Experience of Life Free Essays

Have you at any point figured the amount somebody can develop and learn through the encounters? There are numerous variables in how individuals can change their character; their perspective and consistently develop more as an individual. Life is too mind boggling to even think about understanding, it is smarter to live and appreciate every day to the fullest that it is the place you finds out additional. As I would like to think, I put stock in what my mom says, â€Å"Everyone must experience their own encounters and gain from their own mistakes†. We will compose a custom exposition test on Experience of Life or then again any comparable theme just for you Request Now I for one have changed a great deal as an individual in the previous two years by various beneficial experience like my graduation in school, beginning a new position and moving to another nation. My first effect when I comprehended that my life was changing and I needed to experience new streets was my graduation day. I was with my frock and top in an enormous homeroom with in excess of a hundred understudies, all situated sitting tight for our bachelor’s certificate. After hearing my name and climbing onto the phase to get my degree was the second when I understood that I was not, at this point a youngster and I turned into a lady with a degree from preschool educator. The stun of realizing that my life was going to begin to appear as something else and I will begin another life as a grown-up and with a genuine activity outline my life. The hop from being an understudy to turning into an expert is wonderful, I am extremely pleased with my accomplishments however then again, I went into a frenzy at not realizing what was coming straightaway. I imagine that at that time was an enormous change in my life that made me develop massively. After I comprehend that my life had transformed, I began my experience of carrying on with the existence that I generally imagined, to be an educator. The hour of being a head educator had shown up. During my two years of working I was a head educator of Nursery. The experience I had during those two years was astounding; it’s extraordinary how kids transmit you harmony, bliss and that blamelessness that catches the core of everybody. Be that as it may, a portion of my greatest difficulties during my long stretches of work were managing guardians. For instance, in my first year of instructing one of my understudies father requested a meeting with the executive and me to check whether I lived up to his desires as an instructor of his little girl. From the start, I won't deny, I felt offended in light of the fact that how could a parent realizing that â€Å"El Jefferson† is probably the best school in Caracas and he needed to check whether her daughter’s instructor was professional†. That experience caused me to develop and see every circumstance and dread that guardians perhaps can feel leaving their kids in a school when they have just 3 years of age. Toward the finish of the gathering the dad apologized to me and s aluted me of my polished methodology and the way that I took the gathering. I felt glad for myself and I gave him what he needs certainty and security. Each experience has caused me to develop in various manners and I truly appreciate. Moreover, in the wake of having finished my two years of work involvement with which I appreciate without limit. I began to experience probably the greatest changes throughout my life, moving to another nation. One of my life objectives is to do an ace of Special Education, so I chose to do this ace in New York City. From the second I stepped on the United States I understood that my life was changing 360 degrees. I was leaving my family, my companions, my life in Venezuela and I was confronted with something new and extraordinary: diverse language, distinctive culture, new companions, new spot to live, and so forth. I can say this has been probably the most grounded change in my life that caused e to develop without sedation in too brief period. Today I live alone, I cook, I do my clothing and I dealt with every one of my costs. This is the first occasion when that I am living alone and having my freedom. I can thoroughly say this is a one of a kind and unimaginable experience. This open door that my folks are offering me has helped me to see how troublesome could be the life and in the event that you dream for something you need to battle for it. For instance, when I was at school or in school my mom was continually reminding me to contemplate or whatever, doesn't imply that I didn't, however it is a commonplace propensity for moms. Since I am here concentrating to begin an ace in NYC, all the obligation of schoolwork, contemplates, and so on it is absolutely on me. For anybody, this sort of life experience causes us to grow up immensely and I welcome each day in life than my folks could give me, since that is being transformed me increasingly more as an individual. Taking everything into account, it is hard to compose on paper each one of those encounters, which I have experienced and have transformed me as an individual. Every day that passes everybody live things that mark us always, here and there they are more recognizable than others. As my grandma â€Å"People learn constantly regardless of how old they are†. Instructions to refer to Experience of Life, Essay models

Documenting The Depression Essay Example For Students

Reporting The Depression Essay Reporting the Depression:The FSA picture takers and Rural PovertyThe Great Depression fell hard in the time of 1935 bringing what appeared to certain individuals the apocalypse. In any case, in truth, the Great Depression was nothing close to the apocalypse, in reality the time of 1935 was not the primary year nor was it the most recent year that numerous families had endured and went hungry because of absence of work. Families drove away from their home. Youngsters going in hunger while their guts penetrated with torment. Moms attempting frantically to keep the family together while holding the brunt of the issues because of the downturn. The spouses feeling the blame for not having a vocation and imagining that it is his shortcoming. Kids shout with absence of food and sheer weariness as the families gather their packs and head towards California in plans to look for some kind of employment and the beginning of another life. This is a painted image of what one may have saw during t he Great Depression. Notwithstanding, we need not envision what it may have been similar to. What pictures may have resembled on the grounds that we definitely know. Photography was an innovative development during the nineteenth century and in spite of the fact that very few individuals had cameras, the ones that did, didn't pass up on the chance to catch the brutal occasions of that period. In John Vachons picture taken in 1940, he shows a relinquished farmhouse in Ward County, North Dakota. Vachon likewise snaps a photo of the living quarters of a natural product pressing home for the laborers in Berrien, Michigan in 1940. The little repressions of the house could scarcely suit one individual not to mention an entire family. Dorothea Lang, another picture taker of that time shots photographs of a vagrant mother in Nipomo, California in 1936. Her face harsh and wrinkled. A look of misery and concern shows up on her worn out face while her two kids stick on to her shoulder. She add itionally snapped a photo of a Mexican transient laborers home in Imperial Valley, California in 1937. His house is only any longer than a little room. A shack made out of cardboard and what gives off an impression of being aluminum. Indeed, scarcely set for one individual not to mention a family. These conditions were nothing uncommon. Shockingly, those were the occasions during the Great Depression and the picture takers couldn't have caught them any better. The Great Depression finished in light of World War II yet the recollections and the photos during that period would not be overlooked. In 1962 a man by the name of Edward Steichen, leader of the photography division in New York for the Museum of Modern Art made a show titled, The Bitter Years, 1935-1941. Due to that display, individuals found that a few things had not changed at all since than: rustic destitution, racial segregation, and social bad form. The show helped shed new light to what truly occurred during those occas ions. For the individuals that experienced the downturn, it might have brought back recollections Dont overlook were you steamed from somebody once said and for the individuals who may never comprehend what it resembles to be detracted from all you know and compelled to live in neediness, it helped shed new light to the importance, There is no spot like home. The photos show the proof. The essences of the individuals, exhausted and scratched with stress. The youngsters loaded with earth and coarseness. The families assembled around yet without any grins. I will never know precisely how hard those occasions were for those individuals, nor will any other person who didn't live in those occasions. Yet, the photos, well they represent themselves. I was asked to answer the inquiry, What messages did these photos send to white collar class Americans who saw them yet my solitary decision is dread. I don't imagine that they felt remorseful during that timeframe on the grounds that it wasnt them. I really believe that they viewed themselves as fortunate and considered the neediness stricken to have gotten what they merit. The once-prolific farmlands of the fields and prairies were not, at this point usable because of the residue storms and the relinquishment of the ranchers. Another inquiry posed was, Why do you think these narrative photos were s o compelling in making compassion and backing for help to these ranchers? My response to that is on the grounds that they speak to reality. The photos of dedicated ladies, men and kids who had to grow up before there time. Soil put on their faces like it was make-up and garments worn out and torn like they were dolls. Physical appearance was what it gives off an impression of being even under the least favorable conditions. Hair left unwound and showers, well they were rare. The occasions were unquestionably unpleasant. However, the photos that were taken were not just of tough situations and frantic individuals; they were likewise of the individuals that benefitted from the Great Depression. Individuals like the proprietor of a general store, Bank and Cotton Gin in Wendell, North Carolina in 1939. That image was taken by Marion Post Wolcott and it shows the proprietor flawlessly squeezed wearing a dark suit and cap smoking a stogie. Arthur Rothstein snapped another photo in 1940 th at one likewise portrays a proprietor of a donkey vendor in Creedmoor, North Carolina conveniently squeezed in a dark suit just smoking a cigarette instead of a stogie. Those were the individuals who didnt care that individuals were enduring, they didnt care on the off chance that they had no home and a large portion of all, they didnt care if youngsters went hungry. They were in it for they cash. So when I take a gander at those photos and think what the American white collar class laborer around then would think, I derisively need to state that they would not mind somehow. You win a few, you lose a few. The Great Depression was a disastrous period ever. To summarize the emotions and difficult situations that individuals had endured would be almost unimaginable. Be that as it may, similar to I expressed in the past pages, the photos lie. The photos can't delete the demeanor on people groups faces or the appearance that depict. The proof is in the photos, it generally has been and i t will stay to do as such until the finish of time. Words/Pages : 1,049/24

The root of all evil

The root of all evil I get the feeling that everybody is very jittery about the multiple thousands of dollars that are flowing back and forth on paper between you and MIT, so I thought Id talk a little bit about the money situation and how Ive handled it over the past four years. Four years ago tomorrow, my family sat down around the kitchen table for a discussion. My dad had a lot of papers out, and was frantically scribbling numbers on pieces of scrap paper. Finally, he looked up and said, Well, we can pay for it if this is what you really want. My mom was glaring at me in a not-terribly-subtle fashion, because if I decided to go to Ohio State on my full scholarship, she was planning to get a pool in the backyard. So clearly I picked MIT, and I wore an MIT t-shirt to school on May 1, and my entire AP Government class cheered. And we do not at this time have a pool in our backyard. My parents havent totally gone into the hole as a result of our EFC, but my entire family has had to make some sacrifices for my education. Its totally been worth it not only have I learned a lot about science, but Ive gained a great deal of self-confidence, a killer research position, and a brilliant boyfriend. My life would not have been the same if I had let my mom have the pool. I am by nature very independent, and I didnt want to have to ask my parents for spending money on top of the money they were already paying for school. So when I got here, I began looking for a job. One of the cheerleaders, Maritza 03, mentioned at practice one day that her boss was looking for new employees, so I went with her to the LLARC (Language Learning and Resource Center) in building 16 for an interview. I worked at the LLARC 8 hours a week during freshman year, making $8.75 an hour to check out language books and tapes, keep order in the library, and do homework at the desk. It was a great job, and Im very glad I had it having a job made me shape up my time-managment skills, and I had enough money to pay for any incidental expenses I incurred. The summer after freshman year, I worked at the National Institutes of Health doing PCR and analyzing paternities in a colony of rhesus macaques. Looking back, I really did not make all that much money (yeah government employment), but I was getting my first full-time paychecks and I was giddy. My parents paid for my housing that summer at George Washington University, and I shared expenses with my roommate Rose 05 for groceries and other miscellaneous entertainment. Other than the expense of groceries, I managed to live in DC the entire summer on less than $20 a week. That is a true story. When I got back to school after being in DC all summer, I went about finding a UROP for the term. After interviewing me, Morgan asked me to join his lab, and Ive been there ever since. First term sophomore year, I worked 12 hours a week in the lab at $10 an hour. I worked in the lab 20 hours a week during IAP, and 10 hours a week during spring term. (For those of you playing along at home, this is about $4000 for the entire school year.) I worked in the lab over the summer full-time, which is approximately another $4000. I made enough that year to buy my own groceries, clothes, plane tickets home, and shiny new desktop computer. Junior year I continued working in the lab, but I realized I needed more units to double-major, so I worked both terms for credit. You cant get both money and credit for a UROP during the same amount of time, so I didnt make as much money over the course of the year. I worked full-time over IAP and summer, so I still pulled in about $6500. I still paid for my own groceries, clothes, and entertainment, and I opened a savings account for my extra money. This year, being the workaholic that I am, I started pulling in the big bucks. I started blogging in July, which earns me $10 an hour for four hours a week. I worked about 15 hours a week at my UROP during the fall, worked for credit during IAP, and am currently working between 15 and 20 hours a week this term. So far this year Ive made a little more than $5000, and I plan to earn about another $5000 over the summer before I go to graduate school. I had more expenses this year, though; it cost a lot of money to apply to graduate school (GRE general test, GRE subject test, individual program application fees, and the like), and my dad decided that, since I was making more money, I could help a little more to pay for tuition. Adam and I now buy groceries together, and we take turns taking each other out to dinner. Ive taken about half of my self-help each year in loans, so I have about $10,000 in federal Perkins loans in my name at the moment. Next Thursday, Ill be going to my loan exit interview, at which I assume the financial aid people will tell me how to consolidate those loans and when to start paying them back. I know that Ill get an extension on my grace period, since Ill still be a full-time student next year, but I plan to start paying them off as soon as possible I have enough in my bank account right now to almost cover the loans, and my stipend next year will be about $28,000. Might as well get those loans paid off sooner rather than later. So clearly Ive survived and managed to buy my own food, a shiny new computer, and shop for inordinate amounts of clothing on my salary as a part-time student worker. I even have an amount in the high four digits in my savings account. And the best part is that when I finish graduate school, Ill be debt-free! Questions! 1. Steve asked, Hi Mollie, how do you conquer those open-book or open-notes exams? how do you make A or B in those classes? Those questions seem impossible even to the authors of your textbooks! Well, as Mikey commented, youre not going into these exams cold you have a strong base of knowledge to start reasoning from. Another important thing to remember is that the exam is almost certainly graded on a curve, so if you have as much understanding as the average member of the class, youll get a B. (I should also note, with some degree of amusement, that in the case of the example I gave, the answer was almost certainly known by the author of the textbook, considering that the author of the textbook, Harvey Lodish, is also the professor of the class and the writer of the test. :D) I like those reasoning sorts of tests way better than multiple-choice you certainly have much more opportunity for partial credit, and sometimes you even learn things in the course of taking the tests! Mikeys full comment, for anybody who missed it: Steven I think that question just sounds really hard because there are a lot of specific terms (CED-3, CED-4, ced-9, egl-1, C. elegans), but remember its open-note/open-book, and so usually those specific terms (or terms similar to it) and/or related systems/processes have already been talked about. So youd flip to lecture 5 of your notes, quickly remember topics covered about egl-1 and its function in programmed cell death, and then apply your problem solving skills to come up with a viable experiment. or perhaps lecture 8 where the professor talked about experiments done to overcome obstacles mentioned in part b. and then youd flip to lecture 6 where the professor covered the different CED-3 mutants and their characteristics for part c. (I dont know this for sure, but having taken this class, Im guessing Im somewhat close?) Anywho, no need to fret for someone whos never taken a college bio course before, it will definitely seem like a daunting exam question. Heck, I took the cla ss a year ago and Im still a little scared! Its really not as hard as it looks once youre taking the class though, trust me. :) 2. Jessie, who knows that I am not good at chemistry, said, You considered a minor in chemistry? *another grin* (Note that Jessies not being mean when we had lunch the other day, I said I am not good at chemistry.) Alas, chemistry is one of those things that I think is cool, I am just not very good at it. 3. Manisha asked, Hey Mollie, thanks for the visualsMacgregor is by far my first choice next year and I was wondering what you think my chances are of getting a room there? Well, that varies from year to year it depends on how many people put MacGregor first in the lottery. Last year about three-quarters of freshmen got their first choice in the initial lottery, though, so your odds are probably pretty good. 4. Melodie asked, are you really getting married???? (in reference to Bens dating post) Haha, that Ben is a giant gossip. Adam and I havent done the whole knee-ring thing yet, but were planning to pick a location and a date in the next few months for a summer 2007 wedding. Maybe, if Ben is lucky, Ill invite him and he can blog about it. :-P Once upon a time, Adam and I were just dating, though, so if you have any questions about dating at MIT, I can mentally transport myself back to sophomore year and answer them. 5. Anonymous asked, do you have any advice on how to get to know professors? it feels like they sit on some high pedestal and we can only stare in awe. To which Mom08 replied, Dan, my son works (UROP) in the lab of one of those awe inspiring people. Hes even famous and probably the best in the world at what he does. He is very very friendly and comes into sons office to chat and see how his life is going. My son got the job by walking into the lab and asking if they needed any help. He has also gotten to know a couple of his professors fairly well by going to talk to them during office hours or after class. So it is possible to get to know your professors. To add to what Mom08 said, its often easier to get to know professors during your upperclassman years you start taking small classes with them, for example, and often theyll make you call them by their first names. (This horrified me when it first started to happen, because I had always been taught to refer to authority figures by their titles. But then everybody in my lab started laughing at me when I called Morgan Professor Sheng, so I tentatively started calling him Morgan.) Going to office hours and starting a relationship from there is probably the best way to get to know professors who teach your classes. 6. Jon said, haha, ok, totally random, but i have to give your props (wow.i never say props) for reading His Dark Materials last year. Im reading the trilogy for the second time (im on Amber Spyglass), and its definitely by far one of the best fiction trilogies ever written! Yes, and you should all read the trilogy too! :) Its some of the only fiction I actually like. 7. Lena asked, How come all your notes are typed and do most students take notes on a laptop or by hand in class? and how much homework on average do you spend on a given day? are the 5-0-7 (hrs per week) spent on the classes accurate? Well, my notes are typed because Im slightly OCD. Those notes are note sheets for tests, and often professors will give a page limit say, one page front and back for the number of note sheets youre allowed to have. You can fit more material on a typed note sheet than you can on a handwritten one! Most people at MIT take notes by hand, although a sizable minority take notes on their laptops. Basically the whole campus has wireless internet anyway, so an escalating number of people bring computers to class every day. The 5-0-7 that Lena refers to is the unit distribution for courses, which can be found in the course catalogue. The first number (5) represents the number of hours that students are expected to spend in class each week; the second number (0) is the number of hours of lab each week, and the third number (7) is the number of hours students are estimated to spend on homework each week. The numbers are accurate for some courses but not for others, and its really not possible to say generally whether the distributions reflect reality or not. I guess on average, they reflect reality, but a given course may take you a lot more or a lot less time than the unit distribution would suggest. 8. Sarab asked, Im from India and Ive been told by everyone that in India the courses Im doing right now are very advanced as compared to the rest of the world. Is this true? For example, in the 11th grade Ive done translation, transcription and replication and in the 12th grade I will be doing Human Physiology. Is this the same in an Americna High School? Christina commented, It depends what courses you take. My Biology class has covered everything you mentioned above. And Shannon noted, Sarab- Biology is typically a 10th grade course here in America (most people here probably took honors as a freshman and then AP as an upperclassman). In a year, most students will cover the protein synthesis and DNA replication that you mentioned as well as basic human physiology (and of course other typical biology basics). In some schools, physiology/anatomy can be taken as a seperate class as well. Im sure you will be right on track with other students entering MIT. To what depth did you study those subjects?

The Harold Long Form Improv Game Activity

The Harold is a long form improv activity first developed in the 60s by theater director/teacher Del Close. Long-form improvisational activities allow actors more time to develop believable characters and organic storylines. Whether the performance is a comedy or a drama is entirely up to the cast members. Long form improv can last from 10 to 45 minutes (or beyond)! If done well, it can be absolutely mesmerizing. If done poorly it can elicit snoring sounds from the audience. It begins with a suggestion from the audience. Can someone name an object?Okay, people, choose an emotion.What is an activity you did yesterday?Name your favorite / least favorite word. Once selected, the word, phrase, or idea becomes the centerpiece for the Harold. There are limitless ways to begin the improv. Here are a few possibilities: Each cast member delivers an impromptu monolog.A word association game is played.The cast does an interpretative dance based on the suggestion.Each cast member recaps a personal (or fictional) memory connected with the audiences suggestion. The Basic Structure During the opener, cast members should listen intently and utilize some of the material In later scenes. The opening scene is usually followed by: Three vignettes related to the theme.A group theater game (involving some or all cast members).Several more vignettes.Another group theater game.Two or three final scenes that pull together the various themes, characters, and ideas that have been developing throughout the performance. Heres an example of what might happen: The Opener Cast member: (Speaking cheerfully to the audience.) For our next scene, we need a suggestion from the audience. Please name the first word that comes to mind. Audience Member: Popsicle! The cast members might then gather around, pretending to look at a popsicle. Cast Member #1: You are a popsicle. Cast Member #2: You are cold and sticky. Cast Member #3: You are in a freezer next to the waffles and beneath the empty ice cube tray. Cast Member #4: You come in many flavors. Cast Member #1: Your orange flavor tastes like orange. Cast Member #2: But your grape flavor tastes nothing like a grape. Cast Member #3: Sometimes your stick tells a joke or a riddle. Cast Member #4: A man in an ice cream truck carries you from one neighborhood to the next, while sugar-starved children chase after you. This can go on a lot more, and as stated above there are many different variations of the Harold beginning. Typically, whatever is mentioned in the opening might become a theme or a topic of an upcoming scene. (Thats why having a good memory is a bonus for Harold participants.) Stage One Next, the first set of three brief scenes begins. Ideally, they might all touch upon the theme of popsicles. However, the actors may choose to draw out other ideas mentioned in the moderators monolog (childhood nostalgia, dealing with grown-ups, sticky food, etc). Scene A1: Hyperactive children pester their mother for a popsicle, but first they must do their chores.Scene A2: A popsicle discusses life in the freezer with his friends Mr. and Mrs. Waffle.Scene A3: A trainee experiences her first day at the Popsicle Factory, working as a writer of lame jokes to be placed on the popsicle stick. Noises, music, cast member gestures, and interaction can take place throughout, helping to transition from one scene to him next. Stage Two: Group Game Whereas the previous scenes may have involved several cast members, Stage two typically involves the entire cast. Note: The games used should be organic. They might be something often seen in improv shows, such as freeze or alphabet; however, the game could also be something spontaneously created, some sort of pattern, activity or scene structure that one cast member generates. the fellow cast members should be able to tell what the new game is, then join in. Stage Three The group game is followed by another series of vignettes. The cast members may choose to broaden or narrow the theme. For example, each scene might explore The History of Popsicles. Scene B1: Popsicles during Cavemen TimesScene B2: Popsicles during the Middle Ages.Scene B3: Popsicles during the Old West. Stage Four Another game is in order, preferably involving the entire cast. This one should be very lively to build the energy for the final portions of the Harold. (In my humble opinion, this is the perfect spot for an improvised musical number -- but it all depends on Stage Five Finally, the Harold concludes with several more vignettes, hopefully calling back to several of the topics, ideas, even characters that have been explored earlier in the piece. Possible examples (although it seems counter-intuitive to give written out examples of improv ideas!) Scene C1: Caveman experiences worlds first case of brain freeze.Scene C2: Mr. and Mrs. Waffle decide to see other people; she visits the fridge.Scene C3: The Ice Cream Man is on his death bed, and his life flashes before his eyes. If the cast members are clever, which I am sure they are, they could tie the ending with material from the beginning. However, the Harold doesnt need to tie everything together to be fun or successful. A Harold might begin with a specific topic (like popsicles) but drift away too many different subjects, themes, and characters. And thats fine too. Remember, any improv game can be changed to suit the needs of the cast and the audience. Have fun with the Harold!

My Family Of The Family Tree - 2126 Words

I derive most of my identity from my Mother’s side of the family tree, so this autobiography will be a little lopsided; much like my personality. My maternal grandmother’s family came from Sonder Stenderup of Jutland, Denmark and my maternal grandfather’s family is of German descent. The original family name was Gron, however my great grandfather change the surname to Green in order to sound more American. My mother’s grandparents came from Jutland, Denmark in 1905 and my grandmother was born in Racine in 1920. The only characteristic I inherited from that side of the family is my punctuality, my outspokenness, and my ability to drink. I grew up in a three bedroom, one bathroom house with my mother and four brothers along with a neighborhood full of kids (mostly boys). I have three older brothers; 10, 9, and 8 years older and one brother who is three years younger than me. My older brothers all joined the service as they turned of age, therefore it cr eated a split upbringing for me. Up until I was 8, I was treated as the baby sister and my younger brother and I were constantly dragged to my older brother’s friends’ houses. My mother worked quite a bit, therefore, my eldest brother was in charge of the rest of the clan, however, he usually delegated one of the other two brothers to watch me my younger brother. Which is why I learned to play poker at a very young age, even though I’m still not good at bluffing my opponents. After I turned eleven, all of my olderShow MoreRelatedMy Family Tree By Vinnie Schmitt2196 Words   |  9 Pages My Family Tree Vinnie Schmitt 1. Name: Kelcy Vinnie Schmitt, me, myself and I. DOB: October 21st. 1959 in Los Angeles, moved to Yucaipa CA., Richmond VA., Anchorage AK., Portland OR., Maui HI., Seattle WA,. and San Diego. DOD: Still here Education: A.A. in Animal Healthcare Technology, Mesa College San Diego 1998. Mueller College for hypnotherapy 2011.Mental Health Worker certificate City College, San Diego. 2014 and still working on a certificate in Conflict Resolution and Youth and ChildRead MoreChristmas Tree817 Words   |  4 PagesI have anxiously awaited that special time of year when family gets together and everyone seems joyful and serene. As the snow falls lightly on the ground, one can sense a special atmosphere in shops, restaurants, and even on streets. This special holiday is based on a crucial time in religious history. Consequently, our society has passed down traditions to commemorate the Christmas season, a significant religious holiday. Beyond a doubt, my favorite holiday is Christmas. During this festive seasonRead MoreShel Silverstein and The Giving Tree1342 Words   |  5 PagesThe boy then visits again asking the tree for a house so he can have a family; the tree then gives the boy her bra nches to provide what he wants. 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After work and school, we were doing the regular agenda of homework, tidying up the apartment and getting dinner started. Who knew that the opening of the front door would bring such chaos and turmoil into my life. As the door opens, we all look curiouslyRead MoreThanksgiving Is A Day Of Giving Thanks1203 Words   |  5 Pagestime for family, friends, and great food and let s not forget a break from work. But my overall favorite time of the year is the holiday season, Thanksgiving and Christmas and the family traditions that brings out the holiday spirit. To start with, Thanksgiving is a day of giving thanks. It is not only a time to give thanks on that day, but to be thankful throughout the entire year. Thanksgiving is not just about the turkey and dressing, the honey ham or the pecan pies; it is day for families to gatherRead MoreThe Greater Power, The More Dangerous The Abuse1642 Words   |  7 Pagesthe Family Ties project because I wanted to do two things: talk with my family and learn about their experiences, either negative or positive, with power. Talking with my family, especially my grandparents, is something I love to do. This project gave me even more reasons to go see my grandparents and talk with them. For this project, I interviewed four individuals in my family. For my grandparents’ generation, I chose both my grandmother, Mary Shoudel, and my grandfather, Larry Shoudel. My grandmotherRead MoreDecision Making For The Success Of The Organization1336 Words   |  6 Pagesneed to make and I will also identify possible solutions to my decision. 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Nba Lockout Free Essays

EPPENGER, JALIL MS. HARRIS ENGLISH 10/3/11 #1. ( why the NBA Lockout hasn’t been a success? ) NBA LOCKOUT I feel the NBA Lockout has been one of the worst, incidents to ever happen, in the history of the NBA. We will write a custom essay sample on Nba Lockout or any similar topic only for you Order Now It hasn’t made fans happy and the players in the league have been upset too. I’ve noticed that NBA players have tried to overcome this situation by having different leagues, not associated with the NBA to play in. This has shown there passion and love of the game. The NBA lockout has motivated some players and humbled a lot of them. I noticed that a lot of players have kept working hard and are staying on top of their game throughout this puzzling time. I feel the NBA lockout polarized the summer for NBA basketball. There was nothing to look forward to besides European basketball in the summer. The NFL was able to overcome its problems with contracts and business deals and end their lockout before the season started. I don’t understand why the NBA can’t figure their problem out. The NBA doesn’t have nearly the fan base of the NFL. The severe shortage of the season will really hurt the NBA, much more than the NFL. The last NBA lockout was in 1998-99 season. The year Michael Jordan retired for the second time in his career. It was a horrible time also for the NBA much like this one. This also tarnished the sport of basketball. I wouldn’t be surprised if some NBA players left the NBA to play overseas. The game overseas is more orchestrated, hard-nosed, and skill orientated from what I’ve seen. The NBA is more about star-power and athleticism. I feel a lot of role players in the NBA would flourish more overseas, because they can be given the opportunity to showcase their skills, and gain some recognition for themselves. Overall, I feel the NBA and their players’ association will bargain together to make a productive agreement to resolve this problem just like the NFL did. it will just take longer and be more time consuming. How to cite Nba Lockout, Essay examples

The Role of Leadership in Emplyee Performance Essay Example

The Role of Leadership in Emplyee Performance Essay International Journal of Business, Humanities and Technology Vol. 2 No. 5; August 2012 Impact of Leadership Development on Employees Performance (Case Study: Employees of Customs Headquarters) Dr. Javad Mehrabi Department of Public Management, Qazvin Branch Islamic Azad University, Qazvin, Iran Dr.Mohammad Taheri Roozbehani Department of Management, Boroojerd Branch Islamic Azad University, Boroojerd , Iran Shirin Naseri Department of Management, Boroojerd Branch Islamic Azad University, Boroojerd, Iran Batool Samangooei Postgraduate of Business Management Payame- Nour University, Tehran Shahre Ray Unit and Educational Services Expert in University of Isfahan, Iran Abstract Objective: The present survey has been conducted to study the role of leadership development on employees performance in Customs headquarters of the Islamic Republic of Iran.Methodology: Descriptive-correlation method was used in this survey and the statistical population included employees of Customs headquarters equal to six-hundred seventy eight (678) persons. Sample volume was selected through random class sampling method that was equal to two-hundred fifty (250) persons. Questionnaire was used to collect the required data and data analysis was accomplished using inferential statistics tests such as Pierson correlation coefficient and step by step regression analysis in addition to descriptive statistics indexes such as mean and standard deviation.Findings: Findings reveal that there is a significant and positive relationship among leadership development and its dimensions with employees performance. Conclusion: It is concluded that authorization, education and development and empowerment have the highest impact on employees performance respectively. Key words: leadership development, coaching, education and development, empowerment, participation in decision-making, authorization, performanceIntroduction Leadership is a mysterious process that has been considered similarly by common peo ple, scientists and researchers since the far past. It is one of the major five tasks of managers in some guidance texts. Leadership means art of influencing the subordinates so that they conduct pre-determined activities in the framework of certain purposes voluntarily and eagerly (Khalili Shurini, 1995: 15-19).It seems that when the leader is able to mobilize and coordinate human forces by emphasizing human relations, his action would be led to satisfaction and improvement of employees performance automatically. Today governmental and private organizations intend to enhance their service quality and this wont be fulfilled unless with a good management, suitable leadership and moving towards knowledge and technology advancement (Rezaeeian, 2005: 230-247). 54 Â © Centre for Promoting Ideas, USA www. ijbhtnet. com As utilizing employees abilities is not possible without effective leadership existence of leadership as the driving factor in employees motivation, creating perspectives, enhancing employees capability, education and development of the organizational forces and compiling purposes and programs are very important to obtain organizational objectives (Moradi, 2009).Major task of Customs as one of the governmental organizations is to control imports and exports legally in order to get duties, preventing to import non-standard and unhygienic products, regulating importation and exportation of some products to regulate the internal market and etc.Violating the above cases would be led to social and cultural abnormalities in addition to their harmful impacts on the internal production and economic stagnation through changing the culture and taste of consumers towards nonstandard and smuggled products and creates disorganization in the economic system by dominance of foreign manufacturers on the internal markets and increases unemployment and the related problems. Since accurate and effective implementation of Customs regulations and avoiding the above probl ems has a direct relationship with Customs eadership and performance of its employees as economic frontiers of the country it is intended in the present survey to answer the following questions given to the above issues. Is there any relationship between leadership development and employees performance in Customs headquarters in Iran? Is there any relationship among leadership development dimensions and employees performance? Which dimension of leadership development has the highest impact on employees performance?Research literature Leadership Leadership is the ability to encourage others to try eagerly in order to obtain certain purposes (Davis, 2010: 423). It is a process in which management of the organization tries to facilitate his tasks to fulfill organizational purposes by creating motivation and an effective relation and encourages employees to conduct their tasks eagerly and enthusiastically (Alvani, 1996: 137-138). Leadership development: past, present and future Leadersh ip development is enhancement of abilities and creating perspective for motivating and directing of individuals towards determined purposes.It includes components such as education and development, participation of individuals in decision-making, coaching, job empowerment and authorization (Ollrich, Gold Smith ; Karter, 2005). Leadership development has obtained achievements in two previous decades among which we can refer increasing of management development methods and coordination among the management and employees. Believing that leadership is something beyond management becomes more popular increasingly and causes more studies to be focused on leadership competencies and problems regarding non-coordination in working affairs and life (Hernez-Broome ; Hughes, 2009).Leadership development at work environment Nowadays innovators represent skills and techniques regarding leadership development through methods such as educational programs and coaching and apply them in real issues. People could obtain important skills by combining such directions and real commercial conditions and thus it is possible for organizations to find important, synchronous and related issues and deal with them. Finally purpose of leadership development includes action not knowledge.Therefore, leadership development at present means providing learning opportunities for people through work not keeping them aloof from the work environment and obliging them to learning. Moreover, the best experience of organizations is to find out the leadership role as a key factor in all job levels and that they are committed to create effective leaders across their organizations. Developing more individual and better leaders is not the only focusing point of leadership development although this issue is still very important.Leadership is increasingly defined in a way that it is not just related to leaders acts rather it is a process which creates a new generation of leaders and effective relations that their focus is on leaders and colleagues interaction (Lajevardi, 2011). Organizational performance Organizational performance is obtaining organizational and social purposes or going beyond them and conducting responsibilities undertaken by people (Heresy and Blanchard, 1996: 504). 155 International Journal of Business, Humanities and Technology Vol. 2 No. 5; August 2012Research hypotheses Primary hypothesis There is a relationship between leadership development and employees performance. Secondary hypotheses 1- There is a relationship between coaching and employees performance. 2- There is a relationship between education and development and employees performance. 3- There is a relationship between empowerment and employees performance. 4- There is a relationship between participation in decision-making and employees performance. 5- There is a relationship between authorization and employees performance.Conceptual model of the survey In this survey leadership development and its d imensions (coaching, education and development, empowerment, participation in decision-making and authorization) are regarded as independent variables and performance is regarded as dependent variable. Leadership development Coaching Performance Education and development Empowerment Participation in decision-making Authorization Research methodology The present survey was conducted using descriptive-correlation method. Statistical population included employees of Customs headquarters in 2011.Volume of the statistical population was equal to 678 persons among which 386 persons were male and 292 persons were female. Sample volume was determined equal to 250 persons using Krejcie and Morgan table and relative class sampling method was used. Therefore, portion of each class (male and female employees) was first calculated in the statistical population and the same ratio was observed in the sample too. Statistical sample of employees contains 142 males and 108 females by gender separatio n. Two researcher self-made questionnaires were used for leadership development and performance to collect the required data.Although these questionnaires were standard and normalized, views of advisor and guiding professors were reviewed to determine validity of the questionnaires. Cronbach alpha coefficients of leadership development and employees performance questionnaires ware equal to 0. 89 and 0. 86 respectively which illustrated high reliability of both questionnaires. Results were analyzed through SPSS software. Analyzing results As variables under study follow normal distribution Pierson correlation coefficient is used in this survey to study the relationship among variables.Secondary hypotheses Hypothesis 1: H0: there is no positive relationship between coaching and employees performance. H1: there is a positive relationship between coaching and employees performance. 156 Â © Centre for Promoting Ideas, USA www. ijbhtnet. com Table 1- Pierson correlation coefficient betwe en coaching and employees performance Correlation between coaching and employees performance Pierson correlation coefficient (r) +0. 276 Number (N) 250 Significance level (P) Plt;0. 001 Result Significantpositive Given to results of table (1) because the calculated amount for Pierson correlation coefficient is significant at level ? 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relation is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed. Hypothesis 2: H0: there is no positive relationship between education and development and employees performance. H1: there is a positive relationship between education and development and employees performance. Table 2- Pierson correlation coefficient between education and development and employees performance Correlation between education and development and employees performance Pierson correlation coefficient (r) +0. 03 Number (N) 250 Significance level (P) Pl t;0. 001 Result Significantpositive Given to results of table (2) because the calculated amount for Pierson correlation coefficient is significant at level ? = 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relation is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed. Hypothesis 3: H0: there is no positive relationship between empowerment and employees performance. H1: there is a positive relationship between empowerment and employees performance.Table 3- Pierson correlation coefficient between empowerment and employees performance Correlation between empowerment and employees performance Pierson correlation coefficient (r) +0. 469 Number (N) 250 Significance level (P) Plt;0. 001 Result Significantpositive Given to results of table (3) because the calculated amount for Pierson correlation coefficient is significant at level ? = 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relat ion is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed.Hypothesis 4: H0: there is no positive relationship between participation in decision-making and employees performance. H1: there is a positive relationship between participation in decision-making and employees performance. Table 4- Pierson correlation coefficient between participation in decision-making and employees performance Correlation between participation in decisionmaking and employees performance Pierson correlation coefficient (r) +0. 498 Number (N) 250 Significance level (P) Plt;0. 001 Result SignificantpositiveGiven to results of table (4) because the calculated amount for Pierson correlation coefficient is significant at level ? = 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relation is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed. 157 International Journal of Business, Humanities and Technology Vol. 2 No. 5; August 2012 Hypothesis 5: H0: there is no positive relationship between authorization and employees performance. H1: there is a positive relationship between authorization and employees performance.Table 5- Pierson correlation coefficient between authorization and employees performance Correlation between authorization and employees performance Pierson correlation coefficient (r) +0. 618 Number (N) 250 Significance level (P) Plt;0. 001 Result Significantpositive Given to results of table (5) because the calculated amount for Pierson correlation coefficient is significant at level ? = 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relation is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed.Primary hypothesis: H0: there is no positive relationship between leadership development and employees performance. H1: there is a positive relationship betwe en leadership development and employees performance. Table 6- Pierson correlation coefficient between leadership development and employees performance Correlation between leadership development and employees performance Pierson correlation coefficient (r) +0. 610 Number (N) 250 Significance level (P) Plt;0. 001 Result Significantpositive Given to results of table (6) because the calculated amount for Pierson correlation coefficient is significant at level ? 0. 01 it is inferred that hypothesis H0 regarding nonexistence of relation is rejected by 99% confidence and hypothesis H1 regarding existence of relation between the two variables is confirmed. Multiple regression analysis of employees performance based on leadership development dimensions In this section predictive impact of predictor variables (coaching, education and development, empowerment, participation in decision-making and authorization) on the criterion variable (employees performance) is explained and studied using st ep by step multiple regression analysis.Results are illustrated in table (7). Table 7- multiple regression analysis of employees performance based on leadership development dimensions Test statistics Predictor variables B Remained authorization in education and analysis development empowerment Not coaching inserted participation in in decisionanalysis making 0. 446 0. 200 0. 138 0. 037 0. 030 B Sig P;lt;0. 001 P=0. 001 P=0. 021 P=0. 550 P=0. 664 Beta Significance level of beta Multiple correlation coefficient R 0. 64 Coefficient of determination R2 0. 434 Fstatistic Significance level of Fstatistic F Sig P;lt;0. 001 F 64. 680 As results of table (7) show variables of authorization, education and development and empowerment are remained in analysis among the inserted predictor variables based on the highest significance level respectively (P;lt;0. 01, P;lt;0. 05) and variables of coaching and participation in decision-making are not inserted in analysis (P;gt;0. 05). 158 Â © Centre for Promoting Ideas, USA www. ijbhtnet. comAuthorization, education and development and empowerment explain employees performance score significantly (Plt;0. 01, R2= 0. 434, F= 64. 680). These variables are important in predicting employees performance and totally they have allocated 43% of variance of employees performance score to themselves. Positive coefficients of calculated beta (? ) for authorization (? = 0. 45), education and development (? = 0. 20) and empowerment (? = 0. 14) reveal that employees performance score is increased by increasing scores of these variables.Therefore it is inferred that authorization, education and development and empowerment have the highest impact on employees performance respectively. Conclusion Obtained results of analyzing statistical data demonstrate that there is a positive and significant relationship among leadership development and its dimensions. Authorization and education and development among leadership development dimensions are str ong correlators of employees performance.On the other hand, obtained results of regression analysis show variables of authorization, education and development and empowerment are remained in analysis among predictor variables (leadership development dimensions) based on the highest significance level and coaching and participation in decision-making are not inserted in analysis. Authorization, education and development and empowerment variables explain employees performance score significantly. These variables are important in predicting employees performance.Therefore, it is concluded that authorization, education and development and empowerment have the highest impact on employees performance respectively. Recommendations It is recommended to managers as instructors to create and accelerate learning to improve employees performance; train and develop employees through methods such as job cycle, assistance and etc; try to empower employees; provide the ground for employees particip ation in decision-makings by making individuals familiar with affairs and their manner and it is necessary to prioritize authorization methods in their management.Also it is recommended to conduct this survey topic in other institutions and organizations and study the relationship among leadership development and productivity and efficiency. References Alvani, S. M, 1996, General management, Tehran: SAMT Publishing Co. David J. L. (2000). A Determination of Interpersonal Interaction Expectations in International Buyer-Seller . Relationships. Ph. D. Dissertation, Blacksburg, Virginia Dissenzu, David. F Robins, P, 2011, Principles of human resources management, translated by Seyyed Naghavi, M.A and Yaghubi, S, Tehran: Mah Kameh Hernez-Broome, Gina. , Hughes, Richard L. (2009) Leadership Development: Past, Present, and Future. Center for Creative Leadership. Human Resource Planning, available at: www. ccl. org Heresy, Paul Blanchard, Kont Eich, 1996, Organizational behavior managemen t, translated by Kabiri, GH, Tehran: Majed Khalili Shurini, S, 1995, Leadership theories, Tehran:Ghaem Lajevardi, J Jamali Nazari, A, 2011, Relationship between emotional intelligence and reference style of managers leadership, Journal of Management Perspective, No. , spring Moradi, M, 2009, Special topic in managers leadership style, Tehran: Management Organization. Olrich, Goldsmith Karter, 2005, Leadership development and organizational changes, translated by Moeeinodini, H. R, Tehran: Management Organization Rezaeeian, A, 2005, Principles of organization and management, SAMT Publishing Co. Saadat, E, 2008, Human resources management (2th edition), SAMT Publishing Co. Sange, Peter, 2008, Dance of change: challenges of stable change in learning organizations, Akbari, H and Soltani, M, Tehran: Ariana Research-Industrial Group Publications 159

Americanization of Sports in the Late Essays

Americanization of Sports in the Late Essays Americanization of Sports in the Late Paper Americanization of Sports in the Late Paper American sports are American because they are a reflection of societal values and cultural norms during the rise of an industrialization America. These recreational activities became popular economic enterprises with specializing labor roles, set rules comparable to the standard workplace protocol in other industries at the time, and were intentionally civilized in such a way that they became more profitable for those in charge. This civilizing also meant a specialization of labor as many athletes became more professional with Irreplaceable skills. American sports In the late 19th entry are reflective of greater historical trends regarding Industrialization. American sports became American over the late 19th century by gradually integrating rising class values into the creation of sporting rules and practice. The urban and extensively diverse atmosphere in which popular sports developed necessitated Americanize them in such a way that sporting rules became cohesive with the exclusive class values of participants so that they opposed non- native culture and benefited the social group of the rule-makers. American sports re competitive, and thus leaving something to be gained, were inherently both profitable and popular, thus presenting fine arenas for a communication of the participants and practices by a leisure class. The American mentality that was present during the late sasss was a rise in nativity. Sports that played upon class tensions were popular due to their popularizing and often violent nature. This is evident through the class confrontations In breakneck fighting. When John L. Sullivan fought Jake Klan In the last of the gloveless confrontations In 1889, Klan as represented as a favored native due to his American identity. Sullivan had Irish ancestry and although surely not every bit of money was bet by spectators on fighters who were not of their ethnicity, but the match was primarily polarize . For both the participants and the spectators, boxing offered an appropriate window to play out sometimes violent class tensions in an equal and fair way. American sports became more American by gradually excluding African Americans from the world of white privilege, as It had previously been an avenue for self-determination and social mobility. Prior to the rise of Jim Crow and exclusive policies, athletes like Tom Monolingual, for example, had used the realm of sport to fight all over the world in the late sasss and make a decent living doing ITIL . However his race certainly was a barrier to his success in the united States, as white boxers practically forced him to move to Europe through a communal unspoken policy regarding black athletes. The use of sport as a social tool also remained available to Isaac Murphy, a black Jockey, who arguably was one of the most influential black athletes in the mid- 1 asss and the asss, racing in events like the Kentucky Derby and other notorious events. He was systematically pushed out of the sport however by white Jockeys who frequently boxed him in on the race track. Hitting him with their whips. This was an intentional action done by The Jockey Association to slow down Murphys practical assimilation Into white social culture through making an example of his race on the track. At ten turn AT ten TNT century Ana at ten real plane AT developments In ten specialization of labor, both the professional athlete and the average middle-class rocker had specific Job specifications. The pinnacle of Jim Crow however arises in the exclusion of African Americans as a kind of specialization of labor, that is, white athletes wanted to equate race with the ability to do anything specialized at all. Jack Johnson had to wait until Jim Jiffies accepted his challenge, as nobody was going to facilitate the fight without Jiffies approval anyway. Andrews, Matthew. The Manly Art. Lecture , September 9, 2014. 2 Andrews, Matthew. Black Athletes in the Age of Jim Crow. Lecture September 16, 2014. While Johnson inevitably won the fight, black players became marginalia for their skin color due to commonly held racist ideals about what kind of athletics spectators, coaches, and other white players wished to eliminate and augment in the group dynamics. Industrialization was a time of uncertainty not only for the everyday worker but also for the professional athlete himself. Just as danger and unstable Job conditions surrounded industrial labor, baseball players could be working one day and on the street the next. As the athlete became a commodity in the eyes of professional assessable managers around the turn of the 20th century, there was a gradual development of strategies utilized to take advantage of the infrastructure of sports like baseball that were greatly expanding opportunities for athletic employ due to their increasing popularity. This led to professional players exhibitionist themselves to play for multiple teams and in multiple games. This increase lends explanation to how sports like baseball, initially an exercise, and then a hobby for middle-class white-collar males allowed them to embody the American and capitalist spirit and lay baseball full-time. Baseball players celebrated upsetting the social hierarchy by throwing games, constant rotation of skilled players between teams, and the taking of money from bribes or payment from team owners and investors. The nature of general labor for the majority of Americans during the Progressive Era was brutal and offered little social determination. The degree to which baseball players reveled in the intense degree of control the group cumulatively had to manipulate the efficacy of the game. The same can be said for the rising popularity of American football. Theodore Roosevelt for example paralleled moral notions of muscular Christianity in football with the work ethic of the industrial working linen. While work ethic and personal ability was significant to being a part of a professional 3 Andrews, Matthew. The Game of Baseball. Lecture , September 2, 2014. 4 Andrews, Matthew. College Football and the Strenuous Life. Lecture , September 1 1, 2014. Sports team, like many of the industrial Jobs at the time, there was a communication going on at the time in terms of the labor of production, or more amateur baseball layers in urban centers that could replace and continue to saturate the baseball market for the sake of the team-owner and for the spectators. In other words, the skill of players was important, but it was arbitrary s ince baseball was such a new phenomenon, spectators Just wanted to watch people play. I en sequence AT Great White Hopes like Jiffies is referred to in the Jack Johnson article for example as a discussion of some sort of continually oppressive sequence of forces opposing black people. It didnt matter if it was Jiffies or any other individual; there were always ongoing to be more bodies to fight the battles and preoccupy those intrigued by racial tensions. Communication was also evident in the rising ticket prices and how that affected the types of people that could afford to attend more expensive athletic events. According to professor Andrews, the rising ticket prices kept out the riff-raff and offered a safe and clean environment for the middle and leisure classes to enjoy a sports. This notion of cleaning up the sport and paired with the communication of players truly displays how the marketing of baseball and players themselves was coming more important than the ability of the individual player. The media blew up match-ups (a lot like they do today) as they were the primary form of advertisement and the sole form of information after the game that some Americans would come in to contact with. It was important for a baseball club, Just like any other business of the time, to differentiate themselves based on the personal quality of their players since moral games were desirable outings to attend. Much like attending the opera, ballet or any sort of presumably classics event, porting events and the fan-fare that surrounded them were utilized by the upper class to conspicuously 5 BACK TO FARM FOR JIFFIES: He Will Never Enter the penne Ring Again. Still Dazed From His Beating, Jiffies Returns to His Camp and Is Comforted by Weeping Wife and His Many Friends. UNC Chapel Hill Libraries. The Chicago Tribune, 5 July 1910. Web. 16 Septet. 2014. 6 Andrews, Matthew. The Business of Baseball. Lecture , September 4, 2014. Display wealth and illustrate the differences between commoners and the attending elites. The displays of wealth were not only meant to make statements to the urban or who starkly opposed the wealthy through their sporting mannerisms, but they were intended to also put the athlete in their place. Athletes performances were commonly the grounds of gambling, entertainment, and otherwise the social field through which the elite interacted. While Jockeys competed in the Kentucky derby, the leisure class rested in the stands while relaxing in fine garments. Upper class elites Joined social and athletic clubs to not only exercise themselves, but to enjoy watching skilled boxers fight and spars. There are several things, although minor, hat undermined the American identity of fundamentally native sports. It was often advocated that Americans should take up sports and reject alcoholism and immoral behavior, yet many American athletes at this time, like Jim Jiffies, dealt with problems regarding substance and domestic abuse. In the Jack Johnson article, Jiffies is described as being out of good form due to these issues, lacking speed, and overall Just being old, thus indicating the degree to which this sort of immoral behavior did not belong in the sporting realm. The Americanism of native sport is further undermined regarding the origins of any games and athletic practices that Americans favored during the time period. Sports like baseball for example, had ostensibly native roots in evidence of the statically Ana ease games played In Tiny century England one could argue never, that the addition of certain rules were significant to Americans determining their individuality by renovating old forms of sport. For example, the idea of adding a line of scrimmage to American football as a way to civilize English Mob football is significant and exemplary of the ways that the game symbolically and 7 Andrews, Matthew. Sport and 100% Americanism. Lecture , September 23, 2014. Eternally balanced in a rule-based fashion that was favored by Americans. In conclusion the ways in which the communication of the American athlete and the specialization of his identity during the end of the 19th and beginning of the 20th centuries, is a lens through which to understand something more about the ways that American society thought about civilizing sports. This was done by integrating rules that equated to class values in order to create spheres of interaction for the leisure class to both profit and be entertained by the sporting arena.

Right-Brain-Dominant Learning Styles

Right-Brain-Dominant Learning Styles Are you the creative type? Do you get bored easily when teachers lecture for more than thirty minutes at a time? Do you feel like you can size up people easily by watching them? If so, you may be right-brain dominant. Characteristics of Right-Brain Students You take notes but lose them. You may have a hard time keeping track of your research.You might have a hard time making up your mind.You are good with people.You dont fall for practical jokes as easily as some.You seem dreamy, but youre really deep in thought.You like to write fiction, draw, or play music.You might be athletic.You like mystery stories.You take time to ponder and you think there are two sides to every story.You may lose track of time.You are spontaneous.You’re fun and witty.You may find it hard to follow verbal directions.You are unpredictable.You get lost.You are emotional.You dont like reading directions.You may listen to music while studying.You read lying down.You may be interested in â€Å"the unexplained.†You are philosophical and deep. Your Classes and Your Brain In history class, you enjoy the social aspects most. You like to explore the effects of events that happened in history. You also enjoy essays.You can do well in math class if you apply yourself, but you get bored by long, complex problems. Keep at it! Youll be great with math if you practice enough.Science? Boring at first. But once you start learning more, you become intrigued.You do well in English class, especially when it comes to reading literature and writing essays about books. You also do well in creative writing assignments.Strong grammar skills may come naturally to you. Advice for Right Brain Students Choose to do personal essays  when you have the option. Youre great when you use anecdotal stories!Watch your daydreaming- keep it under control and dont let it become a procrastination tool.Let your imagination work for you in the arts.Let your intuition work for you in social situations. Use that gut instinct to your advantage.Let your deep thinking work for you during essay tests- but don’t ponder too long. Make a quick outline, then start to fill in the topics.Be creative with essays. You can use colorful language well.Use images and charts when you study.  Write down directions to help you remember.Try to be more organized!Don’t be overly suspicious of others.  Make outlines to organize your thoughts.Choose fiction in reading assignments.  Try to avoid teachers who lecture a lot; choose teachers who use activities.You tell stories well, so write some!Put information into categories for better understanding.Avoid getting bogged down by thinking of all possib ilities when answering questions. Go with your first instinct on a multiple choice exam! Finish things! You have so much talent, but you don’t always complete things. You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor one day!

Creating Conditions for Learning Essay Example | Topics and Well Written Essays - 1000 words

Creating Conditions for Learning - Essay Example I discuss my views on these areas by using personal experiences to assess whether they are integral to maintaining the lesson’s momentum, which in turn translates into academic achievement. I believe that learning can only occur when all parties (students and instructors) are able to create an interactive conducive environment. Earlier on, I learned that instructors bear the responsibility of creating such an environment. For example, simply preparing a lesson plan by the book, does not guarantee to learn, as more than one factor might dissuade students from learning. Disruptive behaviors from students rank high on the list of learning detractors. Therefore, instructors must always be wary of students prone to behavioral problems, in order to mitigate them before such behaviors hinder the learning process. At the core of the different problem-solving approaches I use, is the intent to equip the students with behavioral skills, which will assist them in mitigating disruptive be haviors. In my opinion, helping students avoid disruptive behaviors is not merely enough to maintain lesson momentum. More often than not, I have come to the realization that instructors are to blame for losing the lesson’s momentum. The text clearly states that instructional activities comprise of both strategies and formats. The former refers to the different ways of grouping students whereas the latter refers to the different methods used by instructors to engage their students (6.04). Therefore, instructors with personal inadequacies, which hinder them from executing either of the instructional activities risk affecting students’ engagement and in turn their academic achievement. I agree that instructors might stand to benefit from comparing themselves against the areas listed in the module’s text if they hope to improve their instructional strategies.

Signage Design For Public Spaces Assignment Example | Topics and Well Written Essays - 2000 words

Signage Design For Public Spaces - Assignment Example A signage is usually designed to arouse the audience’s interest and attention to what they refer. They are therefore, intended to identify things and places and to provide direction to an interested audience. They are also used ideally to give information about areas or places of interest, as well as warning information and instructions. As such, a signage should be designed in a specific shape depending on the intended purpose. This implies that there are specific rules dictating how they are designed. For instance, a rectangular signage is intended to provide general information to an audience and to identify things and places. In contrast, a circular signage portrays specific instructions that should be followed by the audience concerned. On the other hand, a triangular signage indicates danger, and the audience it is meant for should not ignore the message it carries. These guidelines should be taken into account when deciding on the shape of the signage (Trulove & Sprague , 2000). In addition, it is important to understand the purpose of signage. Business signs are intended to market a business to the public; hence the intended audience should easily identify and link the information with the business being advertised. Such a signage provides the business with an effective voice on the streets since it creates a permanent impression on pedestrians and motorists. A road safety sign, on the other hand, should be precise and able to communicate the intended warning in the best way and in the shortest time possible. This means that a signage should be easy to identify and understand given the short time that pedestrians and motorists spend on a particular street. There are different types of signs that depend on where they are placed to capture the attention. Their location is also important since it becomes part of the sign, and hence it should be appealing and such that emphasises the information carried by the sign. There are signs placed on buildings ; others can be said to be free standing. Some include changeable copy boards, interior signs as well as buildings which function as a sign themselves. Illumination of signs can also be used in communication of seasonal messages on signage designs to impact a buyer’s choices in particular times. However, most signs are meant to communicate a particular message to a given audience. This paper will try to highlight the main features of a business advertisement signage which is the most common type of signage. Business signs are primarily used as a way of marking the location of a business. Such an identity is a form of advertisement intended to capture the attention of potential customers. The most important aspect that must be captured in such a signage is the specific products that the business offers, which the reader should identify with. It is a fact that signs have a profound effect hardly noticed. For this reason, they are quite effective and can be used as a strong adve rtising tool if they are properly designed and located (Galindo, 2011). The main purpose of business signage is to capture the attention of potential customers, particularly new ones. This can help the business grow its revenues and profitability. In addition, signs are used as a branding tool for a business. Raising the top of the mind awareness in potential customers helps to identify the business, and this can be achieved through a properly designed signage. Such a permanent signage has a repetitive influence on those who get to read it each time they come across it. Such a brand identifier should have a consistent design that matches the products and services offered. Finally, business signs are an effective tool in triggering impulse buying. Many

The Most Noble Order of the Garter :: Essays Papers

The Most Noble Order of the Garter History Of Orders: The secular orders of chivalry that came about in the fourteenth and fifteenth centuries were fundamentally based on the idea of religious expression, social valor, and virtue. These institutions, â€Å"recycled some of the trappings of the original orders of chivalry, but with the aim to create a close knit and devoted circle of noblemen around the person of the sovereign† (Saintry). An order is an award or symbol of great authority and mark, â€Å"The most striking among them (Orders) were those founded by great princes and distinguished by their lavish ceremonial and their ornate dress regulations. The oldest of these princely orders seems to be the Order of the Band, founded by Alfonso XI of Castile in about 1348† (Keen). However, King Edward III, founded the Order of the Garter in 1348 setting a new standard for the future of these great orders. It is within these orders that the very essence or aura can be understood within the realm of chi valry. These orders were descendants from the age of feudalism. Even today the Order of the Garter is still practiced in Great Britain today. Every year at Windsor Castle the ceremony of the Garter takes place. This celebration is performed in the shadow of the famed St. George's tower where a procession takes the present 24 knights into St. George's Chapel (the shrine to the Garter). History of the Garter: The Order of the Garter, founded by King Edward III, is the premier Order of Great Britain. This order is comprised of twenty-six Knights who surrender themselves onto the mercy of their order. It is believed that the Order of the Garter is modeled after King Arthur's Knights of the Round Table and Edward does nothing to dispel that rumor! King Edward III is the epitome of the Order of the Garter and some even believed that Edward was King Arthur reincarnate. This fueled his idea for the Order, which embodied the idea of chivalry and everything that went with it, (i.e. largesse, honor, and nobility). It is rumored that at a celebration King Edward was dancing with the glamorous Countess of Salsbury when her garter slipped off. Immediately Edward picked it up, slipped it on his leg and said, â€Å"Honi soit qui mal y pense† or â€Å"Shame or dishonor on him who thinks evil on it.

French Revolution DBQ

The French Revolution of 1789 caused many changes in the social, political, and economical world of France. The French Revolution sparked the beginning for many new reforms in France that were previously unavailable to the 3rd estate. The things that led up to the French revolution were all caused from within the social, political, and economic world of France. The Social causes for the French Revolution were varied. One such problem was the well being of the 3rd estate.According to Travels in France by Arthur Young the conditions of the 3rd estate were terrible as people could not purchase bread due to the high prices and the ragged conditions of the children (Document #1). Because of these factors the people were forced to fight each other for a piece of bread alone. Another problem was the middle class’ knowledge of the Enlightenment. According to The French Revolution historian Albert Mathiez, the middle class’ knowledge of the Enlightenment made them start the revo lution rather than the unintelligent working class (Document #3).The social world of France was a front for the revolution to begin because of the people who were mistreated by the government. The political reasons for the Revolution were also varied. One such reason was the signing of the Declaration of Independence. According to Lord Acton, the spark supplied by the signing of the Declaration of Independence was the cause of the French Revolution (Document #5).Another reason was the 3rd estates demands of the monarchy. Some of their demands were to lower the taxes assigned to them, have definite meeting times, and take votes by head (Document #3). The political state of France did not fare well in preventing the revolution. Finally the Economic reasons for the revolution were less varied than the others but just as important. One economical reason for the revolution was the unfair taxes to the 3rd estate.A chart of the tax and land ownership percentage in the 1700’s clearly shows how much more the 3rd estate was being taxed than the 1st or 2nd estate (Document #2). The economical causes for the revolution most likely set off the 3rd estate when their request for a tax change was denied. In conclusion the French Revolution was a result of the three different worlds of Frances system: Economy, Social, and Politics. The changes caused by the Revolution paved way for modern France and spelled out a new era for France.

What Is Engfish (or Antiwriting)

Engfish is a highly pejorative term for dull, stilted, and lifeless prose. The term Engfish was introduced by composition specialist Ken Macrorie to characterize the bloated, pretentious language . . . in the students themes, in the textbooks on writing, in the professors and administrators communications to each other. A feel-nothing, say-nothing language, dead like Latin, devoid of the rhythms of contemporary speech (Uptaught, 1970). According to Macrorie, one antidote to Engfish is  freewriting.Engfish is related to the kind of prose that Jasper Neel has called antiwriting—writing whose only purpose is to demonstrate mastery of the rules of writing. Commentary on Engfish Most English teachers have been trained to correct students writing, not to read it; so they put down those bloody correction marks in the margins. When the students see them, they think they mean the teacher doesnt care what students write, only how they punctuate and spell. So they give him Engfish. He calls the assignments by their traditional names — themes. The students know theme writers seldom put down anything that counts for them. No one outside school ever writes anything called themes. Apparently they are teachers exercises, not really a kind of communication. On the first assignment in a college class a student begins his theme like this: I went downtown today for the first time. When I got there I was completely astonished by the hustle and the bustle that was going on. My first impression of the downtown area was quite impressive. Beautiful Engfish. The writer said not simply that he was astonished, but completely astonished, as if the word astonished had no force of its own. The student reported (pretended would be a truer word) to have observed hustle and bustle, and then explained in true Engfish that the hustle and bustle was going on. He managed to work in the academic word area, and finished by saying that the impression was impressive. (Ken Macrorie, Telling Writing, 3rd ed. Hayden, 1981)   Freewriting and Helping Circles The now universally familiar technique of freewriting arose from [Ken] Macrories frustration. By 1964, he had become so exasperated with the stilted Engfish of student papers that he told his students to go home and write anything that comes to your mind. Dont stop. Write for ten minutes or till youve filled a whole page (Uptaught 20). He began experimenting with the method he called writing freely. Gradually, the students papers began to improve and flashes of life started to appear in their prose. He believed he had found a teaching method that helped students bypass Engfish and find their authentic voices. . . .The antidote Macrorie  advocates for Engfish is truthtelling. Through writing freely and the honest response of their peers, students break through their proclivity for Engfish and can discover their authentic voice—the source of truthtelling. The authentic voice objectifies the writers experience, allowing a reader to live it vicariously and a writer [to] re-exper ience it (Telling Writing, 286).   (Irene Ward,  Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy. State University of New York Press, 1994) The Truthtelling Voice as an Alternative to Engfish The typical example of Engfish is standard academic writing in which students attempt to replicate the style and form of their professors. By contrast, writing with voice has life because its ostensibly connected to a real speaker—the student writer herself. Heres what [Ken] Macrorie said about a particular student paper that has voice: In that paper, a truthtelling voice speaks, and its rhythms rush and build like the human mind traveling at high speed. Rhythm, rhythm, the best writing depends so much upon it. But as in dancing, you cant get rhythm by giving yourself directions. You must feel the music and let your body take its instructions. Classrooms arent usually rhythmic places. The truthtelling voice is the authentic one. (Irene L. Clark, Concepts in Composition: Theory and Practice in the Teaching of Writing. Lawrence Erlbaum, 2003) Anti-Writing I am not writing. I hold no position. I have nothing at all to do with discovery, communication, or persuasion. I care nothing about the truth. What I am is an essay. I announce my beginning, my parts, my ending, and the links between them. I announce myself as sentences correctly punctuated and words correctly spelled. (Jasper Neel, Plato, Derrida, and Writing. Southern Illinois University Press, 1988)