Iraqi and Western Sahara Statehood essays

Iraqi and Western Sahara Statehood papers The province of Iraq has a tempestuous history and has once in a while remained the equivalent in its long history of various sovereign leaders over the domain. The battleground for various developments over hundreds of years of political and strict contention, Iraq currently ends up separated into three particular gatherings: the Kurds, the Sunni, and the Shia. Since its beginning by the French and British in the First World War, Iraq has been a blend of various societies. However, the Sunni populace won out for control of the nation in 1968 when the Ba'athis party ousted the President Abdul Rahman Arif whose sibling was answerable for the evacuation of the British introduced Hashemite government in 1958. Saddam Hussein rose to control in 1979 and introduced a firm legitimate hold over the nation, about a similar time as the Iranian Revolution which brought about Shi'ite Muslim religious state. The Ba'ath gathering and Saddam Hussein were principally Sunni while they just made about 35% out of the populace instead of the 65% Shia dominant part. The history and viciousness between the two orders of the Islamic culture made the piece of the Iraqi state in any case an uncomfortable Union. On the off chance that the three primary gatherings were part into two, there would be confusions for each to adapt to so as to become meet the measures of statehood as indicated by Article 1 of the Montevideo Convention on Rights and Duties of States 1933. The legitimate capabilities for the universal network necessitate that the three new states would need to have a changeless populace, build up a characterized domain, an administration, and the ability to go into lawful relations with different states. In spite of the fact that there has been a huge relocation out of Iraq since the United States attack in 2003, unmistakably there will be a perpetual populace in Iraq. There has consistently been rivalry for control of the land around the Tigris and the Euphrates waterways. Joined with the oil fields in the north and sout... <!

Leadership and Cross Culture Management Article - 1

Administration and Cross Culture Management - Article Example They built up a few characteristics of administration to adapt up to the changing workplace of remote nations (Regent University, 2011). Honda, the biggest Japanese based producers of bikes has been a fruitful name in the worldwide car industry. Because of their authority capacity, they are so effective over the globe. The auxiliary of Honda Motor in India is named Honda Motorcycles and Scooters India Ltd (HMSI). It came to India in 1999. They trust in collaboration and amazing administration perspectives are the explanations behind their prosperity. Despite the fact that they are all around fruitful for their items and administrations however the administration of HMSI isn't at all concerned in regards to the laborers and different workers of the association. They are seen as abusing and getting out of hand with the laborers. They are persistently badgering and humiliating a large number of the working staff in the association. Towards the female representatives, their conduct isn't solid. A couple of female workers relinquished their positions because of painful conduct from the Vice President of the organization. HMSI chiefs are utilizing negative authority characteristics just to humiliate the representatives rather propelling and impacting them in their work (Labor File, n.d.). The higher administrative staff of HMSI should build up the subjective conduct and great manners while treating both male and female laborers. This will assist them with being a pioneer in the worldwide condition. A wide range of relational, educational and decisional jobs can be created by the supervisors of HMSI to persuade and impact the representatives and laborers of the association. As a pioneer, they can make the great working relationship with the individuals since HR are the benefits of the association. The administration characteristics ought to be used for the prevalent motivation behind the workers rather devastate it.

On Mens et Manus

On Mens et Manus Name the first thing that comes to mind when you think “MIT” and “hands-on”. Before I got here I wouldve listed, off the top of my head: FIRST Robotics (or any sort of robotic shenanigans, really). Rocket-building. Taking apart and reconstructing various household appliances. Screwing around with computers, and circuits, and microchips (oh my!). Yeah, I’d totally rock an MIT-themed Family Feud episode. What do all of those have in common? Well, first, they’re all what people traditionally take “mens et manus” to refer toâ€"and second, I never did any of them. Nor was I ever particularly interested in doing so, with the exception of my fleeting fifth-grade dreams of being a mechanical engineer. When I was being interviewed by my Educational Counselor, he asked me if I liked to do things with my hands. I knew MIT’s motto, and the sort of activity he meant, but for the life of me I couldn’t remember a time when that had been my thing. So I took a moment, thought, and told him the first of my pursuits that came to mind and seemed to fit. Cooking, I said. Gardening. “Do those count?” I asked, a little sheepishly. He laughed and assured me that they did, and so I recounted my experiences learning how to cook and bake, and gardening as a child, and why I loved both and how they’d shaped me. And so that’s my first pointâ€"that you can get into MIT without being an inventor par excellence complete with multiple patents or whatnot. I did, and I was about as far removed from that sort of thing as possible. With that in mind, credit for the revelation that I maybe was that sort of person, when it suited me, goes to the intensely frustrating physics class I was at the cusp of finishing, and my much-more-mechanically-inclined boyfriend, Daniel M. ’14. For us, physics was always a collaborative experienceâ€"sometimes one of us would need an extra pair of hands or a fresh brain that hadn’t been pickled by an especially-awful problem set yet. And since my mad biology skills weren’t quite up to engineering a couple of spare parts for myself, helping each other out seemed like the next best option. So it makes sense that my excursion into self-discovery territory would involve him. It went a little like this: We were kneeling on the dried straw covering his backyard, tinkering with the vertical slingshot he’d built for our AP Physics final. Burrs and sharp-edged seed pods clung to our pants and shoelaces as we finished measuring off the rubber tubing connecting the three upright wooden supports to the plastic launching cup to ensure all of the pieces were of equal length. I looked up to see Daniel prepping the rubber duck I’d christened Walden for his flight into the dusky afternoon sky, and was hit suddenly and thoroughly by a surreal thought. “My god,” I uttered, bewilderedly and lustily. “I want to build a treehouse.” Or, in normal-person-speak: hey, I kind of like this. Let’s build more stuff. That drive-by epiphany couldn’t have come at a better time. Four days from the start of final presentations, I hadn’t even begun constructing my own project, partially because I had a sort of hilarious, passive-aggressive antipathy towards the class, and partially because I function in a perpetual state of procrastination. “But Natanya,” those who’ve never experienced my approach to school before might say, “Surely you properly assessed your limits and time constraints and chose a reasonable, easily-planned final project that wouldn’t conflict too much with your other finals and graduation prep.” To them I say: ahahahaha. Hah. I appreciate the credit, but no. The list of recommended final projects was handed out in the middle of AP testing, so by the time the list hit my desk (with me actually sitting in it), the only options left were a) lame, and/or b) magnetism-based and thus out of the question. (I loathe, loathe, loathe magnetism, fiercely and with the force of a wayward asteroid impact.) That day, I looked at the list. I looked at my teacher. I looked back at the list. “Screw it,” I declared, turning toward a mildly incredulous Daniel, who occupied the seat next to me and who’d already decided on his own project. “I’m building a raft.” He raised an eyebrow. “You’re not serious.” I slapped my hand down on my busted physics textbook and stared him squarely in the eye. “Heck yes I am. It’ll be like Mythbusters. There’ll be a yacht party gone tragically wrong, and the guests will have to build something out of party wreckage to avoid being eaten by sharks. It’ll be epic.” The introduction to my final presentation. And it was, because I am exactly the right combination of flighty and stubborn to stick to something like that. I ended up using concepts from the fluid mechanics unit we’d briefly covered to design a raft that would support my (cough) human test-subject and keep him fully above-water (and comfy). And you can bet your sweet self it worked. So, my second point is this: even if you don’t think you’re into the traditional “mens et manus”-y activities, go ahead, try them out. Spoiler alert: you might even like em.

Response to Nicholas Carrs Is Google Making Us Stupid...

The internet is a technology which has had a significant impact on the way many people conduct their lives. Information once contained in massive volumes at libraries or in private collections is now available by typing words into a search engine and clicking â€Å"search.† One must no longer pick up a phone to call a friend, relative or colleague; e-mail, instant messaging, Skype and the like, have enabled people to communicate in non-traditional ways and across boundaries previously inaccessible. Nicholas Carr addresses the wonder that is the internet in his article â€Å"Is Google Making Us Stupid?† The general direction of the article is a discussion of how intelligent thought patterns seem to be changing; attention spans and critical†¦show more content†¦According to the International Adult Literacy Survey there are a great number of people in Canada that do not have the required literacy skills to fully comprehend written material (Statistics Canada, 2007: 17). However, the internet has a solution. Imbedded within informative websites are often links to activities, videos and simulations which may serve to enable those with lower literacy levels better comprehension of the material at hand. This is evidenced by findings of the International Adult Literacy survey that determined that individuals who use computers generally scored higher in prose literacy defined as the ability to understand and apply concepts learned from text (Statistics Canada, 2005). The internet has the potential to provide these individuals with a better understand the concepts contained within text through the use of multimedia beyond the one dimensional pictures contained in a traditional book. Therefore, the internet serves as a means of transferring knowledge that is more inclusive than traditional print media. Although the internet facilitates the transfer of information, there are concerns about how this information is interpreted and understood. The information derived from the internet and the way in which it is interpreted differs very little fromShow MoreRelatedCarrs Argument in Vital Paths1823 Words   |  8 PagesSpencer Woo Professor Losh Cat 1 6 November 2012 Carrs Argument in Vital Paths I. Introduction Vital Paths is the title of the second chapter in Nicolas G. Carrs book, The Shallows. This chapter continues Carrs argument, posed in chapter one, in highlighting the dangers of the internet, regarding our cognitive abilities. Specifically on format, this chapter argues for our brains neurological flexibility through an array of examples, ranging from historical observations to scientific experimentsRead MoreIs Google Making Us Stupid?1048 Words   |  4 Pagesï » ¿Is Google making us stupid? Three authors weigh in One of the most common clichÃÆ' ©s is that the Internet has robbed us of our attention spans and impeded our ability to communicate effectively. Once we could write properly, now we only text. Google has made us lazy in terms of how we research and access data. However, is this true? In three major news publications, three major essayists have grappled with this question and come to completely different conclusions. Although the neurological evidenceRead MoreThe Impact Of Technological Innervation On The Way People Act And Think On A Daily Basis876 Words   |  4 PagesNicholas Carr, a technology, culture and economics writer, examines the impact technological innervation has on the way people act and think on a daily basis. His recent difficulties concentrating while reading books and lengthy articles has led him to believe that his time spent online may be contributing to his lacking concentration and contemplation skills. By prefacing his argument with anecdotes from his frien ds and acquaintances, he is convinced that a new type of reading and interpreting isRead MoreIs Google Making Us Stupid? by Nicholas Carr948 Words   |  4 PagesNicholas Carr is an author that focuses on the real word changing. His main focuses are the changes in technology, business and the culture. One of his essay’s, â€Å"Is Google Making Us Stupid,† focuses on whether or not the Internet is creating problems within today’s society, and with our learning abilities in general. Carr provides detailed examples from Google, research teams and our own history to show the impact it has on today’s life and the minds’ of Internet users. This essay is very convincingRead MoreIs Google Making Us Stupid by Nicholas Carr Essay936 Words   |  4 PagesIn the article, â€Å"Is Google Making Us Stupid?† by Nicholas Carr, he begins the article with a description of a scene in Stanley Kubrick’s 2001: A Space Odyssey. In the Space Odyssey Dave Bowman argues with the supercomputer, HAL. HAL pleads to Bowman to not disconnect his circuits that control his â€Å"brain†. The computer feels his mind going; this is a feeling that Carr has also had. Over the years, Carr feels like someone is tinkering with his brain. He states that he is not thinking the way he usesRead MoreHow The Internet Affects The Human Brain Changes Its Pathways And Alters How It Retains Information?1405 Words   |  6 Pagesopposing views. Both see similar information, but one interprets it as positive effects and the other sees them as negative. Since the topic is still relatively new, we don’t have enough evidence to make a definite statement in either direction. Nicholas Carr’s book The Shallows, according to the authors in the article, takes a negative view on the research available. He sees the activity of using the internet as a negative experience because the changes it causes the brain may lead to loss of otherRead MoreThe Effects Our Dependancy on Technology Has on Us1026 Words   |  5 PagesThe Effects Our Dependency on Technology Has on Us In the struggle to keep up with today’s ever-changing technology, is society paying too high a price? People seem to want things now. The internet is one of the most widely used technological advancements available, but are the consequences of the internet outweighing the benefits? Technology is changing the way people think, process information and even the way they act. People tend to want to take the easiest, fastest way to communicate, insteadRead MoreInternet Vs Knowledge1441 Words   |  6 Pagespolitics, science, social activism, and personal relationships. However, there are others who disagree like Nicholas Carr that believes we are all being spoon-fed and are not absorbing information in the right way. In his article â€Å"Is Google Making Us Stupid† he describes how our critical thinking skills and attention spans are degrading the process of our mental capacities and internet is reprogramming us become more robotics. Although, he does not see a positive side on the internet he recognizes the researchRead MoreIs Google Making Us Stupid?1972 Words   |  8 PagesAnalysis essay for â€Å"Is Google Making Us Stupid?† Among the era of rapid development of science and technology, information technology, which is internet influences our lives, studies, and communications and works in every moment. We could use the internet to look for the required knowledge and help anytime we needed. In his essay Is Google Making Us Stupid?Nicholas Carr uses his personal experience and research results to illustrate the impact internet create on its user. Although the title ofRead MoreThe Polarity Of College Students1078 Words   |  5 Pagesor parents may have told to show us how much more difficult their lives were? Not exactly, this writing is about how college students of this generation make use of digital technology. The wide spread of today’s technology via computers or smartphones results in constant connectivity to the internet. Social media, video gaming, information databases, and online classes, have affected college students’ studies. As a result, more students are being distracted, mak ing a wider academic gap with self-disciplined

Cleopatra Essay - 1899 Words

Cleopatra Vll was born in 69 BC, in Alexandria, Egypt. Despite what people say today, that she was glamorous and beautiful, she was far from it. She is shown on ancient coins with a long hooked nose and masculine features. Although she was not beautiful she was clearly a very seductive woman, and she used this to further Egypt politically. She had a beautiful musical voice. It is also said that she was highly intelligent. She spoke nine different languages, and she was the first Ptolemy pharaoh who could actually spoke Egyptian. nbsp;nbsp;nbsp;nbsp;nbsp;She ascended the Egyptian throne after her father, Ptolemy Xll Auletes died in 51 BC. Cleopatra which was seventeen at the time and her brother Ptolemy Xlll, which was twelve, were†¦show more content†¦In 46 BC he invited Cleopatra to go to Rome to be with him. She then went taking Caesarion with her. That same year in September he celebrated his war triumph’s in which was called the March of Triumph’s. In this march he paraded through the streets of Rome with his prisoners, including Cleopatras sister Arsinoe. Caesar spared Arsinoes life after she betrayed Cleopatra, but later Mark Antony had her killed after Cleopatra told him to. Cleopatra lived in Caesars villa near Rome for almost two years. He showered Cleopatra with gifts and everything she wanted. It was rumored that Caesar was intending to pass a law allowing him to marry Cleopatra and make their son his heir. It was also rumored that Caesar, who had accepted a lifetime dictatorship and sat on a golden throne in the Senate, intended to become the king of Rome. On March 15, 44 BC a crowd of conspirators surrounded Caesar at a Senate meeting and stabbed him to death. Cleopatra knew that she was also in danger so she quickly left Rome with her protectors. Before or immediately after their return to Egypt, Ptolemy XIV died. It is rumored that Cleopatra had him. Cleopatra then made Caesarion,her son, co-regent. nbsp;nbsp;nbsp;nbsp;nbsp;Caesars assassination caused lacking in a ruler and civil war in Rome. Eventually the empire was divided among three men. Those men were Caesars great-nephew Octavian, who later became the emperor Augustus. There was also Marcus Lepidus and MarcusShow MoreRelated Cleopatra Essay470 Words   |  2 Pages When you think of Cleopatra you tend to think of Cleopatra, Queen of the Nile. Which isn’t far from the truth. Cleopatra was queen of Egypt, which is located on the Nile River. In her lifetime she had every luxury imaginable, which she used to gain the popularity of the roman authority. She was very important in terms of Egyptian history. However she was also very well known in terms of Roman history. She seduced some of most well known Roman men of her time. Cleopatra was a seductress. Who usedRead MoreEssay Cleopatra957 Words   |  4 Pages Significant Woman: Cleopatra amp;#9;I chose to write my amp;quot;Significant Womanamp;quot; paper on Egypt’s last pharaoh, Cleopatra. When I began my report, I knew very little about Cleopatra, except that she was the mistress of both Julius Caesar and Mark Antony of Rome. I wondered what impacts on history Cleopatra made on her own. amp;#9;I feel that Cleopatra was a very significant woman in history because she was very aggressive and assertive, characteristics that have always been consideredRead MoreEssay on Cleopatra896 Words   |  4 Pagesbooks. Whether being remembered for their strength, courage, or honor, or even for their treachery, we remember those who came before us. If one character could stand out in Egyptian history, none other would be so worthy as Cleopatra would. nbsp;nbsp;nbsp;nbsp;nbsp;Cleopatra was an intelligent, political, and ambitious woman who changed the history of Egypt. She was only seventeen years old when, by the will of her father, Ptolemy XI, she was forced to inherit and share the throne of Egypt withRead MoreCleopatra Biography2066 Words   |  9 Pagesfemme-fatale over all men; this was Cleopatra Queen of the Nile. Cleopatras intelligence, wit and beauty are still remembered and written about to this day. Born a Greek, Cleopatra adapted to the Egyptian ways and even learnt their native tongue, a feat which had not been ccomplished since the Ptolemies had first ruled. Although not a true Egyptian, she utilized her tremendous aptitude and cunning female ways to gain and provide, for her country that she so loved. Cleopatra was a born ruler and did soRead MoreWilliam Shakespeares Presentation of Cleopatra in Antony and Cleopatra2014 Words   |  9 PagesWilliam Shakespeares Presentation of Cleopatra in Antony and Cleopatra The presentation of Cleopatra in Act three Scene thirteen is quite ambiguous. Her presentation in the rest of the play is also very contrasting and distinct. I believe Shakespeare concentrated on demonstrating Cleopatras personality and ambiguity to emphasise that, being the only central female in the play, it is even more surprising that she manages to act the way she does, with such an alarming range Read MoreEssay on Antony and Cleopatra1655 Words   |  7 Pagesgenealogy-ancestors that were god-like (Mars), superhuman (Hercules), fearless warriors (Pompey) who flourished in a patriarchal society (ancient 4). I would like to discuss how Shakespeare uses these characteristics in his Roman tragedy Antony and Cleopatra, as a means to express sixteenth century Englands cultural upheavals, one of which was the transformation of masculinity defined in terms of power to masculinity rooted in humanism. Traditionally, the monarch of a country is the head of theRead More Antony and Cleopatra Essay1843 Words   |  8 Pagespresent the sense of opposites or polarities And what is the importance of these to the play? William Shakespeare wrote Antony and Cleopatra around 1606, during the reign of King James  ². The play is a history, set in the time of the Roman Empire many centuries before it was written and based on the well-documented history of Octavius Caesar, Marc Antony and Cleopatra. These characters and their lives were contained in primarily one document: Plutarchs Lives of the Noble Grecians and Romans, whichRead MoreThe Power of Cleopatra Essay1037 Words   |  5 PagesHow did Cleopatra rise to and maintain her power? Not much is known about her life since she lived so long ago, but what is known is enough to piece together some of her life story. Cleopatra was a strong and intelligent woman who made it through all the struggle and strife of the ancient world until it became too much for her. Cleopatra’s reign began and ended with tragedy, but was maintained by exploited love connections. Cleopatra VII Philopator was born in 69 B.C. in Alexandria, Egypt. (â€Å"Cleopatra:Read MoreThe Life and Death of Cleopatra1152 Words   |  5 PagesThe Life and Death of Cleopatra Everyone wonders how Cleopatra gained control of Egypt and what she did while she reigned. Cleopatra ruled during the Ptolemaic Dynasty (BBC). The Ptolemaic rule ended with the death of this impressive woman. In Cleopatra’s lifetime she inherited the throne of Egypt; fell in love with two influential Romans, just to kill herself to escape punishment by Octavian. Cleopatra’s father, King Auteles’, also known as Ptolemy XII or â€Å"The Piper† because he could play theRead MoreThere is Only One Cleopatra1039 Words   |  4 PagesAlmost every pharaoh-queen was named Cleopatra, yet only one is ever thought of, Cleopatra Thea Philopator VII, â€Å"The Goddess and Beloved of her Father†. Every moment of her life from 69 BCE until August 12, 30 BCE was a story larger than life, epic in scale, and over the top in its grandeur. As the last reigning pharaoh of the Ptolemaic Dynasty in Ancient Egypt, she is remembered for her ability to rule as a political genius and a strong female leader living in a male-dominated world despite all

Free MBA Dissertation Topics Free Essays

1.0. Introduction The aim of this guide is to assist in selecting an MBA dissertation topic and to provide practical advice on how to go about writing a dissertation. We will write a custom essay sample on Free MBA Dissertation Topics or any similar topic only for you Order Now MBA dissertations incorporate numerous topics covering various aspects of business. Typically, writing a business dissertation involves questions such as how to report the features of the design and how to adequately report research results. Consequently, the latter part of the guide serves as a handy reference source to navigate the writer through the process. 2.0. Categories 2.1. Management and E-business 2.1.1. An investigation into e-business security management in internet banking: A case study of Lloyds TSB 2.1.2. An assessment of the critical success factors for implementing e-business strategic risk management. A case study of Royal Mail 2.1.3. Measuring organisational change management capabilities in making the transformation to e-business customer relationship platforms 2.1.4. An assessment of the opportunity gains from creating awareness and education for e-business knowledge management in UK SMEs 2.1.5. An examination of external forces impacting organisational e-business strategies. A case study of British Airways 2.2. Managerial economics 2.2.1. Establishing a measurement for game theory suitable for analysing the different players’ behaviour and interaction between them 2.2.2. An assessment of how managerial pursuit of value maximization through acquisitions intensifies the manager-shareholder conflict in the banking sector 2.2.3. An analysis of price discrimination and competition between major UK supermarkets: The case of Tesco and ASDA 2.2.4. An analysis of the laws of diminishing returns and profitable microfinance in Indonesia 2.2.5. An assessment of demand segmentation models in the tourist industry. A case study of TUI Travel 2.3. International negotiations 2.3.1. An analysis of factors influencing cross-cultural negotiation processes in head-office subsidiary relationships. A case study of Ikea in Russia 2.3.2. An investigation into the impact of negotiation context on negotiation outcome between governments and multinational corporations. A case study of the Nigerian oil and gas industry 2.3.3. An examination of international negotiation tactics in crossborder mergers and acquisitions projects. A case study of BMW and Rover 2.3.4. A comparative study of Chinese and Japanese patterns of behaviour in buyer-seller negotiations. A review of the literature 2.3.5. Analysing international negotiation in high risk business ventures: Towards a model for dealing with conflicts in international business relationships 2.4. International business law 2.4.1. What are the problems associated with enforcement of intellectual property rights in developing countriesA case study of Bangladesh 2.4.2. Do the benefits of achieving global patent policy harmonization outweigh the disadvantagesA case study of the pharmaceutical industry 2.4.3. An examination of the interactive complexities of competition law and consumer protection law: A study of the European Commission integrated framework for competition policy and consumer protection policy 2.4.4. An assessment of resolutions for international conflicting Cyberspace laws: A case study of US and European personal information protection laws 2.4.5. An analysis of multinational corporation accountability for human rights violations: A case study of sweatshop violations of women’s rights in Vietnam 2.5. Financial Management 2.5.1. An evaluation of budgeting and forecasting methods and application in UK manufacturing. A case study of the automotive industry 2.5.2. An assessment of financial management and performance of SMEs in Singapore. Managing cash flows for overseas financial expansion 2.5.3. Do Islamic financial management banking risks differ from conventional banking risksA case study of Pakistan and the UK 2.5.4. An analysis of the financial management of majority state-owned banks and justifications for corporate bonus pay-outs. The case of Royal bank of Scotland 2.5.5. An analysis of the impact of corporate financial management structures on decision-making processes. A case study of investment banking in Japan 3. How to Structure an MBA Dissertation, Tips For details on how to structure your MBA dissertation, kindly check out the following post: How to Structure a dissertation (chapters) How to structure a dissertation (chapters and subchapters) How to structure a dissertation research proposal How to cite Free MBA Dissertation Topics, Essays

Roles And Responsibilities Of Team Members - Myassignmenthelp.Com

Question: Discuss about the Roles And Responsibilities Of Team Members. Answer: Introduction As the number of entrepreneurs increases globally, business heads and organizations must organize their staff so as to harness their maximum performance. The cost of labour is increasing due to high demand for skilled professionals among businesses, making it critical for the businesses harness the maximum output from the staff(Humphrey, 2006). This has made it important to organize stall roles and responsibilities as well as monitor each staff members performance so as to ensure each staff member is delivering value for money invested in them each month. This is especially important for organizations which have a large number of employees as they cannot monitor each staff members performance individually and report on their set target achievement(Brockett Rezaee, 2012). To assist which these task organizations are now using sophisticated computer and smartphone software and tools which help the businesses secure the maximum productivity from their staff. Role Definition To maximize employee performance it is critically to define each staff members roles clearly and provide them with the training as well as job descriptions highlighting their roles and performance expectations. These require being communicated verbally as well as in written format so as to ensure each staff member clearly understands their responsibilities and set targets to be achieved. This also involved the individuals contribution and attendance towards team meeting. These play a huge role as they help an individual demonstrate their ability to share their knowledge and contribute towards a process. It also demonstrates the individuals ability and understanding of a process which is critical towards the organisation suitability and growth. An individuals contributions towards meeting demonstrates their command over the topic which is critical towards the organisations development and helps distinguish leaders and simple staff thus offering staff members a perfect opportunity to d emonstrate their skills, knowledge and capabilities.(Colantonio Roberto Di Pietro, 2012). Maintaining a single role result in boring the staff member and this gradually begins affecting performance, making it important for the businesses to revolve job responsibilities at a set interval of time. This is commonly practiced in banking institutions where staff member tends to revolve from one station to the next which allows them to remain focused and maintain the workstations target as handed over by the previous attendant. Role Responsibilities and Minimum Expectations for Each Role It is critical to maximizing each staff members performance by ensuring the staff member has adequate roles to perform on a daily basis but at the same time, its also important to ensure a certain degree of flexibility is also being delivered. Overburdening the staff with responsibilities and roles can result in discouraging employees from working for the organization or at the department which can result in a high employee turnover rate(Bainey, 2016). To avoid this its important to calculate an individuals maximum potential while working at any given post and set their daily target at 80% of the optimum range. This figure must be monitored while calculating staff performance and efficiency but should not be shared with the staff members who may begin misusing the guidelines. Its important to include all staff towards the role, process and governance development as it allows the staff to also input their knowledge and understanding related to a process. This helps develop most stream lined governance policies which will ensure organisation performance and staff expectations are met. Its important to differentiate staff and management roles so as to encourage maximum productivity but at the same time also consider the humanitarian perspective of the situation. Contingencies To maintain staff roles and responsibilities its also important to organize the staff's contingency and ensure areas such as time management, workflow a commitment towards outcomes is being delivered to each of the staff members(Bamberger, Biron, Meshoulam, 2014). This helps illuminate any possibility of staff members claiming there was no work available to performance which ensures the businesses maximizes work efficiency. Time Management This refers to organizing each staff member daily routine in a strict schedule which will ensure they follow a routine or timetable which will help ensure they utilize their time efficiently. Its important to provide each department with a set of responsibilities and work which they need to complete on a daily basis(Bird, 2010). The work done must be traceable and reported thus helping monitor performance and offer guidance. The team will them require to distribute the work among the team members and follow a set workflow which will help maximize their performance and utilize their time efficiently in the workplace. Work Flow To develop a daily routine, or timetable the organization will have to have adequate work to perform on a daily basis. This makes it important for staff to therefore gradually increase to an organization as the number of responsibilities increase. This requires proper planning and accountability whereby the staff's performance and commitment toward their work are evaluated and justified. Only when there is adequate amounts of workflow should additional staff members are included in the organization thus ensuring they are utilized effectively(Epstein Maltzman, 2013). Its the responsibilities of the organization to ensure the staff has adequate workflow at all-time which required to be monitored, completed and evaluated. Staff performance can only be truly evaluated and maintained if there is a smooth flow of work thus the management must be able to distribute their workflow amount the staff to ensure each staff member has adequate work on a daily basis to justify their job role. Written Communication Monitoring plays a huge role towards the businesses performance and to monitor the staff effectively the businesses will have to maintain open communication lines with its staff members. This is critical as it helps educate the staff members regarding their performance thus allowing them to understand areas they need to improve with relation to their performance(Schwartz, 2001). Its also important as this documents an individuals staff members performance during a fixed period of time which contributes towards the individuals performance and future development. communication must be verbal but at the same time, the organization has to also ensure this instruction or advise is provided to the student in written format thus ensuring the instruction have been documented. There must also be a hierarchy approach linked to written communication whereby staff members are expected to report to set number of higher staff members and teammates regarding their daily performance and achievements on a daily basis(Bhattacharyya, 2011). The organisation must also include a clear vision and mission statement which helps outline the organisations expectations and helps boost employee motivation. Conclusion Maximising team member roles and responsibilities is an area which each organization focuses its full attention on the organization must justify each staff members performance. This requires for the coordination of several departments who will need to work together on a daily basis to ensure employees are delivering their maximum potential on a daily basis thus ensuring they are justifying their salary from the organization. Bibliography Bainey, K. (2016). Integrated IT Performance Management. Boca Roton. Bamberger, P. A., Biron, M., Meshoulam, I. (2014). Human Resource Strategy: Formulation, Implementation, and Impact. Routledge. Bhattacharyya, D. K. (2011). Performance Management Systems and Strategies. New Delhi: Pearson Education India. Bird, P. (2010). Improve Your Time Management: Teach Yourself. Hachette UK. Brockett, A., Rezaee, Z. (2012). Corporate Sustainability: Integrating Performance and Reporting. John Wiley Sons. Colantonio, A., Roberto Di Pietro, A. O. (2012). Role Mining in Business: Taming Role-based Access Control Administration. London: World Scientific. Epstein, D., Maltzman, R. (2013). Project Workflow Management: A Business Process Approach. J. Ross Publishing. Humphrey. (2006). Tsp(Sm): Leading A Development Team. New Delhi: Pearson Education India. Schwartz, A. E. (2001). Performance Management: Work and Development. Andrew E Schwartz.

Different Types Of Sharks Essays - Carcharhinidae, Sharks

Different Types Of Sharks INTRODUCTION Although sharks belong to the class Chondrichtyes, there are many different types. Sharks arose about 350 million years ago and have remained virtually unchanged for the past 70 million years and still comprise a dominant group. It is thought that sharks almost certainly evolved from placoderms, a group of primitive jawed fishes. It took a long series of successful and unsuccessful mutations with fin, jaw positions etc to give us all the different designs of sharks around today. When asked to draw a shark, most people would draw a shape along the lines of the whaler shark family, tigers or a mackeral shark such as a porbeagle. However many people do not realize the sheer diversity in the shape of sharks, or that rays are really sharks. Seldom does such an animal inspire such a variety of emotions reflecting a mixture of fascination, awe and fear. Sharks have occasionally exacted a terrible price from humans who have trespassed on their territory. No better understood than the ocean that they inhabit, these creatures should be regarded in the same way as lions, tigers, and bears: as dangerous, predatory but nonetheless magnificent animals. Different Types of Sharks Living sharks are divided into eight major orders, each easily recognizable by certain external characteristics. Each order contains one or more smaller groups, or families. In all there are 30 families of sharks and they contain the 350 or more different kinds or species of sharks. The eight major orders of sharks include the Squantiformes, Pristiophormes, Squaliformes, Hexanchiformes, Carcharhiniformes, Lamniformes, Orectolobiformes, and the Heterodotiformes. The orders have distinguishing characteristics that fit in each. The Squantiformes normally have flat bodies that are ray-like with mottled dorsal surfaces. These sharks have a short terminal mouth, which is armed with small impaling teeth. They also have a caudal fin, which has a lower lobe that is longer than the upper lobe. Their pectoral fins extend forward over the ventrally directed gills. The Pristiophormes have more of an elongated snout, which is saw-like and edged with slender, needle-sharp lateral teeth. They have two dorsal fins and no anal fin. They use short transverse mouths and small cuspidate holding teeth in both jaws. Squaliformes have no anal fin as well, but their snout is not elongated, but is somewhat long. Many have powerful cutting teeth in both jaws. In some species these razor sharp teeth are in the lower jaw only and the upper teeth serve to hold the food. Hexanchiformes have six or seven gill slits. They are sharks with a single spineless dorsal fin, and an anal fin. The typical Carcharhiniforme has an elongated snout, a long mouth that reaches behind the eyes, an anal fin and two spineless dorsal fins. The eyes have movable, nictitating lower eyelids worked by unique muscles. Teeth vary from small and cuspidate or flattened to large and bladelike. Carcharhiniformes have no enlarged rear crushing teeth. Along with this they have a spiral scroll intestinal valve. A Lamniforme shark has an elongated snout. Most have long mouths that reach behind the eyes, an anal fin and two spineless dorsal fins. They also have a ring intestinal valve. The Orectolobiformes have pig-like snouts and short mouths that in most species are connected to the nostrils by grooves. There is an anal fin but no fin spines on the two dorsal fins. They have uniquely formed barbells at the inside edges of the nostrils. Heterodotiformes are the only living shark that combines fin spines on their two dorsal fins and anal fin. They only have five-gill slits. In each order there are specific types of sharks. Each shark belongs to a family with different species. The Angel shark (Squantiforme) is just one of the many. It has a single family of about thirteen species. They are all ovoviviparous livebearers and most do not exceed 1.5 meters. Saw sharks (Pristiophoriformes) are harmless bottom sharks. They are also a single family but with five species. They are also ovoviviparous livebearers. Four sharks that belong to the order Sqauliforme are the Bramble, Dogfish, and Rough sharks. They have three families with eighty-two species. They too, are ovoviviparous livebearers. They have more cylindrical bodies. Frilled sharks, Six, and Seven gill sharks (Hexanchiformes) have two

Big Bang or Creationism essays

Big Bang or Creationism essays Our Universe: Big Bang or Creationism Talking about our universe as a whole brings up a great question that theologians and scientist have been debating for years. So much so that it has involved boards of education and trials in court. Was God the creator of the universe as many of us are taught in Sunday school? After all it does say in the Book of Genesis that God created the Earth and the Heavens in six days and rested on the seventh. Or did the universe just happen as a chance occurrence as the Big Bang suggest? Scientist Stephen Hawking suggests that the origins of the universe always has been and continues to be a chicken-and-egg question (Hawking, 2002). In a nutshell, Hawking notes, what agency created the universe (Hawking 2002)? By the same token, what created that agency (Hawking 2002)? Hawkins also notes that; . . . in the last few years, it has emerged that the Laws of Science may hold even at the beginning of the universe. In that case, the universe could be self contained and determined complet ely by the Laws of Science (Hawking 2002). The problem with this is Christians who whole-heartedly follow what is written in the Bible believe the total opposite. This one sided type of thinking is nothing new however. The origins of the universe have been debated for years and continue to be debated today. The debate has been an either-or situation; either God was the Creator of the universe or he was not (Sluder, 2002). Either the universe was a spontaneous creation or it was not (Sluder, 2002). Trying to clear those two questions never easy. Trying to give a direct dictionary definition of creationism is a little more complex than it seems. First we have to start by saying that the belief in the creation of the universe as the Bible tells it is literally true. Creationism can then be considered a belief based solely up ...

Sources work Assignment Example | Topics and Well Written Essays - 500 words

Sources work - Assignment Example Bernard (2011) claims that the smoke has very high toxicity levels so harmful to the human life given the amount of chemicals contained in the cigarette. He goes ahead to quite cite the actual fact that toxicologists and health care professionals have gone a long way in finding several harmful chemicals in the cigarette. Cigarettes are the most popular, most addictive and the deadliest form of tobacco ever to be used (World Health Organization). These contrasting ideas between smoking enthusiasts (revelers) and the equally enthusiastic dissidents create an interesting discovery of facts about smoking. If there is proof that smoking kills, with health professional’s strong campaigning against the ‘vice’, then why is the number of smokers increasing day after day? The US National Cancer Institute brings out the observation that some of the facts leading to someone talking up smoking may just be a social issue as opposed to personal or medical issue. Actually, smokin g has never been proved to cure any health problem apart from allegations by some health researchers that Cannabis has some medical content (Kobus). The review of this work therefore seeks to point out the effects of smoking to the body of the smoker and those who are physically close to him/her. This will also seek to establish whether smoking in public should be Okayed as a legal aspect of life or be deemed illegal by the law. A report on smoking was as released on September 17th 2009 by Dr. Jen Doe and Dr. Chris DeSanto had very comprehensive information about effects of smoking. These two medical professionals are members of the Georgetown Hospitals Community Pediatrics Program and have served as campaigners for Tobacco Free Kids in America. Their work was seconded strongly by the American Medical Student Association having produced accurate reports on kids and smoking (Doe and DeSanto). This article about children and smoking reflects on effects of smoking by

Discussion question Essay Example | Topics and Well Written Essays - 250 words - 11

Discussion question - Essay Example If the premise is that what is natural and what is according to human nature is morally acceptable, then euthanasia is morally wrong (â€Å"Euthanasia†). Therefore, based on such principles laid out by Gay-Williams, Lewis made a morally wrong decision in giving lethal doses of drugs to AIDS patients. Regardless of what they wanted, he should have obeyed their natural human tendency to live. Personally, my stereotype of a gay man refers to either an effeminate man or a drag queen full of make-up. Moreover, for me, lesbians are those strong women wearing leather jackets and punch men in their stomachs. The bisexuals are hard to define but perhaps they look more gay than bisexual. These stereotypes are based on fact as we all know that drag queens, effeminate men and violent lesbians exist. Moreover, such stereotypes make me want to avoid such people not necessarily because of discrimination but because I personally believe that most of them would not act normally in public, and this would make me or others feel very uncomfortable. Such discomfort would be enough to make me avoid them even if I personally do not discriminate against their sexual orientation. The point is that if they only behave like normal people and not attract too much attention, then perhaps I or society itself would be able to understand them more. Nevertheless, since they are also human beings, it i s not morally justifiable to limit their

Postnatal Depression and Social Exclusion

Postnatal Depression and Social Exclusion An essay Structural Requirements : The essay must include: What postnatal depression is; What is Post Natal Depression? Postnatal depression is a discrete clinical entity which appears to have a number of different aetiological factors. It does not appear to be greatly influenced by geography (Affonso et al 2000), or culture (Oates et al, 2004). A typical rate for detection of postnatal depression is quoted as about 13% of postnatal women (O’Hara et al 1996). It classically arises during the first three months post partum but the spread of onset is wide. (Cooper Murray 1995) One of the prime factors is considered to be the sudden postnatal drop in progesterone levels in the post partum days. (Nappi et al 2001) The placenta is responsible for the vast majority of circulating progesterone during pregnancy and it’s delivery is effectively responsible for the precipitate drop in levels post partum. There may also be other related hormonal changes including the fluctuations in prolactin levels (Hendrick et al 1998) and falling oestrogen and cortisol levels. (Halari et al. 2004) Symptoms can initially include irritability, tearfulness, insomnia, hypochondriasis, headache and impairment of concentration. There is a maximal incidence of these symptoms on about the fifth post partum day and these can progress to frank depressive symptoms over a variable period. (Ramsay et al 1995). There are various tools that can be used to measure the degree of depression and these include the Edinburgh postnatal depression scale,(Cox et al 1987), The Stein scale for maternity blues, (Stein 1980) and the Beck depression rating inventory. (Beck et al 1961). The key issues that affect the health and well being of people who are described as vulnerable'(in this case have postnatal depression); Key issues affecting vulnerable patients There have been a number of studies that look at the effectiveness of treatment of postnatal depression. One of the most recent publications (Dennis 2005) provides a meta-analysis of the factors which influence the outcome in the condition. The author concluded that the only strategy that was shown to have â€Å"a clear preventative effect† was intensive post-partum support from the healthcare professionals involved in the case. Curiously, this was found to be more effective than similar regimes which included an ante-natal component as well. The morbidity associated with postnatal depression has a number of potential consequences not only for the mother, but also the child and the rest of the family as well. (Oakley et al 1996) One of the most significant is the fact that one episode of postnatal depression is the greatest predictor (or risk factor) for another episode after subsequent pregnancies. The children are likely to have difficulties because of possible problems with bonding and the mother’s possible negative perceptions of the behaviour of the children. (Cooper Murray 1997) Some studies have shown that mothers with postnatal depression have derived beneficial help from social support during pregnancy. (Ray et al 2000). It would therefore appear that the key issues in this area are identification of the predictive factors that make postnatal depression more likely and then the provision of prompt supportive measures if those factors are established. Resources at local, regional national level that offer support to people with postnatal depression (my local area is hull, east york’ ); Local resources for support Apart from the more â€Å"traditional â€Å" resources of the primary healthcare team of the General Practice the Midwife and the Health Visitor, some centres have tried experiments with postnatal support worker provision (To the client: I don’t know if this is relevant to your area. If it is, you may wish to enlarge on this) (Morrell 2000). This particular study found that the patients found an high level of satisfaction with the service – but no more so than with the services provided by the rest of the primary healthcare team. Analysis of the results showed that the postnatal support worker helped to achieve higher levels of breast feeding, but had little impact on the severity or frequency of postnatal depression. One significant factor that was found, however, was that support from a partner was a significant positive factor in preventing severe postnatal depression. Must identify and reflect on appropriate communication strategies when working with vulnerable people; Communication strategies Several recent studies have shown that healthcare professionals often fail to spot the signs of postnatal depression. (Bick et al 1995). Making the diagnosis is obviously the prerequisite of establishing a treatment regime so it is clearly vital for all healthcare professionals to be on their guard for warning signs – sleep disturbance, irritability, mood swings and irrationality. (Ramsay et al 1995) Reflection and reflective practice is a vital part of effective nursing. (Gibbs 1998) . Each healthcare professional should ideally reflect upon their management of each individual case to decide whether they were communicating optimally with the patient and that they were fully receptive to all that was on the patient’s agenda. Communication is a two-way modality. Bulman (et al.2004) points to the need to understand, at a deeper level, just what it is the message that the patient is taking away from any interaction. Communication is therefore vital in the strategy to empower and educate the vulnerable patient. Must identify the role of the midwife / health visitor and other health and social care professionals in the promotion of social inclusion Role of midwife and Health Visitor The new mother is often at the centre of an emotional rollercoaster. The sudden culmination of nine months of expectation results (frequently) in a flurry of support from healthcare professionals and family, which then rapidly evaporates and the mother is left to deal with the new situation which is frequently stressful. (Kitzman et al 1997) The midwife can obviously help by preparing the ground in the antenatal period and offering support in the immediate postnatal period. (Dennis 2005). The health visitor is probably better placed to be aware of any developing warning signals that postnatal depression is developing, as they are likely to be in contact with the patient during the â€Å"high risk period†. (Cooper Murray 1995). It has been suggested that encouragement of the mother to attend the health visitor clinic rather than to have home visits is a positive way of encouraging social inclusion. (Seeley et al 1996) Studies which have looked at the cost-effectiveness of using community postnatal support service workers have shown no benefit over the more traditional midwife and Health Visitor support. (Morrell et al 2000) References Affonso DD, De AK, Horowitz JA, Mayberry LJ. 2000  An international study exploring levels of postpartum depressive symptomatology.  J Psychosom Res 2000;49: 207-16. Beck AT, Ward CH, Mendelson M, Mock J, Baugh J. 1961  An inventory for measuring depression.  Arch Gen Psychiatry 1961;4:561-71. Bick D, MacArthur C. 1995  The extent, severity and effect of health problems after childbirth.  Br J Midwifery 1995; 3: 27-31 Bulman Schultz 2004  Reflective Practice in Nursing  The Growth of the Professional Practitioner Third Edition  Edited By: CHRIS BULMAN, School of Health Care, Oxford Brookes University SUE SCHUTZ, Oxford Brookes University 2004 Cooper Murra 1995  Course and recurrence of postnatal depression. Evidence for the specificity of the diagnostic concept  The British Journal of Psychiatry 166: 191-195 (1995) Cooper P, Murray L. 1997  Prediction, detection, and treatment of postnatal depression.  Arch Dis Child 1997;77: 97-9   Cox JL, Holden JM, Sagovsky R. 1987  Detection of post-natal depression. Development of the 10-item Edinburgh post-natal depression scale.  Br J Psychiatry 1987;150:782-6. Dennis C-L. 2005 Psychosocial and psychological interventions for prevention of postnatal depression: systematic review BMJ, Jul 2005; 331: 15.   Gibbs, G (1998)  Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1998 Halari, V. Kumari, R. Mehrotra, M. Wheeler, M. Hines, and T. Sharma 2004  The Relationship of Sex Hormones and Cortisol with Cognitive functioning in Schizophrenia  J Psychopharmacol, September 1, 2004; 18(3): 366 374.   Hendrick, L. L. Altshuler, and R. Suri 1998  Hormonal Changes in the Postpartum and Implications for Postpartum Depression  Psychosomatics, April 1, 1998; 39(2): 93 101 Kitzman H, Olds DL, Henderson CR, Hanks C, Cole R, Tatelbaum R, et al. L 1997  Effect of prenatal and infancy home visitation by nurses on pregnancy outcomes, childhood injuries, and repeated childbearing.  JAMA 1997; 278: 644-652 Nappi, F. Petraglia, S. Luisi, F. Polatti, C. Farina, and A. R. Genazzani 2001  Serum Allopregnanolone in Women With Postpartum Blues  Obstet. Gynecol., January 1, 2001; 97(1): 77 80. Oakley A, Hickey D, Rajan L. 1996  Social support in pregnancy: does it have long-term effects?  J Reprod Infant Psychol 1996; 14: 7-22. Oates MR, Cox JL, Neema S, Asten P, Glangeaud-Freudenthal N, Figueiredo B, et al. 2004  Postnatal depression across countries and cultures: a qualitative study.  Br J Psychiatry Suppl 2004;46: s10-6. OHara M, Swain A. 1996  Rates and risk of postpartum depression—a meta-analysis.  Int Rev Psychiatry 1996;8: 37-54. Ramsay. R and T. Fahy 1995  Recent Advances: Psychiatry  BMJ, July 15, 1995; 311(6998): 167 170. Ray KL, Hodnett ED. 2000  Caregiver support for postpartum depression. In: Cochrane Collaboration,ed. Cochrane Library. Issue 1.  Oxford: Update Software, 2000. Seeley S, Murray L, Cooper PJ. 1996  The outcome for mothers and babies of health visitor intervention.  Health Visitor 1996;69:135-138. Stein GS. 1980  The pattern of mental change and body weight in the first post partum week.  J Psychosom Res 1980;24:1165-71. PDG. Word count 1,665

Hamlet (Shakespeare): “Mad,” “Sane,” or “None of the Above”? Essay

A form of theatrical representation, metadrama (Danner), revealed Hamlet’s convictions about the behaviors and character of his mother, father, step-father, and, most importantly, himself (Shakespeare).   Metadramatic techniques reveal to the audience that characters in a play themselves are aware they are in a play and are providing additional information that the audience can accept as truthful (Danner). While these characters have no motivation to be deceitful, they may demonstrate to the audience their ability to deceive themselves.   Most notably, in Hamlet, the audience can accept information in particular soliloquies, the play-within-a-play, and from the ghost of Hamlet’s father as accurate representations of Hamlet’s and even the ghost’s own perceptions.   Why would any self-respecting ghost return to earth other than to reveal the truth?   And why would Hamlet choose to lie to us through a soliloquy? However, most importantly, we have an opportunity to witness Hamlet’s own unintentional self-deceptions.   In using examples of these techniques to evaluate Hamlet’s mental condition, â€Å"sanity† was not conceptualized as a categorical variable with two levels, â€Å"sane† or â€Å"mad.† Creating â€Å"madness† in a fictional character in a literary masterpiece (e.g., Ophelia in Hamlet) does not impose the difficulties encountered when trying to differentiate between those who are legally â€Å"mad† vs. â€Å"bad† (Emery & Oltmanns 429-433) or when trying to form two discrete diagnostic categories (Emery & Oltmanns 3-14). Regarding the question of whether Hamlet was â€Å"mad† or â€Å"sane,† in the analysis presented below, he has been conceptualized as unfortunate in having characteristics that did not match the particular demands needed for the unusual circumstances of his life and also in having the facility for self-deception that prevented him from recognizing the futility of nonetheless persevering. At the beginning of the play, Hamlet was a young man grieving following the death of the father he apparently still had worshipped as young boys not infrequently do, until they learn what is and isn’t â€Å"cool†.   Hamlet, of course, seemingly for worse rather than for better, actually had that all-powerful father, strong, courageous, respected and also loved by all.   Not prepared for his father’s death, Hamlet was even less prepared for his mother’s fast re-marriage to her brother-in-law. Magnificent poetry is no less magnificent if it comes from the mouth of someone too inexperienced to have learned the difference between the kinds of painful events that characterize human existence and those that will always get our own or most anyone’s attention, for example, the difference between our recently widowed mother having sex with the village idiot and her being sent to Hitler’s gas chambers.   The intensity and obsessive nature of his suicidal depression alone would have permitted a diagnosis of post-traumatic stress disorder (PTSD; American Psychiatric Association manual, as cited in Emery & Oltmanns):   â€Å"O, that this too too solid flesh would Melt{,} and resolve itself into a dew!   Or that he Everlasting had not fix’d His cannon ‘gainst self-slaughter!   O God! God! How weary, stale, flat and unprofitable, Seem to me all the uses of this world!† (Hamlet 10). Interestingly, more than two centuries before Freud’s birth, Shakespeare had dramatized the kind of observation on which the latter based psychoanalytic theory (as cited in Shaffer).   First, in the soliloquy cited above, Hamlet did not yet even know that the cause of his father’s death was homicide and would not himself have recognized that his suicidal depression was caused not by his father’s death but by his mother’s sexual betrayal (in Hamlet’s view) of his father, when she went with â€Å"most wicked speed, to post With such dexterity to incestuous sheets!† (10). Without apology for violating one of the many dictates of the politically correct (PC), the dictate never to mention the name â€Å"Freud† without including the phrase â€Å"sexist† (Bowers & Farvolden), it does not even seem possible to avoid imagining Dr. Freud, while rubbing his whiskers thoughtfully, concluding that while Hamlet had resolved his fear of paternal retribution for his Oedipal desires by closely identifying with his father, his resolution of the Oedipal stage was incomplete because, regarding his mother, in wording compatible with Hamlet’s revered Bible, he still was â€Å"lusting in his heart† and, rather than blame his mother as an individual, he instead (innocently and blissfully untroubled today’s PC) blamed women’s nature, â€Å"Frailty, thy name is woman!† (10). His ambiguous view of his mother was perhaps not unlike children who blame their mothers for all that is wrong with their lives and the world, yet for whom the phrase â€Å"your mother,† in themselves, are fighting words.   To reinforce the doubts he already had about Gertrude (noted above), Shakespeare gave him the ghost of his father who simultaneously condemned and forgave her, in effect setting her up as a target for both justifiable rage and self-restraint: Claudius â€Å"won to his shameful lust The will of my most seeming-virtuous queen† (20) and Hamlet should â€Å"Let not the royal bed of Denmark be A couch for luxury and damned incest.   But, however, thou pursuest this act, Taint not thy mind, nor let thy soul contrive Against thy mother†¦Ã¢â‚¬  (21).   The ghost of Hamlet’s father encouraged what already was his simmering attribution of blame, not overly concerned about the fairness of Gertrude sharing Claudius’ guilt.   In fact, we know that people distort their own perceptions and memories in a direction consistent with their beliefs (Schacter), explaining how Hamlet managed to interpret the ghost’s condemnation of Gertrude as strong enough to warrant his own conclusion, â€Å"O most pernicious woman!† (22). Indeed, people who have suffered misfortune frequently do seek out other people to blame.   We do not like to believe we are at the mercy of random inexplicable accidents or that there is no meaning to account for the occurrence of adverse events or that we do not have immortal souls.   Thus, while Claudius most certainly was guilty of committing â€Å"murder most foul† (20), what did Gertrude actually do to warrant her son’s animosity?   When does she ever show us the loathsome side of herself we have come to expect? Regarding her husband, she, in fact, does not seem guilty of anything more than being naively trusting, when as a recent and lonely widow, she was human in being receptive to the sexual overtures of a man she believed shared her own grief.   Despite what her son and her husband’s ghost indignantly protested, for centuries, marriage between even blood relatives might be considered a national European sport (Coontz). Regarding Hamlet, her â€Å"crimes† seemed no more than being overly tolerant of his disrespectful treatment and overly supportive to the extent of being his cheerleader in what she failed to recognize was not a game but a lethal battle with Laertes: â€Å"He’s fat, and scant of breath.   Here Hamlet, take my napkin, rub thy brows; the queen carouses to thy fortune† (Hamlet, 99).   In her exuberance, she drank poison from the cup her husband had prepared for Hamlet. It would seem that Hamlet’s fatal flaw was less his inability to exact revenge from Claudius than his facility at finding and deceiving himself into believing about any possible excuse, thus preventing him from accept himself for not being the â€Å"man of action† expected of the son of a great king.   Under other circumstances, differing from his father regarding physical accomplishments might have led to no more than the timeless struggle between, for example, the father who had been star quarterback in high school and the son who was in his father’s eyes the star high-school nerd. It was Hamlet’s incredible myopia regarding the excuses he was making for failing to act that led inexorably to a tragic bloodbath in the end.   Hamlet, it turned out, like J. Alfred Prufrock, was â€Å"not Prince Hamlet, nor was meant to be† (Eliot line 111).   Had Hamlet a chance to â€Å"grow old† (line 120), he might have recognized his own nature in time to avoid becoming â€Å"an attendant lord†¦deferential, glad to be of use† (lines 112, 115). However, he too had â€Å"wept and prayed† (line 81) and rather than finding â€Å"the strength and courage to force the moment to a crisis† (line 80), he found only excuses for failing to act.   Indeed, Hamlet seemed to sincerely believe he would have been able to end his torment through suicide had his religion not prohibited â€Å"self-slaughter† (Hamlet, 10). These excuses included an odd need for evidence that the ghost was truthful (53), failing to act after the play-within-a-play elicited the demonstration of guilt Hamlet sought from Claudius (surprisingly, since the sociopath of Hamlet’s description would not be likely to even feel guilt – and after a stunningly convincing description of his own conscience, why did Claudius not remember this conscience after again Hamlet failed to kill him?) because of his mistaken perception of Claudius being in the act of prayer.   Ironically, as Claudius was acknowledging that his â€Å"offense is rank it smells to heaven; It hath the primal eldest curse upon’t, A brother’s murder. Pray can I not† (64), Hamlet, echoing the ghost of his father at the beginning of the play, could not kill Claudius because if killed while in prayer, â€Å"he goes to heaven †¦Ã‚   this is †¦ not revenge† (65).   At this point, he failed even to question the justice of a religion that rewards a minute of remorse with heaven and punishes anyone unfortunate enough to die suddenly with hell.   Hamlet never did describe what his father might have done so that he was â€Å"cut off even in the blossom of my sins† (21). Was Hamlet â€Å"mad†?   He was not mad unless the label is consistently used to describe anyone demonstrating self-destructive patterns of thought.   For that matter, if we describe Hamlet as â€Å"mad,† there would be no reason for excluding the millions of people who fit, to varying degrees, even one diagnostic description in the American Psychiatric Association manual (as cited in Emery & Oltmanns). Is Hamlet â€Å"sane†?   The label again would fit only if it also were used to describe virtually all of us who demonstrate any of the subjective feelings of distress described in the same manual.   The text of Hamlet did not even provide enough information to form a reliable conclusion about his thoughts and behaviors prior to his father’s death.   He might have been feeling distressed his entire life because of experiences such as the death of his pet flea or a stubbed toe. The genuine tragedy of Hamlet was that the eloquence and stunningly brutal clarity with which he expressed the universal human condition in his most famous soliloquy did not prevent his doom and, indeed, might have been so brilliant that he would have been blinded had he not turned away: a condition where the only escape from â€Å"the whips and scorns of time† is into the potentially worse â€Å"undiscover’d country †¦ [that] makes us rather bear those ills we have Than fly to others that we know not of† (48). Works Cited Bowers, Kenneth, & Farvolden, Peter.   â€Å"Revisiting a Century-old Freudian Slip – From   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Suggestion Disavowed to the Truth Repressed.† Psychological Bulletin, 119   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (1996): 355-380. Coontz, S.   Marriage, a History: From Obedience to Intimacy or How Love Conquered   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marriage.   New York: Viking, 2005. Danner, Bruce.   â€Å"Speaking Daggers.† Shakespeare Quarterly, 54 (2003): 29-62. Eliot, T.S. The Love Song of J. Alfred Prufrock.   Retrieved 17 May 2009, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www.bartleby.com/1981.html. Emery, Robert E., & Oltmanns, Thomas F. Essentials of Abnormal Psychology.   Upper

The Impact of Co-teaching on the Student Achievement

The term co-teaching refers to a teaching practice whereby two or more professional teachers are involved in delivering substantive instructions to a group or class of students, who are diverse and blended. The delivering of instructions by the teachers occurs in a single physical space. In this arrangement of teaching, the regular and special educators (co-teachers) are involved in teaching students who belong to the same class. In some cases, co-teachimg is done in order to assist students with disabilities or those with learning difficulties, as compared to other students in the class (Brooks, V.2004).The two educators in co-teaching are referred to as the regular and the special educators. The responsibility of a regular educator includes the preparing of the general class content as well as the lesson plan. The special educator on the other hand is responsible for adapting the content of what is to be taught to the students. In addition, the special educator presents the class c ontent in a manner that meets the needs of the students especially those who may have learning difficulties.It is therefore important to note that in co-teaching, the special and the regular educators have their different responsibilities and roles. However,the teachers are expected to work together in harmony so that each individual student ‘s learning needs are catered for. Co-teaching is one of the ways through which collaborative teaching can occur (Adams, L. et al. 1993). Collaborative arrangement based on co-teaching brings together two educators (regular and special) and the related personnel in order to ensure that students with disabilities have all their learning needs met.This requires the teachers to spend some reasonable amount of time in a regular class so that students are provided with the appropriate support. A teaching program that adopts co-teaching as a teaching practice should always be effective for both the teachers and the students. This ensures that th e objectives of co-teaching are achieved. The concept of co-teaching has existed in the education system for some time now. This method of teaching has been growing very fast in schools due to the important role it plays on student achievement.Though effective as a teaching tool, co-teaching has faced some challenges when it comes to evaluation as well as supervision. Just like in the other teaching practices, co-teaching requires the teachers to prepare a co-teaching module in order to increase the success of the education programs. Thesis Statement Co-teaching has now become a very popular method of teaching in many schools. As a concept, the teaching arrangement aims at meeting the needs of all students, including the disabled and those with learning difficulties.This aims at boosting the students’ achievement. The objectives of the education programs that are used in class can be easily achieved through effective co-teaching. This will involve the adoption of good co-teac hing relationships as well as skills. Co-teaching has some impact on the student achivement. In this paper, both the lesser and the greater impacts of co-teaching on the student achievement will be discussed. Discussion Co-teaching increases student achievement by developing a good learning environment.Having a good classroom environment enables students to perform well, because it ensures that factors that increase the students’ achievement are always present. The students show poor performance when the classroom environment hinders their proper concentration and understanding in their learning (Cowley, S. 2006). Therefore, a good learning environment improves the performance of the students and vice versa. A good example of a good classroom environment that improves student performance is the one that is heterogeneous.The co-teaching programs are very instrumental in creating a heterogeneous classroom environment (Cook, L. 2004). This discourages monotony in learning, hence learning becomes exciting and enjoyable for the students. When students enjoy learning, they become more engaged in learning and they are ready to work hard in order to perform well. The increased participation of students in learning promotes a healthy teacher-student relationship, which is very important when it comes to effective teaching and good performance in students.Co-teaching creates more room for learning and sharing for both the teachers and the students, which is a great step towards positive achievement in students. Co-teaching facilitates positive achievement in students through improved instruction. Through the co-teaching programs, the teachers are able to deliver improved instruction to the students. Due to the students’ different academic abilities, the teachers have a great responsibility of ensuring that the students achieve their learning objectives despite their different academic abilities (Kyriacou, C. 2000).The differences are used to determine what needs to be done so as to assist a particular student. For instance, while some students are academically gifted, the others have average ability. In addition, some students are always at the risk of failing in class due to their low academic ability and lack of effective teaching methods by the teachers. It is only by identifying the individual students’ academic abilities that teachers can offer the necessary assistance to students who need special attention. For example, the ability of the disabled students to perform well depends on how well their special needs are met in class.There is need for teachers to ensure that all students learn well, despite the differences in their academic abilities. This can be done by assisting the students to maximize their potential in class. This is what co-teaching does through improved instruction. The needs of the students based on their different academic abilities are well addressed in co-teaching. This improves the achievement of t he students, since their learning needs are addressed on time and in the right manner. The problems that are faced by the students can always be solved at the right time to promote good student achievement.In any profession, having unique professional relationships encourages commitment and dedication of the workers. In the teaching profession, teachers who have unique professional relationships are able to work together in a complementary manner. Because professional relationship has to be built on trust, communication, parity, and respect, the co-teachers integrate these values in their teaching (Richard, A. et al 2008). When the teaching is based on positive values, the students are able to learn properly.This increases the students’ ability to adopt learning based on values that maximize their potential, hence they show a high level of achievement. Creating a sense of belonging and support in the classroom encourages the sharing of learning experiences between the teacher s and the students (Rosenberg, M. 2003). This means that all learning experiences, whether good or bad can be shared. For instance, co-teachers who have been involved in teaching programs have clearly stated that they have enjoyed a sense of support fostered by the teaching programs.Therefore, teachers are always able to share a spectacular lesson with the students. On the other hand, whenever a lesson is challenging, the teachers are able to share their experiences. When students feel that they need to share their learning experiences with the teachers, they are able to appreciate learning. Since the students feel obliged to participate in the learning process, they can perform well to achieve what is expected of them. This increases the students’ achievement. Co-teaching is an innovative approach in teaching, which has both the conceptual and operational aspects.There is need to develop and adopt co-teaching programs through proper planning, implementation, and also evaluat ion. One of the impacts of co-teaching on student achievement is closely related to solving the problem of stigmatization of the students with disabilities. In a regular class, students with disabilities are sometimes faced with learning difficulties due to being perceived as â€Å"different†. This means that the students tend to be disadvantaged when it comes to learning because of their nature of being disabled.The other students in class may stigmatize the students who are disabled because they consider them as lacking something. Consequently, the students with special needs may be treated unfairly by the others due to their special needs. By being stigmatized, students with special needs may tend to show poor performance in class. They fail to meet the goals of the courses that they are taught in class. In order to improve the performance of these students and to increase their achievement, co-teaching can be used (Marston, N. Accesed on October 9, 2008). This is very ben eficial to the students.The teachers who are involved in co-teaching programs are able to deliver their services effectively to the students who are disabled, and therefore have special needs. The stigmatization of the students is greatly reduced, a situation that has been proved to improve the performance of the students. Through the co-teaching programs, the teachers increase understanding of the students about the content of the courses that the students are taught. This motivates the students to learn, as well as to share what they have learned in class with the others.In addition to increasing the students’ understanding, co-teaching advocates for respect towards the disabled children from the fellow classmates. The fact that the disabled students have special needs means that they may require some special attention from the others, a situation that the fellow students may try to ignore. When co-teaching promotes respect for the disabled and minimizes their stigmatizatio n, the student achievement in learning increases. It is very important to note that, co-teaching takes care of the students’ and teachers’ needs.For instance, co-teaching advocates for a teaching approach that minimizes transitions when students show the tendency to disrupt transitions. At the same time, co-teaching approaches create room for frequent changes so that the students’ needs for extra motivation are encouraged. Co-teaching approaches promote the addressing of the teachers’ needs. The approach can either allow independent teaching for teachers with different teaching styles, or working together within a shared approach. The most appropriate approach can then be adopted depending on the teachers’ and students’ needs.The student achievement is increased when the most appropriate approach in co-teaching is adopted. For instance, a student can be able to have a more detailed observation in the learning process. A teaching approach, â €Å"One teach, One Observe† has teachers decide on the type of observational information that needs to be gathered during instruction in advance. The teachers can then easily agree on the best gathering data. The co-teachers are then able to analyze information, which they can use constructively in the classroom. Instructional fragmentation in learning affects the performance of students negatively.This often occurs when service delivery options are offered to students in the learning process. This requires the students to leave the classroom so as to receive the services, a situation that promotes instructional fragmentation. This can be well minimized when students do not have to leave the classroom in order to receive instructions. When students receive instructions through the co-teaching programs, the instructional fragmentation is minimized. This is because, the students do not necessarily leave the classroom to receive the services.Well referred to as the co-teacher, t he special service provider improves student learning by their good understanding of the class curriculum. This means that the curriculum is well developed and implemented to suit the needs of the students (Moran, G. 1997). In addition to this, a special service provider is empowered by the co-teaching programs to understand well the academic expectations. By understanding the curriculum, the teacher concentrates on issues that aim at ensuring that the performance of the students is always improving.Co-teaching encourages the development of a teaching model that promotes positive achievement in students. The teaching models used in co-teaching require individual teachers to always bring certain characteristics and knowledge voluntarily in class. This is further complemented by skills that the teachers voluntarily use in class. Since teachers have special personal charateristics, bringing their characteristics in class voluntarily enable them to work effectively with the other teache rs. By working together in harmony, the teachers are able to strengthen each other in teaching (Jill, A. ET al.2007). A co-teaching model requires teachers to have sets of common skills as well as common knowledge. Furthermore, the teachers show knowledge that is specific to discipline. Through the models, teachers are able to coordinate classroom activities to suit the needs of the students, and to facilitate learning in a good classroom environment. Since teaching becomes voluntary for teachers, they are able to fully maximize their potential in teaching. When the teachers deliver their best, the students on the other hand receive the best. This no doubt improves the performance of the students in class.The classroom dynamics based on co-teaching models make the classroom interactions very unique. Having well defined classroom responsibilities and duties allows the teachers to specialize on particular classroom topics (Gail, E. et al. 2001). These topics can be taught intensively such that the students’ understanding about a particular topic is increased. The teachers are then able to provide support to individual students by ensuring that a whole class instructional flow is successfully maintained. A co-teaching curriculum is very instrumental in reflecting the students’ needs.By so doing, the curriculum is then implemented with the aim of addressing the compensatory, developmental, and academic skills. The student achievement is boosted when skills are improved based on how the co-teaching curriculum is implemented. The students’ efforts are easily monitored by the teachers in a co-teaching program. The students’ performance can be improved when the curriculum and the teaching techniques are reviewed (Ellis, V . 2004) this calls for appropriate teaching measures based on the weaknesses and the strengths of a co-teaching curriculum.Another co-teaching approach, â€Å"One Teach, One Drift†, allows teaching by one teacher wh ile the co-teacher at the same time assists students in class without disrupting the one who is teaching. The student supervision by the teachers is important in good student perfomance. This is what the â€Å"Parallel Teaching† co-teaching approach does. Through such an approach, the students who have been involved in co-teaching have had their class achievement increased greatly. Other approaches that can be used in co-teaching include Station Teaching, Alternative Teaching, and Team Teaching.The diversity of teaching approaches offers teachers an opportunity to adopt the best and the most appropriate teaching approach based on the different and diverse student needs. This encourages proper matching of a given particular approach with the needs. The students’ achievement is increased when proper teaching approaches are adopted in teaching (Curren, R. 2006). Students in a co-teaching program are able to develop a comfortable relationship with the teachers through the well-built relationship between the two parties. The students can express themselves freely, sense harmony, and tension that may exist in a learning environment.A positive relationship can easily be established between a teacher and students in a co-teaching program. Through the relationship, misunderstandings that may arise in class are minimized (Capel, S. , and Turner, T. 2005). The problems that may arise in a class room environment are then resolved before they affect the students’ performance negatively. Co-teaching creates a cohesive classroom where the teacher and the students are able to work together towards achieving the goals of the courses taught in class. While they appreciate the strengths of what they experience during the learning process, they also recognize the weaknesses.By recognizing the weaknesses, the teachers and the students strive to turn the weaknesses into opportunities of improving learning. Furthermore, learning that integrates Individualized Ed ucation Plans can be developed. The plans are very important in ensuring that the needs of the students are well taken care of. Through co-teaching, the teachers are able to take risks . This means that new methods of teaching can be explored. This makes it easy for teachers to learn from each other, and hence they can grow as professionals. Conclusion Learning is very important in any society, whether formal or informal (Cohn, L.1976). The teaching methods in formal and informal education differ, but the two shares certain priciples. In formal education, co-techinh has bee used as one of the most effective teaching practices when it comes to assisting the students to improve their perfomance. This increases the students’ achievement. The impact of co-teaching in student achievement varies. Co-teaching uses different approaches. Despite the differences, the most important thing in co-teaching is to ensure that the students’ needs are appropriately addressed in a class environment. ReferencesAdams, L. , Cessna, K. , and Friend, M. (1993). Effectiveness Indicators of Collaboration in Special Education. General Education Co-teaching Final Report. Denver; Colorado. Department of Education Brooks, V. (2004). Preparing to Teach in Secondary Schools. Open University Press Capel, S. , and Turner, T. (2005). Learning to Teach in the Secondary School. Routledge Cohn, L. (1976). The Good Old Manners as Seen through the Sears. Ayer Publishers Cook, L. (2004). Co-teaching; Principles, Practices, and Pragmatics www. ped. state. nm. us/seo/library/qrtrly. 0404.coteaching. 1cook. pdf Accessed on October 9, 2008 Cowley, S. (2006). Getting the Buggers to Behave. Continuum International Publishing Group Ltd Curren, R. (2006). A Companion to the Philosophy of Education. Paperback Edition Ellis, V. (2004). Learning and Teaching in Secondary Schools. Learning Matters Ltd Gail, E. , Arnold, A. , Cynthia, W. (2001). Renaissance in the Classroom: Arts Integration and Mea ningful Learning. Published by Lawrence Erlbaum Associates Jill A. , Dianne K. , Judith K. , Kristin M. (2007). Common-sense Classroom Management forSpecial Education Teachers, Grades 6-12. Corwin Press Kyriacou, C. (2000). Stress-Busting for Teachers. Nelson Thornes Publishers Marston, N. Six Steps to Successful Co-teaching www. nea. org/teachexperience/spedk031113. html Accessed on October 9, 2008 Moran, G. (1997). Showing How: The Act of Teaching. Continuum International Publishing Group Richard, A. , Jackqueline, S. , and Anne, N. (2008). A Guide to Co-teaching: Practical Tips for Facilitating Student Learning. Corwin Press Publishers Rosenberg, M. (2003). Life-Enriching Education. Puddle Dancer Press

Scolding Brides And Bridling Scolds Taming The Woman s...

In Scolding Brides and Bridling Scolds: Taming the Woman s Unruly Member, Lynda Boose explains that when Kate puts her hand under Petruchio s boot it is part of the ceremonial custom when a bride was offered a share of property by her intended husband, but also a physical representation of the marriage vow to love, honor, and obey (182-183). Brides were increasingly indisposed to perform this part of the ceremony is apparent from all kinds of invented fumbling at the altar, for example dropping the rings, when the act of self-abasement was expected (183-184). Boose explains that the ceremonial debasement of women during their marriage ceremony was something that would be easily recognizable to an audience in Shakespeare’s time (184). Boose then moves on to the actual punishments of shrews in early modern England. She explains that during this time there was civil disorder and â€Å"strained gender relations† that ended with what some people would call â€Å"witch hunts† (184). This is interesting because it was more likely that a woman would get into trouble for mouthing off rather than committing sexual misconduct. The most popular form of punishment was public dunking in a public horse-wash pond (185). The woman charged with the offense would be attached to a â€Å"cucking stool†, paraded through the town square and then dunked in a dirty pond where people would wash their horses. Boose points out the line in 1.1.55 when Grumio declares that instead of courting Kate, a man shouldShow MoreRelatedEssay on Kate in William Shakespeares The Taming of the Shrew1760 Words   |  8 PagesKate in William Shakespeares The Taming of the Shrew Katharina or Kate, the shrew of William Shakespeares The Taming Of The Shrew is sharp-tongued, quick-tempered, and prone to violence and violent outbursts, especially to anyone who tries to win her love. This is shown from the beginning in Act One with the scene among Hortensio and Gremio and her. When Gremio proclaims her too rough