5 Reasons Teaching Might Not Be For You

5 Reasons Teaching Might Not Be For You Teaching can be immensely fulfilling work. The idea of shaping young minds and guiding kids toward their own futures (not to mention having summers off) leads a lot of people into the teaching field. However, not everyone is cut out for this kind of work. The last thing you want is to discover that you aren’t up to the task while standing in front of a class your first day on the job. It’s best to decide whether or not you’re teacher material before even pursuing a degree in education. Here are 5 issues that may make you decide that teaching is not for you.1. You’re not adaptable.One plus one will always equal two. The alphabet will always start with A and end with Z. World War II will always begin in 1939. The information you teach may never change, but the way you teach it certainly will. Perhaps your particular administration will demand you rewrite that lesson plan you submitted or the school’s curriculum has changed. Perhaps what works for a cl ass of well-behaved students will not work for an unruly one. A teacher must be able to adapt to any number of predictable and unpredictable situations. If you don’t think you’re sufficiently flexible, then teaching probably isn’t for you.2. You don’t like homework.Your students won’t be the only ones who’ll have tons of homework. A teacher’s workday rarely ends at the sound of the bell. There will be papers and tests to grade and lesson plans to prepare. Excited to have your summers off? Well, don’t get too excited, because your summers will be spent doing professional development work and getting ready for the next school year.3. You are not 100% comfortable with kids.As they say, kids can be cruel. And they don’t just pick on each other. Students may have it in for their teachers as well, and the monkey-see-monkey-do nature of the classroom may lead good kids to mimic the behavior of the bad ones. Before you know it, your class is out of control and it’s your job to rein it in. Some people have an innate ability to do this. They are natural-born teachers. However, if the thought of playing zookeeper to a room full of squealing, nasty (and perhaps even insulting) young people sounds terrible to you, you may want to choose another career path.4. You want to get rich.Do you want to make loads of money? Well, you aren’t going to get rich as a teacher. The average starting salary of a teacher in the U.S. is just $36,000, and teachers can spend hundreds of out-of-pocket dollars on class supplies. That isn’t to say that the job is not rewarding in countless other ways, or that the worth of a job is measured by the amount of a paycheck, but if making bank is your ultimate goal you’ll unfortunately have to look elsewhere.5. You can’t deal with parents.Maybe you love the kids†¦ but the parents? Not so much. This can be a real problem, since a teacher’s job of ten involves managing parents. When it comes to their children’s educations, parents can get pretty emotional or downright out of control. You might have a mom yelling at you or a dad breaking down in tears. Upping the â€Å"ick factor,† a parent might even hit on you. Such situations are tricky to navigate, and you never want to blame the student for a parent’s inappropriate behavior. If you become a teacher because you think kids are a dream and adults are a nightmare, you might be in for an unpleasant surprise when you have to deal with both on a regular basis.

15 Rain Quotes to Drench Your Heart in Pure Joy

15 Rain Quotes to Drench Your Heart in Pure Joy Rain makes the whole landscape look fresh, green, and glistening. While people huddle under their umbrellas, trying to get to work, the child inside wants to throw away their rain gear and enjoy the pinpricks of raindrops on their face and the puddles that follow. Water is the elixir of life, and those of us lucky enough to enjoy regular rain may not recognize how remarkable it really is. Rain is the source of our food, the only liquid we use to stay clean and healthy, and very possibly the reason life evolved on Earth. Its also the source of wonderful songs such as  Singing in the Rain, Umbrella, Raindrops Keep Falling on My Head  and so many others. Next time the drops start to fall, soak yourself in the pure, unadulterated drizzle and let your worries wash away. Hum a tune as you walk in the rain, and feel your spirit soar. Share these rain quotes with your friends and help the rain god cast a spell of magic. Rain Quotes From Famous People Henry Wadsworth Longfellow A feeling of sadness and longing that is not akin to pain, and resembles sorrow only as the mist resembles the rain. Bill Rodgers I ran my fastest marathon in the rain. Saint Basil Many a man curses the rain that falls upon his head, and knows not that it brings abundance to drive away the hunger.   Halle Berry Id like to be able to use Storms powers for good, like have it rain more in Southern California. We could do with it. David Copperfield Im just waiting for people to start asking me to make the rain disappear. Clint Eastwood If you think its going to rain, it will. Langston Hughes Let the rain kiss you. Let the rain beat upon your head with silver liquid drops. Let the rain sing you a lullaby. Dave Barry It always rains on tents. Rainstorms will travel thousands of miles, against prevailing winds for the opportunity to rain on a tent. William Shakespeare For the rain it raineth every day. Satchel Paige Dont pray when it rains if you dont pray when the sun shines. Roger Miller Some people walk in the rain, others just get wet. Henry Ward Beecher Rain! whose soft architectural hands have power to cut stones, and chisel to shapes of grandeur the very mountains. Rachel Carson A rainy day is the perfect time for a walk in the woods. Mark Twain It is best to read the weather forecast before praying for rain. Rabindranath Tagore Clouds come floating into my life, no longer to carry rain or usher storm, but to add color to my sunset sky. John Updike Rain is grace; rain is the sky descending to the earth; without rain, there would be no life. Munshi Premchand Trees bear fruits only to be eaten by others; the fields grow  grains, but they are consumed by the world. Cows give milk, but she doesnt drink it herself - that is left to others. Clouds send rain only to quench the parched earth. In such giving, there is little space for selfishness.

Great sphinx Research Paper Example | Topics and Well Written Essays - 750 words

Great sphinx - Research Paper Example This is one of the oldest and the world’s largest statues ever known in the history. However, the time frame and the builder of this sculpture is not known in the history but according to historians this statue was built during the reigning period of King Pharaoh on the west bank of river Nile in Giza. The Great Sphinx is almost 65 feet tall in height with a width of 20 feet and 260 feet in length (http://www.sacred-destinations.com/egypt/giza-sphinx). The sculpture of Great Sphinx is mythological representation of the faith that people believed in. According to historians, people used to worship the Great Sphinx for believing it as a mystical solar power. However, some historians believed that King Pharaoh built this huge sculpture to leave an impression of his splendor, dignity and authority on the minds of his enemies. The Great Sphinx holds a high position in world’s history. It is a magnificent piece of art produced by Egyptian builders. The Great Sphinx transmits the historical message of King Pharaoh’s divinity and authority on the region. The message conveyed by the enigmatic sculpture is mysterious and mystical in some ways. According to historians, this enigmatic sculpture faces the east side which shows a strong eternal connection between the Rising Sun and the ruler. It also represents the ancient thinking that light always wins over darkness. However, it is also believed that the image represents the magnificent and divine power of the King (Charles Orser). It was an old Egyptian myth that the Great Sphinx stands as the â€Å"Guardian of Giza plateau with its face towards the direction of the rising sun. It was the centre of the solar worship which was surrounded by different other temples. The Sphinx’s face is constructed into a lion’s face which was considered as the symbol of â€Å"solar power† in ancient Eastern civilizations. In Early Egyptian Dynastic period, the king or the

Hooke's Law Essay Example | Topics and Well Written Essays - 1000 words

Hooke's Law - Essay Example The resistance force is directly proportional to the amount of stretch of the material being stretched. This relationship is described by Hooke’s law of Elasticity which states that, ‘when an object such as a spring or a metal is stretched by a distance say x, the restoring force, F which is exerted by the object is directly proportional to the stretch until the material reaches the elasticity limit’ (Pickover, 2008). Elastic limit is the point at which beyond it, the material is not restored to its original shape. This relationship is indicated in equation below in which F stands for restoration force, x is the stretch length and k is the constant of proportionality. From Newton’s second, force is directly proportional to mass, i.e. , Replacing F with mg in Hooke’s law equation, the equation becomes This can be re – arranged to give Plotting a graph of extension versus mass gives a straight line whose gradient is the ratio of since g is known , which is the elasticity constant can be calculated by dividing gravitational field strength by the slope. Also, the Hooke’s law can be interpreted by the equation Whereby F is the force, K is the elastic constant and x is the extension / stretch. Plotting a graph of force against the stretch distance results in a line passing through the origin of the graph and its gradient is k, which the elasticity constant of the material. The elasticity constant of a material varies with the type of the material. In this experiment, the elasticity of various materials will be investigated by studying the extent to which they obey hook’s law (Raymond & Chris, 2011). Also, the periodic motion of a spring will be studied. Apparatus The following apparatus were used in this experiment, Metre stick mass hanger Steel spring 10 g and 100 g masses Retort stand Rubber cord Methodology One end of the rubber cord was fixed firmly onto the retort stand while the other end attached to the mas s. This is as indicated in the diagram below. The relaxed length, of the rubber cord was measured with no mass attached and then determination of suitable mass ranges to be utilized in measuring the rubber cord extension was done. The masses were then successfully applied onto the rubber cord and the extension length recorded. Several masses were added successfully and the length extension measured making sure the cord is not overloaded to prevent permanent deformation. This procedure was repeated using two different springs and the resulting data were recorded in form of a table as below. Results and discussion Results for spring 1 Extension, x (m) Mass 0.0093 2 0.0225 4 0.0415 6 0.0588 8 0.0710 10 From the graph, a graph of force against extension was plotted as below. The equation of the resulting graph is . This implies that the slope of the line is 0.6538, thus the constant of elasticity, k is 9.81/0.6538=14.9088. Spring 2 results Mass Extension(m) 0 0 2 0.002644 4 0.005288 6 0 .010575 8 0.013219 10 0.015863 The equation of the resulting graph is. This implies that the slope of the line is 0.0017, thus the constant of elasticity, k is 9.81/0.0017=57.7. Spring 3 Results Mass Extension 0 0.00 2 2.64 4 5.29 6 10.58 8 13.22 10 15.86 The equation of the resulting graph is This implies that the slope of the line is 1.66 and therefore It’s expected that the graph passes through the origin, but in this case,

Psychological Perspectives for Health and Social Care Essay Example for Free

Psychological Perspectives for Health and Social Care Essay Psychologists uses a range of perspectives and approaches when studying how individuals think, feel and behave. Some researchers may focus on one specific perspective, whilst other researchers study a more diverse approach that may incorporate multiple points of views. Each perspective aims to offer explanations for different aspects of human behaviour. The behaviourist approach’s influence to health care The behaviourist approach is based on the concept of explaining behaviour through observation and the belief in which our environment is what causes us to behave differently. The behavioural learning model learning is the result of conditioning. The foundation of conditioning is that a reward following a desirable response performs as a reinforcer and increases the possibility that the desirable response will be repeated. Reinforcement is said to be the core of the behaviourist approach. Furthermore, once a desired behaviour established, irregular reinforcement maintains the behaviour. The behaviourist theory approaches are frequently used in weight loss, smoking cessation, assertiveness training and anxiety-reduction programs. The significance of frequently and consistently rewarding desired behaviour immediately and not rewarding undesirable behaviour is crucial to the success of a behaviourist approach to learning. The principles of classical conditioning have been applied in many therapies. As its name suggests, behavioural therapy is focused on human behaviour and looks to eliminate unwanted or abnormal behaviour. Typically this type of therapy is used for those with behavioural problems or mental health conditions that involve unwanted behaviour. Examples of this include: addictions, anxiety, and methodical desensitization for phobias, aversion therapy and obsessive-compulsive disorder (OCD). Practitioners of behavioural therapy believe that behaviour is learned and can therefore be un-learned through therapy. As well as the behaviour  itself, behavioural therapists will look at thoughts and feelings that lead to the behaviour or occur as a result of the behaviour to comprehend the issue at a greater level. Aversion therapy is a form of treatment that utilizes behavioural principles to eliminate unwanted behaviour as it follows, if all behaviour is learned it can be unlearned. In this therapeutic method, the unwanted stimulus is repeatedly paired with discomfort. The objective of the conditioning process is to command that the individual associates the stimulus with unpleasant or uncomfortable sensations. There are many reasons why behaviour could perhaps be unlearned; this could be due to behaviour in which is destructive or undesirable. These undesirable behaviours come about as individuals associate them with pleasure; the brain learns that, such as, drinking may allow one to feel relaxed a lowers stress levels. This is somewhat fine, however if one becomes reliant on the substance and it begins to take a dominant part in one’s life then this has become an undesirable behaviour. It is one’s choice to unlearn that alcohol equals pleasure. Aversion therapy goes about eliminating this behaviour by attempting to break the association between alcohol and pleasure. The therapy, in the case of alcoholism, involves the patient drinking while together having a negative stimulus directed. The negative stimulus could be an emetic drug (one that causes the patient to vomit when drinking alcohol) such as an emetic drug, one that encouraging vomiting when alcohol is consumed like disulfiram (a synthetic compound used in the treatment of alcoholics to make drinking alcohol produce unpleasant after-effects), or an electric shock administered whenever the patient drinks. In short, then he patient is punished for drinking and, for the same reason a parent punishes a child, a successful outcome is to reduce or completely eliminate their undesirable behaviour. The cognitive approach’s influence to health care Cognitive therapy for depression has its roots in the cognitive theory of depression (Beck, 1967). It is an active, structured, problem-focused, and  time-limited approach to treatment which is based on the premise that depression is maintained by negatively biased information processing and dysfunctional beliefs. Treatment is designed to help patients learn to think more adaptively and thereby experience improvements in affect, motivation, and behaviour. The effectiveness of cognitive therapy for depression has been demonstrated in over 30 clinical trials (Dobson, 1989). The general approach in cognitive therapy for depression involves guiding patients through a number of structured learning experiences. Patients are taught to monitor and write down their negative thoughts and mental images to recognize the association between their thoughts, feelings, physiology, and behaviour. They learn to evaluate the validity and utility of these cognitions, test them out empirically, and change dysfunctional cognitions to reflect a more adaptive viewpoint. As therapy progresses, patients learn to identify, evaluate, and modify underlying assumptions and dysfunctional beliefs that may have predisposed them to depressive reactions. The therapist also teaches (or reactivates) adaptive coping skills such as breaking down large problems into smaller, more manageable steps, and decision-making by cost-benefit analysis. Activity scheduling, self-monitoring of mastery and pleasure, and graded task assignments are commonly used early in therapy to help patients overcome inertia and expose themselves to potentially rewarding experiences. Patients typically require approximately eight sessions to gain a reasonable level of mastery with the model and the skills involved. A significant reduction in symptoms often occurs during this initial stage of therapy. The remaining sessions are used to evaluate and modify dysfunctional beliefs that impair functioning and make the patient vulnerable to future depressive episodes, build relapse prevention skills, and discuss termination issues. According to my research, many patients show a remission of symptoms in 8-12 sessions. A full course of treatment is considered to be 14-16 sessions although severe cases can take longer. Maintenance of treatment gains is enhanced by occasional booster sessions during the first year after one’s termination. The humanistic approach’s influence to health care Humanist learning theorists view learning as a function of the whole person and believe that learning cannot take place unless both the cognitive and affective domains are involved. The individual’s capacity for self-determination is a vital segment of the humanist theory. For example, the humanist theory is used to help post myocardial infarction (a syndrome that involves the inflammation of the sac surrounding the heart); patients regain a sense of personal control over their health care management. The focus of the humanistic perspective is on the self of one individual which translates into you, and your perception of your individual experiences. This approach argues that one is free to choose his own behaviour, rather than responding to environmental stimuli and reinforcers. Issues dealing with one’s self-esteem, self-fulfilment, and requirements are seen as dominant. The key focus is to assist one’s personal development. Two major theorists associated with this view are Carl Rogers and Abraham Maslow. All patients grow with success and do better when achievements are recognized and reinforced. Respecting the whole person in a supportive environment can encourage learning. Learning is also fostered through structuring information appropriately and presenting it in meaningful segments with appropriate feedback. There are a vast variety of conditions that should be encountered before an individual can develop on becoming self-actualized. According to the ‘needs hierarchy’ described by Abraham Maslow, individuals must first secure their basic organismic needs (including adequate food, clothing and shelter necessary to keep them alive). Having achieved the essentials, they next build up and work to achieve: a feeling of adequate safety, a sense of belonging (to one or more social groups and relationship), and a sense of self-respect and social respect. Self-actualization, the drive for one to do all that he desires to do with his life, is something that only occurs as a influence of behaviour after all the earlier needs are adequately satisfied and a state of contented happiness is achieved. For instance, the media create unrealistic, and for most individuals  unattainable ‘ideal’ image, especially for women and adolescent girls. The majority of models exposed publicly are greatly below the ‘normal’ weight for their age and height. In the humanistic vision, human dysfunctions are caused by a faulty or interrupted development process; essentially human issues regarding to immaturity, or commonly of the social/emotional variety. The aim of humanistic therapy is to promote social or emotional maturity and growth. Through assisting service user’s to resume their disrupted developmental processes in healthy directions, patients are helped by professionals in order to grow up and out the of the immature mental and emotional states that contribute to the pain one may feel or cause pain upon others. The psychodynamic approach to health care Anxiety is a feeling of worry, extreme nervousness, or unease about something with an uncertain outcome. The condition gives of an uncomfortable feeling of fear or an approaching disaster and could perhaps negatively reflects the thoughts and bodily reactions an individual may encounter when presented with a situation that is unable to be managed. When an individual experiences the feelings of anxiety, their thoughts may often actively assess the different situations without intentionally doing so; the individual may too develop predictions of how they will cope founded on past experiences. Despite the fact that some anxiety is a normal response to difficult and stressful circumstances, whereas the anxiety level is abnormally high an individual may lack the awareness of how to effectively control the issue. Anxiety can take many forms, and several of these may consist of: An intense physical response due to the arousal of the nervous system leading to the physical symptoms (which may involve the racing of a heartbeat). A cognitive response referring to the thought about the issue and the individuals ability to manage with it. Those which encounter the condition of anxiety may often feel negative about most situations and think unenthusiastic thoughts. A behavioural response which could consist avoidance or unusual behaviour including aggression, restlessness or  irrational behaviour. An emotion response reflecting the high level of distress the individual is confronted with. There is just not one cause of anxiety, however there are a number of factors that could contribute to the development of anxious thoughts, feelings and behaviour. The many factors comprise of: Hereditary many research has suggested that those with a family history of anxiety are more likely to also develop anxiety. Biochemical reasons Research suggests that individuals who experience a high level of anxiety may have an imbalance of chemicals in the brain that regulate feelings and physical reactions. Certain life experiences Particular life experiences can allow individuals more vulnerable to anxiety. Events such as a family break-up, abuse, ongoing bullying, and/or workplace conflict can be stress factors that challenge a persons coping resources and leave them in a vulnerable state to experiencing anxiety. https://www.psychology.org.au/publications/tip_sheets/anxiety/ References: Euromed Info [Online] Available from: http://www.euromedinfo.eu/behavioral-cognitive-humanist-approaches.html/ (Date accessed 19/01/15) Cognitive-behavioural approaches and weight management: an overview. (2000) [Online] Available from: http://www.ncbi.nlm.nih.gov/pubmed/10918780 (Date accessed 19/01/15) Cognitive Therapy for Depression [Online] Available from: http://www.apa.org/divisions/div12/rev_est/cog_depr.html (Date accessed 19/01/15) What Is Aversion Therapy? (2015) [Online] Available from: http://psychology.about.com/od/typesofpsychotherapy/f/aversion-therapy.htm (Date accessed 09/02/15] DEPRESSION: MAJOR DEPRESSION UNIPOLAR VARIETIES (2015) [Online] Available from: http://www.swamh.com/poc/view_doc.php?type=docid=9714cn=5 (Date accessed 09/02/15) Humanistic Approach (2015) [Online] Available from: http://www.psychologistworld.com/issues/humanistic-approach.php [Date accessed 09/02/15] Theory in Humanistic Psychology [Online] Available from: http://www.depression-guide.com/humanistic-psychology-therapy.htm [Date accessed 11/02/15] Psychotherapy (2015) [Online] Available from: http://www.gulfbend.org/poc/view_doc.php?type=docid=10441 [Date accessed 11/02/15] Aversion Therapy Alcoholism Drug Therapy (2013) [Online] Available from: http://www.the-alcoholism-guide.org/aversion-therapy.html [Date accessed 11/02/15]

Abortion Or Theath Who Knows :: essays research papers

Man''s inhumanity to man is everywhere. I firmly believe that people on this earth should be treated and respected equally. People are all unique. They come from different backgrounds, have different beliefs and ideas, but treating others in such an inhuman way, as the Jewish were in the concentration camps is cruel and should have never happened. I believe that the killing of several million people during the Holocaust could have been prevented by the means of more involvement from the other countries. When German gained great power, many of the countries did not pay attention. Germany started World War II and countries like England and France, knowing quite well the rise in Germany''s power could cause mass destruction wouldn''t do anything about it until it was too late. Countries should have bonded together and stop the horrible torture and killings. Why didn''t the more powerful countries stop Germany sooner? Some countries just didn''t want to get involved until later. Experiencing a slow economy and lack of funds, they didn''t want to get into a costly war, but this lack of quick involvement resulted in tragedy. Preventing this genocide and anti-Semitism, I think would take a lot of work and effort for many of the countries but it would spare so many lives. The other countries should have recognized the threat Germany posed when Germany broke the Treaty of Versailles agreement. Quick action could have saved more than six million lives by stopping Hitler and the Nazi party. After the Holocaust, the people who survived the concentration camps should have received their properties back. Germany should have given the survivors some money so they wouldn''t have to start from ground zero. Why did the people living in Germany allow this to happen? Hitler blamed the Jewish people for the cause of Germany''s problems and the people believed him, electing a government who was trying to destroy an entire race. Germans who were against anti-Semitism should have gathered a political party to fight for the Jews. Some of their friends and neighbors were taken from their homes and forced into a concentration camp. If they had at least tried, they might not live their lives with regret thinking what if they had done something different, and then maybe; just maybe the Jews might not have died. It was not just Hitler and the Nazi''s that treated man inhumanely. It is happening all around the world with cults such as the Ku Klux Klan who killed because of the dislike of another race.

Everything That Rises Must Converge by Flannery O Connors

In Flannery O†Connors† â€Å"Everything That Rises Must Converge†, the character of Julian sees his mother as racist and narrow-minded due to her sheltered upbringing and lack of knowledge and education of the black struggle for equality. He feels that due to his education that he has a higher understanding of social structure and inequality that his mother lacks, and he loathes her for this reason. However, despite his higher education, he still depends on his mother for financial support even as a grown man, and has a repressed emotional dependency on her. This is the inner character conflict that Julian faces. In reality, Julian is as facetious and narrow-minded as his mother, he simply refuses to come to terms with this harsh reality, and as a result he plays off his own inadequacies and shallowness on his mother, by criticizing her and having a negative and depressing view of her. He must come to terms with his repressed dependency on his mother and deep-seeded feelings of failure and personal inadequacy. Unfortunately, it takes the event of his mother†s stroke to realize that Julian must take care and depend on himself, and realize that he and his mother are almost identical in their social views and failures. The first instance of Julian†s facetiousness is seen on the walk to the bus station with his mother on their way to her weight reducing class. His mother finds herself on the topic of the recent African American civil rights movement, and how she remembers when she lived in the south on a rich plantation with two hundred slaves. Julian tells her to stop talking about it, showing his non-racist and modern views, unlike his mother. However, he finds himself thinking of how the old plantation house must have looked before it became run down and abandoned, â€Å"Negroes were living in it. But it remained in his mind as his mother had known it. It appeared in his dreams regularly†(O†Connor 1082). He fantasizes about the plantation mansion†s glory days, an obvious example of how his external behavior is different than his inner true feelings and wishes. As Booth illustrates, â€Å"what kind of man is it, we ask, who always belies his true feelings? His life is full of such contradictions†(1634). Julian lies to himself to cover his true self, that of a shallow failure. Then, after Julian and his mother get on the bus, a second instance of his inner-failure and true pathetic character is demonstrated. Despite his supposed high education and writing talent, he depends on his mother for money and shelter, and sells typewriters. His mother is shown on the same parallel of facetiousness as she comments on the bus to another passenger, â€Å"He wants to write but he†s selling typewriters until he gets started . . .. I tell him that Rome wasn†t built in a day†(O†Conner 1084). Despite the obvious personal failure, despite a college education is denied internally by Julian and externally by his mother, playing off Julian†s failure as taking his time. Julian pushes out his failure when put on the spot by entering a â€Å"mental bubble in which he established himself . . . From it he could see out and judge but in it was safe from any kind of penetration from without†(O†Connor 1084). Julian goes on to daydream about various scenarios that he could upset his mother by bringing an African-American into there lives, such as dating a black woman, further punctuating his false belief of racial equality using blacks as experiments. A second instance of Julian†s repressed racism is seen when an African-American man enters the bus and Julian attempts to engage him in conversation to spite his mother, however, this action shows that Julian really does not view African Americans as people. Despite his assertions of social awareness, he views blacks as guinea pigs to be used to test his mother†s tolerance of his actions. When a second African-American enters the bus, this time a woman with a child, the final instance of Julian†s insecurities and dependencies is realized. Upon exiting the bus Julian†s mother insists upon giving the African-American woman†s child a penny. This may be seen as a gesture of condescension, or that she thinks the black mother and child are poor, but in reality, it seems to simply be a friendly gesture she would do to any child, despite color. The black woman snaps in return, shouting at Julian†s mother that her child does not take money from anyone. This shock of rejection from an African-American causes her stroke, and in return, Julians epiphany. After he realizes what has happened, he comes to terms with his failures and dependency, he discovers he truly loves his mother, he shouts, â€Å"Darling, sweetheart, wait! â€Å"(O†Connor 1091). He then enters a world of â€Å"guilt and sorrow†(O†Connor 1091). His previous thoughts that he had no emotional dependency on his mother, that he was superior to her, are shattered in his realization of his true self. His journey to self-identity is complete, and he must now care for at least his mother, but most importantly, himself.

Environment Influences Essay

There is a belief among experts that everyone is born as a blank slate. We do not know anything about the world and those around us and we spend our childhood years learning, emulating, adjusting, and finally creating our individual personas based on these experiences. Now the main question being asked by the other experts these days is â€Å"Does the environment influence people?† The environment has an effect on a person in more ways than one can fare imagine. My argument is that the environment does influence people, children most specifically, by building character and freethinking. We can also view the influence of the environment on people in terms of scientific and sociological aspects. In more scientific terms, one can say that an environment is based on the physical, geographic, biological, social, cultural, and political conditions that a person has to deal with on a daily basis and learns to equip himself regarding how best to handle those situations. In terms of so ciety links, the environment has a direct bearing on how lives and societies evolve. People, progress, development, and the environment are like an inter-linking chain where all of these varied aspects converge to form a new form of thinking or character in a person. In terms of childhood development, we can safely say that the environment has the heaviest influence over a child. A child’s environment is not the same as in his home environment where everything is controlled by his parents. Even though parents may raise and rear a child in the best way they know how, that is not the environment that influences him the most because he spends most of his time outside the house. The environment outside the house is where the child begins to develop his character and sense of ones self. Outside the home, a child tries to become part of and to identify himself with a peer group. A child does this by allowing himself to be influenced by the people around him and following their examples and making it suit their own individual needs. . His environment also influences the culture of a child. Culture, is something that a person must experience first hand in order to learn from it. Therefore, since you have to live in order to experience culture, one can consider culture to be a transmission from the environment of the child or adult. Just like influence, culture is passed on from person to person. Even though parents try to provide the â€Å"right† environment for their children, the simple truth is that there is no â€Å"right† anything. The environment will influence the child no matter how you try to control it because a parent can only do so much to influence the child who spends most of his time outside the home. Of course, aside from children, the environment that they interact in can also influence adults. The social environment of a person dictates the way he shall conduct himself in public. There are a large majority of studies that support the argument that the environment does greatly influence the personality of people because the way his environ ment views his physical appearance will determine how he will act out in public. It is this belief that has most experts, such as doctors and mental health professionals debating various theories regarding the mental development of people. Certain theorists are of the opinion that the environment a person grows up in has a direct effect on his mental health and mental development. So there must be a concentration on the environmental development of a person’s mind. So what do these developments and studies about how the environment influences people tell us? It tells us a number of major things. First of all, the environment is not just located in one localized place. It also cannot be in a controlled space for long. The environment of children proves to be a very delicate and intricate part of growing up. The environment of a person directly influences the mental development, and personality of the child or adult. Secondly, the social environment of an individual influences his behavior as these so called â€Å"norms† show us how to act and how to have other people treat us. It is this social influence that trains a person to conform, comply, and follow the dictated norms of the environment he exists in. Yes, the environment does have a direct influence on a person. The direct influence of the environment on people cannot be measured in terms of quantity. This topic is so vast and highly debatable that it will take more than a three page essay with which to defend my stand. Therefore, I would like to conclude my essay on the following note. Each man is placed in an environment where he will best grow as a person. Be it in youth of maturity, that person will have an equal amount of exposure to good and bad environments. The choice of which environment he will allow to influence him solely depends on greatly influenced he is by the environment and his peers. The influence of the environment ends when the person makes the conscious decision to follow a certain path for himself be it in along the path of his environment or in an opposite direction. At the end of all this, the environment gave the individual a unique personality and coping ability that is designed to best help him navigate the perils of his environment. An environment will only influence a person as far as he is willing to be influenced. Everything else pertaining to influencing the individual mentally, socially, and emotionally are all conscious decisions made by the person him or herself based upon the influences of his immediate and past environments Games and Violence Computer games have seriously caught the attention of Mass Media and nowadays every channel considers its duty to remind people how much damage these games cause to children and adults. The increasing amount of games with violent scenes sock the society and makes it very aware of them.It is already common knowledge that violent games cause violence in people. This fact is not even doubted by the majority of people. Every other person says that the reason lies in games being too close to reality. The opinion that games make violent actions normal for the player and therefore make the player pitiless can be often heard. In this case the game is the cause of violence and the act of violence by itself is a consequence. And can real-life violence exist in the reality of a game? Is the transfer of the definition of â€Å"violence† with all its peculiarities from one world to another justified only according to the external similarity of these two worlds? Games originally are entertainment. Contemporary games are very realistic and for this reason they are a source of great experience for the player and develop the imagination. Games are entertainment and even more then that. In addition, the statistics of the New York University lead by Green and Bavelier claim that the player preferring active games get an improvement of some types of brain activity, related to processing of visual information. In particular, game players cope with problems of simultaneously tracking several moving objects at the average level of 30% better then people who do not play active computer video games. The â€Å"gaming† violent experience may not be the cause of violent behavior in reality. None of the playi ng experience will become the priority in making important decisions concerning problems in real life. A game is an abstraction. A player gets abstract tasks and acts according to abstract rules.Games are also the possibility to be however a person wants to be and to rest from the outside world for some time. But what if a person gets so much excited with the game scenes that he becomes violent in reality? Then, it proves that the games cause people to become violent. Let us stop for a moment right at this point. Those who do not participate in this type of activity usually make the conclusion of presence of violence in the game-world. Nobody will ever hear this kind of statement from those who play, from those who know the rules of the game and understand that it is just a virtual world. A psychologically healthy person will never confuse or connect these two different worlds. A game is a virtual world with visual images very similar to human. These images represent by themselves nothing but simple playing obstacles. A game may potentially give the opportunity to â€Å"destroy the obstacles† that may not be destroyed according to the rules but it is more about personal choice whether to do it or not. This leads us to the conclusion that violence is not a consequence but the cause. People who are originally prone to violence may get irritated by games and perform violence in the â€Å"real world†. But in this case violence in games is a simple justification of the violent nature of the player. Is a College Degree Necessary to Become Successful The value of higher education cannot be underestimated considering the contemporary realities of the competitive marketplace. A higher education degree literally serves as the first impression of a jobseeker applying for employment. Namely a college degree is a person’s pass to the business world and so work-related opportunities are enormous. Truth is, college degrees are never the same if we take into account the reputation of higher establishment as well as the prestige of a particular field of studies. The today’s holders of college degrees have unprecedented opportunities of job search since the employment market has largely expanded throughout on-line domain offering freelance and part-time vacancies. Though, in both real and virtual employment, it is always a person’s CV (resume) that is initially considered by employer and in 95% of cases the inclusion of college degree is a must to get a well-paid job. The abovementioned proves that college degree always pays off, and therefore this essay aims to discuss the present-day realities in due respect. Overall, college education provides students with appropriate knowledge and skills to be used later in real life circumstances and working environment. At that career choices do not matter since the contemporary market is vast and enormous. In particular, college education enables students to gain preliminary information about many essential aspects required to cope with real-life challenges. At that students expand their knowledge and acquire practical skills by grasping abstract theories and concepts. A college curriculum teaches students how to clearly express personal standpoints and opinions both in conversation and writing. In most cases students acquire global thinking as well as that relevant to the solution of specific problems. Furthermore, students learn how to work in teams and solve tasks in cooperation; this enables to establish team spirit and ability to make personal contribution to overall mutual achievement. Various case studies based on real-life experiences teach students to better presume and therefore adapt to further complexities. To this end, it goes without saying that a college degree always means more employment opportunities since it is the identification of one’s academic qualification. In comparison, high school education is not enough to meet the ongoing challenges of today’s market place, and therefore the overwhelming majority of jobs require a college degree. In addition to the expanded job opportunities, a bachelor’s degree means higher earning prospects compare to a person with a high school diploma. Therefore, our earnings initially depend on the quality of diploma we receive, and to a great extent college marks (grades) may be compared to the monthly salary rate in the future In actual fact, there is a problem concerning studying at a college. College education does not depend only on student’s talent, successfulness or willingness to study. The cost of education is therefore high issue on the agenda which indicates the affordability of college education. Many students cannot afford college education due to various reasons and/or particular life conditions. Hence, most students rely on loans and/or other means of financial aid to afford their college courses. Apart from financial reasons, of course, the initial factor is high self-motivation to study at college. Whenever there is no family tradition or lack of overall interest, or nobody to recommend college education, a young person may easily opt for other (alternative) choices. In addition to this, college education a ssumes preliminary determination meaning that a person should choose a single subject area (law; medicine; architecture) to master in college and therefore build his/her career. However, the initial indecisiveness does not mean a student should know everything in advance. A college education is therefore designated to provide a student with proper and substantial knowledge and skills; nevertheless, the major direction should be chosen well in advance. One other initial problem is that young people mistakenly assume that a college education is rather difficult. To this end, it is worthy to note that studying at college involves student support and tutoring. Most western colleges are equipped with the necessary technological devices and easily accessible academic database to assist students while performing their assignments. Certainly, there are alternatives (e.g. community colleges) to four-year colleges that provide sufficient level of education, though only bachelor’s and master’s degrees are genuinely valued on the competitive marketplace, and therefore most students try to complete their education at four-year colleges (College Board, 2008) . Considering the aforementioned, the most important issue on the contemporary agenda would be not the importance of a college degree as such, but its real quality. This is actually the root answer to the problem of why some people are becoming more successful, while others not. Specifically, the quality of a college degree indicates that college graduates obtained certain amount of knowledge and managed to process and, most importantly, absorb it. A core subject, such as law or medicine whatever, requires proper understanding, a contribution of solid amount of time and additional resources to make it a future profession that would bring profits. This is to ay a college degree as such is not the panacea in a working world. A proper college diploma therefore assumes that a college graduate is able to prove it with a certain extent of academic knowledge. Regarding practical skills, they are further acquired within internship, practice and actually working environment. Many people, howeve r, fail to prove their knowledge acquired during college years with practical skills and therefore are made to change profession/occupation. Historically education has been regarded as a key to prosperity, and college system of education starting from the 17th century has proved this approach to be right. Also, throughout historical evolution, conventionally males have gained better education compared to females. However, times have changed and starting from the second half of the 20th century the situation has been equalizing. The today’s working environment is highly diverse providing vast opportunities to the qualified specialists and therefore knowledge has been regarded as a decisive factor. Religious, sex, colour, socio-cultural diversities are more and more eliminated since companies need qualified college graduates that can prove their knowledge in practical conditions. This is the way most companies win a competitive advantage for qualified employees are regarded as an invaluable asset by most corporations. Such fair treatment based on professional qualities rather than individual features is reasonable an d justified. Based on qualifications, there is hardly any difference between pay rates; nonetheless, in most industries men still earn more than women. This indicates that discriminatory issues are more and more tolerated and the quality of education approved by a college degree is a real value at the contemporary marketplace (Leonhardt, 2008). One more aspect to consider is the vast employment opportunities accessible to college graduates. The point is that the modern world has become flexible and changing as never before. Internet and cutting-edge technologies indicate the permanent progress and thus success is now associated with s permanent change. Successful people permanently adjust to changing circumstances and diverse environments to reap most benefits. Thereafter, the work-related relationships between employees and employers have also altered dramatically. There are millions of freelance job opportunities enabling people to work form the comfort of their home and rationally maintain work-life balance. To keep workforce loyal most companies need to establish flexible working practices, including part-time jobs, paternity leaves, childcare leaves, swapping shits etc. Therefore, HR departments lessen work stress and enable their employees to lead reasonable (normal) lives. In addition to this, employees are granted with numerous bonuses and incentives that often serve as sound motivators to keep loyal to the corporate policies (Walton, 1985). Due discussion might be continued and further expanded – though the core theme remains the same – only proper extent of knowledge and skills approved by a college degree enable a person to change jobs and seek better option for career-building and professional advancement. A college degree is a precious asset we use during lifetime to properly build up our professional growth and development. Therefore, whenever there is a chance, a person should use four college years to acquire this asset and ensure his/her further career prospects. As a rule, college graduates make social strata regarded as elite and many of them are becoming very successful to donate money to charities and therefore reduce poverty. Hence, knowledge brings profit and profit is used for prosperity. In the 21st century this particular formula should be applied in all walks of life to make the world a better place. 1. Argumentative Topic (Alcohol danger for under age drinking) Alcohol addiction is largely featured by general tolerance for alcohol with periodically increasing amounts to achieve the same degree of satisfaction, having a persistent desire or the inability to lower the amount of consumed dozes, and continuing consuming great amounts of alcohol despite realizing that the habit causes physical, psychological and socio-economic problems. Such dependence is much intensified during the teenage period (13-19 years) when young organism acquires negative effects that eventually destroys the rest of a person’s life. Alcohol addiction is mostly featured by psychological and physical dependence on daily basis. Hence, physiological, behavioral and cognitive perceptions are mainly centered on alcohol rather other life values. Alcohol desire is deemed a central descriptive characteristic of the dependence syndrome (Mental Health Matters, 2005). In addition, alcohol dependence is featured by irresistible desire or compulsion to frequent alcohol takings, and consequently difficulty to control alcohol-taking behavior including post-consumption consequences; disregard of outer difficulties caused by enormous alcohol consumption. As is proved by numerous under-age examples of alcohol consumption and addiction, the dependence syndrome is mostly revealed in either alcohol taking or a desire to take alcohol (Mental Health Matters, 2005). The need for alcohol is present when a person craves alcohol and cannot limit actual amounts or whenever a drinker enlarges alcohol consumption to feel high. Then, this state is called alcoholism which is particular to the majority of drinkers who practiced alcohol consumption during the underage stage. Differences between men and women at their workplace Introduction: A very important issue concerning diversity is the difference between men and women at workplace. As the matter of international experience of hiring people it is very important to point out that there have been a great number of cases connected with discrimination. We consider this to be a vital problem even nowadays, in spite of the change of the reasons for discrimination. If in the past it was a major problem for women to find a job and to prove that they can provide results equal to men, in the present time the situation has quiet changed. In addition to that women start getting benefits and are sometimes the only possible employees for a given workplace. Women establish a very strong emotional contact with the client; at the same time they are treated as being less professional than their male colleagues. Male workers according to the opinion of the employers are more rational. They complement and substitute the women’s emotional â€Å"contamination† by the rational aspect of the matter they are working with. Due to this employers sometimes prefer to eliminate either the â€Å"emotional†, or the â€Å"rational† factor and put â€Å"labels† on the employees taking their gender as an evaluating criterion. But nowadays everything has changed and men and women perform each other’s work excellently. We have observed in practice this difference, when a job, considered to be a â€Å"male job† was done perfectly by a woman but did not get the well-earned recognition in the company. One of the psychological reasons for that, as we assume, is the incapability of the authorities of the company to deal with a stereotype and change their ways according to the changing world around them. So therefore, it is the lack of flexibility. Women nevertheless are treated with a higher loyalty in any decent company. And sometimes their work results may be viewed as just needing some correction in comparison to the same work presented by men that would be considered wrong. But all these are exaggerated examples. The cultural component of this issue should be taken in count, too. For example is we take a black male and a white woman we may meet with a â€Å"special† treatment to the first one, due to the company’s respect and desire to show that they do not have any racial prejudices. We, believe, that the difference between men and women still exists and women and the quality of their work nowadays displace men. Nevertheless, we have examined another opinion that concerns women. Rose Mary Wentling suggested another point of view on the differences between men and women at workplace. The author asserts that women are still experiencing difficulties in their workplaces. The main arguments that are brought are the next: women are not given the standard of work performance when they apply for a â€Å"male† job, therefore do not get the detailed and clear picture of their involvement; women are not included in all the kinds of communication throughout a company; women lack the opportunity to †grow, develop, and contribute to company profitability†. According to this point of view women are not given the opportunity to introduce their ideas and innovations to the company’s functioning. But the main issue to work on is that the expectations of the employers concerning women are different than the ones concerning men. Conclusion: Women are ready to travel and move and relocate, and to make â€Å"the same commitment to the company as men aspiring to leadership positions† due to the reassessment of the woman’s role in the society. Analyzing this different point of view we came to a conclusion that both men and women face gender difficulties at any kind of job. So therefore we consider providing them with equal conditional vital for the benefit of the company itself in the first place. A modern company should not pay attention to the gender attribute. Both men and women need to have career advancement opportunities and counseling. Men and women are potential employees of any company, no matter what position we are talking about. From with combination of two points of view we get an understanding that both men and women have examples of being not treated properly at their workplace in spite of having the required skills for the place. And it is not possible to say that either men or women are facing greater difficulties in their professional lives. So it can be said that the difference did not disappear, but it is not a single-sided issue. Dorm life vs. Home life Almost every young person entering the period of college education faces the necessity to leave home and to live in the on-campus dormitory. The on-campus dormitories have been â€Å"survived† by many people and some of them have absolutely opposing opinions. The change from home to dorm life can be called one of the most important event in the life of any young person first of all because it is the first extreme life change and also because the consequences are still unknown. Home life and dorm life represent two different ways of living in different conditions. Nevertheless they have their similarities and differences that can be seen only after a deep analysis of the issue. The choice between home life and domestic life can lead to complete transformation of the life of a young man. On-campus life inevitably affects the life of the person and along with home life have their pros and cons. On-campus dormitories may be a pleasant experience for one person and a terrible test for another one. For some people dorm living is a necessity. There are several objective facts concerning dorm living. First of all any individual living at the dorm will have to face the necessity sometimes to live together with up to three students. Only those individuals who have an exclusive position within the university may count on having a room without roommates. The quality of the beds sometimes requires repair and the closet very often cannot fit in all the belonging of the roommates. The dorm does not provide the individuals with an actual kitchen and has small space for refrigerating food. The dorm offers public baths which are not comfortable under any condition. The next fact is about one of the most important ones – the dorm cuts individual space to its possible minimum as the person can hardly ever be alone. Another aspect of the dorm living is that the individual can make a lot of friends and find a lot of people who have the same interests. At the same time dorm living sometimes leads to early sexual intercourses and a false â€Å"feeling of complete independence†. Home living is another option sometimes chosen by young people. First of all home living proved the student with the possibility to get healthy food, freshly cooked on a normal kitchen. The fact that the meal can be actually cooked is a plus for the saving in the individual’s budget. Home living requires having personal chores and complete responsibility for the place the person lives in. As for personal hygiene at home, it is private and the individual can spend as much time on it as he desires. Home living guarantees the fact that people come to visit the person most often under the condition of a beforehand notice. The individual may do whatever he feels like doing and not get involved in activities he has no actually desire for. In other words, home living requires a lot of responsibilities but at the same time offers personal space and the opportunity to relax, study or work any time of the day. Home and dorm living have a lot of contrasts such as: food, privacy, hygiene, leisure, etc. and similarities such as certain expenses required for living. If to compare home living to dorm living a few fact are worth of mentioning. In home living the individual has at least one full room which is completely under his â€Å"jurisdiction†. Home living offers all the required personal space and the individual’s movement within the house are not limited as they are in the dormitory. The dormitory does not have a comfortable bed and also the individual cannot equip everything in the most suitable manner for him. A home living individual has all the required space for his belonging and an equipped kitchen to cook food. Nevertheless, in the dorm the food expenses can be spited among the roommates. The dorm’s public bath has obvious disadvantages as compared to a private home bath. Also home, as compared to dorm living provides more individual space as the person at home still has time to be alone and in the dorm it is practically impossible. If the person does not want to party all the time, home living is the best option. In order to conclude it is important to say that the basic differences between the dorm living and home living are the individual interests of the person and his aims in life. If dorm living is a necessity for one individual but he has a high motivated for education – dorm living will not change anything. And at the same time if a individual without motivation is a subject of home living there is no guarantee that all these personal space and freedom will lead to a better future. Therefore the main factor here is the personality of the dweller.

Theory of Modern Art Institutions

Theory of Modern Art Institutions It is like time travel to look at vintage images from the 1960s of Yves Klein creating art using the naked bodies of young women, blue paint, and paper surfaces. Watching his process of creation, it is easy to see why some members of the public threw up their hands in bafflement and disapproval at ‘modern art’, and still do so today.Advertising We will write a custom essay sample on Theory of Modern Art Institutions specifically for you for only $16.05 $11/page Learn More It is also easy to understand the reaction of governments that provide funding for cultural activities. If the daily news is any measure, they often dismiss such displays as antics, immoral, trivial, or simply not constituting art at all. Institutions of culture, such as museums, may have similar concerns. However, in our decade, they seem to wish to err on the side of accepting as art things that might not be art, rather than risking overlooking a work or an artist that histor y will show to have had merit. Klein himself seems to have been trying to detach the experience of art from anything that would engage the viewer, largely in an institutional setting, whether by eliminating multiple colors, focusing on blue to the exclusion of all others, by directing women to use other women’s bodies as paintbrushes, or by proposing buildings entirely without walls or furniture. However, as odd as all this can seem, he has been accepted by prominent institutions, such as the Hirschorn Museum. His proposals fit into a continuum of detachment from the real and the concrete that has been evident in the art and the writing on art in the 20th century. In his piece entitled â€Å"The Evolution of Art towards the Immaterial†, Klein describes how he arrived at the idea that even two colors were too many. He felt that the presence of two colors would involve the viewer in a visual exercise that he did not intend. After seeing that the viewers responded to a wa ll of paintings of different colors by trying somehow to form them into one coherent whole, even if he did not intend that to be the interpretation. This phenomenon reflects the institutional locale in which his work appeared. After all, if viewers were seeing one painting at a time in a private home or a corporate office, they could not make this visual collation and re-interpretation of his paintings.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In reaction to this experience, he says, â€Å"I precisely and categorically refuse to present on one surface even the interplay of two colors†[1] In this instance, the support of institutions of art actually worked against his purposes. When one looks at the footage from a subsequent decade, documenting his works using blue women, which are conveniently recorded in snippets on YouTube[2], it is very tempting to see this as a stunt. However, in light of the readings, this approach to art fits neatly, if bizarrely, into a progression of thought and practice over the middle decades of the 20th Century. For example, consider Michel Foucault’s adroit questioning of the whole concept of authorship[3] in What is an Author? In the case of the blue women, there is a reasonable question as to whether the author is Klein, the woman manipulating the paint-covered woman, or perhaps even the paint-covered woman herself. The whole institutions of publishing, where the name associated with a work is crucial, as Foucault notes[4], and the emphasis on attribution in museums are all called into doubt by the use of such a technique. As another example of how Klein’s work fits into the mood of the time, consider Germano Celant’s encouragement of â€Å"an innocent art’[5] in his piece entitled Arte Povera. In the context of Celant’s insistence on utter simplicity, nothing could be simpler. What does the ‘poor’ artist need except a bucket of paint, a surface, and a naked body? Klein’s technique neatly eliminates the need for the whole tradition of academic art training, and associated colleges, trusts, foundations, scholarships, internships, artists’ colonies, not to speak of the entire business sector of art supply stores. Finally, Klein’s approach to art fits with the egalitarian stance of Joseph Beuys’ essay; I am Searching for Field Character. When he states, â€Å"This most modern art discipline – Social Sculpture/Social Architecture will only reach fruition when every living person becomes a creator, a sculptor, or architect of the social organism†[6], he could be describing the ultimate logical working out of Klein’s technique. The artist could be the brush if need be.Advertising We will write a custom essay sample on Theory of Modern Art Institutions specifically for you for only $16.05 $11/pag e Learn More There is no need for training, no need for fancy diploma. The individual can simply strip, apply paint to self, and apply self to surface. The random nature of the result is clearly acceptable. Neither talent nor training is needed. Everyone can be his or her own artist. No need for art authenticators, or auction houses, or forensic art experts, and all the institutions associated with them! In light of these readings, the 1960’s work of Klein can be seen as a logical evolution away from art that one looks at and wonders about to, eventually, art that one lives, perhaps literally. The readings make clear that the mid-century period was a time in which the relationship of art to all sorts of institutions was being called into question. However, it has been increasingly a time when museums have been more liberal and open to new forms than ever before. Without their support, any artist would have difficulty in publicizing their work and ideas. This c ontinues to be the case, even in the era of the internet. Thus, there seems to be a continuing tension, observable in the context of these readings and now as well, between a need for institutions and a wish to dispense with them entirely. Bibliography Beuys, Joseph. I Am Searching for Field Character. In Art in Theory: 1900-2000, by C. Harrison and P. Wood, 929-930. Oxford: Wiley-Blackwell, 2002. Celant, Germano. Arte Povera. In Art in Theory: 1900-2000, by C. Harrison and P. Wood, 897-900. Oxford: Wiley-Blackwell, 2002. Foucault, Michel. What is an Author? In Art in Theory: 1900-2000, by C. Harrison and P. Wood, 949-953. Oxford: Wiley-Blackwell, 2002.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Klein, Yves. The Evolution of Art Towards the Immaterial. In Art in Theory: 1900-2000, by C. Harrison and P. Wood, 818-820. Oxford: Wiley-Blackwell, 2002. - . Yves Kleins Anthropometries: Selection from Yves Klein: The Blue Revolution. Hirschornmuseum. Franà §ois Là ©vy-Kuentz. 2007. Web. Footnotes Klein, Yves. â€Å"The Evolution of Art Towards the Immaterial†, in Harrison, C., and Wood, P.. Art in Theory: 1900-2000. (Oxford, Wiley-Blackwell, 2002). Page 818. (Klein, Yves Kleins Anthropometries: Selection from Yves Klein: The Blue Revolution 2007). Foucault, Michel. â€Å"What is an Author?†, in Harrison, C. and Wood, P. Art in Theory: 1900-2000. (Oxford, Wiley-Blackwell, 2002). Page 950. (Foucault 2002, 949). Celant, Germano. â€Å"Art Povera†, in Harrison, C. and Wood, P. Art in Theory: 1900-2000. (Oxford, Wiley-Blackwell, 2002). Page 899. Beuys, Joseph. â€Å"I am Searching for Field Character†, in Harrison, C. and Wood, P. Art in Theory: 1900-2000 . (Oxford, Wiley-Blackwell, 2002). Page 929.

Summary of The Great Gatsby

Summary of The Great Gatsby Published in 1925, F. Scott Fitzgeralds The Great Gatsby is frequently studied in American literature classrooms (college and high school). Fitzgerald used many of the events from his early life in this semi-autobiographical novel. Hed already become financially successful with the publication of This Side of Paradise in 1920. The book is listed on the Modern Librarys list of 100 Best Novels of the 20th Century. Publisher Arthur Misener wrote: I think it (The Great Gatsby) is incomparably the best piece of work you have done. Of course, he also said that the novel was somewhat trivial, that it reduces itself, in the end, to a son of anecdote. Some of the very elements that brought the book acclaim were also the source of criticism. But, it was (and still is) considered by many to be one of the great masterworks of the time period, and one of the great American novels. Description Title: The Great GatsbyAuthor: F. Scott FitzgeraldType of Work Genre: Modernist Novel; FictionTime Place (Setting): Long Island and New York City; Summer 1922Publisher: Charles Scribners SonsPublication Date: April 10, 1925Narrator: Nick CarrawayPoint of View: First and Third Person Basics Great American literary classicOne of F. Scott Fitzgeralds most famous worksChronicled 1920s America, the Jazz AgeChallenged at the Baptist College in Charleston, SC (1987): language and sexual referencesThe first novel that Scribners had published that contained foul language. How It Fits In The Great Gatsby is usually the novel for which F. Scott Fitzgerald is best remembered. With this and other works, Fitzgerald forged his place in American literature as the chronicler of the Jazz Age of the 1920s. Written in 1925, the novel is a snapshot of the time period. We experience the glittery-splendiferous world of the wealthy- with the accompanying emptiness of morally decayed hypocrisy. Gatsby represents so much that is seductive, but his pursuit of passion- at the expense of all else- leads him to his own ultimate destruction. Fitzgerald writes: I wanted to get out and walk eastward toward the park through the soft twilight, but each time I tried to go I became entangled in some wild, strident argument which pulled me back, as if with ropes, into my chair. Yet high over the city our line of yellow windows must have contributed their share of human secrecy to the casual watcher in the darkening streets... I saw him too, looking up and wondering. I was within and without. Do you ever feel within and without? What do you think it means? Characters Nick Carraway: A Midwesterner, who sells bonds. Narrator. He observes and describes the rise and fall of Jay Gatsby.Daisy Buchanan: Wealthy. Cousin of Nick Carraway. Tom Buchanans wife.Tom Buchanan: Wealthy. Philanderer. Daisy Buchanans husband. Powerful personality.Jay Gatsby: A self-made man. The epitome of American Dream. A fascinatingly unforgettable figure in American literature. His parents were poor farmers. After getting a taste for wealth, he went into the Army, attended Oxford and quickly accumulated wealth via nefarious means. With his stupendous rise to great fortune, he was fated to fall.Jordan Baker: Daisys friend.George Wilson: Myrtle Wilsons husband.Myrtle Wilson: Tom Buchanans mistress. George Wilsons wife.Meyer Wolfsheim: An underworldly, criminal figure. Jay Gatsbys acquaintance.

Media writing - Feature Story (media newspaper or magazine) Essay

Media writing - Feature Story (media newspaper or magazine) - Essay Example Modernising the dating domain as we recognise it, these Internet sanctuaries are reconstructing the boundaries of love and the search of love, from all over the world. â€Å"We’re trying to reach the whole world—people of all spiritual orientations, all political philosophies, all racial background,† (Kornblum 2005: para 10) declares Neil Clark Warren, originator of one of the largest on-line dating sites in the world, eHarmony.com. So how does on-line dating works? She met him on the Internet, his screen name was Gizzy. He only knew her by his first name, Sarah. They have not met each other personally. But they immediately knew that they are destined for each other, merely by communicating through the Internet. â€Å"We always have a lively conversation and I miss it every time,† reveals Michael Thompson, 43, a retail store manager who met his soul mate through an on-line chat room. â€Å"I always feel that she is very close to me every time we chat. When I heard her voice for the first time I promised to myself that I will do everything to make her mine.† Seattle supermall saleslady Sarah Martin spent the whole night chatting on-line, from 7 p.m. to 12 a.m. They then decided to call each other on their mobile phones. The couple talked throughout the rest of the next morning exchanging funny and embarrassing stories about each other. Sarah decided to give her address to Michael, and the latter was in Sarah’s doorstep the next day. One month later, the couple got married. â€Å"I enjoyed talking to him on the phone, and I really loved his humour,† says Sarah, a 35-year-old who works as a saleslady for a supermall in Seattle. â€Å"It’s funny but we started talking about our future together. Then he asked me if I am ready to settle down. I said ‘Of course, why not!’ Then we finally got married after a month. It was a very solemn wedding†. While it is seldom for a man and a woman who have not met each other face-to-face, and who are not aware of each

Evaluating the Shareholders Wealth Consequences in Defeating Hostile Essay

Evaluating the Shareholders Wealth Consequences in Defeating Hostile Takeovers of UK Companies - Essay Example Changes in the structure and organisation of a company's operations may be reflected in performance data, but these data provide little indication of the nature and extent of the structural changes. Changes in the functions performed within the company, the product mix, the availability of finance, input sources, industrial relations and many more qualitative aspects of the company's operations may also have significance for the long-run development of the acquired company which would not be reflected in relatively short-run performance data (Ashcroft & Love, 1993, p. 39). An example of a company's effort to substantiate changes through a hostile takeover is that of Olivetti. This Italian industrial giant was long known as a typewriter and office machine company, which almost failed in the 1980s. With the entry of several US competitors in the late 1980s, Olivetti found itself in hot water as it is being toppled down by IBM, Dell, Toshiba, and Compaq. The solution was not obvious, though one business that Olivetti entered in the 1980s, telecommunications, has turned out to be the one in which the company is trying to bet its future. With the bold bid for Telecom Italia in 1998, Olivetti launched one of the first major hostile takeover bids in Europe. After successfully overcoming the strong opposition of Telecom Italia's board and an attempt to recruit Deutsche Telekom as a white knight, Olivetti did take control of the telecommunications company. Now it remains to be seen if Olivetti really can remake itself as a leading telecommunications company mo ving into the twenty-first century (Raghavan and Naik, 1999). In occasions of hostile takeovers, the final decision of whether to allow it rests with the stockholders. In an earlier time, they were largely individuals whose purpose in investing was to earn dividends and hope the stock would appreciate in value so they could sell it at a gain for their retirement. Such "little investors" in our era have been replaced by giant investment funds managed by shrewd professionals with sophisticated computer programs to guide their decisions. They work for mutual funds, pension funds, and other large-volume investors with billions of dollars that they must "keep working" for the benefit of their shareholders or members (Loughran & Vigh, 1997). As there are already strong takeover defences presently available to corporations, shareholders do not have claim to decide whether or not proposed takeover offers are in the best interests of the company. Unfortunately, managerial decision-making may become conflicted for any number of reasons when the company becomes a target for takeover. The burden of proof to show there's no conflict of interest is clearly on the shoulders of the management of the target company. Fact is that any expenditure to "defend" the company from a hostile takeover need to be ultimately justified by enhanced shareholder value. Apparently, during takeovers, the management represents the company, regardless of whether or not it would be more beneficial if shareholders accepted a takeover offer and reinvested the offer value (Neis, 1997). It could also happen that management could overestimate its own ability to create value for shareholders and mistakenly turn down superior offers. Another dilemma that dese rves more careful review is that management owning a substantial number of