Communicating With Confidence Essay Example | Topics and Well Written Essays - 1500 words

Communicating With Confidence - Essay Example A writer’s ability to quickly attract attention and create interest in the target audience gives them an edge towards communicating confidently. Generation of new ideas through creative and critical thinking leads to a better understanding of the topic and makes the writer to clearly understand the research problem. Communicating credible information obtained by the use of the proper research methodology creates confidence. Multiple measuring instruments such as interviews and questionnaires can be used to avoid biasness in the information. Writers should also be able to use relevant and intellectually stimulating examples with other supporting details to give evidence of deep thinking. In today’s world where there is an overload of information due to high technology, effective and clear communication is essential in order to create a good impression. For a person to communicate confidently, a combination of technical knowhow and appropriate formatting of information to fit the target audience is necessary. Effective communication skills are beneficial because they foster healthy relationships between individuals and organizations and enhance the chances of people building on a successful career. Therefore, a person with the ability to communicate confidently in a world where information is constantly changing and a great deal of time is spent on writing stands a better chance of being successful. According to Mati (2009), many business people lack the ability to communicate effectively in writing therefore businesses must be committed to rewarding the best writing practices. A number of factors have to be considered for a person to improve writing skills and communicate concisely. The initial step involves deciding on the audience or readers that the message is being conveyed to and the format of communication which defines whether the tone will be formal or otherwise. For example, a written letter

English coursework essay and commentary Essay Example for Free

English coursework essay and commentary Essay Many teenage girls might shock you with their answers. Describing themselves as ‘ugly’ and ‘fat’. Over the years body-image issues are plaguing girls across the country. As a result of this majority have taken up unhealthy weight-controlling behaviour. This is done by skipping meals, taking laxatives and excessive smoking. Did you know that 9 in 10 females are conscious and currently unhappy about their body image? More than half of these are young girls. There are over 1. 3 million eating disorders in the UK alone. Happy, healthy and heroic is the feeling once you overcome anorexia. It’s about time we waved goodbye to the itty bitty twiggy runway models and say hello to the healthy curves of the new faces in Britain’s model industry. Majority of the runway models meet the body mass index criteria for anorexia. However over the past few years the trend of stick-thin models has started to become unappetising. â€Å"When I was younger I had a poor self-image, very low self-esteem, and yearned for a better body. I destroyed EVERY single mirror in the house as I couldn’t bear the sight of my body. I used to sit and count my ribs. I didn’t choose to be that way, it just happened. A few years later by the age of 19, I was 16 stone. From suffering Anorexia to becoming one of the biggest teens in Britain, it was a shock. Then I decided to set myself a target, lose weight and appreciate what I have. I’m glad I’ve moved on and I wouldn’t want anyone else to go through what I did. Now at the age of 22, I weigh 11 stone now, which is the perfect weight for me. I am overwhelmed with my body and have learnt to appreciate what I have been blessed with. I hope to soon conquer the rest of Britain and help more teenage girls on the road to freedom. I don’t like to think of myself as being ‘small’ size, I’m average and I couldn’t be happier. †Katya Zharkova, plus size model. However Kate Moss has been criticised by campaigners after revealing she lives by a slogan which encourages people with anorexia not to eat. Nothing tastes as good as skinny feels. † – Kate Moss. Eating disorder charity Beat described the comments as dangerous and very unhelpful for sufferers. Kate shouldn’t have said so, however a spokeswoman for Mosss model agency claimed: This was part of a longer answer Kate gave during a wider ranging interview which has unfortunately been taken out of context and completely misrepresented. † Women come in all shapes and sizes, and all of us have got the right to present ourselves beautifully in gorgeous clothes. Whether you’re overweight or tall, skinny or small, we are all beautiful. Everyone is different, everyone is beautiful and everyone is normal. Remember that. Commentary I chose to produce an interpretation of women of different shapes and sizes. I have done this in a magazine/article form. The audience of this piece was aimed at young girls, teenagers and women. It is more common for them to have a stronger opinion on the matter. Throughout the article I have written in both active and passive voice, it varies the focus of each sentence and questions the reader. I have written in second and third person by using ‘you’ and ‘she’ which are both singular. This technique it allows the reader to understand different perspectives and direct the reader. The pronoun ‘you’ links in with trying to involve the reader, by using the rhetorical question ‘What do you see’ it almost gets the reader interested in reading the article right from the beginning, it asks for their opinion. The rule of three is used a number of times in this piece, ‘itty, bitty, twiggy’ is mainly used for emphasis on the fact that stick-thin models are a shadow of the past. There nouns used in this piece are both concrete and abstract. Concrete nouns can be experienced through the five senses, but abstract nouns cannot be accessed by the senses and tend to be intangible ideas that form a part of our life (love, hatred). By using attributive adjectives such as ‘gorgeous’ it gives the reader some additional information about the clothes before reading on. Superlative adjectives are used to compare nouns, ‘biggest’ tells the readers that Katya wasn’t big or bigger but she was the biggest. I decided to use contrasting celebrities point of view to indulge the reader in celebrities opinions. The verb ‘used’ indicates the tense of what Katya used to do; in this case she used to â€Å"sit and count my ribs†. This quote puts the reader in Katya’s point of view. The reader would imagine what it would be like to sit and count their ribs, but you can only sit and count your ribs if you are anorexic. The average healthy person has enough fat on their body to form a stomach. Katya was anorexic which meant she could feel her insides. I chose not to directly tell the reader that Katya was anorexic until the next few sentences, to make the reader wonder what was wrong. ‘More’ is an indefinite determiner used to put out to the reader a sense of discomfort most teenagers feel when it comes to body image and almost officialises the context. By using subordinate simple and compound clauses that are connected by conjunctions and followed on by a subject and verb. In this case ‘So’ makes the reader think about the fact that there are so many different eating disorder cases around the world. Overall, I think this piece is interesting because it is an article that questions the reader’s thoughts about what is right and wrong about being under and over weight. In my opinion it manages to interpret different views on the matter of being different shapes and sizes and at the end uses the quote â€Å"Everyone is different, everyone is beautiful and everyone is normal. Remember that. † This quote uses repetition which is an excellent feature for slogans, the use of repetition means the slogan will be catchy to the reader and will stay in the readers mind and that is what I wanted to achieve when I wrote the article.

Analysis of Blakes London :: Blakes London Essays

Analysis of Blake's London In the formal approach method to critical analysis, it is essential to read William Blake's "London" mechanically. Blake uses his rhetorical skills of alliteration, imagery, and word choice to create his poem, but more importantly to express the emotional significance that is implied. William Blake's poem, "London", is obviously a sorrowful poem. In the first two stanzas, Blake utilizes alliteration and word choice to set the mournful atmosphere. Blake introduces his reader to the narrator as he "wanders" through the "chartered" society. A society in which every person he sees has "marks of weakness, marks of woe." Blake repeatedly uses the word "every" and "cry" in the second stanza to symbolize the depression that hovers over the entire society. The "mind-forged manacles" the narrator hears suggests that he is not mentally stable. In the third stanza, Blake utilizes imagery of destruction and religion. This imagery is a paradox, which implies some religious destruction like the apocalypse. The "chimney-sweeper's cry" symbolizes the society trying to clean the ashes that causes their state of depression. Blake uses the religious imagery of the "black'ning church" to represent the loss of innocence, and the society's abandonment of religion. The use of the soldiers creates an imagery of war. The "hapless soldier's sigh" symbolize how men are drafted into war and have no choice but to serve their country. As these soldiers unwilling march to the beat of the country's forceful drum, they know their lives will be taken, as their "sigh runs in blood down palace walls." Blake uses this sense of destruction to explain how people are forced to repair the "weakness" and "woe" of their society. The fourth stanza of "London" unravels the complex meaning of the poem. The "youthful harlot's curse" symbolizes how the youth's sinful deeds will effect the next generation. Their "curse" causes the "newborn infant's tear" which exemplifies how the new generation will have to correct the mistakes of the previous generation.

The Transition of Women

The Changing World of Women As a daughter living in a strict environment and living in a traditional ways, things get a little rough. My father is center of the household, so basically everything he says goes. In the western world it†s usually the other way around, it†s usually both the parents that have a say in things. In my society(Muslim society) my mother has a say in nothing unless my father asks. My mother is an excellent mother but she mustn†t say anything or it would be considered not being a good wife. As I get older I am always dreading the day I am asked to be married. I know times have changed but I have a major dilemma. Am I going to marry or continue my education? The problem is I like working with medicine and I want to further my education by going to college. But that requires a minimum of six years university attendance and if I want more degrees that another five years. Most of my medical friends that are females married and had children while they were studying in college. I don†t want that to be me. I want to actually finish something I start. My father isn†t exactly helping me with the situation. He hates the fact that I want to work. In his case, women are not supposed to work unnecessarily if their husbands can provide for them(or their fathers can provide for them if their not married), but in a place like Saudi Arabia where men and women don†t mix at work, working just enhances the mind and makes one wiser to the ways of the world. In my mothers opinion, women become better companions to their husbands who should be more understanding and supportive. I feel that instead of being selfish, we can work out ways that help us be! good mothers, wives and also continue with our needs of life. If education is one such need, then there are ways to acquire it without causing disturbance. I think my father needs to catch up with the rest of the Muslim world instead of staying in the traditional ways. He said when I finish or if I finish my medical school he would refuse permission to let me work in a hospital. I guess some things will never change. The only person this dilemma is affecting is me. No one else has to go through my challenge of being a women over coming these obstacles but me. Hopefully their will be other women that follow in my foot steps and make a difference for all women or at least try. Women have come a long way but they are coming up in the world and no one can stop us.

Violence, Gender and Elder Abuse

Women and Violence Professor Guelakis November 1, 2010 Violence, Gender, and Elder Abuse Elderly abuse has not been researched enough. There has been recent expansion on the research of abuse of the elderly. However, it is still lacking adequate theory because there has not been enough research done, data collected on why it happens, or the characteristics of the abuser and victim. Women are predominantly the victims of elder abuse and men the abusers. However, there has not been a firm definition of what elderly abuse is. Some experts suggest that elder abuse should be included in the definition of domestic abuse.Experts have found in their studies that women are the majority of the physically abused where men were the larger average of elderly individuals who were neglected. However, many experts also state that focusing on the definition of elder abuse is counterproductive in focusing on the issue that women are the majority of abused victims. Feminist theorists have failed to pro duce enough data here, although they have the expertise to contribute to this research. One of the main problems with elder abuse is the failure to acknowledge it as a form of real abuse.The ‘caregiver’ is already excused by be given this label as the ‘carer’. There is also the focus on the elder individual as the catalyst to the abuse, by pushing the carer to his or her limits. The elder individual is seen as overly dependent and adding stressors to the caregiver. ‘Granny-battering’, as elderly abuse was once called, has turned into a closer look at the perpetrator and his characteristics instead of the victims. Experts say that more attention should be placed on the predisposing factors, such as drugs, alcohol, and dependency.Spouse and child abuse research has been found to have similar pathological characteristics to elder abuse. Social norms support elder abuse against women in that women are dependent on caregivers financially, practicall y, and emotionally. There is little information, however, on the strategies, tactics, or coping skills because the victims have not been heard. Unfortunately, the lack of research, along with the â€Å"denial and inability† to recognize elder abuse has made it difficult to gain knowledge and accomplishment with this very valid form of abuse.

What the CEO Wants you to know summary Essay Example

What the CEO Wants you to know summary Essay Example What the CEO Wants you to know summary Essay What the CEO Wants you to know summary Essay Synchronized organization- expands the capacity of the whole group 2. Lack of keeps businesses small and non potential 3. Join together to create mechanism that brings together Social Operating Mechanisms. (critical to an edge in execution) a. Creating a strategy to have lower prices Wall Marts Regional Managers observed prices, merchandise, and the over all ambiance of the stores. B. Fundamentals- Remember consumer through completive analysis, see the needs of the consumers and what they expect. . Information constantly being exchanged adjusted as necessary. 5. Information exchanged and integrated, decisions are made, and every participant is getting a complete picture of the business a. I. L . Frequency and Rhythm of the information exchange keeps all SIMI (Quick Marketing Intelligence ) participants, no matter where they are in the hierarchy or the globe up to date on whats happening with customers, competitors, and technology worldwide. That way they can better b. Information from the competitors is less than one week old. B. I. Gathered directly from customers and rent line employees 6. At the same time, the accountability is built in. A. Slackers are noticed at this phase 7. Do work from a Business side: a. I. L . Set Priorities a. I. 2. Design Social Operating Mechanisms a. I. 3. Information exchange a. I. 4. Coordinate functions and maintain one accord 8. Benefits: a. Awareness of global trends b. Make valuable tradeoffs and ideas for good decisions. When sharing people come to a common conclusion from the conflicts that are brought to the surface Presentation: In making groups decisive Global challenges play a major role in any multi national heir organizations operations such as Cultural, Language, and Value factors. Culturally, for instance China is a communist country so many advertisements are not fit for their culture. Many times movies, magazines, or websites are filtered and edited thru the Chinese government. With Language, Corpor ations have to keep a consistent message so that it is easily transferable to any language. For Value in certain places the value for one product is not the same price as it is in another. The apple I phone is 200 dollars in the US and its 475 in China, similarly desire beer is 3 dollars in the states and up to 9 dollars internationally Global Advantages Some global advantages are: Resource allocation, Awareness of Global issues and developing trends Coca cola allocated a cafe © product in Europe that was not as successful in the States, although it is one of their signature products internationally. For awareness of Global issues a corporation might re-adjust and look at margins if they know that a particular market is in a economic downturn. Developing trends are at an advantage to corporations that are global because they notice trends in different markets and can predict future trends.

Crude Oil essays

Crude Oil essays Crude oils are unprocessed oils mined straight from the oil source. Crude oils are such a useful starting point for so many different substances because they contain hydrocarbons. Crayons, plastics, heating oil, jet fuel, kerosene, synthetic fibres and tires are all originally made from crude oils. Crude oil contains hundreds of different types of hydrocarbons all mixed together. On average, crude oils are made up of carbon, oxygen, hydrogen, sulphur, nitrogen, metals and salts. It is essential to separate the different types of hydrocarbons through a process called fractional distillation to produce anything useful. Fractional distillation is a constructive method for separating a mixture of substances with narrow differences in boiling points, and is the most important step in the refining process of crude oil. Crude oil consists of a mixture of various substances of near boiling points so the first step is to separate these substances through fractional distillation. The crude oil mixture is heated at high temperatures, usually done with high pressure steam at 600 degrees Celsius. In this heat, the mixture boils forming vapour. The vapour enters the fractional distillation column that is filled with trays with many holes or bubble caps in order to allow the vapour to pass through. The trays increase the contact time between the vapour and the liquids in the column. The bubble caps help to slow down the vapours as they rise through the column. As the vapour rises through the trays in the column, it cools. When a substance in the vapour reaches a height where the temperature of the column is equal to that substance's boiling point, it will condense to form a liquid. Small molecules of hydrocarbons have low boiling points, while larger molecules have higher boiling points. The substance wi th the lowest boiling point will condense at the highest point in the column; substances with higher boiling points will conden ...

Native American Inventions

Native American Inventions Native Americans retain a strong influence on American living- and the majority of Native American inventions came long before European settlers arrived on North American land. Just as an example of Native Americans impact, where would the world be without gum, chocolate, syringes, popcorn, and peanuts? Lets take a look at just a few of the many Native American inventions and cultivations. Totem Pole West Coast First Peoples believe that the first totem pole was a gift from Raven. It was named Kalakuyuwish, the pole that holds up the sky. The totem poles were often used as family crests denoting the tribes descent from an animal such as the bear, raven, wolf, salmon, or killer whale. According to Encyclopedia Britannica, there are several different types of totem poles, among them, for example, the memorial, or heraldic, poles, erected when a house changes hands to commemorate the past owner and to identify the present one; grave markers, house posts, which support the roof; portal poles, which have a hole through which a person enters the house; and welcoming poles, placed at the edge of a body of water to identify the owner of the waterfront. Toboggan The word toboggan  is a French mispronunciation of the Chippewa word nobugidaban, which is  a combination of two words meaning â€Å"flat† and â€Å"drag.† The toboggan is an invention of the First Nations Peoples of northeastern Canada, and the sleds were critical tools of survival in the long, harsh, far-north winters. Indian hunters first built toboggans made of bark to carry game over the snow. The Inuit (sometimes called Eskimos) used to make toboggans of whalebone; otherwise, a toboggan is made of strips of hickory, ash, or maple with the front ends curved back. The Cree word for toboggan is utabaan. Tipi and Other Housing Tipis, or tepees, are adaptations of wigwams that were invented by the Great Plains First Peoples, who were constantly migrating. The seven main styles of housing that Native Americans invented include the wickiup, wigwam, longhouse,  tipi,  hogan, dugout, and pueblo. These nomadic Native Americans needed sturdy dwellings that could stand up against the severe prairie winds and yet be dismantled at a moments notice to follow the drifting herds. The Plains Indians used buffalo hides to cover their tepees and as bedding. Kayak The word kayak means hunters boat. This transportation tool was invented by the Inuit Peoples for hunting seals and walruses in the frigid Arctic water and for general use. First used by Inuits, Aleuts, and Yupiks, whalebone or driftwood was used to frame the boat itself, and then seal bladders filled with air were stretched over the frame- and themselves. Whale fat was used to waterproof the boat and skins. Birch Bark Canoe The birch bark canoe was invented by Northeast Woodlands tribes and was their main mode of transportation, allowing them to travel long distances. The boats were made of whatever natural resources were available to the tribes, but mainly consisted of birch trees found in the forests and woodlands of their lands. The word canoe originates from the word kenu meaning dugout. Some of the tribes that built and traveled in birch bark canoes include the Chippewa, Huron, Pennacook, and Abenaki. Lacrosse Lacrosse was invented and spread by the Iroquois and Huron Peoples- Eastern Woodlands Native American tribes living around the St. Lawrence River in New York and Ontario. The Cherokees called the sport the little brother of war because it was considered excellent military training. The Six Tribes of the Iroquois, in what is now southern Ontario and upstate New York, called their version of the game baggataway or tewaraathon. The game had traditional purposes in addition to sport, such as combat, religion, bets, and to keep the Six Nations (or Tribes) of Iroquois together. Moccasins Moccasins- shoes made of deerskin or other soft leather- originated with the Eastern North American tribes. The word moccasin derives from the  Algonquian language  Powhatan  word makasin; however, most Indian tribes have their own native words for them. Chiefly used for running and exploring outdoors, tribes could generally identify each other by the patterns of their moccasins, including the bead work, the quill work, and painted designs.

Analysis Paper Term Example | Topics and Well Written Essays - 1250 words

Analysis - Term Paper Example Donatello’s David had been created a century earlier. Presumably, the bronze sculpture of David was finished in the 1440s. While these sculptures belong to two different periods within the Renaissance period, portray the biblical hero king David in different light, are made of different material, and have many other differences, they are both sculptures of nude males, gave the same subject matter (David’s victory over Goliath), and display the features of the Renaissance art. My goal in this paper is to critically examine these two sculptures and find how each of them represents its style, time period, and the talent of its creator. Also, the paper will focus on similarities and differences between these two sculptures visually as well as in terms of their meaning. First, let us focus on the sculpture of David by Donatello. This is a bronze sculpture which represents a standing man who poses one of his feet on his enemy’s head presumably after a victorious fight. The man is a portrayal of a biblical character – King David, while the head under David’s foot is that of giant Goliath. David is depicted with a mysteriously smile. He is nude but wears a hat with evergreen laurel on top of it. He also wears boots and has a sword in his hand. If to refer to the Scriptures, the sword is that of Goliath. Interestingly, the helmet of Goliath’s head features a feather. It looks as though it was attached to the victor’s foot. David, Donatello, bronze, circa 1440s Just as its predecessor – Donatello’s marble sculpture of David completed at the very beginning of the 15th century – bronze David appeared to be among the first free-standing sculptures of nude men since the time of Graeco-Roman civilization. Moreover, David within Donatello’s authorship was remarkably natural. This was possible to achieve due to the recently developed technique of schiacciato. The latter was about carving in a rather lo w relief with the help of the mathematical perspective trick taught by Brunelleschi, a famous architect of that time. That technique helped create illusion of bigger depth (Moretti, 2010, p.32). David by Michelangelo portrays King David in nude. David is presented in a pose which is clearly serene and confident. It seems he is contemplating something important. Perhaps this is the fight that he is about to have with Goliath, a giant warrior of enormous physical strength. This is the most widespread version of the statue’s background. Other critics also say David may be portrayed thinking about his victory after he defeated Goliath. The meaning behind this statue is â€Å"aspiration toward freedom, justice, and good government† (Bussagli, 2000, p.48). David, Michelangelo, marble, 1501-1504. The differences between these two sculptures of David stem from the fact that they were created within different periods. Donatello (1386-1466) lived and worked in Early Renaissance whose borders with late Middle Ages with its Gothic sculpture and architecture were still blurred. In history, this period is known as Quattrocento. Frederick Hartt in his History of Italian Renaissance Art (2006) refers to Quattrocento as to the forefront of Italian Renaissance. It encompassed culture and artistic heritage of both Middle Ages and Early Renaissance and may be called a transition from the medieval period to Renaissance. Revolutionary by its clearly expressed individualism, which was a sign of dramatic changes in all spheres of human life (economic, social, as well as cultural), Quattrocento was characterized by integration of Greek and Roman classic representations into the arts. At the same time, the Quattrocento artworks differed from those of High Renaissance with their highly perfect forms, lines, and representations. As or Donatello, he was a

Healthy Grief Essay Example | Topics and Well Written Essays - 750 words - 5

Healthy Grief - Essay Example Kubler-Ross described grief as occurring in five stages. In the stage of denial according to Ross, the individual facing grief attempt to shut the reality of the loss incurred for a false reality that’s assuring. This stage has characteristics of isolation according to Ross. In the Bible, the depiction of Denial is absent in the account of job. Job on hearing different servants report of the loss that had befallen his house immediately gives God glory and declares that he came naked, and he will return to God naked (Mason, 2002). In Islam, the Quran commands Muslims of true faith to acknowledge that God owns it all and can call anyone home as He pleases (Irish, Lundquist, & Nelsen, 2014). From this comparison, it is clear that the denial lacks in the religious accounts. In the second stage of anger according to Ross, emotions and the masking effects that were applied in denial fade overwhelm the individual. Wailing may occur and intense anger that is directed at self, others of objects like animals around. Even though, rationally it is clear that the dead cannot feel the blame for emotional sake the grieving may do so. According to the account of the bible of job, it is clear that Job felt anger. This is manifested in Job 3; 25 when he said that his fears had come finally even though he either rested or was quiet about preventing them (Johnson, 2010). In Islam, the Quran prohibits wailing but acknowledges sadness that is a form of anger manifestation. An account of prophet Mohamed’s son talking and asking the mountain in it would not break to pieces if it had such grief as he had is a perfect example of anger (Kristiansen & Sheikh, 2012). The third stage on the account of Ross is bargaining. Here the grieving regains hope that maybe perchance the loss can be undone. At times, the grieving may offer to give any possible thing to any agency or God to restore the life of the deceased. In the

Discussion Board 5-1 Essay Example | Topics and Well Written Essays - 250 words - 2

Discussion Board 5-1 - Essay Example Diagnosis based on a DSM conveys good deal of descriptive information concerning behavioral deficit, deviance or excesses in the person diagnosed with a given mental condition (APA, 2013). The Diagnosis and Statistical Manual (DSM) has great significance for counselors when selecting psychological assessments and tests tools. The names and description of various mental disorders as contained in the DSM enable counselors to understand particular behavioral conditions in client, which guides in selection of proper measurement tool (Cohen, Sturman & Swerdlik, 2013). This has the potential of helping counselors to understand mental conditions and design or select a proper tool. With proper understanding of particular behaviors with reference to particular mental disorders as documented in DSM, counselor are able to know the correct form of test or testing tool and measurement criteria for the identified condition. A DSM also covers biological conditions and relating the conditions to particular mental disorders. This works to enable counselors quickly understand and conduct easy isolation of causes of particular behavioral problems to ensure proper if not accurate diagnosis (Cohen, Sturman & Swerdlik, 2013). With proper isolation of the behaviors, a DSM allows counselors to think of possible tools and strategies to tackle mental cases. The DSM-IV-TR has the ability to enable counselors understand behavioral conditions that have no relationship to any mental disorder. Subsequently, the DSM-IV-TR gives counselors clue of handling conditions that have relation to mental disorders (APA, 2013). The clues provided assists in proper identification of psychological test and assessment tools and criteria to use for a related

Organizational Change Annotated Bibliography Example | Topics and Well Written Essays - 750 words

Organizational Change - Annotated Bibliography Example Organizations are difficult to change because they are complex systems that are made-up of many different actors. If the organization is going to change from one based on individual effort to one that operates on principles of teamwork and cooperation, some very basic assumptions on the part of each actor must change. Individual team members must stay focused on the goal the entire team is trying to achieve, not just their role in accomplishing the goal. Teams also need to have new types of leadership that is capable of communicating and reiterating the team goals to individuals and the team as a whole. Finally, all the members of a team need to recognize that staying in the same routines and same modes of work makes employees very comfortable, but also results in the same unsatisfactory results. Change is not something to fear, even though it may be uncomfortable for a while. Working as a team is not something that can be treated as a fad or as an objective of senior management that isn’t really workable. Complex work requires the teaming of disparate employees in collaborative and cooperative roles in order to achieve a high degree of success. This change from individual effort to team effort is one of the greatest challenges facing organizations today. Establishing malleable and dynamic teams is only possible is sound principles of organizational change are implemented. The authors of this article are Amy Thurlow PhD and Jean Helms Mills PhD. In this article they argue that controlling organizational language during a period of change is a key tactic used by leadership to bring about desired results. The problem with this control is that it may inhibit the sensemaking ability of those most affected by the change. The focus of this article is actually on professionals that come in from the outside to help organizations change. This is a decidedly different approach from implementing change in-house because much

Speech Class Assignment Essay Example | Topics and Well Written Essays - 500 words

Speech Class Assignment - Essay Example The painters usually love and illustrate natural objects like; a garden of flowers, forest in mountainous regions, animals in the wild, or physical features like lakes rivers, valleys and hills. The speech is informative because it divides the main subject area into several topics. The speech illustrates that impressionist painting has three main characteristics. The characteristics indicated the sub topic areas generated from the subject area. Firstly, the subject issue is mainly nature like vegetation or physical features like the sea. Secondly, the images are painted through vibrant hues. Finally, the paintings are done using brush strokes which are broad and fragmented. The speech is good and informative because the thesis is clearly specific. The thesis statement entails provision of informative speech in the artistic area of impressionist painting. The thesis adequately gives the audience a brief overview of what the speech will communicate. The thesis also serves to attract attention of the audience to the main areas of the subject matter, which is impressionist painting. There are several categories of speeches. One category entails the demonstration speeches and definition speeches. A demonstration speech aims at telling or showing how something is done. In many cases, the demonstrations speech applies the visual aids to improve effectiveness; for instance, PowerPoint presentations or the KeyNote presentations. Definition speech aims at informing the audience through explaining a concept or even an object. Speech 7 is a definition speech. This is because it explains that the Vice President position does not have adequate responsibilities, powers and authority. The main function of the Vice President entails succession, if the office of the President falls vacant. The limited function of the Vice President position is the main reason why some delegated declined to authorize the constitution,

Organizational Change Annotated Bibliography Example | Topics and Well Written Essays - 750 words

Organizational Change - Annotated Bibliography Example Organizations are difficult to change because they are complex systems that are made-up of many different actors. If the organization is going to change from one based on individual effort to one that operates on principles of teamwork and cooperation, some very basic assumptions on the part of each actor must change. Individual team members must stay focused on the goal the entire team is trying to achieve, not just their role in accomplishing the goal. Teams also need to have new types of leadership that is capable of communicating and reiterating the team goals to individuals and the team as a whole. Finally, all the members of a team need to recognize that staying in the same routines and same modes of work makes employees very comfortable, but also results in the same unsatisfactory results. Change is not something to fear, even though it may be uncomfortable for a while. Working as a team is not something that can be treated as a fad or as an objective of senior management that isn’t really workable. Complex work requires the teaming of disparate employees in collaborative and cooperative roles in order to achieve a high degree of success. This change from individual effort to team effort is one of the greatest challenges facing organizations today. Establishing malleable and dynamic teams is only possible is sound principles of organizational change are implemented. The authors of this article are Amy Thurlow PhD and Jean Helms Mills PhD. In this article they argue that controlling organizational language during a period of change is a key tactic used by leadership to bring about desired results. The problem with this control is that it may inhibit the sensemaking ability of those most affected by the change. The focus of this article is actually on professionals that come in from the outside to help organizations change. This is a decidedly different approach from implementing change in-house because much

Exit Exams Essay Example | Topics and Well Written Essays - 1250 words

Exit Exams - Essay Example A description of those affected most by the exit exams will be given, and a look at what some districts are doing to improve test scores will be worthwhile. Exits exams have many aliases, including proficiency tests, graduation exams, minimum competency exams (MCEs) and mandatory exit exams (MEEs). The bottom line to all of them is that even if a student finished the 12th grade with the minimum required grade point average, and the mandatory amount of credits, no diploma will be issued until the student passes the exit exam required by the state. As of June 2008, students in 23 states will have to pass exit exams to receive high school diplomas (Rosenthal, 2008). Some states don't require it yet, but soon will. Students in Maryland, for example, won't have to begin passing the exam until 2009 (Rosenthal, 2008). Other school districts, though, are begging out of the exam. Two years ago, "Utah pulled back from making exit exams mandatory" (No New States, 2006). In California, lawsuits were filed when students didn't receive diplomas, based solely on the inability to pass a proficiency exam, but the California Supreme Court upheld the stat e's decision to withhold diplomas when students failed to prove minimum competency using the exam. Decisions like that have sparked debate all over the United States. Proponents believe it is a good idea for various reasons. Opponents have an even longer list of reasons why the exit exams are unfair. Teachers claim to be tired of juggl[ing] two accountability standards (Cromer, 2007), one from the state and one from the No Child Left Behind act, and others feel that teachers have no right to complain since many of them do, or will receive "some form of incentive pay" (Cromer, 2007) when their students pass their exam. With all of this going on, it is not difficult to see why the states are in such a state of flux about the issue. Proponents Those who are for the examine take much criticism, but have valid points. Proponents claim that the exam will "encourage students to achieve basic competency in core subjects and to make the high school diploma more meaningful" (Rosenthal, 2008). There is little definition about what a meaningful diploma is, but the arguments don't stop there. They claim that dropout rates haven't declined because of the exam (Greene & Winters, 2004), as evidence that students take more pride in their high school experience. It is said, "Most students who are serious about graduating high school should be able to pass such an exam if given enough tries" (Greene & Winters, 2004). Although this opinion is biased in the opinion of some, the fact is that every state gives the students multiple chances to pass the exam. Some students even begin taking the test in Spring of the 8th grade year. Ironically, some of the biggest supporters of the exam are students who have received their diplomas by passing it. One news report reads, "They want the exams, as well, because it validates the formula that they worked so hard to achieve" (O'Reilly, n.d.). The meaning is that once students have felt the threat of not graduating if they can't pass the exam, and then they do pass it, they are more likely to feel like everyone else who works hard should pass the exam, too. The fact that people want students in high school to begin taking

The Reader and Hughes Essay Example for Free

The Reader and Hughes Essay The first statement is an irony because young Langston said he was saved when in actual fact he was not saved . He only pretended to be saved so that he could save more trouble. The purpose of writing â€Å"Salvation† is to show the difference in the way of thinking between the young and old generation. Also to clarify the misconception of the older generation that the younger generation can easily comprehend and read in depth meaning to what they are told. This is shown when Hughes and his aunt have different thought about what is expected of â€Å"Salvation† . †And I kept waiting serenely for Jesus, waiting ,waiting waiting but he did not come†. Literally Hughes was expecting to see Jesus and he was expecting him to come to him. On the other hand his aunt (the older generation) thought Hughes was crying because he saw God. Another purpose is to show the irony of life, when others believe you have done something because you have experience the feeling when in actual fact you did it to save the day. † So I decided that maybe to save further trouble, Id better lie, too, and say that Jesus had come, and get up and be saved . So I got up†. Langston loses his faith because of Auntie Reed. She tells him that when you were saved you saw a light, and something happened to your insides! Langston took this literally, expecting to actually see a light and to feel something happening in his body. When he doesnt see or feel anything after hes saved, Langston gives up on believing in Jesus because he believed his aunts descriptions of salvation. His confusion worsens when Westley gets saved because he knows Westley didnt experience anything such as a light and is lying. Abdulwahab 2 Langston goes up to be saved only because he doesnt want to disappoint the adults, and they are all telling him to come up and be saved. That night, Langston cries because he lied, showing he is a good Christian because he believes the commandment about lying. His aunt misreads his tears and tells her husband hes crying because hes experienced the Holy Ghost and seen Jesus. The story reflects how adults dont realize or understand how children think, especially when it concerns a concept as difficult as faith. Auntie Reed expects Langston to accept what she says because shes the adult, and hes a child. She never explains that Biblical stories are a useful guide for how to live ones life . Langston assumes that all his readers are familiar and well acquainted with a charismatic church . † preaching, singing, praying, and shouting†. Hughes chose narration because it was his way of really putting down his feelings and emotions just the way he experienced them . This added to the credibility of the story and the effect that it would have on the reader ,based on criticism coupled with the act that this dealt with a very argumentative topic â€Å"religion†. Hughes also applies the use signal transitions ,:going on thirteen† â€Å"for weeks† ,†then just before†,† for days ahead† and many others . This signal transition are used through out the essay mainly at the time of â€Å"Salvation†. Irony is the only thing that keeps life interesting. The process analysis of the understanding of how a revival meeting works is critical to the essay. Without this piece of information a reader who is not known with such things would not be able to connect with Hughes due to the lack of knowledge of such an event. The reader has to be acquainted with the material that he is reading to gain a sort of relationship with the author. The fact that Hughes did lay out the process set a ground for the reader to connect to the story. Hughes’s language shows that he was writing the essay as if he were still a child holding on to the feelings and thoughts of that time. The effect of the sentences and the beginnings of the sentence with the word â€Å"And†, emphasize Abdulwahab 3 the idea of this being a child . this allows the reader to truly feel as if the child were telling the story. The dialogue and the details of the sound recreate the story of the event in the readers mind . This way the reader is able to put himself in Hughes shoes and get to feel the pressure that was being put into the situation. Works cited : 1 http://www. enotes. com/revolt-mother 2 AMYCARRILLI’S BLOG.

Personalisation And Its Key Elements

Personalisation And Its Key Elements In this easy, I will be discussing personalisation in considering its key elements. Looking at the impact of Fair Access to Care Services (FACS) in meeting service user needs. How it contradict in particular the notion of choice, control and independence for old people. I will also the implications for social work practice, and my own personal practice in an anti-discriminatory point of view. The adult transforming agenda is focused on the development of personalisation of support. The 2006 Community Services White Paper, Our Health, Our Care, Our Say, announced the piloting of Individual Budgets. Personalisation had its beginnings in Direct Payment which was introduced in 1987, were people who are eligible for social care can choose to receive a cash sum in lieu of services (Henwood Nigel, 2007). The development of Transforming Social Care is driven by the demographic pressures and changes to public expectations. According to Chandler (2009, p2) by 2022 20% of English population will be over 65 and the number of those over 85 will have increased by 60%. The development of better housing options and extra care housing will be crucial for the future. Majority of older people will expect to live in their own homes for as long as they possibly can. And with more people living longer and requiring support, an increasing number of families will feel the impact of these demographic changes (Chandler,2009) [online]. One of the objectives of Putting People First was to champion the rights and needs of older people in their local authority and public services within a policy, which will involve them as active citizens who may or may not need support. However, these expectations cannot be met through traditional approaches to delivering of social care services. A fundamental change in Adult Social care is required in order to ensure that the needs of each person can be met in a way that suits their personal individual circumstances. Putting people first (DOH 2009), laid out the vision for change in social careà ¢Ã¢â€š ¬Ã‚ ¦ this vision is of a new social care system that helps people stay healthyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ through a focus on prevention, early intervention and enablement, and high quality personally tailored services for those who need ongoing care social care support This new policy is referred to as personalisation. According to Lloyd (2010, p 189), the term personalisation is very contentious she further cited Boxall et al (2009) distinguishing between personalisation which focuses on the particular needs of individuals to the preference of one size-fits-all approach of services. The self directed support is about the control that service users can exert over the definition of their needs and the ways in which these should be met. In policy terms, personalisation is both the way in which services are tailored to the needs and preferences of citizens and how the state empowers citizens to shape their own lives and the services they receive (according to the Department of Health, document Transform Social Care, Local Authority Circular 2008, p4). Personalisation was introduced in government policy in 2007 when the Putting People First: A shared vision and commitment to transformation of adult care (DOH, 2007) Concordat was published. This outlined the reforms for social care. The key elements in the document where; Self Assessment, Individual Budget, Choice, Control, Independence. However, because personalisation is only a policy it is implemented differently across social care services. Proponents of personalisation argue that the need to personalise services arise because, services were institutionalised and driven by professional, managerial and economic agendas, rather than those of service users (Lloyd, 2010). Historically and currently, a person in need of social care services is assessed by a social worker and other agencies. Then they decide the type of support the service user will receive, who from, where and when. For a couple of years now the government has been moving towards changing that system to one which the person in need of social care gets to decide the type of support they need and how, and this is now known as personalisation. The drivers behind personalisation are found in the Our Health, Our Care, and Our Say White Paper (DOH). It suggests that people will be happier, healthier, and have better prospects for the future if they are put in control of their social care support. According to Harris White () a milestone in the pronounced shift by new labour towards personalisation was the Adult Social Care Green Paper, Independence, Wellbeing and Choice. This saw the introduction of individual budgets as the principle route to personalisation (Harris White). The Department of Health describes personalisation as an approach in which every person who receives support, whether provided by statutory services or funded by themselves, will have a choice and control over the shape of that support in all care settings Brody(2009) [online]. One key issue identified by Griffiths (2009, p3) is that individual budgets offers a à ¢Ã¢â€š ¬Ã‚ ¦ a chance to empower service users in their dealings with public services and it puts the service user at the heart of public service reform. This is one of the key values of Putting People First (2007), to ensure people in need of social care have the best possible quality of life and the equality of independence living. Griffiths (20009, p2) further argues that individuals budget will give service users a greater choiceà ¢Ã¢â€š ¬Ã‚ ¦. by giving money to the service user to purchase services from a plurality of providers. However, Forster (2002.p, 85) identified that there is little or no choice for elderly people. They can only have choice if the cost of their care is within the amount allocated by local Authority (LA) or if social workers agreed that it is suitable. This was also highlighted by Hudson Henwood (2008), in the CSCI document Prevention, Personalisation, and Prioritisation in social Care, that the coexistence à ¢Ã¢â€š ¬Ã‚ ¦ of self directed support alongside the Fair Access to Care (FACS) criteria have create some tensions while personalisation is concerned about promoting and maximising the choice and control of service users. it fails to determine how the eligibility of those groups is defined (Dodd, 2009) [online] The FACS policy guidance was publish in 2002 as a Local Authority Circular LAC (2002) 13. That Provides local authority with an eligibility framework for setting and applying their local criteria with the aim of ensuring fairer and more consistent eligibility decisions across the country (DOH). As Crawford Walker (2004), points out this system is failing to distribute resources to people who will benefit from early intervention. For example there are a growing number of old people with lower level needs who are likely to develop higher needs in the absence of responsive support. According to Dodd (2010), using one of the four levels within the Fair Access to Care services (FACS) banding as a threshold for rationing resources is too rigid an instrument for fairly and responsively allocate social care budget. He goes on to argue that currently, people with proven care needs are not receiving the services they need. Therefore as long as the FACS criteria remains in place as a rationing mechanism, it will be impossible to realise the universal model of self directed support envisaged within the personalisation agenda(Dodd,2010)[online] The CSCI report argues that as the government is concerned to hold down public spending eligibility criteria are a key mechanism, serving to regulate service provision in line with available resources and identified priorities. In the current financial climate were resources are tight, these criteria can be adjusted by the local authority in order to narrow access to care support. Lloyd (2010), policy makers are more focused on the economic challenges than the needs of older people. The implications for social workers according to Adams (2009, p145) is the amount of time they will have to spend with service users and carers who have individual budgets to help them gain the necessary knowledge and skills they may need to manage their budgets. Also, another limitation to personalization and individual budget has been identified by Griffiths (2009) that the current economic climate may pose a threat for individual budgets and may not survive the planned government spending cuts for the next few years.

Delaware :: essays research papers

Delaware Delaware is a really cool state. I say that because there is not a whole-lot of crime there and for country folks it’s great because there is a lot of cows and pigs, but there are also a lot of cars there too. It was some rivers and creeks land definition and tons of history, but there isn’t very many people there compared to California. Delaware has gained 2 nicknames over the years, The First State and The Diamond State. It got the nickname The First State because it was the first state to ratify the constitution. It got the nickname the Diamond State because they are the world leaders in diamond mining. Delaware was some really neat geography because they have swamps, rivers, lakes, but they really don’t really have a lot mountains. They have the biggest natural cypress swamp in the world and Pocomoke Swamp the northern most swamp in the United States. They have a couple rivers the Christina and Brandywine Creek. As for lakes the have Chesapeake Bay and Delaware Bay. Delaware has a lot of economic activity. More than 80% of Delaware’s farm income is from the production of broiler chickens and a variety of other things including soybeans, greenhouse products and corn. Milk is also produced considering that Delaware was more cows than they know what to do with. Fishing is declining but crabs, shad, cod, oysters and clams are caught. Delaware has many useful industries. Delaware industries major in food processing, primary metals, machinery, leather goods, fabricated metals, printing and publishing. They also make a whole- lot of textiles like linoleum. They also make a lot of chemicals and cars. They are one of the most popular car states in the United States. Delaware’s climate is on the cold side with the average temperature in January is 32 and 72 in July. Delaware is also on the storm track of the Gulf of Mexico. Delaware’s average rainfall is about 44 inches. Delaware has common natural resources. Kaolin is the most significant natural resource followed by granite, gravel, and clay (used to make brick and tiles). Hydroelectric power hasn’t been developed yet. The Coastal Zone act was passed in 1971. Communications in Delaware are simple. Delaware has 2 daily newspaper and several weeklies. Public Television is very popular in Delaware. Of course they also have phones and faxes and stuff like that.

Kings Speech Rhetorical Analysis

Addressing the Nation When any artist or director embarks on the journey of creation, they use a variety of different techniques to aid in the conveying of their message. Their main goal is to create something special for their audience, or rather call them witnesses. Convincing them that a personal piece of art, whether it be a painting, a novel or a movie, is different than all the rest. Rhetoricians create an author’s idea, their own unique perception of reality, for a vast and diverse viewing audience. The Kings Speech is a movie about talking, and the importance of talking well.The way humans communicate is really the most important challenge we face in our everyday lives. Speaking is hugely important on an intimate, personal level; when the task is to interact with one person. But a leader of a nation has to address all of his subjects, which requires that leader to be able to speak eloquently in a dramatic political context. As Bertie so finely delivers his lines in the closing moments, as King George VI is about to first address his subjects with war on the horizon: â€Å"The Nation believes that when I speak, I speak for them.But I cannot speak. † This superb film is about a person finding his voice, finding that he can speak. The Duke of York, later King George V, a. k. a Bertie is a perfect example of a leader; he has it all except for one thing – he lacks delivery skills. The hero has a single problem, the conflict that needs resolving; any intelligent viewer will keep their eyes on that detail through the entire plot. A well-written story will gradually reveal information, leaving the audience with a thirst to know if and how this issue will be solved.What makes the King’s battle with speech even more powerful is that this specific detail is not only about a speaking impediment that can be a burden to its owner but it is also about the drama in several other layers of the story. As the duke mentions, his people look up t o him as he who speaks for them and in their name. Not only can it be frustrating for a nation not to have a voice; that nation is in war with another nation whose ruler can â€Å"say it rather well†.Bertie is up against some large obstacles on his path to becoming King, and the stakes are high, the fate of an entire country lies in the words of its future leader, the King better be able to say those words clearly. This is far more than a movie about a King finding his voice. The Kings Speech is an exposition of the power that language has over individuals, and vast audiences. Rhetoric depends upon audience, and Bertie’s impediment was due as much to the pressure of his Imperial audience as it was his horrid father and family in how they treated him and his need for â€Å"corrections. Our hero in this story has to overcome the painful memories that compose his troubled royal childhood. The King’s complex past appeals to the audience’s sense of Pathos, so that every time he stammers over a sentence we remember who and what it is that causes Bertie’s handicap. Seeing the King start to succeed and triumph over his condition appeals to the viewer’s emotions for the same reason, because they have witnessed the cold, harsh environment where Bertie was raised. Audiences rejoice because seeing the main character master their own problems gives them hope and strength to take on personal matters of their own.Another aspect of the King’s troubled past is his relationship with his brother. He lived in the shadow of his brother Edward VIII for much of his life, and Edward was the actual heir to the throne when their father died. However, Edward abdicated the throne when he revealed that he wanted to marry an American socialite. This places further pressure on George VI to succeed in delivering this important speech to prove himself to his family and people as a strong and able leader. Being part of the Royal family means yo u have the best medical care that England has to offer at your disposal.Every doctor the Duke visited had a new treatment to test out, but nothing seemed to improve his speech impediment. One of the doctors instructed Bertie to chain smoke cigarettes, because the theory was that the smoke would â€Å"relax his larynx† and calm his nerves. In this scene, the director uses dramatic irony and appeals to logos to toy with viewers, because an informed audience knows that this tactic will likely fail and in our modern time, we all know that cigarettes are hazardous to one’s health.There are many other scenes where the King is seen smoking, and in every instance he had a specific look on his face. This is the look of a desperate man, full of frustration and expectation, praying that this little stick of tobacco will answer all his questions. The scene that follows shows one of many failed treatments by a specialist to cure him of his speech problem. The Duke becomes frustrate d during the treatment and asks his wife, Elizabeth, the Duchess of York (Helena Bonham Carter), to promise that he won't have to see any more doctors.This leads the Duchess of York to secretly visit an unorthodox speech therapist, Lionel Logue (Geoffrey Rush). Mr. Logue explains to the Duchess that although he is willing to help the Duke, he will only assist on his terms and they must come to him and follow his rules. The Duchess agrees, and sets an appointment. Mr. Logue’s favorite phrase is â€Å"My castle, my rules†, even though he is a commoner, not royalty; someone who is not enough â€Å"regal† to actually own a castle. Yet this speech therapist knows exactly what he is saying.He too recognizes the importance of rules, a frame of reference and a place which is the proper place. If you’ll put him to the rhetoric test you will find he too has it all except for one thing – apparently he is part of no ethos. He is a commoner, and eventually we f ind out he has no credentials; which is even worse than being an Australian in Britain. Logue lacks legitimacy, which he knows is not important for his ability to help others, but is a frustrating disposition if you take his rules seriously.The King looked past Logue’s lack of formal education and abrasive nature because I believe that he sensed something special about the doctor. Plus I believe the Duke and Logue shared a similar love of law and order, and the strict rules Lionel set allowed the Bertie to follow them with ease. These rules forced Bertie to trust the doctor completely, which establishes a strong bond of ethos between the two men. While the person in question happens to have been an English monarch, his trepidations and fears are no different from any public speaking student that Mr.Logue encountered over the years. So, Logue treats Bertie as though he were a regular, stuttering child and expects him to adhere to the same rules as everyone else. This is also a movie about education, as much as it is about politics and royalty. â€Å"Turn the hesitations into pauses,† Logue tells the King in one scene. â€Å"Bounce into it. † Rather than force his student into a mold, the teacher lets the student be the guide. He turns the awkwardness into something better; he re-defines the terms on which the King’s Speech was judged.Indeed, pauses can signify confidence; taking time to choose the right words to say gives the listener the impression that what you have to say is really important. This rhetorical device is also used by our very own President Obama, being the brilliant speaker that he is. The President is in a similar position of power, like King George, and when delivering a speech to millions of people it is best to take time and choose your words carefully so that your message is communicated correctly. The final speech is the defining factor in establishing King George VI’s credibility.In his previous speeche s, he had struggled with his impediment, but in this address to his country he speaks slowly, clearly, and confidently when his people needed him to do so the most. Ethos is also established in this speech because he is King, the ultimate authority figure; therefore, all people throughout the nation will be listening to his every word and reacting in a positive way. He directly calls on his people â€Å"at home, and my people across the seas, who will make this cause their own†. He is asking the people of Britain to take charge and become active participants in the difficult journey that is about to begin.The all-powerful phrase â€Å"With God’s help we shall prevail† is placed at the peak of the drama, the climax when the newly appointed King delivers his speech to all of England. This phrase appeals to pathos, evoking a sense of pride in his people, and reassuring them that England can and will win the war. It seems that every word in this movie was chosen, wh ether consciously or un-consciously, through a deep understanding of the rules of rhetoric because this phrase demonstrates superb decorum. Copywriters pray for the moment they will be able to come up with such a brilliant phrase.Not because it is full of tricks since there is no trick, but with the power to echo the utmost desires wanting to be solved through all the plots and sub-plots of the rhetoric event, presenting real desires in the real world from the deep back-story to the private and personal. This also meets a dramatic high point for England at that particular moment in time, the real events took place during WWII had yet to be unraveled, but watching the movie sixty or so years later, knowing how it turned out, and listening to the final lines in the King’s speech can still send icy shivers down one’s spine.King George IV was able to deliver his speech perfectly through the help and support of his wife and new friend Lionel Logue, winning the hearts of Eng land and preparing them for the days to come. Rhetorically, The Kings Speech is a masterpiece; transporting audiences back to pre-war England and telling them an emotional tale of a King finding his voice.

Breaking Rules

Jack Inzerillo Eng 101 Professor Meadow 6, march 2013 Breaking rules, me personally I’ve done it multiple times in my past, no I don’t agree it’s a good thing but every time I have broken one I always knew what the consequences for my actions were. I certainly agree that breaking the rules and regulations of life (laws) is absolutely wrong, but I also agree that some laws are absurd and aren’t lenient towards us citizens. I believe if I was in the position where I needed to break a law or else something could possibly happen to me I would most definitely do it and disregard the consequences.For instance, around a month ago I was driving home on the long island express way when I encountered a problem. The problem being was some random guy whom I did not know through something that looked like a rock out of his car and into mine. At first I had now idea what had happen until I looked to my right and I saw him about to throw a cup filled with soda at my car, therefore at that point I sped up away from him. While I was speeding I assume a cop was hiding of the side of the high way and got me on the radar going 90 mph.Soon enough I got pulled over, after explaining to the officer what had happen he didn’t buy my story, and gave me a ticket and told me to be on my way. Moral of my story was to tell you that I do not regret getting that speeding ticket because what if I had stayed there and continuously let the guy throw stuff at my vehicle, something could have happened to me. I still to this day believe if something went wrong and I needed to break the rules again in life I would do it.

Law on School Prayer Essay

The issue on school prayer has been subject to constitutional debate since 1960’s. The Court ruled against school-sponsored prayer in the Engel vs. Vitale case in 1962. Such court decision is in line with the upholding of freedom of religion (and the expression of one’s faith and belief). The Court said that one could instead do his or her prayer privately and need not impose his or her prayer to anyone (Dierenfield, 2007). This is the very basis of the Court for implementing the non-school-sponsored prayer in every school in the United States. Such ruling was put into question when another case of school-sponsored prayer occurred in 2000. The case wherein the Santa Fe Independent School District permitted the non-private conduction of prayer (done in front of other students of the school) which is aim to declare support for the football athletes (Status of Current Law on School Prayer, 2007). Although, the Congress had tried to intervene with the issue, the Court still prevailed by saying that the school violated the law against school-sponsored worship or prayer. In order to uphold the ruling of the Court against school-sponsored worship or prayer, the House and the Senate passed the ESEA (Elementary and Secondary Education) in October 30 2001 (Status of Current Law on School Prayer, 2007). This act states that schools that would violate the law against school-sponsored prayer would be denied of federal funding. The Congress position was to uphold the right of students for voluntary prayer hence it disallowed the imposition of school on conducting a school prayer. The fear of losing the support of the government (for public schools) really held every school so that they became really careful about dealing with religious and faith-related issues of their students. They allowed their students to pray or not pray. They do not anymore try to make actions or sponsor events that would tend to patronize particulars faiths or religions. Legal Implications Truly, no one should interfere with other’s way of expressing himself or herself. Likewise, no one should impose his or her religion, belief or faith to anyone (Muir, 1985). Thus, the Court had a very good reason for declaring such decision concerning school prayer. By taking a closer examination on the issue, one would realize that the Court, as well as the Congress, just really wanted to protect the rights of the students for voluntary prayer. Hence, schools were ordered not to support any form or kind of religious and faith-related activities. This is due to the fact that public schools have a diverse population of students who belong to various religions. In effect, if the school would favor one student or a group of students in the school to conduct an event that would advertize their religion, there will really be a violation against the rights of other students on their religious belief (Muir, 1985). The Court provided a very plausible and rational suggestion to religious sectors and the parents of the students. It said that students can practice their own way of upholding their religious faith while not impeding other’s right of voluntary prayer. They can really do their prayers privately. By doing so, no one would complain about the imposition of school prayer. The Congress’s sponsorship and Court’s implementation of the ESEA could really help them monitoring and regulating schools in sponsoring and conducting activities. The schools, in return, would ensure that they would be hands-off regarding religious matters. They should really do that otherwise their federal funding would be denied by the government (Status of Current Law on School Prayer, 2007). To end, the issue on school prayer and the law regarding it intend to promote the rights of the students for voluntary prayer and against discrimination of religion. Schools primary duty is to ensure proper education for their students – and that should be their focus.

Print Ad Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Print Ad Analysis - Essay Example It became obvious that the drink corresponds to the character of this director- bold, outrageous, and manly so he served as literal symbol of the beverage and its most typical consumer. It is well known that consumers tend to associate themselves with those whom they see in the advertisement. Tarantino is therefore a cult figure for numerous cinema fans because he crated the image of the perfect gangster in a suit, and such life seems attractive to many. All in all, whisky is often perceived as the beverage for real men because it contains a high percentage of alcohol. So basically one can get drunk very fast with whisky that is why only those who know how to drink it right usually choose this beverage. Whisky is often served with ice and is drunk slowly in a company of good friends. Dewar`s hints with this advertisement that the beverage is for those men who value style and quality and who can choose the best in any situation. Whisky is also the type of beverage for which the age is important- the longer it is kept the better it is eventually. So Dewer`s teaches its consumers to appreciate not only status and quality but time as well. The message of the ad is clear: Tarantino is sitting in a dark room of some luxurious restaurant on a leather sofa drinking his glass of Dewar`s with ice. This image implies everything that most men probably want when they dream of status and money. The appearance of Quentin on the ad symbolizes that on this stage of recognition and success people do not need attention; they need their good old glass of whisky to savor life. The motto of the advertisement fits the overall mood â€Å"there are two types of people in this world, those who are planning to do something and those who do†. This slogan is some kind of a call for action for most men because action is the only possible way for achievement, and we, people living in the

Use only english in U.S Essay Example | Topics and Well Written Essays - 500 words

Use only english in U.S - Essay Example se group of people, the action of making English the only language to be officially used in the United States would only turn immigrants against native English speakers. Although forcing new immigrants to only use English would help them adapt to American culture better, it would also take away from their own culture. Many speakers of other languages have no use to learn English because they can get by with speaking their own language. This then weakens American culture because the culture is splintered off in many different directions. However, America has always embraced new immigrants and what they have to offer this country, so taking away their unique culture does not help improve America. In fact, it takes away from their culture and would only seek to serve Americans who have already lived here. Despite the fact that the melting pot of cultures in American would be united if English became the official language, forcing people to use a language that they are not comfortable with would only make them resent the United States and the English language. The guest editorial in the Los Angeles Times refers to a bill sponsored by the Republican representative for Iowa, Steve King, who says that â€Å"English is a unifying force in a multiethnic, multireligious democracy† (â€Å"English Only? Press ‘no’† 2011). It cannot be denied that English binds the United States together. However, one of the greatest things about American society is the freedom to choose, and making immigrants speak English goes against this and the constitution. Also, according to the editorial citizens with weak English skills would struggle to find a place in society (â€Å"English Only? Press ‘no’† 2011). Making English the official language of the United States would have its benefits, but more importantly it would turn new immigrants off American culture. American has always been a nation of immigrants and has embraced them for what they bring to the table, so it makes no sense to

The Users Experience of Critical Situations or Metal Psychiatric Medi Essay

The Users Experience of Critical Situations or Metal Psychiatric Medical Emergencies - Essay Example This is not quite in line with the NICE guidelines which suggest that mental health services should be provided for patients diagnosed with debilitating mental disorders that ensures that patients, and their families and carers, are well informed, cared for and supported (Nice.org.uk) There are several case studies in the literature with respect to critical situations or metal psychiatric medical emergencies. The perspective of users of the healthcare facility offered by the healthcare services is vital to gain a proper understanding of the situation. The other important aspect is the perception of palliative care and requirements of a patient suffering from a medical crisis. With respect to modern medicine, the French philosopher Descartes’s writings in the 17th century have had a very deep impact on the management of symptoms by healthcare professionals and their ways of approaching symptoms. This hence is reflected in both our perceptual understanding of them and consequently how we attempt to manage them. As mentioned earlier the principal outlook based on the philosophies of Cartesian dualism is that symptoms should be understood as aspects of a disordered biological state. The resultant trend is reflected in modern medicines approach to care which has largely been based on differentiating between physical and non-physical aspects of disease symptoms and subsequently targeting care at these physiological manifestations. However, most patients seldom if at all distinguish between the biological and perceptual symptoms, and indeed effective and appropriate acknowledgement of personal meanings of illness and its problems is a primary step to effe ctive care of sick individuals and their families ( Wenger, 1993; Halldorsdottir & Hamrin, 1996). Illness, as Pellegrino (1982) defines it, is only partially defined when understood as a physiological anomaly. The experience of sickness in psychiatric/behavioural dysfunction holistically is formed by an individual's acuity of alterations in his/her existential state and should not be ignored.  

Human Resource Development Plan for Glaxo SmithKline Company Case Study

Human Resource Development Plan for Glaxo SmithKline Company - Case Study Example â€Å"Along with the changes in manufacturing processes and priorities came the realization that the necessary flexibility could be best achieved through skilled workers with knowledge of the technical aspects of production, as well as the abilities to attain maximum effectiveness within the company† (Byrne, 1999, pg1) According to Rouda and Kusy, the definition of HRD is "organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual, and/or the organization" (1995, 1). As the trend in the industry is again slowly shifting from the ‘industrial age’ to the ‘information age’ it has become ever more important to capture all the benefits that a sound Human resource Development plan brings. Amongst other things, it helps you create a satisfied, loyal and committed workforce that is intrinsically motivated to give their best performance. It also helps you in countering the complexities of human nature and helps your employees navigate life situations with would otherwise impact your organization's goal-seeking endeavors. HRD is also an organization's best chance to acquire, evaluate and retain its best performers. Through careful monitoring of the organization culture and the employees who have the ability to enhance it or improve from it can separate and focus on the ‘best’ employees. By nurturing their skills, an organization will benefit from their combined knowledge, experience and ideas as well as maintain a core workforce which can help in training and recruiting similarly talented people. This concept has become even more crucial with the latest trends in the worker lifecycle; no longer are there ‘jobs for life’- people require more than just job safety and monetary benefits from their employers, they need a sense of involvement, accomplishment, job flexibility, additional perks and to feel  committed to an organization's goals.  

Tort Law - differences between the principles of negligence and strict Essay

Tort Law - differences between the principles of negligence and strict liability - Essay Example Although this notion of liability was not quickly recognised, by the early nineteenth century, it came to be recognised that one could claim damages for negligent or wilful conduct of another contrary to law as held in Ansell v Waterhouse 1. Historical development But this was confined to a few well recognised factual situations wherein a duty had been assumed to exist. Complications arose when defendant acted in pursuance of contractual obligation. Hence, by early nineteenth century, a party to a contract could sue another party for breach of tortious duty mandated by law. Thus, it began to be recognised that a stranger to a contract could sue for damages or injury caused due to negligent conduct in the execution of a contract. For example, pedestrian being injured due to negligence of coachman. Duty existing between manufacturers, suppliers and consumers who are bound by a chain of contracts also came to be recognised in due course. Originally plaintiff could only claim under his c ontract and was barred to claim under contract he was not a party to. This meant that each of the party had to protect its own rights through separate warranties under their respective contracts. Early cases have dealt with manufacturers’/suppliers’ liability for defective goods or equipment supplied. It was often questioned whether a plaintiff not being a party to the initial contract of sale or supply could claim the warranty benefit promised by the manufacturer or suppler2. Negligence In Winterbottom v Wright3, question arose whether the plaintiff could claim for injury sustained by him due to the defendant’s negligent driving of the coach the former had hired under a contract with the Post Master General. Three judges gave opinions favouring the defendant holding that there was no privity of contract between the plaintiff and the defendant as otherwise there would be endless stream of claims coming from strangers. It is argued that the stand taken by the thr ee judges is at odds given that a pedestrian could claim from the defendant for any injury sustained by him due to negligent driving of the defendant coachman. Therefore, negligence claims have to satisfy the following the criteria. 1. The defendant must owe a duty of care towards the claimant (plaintiff). 2. That duty has been breached by the defendant. 3. The breach of the defendant has resulted in loss or damage to the claimant. 4. The loss sustained through defendant‘s negligence is not too remote or is within the scope his duty.4 Three-stage test In order to avoid frivolous claims, a three stage test was prescribed by the House of Lords in Caparo v Dickman 5 by effectively recasting the neighbourhood principle originally enunciated by Lord Atkin in Donoghue v Stevenson6, the three stage-test being 1) foreseeability of harm or loss, 2) sufficiency of proximity of relationship between the parties to the dispute, and 3) justness, fairness and reasonableness of imposing duty on the defendant/injurer in all circumstances. Thus, in Caparo, the auditors Dickman were held not liable to the claimant Caparo for their misstatement in the audited accounts of profits as ? 1. 3 m instead of an actual loss of ? 465,000 relating to Fidelity Plc. The House of Lords reasoned that auditors had no

A Modest Proposal Essay Example for Free

A Modest Proposal Essay Jonathan Swift, a satirical author from the 1600’s and 1700’s, wrote A Modest Proposal, in 1729 to bring to the attention of the Irish officials that the poor were in dire need of help. In this essay, Swift proposes that the poor sell their children to upperclassmen for ten shillings in graphic detail (Swift 3). Through this disturbing mental image that readers were not able to look away from, the author successfully conveyed his message to the Irish people and managed to ultimately get them to help their own citizens. In modern society, the poor are growing poorer and the rich are growing richer, just like in the 1700’s. The lower class is not much different than the Irish lower class conditions was three hundred years in the past. The similarities of the lower classes are that the rich are of a much smaller percent, the poor are not receiving the help that they should, and that jobs are not readily available to anyone despite popular belief. The movement against Wall Street’s 1% was not effective due to these reasonings. The percentage ratio between the rich and the poor, in both eras, respectively run from extremely low to very high. In an article written for The Los Angeles Times on December 4th, 2011, the author clearly states how â€Å"we are fighting the 1% because they possess most of the nations wealth†¦ They are the enemy of us the 99% who toil at low-wage jobs†¦ and yet pay our fair share of taxes. † (Schiller 1) In this quote, the percent of people without jobs is comparable to that in Swift’s time. As Darell Figgis explains, â€Å"Throughout the eighteenth century the state of that nation was inconceivably wretched. It was rack-rented mercilessly, without let or hindrance or prospect of remedy (1)†. Eighteenth century Ireland was in a worse state of living than the poor in the United States. In eighteenth century Ireland, anyone who was not part of royalty was part of poverty. In this case, jobs were unavailable to most people who were of poor descent. The job most of the poor were able to acquire was a begging job, and even then life was difficult. Even local farmers were more fortunate than the beggars, since they were able to spare a little of their own harvest for heir families. Officials turned a blind eye to the problem, and ignored the pleas of the beggars and lower class. If the United States continues to go down this path, soon the country will face the same fate as that of 18th century Ireland. Occupy Wall Street was a major event that happened in New York City to fight how the upper-class is not helping the less fortunate. Many people flocked to Wall Street to protest, bearing signs saying â€Å"We Are The 99%†, declaring how the so-called â€Å"1%† of the United States holds most of the money in the country. As Fox News writes, â€Å"The protesters have varied causes, but have spoken largely about unemployment and economic inequality, reserving most of their criticism for Wall Street. ‘We are the 99 percent,’ they chanted, contrasting themselves with the wealthiest 1 percent of Americans† (â€Å"Occupy Wall Street† 1). These people wanted to make their opinions known, clearly portraying their disapproval of the system today. The upper-class in society receives up to seventeen percent of the national income in total (McCormally 1). Even through this, there is no evidence that any help will come to the lower class any time soon. A Modest Proposal, written by the satirist Jonathan Swift, condemns the same fate to the Irish of the time. As Swift writes, â€Å"I am not in the least pain upon that matter, because it is very well known that [the Irish people] are every day dying and rotting by cold and famine, and filth and vermin, as fast as can be reasonably expected (Swift 4)†. This quote shows how horrid the living conditions of Ireland were during this time period. Upperclassmen did nothing to help this condition from progressing, and continued about their own ways, pretending that there was no real problem occurring. Likewise, in today’s society, many of the upperclassmen do not help the lower class. Though some actually do lend a helping hand to those people who need help the most, many lower class citizens have to work their way around a meager salary. In the time of Jonathan Swift, though the crisis was much more profound, there were still some similarities to the issues of today’s society. In his work of art, A Modest Proposal, he declares the problem, â€Å"And as to the young laborers, they are now in as hopeful a condition; they cannot get work, and consequently pine away for want of nourishment, to a degree that if at any time they are accidentally hired to common labor, they have not strength to perform it† (Swift 4). This statement is not too far away from the economic problems the United States is having today. Many college-bound students are unable to secure a job, thus making them rely on their parents for longer than ever before in history. The monetary issue has been growing ever larger since the most recent stock market crash, in which the Dow Jones dropped a total of 22. 11% within a week (Stock Market Crash of 2008. 2). However, the issue is currently under review, and hopefully a bailout is in the near future for people of the United States of America. In conclusion, there are many similarities between today’s poverty-driven streets and Ireland’s poor population. The upperclassmen, or, in today’s words, government, were not and are not paying attention to the dire needs that the countries needed to get through the hardship that should not have been. Jobs are scarcely available to anyone who does not know someone already with a job working for the same company. Even though this is the case, the government is not working to help out the situation, and is not focusing on what is needed; more jobs, less government spending on luxuries that are unrequired for the survival of the country itself. The rich are growing richer as the poor’s funds are growing thinner and, much like the issues addressed in A Modest Proposal, help from officials is not in sight.

Origins Of Alternative Education In India Education Essay

Origins Of Alternative Education In India Education Essay According to one of the view, education has been derived from the Latin word educare which means to bring up or to raise. According to this view, education is process of imparting to an individual certain information and knowledge which was considered by the society. Education implies the modification of the behaviour of the individual by imposing standards of society upon him. Thus, this derivation gives the concept of teacher-centred rather than child-centred education. There is another group of thinkers who believes that the term education has been derived from the Latin word educere which means to lead out or to draw out. Education therefore, means to lead out or draw out the best in man. It is the process of drawing out from within rather than imposing from without. In the Indian Context the Education means The Indian Synonyms of Education are the words Shiksha and vidya. Shiksha is derived from the Sanskrit verbal root Shas which means to discipline to control to instruct or to teach. Similarly Vidya is also derived from Sanskrit verbal root vid which means to know. Hence the disciplining the mind and acquisition of knowledge have always been the dominant theme in Indian approaches to understanding the education. Experimental learning The experimental education is an organic and constantly evolving approach to learning .According to them they believe that anyone can do it. The ideas advocated can be replicated almost anywhere, and can be used, as some are doing, in mainstream (government and private) schools. This type of pedagogy helps in Enhancement in Education. It explores the ways in which children can discover their own talents and interest, at their own talents and interest, at their own places, in their own ways, assisted by teachers, parents, and friends and others-learning in and from their neighbours, their village, their community and the environment in which they live. It tells that how education can be successful in terms of childs own need for knowledge. This kind of education therefore relies heavily on experiential learning which compiles of innovative approaches, method, and idea of learning, aim to be child centred). The relevant and liberating education should include:- Being child-focussed- the child is the centre. The child dictates the pace and interests. Allowing learning in multiple ways. Enhancing the senses through learning. Not being exclusive, there is a (government-prescribed) examination for school completion, nor it should exclusive in the terms of class, gender, caste or religion. Meeting a childs life -enriching needs in compliance with child rights, imparting spiritual values, knowledge of moral, social norms and duties and finally, it should try out to meet life-development needs of functional training of innate talents, and vocational education. The importance of education being child-centred, starting from what the child knows and is interested in, and at the pace preferred by the child. Now Approach to primary education has been formally accepted not only by the one country but also by the whole world including the developed and under developing countries as a human right for almost half a century. Yet, today even we enter into the era of 21st Century; there is only about three-quarters of children of school-going children are able to attend a primary school. In a developing countries large number drop-out of children took place before reaching Class V and there are many others who are never able to reach schools. Although the country like India in which the government had placed a high priority on education in policy statements, every time fails because of proper implementation is lacking in the policy. Thus an India stand with 30 per cent of the worlds illiterates has female literacy rates much lower than in sub-Saharan Africa [PROBE 1999]. The worlds largest number of children who are out-of-school is reached the mark which is close to 59 million are in India, ou t of which 60 percent are girls (Human Development Report 2000, UN).37 percent of the children from India are unable to reach Class V [Haq and Haq 1998]. And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the state shall try to provide, within a tenure of ten years from the commencement of the Constitution, for free and compulsory education for all children until they reach the age of 14. Although after this decision the number of primary schools has increased 2.82 times since 1951 and enrolments have improved, the responsibility of the government for creating a satisfactory infrastructure has in practice not been matched by corresponding out-lays which continue to remain woefully inadequate at around 3 per cent of the GDP. The vast number of maze of literature on primary education in India has identified various reasons for its abysmal state; why children drop out and why they remain un enrolled or not going in the school. In th is space several studies have been done which indicated that the poor quality of schooling is responsible for low retention [Colclough 1993; Bhatty Kiran 1998; PROBE 1999; Banerji 2000; Dreze and Gazdar 1996]. However, most of these studies look at the problem of education within the confines of the classroom. They tend to ignore or underplay the fact that besides poor quality, demotivated or un interested teachers and inadequate infrastructure, there are larger other structural constraints which impede access of children to schools. There are several literature written on primary education in India also reveals that access and retention remain problem areas in this sphere. Origins of Alternative Education in India History Overview The present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the next century; it almost completely supplanted earlier educational institutions. There had, earlier, been a wide network of small village schools- pathsahlas, gurukuls and madarasas. There was a concept of One Village-One School and was become the norm in various parts of the country, up to the earlier nineteenth century. A large number of such learning schools-reportedly100, 000 was just in Bihar and Bengal. They played important social role and were, in fact watering holes of culture of traditional communities. (Dharampal, 2000).Students from various castes studied in these schools, although there was no such discrimination on the basis of castes, creed and colour. It was open for all but there must have been disproportionately representation in the school, the boys outnumbered girls. Most of the girls learnt a range of skills within their homes; from parents, relatives, and pr ivate tutors- including Arts, crafts, practical skills, agriculture, health and languages. Harking back to the tradition of monasteries and ashrams, schools interspersed training in practical life skills with academic education. As the time goes on within the overall context of decline of local economies, these went into decline and decay under colonial rule. Intentionally the policy was employed by the government to wipe out this community based schooling, and replace it with an alien model. In 1931, Gandhi alleged that today India is more illiterate than it was 50 or a 100 years ago (M.K.Gandhi 1931, Dharampal 2000). He also added that British administrators had à ¢Ã¢â€š ¬Ã‚ ¦.scratched the soil and begun to look at the root, and left the root like that and beautiful tree perished. Indigenous education was replaced by an alien and rootless, deliberately set up, as it was explained by Lord Macaulay (1835), to form a class who interprets between us and the millions we govern. Despite the transfer of power in 1947, Indian schools continued in the same mould. Some changes were introduced: the government expanded its reach and network of schools in both rural and urban areas and local vernacular languages were accepted as medium of instruction in these schools. Today we have vast network and number of government in our country and growing number of private run institutions. Yet, the basic format remained the unchanged, a large number of school today based on derivative and mechanistic model. They are designed to produce individuals who fit into modern society and its (Consumerist and competitive) Values, and are easy to govern since they learn to be highly disciplined within hierarchical, centrally administered institutions. Schooling thus, tends to reinforce social inequalities-Class, caste and gender. Affluent Children go to privately run schools, while poor attend schools run by the state because for poor access to private school has become the dream. Despite of Vital differences in facilities and funding, all these schools share a similar ethos. The ascent is on absorbing information rather on original thinking and imagination. The set up is centralised and bureaucratic, teachers distanced from students mostly merely doing a job, while school act as a delivery points for a set curriculum and content. Schools generate failures in large scale-contributing to crises of confidence at national level. Early Pioneers Alternative or the experimental learning to the educational system began to emerge as early as the late nineteenth and the early twentieth centurys. Some of these efforts really mark a significant change and their efforts are still visible. Social reformers began exploring alternative education by the late of nineteenth century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the idea of education as a force for social regeneration, and set up schools/institutions toward this end. Vivekananda and Dayanand Saraswati combined religious revitalisation with social service/ political work, through the Rama krishna Mission and Arya Samaj Schools respectively. Syed Ahmed Khan set up the Aligarh Muslim University (originally, Mohammadan Anglo Oriental College), with the goals of imparting modern education without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with overcoming the social inequalit ies. They mainly work with the dalit children and girl schooling in Maharashtra. There were some Significant educationists emerges in half of the twentieth century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these stalwarts had created the number of viable models of alternative learning, as a considered response to the ills of mainstream education. Some of the ideas were in alliance with the struggles for national Independence and the revitalisation of Indian society. The alternatives emphasised commitments, and reciprocal links between school and the society. Rabindranath Tagore pointed out several limitations of school set up by colonial authorities, in his writings Shikhar Her Fer (1893) and Shikhar Bahan (1915). As a child, Tagore had refused to attend School; he later wrote, What tortured me in my school days was the fact that the school has not the completeness of the world. It was a special arrangement for giving lessonsà ¢Ã¢â€š ¬Ã‚ ¦But children are in love wit h life, and it is their first love. All its colour and movement attract their eager attention. And are quite sure of our wisdom in stifling this love? We rob the child of his earth to teach him geography, of language to teach him grammarà ¢Ã¢â€š ¬Ã‚ ¦Child-Nature protest against such calamity with all its power of suffering, subdued at last into silence by punishment. (Tagore, in Chakravarty1961,pg 218; in Prasad2005, pg81). Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures. Gandhis view resembles Tagores in the emphasis on contextually relevant education, mother tongue as the medium of instruction, and opposition to examination-oriented bookish reaching. He translated his vision into practice through a series of school, starting in Phoenix Farm and Tolstoy Farm in South Africa and continuing into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which students devoting few hours daily to academic pursuits, and the rest of the day to the performance of Bread Labour that includes craft work, agriculture, cooking, cleaning and related tasks. His approach to education aimed at strengthening village life and communities. As early as 1917, When Gandhi began five small schools for peasants children in Champaran, then he said, The idea is to get hold of as many children as possible and give them an all round education, a good knowledge of hindi or urdu and through that medium, knowled ge of arithmetic, rudiments of history and geography, simple scientific principles and some industrial training. No cut and dried syllabus has yet been prepared because according to him I am going on a unbeaten track. I look upon you present system with horror and distrust. Instead of developing the moral and mental faculties of the little children it dwarfs them. Stage crafts, arts, sports and celebration of festivals from all religion were important parts of Nai taleem. In Nai Taleem there were no textbooks as such, but students were constantly encouraged to use library and can get the knowledge of diverse field. In the library education is not only the motive but exposure to different field or subjects are also required. Educationist Gijubhai Badheka emphasised on childrens need for an atmosphere nurturing independence and self-reliance. He gave this idea an institutional basis by establishing Bal Mandir in Gujarat in 1920, and in his writings, he identified the different facets of idea. Gijubhais Divaswapna (1990) is the fictitious story of a teacher who rejects the orthodox culture of education. This classic piece of writing by him yields rich insights into effective teaching, as it describes experiments in education undertaken by an inspires teacher in a ordinary village school. Gijubhai explains and clearly showed that how to teach history, geography, language and other subjects through stories and rhymes, in a way that appealed to children. He believed in arousing the childs curiosity in a thousand and one things ranging from insects to stars, rather than routine textbook teaching. Gijubhau wrote a number of books and booklets for parents, teachers, general readers and captivating stories and ve rses for children. J. Krishnamurti too thought of education in connection with the whole of life. It is not something isolated, leading to alienation. He looks closely at the process of learning in relation to human life. In the biography of Krishnamurti, pupul jayakar quotes him speaking of that period in his life some 75 years later.The boy had always said, I will do whatever you want. There was an element of subservience, obedience. The boy was vague, uncertain, and unclear; he didnt seem to care what was happening. He was like a vessel, with a large hole in it, whatever was put in, went through, nothing remained.( J. Krishnamurti: a biography. Arkana,1996). He noted that the teachers have a responsibility to ensure thatà ¢Ã¢â€š ¬Ã‚ ¦when child leaves the school, he is well established in goodness both outwardly and inwardly. Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decades, the KFI (Krishnamurti Foun dation of India) has kept alive its commitment to meaningful education, expanding its network of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhais and Gandhis schools, KFI has shown that alternative education can be made accessible to those from underprivileged backgrounds as well. Learning goals are individualised for each child, and teaching aids are carefully designed using cards, books, puppets, stories and local material. A visit to any of this school of Krishnamurti bring to his thought: Education is not just to pass examination, take a degree and a job, get married and settle down, but also to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the shape of hills, and to feel with them, to be really, directly in touch with them. Mainstreaming Alternatives Innovation of Alternatives Schools can spread to mainstream Education? Though it might seem fragmented and confusing, the landscape of alternative schooling is certainly fertile! From the range of schools discussed earlier, it is clear that there are people scattered across the different parts of the country, dreaming of a different kind of education, and many who are actually living out their dreams. Most of the experiments are small but fundamentally replicable. They reached out their target population in a meaningful ways to diverse children, from the different economic backgrounds and from diverse social settings. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the sprinkling in other places including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is instructive to remember that sometimes, there is no hard and fast line dividing the mainstream from the alternative. Even hardcore mainstream schools gradually adopt some elements of alternative learning in their pedagogy to teach the children. Lots of primary and nursery schools across the country have for instance have adopted the some elements of Montessori and play way methods, through which children enjoy the learning and grab the technique more quickly and efficiently. Widespread questioning has propelled even the government to usher in some improvements. Thus, non formal education campaigns links education to social awareness. The Bihar Education Project ( in partnership with UNICEF) has opened Charwaha Vidyalayas (for children grazing animals) and Angana paathshalas (courtyard schools for girls in remote areas). The Central governments Education Guarantee Scheme, and Alternative and Innovative Education Scheme employ flexible strategies for out of school children, incl uding bridge courses, back to school camps and residential camps for accelerated learning. In some of these, learning outcomes have proved to be of quite a high standard (Education for All 2005). Premier teacher training institutions such as the District Institutes for education and training (DIET) have incorporated a few creative, child centred pedagogies. The NCERT has devised a new, state of art curricular framework for school education. Yes all this is still a far cry from the realisation from the full blown alternatives. It is really sad to know that mainstream education still dominates the lives of the vast majority of Indian children. It mainly depends upon its philosophical foundation which rest on large scale, centralised, examination oriented teaching, with flexible daily schedules and rigid syllabi. In India they are many such examples which can be illustrated to a number of groups who were engaged in putting in their best efforts to bring about significant change in the field of education. They believe in their own work it does not matter to them that their effort was not in the large scale or that it was not visible to all people in the country. They think that if they or their work even influence the few young minds, they set us thinking about the enormous possibilities that would open up if the if local or national government support this changes. The government policy to set up a National Institute of Op en Schooling (NIOS) was found to be the most popular and significant step toward improvement in the field of education. Such a step opens the door to informal and individualised pace of learning, which was welcomed by most of the alternative schools. Indeed it was the first time when alternative learning was coming on their path of main stream professional education. With this government initiative to open NIOS has made possible the following: The opening of school for slow learners Inclusive education for the differently able along with normal children. Delinking of the methodology of a learning programme from the stringent requirements of the Board Examination. Addressing the different pace of learning. Giving a point of entry to the mainstream from an alternative paradigm. In Pedagogy of Hope, Freire writes, I do not understand human existence, and the struggle needed to improve it, apart from hope and dream'(Freire 1996). Keeping the hope alive is not easy. To even identify and explore existing alternatives-however they may be possibility of being imperfect and incomplete but still it is an exercise in hope. So today it is very necessary need to reach and stay close to mainsprings of alternative educational thinking-which nestles within the visions of wider transformative socio-political changes. These alternatives will continue to develop, expand and widen. We are required to shed the notion that There is No Alternative and instead, work toward bringing and actively increasingly cohesive, meaningful alternatives to the society. Why such Education is needed? According to Martha C. Nussbaum, she explains in one of her article that Public education is crucial ingredients for the health of democracy. Recently there are many initiatives has been taken around the world in the field of education, however they are mainly narrow down their focus on science and technology, neglecting the important subject such as arts and humanities. They also focus on the internalization of information, rather than on the formation of the students critical and imaginative capacities. The author demonstrated the live example which she has experienced in Bihar with the one of the Patna centred Non government organisation named Adithi. When they reached a place near to Nepalese border, they found very meagre facilities. Teaching is done mostly outside the classroom on the ground, or under the shade of barn. Students were suffering from basic facilities such as paper and only few slates were available that has to be passed hand to hand. However it was creative educa tion. Next she visited the girl literacy program, house in a shed next door. The daily schedule of girls were little busy as in the morning they went for herding of the goat, So there classes began around 4p.m. about 15 girls in total comes to this single classrooms age 6-15 years for three hours of after work learning. There are no desks, no chairs, no blackboard are available, and there is only few slates and bit of chalks but these problem does not stop girls from coming to the class and the passion of the teacher is also one of the major factor of this binding. The teacher is themselves among the poor rural women assisted by the Adithi program. . Proudly the girls brought in the goats that they had been able to buy from the savings account they have jointly established in their group. Mathematics is taught in part by focusing on such practical issues. Author thinks that there are many things to learn from given examples but few of them can be: first, the close linkage between education and critical thinking about ones social environment; second, the emphasis on the arts as central aspects of the educational experience; third, the intense passion and investment of the teachers, their delight in the progress and also the individuality of their students. Now the author elaborates model of education for democratic citizenship. According to her there are three types of capacities are essential to the cultivation of democratic citizenship in the todays world (Nussbaum, 1997). The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical examination of oneself and ones traditions, for living what we may follow Socrates; we may call the examined life. This capacity can only be obtain if we train one self, Training this capacity requires developing the capacity to reason logically, to test what one what he or she reads or says for consistency of reasoning, correctness of fact, and accuracy of judgment. Testing of this sort frequently creates new challenges to tradition, as Socrates knew well when he defended himself against the charge of corrupting the young But he defended his activity on the grounds that democracy needs citizens. Critical thinking is particularly crucial for good citize nship in a society that needs and required to come to grips with the presence of people who differ by ethnicity, caste, and religion. Then after she describes the second part of the her proposal Citizens who cultivate their capacity for effective democratic citizenship need, further, an ability to see themselves as not simply citizens of some local region or group, but also, and above all, as human beings bound to all other human beings by ties of recognition and concern. It is very essential that they have to understand both the differences that make understanding difficult between groups and nations and the shared human needs and interests that make understanding essential, if common problems are to be solved. This means learning quite a lot both about nations other than ones own and about the different groups that are part of ones own nation.This task includes showing students how and why different groups interpret evidence differently and construct different narratives. Even the best textbook will not succeed at this complex task unless it is presented together with a pedagogy that fosters critical thinking, the critical scrutiny of conflicting source materials, and active learning (learning by doing) about the difficulties of constructing a historical narrative. This brings me to the third part of my proposal. As the story of the dowry play in Bihar indicates, citizens cannot think well on the basis of factual knowledge alone. The third ability of the citizen, closely related to the first two, can be called the narrative imagination. This means the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that persons story, and to understand the emotions and wishes and desires that someone so placed might have. As Tagore wrote, we may become powerful by knowledge, but we attain fullness by sympathy à ¢Ã¢â€š ¬Ã‚ ¦ But we find that this education of sympathy is not only systematically igno red in schools, but it is severely repressed (Tagore, 1961, p. 219). Finally, the arts are great sources of joy and this joy carries over into the rest of a childs education. Amita Sens book about Tagore as choreographer, aptly entitled Joy in All Work, shows how all the regular education in Santiniketan, which enabled these students to perform very well in standard examinations, was infused with delight because of the way in which it was combined with dance and song. Children do not like to sit still all day; but they also do not know automatically how to express emotion with their bodies in dance. Tagores expressive, but also disciplined, dance regime was an essential source of creativity, thought, and freedom for all pupils, but particularly for women, whose bodies had been taught to be shame-ridden and inexpressive (Amita Sen, 1999). Story of a Bird A very beautiful story has been demonstrated by the author about the education that if there is no proper guidance is given to teacher towards the children, then it led to the severe damage to childs mind. According to her there is no more wonderful depiction of what is wrong with an education based on mere technical mastery and rote learning than Tagores sad story The Parrots Training. A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His pundits convinced him that the bird must go to school. The first thing that had to be done was to give the bird a suitable edifice for his schooling: so they build a magnificent golden cage. The next thing was to get good textbooks. The pundits said, Textbooks can never be too many for our purpose. Scribes worked day and night to produce the requisite manuscripts. Then, teachers were employed. Somehow or other they got quite a lot of money for themselves and built themselves good houses. When the Raja visited the school, the teachers showed him the methods used to instruct the parrot. The method was so stupendous that the bird looked ridiculously unimportant in comparison. The Raja was satisfied that there was no flaw in the arrangements. As for any complaint from the bird itself, that simply could not be expected. Its throat was so completely choked with the leaves fro m the books that it could neither whistle nor whisper. The lessons continued. One day, the bird died. Nobody had the least idea how long ago this had happened. The Rajas nephews, who had been in charge of the education ministry, reported to the Raja: Sire, the birds education has been completed. Does it hop? he Raja enquired. Never! said the nephews. Does it fly? No. Bring me the bird, said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its body with his finger. Only its inner stuffing of book-leaves rustled. Outside the window, the murmur of the spring breeze amongst the newly budded Asoka leaves made the April morning wistful. (Tagore, 1994) This wonderful story hardly needs commentary. Its crucial point is that educationists tend to enjoy talking about themselves and their own activity, and to focus too little on the small tender children whose eagerness and curiosity should be the core of the educational endeavour. Tago re thought that children were usually more alive than adults, because they were less weighted down by habit. The task of education was to avoid killing off that curiosity, and then to build outward from it, in a spirit of respect for the childs freedom and individuality rather than one of hierarchical imposition of information. I do not agree with absolutely everything in Tagores educational ideal. For example, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary role in giving pupils command over their own relationship to history and political argument. That is one reason why good textbooks are important, something that Tagore would have disputed. But about the large point I am utterly in agreement: education must begin with the mind of the child, and it must have the goal of increasing that minds freedom in its social environment, rather than killing it off.