101 Genre and Diversity Professor Ramos Blog

101 Genre and Diversity Quick Write Quick Write What is diversity? What is Genre? Process Remember, the first homework assignment you can do is to answer the three questions at the end of the Anne Lamott article, â€Å"Shitty First Drafts.† Take a couple minutes and look through the short article and find something you can share with the class. This will lead us to our discussion. What is Diversity?

Catching Up at a Reunion With English Idioms in Context

Catching Up at a Reunion With English Idioms in Context Here is a dialogue with two friends who meet at their 20th high school reunion. Try reading the dialogue one time to understand the gist without using the idiom definitions. On your second reading, use the definitions to help you understand the text while learning new idioms. Catching Up at a Reunion Doug and Alan are old friends. In fact, they went to high school together twenty years ago. Its been a long time since theyve seen each other. Todays their high school reunion - their twentieth! They meet each other and catch up on what theyve been doing these past twenty years. Doug: ALAN!!!! Its so good to see you again! How long has it been? Twenty years!Alan: Long time no see, buddy. Im so glad I came to the reunion. I had the feeling you would be here. Doug: I wouldnt miss it for the world. Wow, youre dressed to kill.  Alan: Its not every day that we have our twentieth reunion.   Doug: Youve got a point there. Why dont we have a seat and catch up? Im sure youve got plenty of stories.Alan: Im sure you do, too. Lets booze it up a little and exchange stories. Doug: Still drinking, huh?  Alan: Whats thats supposed to mean? Doug: Im just yanking your chain. Of course, were going to drink to celebrate. In fact, I play on having both sheets in the wind by the end of the evening.Alan: Thats my buddy. What are you drinking? Doug: Whisky sour, you?Alan: Im just working on a beer. Doug: So what do you do to bring home the bacon?Alan:   Oh, thats a long story. Its not been so easy, but were getting by. Doug: Really? Im sorry to hear that.Alan: Yeah, well, I, unfortunately, flunked out of college, so I had to take what I could get. Doug: Im sorry to hear that. What happened?  Alan: I just didnt think it was worth the time, so I let my studies slide. Now, I really regret it. Doug: But you look pretty good! Im sure youre doing OK.Alan: Well, I had to find a new goal. I got into sales, and have done quite well. Doug: Im glad to hear everything has worked out for the best.Alan: It hasnt been the best case scenario, but not the worst case scenario either. Doug: Its funny how things go.Alan: Yes, sometimes its best to face the music and make the best of it.   Doug: Yes.Alan: So, enough about me. What about you? Are you among the movers and shakers? Doug: Well, I have to admit, Ive done well.  Alan: Im not surprised. You always had a good head for figures. You went into business, right? Doug: Yes, it was that obvious, wasnt it?Alan: You were kind of a nerd. Doug: Hey, I was not. I was also good in tennis.Alan: I know. Im just pushing your buttons. You were always worried about being called a nerd. Doug: Its been great seeing you again.Alan: You, too Doug. I wish you all the best.   Idioms Used in the Dialogue have a whale of a time to enjoy yourself, have a good timecatch up to see an old friend and discuss lifeboth sheets in the wind very drunkjust what the doctor ordered exactly what someone needs to dodressed to kill wearing very nice clothingbooze it up to drink a lot of alcohol  yank someones chain to joke around with someone, kid someonepush someones buttons to talk about something that you know upsets someonemovers and shakers successful people, the elitebring home the bacon to make money for the familyflunk out to fail classes and have to leave school or collegelong time no see we havent seen each other in a long time!best case scenario the best possible outcome for a situationworst case scenario the worst possible outcome for a situationface the music to accept responsibility for somethinghave a good head for figures to be good at business Its important to learn and use idioms in context. Of course, idioms are not always easy to understand. There are idiom and expression resources that can help with definitions, but reading them in short stories can also provide context that make them come more alive.

Cooperative Learning Research Paper Example | Topics and Well Written Essays - 250 words

Cooperative Learning - Research Paper Example ceptions towards school environment, engagement and academic performance was collected through face to face interviews and self-administered questionnaires. These data collection process took place in the comfort of the participant’s home where there was no pressure from school. The findings of the study indicated that the student’s perceptions of their school environment affected their school engagement (this was especially so for the seventh graders and it affected their eighth grade engagement in school) and also that perceptions towards different types of school engagement affected their academic performance directly and indirectly. If nothing is done to boost the morale of these students when it comes to school and especially by their teachers, then most adolescents will either leave school or end up as academic failures. Strategies to engage the students more in the classroom and school activities and ensure that their cognitive, emotional and behavioral dimensions concerning the school are addressed should be out in place. This way the adolescents will feel confident about their school engagement and this will lead to an improvement in their academic performance and change of perception of their school environment. The article findings and the implications it mentions are relevant for the education of most adolescents whose perceptions and attitudes towards the school are often mistaken as truant behavior and a reaction towards the adolescence period. The findings will ensure that closer attention is paid to the real reason for adolescents having perceptions about school and their academic performance. Wang, M. and Holcombe, R. (April, 2010). â€Å"Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School.† American Educational Research Journal. Retrieved from:

Leadership and decision making Research Paper Example | Topics and Well Written Essays - 1750 words

Leadership and decision making - Research Paper Example based on the consultants summary regarding the candidate’s personalities. F.C. is an extravert. Extraversion shows how comfortable an individual is with the external environment (Michael 94). Extraverts enjoy being around people. They employ both informal and formal leadership styles and can be described as sociable, talkative and enthusiastic. They dominate conversations most of the times and are not good listeners (Griffin and Moorhead 580). On the other hand, introverts like A.M. and J.T. score poorly on the extraversion scale. Introverts would rather choose to work alone as opposed to working in groups. They are quite serious and maintain high levels of privacy in their affairs at work. F.C.’s extravert trait will be vital in leading the loan officer’s group. This position requires lots of team work in performing activities of accessing credit worthiness and characters of those seeking to secure loans from the bank. It is important to be sociable in order for the group leader to easily fit into the team she will be leading. This quality lacks in A.M. Even though J.T. is an extravert, F.C.’s personality is superior since she does not have a strong desire to dominate her peers. A passion to dominate others would lead to internal conflicts within the loan officers’ team leading to ineffective operations and lack of cooperation which is necessary if the team is to succeed in performing its duties. Agreeableness is a personality which determines how well a person is likely to get along with other people. This factor approximates the point at which a person tires from being defiant and submits to the pressing situation. This is mainly determined by qualities such as being cooperative, good-natured, forgiving, understanding, compassionate and trusting (Hilsenroth, Segal and Hersen 47). One needs to be able to accommodate others in order to be referred to as agreeable. From this point of view, individuals can be classified as chal lengers, negotiators or adapters. Challengers are sceptical, guarded, persistent, tough and competitive. They are viewed at times as rude, hostile and self-centred. Negotiators seek a win-win solution to problems. They therefore shift between being cooperative and being competitive. Adapters are viewed as humble, tolerant and accepting. They come across as naive, conflict-averse, submissive and at times unprincipled since they easily yield to pressing circumstances (Silverthorne 73). In order to lead the loan officers, the preferred candidate should be a negotiator. This will assist in the negotiations associated with the processing loans. Adapters are more likely to give out loan to highly risky borrowers without proper ways to mitigate the risk for the benefit of the company. Challengers are more likely to set the bar too high disqualifying potentially good borrowers and thus reducing the likelihood of the bank earning from interests accruing from such loans. F.C. has been describ ed as competitive even though she does not exhibit â€Å"a strong desire for dominance†. This shows that she is a negotiator scoring well in the perspective of agreeableness. The next personality dimension which is vital in evaluating leadership qualities in an individual is conscientiousness. This shows the extent to which a person is dependable, responsible, achievement-oriented and persistent. Conscientious leaders are good at making long-range goals and do well at organizing routes to

Ancient Rome Essay Example for Free

Ancient Rome Essay †¢ It is not acceptable to simply say â€Å"the two civilizations were similar and different† – specify specifically how they are similar and different †¢ Possible Prompt: Analyze similarities and differences in techniques of imperial administration in TWO of the following empires. – Han China (206 B. C. E. –220 C. E. ) – Mauryan/Gupta India (320 B. C. E. –550 C. E. ) – Imperial Rome (31 B. C. E. –476 C. E. )Example †¢ The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role in society. A major difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example †¢ The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor. However, they differed in their treatment of the emperor. In Han China a ruler’s decisions, if detrimental to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? †¢ You must address 1 specific similarity and 1 specific difference. †¢ i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of scholar bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? †¢ This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. †¢ Your comparisons should be supported by evidence to support your statement. Example Direct Comparison: While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative. Evidence: The Romans took much of their culture from the Greeks, such as their religion, artwork and architecture. While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the concept of zero and a base 10 number system that is still in use today. The Romans relied on slavery for their source of labor, while the Chinese relied upon free peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? †¢ This is where you explain why. †¢ You tell the reader what caused this similarity or difference to occur. †¢ This is usually a because sentence and the most difficult part of the comparison essay. †¢ The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because†¦. View as multi-pages TOPICS IN THIS DOCUMENT China, Difference, Ancient Rome, Han Chinese, Qing Dynasty, Similarity, Roman Empire, Imperial examination RELATED DOCUMENTS China Essay From 1403 to about 1492 China participated in numerous voyages led by Zheng He, the leader of their maritime operations, including the visiting of 37 countries and traveling through the Atlantic Ocean around the tip of Africa and beyond Europe (pg 202). Countries such as Ceylon, India, and the Persian Gulf were a few of their stops along the way. These voyages proved that China was the supreme world sea power whose shipbuilding techniques and navigational 471   Words | 3   Pages READ FULL DOCUMENT Rome vs. Han China Research Paper Han China Vs. Imperial Rome The Han Dynasty and Imperial Rome were both large and powerful empires that existed during the Classical Period. The Han Dynasty and Imperial Rome had some major similarities as well as differences. 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They are very spiritual but have no set predominant religion that most people worship. The Chinese culture can be said to be a mix between polytheistic, pantheistic, and atheistic. In the past some sinologists and sociologists such as Jan De Groot and C. K. Yang have sought to fully understand China’s religious position and 471   Words | 3   Pages READ FULL DOCUMENT Essay about Introduction to China ? Introduction to China Cheng Ho Cheng Ho Cheng Ho (1371 1433) was a eunuch in the service of the Ming emperor Yung-lo and commander in chief of the Chinese expeditionary fleet to the South Seas in the early years of the 15th century. Born into a family named Ma, presumably of Mongol-Arab origin, in central Yunnan Province, Cheng Ho was selected to be 471   Words | 5   Pages READ FULL DOCUMENT Mcdonald s in China Essay McDonald’s: Is China Lovin it? Executive Summary This case studies McDonald’s’ business model as it develops to achieve success in the Chinese market. Issues addressed included how to retain McDonald’s’ image of cultural Americana, yet adapt to satisfy pallets and appeal to patrons in Chinese culture. 1. What is the purpose of conducting an external environmental analysis? What are the general environmental forces that could influence or have influenced McDonald’s 471   Words | 6   Pages READ FULL DOCUMENT China and Japan Essay China and Japan From 1500 to 1800, China and Japan tried to politically and economically established their countries in very different ways. Japan fought war after war for a century before they changed their ways. China on the other hand slowly established a government and used education as a tool to be politically and economically strong. Japan would later do the same. China was one of the most politically and economically strong 471   Words | 3   Pages READ FULL DOCUMENT China Doll Essay may be looking to China to ‘contract manufacture’ for them as the price there were very competitive. HCF is not match to China growing economy and this new development will definitely cause the downfall of HCF. Jeffrey had garnered the assistance of his senior management team to brainstorm on possible options HCF can look at. Although acknowledging that looking into China is in inevitable, the team was divided in the approach to be taken. First 471   Words | 4   Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2012, 11). Han China. StudyMode. com. Retrieved 11, 2012, from http://www. studymode. com/essays/Han-China-1218267. html MLA MLA 7 CHICAGO.

Psychological Effects of Physical Child Abuse Essay -- Long-Term Conse

Physical child abuse has grown dramatically in recent years. There are news stories about children being abused or neglected everyday. Physical abuse will cause the child to have many psychological effects throughout life. Although people might not realize, society can impact an abused child dramaticlly either positively or negatively. Even though there are many things wrong with child abuse, there are many controversies over how serious it is and how to prevent it from happening. Although there are so many controversies over child abuse, one thing for certain is that it can cause many problems psychologically either immediately or long term. Research has proven that the statistics of child abuse have risen worldwide. In the United States alone they were over 1,000 child fatalities due to child abuse in 2002(Child). In 2004, The US Department of Health and Human Services estimate that 872,000 children were determined US victims of child abuse. Approximately 17.5 percent of the maltreatment victims were physically abused(Hmurovich). Every year, there are approximately three million children that are involved in cases of child abuse. Of that, about twenty-five percent are just cases of physical abuse(Lansford). The number of abused or neglected children that are killed each year went from 798 in 1985 to 1,185 in 1996(Bean Child). Child abuse is one of the five leading cause of childhood death in the United States. Although there are so many reported cases of abuse, no one will ever know with certainty how many children have or are being abused(Mankiller). Every year, child-protection agencies receive three million referr als of child abuse or neglect involving six million children. The majority of children abused are younger tha... ... as Families Change. Daily American (Somerset, PA). Nov. 19 2007. n.p. SIRS Issues Researcher. Web. 08 Oct 2013. Hmurovich, James M., and Jane Ascroft. "Making "Cents" of Prevention." State News Vol. 49, No. 10, Nov./Dec. 2006: 32-34. SIRS Issues Researcher. Web. 08 Oct 2013. Lansford, Jennifer. JAMA Network. N.p.. Web. 21 Oct 2013. Mankiller, Wima, and others. "Child Abuse." The Readers Companion to U.S. Womens History. Dec 1 1998: n.p. SIRS Isues Researcher. Web. 08 Oct 2013. McPherson, Tara. "Cries For Help a Literature Review of the Psychological Effects of Child Maltreatment." N.p.. Web 21 Oct 2013. Pledge, Deanna S. When Something Feels Wrong. Deanna Spirit. Minneapolis, 2003. Print. Schulte, Brigid. "Child Abuse Found to Alter Brain; Harm Can Last for Life.: Washington Post. 13 Sep 2013: A.3. SIRS Issues Researcher. Web. 08 Oct 2013.

A Critical Reflection on PSHE

This essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe. The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. The national curriculum states an aspect of the PSHE curriculum as â€Å"they learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. † (QCDA 2011) In a school environment there are a number of policies that staff will follow to ensure that they can do everything they can to keep the children they work with safe. Severs (2003) looks at the responsibilities of the class teacher and the head teacher in insuring the children’s safety; the class teacher has the responsibility to follow the set policies and guidelines, ensure that the environment and resources are safe participate in inspections and risk assessments and ensure that any problems are reported straight away. Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times. This essay will look at the teaching of keeping safe and the following areas that may link with this aspect. Road safety, dangers of electrical objects, stranger danger, medicines in the home, hygiene and who can help you stay safe. The Institute for Citizenship (2000) looks at how PSHE and citizenship provide children with the skills, knowledge and understanding they may need to develop confident healthy and independent lives. It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them. On previous School Based Learning (SBL) experiences I have witnessed a year 1 class taking part in road safety exercises; the school carried out several assemblies on the importance of road safety, and the stop, look and listen method when crossing roads. In order for the children to experience this method and apply it to real life the class took part in a walk around the local area in which they all wore the florescent vests. When arriving at a road the children were told about the importance of using the pedestrian crossings and how before they cross the road they should always look both ways, and listen out for cars before they continue to cross. Robertson (2007) talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic. When providing the children with road safety training the school could also provide the parents with the opportunity to attend. In the above description of the activity I witnessed just like any other school trip, the children’s parents were invited to take part. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject. Hayes (2010) looks at how teaching road safety can be linked with geography, maths, ICT, and art: for example creating warning posters. When teaching road safety there is the possibility to link with national curriculum geography; â€Å"make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)† (QCDA 2011) After introducing the geographical aspects of their local area the children could begin to discuss why they think we need pedestrian crossings and why they think the crossings are positioned where they are. By developing road safety signs and warnings in art, the children can use their work around the school and in the local area to help share the importance of what they have been learning. Primary schools that I have attended both as a pupil and in earlier placement experiences have often had a road safety council, in which the council were provided with free equipment to hand out, such as florescent badges for coats and bags along with the florescent wrist bands. The council would help organise school assemblies and contests in which all children were asked to create posters demonstrating the dangers of roads and how to stay safe; when teaching road safety the school could do it either as a whole or as individual classes. Stones (1992) talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. If teachers received some training from these sources on the issue they may be able to deliver more frequent sessions. When walking or playing in their local area along with road safety it is important for children to be aware of stranger danger. Many young children can be easily influenced and should be taught that if they do not know an adult that approaches them; then they should not talk to them as they may not be a nice person. Higton (2004) refers to an discussion he observed from a group of children about what they would do when separated from their parents in a shopping centre, he talks about the children making suggestions of asking another shopper when one child suggested that that person may be bad and take them away, the children then decided that they should ask somebody that worked in one of the shops for help. These children had developed an understanding of the stranger danger concept, but when teaching this subject it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away. When looking for useful resources to teach stranger danger, I came across a book by Noel Gyro Potter, this book is called Stranger Danger and tells the story of a group of children who remembered what they were taught about stranger danger and chose to run away from the stranger, they then shared their knowledge with their friends, this book also comes with stranger danger tips that you can share with both children and adults. The book was full of pictures so may be useful in helping young children to understand. Children form a young age should develop an awareness of how to deal with the above situation and who the right person to ask for help would be. This area of keeping safe can lead to looking at who they can turn to if they need help. Wyldeck (2008) looks at the use of games to help the children understand how to deal with certain situations. She talks about reading out an incident and asking the children what they think they should do; Wyldeck talks about teaching the children how to call 999 by using a toy / disconnected telephone. In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. Other useful tools for providing this knowledge could be role play. Teachers may feel it helpful to invite emergency services to the school / class to explain what emergencies it is necessary to call 999 for, and what to do when they call. Children may be aware of services such as the police and the fire service and how they help with bad situations, and therefore should be taught how to contact them. Along with gaining help from emergency services children should also be spoken to about who to go to if they are lost if there is no phone or emergency services nearby: for example asking help from a nearby neighbour that they know if at home or if in an area such as a shopping centre to ask somebody that works there to help. When teaching the children to stay safe it is important from a young age to inform the children about using electrical objects safely. Children will come into contact with electrical objects at home as well as school. Charlesworth (2007) talks about how the teaching of science can introduce the dangers of electricity; why it is dangers to play with objects such as toasters, why you should never place a metal object such as a fork into a plug socket. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves. Demonstrate safely and allow the children to use the electrical objects safely this may be a good way to help them explore but carry out the investigation under supervision. Explain to children that when they wish to plug an object in to ask an adult to help; or even demonstrate the importance of making sure the socket is switched off before they plug the object in. In any environment where young children will spend their time it is important to ensure that harmful substances such as medicines and cleaning products are kept in a secure place and out of the reach of children; children unaware of these products may ingest them and cause harm to them. Moyse (2009) looks at the use of speaking to nurses, using posters and leaflets and identifying resources such as teaching packages and the use of the internet. Children depend on the adults around them to make their environment safe for them. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers. The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful. Children should be taught that medicines are for ill people and that they should not take any medicine unless an adult provides it for them. The use of role play in this situation may be useful as in the home corner children can be shown that medicines go on a high shelf or a locked cupboard so that they cannot harm babies and young children. The children can take part in a circle time session in which the teacher can ask the children ‘why do we take medicine? The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? Should we play with these liquids? In my last SBL experience the reception children would often help the teacher tidy the snack area, the teacher would show them that they used one spray of the cleaning product on the table and then wiped the table with the cloth and that once they had finished they were to wash their hands in order to get rid of the cleaning product on their hands. The teacher would role model this as she ensured she was in the habit of washing her hands after cleaning. In one incident a child asked the teacher why the cleaning lady wore gloves top clean, the teacher told her that the teacher has to clean lots of different places and use lots of products and doesn’t want to get them on her hands because if she didn’t wash them properly when she ate her food she might eat some of the cleaning liquids and that isn’t very good for you. This child then suggested that they get a small pair of gloves for the person that helps to clean up. If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers. The last area of keeping safe I will look at is the aspect of hygiene and the importance of keeping clean. In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases. Each child then came up in small groups and washed their hands; the teacher told them how important it was to wash their hands after going to the toilet in order to get rid of germs. Mayesky (2011) talks about how it is important for adults in the child’s life to present good self hygiene in order for the children to lead from example; and that the children have the environment is equipped well to encourage good hygiene. Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose. Encouraging children to wash their hands can be placed into the child’s school routine with ease. In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities. This allowed the children to develop a routine for washing their hands and keeping clean. . The following section of the essay will look at the possible difficulties of teaching PSHE. When looking at providing lessons for the keeping safe aspect of PSHE, I could think of areas of importance that the children should be taught however I was unsure of how best these areas could be taught in the classroom. The national curriculum provides very specific targets for curriculum subjects, and most curriculum subjects can be observed on a weekly basis. When teaching curriculum subjects such as maths the teacher will choose or be given a set topic to teach for a section of the term, the teacher can then look for the set targets that the age they are working with will need to meet. The PSHE curriculum has outlines for specific key stages; however I have yet to witness any direct teaching. After looking at the areas for keeping safe discussed above I identified that there are numerous ways of building the PSHE targets in to other subjects and even into the daily routine, if teachers found little time to teach it directly. Halstead (2006) refers to findings from researchers on schools lacking PSHE policies, and how many schools are not teaching PSHE in order to make room other subjects and activities. After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments. Tew (2007) looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach. One struggle that teachers may face in the delivery of PSHE is that after multi agencies pay visit to the school the teachers are unsure on how to continue to teach the chosen topic. In conclusion to this essay I believe that the teaching of PSHE can be very informative to teachers, children and parents; by providing children with the knowledge and understanding of the PSHE curriculum you may be able to help provide them with the ability to make their own safe choices. Many of the difficulties I have identified from this essay are that teachers may not necessarily have the full training or awareness on how to provides lessons around the PSHE curriculum, if teachers had the opportunity to gain the same training of the multi agencies that deliver the assemblies in schools they may be more willing to able in delivering it themselves. After writing this essay I believe that PSHE is very important for the development of children, and it is more important for teachers to deliver than I first thought.

Philip Roth- writer of Defender of the Faith Essay

Philip Milton Roth was born on March 19, 1933 in Newark, New Jersey to a lower class middle-class Jewish Family novels and made it the scenes there. There are certain stories that he wrote which talks about his family members and his own life as well. His father was an insurance of Austro-Hungarian stock. When he wrote Patrimony in 1991, he wrote this for his dad who is still in his early eighties but in that particular story he portrayed his father as an eighty-six year old who suffered from a brain tumor. He loves his family so much. And that particular novel won the National critics Circle award in 1992.(Bloom, 2003) Experience is the best teacher and those experiences should be put into words to produce one magnificent work that will mirror the past. An excerpt from one of his book says â€Å"Between first discovering the Newark Bears and the Brooklyn Dodgers at seven or eight and first looking into Conrad’s Lord Jim at age eighteen, I had done some growing up. I am only saying that my discovery of literature, and fiction particularly, and the ‘love affair’ – to some degree hopeless, but still earnest – that has ensued, derives in part from this childhood infatuation with baseball. Or, more accurately perhaps, baseball – with its lore and legends, its cultural power, its seasonal associations, its native authenticity, its simple rules and transparent strategies, its longueurs and thrills, its spaciousness, its suspensefulness, its heroics, its nuances, its lingo, its ‘characters’, its peculiarly hypnotic tedium, its mythic transformation of the immediate – was the literature of my boyhood.† (Roth in ‘My Baseball Years’, from Reading Myself and Others, 1975) Here we can say that the place he grew up and the experiences made him what he really is and clearly shows the readers what kind of childhood he has. He attended Rutgers university from 1950-51 then transferred to Bucknell university where he graduated Phi Beta Kappa and magna cum laude with a major in English in 1954. Then he studied at the University of Chicago where he receives his M.A. in English then in 1955 he joined the army but sooner discharged because of a back injury. He then continues his study at Chicago and worked there from 1955 to 1957 as an English teacher. He then dropped out from the Ph.D. program in 1959 and started to write film reviews for the New Republic. Also in that year Goodbye Columbus won the National Book Award and was made into film here it was based on a family of a middle-class Jewish which clearly shows the author’s technique that is experience based and observations about the Jewish way of living Roth is fascinated by the idea of Jews behaving badly, but for him the physical deviance is sexual. He undermines the icon of the mensch, the Jewish good-boy (buzzle.com). Portnoy’s complaint is also his work which became the number one best seller in 1969 and made a turning point in his career. Here Portnoy’s approach to hedonistic Western culture is ironic. This work of Roth for most readers finds it offensive because of the sex scenes and the presentation of Jewish Mother was criticized. (Bloom, 2003) Jewishness is Roth’s major territory in examining American culture. Roth has more ironic and characterized as â€Å"less loving† views on Jews’ life. The readers can identify the writer with the obsession on fictional characters. In his works he increasingly wrestled problems of identity. Sometimes, he views his own life as part of his fiction. In his work The Plot against America (2004) an alternate history in which the famous pilot Charles Lindberg is the 33rd president of the Fascist U.S Philip Roth is one of the characters suffering from his Jewish Background. When he experienced separation from his wife whom he got married in 1990 distinguished actress Claire Bloom, their relationship wayback 1970 was ended in 1996 and made his wife publish a book for him entitled Leaving a Doll’s House. We can see here that even his wife is using experience as a good source of thoughts and ideas in writing a book to clearly express one’s emotion and point of views.(Bloom 2003) In his work Defender of the Faith (1959) the social and critical context shows us the passion of Philip Roth for his works. Here Roth shows us two stories at the same time, first is the story of Marx’s recovery from war experiences and the other is his conflict with Grossbart. The author explores the struggle one man goes through in order to discover which value outweigh others. Marx is in a dilemma which should be first, a good sergeant, a good Jew or a good human being. As the story progresses, Roth allows us glimpses into Marx’s recovery: the parade ground at dusk evokes childhood memories that reach deep into his heart to touch him; later, he begins to send for law school catalogs and to write old girlfriends. (ftp.ccccd.edu) From here we can see points of the author about the conflict between Marx and Grossbart. Although they are both Jews, Grossbart is trying to get a special consideration and privilege. What is difficult for Marx is that Grossbart raises questions that the army at that time never considers. Like why is it that Jews don’t go worship on their Sabbath. Then Marx just realizes that Grossbart is not really a serious Jew. He just wants to manipulate the system which on the later part made Marx fight for his own sake. We can see that this work of Roth is full of complex irony. Sgt. Marx is the defender of faith which in fact should suggest a staunch religious champion, but as far as Marxs role in the story he does it so against his will and against his intention but what made him motivated is to have an equal and fair treatment to all his men and not to be partial to Jews.where unwillingly he became defender of faith to Grossbart. At the end of the story, however, when Marx has Grossbart’s orders changed to the Pacific, the irony is that he becomes most truly a defender of his faith when he seems to be turning against it. â€Å"You call this watching out for me what you did?† asks Grossbart. â€Å"No,† answers Marx. â€Å"For all of us.† The cause of the whole Jewish faith is set back when Jews like Grossbart get special favors for themselves, for other people will mistakenly attribute Grossbart’s objectionable qualities to the Jewish people as a whole. (It’s called â€Å"stereotyping.†) Thus Marx is unwillingly a â€Å"defender of the faith† when he helps his fellow Jew, yet he becomes truly a defender of the faith when he turns against him (ftp.ccccd.edu). Roth justifies his social context about Jews in this story and made many people realize what the term â€Å"Defender of the faith† really means. Works Cited Bloom, Harold â€Å"Blooms Modern Critical Views† Chelsea House Publishers, Defenders of the faith Notes: â€Å"Defender of the Faith†by Philip Roth Roth, Philip â€Å"My Baseball Years† from â€Å"Reading Myself and Others Book†, New York Farrar, Straus and Giroux, 1975

Essay on Indian Religion Essay Example

Essay on Indian Religion Essay Example Essay on Indian Religion Essay Essay on Indian Religion Essay India as a country has been bestowed with several nomenclatures. Right from unity in diversity to birthplace of Hinduism and Sanskrit, the land has always been admired and revered for its rich cultural legacy and variety that it offers. India is a story, a legend, folklore and an anecdote in itself. It needs no introduction, no specific mention. It has continued to thrive for centuries and there are bright chances of it being the next super power. The country has always nourished numerous cultures, traditions and religions. All the major religions thrive in India and none of them have ever felt insecure or unprotected. That’s the beauty of the land. Go to any part of rich India and you will find numerous temple and shrines and all of them contain their own unique stories. We have always believed in beautiful and fascinating description of Indian Gods and Goddesses. Many stories have been told and retold in different fashions about how particular God originated in a particular place. All the descriptions of deities are believable and they convey just one message of Good winning over the evil. Gods in Indian religion have always fought monsters and even taken human forms to conquer evils in convincing manner. Right from north India to southern and western states, everywhere one can find plenty of amazing tales about our religion and sustenance over the centuries. The essence remains the same, the versions differ. Indian mythology has always been popular among masses. Its effect can be seen from different religious functions and tales told to the kids by their grandma. The virtues have always been exemplified by the conduct of the Gods. Many present day symbols have been born from our mythology and religious beliefs. For example, Om or Swastika or Trishul etc have always been revered. Religious beliefs are in tune with our traditional way of living and we as staunch believers still believe in following the rules and customs. When you hear of stories about our mythological characters like Ram, Sita, Hanuman, Ravana, Ganesha, Krishna and Bhima etc you get to know about what the essence of India is made of. These characters are now being used in animation movies that will be further helpful in making new generation aware of India’s famous religions and mythology. Religion and mythology is no less than precious treasure that must be respected and preserved. India is a story in itself. There have been civilizations and archaeological facts that are constantly being researched about the birth place of Hindu Gods and Goddesses. Though many times there are fake inventions, there seems a lot of history in the shrines and temples in India. Each depiction of God and villains seems appropriate with the truth winning over the evil. Each time and place has the new emergence of a Hindu God who takes care of the three worlds and slays the evil. A swastika or an Om is a revered sign and mentioned as prosperity. There are many symbols like the Trishul or the Trident which is not displayed everywhere as it is considered aggressive. It is customary to smear ash or sandalwood powder in the forehead as it cools the mind. These are beliefs turned to tradition and most of us follow the rules and codes. The latest generation is quite inquisitive about facts yet totally appreciates the quests of Lord Rama, the slaying of the ten headed Ravana, the piousness of Sita and the loyalty of Hanuman. Animation flicks are being created showing characters like Gathotkach the son of Bhima, Hanuman and Ganesha. Though these are kid specials, this would be the best way to teach them about Gods and religion. Dashavatar is a wonderful combination of story and the magnanimous nature of Lord Vishnu. Each avatar or creation has a set nature and character. It is mind blowing to see the story narration and is well received by the all of us. Our art and culture have direct relation with the mythology. The Shravan month is a holy time where people get religiously and maintain fasting. This is also the time for the beginning of all festivals. Magic or splendor is what we see at the Ganesh Chaturthi festival in India. The Durga Puja is another feat. South traditions relate to Lord Muruga( Karthik) or Lord Ayyappa. The shrine of Vaishnodevi in Jammu involves climbing a steep mountain of 14 kilometers bent and the mission seems accomplished once we see the holy pind. People hold allegiance and complete belief in miracles when life challenges them. Mythology is the treasure of Indian religion and must be given to our progeny.

An Introduction to the Jack the Ripper Mystery

An Introduction to the Jack the Ripper Mystery Someone in London murdered and mutilated a number of prostitutes during the autumn of 1888; the press went into a frenzy, politicians pointed the finger at each other, hoaxers polluted the investigation, and one of several nicknames stuck: Jack the Ripper. Over a century later, Jacks identity has never been wholly proven (there isnt even a leading suspect), most aspects of the case are still debated, and the Ripper is an infamous cultural bogeyman. The Enduring Mystery The Rippers identity has never been established and people have never stopped looking: the publishing rates average is a new book a year since 1888 (although most of these have come in recent decades). Unfortunately, the wealth of Ripper source material - letters, reports, diaries,  and photographs - provides enough depth for detailed and fascinating research, but too few facts for any incontrovertible conclusions. Just about everything about Jack the Ripper is open to debate and the best you can get is a consensus. People are still finding new suspects  or new ways to reframe old suspects, and books are still flying off the shelves. There is no better mystery. The Crimes Traditionally, Jack the Ripper is considered to have killed five women, all London prostitutes, during 1888: Mary Ann Polly Nichols on August 31, Annie Chapman on September 8, Elizabeth Stride and Catherine Eddowes on September 30 and Mary Jane (Marie Jeanette) Kelly on November 9. In practice, there is no agreed list: the most popular change is to discount Stride and/or Kelly, sometimes adding Martha Tabram, killed August 7th. Authors naming more than eight have achieved very little consensus. At the time Polly Nichols was sometimes considered the second or third person to have been killed by the same person, and plenty of later investigators have searched the world in search of similar killings to see if the Ripper moved on. The Ripper generally killed by strangling his victims, then laying them down and cutting the arteries in their throats; this was followed by a varied process of mutilation, during which parts of the body were removed and kept. Because Jack did this quickly, often in the dark, and because he seemed to have great anatomical knowledge, people have assumed the Ripper had a doctors or surgeons training. As with much of the case, there is no consensus - a contemporary thought him simply a blunderer. There have been accusations that the missing organs werent stolen from the bodies by the Ripper, but by people dealing with them later. Evidence for this is scant. The Letters and Nicknames During the autumn and winter of 1888/89, a number of letters circulated among the police and newspapers, all claiming to be from the Whitechapel murderer; these include the From Hell letter and one accompanied by part of a kidney (which may have matched a kidney taken from one of the victims, but like everything Jack, were not a hundred percent sure). Ripperologists consider most, if not all, of the letters to be hoaxes, but their impact at the time was considerable, if only because one contained the first use of Jack the Ripper, a nickname the papers swiftly adopted and which is now synonymous. Horror, Media, and Culture The Ripper killings were neither obscure nor ignored at the time. There was gossip and fear in the streets, questions at high levels of government,  and offers of rewards and resignations when nobody was caught. Political reformers used the Ripper in arguments and policemen struggled with the limited techniques of the time. Indeed, the Ripper case remained high profile enough for many of the police involved to write private accounts years later. However, it was the media who made Jack the Ripper. By 1888, literacy was common amongst the crowded citizens of London and newspapers reacted to the Whitechapel Murderer, whom they initially christened Leather Apron, with the frenzy we expect from modern tabloids, stirring opinions, fact,  and theory – along with the probably hoaxed Ripper letters – together to create a legend which seeped into popular culture. From the very start, Jack doubled as a figure from the horror genre, a bogeyman to scare your kids. A century later, Jack the Ripper is still hugely famous world over, an unknown criminal at the center of a global manhunt. But he is more than that, hes the focus of novels, films, musicals,  and even a six-inch high model plastic figure. Jack the Ripper was the first serial killer adopted by the modern media age and hes been at the forefront ever since, mirroring the evolution of western culture. Will the Mystery Be Solved? Its extremely unlikely anyone will be able to use the existing evidence to prove, beyond all reasonable doubt, who Jack the Ripper was and, while people are still uncovering material, the discovery of something unarguable has to be regarded as a long-shot. Fortunately, the mystery is so fascinating because you can do your own reading, draw your own conclusions and, with some critical thinking, generally have as much chance of being right as everyone else! Suspects range from people the detectives at the time suspected (such as George Chapman / Klosowski), to a whole gallery of strange suggestions, which include no less than Lewis Carroll, a royal doctor, Inspector Abberline himself, and someone who even blamed their relative decades later after finding some tenuous items.

Discussion 4 Assignment Example | Topics and Well Written Essays - 250 words - 2

Discussion 4 - Assignment Example For the second idea, Cose gives the fact of the passing of the McCarran-Walter Act in 1952 which removed racial restrictions in U.S. citizenship and its connection to the blurred definition of whiteness (113). How article supports its side of the issue: The article supports its side by using anecdotal experience and personal analysis of the present vagueness and purposes of America’s White Identity and by offering historical examples and law that assert the difficulty of defining and defending whiteness. Holes in arguments: Cose fails to acknowledge and to respond to counter arguments, specifically that immigration trends do have biased racial and ethnic beliefs and practices that challenge America’s White Identity. Good counterarguments: A good counterargument is: 1) Immigration trends do challenge America’s White Identity because of intermarriage and 2) Immigration dilutes whiteness boundaries through diversity in public institutions. Examples of bias, propaganda: Cose fails to analyze the underlying racism and ethnocentricism that come with the formation and protection of America’s White Identity, which can either be seen as a bias for non-whiteness or simply a propaganda to disregard racism in immigration. I agree that immigration patterns challenge America’s white identity because of intermarriage that reduces white homogeneity, and because immigration improves diversity in American society, which reduces the relevance of defining and promoting a white American identity. First, intermarriage across racial and ethnic groups makes it harder to define what is white. By category, a white second-generation American with a dark Hindu mother and a white Latino father, for instance, is white and not white, depending on how he explains his identity. Intermarriage blurs the concept of whiteness in American identity. Second, immigration improves diversity in American society which makes whiteness

Building a companies without borders Essay Example | Topics and Well Written Essays - 1250 words

Building a companies without borders - Essay Example According to Becht (2010, p. 2), this means that most of the top managers of Reckitt Benckiser â€Å"haven’t held jobs in their company of origin for years and view themselves as global citizens rather than as citizens of any given nation.† The company operates in 60 countries and its 400 managers are from 53 nationalities (Becht 2010). According to Becht (2010, p. 1), the company adopted the strategy of being a â€Å"company without borders† because â€Å"it’s one of the best ways to generate new ideas and create entrepreneurs.† Becht (2010) claimed that Reckitt Benckiser’s strategy of â€Å"global cross-fertilization† led to good results because the strategy accounts for 35 to 40% of net revenue. Becht (2010) implied that â€Å"global cross-fertilization† promoted the invention of innovative products in Reckitt Benckiser. In turn, innovative products enabled the company to enjoy â€Å"steady, profitable growth, even during th e downturn† (Becht 2010, p. 1). Thus, according to Becht (2010), Reckitt Benckiser has outrun all her competitors since 2005. In the Becht (2010, p. 2) narrative, Reckitt Benckiser deliberately deploy managers in unfamiliar territories and not in their country of origin but they are expected â€Å"to find their footing very quickly.† Most managers, however, â€Å"grow tremendously† when they are taken out of their â€Å"familiar zone† (Becht, 2010, p. 2). Despite the multiplicity of nationalities in Reckitt Benckiser, the company insists on a common language in all meetings (Becht 2010). All are expected to say their piece no matter how blunt one’s piece is expressed. Thus, Reckitt Benckiser’s meetings are â€Å"chaotic† because â€Å"what takes over† is â€Å"an intensity and a feeling that we have to fight for better ideas† (Becht, 2010, p. 3). At Reckitt Benckiser, consensus is not highly valued but â€Å"conflict tha t simply slows down decision-making or is for political or personal gain is not tolerated† (Becht, 2010, p. 3). Nevertheless, â€Å"almost every key decision is made in meetings where it’s first discussed† and all must agree 100% to implement the decisions and â€Å"move quickly† (Becht, 2010, p. 3). However, minority views are not crushed (Becht, 2010). Those who do subscribe to the majority position are allowed to experiment with their ideas (Brecht, 2010, p. 3). Some of the questions that can be raised are as follows? How to the diversity of cultures impact on business? Do international connections play a role in business profitability? Are â€Å"companies without borders† a global trend? How do companies without borders organize themselves as a business? On the impact of diversity of cultures in managing businesses, John et al. (2011, p. 7) argued that â€Å"cultures that vary in value orientations should also vary in the level of control and p articipation.† John et al. (2011, p. 7) pointed out that â€Å"in a truly global marketplace, managers working in cross-cultural interactions need a better understanding of the impact of cultural orientation on an individual’s expectation at the service encounter.† This means, for example, consumers in diverse cultures vary with regard to how fast services should be, how faithful advertising should be on claims with regard to product quality, how assertive consumers can be with