In Vitro Fertilization Essay Example | Topics and Well Written Essays - 1000 words

In Vitro Fertilization - Essay Example It is noteworthy that infertility is a problem affecting both parties in a relationship-male and female. There has been misconception that infertility is only a problem of females alone but this is not the case. Infertility is major problem affecting couples and individuals across the globe in both developed and underdeveloped world as a people have failed to get pregnant or sire because of one reason or another. For instance, it is estimated that at least 10 percent of men and women of reproductive age in the United States cannot conceive as per the Centres for Disease Control and Prevention (CDC) statistics (Vorvick). Infertility in both male and female may occur in number of incidences. For instance, infertility in female occurs when the eggs are blocked in ovaries and as such cannot move to the womb. Other incidences occur when the ovaries are incapable of producing eggs, inability of the fertilized egg to survive once it sticks on uterus and finally inability of the embryo to stick on the lining of the uterus. Infertility in a male on the other hand may occur when there is a decrease in the sperm count, sperm is blocked from being released and finally when the sperm released is immatur e and weak. Infertility in both male and female is caused by a number of factors some of which are common while other unique to a particular gender. Key among the factors that cause infertility in female include but not limited to growth in the uterus such fibroids, cancer, autoimmune disorder, excessive exercising, certain medication, obesity, old age, pelvic inflammatory disease, excessive drinking of alcohol, scarring from STI, thyroid disease, hormonal imbalance, pelvic infection and or clotting disorder (Vorvick). Male infertility on the other hand is caused by a number of factors that include but not limited to birth defects, old age, hormonal imbalance, excessive

Tetraamminecopper(II) sulphate hydrate Write-up Essay Example for Free

Tetraamminecopper(II) sulphate hydrate Write-up Essay Purpose The purpose of this experiment is to form tetraamminecopper(II) sulphate hydrate and determine the yield. Materials CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O NH3 (concentrated) Ethanol 50 cm3 measuring cylinder 250 cm3 beaker Spatula Equipment for vacuum filtration Procedure Weigh out approximately 5.0g of CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O Dissolve it in 30 cm3 water in the beaker Add 10 cm3 concentrated ammonia (NH3) and stir the solution Add 40 cm3 ethanol and stir carefully for a couple of minutes. Filter the solution through equipment for vacuum filtration. Transfer the product to a clean weighing boat and leave to dry. Procedure and observations in class First 5.01g of CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O was weighed out. After it was dissolved in 30 cm3 water, in the beaker, the solution got the colour blue. Next was 10 cm3 concentrated ammonia (NH3), which was added into the solution and the colour dark blue was observed. Then 40 cm3 ethanol was added and the solution got the colour bright blue. Then the solution was filtered through a Buchner flask and the final product was weighed in a plastic weighing boat. The total mass was 5.98g, from which the weight of the boat, 1.16g, has to be subtracted. So the mass of the final product was 5.98 1.16 = 4.82g. Data processing 1. Calculate the number of moles CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O used. To find out the number of moles the formula n = m / Mr has to be used. Mr = 64 + 32 + (16 x 4) + (5 x 16) = 250 m = 5.01 n = 5.01 / 250 = 0.02004 à ¯Ã‚ ¿Ã‚ ½ 0.0200 moles (3 s.f.) 2. Concentrated ammonia contains 25% NH3 by mass. The density of concentrated ammonia is 0.91g/cm3 . Calculate the number of moles of NH3 . Density of con. ammonia = 0.91g/cm3 and in the procedure there was used 10 cm3, so therefore mass of ammonia used: 0.91 x 10 = 9.1g Since only 25% of ammonia is NH3 , mass of NH3 : 9.1 x 0.25 = 2.275g From here the amount of moles can be calculated by the formula n = m / Mr. Mr = 14 + (1 x 3) = 17 m = 2.275g n = 2.275 / 17 = 0.134 moles (3 s.f.) 3. Which of the reactants is in excess? Which is the limiting reagent? CuSo4à ¯Ã‚ ¿Ã‚ ½5H2O NH3 Number of moles (n) 0.02 0.134 Divide by smallest ratio 0.02 / 0.02 = 1 0.134 / 0.02 = 6.7 Divide by stoichiometric co-efficient from equation (Equation below this table) 1 / 1 = 1 6.7 / 4 = 1.675 Reactant in excess or limiting reagent Limiting reagent Reactant in excess (1)CuSO4 . 5H2O + 4NH3 Cu(NH3)4SO4 . H2O + 4H2O 4. Calculate the theoretical yield of Cu(NH3)4SO4 . H2O From the equation above it can be seen that the ratio between CuSO4 . 5H2O and Cu(NH3)4SO4 . H2O is 1 : 1. Therefore 0.02 moles of CuSO4 . 5H2O will give 0.02 moles of Cu(NH3)4SO4 . H2O. By using the formula m = Mr x n the theoretical yield can be calculated: n = 0.02 Mr = 246 m = 0.02 x 246 = 4.92 g Calculate the yield in percentage of the theoretical and comment on any difference. The yield in percentage can be calculated by the formula: actual mass / expected mass. 4.82 / 4.92 à ¯Ã‚ ¿Ã‚ ½ 97.9% (3 s.f) Because the difference is so small (2.1%) the experiment can be considered successful. The difference could have been caused by different things like: a small measurement mistake, a little bit was spilt or not transferred when the solution was held in the Buchner flask.

Protecting Children from Exposure to Violence in the Media Essay

Protecting Children from Exposure to Violence in the Media Children and adolescents in the United States are exposed to violence in increasing numbers each year. This may seem like an obvious statement, but consider the following: The average child watches 21 to 23 hours of TV per week. This means that by the time this child reaches age 70, he will have spent 7 to 10 years in front of the television. And with regular Saturday morning children's television containing about 20 to 25 acts of violence per hour, it is no wonder the average person has viewed around 200,000 acts of violence by the time he reaches 18 years of age. And while tragedies such as Columbine cannot be explained simply by blaming media violence, it currently appears to be one of the most easily correctable contributing factors. The entertainment industry has maintained a stance that there is no link between media and real-life violence. And yet, scientific studies that number in the hundreds have concluded that there is not only a direct connection, but children repeatedly exposed to this type of violence lose the ability to discriminate between real-life and entertainment violence and tend to accept violence as an acceptable way to resolve even complex problems. The solution to this problem is a bit complex due to the multiple parties involved. Health care providers need to inform their patients and the public about the real effects these media messages send. The entertainment industry should ...

The Role of Female African American Sculptors in the Harlem Renaissance

The Role of Female African American Sculptors in the Harlem Renaissance The Harlem Renaissance, a time of global appreciation for the black culture, was a door opening for African American women. Until then, African Americans, let alone African American women, were neither respected nor recognized in the artistic world. During this time of this New Negro Movement, women sculptors were able to connect their heritages with the present issues in America. There is an abundance of culture and history to be learned from these sculptures because the artists creatively intertwine both. Meta Warrick Fuller and Edmonia Lewis, two of the most popular sculptors of this time, were able to reflect their native heritages and the dynamics of society through their artwork. Meta Warrick Fuller and Edmonia Lewis were two of the most renowned women sculptors during this time. Fuller and Lewis’ pieces showed how they connected with the social happenings of the time as well as portraying their African roots. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Their sculptures support the idea that these women were products of living within a contact zone. As artists began to gain recognition in the artistic world, they continually represented what it meant to be black in America. Personalities and individualism were displayed through their work while simultaneously portraying the political, social, and economic conditions of being black. This idea runs parallel with Mary Louise Pratt’s (1990) definition of a contact zone. She defines it as a "term to refer... ...central rather than peripheral in the forging of a more liberating and intelligent visual culture in the United States" (p. 37). Works Cited Jackson, P. (1992). (in)Forming the Visual: (re)Presenting Women of African Descent. International Review of African American Art. 14 (3), 31-7. Kleeblatt, N. (1998). Master Narratives/Minority Artists. Art Journal, 57 (3), 29. Powell, R. (1998). Art of the Harlem Renaissance. American Art Review, 10 (2), 132-137. Pratt, M. (1990). Arts of the Contact Zone. Richardson, M. (1995). Edmonia Lewis’ The Death of Cleopatra Myth and Identity. African American Art. 12(2), 36-52 Savannah, G. (1998). African American Women Sculptors. American Art Review, 10, 162-5. Scwartz, B. (1997). African-Americans in the Visual Arts: A Historical Perspective. http://www.cwpost.linet.edu/cwis/library/aavaahp.htm

History Marking Scheme

Junior Certificate History Exam 2012 (Higher Level) 180 marks 150 minutes   S. 1 Pictures (15 marks) (8 ? %) 3 Pictures with 3 questions each S. 2 Documents (15 marks) (8 ? %) 2 Documents with 4/5 questions each S. 3 Short Questions (20 marks) (11 %) 20 Short Questions – Do TEN at least S. 4 People in History (40 marks – 2 x 20) (22%) N. B. DO ONE option from A & ONE option from B Section A – Ancient Civilisations/ Rome/ Early Christian Ireland/ Middle Ages/ RenaissanceSection B – Age of Revolutions/ Industrial Revolution/ Political Change in 20th Century Ireland/ S. 5 Long Document (30 marks) (16 ? %) ONLY ONE of the following sections will come up. Reformation Age of Revolutions (America, France, Ireland) Age of Exploration Industrial Revolution & 19th Century Ireland (Famine) Plantations S. 6 (60 marks) (33 1/3%) N. B. International Relations in the 20th Century (30) Political Change in 20th Century Ireland (30) (+ Two other sections from Junior Cert Course e. g. The Middle Ages/ Prehistoric Ireland) SECTION 4: PEOPLE IN HISTORY (2 x 20 marks)Do ONE OPTION from Part A & ONE OPTION from Part B Marking Scheme: SRS = Significant Relevant Statement (Each SRS = 2 marks) CM = 16 (8 x 2M) OM = Overall Mark OM = 4 VERY GOOD = 4M; GOOD = 3M; FAIR = 2M; POOR = 1M Guidelines: 1) ENSURE that you are writing from the correct perspective e. g. a supporter of a named revolutionary 2) Always include an introductory paragraph on the birth and early life of a named explorer/ reformer/ revolutionary leader etc. 3) Ensure that you STATE & EXPLAIN key concepts e. g. ‘Justification by Faith Alone’/ Republicanism/ Sailing West to reach the East Indies ) ALWAYS name & describe the widely-held beliefs of the time of the named person e. g. Church control over peoples’ religious beliefs/ Flat-Earth/ Ireland as part of the UK/ USA as a colony of England/ 5) NAME the group(s)/ organisation(s) who were founded by or supported the beliefs of the named person 6) ALWAYS NAME & DESCRIBE the impact of inventions/ innovations that aided the stated person & their beliefs/ revolution e. g. Printing Press/ Astrolabe/ Magnetic Compass/ Seed Drill/ Selective Breeding/ Factory System/ Steam Locomotive/ Home Rule/ IRB Fenianism/ Fascism/ Communism/ ) DESCRIBE & EXPLAIN how people and institutions reacted to the named person’s beliefs/ discoveries e. g. the Counter-Reformation/ superstitions of sailors during the Age of Discovery/ British refusal to accept Irish Independence/ 8) DESCRIBE the impact of the named person on later history itself: Spread of Protestantism throughout Europe/ Counter-Reformation/ Spanish Inquisition/ Discovery of American Continents/ New Colonies/ New ways of travelling/ Spread of Irish Republicanism/ Spread of Communism/ Spread of Fascism in Europe PART A OPTIONS (PEOPLE IN HISTORY) EARLY MODERN EUROPE & IRELAND A monk in an early Christian monastery in Ireland (2011/ 07/ 05) N. B. – A per son living in a named ancient civilisation OUTSIDE of Ireland. (11/ 09/ 06/ 04) N. B. – A farmer living in ancient (pre-Christian) Ireland. (08/ 05) – A named religious reformer at the time of the Reformation (2011/ 08) N. B. – An archaeologist working on a dig. (2010/ 07/ 04) – The lord or lady of a medieval castle. (2010/ 08) – A knight living in a medieval castle. (05) N. B. A named Renaissance artist from OUTSIDE of Italy. (2009) N. B. – A named Renaissance artist or sculptor (07 (PART B)/ 04) N. B. PART B OPTIONS (PEOPLE IN HISTORY) Later Modern Europe & Ireland – A named leader on a voyage during the Age of Exploration (2011/ 09/ 06 (PART A) N. B. – A native Irish landowner who lost land in a named plantation during the 16th or 17th centuries. (2011) – A settler who received land during a named plantation in Ireland during the 16th or 17th N. B. entury. (08/ 06 (PART A)/ 04) – A mine or factory worker during the Industrial Revolution. (07) N. B. – A factory or mine owner during the Industrial Revolution (05) N. B. – A named leader in the struggle for Irish independence, 1900-1921. (2011/ 07/ 05) N. B. – A named leader involved in a revolution (America, France or Ireland) during the period, 1770-1815. (2010/ 05) N. B. – A supporter of a named revolutionary leader during the period, 1770-1803. 06) N. B. – A named leader involved in one of the crises during the rise of the superpowers (Berlin Blockade; Korean War; Cuban Missile Crisis). (2010/ 06) N. B. – A named political leader in the Republic of Ireland during the period, 1960-1985. (08 ) – An old person describing changes that have occurred in communications in Ireland since 1945. (04) A – A named religious reformer at the time of the Reformation. (20 marks) A specific reformer (eg: Luther, Calvin, Henry VIII) must be named or implied, but no marks are awarded for the reformerâ⠂¬â„¢s name.If the name of the reformer is not mentioned, or is incorrect, but the material relates to a specific reformer, max. OM = 3. In the case of Luther, treat all material up to and including his ordination as ‘background’, i. e. 1 SRS max. In the case of Calvin, treat all material up to and including his conversion to Luther’s teaching as ‘background’, i. e. 1 SRS max. List of ‘abuses’, stated or explained, = 1 SRS. A belief/teaching explained = 1 SRS. A belief coupled with the relevant Catholic teaching = 1 SRS. 2 merely stated beliefs/teachings = 1 SRS. Teachings/beliefs = 3 SRSs max. ESSAY PLAN: NAME the reformer/ year of birth/ background & education – NAME & EXPLAIN the list of abuses within the Roman Church: – STATE the reformer’s beliefs and opinion of abuses in detail – NAME the steps he took to address these abuses – STATE & DESCRIBE the Church’s reaction to the reformer’s actions/ beliefs – NAME the reformer’s beliefs and EXPLAIN N. B. ***** – NAME any associates who aided the reformer – NAME any invention/ innovation that helped to spread the reformer’s beliefs – DESCRIBE the impact of the reformer’s teachings/ beliefs – DESCRIBE how the Church reacted to the reformerA – A knight living in a medieval castle. – Castle or Knight only dealt with – 1 OM. – Name of a castle feature + description / function = 1 SRS. – Mere list of castle features without description/function – 2 features = 1 SRS. ESSAY PLAN: – NAME yourself (you are the knight) – STATE who your LORD is and your allegiance to him – DESCRIBE WHAT YOUR ROLE is in the CASTLE & HOW you defend it – NAME & DESCRIBE WHERE the LORD & HIS FAMILY LIVES (KEEP) – DESCRIBE 3 DEFENSIVE FEATURES OF the castle – DESCRIBE the 3 STAGES of becoming a medieval knight â⠂¬â€œ DESCRIBE the tournaments & jousts that you regularly participate in DESCRIBE your belief in the ‘Code of CHIVALRY’ N. B. *** B – A supporter of a named revolutionary leader (USA, France, Ireland), 1770-1803. Do not award marks for naming the revolutionary leader. In the case of George Washington, treat all material prior to the First Continental Congress as ‘background’, i. e. 1 SRS max. In the case of Robespierre, treat all material prior to the outbreak of the French Revolution in 1789 as ‘background’, i. e. 1 SRS max. In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen as ‘background, i. e. 1 SRS max.In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as ‘background’, i. e. 1 SRS max. ESSAY PLAN: – NAME the leader who you are supporting – NAME the country & time period (1765 – 1783) – STATE YOUR REA SONS for supporting the revolutionary leader i. e. taxes/ interference from colonial power etc. – NAME the reasons why a revolution is taking place – NAME & DESCRIBE AT LEAST TWO incidents where conflict has occurred between the revolutionaries & the colonial power – DESCRIBE how the RULING POWER is reacting to THIS REVOLUTIONARY & Revolution NAME & DESCRIBE any documents or beliefs expressed by this revolutionary leader or revolutionary group – STATE what the revolutionary leader is aiming for i. e. a coming decisive battle B – A named revolutionary leader (USA, France or Ireland) No marks for the revolutionary leader’s name. – If the material clearly relates to a particular revolutionary leader without the person being named, mark on its merits. – In the case of George Washington, treat all material prior to the First Continental Congress as background, i. e. 1 SRS. In the case of Robespierre, treat all material prior to the outbreak of Revolution in1789 as background. – In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen in 1791 as background. – In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as background. ESAY PLAN: SAME AS ABOVE EXCEPT FROM the REVOLUTIONARY LEADER’S POINT OF VIEW B – A factory/mine owner during the Industrial Revolution in Britain, c. 1850. – If the answer is exclusively from the perspective of the factory worker, Max CM = 8 Max OM =0.ESSAY PLAN: (*** YOU are the factory owner) – NAME the factory/ mine owner – STATE what type of factory/ mine you own – NAME the part of England your factory is in – DESCRIBE what your factory produces and where you sell/ exports your goods – NAME & DESCRIBE how and where you get your raw materials i. e. coal, water-power etc. – NAME the inventions that you use in your factory – DE SCRIBE how you transport your raw materials INTO your factory and how you transport your goods OUT of your factory – DESCRIBE the workers who work in your factory, what hours they work, their working conditions and pay. DESCRIBE the living conditions of your workers and HOW you have attempted to make their lives better – STATE what hobbies or leisure activities you like i. e. gambling, betting on bare-knuckle fights etc. A factory/ mine worker during the Industrial Revolution (As above EXCEPT from the WORKER’S PERSPECTIVE) B – A named leader in Irish independence struggle, 1916-1923. – No marks for the leader’s name. – Background material i. e. pre-1916 = 1 SRS; Post-1923 material = 1 SRS. ESSAY PLAN: – STATE where and when the leader was born – STATE the background of the leader i. e. education/ work etc. NAME the organisation that the leader joined and WHEN – NAME other people who the leader was associated with – STATE the political beliefs of this leader – STATE & DESCRIBE what role the leader played in the Irish Independence struggle e. g. Minister for Finance in the 1st Dail N. B. ** – STATE whether or not this leader was part of the Sinn Fein delegation to London for the Anglo-Irish Treaty Negotiations of 1921 – STATE whether this leader was PRO-TREATY or ANTI-TREATY in 1922/ 1923 – GIVE THEIR REASONS for being PRO-TREATY or ANTI-TREATY – DESCRIBE the rest of the leader’s careerSection 5 Long Document Question (30 marks) – Famine, Emigration & De-population in 19th Century Ireland (2004) – Exploration, Vespucci & Impacts on Indigenous Populations (2005) – Famine, Emigration & De-Population in 19th Century Ireland (2006) – Reformation, Papal Bull & Counter-Reformation (2007) – French & Irish Revolutions in 18th Century (2008) – Plantations in 17th Century Ireland (2009) – Exploration, Spani sh & Portuguese (2010) – Rural Ireland & Industrial England in the 19th Century (2011) Structure of Question: Part A – Answers derived from 1st Source. USE QUOTATIONS & EVIDENCE from Source (8-10 marks)Part B – Answers derived from 2nd/ 3rd Sources USE QUOTATIONS & EVIDENCE from Source or Contextual/ Background Information require on topic (8 – 10 marks) Part C – Answer ONE from 3 Options Contextual/ Background Information required on topic (10 – 12 marks) Part C: Usually requires a short paragraph answer worth 10 or 12 marks. It is important that you write at length on whatever topic you are asked e. g. ‘Problems faced by Irish Immigrants abroad’ or the ‘Counter-Reformation in Europe’.Ensure that you have at least 5 – 6 clear points of information on each of the following topics: (next page) (Check the relevant webpages on the History site under Junior Certificate History for examples of these) Part C Exampl es: †¢ Counter-Reformation †¢ Consequences of the Reformation for Ireland †¢ Urbanisation, Health, Lifestyle & Pastimes of Industrial England †¢ Impact of Famine & Problems faced by Immigrants abroad †¢ Conflict between European Powers as a consequence of Exploration †¢ Impacts on indigenous Populations by Explorations †¢ Religious, Political & Cultural Impacts of Plantations in Ireland Brehon Law, Language & Customs †¢ Causes & Impacts of French, American & Irish Rebellions/ Revolutions †¢ Reign of Terror Section 6 (60 marks) Do two options from (A), (B), (C) and (D). (2 x 30 marks) Political Developments in 20th Century Ireland Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions. The ten mark questions to be prepared are as follows: – 1) Home Rule Crisis 1912 – 1914 2) 1916 Rising 3) 1918 General Election 4) War of Independence 1919 – 1921 5) Anglo-Irish Treaty 1921 (& split in Si nn Fein) 6) Irish Civil War 1922 – 1923 7) Cumann na Gaedheal Government 1923 – 1932 ) DeValera & ‘Dismantling the Treaty’ 1932 – 1938 9) The ‘Emergency (neutrality) 1939 – 1945 10) The 1st Inter-Party Government 1948 – 1951 11) 1950’s Ireland 12) Sean Lemass & 1960’s Ireland (1st Programme for Economic Expansion) – Also Northern Ireland 1) N. Ireland during WWII 2) Civil Right Movement in late 1960’s 3) The ‘Troubles’ For key terms and short questions, check the webpage ‘Political Developments in 20th Century Ireland’ on the History website under Junior Cert. History International Relations in the 20th Century Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions.Ten mark questions to be prepared are as follows: 1) Lenin & Russian Revolution 1917 2) Treaty of Versailles 1919 3) Mussolini’s Italy 4) Nazi Rise to Power 1927 – 1933 5) Nazi Germany 1933 – 1939 (Totalitarianism & Propaganda) 6) Hitler’s Foreign Policy 1933 – 1939 7) World War II 8) The Cold War: a) Berlin Blockade b) Korean War c) Cuban Missile Crisis For key terms and short questions, check the webpage ‘International Relations in the 20th Century’ on the website under Junior Cert. History ———————– Reformation Rural Ireland, Famine & Industrial England in 19th Century Age of Exploration Plantations Age of Revolutions

The Engineers Thumb Essays

The Engineers Thumb Essays The Engineers Thumb Paper The Engineers Thumb Paper The setting for The Engineers Thumb is also a secluded house in the dead of night. Again this helps add to the tense atmosphere, as the night is thought to heighten emotions. During the night it is harder to see, and many perceive this as potentially dangerous. Colonel Lysander Stark specifically requests that Hatherly come in the middle of the night so that he was not seen. Along with the fact that they did not want their money scam to be discovered by an engineer coming to the house, this would also be the ideal time for them to commit a murder if need be as, just like in The Speckled Band, nobody would be around to help the victim or hear the crime come to pass. The fact that when they walk into the house it is pitch black makes us feel tense, as the colonel could do anything he pleased to the young engineer at this point. The hysterical woman that tries to help the engineer before his ordeal even starts, puts us the reader on edge, as she would not be in the frightful state that she is in, if she did not fear something terrible. Consequently we fear something terrible is going to happen, hence suspense is created. In both stories the major and most dramatic moments occur during the night, in remote locations. Personally I felt that the description of the setting and atmosphere was more intense in The Speckled Band, especially when Helen Stoner was describing her sisters death. There are also other aspects, which I felt added to the suspense through creating setting and atmosphere. Throughout both stories when tension is at its utmost, Conan Doyle employs other effective uses of language and techniques. One that I noticed he used particularly frequently when tensions were high, was alliteration. I sprang from my bed, wrapped a shawl round me, and rushed into the corridor. Conan Doyle used this technique at almost every period when tension was high. A further example of this from The Engineers Thumb, is when the young woman attempts to warn the engineer of the dangers he is about to face. She held up one shaking finger to warn me to be silent, and she shot a few words of broken English at me. Throughout both stories Doyle uses a great deal of alliteration and in my opinion it is one of the most effective literary techniques to heighten tension and suspense. As the reader, it really puts you on edge, as the words sound sharper and more intense. The language Watson uses to describe the state and physical appearance of Helen Stoner helps to create mystery and suspense. She is fairly young, however the description we are given of her, suggests she has been through some terrible ordeal. Her face was all drawn and gray, with restless, frightened eyes. This description adds suspense to the story as we are concerned for her and are anxious to find out what has troubled this young woman so terribly. Doyle also uses a simile in which he compares her to, some hunted animal. Helen Stoners physical description reflects her emotional state. From her appearance Watson and Holmes could clearly see that she was in a pitiable state of agitation. She acts in a melodramatic manner, which I personally felt was too over-the-top. Dr Roylotts character is one that verges on mania. We are aware almost from the beginning that Roylott is the villain. His physical description again mirrors his emotional state. The portrayal that Watson relays to the reader when Roylott visits them is vivid. He is described as a huge man dressed in the peculiar mixture of professional and agricultural clothes. This is a strange combination, however Roylott is a very atypical man. We are told that he is marked with every evil passion and this alone is a particularly large clue as to the fact that he is clearly the villain. Previously we have learnt that Roylott beat his native butler to death so he is obviously a very volatile man. This kind of remark adds to the sense of suspense, as we know that a young woman has to live alone with this man who is uncontrollable in his anger. He is a doctor and intelligent man, but the Victorians see him as the villain and quite possibly blame his mania on his long stay in the tropics. Indians are bound to lead him into bad habits. He has become a recluse and therefore a social outcast. This makes him, therefore, the perfect person to play a villain in a Victorian short story. Victor Hatherly is the victim in The Engineers Thumb. This is obvious from his horrific injury and the fact that he is not quite stable. When he meets Watson he breaks out into an hysterical outburst which, according to Holmes, comes when some great crisis is over. This comment creates a sense of mystery as we want to know what has happened to this man, and also suspense as it must have been something terrible to get him into the state he is in. He is young, lives completely alone and is fairly new to owning his own business. Therefore he could be seen as vulnerable. Obviously the colonel adopted this attitude as he deceived him, and managed to get the young man to work for him even though the conditions he was offered were very suspicious. The character of the Colonel Lysander Stark is an obvious choice for that of the villain. As is already apparent, villains in Victorian stories were played by social outcasts, people who were not from within our own society. One is at once reminded of a stereotypical colonel, a cruel harsh person with militaristic cruelty at heart. He is depicted as a model villain. He has a German accent, which was, and still is, a very common nationality for stereotypical villains of stories such as this. The engineer describes him as a man rather over middle size just like Roylott. Conan Doyle creates stereotypical characters. The people who visit Sherlock Holmes are always clearly the victims of crime. This can be determined by the melodramatic manner with which they act and from the vivid descriptions of the way they look. Both Helen Stoner and Victor Hatherly could be perceived as vulnerable people, as Helen is a young woman living with a daunting stepfather, and Victor is a young man with not a lot of experience living alone. The melodramatic manner with which they act is epitomized well here. Helen Stoner, in The Speckled Band explains that it is not cold which makes her shiver, but fear, Mr Holmes it is terror. Similarly when Victor Hatherly in The Engineers Thumb first convenes with Watson he breaks into a hysterical outburst. Conan Doyle exaggerates physical characteristics to heighten the sense of battle between good and evil, as is typical of Victorian short stories. Conan Doyle also uses the characters physical appearance to emphasise their emotional state. Helen Stoners hair has gone prematurely grey, and Conan Doyle compares her restless, frightened eyes, to some hunted animal. This simile adds suspense as we are reminded that Roylott is trying to kill her. Personally, I thought this aspect of the story was a little predictable, however I felt that this was maybe a good thing as it meant the readers had something to go on when trying to deduct their own conclusions from the story. Similarly, the villains are clear from the outset and obvious outsiders. In both stories they are large men who do not seem to be vulnerable in anyway. Again the emotional state is emphasised by their appearance, but I felt this was more so The Speckled band. In The Speckled Band we learn a great deal about Dr Roylott from Helen Stoner, and then he visits Holmes and Watson. It is very clear that he is of a volatile nature, and has an uncontrollable temper. However in The Engineers Thumb the colonel is a bit of an unknown quantity. All we really learn about him is that he is tall and of an exceeding thinness. Obviously we are aware that he has something to hide, as he is very suspicious and questioning. During Helen Stoners account in The Speckled Band she tells Holmes that on the nights leading up to her sisters death Julia, her sister, heard a whistling sound at about three in the morning, and on the night of her death she too heard it followed by some metallic sound. This sort of detail helps build up a sense of mystery and encourages the reader to read on, because it is obvious that we are being given clues. We want to know what happened to this poor girl, but we also want to be the one who discovers the cause of her death. There are various other details that also build up the mystery in Helens account such as the fact that Julia had locked her door but when Helen heard her scream and went to help the door was unlocked. Although this detail creates a deeper sense of mystery it also acts as a small decoy as to the actual cause of Julias death. The fact that as Julia is dying she stabs her finger towards Roylotts room and screams Oh my God! Helen! It was the band! The Speckled band! This more than anything creates mystery, as we all want to know what this speckled band is and how it could possibly have played a part in this womans death. When Holmes visits Stoke Moran in The Speckled Band to find some clues that will help with the investigation of this murder, he makes some strange observations. In my opinion these observations add to the suspense the reader feels. The first of these is that Helen seems to have had to move rooms for no apparent reason. Although Roylott tells her it is because repair work is being done, there does not appear to be anything to repair and there are no workmen around. In Julias former room Holmes discovers that the modern looking bell pull, which already appears to be out of place amongst the other more antique furniture, is actually fake. Secondly he notices that these is a ventilator that provides a connection between Dr Roylotts room and the room Helen is now sleeping in, the murder scene. Holmes appears to be perplexed as he rightly says, what a fool a builder must be to open a ventilator into another room, when, with the same trouble he might have communicated with the outside air. The fake bell pull was connected to a hook just above the ventilator and the tassel at the end of the rope lay on top of the pillow on Julias old, Helens new bed. A further abnormal characteristic about the room was the fact that the bed was clamped to the floor and therefore always remained in that same position and was always in the same place in relation to the bell pull and ventilator. Then when the company of Helen Holmes and Watson move into Roylotts room Holmes makes some further interesting observations. There is a small saucer of milk in the room on, even though the only cat Roylott owns is a cheetah. Holmes also expresses an interest in a locked safe, a dog lash that was peculiarly tied and a chair. All these elements add suspense, as we are aware from these observations that her death was definitely deliberate. Suspense is created as we want to know why and how, we are also becoming aware at this point that Holmes has solved the mystery, and as the reader we want to do the same. The story of The Speckled Band is told through a variety of different people. Watson is the narrator, and is used by Doyle to relay all the information Holmes discovers to the reader. However there is a large portion where Helen Stoner is the storyteller. In The Engineers Thumb Watson keeps his role as the narrator, but the bulk of the story is the engineer explaining his ordeal. Both stories are similar in this way with the victims of crime telling a large bulk of the story through explaining to Holmes and Watson. Personally I found it quite unusual to read a complex story with so much speech. At the end of The Speckled Band Holmes and Watson enter Stoke Moran. Their journey across the grounds was full of trepidation as they were reminded, by the sight or Dr Roylotts baboon, of the cheetah that was also roaming at liberty. When they finally found themselves in the room Helen was supposed to be sleeping in they sat silently wide-awake, as the slightest sound could jeopardise the whole plan, and falling asleep could endanger their lives. This point in the story is riddled with suspense as both Holmes and Watson sit in a state of nervous tension. As the reader, we anticipate the intense excitement that is to ensue. The climax of the story occurs when Dr Roylott once again tries to murder his stepdaughter by standing on a chair and putting the poisonous snake through the ventilator so that it could crawl down the bell rope and bite Helen Stoner. However unknown to Dr Roylott, Watson and Holmes, who were anticipating this attack, are waiting. As the snake slithers down the bell-pull, Holmes launches his assault as he lashed furiously with his cane at the bell-pull. All this action that is taking place, unbeknown to Dr Roylott, is actually to culminate in his death, as the snake escapes from the fury of Holmes and returns to bite its master. There is clearly a moral to this story, as Roylott eventually gets his comeuppance. This is typical of the Victorian morality as good always overcomes evil. As Holmes puts it, Violence does, in truth, recoil upon the violent, and the schemer falls into the pit which he digs for another. Roylott was a murderer and therefore, in respect of Victorian morality, must die. Holmes states In this way, I am no doubt indirectly responsible for Dr Grimesby Roylotts death, and I cannot say that it is likely to weigh very heavily upon my conscience. In the The Engineers Thumb the ending is very different, as the facts evolve throughout the story. At the end of the Engineers narrative the Engineer finds out about the colonels money making scam. The colonel reacts badly to this and tries to kill him by locking him in the room where they press the money. The colonel then wickedly turns on the machine in an attempt to kill the young engineer, as we later find out he did to the previous engineer. Thankfully the engineer finds another door and escapes. Personally, I find this twist in the tale rather disappointing, as I think it is a rather easy way out for the author. The hysterical woman tries to help him to escape by taking him to a room and assisting him in climbing out of the window. However the colonel tries to prevent his escape by trying to chop him to pieces with an axe. The engineer was quick enough to narrowly escape death but not quick enough to escape with his thumb. As he becomes aware of his gruesome injury, he faints in the bushes and wakes up by the railway station, to his surprise, as he was under the impression that he was twelve miles away and the colonel was trying to kill him. Once he had finished his narrative, Holmes, Watson, the engineer and two police officers from Scotland Yard, went to try to locate the scene of the crime and the criminals involved. Holmes uses his deductive skills in concluding that, as the horse, which took the engineer to the colonels house, was fresh, it cant have travelled twelve miles previously. Therefore he immediately locates the house, much to the astonishment of his companions. However the house is on fire as the lamp, which the engineer used to examine the machine, was not put out. Unfortunately the occupants had already left, taking their fake money with them, but their machine was destroyed. Again there is clearly a moral to this story, i. e. that it is unacceptable to meddle in affairs, which you may suspect to be immoral or illegal. Holmes told the engineer that he had gained experience and he also had a certain degree of revenge on the criminals, as it was most probably his oil lamp that destroyed their house and money-laundering machine. Throughout both stories Arthur Conan Doyle creates mystery and suspense with a use of various techniques. He uses language to create character and atmosphere. Doyle uses a combination of melodrama, vivid descriptions of atmosphere, setting and character along with language and various literary devices to build up a sense of mystery and suspense in both short stories. In conclusion, with his Holmes stories, Doyle did two things: he established the conventions of the detective story genre, and he achieved enormous popularity because the world and action of the stories reflected the values of their late Victorian audience. In each story good overcomes evil and this is vital for a popular short story in the Victorian era, as this reflected Victorian morality. At the time Sherlock Holmes was introduced society was confident in its industrial and imperial force, valuing science and rationality. Everyone was conscious of a relentless improvement in all aspects of life stemming from the power and prosperity society was experiencing. Whatever problems threatened their society, including crime, could be solved by rational means. Holmes demonstrated this, and readers responded with a love for the character. This link, between the values of a society and the methods and values of its crime solvers, has endured in crime fiction ever since.

The 5 Most Common Writing Mistakes of ESL Students

The 5 Most Common Writing Mistakes of ESL Students There are certain mistakes that tend to be made by almost all English learners - and some native speakers - at some time or another. Most of these mistakes can be easily avoided. It is my hope that this article will help you identify these mistakes, and provide the information you need to stop you from making these mistakes when writing online. 1. Use of Indefinite / Definite Articles (the, a, an) Knowing when to use definite or indefinite articles can be difficult. Here are some of the most important rules to remember when using definite and indefinite articles. Indefinite articles are used (a, an) the first time something is presented in a sentence.Use indefinite articles with anything that is not specifically known to BOTH the writer and the reader.Related to the first two: Use a definite article when referring to something that has already been mentioned.Conversely, Use a definite article (the) when referring to an object which is known to both the writer and the reader.Use no definite or indefinite article (nothing, in other words) when speaking in general using a plural with a countable noun, or the singular with a uncountable noun. Here are five examples of these mistakes, in order, for each type listed above. I live in the apartment, close to the supermarket.Id like to go to the good restaurant.I stayed in the hotel near the park. The hotel was very nice, and a park had some wonderful paths.Remember a presentation we went to last week?The apples are generally very tasty in season. Here are the sentences corrected: I live in an apartment, close to a supermarket. (Note that I know the apartment and supermarket, but you, the listener / reader, do not.)Id like to go to a good restaurant.I stayed in a hotel near a park. The hotel was very nice, and the park had some wonderful paths.Remember the presentation we went to last week?Apples are generally very tasty in season. 2. Capitalize I and National Adjectives / Nouns / Names of Languages and the First Word of a New Sentence The rules of capitalization in English are confusing. However, the most common capitalization mistakes that occur are with national adjectives, nouns and names of languages. Remember these rules to help you avoid this type of capitalization mistake. Capitalize ICapitalize nations, national nouns and adjectives - French, Russian, English, Italy, Canadian, etc.Capitalize the first letter of the first word in a new sentence or questionDo NOT capitalize common nouns, nouns are only capitalized if they are the name of somethingCapitalize proper names of people, institutions, festivals, etc. Here is an example that applies to the last two points. I go to university. (common noun - university)BUTI go to the University of Texas. (noun used as proper name) Here are five examples, in order, for each type of mistake listed above. Jack comes from Ireland, but i come from the US.I dont speak chinese, but I speak a little french.where do you come from?He bought a new Bicycle for his birthday.Lets visit maria this afternoon. Here are the sentences corrected: Jack comes from Ireland, but I come from the US.I dont speak Chinese, but I speak a little French.Where do you come from?He bought a new bicycle for his birthday.Lets visit Maria this afternoon. 3. Slang and Texting Language Many English learners, especially young English learners like to use slang and texting language online. The idea behind this is good: learners want to show that they understand and can use idiomatic language. However, using this sort of idiomatic language can lead to many mistakes. The easiest way to deal with this problem is to no use texting language or slang in a blog post, comment or other online written communication. Texting is fine if you are texting, otherwise it should not be used. Any type of longer written communication should not use slang. Slang is used in spoken English, not in written communication. 4. Use of Punctuation English learners sometimes have problems when placing punctuation marks. I often receive e-mails, and see posts in which there are no spaces before or after punctuation marks. The rule is simple: Place a punctuation mark (.,:;!?) immediately after the last letter of a word followed by a space. Here are some examples: They visited Paris,London,Berlin and New York. Id like to have some pasta , and a steak . Simple mistake, simple correction! They visited Paris, London, Berlin and New York. Id like to have some pasta, and a steak. 5. Common Mistakes in English I admit this is actually more than one mistake. However, there are a number of common mistakes made in English. Here are the top three common mistakes in English that are often found in writing. Its or Its - Its it is / Its possessive form. Remember when you see an apostrophe () there is a missing verb! Then or Than - Than is used in the comparative form (Its bigger than my house!) Then is used as a time expression (First you do this. Then you do that.)Good or Well - Good is the adjective form (Thats a good story!) Well is the adverb form (He plays tennis well.) Here are six examples, two for each in order, for each type of mistake listed above. He attributed his success to its appeal to children.I think its time to discuss this question in more detail.The government decided it would cost more money to change policy then to leave current law stand.She can first finish her homework, than go to practice.How good do you speak German?I think hes well public speaker. Here are the sentences corrected: He attributed his success to its appeal to children.I think its time to discuss this question in more detail.The government decided it would cost more money to change policy than to leave current law stand.She can first finish her homework, then go to practice.How well do you speak German?I think hes good public speaker.

Definition and Examples of Hypercorrection in English

Definition and Examples of Hypercorrection in English Hypercorrection (pronounced HI-per-ke-REK-shun) is a  pronunciation, word form, or grammatical construction produced by mistaken analogy with standard usage out of a desire to be correct. In some cases, hypercorrection may be a sign of language change. For example, in Understanding Language Use in the Classroom (2014), Susan Behrens points out that a hypercorrection such as Whom is it? would be rejected by everyone. However, Who did you see? would be rated by many as acceptable, even correct. Examples and Observations [H]ypercorrection crucially is motivated by the relationship between different dialects or languagesor rather by the relationship between these as perceived by their speakers.In many case, speakers focus on differences in prestige. Speakers of less prestigious dialects try to imitate a more prestigious one by adaptations in their pronunciation. . . .As the result of a variety of sound changes and analogical developments, English at a certain stage had two competing forms of the so-called gerund, a form in -ing (as in going) and a form in -en (as in goen). At a later stage, Standard English leveled out the form in -ing at the expense of -en. Many nonstandard dialects generalized -en, instead. This difference has since become one of the major features distinguishing standard from nonstandard English, and the use of the form in -en is often referred to as dropping ones gs. As speakers who drop their gs try to speak the prestige dialect, they replace their -en by -ing. And again, in many cases they go too far and extend their substitution to words like taken (as in I have taking it). (Hans Henrich Hock and Brian D. Joseph, Language History, Language Change, and Language Relationship. Walter de Gruyter, 1996) I heard a good one on the preacher last week. You know somebody got into his barn a while ago, and stole every blessed chicking he had to his name. (Fred Lewis Pattee, The House of the Black Ring: A Romance of the Seven Mountains, 1905) Whomever [W]e saw a t-shirt proclaiming I am for whomever beats Harvard. The whomever usage is nonstandard in this sentence since the pronoun is the subject of the predicate beats Harvard. Such overuse of supposedly correct words, pronunciation, or structure is called hypercorrection. If you dont quite know the way whom should be used, but believe that it is more prestigious than who, you might indeed overuse it. (Susan J. Behrens and Rebecca L. Sperling, Language Variation: Students and Teachers Reflect on Accents and Dialects. Language in the Real World: An Introduction to Linguistics, ed. by Susan J. Behrens and Judith A. Parker. Routledge, 2010)My friend, you are yesterday. Whomever pulled off this caper is tomorrow. (Robert Vaughn as Ross Webster in Superman III, 1983) The Use of I for Me and Whom for Who Perhaps the most common example of hypercorrectness is the use of I for me in a compound subject: between you and I. Other common hypercorrect forms include whom for who, as for like (She, as any other normal person, wanted to be well thought of), the ending -ly where it doesnt belong (Slice thinly), some verb forms (lie for lay, shall for will), and many pronunciations. (W. R. Ebbit and D. R. Ebbitt, Writers Guide. Scott, 1978)She had very little to say to Cathy and I.Whom are we inviting to the party?The phrase between you and I looks like a hypercorrection (and is confidently described as such by some) starting with latter-day harping by school teachers on such supposed errors as It is me. But between you and I is far too ancient and persistent to be any such thing. (A. Sihler, Language History: An Introduction. John Benjamins, 2000) False Plurals [T]he attempt to foist proper Greek and Latin plurals has bred pseudo-erudite horrors such as axia (more than one axiom), peni, rhinoceri, and [octopi]. It should be . . . octopuses. The -us in octopus is not the Latin noun ending that switches to -i in the plural, but the Greek pous (foot). (Steven Pinker, Words and Rules. Basic, 1999) The Grammar of Anxiety Who is to give [schoolchildren] warning signals about the whole Grammar of Anxiety, which springs from the chronic fear of being thought uneducated or banal and coins such things as more importantly, he invited Mary and I, when I was first introduced, and the end result? (Alistair Cooke, The Patient Has the Floor. Alfred A. Knopf, 1986) Virus Theory The key construct of Virus Theory [a term coined by linguist Nicolas Sobin, 1997] is the grammatical virus, which is envisaged as a surface rule that is acquired relatively late (for example during schooling). The effect of a virus is to trigger (or license) a prestige usage that core grammar would not normally be expected to produce. . . .Unlike normal grammatical rules, viruses typically make reference to specific lexical items. Consider, for example, the It was/is I construction that is sometimes found in prestige English usage. The nominative case form of the post-copular pronoun in this construction clearly diverges from the unmarked pattern, according to which post-copular position correlates with accusative case. . . . We can thus infer that the rule that allows It was/is I in prestige varieties is an addition to the basic usage. (Nigel Armstrong and Ian E. Mackenzie, Standardization, Ideology and Linguistics. Palgrave Macmillan, 2013) Labov-Hypercorrection Labov-hypercorrection [is a] secular linguistic term associated with the embedding problem in which style stratification of marker is such that (usually) the second highest status group in a speech community uses higher status variants in formal styles more frequently than the highest status group. This linguistic behaviour can be interpreted as being the result of linguistic insecurity. Labov-hypercorrection should be distinguished from hypercorrection, whch is a feature of the speech of individuals. Labov-hypercorrection is term which is due to the British linguist J.C. Wells, who suggested that it was necessary to distinguish terminologically between individual hypercorrection and group hypercorrection of the type first described by William Labov in his research in New York City. (Peter Trudgill, A Glossary of Sociolinguistics. Oxford University Press, 2003)

Analysis of Trust and Equity in Law Case Study Example | Topics and Well Written Essays - 750 words - 1

Analysis of Trust and Equity in Law - Case Study Example In order to understand the term trust well, one has to understand some technical terms such as resulting trusts, an express trust, fiduciary, fixed trust, beneficiary, charitable trust, personal remedies, and constructive trusts. Trust is always a unique creation of the common law. When a trustee is transferring property to a beneficiary he may be bound by numerous duties which may be either imposed by general principles of equity, by statute or by the trust instrument and there are always serious impacts to the trustee who may either neglect his duties or breach the terms contained in the contract. When establishing a trust, there must be certainty and clarity. It is very necessary to be clear as to who the property is transferred to. There should also be the establishment of the rights of the beneficiary with certainty so that in case the trustee fails to carry his duties, the trust should be enforced. There must be different types and levels of formality when dealing with differen t and various types of property. It is very important for the trustee to be invested properly with the title to the trust property that he wishes to transfer. This is because he is the owner of the property. Unless the trustee does so, the trust is considered as incomplete and the beneficiaries may have no claim over the property. This fact is well illustrated in case Milroy v Lord (1862). In special instances where the property has to be transferred to the beneficiary, the trustee needs to closely examine the particular type of trust that he wants and wishes to transfer so that he can determine what needs to be done in order to transfer the property effectively. If the trustee of the property has a title, there is no need of any formality in the transfer. For an effective declaration to take place is only some clear evidence of irrevocable and present declaration of trust. This evidence may take any form. It is a condition that for a declaration of a trust to be effective, there mu st not be a failed attempt by the owner of the property to create the trust by transferring the property to the beneficiary. In the case, Paul v Constance [1977] 1 WLR 527, Mr. Constance who was deceased was operating a bank account in his own name. In many instances, he heard as saying to his de facto partner Mrs. Paul that the money he had was his as well as hers. By that time, Mr. Constance was still legally married to Mrs. Constance, who was the defendant in this case. Constance later died intestate and all his assets including the bank account passed to his wife. With this statement, it was not sufficient enough that there was a trust which had been created.  Ã‚  

Write a critique on a Film Essay Example | Topics and Well Written Essays - 500 words

Write a critique on a Film - Essay Example White (Tom Hanks) who is the band’s second manager, Faye Dolan (Liv Tyler) Jimmys girlfriend and the bands "costume mistress", Tina (Charlize Theron) Guys girlfriend, Guy Patterson (Tom Everett Scott) the drum player in the band and Steve Zahn (Lenny Haiser) the guitarist and backing vocals of the group. In the year 1964, Guy Patterson (Tom Everett Scott) is a jazz drummer working at his family’s Erie, Pennsylvania Appliance store. Because the regular drummer of the band (Giovanni Ribisi) has broken his arm, Lenny Haise (Steve Zahn) and Jimmy Mattingly (Johnathon Schaech) approach Guy Patterson to ask him to sit in with their band at the annual Mercyhurst College talent show (Maslin, 1). During rehearsals, the group carefully rehearses a sensational ballad titled â€Å"That Thing You Do.† Faye Dolan (Liv Tyler), Jimmy’s girlfriend suggests that the group call themselves â€Å"The Oneders†. She is inspired by Guy’s great performance at the rehearsal. After a brilliant rehearsal, Guy messes up in the talent show by playing a faster tempo for â€Å"That Thing You Do! than in rehearsals. The audiences react negatively to the song, but Oneders eventually emerge the winner of $100 top prize. After the talent show, the group started playing gigs, they pl ayed at a local pizza parlor as their first gig. Maslin (1) reveals how they started selling a single of â€Å"That Thing You Do! with the help of Guy’s Uncle Bob (Chris Isaak). The single attracted the attention of Phil Horace (Chris Ellis) the local manager. Horace signs the group to bigger gigs and they are given airplay of the single. The band is offered a contract with Play-Tone Records by Mr. White (Hanks), they sign the contract and change their famous band name to â€Å"The Wonders† in order to avoid confusions. The group then is faced with internal disagreement which leads to their fall. Jimmy

INFORMATION SOCIETY & INFORMATION ECONOMY Essay - 1

INFORMATION SOCIETY & INFORMATION ECONOMY - Essay Example These channels have been reported to have coverage to 33.3 million to 47.8 million households from year 1997-2002. They are available through cable, satellite and digital platforms. Transnational channels allow companies to have a platform where they can expand their sales and brands internationally (Collison 2002; Chalaby 2003). The study aims to comprehensively review what transnational television is, its benefits, challenges and impact on globalisation, specifically in the United Kingdom. It will also critically analyze transnational television-related literatures available in peer-reviewed journals. Lastly, the study will review convergence theories that will help provide a deeper understanding of the phenomenal widespread of transnational television. The United Kingdom has seen dramatic changes in television since the 1980s, from the increase in demand for televisions to the increase in the number of networks and programmes (OECD 1997). Changes and transformation in media, specifically television, is commonly characterised by the following: emergence of megaglobal companies which resulted from acquisitions and mergers; privatization of media companies; less restriction on foreign ownership; corporate investments on new advancements in technology such as satellite and cable; and transnationalisation of advertisements (Jin 2007). Acquisitions and mergers are commonly demonstrated by large companies who have the means to expand. Instead of forming and constructing their own, they just merge or acquire and use the machinery and technology of smaller companies. Digital Revolution. The Digital revolution started in 1984 when Apple introduced Mac to the world, commonly characterised by the user-friendly graphics and unique page design and layout tool. The focus in terms of information infrastructures has been on broadband satellite systems, one of which is

Family and Kinship in Japan Essay Example | Topics and Well Written Essays - 1250 words

Family and Kinship in Japan - Essay Example The sayings, or â€Å"Analects† of Confucius were written some 500 years BC and they contain many references to the duties of parents and children, in particular stressing the duty of the young man to respect his elders (Confucius and Leys, 1997, p. 4). In those days peasant families had no social security systems or means of supporting themselves in old age, and so children were expected to provide for their parents. Japanese culture is no longer based on a peasant, agricultural economy, but in the urban centers there is still an expectation that children should respect their elders, and a collectivist approach to society which involves each family unit being responsible for their own members. With the rise of industrial society in Japan male and female roles continued to be quite clearly segregated, so that women maintained the role of homemaker and provide care for the elders, while the men are expected to work long hours with a few holidays. A relic of older times can be seen in the way that Japanese religion has a place for ancestor worship. The Japanese Shinto religion involves interactions with kami or spirits, and these can include the ghosts of ancestors who have died. Hori noted in the 1960s that this practice is â€Å"even today, widespread and important† (Hori, p. 32) but points out at the same time that there is a difference between this kind of lowly household deity and the more absolute deities of Judaism, Christianity and Islam. Japanese religious beliefs are syncretistic, drawing on many different sources for inspiration so that the same family can have a Shinto New Year celebration, a Buddhist funeral and a Christian wedding ceremony, without seein g any conflict between the underlying world views. This makes it rather difficult for researchers to work out how deeply embedded any cultural phenomena in modern Japan actually are.

How a person should be internationlly Research Paper

How a person should be internationlly - Research Paper Example The idea of an international person is derived from international law. In other words, it is a person who is subject to international law. Furthermore, an international person has powers established in international law; they enjoy the rights, duties and powers established in international law. They also have the ability to act on the international plane (definitions.uslegal.com/i/international-person). This is clearly illustrated in the Kiobel v, Royal Dutch Petroleum Co. 2010 as the court described an international person as a person subjected to the international law. A person internationally should be understanding, patience, and accommodative to all the cultures and interests of people (Boas, 155). Other sources imply that to become a person international is more about applying cross-continental wisdom and kindness. It involves the ability to apply basic human goodness on a boarder spectrum, all around the world. Moreover, someone who has travelled to a lot of places has an outl ook, which is not limited by national boundaries, is tolerant and accepting all cultures and is adaptable, to an extent, to many cultural surroundings. Others say one can become a person internationally, by being a person of the people by either being an activist or a leader (roots-int.com/S-T/14/nora-e.html>.) Being an activist of human rights, disabled people or other issues that are sensitive in the world of today. Some of the people who have become person internationally include; Political leaders, some sportsmen and women, some celebrities, human right laws among other professions. The biggest role models internationally include; President Obama, Nelson Mandela, Oprah Winfrey, Micheal Jackson to name just a few. The fact that these people relate to people from all walks of life make them people who are known internationally. Being an international person is beneficial as the idea of internationalizing the world because of unification. Internationalizing promotes world peace, it makes one understand the language, religion and culture of other people thus resulting to a unified group of people (roots-int.com/S-T/14/nora-e.html>). . Ways to become an international person. They are many ways to become an international person; one can be an international student, an international business person, and international programs. Here is a case study of Martin who has become an international person through being a student. Martin joined J.F Oberlin as an exchange student he was interested in Japanese traditional things and culture, he had heard about how great Japan is and this made him curious to know about Japanese culture. Martin’s homeland is Slovakia where he studied Marketing in University of Silesia, he joined Japan as he thought of it as an exotic country and he expected so much difference with Asian countries. For martin, going for studies in Japan would make him an international person as he saw it as a good environment for studying as he would lear n different languages. Being an international person by studying out of the home country has many advantages compared to studying in home universities. First, as an international student Martin is bale to learn about other countries’ culture as well as Japan. At J.F Oberlin martin is able to meet people from other countries like China, Korea, America as

Family and Kinship in Japan Essay Example | Topics and Well Written Essays - 1250 words

Family and Kinship in Japan - Essay Example The sayings, or â€Å"Analects† of Confucius were written some 500 years BC and they contain many references to the duties of parents and children, in particular stressing the duty of the young man to respect his elders (Confucius and Leys, 1997, p. 4). In those days peasant families had no social security systems or means of supporting themselves in old age, and so children were expected to provide for their parents. Japanese culture is no longer based on a peasant, agricultural economy, but in the urban centers there is still an expectation that children should respect their elders, and a collectivist approach to society which involves each family unit being responsible for their own members. With the rise of industrial society in Japan male and female roles continued to be quite clearly segregated, so that women maintained the role of homemaker and provide care for the elders, while the men are expected to work long hours with a few holidays. A relic of older times can be seen in the way that Japanese religion has a place for ancestor worship. The Japanese Shinto religion involves interactions with kami or spirits, and these can include the ghosts of ancestors who have died. Hori noted in the 1960s that this practice is â€Å"even today, widespread and important† (Hori, p. 32) but points out at the same time that there is a difference between this kind of lowly household deity and the more absolute deities of Judaism, Christianity and Islam. Japanese religious beliefs are syncretistic, drawing on many different sources for inspiration so that the same family can have a Shinto New Year celebration, a Buddhist funeral and a Christian wedding ceremony, without seein g any conflict between the underlying world views. This makes it rather difficult for researchers to work out how deeply embedded any cultural phenomena in modern Japan actually are.

Technological issue in homeland security Case Study

Technological issue in homeland security - Case Study Example According to Vacca (2007), the internet has led to vast transformations in the Homeland Security. For many years, the internet has been utilized to enhance communication between terrorists. The terrorists are also utilizing the internet as a recruiting tool, and support of terrorist organizations; it is through the internet that various terrorist organizations communicate and advise each other on the tactics to use in attacking their enemies. The internet has also enabled Homeland Security to get information in a cheap and easy manner; obtaining of information through the internet is easy since, at a single click, Homeland Security can have a lot of information. This has helped the Homeland Security to detect any threats to security and act promptly, thus eliminating issues of terrorism. Sharing of information from one individual to another over the globe has been necessitated through the use of the internet. Hence, the Homeland Security can access terrorism information over the globe through the use of the internet. This terrorist information is usually crucial in eliminating terrorist activities and improving security. On the side of Homeland security, the internet has been an excellent tool since it has assisted the department in identifying individuals who may be terrorists through the use of biometric technology (Alperen, 2011). According to biometric technology, every person possesses certain traits; behavioral and physical, which identify people in a unique manner. The internet has made the revelation of operations done by the Homeland Security officials feasible. Through internet hacking or cyber crimes, the terrorists can access crucial information from the Homeland security website. Because of this problem, the Homeland Security has increased cyber intelligence through seeking Information Technology professionals to assist in tracking of the terrorist activities on the

The meaning of life Essay Example for Free

The meaning of life Essay According to Saint Exupery in The Halo (2006), â€Å"Each man must look to himself to teach him the meaning of life. It is not something discovered: it is something moulded.† The meaning of life has a no specific definition; it depends on how each individual give meaning to their lives. It is a natural thing for an individual to curiously know about their life since their birth till death. Moreover, human beings are also curious to find out why they were put in this earth that is why babies keep touching everything in order to experience all their surroundings from the very beginning (Taylor, 2000). In this essay, the concept of meaning will be significantly analysed. Firstly, by defining the meaning which will secondly be followed by discussing the different types of needs an individual must meet to experience the meaning of life. Thirdly, the types of things that enhance and curb the experience of the meaning of life will be highlighted. Lastly, various practical steps will be described to enhance the experience of the meaning of life. This essay will be intertwined with personal reflections and aspirations that have enhanced the meaning of life for the writer. What is the meaning of ‘meaning’? Subjectivism: According to Eagleton (2007), everyone adds their own meaning to life. The meaning of life is never universal or complex. The meaning of life is very simple and people experience it when they understand the universe, themselves, their identity and their goal in life (Bennet, 2005). Subjectivists state that the meaning differs with individuals’ psychological and mental states and their desires and goals. For example one individual can find meaning of life in music or art while other may find it in attaining goals or in religion (REF). In addition to this, (REF) states that life only becomes meaningful when all the needs and wants are fulfilled and when the individual is content and satisfied with themselves. Super naturalistic views: On the other hand, spiritual beings consider their lives to be consequential and significant when they can reach the pious pathway God has set (REF). The God-centred view points out that the definitive meaning of life is holistically attained. Moreover, an individual will only figure out the meaning of life when they are not attached to the worldly desires (REF). Personal reflection: Personally, the meaning of life for me is constantly being in search for my identity and accomplishing the goals I have set in life. I explore my identity through my art work as it helps me express my feelings and emotions about everything. My art work makes me realize who I am as a person and what people interpret me as a person through my paintings. What types of needs must be met for a person to experience meaning in life? Searching the meaning of life is a motivational force in an individual however; the degree of motivation to which they search the meaning of life differs in all individuals (REF). Despite individuals having different degrees of motivation, there are some needs and conditions that must be met for the individuals to experience the meaning of life. Individuals do not necessarily have to meet the same needs and conditions to experience the meaning of life. Some individuals are inspired by other individuals like great artists, inventors and thinkers, some individuals need sense of belonging, some need to experience certain events to make sense of life while others need to attain autonomy and self efficacy to experience the meaning of life. In short, individuals can discover the meaning of life through social work, experiencing something or someone or reactions towards unavoidable circumstances (REF). For example, an individual who is very emotional needs to experience the need of belonging in order to experience the meaning of life. They need to have many friends and a good relationship with their family in order to satisfy their need of belonging; this helps the individual to live a happy and full life. However, if they do not feel the sense of belonging, they have no hope hence do not have anything to look forward to and see no point of living. Conversely, not all individuals need to meet the need of belonging to experience the meaning of life. Some may have to experience the need of autonomy and self efficacy. These types of individuals usually have certain goals and tasks in life which they believe  they can attain thus that would help them experience the meaning of life. For example, an individual whose goal is to become a doctor tries to attain that goal by being a hard worker and devoting all his time to attain their goal. They would experience the meaning of life when they achieve the title of the doctor as it would help them conquer a place in the community and gain some prestige. In addition to this, if an individual fails to attain this need might gain a very low self esteem which would then impact on the choices they makes in life. They would become very dependent on others and would not be able to cope with that leading them to suffer from various health issues. What types of things enhance the experience of meaning in life? The meaning of life can be enhanced by sustaining life, accepting a teaching, giving life or creating wisdom (REF). For example things that would enhance the meaning of life for mothers, doctors and nurses is when they deliver as links in a biological chain by giving life from one generation to the other. Young artists are inspired and enhance their meaning of life when they authorize and respect and accept their teacher’s work (REF). Personally, as an artist, the meaning of life for me is enhanced when I can appreciate the work of different artists and what they are trying to express in their paintings. Art work makes me understand the different feelings individuals go though and how they express it through drawings. It also makes me see different viewpoints of life and experiences people are going through. Despite all individuals having different needs to discover the meaning of life, there are certain things that all individuals require to enhance the meaning of life like: Hope Inspiration Goals High self esteem. What types of things curb the experience of meaning in life? Many individuals curb their experiences of the meaning in life due to: No inspiration or goals and failure: If an individual constantly fails and has  no potential and inspiration of achieving his goals may feel ineffective and hopeless. They may start feeling that they have no purpose in life and life is completely meaningless for them. Loss of loved ones: loss of a loved one through death or divorce may affect an individual mentally and emotionally. They may feel the are not loved and do not belong anywhere as their loved one does not exist anymore. The loss brings suffering and misery which makes an individual believe that like if meaningless. Lastly, experiences like these pushes an individual to have a low self esteem and become reserved (REF). Personal Reflection: If individuals are not open, emotionless or afraid to be seen as themselves due to low self esteem cannot enhance their meaning of life and hence would curb this experience. As an artist, my goal is to become an art teacher and help other children to express their feelings through painting if they cannot through words. However, I have a clear goal and always have been inspired by my father to attain this goal. If I had a low self esteem and did not believe in myself, I would have no hope hence that would curb the search of meaning of life as I would feel I am worthless Practical steps to enhance the experience of a meaningful life As mentioned above, many individuals curb their experiences of the meaning in life due to low self esteem, no inspiration, no goals and being reserved. However, they can enhance their experience firstly by accepting and believing in themselves. This would help them make a contribution to life and share their best. According to (REF) self-destructive behaviour can be conquered by increasing self-efficacy and self-esteem. This can be done through counselling so that they can start believing in themselves. Individuals who need the sense of belonging to experience the meaning of life should try and fit in and socialize with people they are close to and have good relationships with them all. Furthermore, individuals who are trying to attain a specific goal should always reward themselves every time they are a step closer towards the goal. This would keep them motivated and not lose hope. Personally, I enhance my experience by acknowledging the  great artists and how they are an inspiration to other young artists. Conclusion Finally as mentioned there is no specific meaning of life. All individuals need to meet different types of needs such as the need of belonging, experiencing life threatening incidents, need of autonomy and self efficacy to experience the meaning of life. An individual’s perception, values, needs and feelings centre him and help in organizing the world around him. Feelings help in expressing oneself. If an individual has a great skill in expressing himself, he can change the larger world. Great artists found expressions in their art work which helped them change the world that came after them. The creations around us are the different individuals trying to express themselves and their experiences of the meaning of life. All the inhibitors that we posses such as low self esteem and inner struggles should be resolved to make life more creative and enhance the meaning of life.

Theories of Motivation for Conflict Management

Theories of Motivation for Conflict Management CONFLICT MANAGEMENT 1.1 Introduction of conflict management Conflict management is a practice that we can use to identify and handle conflict sensibly, fairly and efficiently. Since conflict are always happen anyway, anytime, and anyplace. So it is very important that there are people who understand conflict and know how to solve them. This is important in today’s market more than ever. Everyone want to have a good place, good situasion that doesn’t have any negative conflict to make them feel more comfortable to work. But when we listen to someone talk about conflict management, our first idea and the meaning comes to our mind is problem in organization. Conflict is a natural part of life. Because everyone face their own conflict. Conflict is very hard to avoid when we work with other because people will always have different viewpoints and perception toward something. The way to handle the conflict determines whether it works and give advantages or disadvantages. It is very hard and really difficult for people to build a strong team or group. If we are facing the conflict, we can choose to ignore it, complain about it, blame someone for it, or try to deal with it through hints and suggestions, or we can be direct, find out what is going on, and try to reach a resolution through negotiation or compromise. We have to solve the negative conflict and increase the positive conflict , we have to plan everything in other to dealt with this conflict so it is not too easy to get pulled into the argument and create any larger mess. Actually that is depend how team member going to cooperate with each other, what type of resolution they want to choose. This all about their choice whether they want to move on or just give up with it. Conflict is not always a bad thing, though. Healthy and positive conflict is a result of working or team the cooperate well with each other to finish the task that be given. Conflict always happen because of differences between people that often make various teams more effective than those with similar experience. When people with a differ viewpoints, experiences, skills, ideas and opinions are given a task, a project or challenge, then the combination of the effort can be more effective than any group of similar individual could achieve. So, team members must be open to these differences and never let them rise and become a negative conflict. Understanding and appreciating the differences of the viewpoints that involved in conflict are major reason in its resolution. A team member have to develop this skill in order to maintain a positive conflict. According to Kenneth W. Thomas and Ralph H. Kilmann there are five conflict styles we can follow when the conflict happened and how to resolve to prevent the conflict or make it worse. These five styles are accommodating, avoiding, collaborating, competing, compromising. Well, a accommodating person is someone that having high capable to cooperate with their worker. This may be what he want or it opposing with hat he desired and cannot achieve his goal. This will be more effective when the other person recommend it to have better solution. An avoiding of the issue is the better way for person to avoid the conflict. But this styles will not help the team or the person to achieve their goal. But it can help the work become better or hen the person has no chance of winning. The collaborating is the situation where the leader and the member will cooperate together and make their dream come true. A great collaborating between them maybe help them to gain more benefit. It can be effective using in complex situation. Then the competing, competing is a situation where the leader and member having different opinion and compete with each other to achieve their goal. The person will act himself without getting any agreement from others, this only happen when emergency time or last minute task. Last, compromising,for this situation whether the leader or the members can achieves what they want. This can be a moderate level of cooperation. In this situation, they maybe need an other solution to achieve equally of their important goal. 1.2 Scenario of conflict management in group During our group assignment we face a lot of conflict. The most of all, the interpersonal conflict arise in our group. This occurs because we have different view about what should be done. This is because of personality different in group found that it is very difficult to cooperate with each other. Saying about personality different, I realize that each of the group member has their own personality, such as quiet person, it is very difficult to deal with this type of person because it is hard to make them give full attention and cooperation in doing the task, they being silence and less giving idea, they was like avoiding from the task. Not helping other to finish the task well.. Some of the group member, also have a stubborn personality, even very bossy, this make our discussion become difficult because this type of person keep rejecting the idea from others. Apart from that, we also have different perception. Each of us comes from different background, we have different experience and also different education level. This differences cause each of us have our own ideas and way of solving our problem during the task. Different background, our group came from different background because we all mixed together, international and local student. It is very difficult to have a conversation amongs us, because we have different slang. Some of the group member have their experience in doing this kind of assignment while other not. So this make this assignment become difficult to solve when we have different ideas based on the experience we have. About educational level, some of group member very good in academic while some differ, this make the lower one feel discourage and shy to give an idea , this situation become a competing, they will act themselves without getting any agreement from other. this make our group lack of idea and suggestion duri ng the discussion doing the assignment. Not only that, each of group member has conflict within themselves which more known to intrapersonal conflict. This make one individual difficult to give full cooperation in doing our task. For example, a person in group found that it is very difficult to come early for the group meeting discussion because they have their problem. They know they should come early but they refuse to come because of the conflict within themselves. Some have personal problem like they don’t like one of the group member, this make them feel hesitate to come for meeting. They feel it is very hard to face each other. This make group discussion very difficult to do. While doing the task, we found a lot of difficulties. However, we able to manage and put everything in order. Based on the basic type of conflict, I found out that our group member face the goal conflict, this happen when our group member set their goal and it is imcompatible with each other. Everyone is set their own goal based on their own desire. So make each group arguing to each other to satisfy their desires and to achieve their goal. Besides that, this group also face the affective conflict, I can say this because some of my group member getting angry with other member, this occur when someone in the group did not give full cooperation and not serious with the task that been given, this cause some of member really angry among themselves. Conflict Resolution How we managed and resolved our conflict by conflict handling intention. These five type, competing, collaborating, avoiding, accommodating and compromising really happen during the group discussion. Competing, each of our group member have their own goal for the task, they have a desires to pursue their personal concern without thinking of other. They participate very eagerly and doing their best to make sure the work done fast, they don’t consider about others and don’t want to accept other opinion. This make the group leader have to set out the the best idea and force the member to vote which idea and suggestion is the best. Collaborating, group member try to work well with other to have full satisfaction of the task. Group member try to accept and try to think the idea and suggestion together, list down the idea and suggestion and agree with it easily. Avoiding, group member try to avoid the conflict to make thing better. They start to ignore and not giving full attention on the task. They just simply run away from the difficulty. Then group leader asking the member to listen first, then talk, speak out the. Try to keep the peo ple and problem separately. Accommodating, when the member seeks to satisfy their own interests but neglect it because they concern about others. This make us have to come by paying attention to the important interests that being presented. And last compromising, a group member willing to give up something. They make sure that their good relationships are the first priority and always keep the task in order. when the conflict arise, we use three types of way to prevent the conflict, the first types is trust and communication, this is the greatest way, we can prevent the conflict if the group member are trusting each other, my member tend to be more honest and being open communication among our self, the leader encourage the member being open in communication so that we all can understand each other more than before. Second , goal structure, goal should be clearly defined and the role plus the contribution of each other must clearly identified, so the leader have made the clear job, task and goal for each one of the member , so they are aware of their task and try to achieve their own goal and task. Third, by ignoring the conflict, sometimes it is good to just ignore the problem. From leader viewpoint, it is not worth the time to get involve and try solve it, if the problem is too much and we cannot find the solution, so we just try to ignore it and move on to other part. Motivation introduction of motivation Motivation is used in the workforce not just to attract individuals that organization but to keep them there. One definition of motivation ‘has to do with a set of independent or dependent variables relationship that explain the direction, amplitude, and persistence of an individual’s behaviour, holding constant the effects of amplitude, skills, and understanding of the task, and the constraints operating in the environment. As example, every member of the group must cooperates in generate the idea to make sure that the assignment that is given by lecture can be finished successfully Motivation results from the interaction of both conscious and unconscious factors such as the intensity of desire or need, incentive or reward value of the goal, and expectations of the individual and of his and her peers. These factors are the reasons one has for behaving a certain way.. 2.2 Theories of Motivation Cognitive Evaluation Theory This theory suggests that there are actually two motivation systems, Intrinsic and Extrinsic that form to two kinds of motivators that are intrinsic and extrinsic motivators. Intrinsic motivators can be as achievement, responsibility and competence, that come from the actual performance of the task or job the intrinsic interest of the work. Other than that, the kind of extrinsic motivator such as pay, promotion, feedback, working conditions and also things that come from a persons environment, and controlled by others. One or the other of these may be a more powerful motivator for a given members. Intrinsically motivated members perform for their own achievement and satisfaction. If they come to believe that they are doing some job because of the pay or the working conditions or some other extrinsic reason, they begin to lose motivation. The belief is that the presence of powerful extrinsic motivators can actually reduce a persons intrinsic motivation, particularly if the extrinsic motivators are perceived by the person to be controlled by people. In other words, a leader who is always dangling this reward or that stick will turn off the intrinsically motivated member. Acquired Needs Theory ( mcclellan) For this theory, some needs as a result of life experiences such as need for achievement, accomplish something difficult. For example, in a group need to do things for themselves to make sure their work done and perfect. Beside that, in a group need for affiliation, from close personal relationships to make rewarded for making friends. Other than that, we also need power and control other. This is able and get what they through controlling others. Expectancy Theory (Vroom) This theory bring together many of the elements of previous theories. It is the combination of the perceptual aspects of equity theory with the behavioral aspects of the other theories. Basically, it comes down to this equation: M = E*I*V Motivation = Expectancy * Instrumentality * Valence Motivation is the amount a person will be motivated by the situation they find themselves in. It is a function of the following. Expectancy is which the group of the persons perception that effort will result in performance. In other words, in the group the persons assessment of the degree to which effort actually correlates with performance. For instrumentality can be perception of the group that performance will be rewarded or punished. The group’s assessment of how well the amount of reward correlates with the quality of performance. Valence also can perceive strength of the reward or punishment that will result from the performance of the group. If the reward is small, the motivation will be small, even if expectancy and instrumentality are both perfect. 2.3 Types of motivation and scenario: Motivation is the drive or urge that stimulate one’s desires and energy in people to be continually interested and committed to a job or a task that is given to them in order to attain a goal. There are two different types of motivation that we can use while progressing to finish our task. That is, Positive Motivation and Negative Motivation. Positive Motivation is the type of motivation that can become our inspired, the drive is put on the member in order to increase the urge. For example, we can give any praise and credit for group member work. As a group leader, she or he should praising group members that are contributing the matter in group. This will encourage them to do more than that. From that, all group member been inspired to give more alternative. Next, all group member should showing their interest in the welfare of other group, This will encourage them to contribute and cooperate, they will feel they are considered important. Negative Motivation is the type of motivation, that trigour fear in group members mind. By using this method, our work will done by persuaded negatively instead their own willingness. For example, we can threat group member. Group leader can threat non cooperative members not to be included on the attendance if they keep skipping meetings. Second, group leader will use their power as a leader to influence members to do their assigned jobs by setting rules to those that don’t do their work will not be included in the final product. 2.4 how to subordinates (job satisfaction/ non-cash incentive) For job satisfaction, there many aspect of this, but all is depending on how each individual feels how this job satisfaction is important. Our goal is to understand the job satisfaction, or how please someone is with their job and sense of achievement they get from doing it. Well, reward and job satisfaction make us to think about causes for job satisfaction is rewarded to a person while doing their job. From our group assignment, we think about the reward that we will get as a prestige we get for doing a job. For example, we are thinking how the contribution that we give fully in doing the task and feel satisfy with the work and the whole contribution that be pour out. After all the contribution have been given, we will hope for the best result for the task. So this can be a job satisfaction. Jod satisfaction in performance, the relationship between and satisfied a person is with their performance. Giving a good performance sure will give you more satisfaction, so the leader will give an appraisal to boost up the confident level inside the each member . so by this, everyone in the group will being motivated and willing to contribute more on the task. Besides that, non- cash incentive being part of the motivation for the group member, we have to noted that with non-cash incentive reward, each person will doing their job more better , and they get more attracted and hold more to their interest, getting them more excited about the possibilities, and motivating them to act in a way that meets task objective. The non-cash incentive that we do in our group is, after finish the task, we will have a simple and small party. The leader find the best time to gather the group member and having some fun after the task done. This will make them more relaxing and feel excited. References Analytictech.com,(2015).Motivation.[online]Availableat:http://www.analytictech.com/mb021/motivation.htm[Accessed 14 Jan. 2015]. Cherry,K.(2015).WhatIsMotivation?.[online]About.comEducation.Available:http://psychology.about.com/od/mindex/g/motivation-definition.htm[Accessed 14 Jan. 2015] EducationPortal,(2015).WhatIsConflictManagement?Defination,StylesStrategiesEducaionPor[online]Availableat:http//educationportal.com/academy/lesson/whatisconflictmanagementdefination-styles-strategies.htm1 [Accessed 14 Jan 2015]. Wright.edu,(2015).ConflictManagement:StyleandStrategy.[online]Availableat:http://www.wright.edu/~scott.williams/LeaderLetter/conflict.htm [Accessed 14 Jan. 2015].

An Analysis of Blakes The School Boy Essay -- Blake The School Boy

An Analysis of Blake's The School Boy  Ã‚     Ã‚  Ã‚   'The School Boy' is a typical example of Blake's Songs of Innocence and Songs of Experience in it's themes and imagery. Like many of the other poems in this work it deals with childhood and the subjugation of it's spirit and uses imagery from the natural world. While first published in 1789 as one of the Songs of Innocence there are strong reasons why Blake moved it to the Experience1 section of the 1794 edition. If we compare it to other poems in the collection it sits better with others in Experience than those in Innocence. On first reading 'The School Boy' is the voice of a young boy complaining of being shut inside at his schoolwork instead of playing outside in the sun. When we look at the poem further we can see that the poet is returning to the theme of childhood subjugated and its natural joy destroyed that can be seen in other poems in the collection such as 'The Chimney Sweeper' in Experience with its comparison of the child who was 'happy on the heath' to now "Crying ''weep! 'weep!' in notes of woe!" . The poem begins in Stanza I with the poet giving us a pastoral image of the innocence of nature reminiscent of that in 'The Introduction' from Innocence, some critics have pointed out the similarity of 'The distant huntsman winds his horn' in this poem with 'Piping down the valleys wild' in 'The Introduction' of Innocence2 . The poem gives us an image of rising with the company of many natural joys, not just the huntsman but 'birds sing on every tree' and 'the sky-lark sings with me.' It is in Stanza II that we see the oppression of the natural by authority typical of Experience and continued through the rest of the poem. This stanza compares the pastoral imagery... ...glewood Cliffs: Prentice-Hall, 1966. Hyland, Dominic, Songs of Innocence and Songs of Experience. Harlow: Longman York Press, 1982. Notes To avoid confusion between the 1789 edition Songs of Innocence and the Songs of Innocence section of the 1794 combined edition I have shortened the section names to Innocence and Experience throughout and refer to the 1789 edition as Songs of Innocence and the 1794 edition Songs Of Innocence and Of Experience as the 1794 edition where it is necessary to draw a distinction. One example is found in D. Hyland, William Blake Songs of Innocence and Songs of Experience (Harlow: Longman York Press, 1982), p. 48 William Blake, Songs Of Innocence and Of Experience, (London: Rupert Hart Davis, 1967) plate 53 . D. Hyland, William Blake Songs of Innocence and Songs of Experience (Harlow: Longman York Press, 1982), p. 48