Kirkpatricks Essay Download Pdf - Free Essay Example

Sample details Pages: 8 Words: 2355 Downloads: 4 Date added: 2017/06/26 Category Business Essay Type Analytical essay Did you like this example? Introduction Following the post-2008 worldwide economic slump, businesses have continued to keep a tight control on their costs and expenditure. At the same time, they have also sought to remain competitive in their markets by keeping abreast of the latest industry developments and progress. As such, senior executives have often come to see training and development, on the one hand, as one of a number of competing internal requests for investment. Don’t waste time! Our writers will create an original "Kirkpatricks Essay Download Pdf" essay for you Create order But, on the other hand, it is also the potential source of competitive advantage. As a result of this tension, HR business leaders are under increased pressure from senior managers to justify the value of training by providing supporting evidence, such as business cases and ROI forecasts. However, studies in recent years have suggested that fewer than five percent of organisations are able to provide any hard data on how their investment in learning and development has affected their bottom line (Bersin, 2013). Indeed, training managers in the corporate learning function have routinely identified measurement and evaluation as their top challenge (Bersin, 2006). This paper discusses the challenges of measuring the business impact of learning and development within organisations. It discusses the advantages and disadvantages of Donald L. Kirkpatricks four-level framework (1998) for evaluating the effectiveness of training programmes, before drawing conclusions about its relevance in to days economic environment. The tension between the benefit and cost of training also characterises the literature that investigates the relationship between training, human resource, employee performance and financial outcomes. Some argue that workplace learning is essential for an organisations competitiveness and believe that substantial investments should lead to improved performance and/or results (Salas Cannon-Bowers, 2001). Others, conversely, criticise training for not transferring to the job and being too expensive (Kraiger, 2003) and question the link between training and results criteria (Alliger et al, 1997). The contrasting opinions point strongly towards a lack of consensus, both practically and theoretically, about how to evaluate learning and development programmes. In order to understand the reasons for a lack of confidence in training evaluation, it is helpful to consider current practice. The best-known model for evaluating training programmes was developed by Donald Kirkpatrick in the late 1950s. A cursory glance at popular business websites today shows how his four-level framework continues to characterise training evaluation models today. The following section describes the model in more detail before discussing the benefits and disadvantages, which may underpin to the on-going cost-benefit debates. Kirkpatricks Four-Levels In his model, Kirkpatrick set out to evaluate the impact of training by assessing the following key areas: (1) reaction, or the extent to which learners were satisfied with the programme; (2) learning, or the extent to which learners took on board the course content; (3) behaviour, or the extent to which learners applied their knowledge in role; and (4) results, or the extent to which targeted outcomes were achieved, such as cost reduction, increased quality and productivity. Level One: Reaction Results at Level One are typically measured by means of post-training questionnaires which encourage participants to appraise criteria such as the topic, materials, and instructor. Reaction level evaluation is popular with training professionals as it is relatively easy to administrate and provides immediate information to managers and supervisors about how valuable participants found the programme. Indeed, Morrow et al (1997) describe how some professionals choose to rely solely on this level of evaluation. However, to use the reaction-level exclusively as an accurate measure of training effectiveness is to overlook its limitations. Smile sheets (Davis et al 1998) do not indicate the extent to which participants have internalised the programmes goals, nor do they offer direct insight into how the organisation will benefit from the investment. Indeed, participants subjective responses may be influenced by a wide variety of personal factors, from lack of interest in the topic, to pe rsonal problems and distractions. By responding to this level of feedback in isolation, organisations risk revising programmes needlessly (Aldrich, 2002). Clearly, organisations need to consider further, complementary levels of evaluation to generate a more holistic view of trainings impact. Level Two: Learning Learning results are frequently measured either by end-of-training examination, or by participants self-assessment about whether learning expectations have been met. Whereas the latter evaluation method remains open to criticism about participants subjectivity, the former does not necessarily indicate whether the participant can transfer and apply their classroom knowledge to the workplace. Indeed, research still quoted today suggests that only 10%-30% of training content translates to the workplace knowledge and skills (Ford Weissbein, 1997). As Wisher et al (2001) point out , data sources need to be unbiased, understandable and immune to irrelevant influences if they are to indicate accurately a training sessions effectiveness. Thus, Level Two, like Level One, remains a useful source of information, but is not substantiated by hard facts and therefore cannot be relied on exclusively as a measure of effectiveness. Level Three: Behaviour Kirkpatricks third level aims to measure the continuity between learning and practice by assessing how training participants apply their new knowledge and skills in the workplace. Traditionally, this would have been measured subjectively by supervisors, whose evaluation skills and working relationships with the employee would inevitably vary greatly. However, increasingly, technological solutions are used to assess objectively and consistently whether a participant can apply their knowledge and skills to perform tasks, take actions and solve problems (Galloway, 2005). As technology advances, it is likely that these indicators of proficiency and competency will become more sophisticated and accurate. Thus, Level Three evaluation attempts to address the barriers to transfer that Levels One and Two both neglect. In doing so, it contributes to an organisations understanding of the strengths and weaknesses of its training and development process. It permits the identification of success ful participants one the one hand, and, on the other, creates the opportunity to reinforce important points to those who have not grasped them. As such, Level Three evaluation begins to indicate how well training is aligned with certain organisational goals and the likelihood of achievement (Phillips, 1994). Level Four: Results Evaluation at Kirkpatricks fourth level aims to produce evidence of how training has a measurable impact on an organisations performance. Hard data, such as sales, costs, profit, productivity, and quality metrics are used to quantify the benefits and to justify or improve subsequent training and development activities. For business leaders, this is arguably the most important level of evaluation. Yet, it is also the most difficult level to understand, define and execute well. As Wile (2009) points out, the challenge is to connect the results specifically to the training. Not only is it necessary to identify the most relevant measures, but it is also essential to attribute any change in those measures to the intervention of training. Discussion Kirkpatricks model is relatively simple to understand and presents a useful taxonomy for considering the impact of training programmes at different organisational levels. As discussed above, there are risks and weaknesses to using the individual levels in isolation. However, Kirkpatrick did not mean for the framework to be so used. Rather, each level of evaluation is intended to answer whether a fundamental requirement of the training program was met, with a view to building up a picture of the whole-business impact of the training. All levels are important as they contain diagnostic checkpoints for their predecessors enabling root cause analysis of any problems identified. For example, if participants did not learn (Level Two), participant reactions gathered at Level One (Reaction) may reveal barriers to learning that can be addressed in subsequent programmes. Thus, used correctly, the evaluation framework can benefit organisations in a number of ways. Firstly, the evaluation f ramework can validate training as a business tool. Training is one of many options that can improve performance and profitability. Proper evaluation allows comparisons and informed selection in preference to, or in combination with, other methods. Secondly, effective evaluation can justify the costs incurred in training. When the money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts. Thirdly, the right measurement and feedback can help to improve the design of training. Training programmes need continuous improvement and updating to provide better value and increased benefits. Without a formal evaluation, the basis for change is subjective. Lastly, systematic evaluation techniques can allow organisations to make informed choices about the best training methods to deliver specific results. A variety of training approaches are available at different prices w ith different outcomes. By using comparative evaluation techniques, organisations can make evidence-based decisions about how to get the most value for money, and thereby minimise the risk of wasting resources on ineffective training programmes. Despite its popularity, Kirkpatricks model is not without its critics. Some argue that the model is too simple conceptually and does not take into account the wide range of organisational, individual, and design and delivery factors that can influence training effectiveness before, during, or after training. As Bates (2004) points out, contextual factors, such as organisational learning cultures and values, support in the workplace for skill acquisition and behavioural change, and the adequacy of tools, equipment and supplies can greatly influence the effectiveness of both the process and outcomes of training. Other detractors criticise the models assumptions of linear causality, which assumes that positive reactions lead to greater learn ing, which in turn, increases the likelihood of better transfer and, ultimately, more positive organisational results (Alliger et al, 1997). Training professionals also criticise the simplicity of the Kirkpatrick model on a practical level. Bersin (2006) observes how practitioners struggle routinely to apply the model fully. Since it offers no guidance about how to measure its levels and concepts, users often find it difficult to translate the models different initiatives. They are often obliged to make assumptions and leaps of logic that leave their cost-benefit analyses open to criticism. Most are able to gather Level 1 and Level 2 feedback and metrics with relative ease, but find the difficulty, complexity and cost of conducting an evaluation increases as the Levels advance and become more vague. Bersin claims that only five per cent of organisations measure ROI (and they do so for a small percentage of their programs) and fewer than ten per cent regularly measure business imp act. Paradoxically, therefore, it is precisely the elements that Heads of Learning and Development want to measure, that they end up measuring the least. On a more fundamental level, some have taken issue with the content of Kirkpatricks model. Philips (1994), for example, adds a fifth level to the framework in order to address the recurring need for organisations to measure return on investment in training and development activity. Bersin (2006) goes further still and calls into question the overall relevance of Kirkpatricks framework as a means of measuring the business impact of training. He argues that the model fundamentally overlooks the role of learning and development as a business support function. Whilst it is appropriate for business critical lines to be measured according to the outputs for which they are directly accountable, e.g. revenue, profit or customer satisfaction, it is not reasonable to measure HR and Training by the same means. Since these non-revenue-gener ating functions exist to support strategic initiatives and to make business lines run better, their business impact needs to be measured differently. Since Kirkpatricks model overlooks this, practitioners who attempt to apply it to their business activity end up spending large amounts of time and energy trying to evaluate direct business impact, where there is only indirect responsibility. Conclusion Kirkpatricks four-level framework is a simple, flexible and comprehensible means of evaluating the business impact of training. Its enduring influence on evaluation methods used by training professionals today is a testament to its adaptability and practicality. However, evidence suggests that most organisations succeed only partially in executing all levels of measurement. By focussing on the reaction and learning levels, they rely on subjective participant-related feedback at the cost of assessing the full impact at the organisation-level. Confusion about precisely what to measure at the higher levels, and how to do so, further detracts from evaluation. Thus, although Kirkpatrick provides a useful point of reference for evaluating the business impact of learning and development, its limitations are evident from training professionals on-going call for a simple, repeatable, standardised measuring process that is more flexible, scalable and business orientated. References Aldrich, C. (2002) Measuring success: In a post-Maslow/Kirkpatrick world, which metrics matter? Online Learning 6(2), 30-32 Alliger, G. M., Tamnenbaum, S. I. ; Bennett, W. Jr. ; Traver, H. and Shotland, A (1997) A meta-analysis on the relations among training criteria. Personnel Psychology 50, 341-358 Bates, R. (2004) A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence Evaluation and Program Planning 27, 341-347 Bersin J., (2006) High-Impact Learning Measurement: Best Practices, Models, and Business-Driven Solutions for the Measurement and Evaluation of Corporate Training. [Online] Available from https://www.bersin.com Bersin by Deloitte. (2013) The Corporate Learning Factbook 2013. [Online] Available from https://www.bersin.com Davis, A., Davis, J., Van Wert, F. (1998) Effective training strategies: A comprehensive guide to maximising learning in organisations. Philadelphia: Berret-JKoehler Ford, J. K. Weissbein, D . A., (1997) transfer of training: An updated review and analysis. Performance Improvement Quarterly 10(2), 22-41 Galloway, D. L. (2005) Evaluating distance delivery and e-learning: Is Kirkpatricks Model Relevant?. Performance Improvement 44(4), 21-27 Kirkpatrick, D. L. (1998) Evaluating training programmes. The four levels. Philadelphia: Berrett-Koehler Kraiger, K. (2003) Perspectives on training and development. In W. C. Borman, D. R. Ilgen, R. J. Klimoski (eds.), Handbook of Psychology: Industrial and Organisational Psychology (pp. 171-192) Hoboken: Wiley Morrow, C. C., Jarrett, M. Q. Rupinski, M. T. (1997) An investigation of the effect and economic utility of corporate-wide training. Personnel Psychology 50, 91-119 Phillips, J. J., (1994) Measuring return on investment, Alexandria: American Society for Training and Investment Salas, E. Cannon-Bowers, J. A. (2001) The science of training: A decade of progress. Annual Review of Psychology 52, 471-499 Wile, N. (2009) Kirkpatrick four level evaluation model. In B. Hoffman (ed.) Encyclopaedia of educational technology. [Online] Available from https://eet.sdsu.edu Wisher, R. A. , Curnow, C. K., Drenth, D. J. (2001) From student reactions to job performance: A cross-sectional analysis of distance learning effectiveness. Proceedings of the 17th Annual Conference on distance teaching and learning. (pp. 399-404) Madison: Wisconsin University

The Pomegranate Tree in The Kite Runner Essay - 1313 Words

The Kite Runner is a novel of a Sunni Muslim, Amir, and a Hazara boy, Hassan. Hassan is the son of Amir’s father’s servant. Amir and Hassan spend their childhood days playing with one another in the streets of Kabul. Amir’s father, Baba, as referred to in the novel, loves both of the boys equally. Although, Amir believes that Baba loves Hassan more than himself. Amir struggles to find understanding from Baba for killing his wife during childbirth. Amir strives to make him proud. The Hazara boy, Hassan, finds himself often in trouble protecting Amir, and questioning whether Amir would do the same for him. Over twenty years after Amir left Kabul, and his childhood friend, Hassan, Amir returns to Kabul to find his brother dead by the†¦show more content†¦28). As Amir read Hassan stories, their bond became greater because they both shared the love for the enchantment of the words that the books provided. They never shared a physical relationship, b ecause the words that they shared is what filled their bond as friends. As Amir and Hassan’s relationship grew, so did the pomegranate tree because the tree was given plenty of nutrients by the healthy soil. The boy’s relationship also grew by the â€Å"nutrients† provided by the stories. This motif is used differently in this part of the novel because it is the building, and unchanging evidence of their friendship, â€Å"Amir and Hassan, the sultans of Kabul,† they once carved into the pomegranate tree (pg. 27). I believe that this was the moment when the boy’s relationship became parallel to the life of the pomegranate tree. This was the moment when the motif was proven evident to their friendship, and the sustainability of it, and the health of the tree. Amir and Hassan’s friendship is flourishing as they share the stories told by Amir. Their relationship was spiritual in the way that they never fought, but kept their hands to one another and supported each other in a non-physical way. In the middle of The Kite Runner, Amir is in the process of throwing the pomegranate fruits at Hassan, hoping that Hassan would react and throw them back as well. HassanShow MoreRelatedEssay On The Pomegranate Tree In The Kite Runner735 Words   |  3 PagesThe sultans of Kabul, Amir, and Hassan, a bond that gets overturned by societal conflicts. In the novel The Kite Runner, the author Khaled Hosseini portrays the life of Amir and Hassan in Afghanistan. Hosseini explores how Amir neglected Hassan as a friend, and it wasn’t until when Hassan died, he noticed then what he had lost. Suggesting that friendships shouldn’t be taken for granted as it can create a loss. 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Coaching in the Workplace Free Essays

DEVELOPING COACHING SKILLS FOR THE WORKPLACE ACTIVITY 1 Introduction In this report I will describe two types of coaching and how coaching can be directive and non-directive. Also, I will explain two differences between coaching and other learning and development methods. I will identify 3 benefits of coaching to the organization and an explanation of 3 ways that coaching can be used to meet organization objectives. We will write a custom essay sample on Coaching in the Workplace or any similar topic only for you Order Now Moreover, I will explain the meaning of coaching culture and therefore 2 options for developing it within an organization. And in conclusion, I will identify 3 advantages and 3 disadvantages of developing in house coaching. 2 types of coaching * Sports Coaching: This is what many people think of when they hear the word â€Å"coach†. A â€Å"player† is helped to develop their skills by a â€Å"coach†. On the other hand, the term sports coach encompasses a wide range of roles and approaches, from the football manager on the touchline, through one-to-one coaches for athletes and players, to specialist coaches for fitness and health. There are also coaches who focus on the ‘mental game’, helping sports players fine-tune their psychological preparation for high-pressure events. * Executive coaching: is a form of business coaching which is typically aimed at developing senior managers, directors and key players within a business setting. It may enhance current performance, taking skills and abilities to a new level and help individuals adapt to new situations or it may address poor performance. This type of coaching may also be termed Leadership Coaching or Performance Coaching as it tends to target the same audience and similar issues. How coaching can be directive and non directive? 1. Directive: Is where the coach offers you solutions, tools and techniques for moving forward. You may like to be offered solutions however the danger is that the solution may not be appropriate for your situation and consequently may not feel fully committed to the solution provided. 2. Non-Directive: Is coaching in the true sense of the word where the coach simply asks you questions to allow you to find your own solutions. A on-directive coach will certainly not offer you advice and rarely even give you suggestions, although through skillful questioning they will help you to see your situation from a different perspective, gain clarity, uncover options, challenge inconsistencies and hold you accountable to your actions. 2 differences between coaching and other learning and development methods Other learning and development method chosen has been counseling that it means to give advice to someone. It’s a process in which a per son is helped to explore the situation and find solution or answers for a problem. Therefore, counseling can be used to address psychosocial as performance issues and coaching does not seek to resolve any underlying psychological problems. It assumes a person does not require a psycho-social intervention. By counseling, the goal is to help people understand the root causes of long-standing performance problems and issues at work and by coaching, the goal is to improve an individual’s performance at work. 3 benefits of coaching * Greater aware about the company objectives * Better communication within teamwork Gives the purpose and vision to go ahead to the good way 3 ways that coaching can be used to meet organizational objectives * An improvement of the personal performance improves organizational performance with an increase of benefits * Improved cross functional interaction and efficiency. People do business with people and that means a better result of sales. * Greater efficiency through less fractious relationships and sulking and that improves staff r etention and a creation of a great place to work. Many people would like to work to the company. Coaching Culture * It’s an organizational setting in which not only formal coaching occurs, but also, most or a large segment of individuals in the organization practice coaching behaviors a means of relating to, supporting and influencing each other 2 options for developing a coaching culture within an organization: * Training and developing house coaching: deliver training entirely in house or through fund payment of a consultant to deliver training to some employees as coaches. Basically it’s the internal coaching creates and designed in the company. Buying in coaching expertise: deliver coaching through external coaches’ experts and independents of the company. 3 advantages of developing in house coaching * Cost and available resources (cheaper) * Knowledge of business and industry (vision of the company goals, about what’s going on) * Can be flexible (any moment and any situation) 3 disadvantages of developing in house coaching * Confidentiality (with out prejudice to the good faith contract of the company) * Willingness to open up (no feel comfortable) * Qualifications and experience (risk bad coaching habits) How to cite Coaching in the Workplace, Papers

Charles Mingus and Civil Rights free essay sample

Minus was one of the most Influential and groundbreaking Jazz musicians and composers of the sass and sass. The virtuoso bassist gained fame in the sass and sass working with such jazz greats as Louis Armstrong, Duke Longtime, Charlie Parker, Art Datum, and many others. His compositions pushed harmonic barriers, combining Western-European classical styles with African-American roots music.While examining his career Is valuable from musical standpoint, his career also provides a powerful view of the attitudes of African-American jazz musicians (and Black America as a whole) towards the racial inequalities in America during that mime. In addition to being a successful musician, Minus was a very outspoken social commentator. Through his music, Minus expressed the frustrations of African- Americans and supported Black Nationalism. Racial prejudice began to affect Minus at a very young age. Minus grew up in the racially diverse Watts area of Los Angels.HIS father was half-black, half white and his birth mother was half-black and half-Chinese. We will write a custom essay sample on Charles Mingus and Civil Rights or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Minus had very light colored skin, which made him a target for prejudice from the darker African-Americans, the Latino, and the whites. Los Angels during the sass and sass experienced a sort f segregation that was not too unlike the situation in the Deep South. Minings father denounced his own Black Identity and attempted to run his family In a respectable manner that conformed to white standards. One of the ways his father attempted to keep his family respectable was to require that his children study classical music.Minus played trombone briefly and then moved on to the cello. The young Minus proved to be very talented and eventually Joined the Los Angels Jar. Philharmonic. He aspired to play for the Los Angels Philharmonic and to become a classical composer. Unfortunately, the music Industry was not Immune to the racial inequalities of the sass. It was nearly impossible for an African-American to land a spot in a major symphony orchestra or to find studio work during this time. Noticing his extreme talent, an experienced African-American musician told Minings father: Why dont you get him a bass?Because at least a black man can get employment with a bass, because he can play our music (Cantors, 200). The man was referring to jazz and blues. While black jazz musicians had to conform to white standards to become financially successful, Jazz as still something that belonged to African-American culture. Minus picked up the bass and began studying jazz and continued to study classical music. The sass marked the start of his professional career as a Jazz bassist. He got his first big playing with the Barney Bigger Big Band in 1942. Minus was just 20 years old. Soon Minus was touring with Louis Armstrong and playing with Lionel Hampton. Even though he had turned Tacoma to avoid segregation, it was still affecting his career. Segregated musicians unions In California reserved the better paying nightclub gigs for white musicians. This decade also marked the beginning of Minings political activism. Minus was a member of the desegregated branch of the Los Angels segregated and denied membership to non-whites. Minus fought to integrate this branch during the sass. The two branches merged into a single, non-segregated branch in 1953 due to his efforts. In 1952, Minus started an independent record label called Debut with drummer Max Roach. The idea behind the label was to have greater control over their own artistic production and to free themselves from the white controlled industry. By the sass, mainstream media dominated American ultra. This media preached white, suburban values and minorities were expected to conform to them. Starting his own record label and recording studio was a sort of declaration of independence for Minus. Debut allowed Minus to fully express himself.He saw Jazz as not merely popular dance music, but as a legitimate art-form in the same vein as classical music. He begins to interweave the two genres. His music featured written out structures, composed solos, and counterpoint mixed with jazz melodies and rhythms. He was criticized for tainting African-American Jazz with white classical music. However, his philosophy was that music is one2 and it need not be labeled or have racial connotations. One of his first releases on Debut was a song entitled Eclipse. This was a social-commentary piece, inspired by Billie Holidays Strange Fruit. The lyrics describe the troubles an inter-racial couple experience: Eclipse, when the moon meets the sun, Eclipse, these bodies become as one. People go around, Eyes look up and frown, For its a sight they seldom see. Some look through smoked glasses Hiding their eyes, Other think its tragic, Sneering as dark meets light. But the sun doesnt care And the moon has no fear For destiny making her choice. Eclipse, the moon has met the sun. Eclipse, these bodies have become one. (Minus, 1992) Minings piece differs from Holidays, however. Strange Fruit deals with segregation and Jim Crow laws. Eclipse speaks more about white, suburban conformity and how the couple is looked down upon merely because theyre breaking the norm. The way this piece blends classical and Jazz elements is a metaphor for the couple in the lyrics. It is also an effort by Minus to eliminate racial inequality in music and in society in general. The arrest of Rosa Parks on December 1st, 1955 was one of the most critical moments in the Civil Rights Movement. It might not be such a coincidence that Minus releases his most socially relevant album only 2 months later. Deader. The title track on this album is meant to be a commentary on race relations in the US during that time. It is also the beginning of Minings shift towards Black- Nationalism. Let is a metaphor for the African-American struggle for equality. The structure of the tune was very experimental for the time. The piece alternates from structured material and chaotic improvisation. The tune is broken into 3 sections; A, B, and C. The A section features composed melodies, played in unison, and it follows classical European harmonistic.The B section breaks from this structured idea and goes into a collective improvisation and brings out blues inspired inflections. The C section goes into complete chaos with wild, atonal improve meant to mimic human screams and animal calls. The A section is meant to represent a tyrant oppressor and his attempts to suppress his enslaved subjects. The B section represents the empowerment of the enslaved and their attempts at freedom. The chaos of the C section is meant to imply the destruction of the oppressor by the no free slaves.The premise behind this tune goes in line with the political consciousness of the Jazz community and their contributions to the Civil Rights Movement. Jazz musicians used their music as a form of non-violent protest that adhered to the ideals of the Civil Rights Movement. Minus felt it was his duty as a Jazz musician to speak out against injustice through his music and speech. Minus Ah Jim (1959) marks the point when Minus drops all white, classical influence from his music. This album draws all its inspiration from the very roots of African-American music.Minus brings out Negro spirituals, gospel music, and work songs on this album. His goal for this album was to give Jazz back to African-Americans. He wanted to strip it of all white influences and make it a purely black art form. He had become so disheartened with the racial situation in America that he had to abandon his previous philosophy of music is one. This album features Minings most politically charged tune. Fables of Faustus comments on Arkans

A Brief Look at Italian History

A Brief Look at Italian History The history of Italy is characterized by two periods of unity- the Roman Empire (27 BCE–476 CE) and the modern democratic republic formed after the end of World War II. Between those two periods may have been a millennium and a half of division and disruption, but that disruption saw one of the worlds great flowering of art, the Renaissance (circa 1400–1600 CE). Italy, sitting in southwestern Europe, is comprised largely of a boot-shaped peninsula that extends out into the Mediterranean, as well as a region on the core landmass of the continent. It is bordered by Switzerland and Austria to the north, Slovenia and the Adriatic Sea to the east, France and the Tyrrhenian Sea to the west, and the Ionian Sea and the Mediterranean to the south. Italy also includes the islands of Sicily and Sardinia. Roman Empire Between the sixth to third centuries BCE, the Italian city of Rome conquered Peninsular Italy; over the next few centuries, this empire spread to dominate the Mediterranean and Western Europe. The Roman Empire would go on to define much of Europes history, leaving a mark on culture and society that outlasted the military and political machinations of its leadership. After the Italian part of the Roman Empire declined and â€Å"fell† in the fifth century (an event no one at the time realized was so significant), Italy was the target of several invasions. The previously united region broke apart into several smaller bodies, including the Papal States, governed by the Catholic Pope. Renaissance and the Kingdom of Italy By the eighth and ninth centuries, a number of powerful and trading-oriented city-states emerged, including Florence, Venice, and Genoa; these were the forces that incubated the Renaissance. Italy and its smaller states also went through stages of foreign domination. These smaller states were the fertile grounds of the Renaissance, which changed Europe massively once more and owed a lot to the competing states trying to outspend each other on glorious art and architecture. Unification and independence movements throughout Italy developed ever stronger voices in the 19th century after Napoleon created the short-lived Kingdom of Italy. A war between Austria and France in 1859 allowed several small states to merge with Piedmont; a tipping point had been reached and the Kingdom of Italy was formed in 1861, growing by 1870- when the Papal States joined- to cover almost all of what we now call Italy. Mussolini and Modern Italy The Kingdom of Italy was subverted when Mussolini took power as a fascist dictator, and although he was initially skeptical of German dictator Adolf Hitler, Mussolini took Italy into World War II rather than risk losing out on what he perceived as a land grab. That choice caused his downfall. Modern Italy is now a democratic republic and has been since the modern constitution came into effect in 1948. This followed a referendum in 1946, which voted to abolish the previous monarchy by 12.7 million to 10.7 million votes. Key Rulers Julius Caesar c. 100 BCE–44 BCE A great general and statesman, Julius Caesar won a civil war to become both sole ruler of the extensive Roman domains and dictator for life, setting in motion a process of transformation that led to the creation of the Roman Empire. He was assassinated by enemies and is arguably the most famous ancient Roman. Giuseppe Garibaldi 1807–1882 After exile in South America, forced upon him because of his role in an attempted republican revolution, Guiseppi Garibaldi commanded forces in several Italian conflicts of the 19th century. He played an important role in Italian unification when he and his volunteer army of â€Å"Redshirts† captured Sicily and Naples and allowed them to join the Kingdom of Italy. Although Garibaldi fell out with the new king, in 1862, he was offered a command in the U.S. Civil War by President Abraham Lincoln. That never occurred because Lincoln wouldnt agree to abolish slavery at that early date. Benito Mussolini 1883–1945 Mussolini became the youngest-ever prime minister of Italy in 1922, using his fascist organization of â€Å"Blackshirts† to propel him to power. He transformed the office into a dictatorship and allied with Hitler’s Germany, but was forced to flee when World War II turned Italy against him. He was captured and executed.

The Simple 10-Step Guide to Character Development

The Simple 10-Step Guide to Character Development The Ultimate Guide to Character Development: 10 Steps to Creating Memorable Heroes You’ve settled on the idea for your novel. You’ve narrowed it to a sentence or two, and you’re ready to tackle what seems an insurmountable task- breathing life into your lead character. If you’re an Outliner (one who outlines your novel first), it’s time for character development, an endeavor not for wimps. Spellbinding stories feature believable characters who feel knowable. Yes, even if your genre is Fantasy or Allegory or Futuristic. Your character may even be a superhero, but he* must be real and knowable within your premise. [*I use male pronouns inclusively here to represent both genders only to avoid the awkward repetition of he/she or him/her, fully recognizing that many lead characters are female and so are a majority of readers.] I’d love to impart some gem that would magically make you an expert at character development. But, sorry, no shortcuts. This is as hard as it sounds. Fail at this task, and it shows. You cheat your readers when your lead character doesn’t develop and grow. No growth, no character arc. No character arc, fewer satisfied readers. What About Us Pantsers? Our name comes from the fact that we write by the seat of our pants. No outlines for us. We write by process of discovery. As Stephen King advises, â€Å"Put interesting characters in difficult situations and write to find out what happens.† I identify as a Pantser, so I’m sympathetic if you can’t imagine creating a character and giving him a personal history before starting to write. My characters introduce themselves to me and reveal their histories as the story unfolds. To a new writer or an Outliner, it may sound exciting and dangerous to wade into a story counting on characters to emerge and take over. Believe me, it’s both. Frankly, Outliners have some advantages over Pantsers here. They know a lot about their lead characters before they start writing. Fellow Pantsers, don’t ignore or discount this training. We must start with some idea who’s populating our stories. And when we get stuck, there’s no shame in going back and engaging in this exercise. Regardless which kind of a writer you are, character development- character arc- can make or break your novel. Consider some of literature’s most memorable characters- Jane Eyre, Scarlett O’Hara, Atticus Finch, Ebenezer Scrooge, Huckleberry Finn, Katniss Everdeen, Harry Potter. Can you name the novels they come from and what they have in common? Larger than life, they’re also universally humanThey see courage not as lack of fear but rather the ability to act in the face of fearThey learn from failure and rise to great moral victories Compelling characters like these make the difference between a memorable novel and a forgettable one. So, what are the keys to making a character unforgettable? Want to save this 10-step guide to read, save, or print whenever you wish? Click here. Character Development in 10 Steps Introduce him early, by nameGive readers a look at himGive him a backstoryMake sure hes human, vulnerable, and flawedBut also give him classic, heroic qualitiesEmphasize his inner life as well as his surface problemsDraw upon your own experience in Character DevelopmentKeep Character Arc in mind throughoutShow, dont tellDont skimp on research Step 1. Introduce him early, by name The biggest mistake new writers make is introducing their main character too late. As a rule he should be the first person on stage and the reader should be able to associate his name with how they see him. Naming your character can be almost as stressful as naming a newborn. You want something interesting and memorable, but not quirky or outrageous. Leave Blaze Starr and Goodnight Robicheaux to the melodramas. (Actually, I wish I’d thought of Goodnight Robicheaux; Ethan Hawke plays him in The Magnificent Seven.) Allegories call for telling names like Prudence and Truth and Pride, but modern ones should be more subtle. I wrote a Christmas parable where the main character was Tom Douten (get it? Doubting Thomas), and his fiancee was Noella (Christmasy, a believer in Santa) Wright (Miss Right). For standard novels, typical names are forgettable. Ethnicity is important. You shouldn’t have a Greek named Bubba Jackson. Your goal is to connect reader and character, so the name should reflect his heritage and perhaps even hint at his personality. In The Green Mile, Stephen King named a weak, cowardly character Percy Wetmore. Naturally, we treat heroes with more respect. Give naming the time it needs. Search online for baby names of both sexes, and most lists will categorize these by ethnicity. Be sure the name is historically and geographically accurate. You wouldn’t have characters named Jaxon and Brandi, for instance, in a story set in Elizabethan England. I often refer to World Almanacs to find names for foreign characters. I’ll pair the first name of a current government leader in that country with the last name of one of their historical figures (but not one so famous that the reader wonders if he’s related, like Franà §ois Bonaparte). Step 2. Give readers a look at him You want a clear picture of your character in your mind’s eye, but don’t make the mistake of forcing your reader to see him exactly the way you do. Sure, height, hair and eye color, and physicality (athletic or not) are important. But does it really matter whether your reader visualizes your blonde heroine as Gwyneth Paltrow or Charlize Theron? Or your dark-haired hero as George Clooney or Ben Affleck? As I teach regarding descriptions of the sky and the weather and settings, it’s important that your description of your main character is not rendered as a separate element. Rather, layer in what he looks like through dialogue and during the action. Hint at just enough to trigger the theater of the reader’s mind so he forms his own mental image. Thousands of readers might have thousands of slightly varied images of the character, which is all right, provided you’ve given him enough information to know whether your hero is big or small, attractive or not, and athletic or not. Whether you’re an Outliner (in essence interviewing your character as if he were sitting right in front of you) or a Pantser (getting to know him as he reveals himself to you), the more you know about him, the better you will tell your story. How old is he?What is his nationality?Does he have scars? Piercings? Tattoos? Physical imperfections? Deformities?What does his voice sound like? Does he have an accent? Readers often have trouble differentiating one character from another, so if you can give him a tag, in the form of a unique gesture or mannerism, that helps set him apart. You won’t come close to using all of the information you know about him, but the more you know, the more plot ideas will occur to you. The better acquainted you are with your character, the better your readers will come to know him and care. Step 3. Give him a backstory Backstory is everything that’s happened before Chapter 1. Dig deep. What has shaped your character into the person he is today? Things you should know, whether you include them in your novel or not: When, where, and to whom he was bornBrothers and sisters, their names and agesWhere he attended high school, college, and graduate schoolPolitical affiliationOccupationIncomeGoalsSkills and talentsSpiritual lifeFriendsBest friendWhether he’s single, dating, or marriedWorldviewPersonality typeAnger triggersJoys, pleasuresFearAnd anything else relevant to your story Step 4. Make sure he’s human, vulnerable, and flawed Want to save this 10-step guide to read, save, or print whenever you wish? Click here. Even superheroes have flaws and weaknesses. For Superman, there’s Kryptonite. For swashbucklers like Indiana Jones, there are snakes. A lead character without human qualities is impossible to identify with. But make sure his flaws aren’t deal breakers. They should be forgivable, understandable, identifiable. Be careful not to make your hero irredeemable – for instance, a wimp, a scaredy cat, a slob, a dunce, or a doofus (like a cop who forgets his gun or his ammunition). You want a character with whom your reader can relate, and to do that, he needs to be vulnerable. Create events that subtly exhibit strength of character and spirit. For example, does your character show respect to a waitress and recognize her by name? Would he treat a cashier the same way he treats his broker? If he’s running late, but witnesses an emergency, does he stop and help? These are called pet-the-dog moments, where an otherwise bigger-than-life personality does something out of character- something that might be considered beneath him. Readers remember such poignant episodes, and they make the key moments even more dramatic. It was George Bailey’s sacrificing his travel-the-world dreams to take over the lowly savings and loan that made his standing up to the villainous Mr. Potter so heroic in the classic movie It’s a Wonderful Life. Want to turn your Jimmy Stewart into a George Bailey? Make him real. Give him a pet-the-dog moment. Step 5. But also give him classic, heroic qualities While striving to make your main character real and human, be sure to also make him heroic or implant within him at least the potential to be heroic. In the end, after he has learned all the lessons he needs to from his failures to get out of the terrible trouble you plunged him into, he must rise to the occasion and score a great moral victory. He can have a weakness for chocolates or a fear of snakes, but he must show up and face the music when the time comes. A well-developed character should be extraordinary, but relatable. Never allow your protagonist to be the victim. It is certainly okay to allow him to face obstacles and challenges, but never portray him as a wimp or a coward. Give your character qualities that captivate and compel the reader to continue. For example: a character with a humble upbringing (an underdog) rises to the occasion a character with a hidden strength or ability subtly reveals it early in the story and later uses it in an unusual or extraordinary way Make him heroic, and you’ll make him unforgettable. Step 6. Emphasize his inner life as well as his surface problems What physically happens in the novel is one thing. Your hero needs trouble, a problem, a quest, a challenge, something that drives the story. But just as important is your character’s primary internal conflict. This will determine his inner dialogue. Growing internally will usually contribute more to your Character Arc than the surface story. Ask yourself: What keeps him awake at night?What is his blind spot?What are his secrets?What embarrasses him?What passion drives him?   Mix and match details from people you know – and yourself – to create both the inner and outer person. When he faces a life or death situation, you’ll know how he should respond. Step 7. Draw upon your own experience in Character Development The fun of being a novelist is getting to embody the characters we write about. I can be a young girl, an old man, a boy, a father, a grandmother, another race, a villain, of a different political or spiritual persuasion, etc. The list goes on and the possibilities are endless. The best way to develop a character is to, in essence, become that character. Imagine yourself in every situation he finds himself, facing every dilemma, answering every question- how would you react if you were your character? If your character finds himself in mortal danger, imagine yourself in that predicament. Maybe you’ve never experienced such a thing, but you can conjure it in your mind. Think back to the last time you felt in danger, multiply that by a thousand, and become your character. What ran through your mind when you believed you were home alone and heard footsteps across the floor above? Have you had a child suddenly go missing in a busy store? Have you ever had to muster the courage to finally speak your mind and set somebody straight? There’s nothing like personal experience to help you develop characters. Step 8. Keep Character Arc in mind throughout Whatever message you’re trying to convey through your story, it must result in a transformation in the life of your character. A well-written novel that follows a Classic Story Structure plunges its main character into terrible trouble quickly, turns up the heat, and fosters change and growth in the character from the beginning. That’s the very definition of Character Arc. Remember, as I covered above, a perfect character isn’t relatable or believable. But every reader can relate to a flawed character who faces obstacles that force him to change. How does your character respond to challenges? Does he learn from them or face the same obstacle repeatedly because he fails to recognize his mistakes? Every scene should somehow contribute your to hero’s Character Arc. Step 9. Show, don’t tell You’ve heard this one before, and you’ll hear it again. If there’s one Cardinal Rule of fiction, this is it. It also applies to character development. Give your readers credit by trusting them to deduce character qualities by what they see in your scenes and hear in your dialogue. If you have to tell about your character in narrative summary, you’ve failed your reader. Your reader has a mind, an imagination. Using it is part of the joy of reading. As the life of your character unfolds, show who your character is through what he says, his body language, his thoughts, and what he does. Would rather be told: Fritz was one of those friendly, gregarious types who treated everyone the same, from the powerful to the lowly. Or be shown this: â€Å"How’s that grandson doing, Marci?† Fritz asked the elevator operator. â€Å"James, right?† â€Å"Jimmy’s doin’ great, thanks. Came home from the hospital yesterday.† â€Å"Vacation was the tonic, Bud,† Fritz told the doorman. â€Å"You’re tanned as a movie star.† As he settled into the backseat of the car, Fritz said, â€Å"Tell me your name and how long you’ve been driving Uber†¦Ã¢â‚¬  Show and you won’t have to tell. For more on this, see my blog post:Showing vs. Telling: What You Need to Know. Step 10. Don’t skimp on research Resist the temptation to write about something you haven’t experienced before conducting thorough research. Imagination can take you only so far. But you can bet the first time you guess at something, astute readers will call you on it. For instance, I can imagine myself as a woman. I had a mother, I have a wife, I have daughters-in-law and granddaughters, a female assistant, women colleagues. So I can guess at their feelings and emotions, but I’ll always be handicapped by the simple fact that I’m not a woman. I recently ran into an old friend who told me she was homeless. I mentioned to some women friends that I doubted her because she looked put together, as if she’d been to the beauty shop. I said, â€Å"If you were living in your car, would you spend money on getting your hair and nails done?† Naturally that’s the last thing a man would think about. But women in my orbit said, sure, they could see it. Camouflaging your predicament and maintaining a modicum of self-respect would be worth skipping a few meals. Say you’re writing about what you’d feel if you lost a child. I hope you would only be guessing about such a horror, but to write about it with credibility takes thorough research. You’d have to interview someone who has endured such a tragedy and has had the time to be able to talk about it. Is your character a teacher? A police officer? A CEO? Or the member of another profession with which you have no personal experience? Spend time in a classroom, interview a teacher, arrange a ride-along with a cop, interview a CEO. Don’t base your hero on images from movies and TV shows. The last thing you want is a stereotype readers cannot identify with and whom some would see through instantly. You’ll find that most people love talking about their lives and professions. The #1 Mistake Writers Make When Developing Characters Making a hero perfect. What reader can identify with perfect? Potentially heroic, yes. Honorable, sure. With a bent toward doing the right thing, yes! But perfect, no. In the end your hero will likely rise to the occasion and win against all odds. But he has to grow into that from a stance of reality, humanity. Render a lead character your reader can identify with, and in your ending he’ll see himself with the same potential. That way your Character Arc becomes also a Reader Arc. You can do this. Develop a character who feels real, and he could become unforgettable. Want to save this 10-step guide to read, save, or print whenever you wish? Click here. Questions about character development? Ask me in the comments below.

The causes of a societal problem in the Bay Area of California Essay

The causes of a societal problem in the Bay Area of California - Essay Example This area has reputable traits for its beautiful scenery, independent political styles, and entrepreneurship. However, as much as this area performs among the best economically the cost of living in this region is relatively high. For instance, social issues bombard this vast region like any other growing society. In this regard, this paper will dwell on the causes of the societal issue that the bay region experiences that opposes its success. Housing and settlement problems (Social issue) Over the years, the number of homeless families in the Bay area has been on the increase (Miles & Tim 150). The high cost of housing has seen many families wait in line for them to acquire temporary shelters and homes. Some of the families spend cold night in streets and parks, as they have nowhere permanent that they can call home. The security risks that these families subject themselves are high as they living in the streets are not safe for anyone except the gangs. Figuratively speaking, the nu mber of families in the shelter waiting list is about two hundred and sixty four families. A notable number of these families have no past record of being homeless but the recent global recession made a turn on their lives. The effects of the global recession to the housing sector in the Bay area (Financial issues) During this period, the cost of housing and mortgages went up as the government of the United State tried to curb the real estate bubble (Jones and Perry 110). According to Kiplinger magazine publication (78), the values of property in this period went high especially to those who had mortgage payments. Subsequently, the mortgage rates were high and many people in the Bay region could not keep up with their mortgage payments. Essentially, this led to foreclosure by banking institutions to curb the deficiency. During this period, many lost their jobs leaving them without any source of livelihood. In short, when the crisis began these families did not have anything to cushi on them. On the other hand, the low-income earners who cannot afford to be homeowners have felt the pinch as part of their income pays rent. In essence, there is no affordable housing in this region. Over the past years, concentration has been on infrastructural development hence sidelining housing projects and developments. This becomes a societal crisis as the low earning families risk entering the homeless families’ shelters. On the contrary, those adversely affected by the homelessness crisis is single adults rather than those in families. This is because the political ensure that they shelter the homeless families to evade political heat. They also use this situation as a campaign tool to woe votes from the public and trample over their opponents (Dyble 267). Poverty levels and starvation due to racial factors (Financial issues) Another societal issue that the Bay region is in a constant battle with is the need to provide food assistance and poverty (Goldsmith & Blakely 15). A bigger part of the Californian population lives under the federally set poverty line per annum. Children are the worst hit with the Oakland region within the same region leading with the largest number of children living relatively below the poverty line. Ironically, the racial difference is the factor that propels the poverty levels. For instance, the poverty levels were high within the African Americans as compared to their American

Question for analysis 4 Assignment Example | Topics and Well Written Essays - 250 words

Question for analysis 4 - Assignment Example The move also follows the directive given concerning the full exploitation of internet to broaden the scope of sourcing reference materials. The limits include inaccurate or biased sources of Information. Not all the information available via the internet are credible, the user must be able to select the right kind of information. Some of the available information consists of other people’s thoughts and views are bound to have errors occasionally. Information Overload when users go through a bunch of many information sources, and they still locate the most appropriate ones The lecturers should recommend a number of credible, relevant and resourceful sites to avert such problems (Folk and Shawn 161). The second alternative will be to filter certain computer sites that can draw away the students’ keenness. There is minimal time required for sourcing information hence reduces time wastage. In addition, the information acquired will be credible and accurate, as the lecturers would recommend only relevant sources. Acquisition of bias information still exists on the end users side. The process promotes laxity in learning at the expense of critical thinking. The students should make it a routine to allow them make presentations in class to promote critical thinking about subject matters eliminating overreliance on internet

The Watergate Scandal Research Paper Example | Topics and Well Written Essays - 3750 words

The Watergate Scandal - Research Paper Example President Richard Nixon took further steps by forming the ‘White House Plumbers’ to help keep such intentions as hidden as possible. Members of the organization were high-ranking government officials. Some were even members of the Central Intelligence Agency (CIA) and had specific knowledge and abilities that enabled them to carry out their part in the burglary. This scheme was morally wrong for it was a deceitful attempt to re-elect the president. Nixon, by being involved in this scandal, violated his oath. The moral integrity of the CREEP members was already suspect based on their political behavior before the Watergate. Washington, D.C. police had taken into custody five men headed by James W. McCord Jr. on the 17th of June 1972. The five, captured with electronic surveillance equipment, had tried to install listening devices in the Democratic headquarters to find out Democratic campaign preparations (Friedman & Levantrosser 98). The men were discovered to be affiliated to the Republic Committee to Re-Elect the President (CREEP). Papers kept by these men also involved White House advisor E. Howard Hunt and CREEP assistant G. Gordon Liddy. President Nixon openly disproved any allegation that he was involved â€Å"in this very bizarre incident† (Barden 19). The Washington court charged the seven men with eavesdropping, burglary, and conspiracy. Judge John Sirica, the one who presided over the case, believes that other high-ranking government officials were informed of the break-in and the efforts to keep it hidden. Nixon revealed in April 1973 that â€Å"there had been an effort to conceal th e facts,† (Barden 19) and held his personnel responsible. He denied any knowledge of the scheme. Meanwhile, while in prison, McCord revealed that he and the others had been forced by high-ranking Republican Party officers to keep their

Liberty in Education Historical Analysis

Liberty in Education Historical Analysis Sepideh Pourmanzourinejad Introduction The curriculum in American higher education has always been under debate and reform since the beginning. Prescribed curriculum in which the students had to study certain pre-defined courses was the basis of colonial colleges for many years. Later, the emergence of elective system proposed by Charles Eliot became a creative educational development in higher education in the U.S, and broadly substituted the old prescribed curriculum. Liberty in Education written by Eliot, in defense of elective system, is one of the most important historical documents in the history of American higher education. This report provides a brief analysis of the document by focusing on different aspects and putting it in its historical context to get to a better understanding of its significance. Date, origin and the author of the document Liberty in Education is a historical document originally written by Charles William Eliot in 1885. Eliot was a highly successful leader in the field of higher education. He was the president of Harvard University for forty years (1869-1909). His significant talents and experience both as a teacher and administrator as well as his observations of European universities provided him with insights toward proposing an effective elective system instead of a classical curriculum. He originally outlined the idea of elective system in an 1885 speech. In fact, it was a debate with McCosh, president of Princeton, on the topic of curriculum. Later, he published it in a book named Educational reform: Essays and addresses (Eliot ,1898). However, the copy that we have at hand is a reprint of the primary source in a book which collected a series of primaries; The History of Higher Education: second edition, edited by Lester Goodchild and Harold Wechsler (1997). Summary of the document Charles Eliot proposed the concept of elective system and found it an inevitable step in transforming a college into a university. In colonial colleges, a uniform prescribed curriculum was offered which finally gave the same degree to all of the students. Eliot argued against this classical curriculum as providing superficial and elementary knowledge and maintained that three things should be added to a college to make it a successful university in which the students can flourish the most: Election of studies: Due to the natural differences in human minds and bodies, each student should have the freedom to choose his own courses of studies based on his individual interests, natural inclinations and intellectual capacities. According to Eliots observations and experience, the best age to start giving the students liberty in education is eighteen. Academic distinction in special lines of studies: The university must provide the students with opportunities to win distinction in special subjects and also offer honors through an effective elective system. This can lead to advanced instruction and creates enthusiasm both in instructors and students. Promote a sense of self-governing instead of imposing strict prohibitive disciplines on the students: A universitys moral purpose should be to teach students to self-control through a sense of personal freedom. Context Eliot took office at Harvard University in 1869, which was a favorable time to transformation and reform as the Civil War was a real catastrophe in American life. On the other hand, the cumulative industrialization in the United States after the Civil War required the American college to solve the problem of preparing students to become engineers, physicians, businessmen, chemists, and administrators. Many insightful Americans realized that the old-style American college required basic modernization with a quite different curriculum. Consequently, Eliot responded to the needs of the people and the demands of the society and introduced elective system to the higher education. The immediate and the historical significance During the time of Eliots presidency, Harvard became one of the greatest universities of the world under the elective system and it finally surpassed well-known universities such as Johns Hopkins in the field of graduate work. The elective principle helped transform the American college into university and moved the student-professor relationship from an adversarial to a collaborative learning one (Rudolph, 1962). A major historical impact of the elective system was the formation of new curricular expansions in the twentieth century. It inspired the innovation of majors, tutorials, honors, independent study, general education, field studies and comprehensive exams. Furthermore, it resulted in a considerable amount of knowledge advancement as it established opportunities for both students and professors to delve in their interests in greater depth. Language and tone The document is a kind of argumentative writing and the author has a defensive and persuasive attitude toward the work as he tries to defend the advantages of the elective system over a classical curriculum and aims to convince the audience to believe in that. It is written in a language that is clear enough to comprehend. Eliot avoided using complicated specialized words which need to be defined. He proposed the principle in a totally confident and purposeful tone by providing reasons for his claims. Publisher or sponsor and alterations The document does not seem to reflect any publisher or sponsors point of view as it only reflects Eliots point of view regarding the necessity to shift toward an elective system. The current document does not contain any alterations or editions since it is a reprint of the original source. Missing information and triangulation The document does not include any information regarding regulations for the freedom in choices of studies. Here is a list of some other resources which can help the reader make a more comprehensive sense of the existing document: Carpenter, H. C. (1951). Emerson, Eliot, and the elective system. New England Quarterly, 13-34. Denham, T. J. (2002). A Historical Review of Curriculum in American Higher Education: 1636-1900. Denham, T. J. (2002). The Elective System or Prescribed Curriculum: The Controversy in American Higher Education. Eliot, C. W. (1898). Liberty in education. Educational reform: Essays and addresses, 125-48. Eliot, C. W. (1907). Academic freedom. Science, 1-12. Phillips, D. E. (1901). The elective system in American education. The Pedagogical Seminary, 8(2), 206-230. Conclusion The development of elective system has been such an important event in the history of American higher education that facilitated the transformation of the college into university. It shaped a new form of studies to the students and attracted a lot of attention in the past and even in todays educational world. The analysis of the document and the historical research about that reveal a true significance made by Eliots elective system. However, there still exist debates and discussions over the supremacy of prescribed curriculum or elective system which continue to create new horizons. References Eliot, C. W. (1898). Liberty in education. Educational reform: Essays and addresses, 125-48. Goodchild, L. F., Wechsler, H. S. (1997). The History of Higher Education. ASHE Reader Series. Pearson Custom Publishing, 200 Old Tappan Rd., Old Tappan, NJ 07675. Rudolph, F. (1962). The American college and university: A history. University of Georgia Press.

Racism in Cry, the Beloved Country by Alan Paton :: Cry, The Beloved Country Essays

Is Alan Paton racist in his portrayal of the natives? Yes, Alan Paton is racist in his portrayal of the natives as evidenced by the text below: Part I Page 10 Then she and put her head on it, with the patient suffering of black women, with suffering of oxen, with suffering of any that are mute. Pg 13, already full of the humbler people of his race., some with strange assortments of european garments. Pg 22 White Johannesburg was afraid of black crime. OLD COUPLE ROBBED AND BEATEWN IN LONELY HOUSE - FOUR NATIVES ARRESTED. Pg. 35 Who is nothing but a white man's dog. Pg. 44-45 These things are so bad, said Msimangu... it is true that they are often bad women, but hta is theone crime we dare not speak of. Pg. 58 God have mercy upon us, Christ have mercy upon us. White man have mercy upon us. Pg. 59 The white men come to Shanty town. They come and wonder what they can do, there are so many of us. What will the poor devils do in the rain? Pg. 72 Murder in ParkwoldASSAILENT THOUGHT TO BE NATIVES. Pg. 75 I say we shall always have native crime **** until the native people of this counrty have worthy purposes to inspire and worthy goals to work for. Pg. 77 We went to Zoo lake dear. But its quite impossible. I really don't see why they can't have separate days for natives. Where can these poor creatues go? Pg. 78-79 and others say there is a danger for better paid laor will not , but will also read more, think more, ask more, and will not be content to be forever voiceless and inferior. Pg. 79 Who knows how we shall fashion such a land? We fear not only the loss of our possessions , but the loss of our whiteness. Pg. 86 Soe he introduced Kumalo to the European Superintendent, who called him Mr. Kumalo Pg. 123 He loooked l ike a man used to great matters, much greater htan the case of a black boy Part II Pg. 150 God knows what's comign to the country, I don't. I'm not a nigger hater...Pg. 154 The truth is that our christian ...he created white and black, and gives divine approval to any human that is deisnged to keep black men from advancement. Pg. 158 but at the door of the People, which means at the door of the white people. Pg.

Critical Essay on “Annals of Labor Nobodies”

John Bowe’s â€Å"Annals of Labor Nobodies† is a very ugly article describing the virtual slavery of agricultural workers. Reminiscent of public attitude toward and awareness of domestic abuse and pedophilia in most of the Twentieth Century, modern slavery is buried deep in a cesspool of ignorance, apathy and denial. Those at the â€Å"top of the heap† are protected by â€Å"buffer layers† and deniability. Fear and brutality are tools employed to maintain the silence. Resources and alternatives for victims are scarce or nonexistent. These are among the themes presented by Boles in his review of dirty secret of one of America’s largest industries, fresh produce production; while he presents a little hope, the situation will continue to exist. South Florida is one of the nation’s greatest citrus and tomato production areas and â€Å"ground zero for modern slavery† (Bowe, 3). Bowe describes the plight of the undocumented Mexican and Central American workers from the time of departure from their homes to their arrival in South Florida. It is a story of an â€Å"opportunity† to terrific homeland poverty which can be worse than what they left. Workers are conned and exploited throughout their journey, paying exorbitant sums to every one in the vicious chain. They are so impoverished and terrified that slave labor is their only option. As a Border Patrol agent remarked â€Å"They’re controllable. There’s no escape† (s). There has been a great deal of consolidation of the produce farms as well as their huge customers. There are many familiar names in the food chain: ConAgra, Cargill, Tropicana, Minute Maid, Coke, Pepsi and Taco Bell. All claim a â€Å"hands off† to the issue of slave labor picking their tomatoes and oranges. The industry has long enjoyed special status exempting it from many labor laws, including overtime pay, workers’ compensation and the right to organize. Unfortunately although the price of the produce may increase, the price of labor decreases due to the large pool of workers coming from Mexico and Central America. In 2000 the Trafficking Victims Act was made into law; unfortunately the usual congressional deal-making resulted in exempting everyone except the labor contractors from fines and imprisonment. The cases are difficult to make. Victims and witnesses are too terrified to testify. Even if they were willing and able to testify their migratory work patterns make them difficult to find. As usual the blanket of â€Å"limited resources† in law enforcement as well as state and federal prosecution offices is used but not believed. Paraphrasing one anonymous laborer, they and their plight is virtually invisible to the outside world. Slow change is coming about and with it a shred of hope for those enslaved. Legal and social service agencies are starting to reach this dark world, and loose coalitions of workers are growing. According to one former tomato picker â€Å"change won’t come from Washington or from the lawyers. It will come from people in the field. If you change people’s consciousness, the people themselves will take care of it† (6).   He is right, of course, and the hope is if change won’t come from Washington and the lawyers, at least they will be an ally and not an impediment. After the sentencing of convicted human traffickers the federal trial judge mentioned to the U.S. Attorneys prosecuting the case that they should not exhaust the â€Å"limited resources† prosecuting low-level thugs and enforcers. The judge, likely mindful of the powerful federal conspiracy laws, stated â€Å"others at a higher level of the fruit picking industry seem complicit in one way or another with how these activities occur† (11). References Bowe, John. â€Å"Annals of Labor Nobodies†. April 21, 2003.      

Movie The Graduate

Movie The Graduate Introduction It is necessary for filmmakers to use the best tools and ideas in order to make their works spectacular. A good work of art such as a film should have a proper theme, clear message, and at the same time entertain the audience. The film â€Å"The Graduate† by Mike Nichols narrates the story of a young man who has just completed college.Advertising We will write a custom essay sample on Movie The Graduate specifically for you for only $16.05 $11/page Learn More At the age of 20, the protagonist realizes that everything is complex and hard than he had thought earlier. This essay therefore explains how the film â€Å"The Graduate† utilizes the best aspects of art and design to present useful insights that can help young individuals have a better life. The film achieves this using the best editing, â€Å"mise-en-scene†, photography, shots, and storyline. Analysis of the Film â€Å"The Graduate† Summary of the Movie Mike Ni chols is the director of the film â€Å"The Graduate†. The 1967 film is based on a novel written by Charles Webb in 1963. The name of the novel is also â€Å"The Graduate†. The actor in the film is Benjamin Braddock, a recent graduate who lacks a clear understanding of life. As a graduate without any aim in life, Braddock decides to befriend an older woman by the name Mrs. Robinson. It is also notable from the film that Mrs. Robinson is married and has a daughter be the name Elaine. Benjamin Braddock eventually falls in love with Elaine, Robinson’s daughter. From an historical perspective, it is agreeable that the film plays a significant role towards boosting the position of folk-rock in the American society. Produced in the 1960s, the film explores most of the issues that affected the society during the time. Historians and researchers have argued that the film presents a major cultural and historical value to the American people. It adds a sense of beauty to American art and film culture. The use of various technical aspects of film production has made it a spectacular piece of art. For instance, the producers used the best mise-en-scene, close-shots, long shots, sound track, and editing to present quality scenes to the audience. This has made it easier to deliver the targeted message to the audience. Lawrence Turman and Joseph Levine produced the film in 1967. The producers managed to present various themes that can educate different members in the society. The first theme in the film is the idea of â€Å"coming of age†. In the film, Benjamin and Elaine are two youngsters who are unable to make the best decisions in order to address the issues affecting them. This explains why Benjamin encounters various challenges and obstacles because he is â€Å"indecisive† and incapable of coming up with the best solutions.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The theme of â€Å"rebellion† is also evident in this film by Mike Nichols. The film presents a â€Å"radical mood† whereby Benjamin rebels against many things and ideas in the society. For instance, he appears to ridicule the existing social norms. This occurs when he befriends Mrs. Robinson after finishing school. He also rebels against the social ideas in the society. As well, the movie demonstrates a strong sense of opposition. This is the case because Benjamin rebels against the ideas of the older generation, social conventions, and the upper class in the society. The theme of â€Å"infidelity† is also evident in the film. This occurs when Mrs. Robinson decides to befriend Benjamin while knowing she was already married to Mr. Robinson. Benjamin goes further to date Elaine without considering the issues and consequences that might arise from the decision. Although the audience is aware of Benjamin’s thoughts and idea s, it becomes evident that he continues to befriend Elaine in an attempt to achieve his dreams. Benjamin also realizes how the relationship might be horrible. This explains why such kind of indulgence by Benjamin is the most scandalous event in ‘The Graduate†. Personal Views The film by Mike Nichols is definitely one of the best works of art ever produced. The film presents a wide range of ideas and concepts that can help individuals live a better life. There are certain factors that make the movie admirable. To begin with, the producers have used the best strategies in order to make the film appealing to the audience. The film embraces the idea of cast combination in order to make it entertaining. The timing of the film is â€Å"perfect† because it explores the issues that affected the American society in the 1960s. This explains why the film captures the â€Å"true spirit† of its era. The other reason why this film is admirable is that it relates closely with its time of production. This explains why many people would consider the film as culturally and aesthetically momentous. As well, the film goes further to present some critical themes and lessons that can help the viewers address most of their problems.Advertising We will write a custom essay sample on Movie The Graduate specifically for you for only $16.05 $11/page Learn More The film explains how young individuals can address most of their issues arising from indecisiveness. The film is also a classical work of art. It is admirable because it employs all aspects of film production such as â€Å"editing, mise-en-scene, and close-shots†. I would also say that most of the parts in the film are attractive. For example, the film begins with Benjamin who has graduated from college. His parents and friends are interested in Benjamin’s plans for either a career or joining school for further studies. The unfolding story reveals most of the chall enges facing many people at this age. The director has made the best decisions to make the film successful and entertaining to the targeted audience. The film conforms to the â€Å"Classical Hollywood Narrative† style for film production. Movies that use the style tell a story in a â€Å"chronological order†. The style follows a â€Å"cause-and-effect† approach. By so doing, the producers have used a principle known as â€Å"continuity editing†. The approach requires that the editing and sounds are â€Å"invisible† to the audience. That being the case, the producers gave the â€Å"desired attention† to the storyline and not to specific elements such as photography, editing, and sounds. The approach helps the producers and the editor present the best film to the targeted viewers. Conclusion The movie â€Å"The Graduate† is definitely one of the best works of art produced in the 20th century. The film narrates a story that is culturally and historically significance. The producers have used the best tools and approaches in order to come up with a classic piece of art. The film educates people to make appropriate choices in life as they work hard to pursue their dreams. It is agreeable that the film by Mike Nichols presents new ideas, themes, and lessons that can be applied in our lives. Personally, I have found the film meaningful because it combines different aspects of design and production. It also encourages people to make the best decisions and eventually overcome the challenges affecting them.

Discuss the Importance of Visual Perception Essays

Discuss the Importance of Visual Perception Essays Discuss the Importance of Visual Perception Essay Discuss the Importance of Visual Perception Essay Simply because something seems or is supposed to be a certain way due to ones societal expectations, does not mean that it always will be. Things are not always the way they appear and it takes much greater knowledge and understanding to accept people for what they are, even if it does not go along with what one learned. Keywords: Gender, male and female, hormones, environment Sexual Development Everyone possesses a gender identity, which most often matches ones anatomic appearance. Ones sexual development can be either male or female or even something In between. Is sexual development truly so Important or does It not play that significant of a role? Maybe this example will help everyone come too better conclusion about this subject. A healthy baby boy was born to very happy parents. However, about eight months into his life, something happened and his genitals were horrifically destroyed. His biggest male appearance at that age, his penis, did not exist anymore. His parents, completely disturbed by the accident, heard about a psychologist who was able to assign sex to children whose genitals were destroyed or not there for another reason. According to Culbertson (2009), If it is not created, then the child will be assigned a grammatical gender (in the Western world, all hillier must be either a boy or a girl), which may or may not match that childs social gender as It evolves over the course of childhood (Para. 14). Very often, when a parent chooses the sex for his or her own child due to the circumstances, It seems to work very well. However, prenatal hormones also Influence these factors In either working or not. Nevertheless, it did not work in this case and this boy began to live an unhappy life as a girl. Time went by and many problems occurred until she saw another psychologist. Her parents finally told her what happened and she began the transformation into a male. It seems like being a male made him happier once again and he even married and became a stepfather. However, this story does not have a successful conclusion, as David Reamer committed suicide at the age of 38 (New York Times, 2004). This tragic story shows that ones sexual development matters. It also explains that there is more than one factor that contributes to ones sexual development. Therefore, the author of this paper will try to provide a better understanding Into how gender identity and sexual development happens. The interaction between hormones and behavior will be explained and what role It plays In finding his or her own gender Intently In sexual development. As usual, It will also use the help of physiology and the environment to provide a better answer Tort ten reader. I nee autumn nope Tanat ten reader wall not only straddles a deeper knowledge about this subject but mostly that he or she will walk away with more understanding for individualism. Determination of Sexual Development Many different factors come into play determining ones final sexual development. It is very important to acknowledge that not everything that appears a certain way also will perform as such. Ones anatomy might indicate being a male or female; however, this does not mean that this is actually how a person views him or herself. Chromosomes play a very important role in developing sexual organs. Sexual chromosomes, such as XX and XX, help determine sexual differentiation. For instance, XX chromosomes will lead to the development of a female while XX chromosomes develop a male. In addition, the sexual X chromosome and non-sexual chromosomes can do more and possess the ability of developing either sexual genitals. This is why the exposure to hormones before and after one is born is so significant. Hormones are responsible for ones biological development. Therefore, it is very interesting to find out that the Y chromosome directs the glands to releases male sex hormones. Furthermore, hormones present during pregnancy will most likely affect the nervous system. It is important to acknowledge that every embryo is bisexual and has the ability to develop into a male or female until the end of the first trimester and the ability of hormones, which will the determine the kind of system, the Mlearn system or Wolfram system, one develops (Carlson, 2007). It is clear that hormones influence sexual development and help one to not only view him or her as male or female but also feel as such. For instance, hormones also influence feminine and masculine characteristics. As stated by Beer (2004), Masculine and androgynous children and adults have higher self-esteem, whereas feminine individuals often think poorly of themselves, perhaps because many of their traits are not highly valued by society'(p. 263). Children and Sexual Development One is not born knowing everything about him or herself. The way one is brought p, the environment, and different beliefs, Just to mention few, all help one come to that conclusion. Children are not born with the knowledge of what his or her anatomy and gender identity is; they learn it at a certain age. To be even more exact and according to Rather, Envied, Fischer-Rather (2008) Most children first become aware of their anatomic sex by about the age of 18 months. By 36 months, most children have acquired a firm sense of gender identity (p. 167). Therefore, ones social learning and cognitive development also affect gender identity and sexual development. Children are influenced first by their parents and then by other authorities, peers and even the media. Another very important theory that should be considered in how one comes to their gender identity is the gender schema theory. This theory knows the strong influence ones cognitive development and the environment play together. This happens by setting either masculine or feminine categories with which one can identify more. So for instance, boys play only with specific toys and girls do the same. Either gender is criticized by not following these rules or these rules are even pre-set by others. Parents buy gender specific toys and stores even categorize their sections by age and gender. These examples show how much other factors help one choose his and her gender identity and therefore influence ones sexual development (Beer, 2004, p. 63). Still, even though ones appearance normally goes along Walt ones preference, tenure are times when tins does not happen. Maybe this is one of the reasons why it takes so many to open up and let everyone know how he or she truly feels. This may also be one of the reasons why so many never say anything and hurt themselves or even end their lives. This is why it is especially important for parents and other authorities roles to avoid stereotyping and allow the possibility of acceptance even if it does not go alone with ones thinking and the social agreement. Furthermore, this can be explained by examining the behavior of intellectuals. Intellectuals gonads differ from their sexual appearance yet they are brought up by how they look. However, many express difficulty indemnifying with being either male or female. This provides the clear evidence of the interplay of biological factors and the environment contributing to ones sexual development (Rather, Envied, Fischer-Rather, 2008). However, indemnifying with either one seems to be important. Quoted by Gross: Both males and females reported that gendered expectations at home involved educational success. For females, gendered expectations at school involved being interested in fashion and boys. For males, gendered expectations at school involved being interested in girls and participating in non-academic activities like sport (Gross, 2009). Biological Psychology Biological psychology plays an important role and considers different factors when explaining what and how sexual differentiation and sexual development is determine. It acknowledges that a persons brain influences ones behavior; this behavior resembles male or female characteristics and will be categorized as such. However, biological psychology also knows that it is not so simple explaining a human and there are many other important aspects in ones life, which cause certain things to occur. Therefore, not only the brain but also, hormones, heredity, the environment, cultural upbringing, and ones choices will determine either a rotational or a non-traditional role with which one can better identify. Determination of Greater Influence As everyone differs from each other, so too differ each individuals influence. For instance, someone could have been exposed to prenatal hormones that normally would determine how one turns out to be, but then they were prone to the influences of his or her environment and turned out completely opposite. Therefore, saying which has the greater contribution is a difficult decision to make. There is evidence for both such as, being raised as a male and resembling one should surely let one now that is how they should feel. That does not happen all the time. If the answer would be so clear, then one should be able to know what causes female homosexuals to have higher levels of testosterone, as human biology or a certain lifestyle can increase the level. This is why it is, most likely, the interplay of both that contribute to this occurrence, leading to uncertainty of the main cause. Conclusion Ones looks do not indicate how one feels and certain important factors contribute to ones sexual differentiation, gender identity, and sexual development. Surely, it taters to try to find the correct answers because they may provide more understanding to human nature. So maybe one day, much clearer resolutions can be provided. However, in the mean time, one should always keep in mind that every Uninominal trees to De Nils or near Test Ana to De acknowledge Is want, In ten end, counts and makes a truly good person. One way of doing so is by making it illegal to discriminate in employment, public accommodation, credit, housing and education based on a persons sexual orientation or gender identity'( Journal of Property Management, 2007).