Psychology of the Superheroes

A hero is an individual who is brave and can struggle to achieve the best out of him especially in odd situations. As Fingeroth (14) observed, a hero is one who â€Å"rises above his or her limitations to achieve something extraordinary.† In addition, a superhero is one who is brave, has superhuman powers and ready to sacrifice his life in order to save some people or the whole community.Advertising We will write a custom essay sample on Psychology of the Superheroes specifically for you for only $16.05 $11/page Learn More The only difference between a hero and a superhero is perhaps the superhuman powers that heroes do not have. In most cases, the superheroes are portrayed as being immortal. He is distinguishable from villains who can be regarded as the evil counter-parts. They are also usually described as being lucky in most instances to an extent that despite their superhuman ability no ordinary man could be. In other cases, they can die and c ome back to life. Some of the superheroes were described to have been born that way. Others acquired their abilities from external sources like the sun while others were just ordinary looking people but with some unique characteristics (Levi para1). Therefore, the study of the tales of the Superheroes is essential to human beings today. The study of superheroes has been of interest to psychologists mainly due to the inspirational impacts it has on those in the neighborhood of the superhero. Often one would dream to be like this legend and would be interested in experimenting what it costs to be one. People find it more interesting if they could be associated with such heroes, and as such the superheroes act as role models in a society. The study emphasizes how individuals interpret their traumatic experiences, which is an area of interest to a psychologist (Rosenberg Para. 2). The superheroes help maintain the cultural values of the societies in which they are reflected in. All the superheroes in the ancient times reflect on the cultures of the societies that created them. In the ancient Greece, Heracles was a superhero who portrayed the Greek culture. He was a strong courageous person signifying a nation that could fight with and conquer another nation. His presence in the Olympian war against the giants would determine the winner. In the Greek history, he was the only man naturally born who became a god after his death. The other named superheroes like Achilles, Odysseus, Ajax, and many others are still being remembered by their struggle to conquer the city of Troy. Achilles and Hector were great superheroes associated with the Trojan War with Hector being on the opposing side. He led attacks against the Greek in fight for Troy. The continued use of such tales in the Greek literature thus helps motivate the young generation to be brave warriors thereby preserving the culture of the people.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This can though be achieved in real life since philosophers have postulated the developments experienced in the science were due to a man’s curiosity to try to adventure into something that was not possible before. The need to fly, just like the birds, was early read in the ancient myths. Later, its inspirational impact was seen when could find a way of managing the gravitational pull and go against it into the sky as do the birds. The tales of the superheroes also form an important part in the development of literature in the current literary world. Most anthologists find interesting to develop their works from the tales of the supernatural usually suitable for the young scholars. The literature work for the children helps the would-be future writers improve their writing abilities and skills. It also helps in giving the children a position in the society (Nakojalewa 3). For instance, the playwrights in Greek u sed the tales of Heracles where he was described as having a mixture of conflicting characters not easily seen in an individual. On one hand, he was described as a primitive and violent leader who would hold onto a grudge and seek revenge on the opponent however costly it would be. His poor decisions often landed him into problems. On the other hand, he was portrayed as a loving leader who gives all that is needed to save a friend in trouble. In such instances, he would endure the brutal punishments should he be in the hands of the opponents. Odysseus was another figure in the Greek history. As early as this ancient times, Odysseus, who was also a superhero, was portrayed as being intelligent enough and would give different false names when in the hands of the enemy. This would later save him in the hands of a king who had promised to it him last, having dealt with his allies. Odysseus had given his name as ‘Nobody’ and when he blinded the drunken king while asleep and other soldiers came for the king’s rescue, the king said ‘Nobody’ had hurt him and the soldiers went back. This was interesting in those olden times when most people were not known to be cunning in any way. How he died remains a debate with some saying he was killed and others saying he naturally died of old age. Beowulf was a Danish hero who opposed the introduction of Christianity back in the sixth century. Sir Gawain was a Latin warrior who was famous for his romance. He would support his uncle King Arthur regardless of the consequences. Therefore, it can be seen that most of the ancient superheroes manifested their powers during wars against their enemy nations. The same is slightly different from the modern superheroes.Advertising We will write a custom essay sample on Psychology of the Superheroes specifically for you for only $16.05 $11/page Learn More Just as in the olden times when the superheroes were seen as those who foug ht out bitterly usually for the benefit of the others, the modern day heroes are the people who help their nations in the liberation from some sort of oppression. The struggle for freedom from the colonial government seen way back in the eighteenth century in America saw the rise of some modern heroes. The scientists who have made discoveries in exploring the space are also heroes of the current times. Their ability to explore the space appears as a power beyond the human and thus qualifies the description. Various scholars like economists, mathematicians, and statisticians are viewed in the modern times as super heroes. The other groups that are considered in the modern society are those holding world records in whichever sector. This could be in the fields of sports like football or athletics, in the fields of academics or one who portrays a good leadership quality. We hereby observe some little difference of what people termed as being a superhero and what people see of the same in the current world. Currently, you do not need to sacrifice yourself to be termed a Superhero. Neither are you required to have extra powers beyond the human nature like immortality to qualify to be termed a hero. The difference that can be observed between the ancient superheroes and the modern superheroes is that in the ancient times, these people relied much on their strength and their ability to endure harsh treatment. The modern superheroes mostly use their intelligence to help solve the current problem or even to meet other human requirements like entertainment. This can be seen as a development on how superheroes are portrayed in the modern society over the ancient times. In fact, it has been observed that in the modern days, it does not require one to exhibit extraordinary quality and skills in order to influence the life of another person especially the children (Banks para1). They are in this case called mentors. In both the ancient and modern settings, the superheroes h appen to play the same role. In the ancient times, such tales injected into the minds of the youths the need and importance of being courageous in difficult situations. The inclusion of superheroes even in the current field of narrative is important in the general development of literature (Jennings 23). In this way, it helped preserve the community’s cultural heritage especially during this period when inter-tribal wars were the order of the day. Similarly, the superheroes in the modern world act as role models in the nations they hail from or even the world over.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More One would always like to be named after a good leader like John Kennedy of the United States probably with a mind set that he would also be a good leader. It would please one to be named a Nobel Peace prizewinner following some positive global contribution. Being the best player of the year has given rise to several good footballers. Therefore, the role these legends play even today is worth being mentioned. Works Cited Banks, Sherry. â€Å"Mentors: Modern-day Superheroes.† The Huffington Post. 2010. Web. Fingeroth, Danny. Superman on the Couch: What superheroes really tell us about ourselves and our society. London: Continuum International Publishing Group. 2004. Web. Jennings, Jackson. Understanding Superheroes: Scholarship, superman, and the synthesis of an emerging criticism. Diss. University of Arkansas, Dissertations Theses. 2009. Web. Levi, Joe. â€Å"Modern Day Real life Superheroes.† Greener Living through Technology: How a Geek gets back to Basics. 2009. Web . Nakojalewa, Maria. â€Å"Theory, Post-theory and Aetonormative theory.† Neohelicon, Vol. 36, Iss. 1; p3. 2009. Web. Rosenberg, Robin. â€Å"The Psychology of the Superheroes: An Unauthorized Exploration.† Journal of Popular Culture, Vol. 42, No. 2. p.  389. 2009. This essay on Psychology of the Superheroes was written and submitted by user Addison J. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Social Media Essays - Mass Media, Social Media, Facebook, Internet

Social Media Essays - Mass Media, Social Media, Facebook, Internet Social Media Advantages and Disadvantages 6/1/2015 Social media seems to be the main source of every Americans day. A simple run to the local coffee shop can be known by many with a quick update to Facebook. A random thought that may have popped into ones head can be shared in a short 140 characters on twitter, and a picture of a civilian or even a city official doing something not so ethically correct can be posted and liked with two taps of the thumb. Social media is used to stay connected to the community and stay involved with whats going on in the world today. Social media is not just used in the United States, but all over the world. The internet take over can be used for a lot of good, but can also be used for a lot of bad. Although social media is enormously popular and is a good way to keep in touch, it also has a negative side. The advantages of information being easily obtained on social media are someone who is trying to find someone they lost contact with or a parent or child that went through adoption can find their loved one , and jobs can easily check a persons background to make sure they are who they say they are. Some disadvantages of social media are people provide too much of their personal information for everyone to see. Predators can easily find their next victim just by browsing one of the newest social media sites. Freedom of speech will be limited because an employer can see the things their employee likes on Facebook or who they follow on twitter and Instagram, an employee will not be able to maybe voice every like or dislike, or an opinion they may have due to their employer having access to their personal life. The advantages and disadvantages of social media is a bit of a tug-of-war battle. The advantages are people can stay connected to each other from thousands of miles away with just the click of a button or a swipe of the finger. Businesses can keep their customers informed of the things that are new and going on in their company. Entrepreneurs can advertise their businesses as well as well-established businesses can. People can share memories, share videos, and even plan a party and invite everyone on their friends list. The disadvantages are that if not used safely, social media can put people in danger. It can be used to slander someones name and tarnish their figure. Some people hide behind their true identities to meet people online, also called Catfish, and it could end up being extremely dangerous. The internet holds a lot of truth, but gives people a wide platform to hide behind a lot of lies and if one is not too careful, harm can come their way. There are many different ways people use social media. Knowing that the internet can be dangerous will not necessarily stop people from using it in a dangerous way or ignoring obvious signs. Some people will use the information and be cautious when sharing their information on social media and others will not. When parents are informed about how social media works (if they are not using it themselves) they would hopefully start monitoring their childrens social media intake and what they are sharing online. A person may also use the knowledge of the advantages and disadvantages of social media to explore the disadvantages. Someones complete identity could be stolen with just one picture and an email. With that being said, knowing the advantages and disadvantages of social media can definitely alter the way a person would use social media. Not everything on social media is true and not everything is false. These social media sites provide people with a large platform to be deceitful and also become someone they arent. Social media is use worldwide and can allow someone to connect with someone else on the their side of the world, for free! But social media, like every other technology, has its negatives that can put someone in harms way in a blink if an eye. References Facebook.com Instagram.com Twitter.com

Macro and Microeconimics, FDI Essay Example | Topics and Well Written Essays - 2500 words

Macro and Microeconimics, FDI - Essay Example During the same time the world economy was confronted with severe economic crises, especially in the South East Asian countries and Latin America. Thus’ emerged the various criticisms regarding FDIs in developing and emerging nations. However, there have been concrete evidences about the positive effects of FDIs in countries like Kenya, Tanzania and Uganda. New data from these countries suggest that FDIs have been successful in bringing about benefits to both the host economies as well as the workers in the foreign owned organizations. Africa, has been failing to exploit the advantage of foreign capital in way of not attracting FDIs Also one cannot ignore the fact that FDIs have been increasing worldwide and especially in the developing nations and that these countries have demonstrated greater growth in GDP since then. However, on the contrary the growth rate of developed nations have been comparatively lower than the developing nations abiding by the economic theory that cap ita accumulation is essential for the development of nations. The various reasons behind the contribution of FDIs in moving the developing economies towards growth would be discussed in this project. This is done by the provision of supporting evidence for the sane. Also in the present economic climate the pros and cons of implementing FDI barriers have also been analyzed in the project. Flow of global FDI in the developing and developed nations The recent economic crisis drew a lot of FDIs in the developing and emerging economies across the world. However, the impacts of FDIs have been different for different countries and regions and sectors. The economic crisis majorly affected the developed nations in the world and the FDI flows into the regions have also suffered a setback due to the sluggish market prospects. However, FDI flows into the developing nations continued to grow since 2008. But the rate had come down since the previous years as well. Researchers have put for the arg ument for this decline as an outcome of drawback of both the resource seeking and efficiency FDI aimed at being exported to the developed nations which were then going through a depression and the market seeking FDIs which aimed at serving the local markets have receded (UNCTAD, 2009, p.2). Since 1980 and 2000, the world has witnessed tremendous increase in FDI flows in various sectors and regions. According to recent statistics provided by the UNCTAD, the inward stock of FDI in the world was $0.8 trillion in 1990 while the figures were $1.95 trillion and $6.15 trillion in the years 1990 and 2000 respectively. Traditionally FDI was considered to be a phenomenon which was primarily associated with the highly developed economies of the world. Developed nations have always attracted highest shares of the foreign FDIs as compared to the developing nations. However, recently this tradition has undergone change. In recent years FDI flows in the developing nations have been greater than th e economically advanced nations. The average annual inflow of FDI in the developing countries was eight times more than the years between 1982 and 1987, and the years between 1994 and 1999. Consequently the developing countries attracted almost one-third of the entire flow of FDI in the worl

Movie analysis Review Example | Topics and Well Written Essays - 750 words

Analysis - Movie Review Example The thesis is: Burton uses sound, lighting, shadows, camera angles and shots, mise-en-scene, and characters to show that people should go beyond appearance and balance rational and supernatural beliefs because they lead to open-mindedness and critical thinking that are essential in finding the truth. Significance of the Paper The working title of the paper is: The Rational and Irrational Sides of the Truth in Burton’s Sleepy Hollow. This paper is important because it wants to determine the varied ways that a film explores contesting ideas about the concept of â€Å"truth,† especially when the setting and culture affect ideas about knowledge and reality. This topic is also original because so far, many of the research done on the film have not fully explored the theme of finding the truth. ... They are the most proper methodologies because they help provide an original and insightful response to the question, while using established and credible resources to support its elements. Below are the outline and the research plan for this paper. Outline: The Rational and Irrational Sides of the Truth in Burton’s Sleepy Hollow The thesis is: Burton uses sound, lighting, shadows, camera angles and shots, mise-en-scene, and characters to show that people should go beyond appearance and balance rational and supernatural beliefs because they lead to open-mindedness and critical thinking that are essential in finding the truth. I. Introduction A. Hook through an insight about the truth B. Summary of the film C. Introduction of the thesis II. The conflict between appearance and substance A. Sounds to depict sinister appearance 1. Digetic sounds 2. Non-diegetic sounds B. Camera angles and shots to portray substance 1. Angles of characters to depict their personalities and motives 2. Angles of settings to signify meaning 3. Shots of setting and people to support the narrative and themes III. The clash between rationality and the supernatural A. Rational versus irrational 1. Camera shots and lighting of country versus city 2. Characters and symbols of science versus witchcraft B. Man versus woman 1. Characters and symbols of feminine versus masculine 2. Diversity in gender, rational witches versus evil witches IV. Individual versus social interests A. Truth about individual evil 1. Characters and unfaithfulness to jobs and women 2. Character with morals B. Individual versus society 1. Greed and vengeance 2. Love versus finding the truth and attaining justice C. The truth 1. Open-mindedness and critical thinking 2. Self-sacrifice V.

Cultural event report Essay Example | Topics and Well Written Essays - 500 words - 1

Cultural event report - Essay Example Indeed it was a beautiful sight as we passed through the garden and entered in to the main hall which was full of visitors. Majority of people present in the hall were renowned artists who were there solely for the sake of praising the art of African Americans. A large number of paintings and sculptures were placed on display. However, the most significant feature of the gallery included paintings gifted by Andrew W. Mellon in 1920. In addition to this I found following two very special pieces of art. It was a wonder work by an American artist Jacob Lawrence (1917-200). This distinctive painting was made using graphite and tempera on wave paper. As the name indicates it was a picture reflecting the streets of crowded busy outdoor Nigerian market. Shops were shown on either side of the street and people were captured busy in making purchases. The colors were used in such an artist manner that the viewer could image himself a part of the crowd, who is able to hear different sounds, buy and sell goods, etc. Additionally a dissonance of primary colors finely tuned the overall sense of upheaval. This was yet another unique painting of its type featuring a tripled image such that the viewer could see one man from three different dimensions as a single captured subject. The Painting was made using oil on canvas and this distinctive piece of art was the creation of Barkley Leonnard Hendricks. The picture clearly reflected the culture and fashion of 1970’s in the era of civil rights. Very few colors were used in the painting and therefore it was giving a complete natural look. We reached there at around 12 pm on a bright sunny day. It was chilly winter and the sunshine was feeling like a blessing. The distance was about 50 kilometers from my residence and we covered it in around 20 minutes. The National Gallery of Art is built upon a very large area with a huge garden of approximately 6 acres.

Experiences of Afro Caribbeans and Asian migrants to Britain

Experiences of Afro Caribbeans and Asian migrants to Britain The second half of the twentieth century saw a transformation of British society in which peoples from areas of the world that had formerly constituted colonies of the British Empire migrated to Britain in large enough numbers to have a significant impact upon the host community.   Since Elizabethan times, Britain had been host to significant numbers of black people. Yet their impact had never been felt as profoundly as it was in the late twentieth century, when many parts of Britain became what successive governments chose to term ‘multicultural.  Ã‚   This change did not come about without resistance and upheaval.   The impact of migration was often traumatic, especially upon those individuals who had left their homes to seek a different life in what they had looked upon as the Mother Country.The term ‘Mother Country is well-known and widely used.   However, during the period of the British Empire it was used as a trope that assumed a very particular meaning whe n applied to the relationship between the colonial power and its dependent territories.   During the nineteenth century, the expansion of the Empire was accompanied by a discourse that cast Britain in the role of parent and protector, as may be seen in visual products of the period, such as the Punch cartoon from 21 April 1894 in which John Bull is depicted discovering a black baby on his front doorstep, wrapped in a cloth marked ‘Uganda, and with the caption: ‘THE BLACK BABY.   Mr Bull: â€Å"What, another!! Well, I suppose I must take it in!!†Ã‚  Ã‚  Ã‚  Ã‚   David Dabydeen, in his first collection of poetry Slave Song (1984), includes an illustration of ‘Britannia and the Natives, from a publication dated 1814, in which Britannia is shown on a raised pedestal surrounded by kneeling and supplicating black people with, in the background, the figure of Justice with her scales.  Ã‚  Ã‚  Ã‚   Britannia is thus configured as the ideal mother.   Such im ages gave Britain a benevolent and protective role (albeit with the reluctant undertones of John Bull), whilst to the colonies there were attributed the characteristics of immaturity, loyalty and submissiveness. However, in the history of Britains relations with its colonies, there is copious evidence of a breach in this unwritten contract of mutual loyalty and support.   At home and abroad, Britain exploited, rejected and abused the ‘Children of the Empire, yet the bonds were not easily broken and the twentieth century saw a significant number of colonial (or ex-colonial) peoples seeking a first-hand encounter with Britain.The growth of migrant communities has been termed ‘diaspora, a term that was   borrowed from its traditional role in describing the dispersal of Jewish people, and it carries with it ideas of banishment and trauma, suggesting ‘a linkage asserted in the context of exile from a homeland, and a unity maintained in varying circumstances confronting a scattered population. Beginning with the slave trade and continuing with indentured labour and the economic migrations of the later twentieth century, the British Empire was a significant force in the global migrations of successive communities of African and Asian peoples.   Postcolonial literature and the theories that it has produced addresses the issue of migration and the dismantling of the European imperial and colonial enterprise.There are two important strands to postcolonial discourse that, rather than opposing one another, are often overlapping and inter-related: the first is one that might be termed pessimistic in that it concentrates on the debilitating effects of colonialism and the racism with which it went hand in hand, and the second is a more optimistic view of the transformative power of migration discourses that reveal that ‘truth is relative and that the shifting viewpoints of ‘outsiders and minorities have more to reveal about modern life than a totalising and deterministic central power.  Ã‚   The ‘pessimistic viewpoint is usually one that is concerned with militant protest and the recovery of history and culture that had previously been denigrated and undermined and it has to be seen in the context of the negative effects of loss and dislocation suffered under the colonial system.   Any examination of migration must devote attention to the economic and social conditions which cause migrant peoples to seek opportunities away from their home communities and the structures of colonialism were particularly conducive to population movements, usually forced or encouraged by Britain for its own economic advantage.   The late twentieth century migration of Caribbean and Asian people to Britain was initiated by Britain for economic reasons and was accomplished by the combined mechanisms of active government policy and the poor living conditions which many hoped to escape. It is clear that the economic rationale for the system of colonialism was exploitation and colonies inevitably remained underdeveloped because they were used as sources of cheap raw materials. Poverty was endemic; work was unskilled, low paid and intermittent; the reliance on foreign capital gave overseas companies a stranglehold over the economy; processed goods were all imported, including most staple food stuffs; housing was overcrowded and lacking in sanitation; the child labour force was large; spending on education was low and illiteracy was widespread .  Ã‚  Ã‚   The neglect of any political development towards self-determination and independence was also a feature of twentieth century British colonialism: executive control was centralised in the British parliament and, prior to the independence movements of the nineteen sixties, any expression of local government was chiefly confined to the representatives of the colonial power.  Ã‚   The denial of the cultural heritage of the black peoples of the Empire was also a vital part of the colonising process.   It particularly affected those who were able to become educated through the system of providing scholarships to the most able pupils, who continued their studies to secondary and sometimes university level.   All education was dictated by European standards French, Spanish, Latin, English literature, English history were all taught, whilst local history and geography were ignored.   The language of education was standard English: local accents, vocabularies and grammatical constructions were denied a voice.   The intention was to inculcate a sense of loyalty and belonging to Britain, creating a local educated elite whose knowledge and values were determined by colonial rather than national standards.  Ã‚  Ã‚   The long-term effect of this has been variously interpreted: Caribbean writer Kenneth Ramchand has written of a ‘cultural void‘   a nd poet Edward Kamau Brathwaite has referred to the ‘fragmented culture‘   of the Caribbean.   Yet Amon Saba Saakana claims that the indigenous communities retained many of their African characteristics and were in conflict with the imposed colonial culture official culture may have been European, but many aspects of the alternative African culture remained intact, even though under siege.  Ã‚  Ã‚   Such diversity of opinion illustrates the dilemma of a society which had traditionally been unable to develop any real perception of itself, except in the terms dictated by an imperial foreign power.   It is impossible to ignore the fact that, for the first generations of twentieth century colonial and postcolonial writers, the system under which they were educated was colonial in outlook and many of them continue to be preoccupied by their responses to European influence and the artefacts of European culture.   For the individual growing up in a colonial society, the difficulty of developing any real sense of self was compounded by the constant conflict between the standards and values of the indigenous community and the official norms imposed by the ruling power; a dual sense of perception was often the result of these competing discourses.   The image of a psyche that is alienated, divided, open to exploitation, overawed and unable to assert itself in the face of the imperial aggressor particularly pervaded the earlier literature which was concerned with migration (for example in Jean Rhyss Voyage in the Dark or V.S. Naipauls The Mimic Men). The twentieth century had thus perpetuated its own version of the nineteenth century discourse that figures the colonial subject as child-like and in need of parental protection.   Although the historical evidence suggests the contrary that, in the Caribbean at least, colonialism was aggressively imposed and required the stationing of quite large garrisons of troops to suppress opposition throughout the seventeenth, eighteenth and nineteenth centuries  Ã‚   nonetheless, until quite recently the belief in the passivity and powerlessness of the local population was widely held and has found its way into literature.   The myth of British superiority therefore had to be confronted when migrants had a firsthand experience of Britain and it is the dismantling of this myth that can be seen as a vital aspect of the postcolonial literary project.   One of the seminal texts of postcolonial literary theory is entitled The Empire Writes Back and this aspect of   ‘writing back t o the imperial power, when previously colonised peoples create work which ‘adopts, adapts, and often rejects the established European models has become a key idea in postcolonial literature.  Ã‚  Ã‚   From this idea of the liberating of postcolonial voices and the opening up of a new form of discourse a second, more optimistic, strand of thought has developed that is particularly concerned with the postcolonial experience of migration.   For writers such as Salman Rushdie and Hanif Kureishi, the newly emergent identities of migrants can be sites of excitement, new possibilities, and even privilege. The migrant seems in a better position than others to realise that all systems of knowledge, all views of the world, are never totalising, whole or pure, but incomplete, muddled and hybrid.   To live as a migrant may well evoke the pain of loss and of not being firmly rooted in a secure place; but it is also to live in a world of immense possibility with the realisation that new knowledges and ways of seeing can be constructed out of the myriad combinations of the ‘scraps‘ which Rushdie describes knowledges which challenge the authority of older ideas of rootedness and fixity. The cultural commentator Homi K Bhabha, in his book The Location of Culture emphasises this notion of marginality and regards the crossing of boundaries as an exciting new departure in the construction of identity, not merely in terms of the individual, but also for communities.   The migrant has a crucial role:Standing at the border, the migrant is empowered to intervene actively in the transmission of cultural inheritance or tradition (of both the home and the host land) rather than passively accept its venerable customs and pedagogical wisdom. The argument is that hybridity, liminality and the postcolonial condition are positive and productive and it forms the basis of a more optimistic reaction to the essentially negative history of slavery, Empire and colonisation.   However, it is possible for this approach to be seen as over-optimistic, in that it is produced from a cosmopolitan and educated elite (Rushdies experience of migration consisted in being educated at a top British public school and later joining the celebrity literary society of London and New York).   Smith warns that, for many migrants, ‘disconnection is not necessarily a comfortable state of being and that there is a danger in celebrating a very privileged form of mobility and in ignoring typical, everyday experience of localized forms of control and resistance. During the latter half of the twentieth century, the first substantial number of Caribbean migrants travelled to Britain on the S.S. Empire Windrush in 1948, and were greeted at Tilbury Dock by newspaper reporters whose banner headlines read ‘Welcome Home‘.  Ã‚   The idea of Britain as ‘home was one which had been deliberately encouraged in the British Empire and had served to alienate colonial peoples from their actual homelands.   Once in Britain, the idea of home was transposed onto the places that had been left behind.   Home therefore became a contradictory idea and was displaced from actuality into the imagination, never in the here-and-now, but always in the desired future or the remembered past.   John McLeod utilises Salman Rushdies essay ‘Imaginary Homelands to argue that the migrant experiences the concept of home as ‘primarily a mental construct built from the odds and ends of memory that survive from the past,  Ã‚  Ã‚   yet it is a lso true to say that, for many migrants, ‘home had always had a dual aspect: it was partly situated in the the ideologically determined concept that was the originating location of British education, law, language and culture but it was also located in their ancestral homelands in Asia or Africa.   The migrant experience is therefore one of liminality, poised on the threshold, never fully occupying the space called ‘home.   Just as identity within the colonial context was a contested site of contradictions, so the effect of migration on identity has become a recurrent theme of tension and conflict.   The ways in which postcolonial writers have found methods of replying and re-writing, rejecting, utilising and transforming European traditions and canons of literature has been complicatedly affected by migration.   As Anne McClintock remarks, the ‘tenacious legacies of imperialism continue to dictate ‘the sanctioned binaries colonizer-colonized, self-other, dominance-resistance, metropolis-colony, colonial-postcolonial, making strategic opposition problematic: ‘such binaries run the risk of simply inverting, rather than overturning, dominant notions of power‘.  Ã‚   The existence of these binaries is often explored thematically in the literature and can be detected in the oppositions of the past and the present; the places from and to which the migration occurs; the wider so ciety and the individual; the language and culture of two (or more) places.   The perpetual tension created by the contradictions of postcolonial experience is explored through these oppositional themes.   The sense of self and the identity of the migrant is thus a divided one and, whether optimistic or pessimistic in outlook, the creative fertility of this division is what the postcolonial writer seeks to explore. By reading a few examples of postcolonial literature it is possible to weigh the positive and negative strands of theory and to explore to what extent the writers demonstrate that the contradictions and complications of migration and the muddle and pain of rootlessness have been outweighed by the excitement of discovering a fertile site of new identity. In the discussion that follows, the poetry of Linton Kwesi Johnson and Grace Nichols will be explored, together with David Dabydeens novel The Intended and Ayub Khan-Dins play and film East is East.   Not every work will necessarily be discussed in each chapter, as the different literary works exemplify the experience of migration in differing ways.   However, the thematic concerns of all of these works will, it is hoped, be seen to be so closely intertwined that each chapter will represent a facet of the whole. The contrasting experiences of the past and present of the migrants experience is a common theme within much of the literature of migration.   As has been previously discussed, the colonial past was a brutalising political system.   David Dabydeen has taken up the theme of migration in Caribbean literature in terms of the shattering of illusions, ‘trauma and alienation‘, ‘personal disintegration and ‘shared vulnerability and dependence‘.  Ã‚   His novel The Intended is intensely concerned with the colonial past and he uses Joseph Conrads Heart of Darkness as its inspiration and organising theme.   Dabydeens view of Conrads novel can be summarised by his comments from his A Readers Guide to West Indian and Black British Writing:Conrads Heart of Darkness offers a powerful denunciation of the horrors of Imperialism in its depiction of the cruelty of Europeans and the decimation of native Africans.   In the greed for ivory and quick profit, life is smashed up and squandered. Dabydeen comments on the confusion, grotesqueness and absurdity depicted in the novel as the hallmarks of imperialism and he contrasts the brutal reality with the dreams and aspirations which had originally impelled it.   The figure of Kurtz degenerates from noble idealism to a squalid end:At the beginning, he is a classical missionary figure, full of noble ideals about torch-bearing, about setting the bush alight with the concepts of European civilization. †¦ Instead of the fulfilment of these burning ideals, Kurtz degenerates into an emaciated figure crawling on all fours and the only burning that takes place in the novel is fire which destroys the grass shed and which exposes the Europeans as ineffectual buffoons in their attempts to control it.   Conrads theme is the turning of a dream into a sort of confused nightmare and Dabydeen has used this idea as the theme of his own novel.   For Dabydeens migrants, the journey from Europe to Africa is reversed, but their migration from their homelands to London, the heart of Empire, has a similarly brutalising and corrupting effect.   They also experience a descent into corruption, as they become increasingly involved in prostitution and pornography.   Whilst the desire to exploit the commodity of ivory is the motivating force for Conrads empire builders, Dabydeen turns this desire into an exploitation of white female flesh as a commodity.   Dabydeen has used Kurtzs name for his fiancà ©e ‘the intended as an ironic title for his own book in order to highlight the gap between aspiration and actuality.   The narrators comment to his girlfriend, Janet, reveals to him and to the reader this gap: ‘But you are fragrant, you are everything I intended, I blurted out, the words seeming to come from nowhere, and as soon as they were uttered, sounding foolish.   In one accidental sentence I had finally confessed all the dreams that I had stuttered out to her in a year of meetings, always trying to structure the expression of my desire for her so as to make it impersonal, philosophic, universal, but always failing, my plain needs leaking through the cracks in words. However, in this very ability to articulate himself, the narrator, like Conrads Marlow, shows him able to distance himself and thus survive the brutality that surrounds him.   This is in contrast to figure of Joseph, who, in committing suicide by setting light to himself, recalls the futility of Kurtzs ‘burning ideals.   Throughout Dabydeens novel, Joseph is depicted as the person least involved in European culture.   The narrator imbibes European culture through his contact with Western literature, as he reads Chaucer, Milton and Conrad.   Illiteracy frees Joseph from these influences and he is often depicted as a character who can take an outside, alternative view of things.   His adoption of Rastafarianism also aligns him with a more elemental Africanness and a closer association with his Jamaican origins.   Joseph stands outside European culture and is therefore a more trenchant critic of its negative forces.   It is he who comments that ‘Ivory is the heart of the white man  Ã‚  Ã‚   and he similarly exposes the sterility of the narrators attitude to literature in the dissection of poetry that is an   uncritical mimic of his teachers methods: Poetry is like bird†¦ Joseph remarks, You turning all the room in the universe and in the human mind into bird cage.  Ã‚   Yet Jo seph is unable to use his insight to gain freedom.   He is repeatedly confounded by his own ignorance, even to the extent of being unable properly to operate the video camera which is his chosen method of intercepting and interpreting his experiences.   His attempt to film ‘the wind as it brushed against the   leaves †¦ capturing on film the invisibility of the wind leaves him ‘dangling dangerously by the waist high up in a tree and is misunderstood by witnesses as an attempted suicide.  Ã‚   Such an image is used to evoke other familiar images of slaves being punished, particularly one which Dabydeen has used in his own article on ‘Eighteenth-century literature on commerce and slavery (see below).  Ã‚   This illustration was based on a 1773 eyewitness description.   The background shows skulls on posts reminiscent of a scene in Heart of Darkness and also alludes to Josephs preoccupation with bones and skeletons. It appears, therefore, that Josephs function in the novel is to represent the past in which the enslaved African was denied access to education and so was rendered inarticulate and, in terms of history, silent.   Joseph is eventually reduced to crouching in a derelict building, emaciated and silent, vainly attempting to scratch letters into the soil with a stick.   He has been unable to organise and record his experience in anything but confused and fragmentary images and in this way Dabydeen demonstrates the inarticulacy of the state of slavery and the ways in which modern historians and writers must reconstruct a past from inadequate evidence.   In telling Josephs story, the narrator of The Intended preserves Josephs history through the written word, but, just as in the history of slavery, it must always be a third person narration because, without access to reading and writing, Josephs own I is lost when he himself dies. Although it has been argued that the characters in Dabydeens novel ‘suddenly materialize, having no history, the past as empty as their pockets   this is not true, for Dabydeen is using the past figuratively and the past of his characters is often not a personal one, but is implied by their relationship to history.   The novels narrative swings between the past, present and future of the narrators experience, relating his sense of ‘shame and unreality in the present, as he feels himself to be in a state of suspension between the past from which he has come and the future to which he aspires.   For him, the past and the future are always present, creating conflicting images of who he is, what he has been and what he will become.   In this way, he demonstrates the constant crossing and re-crossing of temporal boundaries and thus lives in the liminality of which Home K Bhabha has written.    Dabydeen is not unique in his attempt to come to terms with the violence of colonial history and the aspiration towards a different future.   East is East illustrates the relationship between the past and the present through the intergenerational conflict in the Khan household.   The Khan children have no memory of a past elsewhere because they have been born in Britain; instead they are an example of the youthful offspring of the migrant generation who have an uncertain sense of where they truly belong and are alienated by their inability to find acceptance in the host community.   Having little or no sense of their past, their fragmented responses to identity are governed by their differing attempts to ‘assimilate‘.   George Kahn‘s inability to relate to his children and their aspirations symbolises the tension between the past and the present.   Though he is frustrated by his own inability to govern his family in traditional Pakistani ways and though he has failed to inculcate Muslim values into his children, George has a strong sense of his personal identity which his children seem to lack.   He is concerned at the current war in Kashmir   and he has a sense of personal involvement, feeling members of his family to be at risk.   The progress of this conflict on the television and radio acts as a background noise in the familys life, just as the past of colonial conflict is a background to their current situation.   The British Raj had united the disparate parts of the Indian subcontinent, but with independence came partition and the creation of East and West Pakistan.   The political events to which the film alludes are the rumblings of war and discontent which continued into the 1970s, with the separation of Pakistan and Bangladesh.  Ã‚   The past seems to offer no hope for the alienated generation of children who have been born in Britain.   The history of empire, whose repercussions continue to be felt, both poli tically in Asia and culturally in Salford, does not seem to offer a transformative or positive trope for the characters in Khan-Din‘s drama. Linton Kwesi Johnsons central concern is with this generation that has little or no sense of a past elsewhere or of the history which has moulded their identity.   In his work the theme of   ‘giving voice to the present and making sense of the past is always significant.   He has commented on the positive effects for the older generation of having memories with which to identify: ‘at least we could still identify with home because we came from somewhere else†¦ [Young people] born in this country †¦ dont have any other home to identify with.  Ã‚  Ã‚   In this way, he describes the migrant experience of ‘routes that have to act as a substitute for ‘roots, as McGill argues: ‘Preferring routes to roots, Johnson operates in what Homi Bhabha calls the â€Å"interstitial passage between fixed identifications.†Ã‚  Ã‚   Thus, Johnson can juxtapose his current experience of Britain with his memories of a distant homeland in very overt ways , for example in the trope of the letter home in ‘Sonnys Lettah (Anti-Sus Poem).   This poem illustrates Johnsons strategy in its title, by uniting the writers relationship with the past (as a son, he is explicitly identifying his place within the generations of history) and the present political situation (the hated sus law which enabled police to stop and search and was perceived as a racist weapon against young black men).   The poem opens with the address ‘Brixtan Prison / Jebb Avenue / Landan south-west two / Inglan which by its spelling, defamiliarises Britain.   The following greeting, Dear Mama, / Good Day, is rendered in normal English spelling, yet it uses an expression that is specific to Jamaica, since Good Day is not a way in which a British person would begin a letter.   Johnson is thus re-working both the spelling and familiar modes of British address in order to weld the past of Sonnys warm and secure childhood to the brutality and grief of the pr esent experience of Britain.   Johnsons elegiac attitude to the ‘home of Jamaica is also clear in his poems Reggae fi Dada and ‘Jamaican Lullaby‘, which both exemplify the importance of memory in the present and a connection to the past from which the migrant has come. In her poem One Continent/To Another, Grace Nichols demonstrates that it is futile to separate the theme of past and present from the sense of place.   The passage of slaves and later migrants moving from one continent to another is a transition in space as well as time.   In her book I is a Long Memoried Woman, Nichols seeks to relate the past to the present by her focus on the subject of slavery and in poems such as One Continent/To Another she describes the experience of the slave as a movement in time and space: from the past of bleeding memories in the darkness to the future of ‘piecing the life she would lead‘.   Nichols uses the confusion between beginnings and endings to suggest the notion that past, present and future are simultaneous: Being born a womanshe moved againknew it was the Black Beginningthough everything said it wasthe end. This is an example of what Easton describes as ‘the imaginative, in particular metaphoric processes by which Nichols transforms the historical African-Caribbean female experience into positive images.  Ã‚  Ã‚   Easton also comments that ‘Forgetting †¦ is to be silenced.  Ã‚   Just as Joseph in The Intended is silenced by his inability to record his experiences, so in the work of Nichols, the inability to call up memories is another form of silencing of the past and, through it, the present.   In the poem One Continent/To Another Nichols uses the repeating of a negative phrase to convey a positive sense of the past when she describes the woman who hasnt forgotten / hasnt forgotten.   As the title of this poetry collection suggests, the theme of memory is central to Nicholss intention and her construction of memory as a double negative in this poem not merely remembering, but, more importantly, not forgetting illustrates the experience of memories that on the surface are emphatically negative but that can actually be transformed into the positive and life-giving experience of the present.   In this way, Nichols transforms the memory of the experience of slavery into a discussion of the present experience of migration.   One Continent/To another records the first experience of enforced migration: that of the slaves in the middle passage womb of crossing the Atlantic who encounter a metaphorical giving birth to a new New World self.   Each migrant experiences the sense of figuratively stumbl[ing] onto the shore, being dragged down, thirsting, the disorientation of displacement, yet Nichols turns this negative, bereft of fecundity into her final affirmation of the future: the life she would lead.   Nichols thus succeeds in changing an essentially brutal experience into one of affirmation and strength.   The transformational potency of migration is thus embedded not in the experience itself, but in the memory of survival and in th e imaginative power of the migrant.   In this way Nicholss work can be interpreted as an example of the power of the imagination over the ‘scraps of disparate experience to which Salman Rushdie refers (as discussed by John McLeod, above). For David Dabydeen, too, the time shifts in the narration of The Intended are also geographical shifts.   Large portions of the book are concerned with the narrators childhood in Guyana and these memories of a distant homeland which are juxtaposed upon his experience of Britain.   During the time of the period of the British Empire there was always a sense that England and especially London was the dominant metropolitan centre, while the colonial homeland was regarded as dominated periphery and was denigrated as inferior.   Unable to define themselves, except in contradistinction to the imperial centre, the inhabitants of the colonies looked upon their own homelands with a sense of unreality because they were undefined in terms of the dominant colonial discourses.   In seeking to create his own homeland as a setting for his novel, Dabydeen creates multiple literary landscapes, not only enshrining London and Oxford as markers of education and achievement, but also giving sta tus to the homeland in which his imagination was formed. Ashcroft, Griffiths and Tiffin have discussed the crisis of migration in terms of the ambivalent relationship between identity and place that often distinguished the colonial experience:A major feature of postcolonial literatures is the concern with place and displacement.   It is here that the special postcolonial crisis of identity comes into being; the concern with the development or recovery of an effective identifying relationship between self and place. For the postcolonial writer, to re-cast their own homeland as a reference point against which to see Britain is a reversal of the pattern of the past in which all other countries were contrasted with the ‘normative core of British literature, landscape and history.  Ã‚   What is perhaps most crucial to Dabydeens use of Guyana as a setting is its interweaving with the narrators experience of London in a way that always tends to dominate and qualify London.   For example, in his first reference to Guyana, the narrator begins with a metaphor: I walked down Bedford Hill feeling sorry for myself, wishing I had a family to go home to.   Nasims mother was like my grandmother who waited by the roadside and when I stepped of the bus at Albion Village would take my hand tightly in hers and lead me

Descriptive Essay - The Wrestling Room -- Descriptive Writing Examples,

The Wrestling Room As I sit here with my eyes closed, I imagine a tropical breeze. The warm wet air slides over my face. The humidity seems almost heavy enough to crush me. As I take a deep breath, the realization that this is no tropical air comes crashing in. Instead of the refreshing scent of the ocean, or tropical plants, the taste of salt from sweat and a smell of the human body fill my lungs. The daydream is over. A shrill whistle sounds and the voice of coach Chuck booms through out the room, breaking the peace that was comforting the pain in my shoulder and bringing me back to reality. I was not on some humid island paradise, but rather in the explosive atmosphere of the Hotchkiss High School wrestling room. The Hotchkiss High School Wrestling room, though bland through out most of the year, transforms during the winter sports season. By itself, the room is nothing. It could be used for many things, but happens to be the perfect size and shape for a wrestling mat to be laid down with a little room on either side. What makes the room so significant is not the shape, size, color or any other dimension. It is the people; the atmosphere during a wrestling practice that makes the room so infamous. Wrestling practice is dreaded all day as one drags from one class to the next, checking the clock frequently, though it will inevitably come. After the last bell of the day rings, I know that I could just skip practice, but I cannot let myself slack like that. As much as I do not want to I make the long trek to the locker room, and my mood begins to change. As I slip out my day's cloths, and step onto the scale I find that I am five pounds over. After some quick math in my head, I figure that I will be down to weight by ... .... I hate coach for making us run them, but I understand that he wants nothing more than for us to be the best that we can be. There is only one thing that is worse than wrestling practice, and that is having to sit out at wrestling practice. When I hurt my shoulder and couldn't wrestle, I wanted nothing more than to be on the mat with my teammates. No matter how hard, painful, or stressful wrestling may be, it means more to me than just being comfortable for those two hours. A sheer feeling of accomplishment surrounds a wrestler after removing completely soaked work out gear after practice. The discipline that it takes to be a member on the mat is something I will always have the utmost respect. Although I may always hate humidity because of it for the rest of my life, I will forever carry the discipline that the Hotchkiss High School wrestling room has given me.

Concepts What is Culture?

Did you know that culture is universal, meaning that all people have a culture; however, it is different culture within communities because of numerous reasons like beliefs, religions, and race. Society cannot exist without developing a shared culture. With that being said, many individuals find the Amish culture very different and unique. The Amish roots originated from Europe and due to the torture and deaths the Amish culture had suffered as a result of their strict religion and beliefs, they found refuge in other locations throughout Europe, to include Switzerland, France, Germany, Holland, and Russia; this was known as the protestant reformation. (Amish America,2010) The Amish is a subculture, there are several groups called â€Å"para-Amish† (G.C. Waldrep), they share many characteristics with the Amish, like horse and buggy transportation, plain dress, and the German language. The conflict of the groups compared to the Amish would be their religious beliefs. Furthermore, the Amish culture is different from the mainstream American culture in many ways such as, their food and housing, their life style, and their beliefs. Amish culture can be considered very reluctant to adopt to the convenience of modern technology. (WIKIPEDIA Amish) They live off the land, they do not eat any processed foods like potato chips or corn flakes. They eat German foods such as, sauerkraut, cabbage and potatoes, home baked breads, eggs, dairy products, grain-based foods, fresh poultry and vegetables grown in their gardens. They are well known for their delicious desserts like shoofly pie, sugar cookies, and schnitz. At the same time, the Amish usually only drink beverages like coffee, tea, milk, and lemonade. (United States Amish and Pennsylvania Dutch) Furthermore, the housing for the Amish include mostly large farm like homes in which they share with two or three other families. However, their life style is relatively different from the American life style, Most Amish people make a living by cooking foods, making clothes, building homes, fencing, and wood structures to sell for profit, others farm on their own lands and/or family lands. They speak German or Pennsylvania Dutch. They make their own clothes, the females wear solid colored long dresses with white or black head covers called bonnets, unlike the males who mainly wear plain colored pants with a t-shirt, suspenders, and straw hats. (WIKIPEDIA Amish) Equally important, The Amish operate a one room school, and they do not offer schooling after the eighth grade. Additionally, teens thirteen to sixteen years of age are encouraged to attend vocational training under supervision of their parents, or teachers, but no other schooling is permitted after that. The Amish teach their youth how to live in the Amish culture so no schooling is needed after sixteen because by then they should know how to do the things to sub stain a successful life. The boys learn how to work the farms meaning milk cows, grow crops, gather eggs, and so much more or they learn how build things out of wood to sell or use, while the ladies learn how to cook, sew. And how to take care of a child. (Wikipedia Amish) However, when it comes to transportation the Amish have a little different way to get around they use horse and buggy. The Amish men train the horses to be able to contain a buggy full of people up and down hills and on roadways with the distractions of other vehicles like cars, trucks, and motor cycles. The Amish men also build buggies to sit in so that they can carry their family and protect them from the weather, they hook the horses to the buggies. To my surprise some buggies are even built with lights, horns, and even windshield wipers depending on where the person lives and/or drives. Consequently, that all plays a role into their beliefs and religion. The Amish have many spiritual beliefs, they are a group of traditionalist Christian fellowships with swiss Anabaptist origins. (Wikipedia Amish) The Amish church membership begins with baptism, baptism is required in order to get married. Once a person is baptized with the church, he or she may marry only within the faith. (Wikipedia Amish) Once a couple is married the husband will then grow a long beard to represent he is a married man. In church which is held every other Sunday in a members home a Bishop along with several ministers and deacons will stress the importance of their Rural life style. They will go over the rules of the church which includes the prohibitions or limitations of the use of power-lines electricity, telephones, and automobiles, if a member is caught doing things outside the Amish religion they are excommunication and may be shunned, which means no one in the community will talk or help that person they are pretty much on there own. (Wikipedia Amish) Moreover,, the Amish can easily be picked out of a crowd because of their material culture. Examples of the material culture that the Amish express are homemade dresses, they are long and one solid color , the bonnets the ladies wear, the horse and buggy they ride in, the hair cuts and facial hair of the men and the long hair for woman. However the non-material culture the Amish express would be there Pennsylvania Dutch language they speak, their belief of baptizing as an adult instead of an infant, the little to no technology they can use, and their belief to not continue their education. In my opinion I respect the fact that they strongly believe in a life with no violence, they seem very family oriented. I believe that the Amish culture love having a honest life living off the land and they are very talented when it comes to the things they can make by hand. Nevertheless, I experienced culture shock after researching how they can live without electricity and telephones, Furthermore, The Amish indicated cultural lag when they stated that they only make medical decisions based on the bible, the mothers have their children at home instead of in hospitals. They do not go to doctors they use remedies and scriptures for healing. In conclusion I feel i am like the Amish in some ways because, I believe in god and share some of the Christian beliefs, i also have grown my own produce before. In contrast, I differ from the Amish mainly because I encourage expanding your education and I love the use of technology I would more than likely be lost without my cell phone and car. I also work outside of my family and home and I can freely date any culture or race if I desire. I would have to say I am just simply more independent and free to do as I want.

Good practice for Managing Learning and Development in Groups

â€Å"In group work the aim is not simply the transmission of content (the content focus) but the need to work with that content (the process focus). Students use and develop two sets of overlapping skills.† Staff and Education Development Unit, LSHTMIt is important to encourage our students to learn in the groups. There are just some of the skills they can develop through the group work:†¢Thinking aloud – putting thoughts into words†¢Active learning – learning through action and reaction†¢Defending your position – the power of debate†¢Going deeper into the subject – creativity, originality and critical judgement†¢Professional skills – learning how to work productively with others†¢Learning how to learn – personal growthTo summarise: To create current good practice for Managing Learning and Development in Groups , the first we need to understand the principles and practices of managing learning and develop ment in groups: †¢strategies to manage group behavior and dynamics;†¢techniques which facilitate the delivery of learning and development in groups;†¢characteristics of group environments that foster learning and development,†¢risks to consider when managing learning and development in groups;†¢ways to involve learners in the management of their own learning and development in groups †¢barriers to management of individual learning in groupsThen we need to create environments that are suitable for group learning and development. To do that, we need to consult with group members to adapt their learning and development environments to improve their learning outcomes. We need to use deferent motivational methods to engage the group and its individual members in the learning and development process. We need to facilitate communication, collaboration and learning between group members. We need manage the risks associated with group learning and development.We also need to use different methods and techniques to manage learning and development in groups: e.g.: Involve learners in agreeing group learning objectives; adapt and implement delivery methods, use activities and resources to meet the learning and development objectives of the group; manage group learning strategies and delivery methods to reflect changing requirements; provide individual advice to learners to assist their decision-making about future learning needs.We need minimize risks to safety, health, wellbeing and security of learners and comply with legal and organizational requirements: Support learners’ rights in relation to equality, diversity and inclusion, manage confidentiality in relation to learners and the organization, and maintain learning and development records in accordance with organizational procedures.But where are always some barriers we will face while teaching in the groups. These are some of the things my students say they dislike while learnin g in group: †¢A small group can easily be dominated by one person.Finding a way to channel student misbehaviour into something productive is your first line of attack. Students who misbehave have talents that school does little to bring out. Students who are ringleaders have leadership qualities that we’d be wise to nurture. We want them to use their talents for good instead of bad so we need to give them that opportunity. Sitting and being quiet is not appealing to a leader. E.g.: Then I’m presenting a slide show, every five minutes or so we’d need it to be quiet so that groups of students could hear me and the slideshow.I had one student who I knew was going to have a hard time being quiet. So I made him the engineer. He was the one who pushed the button to start the recording and pressing the next slide show. It was totally quiet in my room. Instead of allowing B.H. to be the guy who ruined our class projects by yapping, he became our trusted engineer. H e felt good about it and the class appreciated him for it. Sometimes if students have a problem with talking in the classroom, you might arrange your seats in groups rather than isolated tables so that learning can be more social and project based. †¢When members of the group  wonders around the classroom.Teachers who have students who have trouble wandering around the room might make those kids the paper or door monitors so they have a reason to wander and wander with a purpose that’s productive for the classroom. †¢Students who say â€Å" I don’t care†Some students say they don’t care about missing out. I found it it is usually because they really do care. If it doesn’t bother students to miss out on your activities then your activities aren’t interesting for them, but because they are in my lesson because they chose to be that is usually not true. I try not to send students out of the room for misbehaving. A student often misb ehaves because he’s bored†¦he then misbehaves†¦you send him away. Student got what he wanted. I try not to reward bad behaviour in this way. It diminishes your own power and gives another incentive to misbehave.As I stated earlier, I believe a good Classroom Management is the key to an environment where learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behaviour problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behaviour problems in your classroom from the start.

Althea Gibson - Biography of Tennis Pioneer

Althea Gibson - Biography of Tennis Pioneer Tennis, which first came to the United States in the late 19th century, by the middle of the 20th century had become part of a culture of health and fitness. Public programs brought tennis to children in poor neighborhoods, though those children couldnt dream of playing in the elite tennis clubs. Dates:  August 25, 1927 - September 28, 2003 Early Life One young girl named Althea Gibson lived in Harlem in the 1930s and 1940s. Her family was on welfare. She was a client of the Society for Prevention of Cruelty to Children. She had trouble in school and was often truant. She ran away from home frequently. . She also played paddle tennis in public recreation programs. Her talent and interest in the game led her to win tournaments sponsored by the Police Athletic Leagues and the Parks Department. Musician Buddy Walker noticed her playing table tennis  and thought she might do well in tennis. He brought her to the Harlem River Tennis Courts, where she learned the game and began to excel. A Rising Star The young Althea Gibson became a member of the Harlem Cosmopolitan Tennis Club, a club for African American players, through donations raised for her membership and lessons. By 1942 Gibson had won the girls singles event at the American Tennis Associations New York State Tournament. The American Tennis Association - ATA - was an all-black organization, providing tournament opportunities not otherwise available to African American tennis players. In 1944 and 1945 she again won ATA tournaments. Then Gibson was offered an opportunity to develop her talents more fully: a wealthy South Carolina businessman opened his home to her and supported her in attending an industrial high school  while studying tennis privately. From 1950, she furthered her education, attending Florida AM University, where she graduated in 1953. Then, in 1953, she became an athletic instructor at Lincoln University in Jefferson City, Missouri. Gibson won the ATA womens singles tournament ten years in a row, 1947 through 1956. But tennis tournaments outside the ATA remained closed to her, until 1950. In that year white tennis player Alice Marble wrote an article in American Lawn Tennis magazine, noting that this excellent player was not able to participate in the better-known championships, for no reason other than bigotry. And so later that year, Althea Gibson entered the Forest Hills, New York, national grass court championship, the first African-American player of either sex to be allowed to enter. Gibson Takes on Wimbledon Gibson then became the first African-American invited to enter the all-England tournament at Wimbledon, playing there in 1951. She entered other tournaments  though at first winning only minor titles outside the ATA. In 1956, she won the French Open. In the same year, she toured worldwide as a member of a national tennis team supported by the U.S. State Department. She began winning more tournaments, including at the Wimbledon womens doubles. In 1957, she won the womens singles and doubles at Wimbledon. In celebration of this American win and her achievement as an African American New York City greeted her with a ticker tape parade. Gibson followed up with a win at Forest Hills in the womens singles tournament. Turning Pro In 1958, she again won both Wimbledon titles and repeated the Forest Hills womens singles win. Her autobiography, I Always Wanted to Be Somebody, came out in 1958. In 1959 she turned pro, winning the womens professional singles title in 1960. She also began playing professional womens golf and she appeared in several films. Althea Gibson served from 1973 on in various national and New Jersey positions in tennis and recreation. Among her honors: 1971 - National Lawn Tennis Hall of Fame1971 - International Tennis Hall of Fame1974 - Black Athletes Hall of Fame1983 - South Carolina Hall of Fame1984 - Florida Sports Hall of Fame In the mid-1990s, Althea Gibson suffered from serious health problems including a stroke, and also struggled financially though many efforts at fund-raising helped ease that burden. She died on Sunday, September 28, 2003, but not before she knew of the tennis victories of Serena and Venus Williams. A Lasting Legacy Other African American tennis players like Arthur Ashe and the Williams sisters followed Gibson, though not quickly. Althea Gibsons achievement was unique, as the first African American of either sex to break the color bar in national and international tournament tennis at a time when prejudice and racism were far more pervasive in society and sports.

Preparing a job structure Research Paper Example | Topics and Well Written Essays - 1000 words

Preparing a job structure - Research Paper Example A number of objectives and goals will guide this process of job evaluation. These objectives will be increasingly crucial in guiding the process of evaluating the jobs and ranking them according to their importance. These goals included: 1. To collect sufficient information and data in regards to the description of the job, specification of the job and specifications of employees for the different kinds of jobs in the deli. 2. To make a comparison between the responsibilities, duties and demands of a job with those of other job descriptions. 3. To determine the grades, ranks or positions of the jobs. 4. To find out the arrangement and position of jobs in the deli. In coming up with the job structure below, several principles were followed. First, the employee was not the one to be rated but the job. Based on the demands of the job, several elements were selected and rated. It was crucial to identify which jobs were to be evaluated first before commencing with the job evaluation proce ss. Nine different jobs were identified that had to be evaluated and ranked. There were two methods selected to evaluate the jobs. The first was the factor- comparison method, and the second is the point factor technique. It is crucial to note that two key goals of carrying out a job evaluation are to create internal principles of comparisons and to measure virtual significance or price of a job to a business. This evaluation focused on the above methods of evaluation and how to choose the compensable factors for determining the worth or value hierarchy of a job. When carrying out a quantitative job evaluation, it is crucial to choose the applicable compensable factors first. Compensable factors are the criteria used to provide a platform for judging the value of a job, the element utilized to measure the worth or a job or the intrinsic elements in jobs increase the worth or value of an organization. Four key compensable factors were used to evaluate jobs in this case. These include skill, responsibility, effort and work conditions. These compensable factors were chosen after identifying the internal values of the organization, after reviewing the content of the jobs of each work- group. The four compensable factors for job evaluation seemed useful after identifying several potential elements that show the internal value of the company. It was clear that the company values skills, knowledge, effort, ability to handle responsibilities and different working conditions. It was crucial for the evaluation that the compensable factors be developed. This was achieved by first identifying the lowest and highest levels of all factors of interest and then creating intermediate stages by identifying a rational progression that shows logical differences. After this, it was easy to create a hierarchy reflecting the worth of each job consistent with the perception of the management of the relative worth or value of the job. In constructing this job structure, it was also si gnificant that the compensable factors be weighed. This was done by first considering the nature of the job performed and ranked the elements or factors chosen according to their priority as perceived by the organization. The factor- comparison technique for evaluating jobs was crucial in constructing the job structure. The method allowed for the selection of several factors as reflected by the job

Journal format Essay Example | Topics and Well Written Essays - 500 words

Journal format - Essay Example I found it difficult to work with the child in that situation because I have an inborn knack for empathizing with people, most specially my young patients. I began to work with the patient by starting the child on 10 lbs. weights and then slowly increasing the weights until we reached the goal of 45 lbs. The child was obviously uncomfortable and in pain but I needed to continue with the task, offering the child words of encouragement and appeasement along the way in order to prod the child not to give up on the task. I also had an opportunity at this point to observe the nurses who were assigned to group and bedside reports. The nurse on duty for the night was quite helpful and did not mind having to teach me how to perform a head assessment on a patient. We spent the night with her teaching and me learning about how to calculate pediatric medication dosages, how to check the link for formularly medication, and other related tasks. I made sure to questions her about the diagnosis of patients but every time I asked about a patient, she would simply tell me to run a Google search. One of the patients was admitted with Jarcho-Levin syndrome, Vacterl syndrome, severe congenital scoliosis with history fa history of fused ribs, spinal bifida, and club feet. His VEPTR (Vertical Expandable Prosthetic Titanium Rib) was removed that day. I found his case quite interesting so I ran a Google inquiry on his illness and then asked my preceptor to clarify certain points pertaining to his case for me. What I did find out on my own however was quite interesting. I learned that the illness also went by other names such as costovertebral segmentation anomalies, spondylocostal dysostosis, spondylocostal dysplasia, spondylothoracic dysostosis, spondylothoracic dysplasia, were all very rare genetic disorders that are characterized by malformation of bones in the