Leadership Model Essay Example | Topics and Well Written Essays - 750 words

Leadership Model - Essay Example With some mettle and wisdom, an individual becomes a successful and an effective leader. This paper seeks to review the leadership model adapted from Montgomery, Copley, and Associates and use it to select any Northouse case study that has not been assigned as a critical thinking activity. Also, the paper will use the outlined model to express personal and professional experience as a result of the implementation of the model. Northouse (2010) and his counterparts colleagues have drafted many literature pieces suggesting that leadership behaviors are partitioned into four major groups. The structural framework consists of leaders that focus their attention on the organizational environment, policy implementation, product testing, and organizational structures. In a compelling leadership circumstance, the structural leader is a social modeler with a unique leadership that is based on outline and analysis. However, in an ineffective leadership circumstance, the structural leader behaves like a tyrant who concentrates on details only. The human resource framework consists of leaders who frequently communicate with their workers and encourage them to uphold the image of the organization. As a result, they provide opportunities, enhance cooperation, coordinate decision-making process, and support workers in the organization. Human resource leaders are considered catalytic in an effective situation. They are also viewed as fraud master especially in an ineffective circumstance. Other frameworks include political and symbolic frameworks. For political framework, the leader is considered an advocate that helps to build the organization by establishing a platform for coalitions and partnerships. However, such a leader would be considered ineffective if the person manipulates the workers in an organization. The symbolic framework allows leaders who impress most of the workers in an organization. Symbolic leaders are a source

The Fragmented Authoritarianism of the Chinese State Essay Example for Free

The Fragmented Authoritarianism of the Chinese State Essay Asoke Kumar Mehera ([emailprotected] com) (Ex-Teacher of La Mart College of Technology, Sydney) In post-reform period, Chinese state is creating and sponsoring NGOs in order to transfer to them certain functions that it used to perform itself under the command system of the socialist era. NGOs in reform-era China represent both challenge and continuity in state-society relations. It is easy to observe the semi-official nature of some NGOs and the state’s tight formal control of the sector demonstrates the evidence of continuity. The officially organized NGOs are comprehensively dependent on the state agencies that created them and behave more like subordinate units of the agencies than independent entities. Actually, Private entrepreneurs are depended on official patronage for access to bureaucratically allocated resources, political protection and socio-political legitimacy. On the other hand, It is also easy to notice a change in the predominantly popular culture of the other NGOs and a certain degree of autonomy (regarding marginalised interests like HIV, same-sex relationships etc. ). There are genuinely bottom up NGOs that set their own agenda and seek to influence government policies and try to bring important issues to public attention. The arbitrary use of administrative power by the state agents, bureaucratic control over the resources, constant fluctuation in government policies and an ineffective legal system, have all contributed to an uncertain environment for NGOs in China. Many popular NGOs have engaged in entrepreneurial activities with their contacts in the government. The state’s failure to discipline the agents and bureaucrats; whose protection and complicity enable NGOs to evade supervision and engage in inappropriate activities to generate finance. Actually, a vast majority of NGOs are interested mainly in finding ways to exploit state-controlled resources for their own benefit, rather than playing the political role conventionally ascribed to civil society. There are various ways for NGOs to advance their interests, such as forging patron-client ties with officials, operating through networks of personal relations that cut cross the state-society divide or providing political support to the state in exchange for its sponsorship. The self-serving entrepreneurialism of the NGOs (sometimes as part of sponsoring agencies) has apparently been a fairly common problem. Although scholars are still debating about the nature of the Chinese state entrepreneurialism and corporatist state control over NGOs in post-reform era; but the nature of state- civil society interaction can be summarized as â€Å"dependent autonomy†. As per â€Å"fragmented authoritarianism†, the state has retained its dominant role in socio-economic sphere and the authority below the very peak of the system has become more fragmented and disjointed as a result of economic reform. A research on the NGOs carried out in 2000 shows that popular NGOs active in the field of women’s rights, tries to hide the cases from mass media because it would directly criticize the local authorities and police, whose goodwill is important for their existence. Many NGOs consider their relationship with government agencies and officials as the most important of all their relationships. Many officially organized NGOs at local levels are simply tools for local government agencies to create agency slush funds. Various qualitative and quantitative studies of China’s political culture have identified a number of features that are not conducive to collective action and civil society activism. These include elitism, fatalism, and lack of cooperative spirit and group solidarity. Individual NGOs need to pool their resources and join hands with other likeminded people and organizations to challenge government policies which prioritize economic growth over environmental protection. It is not unjust to apply â€Å"macro† political theories such as civil society and corporatism for explaining the actual behaviour of NGOs. Actually, we need to relate NGO studies to such issues as state capacity, political culture, and the evolving state-society relations in China. The growth of autonomous NGOs in China will not necessarily result in the development of a thriving civil society, which needs a competent state structure and impartial legal system. The unethical alliance between local officials and entrepreneurs is basically for the mutual benefit and above all, at the expense of the policies of the central state and the interests of other social groups. Public interest has not been served properly as the state lacks the capacity to enforce rules within the welfare sector largely comprised by NGOs. Actually, the state apathy to civil welfare is depicted by the fact when the central government orders all state agencies to de-link themselves from the economic entities. It is not a good foundation for a healthy civil society. Dependent autonomy is not a type of state- society relations that favours the interest of the state (Yiyi Lu, 2012).

Communication Over The Internet, And The Effects It Will Have On Our E

Communication Over The Internet, and The Effects It Will Have On Our Economy Thesis: Communication over the internet is growing at a rapid rate, this rate of growth may destroy the monopoly taking place with the major telecommunication giants. In this day and age we as a global community are growing at a super fast rate. Communication is a vital tool which aids us in breaking the distance barrier. Over the past decades there has been a monopoly in the telecommunications business, but now with the power of the internet, and super fast data transfer rates people can communicate across the globe and only pay local rates. Â · In essence the local phone companies almost promote this. - When you log on to the internet chances are that you are logging on through a local internet provider. You will use your computer modem to dial up and create and data link with your net provider. Where does the net provider get his super fast net connection from? He gets the connection from the local phone company. Â · How logging on the internet is almost like logging right onto the local telephone company. -It all boils down to, the local phone company approving the use of the internet for any means. Â · How phone companies are going to bring them selves down. -I feel that because of this phone companies will be the cause to their own downfall. Â · Methods of communication over the net -There are many ways of communicating over the net: Inter relay chat (text only) -Video/Audio: there are many ...

Gender Roles Essay

â€Å"We’ve begun to raise daughters more like sons†¦but few have the courage to raise our sons more like our daughters,† (Gloria Steinem, American feminist). Gender roles refer to the set of social and behavioral norms that are considered to be socially appropriate for individuals of a specific sex in the context of a specific culture (Wikipedia). Gender roles are expectations of how an individual should act, dress, talk, walk, etc. based on their sex, which is biological. Gender roles shape the pressures and expectations society places on male and female individuals. For instance in the old American culture men had to be the main source of income in the family, while women were expected to stay home take care of the children and do the domestic housework. In the short story â€Å"Girl† Jamacia Kincaid illustrates the feminine roles her mother taught her growing up and the expectations she needs to meet as a women, a wife, and a mother. In contrast with Kin caid, Michael Kimmel’s essay â€Å"Bros before Hos: The Guy Code† explores the code of masculinity that young men are expected to follow. Traditional gender roles influence many individuals in a positive or negative aspect as they grow and either resist or give in to the expectations within society. Growing up as little girl, my mother would always teach me the social expectations of the feminine roles associated with our tradition. I would always be playing with dolls, dressing in skirts, putting bows in my hair, pretending to be a princess and acting like Dorothy from the Wizard of Oz always clicking my sparkly red shoes. However, the pressures and expectations of the gender roles associated to your sex are more profound as you grow into an adult. As I grew into a young woman the expectations I had and still to this day have to meet are much more demanding and expected. Kincaid states, â€Å"This is how you set a table for dinner; this is how you set a table for dinner with an important guest; this is how you set a table for lunch; this is how to behave in the presence of men who don’t know you very well†¦Ã¢â‚¬  (385). Kincaid explains some of the feminine demands and expectations  her mother would teach her growing up. Similar to Kincaid experience, my mother would also establish the feminine roles and demands that I needed to accept and fulfill from the expectations that have been set forth from generations of women. However, the expectations I needed to meet to fulfill the duties as a wife and mother conflicted with my expectations of not wanting to be a wife or mother at all, but to establish and purse a stable career for myself. The view of femininity in the culture I was raised with compared to old American culture of the 50’s and 60’s. Women were seen as objects, accessories. Femininity was viewed as being fragile and weak, as well as having a â€Å"natural† mother like instinct. Women in my culture are defined as being dependent on a man, stay home do the groceries shopping, clean the kitchen, prepare breakfast, lunch, and dinner, iron their husbands shirt and pants, â€Å"wash every day, even if it’s with their own spit† (Kincaid 385), keep the household in order, and be the perfect wife, mother, and women or at least pretend to be. However, these traditional views of what feminine roles are defined as conflict with the mainstream American culture of today’s feminine expectations. Women in today’s culture are defined as either the main source of income or contribute the equal amount of income with their spouse. Women are seen as independent and many women have established stable careers. In â€Å"Bros before Hos† Kimmel asked a female college student what it means to be a women she stated, â€Å"’Nobody can tell me what it means to be a women anymore’† (462). In modern American society being a woman has no concrete formulated expectation or role that she is expected to fulfill. Although in today’s modern American society views women differently as they once did, my culture still views women in a more traditional aspect. These conflicts or being independent or dependent, pursuing a career or being a domestic house wife and mother affect both expectations I have to meet with my family culture and the culture I was born into. Being one of the youngest girl in my family I would observe my cousins and see them being pressure of the roles and expectations that where concretely defined in my cultures view of femininity. Their decisions of following the domestic housewife role  affected me to resist these pressures, while they did not and gave me the courage to fulfill my and modern American society’s expectations of what being a woman is and not just stay at home and spend all my husbands’ money because I have nothing better to do. Gender roles have always been a social issue that shape the way we think of others. These roles perceive women as fragile and weak, while men are seen as aggressive and show little to no emotion. Gender roles can vary from one culture to another and have different expectations associated with masculine and feminine roles individuals have to obtain. Gender expectation such as women have to stay home and do the domestic housework, while men are the source of the primary income can either conflict or reinstate the expectations of you. These roles can affect an individual either in a positive or negative ways, whether or not they want to override the social norm of what society says is acceptable or give into the pressure of the roles society established for each gender. The gender roles one’s culture establishes or society establishes becomes more overwhelming as we grow older, enforcing these expectations further. Also, your culture’s view of masculinity or femininity may conflict with mainstream American culture and a rise conflicts for an individual. It’s up to them whether they want to endure the pressures or resist the pressures of traditional gender roles or modern American gender roles. Word Count: 1,025 Reference Page Kincaid, Jamaica. Girl. Boston, Mass.: Bedford/St. Martin’s, (2013): 384-386. Print Kimmel, Michael. Bros before Hoes: The Guy Code. Boston, Mass.: Bedford/St. Martin’s, (2013): 461-471. Print.

Elements of Americas market economy in a global setting Essay

Mankiw (2006) characterize a market economy as an economic system where the production and distribution of goods and services through free markets and price systems (p. 7). The amounts of products produced are not pre-determined. At the same time, the amount of goods that will be used is not restricted but bound by market forces. Thus, producers and consumers through the interaction of supply and demand create the market by which products and services are consumed and used. The U.  S. is considered as the icon of this market system which is primarily based on Adam Smith’s capitalism (Rothbard, 2004). To fully understand the mechanism of a market economy, an understanding of its key elements is essential. Some of the key elements that will be discussed through this paper are property rights, competition, and profit. To facilitate this task, discussions will be based on the context of the U. S. market economy. The first element for discussion is property rights. Under the U. S. Constitution, property rights provide the owners of a real, personal or intellectual to exercise ownership, control and sovereignty over their proper (pp. 166-170). Thus, owners are able to utilize the property as they want to, use to gain benefit and protect it from harm. They have the right to benefit from it or from its use. The only constraint with the practice of these rights is that they should contravene any law or inhibit the rights of others (Mankiw, 2006). Competition is described to be the rivalry of individuals or parties because of common or dependent interest (p. 699). In a free market, Rothbard (2004) suggests that competition is the means by which markets determine which suppliers are best to meet demands. Similar to theories on evolution, the process of competition is a means to ensure quality. Thus, competition ensures that consumers are able to get the best product available. However, Rothbard also points out that competition is also a means of controlling the market internally or externally (p. 12-113). Profit is considered the ultimate goal of any economic enterprise. From an economic perspective, profits can be realized when revenues exceed the total cost of inputs (Mankiw, 2006, pp. 271-272). It is achieved when consumers have the capacity to buy a product at more than cost of suppliers’ production. In a simplistic model, profit is what is gained from using various economic resources. Thus, suppliers will continue to want to produce the product because of the economic incentive of its consumption.

A Cost-Free Sample About Benefits of College Education Essay Online Aid

A Cost-Free Sample About Benefits of College Education Essay Online Aid A free informative essay sample about the college degrees and the benefits of having them. While every single person is entitled to an education, not everyone feels that an education is worth having the first place. And it’s terribly unfortunate notion. This may be the case because there is a large portion of people who are unknowing of the benefits and advantages of having an education, or, more specifically, a college degree from a four-year, accredited college or university. Whatever their reasoning may be, this unfortunate group doesn’t understand or know that having an education – a college degree – is the key to living a fulfilling, financially independent life. Not only does having an education generally earn people more money than someone without one, it allows a person to have freedom in choosing their career. A college degree also gives them job security, because they fall back on their education for employment. In turn, having a college degree means having a high quality of life. HOW TO WRITE AN INFORMATIVE ESSAY When a person graduates from college and earns a degree in a specialized field, it is an indicator to the working world that they have acquired the practical skills and knowledge necessary to help and grow a business. With an education – and the knowledge, verbal, written and critical-thinking skills that go with it – a person becomes eligible for jobs that pay well, for careers that will gradually pay more and more as that person gains more experience in that field. A person doesn’t need a college degree to be a plumber or a construction worker – occupations that actually pay very well – but a person generally needs a degree to be a journalist, a teacher, or a marketing consultant, just to name a few examples. It’s true that a person with a college degree taking an entry-level job will not be making as much money as even a blue-collar worker who has done their trade for a few years. But over their lifetime that person with the experience to match their education will see more opportunities for mobility and increases in salary than the person without an education. It is a fact. More about getting a degree: Doctoral Degrees Academic Assistance in Obtaining a Law Degree Academic Assistance in Obtaining a Nursing Degree Writing a Strong College Essay Another benefit of having a college degree is having job security. Employers, of course, want to hold on to employees with an education because they have a solid set of skills and can learn new skills, too; but, also, people who have a college degree – because an education is valuable in the workplace – have a greater chance of finding another job if they are, for example, fired or if their job position is terminated when compared to someone without a college education. Having an education means a person is quick to learn, intelligent, capable of learning almost anything, highly skilled and can communicate effectively and follow directions closely. A college degree will forever mean they are smart, employable, are hard-working to a degree and can learn things quickly, all things that mean to an employer that someone would be good for a job. Lastly, because an education is so highly regarded and sought after in the business world, people who have a college degree are not pigeonholed by the job or even the type of career they chose. A person with an English degree, for example, doesn’t have to be a writer, editor or poet; they can be a teacher, a marketing representative, or just about anything they want to be. That’s the point of having an education. And a person with a teaching degree doesn’t have to be a teacher their entire working life. Instead, people with an education – because they do, indeed, have an education – are freer than those with no education, only experience, to choose and develop a career that suits them, one they enjoy and find fulfilling and worthwhile. Whereas the person with no education does not have this luxury, but rather has to develop certain skills just to find employment. Those without a college degree mostly have to fall back on their experience. Others wit h an education can fall back on their experience and degree for employment. In conclusion, there are many benefits to having a solid education and a college degree from a reputable academic institution. From having a well-paying and long-lasting job to having job security and the freedom to choose an enjoyable, productive and fulfilling job, there is virtually no limit to the many advantages of an education. INFORMATIVE ESSAY TOPICS In general, an education leads to a high quality of life. With financial independence, a career that hardly feels like work because it is fun and enjoyable, and without the stress of worrying about the future, it is safe to say that having an education, at the very least a college degree from a reputable four-year college or university, is perhaps what sets people up for a good life of success and happiness. However, it is unfortunate, all over the world, that some people are ignorant of this fact, that having an education is the key to a better life. It is not their fault – they are only a product of their environment – and educated individuals who understand this should do all they can to help guide such individuals.   can move you closer to the college degree by helping in your informative writing. Along with the given above informative essay sample, youll find some college essay examples placed on our website. If you need an informative essay on a  similar topic, feel free to contact us or place an order.

Living Simply in a Modern World Essay Example

Living Simply in a Modern World Essay Example Living Simply in a Modern World Essay Living Simply in a Modern World Essay Henry D. Thoreau preached the ideas of simplicity, and that humans needed four things to survive: clothing, food, fuel, and shelter. He says that the most basic needs should supply all of the things required d for survival. He starts an experiment by deciding to build a cabin by Walden Pond. On the cusp of the industrial revolution, He can live simply by chopping trees for fuel, building a small cabin, and hunting and gathering his food. He says you should be able to keep all your accounts on your fingers, and keeps time with the rising sun and the chirps of the animals in hisâ€Å"Walden Pond community.† With the rise of smartphones and all sorts of technology, people are always adding more â€Å"accounts† and more material items. You can live modernly but still adhere to Thoreau’s ideals of â€Å"simplicity.† People can live a modern Thoreau aligned lifestyle by becoming self-reliant or at a minimum dependence on resources. You can live closer to where y ou work, in a reasonably sized house, and commute more efficiently. Fuel supplied by modern means of solar panels or a more simple method of a wood furnace would suffice.Planting a garden eliminates going to the grocery store and saves money. So by buying a smaller sized house, planting a garden, and finding a reusable or sustainable source of fuel, you can become self-sufficient or minimally dependent and live a more simple, well-lived life in a modern world Henry D. Thoreau preaches the values of living simple as he says, â€Å"Our life is frittered away by detail Simplicity, simplicity, simplicity!† (17). to the point that it is almost force fed down your throat while reading Walden Pond and Civil Disobedience. Thoreau, whose father was in the pencil business, started to work for his father and soon wanted to create a better pencil. He can create a new pencil that’s marveled upon by the industry, yet to continue produce pencils and make a quick fortune was not on his mind. A Harvar

Terri and the Turkey Thanksgiving Day Play

Terri and the Turkey Thanksgiving Day Play The author grants permission for anyone to use this short play for educational and/or amateur purposes. Terri and the Turkey By Wade Bradford Stage Right: The humble home of Grandpa and Grandpa. Stage Left: The animal pen. Narrator: Thanksgiving. A time of joy and celebration. Of food, relaxation, and family. A day beloved by everyone. Everyone that is except†¦ Tom Turkey! (A Turkey named Tom walks on stage left, flapping his wings.) Tom: Gobble, gobble! On stage right, Grandma and Grandpa enter. Tom listens to them as they speak. GRANDMA: I mashed the potatoes, I crammed the cranberries, I yammed the yams, and now it’s time for you to do what you always do on Thanksgiving Day. GRANDPA: Watch football? GRANDMA: No! It’s time to prepare the turkey. TOM: Prepare? That doesn’t sound so bad. GRANDMA: Prepare? That’s such hard work! I have to pluck the feathers. TOM: Ow! GRANDPA: And pull out the innards. TOM: Eek! GRANDPA: And toss him in the oven. TOM: Oh my! GRANDMA: But don’t forget. First, you must chop off his head. TOM: (Grabs his neck, fearful.) And all this time I thought I was going to be the guest of honor. (PIG enters.) I’ve got to get out of here! These people are going to eat me! PIG: Oink, oink. Welcome to my world, buddy. GRANDPA: Well, I guess I better get busy. A happy couple, Mom and Dad, enter. MOM and DAD: Hi Grandpa! MOM: Happy Thanksgiving. DAD: Is there anything we can do to help? GRANDPA: I’m glad you asked that. Go out back and chop off the turkey’s head. DAD: Oh. I was hoping you would have me set the table. GRANDPA: Too bad. Get chopping! MOM: Be brave dear. DAD: But honey, you know the sight of blood makes me queasy. MOM: I’m needed in the kitchen. DAD: Well, sometimes a man has to do what a man has to do (A son and a daughter (Terri) enter.) DAD: Make his kids do the work. SON: Hey Dad, is dinner ready yet? DAD: Son, this is a very special Thanksgiving because I’m giving you a very special responsibility. I need you to chop off the turkey’s head. SON: Gross! DAD: And while you’re at it, pluck the feathers, take out the innards, and give it to Grandma to put in the oven. SON: But – but – but†¦ DAD: Have fun, son. The son turns to Terri, who has been engrossed in a book. SON: Terri! Hey bookworm! Did you hear what Dad just said to me? TERRI: No, I was too busy reading my history book. SON: You mean you didn’t hear a single word Dad said? TERRI: No. What did he say? SON: He wants you to kill the turkey. He pushes her toward the animal pen, then exits. Note: All of the other human characters have cleared the stage too. TERRI: Well, I guess if we want a turkey dinner, someone has to do it. Optional: She picks up a prop ax – make sure its something safe. TERRI: (Approaching Tom) Sorry, Mr. Turkey. The time has come. TOM: I – I – I feel faint! The turkey starts to sway back and forth. He falls to the ground. TERRI: Oh no! I think he’s having a heart attack! GRANDMA: (Entering.) Who’s having a heart attack? TERRI: (Checking the turkey’s pulse.) He doesn’t have a pulse. GRANDPA: (Entering.) I don’t have a pulse? TERRI: Not you, Grandpa. The turkey! DAD and MOM enter. DAD: Terri, what are you doing? TERRI: CPR. I learned it in health class. MOM: She’s such a good student. SON: (Entering.) What the heck is going on? TERRI: I think it’s working. Live, Mr. Turkey! Live!!! (Optional: If you want to get really silly with this skit, the actress can pretend to use a defibrillator.) TOM: (Coming back to life.) Gobble gobble! MOM: You did it honey! DAD: You saved his life. TERRI: Yep. Now I guess I better cut off his head. GRANDMA: Now wait, child. It just doesn’t seem right. TERRI: You know, according to my history book, presidents such as Harry Truman and John Kennedy have spared the lives of their turkeys. And since 1989, the White House has been granting a presidential pardon to each live turkey that is presented to the president. Maybe this year we could do the same kind of thing. GRANDMA: I think that’s a lovely idea. After all, one of the many things we should be thankful for is simply how many families have been able to have wonderful Thanksgiving dinners all because of this noble bird. Besides we have many other delicious foods we can eat. Yams, cranberries, freshly made bread, and mashed potatoes. GRANDPA: That’s right, Grandma. Now, who’s up for some pork chops? PIG: (Feeling faint.) I gotta get out of here! The End

Discussion question Essay Example | Topics and Well Written Essays - 500 words - 7

Discussion question - Essay Example While this is true however, education does not necessarily translate into economic growth of a country, it is only a single factor to the various reasons for economic growth. Education has faced a significant expansion in the last decades across the world, with countries registering double-digit growth patterns. In the 1990s, the world, according to Easterly (73), had 99 percent enrollment for primary education. Education investment has brought little or no impact in the world economy and especially for the countries themselves. Growth of human capital in a country does not necessarily mean that their contribution to the growth of a country. If the argument that education brings growth to a country, fresh graduates should be entitled to higher salaries than experienced workers should. However, salary increment is based on the years of experience, making this belief to be untrue. In fact, Easterner (77) is of the opinion that, the contribution of education growth and growth of a worker’s output is negligible, stating that in some African countries, this growth is actually negative. The Gross Domestic Product per worker in is just a small percentage in most Eastern Europe and the Soviet Union countries. With time, the median growth rate of poor countries in the world has kept a declining trend overtime, indicating a poor education contribution to growth, yet education received a massive growth. Due to in direct effects of human capital, countries with higher initial human capital are likely to have a faster growth than those with low initial human capital.in case the level of human capital and physical capital are both high, there will be high returns on physical capital investment until there is a balance between the two(76-77). In all nations worldwide, variations in the country’s growth have little contributions from variations in growth of the human capital, rising more serious concerns regarding initial schooling and

Motivation Theory Dissertation Example | Topics and Well Written Essays - 4000 words

Motivation Theory - Dissertation Example Bearing the aforementioned in mind, the extent to which motivation techniques and schemes positively impact upon both individual employee behaviour and teamwork is an important area of study, especially as markets become more and more competitive. Indeed, as markets become increasingly competitive, successful employers are paying more attention to their human resource management by developing incentive programs in an attempt to keep their employees motivated and thus maximise their work productivity. The factors which incite employee motivation, and the extent to which bonus and various other incentive schemes do so, especially within the context of work teams are the focus of this dissertation. As was briefly touched upon in the preceding, a motivated workforce is the backbone of a successful organisation; an organisation which is both able to satisfy its strategic objectives and pose as a strong market competitor in an ever-increasingly competitive global market space. It has tradi tionally been assumed that bonus schemes motivate employees on both individual and team levels but empirical evidence suggests that bonus schemes are not as powerful or as strong a motivator as has been suggested. It is within the context of the stated that the rationale of the study may be found: the determination of the factors which incite both individual and team employee motivation towards greater productivity, commitment and dedication. Needless to say, the identification of these factors has far-reaching consequences for both organisations and the economy as a whole.

Differentiated Instruction for Student Readiness Essay

Differentiated Instruction for Student Readiness - Essay Example A statewide assessment of teachers in California recognized the top three challenges facing high school teachers regarding English language learners (Gibbons, 2002). The leading problem is communicating with English-language learners regarding academic, personal and social issues. The second challenge is motivating and encouraging English-language learners. The final challenge is addressing the diverse and individual needs of English-language learners in both English-language acquisition and academic skills. Critics have, however, proved that if teachers improve on their skill, then they will be in a better position to teach these ELL students (Cruz, 2005). Therefore, on to the thesis, this article is addressed particularly to teachers, as well as administrators in schools, which have bilingual, or dual language programs, but lack proper strategies of implementing them. The article will describe strategies that will help educators scaffold content along with language learning for ELL s. It will also suggest likely steps in implementing some of the vital elements of the strategies and direct educators to additional resources. These strategies are derived from numerous research studies from the past years that recognize effective methods for improving English language learners’ content knowledge. It also focuses on ways of improving English along with other subjects such as math, history, literature and science. Vocabulary and Language Development Content Knowledge The first strategy is vocabulary and language development whereby teachers or educators introduce fresh concepts through discussing vocabulary, which is vital to the concept being taught (Helmer & Eddy, 1996). Exploring crucial academic terms, such as algorithm, starts a sequence of lessons on greater math concepts, as well as the student’s background knowledge. Educators could join student-accessible concepts or synonyms to the essential vocabulary. Educators could also help students in d ifferentiating word meanings and their uses for subject-specific duties and prerequisite language skills (Gibbons, 2002). Academic Language It is essential to engage beginning-level learners in using the basic social and school phrases, vocabulary, as well as sentence structures (Gibbons, 2002). As the ELLs progress, educators should continue to contextualize instruction of complex language forms and uses. Teachers can, at this point, incorporate subject-specific vocabulary, sentences and grammatical forms in the readings and writings in the class (Helmer & Eddy, 1996). Sample Activities and Assessments Assessing the progress of these students could be done in a variety of ways such as word analysis and interactive editing (Hu & Nation, 2002). Word analysis involves practices such as ELLs dissecting words into their parts like prefix, suffix and root. Interactive editing, on the other hand, involves noting cloze paragraphs, reading subject-specific journals and dictations. Finally, when assessing the progress of ELLs, it essential to give them journals or A-B-C books to read out loud to the educators to check on their progress (Nation, 2001). Guided Interaction Content Knowledge Guided instructions assist teachers to structure lessons for students to learn together so as to understand what they read (Nation, 2001). This can be achieved through, speaking, listening, reading, as

Cross National Agreement Essay Example | Topics and Well Written Essays - 750 words

Cross National Agreement - Essay Example Trade agreements stimulate and facilitate trade between different countries through the complete or partial elimination of unfair trade tariffs. Another main objective of economic integration is to increase industrial efficiency through â€Å"economies of scale† which refer to increased levels of productivity related to increased levels of output of all member states of the economic union therefore leading to lower costs and higher productivity. Some of the different stages of economic integration between countries are (Tutor2u, 2012): a) Trade agreements - are formal negotiations between two or more countries where they negotiate lower import tariffs and work to facilitate the bureaucracy and paper work involved in the export and import of goods and services between member countries. b) Trade Liberalization (Free Trade Agreements) - In principle it eliminates barriers to free trade by eliminating unfair tariffs and entry barriers between member states or nations. It further e stablishes standard import tariffs for non-member country imports into the free trade zone. During the last two decades there has been a significant growth in international trade agreements, specifically â€Å"Regional Trade Agreements†, most of them have been free trade agreements with a focus in reducing tariffs and other artificial barriers of trade between participants. The North American Free Trade Area (NAFTA) and the European Free Trade Area (EFTA) are both good examples. ASEAN (Association of South East Nations), and Mercosur are two additional examples. c) Custom Union - Some agreements are more encompassing and sophisticated such as the European Union (EU) where not only is trade policy regulated, but it establishes common external tariffs for non-union members. It also regulates and oversees the regional rules concerning flows of capital, agreements on financial policy, competition, environmental regulations, practices and movement and regulation of labor. d) Commo n Market-Where a group of countries integrate all its participants into a single integrated market. Free movement of capital, labor and services among members is the trademark of single markets. e) Single Currency(Monetary Union)-The European Union, by adopting an economic model of a Custom Union with a single common currency the Euro, is a perfect example of a highly integrated regional economy. f) Economic Union-(combines Custom Union/Common Market) There are both pros and cons to free trade agreements. Free trade can help drive healthy competition between industries therefore providing better products and prices to its consumer base. Trade agreements can help provide countries with a competitive advantage where countries can specialize in products and services that they do and produce most efficiently. It has been argued that the increased productivity only applies to the increased aggregate wealth and not how fairly increased income will be distributed among its participants (Wh ite, 2012). It has been proposed that free trade is a catalyst that helps foster peace between nations through functional and economic interdependence as well as providing a basis for healthy for overall economic growth of all nations involved. Free Trade agreements also tend to negate the practice of economic Protectionism, which is widely practiced by many countries to protect their own economies when Free Trade Agreements are not enacted between countries. Simply stated the host country imposes high import tariffs and other unfair trading regulations on foreign competing products or services which by limiting the consumer markets this practice tends to create higher prices and

Medical Ethics Case Study Example | Topics and Well Written Essays - 250 words - 2

Medical Ethics - Case Study Example of Kansas, the State of Kansas statute is in one way or the other referenced and is qualified to be in a persistent vegetative state are underlying values of the statue mentioned. As the statute entails protecting the fetus; hence, validating the attending physician’s decision to disqualify Janet’s declaration. As such, the advance health care directive in light is particularly tailored for a single party (the woman) and excluding any additional party which is the fetus, in this case. Allowing the physician to place the patient on life-sustaining procedures before the legal matter is discussed and clarified would be a fit decision because it co-exists with the statute referenced in a note found in the patient’s medical record. Janet’s fetus is obliged to a surrogate because the advance health directive about life prolongation excludes any other party if Janet’s vegetative state would have been persistent. Surrogacy to the fetus will allow Janet’s directives to be upheld as she wished without compromising medical ethics by not withdrawing life from the fetus as

Analysis & Recommendation Essay Example | Topics and Well Written Essays - 1000 words

Analysis & Recommendation - Essay Example These areas included among others the pharmaceutical companies and chemicals. This area had little competition from domestic companies for a long period. The Italian government helps the multinationals in the process of developing them to become strong Gerschenkronian factors that enhance development. This factor provides room for interesting parallels to develop and grow carrying components of the modern emerging economics (Jackson, 2013, 62). The economic stability dates back to the mid nineteenth century when it was the only South European country to achieve the same by the end of the nineteenth century. Italy qualifies as a long-run host economy following its dynamic in depth. From nineteen thirteen, the growth of the Italian economy came through as a latecomer gradually generating into one of the world’s economic powerhouse. Partially, the sluggish nature of growth at the time was influenced by the nation’s consolidation of industrial model as well as the structure of its capitalistic setting that largely denied foreign investors opportunities for business operations. The first two decades after unification saw the country experience an accelerated rate of economic growth. Analysis of the country’s sectoral attractiveness entails a dynamic analysis. Trends in Italy reveal that they are in tandem with the dominant technological changes in the rest of the world. There are foreign controlled investments especially in the textiles and mining industry that defy the economic waves to remain successful as they respond to technological changes. Other sectors whose stability is strong and attractive to the United States companies include transport and utilities comprising of distribution of water, gas, as well as electricity. Economists attribute this to the ever-increasing demand for expansion of infrastructure. This results from the whole urbanization process that started towards the end of the nineteenth century. In the traditionally foreign dominated chemical sector, the relevance of the sector shifted to petrochemicals, pharmaceuticals, and advanced chemicals. This is a good indicator to American companies that the country embraces a new technological paradigm (Jackson, 2013, 88). Chemicals provide an attractive case for American companies interested in direct foreign investment. Research carried out in two thousand and one revealed that there is a generally weak domestic interest and entrepreneurship in various sectors including advanced chemicals, energy, pharmaceuticals, research and development, as well as other sectors with features of high intensity of technology. This is evidence that companies that engage in foreign investment in these sectors have privileges for application of both medium and high-tech technology. Among the leading factors that can possibly, influence an American company into setting up operations in the region is the single European market and economy. The country is an active participant i n the socio political and economic union a feature that expands both its market and economic might. The union expands the market thereby expanding the market of any other company operating in the country. Any American company operating in the country would therefore enjoy a free market economy with minimal debts owing to the strong Italian economy. The country has minimal legislations governing the operations of the free market

Medical Ethics Case Study Example | Topics and Well Written Essays - 250 words - 2

Medical Ethics - Case Study Example of Kansas, the State of Kansas statute is in one way or the other referenced and is qualified to be in a persistent vegetative state are underlying values of the statue mentioned. As the statute entails protecting the fetus; hence, validating the attending physician’s decision to disqualify Janet’s declaration. As such, the advance health care directive in light is particularly tailored for a single party (the woman) and excluding any additional party which is the fetus, in this case. Allowing the physician to place the patient on life-sustaining procedures before the legal matter is discussed and clarified would be a fit decision because it co-exists with the statute referenced in a note found in the patient’s medical record. Janet’s fetus is obliged to a surrogate because the advance health directive about life prolongation excludes any other party if Janet’s vegetative state would have been persistent. Surrogacy to the fetus will allow Janet’s directives to be upheld as she wished without compromising medical ethics by not withdrawing life from the fetus as

World History - Julius Caesar Essay Example | Topics and Well Written Essays - 1500 words

World History - Julius Caesar - Essay Example Great as a general, great as a politician, great as a far seeing statesman, great as an orator, great as an historian and a man of letters---Julius Caesar does indeed, as Shakespeare makes Cassius so grudgingly avow, ‘bestride the narrow world like a colossus.† (Canning, 2005) Born in July 102 B.C., Gaius Julius Caesar belonged to a highly prominent Julian family lineage, which sought its roots in the royal, aristocratic and divine ancestry. But even then he had natural tendencies towards democratic state of government since his early youth. His family set up and relations also paved the way towards his attachment with the democratic Popular Party, where his aunt had got married to the party leader Marius. Julius also married Cinna’s daughter, another popular leader of the same party, which created lots of problems for the young Julius, because the political rival of both Marius and Cinna i.e. Sulla had obtained the reigns of the government, who forced Julius divorce his wife, but he managed to escape rather deserting his wife and leaving her in the lurch. The Roman government of Caesarian era had been under the unabated influence of the Roman gods and goddesses; it is why the public used to expect the same performances and heroic deeds from their military personnel and the young individuals. Hence, the Rome of Julius Caesar had been clouded with military expeditions and adventures, and a successful military commander was adored by the people of his times. It is therefore as a shrewd and intelligent young man, Julius rightly viewed that performing something extraordinary during his military career might win popularity and recognition for him. By 81 B.C. he joined the Roman army during its campaign against the King of Pontus named Mithridates. It was perhaps the heavenly-blessed opportunity for Julius to display his gallant deeds, at the moment when he saved one of his comrades at the

The Zoo Story Essay Example for Free

The Zoo Story Essay Analyse the dramatic effect of a passage, paying close attention to the language and stage directions whilst relating your observations to your understanding of post-1945 Drama. (PASSAGE- from pg. 27- GET AWAY FROM MY BENCH! A to the end of the play) During the passage I have selected here, the dramatic tension that has been simmering for much of the play reaches boiling point as the quarrels, territorial struggles and one-upmanship reach a climax. In this essay I will be looking at how this is conveyed in the language, imagery, and tone that Albee uses and how these can be related to other texts of the time. The comparisons to other plays that Albee has written could not be more clear and references to private games and battles over territory that we see here are written about in both Whos afraid of Virginia Woolf? and The Homecoming. The passage starts with Peter screaming at Jerry GET AWAY FROM MY BENCH! The anger and passion that we see here from Peter makes the scene quite unnerving for the audience due to the way that Peter is getting so worked up about an object that seems completely frivolous to outsiders. Albee actually states here in the stage directions that Peters self-consciousness has been possessed by his all-consuming anger due to this inanimate object. In this way, the audience would feel even more uneasy at the fact that a grown man seems to be acting in a way that a child might over a toy. I would have to argue though that it is the way that Jerry antagonizes Peter more even though he can see that he is howling like a fatally wounded animal that is the most horrific part of this scene. You have everything in the world you want and now you want this bench? The dramatic irony here is plain for everybody to see; Peter doesnt have everything in the world that he wants. In fact, his life is perhaps as much incomplete as the broken life that Jerry leads. As the audience urges Jerry to stop gnawing away at the parts of Peters life that he does not want to share, the viewers becomes emotionally attached to Peter and want his sufferings to stop. Much like in the private battles that are played out in Whos Afraid of Virginia Woolf? , Georges life is torn apart by Martha at the beginning of the play as she tries to mock him in every possible way that she can. The only difference in the other Albee play is the fact that George can defend himself from the verbal attacks thrown at him from Martha. Here, Peter is said to be quivering, horrified, struggling and whispering after the abuse that he receives. In stark contrast, in the other of the plays, Albee states that George is containing the anger within himself, laughing ruefully to himself and showing mocking appreciation. Indeed, this play, much like the other two synoptic plays, is driven by conflict and how people react to situations placed unwillingly upon them. The origins of the tension here are evidently more profound than the bench for Peter. The bench just serves as a metaphor for all of the other troubles that Peter and Jerry have in their lives. The relationship that these two strangers share with one another serves the same purpose as well. The roots of conflict and strife are embedded much deeper in Peter especially than one may have first thought and it is only through the anger that Jerry provokes in him that causes all of his bottled up emotions to come rushing out. One could argue here that this climax to the play where Peter kills Jerry acts as a kind of release for both of them and there is a sense of new beginnings for the pair underneath the shock that the audience experiences. Throughout this passage Jerry holds the upper hand in the private games and struggle for status and power that the pair have which is at times subliminal. Jerrys speech at the beginning of the scene about the irrationality of the fact that they are fighting over a bench shows this well. He turns the situation on its head when he says to Peter Is this the thing in the world youd fight for? Can you think of anything more absurd? Unlike in The Homecoming when Max has a lot to say about every possible subject that is brought up and yet he is the weakest of all of the characters, Jerry seems to have turned his techniques for domination over other characters into a finely honed routine and manages to dominate and govern not only the power struggle that is shown here but also the way in which Peter would usually think and act. Slowly, Jerry urges Peter into truly letting himself go at the end of the scene. Indeed, throughout the play, Jerry carefully and mathematically makes conversation with Peter by talking about subjects that he thinks he would be interested in. Such topics as family, animals, houses and work seem like normal things to ask somebody that you have only just met. In fact, Jerrys normal approach to talking with a stranger is also very calculating. He talks about the standard experiences of life and puts in throwaway remarks about subjects that Peter seems to feel strongly about. For example, at the start of the play, Jerry asks him whether he is married to which Peter replies Why, certainly. Jerry then instantly retorts back at Peter It isnt a law for Gods sake. By arguing passionately back at Peter like this during their conversation, he feels that he constantly has the upper hand in the heated discussion that they are having with one another and manages to stay one step ahead of his newly found acquaintance much like what we see in both The Homecoming and Whos afraid of Virginia Woolf? Indeed, during the passage I have chosen Jerry says You dont even know what youre saying, do you? This quote is an echo of Pinters play when Teddy utters, I can see you what you do. Its the same as I do. But youre lost in it Jerry and Teddy both accuse their rivals of being lost in the games and private battles that they are indulging in when in fact, they are as much to blame as the people that they target. The build up of dramatic tension is a big part of Albees play here and it becomes especially important as it reaches its climax. For example, when Jerry gets the knife that he has out of his pocket, the play seems to have reached its peak and end. In fact though, Albee is being very clever here in the way that he makes us think that this is going to be the finish to the play when it is in fact the start to a crescendo of emotion that we are going to experience over the next three pages. This therefore makes the real ending even more shocking when it actually arrives. The ways in which Albee builds up and releases the dramatic tension in this scene especially is very skilful. Much like in the scene in Whos Afraid of Virginia Woolf? When George comes into the room with a double barrelled shotgun, aims it at Marthas head and pulls the trigger, we see the same sort of quick crests and troughs in tension in The Zoo Story. When George pulls the trigger in Albees other play, the suspense of the scene is released due to the dark humour that is shown when a flag comes out of the end of the gun instead of a bullet. Here, we think that Jerry is going to kill Peter when in fact he simply throws the weapon onto the floor in order to give him the instrument with which he wants to be killed at the end of the play. Certainly, Albee often defies expectation and does things to surprise the audience in order to provoke a bigger reaction and keep them on the edge of their seats as the story unfolds. As shown in the previous paragraph, actions and non-verbal communication in this play often speak much louder than the words that the pair say to each other. At the start of the drama, Peter is said to be bewildered by the seeming lack of communication in the stage directions from Albee and then at the end we see this lack of communication transform as Peter resolves to show his feelings in actions and not words. Indeed, Albees stage directions at the end of the play mirror this conscious attempt from Peter to act on his resentment towards Jerry. As Peter unwillingly puts the knife into Jerrys chest at the end of the passage, Albee says just a few words that give a much greater resonance onto the audience than any sort of music or sound effects ever could; Tableau: For just a moment, complete silence. This moment of silence after all of this dramatic tension and suspense acts as a quick release for the audience and allows us, Peter and Jerry to stop and observe the absurdity of the situation that has arisen. The tableau is a way of giving the audience an image with which they can take away with them, resembling the play. Albee wanted to provoke and shock the audience into some form of reaction and this moment here in the stage directions epitomises this fact. We are given a moment to calm down our emotions as the tempo and the intensity of the passage falls to a lower velocity. Moreover, in the second half the scene, Albee describes Jerry and Peter in the stage directions as motionless, almost fainting, talking most faintly and transfixed as opposed to the descriptions of the pair struggling, horrified, still angry and acting contemptuously at the start of the passage. Indeed, the atmosphere of the play constantly changes during the course of this scene and the entire play with Jerry always seeming to dictate and direct what is going to happen next. Although there is a certain aggression shown from both of the characters here in their actions and non-verbal communication, the verbal violence that we encounter during the play and especially in the passage that I have chosen is particularly resonant and would have had a big impact on the audience at the time. Jerry especially tries to provoke Peter into killing him throughout the play until he realises that his words only aggravate his newly found friend and do not provoke him into a blind rage in which he would be prepared to do Jerrys bidding. As Jerry goads Peter into action, he uses verbal violence alongside physical violence in his speech on page. 29. Fight for you daughters, fight for your cats, fight for your wife. At the same time as verbally attacking Peter, he slaps him in the face on every fight that he utters here to emphasize and underline the fact that he is waiting for a reaction and response that he so desperately craves. At the end of the lecture he gives Peter he spits in his face; the lowest form of insult that a man could inflict upon somebody else. It is not surprising then that Peter reacts to this insult more than any other that has been imposed upon him. Much like in Whos Afraid of Virginia Woolf? where George manages to control the characters of Nick, Honey and Martha due to his quick wit and sharp intelligence, Peter is dominated here by Jerrys astute use of language and is provoked and manipulated quite easily by Jerry. Indeed, Nick and Peter are probably the most impressionable characters in both of the plays by Albee here but Peter emerges with a much more sympathetic view from the audience than the pretentious and pompous mannered Nick. Interestingly, more often than not, the clever and manipulative language that both Jerry and George use in both of the plays mean that although that they cause much grief for other characters, they come out with a respect and sympathy that often shrouds the less dominant characters and masks the fact that they are sometimes quite immoral and merciless at heart. In this passage and the whole play we are often attracted to the direct manner with which Jerry addresses his new found acquaintance. Peters comportment is very different. Throughout the play we see a certain reserved attitude; even at the end of the play, he holds his knife in a defensive way and never wants to make the bold, more aggressive move. He is said to back off a little, hesitate and retreat during the passage, which are made to seem like quite unattractive traits, compared to the brash, lovable-rogue and sometimes outrageous personality that Jerry boasts. In this passage and the rest of the play, the main thing that Albee tries to do is explore the dramatic tension of the arrival of an outsider as seen in the other synoptic plays with Teddy, Ruth, Nick and Honey. Albee explores the social and cultural boundaries of the 1950s in The Zoo Story and makes some very intuitive remarks about preconceptions that some people have towards other. In capturing a very normal and quotidian scene, the audience can really relate to some of the messages that Albee gives in regards to human beings failure to connect and communicate with each other. However, Albee also deliberately tries to shock and provoke the audience in some of the ideas that he gives us during the play. Whilst some of the social boundaries may have changed since the time of publication, the issue of murder, suicide and euthanasia still rages today and in its own way the play confronts a very taboo topic whose dramatic impact will never be lessened over time.

Development of Learning Objectives Through Reflection

Development of Learning Objectives Through Reflection The Williams report is based around educational best practice to enable young learners to acquire an understanding and appreciation of mathematics and its importance to their lives. The foremost concern, drawn from Ofsted and the Primary National Strategy findings is the need to strengthen teaching that challenges and enables children to use and apply mathematics more often, and more effectively (Williams: 2008 para.223) Reflecting on my practice will enable me to recognise my strengths, development needs and improve my practice to benefit all learners. Petty says: Effective teachers are always changing what they do; this is because they are continually learning how to teacher better. (2009: 520) Activating prior learning by constructing links, good planning and the conditions of the classroom can contribute to the effective opening of a lesson. Walker Tileston: Unless connections are made to their prior learning, comprehension and meaning may be dramatically lessened. (2004: 21). Therefore I ensured I revisited previous learning by looking at the way children approach word problems through reading the problem, highlighting the key words/numbers and choosing the appropriate operation before solving it. I then ensured they had chance to apply their skills to some word problems so I could assess their understanding and they could test their knowledge. When children gave correct answers during the mental/oral, I constantly praised them to build their self-esteem and confidence. Fontana says using praise and encouragement has a vital role to play in keeping children involved and interested in their work, and in helping them to build upon current achievements by raising their conf idence and their belief in their own abilities. (1985: 80) Giving children word problems to solve is an important aspect of mathematics because it is an opportunity for them to use their knowledge of operations/ mathematical vocabulary and apply it to real life problems. Bottle says: Giving children a real context for their problem solving gives them the best opportunity to become fluent in using mathematical skills and procedures. (2005: 33) After the mental/oral starter I ensured the learning objectives and success criteria were visible and shared with the children, so they could see what they were learning and what they had to do to be successful. I then asked questions on what methods the children used for addition and subtraction, which gave them a chance to actively participate and broaden their mathematical knowledge. The NNS says: Through a process of regular explanation and discussion of their own and other peoples methods they will begin to acquire a repertoire of mental calculation strategies. (1999: 7) I continued to ask questions throughout the lesson to enable me to assess childrens understanding, assessing common mistakes, analysing their methods and explore their language and vocabulary. Claxton says good learning starts with questions, not answers. (1990: 78) I ensured I was asking open ended questions in the main activity and plenary because I wanted to find out more about pupils understanding and to use their ideas to focus discussion about concepts. Kyriacou says that open and higher-order questions are more intellectually demanding and stimulating. (1995: 38) However during the mental/oral I tended to ask closed questions to keep the pace flowing. I tried to ensure I was giving the children thinking time after each question so they did not feel under pressure. Harries and Spooner say: Being asked to respond at speed is identified as a source of great anxiety. (2000: 36) This is why I decided to give the children number fans to show their answer, so they did not feel put on the spot. However I may have given them too long to answer as the rest of the class lost focus slightly. One strategy I could have used to avoid this was to ask a child a question, give them time to think about an answer, then ask other children in the class questions before returning to the pupil who had been given time for a response. This also would have enabled me to keep the pace flowing and help everyone reach their potential. I had to try and keep the pace of my whole class teaching at the correct level, as the class has a wide variety of learners with different abilities, therefore going too fast could cause the lower ability pupils to become lost and going too slow could mean the higher ability pupils are not being challenged. Wajnryb says: Students whose learning pace is faster than the pace of the lesson are prone to becoming bored, losing motivation and tuning out of the lesson. (1992: 118) When I introduced the new topic of adding or subtracting multiples of ten I could have given the children time to discuss the methods they might use in groups beforehand. This would have given them the confidence to participate more when I gave them questions to answer. Brown says: The opportunity for children to discuss ideas and express their own opinions is crucial. (1998, 43) Additionally during the questioning I only asked the children who had their hands up for the answers, rather than asking other children to see if they all understood. I could have provided more opportunities for student participation by getting them to write an answer and present it back to the class, which would encourage every child to use mental calculation. The NNS says An ability to calculate mentally lies at the heart of numeracy. (1999: 6) Giving the children mental calculations also contributes to the development of better problem-solving skills and gives them a sense of real life, as Thompson says: Most calculations in real life are done in the head rather than on paper. (2010: 163) The whole group teaching was beneficial as it enabled me to see the capabilities of all those in the class and adapt my practice accordingly. I organised the pupils on the carpet, to ensure everyone could see and so I could monitor behaviour, it also enabled me to notice changes in their posture and facial expressions, giving me clues about their understanding. Whole class teaching also meant I could interest the children in the subject they were covering rather than trying to stimulate their interest individually. Dean says: An important part of the teachers role is to stimulate and interest children in whatever is to be learned. This is a valuable part of working with the whole class (2001: 62) Before I sent the children to their tables to undertake their written activities, I ensured I explained and showed the children what I expected them to do, which aided their understanding. Teachers need to know the extent of their childrens mathematical abilities in order to set appropriate activities, so as this was my first maths session I had to ask the class teacher to help me with this. OBrien and Guiney believe planning towards differentiation is imperative and should be seen as integral to learningIt is a concept that has to be seen in an inclusive way, applying to everyone. (2001: ix) Therefore although children had the same learning objective, they recorded their answers in different ways. The lower ability pupils had to colour in the requested numbers on a number square, where as the other children had to write the numbers, which tested all children whilst allowing them to work at their own pace. When the children applied their mathematics on their tables I ensured myself a nd the LSA worked with different groups in different sessions, so all children did not become too reliant on support and have the opportunity to work independently. Ball agrees saying you have a choice between killing your pupils interest and giving them a taste for independent thinking. (2002: 17) The activities the children were completing all involved adding and subtracting multiples of ten, however children had completed addition problems first so assumed the whole activity contained addition problems. Briggs and Davis say: Here the child immediately sees something familiar within the task and assumptions about the level of attention needed to complete the task. (2008: 47) In future I will inform the children that there is a variety of symbols within their work so they need to read the number sentence before working out the answer. Giving children a number square to use, however, did assist them with their learning as they could visually picture the numbers and see what they had to do to get the answer. The higher ability pupils struggled with partitioning numbers, so they resorted back to the more familiar method of counting on or back to the required numbers. Although they did not use the required method, they still referred back to their previous knowledge and applied it to their work. Mooney et al say children tend to use those that they have confidence with, which are likely to be earlier strategies that pupils revert to if not clear about new ways of working. (2009: 15) Ofsted (2001) believe that the plenary session is the least successful part of the daily mathematics lesson. Therefore I wanted to ensure my plenary was not occupied by tidying up and that it did not become a reporting-back session for the children I had not worked with. This is why I set up a challenge of matching questions to the relevant answer, which would enable me to see what the children had learned or were struggling with. You have to demonstrate that you enjoy teaching, then challenge and assist children by engaging them with well-paced differentiation and thinking rationally about their needs, before being able to take positive action to increase their quality of learning. I am hoping that as they master information and skills, they not only learn more content, but will also become more able and motivated to take responsibility for their own learning. I am also hoping that I can develop a wider range of skills, and the knowledge of when to use them.

Influences of Gender and the Southwest :: Essays Papers

Influences of Gender and the Southwest Gender influences women artists in many ways. Some artists utilize their artwork to combat sexism. Others portray gender through their art in different ways than male artist might. Additionally, the careers of women artists may be influenced by their gender (or physical sex). The influence of the southwest is also very visible in the artwork of many artists who live or have lived here. Some are influenced by the diverse cultures who make this region their home. Others are influenced by the landscape. (I realize that this paper is not representative of all of the cultures which have helped to shape the southwest. This was not intentional. It is primarily because, regretably, I had a hard time finding resources on women artists in the Southwest who were from cultures other than Euro-American, Native American and Mexican-American.) Through this paper, I hope to be able to show examples of a few of the many ways in which gender and the southwest influence the lives and careers of southwestern women artists, and in turn, how many of these artists utilize their art to change people's perceptions of gender, the southwest and southwestern cultures. One artist whose art is strongly influenced by living in the southwest is Roz Driscoll. Driscoll lived in Arizona for seven years during the 1970's. According to Driscoll, the pieces in her exhibit, A Sense of Touch, " . . . grew out of traditions such as Native American pueblos, Indian temples and wells, Egyptian tombs. They reflect themes as, plateaus, and canyons of the Southwest . . ." (1999) Another artist whose work was strongly influenced by the Southwest is Georgia O'Keeffe, whose art was strongly influenced by the landscape of New Mexico. In fact, " . . . that region's dramatic mesas, ancient Spanish architecture, vegetation, and desiccated terrain became her constant themes. ( Gale, 1998 ) Culture differences in the Southwest have also been portrayed through the artwork of many Southwestern women artists. The artwork of Carmen Lomas Garza, who has spent much of her life in Texas, is strongly influenced by her Chicana heritage.

A & P Case Study on Addisons Disease

Unit 1 Case Study Addison’s disease is from a result from damage to the adrenal cortex. These two adrenal glands are located on top of the kidneys, where they are enclosed in a fibrous capsule and a cushion of fat. . The have an outer portion, called the cortex, which is a glandular tissue derived from embryonic mesoderm. The inner portion called the medulla, which is more like a knot of nervous tissue than a gland and it is part of the sympathetic nervous system. The adrenal cortex synthesizes over two dozen steroid hormones called corticosteroids. The Adrenal medulla is part of the autonomic nervous system. They are often referred to as the suprarenal glands. That damage causes the cortex to produce less of their hormones (corticosteroids) The 3 types of hormone secreted are the glucocorticoid hormone (Cortisol) which maintain glucose control, decrease immune response and help the body respond to stress. The mineralocorticoid hormones (aldosterone) regulates sodium and potassium balance. The 3rd one is the sex hormones, androgen and estrogen, which affect sexual development and sex drive. There are a few things that may cause damage such as, the immune system mistakenly attacking the gland autoimmune disorder), infections such as tuberculosis, HIV or fungal infections. Hemorrhage’s, tumors and use of blood thinning drugs are some other causes. Risk factors for the autoimmune type of Addison’s disease include chronic thyroiditis, dermatis herpetiforms, Graves’ disease, hypoparathyroidism, hypopituitarism, myasthenia gravis, testicular dysfunction, type 1 diabetes and pernicious anemia. Usually the destruction of the adrenal gland cortex is often gradual and the symptoms are mild. Addison’s often goes undiagnosed until a sudden illness or accident occurs. The worsening of symptoms is called acute adrenal insufficiency and can be life threatening. Let’s go back to the start of symptoms with Addison’s disease. Here are a few, changes in heart rate and blood pressure, chronic diarrhea, darkening of the skin (it becomes patchy), irregular menstruation, irritability, paleness, extreme weakness, fatigue, loss of appetite, salt cravings, slow, sluggish movements, weight loss, lesions on the buccal mucosa, nausea and vomiting. Acute adrenal crisis have similar symptoms of course, however you will also see abdominal ain, confusion, dizziness, headaches, joint pain, rapid heart rate, rapid respirations, shaking chills, unusual and excessive sweating on face and/or palms. And in severe cases coma and/or death. The initial diagnosis and decision to treat are based on history, physical examination and lab findings. Lab tests such as ACTH stimulation test, cortisol level, fasting blood sugar, serum potassium and serum sodium. Tests ma y show an increase in potassium, low cortisol level, low serum sodium. The Adrenal medullae normally secrete 80% epinephrine and 20% norepinephrine. Sympathetic stimulation results in secretion. Epinephrine is the more potent stimulator of metabolic activities, but norepinephrine has the greater influence on peripheral vasoconstriction and blood pressure. The adrenal cortex produces the 3 hormones listed above. Cortisol is produced from 2 hydroxylations of 17 alpha-hydroxyprogesterone. Cortisol is 90-93% protein bound. Glucocorticoids are nonspecific cardiac stimulants that activate release of vasoactive substances. So in the absence of corticosteroids, stress results in hypotension, shock and even death. Glucocorticoids stimulate gluconeogenesis and decrease cellular glucose use, obilize amino acids and fatty acids, inhibit the effects of insulin, and give rise to ketone bodies in metabolism, elevate RBC and platelet levels and exhibit anti- inflammatory effects. Adrenal crisis occurs when the adrenal gland is damaged (primary adrenal insufficiency), the pituitary gland is injured (secondary adrenal insufficiency) or that adrenal insufficiency is not properly treated. Treat ment with replacement corticosteroids will control the symptoms of this disease, and this usually will require the patient to take these drugs for life. It is receive a combination of glucocorticoids and mineralocorticoids. The provider may increase the dose in times of infection, injury and stress. With adrenal crisis patients will need an immediate injection of hydrocortisone, either IM, or IV. If the blood pressure is extreme low IV fluids will be helpful. Complications can occur if you take too much or not enough of the adrenal hormone supplement. This complications can arise due to related illnesses such as diabetes, chronic thyroiditis, hypoparathyroidsim, ovarian hypofunction or testicular failure, thyrotoxicosis and pernicious anemia. Low sodium with Addison’s should be carefully corrected, if one to quickly it can lead to brain damage, this is noted in a 2004 article in â€Å"American family Physician† they require immediate but slow administration of saline, which is basically salt water, composed of sodium chloride in water. They list a second step which then be finding the underlying cause. Primary adrenocortical insufficiency is not a common disorder. It’s incidence in western populations are near 50 cases per 1,000, 000. However with the widespread corticosteroid use secondary adrenocortical insufficiency due to steroid withdrawal has become much more common. Approximately 6,000,000 persons in the United States are considered to have undiagnosed adrenal insufficiency, which is significant only during times of physiologic stress. Primary adrenocortical insufficiency does have many etiologies. But it is noted that 70-80% of the cases in the United States are caused by autoimmune adrenal destruction. It is found that about 30% of the time the adrenal damage is due other causes such as TB. In children about 70% of the cases are caused by a congenital disease termed congenital adrenal hyperplasia. Primary adrenocortical insufficiency affects men and women equally, women are affected 2-3 imes more often by the idiopathic autoimmune form of adrenal insufficiency. In idiopathic autoimmune adrenal insufficiency, the diagnosis is most often found in the third to fourth decades of life. This disease however is not limited to any specific age group. â€Å"American Family Physician†, Kian Peng:2004 â€Å"Robbins and Cotran Pathologic Basis of Disease†, Vinay Kumar 8th Ed 2009 http:/emedicine. medscape. com/article/765753-overview http:/labtestsonline. org/understanding/conditions/addisons-disease/ http:/www. nlm. nih. gov/medlineplus/ency/article/000378. htm

Political Communications Essay

The power or ability of the media to influence people and the society is an undeniable reality. In fact, media is not to be underestimated as proven by the implications it has created among people and within their way of living. It is through this reason or principle that the media is regarded as something that is too powerful and which can be paralleled to the power of God. In particular, since the print and broadcast or electronic media have control over their respective public, its influence has apparently been considered as similar or equal to the Creator’s authority. However, while it is a true fact that the media encompasses almost everything in today’s modern world, it is also a reality that the industry could never be described as the second God. This is because God is above everything and that nothing or nobody can correspond to Him. Additionally, although the effects of media are indisputable, it should be realized that God is still supreme among the whole things and that nothing or no one comes next to Him. It is, therefore, under this principle that media should never be compared to the power of God and that whatever theory claiming otherwise should not be taken as the whole and acceptable concept. Ultimately, the media and all other things are nothing without God hence it is totally unwarranted to compare and place it next or even regard it as the second God. One concrete manifestation of the said improper and erroneous consideration is the principle created by Western theorist Tony Schwartz and as depicted in his book titled â€Å"Media, the Second God. The work done by Schwartz (1983) is nothing but a disillusioned idea about the power of media, electronic media in particular. While it is, in a way, acceptable that both print and broadcast media impacted people and the manner of living, it is totally illogical to compare or even consider media as the second God. In fact, the author has evidently failed to strengthen his idea. This is primarily for the reason that God is the highest or absolute among us and of all the things around us. Hence, Schwartz and his book can be taken according only to its merit or the fact that media is influential and definitely affects people and the society in general but its concept about media as the second God should definitely not be considered and accepted as an utmost premise. Media, the Second God – an Overview The Schwartz book explores media’s mounting power or influence in the fields of medicine, learning, industry, political affairs and beliefs and daily living of people. He distinguished electronic media as the â€Å"received media† while print media as a â€Å"perceived medium† (Schwartz, 1983, p. 1). In differentiating between the two, Schwartz emphasized that skill and education are essential for the public to recognize and accept perceived media while almost all people appreciate received media. The author explained that the contemporary world tends to the appreciation of the received media because of the increasing effect of electronic media in the manner how people carry out their lives. This particular age of reception manifests people dependence with the telephone, television, radio and other forms of electronic media. He added that the significant implications of electronic or received media are evident with the notable changes in the areas of â€Å"business, communication, education, statesmanship, and every other area of life† (Schwartz, 1983, p. 17). Schwartz further wrote that the advent and increasing influence of electronic media has proven its essence as the new media. Additionally, the power of the electronic media is supported by the authors with the ways how broadcast commercials or advertisements work among people and into their lives. In fact, electronic media has nearly removed the nature of door-to-door salespersons. This is because the radio and television as well as other forms of electronic media are able to get across the feelings, manner and value of products being promoted (Schwartz, 1983, p. 43). Schwartz also presented in his book how a telephone polling system, which is another form of electronic media, created an impact or changed people’s perception about the necessity of police protection against crime and eventually saved the John Jay College of Criminal Justice from closure (Schwartz, 1983, p. 1). Moreover, Schwartz has stressed the influence of electronic media with its social functions or the services it has offered not only to people but to the society as well. The book is ultimately recalled with its depiction of the incredible expansion of the telephone device as an absolute form of electronic media due to its tremendous influence into the lives of the people. Media, the Second God – a Critique In analyzing the Schwartz book, one is likely to experience a sense of depression because of the author’s apparent utopianism. Simply put, Schwartz’s idea of the growing purpose or role of the electronic media, particularly the telephone device, seemed too disillusioned or unrealistic. In particular, it is totally illogical and even less reassuring to discover when the author stated that the telephone device is on the rise as an instrument or another tool of electronic media in the field of education. In fact, his admission that the development of telephone seems to be gradual already contradicted his position that the devise is growing. The said disclosure also deserted Schwartz claim that the said device is an effective tool of learning primarily because of the apparent defect of the telephone. Even Schwartz’s claim that a number of students benefited from telephone-based classes failed to prove the effectivity and power of the telephone as a means of education. In short, it is unbelievable to state that an instruction about telephone is as convincing as an efficient method of learning. Damaging and Unproven Claims Schwart’s consideration of the media as the second God is subjected to the author’s many falsehoods as well as damaging and unsupported statements. An incredible claim by Schwartz is his statement that he was able to teach around the world even without leaving the luxury of his office through the use of the portable conference telephone. This is because despite the advancement of the electronic media, particularly the telephone device, it is still subjected to or not totally free from interruptions or technical obstacles. Hence, while the said statement tends to be probable, it is not the case all the time. At the highlight of the book’s chapter titled â€Å"The Incredible Expanding Telephone,† the author’s amusing tale about his American Museum of Natural History’s Laserium experience apparently sabotaged himself. It was a totally lame excuse when he said that while appropriately structured utilization of the telephone device has the ability of giving many important and useful services, it is still susceptible to problems as its poor plan may lead to telephone failure. Again, this time Schwartz contradicted and exposed himself to criticism. The author’s above manifestations of self-sabotage represent his usual characteristics as a highly-acclaimed sound designer, producer or creator of promotional advertisements or commercials and telecommunications teacher at New York University. Schwart’s self-sabotage is further proven by another bungle which he wrote in an earlier chapter of the book titled â€Å"The Electronic Classroom. In the said chapter, he extolled on the possibilities of working on recorded items as a form of education aid but again failed. This is because Schwartz offered the following simply as his solid proof of evidence: sound of family members fighting with each other, a walking manic depressive and a telephone dialogue, which he previously taped, with a person planning to commit suicide. Unfortunately for the readers, the said examples of Schwart’s self-sabotage were clearly depicted in the book. Either intentionally or not, the author and his work already lost its efficiency and credibility because Schwartz failed to prove or support his idea that the media, electronic media in particular, is the second God. This is because, unparalleled to God who is perfect, media has its flaws. As regard his other consideration of media as the second God, Schwartz’s once more not succeeded in his another declaration that refined or high-quality and efficient electronic advertisements can definitely sell substandard merchandise on a limited period. This claim has totally contradicted electronic media’s commercials about cigarette products which the author himself praised regretfully in the book. In fact, even his self-tribute chapter on how he envisioned and organized the fight which eventually saved the John Jay College was another proof of his personal destruction. This is because the author again fell short of bringing up any issue of essence or importance regarding the reason behind why the said educational institution is really important to be kept. Resemblance of Respect for God Notwithstanding the above stated flaws, the public may be able to contemplate what is really appealing and motivating about the Schwart’s book. One manifestation of such interesting quality and which is worthy to note is how strongly the people’s outlooks concerning the media certainly remind the readers of our admiration and high esteem for God. Additionally, due to the undeniable influence and assistance of the electronic media, people in post literate or deprived societies are better educated than people of the previous history accounts. Another manifestation of the book’s resemblance of respect for God is the fact that similar to our worship to the Creator, people and the society have high esteem about the need to protect and preserve human life. This is the reason why people in the countryside are too much worried about the proliferation and gravity of street crimes in other areas as what the electronic media is presenting. This is also due to the inclination of people to associate themselves with the people of other societies which they see on television or hear on radio. Media as Provider of Information, an Argument The last thing that is unacceptable to Schwart’s claims is his dispute that due to the overwhelming pieces of information which is accessible to people through electronic media, particularly television, the necessity to learn or specifically to write and read is not that immediate compared to before the arrival and development of the electronic media. With a benefit of the doubt, the author may not have intended this claim as a justification of illiteracy or an assertion that the skill to write and read has not benefits. However, he once again did not succeed in satisfactory stressing that in spite how much people grasp the manner of view and sound or noise due to advance contact or experience of the electronic media, there will still be difficulty in assessment and communication not unless people have learned and are able to write and read. One concrete manifestation of the said argument is Schwartz himself. This is for the reason that there could be a link between his usually disordered, self-conflicting claims and lines of reasoning as well as his automatic and ripped-ridden works. In fact, if not of too much criticism, the author may be literally depicted based from his own claim when he wrote that he led the class for school students who are regarded as â€Å"poor readers and poor listeners† (Schwarts, 1983, p. 128). This observation may be disputed by Schwartz himself especially taking into consideration his surprising power at influencing electronic reflections where even the power of verbal confidence may not be necessary to let the public have a glimpse of the author’s severe yet unproven perspectives and statements. Conclusion There have been many works exemplifying and proving the power or influence of the media to people and the society in general but the Schwartz book is certainly not one of them. This is because of the apparent misleading writing scheme and unsupported concepts presented by the author. While, in a way, he succeeded in imparting to the public the truth about the ability of the media, particularly the electronic media, to affect people and their way of living, his confusing or disillusioned ideas and claims are proof that nothing or no one can equal to God’s level. Schwartz was totally wrong in conveying the idea that the media is the second God for the simple reason that no other entity can be placed next to God, much so paralleled with Him. A critical analysis of the Schwartz book exposes the ineffectivity of the author in his approach to convey his ideas and eventually make the public agree. Additionally, the book unfortunately showed its inadequate and unproven content as well as the substance of the author’s line of thinking. In effect, Schwartz failed in whatever objective he has in doing the book. This is because his intentions are not met and eventually turned out to be futile efforts. The book is nothing but a collection of unsupported concepts and disenchanted theories. Schwartz’s approach or style is not well-founded and convincing simply because of the fact that his main idea that media is the second God is an outright contradiction of the existing view that there is nothing next or even equal to God. The topic about the power or influence of media is definitely relevant or that the material itself is appealing or that the writing style and quality somehow corresponds to the body of literature of that period. However, these good points were immaterial because the author and the book failed in the accuracy or reliability of thoughts organization. This is aside from the fact that majority of the contentions presented by Schwartz were unsupported. For this, it can be construed that the book is generally not valuable to be provided with attention and relevance. Ultimately, Schwartz and his work can be held liable for insinuating the principle that media is the second God precisely for reality that media is a creation of man who, in turn, could not be created without the power of God.

Interpersonal Relationship and Billy

English (Belonging) Blind Side Essay â€Å"Committing yourself is a way of finding out who you are. A man finds his identity by identifying. A man's identity is not best thought of as the way in which he is separated from his fellows but the way in which he is united with them. †- Robert Terwilliger. This idea is represented in the core text of The Simple Gift and related text of The Blind Side which further reveal that belonging is the understanding and acceptance of an individual which makes them feel included.It is through their relationships with people and places combined with their experiences that help transform their own ‘identity’. Steven Herrick’s novel The Simple Gift (SG) is a verse poem written from three various perspectives of Billy, Old Bill and Caitlin. The text was first published in 2000 and is set in contemporary Australia, in a fictional town of Bendarat. It follows the protagonist Billy and his longing to find his place in life to feel accepted, but it is not until the experiences of belonging with individuals is formed that his identity is shaped.The novel’s structure is non-linear as it involves flashbacks over the course of the story to reflect back on the character’s past. The novel’s first poem Champagne written from Billy’s perspective, expresses the catalyst behind Billy leaving home, this being his abusive father. Billy refers to his dad as an â€Å"old bastard† as he steals his â€Å"champagne and cigarettes†. Billy’s use of a negative tone clearly defines the anger towards his father and their non- existent relationship. The technique of irony is used throughout this poem as it is titled â€Å"champagne†.Champagne is usually symbolic of celebrating an occasion. This represents an idea that Billy is â€Å"celebrating† leaving home. Billy does not have a relationship with his father, therefore has no consecutiveness with the community in Longl ands Road. These reasons influence his decision to leave home in search of the new ‘Billy’. The Blind Side shows that when those around an individual are of a welcoming nature, close relationships can be formed. The 2009 film The Blind Side (TBS) written and directed by John Lee Hancock is a contemporary American film.The film has a circular structure which shows the transition of Michael Oher, an uneducated teenager with an impoverished upbringing, searching for a better life. The narrative device of his adoption by the wealthy Tuohy family is the catalyst for his initial sense of belonging. In a series of visual rather than dialogue driven scenes Leigh Anne Tuohy and her family give Michael experiences a diverse group of social circumstances which positively change his life as he becomes a star football player, accepted into the Mississippi University and metaphorically accepted in life.These experiences bring about Michael’s new identity. The opening sequence of TBS opens us to Michael’s old world as the flashback technique is used. The combination of frame shots exposes us to his hometown, and why he wants to leave this deprived, rundown area. The scene shows a sad, lost and depressed boy walking towards the camera with no direction. The use  © (2012) All Rights Reserved 1 of 2 For more info, go to www. hscintheholidays. com. au of a long shot shows Michael’s surroundings, as we connect to his life. It shows that Michael is an ‘outsider’.Through this sequence we also see a train travelling away from the town. This train is symbolic of Michael; moving and escaping his life, in an attempt for a new one. Both the poem Champagne and the opening scene of TBS show in a similar way both personas’ reasons for leaving their hometown. The lack of relationships both characters have with those around has a negative impact on who they are. This is the reason for them leaving. In comparison to Michael’s home town, Billy describes his area as â€Å"rundown and beat† on pg 4 of Longlands Road.Although we cannot see Billy’s hometown, we perceive that it would appear quite similar to Michael’s. The idea of not belonging is evident in each text at this stage as no close relationships have been formed which has a large impact on one’s identity. The poem The Hobo Hour on page 48 of SG is the start of Billy’s relationship with Old Bill. Old Bill is described by Billy as â€Å"an old man with long grey hair and a beard†¦Ã¢â‚¬  he is seen as a stereotypical ‘hobo’. In the poem Herrick uses the symbol of hands for the idea of ‘giving’.Billy â€Å"hands across† the cigarettes stolen from his father and gives them to Old Bill despite not knowing him. This giving is seen as a simple gift. The line â€Å"burns brightly then fades to old smoke† is used by Herrick as it is a metaphor for Old Bill’s life. These simpl e acts of kindness show the developing relationship between Billy and Old Bill. This poem The Hobo Hour relates to the thanksgiving scene in TBS. The scene in TBS shows the Tuohy family eating their thanksgiving meal together.The film technique of a close-up is used to show Michael’s emotions over the shared meal as he shows a sign of happiness. Both texts are alike as they show that in giving a simple gift a close relationship can be formed. The final poem of SG is the ending of Billy’s search for belonging. The poem is from Billy’s perspective and titled The Hobo Sky. Throughout the poem, Herrick has used the technique of lists as Billy explains in detail exactly what he is doing, examples include: â€Å"I cleaned the bowls† †I watched until he was out of sight† â€Å"I looked up†.These quotes include the use of repetition of the word â€Å"I† which puts emphasis on Billy’s new identity as he clearly has a sense of self by the use of the â€Å"I† pronoun. The use of Herrick using the words â€Å"deep blue sky that Old Bill and I shared† suggests that Billy’s new life has been a shared experience with close relationships between various characters. In the scene where Michael begins university, you are able to see how the tight positioning of both the Tuohy’s and Michael is symbolic of their close relationships.When Leigh Anne is told â€Å"you’re changing that boy’s life† she replies by saying â€Å"no he’s changing mine†. Like Billy, all of Michael’s shared experiences have gotten him to where he is today. Both Billy and Michael have found a family. Each persona’s close and personal relationships have come from others experiences. Both The Simple Gift and The Blind Side show that close, personal relationships come from shared experiences and it is through this process that one’s sense of identity is formed, creating the deepest form of belonging.  © (2012) All Rights Reserved 2 of 2 For more info, go to www. hscintheholidays. com. au