Planning and implementing classroom meetings Essay Essay Example

Planning and implementing classroom meetings Essay Essay Example Planning and implementing classroom meetings Essay Essay Planning and implementing classroom meetings Essay Essay Class room meetings do supply a perfect forum for the constitution of a contributing acquisition environment in the school scenario. It does give the scholars a perfect environment for them to pattern their communicating and socialisation accomplishments which are in cooperated in the instruction course of study. The category meetings are meant to function some intents which are listed below. Purpose of the category meetings: The chief intent or major purpose for category meetings is to seek and decide some cardinal subject jobs that are encountered in the acquisition environment. The category meetings do hence make the needed environment for the instructor and scholars to work together in seeking to decide some jobs that are ever encountered in the school scenario for illustration subject jobs whereby scholars harass other scholars in category or during play clip. doing noise that disturbs the acquisition environment negatively and other incidents. Through the category meetings. an attack is created whereby the instructor and the scholars try to decide the first few incidents of misbehaviour before they do acquire out of manus. An illustration of a minor struggle that can acquire out of manus and go a major full graduated table subject job is the instance whereby a given scholar is invariably being bullied by other scholars who happen to hold bigger and stronger organic structures as compared to him/her. If this sort of frailty continues for some clip so it is likely to take that peculiar scholar to a province of being depressed and experiencing unwanted in that environment. Once the scholar enters the province of being depressed so he/she is likely to get down utilizing drugs to get away the province of depression and sometimes it can take the scholar to dropping out of school. Therefore. when a meeting is held in the category. it serves a intent of seeking to steer and advocate the scholars to avoid such frailties and handle each other reasonably with some equity in order to make a more contributing environment for larning. The category meetings do besides function a intent of easing and making a positive relationship in the acquisition environment. The meetings provide an chance for the scholars and the instructors to be able to construct some signifier of trust. regard and assurance in each other which leads to the creative activity of a warm and caring environment. The assurance created by the category meetings leads to the creative activity of an environment that is full of common apprehension thereby enabling all the category members to do statements or province sentiments freely without experiencing unsecure. Classroom meetings do develop closer relationships between the scholars and even between the scholars and their instructors. This closer relationships come when the scholars are discoursing issues or are holding conversations in a relaxed mode whereby they do talk of where they come from. about their households and there general background. This relationships end up making a category that is manageable since the involved parties do acquire to cognize and understand each other consequently. A good illustration is when a instructor holds a meeting with her kindergarten scholars ; at foremost the kids are non so free with the instructor. They tend to make and maintain a certain distance between them and the instructor. A instructor may inquire them to react to some inquiry but they choose to be quiet and non that they do non cognize the response. but they could non be free with the instructor. But if she holds some meetings with them whereby she addresses them heartily so she is bound to interrupt the communicating barrier between her and the immature scholars. This ends up making a relationship of common benefit between the scholars and the instructor. ( Marshal 2001 ) . Through category meetings. scholars do get of import development accomplishments. The accomplishments include the ability to listen attentively and to hold an apprehension of each other. As the category meetings go on. scholars discover that if they do non pay attending or listen carefully and attentively to what the others are stating. so they are meant to lose some key interesting points and some humourous parts. ( Marshall 2001 ) . Class meetings besides have a intent in enabling the scholars to develop other accomplishment for illustration reflecting listening whereby a scholar is supposed to rephrase what he/she had heard earlier on from a schoolmate. This accomplishment enables the scholar to listen with some signifier of apprehension. A brooding duologue besides enables the scholar to develop a clear and concise address which is an of import component in the art of communicating. It enables the scholar to cognize that if there address is non clear so there point may non be understood decently or clearly and hence they won’t be able to do their point or position known ( Marshall 2001 ) . Learners gain accomplishments that enable them to be team participants. When they are keeping treatments in the category meetings. the assorted sentiments that they give from their point of position and parts that they make helps them in cultivating the squad liquors. Aims of category meetings. Classroom meetings do hold some aims that serve to better the life of the scholars and instructors in the acquisition environment. The aims are meant to: Better the general communicating accomplishments of the scholars. The communicating accomplishments include the hearing and speech production accomplishments. When the scholars are take parting in the treatment of issues that affect them in school they non merely nurture their speech production accomplishments but besides their hearing accomplishments which are an built-in constituent in the acquisition environment. The hearing accomplishments enable the scholars to pay close attending to what the others in category are seeking to pass on. Provide chances for the scholars to develop accomplishments for insightful. originative and critical speech production ( Marshall 2001 ) . Classroom meetings provide a platform that enables scholars to pattern their speech production accomplishments. When the scholars are engaged in arguments during the category meetings or when they are asked by the instructor to give their ain positions on some given issues. it does give them that chance that enables them to better and even cultivate better speech production accomplishments. Their creativeness is improved when they are asked to give solutions and supply a manner forward for some critical issues that affect their wellbeing in school. Create an chance for the scholars to interact respectfully and advance their squad work spirit. The interaction with each other in category meetings enables the scholars to understand each other from all positions. Team work spirit enables them to be squad participants and to work together in deciding any jobs and miss-understandings that they face non merely in school but besides in the outside universe besides where they run into bigger and tougher challenges. Foster societal accomplishments for illustration cut downing shyness ( Marshall 2001 ) . Classroom meetings enable scholars to interact positively through take parting in conversations and arguments in category which enable them to get the better of their shyness as they become more confident in keeping treatments. The more the scholars participate in category meetings. the more they overcome their shyness. Classroom meetings build a trusting and caring relationship between the scholar and the instructor. When the instructor holds a meeting to discourse with the scholar issues that do impact them in a friendly manner them the relationship between the instructor and the scholar is bound to better. The scholars will liberate being with that instructor which is a necessary demand for the acquisition procedure to be more effectual. The scholars will be free to inquire the instructor any inquiry which they do non understand and in bend the instructor will make what is required of him/her professionally. Agenda of schoolroom meetings. Agenda. from the position of category meetings is a term meant to mention to the different affairs that affect the scholars and are meant to be solved during meetings through giving suggestions. discoursing them or utilizing any other appropriate manner to work out them. Class meetings are designed in such a manner that they try to better the acquisition environment and alteration it positively get downing with the pupils themselves. Teachers have their ain dockets for schoolroom. for illustration the instructors use the meetings to derive some instructional aims from the scholars ( Marshall 2001 ) . Instructional aims are obtained when the instructor asks the scholars inquiries that pertain the category meeting or the lessons held in category. For illustration the instructor can inquire the scholars to give suggestions on how they could do the following lesson better than the present one. It gives the scholars the chance to reflect in their heads and seek to give suggestions that will assist better the following lesson. This sort of contemplation besides helps those childs who easy switch of from the current events to other 1s that are non portion of the category meetings. When they are asked to give suggestion refering the improvement of the meeting so they are likely to linger on when that lesson or meeting is held since they gave a suggestion refering it. Teachers can besides hold other dockets like puting up the tone of a category for acquisition. This is peculiarly an of import docket particularly when a given category is a really hard category to pull off for illustration a category that is full of mischievousness from the scholars. If a category meeting is held at the beginning of the acquisition procedure. so the instructor might be successful in implementing some regulations that will be used through the acquisition exercising and set the right tone for the acquisition procedure from the beginning of that session to the really terminal ( Marshall 2001 ) . Having Class meetings can besides hold dockets that involve scholars discoursing on the right attack for them to utilize in making their assignments and in reexamining them. For illustration they can discourse whether it is appropriate for them to keep treatments as a whole category in order to make reexamine an assignment that they had done earlier on or it will be appropriate for them to make the assignments in smaller groups or it will be more appropriate for them to make them separately through research. Such an docket enables the scholars to happen a better manner of managing their category work. a manner that will profit them more. They besides get to give grounds why they think a given attack will profit them more than the other attacks. Besides in the category meeting docket. the manner of covering with minor jobs should be spoken about or discussed. Covering with category room misbehaviours should be an docket. In some instances. particularly when covering with immature scholars of lower categories. a teacher gets ailments like â€Å"teacher this one is squashing my hand† . Both the scholars and the instructor should hold on what to make during such incidents. When the scholars decide for themselves. it becomes a certain manner of commanding some frailties in the category room as they will be witting of what they will be making in category and will evidently seek every bit much as possible to avoid acquiring into problem. Explicating inquiries. The intent. aims and ends of the meeting should be clear to the instructor in order to enable him/her to explicate the right sort of inquiries that will enable him/her to accomplish all the ends of the meetings. The instructor must explicate unfastened ended inquiries. Open ended inquiries ask for a treatment and are the best when keeping a category meeting as they require more than merely an reply. They let the scholars to give accounts as to why they feel as they feel. ( Marshall 2001 ) . Closed complete inquiries are those that require simple replies merely. They do non arouse any accounts from the scholars. They require a yes or no reply. Such inquiries should be avoided at all times. They do non even play a simple function of fostering the creativeness of the scholars. The unfastened ended inquiries help a batch in bettering the creativeness of the scholars as they give room for the scholars to believe widely and seek to come up with the right solutions or reply to a given job. The instructor should therefore formulate open-ended inquiries. An illustration of unfastened ended inquiries is a inquiry that begins with â€Å"Why? † or â€Å"How? † . This manner. a justification is given by the pupil and at the terminal does demo that the pupil did make some thought or logical thinking. The instructor should besides explicate inquiries that seek for elucidation. A scholar should seek to explicate the grounds why they chose on a given reply. In other words. the scholar should non merely give a level reply but besides explain that reply and seek to clear up it more. Some scholars have a inclination of allowing their heads wonder far off from the events that are presently taking topographic point in category and one time they are asked to reply a given inquiry they ask their neighbours in category and give an reply that serves the intent of delivering them from some shame. If a instructor formulates inquiries that seek elucidation so the learner’s attending will most probably be captured to stop of the meeting. Length. clip and frequence Length. clip and frequence of a category meeting depends on the category and age of the scholars. the nature of that group. the sort of involvements that they have during the meetings and the type or nature of subject that is being discussed. Meetings for immature kids. for illustration those in kindergarten should be planned and held for around 10 proceedingss while the 1 for older scholars i. e. those in higher categories can be held for a longer clip. about 20 proceedingss. ( Marshall 2001 ) . The meetings should ever be held at the same clip as planned or as in agenda. For illustration. some instructors do keep meetings before the category interruption for tiffin. at the terminal of the period or when the twenty-four hours ends. Teachers. who handle in-between and high school categories. keep meetings at the beginning of every category in order to discourse how the scholars are doing on and to look into on the advancement of the category undertakings. These meetings that are held at the beginning of the category in co-operate the scholars into the planning procedure which leads to increase in the acquisition processes even though merely a few proceedingss are spared for a treatment. Harmonizing to Marshall. the simple categories should keep meetings on a day-to-day footing as a manner of maintaining them in path. It checks on their behaviour and if they are making what they are supposed to make in school. Marshall besides argues that if the center and high school categories do non keep meetings on a regular footing so they will be striping themselves of the so many advantages that do come with the meetings when they are held on a regular basis. Physical environment. The physical environment should be created in a satisfactory mode. The sort of physical environment created should vouch the meeting some quality. For illustration if a instructor decides to make a circle or to follow a circle format for the meeting. so it is obvious that the meeting will hold a high quality attached to it since the scholars see each other face to face and are hence able to read each other’s looks every bit good as hear the words that are being spoken in a better manner as compared to them being seated in rows and confronting the instructor whereby the scholars won’t be able to see the 1s who are lending from the dorsum of the category ( Marshall 2001 ) When the scholars are seated in rows. they will writhe around to see the individual lending from the dorsum. This leads to miss of concentration that is a necessity in the treatment. Therefore. instructors should follow an environment that is more effectual for the treatment to be of a greater success. A circle format for the sitting agreement is the best for keeping category meetings. Furniture. Desks are a barrier to open treatments in category. They should be moved in order to pave manner for a circle. The scholars should merely utilize their chairs if the meeting is to be more effectual. For the younger scholars. those in lower classs. sitting on the floor will be more effectual in that motion will be minimum from them. It will besides salvage clip for traveling desks and chairs since they are immature and make non cognize the value of clip. ( Marshall 2001 ) . Role of the instructor. The major function of the instructor is to ease the meeting. For illustration. the instructor has to supervise the scholars. pose the right inquiries and give the right replies to the scholars. The instructor has to guarantee that the right remarks are made to every pupil who attempts to convey something into the treatment. If a instructor remarks on merely one learner’s part and ignores the other. so that pupil is bound to believe that his part was non worthwhile. The instructor has to reason the meeting. He/she has to sum up all the points that have been discussed and to do certain that all the scholars understand all that has been discussed. Role of the pupil. The pupil plays a function in implementing what has been discussed and agreed upon. If the meeting set an docket on maintaining silence in category. so the scholar has to seek and be soundless. If they agreed on how cleansing of schoolrooms should be done so the scholar has a function to play to do certain that all is a success. Closing the meeting. The instructor should give a sum-up of the whole meeting on what has been agreed upon. The instructor could besides pull a consensus or merely province the in agreement solution in a job work outing meeting. It serves to reenforce the treatments of the meeting. Evaluation. At the terminal of the meeting. the instructor should inquire himself or herself some inquiries that reflect on the meeting and are meant to better accomplishments. For illustration: are the scholars showing their ain sentiments? Are the pupils exposing any grounds of insightful thought? ( Marshall 2001 ) . The instructor can besides asses the degree of engagement of the scholars i. e. if they all took portion in the treatment. In decision. category meetings are an of import portion in the creative activity of a contributing acquisition environment. When meetings are held with the scholars. they non merely look into on the behaviour of the scholars but besides better the relationship of the scholars and the instructor which is an of import facet in the instructor pupil relationship. Mentions. Marshall. M. ( 2001 ) . Classroom meetings. . New York: Piper Press.

The Difference Between Amateur and Proper Writers; And Why You Shouldn - Freewrite Store

The Difference Between Amateur and Proper Writers; And Why You Shouldn - Freewrite Store Commit to your new job. Let me paint you a picture, one of those bizarre scenarios, frisky tableaus, that slowly segues into the topic and theme of the title. Imagine a big, bawdy bar, with a barkeep of barreled brawn, brined brains, and bedeviled behavior. A sprawling dome sanctified by the Gods, christened by Baco and sponsored by the good folks at Guinness†¦ in other words, a pub. A proper (we only serve booze) pub. Now, take that majestic construct and catapult it 100 years into the future, and since we are already breaking the space-time-continuum let’s shatter this flimsy facade called logic - and cement its pillars on one of the heaven’s marshmallow clouds. â€Å"The Cloud Nine† pub in the sky. There’s a marquee on the brick side by the petunias: â€Å"Jesus once came here for a pint.† Inside our celestial haberdashery, patrons dance, dames frolic, and inebriates fight and fess-up. In one corner, Oscar Wilde and Lord Byron are playing footsies under the table. By the jar of pickled eggs, Hemingway is displaying his legendary attitude towards liquor. By the door, giving a rousing and confusing speech on wordplay, Shakespeare. Tolstoy and Marx dip their wet fingers on a pile of salt, trying desperately to hoover the last crumbs of peanuts. Throughout all this madcap, watermark fandango of insanity, a conga line has formed: Maya Angelou, Charlotte Bronte, and Virginia Woolf do the cha-cha-cha while Austen and Christie follow with a brilliant rendition of the chicken dance. The lit cream of yesteryear rubbing shoulders and other naughty parts. The night carries on, sooner or later Karaoke comes into play and bonds are forged mid-way through â€Å"Bohemian Rhapsody†;even Poe manages a smile. Then Twain, that rascal that he is, poses a question:    â€Å"When is a writer no longer an amateur, but a professional?†    Noggins and cookies start boiling. Fitzgerald drools on the virtues of speaking from experience. Lovecraft gives a fairly decent argument towards making pacts with Old Ones. Hemingway zig-zags into a yarn about fishing, while Woody Allen tries to hit on the waitress. On and on they ping-pong the question around the room. Some manage to hit the ball, others evade it, preferring to occupy their minds with the physics of lager. Up and down, hours and hours, the philosophical item is examined; no real answer reached, no consensus patted down. Then, just before the rooster is about to call it a night, a voice is heard among the revelry:    â€Å"Oh, that’s without a doubt the easiest question out there.†    Everybody turns, eyes adjusting in the gloom and rum haze. Sitting on a stool, right next to a Pac-Man machine and flicking through a jukebox’s selection of Golden Oldies, the man himself†¦ Mister Stephen King.    â€Å"Like I said, you turnip heads, there’s a simple answer.† He takes a sip of his coke. â€Å"A writer is truly a professional writer, the minute, nay, the second he gets PAID. A check for something you’ve written instantly grants you pro-writer status. Easy peasy lemon squeezy.†    Mouths catching flies, everybody stares at the horror master, knowing full well that that Gordian Knot of a riddle had been sliced in two and packaged away with alacrity.    â€Å"OK,†goes Twain â€Å"Let me re-frame the question: when do you pass from being a mediocre writer aproper writer?†    Stephen King gets up, understanding that the wordsmith has him by the furry bits The man, having just read â€Å"50 Shades of Grey†, his belief in the power of humankind and the essence of his craft shaken to the very foundation, simply walks off. So, the conundrum still stands: when is a writer a proper writer?As a published author, I’m going to toss my two-cents into that fountain and hope they don’t get lost among the treasured detritus of others. In my opinion, a writer becomes what he is meant to be the second he stops measuring himself up to others of his profession. The second you manage to tie down your voice, tone and make it your own, without trying to copy someone else’s beats, that’s the minute you are a professional. That’s the minute you become something truly unique and irreplaceable.    â€Å"But,† you ask â€Å"How do I get to that point?†    It’s not easy, so here are a few tips: Commit to your new job. Writing, penning out articles, manuscripts, stories, poems, scripts, and all other wordy fragments of wisdom or sheer entertainment is a full-time, 24/7 task. There’s a lot of talk going around town about the power of visualization; I’m here to tell you that’s just nothing short of Hocus Pocus. In reality, you can visualize all you like. Buy the hipster hat, the flowing scarf and talk like a lofty SOB at your next family get together. Do the whole fandango and tango†¦ You’re still not a writer. Imagine as many unicorns and pie-in-the-sky ideas as your greedy little brain will allow, at the end of the day you’ll still find yourself at the stable wondering why your horse can’t fly or who stole his magical horn. The only way to become a writer is to sit down and put in the work. Plant your rear on a seat, or couch, snatch your tools and scribble ‘til you hit gold or have something worth publishing.    â€Å"What about the muse?†    Poppycock! My advice is to grab those Grecian mistresses and take them out back; two shots to the back of the skull for each. Neil Gaiman and Larry Correia will help you hide the bodies while Hemingway mops up the blood. The truth of the matter is that some days you’ll get up in the morning, slug your way to your laptop and discover that fiend writer’s block sitting on the ledge of your table. The specter is pointing out your worthlessness and handing out wanted ads; circled in crimson: â€Å"full-time accountant, great pay.† Before you log on and give Facebook a chance, open up your word-processor and freaking write. Maybe, after four hours of clacking away, you’ll have a sentence or two worth a lick.    A professional writer writes until his ass is raw and his fingers bleed. An amateur writer dabbles with his computer as long as there is nothing good on the television. A structured existence. Let’s build a bridge between the island up above and this grassy archipelago. It’s time to set down rules, to set down goals and lay the foundations that will eventually make you a professional writer. Hacking away at your diary isn’t, unless you’re Anne Frank, professional writing. Every great or at least successful writer has a process. Stephen King reads four hours a day and writes for another four. Dan Brown wakes up at the crack of dawn, stretches and then works until noon. Janet Evanovich finger-dances across the keyboard in the morning and edits at night. Carl Hiassen faces his desk against a blank wall and snaps on shooting-range earmuffs against his head. Hemingway strolled to the nearest bar, sat down and jotted down 500 words, celebrating each victory at the end with a stiff drink. Every single one of them, like Rowling at a coffee shop in Edinburg staring at a cemetery, had their magic recipe. And, unlike any thaumaturgical hootenanny, their â €Å"IT† wasn’t based on a virgin’s blood and a Saint’s holy tears; it was grounded on a businesslike attitude, by the numbers, by appreciation of their skill set. It’s all about discipline, especially when you don’t have a boss riding your ass. Establish a passable set of rules to live by; that’s the Golden Ratio. This is a nine-to-five job; you clock in, you clock out. You need a space for yourself, especially if you are working at home. Otherwise your novel will be slowly devoured and digested by those rugrats you call offsprings. You need to mark down daily goals and, even if you have to go over time, fulfill them.    A pro will edge at least 500 words a day. She’ll dip her arm into a fiery pit, 500 times, just to get those words out. She’ll wake up every day, forget her family exists, juggle divorce like a pro and become a statue in her office ‘til she hits the mark. An amateur will wake up whenever she feels like it, take her time with her coffee, play with her kids, talk to her partner and, finally, scratch out twenty words and say the day was productive. Sharpen your tools. I’m going to step into a Stargate and zoom our narrative into another whimsical dimension. Did you know that Eric Clapton became Eric â€Å"Oh dear lord Layla is the bomb† Clapton after hearing and jamming with Jimi Hendrix? Did you know the Bob â€Å"I just won a Nobel Prize† Dylan purposely bought a house close to Tom Petty, Roy Orbison, and George Harrison? There’s a reason why there was The Police, before Sting. Why Don Henley needed that adrenaline shot known as the Eagles. Why Lennon needed Paul, George, and Ringo. There’s a time in every artist’s life when the chords, the beat, the rhythm, the skills are all learned and mastered; you can either stagnate or take it to the next level. If you’re not a music lover, then let’s flip that analogy onto another field†¦ snatch your boxing gloves and go beat up someone better than you. One of the keys to being a legendary artist is to know you are part of a community. You have to purge that misconception that art is a lone wolf’s hunt. Nope, DiCaprio became an Oscar winner thanks to Scorsese. Hemingway earned his legendary status on account of Gertrude Stein. Frankenstein was penned thanks to an oddball weekend with Lord Byron, Percy Shelley and John Polidori in Switzerland. Talent is partly like an STD. It’s more contagious than syphilis, and some of your peers are so infected with it that you’re liable to catch it by mere osmosis. Surround yourself with people in your neck of the woods. People that appreciate your craft and actually dabble in it. Think about the mid 20s and roaring 30s, or the Beatnik movement, or SoHo London; flash back to those rocking times. Everybody was doodling everybody. Post-coital carnal caper chats ensued on the craft recipe of the day. Pores sweaty, salty and open, your soul as bare and naked as the rest of you. Your mind lathered and frothed by livid libations and popping endorphins. A sultry poetista whispering Keats into your ears; the primordial soup in which creativity is stewed and prepared. Or, if you’re a bit square, the following Open Sesame phrase will win over any writer: â€Å"let me buy you a beer!†If you toss in some Wild Turkey, we will allow you to pump us for as much info as you want.    A pro will, after getting up at the crack of dawn, crawl his way into an avant-garde play at midnight. He will wallow past the existential dingus, toast with his artsy friends at 3 AM, decline a snort of Peruvian moon dust at 5 AM, get an UBER at 6 and start the day on Red Bull just to start writing again. He’ll do that and more just to bathe and float in creative juices. An Amateur will call it a day at 4 and switch on the ballgame. Know your genre. Every platform has guidelines. You can break them, you can go all Gonzo on Journalism, but first, you have to conquer them. Once you have them down to a science, once you can build your rifle with your tongue while blindfolded and barking like a loon, only then can you defenestrate those pesky commandments and dash them against the rocks. Genres have tropes, they have verified axioms that somehow still manage - in many cases - to seem original. For example, in mythology - and most Marvel and DC movies - the age-old Hero’s Journey is the archetype; Campbell’s 17 stages, the playbook Batman was built on. In hard-edge journalism, the â€Å"Five W’s† are the linchpin of any piece. Analyze your sandbox. Take it apart and put each grain of dust under the microscope. Want to Tolkien your way to the top of the fantasy aisle? Then you better have your world-building criteria down on paper. There’s a reason why publishers search for word counts for each genre . Why Westerns shouldn’t be more than 65k words; why Horror has to be at least 100k; why Game of Thrones is considered a hostile mallet in certain New York City boroughs. Here’s another example with the same sentence done and tweaked for different schools of thoughts.    â€Å"It was twilight, five minutes past 6 in New Jersey when†¦Ã¢â‚¬  Journalism.    â€Å"In the Kingdom the sun had dipped below the marbled turrets, bronzing the golden crest when†¦Ã¢â‚¬  Fantasy.    â€Å"A crisp and sharp wind bit into John’s cheek. Night was fast approaching, his instincts coming full force with it†¦Ã¢â‚¬  Action.    â€Å"The sun decided to call it a day. Happy Hour was starting up just to thewest, and that flaming ball of gas needed some Sake, Geisha Hanky-Panky and, oddly enough, a dose of Sumo†¦Ã¢â‚¬  Comedy.    â€Å"A funeral shroud clawed its way pass the horizon, digging its long bloody talons into the last rays of light that clung to the day. A Halloween orange snapped just past the emerald mountains, scatting for a second the landscape in a multicolored afterglow. Then, in a flash and with the same feral ferocity, bewilderingintensity, and vivid violence it disappeared into the ether. With it, all sense of safety was snuffed out. A Stygian wave rolled over the street; pulling in all sights and sounds into its ravenous event horizon†¦Ã¢â‚¬  Horror.    A Pro will hit her head against the head, for an hour, just to catch that word - that perfect word - that’s dangling at the tip of her tongue. She’ll study and read every great book published in her genre before daring to approach that theme. She’ll take months penning that perfect book or article. An Amateur will hook from the pond whatever word comes swimming by and stitch it onto his pieces just to be done with it. She’ll ask herself: â€Å"Why not just say the clown is scary and be done with it† when discussing IT with her friends. Tips from this side of the table. Here are some Golden Rules that truly construct pieces worth printing. Rethink every adverb you place in your text. Anything that ends with â€Å"ly.† The trick to good storytelling is to show and let your audience infer. How was he â€Å"calmly† walking to the gallows? Be mindful of alliterations. They work great in comedy, but might sound funky in other genres. Grammar, in fiction - especially in horror - is flexible. This is paramount when placing your commas, periods and semicolons. Every paragraph has a beat and rhythm; you’re the artist, you build. Then Edit some more. Dean Koontz, for example, will edit each page to death before starting to write another one. It helps to get everything into perspective and, if you’re playing with a novel, it slices the task into digestible sections. Get a thesaurus and learn some odd words. Each genre has a formula, a dictionary to it, get cracking and know your theater’s vocabulary. H.P. Lovecraft used to trudge around, constantly searching for bizarre and arcane words to fill his manuscripts with. Read like a madman. And, when you are not reading, get some audio books. Before shipping and closing the chapter on anything, read it out loud. There’s a reason why storytellers were so adored back in olden days before the printing press. Your phrases or sentences have to hit the ear just right. Critics are right monstrous Unfortunately, they are also your best friends. Before you publish anything, pass it around. Start by copying some of your favorite author’s tone and pattern, learn from them. Slowly start molding them to your frame of mind. You have to mature and nurture your unique voice, but before that happens that fertile egg has to be inseminated†¦ so pick a proper genetic input. And finally, and most importantly, get someone to bankroll you. If you’re getting paid for it, then you’re a writer. Money in the bank, despite what the critics say, is the bar you have to measure yourself against.

How diversity impacts educational efforts and programs within the area Research Paper

How diversity impacts educational efforts and programs within the area of academia - Research Paper Example A nurse is essentially a social person, or he/she might not be able to do justice to the job. Social skills required on the part of a nurse include but are not limited to emotional intelligence, communication skills, and management. In-depth knowledge of diverse cultures enables a nurse to optimize on his/her potential to display these skills in the workplace. Inclusion of diversity in the academic curriculum of nursing acquaints a nurse with the knowledge of the best possible way to deal with a patient coming from a certain background. Diversification of the nursing education is also a need of the hour in that the nursing students have become increasingly non-traditional over the years. Non-traditional means â€Å"aged 25 or older, commutes to school, enrolled part time, is male, is a member of an ethnic or racial minority group, speaks English as a second or additional language, has dependent children, and holds a general equivalency diploma (GED) or has required remedial classes† (Bednarz, Schim, and Doorenbos, 2010). According to the American Association of Colleges of Nursing (AACN), there were about 73 per cent non-traditional nursing students in the undergraduate program as of

INTRODUCTION TO HUMANITIES Essay Example | Topics and Well Written Essays - 500 words

INTRODUCTION TO HUMANITIES - Essay Example The ancient Egyptians believed that real life began after the death of the body. It is for this purpose that so much deliberation and concern went into organizing the places where bodies would be brought to rest at the moment of death. The rich had the walls of their tombs carved exquisitely, and rich foods and jewels as well, were left there along with the body. The walls of the tombs also depicted Egyptian gods leading the person’s soul through judgment, and finally to his allotted area. Poor Egyptians were buried in the sand, but also made efforts to ensure that their bodies would first be mummified. (Bishop, 1999) The preservation of the body was very important to ancient Egyptians. They believed that a soul would need it in the next life and so took measures to ensure its maintenance. Mummification, an embalming process that took 70 days, was done to dry the body. Large amounts of natron were also employed to hasten the drying process. Canopy jars were then utilized to hold the mummified remains of the body parts that had been removed. The early Minoans in northern and eastern Crete were also seemingly preoccupied with the dead. They carved out in caves, elaborate house tombs for their dead, a norm that suggests that they considered that the deceased person would go on with a new life in death and that he would need his house (Bishop, 1999). Even in ancient China, the populace believed that the soul of a dead person continued to exist in another form once it left the body. It was deemed that it would require everything it possessed in earthly life to be comfortable. The ancient Chinese slaughtered the livestock and actual family of the deceased so that they could accompany him in his new existence. This was a practice observed by many ancient cultures inclusive of the Egyptians (Bishop, 1999). Today’s death practices in various parts of the world involve morticians

Resistance to Change Essay Example for Free

Resistance to Change Essay The formula states that, to overcome the resistance to change, these three components must all be present (dissatisfaction, vision, and first steps). An organization must have dissatisfaction with the current situation, a vision of the possibilities the future can bring, and attainable first steps to reach the vision. â€Å"If any of the three is zero or near zero, the product will also be zero or near zero and the resistance to change will dominate† (Rouda Kusy, 1995). One of the models of OD interventions is Action Research. It follows three major procedures. First, data would be collected regarding the current system in relation to the objective, goal, or need of that system. Then, selected variables within the system would be altered based on the research. Finally, the results would be evaluated (French Bell, 1990 cited in Rouda Kusy, 1995). On the other hand, training and development (TD) is a learning process that involves a systematic development of individuals’ expertise to improve the performance of the individual and the organization (Swanson, 2003; Rouda Kusy, 1996). The desired results of TD can be classified into four categories: reaction, learning, behavior or performance, and outcome or results. Reaction involves the evaluation of the training program (e. g. , trainee satisfaction). Learning focuses on the change in the participants after the training (e. g. , change in skills, knowledge, or attitudes). Behavior or performance is the application of learning gained from the training to the job or organization. Finally, outcomes or results relate the impact of training on the productivity and profitability of the organization. TD is usually evaluated using the last two categories, i. e. , the transfer of learning to the success of the organization and its overall impact on the organization (Kirkpatrick, 1983 cited in Rouda Kusy, 1996). For effective and efficient training, a planned instructional systems design (ISD) process is implemented for the assessment, design, development, implementation and evaluation of training. ISD begins with organizational needs assessment, which involves â€Å"surveying, identifying and prioritizing training needs, analyzing the causes of performance problems and opportunities, and identifying possible solutions. † Needs assessment is necessary to determine if the training will be cost-effective and if it is the appropriate solution (Rouda Kusy, 1996). The training design should include an analysis of the learners’ characteristics, the place where work will be performed, and the expected tasks and duties to be performed by the trainees. A complete review of the subject matter should also be conducted and the goals and performance objectives of the training must be established. A plan to evaluate the training should be devised and the instructional materials and strategies must be obtained, prepared, and pre-tested. Factors Affecting the Future Trends of HRD Practices A study was conducted by Ruona and her colleagues (2002) to identify the factors affecting the practice of HRD and its role in the future. Results showed that globalization, technology, changing organization and workforce demographics, and the ability of HRD to keep up with the changes in the environment are the forces that influence HRD. The prevalence of globalization requires HRD practitioners to understand and integrate further intercultural practices in the organization, as opposed to imposing a western view on individuals in other countries. The rapid technological development, on the other hand, would have a significant impact on learning practices, such as e-learning and virtual offices. Hopkins and her associates (2006) added that the scarcity of computer literate employees poses an overwhelming challenge in creating HRD programs, as it hampers instruction and learning process. Meanwhile, as globalization and technology prompt changes in the organization, the workforce demographics have become increasingly diversified, driving the force that would revolutionize HRD practices. Thus, there is a need to examine whether current HRD practices of an organization have the ability to adapt to the changing conditions in the organization (Ruona, et al. , 2002). Changes in the role of HRD in future were also identified. The findings of the study revealed that learning, change and organization system, and knowledge management and creation are the key roles of HRD in an organization. HRD practitioners identified learning and human development as the highest competitive advantage of the field. They emphasized the importance of the effective use and systematic integration of learning methodologies in the organization. They urge HRD to focus on creating cultures that would foster an environment that is truly conducive to learning, such as assigning challenging tasks and implementing reward systems that encourage learning. The rapid changes taking place in the organization also require HRD practitioners to assist people to overcome their resistance to the changes. These people also need to be assisted in coping up with the changes. Future trends also dictate that HRD must fulfill its role in creating and managing knowledge to prevent information overload (Ruona, et al. , 2002). Conclusion Akdere, M. Conceicao, S. (2006). Integration of human resource development and adult education theories and practices: Implications for organizational learning. Academy of Human Resource Development International Conference Proceedings, 295-301. Columbus, Ohio De Silva, S. Human resource development for competitiveness: a priority for employers. Geneva: ILO, 1998

Emma by Jane Austen Essay -- Emma Jane Austen

About the Author Jane Austen was born on December 16, 1775 at Steventon, England. She was the seventh child of the rector of the parish at Steventon, and lived with her family until they moved to Bath when her father retired in 1801. Her father, Reverend George Austen, was from Kent and attended the Tunbridge School before studying at Oxford and receiving a living as a rector at Steventon. Her mother, Cassandra Leigh Austen, was the daughter of a patrician family. Among her siblings she had but one sister, Cassandra, with whom she kept in close contact her entire life. Her brothers entered a variety of professions: several joined the clergy, one was a banker, while several more spent time in the military. Although her family was neither noble nor wealthy, Rev. Austen had a particular interest in education, even for his daughters. Although her novels focus on courtship and marriage, Jane Austen remained single her entire life. She died in Winchester on July 8, 1817. Jane Austen published four novels anonymously during her lifetime: Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814), Emma (1815). Two novels, Northanger Abbey and Persuasion were published posthumously in 1817. These novels are prominent for her satiric depiction of English society and manners. Summary of Emma Jane Austen's Emma is a novel of courtship. Like all of Austen's novels, it centres on the marriage plot: who will marry whom? For what reasons will they marry? Love, practicality, or necessity? At the centre of the story is the title character, Emma Woodhouse, an heiress who lives with her widowed father at their estate, Hartfield. At the beginning of the novel, she is a self-satisfied young woman who feels no particular need to marry, for she is in the rather unique condition of not needing a husband to supply her fortune. At the beginning of the novel, Emma's governess, Miss Taylor, has just married Mr. Weston, a wealthy man who owns Randalls, a nearby estate. The Westons, the Woodhouses, and Mr. Knightley (who owns the estate Donwell Abbey) are at the top of Highbury society. Mr. Weston had been married earlier. When his previous wife died, he sent their one child (Frank Churchill) to be raised by her brother and his wife, for the now-wealthy Mr. Weston could not at that time provide for the boy. Without Miss Taylor as a companion,... ...e is unpopular in Highbury due to her poor manners and arrogance, but becomes good friends with Jane Fairfax. Her status in society rests only on the fact that her sister married very well. She refuses to treat others with the proper respect they are accorded, including even Mr. Knightley. Mr. John Knightley - A tall, gentleman-like, clever man, respectable and reserved. Emma dislikes him somewhat for his severity and lack of patience. He is Knightley's brother and Woodhouse's son-in-law. He is married to Isabella, Emma's sister. They live in London and visit only occasionally. Mr. John Knightley is given to complaint and bad humour; his wife is submissive and devoted entirely to him. Mrs. Goddard: The mistress of a Boarding school where girls might be sent to receive a little education. Her school was in high repute. One of her former students is Harriet Smith, who now assists Mrs. Goddard. Miss Bates: The daughter of Mrs. Bates, she was neither young, married, handsome nor rich. She is a pitiable character with the worst predicament. She lacks all distinguishing traits such as intellect or cleverness, yet she was mostly happy and treated others with great goodwill.

Night World : Daughters of Darkness Chapter 6

Whydidn't we just kill her?† Kestrel asked. Rowan and Jade looked at each other. There were few things they agreed on, but one of them was definitely Kestrel. . â€Å"First of all, we agreed not to do that here. Wedon't use our powers-â€Å" â€Å"And we don't feed onhumans. Or kill them,† Kestrel finished the chant. â€Å"But you already used your powers tonight; you called Jade.† â€Å"I had to let her know what story I'd just toldabout Aunt Opal. Actually, I should have planned forthis earlier. I should have realized that people are going to come and ask where Aunt Opal is.† â€Å"She's the only one who's asking. If we killed her-â€Å" â€Å"We can't just go killing people in our new home,†Rowan said tightly. â€Å"Besides, she said she had family waiting for her. Are we going to kill all of them?† Kestrel shrugged. â€Å"We arenotgoing to start a blood feud,† Rowan said even more tightly. â€Å"But what about influencing her?† Jade said. Shewas sitting with Tiggy in her arms, kissing the velvety black top of the kitten's head. â€Å"Making her forget she's suspicious-or making her think she saw Aunt Opal?† â€Å"That would be fine-if it were just her,† Rowansaid patiently. â€Å"But it's not. Are we going to influ enceeveryone who comes to the house? What aboutpeople who call on the phone? What about teachers?You two are supposed to start school in a couple of weeks.† â€Å"Maybe we'll just have to miss that,† Kestrel said without regret. Rowan was shaking her head. â€Å"We need a permanent solution. We need to find some reasonable explanation for why Aunt Opal is gone.† â€Å"We need to move Aunt Opal,† Kestrel said flatly.†We need to get rid of her.† â€Å"No, no. We might have to produce the body,†Rowan said. â€Å"Looking likethat?† They began to argue about it. Jade rested her chin on Tiggy's head and stared out the multipaned kitchen window. She was thinking about Mark Carter, who had such a gallant heart. It gave her a pleasantly forbidden thrill just to picture him. Back home there weren't any humans wandering around free. She could never have been tempted to break NightWorld law and fall in love with one. But here †¦yes, Jade could almost imagine falling in love with Mark Carter. Just as if she were a human girl. She shivered deliriously. But just as she was tryingto picture what human girls did when they were in love, Tiggy gave a sudden heave. He twisted out of her arms and hit the kitchen floor running. The fur on his back was up. Jade looked at the window again.She couldn't see anything. But †¦she felt †¦ She turned to her sisters. â€Å"Something was out there in the garden tonight,† she said. â€Å"And Icouldn't smell it.† Rowan and Kestrel were still arguing. They didn't hear her. Mary-Lynnette opened her eyes and sneezed. She'd overslept. Sun was shining around the edges of her dark blue curtains. Get up and get to work, she told herself. But instead she lay rubbing sleep out of her eyes and tryingto wake up. She was a night person, not a morningperson. The room was large and painted twilight blue. Mary-Lynnette had stuck the glow-in-the-dark starsand planets to the ceiling herself. Taped onto the dresser mirror was a bumper sticker saying I BRAKEFOR ASTEROIDS.On the walls were a giant relief map of the moon, a poster from the Sky-Gazer's Almanac, and photographic prints of the Pleiades,theHorsehead Nebula, and the total eclipse of 1995. It was Mary-Lynnette's retreat, the place to go when people didn't understand. She always felt safeinthe night. She yawned and staggered to the bathroom, grabbing a pair of jeans and a T-shirt on the way. She was brushing her hair as she walked down the stairs when she heard voices from the living room. -252Claudine's voice †¦ and a male voice. Not Mark; weekdays he usually went to his friend Ben's house.A stranger. Mary-Lynnette peeked through the kitchen. Therewas a guy sitting on the living room couch. She could see only the back of his head, which was ash blond. Mary-Lynnette shrugged and started to open the refrigerator, when she heard her own name. â€Å"Mary-Lynnette is very good friends with her,† Claudine was saying in her quick, lightly accented voice. â€Å"I remember a few years ago she helped her fix up a goat shed.† They're talking about Mrs. B.! â€Å"Why does she keep goats? I think she told Mary-Lynnette it would help since she couldn't get out that much anymore.† â€Å"How strange,† the guy said. He had a lazy, careless-sounding voice. â€Å"I wonder what she meant bythat.† Mary-Lynnette, who was now peering intently through the kitchen while keeping absolutely still,saw Claudine give one of her slight, charming shrugs. â€Å"I suppose she meant the milk-every day she has fresh milk now. She doesn't have to go to the store. But I don't know. You'll have to ask her yourself.† She laughed. -252Not going to be easy, Mary-Lynnette thought. Now, why would some strange guy be here asking questions about Mrs. B.? Of course. He had to be police or something. FBI.But his voice made her wonder. He sounded too young to be either, unless he was planning to infiltrate Dewitt High as a narc. Mary-Lynnette edgedfarther into the kitchen, getting a better view.There-she could see him in the mirror. Disappointment coursed through her. Definitely not old enough to be FBI. And much asMary-Lynnette wanted him to be a keen-eyed, quick witted, hard-driving detective, he wasn't. He was only the handsomest boy she'd ever seen in her life. He was lanky and elegant, with long legs stretched out in front of him, ankles crossed under the coffee table. He looked like a big amiable cat. He had deancut features, slightly tilted wicked eyes, and a disarming lazy grin. Not just lazy, Mary-Lynnette decided. Fatuous. Bland. Maybe even stupid. She wasn't impressed by good looks unless they were the thin, brown, and interesting kind, like-well, like Jeremy Lovett for instance. Gorgeous guys-guys who looked like bigash-blond cats-didn't have any reason to develop their minds. They were self-absorbed and vain. With IQs barely high enough to keep a seat warm. And this guy looked as if he couldn't get awake orserious to save his life. I don't care what he's here for. Ithink I'll go upstairs. it was then that the guy on the couch lifted onehand, wiggling the fingers in the air. He half-turned. Not far enough actually to look at Mary-Lynnette,but far enough to make it dear he was talking to somebody behind him. She could now see his profilein the mirror. â€Å"Hi, there.† â€Å"Mary-Lynnette, is that you?† Claudine called. â€Å"Yes.† Mary-Lynnette opened the refrigerator doorand made banging noises. â€Å"Just getting some juice. Then I'm going out.† Her heard was beating hard-with embarrassmentand annoyance. Okay, so he must have seen her in the mirror. He probably thought she was staring at him because of the way he looked. He probably had people staring at him everywhere he went. So what, big deal, go away. â€Å"Don't go yet,† Claudine called. â€Å"Come out here and talk for a few minutes.† No. Mary-Lynnette knew it was a childish and stupid reaction, but she couldn't help it. She banged a bottle of apricot juice against a bottle of Calistoga sparkling water. â€Å"Come meet Mrs. Burdock's nephew,† Claudine called. Mary-Lynnette went still. She stood in the cold air of the refrigerator, lookingsightlessly at the temperature dial in the back. Then she put the bottle of apricot juice down. She twisted a Coke out of a six-pack without seeing it. What nephew? I don't remember hearing about any nephew. But then, she'd never heard much about Mrs. B.'s nieces either, not until they were coming out. Mrs. B. just didn't talk about her familymuch. So he's her nephew. . . that's why he's askingabout her. But does he know? Ishe in on it with those girls? Or is he after them? Or .. . Thoroughly confused, she walked into the living room. â€Å"Mary-Lynnette, this is Ash. He's here to visit withhis aunt and his sisters,† Claudine said. â€Å"Ash, this isMary-Lynnette. The one who's such good friends with your aunt.† Ash gotup, all in one lovely, lazy motion. Just like a cat, including the stretch in the middle. â€Å"Hi.† He offered a hand. Mary-Lynnette touched it withfingers damp and cold from the Coke can, glanced up at his face, and said â€Å"Hi.† Except that it didn't happen that way. If happened like this: Mary-Lynnette had her eyeson the carpet as she came in, which gave her a good view of his Nike tennis shoes and the ripped kneesof his jeans. When he stood up she looked at his T-shirt, which had an obscure design-a black floweron a white background. Probably the emblem of some rock group. And then when his hand entered her field of vision, she reached for it automatically, muttering a greeting and looking up at his face justas she touched it. And This was the part that was hard to describe. Contact. Somethinghappened. Hey, don't I know you? She didn't. That was the thing. She didn't know him-but she felt that she should. She also felt as if somebody had reached inside her and touched herspine with a live electric wire. It was extremely not enjoyable. The room turned vaguely pink. Her throat swelled and she could feel her heart beating there. Also not-enjoyable. But somehow when you put it alltogether, it made a kind of trembly dizziness like †¦ Like what she felt when she looked at the Lagoon Nebula. Or imagined galaxies gathered into dusters and superclusters, bigger and bigger, until size lost any meaning and she felt herself falling. She was falling now. She couldn't see anything except his eyes. And those eyes were strange, prismlike, changing color like a star seen throughheavy atmosphere. Now blue, now gold, now violet. Oh, take this away. Please, I don't want it. â€Å"It's so good to see a new face around here, isn'tit? We're very boring out here by ourselves,† Claudine said, in completely normal and slightly flustered tones. Mary-Lynnette was snapped out of her trance, and she reacted as if Ash had just offered her a mongoose instead of his hand. She jumped backward,looking anywhere but at him. She had the feeling of being saved from falling down a mine shaft. â€Å"O-kay,† Claudine _ said in her cute accent.†Hmm.† She was twisting a strand of curly dark hair, something she only did when she was extremely ner vous. â€Å"Maybe you guys know each other already?† There was a silence. I should say something, Mary-Lynnette thoughtdazedly, staring at the fieldstone fireplace. I'm acting crazy and humiliating Claudine. But what just happened here? Doesn't matter. Worry later. She swallowed, plastered a smile on her face, and said, â€Å"So, how long are you here for?† Her mistake was that then she looked at him. Andit all happened again. Not quite as vividly as before, maybe because she wasn't touching him. But the electric shock feeling was the same. Andhelooked like a cat who's had a shock. Bristling. Unhappy. Astonished. Well, at least he wasawake, Mary-Lynnette thought. He and Mary-Lynnettestared at each other while the room spun andturned pink. â€Å"Whoare you?† Mary-Lynnette said, abandoning any vestige of politeness. â€Å"Who areyou?† he said, in just about exactly the same tone. They both glared. Claudine was making little clicking noises with her tongue and clearing away the tomato juice. Mary Lynnette felt distantly sorry for her, but couldn'tspare her any attention. Mary-Lynnette's whole consciousness was focused on the guy in front of her; on fighting him, on blocking him out. On getting rid of this bizarre feeling that she was one of two puzzle pieces that had just been snapped together. â€Å"Now, look,† she said tensely, at the precise moment that he began brusquely, â€Å"Look-â€Å" They both stopped and glared again. Then Mary-Lynnette managed to tear her eyes away. Something was tugging at her mind†¦ . â€Å"Ash,† she said, getting hold of it.†Ash. Mrs. Burdockdid say something about you †¦ about a littleboy named Ash. I didn't know she was talking abouther nephew.† â€Å"Great-nephew,† Ash said, his voice not quite steady. â€Å"What did she say?† â€Å"She said that you were a bad little boy, and that you were probably going to grow up even worse.† â€Å"Well, she had thatright,† Ash said, and his ex pression softened a bit-as if he were on more familiar ground. Mary-Lynnette's heart was slowing. She found thatif she concentrated, she could make the strange feel ings recede. It helped if she looked away from Ash. Deep breath, she told herself. And another. Okay,now let's get things straight. Let go of what just hap pened; forget all that; think about it later. What's important now? What was important nowwas that: 1) This guy was the brother of those girls; 2) He might be in on whatever had happened to Mrs. B.; and, 3) If he wasn'tin on it, he might be able to help with some informa tion. Such as whether his aunt had left a will, and if so, who got the family jewels. She glanced at Ash from the side of her eye. He definitely looked calmer. Hackles going down. Chest lifting more slowly. They were both switching gear. â€Å"So Rowan and Kestrel and Jade are your sisters,† she said, with all the polite nonchalance she could muster. â€Å"They seem nice.† â€Å"I didn't know you knew them,† Claudine said,and Mary-Lynnette realized her stepmother was hovering in the doorway, petite shoulder against thedoorjamb, arms crossed, dishtowel in hand. â€Å"I told him you hadn't met them.† â€Å"Mark and I went over there yesterday,† MaryLynnette said. And when she said it, something flashed in Ash's face–something there and gone before she could really analyze it. But it made her feelas ifshe were standing on the edge of a cliff in a cold wind. Why? What could be wrong with mentioning she'd met the girls? â€Å"You and Mark . . .and Mark would be-yourbrother?† â€Å"That's right,† Claudine said from the doorway. â€Å"Any other brothers or sisters?† Mary-Lynnette blinked. â€Å"What, you're taking a census?† Ash did a bad imitation of his former lazy smile. â€Å"I just like to keep track of my sisters' friends.† Why?†To see if you approve or something?† â€Å"Actually, yes.† He did the smile again, with moresuccess. â€Å"We're an old-fashioned family. Very old-fashioned.† Mary-Lynnette's jaw dropped. Then, all at once,she felt happy. Now she didn't need to think about murders or pink rooms or what this guy knew. All she needed to think about was what she was goingto do to him. â€Å"So you're an old-fashioned family,† she said, moving a step forward. Ash nodded. â€Å"And you're in charge,† Mary-Lynnette said. â€Å"Well, out here. Back home, my father is.† â€Å"And you're just going to tell your sisters which friends they can have. Maybe you get to decide your aunt's friends, too?† â€Å"Actually, I was just discussing that†¦.†He waved a hand toward Claudine. Yes, you were, Mary-Lynnette realized. She took another step toward Ash, who was still smiling. â€Å"Oh, no,† Claudine said. She flapped her dishtowelonce. â€Å"Don't smile.† â€Å"I like a girl with spirit,† Ash offered, as if he'dworked hard on finding the most obnoxious thing possible to say. Then, with a sort of determined bravado, he winked, reached out, and chucked Mary-Lynnette under the chin. Fzzz! Sparks. Mary-Lynnette sprang back. So didAsh, looking at his own hand as if it had betrayed him. Mary-Lynnette had an inexplicable impulse to knock Ash flat and fall down on top of him. She'd never felt that for any boy before. She ignored the impulse and kicked him in the shin. He yelped and hopped backward. Once again the sleepy smugness was gone from his face. He looked alarmed. â€Å"I think you'd better go away now,† Mary-Lynnette said pleasantly. She was amazed at herself. She'd never been the violent type. Maybe there werethings hidden deep inside her that she'd never suspected. Claudine was gasping and shaking her head. Ashwas still hopping, but not going anywhere. MaryLynnette advanced on him again. Even though he was half a head taller, he backed up. He stared at her in something like wonder. â€Å"Hey. Hey, look, you know, you really don't knowwhat you're doing,† he said. â€Å"If you knew†¦Ã¢â‚¬  AndMary-Lynnette saw it again-something in his face that made him suddenly look not fatuous or amiable at all. Like the glitter of a knife blade in the light. Something that saiddanger†¦ . â€Å"Oh, go bother someone else, † Mary-Lynnette said. She drew back her foot for another kick. He opened his mouth, then shut it. Still holding his shin, he looked at Claudine and managed a hurt and miserable flirtatious smile. â€Å"Thanks so much for all your-â€Å" â€Å"Go!† He lost the smile. â€Å"That's what I'm doingl† He limped to the front door. She followed him. â€Å"What do they call you, anyway?† he asked from the front yard, as if he'd finally found the comebackhe'd been looking for. â€Å"Mary? Marylin? M'lin? M.L.?† â€Å"They call me Mary-Lynnette,† Mary-Lynnette said flatly, and added under her breath, â€Å"That do speak of me.† She'd read The Taming of the Shrew in honors English last year. â€Å"Oh, yeah? How about M'lin the cursed?† He was still backing away. Mary-Lynnette was startled. So maybe his class hadread it, too. But he didn't look smart enough to quote Shakespeare. â€Å"Have fun with your sisters,† she said, and shutthe door. Then she leaned against it, trying to get herbreath. Her fingers and face were prickly-numb, as if she were going to faint. If those girls had only murderedhim, I'd understand, she thought. But they're all sostrange-there's something seriously weird about that whole family. Weird in a way that scared her. If she'd believed in premonitions, she'd have been even more scared. She had a bad feeling-a feeling that things weregoing to happen†¦. Claudine was staring at her from the living room. â€Å"Very fabulous,† she said. â€Å"You've just kicked a guest. Now, what was that all about?†Ã¢â‚¬ He wouldn't leave.† â€Å"You know what I mean. Do you two know eachother?† Mary-Lynnette just shrugged vaguely. The dizziness was passing, but her mind was swimming with questions. Claudine looked at her intently, then shook herhead. â€Å"I remember my little brother-when he wasfour years old he used to push a girl flat on her face in the sandbox. He did it to show he liked her.† Mary-Lynnette ignored this. â€Å"Claude-what wasAshherefor? What did you talk about?† â€Å"About nothing,† Claudine said, exasperated â€Å"Justordinary conversation. Since you hate him so much,what difference does it make?† Then, as Mary Lynnette kept looking at her, she sighed. â€Å"He was very interested in weird facts about life in the country. All the local stories.† Mary-Lynnette snorted. â€Å"Did you tell him about Sasquatch?† â€Å"I told him about Vic and Todd.† Mary-Lynnette froze. â€Å"You're jolting Why?†Ã¢â‚¬ËœBecause that's the kind of thing he asked about! People lost in time-â€Å" ?Losing time.,? â€Å"Whatever. We were just having a nice conversation. He was a nice boy. Finis. â€Å" Mary-Lynnette's heart was beating fast. She was right. She was sure of it now. Todd and Vicwereconnected to whatever had happened with the sisters and Mrs. B. But what was the connection? I'm going to go and find out, she thought.

Iphone 4 Research Paper

Weighing in at just four point eight ounces, the iPhone four is one of the most well-known and incredible touch screen cell phone devices ever made. With so many amazing features, information and capabilities, this phone is undoubtedly a must have of two thousand and twelve. All around the world, you see business professionals making important calls, closing in on company deals and occasionally talking to their spouses about what they will have for dinner. However, these sophisticated workers are not the only people you will see with an iPhone in their hand.Apple Corporation has keenly targeted buyers of all ages with the iPhone’s broad array of capabilities. Starting with elementary aged children, who are lured in by the gaming qualities, along with their parents who want to be able to contact them after school or at soccer practices. For them, it is a fun yet functional addition to everyday life. More common users of the iPhone are Twitter, Facebook and Instagram-obsessed te enagers. Whether it is a sit down dinner or during high school and college classes, teens are always checking for new tweets, messages, status updates and professional looking Instagram photos.Shocking or not, the average teen checks their smartphone around three hundred times per day; twelve and a half times an hour, which equals out at every four point eight minutes. The average adult was not far behind this statistic, as they check primarily their email every twelve minutes. These are just a few different types of iPhone owners, but since there are so many technology savvy people in the world, almost anyone has the ability to use the iPhone.The iPhone has an astonishing sixty four million users throughout the United States, although Droid, Android, and HTC brand phones have claimed fifty one percent of smartphone users and iPhone users hold on closely to that remaining forty nine percent. Another great feature with the iPhone is Siri; interactive software that allows you use your voice to send messages, place calls and even locate the nearest coffee shop. All you do is hold the home button, and Siri will ask you how she can help. As most people know, the iPhone is made with glass on both the back and the front sides, which amounts to a beautiful retina display.This however causes many cracked and shattered expensive-to-fix screens. The five-megapixel camera also draws people to the iPhone since it is one of the best on the market. You will be sure to capture that Kodak moment every time. With a height of four point five inches, a width of two point three inches and a depth of zero point three seven inches, the iPhone most definitely is not the thinnest smartphone on the market. That is the Droid Razr, which is a large competitor to the iPhone, but it does not affect Apple because they have such extreme profits every year.Since the iPhone has eighteen international language options available, it is accessible nearly all over the world. With these great acces sories and uses, the iPhone seems like an ideal choice. Even though the iPhone appears perfect in every way, everything has flaws and there is no way around that. To start off, the iPhone as afore mentioned, is made of glass which causes it to be very fragile. This specific reason is a large contributor to why millions of dollars each year are spent on accessories such as cases and screen protectors, since some people do not purchase a case solely for decoration.One single slip of the fingers and your iPhone can be destroyed. Compared to other smartphones, the iPhone battery life does not stand up to its competitors. The Droid Incredible has a battery life of twenty hours while the iPhone’s lithium battery holds an average of seven hours of use. Few things in my opinion could be worse than a dead phone when you need it most. Another weakness the iPhone has is its lack of availability for a memory card to be inserted. This drives away the smartphone users who have thousands of songs in their iTunes libraries, hundreds of pictures and videos along with the large gigabyte use for gaming apps.Another downfall would be the price. The phone itself is six hundred dollars if it needs to be replaced. It is no doubt worth that much, but since apple makes so much money the price should be lowered. A Droid Razr has almost all of the same features as the iPhone yet it only cost three hundred and fifty dollars. If I could personally change one thing about the iPhone, it would be the maps application. It should have turn-by-turn navigation similar to a real GPS.The iPhone is extremely difficult to use for directions if you are driving, not to mention dangerous while one attempts to read the confusing map. The map does not point you in the direction you are going; it points you in the direction that you are coming from. Overall, I believe the strengths outweigh the weaknesses and sixty four million other people must agree with me. The iPhone is used all over the world by many different people and for many different things including maps, the outstanding camera, its retina display, fast internet speed and everything else it contains.Overall, it would be a great investment for someone who needs a phone that does more than call. Although the iPhone has a few imperfections, its vast array of features makes it hard to pass up. http://www. apple. com/iphone/iphone-4/specs. html http://www. pcmag. com/article2/0,2817,2397688,00. asp http://articles. businessinsider. com/2010-01-13/tech/30018103_1_screen-repair-kit-iphone http://www. apple. com/iphone/built-in-apps/maps-compass. html http://articles. latimes. com/2012/jun/12/business/la-fi-apple-20120612

Greek Literature and Archetypes Essays

Greek Literature and Archetypes Essays Greek Literature and Archetypes Paper Greek Literature and Archetypes Paper Essay Topic: Literature They next arrived at the country of the Cyclopes. The Cyclopes were giants who inhabited an island of which they were the only possessors. The name means round eye, and these giants were so called because they had but one eye, and that placed in the middle of the forehead. They dwelt in caves and fed on the wild productions of the island and on what their flocks yielded, for they were shepherds. Ulysses left the main body of his ships at anchor and with one vessel went to the Cyclopes island to explore for supplies. He landed with his companions, carrying with them a jar of wine for a present, and coming to a large cave they entered it, and finding no one within examined its contents. They found it stored with the richest of the flock, quantities of cheese, pails and bowls of milk, lambs and kids in their pens, all in nice order. Presently arrived the master of the cave, Polyphemus, bearing an immense bundle of firewood, which he threw down before the caverns mouth. He then drove into the cave the sheep and goats to be milked, and, entering, rolled to the caves mouth an enormous rock that twenty oxen could not draw. Next, he sat down and milked his ewes, preparing a part for cheese, and setting the rest aside for his customary drink. Then, turning round his great eye, he discerned the strangers, and growled out to them, demanding who they were, and where from. Ulysses replied most humbly, stating that they were Greeks, from the great expedition that had lately won so much glory in the conquest of Troy; that they were now on their way home, and finished by imploring his hospitality in the name of the gods. Polyphemus deigned no answer, but reaching out his hand seized two of the Greeks, whom he hurled against the side of the cave, and dashed out their brains. He proceeded to devour them with great relish, and having made a hearty meal, stretched himself out on the floor to sleep. Ulysses was tempted to seize the opportunity and plunge his sword into him as he slept, but recollected that it would only expose them all to certain destruction, as the rock with which the giant had closed up the door was far beyond their power to remove, and they would, therefore, be in hopeless imprisonment. Next morning the giant seized two more of the Greeks, and dispatched them in the same manner as their companions, feasting on their flesh till no fragment was left. He then moved away from the rock from the door, drove out his flocks, and went out, carefully replacing the barrier after him. When he was gone Ulysses planned how he might take vengeance for his murdered friends, and effect his escape with his surviving companions. He made his men prepare a massive bar of wood cut by the Cyclops for a staff, which they found in the cave. They sharpened the end of it, and seasoned it in the fire, and hid it under the straw on the cavern floor. Then four of the boldest were selected, with whom Ulysses joined himself as a fifth. The Cyclops came home at evening, rolled away the stone and drove in his flock as usual. After milking them and making his arrangements as before, he seized two more of Ulysses companions and dashed their brains out, and made his evening meal upon them as he had on the others. After he had supped, Ulysses approaching him handed him a bowl of wine, saying, Cyclops, this is wine; taste and drink after thy meal of mens flesh. He took and drank it, and was hugely delighted with it, and called for more. Ulysses supplied him once again, which pleased the gia nt so much that he promised him as a favor that he should be the last of the party devoured. He asked his name, to which Ulysses replied, My name is Noman. 1. Identify the archetypal situation represented in the excerpt from The Odyssey. Support your decision with details from the story. 2. which archetypal character fits the character of Polyphemos *best*? 3. identify the archetype represented by the character of Ulysses. Support your decision with details from the story. 4. What is the *best* choice to describe the purpose of this myth? 1. This passage is an example of the battle between good and evil. Ulysses and his men represent the good. They are weary travelers simply looking for a place to rest and expect the hospitality required by the gods. Instead, they are eaten and imprisoned by the villain, Polyphemus, who represents the evil in the world. He ignores the laws of the gods. 2. the Villain 3. Ulysses is an excellent example of the Hero archetype. He is brave, cunning, and risks his own life to save his men. 4. history The influence of ancient Greece can be seen in all of the following fields *except* religion Which archetype fits the character of Arachne *best*? the Outcast Identify the purposes of myth found in the story of Arachne and explain how it illustrates each purpose. The story of Arachne illustrates several purposes of myth. First, it demonstrates the power of the gods and the consequences of angering them, so one purpose is religious. It also illustrates a code of behavior that is acceptable in Greek society. They looked down upon those who have too much pride (hubris), so this myth illustrates the danger of that fault. Another purpose illustrated by Arachne is explaining natural phenomena. It tells the story of how spiders came to weave their webs. Finally, it is an entertaining story that fills the purpose of early literature. The Quest is a situational archetype found in many stories. Choose a story you know that is an example of this kind of archetype. Explain how it illustrates the Quest archetype. In the Quest archetype, a person or group is searching for someone or something. Generally, finding that person or thing will restore order in the society or cure someone. One example of a quest is illustrated by the story of Jason and the Argonauts and their search for the golden fleece. It was said to heal any wound and bring pece to the country that owned it. Which archetypal character is the enchantress in the story Rapunzel? the Wicked Witch *The Metamorphosis of the Dnieper, the Volga, and the Dvina translated by M.A. Ralston and W.R.S. Ralston* Which purpose of mythyology does this story fulfill? explanation of natural phenomena The story of Arachne, as told in the lecture, illustrates which of the purposes of mythology? ethics and behavior Homers, The Odyssey, is an ancient Greek poem about a man who goes on an epic journey home after years in captivity. This classic work *most likely* influenced the film O Brother, Where Art Thou?, about a man who escapes prison to find a treasure and reunite with his family. William Shakerpeares, Hamlet, *most likely* influenced the animated film The Lion King. *Read the myth of Hero and Leander.* 1. Which situational archetype fits the story *best*? 2. Which archetype fits the character of Hero *best*? 1. the Star-Crossed Lovers 2. the Ingenue *Hansel and Gretel* 1. What archetype fits the wife of this story *best*? 2. Which character represents the archetype of the Hero *best*? 1. the Wicked Stepmother 2. Hansel :

Senior Americans - Living Past 90 in the U.S.A.

Senior Americans - Living Past 90 in the U.S.A. Americas population of persons aged 90-and-older has almost tripled since 1980, reaching 1.9 million in 2010 and will continue to increase to more than 7.6 million over the next 40 years, according to a new report from the U.S. Census Bureau. If you think government benefit programs like Social Security and Medicare are financially strained now, just wait. In August 2011, the Centers for Disease Control reported that Americans are now living longer and dying less than ever before. As a result, people 90 and over now make up 4.7% of all people 65 and older, as compared with only 2.8% in 1980. By 2050, projects the Census Bureau, the 90 and over share will reach 10 percent. Traditionally, the cutoff age for what is considered the oldest old has been age 85, said Census Bureau demographer Wan He in a press release, but increasingly people are living longer and the older population itself is getting older. Given its rapid growth, the 90-and-older population merits a closer look. The Threat to Social Security A closer look to say the least. The great threat to the long-term survival of Social Security - the Baby Boomers drew their very first Social Security check on February 12, 2008. Over the next 20 years, more than 10,000 Americans a day will become eligible for Social Security benefits. Millions of these Boomers will retire, begin collecting monthly social security checks and go on Medicare. For decades before the Baby Boomers, about 2.5 million babies a year were born in the United States. Starting in 1946, that figure jumped to 3.4 million. New births peaked from 1957 to 1961 with 4.3 million births a year. It was that spurt that produced the 76 million Baby Boomers. In December 2011, the Census Bureau reported that the Baby Boomers had become the fastest-growing segment of the U.S. population. The inconvenient and unavoidable truth is that the longer Americans live, the faster the Social Security system runs out of money. That sad day, unless Congress changes the way Social Security works, is now estimated to come in 2042. The minimum age to begin receiving Social Security retirement benefits is 62. Medicare coverage, which covers about 80 percent of basic healthcare, begins automatically at age 65. Persons who wait until age 67 to apply for Social Security currently receive about 30 percent higher benefits than those who retire at 62. It pays to wait. 90 Not Necessarily the New 60 According to findings in the Census American Community Survey report, 90 in the United States: 2006-2008, living well into ones 90s may not necessarily be a decade at the beach.A majority of people 90 and over live alone or in nursing homes and reported having at least one physical or mental disability. In keeping with long-standing trends, more women than men are living into their 90s, but tend to have higher rates of widowhood, poverty, and disability than women in their eighties. Older Americans chances of requiring nursing home care also increase rapidly with advancing age. While only about 1% of people in their upper 60s and 3% in their upper 70s live in nursing homes, the proportion jumps to about 20% for those in their lower 90s, more than 30% for people in their upper 90s, and nearly 40% for persons 100 and over. Sadly, old age and disability still go hand-in-hand. According to census data, 98.2% of all people in their 90s who lived in a nursing home had a disability and 80.8% of people in their 90s who did not live in a nursing home also had one or more disabilities. Overall, the proportion of people age 90 to 94 having disabilities is more than 13 percentage points higher than that of 85- to 89-year-olds. The most common types of disabilities reported to the Census Bureau included difficulty doing errands alone and performing general mobility-related activities like walking or climbing stairs. Money Over 90? During 2006-2008, the inflation-adjusted median income of people 90 and over was $14,760, almost half (47.9%) of which came from Social Security. Income from retirement pension plans accounted for another 18.3% of income for persons in their 90s. Overall, 92.3% of people 90 and older received Social Security benefit income. In 2206-2008, 14.5% of people 90 and older reported living in poverty, compared to only 9.6% of people 65-89 years old. Almost all (99.5%) of all people 90 and older had health insurance coverage, mainly Medicare. Far More Surviving Women Over 90 than Men According to 90 in the United States: 2006-2008, women surviving into their 90s outnumber men by a ratio of almost three to one. For every 100 women between ages 90 to 94, there were only 38 men. For every 100 women ages 95 to 99, the number of men dropped to 26, and for every 100 women 100 and older, only 24 men. In 2006-2008, half of men 90 and older lived in a household with family members and/or unrelated individuals, less than one-third lived alone, and about 15 percent were in an institutionalized living arrangement such as a nursing home. In contrast, less than one-third of women in this age group lived in a household with family members and/or unrelated individuals, four in 10 lived alone, and another 25% were in institutionalized living arrangements.

Poverty in Haiti Essay Example | Topics and Well Written Essays - 1500 words

Poverty in Haiti - Essay Example During the last four years, there have been some positive changes like the restoration of political stability in 2006, the establishment of a better macroeconomic framework, the reduction of insecurity, and a slight economic growth (IMF, 2008:8). In spite of these positive signs, the country faces many challenges. In 2001, 4.4 million persons (56 percent of the total population of 8.1 million) were living below the extreme poverty line (US$1 per person, per day), and 7.6 persons out of 10 were poor (less than US$2 per person, per day) (IMF, 2008:8). At the same time, 40 percent of the poorest population only had access to 5.9 percent of total income, while 68 percent of this income belonged to the most affluent 20 percent of the population. (IMF, 2008:8). This means that 80 percent of the population was in control of only 32 percent of the total income. It has been calculated that 2 percent of the richest group in Haiti was in control of 26 percent of this income. (IMF, 2008:8). This is a clear picture of a high level of poverty and inequality. Besides that, Haiti fell from position 146 in 2000 to 153 in 2005 regarding the indicator of human development. There have been a gradual increase of deforestation, very low life expectancy at birth, and a deterioration in living conditions due to the annual average decline in real per capita income and average consumption. (IMF, 2008:8). Lack of education and the prevalence of ignorance and superstition keep many Haitians in a state of underdevelopment. For many Haitians survival is the most important issue that they face day by day. Both economic and human development have to be addressed with quick and effective solutions. 2.- Challenges Ahead. Challenges have to be identified accurately in order to tackle them in a proactive way. Haiti's Government and the International Monetary Fund (IMF) have been implementing the guidelines established in the Growth and Poverty Reduction Strategy Paper (DSNCRP) in which four key challenges have been identified: achieving more meaningful social development in order to overcome the lag regarding the Millennium Development Goals (MDGs), creating a modern, competitive economy to align Haiti with other Caribbean economies by rebalancing its competitiveness at the regional level, modernizing the State so it can really be at the service of all citizens by reshaping the public management system, and using at the fullest the country two comparative advantages (its cultural creativity and historical heritage, and the economic resources from the Diaspora). (IMF, 2008:9). Since poor Haitians struggle to survive desperately day by day, the most critical challenge of immediate survival must be consid ered as the highest priority problem to be solved in a viable, concrete way. 3.- Poverty

Answering the questions according to reading Essay

Answering the questions according to reading - Essay Example Gender, politics, and race intersect in producing repressive heteronormative gender relations. Lindsey Feitz and Joane Nagel explore the intersections of gender, war, and sexuality in â€Å"The Militarization of Gender and Sexuality in the Iraq War.† They assert that although the U.S. military employs more women in army operations nowadays, the same heteronormative relations are imposed on the latter. Feitz and Nagel add the complication of race, as sexuality and gender issues intersect. They talk about the example of the rescue of Private First Class Jessica Lynch, whose race and gender contrasted to those of her takers, where â€Å"American men [were] saving a pretty, young, white American woman from the possible sexual and personal assault by dark and dangerous Iraqis† (206). ... Gil Z. Hochberg presents heteronormativity that is more racial than sexual, although the causes and effects have gendered dimensions in â€Å"‘Check Me Out’: Queer encounters in Sharif Waked’s Chic Point: Fashion for Israeli Checkpoints.† Hochberg shows how checkpoints in West Bank and Gaza depict heteronormative exploitation. In his analysis, he asserts that checkpoints serve to â€Å"produce the Palestinian body both as a symbol of imminent danger (â€Å"the terrorist†) and as the object of complete subjugation lacking any political agency (â€Å"the occupied†)† (578). Because these checkpoints target both men and women, heteronormativity is depicted in a regional scale, wherein one male nationality controls and suppresses a different male and female nationality. Sex and gender become political arenas of power over those who are more powerless or those whom the dominant race wants to render powerless. The male gaze is an important ima ge of heteronormative sexuality production in several articles. How the heteronormative male sees women affects how they treat them. Feitz and Nagel indicate the role of gender in the male military gaze. Military personnel, for instance, continue to see military women in their stereotyped roles (Feitz and Nagel 204). Female soldiers continue to be embedded into the heteronormative aspirations of the military in specific and the American society in general. In â€Å"Securitizing Gender: Identity, Biometrics, and Transgender Bodies at the Airport,† Paisley Currah and Tara Mulqueen explore gender issues in the U.S. Transportation Security Administration’s (TSA) gender and biometrics practices. They describe that by using biometrics and comparing its results that to gender information, TSA’s programs