buying life cycle; this is what Mac Donald’s the most successful fast food chain describes about the children buying habit and the choices they make between their primary and secondary. Macdonald’s advertising mission is to deliver quality food with full ranges of meal designed & packaged in rich quality, but especially for Kids, from the age of (5 – 10) in which the key attraction is magical Clown, behind the story board, which appeals the children to divert their attention towards not what actually they want as a primary need Such as (food intake), which turns in to secondary needs such as (quality food with a fun). McDonald’s had increased their market share with double the number’s in the past recent years due to increase in popularity amongst the children by offering kids meals, and fun meal with the ingredients suits the best along with the attractive packaging with a welcome gift (toy), which turns their face in to smile while experiencing the jumping castle or the kids play area so that the parent’s can experience the peaceful meal with a quality of food. Don’t claim to be the market leader just because your BIG, it will lead you to defeat you never know your competitor claim to be even more bigger then you are, always’s be the leader in the category and by remaining number in peoples mind. (Phillip Kotler Marketing Guru) Children’s are the most sensitive element in the parent’s life, parents think of food they look for quality food, that not just

Baroque Art Essay Example | Topics and Well Written Essays - 1250 words

Baroque Art - Essay Example The Baroque is an artistic style developed in Rome, Italy to demonstrate clear but exaggerated emotion, contrast, complexity, drama and ornamentation (DECCO) in painting, architecture, literature, dance, and other forms of art. The Catholic Church adopted the style and spread it across Europe in the 17th century. The church responded to the Christian Reformation which required that religious themes should be communicated through art. This included emotional involvement and illustration of power and control. Reformation demonstrates the lifestyle and beliefs of people. Baroque art was also tied to counter-reformation which demonstrates emotionality of the Catholic Church and glorification of the church and the Monarch. St. Jerome is also an example of the Catholic inspiration. He is represented in art wandering in the Syrian Desert . The religious writings of St. Jerome are also demonstrated in art to show his inspiration in the Catholic Church. For example, Jacopo Palma Giovane made a sculpture of St. Jerome reading the scripture and demonstrating with hands. This shows emotions associated with reading and reciting the scriptures. In the Spanish colonization and exploration of the New World, the Spaniards used drama and emotion in most cases to propagate their barbaric actions of blasphemous Christianity. They hanged people in gibbets, snatched babies from their mothers and killed them, and executed mass murders of Indians everywhere in the New World. The practices of the Spaniards in America were praised.

Pearl Harbor Essay Example for Free

Pearl Harbor Essay Though the attack was focused on Pearl Harbor a Japanese fighter plane crashed on the island of Niihau. The Niihau Incident (or Battle of Niihau) occurred on December 7, 1941, when a Japanese pilot, Shigenori Nishikaichi, crash-landed on the island of Niihau after participating in the attack on Pearl Harbor. He crashed 19 feet from where Hawila Kaleohano, a native, was standing. Unaware of the current attack on Pearl Harbor but knowing the US had bad blood with Japan, Kaleohano seized the opportunity of taking the pilots papers and pistol while the pilot was still incapacitated. In Hawaiian tradition, Nishikaichi was later treated with the upmost respect. Since his English was limited the Hawaiian natives could not understand him so they sent a Japanese born man who only exchanged a few words with Nishikaichi, seemingly disturbed the first interpreter walked away. The second interpreter, Yoshio Harada, undisturbed listened to what the pilot had to say and decided to take up arms with him. Some days later on Saturday, December 13, Harada and Nishikaichi captured Ben Kanahele and his wife, Ella Kanahele. They ordered Kanahele to find Kaleohano, keeping Ella as a hostage. Kanahele knew that Kaleohano was rowing toward Kauai, but made a charade of looking for him. He soon became concerned about Ella and returned to her. Harada told Kanahele that the pilot would kill him and everyone in the village if Kaleohano was not found. Kanahele, noticing the fatigue and discouragement of his two captors, took advantage of the brief distraction as the pilot handed the shotgun to Harada. He and his wife leapt at the pilot. Nishikaichi pulled his pistol out of his boot. Ella Kanahele grabbed his arm and brought it down. Harada pulled her off the pilot, who then shot Ben Kanahele three times: in the groin, stomach, and upper leg. Ben Kanahele then picked Nishikaichi up hurling him into a stone wall. Ella Kanahele then bashed him in the head with a rock, and Ben slit his throat with his hunting knife. Harada then turned the shotgun on himself, committing suicide. Ben Kanahele was taken to Waimea Hospital on Kaua? i to recuperate; he was awarded with the Medal for Merit and the Purple Heart, but his wife, Ella, did not receive any official recognition. The news of the attacks did not travel fast to the other islands, as technology there was very limited especially on the smaller islands. Charles Owens, living on the island of Maui during the attacks, says â€Å"I didn’t hear of the attacks immediately, I only heard of them a while after, I didn’t really know what to think. How could something so big go without us hearing about it until days after, so that was kind of messed up. † Back on Oahu, the two hour attack was straining on. Their first order of business to blow away all aircraft to eliminate the possibilities of a counter-attack. They bombed all the plans that were sitting wingtip to wing tip also bombing mess halls and killing hundreds of unsuspecting people. Some US pilots were able to get their planes off the ground but once they reached the skies they realized how outnumbered they were, still they fought for their country and fired as best they could. Since the Japanese finished bombing their intended targets of aircraft carriers; they went to their next chief target, the battleships. The eight battleships were all hit, the USS Nevada, Tennessee, California, Arizona, Oklahoma, Maryland, West Virginia, and by far the worst loss the USS Arizona. The battleship row was destroyed. The people on them were quick to react and fought hard, but the ruthless Japanese bombed the ships into oblivion. The Japanese were sending America a message, that they were the superiors and were ready to destroy America along with the rest of the world with its Axis power allies. The Japanese had also launched out five midget submarines, these could only hold a two man crew, but they were all sunk at the beginning of the battle by the US pacific fleet. At 9:45 a. m. he Japanese felt that their mission was complete. They returned back to their air craft carriers feeling pride in destroying copious amounts of people’s lives and completely taking away others. The total death count for them was 78, a death count which paled in comparison of the almost 4,000 US lives lost. The military people of Hawaii fought long and hard to save their home but little could be done since it was a surprise and they didn’t have any proper time to react. Thi s day would mark a turn in history. This day would be a day that was often thought of in war, a day that was a reminder of what the soldiers of America were fighting for. This was the day that pushed America into World War II with a fighting vengeance. A saying often used in newspapers was â€Å"Remember Pearl Harbor. Work. Fight. Sacrifice!! We’ll remember and by God, you WON’T forget! †The day following the attack, President Roosevelt addressed the congress and asked for a declaration on war against Japan and he got it, marking the day the US officially became a part of World War II. In Hawaii, on the 16th of December, Adm.  Kimmel and Gen. Short were stripped of their commands and in 1942 they were found guilty of neglect of duty and held exclusively responsible for the catastrophe that was Pearl Harbor by the Roberts Commission. Later in October of 1944 Kimmel and Short were found not guilty due to a Naval Court thinking they acted appropriately to the situation with the knowledge they had received. This was later overruled by the Chief of Naval Operations, claiming if Kimmel had done aerial reconnaissance he may have found the Japanese fleet located a mere 250 miles off Hawaii. In decmeber of 1955 a Defense Department investigation reveals others share responsibility with Kimmel and Short but does not divulge the information on whom these ‘others’ are. It was not until the year 2000 that an amendment to the Defense Appropriations Act found Kimmel and Short performed to the best of their abilities in the situation that they were given and their ranking was restored. February 19, 142, executive order 9066 was signed; this was the order that called for the internment of all Japanese Americans living on the west coast during World War II. Ironically no Japanese-Americans were taken from Hawaii. It was strange to most people in Hawaii, like Bernadine and Charles, that people uninvolved were being punished. Why America would be fighting for equality and against oppression when it was so willing to oppress their own brethren? It boggled the minds of the still young Bernadine and Charles who still could not fully comprehend what the attacks had done. The internment camps were horrible, the conditions were poor, the food was rationed and below nutritional. The children in the internment camps went to school and the thought of patriotism was pushed deep into their minds. The adults could work for 5 dollars a day or were given the option of joining the army. The latter option was not popular as many no longer felt they wanted to die for their country. Internment camps were looked at as a wartime necessity. Many Americans were plagued with a fear of a second attack or the Japanese working from the inside out to destroy them. This was and would become a continual theme in American history of oppressing people because of the fear of a possibility. It wasn’t until 1988 that congress tried to financially apologize to the Japanese-Americans that were affected by the internment camps by granting them each 20,000 dollars. Thought the camps never reached the atrocities preformed in Nazi death camps in World War II, they still left a scar on American history. In whole the attacks on Pearl Harbor caused the death of 3,500 American citizens, the destruction of 18 ships (including all 8 of the fleet), and 350 destroyed aircrafts. The only thing sparred that day were the air craft carriers.

Albert Einstein :: biographies biography bio

Biography * Albert Einstein was born on March 14, 1879 in the town of Ulm, in WÃ ¼rttemberg, Germany. * Albert's family moved around Europe, including Munich, Italy and Aarau Switzerland. * Albert attended the Swiss Federal Polytechnic School in Zurich where he trained to be a teacher in both physics and mathematics. * Upon his graduation in 1901 he was awarded Swiss citizenship and unable to find a teaching position, so he decided to work as a technical assistant in the Swiss Patent Office where he worked on much of his famous research. He earned his Ph.D in 1905. * In 1908 he became Privotdozent in Berne, 1909 he became Professor Extraordinary at Zurich, 1911 Professor of Theoretical Physics at Prague then returning to Zurich in 1912. In 1914 he accepted appointment as the Director of the Kaiser Wilhelm Physical Institute and became a Professor at the University of Berlin. * He was granted German citizenship in 1914 and stayed there until 1933 when he emigrated to the US and became a US citizen in 1940. * He accepted a position in 1940 as Professor of Theoretical Physics at Princeton and resigned in 1945. * He became a leader for the World Government Movement after World War II, and he was offered, by Israel, the office of President. He declined but was one of the founders or the Hebrew Univeristy of Jerusalem. * Albert Einstein was awarded honorary doctorates in science, medicine, and philosophy from universities the world over. He was also granted memberships to the leading scientific academies all over the world. However, the genius he is reknown for today landed him in solitude for much of his life. * He was married twice. He was married to Mileva Maric from 1903 to 1919, they had a daughter and two sons. Later in 1919 Al married his cousin Elsa LÃ ¶wenthal.

Efficiency of the Video Camera

We usually use the video camera in order to save the important moment. Before using the video camera, the written record had been used as a documentary tool. You couldn’t completely observe the important social event and only predicted through the sentences. Video recording are more accurate and convincing than a written record. The Video camera provides some advantages in the contemporary life. First of all, the video recording is a more important means of documentary tool in the contemporary life. For example, we saved the important events such as the big match and the historical ceremony. We had the time capsule in the Jangchung-dong, Seoul at the turn of this millennium. Our â€Å"The video camera provides such an accurate and convincing record of contemporary life that it has become a more important form of documentation than written records. † According to the speaker, the video recording is a more important means of document hag contemporary life than a written record because video recordings are more accurate and convincing. Although I agree that a video provides a more objective and accurate record of an event's spatial aspects, there is far more to document ha life than what we see and hear. Thus the speaker overstates the comparative significance of video as a documentary tool. For the purpose of documenting temporal, spatial events and experiences, I agree that a video record is usually more accurate and more convincing than a written record. It is impossible for anyone, no matter how keen an observer and skilled a journalist, to recount ha complete and objective detail such events as the winning touchdown at the Super Bowl, a Ballanchine ballet, the Tournament of Roses Parade, or the scene at the intersection of Florence and Normandy streets during the 1992 Los Angeles riots. Yet these are important events in contemporary life the sort of events we might put ha a time capsule for the purpose of capturing our life and times at the turn of this millennium. The growing documentary role of video is not limited to seminal events like those described above. Video surveillance cameras are objective witnesses with perfect memories. Thus they can play a vital evidentiary role in legal proceedings–such as those involving robbery, drug trafficking, police misconduct, motor vehicle violations, and even malpractice in a hospital operating room. Indeed, whenever moving images are central to an event the video camera is superior to the written word. A written description of a hurricane, tornado, or volcanic eruption cannot convey its immediate power and awesome nature like a video record. A diary entry cannot â€Å"replay† that wedding reception, dance recital, or surprise birthday party as accurately or objectively as a video record. And a real estate brochure cannot inform about the lighting, spaciousness, or general ambiance of a featured property nearly as effectively as a video. Nonetheless, for certain other purposes written records are advantageous to and more appropriate than video records. For example, certain legal matters are best left to written documentation: video is of no practical use ha documenting the terms of a complex contractual agreement, an incorporation, or the establishment of a trust. And video is of little use when it comes to documenting a person's subjective state of mind, impressions, or reflections of an event or experience. Indeed, to the extent that personal interpretation adds dimension and richness to the record, written documentation is actually more important than video. Finally, a video record is of no use in documenting statistical or other quantitative information. Returning to the riot example mentioned earlier, imagine relying on a video to document the financial loss to store owners, the number of police and firefighters involved, and so forth. Complete and accurate video documentation of such information would require video cameras at every street corner and in every aisle of every store. In sum, the speaker's claim overstates the importance of video records, at least to some extent. When it comes to capturing, storing, and recalling temporal, spatial events, video records are inherently more objective, accurate, and complete. However, what we view through a camera lens provides only one dimension of our life and times; written documentation will always be needed to quantify, demystify, and provide meaning to the world around us.

Organization and Behavior Essay

1. Understand the Relationship between Organizational Culture and Structure 1.1. Compare and contrast three different organizational structures and cultures. The long term success and failure of every company depends on its structure – no matter how vague it may sound, structure of a company decides where the company will be in the near future. The three types of structures are: Functional structure – under this kind of structure, the company is divided into different groups, who are then assigned different tasks – like the accounts, the sales and admin, and the marketing departments. Divisional structure – this kind of structure is followed by companies with huge geographical area coverage. Each part of the area has a smaller division within the same umbrella group. Matrix structure – this is a combination of both the divisional and functional structures, and operates upon theories imported from these two structures. But, this structure is associated with ego clashes among the top positions, and power clashes. The different kinds of organizational cultures are as follows: Power culture: organizations following this kind of culture may be able to respond to crisis very quickly, but the problem is that the system is very centralized. This kind of culture relies heavily upon people rather than committees (Harris, 1994). Role culture – position is main criteria in the role culture. The organization is controlled by senior management at the top of the pyramid, and the system is also highly formalized. Task culture – this type of culture is practiced more often by organizations with a matrix structure. Main emphasis in this structure is given to completion of tasks. It strongly believes in the unified power of a team (Harris, 1994). 1.2. The relationship between an organization’s structure and culture There is a very strong relation between organizational structure and its culture, as only the perfect match of the two factors will lead to a good working environment in office. At TESCOS, as a store manger, it is  definitely a priority to look at the kind of attitude and behavior the employees are having, and how clean and suitable the culture is. If the structure of a company id hierarchical, with all the decisions being made at the top, the employees will have no or less freedom, and there will lack of autonomy at the lower level of the pyramid. On the other hand, if the power is divided between all the sections, the company culture will be lot more friendly, with the employees at all levels enjoying equal freedom (Parker, 2000). 1.3. Overview of four factors that can influence individual behavior at the Irish TESCOS Environment – more emphasis put on building a friendly and mutual environment in the workspace will ensure that team work and productivity of the company increases. Technology – the better the prevailing technology at the core of the company, the lesser the employees will have to work, and hence, better streamlined workflow and productivity can be ensured. Locus of control – employees who have an external locus of control will constantly criticize people, find faults, and also depend on others for their success. On the other hand, people with internal locus of control think that their own destiny is in their own hands. Customer Demand – though and external factor, but it is to be noted, that the more the demand, the more the sales, and greater the growth of the company (Parker, 2000). Task-2 2. Understand the Relationship between Organizational Culture and Structure 2.1. Compare three different leadership styles for three different business  organizations Leaders are different, and so are their leadership styles. Leaders are meant to motivate their team, and hence, leadership styles sculpt the outlook of the staffs. Here are the various leadership styles: Laissez Faire – in this kid of leadership style, the leaders allow a certain level of freedom is given to the staff, and trained directors are appointed to coordinate efficiently between the high level managers and the working staff (Antonakis et al, 2004). Autocratic style – under this style of leadership, the leaders keep an eye on the employees at all time, and face time is increased. There are a lot of arguments over this style of leadership, as there exists no or little freedom for the employees, and they sometimes find it extremely uncomfortable to work under these situations. But when practiced in a controlled manner, this style can be effective, especially under tight deadlines (Antonakis et al, 2004). Participative – This is a good balanced style, and a mix of both the autocratic and Laissez Faire styles. This gives a little bit of freedom to the employees, while the managers are still around supervising at all times. 2.2. How organizational theory underpins the practice of management for the Irish TESCOS In the Irish TESCOS scenario, organizational theory has a vital role to play. The authenticity and practicality of organizational theory has been questioned by many modern scholars, but the fact remains that these theories underpin and supports the stability of an organization. These theories, apart from helping the managers to find out the prevailing problems in the company, also help them to find the right method to deal with the problem, and ultimately solve it. There are a lot of these theories – they have been created in different  periods, with different economic and socio economic conditions – and the real art for managers’ lies in finding the best method out of these, and applying them in the present context. Some of these theories may seem to be obsolete these days in the age of ever changing technology, but it is to be understood that they form the base and foundation of companies across the world. 2.3. Evaluate four different approaches to management used by different organizations. The four different managerial approaches are as follows: Participative- Under this approach, the managers discusses and collaborates with his team managers about the decision making process. [pic] Bureaucratic- Bureaucratic is opposite to participative process, where the manager forces the team members to follow strict rules, and to obey a chain of commands (Tittemore, 2003). Autocratic – An autocratic manager is almost a ‘dictator’ who supervises his people at all steps and ensures job is done at the right time. Hands off approach- This is the friendliest approach of all, where the manager gives complete freedom to his men in all respects (Sapru, 2008). Task-3 3. Understand ways of using motivational theories in organizations 3.1. How different leadership styles impact employee motivation in periods of change Periods of change are often the periods when crisis happens. Hence, good leadership techniques are to be adopted by the leaders to protect the company from sudden jerks. Here are the most commonly practiced leadership  styles: Autocratic – managers following this style will never allow the team members to contribute towards the decision making process, and will try to establish huge confidence towards their own decisions. Democratic – totally opposite to autocratic style of leadership, when special attention is paid to what the team members think. The point of views of the employees is hence at least heard before making the final decision. Quiet – in this process of decision making highly trained employees are recruited by the manger, and then leaves day to day decision making to them, as he remains ‘quiet’. Transformational – as the name suggests, the manager practicing this method tries to encourage and motivate his team about the bright future of the company, and hence tries to extract more productive work from them (Robbins and Judge, 2008). 3.2. Identify the application of three different motivational theories within the workplace. Listed below are three different motivational theories: Maslow’s Hierarchy of needs – Maslow states that human needs can be graphically represented as a pyramid, and they move from the bottom to the top; as the needs at the bottom are satisfied, man focuses on the next need at the top. These needs range from love needs, social needs, to self actualization (Maccoby, 1998). Carrot Stick – this theory was coined by Bentham, and explains that human is motivated by either of the two forces – fear or incentives. Either he will work to fulfill his money, security and other material needs, or he will work due to pressure and fear. The motivation – hygiene theory – this theory was introduced by Herzberg in 1959, and stresses on the fact that employee satisfaction and dissatisfaction is caused by some ‘hygiene factors’ (Maccoby, 1998). 3.3. The usefulness of a motivation theory for managers at the TESCOS in Ireland. Companies like the TESCOS do rely on their employees for not only production, but also for proper distribution and even product quality control. But to get exceptional performances from them it is required for the managers to provide proper motivational incentives. Motivational theories can help the TESCOS managers to properly motivate their employees and provide them proper job roles for increased productivity. Organizational Management – organizations use motivational theories to promote favorable working conditions at the organizational and departmental levels. Rewards – The reward system takes a lot from the expectancy theory, and helps motivating the employees to work even harder, as they see their work being appreciated. Perception of the employees – in the equity theory, it ca be learnt that employees perceive the rewards given to them in exchange of the work that they need to do. When the perception and actual incentive matches, the employee gets motivated to perform better in the future (Robbins and Judge, 2008). Productivity – a lot of company incorporate goal setting as a fine tool to increase the productivity level of the employees. Task-4 4. Understand mechanisms for developing effective teamwork in organizations 4.1. Explain the nature of groups and group behavior within organizations. A group may be defined as a collection of individuals who have similar aims and are set to achieve the same goal. Groups are mainly of two types: Formal Groups – these groups are designed by companies, and each group is assigned different and specific tasks. Informal groups – these are groups formed by individuals themselves. Hence, they are not properly arranged, and not at all structured (Butler 1986). Groups are formed over a series of steps. They are: Forming – the initial stage of group formation. In this stage, the resources and other details required to form the group are procured. Storming – much like ‘brain storming’, in this stage, the individuals in each group challenge and try to find answers. Conflicts are common in this stage. Norming – in this stage, all conflicts are resolved, as the answers to the questions asked by the members are found. Performing – in this stage, coordination, and team work starts taking place between the different team members, and they start becoming a single unit. 4.2. Factors that may promote the development of effective teamwork in organizations The factors that can improve teamwork are: Good leadership – A good leader ca motivate his men in performing better and reaching greater heights. Hence, leadership is a factor that should never be underestimated. Leaders are adept in different theories and motivational methods, and the best leaders are those who can take spontaneous decisions (Parker, 2000).. Diversity – good teamwork develops as and when the members embrace diversity in terms of age, sex, religion and culture. Communication – if communication is strong among all the team members, everyone will be on the same page, and will also be equally informed. Great communication is the key to effective team building. Team Building Exercises – proper training is to provided for effective team building; and the training is to provided with the help of professionals who can indulge the team in proper drills and exercises. 4.3. Impact of technology on team functioning within TESCOS in Ireland. In the modern era, no organization can work without upgrading to the latest technological trends. Technology not only makes sure that the employees have to work less, but also ensures that the results are always accurate, and there is no repetition of jobs. While emails can help the employees to communicate with themselves and the third parties, devises like the Blackberry and Smart phones enable them to properly communicate. Teleconferencing allows the team to communicate over distances effectively without being physically present there. And of course, computers are, the more advanced, the better. Not only TISCOS, but every company these days understand of the important role that technology plays, and hence have started to upgrade to the latest technological updates. References Antonakis, J., Cianciolo, A. T. and Sternberg, R. J., 2004. The Nature of Leadership. New York: Sage Publications, Inc. Butler Jr., J.K., 1986. A global view of informal organization. Academy of Management Journal, 51, 3, 39-43. Harris, S. G., 1994. Organizational Culture and Individual Sensemaking: A Schema-Based Perspective. Organization Science, Vol. 5,(3): pp. 309–321. Maccoby, M., 1998. Why Work: Motivating and Leading the New Generation. New York: Simon & Schuster. Parker, M., 2000. Organizational Culture and Identity. London: Sage. Robbins, S. and Judge, T., 2008. Essentials of Organizational Behavior. 9thEd, New Jersey: Pearson/Prentice Hall. Sapru, R.K., 2008. Administrative Theories and Management Thought. New Delhi: Prentice-Hall of India Private Limited, p 276 Tittemore, J. A., 2003. Leadership at all Levels. Canada: Boskwa Publishing.

Shostakovich essays

Shostakovich essays Shostakovich is view as one of the greatest Russian Composers of the 20th Century. Although limited by the Soviet Government in what he was allowed to produce for performance, he still composed many great works. Shostakovich wrote many of his works by order of the government. Not only did her write music but he was also an instructor at the Leningrad Conservatory and the conservatory in Moscow. Shostakovich was born in 1906 in St. Petersburg Russia. Shostakovich got his start in his music through his mother; his mother who was a professional pianist. (http://w3.rz-berlin.mpg.de/cmp/shostakovich.html) He also got his start at the Petrograd Conservatory which he attended from 1919 to 1925 finishing it off with composing his First Symphony as a graduation piece. With his First Symphony Shostakovich was launched into the world as a key Russian Composer for the 20th Century. His next two symphonies were greatly influenced by the governments control over performance music, Symphonies No. 2, To October, and No. 3, The first of May. Both works were references to socialism. During his early years he also worked on a few ballets and an opera that were greatly influenced by contemporary Western Music The Nose, The Age of Gold and The Bolt, Lady Macbeth of the Mtsensk District caused him to be condemned publicly in a local news paper which was said to be straight from Stalin himse lf. (kunstderfuge.com/bios/shostakovich.html) This condemnation prevented him from releasing his fourth symphony and he also was always prepared to leave the Soviet Union. Many who were condemned by Stalin would die in work camps; Shostakovich was luck in this aspect. The fourth symphony was not released until a few years after Stalins death for fear of persecution. After being condemned, Shostakovich started writing music that was more appeasing to the government. His fifth Symphony was a step towards being in favor wi ...

Long distance relationship in international student Research Paper

Long distance relationship in international student - Research Paper Example For three to four years, the established relationships with other people outside the university will tend to change. Some of the changes may be even harder to control. Additionally, maintaining a romantic relationship for international students may pose numerous challenges. Most of the students can enjoy reliable, fruitful and happy relationships regardless of the long distances though it is not easy either. Long distance relationships are qualitatively distinct from relationships that are close geographically. One feature of a long distance relationship is that there are raised financial burdens to sustain the relationship. Another important feature of a long distance relationship is difficulties in maintaining a geographically friendship. In non-romantic relationships, international students have been able to use the new technology to maintain strong social ties between family members and friends. It is quite hard for an international student to judge the state of their relationship with friends, family members and their romantic partners from a distance. Research investigating the factors that are linked with long-distance relationships has reported that intimacy, relationship satisfaction and level of consensus are positively interrelated with relationship stability. The more effort made by students to maintain the relationship, the longer a relationship stays (Gulder, 1996). New communications technologies make communication among persons at a distance easier than in the past. Before the introduction of the internet, long distance relationships were rare as primary communication between lovers commonly involved telephone conversation or emails. Students had a fear for schooling abroad so they could not be parted from their friends, families, and their romantic lovers. Nowadays, students do not worry too much about schooling abroad as they can communicate with their loved ones as much as they would

Tlatelolco Massacre Essay Example | Topics and Well Written Essays - 1500 words

Tlatelolco Massacre - Essay Example The incident clearly violated the human rights of this century as it killed many innocent people of the subcontinent. Massacres have taken place through out the world at different instances. At some instances the governments of states itself has been involved in carrying out the massacres. In other words massacres can also be defined as the mass killing of people without any concrete reason. Furthermore the causes of some of the mass massacres which have taken place in the history of this world are yet to be known. One of the massacres of such intensity is known as Tlatelolco Massacre. This took place in the city of Mexico on the date of October 2, 1968. It is known to be the deadliest of massacres which took place over a century in the city of Mexico. This essay would further analyze the massacre from all view points and would further examine the role of CIA in response to the massacre which happened. The incident of Tlatelolco took place in October 1968 at Plaza de las Tres Culturas. It was an armed incident which took place in the response of student demonstrations in Mexico. The year 1968 marked different demonstrations of students taking place all over the world which inspired the Mexican students also. Furthermore the students started having different rallies all over the city to get some of their demands accepted. The students further started to threaten the authorities of dire consequences if their demands were not met. The students had different demands which in totality wanted abolition of certain authorities and wanted to get some officers dismissed. The students also had other demands which were not being accepted by the government. At that time the President of Mexico was Gustavo Diaz Ordaz. He was determined to end the student demonstrations through out Mexico through different means and he even took aggressive methods to end it up. Till October the demands of the st udents were yet not met and they threatened the event of Olympics which were to take place in Mexico 1968. This took the authorities with surprise and it is reported that the government asked for support from the US to stop any mishap from happening in the Olympics. The rallies of the students extended to such a number that it became alarming for the authorities and on the eve of October 2 at Plaza de las Tres Culturas aggressive means of methods were used against these students to make them finish their demonstrations. However after the massacre it was till 2003 not established as to who was responsible for the massacre. The government at that time claimed that some of the students hiding in other buildings had started firing on the security forces and in response the security forces did the same. Although different stories have been put up by the State department, FBI and CIA the view points of CIA would be emphasized more in this essay. The State department which was being informed by different sources about the incident is still not having clear claims as to how the incident occurred all the authorities have contradictory views as to from the first shot took place. The army is not blamed at by the authorities as the general of army was trying to disperse the crowd when the first shot was fired. The Federal Bureau of Investigation also had no prior knowledge as to how the inc

Cultural Issues in Management Essay Example | Topics and Well Written Essays - 1000 words

Cultural Issues in Management - Essay Example (Ghauri, P., & Fang, T. 2001). There are many management issues that are affecting both the Japanese employees and the American employees due to the differences in cultural practices. These differences should be integrated so that the company’s activities can be done effectively and efficiently. A chief issue affecting the company is differences in context cultures of both Americans and Japanese. Japanese employees are high context cultures while Americans’ have low context cultures. Japans people value personal relation and good will while Americans value expertise and performance. Japanese make agreements on the basis of general trust while Americans make agreements based on specified legal contract. In cross cultural communication between the Americans and the Japanese, there will be conflict of understanding and extremely long time is required to have consensus in any aspect. This has always forced the company to make late decisions. To solve the problem arising fro m context culture, the company should come up with guidelines for how things are done so that there are no conflicts of interests due to cultural differences. Secondly, there are vast difference in the attitudes of sale force between the Japanese and the Americans. Japanese have particularism and high universalism as illustrated by Trompenaars cultural perspectives. Americans have the attitude of take or leave in sales while the Japanese have room for modification and customization to accommodate the opinions of the customers. The company should adopt the Japanese attitude of sales and train the Americans on some of the techniques since it gives more customers satisfaction and less harassment. The company should also come up with sales commissions to encourage more sales. This will encourage the Americans to adopt the Japanese attitude of sales that they can achieve higher sales. (Ghauri, P., & Fang, T. 2001). The management of Chiba international has challenges because it comprises of both Americans and Japanese. American managers are individualistic in nature while the Japanese are collective. Americans are concerned with their issues and their reporting authority while the Japanese are concerned with the overall objectives of the company. The individualistic nature of the Americans has led to power conflicts amongst themselves, and this has derailed many activities in trying to solve the problem. In the recruitment process, the Japanese are concerned with performance, ability, and the attitude of a person measured in an interview. The Americans lay most of the emphasis on the person who has high education credentials. This has lead to poor communication between the two workforces. Chiba communication should come up with clear separation of duties so that there is no conflict in any decision making process. In the recruitment process, the company can use external employment bureaus and set the standards for qualification. (Kedia., & Mukherji, 1999). In the m anagement of financial activities, there is a wide variation between the Japanese and the Americans. The management of the Japanese follows all the financial activities throughout the company. All the expenses and revenues are accounted for when they are incurred or earned. Chiba international follows the theory of noodle peddler which considers expenditure of all resources for any objective achieved

Assessment Strategies Paper Essay Example | Topics and Well Written Essays - 750 words

Assessment Strategies Paper - Essay Example The final aspect that ought to be keenly considered is the evaluation tools to be used. The FLEXnet course can use different tools because of the student diversity in order to understand the specific needs of each of the students. In addition, it becomes easy to identify the strengths and weaknesses of the learners. This means that the students will be evaluated in different settings, either in the classroom, in groups, as individuals, and in their distance-learning environment. The importance of individual evaluation is that it helps the student realize their individual weaknesses and strength. As suggested by Billings and Halstead (2009), journals serve as an important evaluation tools especially for a group of learners that exemplify such diversity as the FLEXnet course students. Prior to the resumption of learning, the learner is required to write down their expectations of the course as well as the knowledge that they have of the course. This platform gives the learners an opportunity to express themselves in a non-formal manner. The views of the individual learners are not only important in getting to understand the learner but also facilitate the adoption of relevant teaching approaches. Apart from the pre-class journal, regular evaluations during the learning process are paramount. In this case, the learner is required to write down what they have acquired in the course of learning as well as areas that require improvement (Oermann et al, 2012). The se personal evaluations ensure that the students acquire knowledge, are able to connect relationships with variables as well as facilitating the faculty in implementation of student-centered teaching strategies. A consideration of an evaluation test is also important in order to ensure that the students are in tune with what they learn. Working in groups can help the learner enhance their self-awareness in a group setting. An important strategy for the FLEX net course is the use of group

Time, Money, Morality and Self-Reflection

Time, Money, Morality and Self-Reflection Christina Trofimenko Abstract Gino and Mogilner’s study on time, money and morality (2013) presents findings that suggest that dwelling upon the general concepts of time and money can impact upon the moral choices that individuals make. The link found between time, money and cheating by Gino and Mogilner (2013) is very convincing. The methodology used to obtain these links is found to be very well verified by other studies (Bargh, Chen and Burrows, 1996) and also even superior than other methods (Bryans, Adams and Monin, 2013). Another conclusion that Gino and Mogilner (2013) come to is that self-refection is the cause of the effects, this however is not as convincing as they use self-awareness techniques to increase self-refection. Other research suggests that self-awareness does not always promote moral behaviour, meaning that the two concepts are different, (Vallacher and Solodky, 1979) thus Gino and Mogilner’s study has not effectively examined self-refection. Time, Money, Morality and Self-Reflection? The idea that time and money have the ability to impact upon one’s moral decisions is quite shocking (Gino and Mogilner, 2013). Prior to Gino and Mogilner’s study (2013) there have been links found between money and anti-social behaviour such as a diminished desire to help and work with others (Vohs, Mead and Goode, 2006). Time however has been connected with pro-social behaviour such as a stronger desire to socialise (Mogilner, 2010). Gino and Mogilner (2013) however go on further to link time and money to morality, attributing the amount of self-reflection elicited as the cause. They define self-reflection as the evaluation of how ones actions will affect their self-image, stating that acting morally will increase positive self-image which is more desirable (Adler, 1930 and Rogers, 1959 as cited by Gino and Mogilner (2013). The link found between time, money and morality seems to be very convincing, however the attribution of self-refection as the cause is not so. Thi s is due to definitional issues which would have impacted upon Gino and Mogilner’s (2013) methodology. The link between time, money and the likelihood of cheating was proven to be fairly significant by Gino and Mogilner (2013). Time and money were described as general concepts and it was seen that the intent was to examine how thoughts of these concepts would affect behaviour. Priming was used by Gino and Mogilner (2013) which has been shown to be a very effective technique which can reveal subconscious attitudes towards the concept being primed. Bargh, Chen and Burrows (1996) showed that when participants were primed with words that were associated with the elderly, they took longer to walk down a hallway than those who were not primed. Bargh et al. (1996) concluded that this effect was due to the activation of the elderly stereotype. It was also shown that participants that were primed with rude words displayed ruder behaviour than those who were primed with polite words (Bargh et al., 1996), showing that people can be easily influenced by exposure to concepts. Thus, the effects see n in Gino and Mogilner’s (2013) study can be certainly attributed to subconscious attitudes that participants had about the general concepts of time and money. The way in which morality was operationalised was specific to cheating behaviour, meaning that links drawn between time, money and morality can be extended only to immoral behaviour that is related to cheating. Cheating involves lying and stealing, both of which are involved in much immoral behaviour that has major impacts upon society (Gino and Mogilner, 2013). Gino and Mogilner (2013) employed a very effective technique to measure cheating behaviour that allowed them to determine whether cheating occurred and to which extent it occurred. By using secret identification numbers they were able to identify worksheets of participants who thought they were anonymous, without stirring up suspicion. Bryans, Adams and Monin’s (2013) study measured cheating by comparing the statistical likelihood that a person would think of an odd number first with people who are given a chance to lie and benefit financially. Their technique was able to determine the likelihood that cheating occurred , but results were not as definite as the ones in Gino and Mogilner’s study (2013). Thus the link between money, time and cheating behaviour is very strong as concepts were operationalised and measured very effectively. The link made between self-refection and time, money and morality however, does not seem to be as clear. Throughout their study, Gino and Mogilner (2013) use the terms self-awareness and self-reflection interchangeably, thus using techniques that increase self-awareness to increase self-refection in their study, namely the mirror technique. The mirror technique has been shown to increase self-awareness which in turn decreases cheating (Duval and Wicklund, 1972, as cited by Diener and Wallbom, 1976). However it has been found that when an individual’s ability or other internal factors are being attributed to their performance on a task, subjects that are more self-aware (i.e. had a mirror in front of them) will cheat more as self-defensive tendencies are triggered (Vallacher and Solodky, 1979). However when causes of failure are attributed to external factors such as luck, subjects who were self-aware barely cheated, in contrast to this non self-aware subjects cheated similarly in both cases (Vallacher and Solodky, 1979). If this indeed is the case, self-awareness will not always increase the likelihood of acting morally, thus self-reflection is not the equivalent of self-awareness in all cases. The results of Experiment 3 (Gino and Mogilner, 2013) showed that when a subject was made more self-aware by the presence of a mirror; the time and money conditions had the same amount and extent of cheating. However, Gino and Mogilner (2013) didn’t relate the individual’s success to internal factors and thus self-awareness in this context would have reduced cheating (Vallacher and Solodky, 1979). In this case, perhaps the mirror did not invoke self-reflection but rather self-awareness which in the context reduced cheating. In experiment 2, (Gino and Mogilner, 2013) different types of self-awareness were seen to have different effects on cheating levels such as was shown by Vallacher and Solodky (1979). When personality was attributed to success, cheating levels between time and money were the same. However, when intelligence was attributed, those prime d with money cheated more. The individuals in the time condition cheated equally in both conditions, suggesting that time does have an impact upon the way people behave. Whereas, attributing the cause of the effect on self-reflection does not seem to be as convincing since Gino and Mogilner (2013) failed to make a distinction between self-reflection and self-awareness in their methodology. In conclusion, Gino and Mogilner (2013) have found a convincing link between time, money and morality as concepts were well defined and operationalised. The causal attribution of these effects to self-refection however was not as compelling, as Gino and Mogilner (2013) failed to recognise that self-awareness is not the equivalent of self-reflection in all cases. Due to these definitional issues the conclusion made by Gino and Mogilner (2013) that self-refection is the cause of the effects may not be entirely correct. This would limit the applicability of the findings to the real world. References Bargh, J. A., Chen, M., Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype-activation on action. Journal of Personality and Social Psychology, 71(2), 230-244. Bryan, C.J., Adams, G.S., Monin, B. (2013). When cheating would make you a cheater: Implicating the self prevents unethical behaviour. Journal of Experimental Psychology, 142(4), 1001-1005. Diener, E., Wallbom, M. (1976). Effects of self-awareness on antinormative behaviour. Journal of Research in Personality, 10, 107-111. Gino, F., Mogilner, C. (2013). Time, money and morality. Psychological Science, 25(2), 414-421. Mogilner, C. (2010). The pursuit of happiness: Time, money and social connection. Psychological Science, 21(9), 1348-1354. Vallacher, R.R., Solodky, M. (1979). Objective self-awareness, standards of evaluation and moral behaviour. Journal of Experimental Social Psychology, 15, 254-262. Vohs, K.D., Mead, N.L., Good, M.R. (2006). The psychological consequences of money. Science, 314, 1154−1156.

Shoah - Movie Summary Essay -- Film Movies

The movie begins with Simon Srebnik going back to Chelmno, he is one of the two survivors. He was taken to Chelmno when he was thirteen, his father was killed in front of him, and his mother died in the gas vans. He was known throughout the camp for his agility and his beautiful singing voice. Before abandoning the camp the Nazis shot everyone, including him, in the head. He was left for dead, but was found and survived. Simon went back to tell of the experience he had. He cannot believe what happened as he walks along what is left of the frame of the buildings. He said that 2,000 were burnt per day, but he remembers the camp as being peaceful. No one ever shouted, they just went about their work. He was forced to go up the river, under guard, to get food for the rabbits from the alfalfa fields. Along the way he would sing and the people along the shore would listen and some still remember. The other survivor of Chelmno is Michael Podchlebnik. The day he went to the camp everything died in him, he is human though and wanted to live. He wants to forget about the Holocaust and doesn’t like to talk about it. In the beginning he thought himself as dead because he never thought he’d survive. His job was to unload corpses, on his first day he cried. On his third day he saw his wife and children. He put his wife in the grave and asked to be killed. The Germans said he was strong enough to work and that he wouldn’t be killed yet. Motke Zaidl was a survivor of Sobibor. They vis...

World.ell

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Earthworms

An earthworm can grow only so long. A well-fed adult will depend on what kind of worm it is, how many segments it has, how old it is and how well fed it is. An Lumbricus terrestris will be from 90-300 millimeters long. A worm has no arms, legs or eyes. There are approximately 2,700 different kinds of earthworms. Worms live where there is food, moisture, oxygen and a favorable temperature. If they don’t have these things, they go somewhere else. In one acre of land, there can be more than a million earthworms. The largest earthworm ever found was in South Africa and measured 22 feet from its nose to the tip of its tail. Worms tunnel deeply in the soil and bring subsoil closer to the surface mixing it with the topsoil. Slime, a secretion of earthworms, contains nitrogen. Nitrogen is an important nutrient for plants. The sticky slime helps to hold clusters of soil particles together in formations called aggregates. Charles Darwin spent 39 years studying earthworms more than 100 years ago. Worms are cold-blooded animals. Earthworms have the ability to replace or replicate lost segments. This ability varies greatly depending on the species of worm you have, the amount of damage to the worm and where it is cut. It may be easy for a worm to replace a lost tail, but may be very difficult or impossible to replace a lost head if things are not just right. Baby worms are not born. They hatch from cocoons smaller than a grain of rice. The Australian Gippsland Earthworm grows to 12 feet long and can weigh 1-1/2 pounds. Even though worms don’t have eyes, they can sense light, especially at their anterior (front end). They move away from light and will become paralyzed if exposed to light for too long (approximately one hour). If a worm’s skin dries out, it will die. Worms are hermaphrodites. Each worm has both male and female organs. Worms mate by joining their clitella (swollen area near the head of a mature worm) and exchanging sperm. Then each worm forms an egg capsule in its clitellum. Worms can eat their weight each day.