The rocking horse winner bylawrence free essay sample

Research paper: investigate :The shaking horse champ bylawrence, and The lottery by jackson BY 210775 Just We Three The Savior is anything but a quiet onlooker. He Himself knows by and by and vastly the agony we face. Monday, November 19, 2012 Compare and Contrast A paper from my English Literature and Composition class this late spring Abstract In Graham Greenes The Destructors and Richard Connells The Most Dangerous Game Rainsford and Trevor (otherwise called T. are each confronted with a good ilemma. Each character is faced with a post-war situation. While T. is submerged in it, living in a post-war London, and endeavoring to fit in with his friends; Rainsford faces a rival who endure the oust of the Czar and kept on pursueing his supported game notwithstanding cultural acknowledgment. T. is from a higher societal position than that of his companions and should figure out how to fit in and acquire their regard. We will compose a custom paper test on The shaking horse champ bylawrence or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Rainsford is wrecked on an island with a major event tracker and must endure the ost testing chase of his life. The motivation behind this article is to look at the manner in which these ethical predicaments influence each character, how they address the battle, how they disguise their observation, and how they progress in the direction of goals with their internal clash. 1 . Adjusting to difficulties (both key people) a. Rainsford is effective 2. Character Analysis a. Trevor-refined hooligan b. Rainsford-refined tracker 3. Strife a. Rainsford

Mastring Management 4330 Essay Example | Topics and Well Written Essays - 500 words - 1

Mastring Management 4330 - Essay Example Chet neglects to do propel day by day arranging, prompting dependence on memory. This sits around idly comparable to attempting to recall every single detail that fits in the day by day timetable of releasing administrative obligations. Just a single achievement rundown ought to be made for viable and effective time the board (Watson and Idinopulos 126). In any case, this isn't seen for the situation. Another abused time the board guideline for the situation is the inability to organize assignments. Chet needs to address all issues that are drawn out into the open. He even attempts to address gives that he can't resolve. Other disregarded standards incorporate the standards of setting cutoff times, holding individual time when on isn't available, and posting long haul targets (Watson and Idinopulos 127). Chet’s level of pressure can be credited to hierarchical issues in his work environment. Supervisors need to keep up steady correspondence and utilitarian relations among themselves. In any case, plan supervisors for the situation work as single elements and don't possess energy for one another. Steady correspondence and conversations in regards to authoritative activities and execution are fundamental in guaranteeing administrative intelligibility. Since this viewpoint is inadequate in the association, Chet’s feelings of anxiety develop. The association is comprised of various firms. Chet is required to work over these organizations every once in a while. Moves between firms leaves Chet focused, particularly because of the way that racking of thoughts happens during the time spent moving Chet between firms (Watson and Idinopulos 152). The structure of the association doesn't represent Chet’s nonappearance in some random firm. Individual efficiency in the working environment is exceptionally affected by singular character and character. Chet’s character fundamentally impacts his exhibition in the work environment, and in this way fuels his feeling of anxiety. Chet is oblivious of outside components that don't identify with

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe A few weeks ago, I went to my spinal care practitioner and asked her to check some pain I’ve been having in my wrist. After completing some physical adjustments to my arm, she said, “Remember to receive. You don’t need to push all the time. Just receive.” Receiving is not something I’ve historically been great at, but I’m inspired to do more of it. That’s why I was particularly inspired by the following article by a woman leader in my community. I think you’ll be inspired too by her vulnerability and willingness to receive, when she has always been the “strong” one. When the Helper Needs Help Christie and I talk and teach often about The Art of Receiving. Most of us tend to be great givers, but we struggle with receiving.  Christie and I had just decided this would be the playshop we would be holding for our travel tribe on this trip-little did we both know how we would personally be in the need to receive on this trip! We were coming off an amazing, deeply spiritual sunrise ceremony on the sacred Ganges River.  I was in an open, loving, peaceful state as we entered the streets of Varanasi, where my senses were overtaken by the sheer magnitude of people, sounds, uncontrolled traffic speeding within inches of us, the unrelenting pace and push of the street vendors and people seemingly in need at such a level that I had never witnessed before.  We had been advised not to bring out money and had been “prepped” for what we would see and experience, but I was still completely overwhelmed in both heart and mind. My love and I were approached by a woman with a baby that appeared lethargic in her arms.  She cried and pleaded with us over and over for money for food. I tried to keep moving and look ahead for safety as we were instructed to do.  The sound of her pleading and of Joel having to say over and over he was sorry but couldn’t stop or help was just more than my heart could take. In my thoughts there was no acceptable answer or action.  If it was the truth, she and her baby were in such need and we wanted to help.  If it was that she was being exploited by men who would then collect all the money or objects she was given it was a terrible abuse and we would be enabling if we reached out. There was no way in that moment we could help.  The helper in me was devastated.  The thoughts hit me so hard I was literally stunned. I had a completely unexpected, shake me to my core, break my heart open, can’t process fast enough, can’t breathe, can’t, can’t, can’t moment on the streets of Varanasi.  I could feel the breath leaving my body and the sights and sounds begin to dim around me. I called out to Joel as we got separated and my arm got lightly clipped by a passing motorcycle. He thought I was just asking him to walk with me so he stayed his helpful course.  It was the last straw and I burst into tears calling out to him loudly that I couldn’t make it, that I wasn’t okay. Here I was, the helper, the facilitator, the leader, in such a state of vulnerability and overload that I couldn’t get my breath or my bearings. I was quickly wrapped in the safety of Joel’s arms and in the love of several of my travel companions who approached gently from behind and let me know they were right there with me. I let myself be held and protected for the rest of that long walk back to our bus. As I was crying and trying to catch my breath a young man came up likely to sell to us but he saw my pain and didn’t.  He asked Joel several times, “Why is your wife sad, why is she crying?” Joel’s reply as he held me tight and kept walking was “She is just a little sad, a little overwhelmed.” I will never forget what that young man said next and it was what quite literally brought my breath back and helped me regain my strength.  â€œYou are a very lucky man, your wife has the most beautiful, loving heart.”  This is the core of love in the people that we saw and experienced over and over on our journey through India. Back at our hotel, I was feeling embarrassed. I thought I had let others down. I found myself starting to apologize but was quickly met with another opportunity to receive. This is just a bit of what I heard:  â€œNo need for sorry.  You were just in complete compassion in that moment.”  â€œIt was beautiful how much your heart felt.”  â€œNo need to apologize, you were just the one to express and release what all of us were feeling in that street today.” This was a life-changing lesson in the Art of Receiving for me and this Helper has learned on an even deeper level how to open herself to help. Ann Murgatroyd-Soe, Hot Pink University When’s the last time you found yourself apologizing for having your feelings or showing your weakness? To me, the ability to show this level of vulnerability is a true strength. As you venture further into the year 2016, I encourage you to find your own opportunities to receive. I think you’ll find that the people around you are more than willing to give.

The Problem Of Homeless Families - 1622 Words

Homeless Families Before I began the research I had already known that single parent homelessness is a n extremely emotional and heart breaking problem. In seventh grade my family and I went on vacation to New York City and I remember seeing a good of homeless people on street corners, but what surprised me the most was seeing younger people who appeared homeless. It’s a obvious answer, I’m against homelessness and family homelessness even more. It truly is heartbreaking to see little children who are forced to grow up because their parents cannot provide for the family. It’s like animal shelter commercials, only the heartless can’t feel for them. That’s what makes it interesting, how they do it and live their lives without a home.†¦show more content†¦These families live together in any shelter they can find. They try to get a spot in shelters but there is not enough shelter space to fit every homeless family so they have to resort to living on the st reets. The reason I say that it is socially underrated is because the money dedicated is falling, how can a problem be fixed if the needed resources begin to disappear? In the words of the National Coalition for the Homeless, â€Å"the federal support for low-income housing has fallen forty-nine percent from 1980 to 2003 (National Low Income Housing Coalition, 2005).† Even if family homelessness is a subtopic of the extremely broad topic of homeless does not mean that it isn’t important, however it still sits in the shadow of general homelessness. In the first source, â€Å"Homeless Families with Children†, published by the National Coalition for the homeless in July of 2009, I found many statistics related the dimensions, causes, consequences, and policy issues about family homelessness. This article mainly consisted of logical appeals with very little emotion added into the article. One of the most eye-opening logical appeals used in the article is the ra tio of homeless children to kids with homes. The National Center on Family Homelessness estimates, â€Å"that one in 50 children in the United States are homeless.† (1) This really shows that family homeless really is a rising problem in the United States. So wouldn’t more job openings fix the

Characteristics Of Abraham Maslow - 827 Words

Erikson’s theory looks at personality from a developmental perspective. Abraham Maslow, however, studied the positive aspects of people to discover what makes a healthy personality. Through his research, Maslow developed his now famous hierarchy of innate needs. At the bottom of his ascending pyramid are the physiological needs for food and water, and even, according to Maslow, sex. The next level is comprised of safety needs: security, order, and stability. Children need to feel safe and secure in their environment and feel free from fear and anxiety. The third level includes needs for belongingness and love through close relationships with others. After belongingness and love are esteem needs. One will feel a sense of self-worth†¦show more content†¦S. Lewis. Due to the constraints of space, however, only a few will be highlighted. Lewis certainly experienced a sense of awe and wonder, as well as having â€Å"peak experiences.† Maslow explains that self-actualized individuals â€Å"sometimes feel like spies or aliens in a foreign land† (Maslow, as cited in Heylighen, 1992, para. 27). Lewis (1955) describes experiencing an â€Å"intense desire† which he called â€Å"joy† (pp. 18-19). In Mere Christianity, Lewis (1952) writes, If I find in myself a desire which no experience in this world can satisfy, the most probable explanation is that I was made for another world†¦.I must never let it get snowed under or turned aside; I must make it the main object of life to press on to that other country and to help others do the same. (pp. 136-137) Joy as a peak experience was a focus in Lewis’s life. Wonder, awe and peak â€Å"joy† experiences, however, are not his only characteristics. Lewis also exhibited an acceptance of himself and others, authenticity and spontaneity, and displayed a focus on and genuine interest in his friends and colleagues. Those close to Lewis describe him as â€Å"unusually cheerful, and [taking] an almost boyish delight† in life (as cited in Nicholi, 2002, p. 115). Furthermore, Lewis was â€Å"great fun, an extremely witty and amusing companion...considerate†¦ [and] more concerned with the welfare of his friends than with himself† (as cited in Nicholi, 2002, p. 115). Not only does this description fit withShow MoreRelatedThe Characteristics Of Carl Rodgers And Abraham Maslow724 Words   |  3 PagesCarl Rodgers and Abraham Maslow both has an optimistic view of human nature. To support the viewpoint, I will be using Maslow’s characteristics of hierarchy needs. The rebuttal of this optimistic view of human nature, can be in the failure of not becoming self-actualizing. Humanistic psychology focuses on human beings, from other creatures, and it does so with a distinctly optimistic outlook, emphasizing three characteristics of human uniqueness: subjectivity, individuality and the capacityRead MoreAbraham Maslow s Influence On The Human Psyche1660 Words   |  7 Pageshave gave so much of their time, and studies spent towards figuring that out. So many people have gave their entire life to understand the human psyche, and one of those great people are Abraham Maslow. He is cited as one of the top ten psychologists of all time, which is not an easy task to achieve. Abraham Maslow was born on April 1 in 1908 in Brooklyn New York. He comes from a Jewish background with his parents coming from Russia as immigrants to the United States of America. Maslow’s childhoodRead MoreAbraham Maslow Life Span Development and Personality1082 Words   |  5 PagesAbraham Maslow Life Span Development and Personality Abraham Maslow was born April 1, 1908 in Brooklyn, New York. Abraham Maslow grew up in Brooklyn, New York, the first of seven children born to his Jewish parents who emigrated from Russia. His parents were uneducated, but they insisted that he study law. Maslow later described his early childhood as unhappy and lonely, and he spent much of his time in the library immersed in books. At first, Abraham acceded to their wishes and enrolled in theRead MoreAbraham s Theory Of Behaviorism1573 Words   |  7 PagesAbraham Harold Maslow was born on April 1, 1908 in Brooklyn, New York. He was the first born to his parents, Samuel and Rose Maslow. He was a lonely and unhappy Jewish boy who spent most of his time in the library and among books as a means of comfort and refuge. However, in 1925 at the age of 17 he enrolled at the City College of New York. In 1926, he registered for evening classes at the Brooklyn Law School, then transferred to Cornell University in Ithaca, New York in 1927. In 1928, he transferredRead Moremaslows law970 Words   |  4 Pagesï » ¿Maslow wanted to understand what motivates people. He believed that individuals possess a set of motivation system unrelated to rewards or unconscious desires. The five stages are basic, safety, social, esteem and self-actualization needs. One must satisfy lower level basic needs to meet higher levels growth needs. Life experiences including divorce and loss of a job may cause an individual to fluctuate between levels of the hierarchy. Once these needs have been reasonably satisfied one may be ableRead MoreMaslow s Theory Of Self Actualization772 Words   |  4 PagesIntroduction: The theory of self-actualization was introduced by psychologist Abraham Maslow. Maslow s famous work â€Å"Hierarchy of Needs† has drawn admiration and criticisms from supporters and opponents alike. For Maslow, man quest for self-actualization falls within five hierarchical orders set up in a pyramid style. To become everything that one is capable of becoming, Maslow, noted that the order in which these needs are fulfilled does not always follow the standard progression. FurtherRead MoreHierarchy of Needs in the Workplace910 Words   |  4 PagesBrief Biography: Abraham Maslow Abraham H. Maslow was born April 1, 1908 in Brooklyn, New York. As the eldest of seven children he was pushed hard for academic success. As a child he was smart yet shy and unhappy; as result he took refuge in reading books. Forty years later, after extensive education and research, Maslow developed the theory of human motivation known as â€Å"Maslows Hierarchy of Needs.† As a psychologist, he noted that some human needs were more powerful than others. Therefore heRead MoreConcepts Vs. Self Actualization1311 Words   |  6 Pageshighest needs; those for meaning in life, in particular† according to Maslow is the best definition. It’s almost like the whole human existence is fighting this battle internally without even knowing it exist and how to overcome it. In order to reach self-actualization, we must know what self-actualization is, comprehend its characteristics, understand what self-actualization vs self-protective system and it’s characteristics an d absorb the details on how to obtain self-actualization. Self-actualizationRead MoreMaslow and Jung: Life and the Workplace955 Words   |  4 PagesMaslow and Jung: Life and the Workplace Personality Theories: Steve Domalik PSY 250 Psychology of Personality Instructor: Pamela Poynter January 24, 2006 Maslow and Jung: Life and the Workplace We work, strive, succeed, and sometimes we fail. What drives us to succeed, or in some cases keeps us from success? Perhaps a better understanding of our motives, and the motives of our colleagues would help us make the personality changes we need to succeed. 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Warm Bodies Chapter 14 Free Essays

I am Perry Kelvin, and this is my last day alive. What a strange feeling, waking up to that awareness. All my life I have battled the alarm clock, pummelling the snooze button over and over with mounting self-loathing until the shame is finally strong enough to lever me upright. We will write a custom essay sample on Warm Bodies Chapter 14 or any similar topic only for you Order Now It was only on the brightest of mornings, those rare days of verve and purpose and clear reasons to live that I ever sprang awake easily. How strange, then, that I do today. Julie whimpers as I extract myself from her goosebumped arms and slip out of bed. She gathers my half of the blankets around her and curls up against the wall. She will sleep for hours more, dreaming endless landscapes and novas of colour both gorgeous and frightening. If I stayed she would wake up and describe them to me. All the mad plot twists and surrealist imagery, so vivid to her while so meaningless to me. There was a time when I treasured listening to her, when I found the commotion in her soul bitter-sweet and lovely, but I can no longer bear it. I lean over to kiss her goodbye, but my lips stiffen and I cringe away from her. I can’t. I can’t. I’ll collapse. I pull back and leave without touching her. Two years ago today my father was crushed under the wall he was building, and I became an orphan. I have missed him for seven hundred and thirty days, my mother for even longer, but tomorrow I will not miss anyone. I think about this as I descend the winding stairs of my foster home, this wretched house of discards, and emerge into the city. Dad, Mom, Grandma, my friends . . . tomorrow I won’t miss anyone. It’s early and the sun is barely over the mountains, but the city is already wide awake. The streets are crawling with labourers, repair crews, moms pushing knobby-tyred strollers and foster-moms herding lines of kids like cattle. Somewhere in the distance someone is playing a clarinet; its quavery notes drift through the morning air like birdsong, and I try to shut it out. I don’t want to hear music, I don’t want the sunrise to be pink. The world is a liar. Its ugliness is overwhelming; the scraps of beauty make it worse. I make my way to the Island Street administrative building and tell the receptionist I’m here for my seven o’clock with General Grigio. She walks me back to his office and shuts the door behind me. The general doesn’t look up from the paperwork on his desk. He raises one finger at me. I stand and wait, letting my eyes roam the contents of his walls. A picture of Julie. A picture of Julie’s mother. A faded picture of himself and a younger Colonel Rosso in proper US Army uniforms, smoking cigarettes in front of a flooded New York skyline. Next to this, another shot of the two men smoking cigarettes, this time overlooking a crumbled London. Then bombed-out Paris. Then smouldering Rome. The general finally sets down his paperwork. He takes off his glasses and looks me over. ‘Mr Kelvin,’ he says. ‘Sir.’ ‘Your very first salvage as team manager.’ ‘Yes, sir.’ ‘Do you feel ready?’ My tongue stalls for an instant as images of horses and cellists and red lips on a wine glass flicker through my mind, trying to knock me off course. I burn them like old film. ‘Yes, sir.’ ‘Good. Here is your exit pass. See Colonel Rosso at the community centre for your team assignments.’ ‘Thank you, sir.’ I take the paperwork and turn to leave. But I pause on the doorway threshold. ‘Sir?’ My voice cracks a little even though I swore I wouldn’t let it. ‘Yes, Perry?’ ‘Permission to speak freely, sir?’ ‘Go ahead.’ I moisten my dry lips. ‘Is there a reason for all this?’ ‘Pardon me?’ ‘Is there a reason for us to keep doing all these things? The salvages and . . . everything?’ ‘I’m afraid I don’t understand your question, Perry. The supplies we salvage are keeping us alive.’ ‘Are we trying to stay alive because we think the world will get better someday? Is that what we’re working towards?’ His expression is flat. ‘Perhaps.’ My voice becomes shaky and very undignified, but I can no longer control it. ‘What about right now? Is there anything right now that you love enough to keep living for?’ ‘Perry – ‘ ‘Will you tell me what it is, sir? Please?’ His eyes are marbles. A noise like the beginning of a word forms in his throat, then it stops. His mouth tightens. ‘This conversation is inappropriate.’ He lays his hands flat on his desk. ‘You should be on your way now. You have work to do.’ I swallow hard. ‘Yes, sir. Sorry, sir.’ ‘See Colonel Rosso at the community centre for your team assignments.’ ‘Yes, sir.’ I step through the door and shut it behind me. In Colonel Rosso’s office I conduct myself with utmost professionalism. I request my team assignments and he gives them to me, handing over the envelope with warmth and pride in his squinty, failing eyes. He wishes me luck and I thank him; he invites me to dinner and I politely decline. My voice does not crack. I lose no composure. Marching back through the community centre lobby I glance towards the gym and see Nora staring at me through the tall windows. She’s wearing snug black shorts and a white tank top, as are all the pre-teens on the volleyball court behind her. Nora’s ‘team’, her sad attempt to distract a few kids from reality for two hours a week. I walk past her without so much as a nod, and as I start to push the front doors open I hear her sneakers slapping the tile floor behind me. ‘Perry!’ I stop and let the doors swing shut. I turn around and face her. ‘Hey.’ She stands in front of me with her arms crossed, her eyes stony. ‘So today’s the big day, huh?’ ‘I guess so.’ ‘What area are you hitting? You got it all planned out?’ ‘The old Pfizer building on Eighth Ave.’ She nods rapidly. ‘Good, that sounds like a good plan, Perry. And you’ll be all done and home by six, right? ‘Cause remember we’re taking you to the Orchard tonight. We’re not letting you spend today moping alone like you did last year.’ I watch the kids in the gym, bumping-setting-spiking, laughing and cursing. ‘I don’t know if I’ll make it. This salvage might go a little later than usual.’ She keeps nodding. ‘Oh. Oh, okay. Because that building is crooked and full of cracks and dead ends and you have to be extra careful, right?’ ‘Right.’ ‘Yeah.’ She nods towards the envelope in my hand. ‘You checked that yet?’ ‘Not yet.’ ‘Well, you should probably check it, Perry.’ Her foot taps the floor; her body vibrates with restrained anger. ‘You need to make sure you know everyone’s profiles, strengths and weaknesses and all that. Mine, for instance, because I’m on there.’ My face goes blank. ‘What?’ ‘Sure, I’m going, Rosso put me on yesterday. Do you know my strengths and weaknesses? Is there anything on your agenda you think might be too hard for me? ‘Cause I’d hate to jeopardise your very first salvage as team manager.’ I rip the top off the envelope and start scanning the names. ‘Julie signed up, too, did she mention that?’ My eyes flash up from the page. ‘That’s right, fucker, will that be a problem for you?’ Her voice is strained to breaking. There are tears in her eyes. ‘Is that a conflict at all?’ I shove open the front doors and burst out into the cold morning air. Birds overhead. Those blank-eyed pigeons, those shrieking gulls, all the flies and beetles that eat their shit – the gift of flight dumped on Earth’s most worthless creatures. What if it were mine instead? That perfect, weightless freedom. No fences, no walls, no borders; I would fly everywhere, over oceans and continents, mountains and jungles and endless open plains, and somewhere in the world, somewhere in all that distant untouched beauty, I would find a reason. I am floating in Perry’s darkness. I am deep in the earth. Somewhere far above me are roots and worms and an inverted graveyard where the coffins are the markers and the headstones are what’s buried, piercing down into the airy blue emptiness, hiding all the names and pretty epitaphs and leaving me with the rot. I feel a stirring in the dirt that surrounds me. A hand burrows through and grabs my shoulder. ‘Hello, corpse.’ We are in the 747. My piles of souvenirs are sorted and arranged in neat stacks. The aisle is softened with layers of oriental throw rugs. Dean Martin croons on the record player. ‘Perry?’ He’s in the cockpit, in the pilot’s chair with his hands on the controls. He’s wearing a pilot’s uniform, the white shirt stained with blood. He smiles at me, then gestures at the windows, where streaks of clouds flicker past. ‘We are now approaching cruising altitude. You’re free to move about the cabin.’ With slow, cautious movements, I get up and join him in the cockpit. I look at him uneasily. He grins. I rub a finger through the familiar layers of dust on the controls. ‘This isn’t one of your memories, is it?’ ‘No. This is yours. I wanted you to be comfortable.’ ‘Is it your grave I’m standing on right now?’ He shrugs. ‘I suppose. I think it’s just my empty skull in there, though. You and your friends took most of me home for snacks, remember?’ I open my mouth to apologise again, but he shuts his eyes and waves it away. ‘Don’t, please. We’re past all that. Besides, that wasn’t really me you killed, that was older-wiser Perry. I think this is mostly junior-high Perry you’re talking to, young and optimistic and writing a novel called Ghosts vs. Werewolves. I’d rather not think about being dead right now.’ I eye him uncertainly. ‘You’re a lot more cheerful here than in your memories.’ ‘I have perspective here. It’s hard to take your life so seriously when you can see it all at once.’ I peer at him. His reality is very convincing, pimples and all. ‘Are you . . . really you?’ I ask. ‘What does that mean?’ ‘All this time I’ve been talking to you, are you just . . . leftovers from your brain? Or are you really actually you?’ He chuckles. ‘Does it really actually matter?’ ‘Are you Perry’s soul?’ ‘Maybe. Kind of. Whatever you want to call it.’ ‘Are you . . . in Heaven?’ He laughs and tugs his blood-soaked shirt. ‘Yeah, not exactly. Whatever I am, â€Å"R†, I’m in you.’ He laughs again at the look on my face. ‘Fucked up, isn’t it? But Older-Wiser went out of this life pretty darkly. Maybe this is our chance to catch up with him and work some things out before . . . you know. Whatever’s next.’ I look out the window. No glimpse of land or sea, just the silky mountains of Cloud World spread out below us and piled high above. ‘Where are we headed?’ ‘Towards whatever’s next.’ He lifts his eyes to the heavens with sarcastic solemnity, then grins. ‘You’re going to help me get there, and I’m going to help you.’ I feel my guts twist as the plane surges and drops on erratic air currents. ‘Why would you help me? I’m the reason you’re dead.’ ‘Come on, R, don’t you get this yet?’ He seems upset by my question. He locks eyes on me and there’s a feverish intensity in them. ‘You and I are victims of the same disease. We’re fighting the same war, just different battles in different theatres, and it’s way too late for me to hate you for anything, because we’re the same damn thing. My soul, your conscience, whatever’s left of me woven into whatever’s left of you, all tangled up and conjoined.’ He gives me a hearty clap on the shoulder that almost hurts. ‘We’re in this together, corpse.’ A low tremor rumbles through the plane. The control stick wobbles in front of Perry, but he ignores it. I don’t know what to say, so I just say, ‘Okay.’ He nods. ‘Okay.’ Another faint vibration in the floor, like the concussions of distant bombs. ‘So,’ he says. ‘God has made us study partners. We need to talk about our project.’ He takes a deep breath and looks at me, tapping his chin. ‘I’ve been hearing a lot of inspirational thoughts prancing around in our head lately. But I’m not sure you really understand the storm we’re flying into.’ A few red lights blink on in the cabin. There is a scraping noise somewhere outside the plane. ‘What am I missing?’ I ask. ‘How about a strategy? We’re wandering around this city like a kitten in a dog kennel. You keep talking about changing the world, but you’re sitting here licking your paws while all the pit bulls circle in on us. What’s the plan, pussycat?’ Outside, the cotton clouds darken to steel wool. The lights flicker, and my souvenir stacks rattle. ‘I don’t . . . have one yet.’ ‘So when? You know things are moving. You’re changing, your fellow Dead are changing, the world is ready for something miraculous. What are we waiting for?’ The plane shudders and begins to dive. I stumble into the co-pilot chair, feeling my stomach rise into my throat. ‘I’m not waiting. I’m doing it right now.’ ‘Doing what? What are you doing?’ ‘I’m trying.’ I hold Perry’s gaze and grip the sides of my seat as the plane shakes and groans. ‘I’m wanting it. I’m making myself care.’ Perry’s eyes narrow and his lips tighten, but he doesn’t say anything. ‘That’s step one, isn’t it?’ I yell over the noise of wind and roaring engines. ‘That’s where it has to start.’ The plane lurches and my souvenir stacks collapse, scattering paintings, movies, dishes, dolls and love notes all over the cabin. More lights flare in the cockpit, and a voice crackles on the radio. R? Helloooo? Are you okay? Perry’s face has gone cold, all playfulness gone. ‘Bad stuff is coming, R. Some of it’s waiting for you right outside this graveyard. You’re right, wanting change is step one, but step two is taking it. When the flood comes, I don’t want to see you dreaming your way through it. You’ve got my little girl with you now.’ Okay, you’re creeping me out. Wake up! ‘I know I didn’t deserve her,’ Perry says, his quiet murmur somehow rising above the noise. ‘She offered me everything and I pissed on it. So now it’s your turn, R. Go keep her safe. She’s a lot softer than she seems.’ God damn it, you asshole! Wake up or I’ll fucking shoot you! I nod. Perry nods. Then he turns to face the window and folds his arms across his chest while the controls shake wildly. The storm clouds peel apart and we are diving to Earth, hurtling directly towards the Stadium, and there they are, the infamous R and J, sitting on a blanket on the rain-soaked roof. R looks up and sees us, his eyes open wide just as we – My eyes open wide and I blink reality into focus. I am standing in front of a small grave in an amateur cemetery. Julie’s hand is on my shoulder. ‘Are you back?’ she asks. ‘What the hell was that about?’ I clear my throat and look around. ‘Sorry. Daydreaming.’ ‘God, you’re weird. Come on, I don’t want to be here any more.’ She strides briskly towards the exit. Nora and I follow her. Nora keeps pace with me, eyeing me sideways. ‘Daydreaming?’ she asks. I nod. ‘You were talking to yourself a little.’ I look at her. ‘Some pretty big words, too. I think I heard â€Å"miraculous†.’ I shrug. The waterfall noise of the city rushes into our ears as the guards open the doors and we step back into the Stadium proper. The doors have barely slammed shut behind us when I feel that baby kick in my stomach again. A voice whispers, Here it comes, R. Are you ready? ‘Oh, this is lovely,’ Julie says under her breath. There he is, marching around the street corner in front of us: Julie’s dad, General Grigio. He strides directly towards us, flanked on each side by an officer of some kind, although none of them wear traditional military attire. Their uniforms are light grey shirts and work pants, no decorations or rank insignias, just pockets and tool loops and laminated ID badges. High-calibre side arms gleam softly in their belt holsters. ‘Be cool, R,’ Julie whispers. ‘Don’t say anything, just, um . . . pretend you’re shy.’ ‘Julie!’ the general calls out from an awkward distance. ‘Hi, Dad,’ Julie says. He and his retinue stop in front of us. He gives Julie’s shoulder a quick squeeze. ‘How are you?’ ‘Fine. Just went to see Mom.’ His jaw muscle twitches, but he doesn’t respond. He looks at Nora, gives her a nod, then looks at me. He looks at me very hard. He pulls out a walkie-talkie. ‘Ted. The individual who slipped past you yesterday. You said it was a young man in a red tie? Tall, thin, poorly complected?’ ‘Dad,’ Julie says. The walkie squawks. The general puts it away and pulls a pair of thumb cuffs from his belt. ‘You are detained for unauthorised entry,’ he recites. ‘You will be held in – ‘ ‘Jesus Christ, Dad.’ Julie steps forward to push his hands away. ‘What is wrong with you? He’s not an intruder, he’s visiting from Goldman Dome. And he almost died on the way here so cut him some slack on the legalities, will you?’ ‘Who is he?’ the general demands. Julie edges in front of me as if to block me from responding. ‘His name is . . . Archie – it was Archie, right?’ She glances at me and I nod. ‘He’s Nora’s new boyfriend. I just met him today.’ Nora grins and squeezes my arm. ‘Can you believe what a nice dresser he is? I didn’t think guys knew how to wear a tie any more.’ The general hesitates, then puts the cuffs away and forces a thin smile. ‘Pleased to meet you, Archie. You’re aware of course that if you want to stay any longer than three days you’ll need to register with our immigration officer.’ I nod and try to avoid eye contact, but I can’t seem to look away from his face. Although that tense dinner I witnessed in my visions couldn’t have been more than a few years ago, he looks a decade older. His skin is thin and papery. His cheek-bones protrude. His veins are green in his forehead. One of the officers with him clears his throat. ‘So sorry to hear about Perry, Miss Cabernet. We’ll miss him very much.’ Colonel Rosso is older than Grigio but has aged more gracefully. He is short and thick, with strong arms and a muscular chest above the inevitable old-man paunch. His thin hair is wispy and white, blue eyes big and watery behind thick glasses. Julie gives him a smile that seems genuine. ‘Thanks, Rosy. So will I.’ Their exchange sounds proper but rings false, as if paddling above deep undercurrents. I suspect they have already shared a less professional moment of grief somewhere away from Grigio’s officious gaze. ‘We appreciate your condolences, Colonel Rosso,’ he says. ‘However, I’ll thank you not replace our surname when addressing my daughter, whatever such â€Å"revisions† she may have embraced.’ The older man straightens. ‘Apologies, sir. I meant nothing by it.’ ‘It’s just a nickname,’ Nora says. ‘Me and Perry thought she was more of a Cab than a . . .’ She trails off under Grigio’s stare. He pans slowly over to me. I avoid eye contact until he dismisses me. ‘We have to be going,’ he says to no one in particular. ‘Good to meet you, Archie. Julie, I’ll be in meetings all night tonight and then heading over to Goldman in the morning to discuss the merger. I expect to be back at the house in a few days.’ Julie nods. Without another word, the general and his men depart. Julie examines the ground, seeming far away. After a moment, Nora breaks the silence. ‘Well, that was scary.’ ‘Let’s go to the Orchard,’ Julie mutters. ‘I need a drink.’ I’m still looking down the street, watching her father shrink into the distance. Just before rounding a corner he glances back at me, and my skin prickles. Will Perry’s flood be of water, gentle and cleansing, or will it be a flood of a different kind? I feel movement under my feet. A faint vibration, as if the bones of every man and woman ever buried are rattling deep in the earth. Cracking the bedrock. Stirring the magma. How to cite Warm Bodies Chapter 14, Essay examples

ROWE program at best buy Essays - Human Resource Management, ROWE

ROWE Program at Best Buy Payne 1 1.Describe the culture of Best Buy. Best Buy culture has changed tremendously. The company?s culture was once to embrace long hours and sacrifice, now the culture is more relaxed. The employees are now really able to run their own schedule as well as their own work progress. Before the ROWE program was introduces to the Best Buy employees would have to work until they found a solution. That means staying at work all night and day if the job or situation requires it. For example the book talks about one employee that was given a plaque for staying up and at work for three days to right a report that was due. He made a sacrifice for his job that made him end up in the hospital. The ROWE program which stands for Results-Only Work Environment program is a way that employees can still work whether in the office, at home, or coffee shop as long as they finish the job. This program has changed the culture of Best Buy as well as the performance. Although this program has not been introduce to the retail store I would love to see it happen. As a current worker of the Best Buy retail store in Memphis, TN I see that being very hard to adjust quickly in retail store because mainly we are there for the customers. Although I can say the ROWE program is a good idea but the rules and principles are very lenient. One of the principles that I have to question is ?As long as the work gets done, employees do whatever they want whenever they want?. That is one principle that may not be suitable because that gives the employee too much time on their hands. The culture is more adjust and the employees don?t feel pressure about trying to balance work Payne 2 and home. The employees feel more ownership of the job and see this program as one of the benefits they have working with Best Buy. 2.Discuss the approach to organizational change that the ROWE program had to overcome. The change that the ROWE program had to overcome was performances. It also had to overcome change. Although the transition did start out slow it later progressed. Everyone had their different thought about different things that made their performance a little sluggish. Buy starting out slow everything suddenly started to fall in place. So there is no certain way a day is going to go everyday may be different. It even went as far as all the employees had to do is leave messages saying that they were out and how to get in touch with them if they are needed. Now business is conducted by cellular phones within the company. It is the same meetings it is just not done with everyone in the office. Business is taken care of just in a different way from how it was usually done. The book stated that the transition required a lot of changing of old attitudes and it produced a lot of stress. Once employees went through training for the program they seemed to realize that they had given up a lot for the job and it wasn?t worth it. The hourly managers did not like the fact of the ROWE program. 3.Discuss the resistance, both organizational and individual, that the ROWE program had to overcome. The fight that the ROWE program had to overcome was accepting responsibility. Individual each person had to deal with their own battles. Managers had to overcome the fact that their employees felt stressed out, but since the ROWE program these employees Payne 3 have more control over their work schedule. It also gives a person a better chance to get to know their employees. Organizational wise departments such as Best buy legal department do not agree with the ROWE program. They were worried about how it would affect their job and their pay. They are paid based on their performance so f they are not in the office to perform the job it can affect their pay if they don?t serve their clients. 4.Discuss the sources of stress that are apparent in the case. There is stress coming from all different sources

Franklin D. Roosevelt Essays - Delano Family, Livingston Family

Franklin D. Roosevelt Essays - Delano Family, Livingston Family Franklin D. Roosevelt On January 30, 1882 in Hyde Park, New York Franklin Delano Roosevelt was born. James Roosevelt, Franklin's father, was a prosperous railroad official and landowner(Lawson 25). His predecessors, when they came from the Netherlands, were succes Roosevelt learned from private tutors, not going to school until the age of fourteen. He had already studied German, Latin and French by the time he had started school(Freidel 6). Sailing, bird hunting and stamp collecting were among his hobbies. On his In 1896, at the age of fourteen his parents sent him away to Groton, Massachusetts, to a private, boys only, boarding school. He was not very popular among the students, but was respected by his peers and was never the object of pranks pulled by the ol From there, Roosevelt went on to enter Harvard in 1900. There too Roosevelt remained an average student, making it through with a C average most of the time(Hacker 19). At Harvard, his social activities took preference over his academic pursuit and the In 1903 Roosevelt graduated from Harvard and entered the Columbia Law School. He dropped out in his third year after passing the New York bar examination(Hacker 24). Soon after, Roosevelt started practicing law with a New York law firm. While still in law school, Roosevelt met Anna Eleanor Roosevelt a distant cousin, only a few years younger than him(Alsop 28). They were married on St. Patrick's day, March 17th, 1905(Freidel 13). He was twenty-three and she was twenty-one. Her fathe A few years later in 1910, Roosevelt accepted the Democratic nomination for the New York State Senate(Freidel 17). He won the elections, and in the following January he entered the Senate at the young age of twenty-eight(Freidel 18). Later in 1912 he ra In July of 1921, while vacationing at Campobello Island, he went sailing with his children. One day, they saw, what appeared to be a forest fire, on a nearby island they quickly sailed to shore to help put out the fire. It took a couple of hours and w was able to walk in the pool unaided. His disease, poliomyelitis, had affected him on land but in the water he was as quick as anyone. In 1926 he bought Warm Springs for $200,000(Hacker 40). In 1927 he contributed two-thirds of his wealth(Freidel 47) a His physical disabilities didn't hinder his climb of the political ladder. In 1928 Roosevelt ran for governor of New York and won the election with a large margin. One of his main goals was that the state should own the electric companies and other util In October of 1929, when Roosevelt was still Governor, the stock market suddenly collapsed. This caused nation-wide panic. Grain and cotton prices dropped tremendously due to an overabundant supply, and many farmers were out of jobs. Rapidly, people w Roosevelt did not run for the presidency in 1928 because that year, most of the country was in favor of a Republican candidate for president. Four years later in 1932, a week before his fiftieth birthday, Roosevelt announced his candidacy for president Through his campaign speeches he preached of a 'New Deal' for the American people, one that would lift them out of the depression. Now he was going to fulfill his promise. Roosevelt did not sit back and watch the country take itself out of a depression. uests would be permitted to reopen and those that couldn't, wouldn't. Banks that couldn't meet withdrawals requests would, together with federal aid, meet the withdrawal demands(Lawson 48). Of the nineteen thousand banks, only about twenty-four hundred Like he said in campaign speeches, If I were elected President, my first step would be to mobilize the country for war on unemployment(Woolf). This is exactly what he started to do. Another main bill passed in the hundred days was the Civilian Conserv He also signed into law one of the most important laws that today helps back up our bank system. Until that time there was no insurance to cover for banks that went bankrupt or collapsed. The Banking Act of 1933 changed all of this. The government put a He also accomplished many things which greatly boosted the economy. He reduced the 1934 federal budget by 13%. Although he often spoke that the American Navy and Marines should be the best in the world, he was not hesitant in cutting the 1934 defense bud On August 14, 1935 he signed into

Prelab Work in Organic Chemistry essay

Prelab Work in Organic Chemistry essay Prelab Work in Organic Chemistry essay Experimet Title: Simple Distillation and Characterization of Compounds Separation of ethyl acetate from microscale acetanllide by simple distillation at the semi- level, and characterization by spectroscopy of the two compounds using IR, and NMR by the determination of their physical properties. Experiment Purpose This experiment is purposely carrieed out in order to faclitate the separation of ethyll acetate from acetanilide through the process of simple distillation. This experiment will also seek to identify the IR spectroscopy, melting point, and density of the separated compounds. Questions Distillation: This a method of obtaining more purified liquids or identification of compounds where the initial liquid is first heated up to its boiling point. As the liquid boils, it vaporizes after which it is captured, condensed and collected later. Distillation is applied to the identification as well as purification of compounds. By applying the boiling point of a compound, which is an important physical property, it can be identified from a mixture of several compounds because it can evaporate at that temperature leaving the other compounds. When it comes to distillation as a purification process, the components of a mixture are separated by collecting the condensed compound at different temperatures. This experiment is a demonstration of how to purify a volatile liquid that contains impurities of non-volatile liquid will be done. The volatile component of the initial mixture will be ethyl acetate, which will be captured and condensed as pure ethyl acetate (Carey 72). Distillate: This concentrated liquid product has been extracted after the condensation of vapor in the process of distillation. Forerun fraction: These are usually the first fractions or the transition between fractions that are first distilled in a fractional distillation process. In fractional distillation, the differences of temperature between the points of boiling of the fractions are not large enough, and a series of simple distillations is required. The boiling punt of the forerun fraction is usually low hence, they are discarded being the first. What is the purpose of adding boiling stones to the distillation flask in a simple distillation experiment? The boiling stone is porous and thus contains air within it. Once the stone is heated, as the boiling process of the liquid continues, the air entrapped expands thus forcing its way out of the stone. When this heated gas mixes with superheated liquid it helps in balancing the liquid and the gas phase of the process. Thus, the heat needed in order liquid to change into gas will be reduced, and the transition of the two phases will not be explosive thus bumping fails. Moreover, the boiling stones will ensure even heating of the liquid as well as accelerate the rate of temperature increase. This uniform boil is important in acquiring effective results in distillation, because it will ensure that the light liquid is being distilled out in the process. Since, they inhibit bumping, which may result to the loss of some of the reagents they help in acquiring accurate results (Solomons 44). Objectives of the Experiment The objective is to separate ethyl acetate from acetanilide, which is volatile and non-volatile respectively using simple distillation. Further, the compounds will be analyzed using IR spectroscopy and their respective physical properties such as density and melting point. Procedure The procedure will involve the reaction of the two chemicals in the appropriate condition that would ensure that the expected results are obtained. Limiting reagents The samples to be used will be measured as 50mg of actinide. It will then be put in a conical flask and then 1ml of ethyl acetate will be added using a pipit. A boiling stone will then be added into the mixture. The apparatus will be mounted as shown below and a facet precaution will be taken where the first flask will be mounted on a sand bath.

Marketing Plan for Starbucks Research Paper Example | Topics and Well Written Essays - 1750 words

Marketing Plan for Starbucks - Research Paper Example A representative of the Oromia Coffee Farmers Cooperative Union. Tadesse Meskela argues that Starbucks sells its coffee in the market for $14 per pound whereas; it buys coffee for only $1.20 per pound which is even lower than production cost (Hot News, 2010). Such concerns are being discussed at the political and national level. Coffee producing nations can also impact the operations of the company and can threaten the United States to stop the trade of coffee. For the Ethiopian farmer's trademarking has become very important, therefore, Ethiopian government asked Starbucks to sign an agreement of ownership in Coffee, however, Starbucks refused to sign it (Oromoindex, 2009). Such concerns can directly influence the operations of a company. Increasing inflation has increased the cost of coffee, thereby, affected the revenues of coffee companies. Starbucks’ first-quarter sales increased by 2.9 percent because of higher coffee prices (Singh, 2009). The growing demand for energy and other beverages and food can influence the demand of coffee in the U.S. According to 2009 trends, consumption of coffee remained consistent at 54 percent of the total adult population partaking (National Coffee Association of USA, 2009). Discretionary spending in the U.S. for the year 2010 is $1.39 trillion and 38 percent out of total spending. Around $844 billion was spent on security and $553 billion was spent on agriculture ($25 billion) (Amadeo, 2010). Technological developments have also enhanced the capability of Starbucks to increase its green practices. For example, at several stores of Starbucks, the company is experimenting with compact fluorescent lights and energy saving fixtures (Allison, 2008). Environmental protection programs and practices are very important for the companies operating in the United States.

EMOHRUO (Airspace Management and Air Traffic Services) Essay

EMOHRUO (Airspace Management and Air Traffic Services) - Essay Example This report will delineate the major issues associated with the airspace management and air traffic services required for Emohruo. Reference will continuously be made to the map of Emohruo which is displayed below for reference. Within the scope of future airspace management and air traffic services Emohruo will emerge as an island nation with multiple roles. Given that Emohruo sits at the cross roads of international traffic, it is highly likely that the nation will see international traffic in the shape of connecting flights from all directions. Moreover the prospect of LVI developing into a gambling den is very real and will present a lot of international and regional tourist traffic. The air traffic will also be augmented by needs of the mining industry as well as the fishing industry along with the ski resort SKI to the north east. On the other hand, domestic traffic will most likely flow along the eastern coast and to the mid western town of MP4. Constant movement will be required between LVI, the mining towns, the fishing industry, SKI and the cities of BP 1, 2 and 3 as well as MP4 in order to provide goods and services. This will represent the domestic air traffic load. Another set of air traffic is presented by military needs especially in wake of the recent civil war and whilst required this component of air traffic will have to be kept isolated from all other forms of traffic for strategic reasons. The current location of the military exercise areas (refer to Figure One above) is isolated from cities and other commercial functions and should be maintained as such. Consequently commercial air traffic from the west over the military zone will be forbidden and should be designated as a no fly zone. The military setup could also be removed and moved further down south just above MP4 such that traffic towards LVI will not interfere with it but this presents two problems. One there may

Ralph Waldo Emerson Essay -- essays research papers

Ralph Waldo Emerson Properly Acknowledged by Ralph Waldo Emerson certainly took his place in the history of American Literature . He lived in a time when romanticism was becoming a way of thinking and beginning to bloom in America, the time period known as The Romantic Age. Romantic thinking stressed on human imagination and emotion rather than on basic facts and reason. Ralph Waldo Emerson not only provided plenty of that, but he also nourished it and inspired many other writers of that time. "His influence can be found in the works of Henry David Thoreau, Herman Melville, Walt Whitman, Emily Dickinson, Henry James, and Robert Frost.". No doubt, Ralph Waldo Emerson was an astute and intellectual man who influenced American Literature and has rightly received the credit that he deserves from historians. He has been depicted as a leading figure in American thought and literature, or at least ranks up there with the very best. But there is so much more to Ralph Waldo Emerson when we consider the personal hardships that he had to endure during the course of his life and when we see the type of man that he becomes. He certainly was a man of inspiration who knew how to express himself by writing the best of poems and philosophical ideas with inspiration. To get an idea of how Ralph Waldo Emerson might have become such an inspiration to the people, some background on his life is essential. Can you imagine living a life with all your loved ones passing away one by one? A persons life could collapse into severe depression, lose hope, and lose meaning. He can build a morbid outlook on life. Ralph Waldo Emerson suffered these things. He was born on May 25, 1803 and entered into a new world, a new nation just beginning. Just about eight years later, his father would no longer be with him, as William Emerson died in 1811. The Emerson family was left to a life marked by poverty. Ralph's mother, Ruth, was left as a widow having to take care of five sons. However, Ralph's life seemed to carry on smoothly. He would end up attending Harvard College and persue a job of teaching full time. While teaching as a junior pastor of Boston's Second Church, his life gained more meaning when he married Ellen Louisa Tucker. Journal entries and love letters he wrote at that time expressed lots of feelings and emo... ...l ideas ever created. His famous essays are "History," "Art," "The Poet," and the famous "Self-Reliance." He gathered his essays into two volumes. The first was released in 1841, and the second was released in 1844. Poems however, also made Emerson's reputation as a erudite man. His poems were enjoyable as well as thought provoking to many. "Each and All," was a poem that supported his beliefs. "The Rhodora," as well as "The Humble Bee," and "The Snow Storm," touched on the greatness of nature. Emerson also expressed himself through poems such as "Uriel," "The Problem," "The Sphinx," and the well-known "Days." Many of these works of Emerson have taken there place in the history of American literature. Thus, we now see what truly a great man Emerson was. We gain a deep respect for him when we consider the hardships that he had to face, how he endured those problems, and the minds that he opened and touched by his wonderful works. In conclusion, we can truly say that Emerson is well deserving of the credit he received from historians.

Mars Attacks! Review

January 24, 2013 Review of Mars Attacks! Mars Attacks! is Tim Burton’s clever thought at a martian invasion on the United States of America. After their landing, they easily took advantage of the governments trust, understanding, and compassion. Human beings, especially Americans, show just how ignorant and unpredictable they can be. However, their stupidity paves the way to their survival with a little bit of a population remaining. Source Materials: The constant struggle between war and politics makes this movie a classic bumbling mess of emgo fighting over what they consider to be right.The 1950’s science fiction focuses on how these peoples egos were created in a time of growing personalities. Genre: Parody Science Fiction portrays humility at the expense of American’s under the superior mind of the martians. Ultimately giving the upper hand to the human race for a reason that could not even be fathomed by mankind. Star Personas: The film is shown through the eyes of powerful figures from Nevada to Washington D. C. Everyone has an opinion and the best idea with how to deal with the martian invasion.A poor kid from that gets no attention within his society turns out to be the hero of the film. Technology/CGI: Used strongly throughout the entire movie, because anything that had to do with the martians was created by CGI. It was used to give a feel of abstract science fiction and not just a battle for superior intelligence. Plot: Told from a variety of different viewpoints and the advantages and drawbacks that went along with them. Everything comes together in the end to make it a bittersweet happy ending for all of those still left alive.

In Society, When Concerning Jobs And Careers There Are

In Society, when concerning jobs and careers there are two things that comes to mind, salary and gender; salary and gender plays a major part of one’s occupational choice. One may believe this concept considering that men generally make more money than women; in fact, it is a proven statistic. It is also said that the pay difference is based upon where one chooses to work, but it is also some opinions that even if both genders have the same education and qualifications for a job position; the male is more likely to get it or is offered more pay. Take Psychology for example, it is a career that is dominated by women, yet men get paid more. One may say this is due to the fact that men are the underdog in that specific career choice. It s†¦show more content†¦Justin M. 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Corrupt Government Lies In 1984 And The Crucible - 1496 Words

All governments lie. It is the duty of the individual to uncover the truth. George Orwell and Arthur Miller warn the readers of the dangers when a corrupt government lies to their citizens to preserve their power in their texts, 1984 and The Crucible. Through their characters, the authors portray the conflict between the State’s propensity to lie and the individual’s desire for truth. Orwell depicts Winston Smith fighting against the â€Å"lies† of the party through the use of literary techniques such as symbolism and imagery, while Miller shows John Proctor fighting for truth through his interactions and dialogue with the other characters. In the modern day, the authors provide crucial commentary on the dangers of tyrannical rule. The actions†¦show more content†¦He is depicted as stubborn, as shown in his response when Giles Corey provides evidence that proves his wife’s innocence. Danforth responds by saying â€Å"Do you take it upon yourself to determine what this court shall believe†¦? This is the highest court†¦in this province, do you know it?† His refusal to hear evidence that is likely to contradict his guilty verdict indicates that ultimately, Danforth considers himself the final judge of what is right and wrong, reflecting the corruption inherent in Salem’s authority. The authors thus provide valuable insight into the signs and motivations of a corrupt government. The authors of 1984 and The Crucible show the use of fabricated fear of the other by the respective states in order to unite the people in their common fear, strengthening the position of the State. Often the State creates a false enemy for the citizens to rally against. Such is the case of the party in 1984. Orwell writes that the book by Emmanuel Goldstein, Theory and practice of Oligarchical Collectivism, was fabricated by the party. Orwell does not specifically clarify the existence of Goldstein, although he implies that Goldstein is not alive. The party uses the fabricated existence of the Goldstein and the brotherhood to rally the collective anger of the citizens through the Two Minutes Hate. The Two Minutes Hate was used to direct the population’s frustration from leading a life with a lack of control over their circumstances away from the party andShow MoreRelatedIntroduction : How ve He Do That?10829 Words   |  44 Pages(Foster Pg.8) Similarly in the other hand, if the dinner or meal turns out ugly, has a bad outcome, or doesn’t happen at all then that ‘failed’ meal stands as a bad sign. For example, in the film â€Å"Taken† by Pierre Morel, Bryan Mills is a former government operative who’s trying to reconnect with his daughter, Kim after not spending enough time with her because of his work. So while trying to reconnect Kim and accepts the lunch with her. He wants to spend time with her and bond but all Kim wants isRead MoreRastafarian79520 Words   |  319 Pagesnew visions for potential followers. That rationalization and charisma should embody Webers view of social change is somewhat paradoxical and may lead to the accusation that Weber is somewhat contradictory. The source of the alleged contradiction lies in the fact that Weber claims that charisma is irrational and anti- rational, the opposite of rationalization or rationality.18 However, Weber is well aware of the potential contradiction and points out in what sense each is revolutionary. The revolutionary Read MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesusually was judged and measured by the depth and capability and hard-asset credentials of the company’s management. That, of course, remains critically important. However, American companies whose performance most readily slipped in the economic crucible at the beginning of the twenty-first century (and whose recovery was among the slowest) seemed to rate highest in hard-asset terms compared with the many companies with a higher mix of soft-asset management strength, whose results were far betterRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPower Distance and Innovation 420 An Ethical Choice Should All Sexual Behavior Be Prohibited at Work? 423 Myth or Science? â€Å"Co rporate Political Activity Pays† 428 Self-Assessment Library How Good Am I at Playing Politics? 430 Point/Counterpoint Power Corrupts People 436 Questions for Review 437 Experiential Exercise Understanding Power Dynamics 437 Ethical Dilemma Corporate Spying 438 Case Incident 1 Delegate Power, or Keep It Close? 438 Case Incident 2 The Persuasion Imperative 439 xvi CONTENTS

Music, The Orchestra, And The Romantic Symphony - 973 Words

Since the beginning of the semester, I have learned three concepts about music in western civilization. The 3 concepts I have learned is elements of music, the orchestra, and the romantic symphony. Theses concept are very interesting to me because I don’t have any type of musical background and I got the chance to learn about how music really started. There are many elements I learn when it comes to making an orchestra and composing a music program. An orchestra is a group of musicians that come together to make background music for a TV show or movie. During the class, I learn that they also provide concerts, ballets, and opera to the public. According to English online.at â€Å"The word orchestra was first used by the ancient Greeks and meant the front part of a stage. During the Middle Ages, it also included the musicians on the stage.† The orchestra has a lot of history that goes back to the late 6th and early 7th century. The orchestra group was organized by th e kings and queens of Italian and French churches. They used string instruments to perform at dance parties, ballet, and operas. This is fascinating that the orchestra music goes back as far as the late 6th century. I could see how Beethoven, Smetana, Tchaikovsky and among other have made amazing orchestral music and how they were influenced by it. When the orchestra is playing it could have 10 or more instruments. During class, I learn that when we talk about the orchestra it usually means a symphony orchestra. AShow MoreRelatedOrchestra Concert Essay967 Words   |  4 PagesThe music played throughout all of the concerts adhered to be diverse. The instruments, the individuals performing, and the conductor all proved to be outstanding. The concerts proved to be interesting as I witnessed them, first hand. The first concert I attended was performed by the Dallas Symphony Orchestra. The orchestra had performed Shostakovich’s â€Å"Symphony NO. 7, Leningrad† from the Romantic era. The orchestra was a large ensemble (1) containing various instruments that contributed to theRead MoreDevelopment Of Symphonies And Their Composers1346 Words   |  6 PagesDevelopment of Symphonies and Their Composers Early eighteenth century the term â€Å"symphony† was applied to the instrumental preludes and postludes of vocal pieces such as arias and songs. By derivation the word means simply â€Å"a music ensemble†. Today, we apply the term to a much larger composition such as an orchestra (typically in three or four movements). The symphony can also be defined as a sonata for orchestra. Symphonies of the earlier era, the classical era, were mostly simpler, and followedRead MoreRecording With The Slovak Radio Symphony1337 Words   |  6 Pages The first thing I searched on the MUN library website. I then went to the MRC page and opened the Naxos Music Library. I then searched for Dvorà  k New World Symphony. I chose the recording with the Slovak Radio Symphony Orchestra. Finding a video source using the MUN library catalogue I had no luck. So I searched online on youtube and found some great results. Various orchestras such as the Vienna Philharmonic and the Munich Phil harmonic were there with the full performance and conductor SergiuRead MoreEssay on The Nutcracker: a Concert Review883 Words   |  4 PagesConcert Review: The Richmond Symphony Orchestra featuring The Richmond Ballet Amber Hisaw Regent University – Music 101 On the evening of Sunday, December 16, 2012, I had the pleasure of attending a concert I’d wanted to see for quite a while. I was delighted to attend Tchaikovsky’s The Nutcracker, performed by the Richmond Symphony Orchestra and the Richmond Ballet. The performance took place at Carpenter Theatre in Richmond Virginia. As I entered I felt a bit out of place. 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Effects of Computer Technology as a Teaching Method Free Essays

string(25) " at the 50th percentile\." Effects of Using Instructional Technology in Colleges and Universities: What Controlled Evaluation Studies Say. This report and related issue briefs are available at:    © 2003 SRI International Early studies of effectiveness By 1991, this author’s research team at Michigan had carried out meta-analyses of findings from 121 controlled studies of teaching in colleges and universities (J. Kulik et al. We will write a custom essay sample on Effects of Computer Technology as a Teaching Method or any similar topic only for you Order Now , 1980; C. Kulik Kulik, 1986; C. Kulik Kulik, 1991). The studies contained results from a variety of computer applications in a number of different disciplines. Among the 121 studies were a substantial number on computer tutorials and computer simulations in science. The results from these early studies provide a good standard for gauging recent contributions of tutorials and simulations to science teaching, and are therefore reviewed here. Listed in the 1986 and 1991 reviews were achievement effect sizes from 37 studies of computer tutoring in college courses. Results of these studies favored the computer-tutored students by a small amount. In 26 of the 37 studies, the tutorial group outperformed the control group; in the remaining 11 studies, the control group scores were higher. The effect sizes in the 37 studies were between –1. 20 and 1. 25. The median effect size was 0. 15. This effect is not large enough to be considered educationally meaningful. It suggests that computer-tutored students would perform at the 56th percentile on relevant achievement tests, whereas conventionally taught students would performat the 50th percentile. Results of computer tutoring in science courses were similar to results in nonscience areas. These reviews also contained findings from 13 studies of computer simulations in science. Results of these studies were favorable to the groups that worked with the computer simulations. In 11 of the 13 studies, the simulation group outperformed the control group, but in the remaining studies, the control group outscored the simulation group. The effect sizes in the 13 studies were between –0. 14 and 1. 27. The median effect size was 0. 25. Effect sizes of 0. 25 and over are usually considered to be educationally meaningful. By this standard, the effects of computer simulations are just large enough to be judged as educationally meaningful. An effect size of 0. 25 suggests that students who worked with simulations would perform at the 60percentile on relevant achievement tests, whereas conventionally taught students would perform at the 50th percentile. You read "Effects of Computer Technology as a Teaching Method" in category "Essay examples" Computer tutoring Seven studies of computer tutorials from the 1990s were identified for this literature review. The studies examined two kinds of instructional outcomes: student achievement and student attitudes (Table 7). Effects of computer tutorials on both outcomes were mixed. Large or moderate positive effects. The effects of computer tutoring were large and positive in two studies (Kitz Thorpe, 1995; Vitale Romance, 1992). Both of these studies examined effectiveness of videodisc software from Systems Impact Corporation. Conclusion It is clear that computers can contribute substantially to the improvement of college teaching. Evaluation studies of the past decade usually found that college courses taught with computer help were more effective than similar courses taught without such help. These recent studies produced far more favorable results than did studies of the 1960s, 1970s, and 1980s. In 119 studies carried out between 1967 and 1986, the median effect of instructional technology was to raise scores on examinations by 0. 30 standard deviations (C. Kulik Kulik, 1986, 1991). In the 46 more recent studies reviewed in this report, the average effect of instructional technology was to raise student scores by 0. 46 standard deviations. Both gains are large enough to be considered educationally meaningful, but a gain of 0. 46 standard deviations on achievement tests is clearly a more important gain. There were clues in the earlier reviews that computer applications were becoming increasingly effective as the years rolled on, but early reviewers did not chart the change in evaluation results over time (e. g. , C. Kulik Kulik, 1986, 1991). Now, the time trend is impossible to ignore. Analysis of results in the earlier reviews shows that the median effect size was –0. 13 in 5 evaluation studies of instructional technology published during the 1960s, 0. 22 in 85 studies published during the 1970s, and 0. 35 in 35 studies published during the 1980s. This review found a median effect size of 0. 46 in 46 studies published during the 1990s. In other words, computer-based teaching was as likely to shortchange college students as to help them in the early years of the computer revolution, but today’s students are likely to gain substantial educational benefits when their teachers incorporate instructional technology into their courses. The effectiveness of computer applications in college courses is not restricted to a single area. This review shows that computers have made significant contributions to a variety of instructional areas. Computer contributions were clear in mathematics courses, where computers are being used as algebra and calculus tools; in science courses, where older computer applications such as tutoring and simulation programs are being used along with such newer applications as computer animations; and in the field of language learning, where a diversity of computer approaches are now being tried. Of all the results reviewed in this report, the most notable came from studies of computer and calculator use in algebra and calculus courses. Twelve studies focused on this topic. Six of the 12 studies took place in algebra courses. The remaining six studies took place in calculus courses. In each of the studies, experimental group students used computers or graphing calculators while doing coursework, whereas control group students completed their coursework without using such tools. In the typical study, computer and calculator use raised student scores on tests of conceptual understanding a total of 0. 88 standard deviations. This means that students who used computers and graphing calculators while studying algebra and calculus scored 0. 88 standard deviation units higher on conceptual tests than did students in the control group. If control group students scored at the 50th percentile on a conceptual test, scores of students using computers or calculators would be at the 80th percentile or above. Evaluations of educational innovations rarely report average effect sizes this high. 40 Results on computational exams, on the other hand, were strongly influenced by the conditions under which the exams were taken. In studies in which experimental group students were permitted to use computers or calculators on final exams, they outscored control group students by a large amount on computational items. In studies in which neither the experimental group nor the control group was allowed to use computers and calculators on final exams, students in the experimental group performed computations about as well as students who learned in more traditional classes. Overall, these studies suggest that students who used calculators and computer tools when learning algebra and calculus did not suffer in their ability to solve computational problems with paper and pencil alone. Finally, a review of study results did not yield any definite conclusions about the effects of computer and calculator use on student attitudes toward mathematics. In two studies, mathematics attitudes were clearly higher in the experimental groups, but in three other studies, mathematics attitudes were not significantly different in the experimental and control groups. No definite conclusion about computer and calculator effects on attitudes can be drawn from such conflicting results. Studies of computer effects on science learning examined both older and newer instructional approaches. The two older approaches still being evaluated during the 1990s were computer tutoring and computer simulations. The newer approach that was extensively evaluated during the 1990s was computer animation. Reviewed in this report were 7 studies of tutoring, 11 studies of simulations, and 9 studies of animations. The seven studies of tutorial instruction examined two kinds of instructional outcomes: student achievement and student attitudes. Effects of computer tutorials on student achievement were mixed. Four of the six studies of student learning reported significant positive effects of tutoring, and two studies reported trivial effects. The median effect size in the studies was 0. 33. Tutorial effects on attitudes were likewise mixed. One study reported strong positive effects of computer tutoring on student attitudes; one study reported a strong negative effect; and one study reported a nonsignificant positive effect. Eleven studies of computer simulations in science also presented a somewhat mixed picture of effectiveness. In 7 of the 11 studies, effects were large enough to be considered statistically significant and educationally meaningful, but in 2 other studies computer results were nonsignificant and in the remaining 2 studies results were significant and negative. Median effect size in the 11 studies from the past decade was 0. 9. While the most likely outcome of using simulations in teaching was an increase in student test performance, using simulations could also have a negative effect or no effect at all on student test scores. The studies suggest that computer simulations can be valuable tools for teachers, but teachers must use some care in deciding on how to use simulations and which simulations to use. Computer animation is the most recent addition to the science teacher’s toolkit, but this instructional innovation has already compiled a record of strong contributions to science instruction. In each of nine studies of computer animations, the group that viewed the animations outscored the control group, but the effects differed in size from small to large. In seven of the nine studies, the improvement was large enough to be considered educationally meaningful. The remaining two studies reported positive effects of animations, but the effects were not large enough to be considered practically important. The median effect of computer animations in the nine studies was to increase student scores on science tests by 0. 8 standard deviations. As a group, therefore, these studies suggest that animations can help students substantially in their attempts to understand scientific phenomena. Computer searches yielded a total of only seven controlled quantitative evaluations of computer-assisted language learning (CALL), and these studies were extremely varied in focus. 41 Each of the studies examined its own approach to improving language instruction with technology, and so the st udies do not provide a sound basis for conclusions about CALL effects. Several years ago, Miech and his colleagues observed that the area of CALL lacks an agreedupon research agenda (Miech et al. , 1996). Their point seems to be as valid todayas it was when they first made it. Diverse though evaluations of CALL may be, they have yielded enough strong positive results to encourage CALL enthusiasts. In each of seven evaluations, CALL had at least a small positive effect on instructional outcomes, and in five of the seven studies, CALL effects were large enough to be considered educationally meaningful. The median effect of a CALL program in the seven studies was an increase in language test scores of 0. 60 standard deviations. This is a moderate to large improvement in student performance, equivalent to a jump in scores from the 50th to the 73rd percentile. These results suggest that a number of approaches to CALL may have positive results on student learning. Although the various approaches still need in-depth examination, the future of CALL appears to be promising. Overall, computer-based teaching approaches have come a long way during the last four decades. Originally almost a hindrance to learning, computer-based instruction is now an important ingredient in many successful college courses. The growing effectiveness of instructional technology in college programs should not come as a great surprise. Computers have improved dramatically during the last three decades. They are faster, friendlier, and vastly more sophisticated in their operations than they were 35 years ago. In addition, many educators have become sophisticated designers of instructional software, and most college students have become proficient users of computing technology. Recent evaluation studies suggest that instructional technology can thrive in this climate and that computers—which have transformed society in so many ways—are also making college teaching more effective. The Effects of Computer Assisted Instructions in Teaching Learning in Primary Education By Kara Schmidt, eHow Contributor Computer-assisted instruction provides another avenue to academic success. Computer-assisted instruction offers teachers and students another avenue to learn the required academic material. Educational computer programs are available online, at computer stores or through textbook companies. Stick with programs that are user-friendly and hold your students’ attention. Make sure the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does just that. 1. Student Benefits Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving instant feedback which enables them to self correct before moving on to the next skill. If a student answers incorrectly, the computer programs will provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students within their group. Students also gain valuable computer skills which will continue to benefit them throughout life. 2. Teacher Benefits Teachers are better able to track their students’ strengths and weaknesses through computer-assisted learning. Computer programs can enhance the essons and allow teachers to pick different levels of a program or different programs altogether for students who may be behind or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in turn sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them to work with small groups of children on a particular skill while the other students in the class are working on their computer program. The nature of the program allows the students to work independently; minimizing distraction to the teacher while she works with the other students. Disadvantages Computer programs can evaluate students’ progress on many levels although it is the teacher’s responsibility to make sure students develop critical thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills. Computer-assisted learning can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students. Use good judgment and find computer programs that enhance the learning process. Sponsored Links * Bulk Email–Free Trialwww. iContact. com Email marketing to fit your needs. Start a Free 30-Day Trial Today. * Educational Technologywww. met. ubc. ca International Master’s Program 100% Online – Apply Now * The Knowledge Engineerstheknowledgeengineers. om/ Leading digital training company, accelerate your digital knowledge * Search Cebu hotelsAgoda. com/Cebu_Hotels Instant confirmation. Trust Agoda. Save up to 75% Don’t miss out! Related Searches: * Teaching Students * Teaching Career * Computer Technology * Video Teaching * Learning Online Read more:  The Effects of Computer Assisted Instructions in Teaching Learning in Primary Education | eHow. com  http:// www. ehow. com/list_7408273_effects-teaching-learning-primary-education. html#ixzz1qFW4xJoO Brief History of Computers in Education Computers and related technologies are now in most of the schools in all around theworld. Advancements in technology are inevitably reflected in educational systems. In most of the developed countries education has been penetrated by informationtechnologies (IT); schools have computers, a large numbers of teachers usecomputers and new technologies while teaching, and more  over textbooks have someparts devoted to new  technologies. New technologies are integrated into disciplines and more disciplines are beinginfluenced by the new technologies in an integrated way. Most of the educators andresearchers try to use technologies in various subject matters, and this integrationchanges the nature, concepts and methods of work in each subject. For example, inmathematics education, the way of teaching and learning, the roles and functions of  the most concepts have changed with the use of  technology. 19Although the wide-spread interest in computers as an instructional tool did not occuruntil the 1980s, computers were first used in education and training at a much earlierdate. Much of the early work which computers introduced in education was done inthe 1950s by researchers at IBM, who developed the first Computer AssistedInstruction (CAI) author language and designed one of the first CAI programs to beused in public schools. Students followed the commands on the computer screenreceiving rewards for correct answers within the framework of behavioristapproaches. In 1959, PLATO, the first large-scale project for the use of computers ineducation was implemented by Donald Bitier at the University of Illinois (Carter,2003). Atkinson and Suppes’ (1959) work led to some earliest applications of  computers at both the public school and university levels during the 1960s. By theearly 1980s many educators were attracted to microcomputers because they wererelatively inexpensive, compact enough for desktop use, and could perform many of  the functions performed by the large computers that had preceded them. The dominant use of computer-based instruction in the 1980s was typified by theemploy of â€Å"behavioral-based branching† software that based greatly on drill-andpractice to teach programmed content and/or skills. The  educational software that ranon the computers of the early 1980s were at first based on Skinner’s â€Å"methods of  branching†: first separating into small sections, rewarding combined responses, andteaching disconnected facts. Although the learning is passive where learners do notwork together with problems and content, research studies indicate that learner didadvantage from the technology when the learning objectives were behavioral. During the 1990s, computers eventually started to have a major impact oninstructional practices in schools. With the help of advances in technology andlearning, science researchers consider learning with technology as means forconstruction problem-solving skills and for achieving learner independence. Thecognitive approach to instructional technology emphasized â€Å"looking at how we knowrather than how we respond, and analyzing how we plan and strategize our thinking,remembering, understanding, and communicating† (Saettler, 1990, cited inhttp://www. ncrel. org/ tplan/cbtl/toc. htm,  2003). Besides,  students  would  also  tolearn through playing games and simple simulations with the help of cognitive 20school of thought. The worth of using a word processor has been discovered bywriting teachers and almost immediately students were using the advantages of wordprocessor by writing, deleting, formatting and revising with effortlessness. Othersubject matter teachers perceived the importance of the computer in creating a richlearning environment by using databases, spreadsheets, presentation, and researchtools. Since 1995, rapid advances in computer and other digital technology, as wellas the Internet, have led to a rapidly increasing interest in and use of these media forinstructional purposes (Reiser, 2001). Swiftly there was a volume of informationobtainable to students with a network of people all through the world that improvedcommunication and the exchange of thoughts. Additionally, distance educationcourses are offered and in this way students in geographically isolated schools haveextended learning opportunities in a diversity of  subject areas. For example in UnitedNations, Kalu (2006) states â€Å"the proportion of instructional rooms with Internetaccess increased from 51 percent in 1998 to 93 percent in 2003† (p. 3). Theoreticalexplanations could now be demonstrated and manipulated with the help of  technology innovations. A complete innovative learning environment becamepossible. Since the advent of the personal computers in the mid 1980s, computers have rapidlybecome one of the key instructional technologies used in both formal and informaleducation. The computer’s role has changed because of two factors: first, it canprovide rich learning experiences for students and secondly, computer givingstudents the power to manipulate depth and way of their learning. Furthermore,teachers can use the computer as an aid to manage classroom activities; it has amultitude of roles to play in the curriculum which can range from tutor to studenttools. How to cite Effects of Computer Technology as a Teaching Method, Essay examples